Their Future BSA Spring 2025

theirfuture

The BSA Guide to Boarding Schools

QUESTIONS FOR SCHOOL VISITS

Isabelle Brent, Head of Boarding at Oxford International College Brighton, on crucial questions to ask when choosing boarding schools: pages 28 and 29.

THE STATE ‘SECRET’ OF UK EDUCATION

David Clark, Headmaster of Cranbrook School, explains there has never been a better time for parents to consider state boarding: pages 52 and 53.

A DISTINCT ADVANTAGE

John Davies, new Head Master of Dauntsey’s School, argues that an independent UK boarding education benefits young people preparing for an uncertain future: pages 62 and 63.

NO MOBILES OR SOCIAL MEDIA

Olly Langton, Headmaster of Belhaven Hill School in Dunbar, on how to balance out children’s needs for technology in an age of invasive social media: pages 66 and 67.

Foreword

Dr Chris Pyle, BSA Chair 2025 and Head, Lancaster Royal Grammar School

There are many important factors to consider when beginning your boarding school search. Your child’s needs, interests and character combined with your family circumstances will inform your non-negotiables. But thanks to the wide choice of boarding schools available, the options can feel somewhat overwhelming – which is where TheirFuture Guides comes in.

For example, perhaps you have a few locations in mind. Boarding schools are found in diverse settings, from rural to urban areas, each offering unique benefits. Families should consider travel logistics, climate and the type of setting which best suits your child, whether that’s close to home or in a new environment that promotes independence.

Maybe your decision is focused more on flexibility. Schools will offer several different boarding arrangements including full boarding, weekly boarding, flexi and occasional boarding. No two schools are the same, but there’s certainly something for everyone.

If lots of extracurricular activities align with your child’s interests, many boarding schools offer extensive programmes specialising in sports, arts, after-school clubs and local community activities. There are plenty of opportunities to explore to support wellrounded development beyond academics, all in the context of 24/7 pastoral care.

There are also a range of options available to those comparing independent school boarding vs state boarding options. The world truly is your oyster when it comes to choosing a boarding school.

I hope this Guide, and the accompanying Junior Boarding supplement, offers the guidance needed to help you find a school which can offer a supportive and enriching environment for your child’s educational journey.

Dear parent

David Walker Director, BSA

Welcome to TheirFuture, The BSA Guide to Boarding Schools. I hope you will find it helpful. Why choose boarding for your child? Some point to the independence it teaches young people, offering an unparalleled preparation to live in communities with their contemporaries.

Others will highlight the additional time afforded to the arts, sport and other extra-curricular activities: an early morning run to start the day and a rehearsal for the school play to finish it.

Another view is to prize the diversity of students mixing in boarding houses, mirroring the workforce students will encounter as adults in most global businesses. Some will point to the way boarding schools can help manage the challenges of modern technology, offering a return to a more traditional childhood.

Lastly, a boarding education increases the choice you have for your child. If you constrain yourself to considering only day schools, you might have half a dozen similar schools within 30 minutes’ drive to choose from. With a boarding education you instantly increase that to the 650 BSA schools worldwide!

This includes those who focus on academics, the arts, sports, or great all-rounders. The choice can be overwhelming, and that is where this guide comes in.

While each boarding school is unique and different, they all aim to offer an education that adds social breadth and a diverse depth to academic study.

Whatever your reasons for choosing a boarding school, and whichever school ends up being right for your child, I hope you enjoy the journey – it’s a thrilling ride!

□ Chris has been Head of Lancaster Royal Grammar School since 2012 and is Chair of BSA’s State Boarding Forum. He was previously Deputy Head of the Perse School, Cambridge and before becoming a teacher he completed a PhD in Geography at Cambridge University, and then worked in the water industry. He holds the NPQH, is currently studying for the NPQEL in school leadership, and is Executive Lead of the NNW Maths Hub. He is a Fellow of the Royal Geographical Society and regularly writes resources for schools on natural hazards and environmental change.

□ David joined BSA Group in August 2023. He has over 20 years of experience in boarding schools and has worked in a range of schools in the UK and Africa, alongside being a prep school governor and a trustee of a multi academy trust. Before taking up his BSA post, David was Deputy Head Pastoral at a large co-ed independent school in the south-east.

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Wellbeing centre opens at Barnard Castle

BARNARD Castle School has set up a new health and wellbeing centre to protect the physical and mental welfare of students.

A six-month refurbishment of accommodation has resulted in a custom-built health hub at the school staffed by sister Suzanne Newbrook, school counsellor Emma Hickmans and nurse Beth Cummins.

The centre, featuring treatment, recovery and counselling rooms, is close to senior and prep schools, boarding houses and the playing fields. It is being resourced throughout the week and on Saturdays for pupils and visitors attending fixtures.

Caroline Riley, Deputy Head (Pastoral) at the school, said “This wellbeing hub is designed to cater for the physical, emotional and psychological needs of pupils. It is at the heart of the school yet also sufficiently far away to ensure privacy. Pupils’ anxieties often present themselves physically and the centre is there to offer the support they need.”

The facility is the latest boost to pastoral care at Barnard Castle School, an independent day and boarding school for girls and boys aged 4-18.

The school strives to maintain its students’ physical and mental health and wellbeing, ensuring they all feel

happy, safe, secure, fulfilled and rewarded in their learning.

Senior pastoral staff have also introduced STEER, a toolkit that measures, tracks and improves the selfregulation of year 9-13 students and equips teachers to give personalised support. The school has been awarded ‘champion’ status for its introduction and use.

STEER allows staff to address students’ social naivety and ‘trust of others’ to obtain the right balance and considers issues around ‘seeking change’, to help those who hate change and others desperate to alter their lives.

The system can also help parents with family signposting

Bromsgrove’s netball hat-trick

BROMSGROVE School’s netball teams have secured the title of County Champions in all three age groups for the second consecutive year.

The impressive achievement in the England Netball Schools’ National Competition follows a string of victories in the county rounds, where each age group triumphed in every match after previously qualifying through from the district.

The U14, U16, and U19 netball teams demonstrated exceptional skill and

teamwork to prove their dominance in the county competition. Their success now paves the way for them to represent Worcestershire in the upcoming Regional Finals this year. If they continue their winning streak, they will secure a place in the National Finals, where they will compete for the overall national title.

Many of Bromsgrove’s current pupils are already excelling at the highest levels of the sport, representing the England Netball Performance League and playing for renowned clubs such as Birmingham Panthers and Team Bath.

In addition, Bromsgrove has a proud history of pupils who have gone on to represent England in their respective age groups.

Emma Buckingham, Head of Girls’ PE and Games at Bromsgrove, said, “We are incredibly proud of all three age groups for their outstanding performance so far. It is a fantastic achievement to have all three age groups as county champions once again.

“Representing Worcestershire in the Regional Finals is a huge honour, and we are excited to see what they can accomplish next. Their dedication and teamwork have been exceptional and are really paying off.”

• Established for over 430 years

• High academic reputation

• 75+ co-curricular activities

• Unrivalled facilities

• Over 32 pupil nationalities

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Co-ed 3-18 | Boarding & Day | Jesuit, Catholic School stonyhurst.ac.uk/opendays in March and May

Bryanston raises £16k for Nepal children

PUPILS at Bryanston School in Dorset raised more than £16,000 for Right4Children in Nepal at its longstanding annual Charities Fair.

The event, organised by school prefects, brought the entire Bryanston community together for a celebration filled with activities and fundraising efforts.

The weekend offered something for everyone, from a spirited mixed Sixth Form netball match, to live music performances, fête games and bingo.

Pupil-led stalls showcased an array of crafts, food and Nepalese goods, with many stalls run by boarding houses and pupils who had successfully pitched their entrepreneurial ideas during the earlier Business Studies 10X Challenge.

The festivities culminated in an incredible fireworks display, lighting up the skies above the school grounds. Adding to the weekend’s success, the prefects also organised an Online Auction, featuring generous donations from Bryanston families and local businesses.

Right4Children (R4C) is dedicated to improving the lives of disadvantaged children, youth and their families in Nepal. Proceeds from the Charities Weekend will specifically support R4C’s Sports in Schools programme, helping provide essential resources and opportunities for children to thrive through sports education. Tamara H, the school’s Charities and Outreach Prefect, said: “Involvement in a variety of charities is an important aspect of life at Bryanston and we are most grateful for the generous

contributions we received. Thank you to everyone who supported this wonderful cause. We look forward to continuing our efforts for meaningful initiatives and charities such as R4C.”

Hannah Fearnley, Head of Charities and Outreach, added: “Once again, the Charities Fair demonstrated the incredible achievements a school community can accomplish when working together. We are extremely grateful to parents, staff and pupils for their support and overwhelmed by the funds raised for such an important cause. Special thanks go to our school prefects for their hard work and dedication in organising such a fantastic weekend.”

Diana Award for Wycombe Abbey pupil

Abbey has won the prestigious Diana Award for going above and beyond in her daily life to create and sustain positive change.

Ahana Kotibhaskar received the Award for her social initiative and menstrual underwear brand, Saathi, dedicated to eradicating period poverty worldwide.

Recognising the pervasive issue of period poverty, she developed Saathi to provide reusable period underwear using a sustainable buy-one-give-one model. Saathi has donated over 5,000 units across India, Uganda, and Burkina Faso, improving the lives of over 1,000 girls and reducing reliance on disposable menstrual products.

Ahana also educates communities about menstrual health and destigmatising periods through workshops and partnerships, while reducing environmental

harm with biodegradable packaging. She said: “Winning the Diana Award for my work with Saathi is an honour and testament to its impact in addressing this highly stigmatised issue. Saathi’s mission has empowered young girls with dignity, health, and confidence. I would like to thank Wycombe Abbey and the KCS Foundation for their unwavering support throughout this journey.’

Established in memory of Diana, Princess of Wales, the Award is one of the highest accolades a young person can achieve for social action or humanitarian efforts. It is given out by the charity of the same name and has the support of both her sons, HRH The Prince of Wales and Prince Harry, The Duke of Sussex.

Diana Award recipients were nominated by adults who know the young people in a professional capacity and want to recognise their efforts to make a positive contribution to society.

Jo Duncan, Headmistress at Wycombe Abbey, said: “We warmly congratulate Ahana and are delighted that her hard work and dedication to developing Saathi has been celebrated in this way. As a school, we look forward to seeing what she does next!”

Gordonstoun’s talented artist

A STUDENT from Gordonstoun School who only began oil painting two years ago has become the youngest artist to feature at a prestigious national arts exhibition.

Ruby Mitcham, aged 17, is now regarded as one of the most talented young artists in the UK. >>>

<<< Her oil portrait of her best friend and roommate has been showcased at the Society of Scottish Artists Annual Exhibition at the Royal Scottish Academy.

Ruby’s striking painting called ‘A Scottish Lass’ – a portrait of her friend Iona Watters – was one of just over 200 works selected from more than 2,000 entries.

Since it was founded in 1891, the society has exhibited work by Rodin, Raeburn and Rembrandt, alongside paintings by established Scottish artists such as Joseph Farquharson and Noel Paton. Picasso, Munch and Paul Klee were three internationally known artists whose work was exhibited in the following decades.

Ruby has further honed her talent in learning the techniques of old masters by recently spending a week at the Edinburgh Atelier of Fine Art. Ruby and her family had no idea she had such a talent until she first painted a portrait of her father, Damian, aged just 15 years. She is now in the first year of a two-year senior art scholarship at Gordonstoun.

Wendi Van-Hoof, Head of Art at Gordonstoun, said: “Ruby is a fantastic artist who has truly honed her craft over the past two years at Gordonstoun. Her stunning portraiture reflects not only technical skill but also a deep creative insight, making her a rising star to watch.”

Ruby, who is also an accomplished violinist and soprano singer, said: “At 15, my art teacher nudged me to consider painting in oils. The idea was scary at first, I had only really been working in tonal

pencil until then, but I love that oils are so malleable and stay wet for so long.

“This year has been a shock. Gordonstoun entered me in my first ever competition and now I have work hanging in the RSA. It’s been unbelievable. School pushes me to think about why and what I’m creating. They also give me the freedom to express myself.”

New Principal for Monkton

MONKTON Combe School near Bath in Somerset has appointed Bradley Salisbury as its new Principal.

Currently Head of Dean Close School in Cheltenham, Mr Salisbury will succeed Chris Wheeler in the role from January 2026.

Mr Salisbury has been Head at Dean Close School since 2015, following a spell as Senior Deputy Head. He was previously Housemaster and Head of RS at Wells Cathedral School, Head of RS and Head of Middle School at Bristol Cathedral School.

Educated at Monkton Combe School, Leeds and Bristol universities, Mr Salisbury is currently a Trustee and Director of Diocese of Bristol Academy Trust, Vice Chair of the Board and a member of the Education Committee.

He said: “To be entrusted with the role of Principal at Monkton is both an honour and a profound responsibility. I look forward to working with the talented leadership teams, learning from every individual within this vibrant community,

and contributing to the next chapter of Monkton’s story.

“I will be making full use of the coming months and the expertise of Chris and the staff and governors to prepare myself to serve the school to the best of my ability. I am very excited by all that is to come for the Monkton family of schools and the part I will play in it.”

Professor Ewan McKendrick, Chair of Governors, said: “I am extremely pleased that Bradley has accepted our invitation to become the next Principal of Monkton. He will bring to the role substantial experience of leadership in a variety of schools, a strong Christian faith and a deep commitment to Monkton, a school which he first joined as a boarder at the age of 11.”

Dancing their way to victory

NEW Hall School was transformed into a dazzling ballroom as students and staff joined forces for their annual Come Dancing charity interhouse competition.

With glitter balls spinning and the air alive with excitement, the event showcased incredible talent, enthusiasm, and a true sense of community.

The event held just before Christmas raised over £1,600 for Farleigh Hospice, a local charity providing care to people affected by life limiting illnesses.

New Hall is a Catholic independent boarding & day school for girls and boys aged 1-19. >>>

<<< Sarah Molina, Head of Dance at New Hall School, explained how participants from the school’s six houses paired up to deliver show-stopping routines. She said: “This event allows all students and staff to get involved and learn new skills. The students had a few lessons in Ballroom and Latin dance in the build up to this event and showcased routines in the jive, rumba, salsa, cha-cha-cha and samba.

“From sugar pushes to energetic drops, every performance demonstrated a remarkable blend of creativity and commitment.”

The routines were judged by a panel of students, staff and professional dancers, while the audience of family, staff and friends cheered on with enthusiasm. Acutis House danced their way to victory, with a charming ‘The Blues Brothers’ performance and an energetic dance to ‘Rolling on the River’ earning the coveted New Hall Come Dancing trophy.

Vincent Holden, Vice Principal of New Hall School, praised the event, said: “New Hall Come Dancing is a true celebration of what makes our School special.”

be part of the Prep School’s Senior Leadership Team. St Swithun’s Prep, a leading independent school on the outskirts of Winchester, welcomes girls and boys aged 3-plus into pre-school, and girls from reception age upwards.

Shelly will joins St Swithun’s from Prince’s Mead School, where she is their current Head of EYFS, as well as a member of the Senior Leadership Team. She has worked at Prince’s Mead for ten years, setting up of their Nursery. Prior to that she worked at Eton End School and Chafyn Grove School in Early Years roles.

Liz Norris, Head of St Swithun’s Prep, said: “We are thrilled to welcome Shelly to the St Swithun’s community. She brings a wealth of Early Years’ experience to the school, and I know the parents and children will love getting to know her.

“We are passionate about giving our students the very best start to their educational journey. I have no doubt that Shelly will help ensure our youngest students will have exactly that whilst also making their time here full of adventure and fun.”

New Head for Haberdasher’ Adams

DANIEL Biggins has been appointed as the new Head of Haberdasher’ Adams. He will start this September to succeed Gary Hickey, who retires at the end of the academic year.

Mr Biggins has been an integral part of the school community for many years, serving as Deputy Head – Pupil Welfare, a role dedicated to students’ well-being, personal development and academic success.

Brynley Evans, Chief Executive of Haberdashers’ West Midlands Academies Trust, explained that Mr Biggins would bring a wealth of experience and a strong commitment to educational excellence.

He said: “We are confident that Mr Biggins will continue to build upon the strong foundation and high standards established by Mr Hickey, leading the school into a bright future. We look forward to working together to further enhance the educational experience at Haberdashers’ Adams.”

New Head for St Swithun’s ST SWITHUN’S School in Winchester has appointed Shelly Say as the new Head of Early Years Foundation Stage (EYFS) in the Prep School.

Shelly will join the school in the Summer Term, overseeing the Preschool and Reception classes, as well as leading the Early Years staff team. She will also

Shelly added: “I am absolutely delighted to be joining the St Swithun’s. I am passionate about creating nurturing and inspiring environments where children can flourish and develop a lifelong love of learning. I look forward to working closely with the dedicated team, parents, and, most importantly, the wonderful children at St Swithun’s Prep.”

Shelly will succeed Sue Powell, who recently relocated abroad with her family.

Mr Biggins said: “I am thrilled, honoured and humbled to have been appointed as the next Head of Haberdashers’ Adams. This school has been a significant part of my life and as such I am acutely aware of the place that the school holds in the hearts of our pupils, alumni, staff, parents and governors. I will give everything to ensure the continued success of the school and cannot wait to get started!” He added: “It is my vision for our >>>

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Self-belief from St Cat’s

13+ ENTRY 2028 Registration for 2028, including for girls, is now open. To request a prospectus or find out about Open Days and Tours, please call 020 7963 1003 or email registrar@westminster.org.uk For information about entry to Westminster Under School at 4+, 7+ or 11+ please call 020 7821 5788.

<<< pupils to excel in the classroom, participate in the full life of the school, and to do so being fundamentally good people who care for themselves, their school and for others. I want them to take away memories for life, and it is my firm intention to continue to provide and enhance the conditions for both pupils and staff to thrive in our wonderful school.”

New Principal for Durham

DURHAM Cathedral Schools Foundation has appointed Dr Michael Alderson as its next Principal.

Dr Alderson, currently Executive Head at Merchant Taylors’ Schools in Liverpool, will assume leadership of the Foundation in September 2025, succeeding interim Principal Andrew Pearson.

Born and raised in North Yorkshire, Dr Alderson first came to Durham as an undergraduate at Durham University, where he read Modern European Languages. He began his teaching career in 2000 after completing a PGCE at the Universities of Cambridge and Innsbruck. His academic accomplishments include a master’s degree and a doctorate in Church History of the Reformation from Durham University.

Dr Alderson’s previous leadership roles include Head of Sixth Form at Derby Grammar School. He joined Durham School in 2003, teaching French and German before becoming Head of Department. As Housemaster of School House, he reintroduced boarding, and later, as Deputy Head [Staff], managed recruitment, compliance, and daily operations.

His experience includes coeducational and single-sex education, and he served as an independent consultant for Harrogate Ladies’ College. He was also Warden of Glenalmond College, where he steered the school through the challenges of Covid-19.

Since 2023, as Executive Head of Merchant Taylors’ Schools in Liverpool, he has led a foundation with two single-sex senior schools and a co-ed prep school, spearheading plans to bring the two senior schools into one coeducational institution.

Dr Alderson said: “It will be my privilege to bring the skills and experiences I have gained over the last 25 years to the service of Durham Cathedral Schools Foundation.

“The decision to apply was easy: the schools offer a superb education in and outside the classroom, supported by outstanding pastoral care in an amazing location with an almost thousand-year relationship with the Cathedral – a place in which I have worshipped over many years.

“The biggest attraction, however, is the culture of this very special community –warm, fun, with a sense of values and a real heart.”

Dr Alderson will be joined in Durham by his wife, Emma, a teacher in the city, and their black Labrador, Angus.

New sport and play facilities at Taunton

School

TAUNTON School has unveiled a renovated 20m pool, a golf simulator, and an updated

playground as part of its wider campus development plan.

The 20-metre Keeling Pool has reopened after almost six months of work to update the facility and sees the school returning to a two-pool set up.

This increases the availability for lessons and training, plus external usage by local clubs and swimmers. It will also allow the school to host water polo matches, diving lessons, and lifeguard training due to its extra depth.

Taunton School’s new golf simulator follows a generous donation from an Old Tauntonian in loving memory of fellow Old Tauntonian, Iain Westwater, who was a passionate golfer.

The golf simulator will allow students to simulate playing at some of the world’s most famous courses, plus it will help them receive one-on-one lessons from professionals and to practice for tournaments.

Meanwhile, work on Taunton Pre-Prep & Nursery’s playground has now been completed with the help of an external playground specialist, Pentagon Play.

The company designed and developed a bigger and more exciting playground for pupils to enjoy, featuring more space and equipment mostly made of wood, including a climbing frame and raised beds for planting herbs and flowers.

Chris Treaise, Head of Estates and Facilities at Taunton School, said: “2024 has been an exciting year for Taunton School and the Estates & Facilities team in particular. It has been fantastic to be involved in the development of the >>>

‘Students

<<< campus masterplan, with projects such as the new golf simulator, Keeling Pool renovation, and the new Pre-Prep & Nursery playground facilities.

“All of these projects are proving to be extremely successful in providing the most modern, fun and safe facilities to assist our students in their educational journey at Taunton School, and I’m excited to continue with our development plan over the next few years.”

These latest projects are part of the wider campus masterplan which has seen the development of a modern Sixth Form centre, an outdoor recreation space known as the Green Heart, new Senior School library, renovated dining hall, updated Pre-Prep & Nursery library and brand-new baby room.

Construction starts at Westonbirt

WESTONBIRT Pupils representing the eldest and youngest pupils at Westonbirt Prep School helped contractors start the construction of two new buildings.

The Nursery and Year 6 pupils joined school Headmistress Rebecca Mitchell, representatives of, Wishford Education Group, Quattro Design Architecture and RJ Leighfield and Sons at the ‘breaking ground’ ceremony.

The new buildings will feature six modern, light, and spacious classrooms, a new school hall and kitchen, new play equipment and a welcoming new entrance around a central courtyard space, surrounded by parkland and historic trees.

Rebecca Mitchell, Head of the Preparatory School in Tetbury, Gloucestershire, said: “The new buildings at our Prep School represent a significant investment in the future of our children’s education. These modern, spacious classrooms and facilities will provide an inspiring environment for learning and growth.”

The project is the latest in a series of developments at Westonbirt School which has seen the recent construction of eight new classrooms in the walled garden area for maths, business and psychology, and two new boarding houses. Other new features include an international standard astroturf hockey pitch, ECB accredited cricket nets and upgraded sports facilities.

Sam Antrobus, of the Wishford Education Group, added: “This investment reflects our continued growth and development at a time of uncertainty across the wider independent school sector. These new facilities will not only enhance the educational experience for our pupils but also contribute to the local economy, providing educational spaces that preserve the natural beauty of the area.”

Gordon’s lift top rugby trophy

HISTORY was made when Gordon’s School lifted the Rugby Football Union’s Academy Colleges and Education (ACE) League trophy for the first time.

Up against 12 times champions Hartpury College in the final, the Surrey Heath side ran out 34-25 winners under the lights at Worcester’s Sixways Stadium.

Math Jones at No 10 said he was still pinching himself the following day after the win in December. He added: “I still cannot believe it. We were confident going in to the game but when we did win it was still a bit of a shock!”

Sam Richards, Head of Rugby at Gordon’s, said: “I cannot express how proud I am of this group. From the preseason evenings in August through to the final they have worked so hard.

“They have become so tight as a group and now have memories that will last a lifetime. What made it even more special were the scenes at the end with the squad celebrating with their families and the 170 students and staff who travelled up to support. The noise in the stands was incredible and definitely gave the boys an extra push on the night.”

The game was watched by students, staff and parents who had travelled to Worcester to support. Back on the school campus, students and staff gathered in the Houses to watch the livestream on any available screen.

Gordon’s School joined the ACE League, the pinnacle of schoolboy rugby, four years ago when the Harlequins/Gordon’s Partnership Programme was launched. The programme allows talented rugby players to train as a professional player while receiving an outstanding education. Since the launch, five students have realised their dream of playing professional rugby and have left Gordon’s with Harlequins contracts. Many have also, and are currently, representing their country on the rugby pitch.

Hundreds in Wellington Maths Challenge

MORE than 250 students from 63 primary schools took part the Wellington School Maths Challenge.

The winner in the hotly contested competition was Tatworth Primary School, whose team of four beat off all other contenders for the prize.

Now in its 29th year, the annual event is aimed at children aged 10 or 11 from schools across Devon and Somerset. Schools are invited to enter a team of four pupils who work together to solve 25 questions in one hour. Their problem solving skills are put to the test with a range of tasks based on principles from across mathematics.

Peter Buckingham, Wellington’s Maths teacher, said: “We were delighted to see so many enthusiastic and talented mathematicians working together and pitting their wits against each other.

“This event has grown over the 29 years we have been running it and it is always good to see new schools joining in. These young mathematicians have impressed us all with their enthusiasm. They have successfully solved problems by working together and sharing their methods.”

