Bsa Schools Guide March 2018 by Bulldog Publishing

The bsa Guide TM

TO UK BOARDING SCHOOLS PUBLISHED IN ASSOCIATION WITH THE BOARDING SCHOOLSâ&#x20AC;&#x2122; ASSOCIATION (BSA) March 2018

ES A D N U TIO S CL A L IN RN OO TE CH S

www.ukbsa.com

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Join us for Year 7 Open Day on Saturday 16 June 2018 Book a place at www.kingswood.bath.sch.uk Or contact admissions@kingswood.bath.sch.uk to book an individual visit An HMC Independent Co-educational Boarding & Day School for pupils aged 3 - 18

| Foreword

Foreword – Leo Winkley, Vice Chair, Boarding Schools’ Association (BSA)

f you have picked up this Guide, and you

boarding education can offer children and their

the Boarding Schools’ Association and Bulldog

are a parent, then the chances are you

parents. Boarding schools offer a unique richness

Publishing. We hope you find it helpful in choosing

are already well aware of the benefits of a

of community. They are open, tolerant, lively

the best boarding school for your child.

boarding education. You are thinking carefully

places where education happens 24 hours a

about what school might be best for your

day. The vibrancy of a boarding community is

youngster. You want to explore the options fully.

irresistible and there are myriad benefits as a

This Guide will help you to navigate your way

preparation for life. Children learn how to solve

through the process of finding the school that

problems, get along with people different from

best suits your individual child.

themselves and be at ease with others. This is deep learning – a full education.

Choosing a school can be as bewildering as it is exciting. There are so many good boarding

More than ever, parents are part of the

schools offering an excellent education: the

boarding community. Many report the quality of

boarding family is extended and diverse. You can

relationship with their children grows through the

choose from rural, town, city, boys, girls, mixed,

boarding experience, and the strong links with

junior, senior, all-through, sixth form, all-around,

the dedicated residential pastoral staff who make

specialist, flexi, weekly, full boarding, state or

boarding houses into an extension of home.

independent. Or perhaps a combination of different schools at different ages. The choice for

The Boarding Schools’ Association represents

parents and children is as broad and flexible as is

around 550 boarding schools in the UK and

the distinctive variety and nature of the boarding

overseas. It provides a wide range of services

sector.

including professional development, government relations, communications, media, publications,

What unites all boarding schools is a deep, shared

conferences and events. This guide springs from

belief in the value that high-quality, modern

the positive and constructive partnership between

Leo Winkley has been Head Master of St Peter’s School in York since 2010. He is Vice Chair of the Boarding Schools’ Association. He was educated at Cranleigh School and Oxford University (Lady Margaret Hall) where he gained an MA in Theology. He completed an Open University Masters in Education in 2007 and is currently studying for an MBA. Leo was previously Head of Religious Studies and Assistant Housemaster at Ardingly College (1994–99) and Head of Religious Studies at Cheltenham Ladies’ College (1999–2004), before holding senior roles (Deputy Head, Acting Head and Managing Head) at Bedales School (2004–10). Leo is married to Jules and has two daughters, Tabitha (12) and Dora (7), and a son, Ivo (10). He enjoys walking, running and watercolours. He has an irrational love of anteaters.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Welcome to The bsa Guide TM

TO UK BOARDING SCHOOLS

e hope you will find the Guide helpful and informative. This is

co-educational. Each child and each family will be looking for something

a good place to start if you are embarking on the search for a

different in a boarding school and we have aimed to include information on the

boarding school for your child. The Guide covers all aspects of

whole gamut of provision. UK boarding schools lead the world in the quality

boarding education, including funding, selecting a school, academic success,

of education and pastoral care they provide. We hope this Guide provides an

extra-curricular opportunities, schools that specialise in art, music or dance,

excellent start to your search for the right school for your child.

schools for children with special educational needs and disabilities, and sixthform choices. You will find information about the range of boarding options

Photo with kind permission of Wymondham College

– full, weekly, flexible – and the variety of schools – boys only, girls only and

4 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Sheila White Editor

Outstanding day and boarding school for girls aged 3 – 18 At Headington we offer: • Flexibility – Half-weekly, weekly and full boarding options available • Academic excellence – consistently ranked in top 50 UK schools, Top 10 for IB • Choice – at all levels, including IB or A Level in the Sixth Form Whether you want to stay for the occasional night or for the whole term, our flexible boarding offer means you can choose the right option for your family.

Contact our Admissions Department on 01865 759113 or email admissions@headington.org Find out more at www.headington.org Headington School is a leading educational charity. Registered Charity No. 309678 (1942)

The bsa Guide TM

TO UK BOARDING SCHOOLS

Editor

Editorial Advisory Board Sheila White

Graham Able (Chair)

Adrian Underwood

Graham Able has spent 40 years in independent schools, the last 22 as Headmaster of Hampton School and then Master of Dulwich College. After retiring from Dulwich he was appointed Chief Executive of the Alpha Plus Group, stepping down from this role in 2014 since when he has been Group Deputy Chairman. Having previously served on the governing bodies of Roedean and Imperial College, he is currently a governor of Gresham’s School and of Beeston Hall, where he was once a pupil and is now Vice-Chairman. A former chairman of the Headmasters’ and Headmistresses’ Conference (HMC), he has advised governing boards on their structure and effectiveness. He enjoys golf, cricket, sailing and contract bridge and he is also a lifelong supporter of Norwich City Football Club.

Adrian Underwood’s career has been in boarding education for over 45 years since 1971 when he was appointed a housemaster and head of department. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for boarding staff and engaging with the British government on a range of boarding issues including drafting the first set of National Boarding Standards. He was appointed OBE in 2007 for services to education. For 15 years he has been a lead inspector for the Independent Schools Inspectorate and the Education Development Trust. He now lives on the North Norfolk coast and is an educational consultant. He is a governor of Wymondham College, Chairman of the EnglishSpeaking Union’s USA-UK Secondary Schools’ Exchange, Chairman of Trustees of Heritage House Day Care Centre in Wells-next-the-Sea and a Wells Harbour Commissioner. He enjoys sailing, golf, tennis and training ambulance drivers for Heritage House.

Sheila White has worked in educational publishing for more than 30 years. She is an editor, writer and project manager. She has written and produced information and educational material for schools, industry and national organisations. Sheila is a member of the Society of Authors and the Society for Editors and Proofreaders.

The bsa Guide TM

TO UK BOARDING SCHOOLS is a trade mark owned by Bulldog Publishing Ltd

Published by BULLDOG PUBLISHING LIMITED Unit B4 Beech House Melbourn Science Park Melbourn Hertfordshire SG8 6HB Tel: 01763 268120 Fax: 01763 268129 Web: www.ukbsa.com Publisher: Bruce Hodge

Jenny Dwyer

Robin Fletcher

Jenny Dwyer is Headmistress of Sherborne School for Girls. Born in Yorkshire and educated at Bradford Girls’ Grammar School, Jenny graduated from Homerton College, Cambridge, with a degree in mathematics and education. She began her career at Benenden School in Kent teaching mathematics and latterly running a boarding house. She moved to Queen Anne’s School in Caversham as Pastoral Deputy Head and then became Headmistress of Prior’s Field School, a day and boarding school in Godalming, Surrey. Jenny has been on the governing body of several independent prep and senior schools and has been a team inspector for the Independent Schools Inspectorate (ISI) for about 12 years. She is married with two sons in their 20s. She enjoys sailing, keeping fit and spending time at her house on the Norfolk coast.

Robin Fletcher, Chief Executive of the BSA since 2014, is passionate about good quality modern boarding. A boarder at Rugby School, Robin was a journalist for 20 years editing five regional newspapers, including the national Sunday newspaper for Wales. Between 2001 and 2014 he worked in senior roles, including communications director for Trinity Mirror’s regional newspaper division and communications and performance director of the Aster housing and care group. He also founded a communications and training consultancy, serving over 100 clients. Robin holds an MBA from the University of South Wales and an MPhil from Cardiff University. He is also a fellow of the Royal Society of Arts and honorary fellow of Cardiff Metropolitan University. During his time as Chief Executive, the BSA has celebrated its golden jubilee, delivered a major ‘I love boarding’ marketing campaign, extended training for boarding staff and published the first ever public commitment to pupil safeguarding and mandatory reporting to UK boarding schools.

6 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Design and production: CB Creative Limited Tel: 01223 750566 www.cb2creative.com Printed: by Warners Midlands plc Directors: Bruce Hodge (Managing)

The information in this Guide was correct to the best of the Editor’s and Publisher’s belief, at the time of going to press and no responsibility can be accepted for errors and omissions. While every effort has been made, it may not always have been possible to trace all copyright holders. If any omissions are brought to our attention, we will be happy to include appropriate acknowledgements in the next edition of the Guide. Bulldog Publishing Limited is registered under the Data Protection Act (1984). Registration No: PX 4103362. All rights reserved. No part of this Guide may be reproduced, stored in a retrieval system or transmitted in any form without written permission from the Publisher. Front cover photograph with kind permission of Dean Close Preparatory School

COURAGE

• INTEGRITY • RESPECT • COMMITMENT • LOYALTY • SELF-DISCIPLINE

The Duke of York’s Royal Military School DOVER • KENT

“Looking forward with confidence, looking back with pride.”

Our co-educational state boarding school for students aged 11 to 18 is located on a beautiful 150-acre site and welcomes applications from military and non-military families.

Please contact our Registrar on:

T: +44 (0) 1304 245073 E: admin.office@doyrms.com

www.doyrms.com

Photo with kind permission of Beeston Hall School

Contents The bsa Guide TO UK BOARDING SCHOOLS Foreword

– Leo Winkley, Vice Chair, Boarding Schools’ Association (BSA)

About UK boarding

The boarding adventure of a lifetime

– Robin Fletcher, Chief Executive, Boarding Schools’ Association (BSA)

Choosing and assessing schools What makes a good school?

What about boarding schools?

A parents’ guide to surviving the school marketplace

Inspections of accredited independent boarding schools

Ofsted inspection of boarding schools

– Peter Roberts, Headmaster of The King’s School, Canterbury – Barnaby Lenon, Headmaster of Harrow School, 1999–2011, and Chairman of the Independent Schools Council (ISC) – Antony Spencer, Principal of St Lawrence College – Independent Schools Inspectorate (ISI)

– Adrian Underwood, Educational Consultant and formerly Lead Inspector

Selecting a school

38 40

Fees – finding them

Turning minimum standards into excellence

Fees – where do they go?

School visits: questions and answers

League tables – just one measure of success

– Andrew Ashton, Bursar of Radley College – Andrew Ashton, Bursar of Radley College

– Andrew Lewin, Director of Training, Boarding Schools’ Association (BSA)

– Emma McKendrick, Headmistress of Downe House School

Education in Scotland

A shared life under a common roof

Faith in our schools

School despatches

‘An ounce of love is worth a pound of knowledge’ – boarding in a Methodist school

The importance of good governance

How a boarding school uses agents

– Tony Little, former Head Master of Eton and Honorary President, Boarding Schools’ Association (BSA), 2015–16

Pupils and parents The pupils

The parents

– how it works out in practice, from those on the receiving end – how boarding enriches families

– Graham Able, Group Deputy Chairman, Alpha Plus

– Andrew Gordon-Brown, Headmaster of Truro School – Graham Able, Group Deputy Chairman, Alpha Plus – Elaine Purves, Head of Rossall School

Schools founded by the Military A values-driven education

The gateway to a technical career in defence

– Simon Lockyer, Headmaster of the Royal Hospital School, Holbrook – Peter Middleton, Principal of Welbeck Defence Sixth Form College

8 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

| Contents

State boarding schools The benefits of state boarding

– Dr John Weeds, Head of Cranbrook School

Choosing state boarding

– Jonathan Taylor, Chief Executive Officer of the Sapientia Education Trust (SET) and Executive Principal of Wymondham College

63 66

Senior schools: single-sex or co-education? The importance of the creative arts

130

How does boarding promote wellbeing?

132

– Liz Laybourn, Head of Burgess Hill Girls School – Jo Duncan, Head of The Royal High School Bath (GDST)

The benefits of sixth-form boarding

The benefits of boys-only boarding

134

State boarding schools

Choosing an all-boys’ boarding education

136

What can financial and educational organisations learn from each other?

The benefits of co-education

138

Co-education or single-sex? – look for a school where individuality is valued

139

The best of both worlds – the ‘diamond model’

140

How a boarding environment helps pupils develop

142

Promoting good mental health in boarding schools

146

Girls and engineering and other STEM subjects

150

A ‘digital revolution’ in boarding schools

152

The role of the houseparent

154

– John Abbott, Principal of Richard Huish College

– Nick Wergan, Headteacher of Steyning Grammar School and Chair of the State Boarding Forum (SBF)

Boarding at an independent school 74

Boarding and internationalisation

– Alastair Land, Headmaster of Repton Schools

The case for continuity

– Mark Turnbull, Headmaster of Giggleswick School

Schools together in partnership

– Julie Robinson, General Secretary of the Independent Schools Council (ISC)

Developing thinking skills across the curriculum

– Dr Lorraine Earps, Head Teacher of Queen’s College, Taunton

PSHE? SMSC? The acronyms of a priceless education

– Tim Haynes, Headmaster of Tonbridge School

– Jonathan Leigh, Master of Marlborough College

– Lee Glaser, Headmaster of Taunton School

Out of the ordinary: realising the potential of every child – Dr Joe Spence, Master of Dulwich College

– John Moule, Warden of Radley College

– Ian Davies, Headmaster of Brentwood School – Jo Cameron, Principal of Queenswood

80 82 84 86

– Delyth Lynch, former Deputy Head (Pastoral and Wellbeing) of Wellington College

– Dr Felicia Kirk, Headmistress of St Mary’s Calne

– Olivera Raraty, Headmistress of Malvern St James Girls’ School – Elaine Logan, Warden of Glenalmond College

– Bex Tear, Headmistress of Badminton School

How boarding schools and boarding parents can work together

Extra-curricular activities shouldn’t be an extra

Specialist schools

Specialist schools – arts, drama, music

156

All the world’s a classroom

Specialist schools: nurturing special talents

157

Boarding – time to get to grips with literacy and science

Choristers sing for their supper

158

The CCF – supporting character development in a boarding school

– Louise Moelwyn-Hughes, Head of St Edmund’s School Canterbury – Mark Lascelles, Head Master of Dauntsey’s – Lisa Kerr, Principal of Gordonstoun – Keith Budge, Headmaster of Bedales Schools

– Thomas Garnier, Headmaster of Pangbourne College

– Stefan Anderson, Principal of Tring Park School for the Performing Arts – Jane Capon, Information Officer of the Choir Schools’ Association (CSA)

Special educational needs and disabilities

The positive impact of The Duke of Edinburgh’s Award

100

Educational provision for pupils with special educational needs and disabilities

160

School sport: a head’s perspective

102

Special educational needs provision in boarding schools

162

Using the power of technology wisely – how boarding schools can support this

104

‘Believe. Inspire, Succeed’

164

First BSA Boarding Fellows

106

Specialist provision for pupils with dyslexia

166

Boarding at sixth-form colleges

108

My child has dyslexia. How do I find the right school?

168

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

170

– Peter Westgarth, Chief Executive of The Duke of Edinburgh’s Award (DofE) – Richard Biggs, Headmaster of King’s College, Taunton

Preparatory schools

110

The advantages of starting boarding in a preparatory school

112

The popularity of prep school boarding

114

The importance of kindness

116

Boys only? The case has never been stronger

118

How boarding schools support children’s mental and emotional development

120

Home from home – the key to quality pastoral care in a boarding environment

122

A fresh view on boarding

124

Why board at a country prep school?

126

– Dr Trevor Richards, Head of All Hallows Preparatory School – Stephen Ilett, Headmaster of Port Regis – Rob Morse, Headmaster of Aysgarth School

– Fred de Falbe, Headmaster of Beeston Hall

– Paddy Moss, Headmaster of Dean Close Preparatory School

– Dr Crispin Hyde-Dunn, Headmaster of the Dragon School, Oxford – Simon Hitchings, Head of Swanbourne House School

Choosing a boarding prep school – in Scotland! – Henry Knight, Headmaster of Belhaven Hill School

– Andrew Russell, Headmaster of St David’s College

– Brendan Wignall, Headmaster of Ellesmere College and Chair of CReSTeD

Boarding at a preparatory school – Simon Barber, Headmaster of Ludgrove School

– Deborah Newman, Principal of Fulneck School – David Quick, Headmaster of Slindon College

– Jenny Dwyer, Headmistress of Sherborne Girls

– Dr Julian Davies, Principal of Abbey College Cambridge

– David Smellie, Partner at Farrer & Co

Curriculum choices

GCSEs and IGCSEs in a changing curricular landscape

171

After GCSEs – what next?

172

Sixth-form programmes – the choice

174

Sixth-form programmes: the choice

176

– Charlie Hammel, Director of Studies at St Swithun’s School, Winchester – Richard Cairns, Head Master of Brighton College – Peter Clague, Headmaster of Bromsgrove School

International schools

International boarding schools – a mainstream British education overseas

177

– Graham Able, Group Deputy Chairman, Alpha Plus

128

Appendix

Useful contacts

179

BSA schools members

180

Boarding schools in this issue, by county

183

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | The boarding adventure of a lifetime

The boarding

adventure of a lifetime

– Robin Fletcher, Chief Executive, Boarding Schools’ Association (BSA)

hile boarding may not be right for

their children, despite what critics and protestors

exactly what parents thought their children were

every child, it’s clearly the right

might like us to believe?

gaining from boarding.

at over 450 independent and state boarding

A great way to answer this question is to look

Two key words that jumped out in the answers

schools in the UK. Otherwise they would not be

at the hard facts. Take the answers given to a

were ‘confidence’ and ‘independence’, which was

there.

survey we conducted among over 5,000 boarding

no surprise to us.

choice for the 75,000 boarders

parents at more than 80 of our member schools. The average size of a town in the UK is 20,000

This revealed a huge amount about boarders

Adventurer, explorer, broadcaster and writer Ben

people. So amazingly there are enough young

and boarding families. It told us where they come

Fogle said exactly the same thing when he spoke

people boarding to fill three towns and still

from, what sort of jobs boarding parents do and

at two of our conferences. He revealed that when

have 10,000 left over. What is it then that makes

how they discover which school is best for their

he first went to boarding school he was shy and

boarding such an attractive option for parents and

child. Most importantly however it showed us

missed home. But once he started to get involved

10 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The boarding adventure of a lifetime | About UK boarding

in all the amazing opportunities his school had to

far more for young people to do, be that sport,

offer, seven days a week, without the pressure of

drama, trips, debating, outside adventure, field

the twice-daily school runs, his confidence came.

trips or public speaking.

And he has never looked back. If you are at school for longer, surrounded by your There will be some parents of course who might

friends, you have got all these opportunities on a

worry that boarding might make their children

plate and much more time to try new things and

just a little bit too confident, or perhaps so

find out what suits you and your interests.

independent that they loosen some of their family

“Two key words that jumped out in the answers were ‘confidence’ and ‘independence’, which was no surprise to us.”

bonds. Experience shows however that the earlier

So our survey shows that young people

young people can increase their confidence and

who board can become more confident and

gain some independence, the much better able

independent and have much more time to

boarding experience. And she happily shared with

and equipped they are to deal with the complex,

experiment. And who can argue with that?

me the number of soft toys she was bringing on

fast-moving world we all live in today.

her school sleepover, their names, and the certain Let’s close however with testimony from the front

fact that she and her friends fully intended to

And far from that confidence and independence

line, not from the keyboard of a parent filling in

carry on talking after lights out!

being a threat to family relationships, a confident,

a survey form. I recently visited a lovely school

independent youngster is much more like to be

with around 300 mixed boarders aged from 8

So doubters be gone and supporters be praised.

happy in themselves, avoiding many of the pitfalls

to 18. It was clear I had come to a happy school

Boarding may not be for all, but for the right child,

and setbacks of growing up, and so more at ease

with relaxed students and staff, which is always

at the right school, at the right time, it can be the

with their family and friends.

a good sign. During the tour I got into a brief but

adventure of a lifetime.

delightful conversation with a little girl, aged eight, Another word that came out from our survey

who was about to try her first ever night boarding

which definitely chimes with Ben Fogle’s own

as a bit of a trial run. As a father to a quartet

experience is ‘opportunity’. One of the great

of young girls, I know what ‘excited’ and ‘happy’

double bonuses of boarding schools is that

looks and sounds like and this was no exception.

compared to most schools they simply offer

This little girl was so, so looking forward to her

Robin Fletcher was a boarder at Rugby School from 1979 to 1984 and is now Chief Executive of the Boarding Schools’ Association (BSA).

Modern education with over 200 years of heritage Junior, Senior School and Sixth Form open mornings throughout the year Bookings for all visits can be made at lvs.ascot.sch.uk/open or through the Registrar on 01344 882770 or email registrar@lvs.ascot.sch.uk

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – finding them

Fees – finding them

– Andrew Ashton, Bursar of Radley College

ll boarding schools charge fees, but

and considering how fees need not be entirely

equity draw-down plan to spread the school fees

these vary depending on the type of

dependent on earned income, so ensuring a child

for the balance of 30 per cent over say a 10-, 15-

school and boarding requirements.

will be able to complete their education. Planning

or 20-year period.

Here are some typical costs (per term) for 2017

strategies can significantly reduce the financial

(ISC Census, 2017).

burden of school fees, so take professional advice.

Age group

Average fee per term

Sixth form

£11,243

Senior £10,618 Junior

£7,850

In state boarding schools, tuition is paid for

Early investment of capital can avoid the need Planning can be covered under four headings:

depending largely on which activities your

to use income for providing for school fees in later years, or at worst go a significant way

spread the cost of fees

towards reducing reliance on income. The need

invest a lump sum

for tax efficiency and flexibility of approach can

set up a regular savings scheme to provide

be tailored to individual requirements. Some

funds to cover future fees

schools offer specific schemes tailored to advance

look for financial assistance.

payment of fees, and if you have a lump sum

by the state. Extras can add considerably to the bill (perhaps up to 10 per cent of fees),

Investing a lump sum

available, it is worth exploring this as an option.

child chooses to take part in – for example,

Spreading the cost

music tuition or school trips. Allowance should

Many parents experience difficulties in funding

Regular saving

be made for expenses relating to books,

school fees continuously from taxed income.

Regular saving for school fees should ideally be

entries for public examinations, stationery

There are several schemes available designed

started as soon as possible. The longer you save,

and uniforms. Schools do have different

to help parents in this situation. The purpose of

the less the impact will be on income when school

approaches to extras, and what is included in

these plans is to improve cash flow and hence

fees fall due – or, better still, consider some sort

the fee, so this is worth careful scrutiny.

make school fees more affordable. In essence,

of life assurance policy. Income or capital sums

this involves spreading an element of the school

derived from such policies are normally tax-free.

Planning for school fees

fees over a longer period of time. For example,

It is important to prepare for the commitment of

a parent may be able to afford comfortably 70

Payment protection

paying fees for several years, having in place a

per cent of the school fees from income, but the

It is important to ensure the payment of

strategy that will enable the school fees to be met

additional amount may prove to be a strain. In

children’s school fees can be continued in the

in the event of death, an illness or loss of income,

this instance, it may be possible to take out an

event of a change in personal circumstances

12 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

When responding to advertisements please mention The BSA Guide | About UK boarding

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An Island Education for a Global Future March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – finding them

due to serious illness, injury or death. A lump

be unable to enter the school. To obtain a

from the Head of your child’s present school

sum can be provided by life insurance. Income

bursary, parents will usually be asked by the

about the chances of success.

protection plans can guarantee income through

school’s Bursar to complete an application

to retirement in the event of illness or accident.

form, providing details of their financial

Scholarships vary in value – they might be

Some schools may offer temporary fee support

circumstances, supported by documentary

worth as little as 10 per cent. In general, schools

in cases of unanticipated hardship – but it is

evidence and including capital assets. The

now limit the value of scholarships, such that

important not to rely on this being the case.

application is likely to be considered by a

any extra being awarded is strictly subject to

combination of governors, the Head and the

financial need. You should find out from the

Bursar. The award will usually remain in force

school what scholarships are offered, and what

Trust planning can be useful for grandparents

throughout the pupil’s school career – although

each is worth so you are not disappointed if

who wish to make provisions for school fees and

in some cases an award made before GCSE will

you cannot afford the remainder of the fees if

achieve inheritance tax benefits at the same time.

not necessarily continue into the sixth form.

your child wins one of the smaller awards.

Trusts offer the benefit of transferring the tax

Most schools review bursaries annually to

liability on future income and capital gains to the

ensure the justification for an award remains.

Other educational awards

children to use their personal annual allowances.

Bursaries are less common at prep schools,

Many schools also offer closed awards to

There are basically two types of trust:

although many prep schools do offer some

children of members of the Armed Services,

awards.

as well as clergy, teachers and some other

Trust planning

where the children have a right to any income

professions. Some give help to children of

arising from the trust and also own the capital

Scholarships

former pupils, to single-parent families and

where the distribution of capital and income

Several organisations offer sixth-form

orphans, or concessions for brothers and

is at the discretion of the trustees.

scholarships to enable pupils to stay on at

sisters. The conditions of these educational

school until they enter the next stage of

awards can vary enormously. They are often

their career on a university course. These

described as fee concessions, reductions or

scholarships are awarded for two years, after

discounts. Some are not available annually and

which acceptance is guaranteed, providing the

depend on the terms of an endowment. Others

Grants

appropriate qualifications are achieved and

simply say special consideration may be given

Charitable grant-making trusts are able to

medical standards satisfied. Additionally, many

to pupils in a particular category.

help only in cases of genuine need. The trusts

senior schools and a few prep schools offer

will reject applications unless their specific

scholarships to attract bright or talented pupils.

There are many options to consider and there

requirements are satisfied. Royal National

A scholarship is awarded for academic promise

is a great deal of financial help available. Read

Children’s SpringBoard Foundation helps

or on the basis of special ability in music, art

this Guide thoroughly and explore schools’

vulnerable children and young people in Britain

or some other specialism or all-round merit.

websites. Above all, do not be afraid to ask

whose circumstances are seriously prejudicial

Some schools give awards for drama, sport,

schools exactly what they have on offer. It

to their normal development and where no

and design and technology. They are usually

can be a lengthy task, but potentially very

other care is available. The charity helps by

awarded after a competitive examination and

worthwhile. Start planning as early as possible

providing grants and boarding school places

interview, and normally take no account of

and do not be afraid to take advice.

for children aged 7 to 18 who have suffered

financial need. Academic scholarships are the

trauma, tragedy or neglect in their young lives.

most common, followed by scholarships for

Further information

These are young people who usually have one

music, art, design and technology, and sport.

SFIA Schools Fee Planning

Maintenance Trusts offer both of the above.

Financial assistance

Tel: 0845 4583690

or no active parent, whose normal development is compromised or threatened by adverse

Talented children are invited to compete in

webenquiry@sfia.co.uk

home, school or family circumstances. The

open scholarship examinations. The schools

www.schoolfeesadvice.org

charity supports cases of social need and not

hold these exams in the September–December

educational preference. Details can be found at

and January–April terms of the year before

www.rncf.org.uk and

admission. Scholarships are usually awarded

www.springboardbursary.org.uk or through

at ages 11, 13 and 16, with pupils already at

the Directory of Grant Making Trusts at

the school having the opportunity to sit for

www.dsc.org.uk

awards at ages 13 and 16. Scholarships at the age of 16 for candidates already at the school

Bursaries

are frequently awarded on the basis of GCSE

A rapidly increasing number of boarding

results, with awards for new students being

schools have bursaries, which are grants

made as a result of an interview and report

from the school to help parents pay the fees.

from the previous school, usually with the

These are generally awarded after a ‘means

requirement to achieve certain grades at GCSE.

test’ of family income and are not dependent

Competition is strong but, as long as the pupil

on examination performance, although

makes satisfactory progress, a scholarship is

some account will be taken of academic

normally held for the duration of his or her

ability. Bursaries may be awarded in addition

time at the boarding school. Past papers are

to a scholarship where financial need is

available from many schools, which will give an

demonstrated and the child would otherwise

idea of the standards demanded. Take advice

14 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Andrew Ashton was educated at Newcastle Royal Grammar School and studied Chemistry at University College, Oxford. He joined Barclays Bank, where he qualified as an Associate of the Chartered Institute of Bankers, and worked for 15 years in a number of positions, including in corporate management, change management, and, latterly, in operational strategy in Barclays Africa. After three and a half years as a management consultant in the financial services sector, Andrew became Bursar at Radley College in 2008. He is responsible for the financial and operational aspects of the College and the management of the non-teaching staff. Andrew also serves on the governing bodies of Radley Church of England Primary School, St Hugh’s School and Shiplake College. A keen follower of cricket, an occasionally active runner, and an enthusiastic real tennis player, Andrew is married to Jillian and has one son.

When responding to advertisements please mention The BSA Guide | About UK boarding

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Developing competent, confident and content individuals who are ready to take their place in the world and effect change.

Book to visit us at www.freemens.org/bsa

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – where do they go?

Fees – Andrew Ashton, Bursar of Radley College

“Parents are looking at a good education as an investment with a high potential longterm return.”

– where do they go? P

arents contemplating school bills have

These are all survival factors, but schools wish

Parents are looking at a good education as

often found them difficult to fathom.

to maintain and improve standards. This means

an investment with a high potential long-term

Increases in school fees have several

attracting bright children, good teachers and

return. They place the highest emphasis on

causes. First, there are the inevitable salaries

providing facilities which answer the needs of the

academic results. Before choosing a school for

and employee benefits for academic and

decade. At the same time most, but by no means

their child they want to know if individual tutoring

administrative staff. Second, and most recently,

all, schools try to avoid the temptation to expand,

is available, the numbers of pupils per class,

national insurance increases and employer

to avoid affecting their character and tradition.

examination results, positions in the various

teachers’ pension increases have added

Schools that have changed to co-education have

league tables, and if teachers are easily accessible.

significantly to costs. Schools must also maintain

tested their ability to cope with extra numbers

They ask about information technology, bullying,

buildings and facilities and absorb increases

and the changes which accompany them. Pupils

health and hygiene, drugs, and the boarding

in the costs of books, materials and utilities.

require provision for academic interests and

houses.

Even schools with endowments and trust fund

recreational and social pursuits. Many schools

investments have rarely found income matching

have maintained numbers by expanding their

The importance of A levels and the International

inflation.

preparatory and pre-prep intakes.

Baccalaureate leading to entry to a good

16 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

When responding to advertisements please mention The BSA Guide | About UK boarding

Why Stamford? Boarding at Stamford provides a huge range of opportunities, experiences,

enable them to become who they really want to be. Our three Schools work together to provide an outstanding education to girls and boys aged from 3 to 18. We offer flexible boarding options to suit the modern family lifestyle.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – where do they go?

university, and a demanding degree course, has

all the most valuable resource in any school. After

In short it is important for every parent to realise

never been greater, particularly as universities

that, about 18 per cent goes on premises costs

and appreciate the full extent of the investment

have had their share of financial cuts and are

– by their very nature, boarding schools have a

they are making. Yet an investment it is, and,

more competitive, and for many careers a second

lot of buildings that need ongoing maintenance.

in retrospect, the most important decision any

degree now has to be seriously considered.

The next biggest categories of cost (all typically

parent can make on behalf of their children.

