Mr. Andy Johnson

FROM TRURO SCHOOL, CORNWALL

Established in 1880, Truro School is situated in the southwest of England, and offers a distinctive boarding experience, amidst stunning landscapes and extensive coastline. Voted Boarding School of the Year finalist in the 2023 Independent Schools of the Year Award, the school offers an inspiring environment that celebrates academic success alongside personal growth.

Mr. Andy Johnson speaks to us about the bespoke boarding experience at Truro School, the school’s unique Cornish setting, mental health support and compassionate values.

On the school’s website, you describe the ethos of the school as ‘compassionate ambition.’ Could you explain what this means, and tell us a little bit more about the ethos and values at Truro School?

Our school motto is Esse Quam Videri, which means: “To Be Rather Than To Seem To Be.” The essence of that is about children, adults and our institution being able to flourish, being able to enjoy becoming the very best of themselves and not feeling like they have to be whatever someone else is telling them to be. I think that comes from our Methodist foundation as a school, that belief that all are welcome and that we should be doing good with what we have and what we can do. The school is really, really blessed in that regard. We’ve got all sorts of varied talents and commitments through the school and it’s not a hierarchy. I suppose that’s the compassionate side of this sense of ambition: having ambition for everyone as an individual, but without viewing certain types of excellence or ambition as being more or less worthy than others. There’s a real value set behind that and that’s really important.

For me, endeavour matters at least as much as achievement does, which I think is a very compassionate position to take, as an educationalist. I love the fact that children come here, aged eleven, and that they have this incredible, supported, opportunity-filled journey ahead of them where they can make right and wrong turns in an environment that will always try to believe in them and bring them back to the values that will underpin their successes, both at present and in the future.

What are the main entry points for children and families considering Truro School?

We have 11+ and 13+ admission. At those points it’s selective based on entrance examinations, school reports and interviews. At 11+, just under half our intake come from our lovely Prep School - which is about three miles across town - and then the rest of our intake come from schools from all over Cornwall, across the county and, indeed, sometimes beyond.

You’re one of the few independent schools in Cornwall. What do you feel are the benefits of this location for the school and for your students?

We are the only 3-18 co-educational independent through school in the whole of Cornwall and I think the benefits of that are immense. Truro is a cathedral city, albeit a relatively small city, but it’s still a city - all the benefits and amenities of being in a city are here but at the same time, we have the North and South coasts and the moorlands of Bodmin and Penwith within easy reach. It really is an astoundingly beautiful part of the world and that combination of being in an urban area while having those places on your doorstep is, I think, really quite precious.

A big focus of our magazine is equality, diversity and inclusion. How do you implement this at Truro School, and support pupils who may be struggling with things like mental health or neurodiversity, for example? It’s a great focus to have as a magazine, so I applaud you for that. I think this has never been more important - EDI work is always needed and it always will be. The key for us is to try and foster that sense of belonging. We try to use the language of belonging as much as the language of inclusion. I think ‘belonging’ speaks to people about how they can feel empowered - not just how they can feel involved - and I think that distinction is really, really important in any discussion around EDI and belonging.

I think the fact that Cornwall - and therefore, our school - is not as culturally diverse as some other parts of the UK, creates all the more responsibility; we have a responsibility to champion diversity and that’s not always easy, but it’s always important and I’ve worked in some very, very diverse communities in parts of London and elsewherethe fact that we don’t have that here is an extra responsibility. That’s certainly the way I view it. I think the global reference points brought to us by our boarders in this space are very, very important. But EDI, in terms of race and culture, is not just about where you’re from, it’s about your identity. It’s not just about nationalities, it’s so much more than that, and that’s incredibly important.

I do think Cornwall, although it might not be as culturally diverse, is actually incredibly economically diverse. When we’re talking about EDI, our admission as a school is not just from the independent sector. Our means-tested bursary awards program is actively trying to broaden the social diversity and economic diversity of the school, which reflects Cornwall, as it should. We have an active, growing, dedicated and fully supported pupil-led diversity group who are championing LGBTQ+ and all sorts of valued minority voices in the school. This is growing and it’s exciting to see the children driving this in the school, supported by us. Of course, true to our Methodist heritage, we speak a lot in the school about everyone feeling welcome and that’s integral to that Methodist foundation - we’re always looking to learn more.