The winners took home books, puzzles and the satisfaction of having risen to the challenge.

First place was Tatworth Primary School, second place was jointly won by Combe St Nicholas Primary School and Brent Knoll Primary School, and in third place was St Andrew’s Church School. This year, the challenge was written by former

Lydia Buckingham who attended the event as a student 15 years ago.

After leaving Wellington School, Lydia gained a first-class honours degree in Mathematics from Merton College, Oxford and gained her PhD at the University of Bath.

New Chaplain for RHS

THE Royal Hospital School (RHS) in Holbrook, Suffolk, has welcomed its new Chaplain, Reverend Katherine Page.

Rev Page grew up in Surrey, attending St. John’s School in Leatherhead. After completing her Theology degree at Westminster College, Oxford, she earned a PGCE at Homerton College, Cambridge. Previously the Head of the PRE Department at RHS, Rev Page has also taught Religious Studies at Woodbridge School and Wymondham College.

Prior to her ordination, Rev Page took time away to travel with her husband, an RAF officer, and to raise their four children, three of whom now attend RHS. Her travels included living in Cyprus, the USA and across the UK.

Once she returned, she resumed teaching and served as a volunteer Hospital Chaplain. A chance conversation at a Christmas service inspired her to begin her ordination training at Westcott House, Cambridge, where she completed a Master’s in Theology, Mission and Ministry.

Rev Page said: “I care deeply about pastoral care and spiritual growth,

and look forward to developing an environment which includes and supports everyone – pupils, families and staff alike.”

Irfan Latif, Headmaster of RHS, said: “We extend a warm welcome to Rev Page who brings a wealth of experience with her in pastoral care, spiritual guidance, and community building, making her a valuable addition to our school family.” RHS is an independent co-educational boarding and day school for 11-18 year olds. The Chapel is regarded as the spiritual hub of school life and Chapel Service occurs two mornings per week and on most Sundays.

Rev Page replaces Rev Laura Mumford, who departs the school after two years.

Mr Latif added: “Laura’s compassion, kindness, guidance and warm spirit will be missed, but we wish her all the best on her journey with the Diocese.”

St Lawrence College appoints new head

ST LAWRENCE College, Ramsgate has announced the appointment of Matthew Brown as the new Head of College from this April.

Mr Brown will succeed Barney Durrant, who takes up the Headship of Brighton College, Abu Dhabi, at the end of the Lent term.

Mr Brown is currently the Head of Epsom College in Malaysia. Before this, his career was in state secondary education, and he was Headteacher of Penglais School, Ceredigion, in West Wales. >>>

pupil

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<<< He will be accompanied in his new role by his wife, Kate Brown, a French teacher and formerly Director of Admissions at Epsom College in Malaysia.

Graham Carter, Chair of Governors, said: “We are delighted to welcome Matthew and Kate to St Lawrence College. Matthew’s expertise, dedication, and alignment with the College’s ethos make him the ideal person to lead our school into its next chapter.

“His emphasis on academic rigor, character development, and inclusion will undoubtedly strengthen our community and inspire students to reach their full potential.”

Mr Brown said: “I am inspired by the values of St Lawrence College: academic excellence combined with co-curricular success, rooted in a strong Christian foundation and a commitment to inclusion. I am eager to enhance the College’s strengths and provide an inspirational experience for all students.”

New Huish Law School in Somerset

RICHARD Huish College has launched Huish Law School in Somerset with a Law Conference and opening ceremony.

Dr Alderson, currently Executive Head at Merchant Taylors’ Schools in Liverpool, will assume leadership of the Foundation in September 2025, succeeding interim Principal Andrew Pearson.

The new law facilities include the first mock courtroom to be built on a college campus in the south of England, a

classroom and large-scale legal art murals.

Rowena Mudge, Course Manager for Law at Huish, said: “It is the department’s vision to be the centre of choice for law for young people and we aim to achieve this by being hard-working, honest and acting with integrity.”

The Huish Law School has been established to offer students an educational ‘experience’ rather than just a qualification. Students have access to The Law Society, various competitions, and opportunities such as the Law Conference, where they can interact with professionals.

This year’s conference included talks and workshops by a District Judge, Avon and Somerset Police Dog Unit, Exeter City Council, Davitt Jones Bould, NCA, The University of Law and the Crown Prosecution Service.

The project was managed by Equans, who are the HM Courts and Tribunal Service (HMCTS) projects partner. They provided a dedicated team of 18 volunteers over five days to support and coordinate creating a courtroom experience that is as close to the real thing as possible.

Tom Spalding, deputy director of facilities management at HMCTS, shared: “This initiative demonstrated HMCTS’ commitment to sustainability while providing law students with an authentic environment for their practical legal education. Hearing the students’ firsthand accounts of the positive benefits this outstanding new facility is delivering was enlightening and Equans should be commended for their remarkable efforts

and their commitment to corporate and social responsibility.”

Jacob Snellings, sector director of Equans, added: “We hope that providing this mock courtroom will attract young people in the early development of their career journeys into all aspects of what HMCTS do”.

Law firms Amicus Law and Davitt Jones Bould provided financial aid. Davitt Jones Bould, who was one of the first companies to respond, will continue to provide support through sponsorship of the Huish Law Society.

Leighton Park School appoints new Head

LUKE Walters has been appointed as the new Head of Leighton Park School from September 2025.

Mr Walters will join Leighton Park from Christ’s Hospital, where he has been Deputy Head since 2019. He was previously part of the senior team at Ardingly College, where he was also a Housemaster.

Before that, he worked at Marlborough College Malaysia as a Housemaster and Reading Blue Coat as Head of English. Eme Dean-Lewis, Chair of Governors at Leighton Park, said: “I am confident that Luke is the ideal person to lead Leighton Park into its next chapter. His proven track record of achieving outstanding results over time at his previous schools speaks to his ability.”

Mr Walters said: “I am hugely excited to be joining Leighton Park School as Head. Leighton Park is an exceptional >>>

<<< community of talented individuals. As I step into the role, with such a superb foundation to build upon, I am committed to fostering an environment where kindness, compassion, and a holistic approach to learning are as vital as academic excellence.”

Mr Walters studied at Exeter University, before later completing a Master’s in Shakespeare at Royal Holloway. His professional interests include pedagogy and staff development. He also enjoys refereeing sport, exercise and exploring the countryside with his family.

Matthew Judd, current Head of Leighton Park, moves to become Head at Christ’s Hospital in September 2025.

New Head of Bedales Prep

BEDALES School has announced the appointment of Clare Kirkham as the new Head of Bedales Prep from April.

Ms Kirkham, currently Head of Junior School at Downsend, will succeed Colin Baty who is taking up his new role as Head of Danes Hill School.

A graduate in Classical Civilisation from the University of Leeds, Ms Kirkham began her career at the BBC and Channel 4, before becoming a teacher. She was a class teacher at Barfield Prep School, near Farnham, and soon took on the role of joint Head of the Pre-prep.

She then moved to Guildford High as Head of English in the Junior School before taking up her current role as Head of Junior School at Downsend in 2017. Will Goldsmith, Head of Bedales, said: “We are thrilled to welcome Clare and were impressed by her deep affinity

with our ethos and her enthusiasm for engaging with our community. We look forward to working with Clare as we build on the strong legacy left by Colin Baty, whose leadership has been so valued, and we wish him all the best in his new headship.”

Ms Kirkham said: “I am hugely excited to be joining and to begin working in earnest in the Summer term to lead the Prep School with ‘head, hand and heart’.”

Alongside her passion for English and literature, Ms Kirkham is an avid supporter of drama, having contributed to a number of Edinburgh Fringe productions. Outside of school, she enjoys spending time with her family and Schnoodle dog, exploring the outdoors, and travelling.

New Hall university offers

THE HEADS of School at New Hall School in Chelmsford have both received top offers from the University of Oxford.

Head Girl and boarder Romilly Ireland has been invited to read History (Ancient and Modern) at Balliol College, while Head Boy Theo Smith holds an offer to read Geography at St Catherine’s College, Oxford.

Romilly said: “For six years, I have been involved in a club almost every day, including music, street dance, debating, cookery, hockey, and helping on the School Farm. The biggest part of my school life is boarding – the support both academically and emotionally from the boarding staff has really made New Hall feel like a home away from home. I cannot stress enough the value of the

incredible opportunities I have had here.” Romilly, with ten grade 9s, was the top achiever of her GCSE cohort. A founding member of the Classics Society, she has a reputation for delivering well-researched and witty presentations in society meetings. Studying History, French and Latin at A-level, Romilly went on school trips to France, Greece and India. She has also become a keen oboist in the Senior Orchestra, a hockey player, and member of the Senior Choir.

Theo studies Mathematics, Geography and Biology at A-level, and said his love of Geography began on New Hall trips. He said: “From camping round fires and watching the Northern Lights in remote Icelandic villages, to learning to play the drums with local children in a South African township, school trips have created memories and stories that will stay with me forever.

“Understanding the interactions between people and their environment is at the centre of my passion for geography and economics.” Theo’s interest in geopolitics includes work experience at a foreign exchange broker, and independent research on the impacts of tourism and investments on coastal towns.

He is an enthusiastic player in the 1st XV Rugby team, and joined his teammates for tours in Italy and across the UK. He now plays for Essex U17s county team. Katherine Jeffrey, Principal of New Hall School, is herself an alumna of the University of Oxford, where she read Politics, Philosophy & Economics. She said: “We are so proud of our Heads of School for receiving these university offers after a challenging and competitive application process.”

U23 AND U19 NATIONAL MATCH RACING CHAMPIONSHIPS 1ST 1ST SCHOOL AT BSDRA TEAM RACING FINALS 1ST 1ST BSDRA KEELBOAT LEAGUE RYA SCHOOLS’ MATCH RACING CHAMPIONSHIPS

DAY & BOARDING SCHOOL FOR GIRLS AND BOYS TO 18 YEARS OF AGE

# ILOVEBOARDING

‘It’s like a second home’

In every edition of TheirFuture, we’re going to highlight pupils who love their boarding education … and some of the reasons why.

TAUNTON SCHOOL, SOMERSET

Verity, Year 9

“My boarding experience has been great. Everyone is very inclusive and the family aspect is great. Even when I first joined it didn’t feel like I was new, I was just included straight away. I love all the different opportunities on offer at Taunton School, the different events that I can take part in, especially sport.”

WELLS CATHEDRAL SCHOOL, SOMERSET

Elspeth

“I enjoy every moment of boarding in Claver Morris House because it means that I always have a friend. I get to play games with my dorm mates, and we can work together on school projects and prep. At weekends we go rambling in the countryside, swimming or to the park with our houseparent, and I enjoyed joining in with the ‘Claver’s Got Talent’ show!

“The houseparents help me to remember things like brushing my teeth and taking my vitamins. The best thing about boarding is that I don’t have to say goodbye to my friends at the end of the day!”

Oscar, Year 12

“One of the best things about boarding is making friends and being part of a community. I really enjoy our house outings, especially the big ones we do at the start and end of each year.”

Isabelle, Year 10

“I really enjoy boarding because it encourages lots of independence and helps you grow as a person. Everyone in my house pushes me to be the best person I can be. I am a completely different person to who I was when I joined three years ago and I think that’s down to the boarding staff at Taunton School and my housemates.”

Harry

“Boarding at Wells offers so much and I enjoy having so many facilities on hand. I use the gym, swimming pool, music school recording studio and photography studio regularly, and at the weekends I’ve tried sports that I would never have otherwise had a go at.

“In my boarding House, support is always there if you need it, and I like having a routine provided for me. Our garden is a great place to socialise and play football with people from other Houses. There is a good sense of community and family, and I enjoy my time as a boarder. The time spent with my mates has helped me to build strong relationships.”

Dawid

“My biggest passion is playing violin so I am doing all I can to achieve my goals and dreams as a musician. Boarding at Wells helps me with that 100% with the opportunities to perform and a lot of time to practice from early morning to 9.00pm.

“My Houseparents are really supportive, and everybody is extremely friendly so the whole boarding house feels like a big family. It has a great atmosphere where I can study and have a rest among my friends and teachers. Boarding at Wells is definitely the best place to be to help me develop my music career!”

SHERBORNE SCHOOL, DORSET

Max W, Upper Sixth Form

“My favourite aspect of boarding at Sherborne is the wealth of opportunities available. A few highlights have been joining the Combined Cadet Force, the fishing society and the sailing team. I have also had the chance to complete all three Duke of Edinburgh awards and compete against other schools in clay shooting competitions.

“Another much appreciated opportunity offered by the school is the chance to develop leadership skills, be that as a school or house prefect, chapel warden or a non-commissioned officer, all of which are positions which I have been privileged to hold.”

Pheobe, Y13 and school captain, studying trumpet and voice

“It’s so nice because everyone has a common interest of being a musician. You really can make conversation and get on with everybody. It’s so interesting to meet all the different people. The highlights are our end of year concerts, and everyone comes together in this huge show.

“And even little things, like on weekends we have socials and we all party together and it’s just really nice! I love the atmosphere here. Even though we do so much music, the standard of the academic side of things is also really high.”

Harry S G, Lower Sixth Form

“Boarding has provided me with the opportunity to make such great friends at both Sherborne School and Sherborne Girls. The longer days that boarding allows has given me the time to take part in House plays and develop my sports skills during evening sessions, without impacting my academic lessons.

“Tuesday night extra hockey sessions have been a real highlight for me. Boarding at Sherborne School is also great for me as I have two sisters at the Girls’ School, so it feels as if we are all part of the same community.”

Oscar, Sixth Form, studying singing and piano

“I started at Chet’s when I was eight years old as a chorister and now I am in the sixth form. It’s such a supportive environment where everyone loves doing music and you get the opportunity to play with others, do what you love with other people.

“I’d say if you are interested in music, or want to pursue it in the future, or you just really enjoy it, I think it’s a great place for you to come. If you really love music and want to be with other people, then it’s definitely the place for you to come.”

Harry H, Fourth Form

“The brilliant staff and prefects push us out of our comfort zones, allowing us to reveal our hidden skills and talents. At first, I thought boarding would be difficult, but I could not have been more wrong as I received great support from my parents and grandparents (all were boarders themselves).

“Boarding has boosted my cultural awareness and independence as I attend lessons with boys from all corners of the world. Additionally, getting used to being far from home will prepare me for university.”

Mabel, Sixth Form, studying recorder, piano and singing

“I play recorder as my first study here, but I also play piano and sing as well as other studies. I’ve loved every second of being at Chet’s. It’s been such a journey, developing as a musician, but also as a person.

“The people that you get to meet here, it’s just so great, and the opportunities that you’re given. I feel like coming to Chet’s. having the boarding experience, has really prepared me for uni life, and I’ll really appreciate that when I get there, I’m so sure.”

CHETHAM’S SCHOOL OF MUSIC, MANCHESTER

ST LAWRENCE COLLEGE KENT

David, head boy, describes being a boarder as “a gift given” and emphasises the “daily camaraderie, shared challenges, and the wealth of learning experiences among peers from diverse nationalities and cultures”. David sees his boarding house as “a second home, a big family”. He added: “As a boarder you gain an experience, which prepares you for the wider world.”

GORDON’S SCHOOL, SURREY

Will B

“I love boarding because it’s a great culture, full of diversity and I have met people from all over the world. Boarding creates a real sense of community on a global scale, which I feel is something you would not get anywhere else.

“Boarding has given me the chance to become more independent as I have learned to cook meals from fellow students in shared kitchens and do simple tasks like my own laundry, ironing and, shopping, that most people don’t do until uni. It’s really helped me to develop a set of skills that will be useful in life and set me up for uni and moving out on my own.”

Arcelia, prefect and Upper Sixth Form student, describes boarding as “feeling like a second home” and highlights “the numerous opportunities” available. She added: “Being a boarder here for many years, it has been a joy to grow up in this environment.”

Temilolaoluwa O

“I really enjoy boarding here at Gordon’s School because I feel it is an avenue to create a community within the school, allowing us to be close with people and have people that we can talk to and be around all the time.

“It makes us more close-knit because students in boarding schools tend to be closer as you spend a lot of time together. It’s a great opportunity for us to learn from each other and be with people that we have things in common with.”

THE DUKE OF YORK’S ROYAL MILITARY SCHOOL, KENT

Joanna B, Sixth Form

“As everyone here is a boarder, the boarding houses becomes your second home, and staff are incredibly supportive, going the extra mile to take care of every single one of us. You get to make friends for life, and the people I’ve boarded with have become like my sisters, which means that I love every single one of them.

“Opportunities are vast. I’ve had the honour of captaining Girls’ Hockey and with the school’s support I pushed myself to becoming the Senior Under Officer (SUO) of the school. My parents believe, and I agree, that I would not have achieved the results I did or be anywhere near where I am now if I had been anywhere else. I am incredibly proud to be a Dukie and I love this school, the facilities, the boarding experience, but most of all the people.”

Saffron B, Sixth Form

“Growing up in a force’s family, I was in and out of different primary schools and moved frequently and as a freshfaced Year 7 student, with no clue what to expect from boarding. However, whether military or not, The Duke of York’s Royal Military School provides an open opportunity for all to develop their independence, learn, gain connections and, most importantly, to grow.

“On my first journey to the school as a student back in 2017, I was repeatedly told of the ground-breaking friendships that you’d make throughout your ‘Dukie journey’. This remains true to me today, as well as for many others who have been here. A combination of friendship, education, opportunity, and experience provides the definition of this boarding school.”

Lancaster Royal Grammar School

State Day and Boarding School for Boys Aged 11 to 18

Coeducational Sixth Form

Founded in 1472 we are one of the UK’s top grammar schools for boys with a coeducational Sixth Form

Exceptional value for money with free tuition. Fees for boarding are only one third of the fees of independent schools with no VAT

Our commitment to achieving excellence at an educational and extracurricular level makes LRGS an exceptional place to learn and grow as an individual.

Rated ‘Outstanding for Boarding’ by Ofsted. Boarding for boys aged 11-18, girls and boys in Sixth Form.

CHOOSING SCHOOLS

What about boarding schools?

Adaptability, resilience, and global competence are paramount in today’s world. DAVID WALKER, Director of BSA, explains how boarding school education prepares pupils for the future world of work.

MANY of the best schools in the UK offer boarding. There are many parents who see the school and the boarding aspects as two separate, coexisting aspects of the same institution. You yourself might love a school and accept the boarding as something of an afterthought. But in today’s rapidly evolving world, parents are increasingly considering the boarding aspect itself as the best pathway to prepare their children for the future.

Beyond academic considerations, boarding schools offer unique opportunities to cultivate skills and characteristics crucial for success in the dynamic world of work. What is unique to a boarding education which equips students with the tools they need to thrive in the future?

INTERNATIONALISM

Boarding schools provide a global environment that fosters cultural understanding and adaptability—qualities essential in the modern workforce. By

living and learning alongside peers from diverse backgrounds, students develop intercultural competence and empathy, preparing them to collaborate effectively in multicultural settings. Exposure to different perspectives nurtures creativity and innovation, qualities highly valued in today’s global economy.

According to the Independent Schools Council Annual Census 2024, there are some 26,000 overseas students with parents living overseas in UK independent schools, with about half of those pupils coming in the 6th form. These groups of students show cultural diversity at its most authentic.

RESILIENCE

Living away from home challenges students to navigate unfamiliar situations and overcome obstacles independently. Boarding school life instils resilience, teaching students to adapt to change, manage stress, and bounce back from setbacks. These experiences build resilience muscles that are invaluable in

navigating the uncertainties and challenges of the professional world, where our ability to overcome obstacles often determines success in the face of adversity.

INDEPENDENCE

Boarding schools empower students to take ownership of their learning and personal development. Away from the immediate support of family, students learn self-reliance, time management, and decision-making skills. This independence nurtures a strong sense of accountability and initiative—traits essential for thriving in the workplace, where self-motivation and autonomy are highly prized.

MORE FREE TIME

Boarding school environments offer abundant opportunities for students to engage in longitudinal learning beyond the classroom. They offer the gift of time –evenings and weekends are opportunities to dig deep into problems and challenges. Workshops, sports and extracurricular activities provide platforms for students to explore their passions, develop new skills

Photo with kind permission of Felsted School

and tackle real-world challenges together. Participation in hackathons, for example, encourages new ideas, problem-solving, and teamwork – skills highly sought after by employers in the digital age.

CONNECTIONS AND COMMUNITY

Schools cultivate tight-knit communities where students form lasting friendships and professional networks. These connections extend beyond graduation, providing students with a lifelong support system and access to a diverse array of resources and opportunities. Alumni networks often serve as valuable career resources, offering mentorship, job referrals, and networking opportunities – a testament to the enduring bonds forged in the boarding school experience.

CHOOSING A BETTER FIT

A boarding school also opens doors to a wider range of educational opportunities, enabling parents to choose a school that best aligns with their child’s interests, talents, and aspirations. Whether it’s a specialized STEM academy, an arts-focused institution, or a leadership-oriented programme, boarding schools offer tailored educational experiences that cater to diverse learning styles and career paths. By selecting the right boarding school, parents can provide their children with a

customised educational journey that equips them for success in their chosen field. In a world where adaptability, resilience, and global competence are paramount, boarding school education stands out as a transformative pathway to preparing students for the future world of work. Through internationalism, resilience, independence, longitudinal learning and community connections, boarding schools equip students with the skills, mindset, and networks they need to thrive in the everevolving landscape of the professional world.

As parents consider the best educational path for their children, boarding school emerges as a compelling choice. It not only prepares students academically but also empowers them to excel in the dynamic world beyond the classroom.

□ David joined BSA Group in August 2023. He has over 20 years of experience in boarding schools and has worked in a range of schools in the UK and Africa, alongside being a prep school governor and a trustee of a multi academy trust. Before taking up his BSA post, David was Deputy Head Pastoral at a large co-ed independent school in the south-east.

Photo with kind permission of Thomas Adams School

Questions

for school visits

What are the crucial questions that all parents need to ask when choosing a boarding school for their child? DR ISABELLE BRENT,

Head of Boarding

at Oxford International College (OIC) Brighton, explains.

FROM a high-quality education to encouraging personal growth or fostering independence, there are many reasons why you might choose a boarding school for your child. Finding the right fit is a significant factor in how enjoyable your child’s experience will be. It goes beyond academics, and should focus on identifying an environment where your child will thrive.

Attending a school ‘open house’ or tour will help you gauge whether a school is where your child will flourish, both personally and academically. While every family will be looking for something different from a boarding school, below are three key questions you should be prepared to ask during your visit.

Q. What’s the school’s approach to teaching?

Understanding what curriculum the school offers, and whether this is the National Curriculum or an international programme of education, will help you ascertain whether it will support your child’s interests and aspirations.

It will also be useful to ask about the school’s pedagogical approach to teaching and learning. For instance, is there an emphasis on independent study, exam results, or a combination of both? You will also want to know what the teacher-tostudent ratio is, and typical class sizes.

Often, smaller class sizes can mean more contact time with a teacher, which can be helpful. At OIC Brighton, our college

day is structured to ensure our students’ personalised pathways feature three pillars: academic excellence, personal growth, and career preparation. All students benefit from classroom time, one-to-one mentoring with a strategy tutor, independent study time and university preparation sessions.

Q. How will my child be supported in the evenings and at weekends?

Evening and weekends are crucial for a student’s wellbeing at boarding school. They need opportunities for rest and recreation outside of their academic pursuits. You should consider the balance of weekend activities available as well as the flexibility for downtime.

Will your child have time to pursue their hobbies and interests outside of studying? Will they have opportunities to cultivate friendships with their classmates?

Bedtime is often when feelings of homesickness emerge, so this question will help you learn how the pastoral team will support your child with their feelings. At the college, we closely monitor our students from a wellbeing perspective and have a counsellor available for students who find being away from home challenging. Our wider wellbeing programme focuses on helping students learn to cook and care for themselves, which encourages independence and self-motivation.

Q. What does a normal day look like when students are not in the classroom?

A well-structured school day can support the development of healthy habits for your child. This question will help you understand how well a school encourages a balanced lifestyle and fosters a positive experience for your child. Your key consideration should be how time is allocated at the school: how is study time balanced with time to pursue hobbies and interests?

Our Super Curricular programme ensures that students can participate in clubs and societies that interest them beyond the curriculum, and this is scheduled into their timetable. To balance our school day and independent evening study, our students can take advantage of our rural surroundings with regular walks, runs, paddleboarding and kayaking planned. Regular visits to Brighton also provide opportunities for relaxation and forming friendships.

In addition to providing an opportunity to ask questions, open days and school visits are excellent opportunities to meet current students. You can see whether they feel comfortable and relaxed with the staff showing you around the school. It is particularly beneficial to see their relationships with the house parents and classroom teachers.

Visiting students’ rooms can also provide useful insights into the types of social activities offered at a school, often shown through photographs and other mementos. It also shows whether students are making friends and building relationships with their peers, and whether they are encouraged to cultivate a physical space they feel comfortable in.