A balancing act

around 5 per cent of the total) are teaching resources, food and utility costs. After adding the

Further information

Schools will attempt to balance the materialistic

various other cost categories such as IT, laundry,

SFIA Schools Fee Planning

with the vocational, pointing out that today’s

medical, professional charges, and general

Tel: 0845 4583690

teenagers may well have 10 to 12 different jobs

expenses, together with the cost of scholarships

webenquiry@sfia.co.uk

in their lifetime as they adapt to change and

and bursaries, there is not much left for further

www.schoolfeesadvice.org

mobility. There is therefore an emphasis on

development, which is normally left to fundraising.

matching the talents of the individual with a wide

Schools with endowment income are fortunate,

range of facilities and opportunities. These in

as are those with well-established traditions and

turn lead to the provision of recreational facilities,

reputations. Location also helps and schools

sixth-form centres, information technology units

within easy reach of airports, motorways, intercity

and craft and design centres. Administrative

rail services or parental homes have advantages

systems need to be technologically up to date.

over those in more remote areas, attractive

The teaching staff also require IT, updated

though their locations may be. That said, staff

laboratories, resource centres, and equipment

costs will inevitably be higher for schools in the

and materials to stay ahead in their disciplines.

south-east of England.

There will be criticism if the minority subjects are not offered, and there must be a proper emphasis

Travel costs to and from school are unavoidable

on music and art. All this is costly.

extras not always considered, nor are the costs

Total costs

of uniform, warm clothing, equipment for leisure activities, field trips, holidays and exeats, and

The total costs of five years’ boarding education

everything connected with applications and

from 13 to 18 could amount to anything from

interviews for the next stage in the education

£125,000 (or possibly half this in a state boarding

process. The next stage is, of course, in many

school) to more than £200,000. In boarding

people’s eyes a degree course, where travel

schools, on average, about 55 per cent of that

expenses, living expenses, costs of books and

amount will be staff costs – good staff are after

equipment and tuition fees have to be funded.

18 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Education in Scotland | About UK boarding

T l

Nursery

age 3 years–5 years

Primary

age 5 years–12 years

Children in Scotland must start primary school

Secondary

age 12 years–18 years

in the August term after their fifth birthday.

he Scottish school system is based on a

areas generally being taught by their classroom

pupils between the systems between the ages of

3 to 18 curriculum:

teacher (some specialists, e.g. in music, modern

14 and 16. If a change of school is unavoidable

languages, can also be used).

at that age, further advice should be sought

Key features of the Scottish system

from the relevant local authority. The minimum school leaving age is 16.

This generally means that children start school

Assessment at 16

when they are aged between 4.5 and 5.5 years.

Scotland has National 4 and 5 qualifications,

Education authorities can make arrangements

followed by Higher and Advanced Higher.

Learners are entitled to a range of features at

for children to start in the August when they

the different stages of learning. The entitlements

are four, if they will turn five by the end of the

Advice and information

are:

following February.

Advice and information can be found from the

a coherent curriculum from ages 3 to 18

a broad general education – learning across

Secondary school

from the school. Additional information can also

all areas from the ages of 3 to 15

Most children move to secondary school

be found online at:

support – all staff share responsibility for

(typically a larger school taking pupils from

identifying the needs of children and young

several primary schools) between 11.5 years and

people, and for working in partnership to

12.5 years. Pupils are taught by several teachers

put support in place to meet those needs

with specialist expertise in each curriculum

a senior phase that prepares children

subject or area. All subject teachers are

www.ltscotland.org.uk/

and young people to study towards

responsible for teaching Health and Wellbeing,

understandingthecurriculum/

qualifications, but with a continuing

Literacy and Numeracy across Learning within

emphasis on health and wellbeing,

their subject material.

appropriate Scottish local authority or directly

www.ltscotland.org.uk/ understandingthecurriculum l

CfE Communications Toolkit:

whatiscurriculumforexcellence/index.asp l

Parentzone: www.ltscotland.org.uk/ parentzone

physical activity, opportunities for personal

Curriculum for Excellence:

achievement, service to others and practical

Children moving to Scotland from Year 7 in

experience of the world of work

an English secondary school will generally be

Scottish Government

skills for learning, life and work – support

required to attend a Scottish primary school for

Tel: 0131 244 0645

to develop skills used throughout life and in

up to one year (depending on the time of the

Email: enquiries@scotland.gsi.gov.uk

work

move). Academic levels are similar and each

a positive destination – local authorities and

case will be considered on its merits by the

Scottish Qualifications Agency

schools are responsible for planning and

school and local authority.

www.sqa.org.uk

supporting young people to make successful transitions to young adulthood and the

Children transferring from a Scottish primary

Scottish Council of Independent Schools

world of work.

school at the age of 12 (P7) will miss the first

www.scis.org.uk

year of secondary education in England/Wales.

Nursery

Although standards in English and Maths are

Eurydice

Between the ages of three and five, children

similar, children may not have experienced

Eurydice provides information on and analyses

in Scotland are entitled to funded pre-school

specialised teaching in the areas of science or a

of European education systems and policies,

education. Though provision varies, this usually

modern foreign language.

including those of England, Northern Ireland,

means that during term time a child is offered

Scotland and Wales:

five sessions of education a week, of about two

Children and young people are entitled to six

www.eacea.ec.europa.eu/education/

and a half hours each.

years of secondary education (S1–S6): a broad

eurydice/index_en.php

general education (S1–S3) and a senior phase

Primary school

(S4–S6) during which the young person will

Children in Scotland complete seven years at

build up a portfolio of qualifications. There are

primary school (P1 to P7), with all curriculum

considerable consequences for the transfer of

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | A shared life under a common roof

A shared life under a common roof A

– Tony Little, former Head Master of Eton and Honorary President, Boarding Schools’ Association (BSA), 2015–16

s Robert Frost pointed out a century

and understanding the nuances of a shared life

Honorary President in 2015–16. As the BSA

ago, there are times in life to pursue

under a common roof. In my years at a variety

celebrated its golden jubilee, there was no more

the road not taken. The analogy was

of different schools, be it Eton as a boy, or

appropriate time to remind both our followers

apt for me in 2015, as one path I had walked for

Tonbridge, Brentwood, Chigwell and Oakham as

and sceptics about the true value of boarding.

many years came to an end, and I set off down

a master, my belief in the value of boarding has

I enjoyed playing a small part in helping the

some new ones.

remained undiminished.

BSA to mark this tremendous milestone, and

Working at a school like Eton was an extraordinary

A transformative experience

privilege. That extraordinariness showed itself

Boarding, regardless of background or wealth,

in so many ways, not least the outstanding

offers students a transformative experience

quality and endless dedication of all the staff. But

that is in so many ways an ideal preparation for

teachers are nothing without pupils, so it was the

life ahead. That experience could be at Eton, or

extraordinary boys who passed through Eton each

any one of the 500 or so independent or state

year whom I will remember most. Eton students

boarding schools across the UK. It could be in an

excel and shine not just because they are bright

all-boys, all-girls or co-ed environment; it could

and talented, but because of the environment that

be in the oldest and most ancient institutions;

surrounds them. Boarding is the beating heart of

or it could be within a new school like Holyport

that environment, as any one of the 1,300 or so

College in Windsor, which Eton has been very

boys at Eton’s 25 boarding houses soon realises

proud to support.

when they go there. Without boarding Eton would never be able to offer the enriching life experience

Good, modern boarding can foster confidence,

that its students enjoy.

encourage independence and prepare young people to face the slings and arrows of the world

Some of that experience comes from having

with purpose and equanimity. If part of the

the extra time to try new things, explore new

secret of success is a Kipling-esque sang froid

worlds, or study a little harder or deeper without

when events conspire against us, then those who

the pressures of travelling home each day. The

have boarded are well placed to be resilient and

real fullness however flows from living alongside

prosper.

others, learning how to give or to take, when to follow and when to lead, how to deal with people

In preparing to leave Eton, it was with no little

of very different temperament and character,

pride that I accepted the BSA’s offer to become

20 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

perhaps set the course for the next half century of promoting the boarding cause.

“Boarding, regardless of background or wealth, offers students a transformative experience.” Tony Little was educated at Eton College, where he was a music scholar, and Cambridge University, where he read English. He started his teaching career at Tonbridge School in Kent before moving to Brentwood School where he spent seven years as head of department, five of which also as a boarding housemaster. After seven years as Headmaster of Chigwell School and six years as Headmaster of Oakham School, Tony returned to Eton in 2002 as Head Master. On retiring from Eton in 2015, Tony became Chief Education Officer of GEMS Education, responsible for ensuring the quality of education in GEMS schools worldwide.He was Honorary President of the Boarding Schools’ Association (BSA) in 2015–16.

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About UK boarding | School despatches

School despatches Kingswood School in Malawi

Bedales receives national RIBA architecture award

edales School has been presented with a prestigious UK award from the Royal Institute of British Architects (RIBA) at its Stirling Prize 2017

awards dinner. The school received the RIBA Client of the Year Award for 2017 for its new Art & Design building, having been nominated by the architects, Feilden Clegg Bradley Studios (FCBS). The first school to win the award, Bedales was chosen ahead of four other award winning shortlisted projects including Tate Modern’s Blavatnik

ince 2004, Kingswood has had strong links with Open Arms, a charity in Malawi. Open Arms has two children’s homes

which provide shelter, nourishment and care to orphaned and abandoned infants. The aim is to get the children healthy and back in their own communities with their extended families. If this is not possible they go to a foster home and live in a small family unit with a Malawi foster mother. The charity also runs an outreach programme which includes supporting extended families, and providing medical care and education in surrounding villages. Over the last 13 years the whole Kingswood School community has raised more than £250,000 and this has provided direct funding for a range of projects at Open Arms. Many pupils are committed to running annual fundraising events at Kingswood and in recent years these have included a ‘Market for

building, Enfield’s Dujardin Mews and two innovative Forestry Commission projects. The Bedales Art & Design project was commended in the RIBA report for including ‘meaningful student involvement throughout the process; from inception and participating in the selection of the architect, through to use of spaces and detail. This meant a very useable and functional building has been created.’ Katie Shannon, who was involved in the project as a Bedales student representative, has since graduated in Architecture from the University of Edinburgh and is pursuing her career as an architectural assistant with FCBS. Katie commented: ‘Since I was 12 I knew I wanted to become an architect and that ambition flourished during my time at Bedales, as a result of being involved with the selection of FCBS and chairing the student consultations.’ Headmaster Keith Budge added: ‘This award is a real accolade. Consultation was widespread across our school community and we are grateful to all those who helped create a building that is such a fitting emblem of the school’s arts and crafts tradition. I am so pleased that we have been recognised by RIBA for our collective effort in creating a building that is as beautiful as it is useful.’ This latest award for the Bedales Art & Design building comes after its recognition by RIBA earlier in the year with a National Award and four Regional Awards.

Malawi’, a Year 10 and 11 Christmas Ball, bagpacking in Waitrose, a grand jumble sale and collecting donated clothes and shoes for Rag Bag collections. Several younger pupils have also set up accounts for donations instead of receiving birthday and Christmas presents. Every two years a group of about 20 Year 11 and 12 pupils and four staff visit Malawi for three weeks. During the trip they spend time with the children the charity looks after, as well as helping with some of the building projects. The work is always varied and has included painting murals, making mud bricks, lime washing classroom walls and digging pit latrines. The people in the villages who have so little are so happy to share what they have and it is a trip full of smiles. Pupils come back with a different outlook on what is really important in life and in a number of cases this has shaped their future careers. For many pupils, it is a lifechanging experience.

Pangbourne hockey makes historic progress

irls’ hockey at Pangbourne College has gone from strength to strength throughout the 2017 season, with the U16 team earning

themselves a spot at the Regional Championships. The U16 team fought off competition from local rivals, Bradfield College, and then produced a dominant display against The Abbey. Head of Hockey, Mr Dan Paynter, commented on the match against The Abbey, saying: ‘It was the semi-final and a big pressure game for the girls. They had the right mindset – there has been a change in hockey at Pangbourne over the last four years and the quality has improved greatly.’ Equally impressive was the performance of the U14s, who beat Bradfield College and Claires Court School in the County stages and reached the South Regional quarter final stage, the furthest they have ever progressed in the competition. Mr Terry Walden, Coach of the U14 Girls’ Squad, said: ‘I am incredibly proud that such a small group of girls can compete at County and get through to Regionals against much larger schools with bigger squads and a wider choice of players.’ Eventually they were beaten by an excellent Wellington side but their performances this season were outstanding. Further success was enjoyed by the U18s, who recently qualified for the Regional Indoor Hockey Championships having made it through the Berkshire Championships in October. The continued development in Pangbourne’s hockey and consistently excellent performances this year was aided by a recent senior training camp in Spain.

22 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

School despatches | About UK boarding

Stamford Endowed Schools win second Oswald Elliott Cup

fter a successful inaugural debating event held

The historic links between the Stamford Endowed Schools

last year at Stamford School, the second Oswald

and Fitzwilliam College, Cambridge were re-established

Elliott Cup debate took place in November 2017,

in 2016 to commemorate the centenary of the death of

hosted by Fitzwilliam College, Cambridge and introduced

Oswald Elliott, former Head Boy of Stamford School and

by the Master of the College, Nicola Padfield. A team of

alumnus of Fitzwilliam College. Elliott was a keen debater

Collaboration and leadership at St Mary’s

Year 13 pupils from Stamford

while he was at Fitzwilliam

Endowed Schools, Daniel White

College and he died in the

and Daisy Jowers, retained the

trenches of World War 1 in 1916.

hotly contested Oswald Elliott Cup

This year, the Oswald Elliott Cup

in their debate against a team of

enabled more than 100 Stamford

undergraduates from Fitzwilliam

pupils, joined by parents and

College. The motion was: ‘This

staff, to glean invaluable inside

House believes that free speech

knowledge of life at Fitzwilliam

should never be restricted’.

College.

The debate was preceded by a

Karen Leetch, who runs debating

special lecture from Claire Fox,

at Stamford School, commented:

‘Our students were thrilled to

from a company called The Unreasonables. The

Head of the Institute for Ideas and

irls from St Mary’s Shaftesbury girls were joined by represenatives from their sister school St Mary’s Cambridge when they

hosted a leadership conference run by Jo Cruse

a regular panellist on Radio 4’s The Moral Maze, on the

be competing against Fitzwilliam College once again and

Unreasonables are dedicated to creating cultures of

importance of free speech and the right to be offensive. In

we were very fortunate to be able to hear Claire Fox, a

a climate where young people are branded ‘the Snowflake

key voice in our national debate about free speech. We

leadership across the UK’s most ambitious schools

Generation’ and universities are plagued by trigger

were especially pleased that the event gave so many of

warnings, safe spaces and no-platforming, Claire argued

our students a very special insight into life at a Cambridge

for open, vigorous debate, warning that safety does not

college.’

through the delivery of inspirational programmes. During the conference, the girls explored the meanings of leadership, evaluating where we are as leaders today as well as what they can do in

encourage freedom or intellectual enquiry.

the future to reach their full potential. The day was based on broadening the concept of the term

Two renowned authors visit Shebbear College

hebbear College was delighted to have a visit from

He is passionate about the importance of reading and

award-winning author Tanya Landman. Tanya is

writing and he highlighted the power of words, both for

acknowledged internationally as a superb writer

good and bad.

of books for young people. Her book Buffalo Soldier won the Carnegie Medal in 2015 and a number of her other

‘leader’ and developing an understanding that there are leadership skills which can be brought to bear on all sorts of careers and aspects of life. ‘Fear of failure is just fear,’ explained Jo, ‘not failure itself. The work I did with the girls is designed to help them see they can use the tools of leadership in all parts of their lives and they should embrace opportunities as chances to learn, as well as chances to succeed.’ St Mary’s Shaftesbury is extremely proud of its philosophy of leadership

titles have won awards too. Tanya gave an entertaining

and the school’s determination to bring the Mighty

and informative talk to pupils in Forms 1, 2 and 3 and this

Girl ethos to all its pupils. The event was a great

was followed by a question and answer session. There

experience for pupils in collaborative working,

were so many interesting questions from pupils that we

with an emphasis on building networks of leading

almost ran out of time, but Tanya managed to sign all

women through the Mary Ward schools.

the books for the long queue of pupils who wanted to buy copies. The College was also privileged to have a visit from renowned author Joffre White. Joffre is the author of books including the Frog series and Earthland and he is a UK Patron of Reading. His presentations and workshops on creative writing were both motivating and inspiring.

Rockport girls win prestigious Irish Golf Championship

olfers Molly O’Hara and Katie Webb who represent Rockport’s Elite Team have won the Irish Ladies’ Junior Schools Championship. The duo was successful in winning the Ulster Schools Junior Cup which qualified them to compete for the title of Irish Champions. The Rockport Golf Academy – the only one of its kind in Ireland – is a high-performance sports programme

designed to allow aspiring golfers the ability to develop their skills and game while receiving a first-rate international education at the same time. Northern Ireland has a renowned reputation for golf. The quality of its beautiful courses and the considerable success of its Katie and Molly receive their prize from Milltown

international golfers such as Rory McIlroy, Graeme McDowell and Darren Clarke are recognised globally. Attracting both international

Golf Club Lady Captain and Irish Ladies Golf

and local pupils, the Academy focuses not only on playing the game of golf but also includes course management, the mental/

Union, Lady President at Milltown Golf Club,

psychological approach to the game and a broader view of golf and its wider industry.

Dublin

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Pupils and parents | The pupils

The pupils – how it works out in practice, from those on the receiving end

e have again included a ‘Pupils and parents’ section, which we believe provides some of the most compelling reading in the Guide. For those thinking about boarding, it is a marvellously positive advert for one of the real beacons of British education and a great credit to the whole of the boarding sector.

Here is a small cross-section of the many contributions we have received from those currently boarding in the UK. We thank all those who contributed and we believe they are a great credit to their schools and boarding in all schools.

Louis, Year 9 pupil at Dauntsey’s

We looked at several different boarding schools and chose Dauntsey’s because everyone was so friendly and welcoming. We really liked the set-up at The Manor which is just for the lower school boarders. Due to my Dad being in the Army, I had changed schools every two years which was really difficult. Just as I got settled with friends, I was moving on again. It’s a really nice feeling to be settled at Dauntsey’s. The Manor is such a great place to be – there’s always something going on. I love the weekends there. On Saturdays, we can do our own thing and then on Sundays there is usually a trip somewhere or some kind of activity to get involved in. We recently had a brilliant ice skating trip which was a lot of fun. When I started here I found the first couple of weeks were fine, it was only in weeks three and four that I started to feel homesick. But I was OK thanks to having friends who were in the same boat as me and staff I could talk to who were very understanding and supportive. I would really recommend Dauntsey’s to anyone and would say to other boys or girls who are new to boarding to keep calm and don’t get too stressed because it does get better and you will be fine!

Georgina, Year 12 pupil at Dean Close School

I have been a boarder most of my life. I started at Cottesmore Prep School as both my Mum and Dad were in the Army, so we have moved around a lot. I joined Dean Close School at the beginning of Year 9 and formed close, strong and lifelong friendships. Boarding has given me the opportunity to explore many new activities and at Dean Close I have been pushed outside my comfort zone to do things that I never thought I would such as walking 40 km as part of the Duke of Edinburgh’s Award Scheme, representing the school at the British Shooting Target Sprint National Finals and entertaining my family and friends during our House soirées. The interHouse competitions are main events and although we may not win, everyone has great fun being part of a team and takes pride in representing their House. As for boarding, being in a House full of girls of all ages with some big characters can seem very daunting when you first arrive, but it is quite the opposite. The Houses are very strong, tight communities which are more like large extended families. Having other new girls in the same situation helped me to quickly settle in and feel at home. I soon realised I could talk to others and they would understand, and I know that if I need to I can still talk to them now. The older girls in my House look out not just for the new girls but for all the younger pupils and constantly make sure we are all OK. As I move up into the sixth form I am looking forward to being able to help and support the new girls joining my House, just as I have been helped. I always thought I would be homesick but life at Dean Close is so very busy with just the right balance of academic, sports and extracurricular activities. I have thoroughly enjoyed discovering how I can fly ‘with [my] own wings’. I love every minute of life at Dean Close and I am so glad I chose to board.

24 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Calum, Year 13 pupil and Boarding Head Boy at St George’s School Dropped at the gates. Aged 11. A boy. Narrow-minded and wrapped in cotton wool. Nonetheless, and in time, I became a part of boarding and boarding became a part of me. My name written among many before and others still to come, an honour and a role to which I serve valiantly. Dealt a path harder than some in life having grown up without a father, instead a brotherhood between friends was born and lifelong it will remain. Year after year, the ideals of discipline, independence and hard work became more predominant, eventually becoming my attitudes to schoolwork and life. The abundance of social events, which I now organise as part of my responsibilities, has undoubtedly equipped me with the ability to perform the art of public speaking, engage formally with confidence, whilst upholding respect, courtesy and politeness, in all social situations, shaping me into a gentleman of the highest accord. To me the boarding house is neither a building nor a house to sleep, or simply a place for hours of just fun and enjoyment. Instead it is a foundation where men and women are created from boys and girls with great passion and ardour.

Freddie, Year 13 pupil at Dean Close School

I joined Dean Close in Year 6 and am now starting to come out the other side a changed but far happier person. I arrived at Dean Close after going to various SCE (Service Children’s Education) schools around Europe for the first 10 years of my life. On arrival it was very easy to become integrated with the other children. When you are living cheek-by-jowl with 20- to 40-plus other boys you learn very quickly the necessary skills to form friendships with pretty much anyone regardless of creed, nationality, ethnicity or background. Originally, like all children, the boarding was a little tough. Homesickness, loneliness and inability to sleep well are all symptoms of the first few weeks as a boarder. But then you realise that almost everyone else is in the same boat, and those who are not have already done it. The staff have been absolutely amazing at helping me through tough times, especially my house staff who are always ready to lend a helping hand, hug, or kind word. They have helped me through extremely strenuous times, including a couple of deployments with the utmost readiness to be flexible and appreciative of a Service child’s needs and lifestyle. Since joining Dean Close I have formed lasting friendships with people I would never have met otherwise. In the dining hall and corridors you can discuss current events, international policy or what happened in the latest episode of Doctor Who. In the SCE system I do not think I would have developed the wider understanding of cultures and nationalities that I have garnered here. If I were to summarise my time at Dean Close in a few words it would be that we are a family and as such we stick to together and stick up for each other. And that to me is the most important thing of all.

The parents | Pupils and parents

The parents

– how boarding enriches families Simon and Rebecca Hamilton-Bing have two sets of twin girls at King’s Ely

Before joining King’s Ely, we were feeling increasingly guilty over the lack of extracurricular activities the girls did. We often rushed home for 6pm to spend quality time with them, which amounted to no more than frantically cooking a wholesome, vegetableladen meal (not necessarily achieved), while they were in a different part of the house watching TV. So, quality time ended up being tea, bath, bed. To top it all, we were paying someone the same amount as the Military personal contribution to do the school run and sit with them for two hours. The idea of boarding started to gain momentum. We looked at several schools within scope but with no particular thoughts on type or specialisation. However, we both judged the schools on the ‘feel’ of the place, the ‘buzz’, the way the escorts carried themselves and what they had to say, the facilities and the boarding house. King’s Ely felt right straightaway. We were impressed by the amount of activity going on during the initial and subsequent visits. It seemed every other child was carrying some sort of musical instrument or in some sports kit or other. What was most noticeable amongst the buzz of ordered chaos was how cheerful the children were. The cynic may think this was some sort of St Trinian’s staging but it soon became apparent that this wasn’t the case. We took home a Yearbook to show the girls, and asked them to circle the pictures they thought looked interesting. This got them quite enthused, especially the Prep Boarding House, the Priory. This eleventh century building was the original Cathedral Priors’ House and with its Gothic proportions, domed ceilings and gargoyles, it was enough like Hogwarts for the girls to want to take a look. Although a rather grand and imposing building, the Priory is a small House with a maximum of 20 or so residents. The Housemaster and family ‘live in’ and are generally aided by a couple of gap students and a tutor. This creates a lovely warm atmosphere where the kids feel safe and soon get used to their second home. This was particularly important to us as our younger set of twin girls were only just eligible (by two days) and boarded for a whole school year before turning eight. Academically, all four girls are performing ahead of the national average by at least the expected whole grade. However, King’s Ely is not an old style school where children are ‘hot-housed’ to mental exhaustion. Something we didn’t appreciate at first but now cherish above all else is the holistic approach the school takes in growing the whole child. It isn’t just the smaller class sizes, external trips and visiting speakers that make the difference. We are constantly amazed at what they get up to: debating points of history, small enterprise projects, numerous clubs, sports and high calibre stage productions all form part of routine life at King’s Ely. All these are aimed at making each child a wellrounded and confident young adult. Of course, this wouldn’t be possible without high quality, dedicated and enthusiastic teaching staff, whose passion for their subjects shines through at every parents’ evening. Perhaps the best example of how the holistic approach works is by mentioning one of my elder twins. No star in state school at Year 2, but ahead of the majority of her peers, she received good solid reports. However, it quickly became apparent in her first year at King’s Ely something was not quite right. After a few tests she was diagnosed with dyslexia which affected her short-term working memory. The Learning Support Team at King’s Ely has done a most fantastic job and got her from 18 months behind to ahead of the Key Stage requirements. She even loved Latin! We still miss the girls each night and we’re sure they miss us. We know they are safe and well cared for, that they enjoy going to school (even double maths!) and are benefiting from a well-rounded curriculum delivered by transformational teachers. Five years on and the girls are now well established in King’s Ely Senior and live in Hill House, an all-girl boarding house on the edge of the campus. We are still amazed at what the girls get up to each week and how much they know. Highlights have included the fantastic drama productions of Joseph and Oliver!, which both younger girls were involved in, both on and off stage (Emily’s Artful Dodger was joyous), and being beaten by the girls at answering questions during University Challenge! We initially had some concerns over the amount of prep required each evening when the girls moved up to the senior school, especially when the school day was extended to accommodate the new 2016 National Curriculum (although Saturday mornings became free). However, this has actually led to a number of positive changes. Apart from the obvious gain, the biggest benefit we’ve noticed is the fantastic work ethic the girls have. They are very self-motivated, dedicated to completing their work on time and have a strong sense of duty. This often requires forward planning and, sometimes, a little bit of self-sacrifice to de-conflict other activities, sport and social life. Prep is undoubtedly preparing them for further education and should stand them in good stead when they join the workforce (eventually!).

Andy and Natalie Flay have two sons at Taunton School

Natalie and I have discovered that Taunton is truly interested in all children – not just the incredibly bright or sporty ones. It’s very egalitarian, both in its attitude to its pupils and in its parent base, and we’ve found this attitude permeates through Taunton School pupils. They really do understand that the more they put into life, inevitably, the more they get back. And we’ve discovered that both our boys really do have the most unbelievable opportunities to ‘put into’ their school careers. They’ve gone from a limited appreciation of the technical aspects of many sports to fully-fledged rugby, athletics, hockey, cricket, tennis and swimming aficionados. It’s been fantastic to watch them both develop such a love of sport. When we can, we do try and watch matches – though this is often difficult. However when we do we’re so impressed by the fact that Taunton regularly fields A, B, C and D teams. The mantra is that everyone should play competitive sport and have the opportunity to represent their school. Previously English was a cross our eldest son bore with fortitude – if nothing else. It’s now his second favourite subject. How and where Taunton found the key to unlock this is beyond his frankly astonished parents – but we’re truly grateful – for his sake (not just our own!). We’ve also discovered that both boys can sing – and the eldest one seems to have developed a love of ‘treading the boards’! Last term we were both fortunate enough to watch him in the winning group in the Group Acting Class at the Taunton Arts Festival. He also made a brilliantly terrifying Chief Pirate in the Year 6 play, Pirates and Mermaids. We had no idea that he had any interest or ability in speech and drama and yet Taunton found it and drew it out of him! As for the boarding aspect, our worries about how the boys might settle evaporated almost immediately. (Frequent postings have meant that they had both been to several schools and so we worried that it might take them a while to settle.) The boarding team is kind, caring and imaginative and the boarders seem to absolutely love being there. Recently, when we finally managed to track our eldest son down via the telephone to wish him a happy birthday, he promptly informed us that he ‘couldn’t talk right now’ as he was too busy playing ‘Capture the Flag.’ That told us! In a nutshell it would be accurate to describe Taunton as a school that brilliantly draws children out of their comfort zones while managing to remain grounded, kind and caring. As a military family I really don’t think we could have picked a better school for our boys.

Gavin Genthall’s children are at Clifton College

As a Service family, we decided on Clifton for a variety of reasons. Of course, the school’s high reputation across the academic, sporting and pastoral disciplines was our paramount concern and Clifton holds its own against its West Country competitors. Also, having a son and daughter with an age difference of two years, we clearly wanted a co-ed school that offered both preparatory and upper school on the same site in order to simplify the logistics. Similarly, in the event that we are posted abroad in future, and with our nearest family being in Scotland, we wanted a school that was easy for national and international travel. With Bristol International Airport only 25 minutes away, Bristol railway station 10 minutes away and the M4/M5 15 minutes away, the school was certainly the best linked of the dozen or so West Country schools we looked at. Although we didn’t initially realise it would be a major factor, the healthy ratio of day to boarding students has been a major bonus – our children have as many friends who are day pupils as boarders. This has meant they are regularly invited for ‘sleepovers’ and now consider Bristol their home, something every Service family will recognise as important. We initially looked at schools in rural or small town settings but we are delighted with our choice of a city school (albeit in a very leafy suburb). Its proximity to Clifton Village is perhaps one of the school’s unique selling points, being a wonderfully safe environment for the children to begin to venture into the city by themselves and with all the cosmopolitan attractions of Bristol to hand. Finally, Clifton manages to strike that fine balance of being receptive to the needs of Service families, but without having too many pupils from Service families. We wanted our children to grow up with children from a wide range of backgrounds. All in all, we would have absolutely no hesitation in recommending Clifton to other Service parents looking for a great place to educate their children.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | What makes a good school?

What makes a good

school? – Peter Roberts, Headmaster of The King’s School, Canterbury

he most significant and long overdue

co-curricular side, in the activities and passions

science centre and a performing arts centre on

change over the course of my career

of young people.

the historic Malthouse site in the city.

divide between the self-contained institutional

Strong sense of community

A good school is much more than an educational

views that schools have tended to hold and the

This is especially so where these pursuits are

opportunity; it can become a truly nurturing

opinions and judgements of parents about their

relevant to the skill sets young people will need

environment, for many akin to a second home.

children’s experiences within those hallowed

in their future life. For a full boarding school

It encourages and gives support as well as

walls.

like King’s Canterbury, it stands to reason that

celebrating success. It is then most likely to

the strong sense of community will lend itself

replicate, albeit in a more public forum, what a

That in a modern and dynamic twenty-first

to this seemingly modern approach. Equally, as

good family is able to achieve.

century school there should be broad, if not

the oldest school in the country and part of the

identical, agreement between the teaching staff

Foundation of Canterbury Cathedral, it has – like

Atmosphere of the school

and the parents about the ethos and aims of the

many of the nation’s most famous institutions –

One of the characteristics parents should look

education on offer amounts to a revolution of

learned to adapt and change, growing stronger

out for on an open day is the atmosphere in the

stance and perception. It is a revolution that is

over the ages – not set in stone, however

school. Particular reference should be given to

even more refreshing in the way the very best

beautiful those stones or the aesthetic context

the positivity of teacher-pupil interaction and

schools’ leadership teams take the views and

of a UNESCO World Heritage site may be! King’s

the friendliness of pupils both to each other and

interests of the pupils seriously, anchoring much

has many new projects in the pipeline including

towards visitors. Parents should gauge whether

of the collective enterprise, particularly on the

the development of a new day house, a new

different pupils feel a sense of belonging in an

has been the toppling of the traditional

26 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

What makes a good school? | Choosing and assessing schools

“A good school is much more than an educational opportunity.”

education? Good senior schools develop young

pursuits spring to mind), and the range of

adults into taking responsibility within a carefully

activities which are either directly and indirectly

laid down framework, one that gives the sense

linked to later life skills (the most obvious are in

of freedom alluded to above.

the fields of sports, music and drama).