You mentioned mental health as well. I think a lot of that is often inextricably connected to EDI. We run an advice, counselling, help and empathy program. We have a large number of Sixth Formers who choose to train up for that and a majority of our staff have undertaken Mental Health First Aid training. The school’s pastoral system is really strong and partners very closely with families, parents and the children. That matters for the boarders too, maybe sometimes even more so, as they are physically distant from their families. It’s so important - going back to that sense of belonging - that the children here feel that they are in a place where they belong and can get support.

I have to mention Bumble as well: we have a school dog, who is absolutely essential to our wellbeing team. He’s also a bit of a minor celebrity; Bumble is a symbol, in some respects, I won’t overplay that, but he’s very important to the community.

This edition of the magazine is focusing on boarding. I know that you’ve said that your school community has 8% boarders, but could you describe the boarding experience at Truro School and the benefits of this for the boarding community?

At Truro School, we offer comprehensive boarding provision, full boarding, as well as weekly boarding and flexi-boarding options to accommodate various pupil needs and schedules. As you say, in school we have over 800 students from Years 7 to 13 and we’ve got a boarding community of around 70. With that scale, our boarding experience here is extremely bespoke. The boarding communities we have - both the boys’ and girls’ boarding housesforge really strong home-from-home bonds across year groups, not just within year groups, and we’re really proud of that. That comes from our very bespoke arrangement which is not industrial in scale. Our boarders are local, national and international, and the international boarders come from a huge variety of countries worldwide - again, there’s real diversity there: we’re not focused on a particular part of the globe, it genuinely is representative of many, many different continents, which brings a wonderful sense of globalism into the school and into Cornwall.

Like any strong boarding school - and there are many - we operate a very busy evening and weekend program both on- and off-site. Of course, we have that advantage of accessing everything about Cornwall. I suppose what makes our offer so exciting and really quite special, beyond all those generic strengths, is that Cornish connection, that bespoke offering in Cornwall. For our local boarders, many of their families choose to live in Cornwall, in its beauty, but work away. That’s a lifestyle choice, and it’s one that we want to support and cater for.

The children in the boarding houses socialise, cook together, share social spaces, study and enjoy all the activities around the school, supported by a very, very experienced and caring staff body. I think the opportunities offered by Cornwall in this context are really quite spectacular and, if I’m being very, very honest, I also think they’re pretty good value as well.

Partnerships: I know it’s a big thing, certainly with the London-based schools, but I’m sure that you, too, have partnerships with local schools that benefit the experience of your pupils?

Yes, absolutely. For us at Truro School, I think our partnership work is very exciting. It’s also actually quite humbling at points, too. I see our school as part of many wider communities in Cornwall because we’re so unique in that landscape - we have to be, it’s absolutely essential. What’s great about good partnerships is that everybody’s equal. Everybody’s seeking to work together to benefit everybody. There’s no hierarchy there and that’s what is at the heart of exciting partnerships. Educationally, yes, there’s lots we do with local schools, like conferences, training, resource sharing, staff masterclasses and so on. However, I think it goes beyond this. I sit on a quite innovative committee called the Cornwall Education Partnership, which brings together educational leaders from across the whole county, from the Multi-Academy Trust, from the local authority, from the state sector, and we think we’re the only county in the country that’s doing anything like this at the moment. I represent the independent sector on this committee and, directly or indirectly, that group represents every child in the whole of our county who are of compulsory-school-age in education. We talk about education in Cornwall, we talk about the wider landscape, and that’s exactly what all of us around that table want to focus on. This school has to play a part in that. www.truroschool.com

What are your plans or hopes for the future?

I hope that we continue this pursuit of excellence in its broadest possible sense, that has to be what a great educational institution is trying to do. We want to be offering - and I think we are offering - a genuinely very dynamic and empowering educational journey, and that’s something we’re very proud of. Not to be too fixated on destinations and outcomes, but I think the importance of that educational journey for the children comes from the journey being right and empowering. That’s absolutely our focus, along with continuing to forge and build those community links.