Choosing the right school for your child is a significant decision, and you should consider more than academic success. The right school will also support your child’s emotional wellbeing and personal growth, and prepare them for their future. By asking the right questions, you will select a school that aligns with your and your child’s needs and expectations.

□ Dr Isabelle Brent joined Oxford International College (OIC) Brighton from Queen’s University UK campus. At Queen’s, she oversaw residential student services and was responsible for embedding student wellbeing across academic and residential departments. Isabelle’s career has taken her from The Sutton Trust in the UK, an educational non-profit organisation, to a role in alternative education provision in California. Isabelle took her Bachelor of Arts (BA) at the University of Cambridge and has a PhD in Education from the University of Oxford.

What makes a good boarding school?

Integrity and humility, independence and ambition are just some of the qualities excellent boarding will bestow on its pupils. JAMES

JOHNSON, Headmaster of Taunton School,

explains more.

MANY key ingredients need to come together to create an excellent boarding experience. A school where students also live is at once a place of inspirational learning and a child’s second home. It is where daily classroom demands and deadlines have to be balanced with space to unwind and time to explore extracurricular interests.

That’s why boarding provides a unique educational experience. At its best, boarding gives pupils an exceptional opportunity to discover their true potential in a nurturing, supportive environment. But how can a parent assess whether a school is not only doing a great job, but is also the right one for their child? At Taunton School

we have worked hard as senior leadership team to define what it is we do well and to ensure we continue delivering the highquality education our parents expect. We believe there are four key ‘pillars’ underpinning everything we do and which prospective parents might find useful to ask as they search for the right school. They are as follows:

Does a school foster a culture of ambition?

• Does it cultivate a mindset for life?

• Do pupils feel a sense of belonging to a school community?

Does the school embrace a global outlook?

Every boarding school is different, but essentially students will thrive academically,

socially and emotionally if a school is delivering across these key categories. At Taunton School, with its nursery, pre-prep, prep, senior and international schools on the same site, we have a large boarding community of 450 pupils with very different needs. For many of our pupils it is often the whole family’s first experience of boarding. Parents need as much regular contact and reassurance from committed house staff as their children.

Adapting to life in the UK for our international students is not just about mastering English, but getting to grips with a new culture, its quirks and traditions. Staff go the extra mile to make sure pupils do not become homesick and instead settle in to a welcoming and inclusive family, rooted in kindness and compassion.

Given that a boarding school is a pupil’s home-from-home, access to a wide choice of extra-curricular activities is imperative to fill the hours outside the classroom and allow students the freedom to find their true selves. Whether it is on the sports pitches, on the stage, or in the music room, extracurricular activities after school and at the weekend help build a sense of belonging and develop resilience in the long term.

We have 150 extra-curricular clubs at Taunton. This wealth of opportunities unearths passions and hidden potential, weaving strong connections across our

community – connections which last long after leaving school. Whatever a child’s story and their background, boarding schools should be special places where diverse communities come together to make a greater and more powerful collective.

At their heart should be an outstanding pastoral care system. Students should feel supported by housemasters and mistresses, their teachers and counsellors in a wraparound approach. This enables them to thrive fully in the knowledge that there is always someone to turn to.

Of course, the best way to find out if a school is measuring up to the promises of its prospectus is to visit. For some parents, just walking through the front door is enough to convince them they have found the right school for their child – or not, as the case may be.

There is no doubt that an inspiring learning environment which celebrates each individual child is a compelling offer. Talking to students and observing how they interact with one another and with all staff – from the catering team to the headteacher – will tell you a lot about a school. Do the children show respect for all members of their community? Are the boarding houses warm and welcoming, the teachers calm and engaged?

While schools might not be able to itemise the exact ingredients of a great boarding experience, the proof that their

approach is working is in the students themselves. Integrity and humility, independence and ambition are just some of the qualities excellent boarding will bestow on its pupils, creating wellrounded individuals who make a positive impact on the world.

and

□ James became Headmaster of Taunton School in September 2022, having previously been Head of Senior School at Ardingly College, Sussex. He has spent more than 20 years working in boarding schools, firstly as an English teacher

boarding tutor at Cheltenham College, then as a Housemaster at Tonbridge School in Kent, before joining Ardingly in 2016.

Reddam’s outdoors approach to the metaverse

By RICK CROSS, Principal at Reddam House in Berkshire.

AT REDDAM House, we have been thinking about what it means to be living through the fourth industrial revolution.

This term attempts to understand the changes in our global society and economy that are emerging in an age of cyber-physical systems.

This includes big data, artificial intelligence and other breakthrough materials which all involve new capabilities for people and machines.

So why have we launched a new outdoor pursuits department to complement our highly academic and technology driven educational approach?

Learning is diverse and complex and cannot be truly effective if we simply rely on subject silos. The Future of Jobs Report suggest the most important core skills future workers will need are analytical thinking, creative thinking, curiosity, technological literacy, resilience and flexibility.

These skills must be acquired in a variety of ways and an outstanding education

creates opportunities for students to develop as rounded people. This is why we are embracing the outdoors more than ever. We now enhance learning through our own bespoke Virtual Metaverse School and use Inspired AI in all core subjects, tailoring to individuals’ needs, accelerating students learning.

We are fortunate to live on a 125-acre estate with woods, wildlife and a lake. With these facilities, children will have timetabled lessons of Reddam Adventure Department, offering opportunities to collaborate, create, build, plan, cook, succeed, and fail, just as they do in the

classroom and the metaverse. By being outside in nature, they will enhance their wellbeing and deepen their appreciation of the environment, which in turn completes the loop back to employability.

We will continue to learn on our devices, continue to roll out our AI learning tools and VR headsets and teach children computing and technological literacy. But we will also develop their creativity, curiosity and flexibility in other ways too, by putting them outside their comfort zone among the trees, the colours, the bats and the deer.

WILL MY CHILDREN BE HAPPY ?

The best pastoral care is fundamental to academic achievement and success in life. BARNEY DURRANT, Head of St Lawrence College, explains why.

AS A head teacher with three children, a key reason in deciding where I want to teach is whether my children will thrive in that school. There are a whole host of factors that I look at when deciding which school to choose, but fundamentally it comes down to one thing – will my children be happy.

This does not mean that I don’t value academia, nor does it mean that I am not expecting rigour within a school. Ultimately though, while my children will thrive in a school when they are happy, this does not happen by chance. For schools to genuinely develop positive wellbeing amongst children, there needs to be a clearly thought-out programme of social and emotional learning that runs throughout the school.

Why is this so important? The explicit teaching of values, respect and compassion are vital to developing empathetic learners with the soft skills necessary to thrive in the 21st century marketplace. Schools should not just be places where we learn subjects, but places to learn about our position within global society, to learn about different cultures and customs, and to understand differences. They provide opportunities for our pupils to develop tolerance and to understand how diverse our population is. With an explicit emphasis on wellbeing and positive relationships, our pupils develop emotional intelligence and understand the importance of being part of a community.

I want my children to grow up to become leaders in whatever field they choose,

but to do that they will need to be collaborative, thoughtful, able to listen to others and resilient. These skills can be taught and developed if schools have the desire and commitment to teach them. And with the amount of time we are able to spend with pupils, there is no better place to teach them than in boarding schools.

I obviously want my children to develop into good citizens, but there is also a direct correlation between positive wellbeing and academic achievement. A study by the Department for Education demonstrated that pupils with positive emotional

wellbeing in Year 2 gained more than one additional term’s progress by the end of Year 6, when compared to those with neutral or negative wellbeing. Additionally, in the senior school, wellbeing can make a significant difference to GCSE and A-level results, as positive social and emotional wellbeing has been proven to boost attainment by between 11 and 17 per cent.

The opposite is also true. No school condones bullying, but those who do not have a genuine focus on pastoral development and care are more likely to see bullying type behaviours amongst their

pupils. Pupils bullied at the age of 14 score significantly lower GCSE grades when aged 16 than those who have positive school experiences. If a child experiences bullying, the probability of gaining five or more GCSE passes is reduced by 10 per cent, they attain five fewer A-level points on average, and their income is 2.3 per cent lower at 25.

If my children feel a sense of belonging towards the school and feel happy, settled and valued, their confidence, self-esteem and engagement will grow. They will try new things and are more likely to get involved in extra-curricular programmes. These not only develop essential soft skills vital in life, but similarly have a direct correlation with academic achievement – with pupils engaging in selfdevelopment activities (including sport and physical activity) achieving 10 to 20 per cent higher GCSEs.

Parents often talk about how they want an ‘academic school’ and that, whilst they are sure the pastoral side is important, they just want their children ‘to achieve results’. The reality is that the two are inextricably linked and schools that actively promote and develop wellbeing amongst their pupils will deliver better results.

A genuinely holistic education, therefore, with a strong emphasis on pastoral care and wellbeing, will develop children with greater emotional balance, fewer activity and attention problems, less troublesome behaviours and more positive friendships. It will give our children the best possible chance of achieving high performance in all that they do.

Everything else flows from developing happy, secure and confident children. That is what I want for my children, and what I aim to develop in my school.

□ Barney Durrant became Head of St Lawrence College in 2020, arriving from the new Harrow Hong Kong school, where he established pastoral structures and systems as Principal Deputy Head. Before that he was a Housemaster and Head of Geography at Stowe School. Both he and his wife started boarding aged seven – as his parents worked in development and his wife’s father was in the Gurkhas. Having both travelled extensively when younger, they appreciate and fully understand the importance of stability in education. Barney aims to provide that at St Lawrence College, where all three of his children attend.

How boarding schools are inspected

ENGLAND

All UK boarding schools, state and independent, have boarding facilities inspected, prioritising outcomes for children and young people, and focusing on other key areas like premises, facilities, policies and procedures. DALE WILKINS, Executive Director at BSA and BSA Group, explains the details.

THE Independent Schools Inspectorate (ISI) now inspects all boarding schools that are members of one of the five independent school associations (GSA, HMC, IAPS, ISA, Society of Heads) every three years, under the framework introduced in 2023.

Boarding inspections are carried out by a specialist team of ISI boarding inspectors, and this takes place alongside the inspection of education provision. The framework is published on the ISI website, along with all current and future school inspection reports for each provider.

State boarding providers and all independent providers who are not members of one of the associations listed above have their boarding inspected by Ofsted, using Ofsted’s Social Care Common Inspection Framework (SCCIF). Boarding is inspected by a team of specialist social care inspectors. This is separate from the inspection of education provision by the relevant Ofsted team.

A small number of independent boarding schools are classified as special schools, and these have an annual social care inspection. Ofsted reports are publicly available, although most schools have separate reports for their boarding and education provision, and these can sometimes be difficult to navigate.

Common to both inspctorates are the National Minimum Standards for Boarding Schools, published by Department for Education (DfE) and last updated in 2022. Part A of the 2022 standards focuses on governance, leadership and management. The aim is that “the leadership, management and governance of the school enables a culture to thrive which is child-centred, safeguards children’s wellbeing and is ambitious for the progress of every child. Monitoring and accountability is strong and adds value.” Further sections of the standards highlight:

• boarding provision health and wellbeing

• safeguarding

• health and safety

• boarders’ rights, advocacy and complaints promoting positive behaviour and relationships

• activities and free time

• staff recruitment and checks on other adults, and lodgings and host families.

The other key document is Keeping Children Safe in Education, also published by DfE. This is updated every September and applies to all schools.

If a school is found to be non-compliant, DfE may direct the inspectorates to

conduct additional or progress monitoring inspections. The school may also be required to produce an action plan showing how the shortfalls identified will be rectified.

SCOTLAND

Education Scotland inspects all education provision in Scotland. The Care Inspectorate inspects boarding, using both the Health and Social Care Standards and its own quality framework. Schools are assessed against a six-point scale for: quality of care and support

• quality of environment

• quality of staffing, and

• quality of management and leadership.

Schools are also required to follow other guidance, such as the National Guidance on Child Protection.

WALES

Estyn, the education and training inspectorate, inspects the education provision of independent and state schools in Wales. Boarding schools in Wales have additional residential inspections from Care Inspectorate Wales, using the National Minimum Standards for Boarding Schools (Wales) as a baseline. At the time of writing, these standards are being reviewed and may change. Reports comment on wellbeing, care and support, leadership and management and the school environment.

NORTHERN IRELAND

There are very few boarding schools in Northern Ireland, and these receive visits from the Regulation and Quality Improvement Authority (RQIA). RQIA evaluates the degree to which care at the school is safe, effective, compassionate and well led.

ISLE OF MAN

The Isle of Man also has a separate set of boarding standards.

OUTSIDE THE UK

Boarding schools outside the UK can use BSA’s own set of voluntary accreditation standards.

SUPPORTING BOARDING SCHOOLS

BSA liaises closely with the relevant government department and with the inspectorates to support boarding

schools. BSA Group also provides targeted training and bespoke consultancy across the whole range of quality and compliance issues which boarding schools face.

This includes an extensive range of webinars, day seminars and conferences, both face-to face and virtual, with the majority now online. We have extended our reach to over 1,600 settings in more than 40 countries.

At the programme’s core is the groundbreaking series of certificate and diploma courses, which have been at the heart of best practice in the sector for 25 years. These are central to BSA Group’s mission to support excellence in boarding, safeguarding, inclusion and health education.

& Accredited/ Compliance). He worked in boarding for 31 years, with roles in junior, senior, boys’ and girls’ houses, and in senior leadership in both state and independent schools. He has been a boarding inspector and a local authority safeguarding trainer. He joined BSA in 2017 with responsibility for safeguarding and standards, having been a course tutor since 1998. He leads on all BSA safeguarding and inspection matters, including the Commitment to Care Charter. Dale has also developed BSA Accreditation for international members. He liaises with ISI, Ofsted and DfE on compliance and inspection standards, and oversees BSA Group’s work in Wales and Scotland. He has compiled the BSA Self-Assessment toolkit since 2002.

Photo with kind permission of Clayesmore School

□ Dale is the BSA’s Executive Director (Scotland/Wales

BSA Certified Agent and Guardian schemes

The BSA provides reassurance to schools and families that they are dealing with the best agents and guardians. DAVID WALKER, Director BSA Group, reports.

FINDING a suitable educational agent can be a time-consuming process for parents, but it is vital. Even when parents have a good knowledge of the UK education system, this may not be up to date and it is almost impossible to have an informed overview of all the different schools available.

This is where the BSA Certified Agent and Guardian schemes can help. They only certify agents and guardians who have the highest standards of safeguarding, safer recruitment and training of staff and host families, knowledge of the UK education system and careful liaison with schools.

Being a BSA Certified Agent is sufficient evidence for UK Visas and Immigration (UKVI), so schools do not need to do their own due diligence on these agents. The scheme also acts as parents’ due diligence, ensuring agents demonstrate a clear and current understanding of:

• the UK education system

• different types of schools getting to know a child’s and family’s needs

• recommending schools that are right for individual children, and

• maintaining the highest standards of integrity in placing and supporting each child.

For international pupils, an educational guardian who provides high quality support and guidance is invaluable.

Pupils are much more likely to reach their full potential if they feel emotionally and physically safe, and there is good communication and relationships between them and the adults looking after them. This is a vital aspect of a successful school experience.

Parents can choose a BSA Certified Guardian with confidence, secure in the knowledge that the guardian has met the high standards required through a rigorous inspection process. Knowing the guardian is committed to providing a high-quality service can really make a difference to their child’s school journey.

For more information about the BSA Certified Agent scheme and a full list of Certified Agents, visit https://www. boarding.org.uk/bsa-initiatives/bsacertified-agent-scheme/.

For more information about the BSA Certified Guardian scheme and a full list of Certified Guardians, visit https://www. boarding.org.uk/bsa-initiatives/bsacertified-guardian-scheme/

Lists of Certified Agents and Guardians are also on the opposite page.

BSA certified guardians BSA certified agents

Academic Families www.academicfamilies.com

Access UK Education www.access-edu.co.uk

Alderwood International (provisional) www.alderwood.io

Alina Yegorova (provisional)

Alpha Guardians www.alphaguardians.co.uk

Anglo International Student Centre www.sino-uk.cn

Amber Education www.amberedu.co.uk

Belgravia Guardians www.bg-london.com

Berkeley Guardians www.berkeleyguardians.com

British Guardianship (provisional)

Boarding Schools Ireland (provisional) www.boardingschoolsireland.com

Cambridge Guardian Angels www.cambridge-guardian-angels.com

Boarding Schools Ireland (provisional) www.boardingschoolsireland.com

Cherry Education Consultancy (provisional) Chinese UK Study Company www.chineseukstudy.com

Clarendon International Education www.clarendon.uk.com

College Guardians www.collegeguardians.co.uk

Connexcel www.connexcel.co.uk/guardianship

Cotswold Guardians www.cotswold-guardians.co.uk

Convoy Education www.convoyedu.com/h-col-116.html

Crown Guardians https://crownguardians.co.uk

East Coast Guardians www.eastcoastguardians.co.uk

Eduexcellence Consulting Services (Provisional) www.eduexcellence.uk

Edukatus www.edukatus.co.uk

Edinburgh Guardian Angels www.edinburghguardianangels.co.uk

Education and Exchange in Europe (provisional) www.edex.ie

Educatius UK (Provisional) www.educatius.org/high-school-abroad/uk Elite Anglo-Chinese Services www.eliteacs.com

English Country Guardians www.english-country-guardians.co.uk

Gabbitas www.gabbitas.com

Genesis Education Planning www.en.genesiseducation.co.uk

Great British Guardians www.gbguardians.com

Guardians International Support www.gis-uk.com

Guardians UK www.guardiansuk.com

Hebe Education (provisional) High Schools International www.hsinet.org

Host-Link www.hostlinkuk.com

Hyde Global Education www.hydeglobaleducation.com

International Student Guardianship Ireland (ISGI) www.guardianshipireland.ie

IQ Consultancy (provisional) www.iqconsultancy.ru

Japan-London Study and Sport (provisional) www.jlss-ltd.com

JD Consultancy www.jdconsultant.co.uk

Orpington Education Group www.orpingtoneducation.com/en

Overseas Personal Development Services www.opds.co.uk

Oxbridge Guardians oxbridgeguardians.co.uk

PJL Global Students (provisional) www.pjlglobal.com

Prestige Guardians (provisional) www.prestige-guardians.co.uk

Redoor Education (provisional) www.redoorguardianship.co.uk

Regent Guardians www.regentguardians.com

Robin Education www.robineduuk.com

Ruyang Guardian Service https://ruyang.co.uk

RV Sport and Education (provisional) https://www.rvgs.golf/education

Scottish Overseas Guardianship Association (SOGA) (provisional) www.scottishoverseasguardianship.co.uk

See World www.seeworldltd.com

St George’s Guardians www.stg-guardians.co.uk

Study Links www.studylinks.com

Test Education Centre testeducationcentre.com

The Guardian Family Network www.guardianfamilynetwork.com

Trusted Guardianship www.trustedguardianship.co.uk

UK Academics and Guardianship www.ukag.co.uk/welcom-to-ukag

UK Cloud Primary School (provisional)

UK Guardians www.ukguardians.co.uk

UKGuardianship www.ukguardianship.com

UK Tuition www.uk-tuition.com

UM Education www.umeducation.com

VIP Guardians Ying Lang Guardian, Glamour Edu Ltd www.glamouredu.com

@school-in-UK www.school-in-uk.com

Academic Asia China Ltd www.academic-asia.co.uk

Academic Families www.academicfamilies.com

Akademis www.akademis-internatsberatung.de/ internat-england Anderson Education www.andersoneducation.co.uk

Anglo International Student Centre www.sino-uk.org/school ApplyEasyPro www.aepcn.cn

Aster Tuition www.astertuition.com

Aston Education www.aston.edu.hk

Baltic Council for International Education www.balticcouncil.org/en/sakums

Barbara Glasmacher Internationale Schulberatung www.glasmacher.de Beach Education www.beacheducation.com

Be Education https://en.be.co/ Bespoke Education https://bespoke-education.com/for-students Better School! Internatsberatung www.betterschool.de

BOSSS UK www.bosssuk.co.uk

Brains & Butter www.brainsandbutter.com

Bridgeway Education https://www.bridgeway.bm Brighteru brighteru.co.uk

Britannia StudyLink www.britannia-study.com

British International Consulting Ltd www.ukbcic.com.cn

British United Education Services www.britishunited.net/en/about-us Cambridge Academic Tuition www.cambridgeacademictuition.co.uk Carfax Consultants www.carfax-consultants.com

CEC Academy www.camedu.net

Chamberlain Educational Services www.chamberlain-edu.com/traditional/ index.html

Cherry Education Consultancy www.ukcec.com Connexcel www.connexcel.co.uk

Convoy Education www.convoyedu.com/h-col-116.html

Crest Education www.cresteducation.co.uk

CSF Educational Consultants www.csfeducation.co.uk

Dickinson School Consulting www.dickinsonboardingschools.com

Education Valencia www.education-valencia.com

EduExcellence Consulting Services www.eduexcellence.uk

Edugo Guardian www.edugoguardian.com

EDU S.O.S Consulting www.edusos.it

Edukatus www.edukatus.co.uk

Esta Educational Consultancy www.esta.uk.net

Fortis Education www.fortiseducation.co.uk

Future Perfect futureperfect.at

Genesis Education Planning www.en.genesiseducation.co.uk

Global Education Tumulka (GET) www.sprachreise.com/schulberatung

Golden Apple Tree www.ukjpg.com

Golden Future www.goldenfuture.ltd

HKIES Overseas Education Centre www.hkies.com.hk

Imega Culture and Education www.imegaculture.com/index

Intake Education intake.education

Intergreat Education Group www.intergreat.com

IVYU Education www.ivyuedu.com

IQ ITEC www.itecgroup.ru/partners

IQ Consultancy www.iqconsultancy.ru

J3 Group Ltd www.j3education.com

JD Consultancy www.jdconsultant.co.uk

JMS Global Consultancy www.jmsglobals.com

KEW Learning www.kewlearning.co.uk

Kulturwerke Deutschland Sprachreisen

https://www.kulturwerke-deutschland.de

Leo Education https://www.leoedu.co.uk/

Mark Brooks Education www.markbrookseducation.com

Meridian Group www.meridian.lv/sakums

Next Step Education www.nextstepeducation.group

One School Group www.oneschool.co

Orpington Education Group http://orpingtoneducation.com

Overseas Personal Development Services www.opds.co.uk

Oxbridgecrew Education http://orpingtoneducation.com

Panoba Ltd www.panoba.co.uk

Pen Students www.penstudents.com

Petra Heinemann Internationale Schulberatung heinemann-schulberatung.de

Prime UK Education www.primeukedu.co.uk

QED Education Group www.qededucationgroup.com

Quest Tokyo www.questtokyo.com/welcome-1

Rise Smart Overseas Education Centre www.risesmart.com.hk

RV Sport and Education https://www.rvgs.golf/education

Sarah Jochums Internatsberatung www.sarah-jochums.de

Sino-UK Arts & Cultural Bridge www.sino-uk.org

Test Education Centre testeducationcentre.com

The Independent Education Consultants www.independenteducationconsultants.co.uk

Toechter and Soehne www.internate.org

UK Academics & Guardianship (UKAG) www.ukag.co.uk/welcom-to-ukag UCAC International www.ucac.info

UK Cloud Primary School www.ukcloudprimary.com

UK Education Guide Ltd www.ukeducationguide.com

UK Epsom Education en.ukepsomeducation.com

UK Schooling Experience

UK Pioneering Education

UK Tuition and Services www.uk-tuition.com

Ultra Education Services www.ultra-edu.com/en

UM Education www.umeducation.com

Unibridge International Education http://en.ubedu.com.cn

Watanabe Office www.woffice.jp

Which Boarding School www.which-boarding-school.com

Which British School – WBS www.whichbritishschool.com

Wonmillion Education www.wonmillionedu.uk/en

Navigating the future

Pupils are encouraged to embrace the values of loyalty, commitment, service, courage and integrity at the Royal Hospital School. Headmaster IRFAN LATIF reports.

STANDING proud on the edge of the Stour estuary in Suffolk, the Royal Hospital School (RHS) is a beacon of educational excellence. With a legacy that dates to 1712, when the school was established by Royal Charter by King William III and Queen Mary II, RHS has evolved from its naval roots to become a modern and outward facing school that meets the needs of the 21st century learner.

Founded on the principles of discovery, exploration and challenge, RHS extends beyond conventional learning paradigms. As a leading 11-18 co-ed boarding and day school, of 670 pupils, the school offers a creative and inclusive curriculum that is globally oriented, diverse and modern in

its approach. It prepares pupils from all walks of life to navigate the complex waters of the future with confidence and readiness.

RHS’s maritime heritage is more than a historical footnote; it is a living tradition that continues to inspire its approach to education and is continually evolving to reflect society’s needs. The school’s unique naval ethos promotes respect and a spirit of adventure. Pupils are encouraged to embrace the school’s values of loyalty, commitment, service, courage and integrity – qualities as relevant today as they were over three centuries ago. RHS cultivates a learning environment where tradition inspires originality.