For a school like King’s School which specialises

Lively and interesting adults who passionately

in the pursuit of the highest quality of pastoral

believe in this wider view of a good school are

care, this theme requires team work, dedication

likely to be inspiring presences in the classroom.

and careful planning by the adults. The results

There is ample space within a good school for

are just as tangible and obvious to the parents

scholarly teaching in parallel with all pupils

as other successes which often grab the

believing in the pursuit of academic excellence,

headlines. The theme also actively contributes

but surely it is the overall cultivation of mind,

to the happiness of the pupil body, a contagious

body and spirit that counts for most when

force in the way a good school works. As a

we are still young? Particularly so, since the

means to judge the effectiveness of a school in

discipline of managing those other recreational

achieving these goals, experienced parents listen

and developmental pursuits alongside academic

carefully to their own children’s feedback, as well

studies brings the ability to cope with the

as sounding out existing parents.

pressures that university and a career will

School is fun as well as useful This main thread encourages young people to see school as fun as well as useful. This is a powerful message during the teenage years when behaviours can be reactive, if the adults are too controlling or base their assumptions on their own aspirations rather than a sound

equal way. Do they identify with the school’s

understanding of the real needs of the individual

values, seeing them as helpful and relevant

child. While many parents readily acknowledge

to their lives and their own ideals? Would the

that such principles lead to a well-balanced and

school be brave enough to enable its pupils

healthy upbringing, perhaps not enough see

to develop qualities such as inventiveness,

the link with plenty of school time dedicated

creativity and open-mindedness? Does the

to co-curricular pursuits, both those which

school say ‘yes’ to pupil initiatives without

champion development of character (the CCF,

falling into the trap of a child-centred pursuit of

the Duke of Edinburgh’s Award, and outdoor

ultimately impose.

Peter Roberts was educated at Tiffin’s, Kingstonupon-Thames and then read History at Merton College, Oxford, where he received a First Class Honours degree. He subsequently took a PGCE at London University. He worked at Winchester College from 1986 to 2003: first as an assistant teacher, then from 1991 as Head of History and also as Master in College (Housemaster of the Scholars’ House). He became Headmaster of Bradfield College in August 2003 during which time he gained the prestigious award as Tatler’s ‘Headmaster of the Year’. He was appointed as the 41st Headmaster of The King’s School, Canterbury in 2011. Peter is married to Marie and they have three daughters.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | What about boarding schools?

What about

boarding schools? – Barnaby Lenon, Headmaster of Harrow School, 1999–2011, and Chairman of the Independent Schools Council (ISC)

oarding schools continue to be popular

Pupils from overseas

and widen access to our schools. Over the last

in the twenty-first century, offering

The parents of these pupils choose British

15 years there has been a consistent trend of

exceptional education and extra-

schools because they are keen for their children

schools providing fee assistance to increasing

curricular activities with round-the-clock pastoral

to master the English language, because they

number of pupils.

care.

understand the significance of extra-curricular activities as part of the wider education, and

Over 40,000 pupils receive means-tested

The 2017 ISC Census showed that 70,281 pupils

because they know that attendance at a British

bursaries, valued at £362 million. The average

board at ISC schools, making up 13.4 per cent

school may be the best way to gain admission to

bursary is worth £8,927 per pupil per year.

of total pupil numbers. A total of 478 schools,

a British university.

representing 37 per cent of all ISC schools, have some boarding pupils.

Advantages of boarding

A number of boarding and day schools have

Boarding schools have many advantages. Here

set up franchise schools abroad. While I was

are some of them.

Parents are able to choose between different

Headmaster at Harrow we built schools in

types of boarding to suit their child.

Thailand, Beijing and Hong Kong. These schools

They are able to offer a wider range of extra-

pay a fee to the British school and this money

curricular activities to a high proportion of

There are strong variations between different age

helps to keep down the fees paid by parents

pupils because more time is spent by pupils

groups. 13 per cent of pupils at ISC schools board.

at the British school. In return, the UK school

on the school grounds. They also tend to

At sixth form this more than doubles to over one

provides advice and monitors the franchise

attract staff who want to be involved in sport,

third of all pupils. For junior pupils this proportion

school in a way which guarantees standards.

is significantly lower, with only 2 per cent of pupils boarding.

music or drama at a high level. l

Boarding schools take pupils from all over

In 2017, school fees showed the lowest annual

the country and all over the world. This is a

increase, at 3.5 per cent, since 1994. 168,025

valuable educational experience in itself: the

Non-British pupils with parents living overseas

pupils now receive help with their fees to a value

opportunity to know people from many walks

made up just over 5 per cent of the total ISC pupil

of £900 million, up £42 million from the previous

population. The two areas of the world supplying

year.

the largest numbers of these overseas pupils are China and Europe.

of life and from many different cultures. l

And of course boarders do not have to travel to school, something which can be

This reflects the long-term aim of our schools to increase the amount of bursary provision

28 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

challenging in parts of the country.

Choosing and assessing schools What about boarding schools? | Choosing and assessing schools

“Parents are able to choose between different types of boarding to suit their child.” Things to consider

What is the ISC?

Importantly for our members, the ISC provides

The Independent Schools Council (ISC) is a

a central base in London where all the various

membership organisation that brings together

types of independent school (prep schools, mixed

seven associations and works on behalf of 1,300

and single-sex, academically selective and non-

independent fee-charging schools in the United

selective, day and boarding) can come together

Kingdom, which educate more than 500,000

to discuss issues of common interest. Parents can

children every year.

find information about all ISC schools at www.isc.co.uk

We are at a moment in the history of the English education system when there is an unprecedented amount of change. The whole curriculum for

The boarding environment is positive and fun,

pupils aged 5 to 16 has been rewritten, and

but:

revised A levels and GCSEs are being introduced. Schools are being given more freedoms but also

Boarding houses can be noisy places full of

greater responsibilities.

other children! l

Being away from home will be a new

The ISC’s main activity is lobbying the government.

experience for parents and children.

Every week a new initiative is announced and we

Boarding requires substantial investment.

seek to express the views of independent schools

However, overall more than a third of ISC

to policy-makers.

school pupils receive help with their fees. We also work with the media (stories about our As with attending any school, choosing to board is

schools appear regularly) and we do research

a personal decision for parents to make with their

on behalf of independent schools. For example:

child and the support and advice of the school.

trends in university admissions, the collection

Every school is different and details of individual

of statistics for the annual ISC Census and exam

schools can be found on their websites.

results.

Headmaster of Harrow from 1999 to 2011, Barnaby Lenon taught at Eton for 12 years, was Deputy Headmaster of Highgate School 1990–95 and Headmaster of Trinity School, Croydon 1995–99. He has been a Governor of 12 schools and is currently Chairman of Governors at the London Academy of Excellence in Newham, the first Free School to be set up for sixth formers and the first sponsored by a consortium of independent schools. He is Chairman of the Independent Schools Council, a board member of Ofqual and a trustee of the New Schools Network. In 2017 he published an acclaimed book about successful schools in England, Much Promise.

Leading HMC Co-educational Boarding and Day School for 11 – 18 Year Olds Next Open Morning: 28 April 2018, 09.00am - 12.00pm Please contact Margaret Smith, the Registrar, on 0118 976 7415 or Fonny Morton, Deputy Registrar, on 0118 9766 696, or email registrar@pangbourne.com Pangbourne College Pangbourne Reading Berkshire RG8 8LA Tel: 0118 984 2101 pangbourne.com

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | A parents’ guide to surviving the school marketplace

A parents’ guide to surviving the school

marketplace – Antony Spencer, Principal of St Lawrence College

henever the time comes to trade in the family car, my whole tribe embarks on the collective project. I

start reading car magazines in the barber’s shop, scroll through endless car websites, and my wife – who has only a passing awareness of Jeremy Clarkson – starts taking a geeky interest in mpg and 0 to 60 figures. The children compliantly troop around different garages with us for test drives, allowing themselves to be squashed into different seating combinations whilst passing judgement on whether the car infotainment system is acceptable. Overall it’s a pretty exhausting experience but sensible, given the financial outlay and the length of family journeys. Contrast the way some parents approach

Sometimes it is an inter-generational gut feeling:

When you visit a school, you will ideally be given

choosing the right school for their child.

parents choosing the school because they went

a tour by pupils; check they aren’t hand-picked

there. Why assume that, just because we enjoyed

and well-drilled (it’s easy to spot). Most pupils feel

I offer to see the parents of every new pupil

being at a school, it’s right for our children? We

proud of their school, and are naturally effusive,

coming to my school and I observe two broad

don’t do this with cars (the reason I’m not driving

but will usually freely give the unvarnished truth,

approaches to choosing a school. There are the

a Hillman Hunter), and if we’re honest it could just

so ask them questions that aren’t answered

parents who are like me buying a car: they arrive

be vicarious nostalgia. Schools can change a lot in

anywhere else. Are pupils happy? Are they all

having done plenty of internet research, quoting

one generation.

treated equally? What’s the food like? Are the

league table positions and inspection reports,

teachers good? Try above all to get a sense of the

and often have lists of questions prepared for our

Both approaches need to learn from each other.

overall ethos of the school, that intangible aspect

meeting. It can even be a little embarrassing when

It is absolutely vital you and your child visit a

that makes the choice of school an essentially

I’m told of something I’ve written or said that I

school. Schools have improved their marketing

personal one.

don’t recall.

considerably in recent years with sophisticated websites and active adoption of social media,

Although we can overstate the impact of heads,

At the other end of the spectrum are parents

but the reality may not suit you and your child.

they are important in establishing a school culture,

who rely upon a gut instinct from their school

Using the car analogy, the Citroën I decided was

so that meeting is important, but bear in mind

visit. They are interested in seeing the interaction

a perfect first car due to a magazine review was

we tend to be quite charming or we wouldn’t

between different pupils, between staff and pupils

immediately discounted when I sat in the driver’s

be doing the jobs we do! Try to meet other staff

and the overall feel of the school. I always hope

seat and found my head wedged up against the

to work out how deep the ethos is. Importantly,

for good weather when this type of parent visits!

sunroof.

ensure you visit at least one boarding house

30 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

A parents’ guide to surviving the school marketplace | Choosing and assessing schools

and discuss how your child will be allocated to a

versus broader education. But don’t be too

house. Will your child have a choice of houses?

proscriptive. Go to see heads from a single-

Will they be able to have a night in the house as a

sex and a co-ed school and quiz them on their

‘taster’? Do the cleaning and catering staff seem to

views, rather than relying upon competing data.

be happy working there? They will play a vital role

Headline fees are similar in the independent

in your child’s care too.

sector, but the levels of scholarships and bursaries do vary, so don’t rule out the apparently more

Research also has a key part to play. League

expensive options.

tables are now virtually meaningless, and in the past mostly told you how selective the school was

One final but fundamental point. Parents often

on entry rather than how good the teaching was.

carry enough guilt without loading on the fear of

But you can look for the universities that pupils

royally messing up their child’s life by choosing

are going to – is there a good range, showing

the wrong school. School standards differ and

that the school can provide aspiration to all

parents can make poor choices, but as a group,

pupils? Mumsnet is anecdotal, with comments

boarding schools have remarkably high standards

ranging from hearsay to the very insightful.

of pastoral care and academic pursuit, with

Almost all independent schools are charities, so

educational opportunities that most people in

their accounts are online; these can be a useful

this world can only dream of. More important

way of checking on the level of scholarships and

than the parents’ choice of school is therefore the

bursaries a school provides. If you are totally

willingness of the child to make best use of all the

bemused, there are educational agents who can

opportunities given to them. To paraphrase JFK,

advise; some of these are excellent and genuinely

you shouldn’t just be asking the school what they

know a wide range of schools.

will do for your child, but asking whether your child is ready and willing to be an active part of

You may make the whole exercise easier by narrowing down based on location, single-sex versus co-ed, A level versus IB, larger school versus smaller, rural or urban, highly academic

the whole school community.

Antony Spencer has been Principal of St Lawrence College since 2013. Before this he was Academic Deputy Head at Clifton College in Bristol. After graduating from Oxford with a degree in Philosophy, Politics and Economics he very nearly entered the Army, with an offer to go to Sandhurst. Instead he worked in finance for several years before entering teaching. He is married to Suzanne, also a teacher, and their three youngest children all attend St Lawrence College.

Dulwich College is one of the UK’s leading independent boys’ schools with an international reputation for academic excellence, situated in south London. Our beautiful historic buildings set in 70 acres of green open space are only 12 minutes from Central London by train. The College has outstanding facilities for Sport, Music, Drama and co-curricular pursuits as well as a new landmark science facility, The Laboratory. We offer day, weekly and full boarding for boys from age 11 and day places from age 7. Contact the Registrar on 020 8299 9263 or boardingadmissions@dulwich.org.uk or visit www.dulwich.org.uk

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Inspections of accredited independent boarding schools

Inspections of accredited independent boarding schools – Independent Schools Inspectorate (ISI)

ll English accredited independent boarding schools are inspected on a three-year cycle. This current cycle

started in April 2016. If the boarding school is in membership of one of the five independent school associations (GSA, HMC, IAPS, ISA, Society of Heads) and thus accredited by its association, the inspection of boarding is carried out by a specialist team of boarding inspectors from the Independent Schools Inspectorate (ISI). If it is an independent school, but not a member of one of those associations or is a state boarding school, the inspection of boarding is carried out by a specialist team of Ofsted boarding inspectors. All accredited independent boarding schools are inspected under the ISI Inspection Framework which came into force in January 2017. Every three years, the inspection will be a Regulatory Compliance Inspection (RCI) which, in terms of boarding, will inspect the boarding provision against Boarding Schools: National Minimum Standards (NMS). Full details of the Standards (the latest April 2015 version) can be found at www.gov.uk/ government/publications/boarding-schoolsnational-minimum-standards

standards and no immediate action is required, or unless the Department for Education (DfE) has commissioned an additional inspection, the next ISI inspection experience for a boarding school in the six-year cycle will be a Focused Compliance Inspection (FCI) and an Inspection of Education Quality (EQI). The FCI will inspect the boarding provision against Boarding Schools: National Minimum Standards. Immediately following the FCI, the EQI will evaluate the quality of the outcomes for pupils. This will evaluate pupils’ achievement

Photography from St John’s College, Southsea

Assuming the school meets the minimum

32 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Inspections of accredited independent boarding schools | Choosing and assessing schools

and pupils’ personal development. Educational

These improvements have been recognised

the school, and takes appropriate action where

quality findings will be reported against a four-

by the Government, so much so that the DfE

necessary.

point scale. For boarding provision, the inspection

consulted with boarding schools and boarders

and the report will include the contribution of

and in September 2011 published a new set

On a boarding inspection, the chair of

boarding to boarders’ achievement and their

of standards. The number of standards was

governors and any other governors who have

personal development. Full details of this new

reduced from 53 to 20, reflecting the way in

responsibilities for boarding, are interviewed

inspection framework can be found on the ISI

which boarding schools promote the highest

about how they monitor the quality of the

website. Readers should note that, depending

standards in care, education and the personal

boarding provision and the policies and

on the dates of previous inspections, a FCI-EQI

development of boarders. The 2011 Standards

the implementation of policies relating to

inspection might come before a RCI inspection.

were further updated in 2013 and 2015.

child protection (safeguarding) and the

Schools should prepare for both types.

appointment of staff. As the final responsibility A significant aspect of raising the quality of

for the management of a school rests with

Over the last 20 years, good practice in boarding

the boarding experience has been schools’

the governing body, the Government needs

schools has developed significantly and schools

investment in boarding training. The Boarding

to be certain governors understand their

have responded positively to national legislation.

Schools’ Association’s programme of continuing

responsibilities in all areas, but, particularly,

The effect of this has been to raise the level of

professional development (CPD) is the major

the safety and welfare of pupils. Many schools

care and management in boarding schools. This,

provider of this training. The full programme can

now have designated governors who monitor

in turn, has supported the improved quality of the

be found at www.boarding.org.uk

the quality of boarding life. They must have a

boarding experience for the more than 75,000

governor designated to monitor safeguarding.

boarders in independent and state boarding

National Boarding Standards

schools.

The 20 National Boarding Standards cover the

time in the boarding houses, meet regularly

following areas:

with the designated senior lead (child protection

and pupil safeguarding. These governors spend

officer) and monitor the effectiveness of the l

Policies, procedures and practice: includes

recruitment checks on new staff and the

anti-bullying, boarders’ activity programme,

quality of the single central register of staff

boarders’ induction, complaints, confidential

appointments.

counselling and guidance, contact with

parents, equal opportunities, guardianship,

Child protection

health and safety, management and

The safeguarding of pupils is a major

leadership, medical care, promoting positive

responsibility of schools and is rightly given

behaviour, role of prefects, boarders’ meals.

emphasis by schools in their procedures and by

People: includes boarding staff supervision,

the ISI and Ofsted in their reports on boarding

boarders’ privacy, recruitment checks

welfare. Understandably, parents are often

on boarding staff, relationships between

more concerned about a school’s location or

boarders and between boarders and staff,

examination results, and prospective boarders

seeking boarders’ views, leadership and

may be more interested in the quality of the

management of the boarding provision.

bedrooms or the sports facilities. However, the

Premises: includes boarding

school’s safeguarding of its boarders should also

accommodation, medical facilities,

be high on parents’ and prospective boarders’

recreational facilities, toilet and washing

list of questions.

facilities. There are four key areas in child protection (also ISI reports on boarding are sent to all parents of current boarders. These must also be published

known as safeguarding).

published on the inspectorate’s website (listed

1 How can I access the school’s child protection policy?

at the end of this article). An ISI RCI or FCI report

Every school must have a safeguarding (child

states whether the standards are met or not. An

protection) policy. A review by the full governing

ISI EQI report grades the pupil outcomes using

body of the school’s child protection policies

one of four descriptors.

must take place at least annually, including

on the school’s website. They are certainly

an update and review of the effectiveness of

The role of governors

procedures and their implementation. Schools

The Government, through the inspectorates, is

are also required by the Department for

putting an increasing emphasis on the role of

Education to make this policy freely available to

governors in monitoring standards in schools.

parents and prospective parents on request. If

The 2015 version of the Boarding Standards

a school has a website, it is required to publish

introduced a new standard: 13.1 The school’s

this policy on its website.

governing body and/or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Photography from St John’s College, Southsea

Choosing and assessing schools |Inspections of accredited independent boarding schools

2 Who are the school’s child protection officers?

(Part One) and the school’s child protection policy

and Barring Service (DBS) within one month of

and is expected to know them and also to know

leaving the school any person (whether employed,

The school appoints one or more ‘designated

the names and contact details (day and night) of

contracted, a volunteer or student) whose

senior leads’ (DSLs) to be child protection officers.

the DSLs.

services are no longer used because he or she is

Usually there is a lead DSL and one or more

considered unsuitable to work with children.

responsibility for all child protection issues and

4 What is in the school’s policy concerning reporting child protection allegations to a local safeguarding agency?

liaise with the Local Safeguarding Children Board

It is a requirement that, in any school child

for preventing abuse and for dealing with any

(LSCB), the Local Authority Designated Officer

protection policy, it is stated that a school must

incidents which are reported to them.

(LADO) for safeguarding and the local Children’s

communicate readily (in practice, within 24 hours)

Services Team.

with a local safeguarding agency whenever an

deputies. These DSLs are required to have training every two years in child protection and interagency working. The DSLs in a school take the lead

3 What training do the staff in a school receive in child protection?

Be reassured Although abuse incidents are relatively rare, schools have robust policies and procedures

allegation or disclosure of abuse has been made. It is also a requirement to report to the Disclosure

The first thing to emphasise is that it is the

Further information

responsibility of a school to train all its staff. If a

For the Boarding Schools: National Minimum Standards go to www.gov.uk/government/publications/

pupil needs to share a confidential matter with

boarding-schools-national-minimum-standards

an adult, he or she does not necessarily approach a tutor or a teacher. All staff must receive child

For the ISI Inspection Framework go to www.isi.net

protection training as part of the induction procedures before they start working in the school.

For Safeguarding Children and Safer Recruitment in Education there are two government documents:

This training must be updated regularly, and the

Keeping Children Safe in Education (Sept 2016) (KCSIE) www.gov.uk/government/uploads/system/

expectation is that this is at least annual. Schools

uploads/attachment_data/file/418686/keeping_children_safe_in_education.pdf

consult with their LSCB to determine the most

Working together to safeguard children (2015) (WTTSC)

appropriate schedule, level and focus for training.

https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

This training covers the categories of abuse

For ISI reports go to www.isi.net

(physical, sexual, emotional and neglect), how to respond to a pupil who discloses abuse to a

Reports on boarding welfare will only be found on the ISI website for schools whose boarding

member of staff, and what actions to follow after a

provision has been inspected since September 2011. For reports before that date, please go to the

disclosure. Each member of staff is provided with a

Ofsted website www.gov.uk/government/organisations/ofsted

copy of Keeping Children Safe in Education

34 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

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Choosing and assessing schools | Ofsted inspection of boarding schools

– Adrian Underwood, Educational Consultant and formerly Lead Inspector

Ofsted inspection of boarding schools Much of the material in the previous article

In reports on schools, the inspection teams do not

Inspections of accredited independent boarding

report on the Boarding Schools: National Minimum

schools is relevant to Ofsted’s inspection of

Standards (NMS) where they are all met by the

boarding schools and I would recommend reading

school. It is clear from reports that the school’s

this article as well. The material has not been

conformity to the NMS underpins the Ofsted

repeated here as it is available on the previous

judgements.

pages. The Ofsted report grades boarding in four In England, Ofsted inspects all boarding schools

categories and reference is made to a school’s

not accredited by one of the five independent

non-compliance to any of the NMS. Prospective

school associations (GSA, HMC, IAPS, ISA, Society

parents and boarders who are considering a state

of Heads), notably state boarding schools. Ofsted

boarding school should read the school’s most

inspects on a three-year cycle under the Social

recent Ofsted boarding report, available at

Care Common Inspection Framework (SCCIF):

https://reports.ofsted.gov.uk

boarding schools and residential special schools. This is a new framework which came into use on

Type the name of the school and under ‘Provider

1 April 2017. More information can be found at

type’ scroll down to ‘boarding school’.

www.gov.uk/government/collections/socialcare-common-inspection-framework-sccif

For Safeguarding Children and Safer Recruitment in Education there are two government

The framework for Ofsted inspections is in four

documents:

areas: Keeping Children Safe in Education (Sept 2016) (KCSIE) the overall experiences and progress of

www.gov.uk/government/uploads/system/

children

uploads/attachment_data/file/418686/keeping_

how well children are helped and protected

children_safe_in_education.pdf

the effectiveness of leaders and managers.

Working together to safeguard children (2015)

(WTTSC) Details can be found in the Common Inspection

https://www.gov.uk/government/publications/

Framework (see above).

working-together-to-safeguard-children--2

36 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Adrian Underwood’s career has been in boarding education for over 45 years since 1971 when he was appointed a housemaster and head of department. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for boarding staff and engaging with the British government on a range of boarding issues including drafting the first set of National Boarding Standards. He was appointed OBE in 2007 for services to education. For fifteen years he has been a lead inspector for the Independent Schools Inspectorate and the Education Development Trust. He now lives on the North Norfolk coast and is an educational consultant. He is a governor of Wymondham College, Chairman of the English-Speaking Union’s USA-UK Secondary Schools’ Exchange, Chairman of Trustees of Heritage House Day Care Centre in Wells-next-the-Sea and a Wells Harbour Commissioner. He enjoys sailing, golf, tennis and training ambulance drivers for Heritage House.

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Choosing and assessing schools | Selecting a school

Selecting a school A guide to the school application process

School visits – what to look for

Carry out research into possible schools

Do the pupils seem happy and purposefully engaged in activity?

If possible, visit schools at least a year before the proposed entry date

Are staff and pupils talking and working together?

Complete application form

Are the pupils well mannered and courteous?

How is discipline maintained?

Pay deposit/application fee during the year before entry (or earlier)

How, and with what frequency, does the school communicate with

Prepare for entrance examinations/tests/interviews

Sit entrance/scholarship examinations at agreed location

How does the school monitor each pupil’s progress?

If possible visit the school for interview during spring and summer term

What provision is made for pupils with learning difficulties?

before entry

How many pupils are there in each class?

Prepare for entry and complete all essential paperwork

What emphasis is placed on art, drama, music, sport?

Purchase school uniform and items on clothing list during the summer

Are the facilities well maintained?

term or holidays before entry

Is there a high turnover of staff?

Enter school

What is the balance between newly qualified and experienced staff, and

Receive school induction at beginning of the autumn term.

parents?

the number of specialist teachers (especially in preparatory schools)? l

What pastoral care system is in place?

What are the school’s policies on bullying and drugs?

outstanding education REGI

Founded 1553 Flair

discipline academic rigour

One of the UK’s leading day and boarding schools.

ISI Inspection 2016 - Excellent in every category

The Good Schools Guide says: “…Bromsgrove manages to combine the feel of a local family day school with an international boarding school, attracting pupils both for its sporting reputation and also its academic offer and results. The arts side of the school is definitely in ascendency.”

Outstanding results at IB and A level

Individual visits welcome, please contact Admissions

01527 579679

admissions@bromsgrove-school.co.uk

bromsgrove-school.co.uk 38 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Academic excellence coupled with a wealth of sporting and extra-curricular opportunities Co-educational, Day & Boarding Over 500 boarders from the age of 7 930 pupils aged 13-18 500 pupils aged 7 - 13

CUTTING YOUR OWN PATH The Royal Hospital School is a leading co-educational boarding and day school for 11 to 18 year olds located in 200 acres of Suffolk countryside overlooking the River Stour. The School provides a full and broad education fit for the modern world where every child is nurtured, guided and supported towards happiness and success.

FOR MORE INFORMATION & TO BOOK A VISIT OR OPEN MORNING PLEASE CONTACT

01473 326136 OR EMAIL ADMISSIONS@ROYALHOSPITALSCHOOL.ORG NAVIGATING SUCCESS

Choosing and assessing schools | Turning minimum standards into excellence

Turning minimum standards into

excellence – Andrew Lewin, Director of Training, Boarding Schools’ Association (BSA)

he official guidelines for boarding staff in England are in the Boarding Schools: National Minimum Standards (NMS) (revised

April 2015). Standard 15.1 identifies the levels of staffing and supervision – in essence the care – that parents can expect: Any staff member or volunteer employed or volunteering in a position working with boarders has a job description reflecting their duties, receives induction training in boarding when newly appointed, and receives regular reviews of their boarding practice, with opportunities for training and continual professional development in boarding. The Boarding Schools’ Association (BSA) is committed to supporting everyone involved in boarding – adults and children – offering high quality guidance and training that benefits schools, their staff and, perhaps most importantly, the children and young people who board. Our primary objective is to raise professional standards and we have an extensive and diverse continuing professional development (CPD) and training programme for all staff working in boarding environments throughout the UK and beyond. At the heart of the training we offer are the core skills for practitioners who are new to boarding, through ‘Essentials for Boarding’ for teachers, matrons, nurses, gap and graduate assistants and secretaries, as well as ‘Leading a Boarding Team’,

40 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Choosing and assessing schools Turning minimum standards into excellence | Choosing and assessing schools

We are constantly seeking new areas of interest and responding to the needs of the sector. In 2017 we introduced specialist seminars on general data protection regulation in anticipation of the new laws that come into force in May 2018. Working closely with solicitors Barlow Robbins, we have created a ‘roadshow’ to take around the country, offering more detailed guidance on the impending legislation. From the calls that we receive, guardianship is clearly another area where Photograph from St John’s College, Southsea

there is very little guidance and that generates anxiety among our member schools, so we are seeking to offer further guidance to inform our member schools. This is a largely unregulated and unchecked area with only around 25 per cent of educational guardianships covered by any form of accreditation. BSA’s Chief Executive Robin Fletcher has been to many of our member schools, visiting heads and boarding staff, planting trees and, most relevantly, looking around boarding houses. He has a wealth of knowledge of the variety in quality Photograph from St John’s College, Southsea

and standard of the facilities across the sector and ‘Updates for Governors’, ‘Prep School Issues’ and

is hosting a ‘roadshow’ of seminars focusing on

‘Preparation for Inspection’. In addition, we offer

easy and relatively cost-effective ways to enhance

more specialised seminars on a wide range of

the boarding environment.

specific issues. Large day conferences cover Tier 4, Safeguarding, Sports Injuries and Resilience

At BSA we continue to look for ways to support

issues and we offer these alongside other regular

the professional development of our members.

day seminars covering issues such as mental

We can go into schools to train a variety of

health, gender, behaviour, international students

staff, from those new to boarding to senior

and specific training designed the needs of prep

management and governors depending on the

schools, senior schools, state schools, sixth-form

individual needs of each school. We are receiving

boarding and international colleges.

more and more requests for boarding audits and for guidance on refurbishment programmes of

Alongside our day conference and seminar

boarding facilities. The potential partnerships are

programme we offer an accredited training

unlimited and we are always delighted to help

programme offering certification to boarding

continue to raise standards in boarding.

practitioners. At its core is the BSA Advanced Certificate Course. Based over two-years, this course looks more deeply into Pastoral Care (Part 1) and then Boarding Management (Part 2) or Health & Development (Part 2) or Nursing Issues (Part 2). The BSA team leads the 16 courses running this year, supported by very experienced tutors from member schools and specialist presenters who cover online safety, mental health, strategic management and other issues critical to working in boarding. These courses are available to house staff, matrons, nurses and managers, and offer a sound grounding and a challenging insight into best practice. We also run the BSA Diploma Course twice a year for experienced boarding staff, offering further steps towards senior leadership, and the very popular Certificate in International Boarding for staff working with young people from overseas. An expanding INSET and consultancy programme enables further spread around the UK and into Europe and

Andrew Lewin joined the BSA team as Director of Training in August 2017. He manages the Training and International Team within BSA and delivers the largest CPD programme for boarding staff in the world. Prior to joining BSA, he has lived and worked in boarding schools all his life. Born, brought up and educated in boarding schools, he has been the Head in three boarding schools, as well as Deputy Head, Housemaster, Head of Geography, Master i/c Rugby, Hockey and Cricket and Director of Development. He has been an ISI team inspector and a governor of an independent boarding school. He has also served on the local safeguarding children’s boards in North Yorkshire and Cheshire where he organised and delivered training for local authorities and independent schools.

beyond.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | School visits: questions and answers

School visits: questions and answers

chool visits can take many forms. They

Here are some useful questions to ask, particularly

can involve meeting the Head or perhaps

if you found the boarding school’s website,

attending an open day. Whatever the

prospectus and accompanying information did

format, the first meeting is crucial so if possible

not cover everything you wanted.

always try to visit a school on a normal day. If

Q: How do you organise your 14 to 19 curriculum? A: Larger schools may offer both A levels and the International Baccalaureate, but smaller ones will find this more difficult

it goes well, follow it up with an open day visit.

The list is not exhaustive: use it as a guide and

and expensive. Schools may also offer the

Further visits can then be arranged – students can

adapt the questions to your own requirements –

Cambridge Pre-U Diploma or the Advanced

come back for a taster day or potential boarders

you will have to be selective, given the relatively

Diploma. Most schools will be attempting

can be invited to stay overnight.

short time available. Covered here:

to broaden their sixth-form curriculum,

The initial look around is absolutely vital. It is where

academic issues

should be an awareness of and concern

a parent and their child start to assess whether they

rules and regulations

about the wide range of issues now involved

fit the environment (and whether it fits them). It

boarding life and pastoral care

and being debated.

is where prospective parents and students decide

financial issues

whether they like the location, the ‘buzz’ and the

the governing board

Head. Open days can involve a talk about the

after your visit.

introducing more skills-based courses. There

school, usually by the Head, sometimes hands-on classes for prospective students while parents

Academic issues

chat to senior staff and current students, and then

Q: What are the entry requirements? Is our

current pupils leading a tour of the school.

child likely to obtain a place, and when? A: This is a crucial initial administrative matter.