We would like to thank Mr. Andy Johnson, Head at Truro School, for giving up his time to speak to us.

EDUCATION CORNER PODCAST WITH HEADS

Mr. James Priory

FROM TONBRIDGE SCHOOL, KENT

Mrs. Emma McKendrick

FROM DOWNE HOUSE SCHOOL, BERKSHIRE

Mr. Dominic Oliver

FROM LANCING COLLEGE, SUSSEX AND VICE PRINCIPAL

Mr. Stephen Haslehurst

FROM DUKE OF YORK’S ROYAL MILITARY SCHOOL, DOVER

A panel discussion about the differences between single-sex and co-educational boarding, the benefits of boarding and the future of boarding schools.

Mr. James Priory and Mrs. Emma McKendrickboth Heads at single-sex boarding schools - agree that a single-sex environment allows students to be themselves and build their confidence throughout their formative years without the pressure of gender expectations: “What we’re doing here is actually enabling the boys to be themselves and not simply define themselves as being boys” stated Mr. James Priory of Tonbridge School. Mrs. Emma McKendrick, Head at Downe House, added: “That builds their confidence, they have that sense that anything is possible because all the role models around them are also wonderful young women.”

They are also aware of the need for children to socialise with the opposite sex during their school years, which is achieved through partnerships with other schools. “I’m very mindful that we’re a school that is offering an education for boys, but obviously preparing them for a co-educational world,” Mr. James Priory told us. Tonbridge has a particular relationship with the all-girls’ Benenden School, holding social and academic events for pupils of both schools. Similarly, Downe House partners with Radley College and Mrs. Emma Kendrick reported: “Both Radley and Downe have a really strong commitment to working together so that the boys and the girls have an opportunity not just to socialise, but to work and collaborate together on projects of an academic nature as well.”

Conversely, both Lancing College and Duke of

Benefits of boarding

York’s Royal Military School are co-educational boarding schools. Both Mr. Dominic Oliver and Mr. Stephen Haslehurst feel that a co-educational setting best reflects adult life and prepares students for a co-educational future. “One of the fantastic things about being able to offer coeducational boarding is I think you get the best of both worlds. The world is, after all, co-educational. What we feel about that is we’re preparing young women and young men for the rest of their lives.” stated Mr. Dominic Oliver.

Duke of York’s Royal Military School represents approximately thirty state boarding schools in the UK, Mr. Stephen Haslehurst explained: “The education that we provide is funded by the government. From the point of view of parents, therefore, what they are paying for when they come to the school is just for the boarding provision.” This can be very significant in making boarding more accessible: “That means that our fees are very affordable in comparison to independent schools.”

Despite the many changes to modern life, boarding education has remained popular and our guests believe it will continue to do so, thanks to its ability to support increasingly busy families. Mr. Stephen Haslehurst summarised: “We see ourselves very much catering for busy families, families who perhaps through long working hours or having to commute can’t spend the time that they would want with their youngsters during the working week.”

Boarding schools strive to prepare students to achieve not just academically, but also beyond their school years, according to Mr. James Priory: “It is about developing independence but it’s also about doing that in the context where there is a lot of support.” The opportunities and experiences provided by boarding also remain important, Mr. Dominic Oliver emphasised: “What we have to offer is so filled with a richness of opportunity.” Further to this, Mrs. Emma McKendrick added the importance of the interpersonal skills boarding teaches: “They learn to live with all sorts of people from all sorts of different countries, different backgrounds and different approaches. When they’re out in the working world, they never worry about who they’re going to work alongside, because they’ve learned to live alongside a whole variety of different people.” Mrs. Emma Kendrick.