SMALL CLASS SIZES

A commitment to small class sizes allows for personalised learning which ensures that your son or daughter receives the necessary guidance and tailored support they need to flourish. Sector-leading work in wellbeing and pastoral care sets RHS apart from other schools –understanding that academic success is intrinsically linked to a pupil’s overall wellbeing. This holistic approach ensures that every pupil receives personalised support to foster their mental, physical and emotional health.

A dedicated team of pastoral staff works tirelessly to ensure that every pupil feels heard, valued and supported. Initiatives such as mindfulness sessions, wellbeing workshops, and one-to-one counselling are integral parts of the RHS philosophy, and this is also reflected in their boarding provision.

The boarding experience is central to the school’s educational philosophy – a moral compass for personal development. RHS offers boarding options to suit different needs, from full boarding to flexible arrangements to meet the challenges of modern family life. Boarding houses are designed to be welcoming and homely, providing pupils with a safe space where they can grow, flourish and be themselves. The sense of camaraderie and lifelong friendships forged in these houses is a testament to the school’s commitment to creating a supportive and loving community.

I firmly believe that education extends far beyond the confines of the classroom. The vast co-curricular programme that RHS is renowned for provides unique learning opportunities. Sports, arts, music, drama, Duke of Edinburgh’s Award, Combined Cadet Force, Model United Nations, world-class sailing and community service are just some of the activities that ensure all pupils can explore their passions and discover new talents.

The co-curricular experience also reflects the World Economic Forum’s ‘Top 10 job skills of tomorrow’ by offering activities such as coding, leadership and enterprise. Having a ‘future ready’ focus will give our pupils that competitive edge which will enable them to thrive and compete in this rapidly evolving world long after they leave RHS.

POSITIVE IMPACT

Leadership development is another cornerstone of RHS’s educational approach and philosophy. The school offers numerous leadership opportunities, from prefect roles to positions on student committees. These not only provide practical experience but also help pupils develop a sense of responsibility towards their peers and the wider community. Service is equally important at RHS. The school has a strong tradition of community engagement and social responsibility. Pupils are involved in various charitable

initiatives, learning the importance of giving back and making a positive impact on society.

As RHS sails into an ever-changing and challenging world, it remains steadfast in its mission to provide an education that prepares pupils not just for exams but for life. The creates an environment where pupils can thrive academically, socially and emotionally. With its commitment to boarding excellence, pioneering work in wellbeing and pastoral care, and enviable co-curricular activities, RHS stands out as an institution that not only educates but also inspires the next generation to become leaders who will embrace the future with confidence and compassion.

□ Irfan joined the Royal Hospital School as Headmaster in 2024. He was previously Principal of DLD College London, Headmaster of Sexey’s School and Deputy Head (Academic) at Bedford School. Irfan studied Chemistry at King’s College, University of London and gained a Masters in Educational Leadership from the University of Buckingham. The son of a bus conductor, Irfan was awarded a scholarship at Emanuel School, London where he was an officer in the Combined Cadet Force, played representative rugby, cricket and enjoyed rowing. Married with two children, he now enjoys marathon running, cooking, ballroom dancing, travelling and supporting Arsenal.

Improving the lives of others

A valuable mixture of modern ideas and traditional values is embraced at Gordon’s School, as Headmaster ANDREW MOSS explains.

GORDON’S School is the national memorial to General Charles Gordon, a British war hero, philanthropist and martyr. It was built by public subscription more than 100 years ago at the insistence of Queen Victoria, who become the first in an unbroken line of sovereign patrons.

Originally opened as a home for ‘necessitous boys’, today Gordon’s is a successful non-selective, co-educational, day and residential state boarding school, set in 50 acres of Surrey countryside. It is listed as one of the UK’s outstanding schools by His Majesty’s Chief Inspector and was recognised as Boarding School of the Year by the Times Educational Supplement in 2022.

While the school embraces modern ideas, General Gordon’s legacy of traditional values remain – improving the lives of others and championing those less advantaged. As a school we strive to be one of the finest in the world, not just for our achievements, but for the calibre of young people we develop –the progress they make, the lives they lead and the difference they make to the lives of others.

Our sixth-form pupils achieve three or more A levels, with 88 per cent of entries graded A* to C. This puts the school in the top five per cent nationally for academic achievement at A levels. But we also have successes in drama, the arts, debating, public speaking, dance, sport and for the Duke of Edinburgh’s Award (DofE) and Combined Cadet Force (CCF).

The original Gordon Boys’ Home was run along military lines. This is continued today with marching, parades and Pipes and Drums. Dressed in their ceremonial Blues uniform, pupils parade around eight times a year. We are the only school permitted to march along Whitehall and pupils carry out this annual tradition in remembrance of General Gordon with pride.

THOROUGH PREPARATION

General Gordon’s life as a philanthropist, leader, scholar, adventurer and soldier is at the heart of our traditional character values of courtesy, integrity, diligence, enthusiasm and resilience. We strive for more than the best possible examination results – we also want to give our pupils a thorough preparation for life. The emphasis is on working as a team and

putting back. Each pupil is assigned a house and the interhouse competitions in sport, the arts, cooking, debating –even marching – are enthusiastically contested with everyone encouraged to ‘have a go’.

Underpinning any participation is that high performance without good character is not true success. These inter-house competitions, together with competitive sport against other schools and participation in DofE or CCF, take pupils out of their comfort zone. Taking part builds pupils’ confidence and allows them to develop new skills as well as leadership, perseverance, endurance, teamwork and problem-solving ability –all necessary qualities for adult life.

Around half the school’s residential boarders are from Service families, attracted by the location and the school’s understanding of military life. Military families are given priority for places and counsellors and tutors work to plug any gaps in their education. Residential boarders coming into the school aged 11 are housed together in a bespoke boarding house for a year before joining their senior boarding houses. Houseparents have

considerable experience of caring for children from military families and pupils from similar backgrounds.

All pupils benefit from an extended school day, with day pupils staying for supper and prep with boarders. Charges are kept to a minimum, with boarding fees from £7,865 a term, around £800 a term with the Continuity of Education Allowance. Bursaries and scholarships in sport and the arts are also available.

A Gordon’s education is not an ordinary education; it does not aspire to be. Gordon’s is a school at the leading edge of holistic education, combining legacy with leadership and service, high expectations and standards in an inspiring environment. We are not the standard education model and we do not want Gordonians to be standard citizens. We want them to earn their success through hard work. We champion success based not on privilege or advantage, but on how hard people work for themselves and others. Such people are more likely to make the world a better place and lead happier lives.

□ Andrew Moss has been Headmaster of Gordon’s School since 2010. He started teaching in 1992 and has worked in a variety of boarding and day schools, including most recently a headship in a Cognita independent school. Before that he was a Deputy Head in Hampshire and Director of Studies and Housemaster at Wymondham College, also a state boarding school.

Being a Dukie is an amazing experience

What’s known as the ‘Dukie experience’ includes excellent results and experienced pastoral care.

ALEX FOREMAN, Principal of The Duke of York’s Royal Military School, reports.

THE Duke of York’s Royal Military School is a full-boarding school offering high-quality, all-round education and excellent pastoral care for pupils aged 11 to 18. Located in Dover, Kent the school is an ideal choice for those living in the UK and Europe due to its proximity to the ferry port and Eurotunnel, and an hour’s train journey from London St Pancras. Set in 150 acres of Kent countryside, your son or daughter will thrive in our close-knit Dukie community.

EXCELLENT RESULTS

Founded in 1803, our school provides an all-round education with a strong academic focus, recently recognised with the awarded of two SSAT Educational Outcomes Awards. The school offers a

vast range of GCSE, A Level and BTEC options, with 95% of pupils moving onto university; 40% of which were Oxbridge and Russell Group Universities. The curriculum is constantly under review and staff respond positively to pupil feedback.

PASTORAL CARE

By choosing to live and study here, your child is choosing to become part of a very special community. It’s extremely important to staff that pupils enjoy boarding and are able to forge strong friendships. Experienced housemasters and housemistresses offer excellent pastoral care and support, alongside an in-house team of tutors, pastoral leaders and housekeepers. It’s a busy and vibrant place, especially on weekends, with all 500 students staying taking part in various activities and trips on offer.

VAST OPPORTUNITIES

A good school is about much more than what is learnt in the classroom – sports, outdoor activities, the Duke of Edinburgh’s Award Scheme and the Combined Cadet Force continue to play a leading role in the lives of all pupils. Vast co-curricular opportunities include more than 80 clubs and activities per week, while all the key sports are played here including rugby, netball, hockey, cricket and athletics.

£24.9m INVESTMENT

A recent £24.9 million build and refurbishment project included a new sports centre, accommodation and teaching blocks, plus a performing arts centre. Our facilities include an indoor heated swimming pool, Duke Box fitness suite, flood-lit astro turf hockey pitches and squash courts. There are also hard

and lawn tennis courts, Olympic-standard athletics track, band hall, dance studio with Harlequin flooring, and performing arts centre.

FEES & SCHOLARSHIPS

As the country’s only state full-boarding school, parents can benefit from lower fees that are outside the scope of VAT, as the government funds the education. With flexi-boarding fees at £4,073 per term, and full boarding at £7,110 per term for September 2024 to 25. The fee includes full-boarding, catering, laundry, plus clubs and activities. Armed Forces families eligible for the MOD’s Continuity of Education Allowance pay only 8 per cent of the fee (£569 per term, there are three terms per year). The school offers academic scholarships into sixth form for pupils who excel in their GCSEs, and sports scholarships to pupils who excel in the school’s major sports.

DUKIE EXPERIENCE

We believe every pupil should be the best they can be and have a pupil-centred approach, supporting, advising and guiding pupils on their chosen paths. Being a Dukie is an amazing credential to have and pupils meet their friends for life here. This is demonstrated with hundreds of alumni returning to site every year for reunion dinners and important Dukie events such as Remembrance Weekend. Pupils benefit from a staffing team that

work across the school, in classrooms and boarding houses, an on-site medical centre and a fantastic catering provider.

APPLCIATIONS

The school welcomes applications throughout the year in Years 7, 8, 9, 10 and 12, from both serving and non-serving families. The school is nonselective until Sixth Form, when entry is based on a minimum GCSE requirement. All pupils are invited to a ‘suitability for boarding’ interview as part of the application process.

We encourage you to visit our extraordinary school and we look forward to welcoming you as your start your Dukie journey.

For more information, contact admissions@doyrms.com or go to our website www.doyrms.com

□ Alex gained his Theology & Philosophy degree from Surrey University, initially teaching PE and Religious Education at Uppingham School in Rutland. He became Head of Year at an allboys comprehensive in Leicester and then went on to become Assistant Headteacher and later Headteacher, at King’s School, an MoD school based in Germany. Alex joined the Duke of York’s Royal Military School in 2017. He has an indestructible attachment to Leicester Tigers and highlights of the year are playing the pupils’ First XIs at cricket and hockey, where he still thinks ‘he’s got it!’.

Preparing for your child’s UK boarding school journey: essential visa steps for military families

Sending your child to a UK boarding school while stationed abroad is an exciting opportunity. If your child is not British, Irish or otherwise does not already have permission from the government to live in the United Kingdom, they will need to obtain a study visa. Usually for children attending boarding school and living away from you during term time, this will be with a Child Student visa.

Making a Child Student visa application can be overwhelming, particularly if you are stationed remotely. Starting the application early will help avoid delays, as gathering your supporting documents can take time; the UK Home Office is particularly busy with this kind of application over key periods such as the summer holidays. You should start by considering a school with good experience in

Child Student visa sponsorship; the school will be responsible for compliance with UK immigration laws, providing you with the support you need throughout the process. Ensuring that they are on top of these responsibilities can save a lot of hassle further on down the line. When you are ready to make your child’s application, it is important to make sure that you understand how to navigate the process, provide the correct documents, and manage the timing of your child’s application to make sure they have their visa in time for the start of term. Your closest biometric enrolment their visa in time

for the start of term. Your closest biometric enrolment centres may be far away from your station; in some regions, this may require travel by road, rail or air, and in others there may be poor appointment availability leading to long waits.

After your child has obtained their visa, you should remain organised for any future visa renewals; this is especially important if your family moves between countries during your service, if there are any big changes to your family life, or if your child moves between schools.

+44 (0)207 798 1583

At BSA Group Legal, with expert advice, we can help streamline the process and ensure your documents meet UKVI standards. We understand how important it is for your child to transition smoothly to studying in the UK, and as part of the wider BSA Group we offer integrated, tailored advice and visa support to help your family feel condent and prepared for your child’s application, ensuring that all the necessary steps are taken for a successful educational experience. Further information can be found here:

https://www.boarding.org.uk/forparents-pupils/visas-immigration/

Supporting military families

Deciding on the right school can be daunting. But for military families, the decision is even more difficult. ANNE MEGDICHE,

Director of Admissions

at Sherborne School, explains how boarding schools can help.

SERVING military families want the same strong academic and cocurricular opportunities as other parents. But they also need to know that a school understands their additional concerns and demands.

When I ask serving military parents what is most important to them when choosing a school, pastoral support is always their number one priority. This is closely followed by a solid, full boarding community with enough to keep their children occupied and that doesn’t ‘empty out’ at weekends. Children of military families have experiences unlike most others. They frequently move home and therefore experience regular disruption

to schooling and friendships. A serving parent may be absent for extended periods. As well as the emotional absence, they can miss key school events, an issue for both parents if the family home is not near the school.

Full boarding is usually high on the agenda for Service families, plus a full programme of weekend activities. However, schools must also appreciate that serving parents cannot always choose when they return from deployment, or when rest and recuperation time falls. Offering them weekend flexibility to spend time together helps the family readjust, strengthening school-parent and parentchild relationships.

PROVIDING SUPPORT

Although the military offer families support, a comforting presence at school is essential for pupils. Postings for military personnel and their families can be anywhere in the world, sometimes at relatively short notice – unsettling for children and parents. Some deployments are to hostile environments, with the media regularly highlighting dangers, and so children have additional worries about their parent’s safety. This sometimes causes emotions to overflow at unusual times, perhaps in class when discussing particular topics. Parents need reassurance that staff will be aware of and sensitive to their child’s individual needs, and always on hand to provide support.

Schools can support Service families in many other ways. For example, they may contact the parent left at home, for updates on their child’s wellbeing and to find out how they themselves are doing, checking their partner is in contact and safe. Parents, particularly with children of prep school age, will need assurance that in loco parentis really means that. Are teeth cleaning and hair brushing checks happening? Will someone notice if their child looks particularly tired? Will they suggest early nights?

Not all schools allow unlimited access to mobile phones, and younger children might not have them at all. But enabling parents to remain involved in their child’s education is key. Examples include virtual bedtime reading, online access to parentteacher meetings, ensuring phone calls across world time zones are possible, livestreaming or recording concerts and plays, and short, regular emails to parents with active photos of their child. All this helps to build strong parent-school relationships.

Some families choose schools with high numbers of military children. But parents I speak to more often do not want their children at a school which is simply an extension of ‘the patch’. They want to break away from the military world and have their children at a school with a strong boarding community, where they can make stable friendships for life. They value pupils being from a wide geography, both the UK and beyond.

As an ex-servicewoman myself, supporting military families is something I am passionate about. Sherborne matches that passion. The husband of a valued member of my team is currently serving and some of our housemasters have experienced military life, either as former serving personnel or as children. We therefore appreciate the additional complexities of these pupils’ lives. We understand that the boys in our charge need to know we are there to support and reassure them when they feel anxious, without being singled out as ‘military kids’. Honest and open communication, plus acknowledging Service children’s additional concerns, are key to building trust and positive relationships with the boys and their parents.

What about the military children themselves? Quite simply, they enhance our school. Their personal experiences mean they tend to be seasoned boarders,

taking a move to senior school in their stride and supporting other pupils who might never been away from home before. They generally have a strong sense of purpose and loyalty, demonstrating great resilience. We feel privileged to have military children and their families at Sherborne and look forward to continue welcoming them to our full boarding community.

□ Anne Megdiche joined Sherborne School in 2022 and is responsible for the development and delivery of the pupil admissions strategy. Having worked in the independent education sector for many years, both at prep and senior schools, Anne has extensive experience in supporting prospective pupils and parents during the admissions journey. Anne’s military service was with the Royal Air Force where she served for five years as an Air Traffic Controller, both in the UK and in Germany.

STATE SCHOOLS

Life at a state boarding school

The best state boarding schools offer world-class teaching and keen pastoral care. They are also more affordable, as students only pay for boarding. DR CHRIS PYLE, Head of Lancaster Royal Grammar School, BSA Chair 2025 and Chair of the BSA State Boarding Forum, explains more.

ENGLAND’S state boarding schools have a very special place in our education system. They often have an ‘independent’ ethos and education is free. Boarding fees are typically around a third of the cost of independent boarding schools.

State boarding schools come in all shapes and sizes, from non-selective schools in rural settings to grammar schools in towns and small cities. A few are single sex while others are co-educational.

Several are very ancient – Lancaster Royal Grammar School (LRGS) traces its roots back to the 13th century – while others have been established recently to meet demand in this vibrant sector.

All state boarding schools are united by a shared belief in the opportunities of boarding. There is a consistent concern for the wellbeing and personal development of young people in our schools. Wraparound pastoral care creates a very special environment

where friendships and shared activities become for many the defining privilege of their teenage years.

Co-curricular opportunities are a particular strength. After-school activities flourish in a residential community with no commuting required. Many pupils play competitive sport against independent schools, and some schools offer outstanding debating and music. Others, including

LRGS, place a high value on thriving Combined Cadet Force Army, Naval and RAF sections as a mainstay of outdoor and leadership programmes.

Academic results are a major factor for parents in choosing a school, and the state boarding sector punches above its weight. ‘Value-added’ analysis shows our boarders tend to do better than day pupils at GCSE, because of the support and encouragement from boarding staff who engage with academic challenges during and outside prep times.

At LRGS, around half of our 120 boarders live within an hour of the school, but growing numbers are from London and elsewhere. We have about 50 overseas students, who must have UK passports or right of UK residence. Bilingual or expat families from Europe to the Middle East, and from Hong Kong to West Africa are all well represented.

MODERN LIFE

Most of our families are ‘first generation’ boarders. They may not initially have considered boarding or even been aware that exceptional state schools offer this opportunity. Boarding fits modern life for many families living with the realities of commuting, travel commitments, divided families or older siblings away at university. A mother bringing up her son on her own told me how boarding allows her to manage her growing business, while her son benefits from positive role models. “We have the best weekends ever!” said the mother of another weekly boarder.

The boarding experience changes with age. Younger boarders are in light and airy shared dorms of four to six. The emphasis is on establishing excellent habits in boarding and the classroom. The housemaster and the matrons lead pastoral care. Their days include reuniting pupils with lost property and supplying toast! Evening tutors supervise prep, with young sports grads and sixth-form mentors often on hand. Plenty of summer evenings are spent chasing either a ball or each other round the fields. Junior boarding has the excitement of a secret society: boarders and day pupils are indistinguishable in school, but boarders have the key to an extra world – while many day pupils face long journeys home.

In GCSE years, boarders normally share a dorm with another pupil, and sixth form boarders share rooms in lower sixth with the intention of single rooms for upper sixth (not guaranteed). Revision season sees pupils working together – with occasional encouragement to head out for an impromptu barbecue or game of dodgeball to relieve pressure.

STEPPING STONES

Parents increasingly see sixth-form boarding as an excellent stepping stone to university. We encourage all our senior boarders to take on leadership positions and to engage with the local community – from planting trees to hosting our local residents’ Christmas party.

State boarding is very much a shared enterprise between parents and school, with open communication evolving quickly in recent years. “I Facetime my dad twice a day,” one overseas boarder told me recently – although most teenagers struggle to communicate quite so frequently!

A school’s website and reputation tells you a certain amount, but it is important to visit and meet staff and students if you can – at open days, a tour on a normal school day, and perhaps an evening taster session. Come and see what makes us special.

A recent Ofsted visit resulted in boarding at LRGS being awarded ‘Outstanding’. Inspectors said: “The boarding experience at this school has a profound positive impact on the lives of children. Boarders make exceptional progress because of the commitment of the staff team and their experiences of staying at the school.”

□ Dr Chris Pyle has been Head of Lancaster Royal Grammar School since 2012. He was state-educated in Oxfordshire and went on to complete a degree and PhD in Geography at Cambridge University, before working in the water industry. He was previously Deputy Head at the Perse School, Cambridge. He is a Fellow of the Royal Geographical Society, and regularly writes resources for schools on natural hazards and environmental change.

Revealed:

the ‘state secret’ of UK education

STATE boarding schools are that unusual combination of being maintained by the state whilst offering boarding places to their students. The attraction of state boarding is becoming increasingly compelling – especially now that VAT is being added to fees for independent boarding schools. State boarding schools are not subject to any additional taxes, and parents effectively ‘only’ pay for board and lodge – with the education provided free of charge by the state.

Many state boarding schools have long histories, in Cranbrook’s case over 500 years. The original thinking behind offering boarding places to state educated pupils was the need to educate students from inaccessible, often rural settings, such as the children of farmers, and those whose parents served overseas as public servants in the foreign office or the military. The rationale for these schools, mainly at secondary level, was to provide

There has never been a better time for parents to consider state boarding schools, according to DAVID CLARK, Headmaster of Cranbrook School. Here he reveals the unexplained ‘secret’ of UK education.

continuity of education during children’s crucial GCSE and A level years via an affordable and state-sponsored alternative to the independent sector.

OASIS OF CARE

There are more than 30 state boarding schools in the UK, and their benefits go far beyond the financial. Firstly, a good boarding school often provides much needed stability during what can be complicated and stressful times for both child and parent. This oasis of care, compassion and calm at a critical time in the lives of young people was especially the case during the post-Covid period, when mental health pressures grew at alarming rates.

Boarding houses provide important structure and routines for teenagers and, done properly, this enhances educational outcomes on a significant scale. Good friends are crucial for teenagers, and having access to those friends in a controlled community setting cannot be underestimated. What I call the big brother or big sister syndrome is equally important. I have lost track of how often an older boarder has acted as a mentor, tutor or listening ear to younger students in vulnerable situations, or whosimply need trusted advice about key decisions on their educational journeys. Another indispensable benefit of boarding is how the environment and culture help develop crucial soft skills in young people.

Boarders interact with each other and understand how they are expected to ‘get stuck in’ and connect deeply with the wider community. This helps to explain why boarders usually leave school better prepared for life and better able to exhibit key qualities that are increasingly valued in society. All boarders learn to become more independent: how to do their laundry, how to cook, how to manage money – all critical for being able to cope after leaving home.

VOICES VALUED

The student voice is also valued, with boarders at Cranbrook expected to negotiate and problem solve on a regular basis to improve their day-today experience of living in a community.

With their voices valued, they are given more responsibility over themselves and younger students and, slowly but surely, they learn to be team leaders. To thrive in a boarding setting, students have to take their eyes off themselves and to focus on others – more critical than ever in the modern age. After all, this is the ‘selfie’ generation, and the teenagers most vulnerable to suffering from anxiety or depression are those ‘on their phone and on their own’ – which is almost impossible in a boarding school setting. Students therefore develop unrivalled levels of emotional intelligence, an incredibly useful additional dividend of state boarding schools. By their very nature, state boarding schools bring together children

who would not normally mix or interact. For example, more than 20 nationalities from all over the world are represented at Cranbrook amongst our 230 boarders. As we coach students with facing up to the challenges ahead, this exposure to people from other countries and cultures is essential in giving them a head start for a global future.

Often forgotten in discussions about boarding is the day element of any school. We are proud that Cranbrook’s day pupils represent a truly broad cross-section of local society who mix really well with their boarding counterparts. Being state educated is increasingly seen as positive too – especially for universities and employers. State boarding schools offer a unique hybrid that, I believe, give their students an additional edge in enhancing their career and life chances.

For parents considering a secondary school for their child, I would strongly recommend looking at one of the UK’s state boarding schools. I am confident that if you visit us at Cranbrook, you will be hugely impressed with our students and the all-round education on offer.

□ David Clark was himself a boarder from the mid-1970s, which he recalls as “not a pleasant experience” at the time. He went on to study at both Exeter and Cambridge Universities. He is a teacher of history and politics and has worked in both the private and state sectors, with Cranbrook being his third boarding school. David loves the energy, humour and camaraderie of the classroom, where he still teaches across the age range. He is a keen supporter of school sport and all that takes place outside of the classroom and is passionate about enhancing his students’ boarding experience.

The benefits of sixth-form boarding

SIXTH-FORM colleges provide high-quality academic education pupils aged 16 to 18, enabling them to progress to university, the workplace or higher-level vocational education. There are 270 colleges in the UK and 77 are designated as sixth-form colleges, offering an extensive range of academic, vocational and professional courses, as well as apprenticeships.