Q: What are the school’s plans for examination reforms? A: GCSEs and A levels are being reformed introducing linear programmes with examinations at the end of two years. The standalone one-year AS qualification no longer counts towards the full A level. The

All this should be followed by an opportunity to

Remember the majority of places available

National Curriculum focuses on multiplication

ask any further questions.

will be for the main ages of entry: normally

tables and mental arithmetic in mathematics;

at 7, 8 and 11 for a prep school and at 11, 13

and grammar, punctuation, spelling and pre-

As a prospective parent visiting a boarding school

and 16 for a senior school. You need to know

20th century literature in English. Schools

with your child, you should have the opportunity

whether to have alternative schools lined

should be able to explain their own plans for

to spend time with the Head, a boarding

up, and at what age the school recommends

these reforms.

housemaster/housemistress and a pupil. Above

entry and has places available.

all, set out to enjoy your visit. You will find the vast majority of boarding schools make an excellent impression, and their pupils and staff will be in very good heart.

42 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

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Choosing and assessing schools | School visits: questions and answers

Q: Can we see your sixth-form examination

A: Good careers advice is an essential part of

education. All schools should have a

results and GCSE/standard grade results

education throughout the school. Providing

Safeguarding (child protection) policy and all

for the past three years? Also, can we

advice is a crucial role for the school. Careers

staff should receive training in child protection.

see details of the school’s position in the

departments should have an established

The school’s latest ISI or Ofsted report should

league tables and the number of places

local support network of contacts in the main

provide further details.

obtained at Oxbridge (the Universities

professions, who are able and willing to pass

of Oxford and Cambridge) and at other

on the benefits of their experience. Again, a

universities?

list of recent leavers’ university places will

A: League tables need to be treated with caution, as they do not give a rounded picture of the school’s real success or failure in enabling

provide a valuable indicator of the school’s strengths and successes.

pupils to reach their full potential. IGCSEs are

Rules and regulations

no longer included in the UK Government’s

Q: What are the key rules for boarders over

Q: How does the school work with children who are excluded by their peers? A: The school should be able to identify these children at a very early stage. Schools should be able to explain the measures they take to deal with this. Children are more likely to interact if they are near each other and

school performance tables and so the tables

the weekend, and what activities are on

engaged in the same activity. Schools should

do not reflect IGCSE performance. The annual

offer?

provide high quality pastoral care and

tables, or better still the subject and pupil

A: A question for either the Head or the

point score averages over the past three years,

boarding staff, this is aimed at finding out as

can be used to identify trends within a school,

much as possible about what boarders can

and most schools accept that these tables

do at weekends and the school’s ability to

are used for obtaining comparisons. All the

offer wider cultural and social opportunities

information should be available in a form

for its pupils.

that is understandable and helpful. These, the Oxbridge results and the list of university entrants will give you an indication of pupils’

support to all children. Q: Who is the first staff member we should see if there is a problem? A: The right member of staff can deal with many problems immediately. Knowing who that is and developing confidence in them is

Q: What is the school’s policy on use of the internet and mobile phones?

very important. Most boarding schools have very good pastoral care and counselling

A: You should feel confident the school has

systems, and knowing how these operate

reference to those at the top of the ability

realistic and sensible policies in place to

is very important. This question will also

range, and will illustrate the school’s success at

monitor internet usage. Similarly, mobile

allow parents to find out how well the school

helping pupils realise their academic potential.

phones can be useful, not least as a means

communicates with parents, and what

of keeping in touch with parents, so long as

opportunities there are for visits to the school

rules on their use and security are in place

to meet teachers and other parents.

attainment and progress, particularly with

Q: How does the school approach the teaching of English, sciences,

and put into practice.

mathematics, modern languages, and information and communication

Q: What are the bathroom facilities like? Q: What are the school’s policies on

A: School bathrooms range from individual

technology (ICT) for the most and least

alcohol, drugs and smoking? Is the

en-suite arrangements to communal shower

able students?

school facing any particular problems in

areas with private shower cubicles. You

any of these areas at present?

should be satisfied that the shower cubicles

A: These are key subjects, and your child could be at either end of the ability range. It is

A: Every boarding school will have a policy in

offer personal privacy.

important to know how a school responds

place to cover these matters. The real issue

to individual abilities and needs. It is also

is how they are dealt with, and whether

Q: Does the school have Skype?

important to find out how subjects fit into

the individuals concerned learn from their

A: Skype provides a very cost-effective method

a broad, well-balanced curriculum, and

mistakes. This is a chance to consider

of keeping in touch with your child. Some

how essential study skills, particularly in

the school’s personal, social, health and

schools provide pupils with supervised access

information and communication technology

economic education (PSHE) programme, its

to Skype to enable families to communicate.

(ICT), are being developed and integrated.

health and safety and disciplinary policies, to look into the medical and counselling

Q: Our child has a particular interest in

services available, to discover what happens

Q: How good is the catering? Do the pupils have an input into the choice of menu

sport/music/drama/art. How will the

if serious offences are committed, and to find

school get the best out of them?

out on what grounds a pupil may be expelled

A: This question is aimed at finding out what

or suspended, and when this last happened.

showing you around, although don’t expect

the boarding school’s extra-curricular

You should feel matters would be dealt with

a ‘good-eating rosette’ response! The general

activities are, and how the school encourages

consistently, sympathetically but firmly, and,

standard of school catering nowadays,

participation in them. Ask about the activities

above all, fairly.

though, is remarkably high and schools are

that interest your child most, or in which your child has a particular talent.

Boarding life and pastoral care Q: How can I be confident my child’s

Q: What is the school’s policy on careers

interests are protected at all times?

education and applications to further

A: Schools are subject to rigorous child welfare

and higher education, and with which

legislation, regulation and inspection, which

professions does it have particularly

is entirely right and proper. The interests of

strong links?

the child are at the heart of an independent

44 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

offered? A: These are really questions for the pupil

far more conscious of the need to maintain healthy diets.

Focus without distraction Endless opportunities

Separate yet together

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Choosing and assessing schools | School visits: questions and answers

Q: What medical arrangements are in

Q: How do you finance capital expenditure

place? A: Obviously, it is important to know what

and what are your development plans? A: Schools need to keep pace with national

happens in the case of either illness or an

developments in education, so capital

emergency or accident, who the school

projects will always be on the agenda. Some

medical staff are, and what the facilities

of these may be funded by donations or an

include. Check on insurance arrangements,

appeal. Others may come out of fees. The

particularly for sporting fixtures, expeditions

Head should be open about future plans and

and trips, both at home and abroad.

financing options.

Q: How important is the role of chapel in school life?

The governing board Q: What is the role of the school’s

A: The chapel may be central to boarding school

governors?

life. While not every pupil may be expected to

A: In boarding schools the governors have the

participate fully, a great deal can be achieved

ultimate responsibility for all aspects of the

through chapel, most notably its important

school. Although they may delegate the day-

role in personal, social, moral and cultural

to-day operations to senior leaders of the

education, and particularly in helping to

school (for example, the Bursar and finance

develop pupils’ life skills and a sense of care,

team usually manage financial matters), in

concern and respect for others in the whole

law the governors are regarded as having

community.

overall accountability for the management of the school. This is why most governing bodies

Financial issues

have sub-committees to monitor specific areas of the school. The most common of

After your visit

year? What are your salary scales for

these committees are education, finance,

After your visit, try to discuss with your child

teaching staff and how do they compare

welfare and health and safety. Governing

your thoughts about the people you met, what

with salaries in the maintained sector?

bodies may also have committees for

you were told and what you saw. Then ask

What extras can we expect to pay?

boarding, governor succession, investments

yourself a number of follow-up questions:

What is your policy on study leave for

and audit.

Q: Why have your fees increased this

examinations?

A: Well over two-thirds of school fees go on staff

Governing bodies are also required

What views did you form of the Head? Why?

salaries, and independent schools need to

to monitor all policies (and their

What sort of leadership was provided?

ensure their salary scales match those in the

implementation) in regard to the National

How did the aims and objectives of the

maintained sector. Extras vary according to a

Minimum Standards for Boarding

child’s extra-curricular involvement. The Head

Schools and, for independent schools, the

and school prospectus should make it clear

Independent Schools’ Standards Regulations.

at the onset what additional expenses and

Governing bodies increasingly delegate

How was the eye-to-eye contact?

development costs can be expected. There is

governors for specific areas of the school.

Were the pupils well-mannered and

normally no reduction in fees for periods of

It is common to have a Safeguarding (Child

study leave – you may well ask why.

Protection) governor, a Staff Appointments

boarding school appear in practice? l

and staff?

enthusiastic about their school? l

governor, a Boarding governor and a Health

Did the school have policies, procedures and rules to make it a civilised and caring

and Safety governor.

Was there a good rapport between pupils

community? l

Were the staff communicative and did they

Governors give their time and specialist

enjoy their teaching? Did they have control

expertise voluntarily and a good rapport

of their classes? What contribution did they

between governors and the Head and the

make to the life of the school outside the

senior management team is essential for a well-run school. When inspecting governance,

classroom? l

inspectors will expect governors to know the school well and have strategies for

grounds neat and attractive? l

understanding the school beyond reading reports from senior leaders.

Were the buildings well-maintained and the Was there a generally positive atmosphere about the community?

Finally, and crucially, will the school meet your child’s needs?

46 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Find the right school for your child

Saturday 10 November Sunday 11 November

Battersea Park

Choosing and assessing schools | League tables – just one measure of success

– Emma McKendrick, Headmistress of Downe House School

League tables – just one measure of success

ne of the great joys and benefits of a

a numerical value on such an education and

and should provide an objective, simple and

boarding education is the fact that there

measuring how well a school delivers its objectives

straightforward measure of academic success.

is the time and the space to offer a rich

can be challenging. But it is not unreasonable

Yet the first challenge for those constructing

array of opportunities which enable young people

for parents, governments and professional

and reading league tables is the myriad of

to grow and develop and explore the person they

associations to want to see levels of accountability

qualifications they need to measure and compare.

are. They develop passions and interests, they

and assess how a school is performing.

At 18 there are A levels (a mixture of legacy

develop their character and they learn to play a

modular A levels and new linear ones although

positive part in a community – all things that will

League tables measure examination performance

2018 will be the last year for modular A levels), the

help them to lead a happy and fulfilled life. Putting

and, at first sight, it might seem they would

Cambridge Pre-U qualification, the International

48 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

League tables – just one measure of success | Choosing and assessing schools

Baccalaureate (IB), as well as a range of valuable vocational qualifications. A similar picture can be found at 16. There are vocational qualifications, GCSEs and IGCSEs. Newspapers also publish league tables each year. Some separate out the qualifications and have a table for schools offering the IB, for example. But for those that do not, there continues to be ongoing debate about whether the grade equivalences across the qualifications are as accurate and fair as they should be.

Read the small print When interpreting the league tables it is also important to recognise the way in which they are constructed can vary from agency to agency and newspaper to newspaper. For example, newspapers are at liberty to choose the criteria upon which they base their performance tables, and close reading of the small print is necessary to ascertain who is doing what. One newspaper may rank schools according to the percentage of pupils who gain three A levels or equivalent at AAB grade; others may use the average number of A-level points gained per candidate, or A-level points per subject. Some newspapers may attribute a financial value to each A grade using the school fees charged to cost the grade. Others will try to use some sort of value-added measure, which is widely recognised as fairer. The Government league tables for GCSE results have moved towards a value-added system (referred to as Progress 8). There are two

tables. When looking at examination results, you

and learning. Above all, take into account the

points for consideration when interpreting the

need to look at five years’ worth of data, rather

unquantifiable – the character and values of the

Government league tables – the value-added

than just one, and consider a school’s admissions

school and its pupils. These will have the strongest

measure being applied and the fact that IGCSEs

policy and how selective it is. Highly able students

influence on your child’s development and these

will no longer be included. Independent school

should do well.

have no numerical value.

pupils often do not take the tests that enable a value-added score to be given. As IGCSEs do

Accepting that league tables have some value, I

not qualify for inclusion in these tables, it will be

would still argue that what is far more interesting

perfectly possible to see very good schools, which

and relevant for your daughters and sons,

were once at the top of a league table, at the

especially when they are away from home, is

bottom. This is a great shame as these rigorous

whether a school provides an exciting learning

and challenging qualifications are recognised by

environment, has high aspirations, has high levels

universities and prepare pupils well for the next

of university entry success and supports the

stage of their studies.

development of happy, well-rounded individuals.

Read with caution

Do look at the information provided by the school on examination results on a school’s website.

Does all this mean that league tables have no value? No, but their value is limited. They must be

Alongside that, consider the information about

read with caution and, to have any meaning, their

where the pupils go next and what sort of courses

omissions and variances must be well understood.

they embark on at which universities. Consider

It is also worth noting that a number of very well-

the information on the lecture programmes, the

known schools have opted out of league tables.

academic enrichment available and the clubs and

At Downe House we took this step when we

societies offered. These are all helpful indicators

embarked on offering a mixed economy of Pre-U

of the state of the academic health and vibrancy

and A-level qualifications and found that the Pre-U

of a school. Inspection reports also provide

was not recognised by many newspapers in their

useful information on the quality of teaching

Emma McKendrick studied German and Dutch at Liverpool University and obtained her PGCE at Birmingham University. She started her teaching career at the Royal School, Bath, and was Head of Careers and the Sixth Form, a Housemistress and Deputy Head, before taking on the Headship in 1994. In 1997 she became Head of Downe House School. She is a governor of King’s School Canterbury and Radley College and has experience governing a number of prep schools. She currently serves on the Boards of Lambrook and Sandroyd School and was for many years Chairman of the Languages Committee of the Independent Schools Examination Board. She is a member of the GSA, HMC and BSA and undertakes regular training as a Head and governor, including safeguarding, health and safety, curriculum training and various pastoral INSETs. She is a Fellow of the RSA.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Faith in our schools

Faith our

schools

– Graham Able, Group Deputy Chairman, Alpha Plus

aith schools have often been – and

Many faith schools are very popular with parents

Many pupils transferred to Clifton when Carmel

continue to be – controversial. People

from other persuasions. The strong moral

College, a Jewish foundation, closed in 1997

opposing faith schools express concerns

principles on which most faith schools are based

following the demise of the Government Assisted

about the possible indoctrination of developing

inculcate the good behavioural outcomes and

Places scheme on which it was heavily reliant.

minds whereas supporters point to the strong

disciplined approach to learning which coincide

Several boarding faith schools based on the

moral compass they provide in a world which

with the expectations of most parents. Those

Islamic tradition have been developed over the

provides so many temptations and distractions for

maintained primary schools with Catholic or

last 20 years and this provision is likely to expand.

young people.

Anglican Church governance are the most popular among parents of different faiths – sometimes to

The independent sector is very much about

It is important to distinguish between majority

the extent of real or apparent sudden parental

parental choice. Faith schools widen that choice

faith schools where the curricular offering is very

conversions in order to improve the child’s

and can cater for parents who want their

much mainstream and the very small minority

chances of a place! The balance between strong

children’s education to reflect their own faiths as

of establishments where the curriculum is

principles and indoctrination is important,

well as parents who feel that a faith school will

substantially reduced or distorted for doctrinal

however, and is an area where most good

help to provide a stronger moral compass. The

reasons. Our focus in this Guide is very much on

faith schools show respect for and tolerance

variety of faiths represented and the differential

the former and these include many well-regarded

of the views of families from a variety of faith

contributions which faith makes in the modern

and well-established schools.

backgrounds.

lives of each school allows most parents to find a

There is a wide range of schools with affiliations

The range of faith schools in the boarding sector is

to faiths. Some of our oldest established boarding

extensive and reflects the role of various faiths in

schools were originally founded as Christian

the founding of schools across many years. Within

institutions but not all have retained such a

the Christian faith, there are Catholic schools such

strong religious tradition. Dulwich College is a

as Ampleforth and Stoneyhurst, Anglican schools

good example – it remains a Christian foundation

of varying churchmanship such as the Woodard

with an Anglican Chaplain and an honorary

group (high church Victorian foundations

Catholic Chaplain but with no chapel on its

including Lancing and Worksop) and those of a

campus since it moved location in 1874 and no

more Protestant tradition such as Rugby. There

requirement on any of its pupils to attend any

is a strong Methodist group (including Kent

overtly religious gathering. It caters for the needs

College and Ashville) and several well-established

of a multi-faith student body with visiting Imams

Quaker foundations such as Leighton Park and

and Rabbis and provides for meetings of Hindus

the Friends’ School at Saffron Walden. Caterham

and Sikhs. Other schools such as Christ’s Hospital

School was originally established to educate the

(Anglican) and Ampleforth (Catholic) maintain

sons of Congregationalist ministers although it

strong allegiance to their founding traditions,

is now a mainstream co-educational boarding

although they are very much open to those

school.

school well-suited to their child and the family as

of other – or no – faiths. Indeed, Ampleforth, like several other Catholic foundations, is still

Clifton College, a Christian foundation, had a

governed by its founding monastic order – in this

Jewish boarding house for many years and a

case, the Benedictines.

strong tradition for attracting Jewish students.

50 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

a whole.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | ‘An ounce of love is worth a pound of knowledge’

‘An ounce of love is worth a pound of knowledge’

– boarding in a Methodist school In all member schools of the Methodist

other faiths (and none) in a spirit of openness

Independent Schools Trust educational experiences and activities bring minds and hearts

To encourage pupils in a critical examination

together as children reflect on what they learn.

of the standards and values current in society

Our schools work in partnership with each other

and to discover and develop a personal faith

and their wider communities. It is this distinctive

to guide them throughout their lives.

approach to education, embodying clear Christian

– Andrew Gordon-Brown, Headmaster of Truro School

and tolerance. l

values, which provides the foundations for our mission statement.

Confident, tolerant and enthusiastic At Truro School our interpretation of this is

To be caring Christian family communities

to seek to develop confident, tolerant and

committed to the development of the full

enthusiastic young people who enjoy working

potential of each individual, having regard for

with others and are ready to influence the world.

their personal attributes in addition to their

In today’s society it is possible for a young person

academic aspirations.

to leave school with straight A grades and still

To maintain high educational standards

struggle to make a success of themselves in the

ohn Wesley, the father of Methodism,

in all their academic, cultural and sporting

world beyond school. We believe education is

told the first Methodist teachers always

activities, stimulating excitement in learning

about so much more than excellent exam results,

to remember that ‘an ounce of love was

and requiring discipline in study whatever the

as important as these are. It is one thing to

ability of the child.

grasp something intellectually, but real learning

To work with and in the communities they

takes place when pupils have time to reflect on

serve.

their experiences and become well-rounded

To worship as Christians in the Methodist

individuals.

worth a pound of knowledge’ and this remains the central value for all Methodist schools. We pride

ourselves on the inclusive and unpretentious manner in which people are welcomed into a

community, where individuals are valued, good

tradition; to uphold Christian values in

order is respected, relationships cherished

practice as well as in theory and to make

Character development – forging well-rounded

and excellence in its widest sense (academic,

religious education a strong feature of the

young adults, prepared to stand up for their

co-curricular and lifestyle) is pursued.

curriculum, whilst welcoming members of

beliefs – sits alongside academic achievement as

52 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Choosing and assessing schools ‘An ounce of love is worth a pound of knowledge’ | Choosing and assessing schools

we strive to balance a wide range of co-curricular

year a group from the sixth form have the life-

activities with lessons. The rich make-up of

changing opportunity of visiting Uganda, working

activities outside the classroom allows pupils

with leaders, children and in an orphanage there.

to improve their skills in some areas and try something completely new in others. As they get

A highlight of the final week of summer term at

older, we provide opportunities to broaden their

Truro is the opportunity to stage a scenario which

horizons and stretch them to their limits – from

brings these global issues to the forefront of the

hiking 55 miles over Dartmoor in two days in a

minds of all our pupils. In 2016 the theme was

team to following a nine-month peer-mentoring

‘survival challenges’ in which pupils learnt about

programme developing leadership skills. All of

the difficulties surrounding post-event natural

this is characterised by constructive and trusting

disasters such as earthquakes and tsunamis; how

relationships where talented and dedicated

would we cope and how can we better help those

teachers accompany pupils as individuals on their

who need us? In 2015 we looked at human rights

school journey.

(gender equality, freedom of speech, anti-slavery and freedom of movement) through art, sport

Key to all the Methodist schools in the group

and music.

is the role we play in the Church’s work throughout the world in support of those less

John Wesley’s challenge to teacher and pupil

fortunate than ourselves, bringing with it an

alike was this: ‘Do all the good you can; By all the

increased understanding that, as a school and

means you can; In all the ways you can; In all the

as individuals, we have a role and responsibility

places you can; At all the times you can, To all the

as citizens in a global village. For example, Truro

people you can; As long as ever you can.’

School sixth-formers have the opportunity to participate in and lead in the Amnesty

This still remains the challenge today for all

International group meetings and projects and

member schools of the Methodist Independent

the work of the Charity Committee. The school

Schools Trust.

Andrew Gordon-Brown has been Headmaster of Truro School since 2013. He is a graduate of the University of Cape Town, where he studied Commerce, and he qualified as a Chartered Accountant in South Africa. Later he completed an MSc in Agricultural Economics at Keble College, Oxford. He worked for various investment banks in London before changing careers and achieved his Qualified Teacher Status via the University of Gloucester. He has previously taught at Radley College and at Stonyhurst College. He rowed for South Africa in the 1992 Olympic Games and for Oxford in the 1994 Varsity Boat Race.

has partnerships in Uganda and every second

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | The importance of good governance

The importance of

good governance

– Graham Able, Group Deputy Chairman, Alpha Plus

any parents do not research closely

The number of governors’ committees will

The best boards will have defined terms which

the composition of the governing

vary from school to school. Finance, property/

governors may serve and will take care in

board when they are considering a

development and academic committees are

succession planning. Most boards are probably

school for their child. Yet the role of governors is

common to most schools – they allow governors

too large and, like turkeys at Christmas, are

critical to the success of a school

with particular expertise to look and advise in

disinclined to vote for their own culling. No school

more detail in specialist areas. If the governing

needs more than 12 governors and 14 is certainly

In most independent schools, the governing

body is functioning well, the work of these

too many. The largest boards often contain

board appoints the Head and will have a major

committees will make full board meetings more

governors nominated by groups associated with

input to the appointment of the Bursar or

focused and more effective.

the school. These nominees may not cover the

equivalent. These appointments are key to the

range of desired skills so the board has expanded

school’s performance, both academically and in

The range of expertise needed on a governing

terms of financial viability. Prospective parents

body will vary a little according to the type and

should satisfy themselves that the school is likely

age-range of school, but all schools will need

Governors must keep up to date with all

to deliver a good education appropriate to their

governors with specialist knowledge of finance

regulatory changes and ensure safeguarding

child and remain financially viable. Governors are

and business, law, property, marketing and

and health and safety matters are regularly

also responsible for agreeing the school budget,

education. It is also important for some governors

addressed. So it is important for governing bodies

determining the salaries of the Head and Bursar

to be in touch with the local community. Whereas

to ensure they receive sufficient training where

and setting fees; this latter function is of definite

it is relevant for prep and senior schools to have

appropriate.

interest to most parents! In a boarding context,

someone with school headship experience on the

it is particularlty important to note governors are

board, a senior school will additionally benefit

Governance is judged as part of the Independent

also ultimately responsible for safeguarding and

from a governor with university connections. In

Schools Inspectorate (ISI) or Ofsted inspection

health and safety.

many boarding schools, one governor will have a

process. Governing boards which cannot

special responsibilty for liaison with the boarding

demonstrate a good knowledge of their schools

The nature of governance has changed

houses, and it is helpful if this person has some

and a proper contribution to strategic decisions

considerably over the last 30 years. The role of

relevant experience of boarding education.

are likely to be downgraded and criticised in the

governors was once just to appoint the Head

in order to address this.

inspection report.

and give general support. They are now better

Parents as governors

described as a board of specialist non-executive

Opinions vary about parents as governors. I have

Most schools now list their governors with details

directors helping to run a mid-sized company

always favoured having a current parent on the

of their specialisms on the school website, so,

with the Head as chief executive and the Bursar

board, but one elected by the board for his or her

when considering a school, it is certainly worth

or Business Manager as finance director.

expertise rather than a ‘representative’ parent

taking the time to check their credentials and

governor elected by the PTA. The latter approach

assess their suitability to govern.

‘Critical friends’

looks very democratic but tends to produce

Governors need to act as ‘critical friends’ to their

governors with a specific agenda – and possibly

‘chief executive’ and to do so effectively they

without any of the desired specialist skills – and

need to be well-informed and with sufficient

this may not be in the best interests of the school

experience and knowledge between them to

as a whole.

ask the right questions and interrogate the responses thoroughly. To monitor the progress

It is important governing boards do not become

of the school, governors need to take time to

self-perpetuating oligarchies. There should

observe lessons and activities and to attend

be clear criteria for the appointment of a new

school functions outside their termly board and

governor and a desired skill set agreed before

committee meetings. They should be visible

the board seeks suitable candidates. The alumni

but careful not to cross the line between non-

and parent (past and present) body will provide a

executive and executive functions.

rich source of appropriate talent but there should also be some ‘outside’ influence on the board to ensure it does not become too inward-looking.

54 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | How a boarding school uses agents

How a boarding school

uses agents

– Elaine Purves, Head of Rossall School

hoosing the right school for your

Agents also provide support to boarding

suggests a lack of understanding of what a

child is one of the biggest challenges

schools by setting up fairs and exhibitions

school can offer and what a child needs.

any parent faces. This is where a

where families can meet with schools. This is

good agent can be invaluable. Like a financial

a great way for parents to view a number of

Support for parents

adviser, it’s their job to match a customer with

schools at the same time without travelling

From a parent’s point of view, the agent should

a product that’s perfect for them – in this case

to the country they wish their child to board

act as a broker, who can present a shortlist

finding a school that meets a child’s needs.

in. For example, the British Council runs fairs

of schools which meet their criteria, and as a

in several locations worldwide and can be an

support to help them make the right choice for

excellent source of help and advice.

their child. A good agent will be totally focused

An agent acts as a school’s representative, and has in-depth knowledge of each school with

on the child’s needs and happiness and try to

which they work. Ideally, the agent will have

A good agent will work hard to build strong

support parents into considering the right school

visited each school they represent to gain a

relationships with schools and parents alike

for their child. An agent only has one chance to

clear understanding of their aims and ethos,

to ensure they develop and maintain a good

help parents make the right decision. Getting to

and will have met pupils at these schools so

reputation. Placing pupils at schools that are

know a family so they can find a school that’s a

they have an insight into the sorts of pupil who

unsuitable for them or having a large number

perfect fit for child and parent alike should be the

will fit in there.

of pupils leave a school can be damaging and

agent’s main goal.

56 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

How a boarding school uses agents | Choosing and assessing schools

An agent should be in constant contact with

of suggesting to parents a change of school

the schools they represent and be able to offer

to get more money from the new school.

Rossall we advise parents to visit as many

parents literature and a good outline of the

If the agent has clients who have switched

times as it takes to make sure they’re

schools they’re interested in and not just rely on

schools, it may be that their main concern

happy with their decision. Visiting the place

websites for information. They should also provide

is financial profit rather than your child’s

where your child will be living, studying and

excellent customer service, from the parents’

education.

spending their free time can really help to

Be honest. An agent can only make

reassure you about the big step you’re about

of schools throughout the admissions process

recommendations based on the information

to take.

and for a while after your child has started at

you give them, so it’s important to be open

the school. You may have friends or other family

about the type of school you’re looking

This article does not imply a recommendation of any

members who are considering a school abroad,

for, and your child’s preferences, talents

agents by either Bulldog Publishing or The Boarding

and a good agent will rely on recommendations

and aspirations. A school may have an

Schools’ Association.

from families they help successfully. An agent

outstanding academic record, but if the

should see their relationship with you as

support system, ethos and attitude don’t suit

something long-term and concentrate on building

your child, there may be little point enrolling

first meeting to helping them create a shortlist

that relationship rather than securing new clients and focusing on their fees.

them there. l

Always include your child in the decisionmaking process. After all, they’re the ones

Guidance for parents

who will be attending the school.

When you are choosing an agent, there are

various points to consider.

Do your own research. Don’t rely on what the agent tells you. Spend time as a family looking at websites, prospectuses and the

Ask prospective agents if they have any

social media feeds of schools to get an idea

former clients you can speak to about their

of what life is really like there, and form your

own experiences of choosing a school.

own opinions. Your child’s education is a

Always ask prospective agents how many

huge investment, and the time you take to

pupils they have placed who have stayed

look into the schools an agent has suggested

on the full length of the course they joined.

really will pay off.

Make sure the agent does not use the tactic

Finally, always visit a school if possible. At

Elaine Purves studied at a comprehensive school in Nottingham before reading English and German at Hull University. After spending a year in Germany teaching English as a foreign language, Elaine took up a post at Oakham School as a German teacher and resident tutor, and later moved to the Royal School in Bath where she became a German teacher and international coordinator. Elaine was later appointed Deputy Head of Sixth Form and Head of Languages before taking on the post of Deputy Head when the school became the Royal High School. Her first headship was at Ipswich High School for Girls, where she spent seven years, before joining Rossall School.

MODERN BOARDING, WORLD-CLASS LEARNING

GCSE | A LEVEL | FOUNDATION | BTEC abbeycambridge.co.uk

dldcollege.co.uk

10505-APG Abbey College Cambridge and DLD London-Boarding School Guide AD-v5a.indd 3

abbeymanchester.co.uk 22/02/2018 14:04

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Schools founded by the Military | A values-driven education

â&#x20AC;&#x201C; Simon Lockyer, Headmaster of the Royal Hospital School, Holbrook

A values-driven

education 58 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

A values-driven education | Schools founded by the Military

he Royal Hospital School was established by Royal Charter in 1712 with a remit to ‘improve navigation’ through education.

By the late nineteenth century, it had become affectionately known as the ‘Cradle of the Navy’ as it prepared boys for a life at sea, many of whom went on to become explorers and pioneers of their time. Just over 300 years later, discovery, exploration and challenge continue to shape the ethos of the school, and we place great importance on the traditional values of loyalty, commitment, courage, respect, service and integrity. It thus provides a good example of values-driven education.

Challenging pupils It is important to challenge pupils inside and outside the classroom, whatever their interests. This may be through academic enrichment or stretch and challenge programmes, involvement in the Combined Cadet Force (CCF), attending Model United Nations conferences, public speaking and debating, sailing, writing for the school blog

to become focused, well-balanced, well-mannered,

or contributing to the magazine or in-house

self-confident and unpretentious. They emerge

digital news channel, the Duke of Edinburgh’s

from school with the personal skills necessary

Award Scheme, the Devizes to Westminster

to take their place in society as responsible and

Canoe Marathon, playing a part in a full and

decent adults able to make a positive difference.

varied musical performance programme, Tall Ships voyages or overseas volunteering trips.

A school should be ambitious for its pupils and

Whatever they choose, it is important to provide

for itself. RHS, as a values-driven school, has

a safe environment in which young people can

the experience and environment to steer young

step outside their comfort zones, learn to take

people towards happy, healthy and productive

risks, foster self-belief and self-awareness and

lives, preparing them to be future leaders.

develop skills such as collaboration, initiative and resilience.

Contact details The Registrar

The result is a values-driven education based on

01473 326136

breadth and academic aspiration. Pupils develop

kevers@royalhospitalschool.org

Simon Lockyer has been Headmaster of the Royal Hospital School since January 2016. He was previously Second Master at Portsmouth Grammar School and before that a Housemaster and Head of Department at Wellington College. He studied Microbiology at the University of Newcastle, completed his PGCE at the University of Cambridge and gained a Masters in Educational Leadership at the University of Buckingham. He is the son of a Royal Naval officer and was educated at Blundell’s School. His interests include running, kayaking, natural history and island destinations. He is married to Abigail and has three children.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Schools founded by the Military |The gateway to a technical career in defence

â&#x20AC;&#x201C; Peter Middleton, Principal of Welbeck Defence Sixth Form College

The gateway to a technical

career in defence W

elbeckâ&#x20AC;&#x2122;s modern, purpose-built campus provides co-educational boarding for 350 pupils. It is

primarily an academic institution, where all pupils should expect to be challenged, excited and inspired intellectually. But it also has a fundamentally military focus where pupils are prepared for their future careers through military experiences and leadership opportunities. At Welbeck young men and women study for their A levels on a career path that will eventually lead to a career as a technical or engineering Officer in the Armed Forces, or as a civilian engineer within the Ministry of Defence (MoD).