According to a 2021 ISC survey, approximately 40% of boarding school pupils in the UK are international students. At Downe House, modern technology is employed to help international students settle in and keep in contact with their families and Mrs. Emma McKendrick told us that: “If they can’t come and do things like open days that we run beforehand, we make sure that we do Teams calls and Zoom calls with the House Masters and with other children so they get a bit of a sense of the school before they come. It’s one of the great things that technology has allowed us to do - we use it to keep in contact with families.” Mr. Dominic Oliver

Boarding School Podcast

Single sex/Co-ed boarding

added to this, emphasising the importance of integrating international students into the school community and embracing diversity: “It’s about getting everybody to listen to each other, and listen to different perspectives, and learn from those different perspectives, and enjoy those differences and celebrate them.”

As with all independent schools, the possibility of new VAT on school fees may be concerning to many parents considering boarding for their child. Schools such as Tonbridge are aware of this concern: “We’re very keen to make sure that the opportunity of education at Tonbridge is something which is as accessible as it can be. We’re absolutely committed to continuing with that”. Schools such as Tonbridge are also looking into ways they can maximise other sources of income to cut costs: “We’re taking specialist advice as a school and, as the sector is, we are looking at ways in which we can maximise non-fee income” Mr. James Priory told us, whilst Mrs. Emma McKendrick reported that at Downe House they are considering ways they may be able to use the 110-acre campus to generate revenue. Until there is an election or news from the government, however, all schools like Lancing College can do is communicate and work with families: “We are committed to working with our families, to making sure that any fee rises are well-planned or welladvertised and that they will be as low as they possibly can be.”

However, as a state boarding school, Duke of York’s Royal Military School and others like it will not be affected by any changes to VAT.

With the possibility of such changes on the horizon, the future of the long-standing institution of boarding schools may seem uncertain, however, our guests are confident that they will adapt and remain a key part of the educational options available, with flexibility, pastoral care and community at the core of their predicted ongoing success.

It is clear that boarding schools may need to be flexible to adapt to the changing world: “I think we’ll see greater flexibility, probably greater personalisation around some of the curriculum” believes Mr. James Priory. Mrs. Emma McKenrick agreed, emphasising the importance of the allencompassing boarding education: “I hope what boarding will do is continue to provide that immersive all-encompassing education, but I think probably it’ll become more flexible for many, in terms of how parents can access that”. Mr. Dominic Oliver believes that pastoral care and relationships with the parents will also be key: “I think we work in partnership really effectively with our parents, I think the nature of those partnerships will continue to evolve as family needs change.”

Our guests were in agreement, overall, that the future of boarding may necessitate some flexibility or change, but that the benefitspersonalised learning, more contact hours and community environment - remain significant, and that across the board, boarding schools are prepared to continue to work for the benefit of the young people in their schools. Mr. James Priory concluded: “Committing to world-class boarding is really important, and that’s something that’s a priority for us.”

We would like to thank our boarding school panel for giving up their time to speak to us.

Eagle House School

Founded in 1820, Eagle House is one of the country’s oldest preparatory schools, located in Sandhurst, Berkshire. The school has around 120 pupils in its Pre-Prep and Nursery, and over 230 pupils in the Prep School. Many Year 8 pupils from Eagle House are awarded scholarships from their choice of senior school, and the school takes pride in its excellent academic record.

CLICK HERE TO LISTEN TO THEIR PODCAST www.eaglehouseschool.com

Horris Hill

Horris Hill is a school based near Newbury, Berkshire, which aims to provide its students with an excellent education tailored to each individual, encouraging academic ambition. Offering a plethora of experiences across the academics, sports and the arts, the school wants to ensure that every child is able to discover their skills and passions, and is happy and confident throughout their education. Horris Hill promotes kindness, courage, respect and resilience in its community, and focuses on the benefits of good manners, good humour, having the spirit to succeed, and hard work www.horrishill.com

Lambrook School

Lambrook is a co-educational school for pupils aged 3-13, offering weekly and flexi boarding for students between the ages of 7-13. Boarding is seen as a happy extension of Lambrook School life, with 75% of the Prep School taking advantage of boarding in some way. All boarders, whether weekly, flexible or occasional, are fully integrated into boarding life and are part of a home-from-home family environment where they eat, work and relax together. They make the most of the fantastic on-site facilities with various activities on offer, from baking and movie nights to swimming and sports tournaments! www.lambrookschool.co.uk