Sixth-form colleges have a reputation for academic excellence, where students achieve exceptional progress and top national results. However, they do not have a history of offering boarding accommodation – something we have changed at Richard Huish College in Taunton. While state boarding schools are well established, boarding at a sixth-form college is a relatively rare concept.

Each year, state boarding schools regularly outperform other state schools with a good number topping

Excellent state-funded education in a boarding community makes the most of pupils’ talents and abilities. EMMA FIELDING, Principal at Richard Huish College, reports.

academic league tables around the country. The combination of an excellent state-funded education and a boarding community enables pupils to make the most of their talents and abilities. However, these schools offer Level 2 (GCSE) and Level 3 (A level) qualifications and are for pupils aged 11 to 18, while a sixth-form college only has pupils who are aged between 16 and 19 years.

Whilst many sixth-form colleges offer homestay accommodation, few offer full boarding facilities operated by the

college in the way that Richard Huish College does.

ALL WELCOME

At Richard Huish College, based in Taunton, the boarding house opened its doors to pupils in September 2017. The house has 53 study bedrooms, all with ensuite bathrooms. The college has been welcoming pupils from the UK and around the world for many years. But it knew that while homestay parents do an amazing job of nurturing pupils to settle, there

were also some pupils who would prefer the boarding experience.

The boarding house means the college can offer choice and flexibility to pupils and their parents – essentially offering an independent school sixth-form experience at a fraction of the cost. Sixth-form boarding at a state college is also an option for UK pupils who travel long distances daily. Flexi-boarding or weekly boarding is a great option when a late sports fixture or exam preparation needs to take priority. Many of our pupils live rurally – parents see the advantages of flexi-boarding while pupils are excited by the opportunity of becoming more independent.

Boarding at a sixth-form college, FE college or state boarding school, your young person can expect plenty of home comforts and a warm welcome from the houseparents. Their confidence and independence will be nurtured and the experience will give them essential preparation for university life. Boarding students make a great circle of friends in the boarding house, often friends for life. A rigorous set of boarding standards is adhered to, ensuring the pastoral welfare and academic development of all pupils.

IT’S AFFORDABLE

Boarding at sixth form can be affordable if you expand your search criteria to include the state sector. Many state boarding colleges have specific areas of expertise you may wish to access, such as the links with Huish Tigers Basketball Club, Bristol Bears Rugby and Somerset Country Cricket Club at Richard Huish College.

Your child will have the best of both worlds. A dynamic college environment brings together talented and aspirational young people to explore their independence, while still providing a controlled and safe setting.

Admission to Richard Huish College is for pupils who hold a full UK passport, pupils

from UK military families based in the UK or abroad, or pupils who can meet the eligibility funding criteria of the ESFA, for example British Nationals Overseas, Dependents. For further information, go to www.huish.ac.uk/boarding.

□ Emma Fielding became Principal at Richard Huish College in August 2020, taking over from John Abbott who moved to become Chief Executive Officer of the Richard Huish Trust. Emma began her career in education as an Educational Researcher at the University of Cambridge before going on to train as a History and Sociology Teacher. She has since worked in the Post-16 educational sector for 18 years.

State

boarding schools

If you are considering boarding, a state boarding school may be an option. As always, it is important to do your research and above all, see the school in action before you make any choice. State boarding schools provide free education but charge fees for boarding. Some state boarding schools are run by local councils and others are run as

State boarding schools

School

Beechen Cliff School

Brymore Academy

Burford School

Colchester Royal Grammar School

Cranbrook School

Dallam School

Exeter College

Gordon’s School

Haberdashers’ Adams

Hockerill Anglo-European College

Holyport College

Keswick School

Lancaster Royal Grammar School

Liverpool College

Old Swinford Hospital

Peter Symonds College

Reading School

Richard Huish College

Royal Alexandra & Albert School

Sexey’s School

St George’s School, Harpenden Academy Trust

Steyning Grammar School

The Duke of York’s Royal Military School

The Royal Grammar School, High Wycombe

The Royal School, Wolverhampton

The Thomas Adams School Shropshire

Wymondham College

Wymondham College Prep School

academies or free schools. These schools give priority to children who have a particular need to board and will assess children’s suitability for boarding. At state boarding schools and academies, including sixth-form colleges, parents pay between £10,000 and £22,000 per year for their children to board, with an average of £14,000 per year.

County

Somerset

Somerset

Oxfordshire

Essex

Kent

Cumbria

Devon

Surrey

Shropshire

Hertfordshire

Berkshire

Cumbria

Lancashire

City of Liverpool Borough

Metropolitan Borough of Dudley

Hampshire

Berkshire

Somerset

Surrey

Somerset

Hertfordshire

Sussex

Kent

Buckinghamshire

Metropolitan Borough of Wolverhampton

Shropshire

Norfolk

Norfolk

In England there are 31 mainstream members of the BSA State Boarding Forum (SBF), including academies and free schools. For more information on state boarding schools go to

www.boarding.org.uk/for-parentspupils/types-of-boarding-school/

Region

South West

South West

South Central

East England

South East

North West

South West

South East

West Midlands

East England

South East

North West

North West

North West

West Midlands

South Central

South Central

South West

South East

South West

East England

South East

South East

South Central

West Midlands

West Midlands

East England

East England

Schools together in partnership

INDEPENDENT schools have been connecting with their local communities and working with state schools for many years. But only recently have we collected data that clearly demonstrates this. Thousands of mutually beneficial partnerships now exist between independent and state schools, unlocking new educational experiences for all involved.

This work was reinforced in a ‘Joint Understanding’ with the Department for Education announced in 2018, outlining the commitment of independent schools to voluntarily develop mutually supportive ‘collaborations’ with maintained schools.

CHARITABLE STATUS

There has been an amount of political interest in charitable status over the years, with the media often berating fee-charging schools for ‘tax breaks’ that come with charitable status. In fact, the allocation of bursary awards far exceeds business rates relief granted to schools which are charities. Even schools that are not charities have taken steps to improve accessibility, with increased bursary assistance for those who might not otherwise have been able to afford independent school fees. In the 2023 to 24 academic year, £539 million was provided in means-tested fee assistance for pupils at ISC schools.

A 2011 judicial review ruled that education is of itself a charitable activity. The trustees of schools that are charities have a duty to report their school’s work for the public benefit to the Charity Commission. This work can include awarding bursaries on a means-tested basis for disadvantaged children, children on the edge of care and looked-after children. It can also involve support for academies and partnership work to provide learning and development opportunities to children who would otherwise miss out.

Successful partnerships between independent and state schools help to give communities a deeper understanding of each other, supporting social cohesion. JULIE ROBINSON, Chief Executive Officer of the Independent Schools Council, reports.

Photo with kind permission of Sherborne School

Photo

“Vulnerable subjects, such as modern foreign languages, Latin, music and physics are supported by partnership work.”

It is important that trustees retain flexibility to fulfil any school’s public benefit activity according to local needs, and in appropriate ways for schools according to individual capacities. Many schools do not have extensive facilities to share with state schools, plus there are geographic and other barriers to consider.

PARTNERSHIP ACTIVITIES

The Schools Together website, schoolstogether.org, details many excellent projects between independent and state schools, encouraging, showcasing and inspiring partnership working.

The website was launched in 2016 and, although involvement is voluntary, more than 4,500 projects have been featured. The projects span academia, drama, governance, music, teacher development, sport and design technology. Many different types of partnerships are underway, involving large and smaller schools that provide impressive and exciting educational opportunities for all pupils and staff involved. These range from full academy sponsorship, such as Harris Westminster and the London Academy of Excellence, to arts projects with local primary and special schools; and from careers guidance and university preparation, to inclusion in dramatic productions and sports tournaments.

WORKING TOGETHER

Schools can benefit from economies of scale and working together to procure services, including sharing specialist teachers and training. A visiting author or speaker can be enjoyed by pupils beyond the host school, and schools can share specific expertise and policies.

Partnership work can also support vulnerable subjects, such as modern foreign languages, Latin, music and physics. Pupils meeting each other can develop a new way of seeing the world. Inter-school visits can allow new subject areas, sports, musical instruments and experiences to be shared, broadening the horizons of all taking part.

Successful partnerships help to give communities a deeper understanding of each other and support social cohesion. The pooling of resources enhances the overall educational offer for all schools involved, and sharing experiences can provide teachers with effective professional development. Some schools work in pairs or small clusters, while others enjoy large partnership groups across areas such as York or Birmingham. These mutually supportive groupings develop initiatives over time and forge strong links for communities involved, with projects growing according to schools’ needs and strengths.

The School Partnerships Alliance (S.P.A.) was launched in 2022 to promote best partnership practice across state and independent schools. The S.P.A. brings schools and other stakeholders together to create a national network, drawing on key examples of sustainable and meaningful partnership work.

THE FUTURE

The 2024 ISC Census shows that in 2023 there were 9,248 partnerships at 1,068 ISC schools, demonstrating the sector’s ongoing commitment to widening access to educational opportunities.

Labour’s pledge to add VAT to school fees puts this valuable work under pressure, particularly in smaller schools with fewer resources. However, collaboration is an essential part of independent schooling and a valued aspect of the educational offer, so they will do all they can to preserve - and grow - their partnership programmes.

□ Before joining the ISC, Julie was a teacher, housemistress and Head of Ardingly College Junior School and then Vinehall Prep School in Sussex. After these headships, she was Education and Training Director for the Independent Association of Preparatory Schools. She is governor of a state school and an independent school.

Photo with kind permission of Canford School and Paul West Photography

Choosing a football academy

For young footballers with big ambitions, it is crucial to find the right academy. GRANT HOLT, Director of Football at Langley School, reports.

ASPIRING footballers face many challenges in their school years: from training to time management, and from academic focus to performance and competition. A good school football academy offers a unique community where pupils can balance their sporting passion with their academic life.

When a school offers boarding as part of the football academy, it creates a homefrom-home. A network of staff provides every level of pastoral care and an understanding of the balancing act each pupil faces.

Rigorous studying alongside high-level sport can often result in sacrificing one or the other. This is where introducing training periods into the curriculum, as we have at Langley School, is an advantage. Pupils experience the best of both worlds, without fatigue or burn-out, with afterschool time for extra study, relaxation or other interests.

Families considering a school football academy should consider the facilities, opportunities on and off the pitch, and coaching staff credentials. Coaches should be experienced with young players, have a record of success and an emphasis on personalised training and advice. Football aside, parents should consider the curriculum, as GCSE and A levels can often be combined with BTECs or IB courses.

Training programmes are at the core of all football academies. Some focus on individual coaching, while others target team performance and competitions. At Langley, we use the FA’s Four Corner model, blending psychological, physical, social, and technical/tactical capabilities.

CLUB LINKS

Many academies have links to professional clubs, allowing progression for the most successful pupils. There are no guarantees, of course, but an academy with pathways to the professional system can make all the difference.

The English Premier League is arguably the most revered in the world. And thanks to the boarding sector, international pupils are given access to this world-class football scene. At Langley Football Academy, we have players from Hong Kong, India, the Netherlands, Nigeria, South Africa and the USA. International and domestic boarders learn all about cultures they may not have experienced before.

This rich mix helps the boarding community build a family. And for boarders of all nationalities, the English football system is the ultimate goal.

□ Grant Holt played for 13 clubs in his professional career, including multiple seasons in the Premier League. He scored 157 goals, with his four years at Carrow Road between 2009 and 2013 being the most successful of his 19-year career. He scored 78 times in 168 appearances for Norwich City, helping the club gain back-toback promotions, and was awarded Player of the Season in three consecutive seasons. Grant has completed his UEFA A coaching licence and, alongside his role at Langley School, he works as a first team scout for West Ham United.

Building character and future success

YOUNG people today need firstclass tuition and the finest academic qualifications to succeed. But they also need strength of character and skills such as communication, teamwork and resilience to build happy, fulfilling and worthwhile lives. A boarding education can provide the building blocks for character and success.

As the school curriculum narrows, the boarding school’s emphasis on educating the whole child provides plenty of opportunities to develop a wider set of skills and qualities. At Bloxham, our activities programme offers pupils 100 options, ranging from mainstream sports to minor ones, and from music, drama and art, to astronomy. We even offer a Mini Masters in Applied Positive Psychology, which is very popular with our Sixth Form. Balancing breadth with specialism, our tutors work with pupils to help them select options which will both stimulate and challenge. They encourage pupils to give everything a go – in our view, it’s good to try new things, to persevere at acquiring new skills and to learn to laugh when you fail.

Where talent and interests emerge, a boarding school can allow pupils time and resource for passions and expertise to flourish. With a flexible boarding model, it is possible to take an open approach to pursuits which naturally develop outside of school.

OUTDOOR EDUCATION

Like many boarding schools, outdoor education runs through the lifeblood of Bloxham School. First introduced in our Lower School, outdoor education increases in challenge as pupils move through their years with us. Our Year 7 and 8 pupils enjoy annual camps and the not-to-be-missed Alps trip, when they get to test their nerve white-water rafting and canyoning, building life-lasting memories on the way down.

Boarding schools teach pupils the importance of tolerance and respect, how to work together to achieve goals, and how to live harmoniously with others. PAUL SANDERSON, Headmaster at Bloxham School, reports.

Over many years, boarding schools have learnt that trying new activities in a fun environment can generate excitement for learning outdoors. This in turn lays the foundations of communication, teamwork and resilience upon which young people will rely so often in the future.

These skills can be further developed in more demanding environments, for example, through the Duke of Edinburgh’s Award and the Combined Cadet Force. Schemes like these help pupils broaden their horizons, develop their leadership skills, learn to work with others, and prove to themselves they can succeed at a serious challenge.

KINDNESS AND COMPASSION

Bloxham is a Christian foundation school. As such we value kindness and compassion, and we teach pupils the value of contributing to their community. Through our well-supported service programme, pupils volunteer at food banks, care homes and local primary schools each week, giving them a lasting experience of making a difference. One such relationship led to a beautiful collaboration, which saw a design technology A level pupil dedicate his examined project to a local hospice. Working to the hospice director’s brief, the pupil designed and made symbols, features and artefacts to help the hospice chapel become a multi-faith place for worship and reflection. Now installed, they are having a moving effect on the hospice’s community. They have also shown our pupil, and indeed the

whole school community, the impact they can have when they give something back.

Each year we fundraise for a variety of charities – from local causes such as Katharine House Hospice, to charities close to the heart of our community. Fundraising challenges have included sporting feats such as triathlons and marathon distances, leg waxing, car washing, cake baking and clothing sales. Experiences like these show children the importance of teamwork and determination and teach them to look beyond themselves, appreciate their good fortune and help those with less.

Perhaps most importantly, boarding environments teach pupils the importance of tolerance and respect, how to work together to achieve their goals and how to live harmoniously with others. Boarders learn to invest

in their community, realise their actions have consequences and learn to take responsibility. This blend of education helps them grow into happy, well-adjusted young people, with the values and strength of character to do something good with their lives.

□ Paul has been Headmaster at Bloxham School since 2013. Before this he was Deputy Head at Gordonstoun, where he also spent three years as a Housemaster. He was an Assistant Housemaster at both Oundle and Lancaster Royal Grammar. Educated at Banbridge Academy, he studied Evolutionary Biology and Genetics at the University of St Andrews and he has a Masters in Educational Research from Cambridge University. At Bloxham, he continues to teach biology and enjoys joining outdoor excursions including climbing.

A DISTINCT advantage

An independent boarding education in the UK offers distinct advantages for young people preparing for an uncertain future. JOHN DAVIES, the new Head Master of Dauntsey’s School, explains why.

CHOOSING a boarding school for your child is often guided by the strength and quality of its pastoral care, a cornerstone of any good boarding school. When parents entrust professionals to act in loco parentis, it’s natural to expect the ‘parentis’ element to be fulfilled with commitment, love, and compassion. As such, pastoral care should be a top priority in any school worth considering.

When evaluating top UK boarding schools, the curriculum’s shape can sometimes be overlooked. Many schools, including my own, leverage the freedom their independence provides to design and deliver a range of educational experiences that foster intellectual and character development, preparing young people for whatever the modern world may bring. Indeed, an independent school that fails to use its autonomy to offer a progressive, well-rounded curriculum is not meeting

society’s needs or fulfilling its raison d’être.

Most schools allow young people some choice in what and how they study. Typically, in UK boarding schools, by the end of Year 11, pupils will have made subject choices beyond the ‘core’ of English, Maths and Science as they prepare for GCSEs. In Sixth Form, they narrow their focus further, often taking three or four A Levels, or pursuing a broader path with the International Baccalaureate.

Making subject choices is inevitably a philosophical decision as we determine which aspects of human knowledge should take precedence. As most parents are motivated by what is ‘best’ for their child, these tough decisions often come down to an arm wrestle between ‘tactical’ and ‘strategic’ utilitarianism. Should my child choose subjects that may help secure a job in the future (tactical

utilitarianism), or those that foster joy, intellectual growth, and creativity (strategic utilitarianism)?

I believe ‘tactical utilitarianism’ is rarely the best approach. Exceptions exist: for example, if your child wants to be a doctor, Chemistry is essential; if an architect, Physics or Design may be advisable. Certain career paths require specific subject choices, and any good school will help families navigate these decisions.

However, most young people at 14 or 16 understandably have little idea about their future career paths which, in my view, can be a positive. The professional landscape is changing so rapidly that a tactical choice may lead to finding the ‘train’ has already left the station—or that the train no longer exists. Or, to use a different analogy, it’s hard to be tactical when the rules of the game keep changing.

In most cases, therefore, I would advise a ‘strategic utilitarian’ approach to subject choices: pupils should study subjects that build a rich, diverse foundation of knowledge and skills, equipping them for an uncertain future. In a world shaped by rapid technological change, climate challenges, and political instability, flexibility of mind and heart is everything. Students must learn to be creative, critical thinkers, equipped for a world where ‘truth’ is often complex. Such thinking is nurtured across traditional disciplines and at the intersections between them.

A UK independent boarding education offers distinct advantages for young people preparing for an uncertain future. The best boarding schools provide enhanced curricular options, so seek out those that supplement GCSE and A Level pathways with holistic, creative approaches. At Dauntsey’s, we’ve developed pathways using the EPQ accreditation to offer our pupils credit for creative work, particularly in the arts. We also have the William Dauntsey Award, where pupils earn points for engaging in intellectual, service, creative, and physical pursuits. Such initiatives embody the holistic essence of an independent boarding school curriculum, preparing pupils more strategically for life than short-term exam results alone.

At Dauntsey’s, our vision for character

education is simple: the ABCs of the Dauntsey’s experience. We encourage our pupils and staff to be ambitious, brave, and compassionate in all they do. Boarding life uniquely fosters compassion – or empathy in action – a key element of emotional intelligence. In a future where AI may handle many tasks, our ability to connect with one another remains uniquely valuable. Living in a community teaches young people to relate to others, experience diverse perspectives, share in joy and pain, laugh over inside jokes, or settle who took snacks from the communal fridge.

This is the invisible, human curriculum beyond the classroom, nurtured best in a healthy boarding environment.

□ John Davies became Head Master of Dauntsey’s, Wiltshire, in September 2024. Prior to this, he was Senior Deputy Head and Vice Principal at Kingswood School, Bath, where he spent seven years. John has a wealth of experience within education, including serving as Director of Teaching and Learning at Abingdon School and Assistant Director of Studies at Shiplake College. In addition, he is an ISI School Inspector and a member of the HMC AI/Ed Tech Working Group. John read English Language and Literature at Oxford University and holds a Masters in Educational Leadership from Buckingham University.

Individual nurturing and development

By choosing boarding, you are adding to your family, with key individuals helping to guide and nurture your child alongside your own parenting. HELEN HARRISON, Head of Fettes College, explains more.

BOARDING schools provide students with the opportunity to develop important life skills in a supportive and nurturing environment. This enables them to leave school knowing themselves, looking out for others, capable of thinking critically and aiming high. Of course, we also need to be giving our students the confidence to perform at their best academically.

As the Head of Fettes College, I see every day the benefits that a boarding education can bring. For me, the key is that each pupil is truly known and therefore we can adapt and adjust our education and care to support each individual.

We are proud of our long history with the forces and these links are as strong today

as they ever were. We understand that many forces families want their children to board at the same school and, as Fettes is co-educational and caters for children aged from seven to 18, siblings can be educated together in this family environment.

SECOND HOME

A boarding house is like a family – a closeknit group of staff and students looking after each other, helping, encouraging and simply being there when needed. All teaching staff at Fettes do a duty night in a boarding house. This means that everyone is involved in the boarding experience and strong relationships are built up. The resident house staff forge strong bonds with the students and really get to know your child. By choosing boarding, you are adding to your family, with key individuals

helping to guide and nurture your child alongside your own parenting. It is very much a team.

A full-boarding ethos nurtures and develops each pupil so they leave school with confidence, prepared for all the world has to offer and ready to make a positive mark. Full boarding offers pupils a chance to embrace new opportunities, making the most of their individual talents while surrounded by their friends. This is achieved in a supportive environment where pupils learn to be responsible for their own belongings and routines, build independence, learn from mistakes and are taught self-reliance. Boarding houses are at the heart of school life where lifelong friendships are made, trust is fostered and loyalty forged.

A full-boarding ethos ensures weekends are vibrant and fun. For example, activities which took place over one weekend during our autumn term included a wide variety of sporting fixtures on the Saturday afternoon, followed by a whole-school ceilidh (everyone at Fettes learns to Scottish country dance!) in the evening.

A late Sunday morning brunch was followed by a walk up to Murrayfield to watch a rugby international. Some went on that day’s outdoor pursuits event in the hills, some trained for the Fettes Scottish Islands Peaks Race team, while others accessed the beautiful city of Edinburgh in a safe and controlled way.

QUESTIONS TO ASK

When considering boarding I would always ask a school these questions:

• What type of boarding is on offer? Flexi? Weekly? Full?

• What happens at weekends? This is clearly especially important if you are looking for the full-boarding experience.

• How is boarding staffed? Is there a separate team or is everyone involved?

A secondary education should be exciting and full of opportunity. Boarding pupils are encouraged to stretch and challenge themselves. They learn not be afraid of failure, of trying new things, of of forming their own opinions through informed choices. Pupils are encouraged to make the most of their talents and to discover talents they did not know they had.

At Fettes, a full sporting, music, drama, activity and outdoor education programme mean that opportunities abound. Just some of the wide range of co-curricular activities we offer include a climbing wall, a 25-metre swimming pool, fives courts, an Olympic standard water-based hockey astro pitch, mountain-biking tracks, robotics club, ceramics club and Fettes Radio. Our low ropes course provides a unique challenge in developing leadership skills, trust and the importance of working together as a team.

HEALTHY RELATIONSHIPS

Wellbeing is at the forefront of everything that we do – only happy and well-supported children truly flourish. We are proud of our proactive and forward-thinking Personal, Social and

Emotional (PSE) programme. The core components of the programme are healthy relationships, pressures of the modern world, resourcefulness, decisionmaking and emotional resilience. The programme is developed in consultation with pupils. By making the most of external contacts, for example guest speakers from charities and alumni, and harnessing the enthusiasm of pupils themselves through our peer-to-peer mentoring programmes, we endeavour to provide pupils with the knowledge and support to flourish.

□ Helen grew up in Edinburgh where she was educated at St George’s School for Girls. She gained her Geography degree from Jesus College, Cambridge, where she rowed for her university and college. She taught English as a Foreign Language in Portugal before her first teaching post at Clifton College, Bristol. From 1996 she was a Geography teacher and Deputy Head at Fettes College, Edinburgh, becoming the first female Head in 2019. Helen’s interests outside school being Chair of the BSA/SCIS Boarding Forum and a member of the Board of FetLor. She loves spending time in her cottage in the Moffat Hills with her family and two dogs.

TODAY’S WORLD

No mobiles or social media

One of the biggest dilemmas for parents is balancing out their children’s needs for technology in an age of invasive social media.

OLLY

LANGTON, Headmaster Belhaven Hill School in Dunbar offers a solution.

ONE of the greatest conundrums facing parents today is how to balance two competing ‘necessities’. On one hand, we hear of the importance of a protected, extended childhood in our increasingly busy 21st century lives. On the other hand, we have the relentless demands of pervasive mobile technology, seen as a permanent fixture and something to be accepted, adopted and admired.

Jonathan Haidt, in his best-selling book The Anxious Generation, talks of children being over-protected in the real world, and under-protected in the virtual one as parents and schools hear firmlyheld views on both sides of the debate. At Belhaven Hill School, a small, rural boarding and day school for five to 13-year-olds on the outskirts of Dunbar, East Lothian, we have an interesting story to tell. Here, childhood is extended, rather than over-protected. On entering the school grounds, it is almost impossible

to resist the feeling that you are going back in time: children with muddy knees play football without a referee or collect conkers from the trees.