60 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The gateway to a technical career in defence | Schools founded by the Military

Pupils can also join the college under the

sixth form and university, and ultimately into

Welbeck Private Scheme (WPS). WPS pupils

their chosen career. With a focus on maths

are an integral part of the college and follow

and physics, the aim of the college is to inspire

an identical programme of study to the MoD-

and educate pupils to maximise their potential.

sponsored pupils – although they are not

After Welbeck, pupils will read an engineering,

committed to joining the armed forces or MoD,

technical, business or logistics based degree

a number do progress to follow Service careers.

at a leading UK university: Aston, Birmingham, Cambridge, Imperial College, Loughborough,

Welbeck represents the first step in the

Newcastle, Northumbria, Oxford, Portsmouth,

Defence Technical Officer Engineering Entry

Southampton or Strathclyde. Here the support

They receive a bursary of £4,000 a year at

Scheme, and is the only college in the country

and mentoring continues through the Defence

university as well as training pay. WPS pupils

to offer pupils a career-focused route through

Technical Undergraduate Scheme Squadron.

can choose to continue their studies at a university of their choice.

Pastoral care Outstanding levels of pastoral care are at the heart of the college ethos and this is centered around five co-educational boarding houses, each with live-in house parents. This environment provides a unique ‘pre-university experience’ for pupils. Living and learning with like-minded, career-focused individuals gives a unique atmosphere, energy and collective drive. Under the careful mentoring of skilled and experienced staff, pupils benefit from a full boarding environment geared to shaping a successful career in the Armed Forces or Ministry of Defence Civil Service. Pupils come from a diverse range of social and cultural backgrounds from all over the UK and from UK families overseas. The majority of pupils have

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Schools founded by the Military | The gateway to a technical career in defence

never boarded before so they develop personal

12 other grass pitches, a high ropes/confidence

To find out more about entry criteria, fees and

skills to adapt to the residential environment,

facility and assault courses. Many pupils are

the college, go to www.dsfc.ac.uk

and are committed to contributing in every

also involved in musical activities.

aspect of college life. This builds respect for all members of the community.

To apply to Welbeck, and subsequently the

Leadership potential

Armed Services, a young person must be a medically fit UK, Commonwealth or Irish

Welbeck’s programme of intellectual, personal

citizen aged between 15 years and 17 years

and physical education also develops in pupils

and six months on 1 September in the year of

a moral integrity, responsibility and genuine

entry to the college. Commonwealth citizens

sense of service. A key emphasis at Welbeck

are required to have five years’ residency

is on the development of leadership potential

in the UK before application. Certain other

and military skills. The college benefits from

single-service conditions may apply and will

having four full-time permanent military staff,

be outlined at the time of application. To join

and these are assisted by CCF officers. All pupils

Welbeck as a Civilian Ministry of Defence Civil

are expected to join the college CCF and there

Service candidate you must be a British Citizen

is a common training programme. Each pupil

or hold dual nationality, one of which must

takes part in the six main exercises during their

British. Applications are made directly to the

time at the college. There are also single-service

sponsoring service.

visits, giving pupils opportunities to get a close look at working and training units. These

WPS pupils apply directly to the college.

leadership opportunities are accredited by the

Tuition for MoD-sponsored pupils is paid for

Institute of Leadership and Management (ILM).

by the MoD. Parents or guardians are required

All pupils participate in major games and

to make a contribution towards the cost of

can choose from a wide variety of activities.

their child’s maintenance, which covers board,

Facilities include a multi-functional sports

lodging and the value of clothing and services

hall, fitness rooms, tennis and squash courts,

provided. Parental contributions are means-

swimming pool, all-weather sports pitch,

tested.

Peter Middleton became Principal in September 2013. Previously, Peter was Deputy Head at Clifton College in Bristol. He was born in Somerset and read Chemistry at Oriel College, Oxford. He began his teaching career at Cheltenham College, where he was a deputy Housemaster, Master in Charge of Rowing and 1st VIII coach, and an officer in the Army Section of the CCF. He moved to St Edward’s School, Oxford, where he was a House Master, re-formed the Royal Navy Section, was Master i/c Rowing and an international rowing coach. Throughout his career, Peter has taught Chemistry to A level. His experience is grounded in the co-educational boarding sector within schools that have high academic aspirations and expectations. He has been a governor of independent and maintained sector schools, and is a member of the University of Loughborough Student Disciplinary Committee. Peter is married to Clare, an educational psychologist, and they have three children.

Welbeck

The Defence Sixth Form College The A level Pathway to STEM Careers in Defence For potential engineers with drive, ambition and ability, Welbeck is where potential turns into bright futures as officers in the armed forces or civilian engineers with the civil service. Science

Engineering

Students attain a minimum of three STEM A levels at Welbeck including Maths Welbeck tuition funded by the Ministry of Defence with meanstested boarding fees In 2017 39% of all A levels were awarded at A* or A grade and 82% A*-C Choice of over 200 degree courses at 11 Partner Universities

Technology

Maths

Students receive £4000 per year bursary whilst at university Starting training salary of circa £25,000 rising to £30,000 on completion of service training

Visit www.dsfc.ac.uk to order or download a prospectus and book a place on one of our upcoming Open Days.

MOD0021231 Welbeck College BSA & Service Schools v1_0.indd 1

62 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

20/07/2017 10:54

The benefits of state boarding | State boarding schools

The benefits of

state boarding – Dr John Weeds, Head of Cranbrook School

s Head of a leading state boarding school I am often asked what the concept of state boarding means

in practice. If your child is coming up to secondary age and you are looking for affordable boarding and a cracking education, you need look no further than this small group of effective, and indeed cost-effective, schools. Put simply, parents of children at state boarding schools pay only for the boarding fee – broadly in the £12,000 to £15,000 per year bracket – receiving in return a topflight

On academic performance, the latest Sunday

GCSE and A-level results. Boarding has been

education and a boarding experience which

Times Parent Power (November 2017) lists ten

shown to add value as measured by academic

matches what the independent boarding sector

state boarding schools among the 150 highest

progress. Boarders at Cranbrook outperform

has to offer.

achieving state schools based on combined

day students marginally, but noticeably, by up

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | The benefits of state boarding

committed to as wide a range of co-curricular activities as possible. It is typical to find a thriving CCF (Army/RAF/Navy) unit and a Duke of Edinburgh’s Award scheme, both of which both provide outstanding opportunities for personal and leadership development. Combined with the rich musical and sporting programmes our schools offer, one can readily appreciate why they are in demand. To meet this need, at Cranbrook we have recently changed our age range to admit pupils at age 11 and we have built a new sixthform centre to cater for growing demand from boarding and day pupils at sixth-form level. One of the best ways to find out about state boarding is to go to the BSA State Boarding

to a third of grade. This is almost certainly a

Preparation for university

product of effective systems for the management

Boarders and their parents value the years of

Or why not come and find out for yourselves! We

of ‘prep’ time in boarding and the personalised

residential study gained at boarding school. These

are extremely proud of our pupils and what we

monitoring of students’ progress provided by

are considered to be the best possible preparation

have to offer and would love to meet you.

highly developed boarding tutoring. The higher

for university because of the opportunities for

education success rate of students from state

study and the accelerated development of vital

boarding schools is also impressive. Selective state

qualities like independence and resilience. State

boarding schools can regularly field 20 to 40 or

boarding schools which combine boarding with

more serious contenders each year for Oxbridge

a selective entry policy, often where the school

and medical, veterinary and dentistry schools and

forms part of a local authority with grammar

other leading universities in the Sutton Trust 13

schools, such as Kent or Buckinghamshire, may be

or Russell Group. For example, Cranbrook pupils

an option.

have gained 22 places at Oxbridge colleges in the last two years and a further eight places at

State boarding education is no different from any

medical or veterinary degree courses.

other form of education in that it is not focused on academic achievement at the expense of everything else. Our family of schools is rightly

64 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Forum’s website at www.stateboarding.org.uk

John Weeds read Classics at Pembroke College, Cambridge. He trained as a teacher at Durham University and has taught in three independent schools, including Bedford School where he was Head of Classics and Head of House. He then moved into the state sector and has had leadership roles at three grammar schools, including Reading School where he was Head from 2006 to 2012. He has been Head of Cranbrook School since 2012.

When responding to advertisements please mention The BSA Guide | State boarding schools

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OPEN DAY DATES CAN BE FOUND ON OUR WEBSITE (Registration required for all open days) Contact admissions for applications for both Main School and Sixth Form

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Burford School Sc Six ho th lar Fo sh rm ip s A Mu va sic i la bl e

Founded 1571

Day and boarding school for students aged 11 – 18

• High quality boarding on the edge of the Cotswolds • Extensive range of extra-curricular activities • Termly fees: £3,300 – no tuition fees

Termly and weekly boarding for 100 students

www.burford.oxon.sch.uk

01993 823283

boarding@burford.oxon.sch.uk

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | Choosing state boarding

Choosing state boarding – Jonathan Taylor, Chief Executive Officer of the Sapientia Education Trust (SET) and Executive Principal of Wymondham College

tate boarding schools are often described

Wymondham College has around 650 boarders

usually secure ten Oxbridge places each year with

as ‘education’s best kept secret’. Certainly

and offers a strong academic curriculum

more than 50 per cent going on to Russell Group

I meet many prospective parents who

combined with excellent pastoral care. We

universities. And it’s not just academic success

have found the sector almost by chance and who

were judged to be ‘outstanding’ in every area

– several England rugby players attended state

once introduced are impressed by the range of

in our latest Ofsted inspections for education

boarding schools.

facilities, types of school and examination results

and boarding. Typically we run more than 65

across our schools. State boarding is available

weekly extra-curricular activities, a wide range of

State boarding schools may offer single-sex

to all EU-qualified pupils and the education is

international trips and visits and have a strong

boarding or mixed boarding. Some have boarding

provided free of charge, so parents only pay for

commitment to sport, music, drama, CCF and the

houses covering the entire school age while others

the boarding element.

Duke of Edinburgh’s Award. We offer 27 different

divide into key stages or run a separate sixth-form

A-level courses but other state boarding schools

boarding house. They all offer strong systems of

State boarding schools vary considerably by

provide different pathways, for example the IB

pastoral support and care, ensuring pupils are

size and location but they all share a strong

is available in some schools and others offer an

well known by staff and their individual needs

commitment to the value of boarding and provide

excellent range of vocational courses.

are catered for. Pupil-voice activities are strongly

excellent facilities and systems of care. The sector

promoted and pupils are given opportunities to

consists of large mixed non-selective schools,

Academic excellence

free schools, grammar schools and schools that

I firmly believe boarding adds significant value to

houses are homely with soft furnishings often the

offer mixed or single-sex education. Although

young people, developing their independence,

norm and I have yet to have a poor meal in ten

most offer secondary places, primary boarding is

resilience and self-esteem. In 2016 three state

years of working in the sector!

available too and this will be further supported

boarding schools were in the top 20 non-selective

by the opening of a new primary boarding free

state schools at GCSE and state boarding schools

Day-to-day life follows a typical boarding school

school in Norfolk in 2019. In total around 5,000

topped the league tables in three regions of the

pattern. At Wymondham College breakfast starts

pupils enjoy boarding in a diverse, varied and

country. University entrance rates are very high,

from 7.15 am, lessons from 8.30 am, the school

hugely successful range of schools.

with Russell Group and Oxbridge entry well above

day ends at 3.45 pm and our extra-curricular

national averages. At Wymondham College we

programme starts at 4 pm. Prep is completed

66 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

lead and contribute to their schools. Boarding

Choosing state boarding | State boarding schools

in the evenings (with boarding staff, more often

and value for money, others are attracted to the

online but we recommend a personal visit because

than not teachers, on hand to support) and we

distinctiveness of individual schools. Across the

it can be difficult to convey the ethos of a school

offer Saturday morning school, with a full range of

sector there are very high satisfaction rates from

through an inspection report. I always encourage

sporting fixtures on Saturday afternoons.

parents and pupils.

parents to visit several schools before choosing,

Parents and students choose state boarding for

ensuring the best match for their child.

many reasons and our communities are grounded

State boarding schools are subject to regular

and diverse. Some prefer the state boarding

Ofsted inspections, including an Ofsted boarding

State boarding schools are proud of what we

offer, others are attracted by high standards

inspection every three years. Reports are available

deliver. As one journalist commented on a visit to the College â&#x20AC;&#x2DC;this feels like any leading independent schoolâ&#x20AC;&#x2122;. We, like colleagues in the independent sector, are simply committed to high quality boarding.

Jonathan Taylor is Chief Executive Officer of the Sapientia Education Trust (SET), an organisation established in 2016 to bring schools together to work in partnership in Norfolk and Suffolk. He is Executive Principal of Wymondham College. He boarded as a child, studied as an undergraduate at Brasenose College, Oxford and has worked for over ten years in the state boarding sector. He is a committee member of the BSA State Boarding Forum, has sat on the Norfolk Safeguarding Board and is a trustee of several other schools.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | The benefits of sixth-form boarding

The benefits of

sixth-form boarding – John Abbott, Principal of Richard Huish College

ixth-form colleges provide high-quality academic education for 16- to 18-yearold pupils enabling them to progress

to university, the workplace or higher-level vocational education. There are 280 colleges in the UK, 68 of which are designated as sixthform colleges, offering an extensive range of academic, technical and professional courses as well as apprenticeships. Sixth-form colleges have a reputation for academic excellence, many of them being rated outstanding by Ofsted. However, they do not have a history of offering boarding accommodation – something we are changing 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 academic league tables around the country. The combination of the 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 is a more adult environment and only has pupils who are between 16 and 19 years. Admission to a state boarding school is mainly for pupils who hold a full UK or European Union passport. Sixth-form colleges and FE colleges can apply for a Tier 4 Sponsor Licence to attract international pupils to study their Level 3 (usually A level) qualifications. Of the 136 state-funded colleges that appear on the Government Register of Tier 4 Visas holders (dated 8 December 2017), 22 of them are sixth-form colleges. Many of these sixth forms offer homestay accommodation to their pupils but only two offer full boarding facilities, operated by the college – Bexhill Sixth Form College and Richard Huish College. Several FE Colleges offer boarding, but they are still in the minority.

68 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The benefits of sixth-form boarding | State boarding schools

Welcoming international pupils

Boarding at sixth form can be affordable if you

At Richard Huish College, based in Taunton, the

expand your search criteria to include the state

boarding house opened its doors to pupils from

sector. Many state boarding schools have specific

around the world, including the UK, in September

areas of expertise you may wish to access, such

2017. The house has 52 single study bedrooms,

as the superb links with Bath Rugby Club at

all with ensuite bathrooms. The College has been

Beechen Cliff School. Your child will have the best

welcoming international pupils for many years

of both worlds – the benefits of a dynamic college

but knew that while homestay parents do an

environment bringing together large numbers of

amazing job of nurturing pupils new to the UK,

talented and aspirational young people who can

there were also some pupils who would prefer the

explore their independence, while still providing a

boarding house experience. The boarding house

controlled and safe college environment.

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 to study at an outstanding college. Flexiboarding 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 flexiboarding while pupils were excited by the opportunity of becoming more independent. Boarding at a sixth-form college, FE College or state boarding school, your son or daughter can expect plenty of home comforts and a warm welcome from the houseparents. Their confidence and independence will be nurtured and the experience will given them essential preparation for university life. Boarding students make a great circle of friends in the boarding house, often friends they will have for life. A rigorous set of Ofsted boarding standards is adhered to, ensuring the pastoral welfare and academic development of all pupils.

John Abbott has been Principal at Richard Huish College since 2013. He joined Huish in August 2003 as a Faculty Director for Maths and Sciences and was promoted to Assistant Principal in 2009. John is originally from Blackburn, read Sport and Exercise Science at Manchester Metropolitan University and went on to complete a Masters in Sports Psychology and Exercise Physiology. He has two children.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | State boarding schools

State boarding schools I

f you are considering boarding, a state

and others are run as academies or free schools.

are 40 mainstream members of the BSA State

boarding school may be an option. As always,

These schools give priority to children who have a

Boarding Forum (SBF), including academies and

it is important to do your research and above

particular need to board and will assess children’s

free schools.

all, see the school in action before you make

suitability for boarding. At state boarding schools

any choice. State boarding schools provide free

and academies, including sixth-form colleges,

For more information on state boarding schools

education but charge fees for boarding. Some

parents pay between £12,000 and £15,000 per

go to www.stateboarding.org.uk

state boarding schools are run by local councils

year for their children to board. In England there

State boarding schools School

Adams’ Grammar School Ashby School Beechen Cliff School Brymore Academy Burford School and Community College Colchester Royal Grammar School Cranbrook School Dallam School De Aston School Durand Academy Exeter Mathematics School Gordon’s School Haydon Bridge High School Hockerill Anglo-European College Holyport College Keswick School Lancaster Royal Grammar Liverpool College Old Swinford Hospital Polham Hall School Queen Elizabeth’s Academy Trust Reading School Richard Huish Ripon Grammar School Royal Alexandra & Albert School Sexey’s School Shaftesbury School Sir Roger Manwood’s School Skegness Grammar School St George’s School Steyning Grammar School The Duke of York’s Royal Military School The Five Islands School The Harefield Academy The Priory Academy LSST The Royal Grammar School The Thomas Adams School The Wellington Academy Welbeck – The Defence Sixth Form College Wymondham College

County

Borough of Telford and Wrekin Leicestershire Bath Somerset Oxfordshire Essex Kent Cumbria Lincolnshire West Sussex Devon Surrey Northumberland Hertfordshire Berkshire Cumbria Lancashire Merseyside Met Borough of Dudley Co Durham Devon Berkshire Somerset North Yorkshire Surrey Somerset Dorset Kent Lincolnshire Hertfordshire West Sussex Kent Isles of Scilly Borough of Hillingdon Lincolnshire Buckinghamshire Shropshire Wiltshire Leicestershire Norfolk

70 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Region

West Midlands East Midlands South West South West South East East South East North West East Midlands South East South West South East North East East South East North West North West North West West Midlands North South West South East South West North South East South West South West South East East Midlands East South East South East South West London East Midlands South East West South West East Midlands East

Boarding places

100 75 35 150 90 30 252 127 80 75 rising to 375 32 217 60 307 108 53 180 30 500 60 55 80 52 95 507 330 104 52 55 130 125 722 32 48 60 78 60 100 375 641

When responding to advertisements please mention The BSA Guide | State boarding schools

ST GEORGE’S SCHOOL HARPENDEN

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11-18 coeducational boarding at one of the UK's top performing non-selective schools for £3950 per term Only 30 minutes from St Pancras International Less than an hour by road from Heathrow, Stansted and Luton

Herts AL5 4TD | boardingadmissions@stgeorges.herts.sch.uk | 01582 716284

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GORDON’S SCHOOL RESIDENTIAL BOARDING AVAILABLE FROM £5,196 PER TERM “BEST NON-SELECTIVE STATE BOARDING SCHOOL”

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Tatler 2017

www.gordons.surrey.sch.uk March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | What can financial and educational organisations learn from each other?

What can financial and

educational organisations

learn from each other? – Nick Wergan, Headteacher of Steyning Grammar School and Chair of the State Boarding Forum (SBF)

t first glance there seems to be little similarity between the worlds

Brave decisions

of finance and school leadership. They might both be about

Schools can also learn from the measured risk-taking in industry – to

investment – the first more literal and the second more holistic –

change outcomes you must be willing to take brave decisions while

but if we put aside the obvious difference in purpose and outcome, there

building on the strengths of your school. An example is the ongoing friction

is much the two sectors can learn from each other about leadership and

between education and business about the skills students should leave

success.

school with. At its worst, business doesn’t define what it needs, and schools don’t take responsibility for workability skills. At its best, education and

Successful teams in industry set clear goals, monitor progress and intervene

business work alongside each other to ‘co-produce’ their curriculum.

to ensure the project is delivered. In schools we also need to do precisely this – set out our a clear vision for success for all our pupils, use data

At Steyning Grammar we have redesigned our curriculum to embed the

meaningfully to identify where students are falling behind, and step in to

skills students need to flourish and succeed. We teach growth-mindset,

support them individually.

grit, self-control, gratitude, understanding others, curiosity and zest. Our academic curriculum and reporting system develop from these key

In an educational setting data is not just numbers – it is about pupil progress,

learning characteristics, identified as crucial to pupils’ wellbeing, success as

wellbeing and enrichment, and the rigorous implementation of standards

learners and employability. Our teachers, parents and employers all agree

of social care. At Steyning Grammar everything is about our core business –

that these are the holistic outcomes our school vision should deliver. A

teaching and learning. Our core vision is ‘effective learning for every student’.

leading figure from business is working alongside our leadership team to

Every development plan in the school is built around this aim – and if it does

guide and advise us on how we can work more closely with industry.

not deliver this, we question why we are doing it.

72 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

What can financial and educational organisations learn from each other? | State boarding schools

Our success criteria have to be more ambitious than simple school performance tables. Success should be measured by the longer-term outcomes for departing students as young adults, as well as the best exam outcomes possible. In my view, the crude benchmarks of the Department for Education have been unhelpful in raising aspirations and achievement for all pupils, although this is thankfully changing as accountability systems re-focus on progress rather than raw attainment. At Steyning Grammar we are proud to have moved into the top 10 per cent of non-selective schools nationally for progress of all students and we have achieved this through our clear focus on effective learning for every pupil in every classroom.

Business can learn from education Business can also learn from successful educational leadership. At its

futures, not our pasts – to do this we need to invest heavily in the skills and in

worst, the world of education can mirror some of the ‘short-termism’ of

the distributive leadership capacity of our teams. This provides sustainability

financial institutions, with reactive rather than proactive leadership. At its

to the delivery of the school vision, and real leverage for its implementation.

best, there is much the City can learn from schools. It is vital to build a sustainable, long-term model of success. This requires an investment in the

Bill Gates wrote that ‘leaders will be those who empower others’ and Steve

leadership, continuing professional development of every member of the

Jobs declared ‘innovation distinguishes between a leader and a follower’.

team, a sharing of best practice, and a determination to improve, built on

Sharing the best practice between education and industry enables us to

confident self-evaluation rather than any fear-based model. Schools need

empower and innovate – both key to sustainable school improvement.

to invest significantly in leadership development training, creating pathways of leadership courses that support colleagues in successfully planning and implementing the school vision. Every Steyning teacher is a member of a ‘Professional Learning Community’, engaged in action research to further develop their teaching ‘craft’. Our first school development plan aim is ‘effective learning for every student’. To deliver this, aims 2 and 3 are ‘high quality professional development’ and ‘effective leadership at all levels’. We have to prepare our pupils for their

Nick Wergan has been Headteacher at Steyning Grammar School since 2013. Nick was Deputy Headteacher at Blatchington Mill School in Hove, and Head of English at Sackville School in East Grinstead. Nick retrained as an English teacher in 2004, following a successful career in investment banking, specialising in Emerging European Equities, at Morgan Stanley, Merrill Lynch and HSBC Investment Bank. Nick is an elected Fellow of the Royal Society of Arts, National Teaching Awards Winner in 2007 for Outstanding New Teacher of the Year, and co-owner of an award-winning West Sussex vineyard. He is Chair of the BSA State Boarding Forum (SBF).

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Out of the ordinary: realising the potential of every child

Out of the ordinary: realising the potential of every child

– Dr Joe Spence, Master of Dulwich College

eeply embedded in articles on what makes a good school you may find a short paragraph on its provision for the

ordinary pupil, but that genus deserves further attention. Some of the hardest work a school has to undertake is to care for the pupils who are seen, or perceive themselves, as ‘nothing special’. Independent schools celebrate the plethora of opportunities available to their pupils but don’t always work hard enough to interrogate who is taking them up. Many a school will take too great a pride in what is achieved by the prodigies (who would have done well anywhere), and every decent school looks after its strugglers, but it’s in ‘the middle of the middle’ that there is most value to be added and most to be done. Schools are getting better at understanding the problems posed by the coasting or professedly unexceptional pupil. There are six key questions for parents to ask of a school to make sure it is alert to the issue.

Does the school have a motivational reward system? Commendations need to be accessible not only to the élite, but for the improving pupils too, with their focus on effort over attainment. Pupils must be able to feel a pride in their progress in all their enterprises – creative, sporting, charitable, adventurous and academic. And schools should not underestimate the value of a mention in assembly or in the school magazine of somebody who doesn’t usually feature in despatches. A good school will employ strong tracking systems to distinguish the real middle from the false middle (i.e. the merely indolent or disengaged) and to establish aspirational target setting as a basis for conversations between tutors and all their pupils.

74 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Out of the ordinary: realising the potential of every child

How integral to the school’s ethos is good tutoring?

ratio of A teams, while all boys in Years 3 and 4

work and enthusiasm are at the heart of success,

learn to play a stringed instrument and a wind

the middle group will accept that.

Pupils need to be sponsored by committed tutors

instrument. Meanwhile, at the top of the school,

and be well known to their housemasters and

you might want to check school colours are

year heads. When you visit a school check they

awarded to those who shine in community service

know all their pupils well – and not just their

or the CCF as well as in sport and that the school’s

How good is the teaching – and do the best teachers teach all the pupils?

stars or strugglers. A good tutor teases out the

senior prefects represent a cross-section of the

Only excellent and flexible teaching can ensure all

hopes and fears of every pupil and nudges the

school population.

pupils are equally challenged. The best teachers

reluctant pupil towards engagement. A good tutor

are those who can portray academic struggle as a

the school wants them to be. The best tutors are

Does the school offer pupil voice opportunities to a broad crosssection of pupils?

also great role models: adults engaged in and

Tutors should be sending a variety of pupils to

learning rather than creating a curriculum that is

supportive of the school and its ethos (albeit

school council meetings or learning forums and

wholly exam focused also ensures that middling

sometimes as critical friends). Form structure

sometimes sending the more reluctant, those out

pupils are engaged, by creating different fields

is important too; as many children as possible

of their comfort zone, as representing ‘the middle

in which they can be noticed. Good schools tend

should have access to promotion on merit and

voice’. It is also important to enable leadership

to have more parents’ evenings – allowing for

there should be evidence that the school is

opportunities for the non-stellar pupil – to find an

discussion of progress and wellbeing between the

cognisant of the danger of sink forms.

alternative engagement for those disappointed

teachers, parents and the pupils themselves.

respects every pupil for who he or she is. Pupils want to feel cherished for who they are, not what

Is there a breadth of activities available to and taken up by all pupils?

seek to hide in the anonymous middle ground for fear of getting things wrong. Embracing free

not to become prefects.

matches the lower ability teams play, how

How well-developed is the school’s house system and what is the culture and ethos of the boarding house?

inclusive music and drama really are and how

A good house system, like a good housemaster

much the school’s clubs and societies engage all

or housemistress, can elicit a strong sense of

rather than some. I reflect on the boys at Dulwich

community and co-operation and provide an

who have found their platforms and niches at

opportunity for all to shine through a wide range

one remove from the mainstream: the boy with

of competitions (cultural as well as sporting). In

a love of reading who has led the book club and

a good house, strong peer relationships and the

creative writing groups; the boy who struggles

right kind of peer pressure encourage all boarders

with ball sports but who in rowing has found a

to engage and lead activity. Peer mentoring

social life as well as a sport to enjoy; the boy who

creates opportunities for boarders to learn from

loves the theatre, not as an actor but in doing the

each other’s struggles and achievements. In

lighting or sound. At an early age, there should

a boarding setting particularly pupils can ably

be an opportunity for everyone to ‘be and do

support each other’s learning. A key to success in

everything’. Junior school sport is judged by 100

a boarding house as in a school is the scope of its

per cent participation rather than by the win:lose

prevailing culture. So, if there is a belief that hard

Parents might check up on just how many

learning opportunity, ensuring that pupils do not

76 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Every child matters; every child differs. Of course, it’s inevitable some teachers will be drawn to those who shine brightest. A school has to work hard to draw out the ‘middle of the middle’ so they can excel too, but it’s always worth the effort.

Dr Joe Spence has been the Master of Dulwich College since 2009. He was previously Master in College at Eton College, 1992 to 2002, and Headmaster of Oakham School. Dr Spence is a trustee of The Art Room and of the Blackbird Academy Trust, Oxford, and a governor of Windlesham House School, Sussex. He has governed a number of other schools and charities including the Dulwich Picture Gallery, the Dragon School, Oxford, St John’s College School, Cambridge, and the Isle of Sheppey Academy.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Boarding and internationalisation

– Alastair Land, Headmaster of Repton Schools

Boarding and internationalisation T

he current international situation with

With a range of nationalities, cultures and socio-

live overseas) and international pupils to work

all its demanding geopolitical challenges

economic backgrounds, boarding schools can

together happily under the leadership of the

and uncertainties, gives the present

also provide a richer experience for everyone

pastoral team – to sing together, play sport

generation of boarders at UK and international

– in lessons, sport, music and House activities.

together, raise funds for charity together and

schools substantial opportunities for growth and

For example, the vibrant boarding life at

engage with the local community outside the

development.

Repton allows British pupils (some of whom

school.

I find young people to be more open to new ideas and less constrained by tradition than previous generations. They are keen to resolve rather than inflame the difficulties faced by the world they will inherit from my generation. The healthy optimism of youth is exemplified by the interest shown by young people today in issues such as diversity, equality, economic opportunity and the environment. Through social media young people can now connect freely with their peers across the world. The international nature of boarding schools and the added time available means that boarding pupils are able to have extended contact with their peers and with professional adults with whom they can test their observations and ideas. These conversations stimulate their awareness of world issues and help develop their critical analysis.

78 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Boarding and internationalisation | Boarding at an independent school

Outward-looking approach

Educationally, despite English-medium being

The international element of boarding also helps

a key driver behind international boarding, a

to produce an outward-looking approach in a

genuine understanding of the international

school – in contrast to the ‘parochial bubble’

agenda leads to a focus on the teaching of

of the past. Pupils are generally enthusiastic

modern languages both European and non-

about meeting counterparts from around the

European. True understanding and empathy

world. They are keen to celebrate all cultural

are greatly enhanced by articulating one’s ideas

traditions and to do so genuinely. They want to

in another language and there is evidence to

engage with and respect difference, not just take

support this.

a passing interest in the exotic. Through these relationships, broader educational themes may

The ‘third culture kids’ who form such an

be developed, such as all different: all together.

important constituency in many boarding

The current boarding school generation, despite

schools are a daily touchstone for our own

being the one most exposed to global brands,

international operations at Repton. On the

shortly in Bulgaria and South-East Asia. This

has become well placed to appreciate the

firm foundations of our all-through school in

structured interaction based on a common

significance of family and community, to develop

the UK we are able to exchange professional

set of standards is a positive platform on

alternative ways of perceiving the world and to

development and educational initiatives true

which to offer a sophisticated opportunity

cherish these different ways of living.

to our core values in the UAE, Jordan, India and

to exchange with pupils around the world. A further development showing much promise is a web-based Repton Global giving a safe and moderated environment where pupils can work together around the world on projects online – to be international without travelling. In this way an international programme can promote twenty-first century skills such as research practice, creativity, emotional intelligence and environmental, civic and economic literacy.