Ludgrove School

Founded in 1892, Ludgrove is an independent school offering fortnightly boarding for boys aged 8-13. This fortnightly boarding allows boys and their families to find a balance between part-time and fulltime boarding, easing the transition into full boarding as the boys get older. The school’s principal aims for the boys to grow and develop in a happy, caring environment, to explore and expand their potential, and to learn to develop an awareness and concern for others around them. The school aims to enable boys to meet future challenges and opportunities with confidence, good manners and humour. www.ludgrove.net

Sunningdale School

Sunningdale School is a family-owned prep school for boys aged 8-13 that provides an exceptional educational experience. With a focus on the happiness and wellbeing of its pupils, the school offers outstanding pastoral care and high academic standards that bring out the best in every boy. Sunningdale boys are curious, engaged and not afraid to take risks, resulting in excellent academic achievements and entrance to the best senior schools in the country. The school also offers a wide range of sports, music and other activities that promote personal growth and wellroundedness. Sunningdale is located close to London and Heathrow, making it an ideal choice for families looking for a first-class education in a perfect setting.

www.sunningdaleschool.co.uk

Buckinghamshire

Caldicott School

Caldicott is an independent preparatory school for boys aged 7-13, offering day, weekly, flexi and full boarding options. The school prides itself on its boarding community, which encourages pupils to make use of the excellent facilities, including 40 acres of land and wonderful pastoral support. Caldicott offers up to five partly or fully funded 11+ places to boys who would join as boarders in Year 7 and stay on until the end of Year 8. Moreover, the opportunities provided by this Hitchin Scholarship do not stop after the boys’ time at Caldicott until the end of Year 8, but are extended until they are 18, at some of the top public schools in the UK. www.caldicott.com

Oxfordshire

Dragon School www.dragonschool.org

Dragon School is one of the leading Prep schools in the UK, educating boys and girls from 4-13 years old. It is a vibrant, happy and aspirational school, which promotes a love of learning, breadth of opportunity, and a strong sense of community and fun. The Prep sits proudly amid stunning playing fields in North Oxford on the banks of the River Cherwell, and the Pre-Prep is in the heart of Summertown. Leavers go on to a wide variety of senior schools, with a third typically gaining academic and/or specialist awards. Full, weekly and flexi boarding options are available, and Dragon QUEST is a broad, exciting enrichment programme on Saturday mornings. Main points of entry for day places are Reception, Year 3 and Year 4, and boarders can join in Years 4-7.

Developing Students’ Independence Boarding at Godstowe School

Boarding is an integral part of the Godstowe community. Our three Boarding Houses - one Junior and two Senior - provide a home from home for the girls who choose to board, which is available from Year 3 and above. Boarders have a busy and vibrant life at Godstowe during the week and over the weekends. We offer flexi, weekly and full boarding - the majority of girls choose full boarding.

Our boarding staff are dedicated professionals committed to the pastoral and holistic aspects of education; they have no classroom teaching commitment, but play an active part in the co-curricular programme in order to maintain a connection with both the boarding community and day girls. Junior staff, made up of gap year students, graduates and residential assistants, also work solely in a house. As such, the staff really know and understand how each and every girl ticks.

Boarding develops independence, self-confidence and maturityon top of that, nothing can be better than having friends, staff and facilities available 24/7. Godstowe boarders make friends for life.

We foster a home-from-home environment in all our houses. After-school boarders return to their houses for twenty minutes of downtime with a snack and chat about their day with staff. In the senior houses, there is always someone ‘at home’ for the girls to talk to about their worries, whether they’re about the joys of growing up or exam fears.

Each night in the junior house, the girls are read a bedtime story when they are snuggled up ready to sleep. They have a ‘Quiet Room’ as a sensory calm room, with a tropical fish tank, soothing lights and quiet music. Girls are always welcome to go and sit in the calm room for some downtime - this could be by themselves or with their friends for a story or a relaxing chat about their day.

BECKY RADBURN Marketing & Communications Lead www.godstowe.org