MOBILES BANNED

Belhaven Hill School feels like a busy family home, but a family home with a difference. This is one where none of the children is allowed to have a mobile phone. Emerging statistics reveal that children’s childhoods are best preserved by an absence of social media. This is a significant challenge for parents, persuaded to join the arms race so as not to leave their child ostracised by their ‘friends’. In a school with boarding for children up to 13 years, it is easy to protect children from this confrontation. Belhaven Hill School has been mobile phone free for 101 years.

However, every pupil has a schoolmanaged iPad, used only in lessons or prep, and monitored by staff using Apple Classroom. But what, you cry, of our duty

to prepare them for the modern world? We have a different approach, where every child is encouraged to respect the academic and creative potential of technology, but also to be aware of the potentially negative consequences of unrestricted use. They learn to differentiate between the mobile phone, a communication device, and a tablet, an academic tool. We want them to be masters of academia, not slaves to social media.

The creative potential of iPads at Belhaven will soon to be enhanced by the opening of a brand new ‘Makerspace’ facility, courtesy of a fundraising initiative under Belhaven’s 100th birthday Centenary Campaign from 2023. This has seen the school recently breaking ground on its first new development since 2007 – a two classroom Makerspace, where STEM and design will be taught, side-by-side. The world of a child is wonderfully creative and positive, and this building aims to encourage the kind of ingenuity that makes that world go round. The other focus of Belhaven’s Centenary fundraising has been the extension of our bursary provision. We aim to provide sufficient funding to support five non-fee-paying children in the school at any one time.

HAPPY CHILDREN THRIVE

At Belhaven, we are incredibly proud of the joy that our school inspires in our children and their families, and we

are confident that this will continue to be the case. We start with the premise that we will make incredible progress with happy children. One of the key findings of our Care Inspectorate report in February 2023 was that our pastoral care is ‘sector-leading’. As Belhaven is a boarding school, as well as a day school, a high percentage of staff live on site. It is therefore important to think of this old family house as a home with classrooms, rather than a school with dormitories. Belhaven’s happy environment is one of nurture and support, which encourages academic rigour and high levels of ambition and attainment. As a result, children leaving Belhaven gain entry into the top-performing senior schools across Scotland and England, with more than 60% of leavers in the past three years winning scholarships to their first choice of school.

Variety is what stimulates happy children to succeed. Once settled

and confident at Belhaven, they are constantly encouraged to ‘have a go’ and the range of opportunities here is extraordinary. We offer hockey, rugby, cross-country and football, plus more than 40 different activities ranging from watercolours to fencing, choreography to rock-pooling, engineering to archery.

On Friday afternoons, we have a wholeschool focus on the performing arts, prioritising drama, dance and music. The type of holistic education that Belhaven provides means that going to school is inspirational, life-changing, full of laughter, friends and fun.

□ Olly Langton joined Belhaven Hill School as Headmaster in 2020 having taught at Ludgrove (2005-07) and Radley (2007-20). He is married to Rosie and together they ran a boarding house at Radley before moving to Belhaven. They have three young children, Alexander and Cleo (both at Belhaven) and Lettie, plus a dog called Nelson.

Making a difference to young people’s lives

It’s a huge mission: to help young people build belief in themselves, take on challenges, follow their passions and discover unknown talents.

RUTH MARVEL, Chief Executive of The Duke of Edinburgh’s Award, explains more.

SINCE The Duke of Edinburgh’s Award (DofE) was founded in 1956, it has helped generations of young people to develop the skills, resilience and self-belief they need to overcome whatever life throws at them. Prince Philip himself described it as a ‘do-ityourself growing up kit’.

More than six decades later, our mission remains the same: to help all young people build lifelong belief in themselves, supporting them to take on their own challenges, follow their passions and discover talents they never knew they had. In 2023 to 24, more than 330,000 young people, the highest in our history, started their DofE journey – having fun, gaining skills to enhance their employability, and growing in independence and resilience. To date, more than seven million young people in the UK have completed their DofE, an Award recognised as a significant accomplishment.

The Duke of Edinburgh’s Award is open to any young person aged 14 to 24. Participants build their own programmes

– choosing activities and a cause to volunteer for in order to achieve a Bronze, Silver or Gold DofE Award. In 2023 to 24, DofE participants gave 4.7 million hours of volunteering to their local communities a third higher than the previous year.

The DofE has evolved and expanded to reflect young people’s changing lives. In 1958, the Award – originally only open to young men – was extended to girls. In 1988, The Duke of Edinburgh’s International Award, now in its 26th year, was established to bring the DofE to more young people globally, and this is now offered in 130 countries.

We know that the disruption of the past few years has had a huge impact on young people’s mental health, education and job opportunities. But time and again, young people have shown that – with the right tools – there are no limits to what they can achieve. Indeed, at times like this, the unique benefits of enrichment opportunities like the DofE come to the fore.

The DofE pushes young people to the next level, giving them skills and experiences they cannot learn in classrooms or from textbooks, and readying them to move from adolescence to adulthood. DofE programmes provide an opportunity to excel and achieve regardless of a young person’s interests or abilities. They choose their own challenges, follow their passions and discover new skills. It provides a chance to escape, have fun and make friends for life – while working towards a highly respected award.

There is clear evidence that co-curricular learning boosts academic achievement, improves wellbeing and employment opportunities. Employers see so-called ‘soft skills’ as essential – and participants tell us their DofE gives them transferable skills like teamwork, problem-solving, communication and time management, invaluable as they start their careers. This makes a DofE Award a highly respected and widely recognised mark of achievement that can help young people stand out and thrive during that challenging transition from education to employment.

Even more importantly, activities like the DofE broaden young people’s horizons. Young people step out of their comfort zone, learn through practical experience, give time to causes they care about, and meet people they might never have met otherwise. They prove to themselves they can achieve things they never thought possible.

Since I joined DofE, we have strived to make it more accessible and appealing. We now reach more marginalised young people through partnering with community organisations, prisons, and organisations supporting young people with additional needs.

In 2021, we set ourselves an ambitious target of reaching one million young people across the UK with the Award by 2026. Incredibly, we’ve achieved that target two years ahead of schedule.This is a fitting legacy for our Founder, and an ambition shared by HRH Prince Edward, The Duke of Edinburgh, who became our new Patron in 2023.

Those first Award achievers back in the 1950s could not have dreamt of doing

e-sports or coding for their DofE – or updating their progress on smartphones with the DofE app, as happens today. But they would still recognise the heart of the DofE – a ‘do-it-yourself growing-up kit’ to help young people get the most out of their lives, whoever they are and whatever they choose to do.

For more information, visit DofE.org/ run or email DofE.org/contact-us or call 01752 727400.

□ Ruth joined The Duke of Edinburgh’s Award in 2019. She was previously Acting CEO at Girlguiding and before that was Director of Strategy and Innovation at the disability charity Scope. Ruth is passionate about social justice and has a particular interest in advancing opportunities for young people, social innovation and the power of design thinking to solve social problems. Ruth is a Trustee of GoodGym, and a Fellow of the Clore Social Leadership Programme. Ruth was awarded an OBE for services to young people in 2024.

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MUSIC IN BOARDING

Specialist music schools

A shared sense of purpose and passion makes it natural for pupils at specialist music schools to meet and form friendships, be themselves and thrive. NICOLA SMITH and TOM REDMOND, Joint Principals at Chetham’s School of Music, explain more.

THE benefits of boarding have been written about plenty of times: there’s no commute or effort required to go home and do homework, exercise or eat meals. All facilities are on site and available to students, who receive outstanding care from dedicated and highly trained house teams, medical staff and tutors. But what’s distinct about boarding at a specialist music school?

With a shared sense of purpose and passion, it’s easy and natural for pupils at specialist music schools to meet and form friendships, and everyone has a sense of belonging. This helps to create a home away from home where pupils can be themselves and thrive. The wonder of music is that it can have a profound effect on quality of life. Singing, playing or listening to

music is shown to improve wellbeing, and there is an abundance of this in music schools. Walk through Chetham’s grounds at any time of the day and you might hear one of Prokofiev’s piano sonatas coming from a practice room, or choristers rehearsing harmonies together in the garden after classes. It’s a wonderful and unique environment to learn and live in.

At Chetham’s, a typical school day includes around three scheduled hours of music alongside academic learning. There are individual lessons on study instruments, performance classes and ensemble rehearsals as well as aural training, choral work, academic music, community arts programmes, supported practice, composition and music technology.

A series of ‘masterclasses’ provides rare behind-the-scenes insights into the craft of professional musicians and emerging artists, which is inspirational. There are also opportunities to discover and explore new musical avenues, from jazz to composition. The pupils’ journeys develop as their tastes and interests do – one of our pupils joined as a chorister and is leaving as an up-andcoming recorder player. The path is not rigid.

Emphasis is also placed on academic excellence and every year our pupils go on to study a variety of subjects at top universities. It is fantastic to see former pupils thrive in the musical world and beyond, with our alumni community including neuroscientists, journalists and politicians.

Academic learning also gives musicians the practical skills to succeed as performers and influencers, and a deeper understanding of the world in which they play, helping them to interpret and explore society through their art.

Specialist music schools typically host hundreds of performances per school year to make sure every pupil begins playing to audiences early, learning to present music, listen back, review and improve. Performance is an important skill for many different careers and there’s no better place to hone this than at a music school. By the time they leave, pupils are extremely well versed in getting on stage and building a rapport with peers and audiences.

Talent should not be confined to the school, and music schools help pupils to share their gift. For example, there are opportunities to give back to the local community by performing in care homes, other schools and public spaces. At Chetham’s, we invite new audiences in to see student performances and take part in workshops. The mission is to bring people together and ensure as many people as possible have access to music and the wellbeing it brings. It is important that pupils are at the heart of this civic mission as they develop into well-rounded individuals.

Although music unites everyone at Chetham’s, pupils come from diverse backgrounds. Entry to the school is based solely on musical ability and potential, never on background or ability to pay,

thanks to generous bursaries through the government’s Music and Dance Scheme. Minds are constantly being expanded and pupils are encouraged to ask questions and engage in debate.

Music teachers are committed to educating new generations of musicians and thinkers and equipping pupils with the skills they need to make a success of their adult lives, whatever they choose to do. We believe in the power of music to unite people, and this makes specialist music schools truly unique and inspirational places to live, learn and make connections.

□ Nicola worked in the maintained sector for 18 years as a performing arts specialist, and in school leadership roles responsible for safeguarding, curriculum, assessment, pastoral care and wellbeing. Tom was a member of the Hallé for 14 years and has performed across the world with ensembles including the Philharmonia, City of Birmingham and London Symphony Orchestras.

How boarding helps music practice

Working in groups can be especially valuable in a boarding environment where musicians quickly become comfortable in each other’s company.

ALEX LAING, Director of Music at Wells Cathedral School, reports.

MUSIC practice can sometimes feel like a chore, yet another task in a busy day. It can too easily become mundane, and one can slip into routines that lack imagination, thought or care. Practice can become a lonely experience, with pupils trying to remember and work on individualised bespoke plans devised by their teacher. However, the boarding school environment can provide the perfect antidote, creating a healthy, collegial approach to practice where everyone helps.

In a boarding school, music practice can happen first thing in the morning, during breaks or after school. And there are many opportunities for collective

endeavour, pupils working together to achieve common or different goals. Creating this sense of togetherness requires nurturing. The goal is not just to improve pupils’ playing but to develop participants’ critical listening and thinking.

KEEPING POSITIVE

A typical performance class will feature three or four pupils performing to peers, so often more stressful than any other audience. The class needs careful handling as it is crucial to make it a positive experience. I ask pupils to highlight aspects they appreciated – musical, emotional or technical. Everyone must notice something good and express it clearly, making the atmosphere collegial and supportive. Performers tend to focus

on things they could have played better, so it is encouraging to hear what peers felt went well.

Pupils may, of course, voice opinions you disagree with or which are not expressed clearly. It is important not to undermine them. If a pupil has a genuine reaction or well thought out idea, it cannot be dismissed. I do, however, like to be at least as demanding of the audience, making the discussion an open one. I may question an audience opinion, but always positively, keeping the whole room focused. A shared view arrived at via discussion then becomes reinforcing for all.

Only after the class has explored positives do we turn to aspects the audience felt

needed work, which also needs careful handling. As performers, we tend to be our own worst critics, so any criticism must be constructive. I ban words like ‘bad’, ‘awful’, ‘screeching’ and ‘painful’. The audience must try to make points constructively with phrases like: “I think it may have worked better off the string” or, “What was your idea in the middle section? Is there a way to put it across more convincingly?”

This leads to group discussions and the absence of direct criticism means the performer is more comfortable addressing issues. Technical criticism always leads to interesting discussions as we all have aspects we struggle with, often blocking how we communicate the message of our music. When pupils recognise technical deficiencies in others, it is often because they have had the same weakness themselves. There is empathy with the performer and their advice can often come across better than a teacher’s.

With new ideas flying around, it is important for performers to have the space to try them out. I try to identify suggestions that are the quickest to implement. For example, I suggest the player starts on a simple technical matter, such as changing the part of a string player’s bow being used, releasing the weight in a pianist’s arms or trying out a

new sound or character. The performance then becomes like a public lesson, where everyone acknowledges development. The camaraderie flowing from this type of class is striking, especially valuable in a boarding environment where musicians quickly become comfortable in each other’s company. The best players acknowledge that those with less experience may have unique observations. Indeed, the most pertinent points are often made by less able players, who discover they are superior observers. The pupils are happy to ask each other for advice outside classes during their own time, trying each other’s studies and pieces, talking and laughing. This gives pupils an increased ownership of their improvement. In this way, not only does practice becoming self-teaching but, in group work, practice becomes peerto-peer teaching. If you can explain an aspect of technique or music to someone else, then you truly understand it for yourself.

□

Alex is a violinist, conductor, teacher, adjudicator, presenter and writer. He coaches musicians of all ages and stages, from beginners to professionals and adult learners with the Benedetti Foundation. He is Director of Music at Wells Cathedral School, one of the few specialist music schools in the UK.

CURRICULUM CHOICES

Children and parents face multiple acronyms and jargon when choosing exam subjects at school. ANDREW HOBBS, Head at Downside School, explains the detail and provides top tips on choosing what to study.

Studying for GCSEs and IGCSEs

THE UK education system includes studying a broad range of usually between seven and 11 subjects for examination in Year 11, at the aged of 16. This remains a highly valued way of assessing children’s education and a uniform platform for assessment, while at the same time preparing pupils for the world of work or higher education. GCSEs are recognised across the world as rigorous examinations which indicate pupils’ abilities across a range of subjects and skillsets fundamental to life beyond school.

The classic boarding school education, including studying for GCSEs, is much valued internationally, and is one of the reasons for the continued popularity of UK boarding schools with pupils and parents from the UK and all over the world. GCSEs are seen as academically rigorous across the world and they stand

up well internationally. The US High School Diploma roughly equates to five GCSE passes (at grade 5) and GCSEs are similar to the Chinese High School Entrance Exam (HSEE or Zhongkao), although the UK continues to offer a wider range of optional subjects.

Compulsory subjects for GCSEs and IGCSEs are English, Mathematics and the Sciences (either taken as three separate GCSEs, Biology, Chemistry and Physics, or as two GCSEs called Combined Science). There is a huge range of optional subjects on offer. At Downside, most pupils take nine or ten GCSEs with Modern Foreign Languages being popular, as well as Humanities, Music, PE, Computer Science, Art and Design. Downside is a Roman Catholic school and, as such, all pupils take Religious Studies. Other subjects taken include Russian and First Language Chinese. IGCSEs traditionally cater for international pupils and so there are a

wider range of subjects globally, offering everything from Accounting to Swahili.

EXPLAINING JARGON

Terminology and acronyms surrounding education are ever-increasing, and GCSEs and IGCSEs have not escaped this. The Department for Education sets the content to be studied at GCSE. The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications and examinations across England and aims to maintain confidence in GCSE qualifications. It is a non-ministerial department and is independent of government, reporting to parliament. There are four different awarding bodies or examination boards: AQA, OCR, Pearson and WJEC/ Eduqas. These awarding bodies provide specifications for subjects offered at GCSE, and they are all members of the Joint Council for Qualifications (JCQ). JCQ helps to ensure parity between the different awarding bodies and aims to allow for

common administrative arrangements for schools.

Because of the international nature of the IGCSEs, the awarding bodies set their own content and methods of assessment. The qualifications are mostly taken in independent schools or countries across the world, but the JCQ rules broadly apply.

CHOOSING SUBJECTS

As always, pupils choosing GCSE optional subjects should select the subjects they are good at, but that they also enjoy. It is also worth remembering some higher tariff universities require higher grades in Mathematics and English than the nationally accepted Grade 4 pass. GCSEs offer a wonderful chance for pupils to gain a really broad education, but this is not without significant challenge for pupils.

We now wait with anticipation, or trepidation, to see how the GCSE and IGCSE will evolve given the growth of artificial intelligence (AI) and ChatGPT, the language processing tool. Will these render the setting of independent work redundant? Will the rise of AI make coursework obsolete? These questions will demand much attention over the next few months and years.

But in the meantime the GCSEs and IGCSEs remain robust, academically rigorous, highly valued and are, in part, one of the reasons for the UK’s rise up the Organization for Economic Cooperation and Development (OECD)’s Programme for International Student Assessment (PIZA) rankings.

□ Andrew became Head of Downside School in 2018, after ten years as Deputy Head. He was educated at Worth School and studied Classics at Magdalene College, Cambridge. He has taught in boarding schools since 1989, including Canford, where he was Head of Classics and subsequently a Housemaster. He believes that education happens most successfully when schools engage in a partnership with families built on trust and shared values. Married to Damaris, an NHS physiotherapist, they have four grown-up children.

The acquisition of any modern foreign language expands linguistic capability, enhances employability, enriches cultural understanding and helps to overcome communication barriers.

RACHEL REES, Head of Senior School, Haberdashers’ Monmouth

School, reports.

PEOPLE in the UK are renowned for not speaking modern foreign languages. A survey published by the European Commission has revealed that 62 per cent of Brits are unable to speak any other language apart from English, proving them to be Europe’s worst language learners. The number of pupils in the UK taking GCSE languages has been in decline since its removal from the core GCSE curriculum in 2004.

However, the introduction of a new government programme is set to change the landscape, with schools selected to lead on boosting language interest in the UK. The benefits of learning a foreign language are plentiful. As well as economic benefits in terms of improved trading between countries worldwide, languages help us to meet new people, learn new skills and expand career opportunities, plus they make foreign travel easier.

Schools therefore have a responsibility to ensure pupils understand the advantages of studying a foreign language.

The benefits of modern foreign languages

In a boarding community where diversity is valued and different cultural backgrounds are celebrated, the study of modern foreign languages is more important than ever. It is important to ensure that pupils receive a broad linguist diet by choosing a linguistic focus and rationale upon which to base the curriculum. In UK schools, this focus is very often on Europe, with French, German and Spanish on the curriculum (although many independent schools also offer Russian, Mandarin, Arabic or Japanese). The aim is to equip pupils with a basic understanding and knowledge of the two main language systems of Europe – the Romance languages of the south and the Germanic languages of the north.

It is hoped that such a rationale will enable pupils to have a positive, enjoyable and informative experience of modern language teaching, encouraging an awareness of the communities at large, around the world, which share the target languages and cultures. In 2021, the British Council reported that French is still the most commonly taught language in

English secondary schools at Primary and Key Stage 3, with Spanish being the most popular A level choice.

CELEBRATING CULTURE

Language learning celebrates the cultural traditions and history of the target language while learning about the lifestyle and issues associated with young people today. In modern foreign language departments throughout the UK, it is important to enthuse and inspire pupils by offering a stimulating learning environment within the classroom. The emphasis should also be on learning beyond the classroom to allow full engagement and ultimately a love of the language, the country, its people and culture.

Visits or exchange programmes provide students with the opportunity to immerse themselves in the language and culture of a country. Competitions are also a great way to get pupils involved with language. From poetry recitations and designing Christmas cards to songs and inter-school

debating competitions, there are no limits to what schools can offer pupils in language activities outside the classroom.

The Dresden Scholarship programme is an excellent initiative, where selected Year 13 students are sent to the University of Dresden to follow an academic programme, living and immersing themselves in student life in the city. The Oxford German Olympiad is another popular competition that gives students the opportunity to extend their subject knowledge and compete against other like-minded linguists at a national level. These opportunities enrich students and build confidence, giving them the chance to use their language in creative and imaginative ways.

Work experience abroad is also a fantastic addition to any CV and a great way to build confidence, learn new skills and improve communicating in the target language. It certainly benefited me as a sixth-form student and cemented my desire to follow a career in modern languages. Such initiatives also develop vocabulary and a firm grasp of grammar, enabling pupils to achieve their potential in external examinations.

I am always amazed by the creativity of pupils when coming up with ideas to promote languages. There is nothing more satisfying than seeing pupils getting enthused and excited by something for which you share a mutual love. Pupils should be taught the benefit of language learning from an early age. They need to know that the acquisition of any language can expand linguistic capability, enhance employability, enrich cultural understanding and help to overcome communication barriers.

□ Rachel is the Head of Senior School at Haberdashers’ Monmouth School, having previously been Acting Head and Senior Deputy Head (Pastoral) at Monmouth School for Girls. She has also previously held the post of Director of Sixth Form. Rachel has also taught at Langley Park School in Beckenham and The Ravensbourne School in Bromley. She has more than 23 years’ experience teaching Modern Foreign Languages throughout the key stages in both state and independent schools. Rachel completed a MEd (Educational Leadership and Management) at Buckingham University in 2022.

Making sure that every girl is confident with digital technology is crucial in the development of a future generation of 21st century women. LOUISE ORTON, the former Senior Deputy Head (Academic) at Sherborne Girls, explains more.

WE AIM to nurture and inspire a vibrant community of fulfilled, inquisitive and confident young women who are thoroughly prepared to enter higher education and embark on their future lives, with a desire to make a difference.

A fundamental part of our vision at Sherborne Girls in aiming to develop a future generation of 21st century women is ensuring every pupil is comfortable and confident with digital technology, appreciating its importance and the opportunities it brings. The development of the use of technology is fully aligned with our five core values of curiosity, courage, compassion, adaptability and spirituality.

Having committed fully in 2019 to developing our digital strategy, all our teachers were provided with a Microsoft pen-enabled device, and a training company spent a week at the school helping every teacher enhance their teaching through the use of Microsoft OneNote, Teams and pen-enabled technology. We appointed two digital

leaders, supported by eight digital champions, to drive the digital strategy forward, and we implemented regular staff training sessions and one-to-one workshops with IT professionals.

The move to pen-enabled devices and software focused on teamwork changed the impact of the education offered. At the same time, it became more adaptable to individual needs and allowed teachers and pupils to interact with each other more effectively. It facilitated improved teacher feedback, quality use of prep time, individual organisation, efficient use of class time, and immediate access to resources to add interest and experiences to classroom teaching.

When the COVID-19 pandemic started, the school was, therefore, well placed and prepared for the transition from traditional to remote learning. Teachers and pupils felt comfortable and confident with the shift and we were pleased with the positive feedback we received from parents, pupils and staff.

TRANSFORMING LEARNING

With pupils back at school, we continued to embrace technology to drive and develop teaching and learning. A learning technologist was appointed to help us develop and refine our digital offering further, inspire staff in the use of technology and investigate new ways in which technology can be used to improve and transform learning.

We set out to shift the conversation from the digital champions to heads of department who best understand the individual strengths and needs of their team. A whole-staff survey provided further clarity on individual use of technology, comfort level and skill gaps, which in turn helped identify and prioritise appropriate support. Training sessions have become departmental priorities delivered at a team or individual level.

Numerous areas of common ground were agreed across departments. For example, on a practical level, the use of OneNote and Teams has been optimised for assignment setting and feedback flow. We also addressed the challenges of collecting and storing pupil-made videos, an issue which had been flagged by teachers in several practical subject areas.

From a pedagogical perspective, there was interest in low or no-prep formative assessment tools for engaging pupils during live, blended or remote teaching. Pupils are encouraged to be more active participants in the feedback process, responding to personalised comments, which the teacher annotates while recording spoken explanations. We are also exploring bespoke projects such as mixed reality in biology, collaborative creative writing in English and using the model of a head to create binaural soundscapes in drama.

NEW CONNECTIONS

New ways of living and working have made it even more important for staff and pupils to develop their skills of communication and teamwork. We have discovered new ways to connect, share ideas and show support, our horizons have been broadened and we have engaged with wider and more geographically dispersed audiences. As such, our community has developed a deeper understanding and political, social and environmental empathy. Our digital strategy has underpinned all these developments and continues to be a priority as we embrace technology to drive a culture of learning.

The success of our digital revolution was formally recognised by Microsoft when they awarded us Showcase School status in 2022. As a result, we now share our experience to the benefit of schools in the UK and all over the world through the Global School Alliance.