Alastair Land went to Manchester Grammar School. Before university he took a gap year in Kathmandu, teaching science at the Budhanilkantha School. He graduated from Trinity College, Cambridge and completed his PGCE at Cambridge. His first teaching post was in the Biology Department at Eton College where he also took a commission in the Combined Cadet Force. In 2003 Alastair was appointed House Master of the Scholars at Winchester College and in 2012 Deputy Head Master at Harrow School. In 2016 he became Headmaster of Repton School.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | The case for continuity

The case for continuity – Mark Turnbull, Headmaster of Giggleswick School

We can all also recognise children learn best

perspective. While children will acknowledge

when they are happy, and a crucial ingredient

the importance of success in exams, the reality

in happiness is stability and the assurance

for them when entering a school is the much

it provides. Learning to cope with change

more immediate concern about the day-to-day.

needs to be done sensitively and, although the

How to manage workloads, when to practise,

n ability to adapt to change is

majority of children will have to change school

the routines, who gets into teams, food or

something we all recognise as

at some point, repeated changes of school can

friendships. These are all far more important

an important skill in the modern

sometimes hinder academic and skills progress

to them and their short-term happiness. If we

workplace. In an age when technology allows

and the formation of the deep supportive

can limit the disruption to these foundations of

‘trends’ the briefest of lives before extinguishing

relationships we all value.

school life, we can then create the opportunity

them, and where almost all teenagers seem to

to focus much more upon learning and

be in near constant contact with peers beyond

What’s important to children

their immediate presence, it has been argued

Heads spend a good deal of time seeing

that the connectivity of modern culture and its

prospective parents with their children and

I have to confess that despite having

constant flux makes young adults practised at

they will all make a point of trying to ensure

boarded at school myself, and having been a

coping with change.

everyone can see the visit from the child’s

passionate advocate of the benefits of boarding

80 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

achievement.

–

The case for continuity | Boarding at an independent school

throughout my teaching career, I was surprised

caring support for the child. Ask yourself how

stay in a particular place and it is at this point

to find myself reluctant to send my own

much more likely it is for this to occur if you

the benefits of boarding really start to shine

children to board. I just wanted them with me

know and trust the houseparent as a result of

through.

where I could see them grow and develop and

building a relationship over time. There is a

we could share the love of family life. And then

strong case for continuity in pastoral care.

we moved, and one of our children decided

Boarding schools have dedicated staff who understand the importance of contributing to

he wanted to stay where he was and take up a

Equally strong arguments exist for ensuring a

a community that values each individual and

boarding place at his school. What a revelation

child stays with teaching staff and coaches that

who have the time to properly get to know the

it was to me to see how my own child thrived

know them well. We are all becoming more

children. Such knowledge and care will be just

in a boarding environment. He, the one family

conscious of different styles of learning and

as reassuring to you, the parent on the end

member who didn’t have to deal with the

how our own children respond in particular

of an email, as it will be to your child having a

emotional and administrative challenges of

ways to distinctive approaches. Good teachers

fantastic time boarding.

joining a new school (don’t underestimate the

will quickly recognise how your child responds

latter), also loved the boarding experience.

and will learn to adapt their approach to ensure

There are many arguments that create a

they meet the needs of the child. Of course,

good case for modern boarding but the two

it is necessary for your child to be taught by

which are the most convincing to me are the

different teachers as they move through a

opportunity to get so much more out of the

school and sometimes it is also desirable for

school day and the social benefits. Being among

your child to have a new teacher. But the

like-minded teenagers face-to-face, rather than

knowledge of how your child learns can still

at home interfacing, creates much happier

be more effectively passed on within a school

children.

to ensure that they achieve the best possible

Pastoral care

outcome.

Pastoral care is often illustrated through a

So if your child has to move schools there can

triangle with parents, houseparent and child

be some great benefits, provided they are

at each point. The axes are the relationships

given the right level of support to navigate

along which communication occurs. If all sides

the change. However, if this starts to happen

are openly talking, you will have effective and

too much they may well say they want to

Mark Turnbull became Headmaster of Giggleswick in 2014. Educated at Marlborough College, he read geography at the University of Liverpool and holds a Masters degree from the University of London. Having begun a career in banking, his first teaching post was at Sevenoaks School where he taught the IB and held a number of posts including Housemaster and Head of Boarding. He was deputy Head of Eastbourne College for six years before returning to his native Yorkshire.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Schools together in partnership

Schools together in partnership – Julie Robinson, General Secretary of the Independent Schools Council (ISC)

ndependent schools have been connected with their local communities and have been collaborating with state-maintained schools

for many years but only recently have we begun to collect data which clearly demonstrates this. The facts show independent schools are very much part of the educational landscape and take their educational purposes seriously. Independent schools are diverse and generous supporters of education in its broadest sense.

Charitable status A certain amount of political interest has been generated in connection with charitable status debates over the years and the media often berates fee-charging schools for the tax breaks that come with charitable status. In fact, we believe the allocation of bursary awards far exceeds business rates relief granted to those schools which are charities. Even schools that are not charities have taken steps to improve accessibility for families who might not otherwise be able to send their children to an independent school, by providing increasing amounts of bursary assistance in recent years. Last year, our schools provided £760 million in fee assistance overall. A judicial review in 2011 ruled that education is of itself a charitable activity. The trustees of schools which are charities have a duty to report to the Charity Commission their school’s work for the public benefit. This work can take the form of awarding bursaries on a means-tested basis for those in poverty, support for academies and collaborative work which provides a variety of learning and development opportunities to children who would otherwise miss out. A minimum requirement with respect to public benefit has not been set in England and the ISC has lobbied to hold off further legislation that might impose duties on schools to undertake particular activities demonstrating public benefit. It is important for trustees to retain flexibility to fulfil any school’s public benefit activity according

82 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Schools together in partnership | Boarding at an independent school

to local needs and in ways that are appropriate

collaborations are underway involving large and

Vulnerable subjects, such as modern foreign

for the school. For example, some schools do not

smaller schools.

languages, Latin, music and physics are

own superior facilities that can be shared with

supported by partnership work. Pupils meeting

state schools and there are geographic and other

From full academy sponsorship, such as Harris

each other can develop a new way of seeing the

barriers to be taken into account.

Westminster and The London Academy of

world. Inter-school visits can allow new subject

Excellence, through to arts and craft projects with

areas, new sports and musical instruments

local primary and special schools; from careers

and experiences to be shared, broadening the

guidance and university preparation, to inclusion

horizons of all involved.

Encouraging partnership activities between schools The Schools Together website, which details

in dramatic productions and sports tournaments –

many excellent partnership projects between

this website draws together a range of impressive

Successful partnerships help to bring

independent and state schools, was built with the

and exciting educational opportunities for pupils

communities together in deeper understanding

express purpose of encouraging, showcasing and

and staff. It gives excellent examples of what is

and thereby support social cohesion. The

inspiring partnership working:

already in place, providing insight into the value of

pooling of resources enhances the overall

www.schoolstogether.org

collaboration.

educational offer for all schools involved and

The website was launched in 2016 and although

Why work together?

involvement is voluntary, over 2,000 projects

There are economies of scale to be struck

Some schools are working in pairs or small

have been displayed, showing a wide range of

when schools join together to procure services

clusters and others are working in large

partnership activities.

– including the sharing of specialist teachers

collaborative groups across an area such as

– and training. A visiting author or speaker

York or Birmingham. These groupings develop

The projects are allocated categories: academic/

can be made available to a range of pupils

projects over time and forge strong links across

CCF/drama/governance/music/sponsorship/sport/

outside the host school. Schools can share

the communities involved. The projects grow

design technology.

specific expertise, for instance, in fundraising or

according to schools’ needs and strengths,

tracking. They can share and develop policies.

building mutually supportive communities.

increasing levels of detail. It is clear from

This sharing of resources has economic benefit

The future

the website that many different types of

and there are huge gains for participants.

We are happy to report that almost all ISC

by sharing experiences, teachers can benefit from effective professional development.

They are mapped and displayed sharing

schools are already engaged in partnership activities. Most are involved in sporting and academic partnerships of some kind and around half are engaged in music and drama partnerships. This is alongside the community work and charitable giving that our schools support. The ISC Census report for 2017 shows 1,140 independent schools are involved in partnerships with state schools and the community. Tens of thousands of state and independent school pupils benefit from these partnerships. We expect this work to continue to grow and partnerships to thrive.

Julie Robinson was Headmistress of two IAPS prep schools for 11 years, Ardingly College Junior School and Vinehall Prep School. Julie was Director of Education and Training at IAPS for five years and has been General Secretary of the Independent Schools Council since 2015. The ISC promotes and protects the independent education sector, representing 1,300 schools across ISC associations and providing research, legal support, lobbying and communications from an office in central London. The ISC brings together AGBIS, GSA, HMC, IAPS, ISA, ISBA, Society of Heads and BSA to share issues of common interest.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Developing thinking skills across the curriculum

Developing thinking skills across the curriculum – Dr Lorraine Earps, Head Teacher of Queen’s College, Taunton

or the first time as educationalists,

So how do we go about preparing young people

required young people to be proficient in

we are attempting to prepare young

for an uncertain future? We need to ensure we

abstract thought in order to achieve the highest

people for a future we do not

concentrate on the things we know they will

grades, but that an analysis of young people

recognise. A pupil moving into Year 7 this year

need in order to navigate it. For young people

demonstrated that the majority did not become

is likely to enter the world of work in 2028 and

to be successful in a rapidly changing, uncertain

formal abstract thinkers until after they were

continue to work until 2070 or maybe even

and unpredictable landscape, they need to

16 years old. They realised that to raise the

longer.

be creative-thinking, risk-taking problem-

performance of pupils in GCSE examinations,

solvers who are resilient and adaptable, and

either the exams would have to be ‘easier’ or

With the rapidly changing face of our

able to take opportunities when they present

the children would have to be ‘more clever’.

technological landscape, it is difficult to predict

themselves.

what the workplace will look like in five years’

Adey and Shayer developed a cognitive

time let alone 50 years. How many of the

Cognitive acceleration

traditional roles will still exist in the world of

The cognitive acceleration methodology was

demonstrated to raise children from concrete

tomorrow? The predictions being made by

first developed by Philip Adey and Michael

to abstract thinking through the application

futurists are wide and varied but the one thing

Shayer at King’s College in London. Adey and

of teaching and learning strategies designed

they all seem to agree upon is that the world

Shayer took Piaget’s ideas that everyone goes

to introduce cognitive conflict (something

of work will look radically different and young

through the same stages of development for

unexpected), discussion and reflection. The

people will not be doing the same jobs in the

thinking from concrete (believing what you can

programme covers the core subjects of

future as their parents and grandparents did in

see) through to abstract thought. Their initial

Maths, English and Science at KS3. Cognitive

the past.

work identified that most GCSE examinations

acceleration has been shown to improve

84 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

acceleration programme which has been

Developing thinking skills across the curriculum | Boarding at an independent school

students’ reasoning and this underpins their

Let’s Think Forum

ability in examination subjects. It raises young

To implement the cognitive acceleration

people’s reasoning skills, allowing them

programme, we are working with the Let’s Think

to answer more challenging examination

Forum – a charity which aims to sustain and

questions as well as providing them with the

develop cognitive acceleration as an approach

skills to navigate an exciting but uncertain

to developing children’s reasoning. Four Let’s

future.

Think Forum tutors have been working across the school to help teachers adopt the Let’s

At Queen’s College we are rolling out an

Think approach in specific lessons and to

innovative programme to develop pupils’

modify aspects of teaching to promote effective

thinking skills across the entire curriculum.

thinking. Lessons help to promote intellectual

This has involved taking the ideas developed

resilience and risk-taking, as it is less about

by Adey and Shayer in Maths, English and

getting the right answer and more about asking

Science and using the underlying principles to

the right questions.

apply to a whole range of different subjects. New materials are being developed which

We believe this new approach to thinking skills

introduce cognitive conflict, group discussion

has the potential to help young people have the

and reflection in order to get pupils to think in

belief in their own ability to tackle unfamiliar or

all areas. The application of this strategy is just

unexpected situations and therefore give them

as important on the sports field where young

the confidence to grasp opportunities when

people need to be able to make quick decisions

they present themselves in the future.

for themselves and so the programme is being applied to all areas of the co-curriculum as well as the curriculum.

“With the rapidly changing face of our technological landscape, it is difficult to predict what the workplace will look like in five years’ Dr Lorraine Earps was appointed Head Teacher of Queen’s College in July 2016. Dr Earps had been Deputy Head for the previous three years and was Acting Head for the 2016 Summer Term. Married and with a teenage son, she joined Queen’s from Withington Girls’ School where she was Director of Studies. Before that, she was Head of Chemistry at Stockport Grammar School. Dr Earps grew up in St Helens and studied Chemistry and Biochemistry at the University of Southampton before obtaining a Doctorate in Protein Chemistry and then teaching in the state sector for six years.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | PSHE? SMSC? The acronyms of a priceless education

PSHE? SMSC?

The acronyms of a priceless education – Delyth Lynch, former Deputy Head (Pastoral and Wellbeing) of Wellington College

hen I was 17, I spent three weeks of my summer holiday planning and delivering a holiday to a group of

children from a school in Cheshire who had severe learning difficulties. They travelled annually to my boarding school in North Wales where they experienced their first-ever holiday without their parents. It is one of the strongest memories I have of my school career. In today’s terms this is SMSC (spiritual, moral, social and cultural) education ‘in action’ – the idea that school is far more than learning the curriculum. SMSC is, quite simply, the term used to embrace this broader dimension – not just through Religious Education (RE), PSHE (personal, social, health and economic) education, wellbeing lessons or even through planned projects like the experience I have described. No, these vitally important elements of life and growth infuse themselves across everyday life in boarding schools and, for many years, our schools have been promoting themselves on the basis of providing a holistic education for their pupils; a philosophy of education based on the premise that each individual will find identity, meaning and purpose in life as they develop their intellectual, emotional, social, physical, creative and spiritual potentials. Independent Schools Inspectorate (ISI) inspection reports always include detail of the schools’ commitment to SMSC, but what does SMSC actually mean? As there is no requirement for independent schools to have a separate SMSC policy, what should you be looking for when searching for a school that genuinely provides a holistic education?

86 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Boarding at an independent school | PSHE? SMSC? The acronyms of a priceless education Holistic education

Schools which encourage approaches such

others taking part. Drama productions,

Boarding schools devote a lot of time and

as restorative justice and mediation when

concerts, live debates, opportunities to go

resources to activities outside the classroom to

dealing with matters of discipline enable the

on the school history of art trip all provide

develop character, resilience and skills which

understanding of others to flourish and, in

occasions for individuals to enrich their lives

will equip pupils for their adult world. You will

turn, levels of respect to grow. Young people in

and develop interests which may remain with

not find a prescribed checklist of what a school

boarding schools quickly learn to appreciate the

them for the rest of their lives.

will be providing under the SMSC or holistic

viewpoint of others, to listen and to value them.

education umbrella. It is about how a school:

Schools that get it just right don’t have a long

Personal development

list of rules; the pupils get it right because they

SMSC is done well when you cannot tell it is

simply want to.

even happening. There is a synergy between

l enables

pupils to develop self-knowledge,

self-esteem and self-confidence l enables

them to distinguish between right

and wrong l encourages

them to accept responsibility for

their behaviour and to show initiative l shows

them how they can contribute

positively to the lives of others l encourages

respect and tolerance of

different cultures.

Service to others

the ethos of the school and the opportunities it provides; personal development is imbued

Service to others is a long tradition in boarding

within every lesson, every activity and within

schools. We are no longer talking Tom Brown’s

the boarding house. It is a school where:

School Days where this ideology might have, at best, meant polishing a prefect’s shoes.

A boarding school which excels at service allows ample opportunity for young people to

pupils say they are listened to and everyone is known as an individual

l pupils

participate in the local community, volunteering

are happy and comfortable working

together in groups, showing tolerance and

across a wide range of projects from working

respect for each other

Analysing each component in more detail, the

with children in primary schools or in charity

spiritual element of SMSC requires that schools

shops or raising money for local or distant

l pupils

are trusted

allow pupils to be reflective about their own

projects such as an allotment scheme or

l young

adults leave having gained skills

beliefs – religious or otherwise – and allow

sponsoring a school in Africa. Teamwork

in positive interdependence, equal

this to inform their perspective on life and

and cooperation are developed, as well as a

participation, individual accountability and

their respect for others people’s faiths and

heightened sense of well being from knowing

social interaction.

values. Spirituality is one of the eight aptitudes

that you are helping others. Wellbeing lessons

Wellington College promotes among pupils. Yes,

at Wellington focus on the idea that helping

As Jean Piaget wrote: ‘The principal goal of

we have weekly chapel services and assembly

others improves an individual’s positive

education is to create people who are capable

where faith is explored, but for some it is

emotions and we hope to engender a sense

of doing new things, not simply repeating what

equally important to recognise their spiritual

of intrinsic motivation to do this naturally

other generations have done.’ Our boarding

moment might come on the hockey pitch when

and not because it ‘might look good on their

schools aim to bring out all the capabilities

they score that winning goal in a cup game or

CV’. Likewise, if a school allows its pupils to

and sensitivities of pupils, allowing them to live

in the orchestra when performing a piece of

interact and socialise with individuals from

purposefully, creatively and morally in today’s

beautiful music. At Wellington we encourage

different backgrounds – religious, ethnic or

complex world. This is indeed a priceless

pupils to stand still sometimes and appreciate

socio-economic – they are giving them the

education.

the awe and beauty around them and we find

opportunity to understand that everyone

this encourages them to be imaginative and

has their own strengths and weaknesses and

creative in their learning.

all should be listened to; a vital skill if those

Spiritual development

every pupil feels they belong

young people are to go forward and contribute positively to their own communities in later life.

I believe a level of a pupil’s spiritual development is reflected by their curiosity. So

Finally, the cultural aspect. This is not just

look for schools where the pupils are inquisitive

about providing opportunities for pupils to

about the world around them and where they

paint a picture or learn a musical instrument, it

are nurtured to demonstrate a captivation

is much more how a school develops a pupil’s

about knowledge – not just for the sake of

understanding and appreciation of their own

examinations, but because it is interesting and

heritage and the heritage of others. Society is a

inspiring.

diverse place and our young people are helped to recognise this through opportunities to

There is possibly no better environment than

participate in cultural experiences, for example,

a boarding school to develop a young person’s

celebrating Chinese New Year, Yom Kippur or

moral compass. Living in close proximity with

Thanksgiving, or contributing to a mock general

others where they have to share their space

election so they develop an understanding of a

(often with others who they might not ordinarily

democratic parliamentary system.

choose to be friends with) means they develop their social intelligence through understanding

Schools where pupils develop their cultural side

the consequences of their behaviour and

provide ample opportunities for their young

action.

people to participate in artistic, music and sporting activities and to watch and appreciate

88 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Delyth Lynch was Deputy Head (Pastoral and Wellbeing) at Wellington College, Berkshire. On her return from maternity leave she took up the post of Biology teacher. Passionate about the holistic education of the child, Delyth has been jointly responsible for introducing mindfulness into Wellington College and is a trained .B (a mindfulness in schools programme) teacher. She has also successfully set up pastoral parental masterclasses (winning the Times Educational Supplement Boarding Initiative of the Year in 2015) and has been responsible for advising the Government on mental health and counselling structures within UK schools. Delyth is also a course tutor for the Boarding Schools’ Association (BSA) and a Governor at Holme Grange Prep School in Berkshire. She speaks regularly on the topic of mental health provision in education and particularly the interface between the school and the health centre. Delyth has previously worked at Kingswood School, Bath, and Bromsgrove School, Worcestershire.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | How boarding schools and boarding parents can work together

How boarding schools and boarding parents can work together

– Louise MoelwynHughes, Head of St Edmund’s School Canterbury check email addresses and telephone numbers are correct. Most schools also provide parents with a list of useful contacts. Parents should feel free to ‘test

out’ these lines of communication as soon as they

n choosing a boarding school for their child,

and directly with the school and the school

like. This will help parents know they have the

parents are signifying the greatest possible

will understand its role in closing the distance

correct email address for the boarding house their

level of trust in that institution. It is an

between pupil and parent. By considering the

child is in or know which telephone number to call

investment that no good boarding school takes

ways boarding schools can work with boarding

before or after a particular time of day (helping, of

for granted, seeking instead to ensure parents

parents, a greater level of care is achieved and

course, with communication across time zones).

know they will be able to communicate quickly

boarders are happier and more successful.

A quick email or phone call, even to say ‘I am just checking that this is the best way to make contact’,

I believe there are two key areas in which schools

should always be greeted warmly by the school.

can achieve a close working relationship with boarding parents:

As well as contact lists, many schools provide timetables for the school day as well as extra-

ensuring open communication

curricular activities and boarding routines. These

being consistent.

may also be on the school website. This helps

Open communication

parents gain a sense of what their child will be doing, and reassures them about when they can

This is perhaps the most important aspect for any

expect to be able to contact, or hear from, their

boarding school–parent relationship. Boarding

child.

schools want to be able to communicate readily with parents and parents should expect to hear

Although parents should remember that no

regular news about their child. Schools usually

news is often good news (with boarders quickly

make contact with parents shortly after a boarder

becoming so busy and engaged with the many

has settled in, partly to update them and partly to

opportunities available to them that they forget

90 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

How boarding schools and boarding parents can work together | Boarding at an independent school

important matters such as checking in with home),

believe if a parent considers something to be an

Once open lines of communication between

boarding staff understand the need to facilitate

emergency, then it should be treated as such;

school and home are established, it allows

communication between parent and child. A

like all boarding schools, we have staff available

both parties to project a consistent message to

good understanding of how the school day – and

throughout the day and night. Likewise, parents

boarders. All boarding schools should have a

evening – is structured means parents can make

can expect early contact from the school, including

statement of boarding principles and practice and

the most of the opportunities for communication

notifying them of their child’s most recent

this should be made available to parents, staff and

if they need to.

accomplishments in the classroom, on the sports

boarders. These principles should match parental

field or in the boarding community.

expectations. Parents should be familiar with this

I would always advise parents to contact the

document and expect it to be fulfilled; in this way,

school early if there is something they wish

Consistency is key

to discuss. A member of the boarding team

While boarding schools must cater for a variety

the principles. Boarding schools will have clearly

should reply with an email to let them know the

of boarders, and rules will be carefully designed

stated rewards and sanctions and parents benefit

matter has been acknowledged and to provide

to ensure the safety and wellbeing of all pupils, a

from knowing the ways that positive behaviour

a timescale for a fuller response, at the very

parent might want to know that behaviour that

is encouraged and what measures are likely to

least. At St Edmund’s we value prompt and direct

would be recognised and rewarded at home will

be taken to address behaviour that falls below

communication as a means of ensuring our

also be picked up in a boarding school.

expectations.

parents can work with the school to reinforce

boarders receive our best possible care. We also

Louise Moelwyn-Hughes was appointed Head of St Edmund’s School Canterbury in 2011. She was educated at Methodist College Belfast, where her love of music and sport in particular was fostered. She then read Classics at Magdalene College, Cambridge. Her teaching career began at Marlborough College where she was a Housemistress. She then moved on to The Perse School in Cambridge where she was the first female Deputy Head and then Senior Deputy Head.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Extra-curricular activities shouldn’t be an extra

Extra-curricular activities shouldn’t be an extra

– Mark Lascelles, Head Master of Dauntsey’s

usiness leaders are calling for the UK’s

school clubs can offer some scope but I would

mental toughness. Team sports in particular give

education system to better prepare young

argue independent schools are uniquely placed to

pupils a real sense of achievement. They also help

people for the world of work. Academic

provide the best possible chance to get involved.

develop leadership, teamwork and self-discipline.

qualifications are certainly important but surely

For boarders and day pupils, the day is longer and

attitudes and behaviours are as important as

there is greater opportunity.

grades? I believe extra-curricular activities – from

Time to take part The range of sports open to pupils of all abilities

drama, music and sport through to adventure and

With more than one third of children aged 10 to

in most boarding schools is immense – there

volunteering – play a central role in developing

11 years being overweight or obese, instilling a

is something for everyone to enjoy. Just as

those attitudes and behaviours.

positive attitude towards exercise in children from

importantly, boarders have time to train and

an early age isn’t just a ‘nice to have’, it’s a life-

participate in these sports after school or at

With the ever-increasing pressures on family

saver. Physical exercise should be fun, challenging

weekends. As a Head, one of my greatest

life, ferrying children to and from dance classes,

and open to everyone. As well as improving

pleasures is to see the enthusiasm with which our

hockey practice and football fixtures can fall to

fitness and coordination and teaching new skills,

boarders use our sporting facilities whenever they

the bottom of the list of parents’ priorities. After-

it’s a great way to build confidence, resilience and

have the time, whatever the weather. Day pupils

92 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

–

Extra-curricular activities shouldn’t be an extra | Boarding at an independent school

often choose to stay on well beyond the ‘normal’

work towards goals and learn from experience.

what they might have thought possible. Activities

finishing time!

Whether pupils are tackling an expedition to

outside the classroom create a platform for pupils

Wales or Bhutan, taking on the challenge of

to set themselves apart and develop into the

But it’s not just sport where pupils can gain

crewing our Tall Ship, the Jolie Brise, kayaking from

person that they aspire to be. Every day I see the

advantage in a boarding situation. Dance has

Devizes to Westminster, or simply camping in the

consequences, in our school community and in

become a real feature of life at Dauntsey’s and I

school grounds, we want them to acquire new

classrooms. Pupils have a deeper understanding

have come to learn that it can benefit everyone – in

skills and attitudes that will stand them in good

of how they function, greater self-esteem and a

the classroom as well as on the stage or dance

stead in the classroom and beyond. The children

renewed energy and confidence in their abilities.

floor. Self-confidence blossoms, shy people can

of Service families adjust well to this approach.

become outgoing, nervous people are suddenly

In short, what you learn outside the classroom

up for taking a risk – it’s great to see. For example,

The other side of the coin is that life as a boarder

can have a profound effect on the development

we never had a problem persuading girls to dance

can become very safe, something of a ‘bubble’. It’s

of your character and your entire future.

but the boys could be more reluctant. Staging

vital, therefore, that pupils are encouraged to keep

Matthew Bourne’s Lord of the Flies changed all

in touch with the ‘real world’ through volunteering

that. The all-boy cast of 30, aged from 11 to

in the local community and elsewhere. This

18, transformed dance at the school – it’s now

gives them a sense of perspective that they

considered ‘cool’ for boys to dance and they

could not gain otherwise. Some of our recent

realise that dancers are in fact élite athletes.

expeditions, including a project working with Romanian orphans and a trip to Bhutan, were life-

Understanding risk

changing for many of those who took part. Such

Understanding risk and not shying away from it

opportunities help pupils think beyond their own

is an important life skill. Pupils can develop this

experience and the formal curriculum to decode

through being exposed to risk in the security

the world around them, gain cultural awareness

of a school environment. Dauntsey’s has a

and prepare them for a future in a global society.

strong emphasis on adventure – we see it as an opportunity to demonstrate and adopt behaviours

Extra-curricular activities should not be an

that will help pupils lead a fruitful and interesting

optional ‘extra’. They enable pupils to explore

life, in which they take risks that they understand,

their personal limits and push themselves beyond

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | All the world’s a classroom

All the world’s a

classroom – Lisa Kerr, Principal of Gordonstoun

‘Welcome to one of Gordonstoun’s many

a team and compassion in the face of conflict.

managing the physically confusing challenge of

classrooms’, says Captain Dan Russell when he

All too often, instead I had to go back to basics

the sub-zero wind chill on deck at 2 am in the

welcomes pupils aboard our 80 ft sail training

with staff about how to cope, behave, lead and

full glare of the midnight sun, displaying the

boat Ocean Spirit. His introductory words

follow. It’s a scenario which many of you will

humility required to get on with the basic chores

encapsulate what I passionately believe –

recognise from your own professional lives.

necessary to survive and, despite personal

learning doesn’t only take place within the four

Now, when I reflect upon what set apart those

exhaustion, finding the compassion to support

walls of an academic building.

who succeeded from those who struggled, I

a fellow pupil suffering from unexpected sea

can reduce it to one thing: character. This drew

sickness.

My route to school leadership was, to say the

me to make the move into education, and in

least, unconventional. Although I was born

particular to a school founded on the notion that

These qualities extend, of course, into academic

into a family of educationalists, I pursued a

each of us is capable of more than we think, if

study. The ability to judge and mitigate risk

career first in music and media, and then as a

only we are challenged and supported to find it.

in the mountains is highly valuable in the

consultant to a wide range of sectors including

chemistry lab and the pupil who has faced

transport, technology, health and the arts. A

This educational philosophy was brought to life

an arduous challenge at sea is much less

constant theme throughout my career was the

for me when I joined Ocean Spirit in the Arctic

daunted by the anxiety of exam day. But we

difficulty of finding young people able to face the

as part of the 2017 voyage to the Svalbard

also know that character education offers

challenges of a fast-changing world, where there

archipelago. Pupils on the boat learn important

young people new ways in which to value

is no longer a job for life, and where knowledge

character lessons from living alongside each

their worth. Describing the approach of the

is being overtaken almost daily. I needed staff

other, in very close quarters, often in very

school’s founder, Kurt Hahn, HRH The Prince

who could demonstrate leadership in a crisis,

challenging conditions. I saw young people

of Wales said, ‘You cannot eliminate all the

resilience under pressure, collaboration within

coping with watch after watch after watch,

problems that arise, but so often you would

94 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

All the world’s a classroom | Boarding at an independent school find at Gordonstoun that the most difficult and uncooperative of boys underwent an astonishing transformation’ and of how exposing pupils to ‘a life-saving situation involved a high degree of common sense, courage and teamwork often thought to be beyond the capacity of young people’. When I meet heads of other schools, they often talk about ‘extra’ curricular activities or ‘the broader curriculum’. At Gordonstoun, sail training – like sport, performing arts, outdoor education, and service – isn’t something pupils opt into, or even something they can opt out of. Instead, it is our fundamental belief that impelling our pupils into a breadth of learning opportunities is precisely what will enable them to unlock the truth in our motto: plus est en vous (there is more in you). Hearing former pupils talk about how that motto has given them strength even in lifethreatening situations such as when under enemy fire in a war zone, or at the heights of

work for what we know is right. For those of us

human endeavour when scaling Mount Everest,

working in character education, that the young

I am reminded that its relevance goes far

people around us exemplify that concept for

beyond schools. Each of us has the opportunity

us every day strengthens our determination to

to learn more about our individual capacity on

develop our own characters, just as we invest in

a daily basis; to push ourselves to be better-

185x125_3mmbleed_BSASchoolGuide.pdf

read, to be kinder, to stick to our principles and

educating theirs. 24/01/2018

Lisa Kerr is Principal of Gordonstoun, where she was previously a Governor. Her varied career has seen her work across the UK from Classic FM to Scottish Opera, Condor Ferries to the Royal Institution of Chartered Surveyors. She has a degree in music from the University of York, a love of the outdoors, three children and an Aga.

12:45

CMY

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Boarding – time to get to grips with literacy and science

Boarding

– time to get to grips with literacy and science – Keith Budge, Headmaster of Bedales Schools

he line from Whitehall has long been

However, Jobs’ involvement in the arts extended

scientific reports, and that this is the gateway

that STEM subjects (science, technology,

well beyond simple appreciation: rather, he is

for higher academic attainment for more

engineering and maths) are key in terms

on record as considering artistic sensibilities

disadvantaged pupils.

of skills for employment in the global race. We

as being central to technological innovation.

can all agree on the importance of science,

Perhaps more dramatically, Albert Einstein

The Education Endowment Fund, which

technology and engineering, but I remain

was convinced music was a guiding principle in

commissioned the report together with the Royal

concerned about what I see as an instinct to

the search for important results in theoretical

Society, is to use the findings to inform guidance

promote STEM subjects in school at the expense

physics.

on science teaching. This has prompted me to

of a wider education. There are plenty of

reflect on the ways in which we teach science at

advocates for the arts as an essential part of a

Various researchers have found a positive

Bedales and, in turn, on the kinds of guidance on

STEM education, and boarding can really help

relationship between participation in arts and

curriculum and teaching that I would like to see

to pull these seemingly distinct disciplines into

crafts and success in scientific and technological

used more widely.

focus.

careers. The Review of SES and Science Learning in Formal Educational Settings, reporting on

Arts-rich curriculum

The late Steve Jobs, perhaps the best-known

research from the University of Oxford, found

Bedales is well known for offering an arts-

popular innovator/entrepreneur of recent

that reading and writing skills are particularly

rich curriculum, and we have a track record

times, explained that he and Apple co-founder

important for helping pupils to understand

of challenging the recent obsession with

Steve Wozniak were also big Bob Dylan fans.

scientific vocabulary and prepare their own

STEM subjects at the expense of the arts and

96 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Boarding – time to get to grips with literacy and science | Boarding at an independent school

humanities. Is this because we don’t value STEM

the day, when we could encourage them to take

This additional time allows pupils to join up the

subjects? Absolutely not – rather, it is because we

a step back and find new ways of thinking about

different parts of their disciplinary landscapes.

believe any clean distinction between science and

what they are doing as practitioners?