□ Louise spent 15 years at Sherborne Girls, where she was responsible for academic life. She started her teaching career as a mathematics teacher at Queen Anne’s Caversham, where she became Head of Fourth Forms. She spent a short time at Wycombe High, Wycombe Abbey and the British School of Brussels before joining Sherborne Girls. Louise is driven by the challenge of creating a new and creative curriculum that promotes exploration and investigation in teaching and learning, seeking opportunities to equip pupils for 21st century life. She is now a senior education leader and consultant.

As Winchester College prepares to enrol girls as boarders, new Headmaster ELIZABETH STONE explains how boarding can help parents to allow their daughters to reap the benefits of facing and mastering challenge.

THE idea of boarding school has long captured the imagination of children. It is not just Hogwarts, with its enchanting tales of magic and Muggles, which exerts its charms. Even such obvious period pieces as Enid Blyton’s St Clare’s and Malory Towers continue to have a surprising appeal to children today.

Is this romantic fantasy or simply naivety? To the contrary, I would argue that young people are, in fact, correctly intuiting the benefits of a boarding environment which educators and parents have long recognised, and research has now established.

SOCIAL SKILLS

A side-effect of Covid lockdowns, observed worldwide, was a delay in children’s social and emotional development. As Ofsted chief inspector Amanda Spielman noted, many children emerged from years of restricted contact with their peers with limited vocabulary, emotional immaturity, and stunted social skills.

Young people need time together so they can learn how to deal with conflict, how to be patient and considerate of others, and how to foster positive, stable relationships. Yet they are spending less and less time together, in a trend dating back decades.

US data shows that the number of teenagers meeting friends outside school every day has halved in just three decades, and the UK trend is similar. This is a concern especially for girls, who are more likely than boys to experience loneliness and are significantly more susceptible to anxiety.

Boarding can play a vital role by creating a safe environment and ready-made peer group, providing ideal conditions for young people to spend extended periods of time together, thus enhancing maturity and promoting the social skills needed to flourish in adult life.

IDEAL BRIDGE

One of the developmental aims of adolescence is to become increasingly independent. Healthy development in teenagers thus results in a greater need for privacy, for time spent away from family, and for exploration of relationships without the mediation of adults. This poses a challenge for parents, who want to support their child’s development and allow them time and space to explore the world independently, but who rightly have an eye to their child’s safety and the risktaking behaviours typical of adolescents.

Here, again, we see the advantages of boarding. By offering more freedom within a safe and structured environment, boarding represents an ideal bridge between childhood and adulthood, encouraging autonomy and self-regulation within the security of a close community. This can be a challenge, but it is precisely by embracing and overcoming challenge that young people become more confident and resilient.

GIRLS IN BOARDING

Given that research shows that parents tend to be more protective towards their daughters than their sons, this extends a particular responsibility to the parents of daughters: to allow their girls to reap the benefits of facing and mastering challenge.

FACE-TO-FACE

Most parents are well aware of the pitfalls of social media and understand that their child’s social media activity cannot easily be disentangled from that of their peers. If you protect your child by limiting time online, are you condemning them to social isolation? This is not something a family can solve on its own, but it points to one of the crucial advantages of boarding: whilst at school, all members of the group have the same expectations and limits placed upon them. Less time on devices therefore does not translate to less social interaction.

Boarding schools put healthy limits around the use of devices and social

time without screens is built into every day. The benefits of this are particularly evident for girls, whose digital lives differ significantly from those of boys. Social media, for instance, is more strongly linked to depression than gaming, but girls not only spend more time on social media, they are also more susceptible to its harms, and experience significantly higher rates of depression – as evidenced by researchers such as Jonathan Haidt.

Long experience and deep knowledge of adolescent development shape the experience of boarding at Winchester College. We are a boarding school for boys in Years 9-13, and our Sixth Form welcomes girls and boys as day pupils. We are hugely looking forward to the next phase of our vision as we embark on the construction of two boarding houses for Sixth Form girls, and we are excited to be widening access to a Winchester education. The school community has been much enriched by the arrival of girls, in extra-curricular as well as academic terms, and I

anticipate a moment – in the not-toodistant future – when we will find it hard to imagine a time without them.

□ Elizabeth became Headmaster at Winchester College in September 2023, after nine years as Principal of Queenwood, a leading independent girls’ school in Sydney. Her experience includes co-educational, single sex (boys and girls), day and boarding schools in Australia and the UK. She was appointed VP of Cheltenham Ladies’ College in 2012 after three years at Winchester as maths teacher and Undermaster. After degrees from the University of New South Wales, Elizabeth was a Rhodes Scholar Oxford and completed a Master’s at University College. Before teaching, she was an academic at the University of New South Wales Faculty of Law.

Defining a BESPOKE education

A bespoke education responds and reacts to the needs of each girl, nurturing their unique potential, fostering independence, and allowing them to discover their own strengths and passions. JO CAMERON, Principal at Queenswood School, reports.

ALMOST all independent schools proudly assert that they offer a ‘bespoke education’. As the Principal of a girls’ boarding and day school, I am often asked what this means in practice. Small class sizes are of course a crucial factor. Many parents are justifiably alarmed by the ever-increasing class sizes in state schools. It’s no wonder that the considerably smaller class sizes in independent schools are a real attraction.

Consider just how far-reaching those benefits are. In an average class of around 15, a child will receive twice as much individual attention from the teacher, who will soon develop an understanding of how he or she learns

best. There will be greater support for children with special educational needs, and further opportunities to stretch the gifted and talented.

PUPILS’ PASSIONS

Freedom from the constraints of the National Curriculum in the independent sector means that at Key Stage 3, the range of subjects on offer – and the schemes of work and syllabuses delivered within those subjects – can be tailored to pupils’ own genuine interests and passions.

The range of modern foreign and classical languages taught in independent schools is a case in point. While language learning is in decline in the state sector, Mandarin, Arabic, Latin

and Ancient Greek are all thriving in private schools.

Independent schools generally place considerably greater emphasis on the creative arts. Curriculum time for subjects such as music, drama and dance is being squeezed nationally, and no provision for the arts is made in the Department for Education’s EBacc (the set of eight recommended GCSE subjects). However, pupils at independent schools are very fortunate to enjoy the advantages of an education that values creativity, originality and resourcefulness. Boarding pupils are especially able to enjoy all the activities and opportunities on offer during the school day and in the evenings and weekends.

CREATIVE EDUCATION

Beyond the sheer satisfaction of selfexpression, a creative education offers many benefits to pupils. Research has shown that regular and sustained participation in musical activities stimulates the brain to form new neural networks. This leads to better working memory (vital for mental arithmetic and reading comprehension), improved linguistic ability, and improvements in attention span, emotional resilience, empathy and self-confidence.

Likewise, studying drama and dance helps young people to improvise, think laterally, and become adaptable problem-solvers. Drama students grow into confident and articulate public speakers, and working together on performance projects encourages engagement with others’ viewpoints, helping to develop qualities such as compassion and tolerance. These skills and qualities are highly prized by employers.

As pupils progress, the degree of personalisation increases still further. They are able to take advantage of the extensive resources available –including, crucially, the wide-ranging expertise of the teaching staff – to conduct their own research projects or take up elective courses. For example, in the sixth form at Queenswood, girls are able to augment their A level studies with seminars on topics such as personal finance, forensic psychology, philosophy and politics, and to attend lectures from prominent authors, politicians, entrepreneurs and philanthropists.

INDIVIDUAL LEARNING

At the heart of a bespoke education is a recognition that each pupil develops at their own pace, and in their own learning style. For example, while kinaesthetic learners favour practical and hands-on experience, auditory-musical learners benefit from mnemonics, rhythms and background sounds. Increasingly, independent schools are working to differentiate their teaching methods to suit individual learners.

At Queenswood, we have established a Personalised Learning Centre. Pupils use it as a drop-in centre to seek advice on planning study and revision schedules, play flashcard games to boost working memory, discuss recommendations for non-fiction reading with staff and peers, or for structured tutorials to address specific learning issues. Meanwhile, academic scholars meet with staff for one-to-one and group sessions, to explore options for stretch and challenge and to discuss current affairs.

Ultimately, every pupil deserves to be recognised as an individual. A bespoke education responds and reacts to the needs of each child, nurturing their unique potential, fostering independence, and allowing them to discover their own strengths and passions in a safe and supportive environment.

□ Jo became Principal of Queenswood School in 2016, having previously worked as Deputy Head at Ipswich High School for Girls. She began her teaching career as a science teacher specialising in biology at St Mary’s, Wantage, before becoming Head of the Science Department. She has extensive experience in all girls’ schools and champions the unique opportunities that single sex education offers.

Preparing girls for success

Co-ed boarding encourages girls to become more self-reliant and confident. VICKY CODLING, Head of Boarding at Langley School, explains how a positive and inclusive community includes all genders, races, ages and nationalities.

CO-EDUCATIONAL boarding offers a real-life environment. It reflects family dynamics, with a mix of different ages and genders, making it a home from home setting. With pupils and students coming from all corners of the world, every boarder instantly becomes part of the fabric of the school. Given the cultural richness of the group, it comes naturally to boarders to integrate with a real diverse mix of individuals, across age groups, nationalities and genders. Picking up the basics of other languages is a happy by-product.

Co-ed boarding encourages girls to become more self-reliant and confident. Living away from home in a supportive environment allows them to develop independence, resilience, and problem-solving skills. Co-ed boarding also allows girls to interact with inspiring female and male faculty members, fostering a solid environment for personal and academic growth. Having diverse role models encourages girls to explore their interests and envision a future where they can excel in any chosen field. It also prepares girls for real-world dynamics by instilling a sense of inclusivity, respect, and understanding.

Langley is a co-ed day and boarding school which is lucky enough to boast two campuses nestled in the Norfolk countryside, in the east of England. In Taverham, just outside the historic city of Norwich, you will find Langley’s Nursery, Pre-Prep and Prep School. Loddon is home to Langley Senior School, Sixth Form and its international boarding family. Community, opportunity and excellence encapsulate the Langley education across the whole school.

Values of kindness, confidence, curiosity and integrity are the basis from which the Langley education flows and, importantly, from which the culture and ethos flow too. The boarding experience at Langley sees these values being lived every day.

As Head of Boarding, I offer pastoral support to all the pupils and students. Having female leaders at the school means there are strong role models for our girl boarders. Langley is proud to be described as a safe and secure environment, a haven for our boarders who, in many cases, are thousands

of miles from home. From a practical standpoint, there are separate wings for girls and boys in the Langley boarding house, allowing privacy for the respective groups. The division also helps to support close friendship networks among the groups respectively, while the extensive activity programme allows that healthy co-ed mix.

Co-ed boarding at Langley School creates a diverse learning environment that mirrors the real world. In classrooms, girls engage with their male counterparts, gaining exposure to different perspectives and approaches to problem-solving. This prepares them for a future where teamwork and understanding between genders are vital.

The close-knit community at Langley ensures that girls feel secure, with their own social area and ensuite bathrooms, and girls-only activities. Interaction with boys in the common areas then enhances social skills and facilitates the development of meaningful friendships. We prioritise creating a positive

and inclusive community, fostering friendships that can last a lifetime. Learning to work and socialise with individuals of different genders prepares girls for success in a globalised society.

Our advice would be to actively encourage families to consider coeducational boarding. The advantages of co-ed boarding at Langley School extend far beyond the classroom, shaping confident, independent, and well-rounded individuals ready to make a positive impact on society.

□ Vicky has spent her career working with children, in a variety of roles. Before joining Langley, she was a fulltime mum to her two daughters, while running a local dance and performing art school, which she still runs today. Vicky is on the Langley safeguarding team and is Head of Boarding. She oversees all the pupils and students, which means that, essentially, she is mum to around 50 teenagers! Vicky’s role involves everything that a parent does, plus keeping up with all the dayto-day tasks that ensure the boarding house runs safely and smoothy.

THE BEST OF BOTH WORLDS

Successful boarding provision means empowering girls to be the best that they can be. LIANNE AHERNE, Housemistress at Oakham School, fully co-educational for more than 50 years, reports on how an element of healthy competition with boys can help.

HAVING spent many happy years supporting girls within boarding schools, both at all girls’ schools and since 2022 at co-educational Oakham School, I have witnessed first-hand the transformative power of boarding. In a boarding school there is a commitment to developing every aspect of a child – intellectually, emotionally, physically, and spiritually – to provide an education that goes far beyond the confines of the classroom.

Boarding helps children to become confident and independent within a supportive environment. We encourage children to try new things, to challenge themselves and to not be afraid of failure, recognising that some of the most important lessons we can learn are from when we are initially unsuccessful.

RESPECT AND TRUST

Having the right mix of boarding staff is key to creating this atmosphere and culture of mutual respect and

trust, where everyone has a sense of responsibility for themselves and for others within the house community. It’s about having people with the experience and passion to do the job, because it is much more than a 9 to 5 job, it is a vocation.

In a school like Oakham, with boarders from the UK and overseas, each of our 16 houses is a vibrant and supportive place that provides our pupils with a global perspective, where we celebrate diversity and value the views of others. One of our key strengths as a large, co-educational boarding school is that we offer a broad and varied number of co-curricular opportunities, as well as the many academic and social aspects of school life. Above all, boarding helps children to build strong relationships with their peers and adults where you are known as an individual.

For girls who board in a co-educational school environment, the benefits are even greater. Girls receive tailored support in their individual houses, focusing on issues directly impacting

them, before they go out into the wider school community. We help the girls develop self-worth, independence and confidence. They enjoy the security of their house and then mix confidently with their male peers in the classroom, on the sports pitch or on a social level. As well as being a very natural and healthy way for girls and boys to interact with one another, it helps them develop into confident adults, ready to fulfil their potential and take their place in the world. It really is the best of both worlds.

EMPOWERING GIRLS

Having been fully co-educational for more than 50 years, Oakham School has a long and successful history of boarding provision for girls and boys. At Oakham we want to empower our girls to be the best that they can be, with an element of healthy competition with the boys. We teach them that they can achieve anything and talk to them about important issues that influence both boys and girls within a carefully curated pastoral curriculum as well. Boys become aware of the issues facing girls

and can become allies for them both in and beyond school when they leave. Boarding encourages genuine teamwork between the sexes that mirrors the modern-day workplace.

With nearly 500 boarders at Oakham School and a 50:50 gender split, girls and boys enjoy the same opportunities during the week and at the weekend. For example, our boarders can take part in mixed outings to the cinema, sports matches, or bowling. Each girls’ house is linked to a boys’ house at Oakham, so boys and girls have socials together or compete in sports day together, which fosters genuine equality.

Equality of leadership opportunities run throughout the school, with both boys and girls represented on the School

Council and in the Decem (the senior prefect team). There are therefore many strong female role models within our current pupil body. Our long history of co-education also means that we have a strong alumnae network. We have many Old Oakhamians (former pupils) who act as strong female role models to our current pupils, often returning to school to share their experiences and give careers advice.

The decision on whether to board in an all girls’ or co-educational school very much depends on the individual child. Co-educational schools can do everything that an all-girls’ school can but within a ‘real-world’ environment. My advice to families who are choosing a school for their child would be the same whatever their gender. Choose what is right for your child – everybody

is different. Consider your child’s interests and strengths and then look at which school can best help your child to thrive.

□ Lianne Aherne has many years’ experience of supporting girls within boarding schools, both single sex and co-educational, working as a housemistress and Head of Sixth Form. She is currently housemistress in a Girls’ House at Oakham School, a co-educational boarding and day school for 10 to 18-year-olds. Lianne is passionate about the benefits of boarding and focused on the subject of boarding in her Masters with the Institute of Education. She has also worked as a tutor on the BSA’s Pastoral Care and Pastoral Management Course.

Providing for special educational needs

The right boarding school can work wonders for a child with additional needs. SALLY MOORE, Assistant Principal (SENCo). at Fulneck School, reports.

SCHOOLS across the UK have been inundated with increasing numbers of children with significant special educational needs (SEN) since Covid. Parents are increasingly exploring independent alternatives to state schools, where they feel their children cannot get the support they need. As a special educational needs coordinator at an independent school, I have seen requests for Education, Health and Care Plan (EHCP) placements rise exponentially.

WHY BOARDING?

The right boarding school can work wonders for a child with additional needs. For autistic young people, the transition from home to school can be very difficult, and they can often struggle with the demands of homework. By staying in a boarding house, young people can avoid the daily transition, the often lengthy commutes and keep school work very much at school. This means that key points of dysregulation can be avoided.

Young people with learning difficulties can benefit hugely from a boarding environment, including the dedicated

support available for each pupil, tailored to individual needs. There are opportunities for focused tuition and the support of trained staff for homework or study. The continuity of a school’s clear expectations into evening prep can support time management and help more vulnerable learners develop good study habits.

DEDICATED LEARNING

Fulneck School is an independent boarding and day school with a dedicated learning support unit (LSU). It has met the criteria of the Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) continually since 1996. Fulneck is approved under Category LSC (Learning Support Centre) as a school offering an LSU, with specialist tutors to accommodate pupils’ needs in the classroom.

The aim of Fulneck’s LSU is to identify individual special needs and to provide teaching programmes and strategies to allow every student access to the curriculum. Tuition is in small groups or delivered one-to-one by experienced and specialist teachers, with a range of multisensory teaching methods and technology. We focus on using assistive technology,

SPECIAL NEEDS

particularly the use of e-reader software to enable dyslexic students to independently access text, effectively checking and editing their own work.

In September 2022, Fulneck School opened our specialist autism provision, named Soteria after the Greek goddess of protection and safety from harm.

Soteria aims to support autistic learners to access a rounded education, meet their potential and enter the world as resilient, independent young people who are proud of their achievements. Acting as a safe space and staffed by our specialist team, Soteria has teaching areas, sensory rooms and mentoring spaces.

It is the form room for our Soteria Scholars, who are academically ambitious autistic students needing a bit more support to manage the school’s social demands. With a little extra nurturing and the safe space to come back to, our Soteria Scholars are excelling academically, with friendships both in the unit and the wider school. They make the most of every opportunity and, importantly, they are proud of their identify as neurodivergent learners and

are great ambassadors for our school. In boarding schools, pupils with special educational needs and disabilities (SEND) can also be supported outside the classroom, leading to better social interaction and confidence.

The nature of a boarding school environment means staff get to know each child as a unique individual.

Boarding schools also offer pupils a choice of co-curricular clubs and activities to help develop new interests and boost self-esteem.

Boarding in the right environment can provide young people with a taste of independence, the first step towards independent living for young people on the cusp of adulthood. We have found that a flexi-boarding approach has enabled some more vulnerable students to flourish, often surprising themselves with how much they can do when away from home.

Choosing the right school is a critical decision with far-reaching consequences, and it requires thorough research. Parents should carefully check a

schools’ SEND provision and gain a clear understanding of conditions they specifically cater for, how they do this and how many students they have supported with similar needs. It is important to visit the school and meet the SEND and boarding team. This allows potential parents and pupils the opportunity to gain a true appreciation of the environment, teaching methods, ethos and attitudes to SEND. Making the correct choice and giving children access to a fulfilling boarding experience can be lifechanging for pupils with SEND and enable them to truly flourish.

□ Sally began her teaching career as a VSO volunteer teaching English in Kiribati. She has taught in many different countries and once spent a summer teaching flying trapeze at an American summer camp. Sally joined Fulneck School as Head of Learning Support in 2019. She loves the family feel of the school and the way the adults know the children so well. In the learning support unit she is able to implement learning in the best way to suit each individual pupil.

How CReSTeD helps boarding families

THE Council for th e Registration of Schools Teaching Dyslexic pupils (CReSTeD) is a charity set up in 1989. It aims to help parents and those who advise them to choose schools for children with Specific Learning Difficulties (SpLD). It is a valuable resource for parents, educational advisers and schools, acting as a source of information f or parents.

The main SpLD is dyslexia, but dyslexia rarely exists in isolation. The latest research demonstrates a high level of co-occurrence with other difficulties including dyspraxia, dyscalculia,

attention deficit disorder (ADD), as well as pragmatic and semantic language difficulties.

The CReSTeD Council includes representatives from a wide area of SpLD provision including Dyslexia Action, the British Dyslexia Association, Helen Arkell Dyslexia Centre, the Dyslexia-SpLD Trust and schools.

THE REGISTER

CReSTeD publishes the Register, an annual list of both state and independent schools and centres accredited for their provision for pupils with one or more SpLD. The vast

majority of schools on the Register are mainstream, offering a wide range of teaching styles, environments and facilities. The Register is free of charge to parents. SpLD provision is divided into six broad categories. Of these, five are for schools:

• Dyslexia Specialist Provision (DSP) schools established primarily to teach pupils with Dyslexia.

• Learning Support Centre (LSC) schools with designated units providing specialist tuition on a small group or individual basis, according to need.

• Maintained Schools (MS), local authority schools able to demonstrate an effective system for identifying pupils with dyslexia.

• Specialist Provision (SPS) schools specifically established to teach pupils with dyslexia and other related SpLDs.

• Withdrawal System (WS) schools which help dyslexic pupils by withdrawing them from appropriate lessons for specialist tuition.

The remaining category is called Teaching Centre (TC), noting a designated centre providing specialist tuition on a small group or individual basis, according to need.

The categories give guidance on the type of provision offered by a school. One category should not be seen as ‘better’ than another. Children have different requirements and personalities and the categories help to match each child to the type of provision needed. A report from an educational psychologist or a specialist teacher who holds an Assessment Practising Certificate should offer parents guidance on the level of provision their child requires. For example, a child at the severe end of the dyslexia spectrum may require a DSP school, whereas a child with only some slowness in spelling skills may be suitably provided for in a school from the WS category. The Register includes a checklist to help parents decide whether a school or centre can meet their child’s educational needs in relation to SpLD. It also provides a geographical index.

CRESTED CRITERIA

Every school and centre on the CReSTeD Register has been independently verified for SpLD provision by CReSTeD consultants, which is not the case for all other lists. Schools must complete the CReSTeD registration form and provide supporting documentation, such as dyslexia policies. This form covers staff development, admission policy, organisation of the school week, specific arrangements for SpLD pupils, and examination results for the whole school. For SpLD pupils in particular, the form cover resources and includes parents’ details so the consultant can gain feedback about the school or centre.

The criteria include the provision of relevant and high quality information technology resources, and Joint Council for Qualifications (JCQ)-approved training qualifications for teachers. Also included is the awareness of dyslexic pupils’ needs on the part of non-specialist staff, and arrangements to obtain and provide special provision for examinations.

During a visit to a school or centre, the consultant checks whether this information is accurate and ensures the school or centre meets the criteria set by CReSTeD Council. Schools and centres are visited on a three-year cycle, with possible earlier visits if there are substantial changes, which should always be swiftly communicated to CReSTeD. If the head of a CReSTeD school changes, the school must inform CReSTeD and the new head must confirm that the school intends to continue with the SpLD provision in accordance with

Council for the Registration of Schools Teaching Dyslexic Pupils

Our aim is to help parents, and also those who advise them, to choose an educational establishment for students with Specific Learning Difficulties (SpLD).

Schools and centres listed in the CReSTeD Register are accredited for their SpLD provision.

We offer:

• For schools / teaching centres, a visit by a consultant to assess your provision against our specific criteria.

• For parents, a free Register of schools and teaching centres approved for their SpLD provision.

For further information regarding accreditation or for a free copy of our Register please contact CReSTeD via email: crested.admin@crested.org.uk

Registered charity no. 1052103

the CReSTeD criteria. This enables CReSTeD to retain the school’s details in the Register without the need for an extra visit.

ONLINE HELP

CReSTeD Council initiates ‘responsive’ visits if it has any cause for concern about a particular school.

The CReSTeD website www.crested.org.uk contains all the information in the Register. It is updated when new information is received, or when new schools are approved. It also contains links to registered schools and centres’ websites, ands to other websites that may be helpful to parents of children with one or more SpLDs.

For further information email admin@crested.org.uk

Provision in the independent sector for pupils with special educational needs and disabilities

Pupils with SEND continue to be very well educated within the independent sector and this is undoubtedly one of the sector’s strengths. Many parents of children with special educational needs and disabilities take them out of the maintained sector because the class sizes are too big and they feel there is not enough individual support. The independent sector offers a range of choice not available within the maintained sector. Specialist Provision Schools (SPS) are approved for specific learning difficulties, with associated language difficulties, such as dyspraxia and attention deficit hyperactivity disorder (ADHD).

Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia. There are also mainstream boarding schools with designated units or centres providing specialist tuition on a small group or individual basis. In January 2015, 66,026 pupils (33,311 boarders) were identified as having SEND. The most common SEND is dyslexia (321,169) followed by information processing (9,053), dyspraxia (5,459), gross and fine motor skills (3,720) and Asperger’s syndrome (3,597). The table below lists independent boarding schools on the CReSTeD Register providing support for pupils with SEND.

Independent boarding schools on the CReSTeD Register providing support for pupils with SEND

Specialist Provision Schools (SPS) are approved for specific learning difficulties, and associated language difficulties, dyspraxia and ADHD.

Category School Town Website

SPS Appleford School Salisbury www.applefordschool.org

SPS More House School Farnham www.morehouseschool.co.uk

Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia.

Category School Town Website

DSP Bredon School Tewkesbury www.bredonschool.org

DSP Bruern Abbey School Chesterton, Oxfordshire www.bruernabbey.org

DSP Frewen College Rye www.frewencollege.co.uk

DSP St David’s College Llandudno www.stdavidscollege.co.uk

Some mainstream boarding schools have a designated unit or centre providing specialist tuition. School Town Website

Barnardiston Hall Preparatory School

Barnardiston, Suffolk www.barnardiston.com

Bedstone College Bucknell, Shropshire www.bedstone.org

Bethany School Cranbrook, Kent www.bethanyschool.org.uk

Brockhurst & Marlston House Schools Newbury, Berkshire www.brockmarl.org.uk

Clayesmore Preparatory School

Clayesmore School

Cobham Hall School

Ellesmere College

Finborough School

Fulneck School

Kingham Hill School

King’s School

Kingsley School

Lime House School

Blandford Forum, Dorset www.clayesmore.com

Blandford Forum, Dorset www.clayesmore.com

Cobham, Kent www.cobhamhall.com

Ellesmere, Shropshire www.ellesmere.com

Stowmarket, Suffolk www.finboroughschool.co.uk

Leeds, West Yorkshire www.fulneckschool.co.uk

Chipping Norton, Oxfordshire www.kinghamhill.org.uk

Bruton, Somerset www.kingsbruton.com

Bideford, Devon www.kingsleyschoolbideford.co.uk

Carlisle, Cumbria www.limehouseschool.co.uk

Millfield School Street, Somerset www.millfieldschool.com

Millfield Preparatory School

Slindon College

Walhampton School

Wycliffe College Preparatory School

Glastonbury, Somerset www.millfieldprep.com

Arundel, Sussex www.slindoncollege.co.uk

Lymington, Hampshire www.walhampton.com

Stonehouse, Gloucestershire www.wycliffe.co.uk

Wycliffe College Stonehouse, Gloucestershire www.wycliffe.co.uk

School

fee planning

There are many things to consider when sending your child to boarding school, and a big subject is finance. ANDREW ASHTON, the Bursar at Radley College, highlights the various helps that is available.

DECIDING to invest in education can be the most important decision a parent makes. But operating a school is expensive. Around two-thirds of the cost is in staff, the most valuable resource a school has. Money is also needed to pay for facilities, utilities, food and teaching resources.

Schools and parents are also now having to adjust to the impact of VAT being added to school fees from January 2025. There can be a wide range in fees to cover this cost according to age group, the school and what it offers. Extras add to the bill and schools have different approaches to this, so it is worth checking.

PLANNING FEES

Fees for a boarding education from 13 to 18 vary from around £60,000 (in a state boarding school where tuition is paid by the state, and

where no VAT is charged on the boarding fee) to more than £250,000, including VAT. In 2023 to 24, the Independent Schools Council census reported that the average termly boarding fee was £14,153. This data was before the introduction of VAT, which has since led to higher prices and greater price differentiation between schools as each has adjusted in different ways.

It is therefore important to prepare for paying fees. Financial planning can help reduce the burden, so do take professional advice. Planning should consider the following.

SPREADING THE COST

Schemes can help spread fee payments over a longer period to make them more affordable. One way of doing this is against the equity in the family house to spread fees over the term of the mortgage.

Photo with kind permission of Bedales School

LUMP SUMS

Early investment reduces the need to use earnings for fees in later years. This approach can be tailored to individual requirements. Some schools offer schemes for advance fee payment. If you have a lump sum available, this is worth exploring, especially given recent volatility in interest rates.

REGULAR SAVING

Regular saving should start as soon as possible. The longer you save, the less the reliance on earnings when fees fall due.

PAYMENT PROTECTION

It is important to ensure the payment of fees can continue in the event of a change in circumstances. A lump sum can be provided by life insurance. Income protection plans can provide income in the event of specified illnesses or accidents. Fees refund schemes can provide cover in the event of absence through illness or accident.

TRUST PLANNING

Trust planning can be useful to make provisions for school fees and achieve inheritance tax benefits. Financial advice should be sought when establishing trusts..

FINANCIAL ASSISTANCE

• Bursaries: many schools offer bursaries to help parents pay fees. These are awarded after a ‘means test’ of family

income. Bursaries may be awarded in addition to a scholarship where financial need is demonstrated, and the child would otherwise be unable to enter the school. Parents will usually be asked to complete an application, providing details of their financial circumstances with supporting evidence.

• Grants: charitable trusts can help in cases of need. For example, the Royal National Children’s SpringBoard Foundation (RNCSF) supports children in the UK who are from challenging circumstances. The charity helps by providing grants and boarding school places for children who have suffered trauma, tragedy or neglect in their young lives. Details can be found at www. royalspringboard.org.uk or through the Directory of Grant Making Trusts at www. dsc.org.uk

• Scholarships: many schools offer scholarships to attract talented pupils. A scholarship is awarded for academic promise or based on ability in music, art or another specialism or all-round merit. They are usually awarded after a competitive examination and interview and take no account of financial need. Scholarships vary in value – they may be honorary accolades that come with no fee discount. In general, schools limit the value of scholarships, such that any extra

funding being awarded is strictly subject to financial need.

• Other educational awards: many schools offer awards to children of members of the Armed Services, clergy, teachers or other professions. Some support children of former pupils, singleparent families and orphans, or offer concessions for siblings.

There is much to consider and a great deal of financial help available, so if fees appear unaffordable it is certainly worth investigating what help may be available. Read this guide thoroughly and explore schools’ websites. Above all, do not be afraid to ask schools how they can support your family. It can be a lengthy task, but potentially very worthwhile. Plan early and seek advice.

FURTHER INFORMATION

SFIA School Fees Planning Tel: 0845 4583690 webenquiry@sfia.co.uk www.schoolfeesadvice.org

□ Andrew Ashton was educated at Newcastle Royal Grammar School and Oxford University. After a career at Barclays and in consulting, Andrew has been Bursar at Radley College since 2008. Andrew has also served as a governor at a number of schools.

Photo with kind permission of Oakham School

Useful contacts

GENERAL INFORMATION

Boarding Schools’ Association (BSA) www.boarding.org.uk

Independent Schools Council (ISC) www.isc.co.uk

Department for Education (DfE) www.education.gov.uk

Independent Schools Show www.schoolsshow.co.uk

OVERSEAS PARENTS AND BOARDERS

BSA Certified Guardians

https://www.boarding.org.uk/bsa-initiatives/bsacertified-agent-scheme/

BSA Certified Agents www.boarding.org.uk/bsa-initiatives/bsa-certifiedagent-scheme/

British Council www.britishcouncil.org

Children’s Education Advisory Service (CEAS)

Email: RC-DCS-HQ-CEAS@mod.gov.uk

Council of British International Schools (COBIS) www.cobis.org.uk

UK Council for International Student Affairs (UKCISA) www.ukcisa.org.uk

UK National Information Centre for international qualifications and skills (UK ENIC) www.enic.org.uk

SPECIALIST SCHOOLS

Choir Schools’ Association (CSA) www.choirschools.org.uk

Music and Dance Scheme www.gov.uk/music-dance-scheme

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND)

British Dyslexia Association (BDA) www.bdadyslexia.org.uk

Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) www.crested.org.uk

Dyslexia Action www.dyslexiaaction.org.uk

Disability Rights UK www.disabilityrightsuk.org

SSAFA www.ssafa.org.uk

OTHER USEFUL CONTACTS

Welsh Independent Schools Council (WISC) www.welshisc.co.uk

Scottish Council of Independent Schools (SCIS) www.scis.org.uk

Independent Schools Examinations Board (ISEB) www.iseb.co.uk

Independent Schools Inspectorate (ISI) www.isi.net

International Baccalaureate Organization (IBO) www.ibo.org

Universities and Colleges Admissions Service (UCAS) www.ucas.com

Educational Trusts’ Forum www.educational-grants.org

Royal National Children’s SpringBoard Foundation (Royal SpringBoard) www.royalspringboard.org.uk

ISC CONSTITUENT MEMBER ASSOCIATIONS Association of Governing Bodies of Independent Schools (AGBIS) www.agbis.org.uk

Girls’ Schools Association (GSA) www.gsa.uk.com

Headmasters’ and Headmistresses’ Conference (HMC) www.hmc.org.uk

Independent Association of Prep Schools (IAPS) www.iaps.uk

Independent Schools Association (ISA) www.isaschools.org.uk

Independent Schools’ Bursars Association (ISBA) www.theisba.org.uk

Society of Heads www.thesocietyofheads.org.uk

RELIGIOUS SCHOOLS

Methodist Independent Schools Trust www.methodistschools.org.uk

Catholic Independent Schools’ Conference (CISC) www.catholicindependentschools.com

AFFILIATED ASSOCIATIONS

Naval Families Federation (NFF) www.nff.org.uk

Army Families Federation (AFF) www.aff.org.uk

RAF Families Federation www.raf-ff.org.uk

BSA member schools

UK MEMBERS

Abbey College, Cambridge

Abbey College, Manchester

Abbotsholme School

Abingdon School

Ackworth School

ACS International School Cobham

Adcote School

Aldenham School

Aldro School

Aldwickbury School

All Hallows School

Alliance Francaise

Amesbury School

Ampleforth College

Appleford School

Ardingly College

Ardvreck School

Ashfold School

Ashford School

Ashville College

Atlantic College

Aysgarth School

Badminton School

Barnard Castle School

Barnardiston Hall Preparatory School

Bath Academy

Battle Abbey School

Beachborough School

Beaudesert Park School

Bedales (incl Prep)

Bede’s Preparatory School

Bede’s Senior School

Bedford School

Bedstone College

Beech Grove School and Academy

Beechen Cliff School

Beechwood Park School

Beechwood Sacred Heart School

Beeston Hall School

Belhaven Hill School

Benenden School

Berkhamsted School

Bethany School

Bilton Grange School

Bishop’s Stortford College (incl Prep)

Bishopstrow College

Bloxham School

Blundell’s School

Bootham School

Bosworth Independent College

Boundary Oak School

Bournemouth Collegiate School

Box Hill School

Bradfield College

Brambletye School

Bredon School

Brentwood School

Brighton College

Brockhurst And Marlston House Schools

Brockwood Park School

Bromsgrove School (incl Prep)

Brooke House College

Bruern Abbey School

Bryanston School

Brymore Academy

Buckswood School

Burford School

Burgess Hill Girls

Caldicott Preparatory School

Campbell College

Canford School

Cardiff Sixth Form College

Cardiff Sixth Form College, Cambridge

Cargilfield Preparatory School

Carsterton Sedbergh Preparatory School

Caterham School

CATS College, Cambridge

CATS College, Canterbury (Worthgate School)

CATS College, London (Guildhouse School)

Chafyn Grove School

Charterhouse School

Chase Grammar School

Cheam School

Cheltenham College (incl Prep)

Cheltenham Ladies’ College

Cherwell College Oxford

Chetham’s School of Music

Chigwell School

Christ Church Cathedral School

Christ College, Brecon

Christ’s Hospital School

City of London Freemen’s School

Claremont School

Clayesmore Preparatory School

Clayesmore School

Clifton College

Clifton College Preparatory School

Cobham Hall School

Colchester Royal Grammar School

Concord College

Copthorne Preparatory School

Cothill House School

Cotswold Chine School

Cottesmore School

Cranbrook School

Cranleigh School (Incl Prep)

Culford School (Incl Prep)

Cumnor House School

Cundall Manor School

d’Overbroeck’s

Dallam School

Darul Uloom Dawatul Imaan

Darul Uloom London School

Dauntsey’s School

David Game College

Dean Close Preparatory School

Dean Close School

Dean Close St John’s

Denstone College

DLD College, London

Dollar Academy

Dorset House School

Dover College

Downe House School

Downside School

Dragon School

Dulwich College

Durham School

Earlscliffe

Eastbourne College

Edgeborough School

EF Academy Oxford

Ellesmere College

Elmfield Rudolf Steiner School

Elmhurst Ballet School, Birmingham

Elstree School

Embley

Epsom College

Eton College

Exeter College

Exeter Maths School

Fairview International School

Farleigh School

Farlington School

Farringtons School

Felsted School (incl Prep)

Feltonfleet School

Fettes College (incl Prep)

Foremarke Hall, Repton Preparatory School

Forres Sandle Manor School

Framlingham College

Frensham Heights School (Incl Junior)

Frewen College

Fulneck School

Fyling Hall School Trust LTD

George Watson’s College

Giggleswick School

Glenalmond College

Godolphin School

Godstowe Preparatory School

Gordon’s School

Gordonstoun (Incl Junior)

Gresham’s School (incl Prep)

Haberdashers’ Adams

Haileybury

Hall Grove School

Handcross Park School

Hanford School

Harrogate Ladies’ College

Harrow School

Hatherop Castle Prep School

Hazlegrove Preparatory School

Headington School

Heath Mount School

Heathfield School

Hereford Cathedral School

Highfield and Brookham School

Hockerill Anglo-European College

Holmewood House School

Holmwood House School (incl Prep)

Holyport College

Horris Hill School

Hurstpierpoint College

Hurtwood House School

International School of Creative Arts

Ipswich High School

Ipswich School

Jamea Al Kauthar

Jamia Al - Hudaa

Jersey College for Girls

Junior King’s School, Canterbury

Kensington Park School

Kent College, Canterbury

Kent College, Pembury (Incl Prep)

Keswick School

Kimbolton School

King Edward’s School, Witley

King William’s College, Isle of Man

King’s College, Taunton

King’s Hall School

King’s High School, Warwick

King’s School , Rochester (Incl Prep)

King’s School, Bruton

King’s School, Ely (Incl Junior)

Kingham Hill School

Kings Bournemouth

Kingsley School

Kingswood Preparatory School

Kingswood School

Kirkham Grammar School

Kitebrook Prep School

Lambrook School

Lancaster Royal Grammar School

Lancing College

Langley School

Lathallan School

Leighton Park School

Leweston School (Incl Prep)

Lime House School

Lincoln Minster School

Liverpool College

Llandovery College

Lockers Park School

Lomond School

Longridge Towers School

Lord Wandsworth College

Loretto School (Incl Junior)

Loughborough Grammar School

Luckley House School

Ludgrove School

LVS Ascot

Maidwell Hall School

Malvern College

Malvern St James

Marlborough College

Marlborough House School

Marymount London

Mayfield School

Merchiston Castle School

Mill Hill School Foundation

Millfield Preparatory School

Millfield School

Milton Abbey School

Monkton Combe Preparatory School

Monkton Combe Senior School

Monmouth School for Boys

Monmouth School for Girls

Moor Park School

More House School

Moreton Hall School

Moulsford Preparatory School

Mount Kelly School (Incl Prep)

Mount St Mary’s College

Mowden Hall School

Moyles Court School

MPW London

Myddelton College

New College Worcester

New Hall School

North London Grammar School

Northbourne Park School

Oakham School

Old Buckenham Hall School

Old Swinford Hospital

Orwell Park School

Oswestry School

Oundle School

Oxford International College

Oxford International College Brighton

Oxford Sixth Form College

Packwood Haugh School

Padworth College

Pangbourne College

Papplewick School

Perrott Hill School

Peter Symonds College

Pinewood School

Plymouth College

Pocklington School (Incl Prep)

Port Regis Preparatory School

Prestfelde School

Prior Park College

Prior’s Field School

Queen Anne’s School

Queen Ethelburga’s Collegiate

Queen Margaret’s School

Queen Mary’s School

Queen’s College, Taunton (Incl Prep)

Queenswood School

Radley College

Ratcliffe College (Incl Prep)

Reading School

Reddam House Berkshire

Reed’s School

Rendcomb College

Repton School

Richard Huish College

Rikkyo School in England

Rishworth School

Rochester Independent College

Rockport School

Roedean School

Rossall School

Royal Alexandra & Albert School

Royal High School, Bath

Royal Hospital School

Royal Russell School

Rugby School

Ruthin School

Ryde School with Upper Chine

Rye St Antony School (Incl Prep)

S.Anselm’s Preparatory School

Saint Felix School

Saint Ronan’s School

Salisbury Cathedral School

Sandroyd School

Scarborough College

Scarisbrick Hall School

Seaford College (Incl Prep)

Sedbergh School

Sevenoaks School

Sexey’s School

Shaftesbury School

Shebbear College

Sherborne Girls

Sherborne Preparatory School

Sherborne School

Sherfield School

Shiplake College

Shrewsbury School

Sibford School

Sidcot School

Slindon College

St Andrew’s College, Cambridge

St Andrew’s Preparatory School, Eastbourne

St Andrew’s School, Pangbourne

St Bees School

St Catherine’s, Bramley

St Christopher School

St Clare’s, Oxford

St David’s College, Llandudno

St Edmund’s College & Prep School, Hertfordshire

St Edmund’s School, Canterbury (Incl Junior)

St Edmund’s School, Surrey

St Edward’s Oxford

St Francis’ College

St George’s School, Ascot

St George’s School, Harpenden

St George’s School, Windsor

St George’s, Edinburgh

St Hugh’s Prep School, Lincolnshire

St Hugh’s Prep School, Oxfordshire

St John’s Beaumont Preparatory School

St John’s School, Leatherhead

St John’s School, Sidmouth

St John’s College School, Cambridge

St John’s College, Southsea

St Joseph’s College (Incl Prep)

St Lawrence College (Incl Junior)

St Leonards School, Fife

St Margaret’s School, Bushey

St Mary’s Calne

St Mary’s Music School

St Mary’s School, Ascot

St Mary’s School, Cambridge

St Michael Abbey School

St Michael’s School

St Paul’s Cathedral School

St Paul’s School, London

St Peter’s Prep School

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

St Swithun’s School

St Teresa’s School

Stamford Endowed Schools

Stamford Junior School

Stanborough Secondary School

Stephen Perse Foundation

Stewart’s Melville College

Steyning Grammar School

Stoke College

Stonar School

Stonyhurst College

Stonyhurst St Mary’s Hall

Stover School (Incl Prep)

Strathallan School (Incl Prep)

Summer Fields School

Sunningdale School

Sutton Valence School (incl Prep)

Swanbourne House School

Talbot Heath School (Incl Junior)

TASIS, The American School in England

Taunton Preparatory School

Taunton School

Teikyo Foundation School

Terra Nova School

Terrington Hall School

Tettenhall College

The Downs Malvern

The Duke of York’s Royal Military School

The Elms School

The Hammond School

The King’s School, Canterbury

The Leys School

The Montessori Place, Hove

The Mount School

The National Mathematics and Science College

The New Beacon School

The Oratory Preparatory School

The Oratory School

The Pilgrims’ School

The Prebendal School

The Purcell School for Young Musicians

The Read School

The Royal Ballet School

The Royal Grammar School, High Wycombe

The Royal Masonic School for Girls

The Royal School, Armagh

The Royal School, Dungannon

The Royal School, Surrey

The Royal School, Wolverhampton

The Thomas Adams School

The Wellington Academy

Thornton College

Tonbridge School

Trent College

Tring Park School for the Performing Arts

Trinity School

Truro School

Tudor Hall School

Twyford School

Uppingham School

Vinehall School

Walhampton School

Warminster School (Incl Prep)

Warwick School

Wellesley House School

Wellington College

Wellington College Prep

Wellington School

Wells Cathedral School (Incl Prep)

West Buckland School

West Hill Park School

Westbourne House School

Westbourne School

Westminster Abbey Choir School

Westminster Cathedral Choir School

Westminster School, Westminster Westonbirt School (Incl Prep)

Whitgift School

Winchester College

Winchester House School

Windermere School

Windlesham House School

Wisbech Grammar School

Witham Hall School

Woldingham School

Woodbridge School

Woodcote House School

Woodhouse Grove School

Worth School

Wrekin College

Wychwood School (Oxford) Ltd

Wycliffe College (incl Prep)

Wycombe Abbey

Wymondham College

Wymondham College Prep School

Yehudi Menuhin School

EUROPEAN MEMBERS

A+ World Academy, Switzerland

Aiglon College, Switzerland

Alexandra College, Ireland

Amadeus International School, Austria

American Collegiate Institute, Turkey

Apex 2100, France

Bandon Grammar School

Berlin Brandenburg International School, Germany

Blackrock College, Ireland

Brillantmont International School, Switzerland

Cabella International Sahaja School, Italy

Clongowes Wood College, Ireland

College Alpin Beau Soleil, Switzerland

College Champittet, Switzerland

College du Leman International School, Switzerland

Cologne International School

Ecole Jeannine Manuel, France

Exupery International School, Latvia

Glenstal Abbey School, Ireland

Hamelin Laie International School

Institut Montana Zugerberg, Switzerland

International School Eerde, Netherlands

International School of Milan

International School San Patricio Toledo

Kilkenny College, Ireland

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

La Garenne, Switzerland

Leysin American School, Switzerland

Lundsbergs Skola, Sweden

Lyceum Alpinum Zuoz, Switzerland

Midleton College, Ireland

Open Gate Boarding School, Czech Republic

Préfleuri International Alpine School

Rockwell College, Ireland

Sage College

Saint Charles, Switzerland

SEK International School El Castillo

Sigtunaskolan Humanistiska Läroverket, Sweden

Sotogrande International School, Spain

St Columba’s College, Ireland

St George’s International School, Switzerland

St Gilgen International School GmbH, Austria

St John’s International School, Belgium

Surval Montreux, Switzerland

The Kings Hospital, Ireland

The Koc School, Turkey

Villiers School, Ireland

Wilson’s Hospital School

WORLDWIDE MEMBERS

Aga Khan Academy

Aitchison College

Benenden Bilingual School Guangzhou

Braeburn Garden Estate School

British International School Lagos

Bromsgrove International School, Thailand

Charterhouse Lagos

Episcopal High School, USA

Epsom College in Malaysia

Fettes Guangzshou

Frensham, Australia

H Farm International School

Haileybury Bhaluka

Harrow Appi Japan

Harrow Innovation Leadership Academy Chongqing

Harrow Innovation Leadership Academy Nanning

Harrow Innovation Leadership Academy Zhuhai

Harrow International School Bangkok, Thailand

Harrow International School Bengaluru

Harrow International School Haikou

Harrow International School Shenzhen Qianhai

Harrow International School, Hong Kong

Heritage Girls School

Hulli School Nantong

Idyllwild Arts Academy, USA

Jerudong International School, Brunei

Kaiyo Academy

Kincoppal-Rose Bay, Australia

King Henry VIII College, Malaysia

King’s Academy

Kolej Tuanku Ja’afar, Malaysia

Lady Eleanor Holles International School Foshan, China

M-PESA Foundation Academy

Marlborough College, Malaysia

Michaelhouse, South Africa

New School Georgia

New Summit Academy Costa Rica

Nord Anglia Guangzhou Panyu School

North London Collegiate School, Jeju, Korea

NUCB International College, Japan

Oldfield’s School

Peponi School, Kenya

Planet Spiti Boarding School

Prem Tinsulanonda International School, Thailand

Pymble Ladies’ College, Australia

Regents International School Pattaya, Thailand

Ridley College

Rugby School, Japan

School of Leadership, Afghanistan (SOLA)

Shenzhen Foreign Languages GBA Academy

Shenzhen International Foundation College

St Andrew’s College, South Africa

St Andrew’s Prep School Turi, Kenya

St Andrew’s Senior School Turi, Kenya

St Christopher Schools, Kenya

St Constantine’s International School

St George’s College

Swiss International Scientific School Dubai, UAE

Thailand KIS Reignwood Park School

The British School of Lome’, Togo

The Doon School, India

The Forman School, USA

The Hun School of Princeton, USA

The International School, Bangalore, India

The King’s School, Australia

The Regent Secondary School, Nigeria

The Sultan’s School

Toowoomba Anglican School, Australia

United World College South East Asia, Singapore

Wellington College International Hangzhou

Wellington College International Pune

Wellington College International Tianjin, China

Westlake International School, Malaysia

Whanganui Collegiate School, New Zealand

Woodcreek School

Woodstock School, India

Wycombe Abbey School Changzhou, China

Wycombe Abbey School Nanjing, China

Wycombe Abbey School, Hangzhou, China

Wycombe Abbey School, Hong Kong

Xi’an Liangjiatan International School

Y K Pao School

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

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

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

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

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

BOARDING FROM YEAR 3 - 13 FULL, WEEKLY OR FLEXI OPTIONS AVAILABLE A WELCOMING HOME-FROMHOME FOR PUPILS TO GROW, ASPIRE AND ACHIEVE WE OFFER A SPRINGBOARD FOR INDEPENDENCE, FRIENDSHIP AND OPPORTUNITY

Boarding at Framlingham: Where Individual Stories Begin

At Framlingham we believe in the individual. There is no typical Framlinghamian, no singular path that we take: we are academics, actors, musicians, expeditioners, sports stars, innovators, entrepreneurs, scientists, linguists, storytellers, teammates, artists. Often, we are many things within one. Every pupil is valued for who they are.

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