At Bedales, as at many other independent

arts subjects is false and unhelpful.

boarding schools, societies, discussion groups Exploring how ideas and disciplines interact

and a diverse programme of events and speakers

This report adds grist to our mill, with the authors

requires time, and this is where boarding comes

encourage pupils to talk and reflect to this end.

finding literacy is essential to the production and

into its own. Whereas the typical maintained

We encourage our pupils to develop a facility for

consumption of science. We need the linguistic

school day is seven hours long and mainly limited

understanding their subjects, and indeed their

wherewithal to enjoy mastery as practitioners,

to the academic curriculum, the independent

worlds, from as many different perspectives and

and also to understand the scientific components

sector day is usually about two hours longer, also

experiences as possible. In this way, we hope to

of the pressing issues of the day through political

with Saturday morning school and sports matches

fulfil our aim of developing inquisitive thinkers

discourse. This is crucial, if we are to educate

on Saturday afternoons – overall, around an

who cherish independent thought. While many of

young people as fully active citizens and, should

additional 40 per cent. If you compare boarding

our pupils go on to make successful careers for

that be their preference, scientists, with an

schools with these two categories the difference

themselves in creative pursuits, many enter other

understanding of the wider societal implications

is even more stark: days at boarding schools will

fields, including engineering, and tell us of the

of the work that they do. Why should we settle

be typically at least 13 hours of lessons, pastoral

value of their grounding in the arts and humanities

for simply schooling our young people to be

guidance and extra-curricular activities, with many

to their work. Boarding – and by extension, time

competent users of the intellectual orthodoxies of

pupils also involved in weekend activities.

– can provide the perfect conditions for pupils to develop such a facility.

Keith was educated at Rossall School before attending University College, Oxford where he read English, followed by a PGCE. He began his career teaching English at Eastbourne College, moving on to Marlborough where, following a year’s teaching exchange in California, he became a housemaster. He became Headmaster of Loretto School in 1995, overseeing the introduction of co-education, and Bedales in 2001. At Bedales, he introduced the Bedales Assessed Courses – more stretching and imaginative alternatives to GCSEs which are as strongly endorsed by universities as they are by pupils and teachers. As Headmaster of Bedales Schools, Keith teaches as much as time allows; he loves teaching and really welcomes the insight that teaching gives him into what life is really like for pupils and teachers here. This will be his final year at Bedales. Keith is married with three adult children.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | The CCF – supporting character development in a boarding school

The CCF – supporting character

development in a boarding school

– Thomas Garnier, Headmaster of Pangbourne College

here has always been a strong

Most boarding schools have a broad view of

college’s flag values of kindness, selflessness,

connection between boarding schools

education, recognising that intellectual growth is

moral courage, initiative, industry, resilience and

and the Combined Cadet Force

just one aspect of human development. Other

integrity.

(CCF). The CCF has its roots in the Volunteer

aspects flourish through participation in extra-

Corps established in these public schools

curricular activities such as sport, music, drama

Pangbourne’s large campus provides the ideal

(all boarding schools) in 1859 and 1860:

and other clubs and societies, and through a well-

environment for CCF activities – facilities include

Felsted, Rossall, Eton, Harrow, Hurstpierpoint,

developed rhythm of community life which fosters

a purpose-built CCF Headquarters, 25 m indoor

Rugby and Tonbridge. The number of these

strong relationships and social, moral, cultural and

range and low- and high-ropes courses. More than

school cadet corps grew steadily and became

spiritual awareness. The CCF programme helps

half the pupils are involved in challenging and

amalgamated into the Officer Training Corps in

build pupils’ leadership and teamwork skills and

enjoyable activities which nurture their interests

1908 as the Junior Division and then into the

develops the character of the individual.

and enthusiasms. The CCF is compulsory for

newly-formed Combined Cadet Force in 1948,

pupils in Year 10 and the first two terms of Year

which also included school-based units of the

As nearly all teaching staff in boarding schools

11, after which it is voluntary. This means around

Sea Cadet Corps and the Air Training Corps.

are expected to play a full part in school life

220 pupils are involved in the CCF – approximately

outside the classroom, there is also usually strong

140 in the Army section, 55 in the Royal Marines

Until 1969 Pangbourne College was a nautical

support for staff who wish to become Cadet

detachment and 20 in the Royal Navy. In other

college with the specific aim to educate future

Force Adult Volunteers (CFAVs) – they benefit

schools, some have an element of compulsion

officers in the Merchant and Royal Navies. It had

because the training and their experience of

whereas most schools now operate entirely

no need of a CCF unit until 1975 when it was seen

CCF gives them transferable skills, just as is the

voluntary contingents.

as desirable to support the College’s new aim to

case with the cadets themselves. At Pangbourne,

provide an excellent all-round education to boys –

the programme is strongly supported at senior

The CCF and Duke of Edinburgh’s (DofE) Award

and girls from 1990.

level not least because it actively embraces the

work alongside each other at the college with

98 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The CCF – supporting character development in a boarding school | Boarding at an independent school

pupils often combining the two and taking part

qualifications, for example in sailing (RYA), open

in DoE expeditions as part of their CCF training.

water diving (BSAC) and lifesaving (National Pool

These opportunities and resources are shared

Lifeguard). A field day is arranged each term

through partnerships with Luckley House and

where pupils visit a military unit, such as HMS

a local state school, Denefield Academy, whose

Raleigh, or training areas like Bramley, Longmoor

pupils join the Pangbourne CCF for weekly

and Bisley to carry out training with RN or Army

activities and field days – to the mutual benefit of

personnel.

all. Such partnerships are now quite common. Major Colin Hearn, formerly a Royal Marines CCF adventurous training and military-based

RSM and Pangbourne’s Contingent Commander,

activities take place once a week on Thursday

explains: ‘The CCF takes pupils out of their comfort

afternoons with those in the RN Section able to,

zones and gives them fresh challenges outside

for example, sail and dive, RM cadets taking part

the classroom. It makes them better people and

in bushcraft and shooting, and the Army engaging

better citizens as it challenges their perceptions

in field work and other military skills. The activities

and encourages them to take part in activities they

are diverse and range from gaining skills in

would not normally engage in. I strongly believe it

something as simple as achieving a miraculous

gives them an edge in preparation for their future

shine on polished boots and ironing perfectly

life. CCF not only helps our pupils to develop,

pressed trousers to learning field craft, navigation,

reason, question and enquire, but also assists

survival skills and a host of other useful skills for

them with their future education and careers.’

life. A key strength of the CCF is the development of senior cadets, who gain valuable leadership experience by instructing and overseeing their juniors. There are also opportunities to attend camps and courses run by HM Forces which enable

Thomas Garnier was educated at Radley College and then studied Physics at Bristol University. He was a Seaman Officer in the Royal Navy from 1987 to 1994. On resigning his commission he completed a PGCE at Oxford University before becoming a Physics teacher and Housemaster at Abingdon School from 1995 to 2005. He has been Headmaster at Pangbourne College since 2005. He is married with two sons and his interests include his family, rowing, sailing and music.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | The positive impact of The Duke of Edinburgh’s Award

The positive impact of The Duke of Edinburgh’s

Award

– Peter Westgarth, Chief Executive of The Duke of Edinburgh’s Award (DofE) BSA member, Holyport College, a co-educational day and boarding school in Berkshire, delivers the DofE to its pupils. Both DofE Leaders at the boarding school have noticed the positive impact DofE programmes have had on their pupils and on the college and teaching staff. Holyport’s DofE Leader comments: ‘Many of our pupils across all year groups are now asking about DofE and how/when they can sign up. The pupils who have participated are really pleased to have achieved their DofE and many of them wear their badge with pride on their blazers. There are plenty of new members of staff who are keen to help out when they hear that we offer DofE and those who volunteered last year are still happy to be involved. It is great for both personal and

professional development for pupils and staff.’ The Duke of Edinburgh’s Award (DofE)

school and at extra-curricular clubs and in some

is widely recognised as the world’s

cases an improvement in attainment across

The wellbeing of a young person is always at the

leading youth achievement award. Each

academic subjects.

forefront of everyone’s minds and there are lots of

section of a DofE programme offers opportunities

ways in which a young person can be encouraged

for young people to develop their confidence,

I believe developing soft skills such as teamwork,

to look after their physical and mental health. The

improve their self-esteem and feel fitter and

communication, leadership and resilience are as

DofE can be a great way to help develop healthy

healthier through the Physical and Expedition

important as academic grades to young people,

habits, encouraging young people to implement

sections in particular. It is the mission of The

parents, education specialists and potential

strategies now that will benefit them both in the

Duke of Edinburgh’s Award charity to ensure

employers. These skills are not only transferable

short and long term.

every young person in the UK, irrespective of

into the workplace and also help us get through

background, has the opportunity to do their DofE.

the challenges of life on a day-to-day basis.

The Duke of Edinburgh’s Award can have a very

Driven and determined

positive impact on a young person’s school and

For young people the idea of embarking on

personal life, as well as their physical and mental

something new can be quite daunting. Whether

health. An extra-curricular programme can be

meeting new people or taking on the great

a really effective way for young people to be

outdoors for the first time, young people may

introduced to outdoor learning without the feeling

shy away from these opportunities. Achieving a

that they are compromising their time spent in

DofE Award demonstrates that a young person

the classroom. Well-established programmes such

is willing to try something new and is committed,

as The Duke of Edinburgh’s Award can benefit a

driven and determined. This lays a great path for

young person overall. Schools often notice the

their future, fostering a work ethic and attitude

skills young people learn through the different

that many employers, colleges and universities

sections of a DofE programme can affect their

look for in applicants.

overall behaviour, with improved attendance in

100 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The positive impact of The Duke of Edinburgh’s Award | Boarding at an independent school

Forming new friendships helps boost confidence and self-esteem. Having the right person to talk to can provide the support needed to overcome difficult situations. Undertaking a DofE programme also encourages a young person to make regular commitment to a physical activity which can have a variety of benefits such as improved concentration during the school day and better sleep. Volunteering is a vital component of a DofE programme, often encouraging young people to devote time to helping others. This can help develop a range of social skills as well as a sense of self-satisfaction and pride in the positive impact they can have on someone else’s life. Eastbourne College in East Sussex has been offering the DofE to its pupils since the late 1970s. Eastbourne’s DofE Leader recalls: ‘There have been so many experiences over the years

skills and making new friends. It was fantastic to

but one particular pupil springs to mind. He was

watch! Without a doubt, the DofE gives pupils a

not a particularly popular pupil, not engaged

unique experience to become resourceful and

in school and completely lacked confidence.

independent thinkers. It is tough and some do not

He threw himself into the DofE, especially the

complete as the commitment is all on them. This

Expedition section in which he came into his

teaches values that you cannot just turn up and

own, gaining confidence, developing leadership

gain a DofE but you have to earn it.’

Peter Westgarth is the Chief Executive of The Duke of Edinburgh’s Award (DofE) and was appointed in 2005. Before The DofE, Peter was UK Chief Executive of Young Enterprise. He is also a qualified teacher.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

101

Boarding at an independent school | School sport: a head’s perspective

School sport:

a head’s perspective – Richard Biggs, Headmaster of King’s College, Taunton

saw a lovely sight a while ago. Our U14B girls’ team won its match against a local rival school. They hadn’t won many and this

was a scrappy nail-biter, with our girls clinging to a slender lead in the dying moments and then exploding in joy. There was much leaping about and whooping and yelling and backslapping. And that was just the parents. In assembly the following Monday I dwelt more on the ebb and flow of this one match than on the overwhelming

educational experiences of our children. Here are

side, and so gain a more rounded appreciation of

victory of the first team. It seemed to embody, for

just a few good reasons.

each other. This insight is lost when we hand all

me, what school sport is all about.

Sport for life

coaching over to the professionals.

It isn’t universal, this phenomenon of school

We need to be realistic and accept that very

Team spirit

sport. There are countries where it doesn’t exist.

few pupils become professional sportsmen and

Hackneyed, I know, but there is nothing like

Even here, the home of rugger and footie and

women. A few go on to make a living out of sport

going through the ordeals, disappointments

jolly hockey sticks, it is patchy, varying hugely

in one way or another. But all could, potentially,

and triumphs of a team sport together with

from state to independent, from boarding to day,

play sport for the rest of their lives. If a pupil

your mates to cement long-lasting friendships,

from crowded city to country estate. A school I

leaves King’s and continues to play his or her

mutual support and respect. There is no better

once taught in had an annual hockey exchange

hockey at university and beyond, then I think

way to engender a sense of camaraderie than in

with a school in Hamburg. When we went to

we’ve done a good job. We lay down a foundation

sharing the emotional highs and lows that go with

Germany we played club sides – very good club

of sporting enthusiasm that, if it is well done, can

competitive sport.

sides. The only time the host school ever played

last for life.

as a team was when we visited them. In German

A healthy body

schools there is little notion of school sport at

A chance to shine

all. And that model does work on one level: the

Sport provides an opportunity for children

that gets children away from their smart phones

sporty types play for clubs and are well cared for.

who may not excel in other areas. It boosts

and running around in the fresh air must be

We usually lost the annual match. Heavily.

self-confidence and esteem, and can have a

good. Again, something of a cliché, but those

profoundly positive effect on other aspects of

boys and girls who have spent their afternoons

Why do schools like King’s College spend so

school life, including the academic. A naval man

running up and down the pitches will probably

much money, energy and (that most precious

thinking of sending his son to King’s said to me:

concentrate better on their studies. Obesity in

of commodities) time running a programme of

‘Charlie was struggling with his studies. We moved

young people is a growing national problem;

sport? There are certainly other calls on that

him to a prep school, where he discovered he

exercise is a large part of the answer. Again, this

time and money. We could sell off our fields to

was good at rugby, and his whole sense of who

is a benefit that stays with children throughout

developers and retreat into the fancy concrete

he was suddenly changed. He’s also doing much

their lives if they keep playing.

facilities we would build on the proceeds. We

better in class.’

choose not to, though, and for good reason:

Self-evident, I imagine. Sport is healthy. Anything

A sporting attitude

sport at schools is worth doing. Far from

One of the great things about teachers being

If it’s done properly there is a tremendously

being a peripheral extra it is, I firmly believe,

involved in the management of teams is that they

civilising benefit to playing sport at school.

a fundamental part of the curriculum and the

and the pupils get to see a completely different

Modesty in victory, graciousness in defeat, a

102 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

School sport: a head’s perspective | Boarding at an independent school

stoic acceptance of occasional bad luck (or poor

that’s to enjoy ourselves. It’s more fun if you win,

to what can otherwise become a rarefied and

refereeing decisions); the notion of hosting

so we’ll try to do a lot of that. But losing is OK,

over-pressurised world of professional coaches,

a visiting team and looking after them well,

provided you tried hard and enjoyed yourself.’

dieticians and strength and conditioning trainers.

occasions when you lend one of your spare

Having said all that, what should parents be

Finally, there should be a strong emphasis on

players to the opposition or agree to reduce

looking for in a school’s sporting provision? What

the old-fashioned virtues of good manners and

your team’s numbers to match theirs: this is all

does this all mean for how sport is organised at

sportsmanship, of playing the game hard but

good stuff and its importance should not be

a school? This is a personal view, and certainly

never losing perspective, one’s temper or sense

underestimated. I like the little rituals too: the

debatable, but this is how I think it should be…

of humour. We should value those old school

of calling close line decisions honestly; those

three cheers, shaking hands, thanking the umpire.

traditions – dressing smartly to arrive and leave,

It sounds hopelessly Victorian, I imagine (believe

In co-educational schools this sport for all policy

the feast of beans and sausages after the match,

me, Rudyard Kipling is not leaning over my laptop

should extend to boys and girls alike: both

the singing on the coach and the war stories, each

as I write this), but I’ll say it nonetheless: the

should enjoy the same high level of provision and

gaining in colour as it is re-told.

ability to remain polite and generous even under

inclusion. It has been fascinating in recent years

the most trying of circumstances is surely a life

to see the rise in the number of schools which

There is an uncomplicated, old-fashioned, honest

skill worth learning.

now offer ‘traditional’ boys’ games to girls, who

joy to be had in sport. You should have seen the

have responded enthusiastically. Many schools

delight in the eyes of those U14B hockey players…

Good fun

now offer girls’ football, cricket and rugby.

I’ve kept the most important reason to last. We play sport for one reason only, really: it’s good

There should be a good variety of games. The

fun. The five years our pupils stay with us at

smaller, boutique sports like fencing or fives or

King’s are, in themselves, a large chunk of their

sailing often provide a wonderful haven for those

lives. They should enjoy those years and look

less enamoured of the main juggernauts of rugby,

back on them with fondness. And, boy, they’ll

netball, cricket, hockey, and so on.

remember their sport. When I coach a hockey team (admittedly at a fairly lowly standard – it

There should be widespread staff involvement.

used to be the seconds at my previous school,

The more the teachers are involved with coaching

now it’s the U14Cs), I always start the season by

or managing the sports teams the better. They

saying ‘There’s only one reason we’re here, and

bring perspective, sanity, humour and experience

Richard Biggs was born and raised in South Africa. He won a Rhodes Scholarship to Pembroke College, Oxford, to read Maths and Philosophy. He won a half blue at fencing, and remains a keen hockey and tennis player. He started his teaching career at Magdalen College School, Oxford, and was Second Master at Lancing College before becoming Headmaster of King’s College, Taunton.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Boarding at an independent school | Using the power of technology wisely

Using the power of technology wisely – how boarding schools can support this – Jenny Dwyer, Headmistress of Sherborne Girls policy on mobile phone use, highlighted a clear link between screen time and screen dependency and issues such as anxiety, depression, sleep deprivation and problems concentrating in class.

Learning the right habits That is why I firmly believe young people have to learn the right habits regarding digital technology if they are to flourish. Boarding schools must take a lead in managing pupils’ engagement with technology, ensuring they strike an appropriate balance between realising its potential and mitigating its risks. The evidence is that each boarding school should shape their own approach to suit their respective students and the school ethos. My instinct is that a wall of separation needs to exist between using digital devices for educational purposes and using them for pleasure or recreation. If a pupil wants to research a project

using the internet or use the latest software to nyone who spends time with

media makes them feel less confident about how

teenagers will know what a dominant

they look, or how interesting their life is. And 56

force digital technology can be in their

per cent said they feel on the edge of addiction to

lives. The hours spent clicking and swiping,

social media.

liking and emoting, can seem endless, with the phone or tablet device an apparently

That makes for sobering reading if you work

constant fixture. But a survey conducted by the

in education, especially in a boarding school

Headmasters’ and Headmistresses’ Conference

environment. Parents devolve responsibility for

(HMC) reveals that young people themselves

their children’s welfare to boarding staff, trusting

may be less enamoured of the technology than

us to make wise judgements about their day-

their actions suggest.

to-day lives in ways that are conducive to their flourishing.

According to the research, some 63 per cent of young people in state and independent

Judging by the research on social media, and

schools wouldn’t mind if social media had never

digital technology more widely, restricting access

been invented, while 71 per cent admitted to

to screen time would seem to be a very good

undergoing ‘digital detoxes’ in an effort to wean

way to help young people to thrive – or at least to

themselves off the technology. Closer examination

remove some obstacles to their wellbeing. In fact,

of the findings reveals why the respondents feel

the potential damage caused by over-exposure

this way. More than half admitted to receiving

to digital media runs deeper still. A recent study

abusive comments online, or said that social

at Sherborne Girls, in advance of launching a new

104 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Using the power of technology wisely | Boarding at an independent school

produce a stellar presentation for their next talk

HMC survey, most girls were pleased to agree a

using the very latest technology. But no one wants

in assembly, schools should certainly ensure they

limit on social media use. Indeed, even though

their life to be dominated by a screen. By adopting

have access to a suitable device.

we have not extended our restrictions to the sixth

the right policies within the boarding environment,

form, many abide by them of their own volition,

schools can set up the conditions for their pupils

because they recognise their worth.

to thrive in a world of opportunity. Then they will

Likewise, it is my view that pupils should be given some space to use the internet in the way they

understand that, as with all things, moderation

will undoubtedly do so as adults, albeit with

So it is that we ask our lower- and middle-school

is the key to appropriate consumption of the

appropriate controls: roaming from site to site,

pupils to leave their mobile phones in boarding

latest technology. Boarding schools take their

using search engines to follow their whims and

houses during lessons, and block access to social

responsibility to support their students in this area

discovering new things about the world around

media throughout the school day. The block is

very seriously.

them. It is that serendipitous mode of inquiry that

lifted during break times and in the evenings, but

yields some of the most exciting moments, when

all devices are taken in an hour before bedtime,

a new connection is made, or some fascinating

and given out again at breakfast. This allows our

knowledge acquired.

students to have time in the evening to read, talk,

School-wide policy

play games and interact with each other face-toface, before they go to bed.

Moreover, as we at Sherborne Girls were advised by the neuroscientist and psychologist Dr Aric

By engaging with parents and pupils alike, and

Sigman, a blanket ban on the use of digital

drawing insight from experts such as Dr Sigman,

technology during pupils’ downtime is not the

boarding schools can work hard to develop a

way to encourage healthy habits. Far better to

policy that is right for their culture. It is crucial

give them the opportunity to shape a school-wide

to secure buy-in from everyone who the policy

policy that offers a balance between appropriate

affects, and to be clear about the continued

usage and periods of social media blackout,

encouragement to engage with technology for

meaning they have a say in what constitutes

academic purposes.

the right degree of engagement. We found our pupils were very mature in their response to this

To thrive in the twenty-first century, our pupils

challenge. Perhaps reflecting the insights of the

need to be digital natives who can communicate

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

105

Boarding at an independent school | First BSA Boarding Fellows

First BSA Boarding Fellows Based on an article which first appeared in Boarding School Magazine, Summer 2016

uring its Golden Jubilee year, the

protecting the dignity of boarders as individuals

Boarding Schools’ Association invited

and offering them an education particular to the

members of the boarding community

traditions of the school (which, after all, has been

to apply to become the first BSA Boarding

chosen by both the parents and the pupil).

Fellows. This annual award aims to provide an experienced senior member of the boarding team

‘Yet as well as preserving our own sense of identity

the opportunity to conduct an in-depth boarding

and value, how do we prepare our pupils for the

research project. Aileen Rees and Patrick Toland

range of global opportunity that lies before them?

were chosen from a wide range of entries by Tony

How well do we communicate with parents whose

Little, former Head of Eton College, Oakham and

first language is not English? Do we contact them

Chigwell and BSA Honorary President, 2015–16.

with the same frequency and enthusiasm as we

Aileen Rees is Assistant Head of IB and Housemistress at St Leonard’s School, St Andrew’s

contact UK parents? Are we hard-wired to be too UCAS-centred in our university advice? Is the high point of our cultural awareness to have an ‘international evening’, rather than attempting to appreciate that different cultures and nationalities can have a very beneficial influence on approaches to work, to classroom behaviour and to discipline, punctuality, even hair style, and the timing as much as the nature of school meals? Such details, and the sympathetic reception they receive in a pastoral context, can be at the heart of the social and cultural health of a boarding school. ‘The aim of my questionnaire is to generate useful quantitative data, suitably anonymised, including statistics on international admissions in real and percentage terms, the challenges of language competence and the measures taken

‘My research project will investigate how BSA

to meet them, accommodating cultural provision

schools cater for their diverse and dynamic

(such as in cuisine, music and sport), and ultimate

international intake. Do we just cope with different

national and international university destinations,

nationalities or do we celebrate them? I am very

particularly in relation to international admissions

excited about the opportunity this fellowship gives

profiles. At the same time, my on-site visits will

me. I hope my questionnaire and the discussions

encourage a more qualitative analysis, and would

in follow-up onsite visits will provide BSA member

make me better able to relate each particular

schools with an informed and critical snapshot of

institution and its traditions and culture to its

current practice.

internationalist context and ambitions.

‘I aim to produce a discussion document for

‘Gathering, discussing and analysing this

disseminating ideas, strategies and responses to

information, as part of the BSA’s Golden Jubilee

a shared challenge – how best to internationalise

celebrations, will provide a timely panorama

UK boarding schools to secure the UK’s ongoing

of our working methods and a valuable model

position as the world’s leading destination for

for the sharing successful practice for future

secondary boarding education as a pathway to

development.’

admission to worldwide university programmes. There is a delicate balance to achieve between

106 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

“The quality of applications was so strong BSA has awarded the Boarding Fellowship to two members of the boarding community – a fitting result during our Golden Jubilee year as we celebrate excellence and professional development in the sector.” Tony Little, BSA Honorary President, 2015–16

First BSA Boarding Fellows | Boarding at an independent school Patrick Toland is Head of Boarding, Rockport College, Northern Ireland

‘My research project focuses on Standard 12

make to aid boarders in their transitions into and

of the National Minimum Standards (NMS) –

beyond boarding.

Promoting Positive Relationships. There is a special emphasis on how boarding schools

‘My study is an attempt to counter this position by

develop and maintain trust and how this is linked

drawing attention to the exemplary pastoral work

to issues of attachment and the work of Bowlby.

that is taking place in contemporary boarding

Sir Anthony Bowlby (also an ex-boarder) and Mary

schools, underpinned by the NMS. Whether in

Ainsworth are the key theorists in attachment

terms of pre-visits, induction, flexi-boarding,

theory. Their work could be best summarised

buddy systems, peer-mentoring, alumni links,

in this statement: “to thrive emotionally,

semi-independent living or policies that attend

children need a close and continuous caregiving

to the needs of all preferences or stakeholders,

relationship” (Bretherton, 1992).

I believe there is substantial quantitative and qualitative evidence to show the sector is meeting

‘Critics of boarding draw on the work of Bowlby

the challenge of creating the type and style of

and Ainsworth (even though it is over 40 years

long-lasting relationships between pupils and

old) to suggest that the boarding experience is

staff and pupils that are a supplement, and not a

one that, due to disengagement from parents and

surrogate, to family life.

poor attachment to boarding caregivers, leads inevitably to creating young people with issues of

‘The project will include visits to boarding

anxiety and insecurity that become foundational

communities and engaging with organisations

for future social interactions and mental health

such as the Bowlby Centre, the Boarding Survivors

issues.

Network and academics in the social science field. I look forward to learning more about the

‘This is the ‘Paddington Bear’ view of

excellent work of our sector and to contributing

abandonment/care provision that pays little

to the renewed energy and drive within the BSA

attention to the modern role of the child in

to be vocal and proud of what is outstanding and

selecting boarding as an active choice and the

worthy of acclaim within our sector.’

co-curricular offers that boarding schools now

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

107

Boarding at an independent school | Boarding at sixth-form colleges

Boarding at sixth-form colleges â&#x20AC;&#x201C; Dr Julian Davies, Principal of Abbey College Cambridge

ndependent boarding schools have a long

At an independent sixth-form college the journey

learning. Once in the sixth form most pupils are

history of creating well-rounded pupils with

to independence is supported and skills are

trusted to manage their workload accordingly,

excellent results. Most pupils beginning an

introduced and practised in a safe environment,

but having subject specialists on hand to help or

A-level course or an International Foundation

while academic progression is monitored and

advise pupils with their assignments or respond

Programme are striving to gain the best possible

the whole pupil nurtured and developed. The

to academic needs, ensures that class time can

grades and complete a challenging programme

outcome is a resilient and independent learner

be more productive. Pupils can be taught study

of academic study, and also yearning to exercise

prepared to take the next step in life on to

skills and then the process actively monitored

their independence. In many cases these two

university or a chosen career path.

and developed so that the end result is a pupil

can act in competition with one another, with

who can work efficiently and with confidence.

young people rushing to celebrate their freedom

Considering the most obvious key requirement

Instilling a strong work ethic in all pupils is

without the lifeskills and experience they need to

for academic progression, the attainment of

important, but teaching them to overcome

manage this.

outstanding academic results, boarding provides

setbacks and to persevere is also paramount to

an excellent â&#x20AC;&#x2DC;out of hoursâ&#x20AC;&#x2122; support system for

their future success.

108 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Boarding at sixth-form colleges | Boarding at an independent school

experience and ensures pupils become comfortable with cultures, languages and religions that are different from their own. At Abbey College Cambridge we have pupils from 35 nationalities. Each nationality is recognised and celebrated while the whole community is brought together through the shared love of learning and the involvement in extra-curricular interests. Living in a community requires many skills and abilities such as being able to compromise and empathise. It also requires responsibility and commitment, and teaches young people how to establish equality while recognising differences and celebrating them. Pupils can learn to communicate at the highest level, making lifelong friendships and establishing international contacts for the future.

Extra-curricular activities

pupils can complete first aid training, visit

The very nature of boarding allows for many

places of interest across the country, learn an

The time pupils spend at an independent sixth-

more opportunities for extra-curricular activities.

instrument, join the drama group, learn circus

form college is very special. It bridges the gap

Introducing pupils to a variety of activities

skills or even origami – there is something for

between school and university, childhood and

ensures pupils are inspired and open to new

everyone.

adulthood. Pupils enjoy the experience while

experiences and skills. Trying new things helps

receiving the best possible training in how to

to develop a pupil’s resilience and confidence

Boarding at a sixth-form college gives pupils

navigate life independently. They gain the inner

and also allows for the introduction and

the opportunity and challenge they need

confidence to deal with new situations and can

progression of skills. As young adults, pupils

to develop a broader spectrum of lifeskills.

adapt to life at university successfully because

are also encouraged to help organise, promote

Washing their clothes, making good dietary

strong foundations have been put in place.

and manage activities, giving them a real sense

choices, looking after their health (physical and

of ownership and an opportunity to engage in

mental), managing their workload and living in

the passions they have outside the classroom.

a communal setting are just a few examples of

Time spent in these extra-curricular activities is

the skills that prepare them for adulthood and

time well spent – it ensures pupils enjoy their

independent living.

time in the sixth form, and helps to develop their ability to manage their work and life balance so

Pupils from around the world

the ‘whole child’ can flourish. At Abbey College

Boarding at an independent sixth-form college

Cambridge we have more than 50 clubs and

means living with a host of other pupils from

an extensive programme of trips and activities:

around the world. This in itself is an important

Dr Julian Davies became Principal of Abbey College Cambridge in 2002. He was awarded a PhD for his thesis on the biological response to climate change in Antarctica and a holds a BSc in Applied Biology. He began his career as an industrial scientist before joining the teaching profession.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

109

Preparatory schools | Boarding at a preparatory school

Boarding at a preparatory school M

ore than 16,000 pupils board in schools in membership of

Syllabuses are devised and monitored by an Examinations Board, which

the Incorporated Association of Preparatory Schools (IAPS).

comprises members of the Headmasters’ and Headmistresses’ Conference,

Preparatory schools generally take children from the age of 7 to

the Girls’ Schools Association and the IAPS. The Common Entrance papers are

13 and boarding options can range from full to weekly to flexible. Almost all

set by the Board but are marked by the first-choice school for which the pupil

prep schools prepare pupils for the Common Entrance Examination, which

is entered.

is used for transfer to their own senior school or other senior schools at the ages of 11+, 12+ and 13+.

A small number of prep schools have developed a Prep School Baccalaureate that focuses on a broader range of assessment areas, including teamwork, leadership and extra-curricular activities. This is marked internally on a rolling basis rather than as a single examination.

Is preparatory school boarding right for our child? Two key questions when considering prep school boarding are ‘Is it right for our child?’, and ‘Can we find the right school?’. Here are some of the considerations to take into account when deciding whether to choose prep school boarding: l

Prep school boarding gives parents flexibility on where to live in relation to their own commitments. Career opportunities can take individuals abroad, to different parts of the country and parents can find themselves living apart and no longer able to provide the support they would like to give to their children. In these and similar situations prep school boarding provides flexibility and educational consistency.

The relatively smaller size and setting of a prep school means it will tend to have a more family and friendly atmosphere than its larger-school counterparts. There will be more opportunities to shine in sport, music, and drama.

Prep school boarding prepares pupils for entry to senior school. Prep schools are able to offer appropriate advice on the senior boarding school most suited to the pupil.

Many of the essentials of an all-round education are instilled at prep school, and particularly in boarding life.

Prep school boarding can offer a wide range of leisure activities including ‘fun weekends’ and school trips.

Open Morning 12 May - 10am to 12pm th

110 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

When responding to advertisements please mention The BSA Guide | Preparatory schools

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Northamptonshire, NN6 9JG Tel 01604 686234 headmaster@maidwellhall.co.uk www.maidwellhall.co.uk March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

111

Preparatory schools | The advantages of starting boarding in a preparatory school

The advantages of starting boarding in a

preparatory school B

oarding in a prep school brings a wonderfully diverse range of advantages, most importantly the

amount of fun the children have. You only have to see the smiles on their faces and the excitement of planning what to do with their free time, to realise just how much boarding can enrich a child’s life. Long gone are the days when parents would drop their children at the school gate and wave goodbye until half term. Many schools offer a variety of boarding options – weekly, flexi or full – giving something for everyone. At Ludgrove, we offer a full boarding model enabling parents to relax with the confidence that their children are safe and secure, getting a huge amount out of the school day, surrounded by all their friends, knowing that at weekends everyone is either fully occupied in school or at home for an exeat with family.

Warm and caring The continuity of care and education that a boarding school can offer is invaluable in providing a stable platform for a child’s development. All schools should be educating children well, but a boarding school must be a particularly warm and caring environment where children’s confidence is developed, and they are valued as individuals and learn to live in a community. At Ludgrove, we are lucky to have outstanding staff members who get to know the boys very well and understand what makes each individual ‘tick’. Across the school the resident matrons, school nurse and boarding houseparents, as well as the teaching and domestic staff are all committed to ensuring that the ‘spotlight’ is on every child so that their confidence and character are nurtured at every opportunity. Unless children

112 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

– Simon Barber, Headmaster of Ludgrove School

Preparatory schools The advantages please of starting boarding in a preparatory schoolto | Preparatory schools When responding to advertisements mention Service Parentsâ&#x20AC;&#x2122; Guide Boarding Schools are healthy, happy and eating well they simply cannot fully flourish either inside or outside the classroom. With ever-increasing competition for places in our senior public schools, boys and girls must shine earlier and earlier. It is for school staff to find that little something in everyone that makes them feel good and a boarding prep

HORRIS HILL L SCHOOL C N E W BURY, BE R KS H I R E

school is wonderfully well prepared to achieve this. Having everyone together on site in free time through the day and in the evenings means there is time for extra-curricular activities, including music, drama, the creative arts and many sports. This therefore leaves more time for quality family time on exeat weekends. Events such as poetry recitations,

parents can relax knowing every other boy is

speeches competitions, choral days and

enjoying the same reassuring routine. To be

inspirational lectures will also enrich their learning. If a child can speak freely and with genuine interest about something they enjoy doing, they will shine in interview and be a pleasure to be with. Communication is key and boarding pupils have regular contact with their parents via email, telephone calls, Skype, FaceTime, and handwritten letters. At a full boarding school,

Simon Barber is a third-generation headmaster of Ludgrove, following in his father and grandfatherâ&#x20AC;&#x2122;s footsteps. Educated at Eton and Durham he first surrounded by others who enjoy doing similar taughtfamilies. in the state sector at are secondary level and 10% discount to service Busaries also available. things and to always be able to find someone then, following a brief spell in the City, returned to with similar interests is very comforting and of teaching at Ashdown House in Sussex from 1997 course great fun. At Ludgrove, friendships are to 2002. He joined the staff at Ludgrove in 2002, made for life, boys can be boys and our unique becoming Deputy Head in 2004 and Headmaster in 2008. A keen sportsman, he still loves his time in spirit allows them to thrive in an atmosphere the classroom teaching all the boys in Years 4 and of happiness, high achievement, good manners 5 (Latin and PSHCEE). He at and his wife Sophie, who Our boys are successful in gaining places Eton & Winchester and kindness. oversees the pastoral the school, have three along with a cohort of othercare topinschools children. Horris Hill, Newtown, Newbury RG20 9DJ

T 01635 40594

E registrar@horrishill.com

www.horrishill.com www ww w..h horris i hill.co hill m

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September 2015 Service Parentsâ&#x20AC;&#x2122; Guide to UK Boarding 99 March 2018 I THE BSA GUIDE TO BOARDINGSchools SCHOOLS 113

Preparatory schools | The popularity of prep school boarding

The

popularity of prep

school boarding

– Dr Trevor Richards, Head of All Hallows Preparatory School

ith their top of the range facilities

learn how to board before moving on to a senior

Excellent prep school education really does

and a family atmosphere, today’s

school, which may be further away from home.

prepare the children for senior school and for life

prep boarding schools allow children

beyond school. Most prep boarding schools offer

to enjoy their school life with no time wasted

Triangle of care

travelling each day. A programme of activities

All prep boarding schools want their pupils to

so that they can really discover what they love

catering for all interests and allowing pupils to

be in a triangle of care (child–parent–boarding

to do, and learn who they are at the same time.

spend all their time with their friends creates

staff) and this means fostering a close and

Our programme at All Hallows includes creative

an idyllic childhood where playing together and

communicative relationship between families

design, drama, sports, clay pigeon shooting,

learning together are at the heart of everything.

and school. Acting in loco parentis means that

photography, newspaper production and

we value regular phone calls and meetings with

many other extra-curricular activities. Sport is

A generation or two ago, it was unusual for both

parents. These allow us to deal with any questions

fundamental to making sure that children learn to

parents to work, whereas today the opposite is

or concerns before they become an issue and to

work as a team, encourages competitiveness and

true. As a result, we have seen an increase in

ensure that parents have total confidence in the

school pride, but also how to lose gracefully and

‘flexi-boarding’ where parents can choose the

school.

develop the art of true sportsmanship. Modern

occasional day for their child to board. This give

pupils as wide a choice of activities as possible,

prep school boarding is very much a partnership

parents flexibility in their working life and also

For new boarders, taster days and letters from

between parents and school to ensure that the

allows non-boarders to see whether a boarding

future classmates all help to make them feel

child becomes the best version of themselves they

environment is right for them. For ‘full’ boarders,

welcomed. At All Hallows, boarders are allowed

can be.

the introduction of ‘flexi’ boarders creates a

mobile phones or tablets – these are kept securely

vibrant boarding house with a constant flow of

by the boarding staff and handed out at set times.

different children staying over. This makes the

Regular Skype calls allow parents to feel at ease

boarding house an exciting and attractive place

about their children and enable them to replicate

to be.

those end of the day chats in the car or around the kitchen table, even though they may be miles

Prep school boarding does not have to be miles

away. We are always flexible if a child needs to

away from families. Many families choose a school

phone home outside of set times as we want

nearby so that they can attend performances

pupils to be happy and confident and we do all we

or watch Saturday sports fixtures. This also has

can to facilitate this.

the advantage of helping a child to settle and

114 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Dr Trevor Richards has been Head of All Hallows Preparatory School in Somerset since January 2017, having been associated with the school for over 20 years. A chartered educational psychologist, Trevor was previously Deputy Head and Interim Head at All Hallows. Trevor is married to Jeanna, and was educated at the University of Liverpool. He gained QTS from the University of Bath, before taking his Doctorate of Educational Psychology at the University of Bristol.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

115

Preparatory schools | The importance of kindness

The importance of kindness

â&#x20AC;&#x201C; Stephen Ilett, Headmaster of Port Regis

hen I am asked by parents and

boarding school environment where children live

other. This was a huge success and the longer-

prospective parents what qualities

in close proximity and have to get along.

term benefits have been noticeable.

to instil in children today, kindness is one of

At Port Regis we held a Kindness Month,

Benefits of kindness

the first I mention. Academic success and other

encouraging all members of the school

So why is teaching kindness so important and

achievements, however important, will not be

community to carry out random acts of

why have we highlighted it within our curriculum?

enough to see children through the twenty-first

kindness and thoughtfulness. This initiative was

There are a great number of benefits and some

century world in which they will live, work and, we

an extension of the national Random Acts of

very compelling reasons for doing so.

hope, thrive. Kindness is seen by some as an old-

Kindness Day. Post boxes were placed throughout

fashioned value but research studies have shown

the school and when someone was the recipient

Improved health and decreased stress: The act

that it has significant physical and emotional

of an act of kindness they posted a note in the

of being kind can trigger a release of the hormone

benefits and that children need kindness to

box. Each caring action wasnâ&#x20AC;&#x2122;t rewarded by a prize

oxytocin which in turn reduces stress, decreases

flourish as healthy, happy and well-rounded

but recognised and praised to encourage the

blood pressure and improves the cardiovascular

individuals. This is particularly the case in a

importance of being kind and generous to each

system.

of character I think are important

116 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The importance of kindness | Preparatory schools

Reduced depression: Equally as important is

Greater sense of belonging and improved self-

So besides improving personal relationships,

the impact on mental health. The good feelings

esteem: Even small acts of kindness can heighten

kindness can actually make us healthier and

we experience when being kind are produced

our sense of wellbeing and give a feeling of

happier. It’s becoming increasingly clear that

by endorphins. Endorphins are chemicals

optimism and self-worth.

modern education must encompass more than

that activate the brain regions associated

just academic subjects and that altruistic qualities

with pleasure. Research has been shown that

Increased feelings of gratitude: Being part of

should be nurtured as a matter of priority.

these feelings, known as the ‘helper’s high’, are

projects that help those who are less fortunate,

Kindness can be taught and belongs in every

contagious, encouraging more kind behaviour on

provides children with a sense of perspective and

school.

the part of both the giver and recipient.

helps them appreciate the good things in their own lives.

Happiness: A 2010 Harvard Business School survey of happiness in 136 countries found that

Less bullying: Many traditional anti-bullying

people who are altruistic were happiest overall.

programs have little impact because they focus on the negative actions that cause children

Better concentration and improved results:

to bully each other. Teaching kindness and

As well as health benefits, research has also

compassion in schools fosters more inclusive

shown that kindness results in better levels of

school environments. It has been shown that the

concentration and performance in the classroom.

effects of bullying can be significantly reduced

The sense of wellbeing it promotes plays an

by integrating kindness-based programmes in

important part in learning and memory.

schools.

Increased peer acceptance: Research has

Positive relationships: Kindness and empathy

shown that kindness increases our ability to form

help us relate to other people and have more

meaningful connections with others. Kind, happy

positive relationships with friends, family, and

children enjoy greater peer acceptance because

even strangers we encounter in our daily lives.

they are well-liked.

Stephen Ilett was educated at Rossall School, where his father was a Housemaster. He read Modern History at Lincoln College, Oxford. Before his appointment at Port Regis, Stephen was Headmaster at Milbourne Lodge in Surrey. Before taking over at Milbourne Lodge, he spent eight years at Caldicott in Buckinghamshire. Stephen spent 18 years in the City at Lloyd’s of London, reaching the level of board director, before moving into education. Stephen and his wife, Amanda, have five children and live at the school.

We are curious We are authors We are scientists We are active thinkers We are historians We are courageous We are academic We are musicians We are sporting We are future-smart We are independent We are creative We are mathematicians We are innovative

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

117

Preparatory schools | Boys only? The case has never been stronger

Boys only?

The case has never been stronger school) timetable is based on lessons in the

– Rob Morse, Headmaster of Aysgarth School

morning, with a daily games period following lunch, before the children head back into lessons before supper. Should we be surprised that Chris Robshaw, the former England rugby captain, was educated at a boys-only prep school? What about Alastair Cook, former captain of the England cricket team, who spent his formative years in a boys-only senior school (where he was a music rather than sports scholar)? That is not to say all boys will go on to such heady heights. But in a world where we seek a good ‘work–life balance’ the opportunity to indulge in traditional daily games is, in my view, too good to miss. I am a firm believer in the phrase mens sana in corpore sano – ‘a healthy mind in a healthy body’ – and never is this more important than when we are young. But what about those boys who do not thrive on the sports field? Boys’ schools, by their very nature, tend to appoint many male staff with an interest in games and therefore children with less developed sporting ability are offered excellent coaching and therefore opportunities to improve.

ingle-sex education is often misunderstood. Critics are quick to lay claim to discrimination and to suggest it

produces individuals who lack confidence around the opposite sex. Nothing could be further from the truth. Single-sex education is not about pitting boys against girls – it is centred on providing environments where boys and girls can thrive in settings best suited to them, allowing them to develop belief in their own ability and to enter the world as confident individuals. Let’s take boys. There is no doubt most boys benefit from regular and vigorous exercise and they achieve their very best in a competitive situation. This is why the traditional preparatory school (and to a lesser extent, senior independent

118 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Boys only? The case has never been stronger | Preparatory schools The creative curriculum

This leads me to the crux of the matter and

of the BSA, 2015–16, has said, ‘What does strike

It is perhaps in the creative subjects where the

to the most significant reason for choosing

me is that in a single-sex environment, there

greatest discrepancy between single-sex and

single-sex education. Very simply, boys and

is an opportunity for both boys and girls to be

co-educational establishments can be found.

girls do better when they are in single-sex

themselves for longer. To be “boyish” for longer,

When I was writing this article, the Senior Choir

environments and there is a great deal of

to be young girls.’

(some 24 boys aged between 11 and 13) were

evidence to support this. For example, Graham

rehearsing for this Sunday’s Chapel service and

Able’s study of the performance of girls and

Perhaps most importantly is the fact that a single-

the refrains of choral anthems and hymns were

boys in 30 single-sex and co-educational

sex education builds confidence and self-belief.

echoing along the corridor. Later that afternoon

schools in England found that, although both

It is no wonder the boys here at Aysgarth are

the Junior Choir met and that evening the Concert

girls and boys did better in these single-sex

thriving in the classroom, throwing themselves

Choir raised the roof. Only recently, more than

schools than they did in the co-educational

into their sport, singing in the choir, playing

80 boys travelled to Ripon Cathedral for the

schools, the single-sex advantage was

musical instruments, acting upon the stage and

Macmillan Cancer Research Carol service. This

greater for the boys than it was for the girls

enjoying every moment of their time at school.

service raises a sizeable amount of money (in

(information from National Association for

Single-sex education? The case has never been

2016 more than £30,000) and it also provides the

Single Sex Public Education (NASSPE), now

stronger!

opportunity for more than half the boys in the

called the National Association for Choice in

school to sing in front of an audience of more

Education (NACE)). The Daily Telegraph league

than 850 people. I am not suggesting similar

tables for GCSE results in 2015 revealed that

events do not take place in co-educational schools

the top ten state schools and the top ten

but I do question whether such a high percentage

independent schools were all single-sex.

of boys would take part in a co-educational setting. Evidence suggests that in a co-educational

Where boys will be boys

setting, more than half the choir will be female.

Some people argue this academic success comes

Why might this be? Simply because boys can feel

by ‘hot-housing’ the children or by forcing them

pressure to ‘look cool’ in a mixed environment,

into adulthood more quickly. Nothing could be

and music, drama and art may not be seen as

further from the truth. As Tony Little, the former

‘cool’ in the eyes of a 12-year-old boy.

Head of Eton College and Honorary President

Rob Morse is Headmaster of Aysgarth School, an all-boys’ prep boarding school in the North of England. Before his appointment at Aysgarth, Rob was Headmaster at Perrott Hill Preparatory School and before this he held the post of Deputy Head and Housemaster at S Anselm’s. As well as teaching Geography, Rob loves the great outdoors, and is a keen sportsman and an aspiring trumpeter and guitar player. He is married to Lottie, also a teacher, and they have two children, Daisy and Harry.

Bringing out ‘‘ the best in boys’’

Nurturing excellence

A day in the life of Aldro... come and see for yourself If you would like to attend an Open Morning, request a prospectus, or arrange an individual tour, please contact the Admissions Office on 01483 813535 or email: admissions@aldro.org Aldro, Lombard Street, Shackleford, Godalming, Surrey GU8 6AS www.aldro.org

To see for yourself the gold standard in boys’ prep school education, where ethos and environment nurture and inspire all-round excellence, then please visit us in person or via our website.

horrishill.com March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

119

Preparatory schools | How boarding schools support children’s mental and emotional development

How boarding schools support children’s mental and emotional development

n In an assembled group at school, it is an obvious and easy question to ask – what do we value most highly in life? For some the

first answer may be God, but more commonly – certainly among prep school age children – it is ‘family’, or ‘love’. (Occasionally ‘time’ is offered up too, but more usually by old stagers in Year 8 who have been in on this discussion before.) The point is that these three abstract nouns are the keys to our capacity to form and maintain relationships in life which, in turn, leads to that Holy Grail – happiness. This is not to say life, particularly the life of a child, should be unalloyed happiness, but it is a notion that merits unpicking within the discussion about boarding school. Happiness? Rather than heading down this ‘rabbit hole’ of philosophical discussion, we should consider the end game: what are parents

– Fred de Falbe, Headmaster of Beeston Hall

and pupils aiming for when they choose UK independent education – known and admired

So we come to boarding school. A small boarding

decisions and to learn the consequences of this

around the world as a gold standard? We want

community does not replace family. But it does

– whether it is falling off a swing or resolutely

our charges to become well-educated, but what

begin to reflect the ‘village’ or ‘tribe’ model outlined

practising the French horn – and this means the

does that mean? Besides the fulfilling of academic

by so many social psychologists, something which

13 year old departing for senior school has

potential, we aspire for the children we look after

has served humanity well for millennia and all

developed some awareness of their own thought

to become open-minded, energetic and flexible

but disappeared in today’s developed world.

processes and the impact they can have.

young people, willing and able to work in groups

Prefaced by the adage ‘not for everyone’, we begin

and to think creatively and independently so

the observation that children, in many cases at

In my view, the effect of this contained, curated life

they have the confidence to take initiative and

Beeston Hall, often choose this for themselves.

of a small prep school helps achieve a remarkable

contribute in purposeful and constructive ways.

They see the structures and efficiencies – never

combination of humility and self-confidence,

This process starts in the home with parental

mind fun – of such an arrangement, where their

where children can gently but firmly make their

instincts driving the development of our children

time is more purposefully spent, mixing up

ways in the world. This is why they are greeted

but before too long – and quite correctly as

activities and play with academic progress.

with open arms by the senior schools themselves

children begin socialisation and stimulation – we seek help elsewhere.

and also, of course, by parents who, rather than There is no wasted travel time, no environmental

serving them as taxi driver, coach and tutor (chief

footprint, but a rhythm to the children’s lives

nag very often, too), delight in seeing their children

So begins school and the wider development of

and friendships which is understandable and

flourishing into young adults who have learnt the

our children and the challenges of parenting. One

not shot through with the demands of adults’

benefit of good relationships, of making an effort,

irony of our privileged, post-industrial society

preoccupations. There is the hierarchy and

and of contributing to the world around them.

twenty-first century lives is the lack of time

discipline of systems (but none of the oppression

juxtaposed with the sheer quantity of information,

of ancient stereotypes) within which children can

both fanned by the distractions and diversions

begin making their own, unilateral but supported

that can enfold our relentless schedules. Titles

choices – something, as we adults know, is often a

such as The Collapse of Parenting and Raising Boys

challenge.

offer analysis and advice but do not stop the guilt, interspersed though it is with natty new methods

While the care of each child is paramount and

of ‘having everything’. On top of this comes the

pastoral systems unimpeachable, our boarding

consequent inability to construct communities of

schools are organised to serve a community, not

a sufficiently small and digestible scale to allow

the individual needs of each child. This salient

children to develop the social and emotional

point has a powerful effect on each child’s capacity

intelligences so necessary to fulfil the aims

to operate in a group and share, developing the

outlined above.

resilience to stand up for themselves, contribute and be noticed. There is the freedom to make

120 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Fred de Falbe has been Headmaster of Beeston Hall, a boarding and day prep school in Norfolk, since September 2016. Before that he was a Prep Head in Herefordshire, after six years at Knightsbridge School, latterly as Deputy Head. His first spell of teaching was after Eton, as an 18 year old in Honduras, which led to a career in film after a Theology degree at Manchester. Having completed eight years in the maintained sector, which he combined with smallholding in Devon, he ran a property business before returning to teaching. He is married to Juliet, who plays a key pastoral role in the school, and they have three children.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Preparatory schools | Home from home – the key to quality pastoral care in a boarding environment

Home from home – the key to quality pastoral care in a boarding environment

– Paddy Moss, Headmaster of Dean Close Preparatory School

uality pastoral care is key to the

fortunate enough to have a multi-layered blanket

supported by parents and engrained in the ethos

personal development of children.

of staff covering all pupils and preventing anyone

of the school. At Dean Close, the whole prep

A happy and secure child is more

from falling through the gaps. The key has to be

school works on the key value of the ‘Dean Close

likely to succeed in the full range of experiences

found in the relationships developed within and

Hello’, where all pupils are encouraged to greet

offered to them during their formative years. In

surrounding the school and from an individual

adults appropriately and vice versa.

a successful school, pastoral care and academic

knowledge of each child.

life work together effectively in the formal and informal aspects of the school.

A culture of mutual respect

When prospective families visit a school, they

In a boarding environment, a culture of mutual

can quickly sense the tone of those relationships

respect and care is particularly important. The

All good schools claim to have excellent pastoral

through the respect shown by pupils and staff

quality of the boarding house staff and their

care. But not all schools can demonstrate

towards each other. This mutual respect creates

ability to champion the culture makes the

this through genuinely caring and supportive

a self-perpetuating culture that can be built on

difference here. Resident matrons, house tutors

relationships which act as a filter for all events

through regular reminders in assemblies, chapels

and houseparents and other staff members are

taking place in a busy school. Not all schools are

and form times. It should be reinforced by staff,

key to a happy boarding experience.

122 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Home from home – the key to quality pastoral care in a boarding environment | Preparatory schools

Open and regular communication is vital. For

can only be achieved by proactive houseparents

places for rest and play, rather than work. The

example, at Dean Close, after the terrorist attacks

willing to share their extended home.

boundary setting and expectations of behaviour

in Paris in November 2015, close knowledge

remain the same, but the atmosphere will be

of the pupils whose families were in France

The boarding experience does not suit all children

different. Houseparents display great ingenuity

allowed immediate contact with parents and a

and the period of transition for new pupils is

in the vast range of games and activities on offer

reassurance of their safety. This reassurance

crucial. However, we find more often than not,

during weekdays and weekends. At Dean Close

could then be shared with worried youngsters

new pupils are quickly infused with the supportive

these include go-karting, Kapla modelling, foodie

and further support given.

and caring culture of the school and they adapt

theme nights, board game extravaganzas, sports

their behaviour accordingly and thrive.

in the gym – to name just a few. So much so that

It is now commonplace for boarding houses to

From my experience, the most successful

the boarding experience seems more like an

have Twitter feeds, blogs and weekly newsletters

boarding houses are those where the

adventure camp than a typical home. It is little

keeping parents abreast of events in their

houseparent’s unique character is evident.

wonder boarding places are in such high demand.

children’s boarding houses. These regular communications are personal and informal with

Whether it’s the football team they support or

observations of everything from purchases on a

their passion for bike racing, their interests and

recent shopping trip to the naming of the new

enthusiasms are shared and enjoyed by their

house pet.

temporary family and known about by far-flung parents too. Although safety and security in a

At Dean Close, all staff are required to make

boarding environment are a given, a balanced

contact with parents in their form group in the

diet of age-appropriate activities and downtime

first few days of term simply to ask ‘How’s it

distinguishes boarding from other types of

going?’ This staff–parent bond is particularly

education provision.

important in our boarding community. Parents require a vivid sense of the adults overseeing

Experienced boarding houseparents often find

their children’s welfare while they are away

the healthy balance of separating the academic

from home and the aim is to provide individual

side of school life and their boarding home life.

attention to each child according to their needs.

Although prep or homework may be expected

Parents’ trust in the boarding house staff to

to be completed in the boarding environment,

ensure their children are nurtured and stimulated

the expectation is that boarding houses are

Paddy Moss is Headmaster of Dean Close Preparatory School. Paddy joined Dean Close in September 2015 from Kenya, having spent nine years as Headmaster of a premier Britishcurriculum preparatory boarding school. A Canadian by birth but brought up in the west of England, Paddy studied Geography and Economics (SOAS, London University) before embarking on a career as a teacher in several boarding and day prep schools, in the UK and abroad, where he was also a member of many of the senior management teams. He is a highly experienced sports coach with a passion for outdoor activities and scouting. He and his wife, a Maths and PE teacher, have three daughters.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Preparatory schools | A fresh view on boarding

A fresh view on

boarding

– Dr Crispin Hyde-Dunn, Headmaster of the Dragon School, Oxford Firm foundations Boarding at a prep school can certainly lay firm foundations for a successful education at senior schools in both the UK and beyond. At the end of Year 8, with experience of living and learning with their peers, boarding children set forth with a quiet confidence and assurance and enjoy successful and smooth transitions to their next schools. Boarding in Years 7 and 8 is perhaps particularly valuable as preparation for young teenagers going to a boarding senior school, making for a much smoother transition. Overall boarding is a truly enjoyable experience for the vast majority of children; it provides endless opportunities to explore so many areas of learning and in doing so allows children to grow in confidence, independence and maturity. The friendships that form among boarders last a

lifetime and can create bonds that stretch around he traditional view of boarding has

happy. Within a nurturing environment, living with

the world. The fun and happiness of living with

changed immeasurably in the past few

their peers and being supported by committed

their friends is for most boarders the greatest

decades and the choice to board is now a

and caring adults, boarders have time to be

highlight of their prep school experience.

children, as well as developing their individuality

The ultimate endorsement for boarding however

and learning the life tools required to be socially

comes from the children themselves so do make

If you are considering boarding for your child, it is

adaptable. Houseparents provide a huge support

sure to ask pupils as many questions as you can

important to do your research so you can make

for boarders and boarding can provide a happy

during your visits.

an informed decision. Admissions departments

and homely environment, ensuring routine and

have years of parental and educational

individual care in the same way they might be at

experience, and are well placed to help you

home.

considered, open and positive decision.

navigate the process of making the right decisions at the right time for you and your child.

During the school term and weekends, boarding can offer a plethora of additional activities to

In an increasingly complex and fast-moving

ensure children are kept stimulated and busy.

society, boarding can provide the setting that

During holidays and half term, many parents

children need to flourish. While wanting to protect

find their families’ lives are enriched and made

their children, many parents recognise their

more enjoyable as the children relax and

child’s need for space in a safe environment in

appreciate quality family time together at home.

which to learn independence. They want their

Regular contact between parents and children is

children to have opportunities to develop skills

encouraged and there are many opportunities

to become successful and productive citizens –

during the term for parents to spend time with

well-rounded, emotionally resilient and above all

their children.

124 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Dr Crispin Hyde-Dunn joined the Dragon School as Headmaster in September 2017. He was Headmaster of Abingdon Preparatory School from 2011. Crispin read History at St Catherine’s College, Oxford, before completing a PGCE. He also holds an MA in Education Leadership and Management and the National Professional Qualification for Headship (NPQH). He has recently been awarded a PhD in Art History. Crispin previously taught at St Edmund’s College Hertfordshire, Hall School Wimbledon, St Edmund’s School Surrey, New College School Oxford and King’s College School Cambridge, where he was Deputy Head Academic.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Preparatory schools | Why board at a country prep school?

Why board at a country

prep school?

– Simon Hitchings, Head of Swanbourne House School

s we see our children growing up, we

Boarding prep schools offer the opportunity for

Learning to have fun Boarding is a social activity.

all look back at our own childhood and

childhood to last longer and for it to be enhanced.

Children who board learn that making friends

compare it with the experience of the

Boarding schools provide an environment with

with those with whom they share dormitories,

rising generation. The balance of the comparison

excellent pastoral care and an extensive array

common rooms, three meals a day, and so much

may swing either way in our minds. The world has

of stimulating activities, where children’s time is

else, is a vital skill to acquire. Most boarding

undoubtedly advanced for the better in so many

carefully balanced between a clear routine and

schools regulate screen time during boarders’

respects. However, for many there is undoubtedly

free time for them to manage for themselves.

free time and at prep schools in particular devices

the sense that in the past there was more

are looked after by boarding staff apart from

freedom, that now children lose the innocence of

The experience of boarding at a prep school has

at specified times. The emphasis is on using

childhood more quickly, and the pressures of a

many advantages.

the beautiful setting of the school, engaging

technology-centred life are not healthy.

in dramatic, sporting, musical and many other activities. In the common rooms in the evenings

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Why board at a country prep school? | Preparatory schools

and at weekends pupils talk and play games

with teachers. As exams approach the ability to

another. Prep school boarding houses are often

together rather than being lost in the electronic

decide to use free time for work is fostered in an

– and correctly – described as a more intimate

world of their own devices. Board games, puzzles

environment where independence is valued.

and homely environment. In this supportive

and books are the staple of prep school common

environment the more demanding themes of

room shelves (as well as the Xbox or similar which

Learning to lead responsibly All schools create

independence and leadership can be learned in

pupils have to share).

opportunities for pupils to take on responsibilities

readiness for the next stage.

in the school environment. The last year at a Learning independence Boarding pupils

13+ prep school, when pupils are of an age to

Boarding prep schools offer a variety of styles

quickly learn it is their responsibility to do things

understand what this entails, is a wonderful time

– full, weekly and flexi-boarding. Each of these

for themselves. A child with the ability to be

to give them genuine opportunities to lead across

can support the ideas and the vision set out

independent in many areas of life is a child who

school life. This can manifest itself especially in

above, and each child and family can ask which

is getting ready for adulthood. As a parent I know

the boarding house. Younger pupils benefit from

style suits them and their needs at the present

how easy it is to sort out my young children’s lives

the example of senior pupils in following routines

moment. Whatever the style, there is no doubt

with the result of a short-term solution but the

and the guidance of an experienced boarder can

in my mind that the best prep boarding schools

risk of a longer-term bad habit. Boarding houses

be invaluable at the start of a boarders’ time in

offer an enhancement of childhood as well as a

are necessarily places where there must be a

the house.

great preparation for what lies ahead.

routine – from time into the house through to lights out, or at the weekend when free time is

Learning for the future Education is all about

interspersed with coordinated activities. Boarders

preparation for what is to come. This is true at

are expected to organise themselves and their

the immediate level of preparation for the next

possessions according to the schedule, including

school as well as on the grand scale of acquiring

handing in clothes for laundry, keeping their area

skills which will last for a lifetime. The smaller

of the dormitory in good order and making sure

context of a boarding prep school in which

they know where to find their things. Boarders

everyone knows everyone else and the sense

also learn the value of doing their homework

of community is omnipresent is the ideal place

independently – they are learning to think for

to learn how to board. From here the step to a

themselves and to manage situations where they

larger senior school becomes less daunting and

find work challenging by initiating conversations

merely the transfer of skills from one scale to

Simon Hitchings is Head at Swanbourne House School, a co-educational boarding and day school in Buckinghamshire. Simon was educated at Colston’s School in Bristol and University College, Oxford, where he gained a double First in Classics. His career has been in prep boarding education for the past 22 years with more than half that time spent in senior management roles. He and his wife Caroline have been at Swanbourne House since 2013.

A fully co-educational day and boarding prep school for children aged 3 - 13 • Happiness and wellbeing are at the centre of all we do • Thriving boarding community with full and flexible options • Dedicated boarding staff • Outstanding opportunities for sport, music , art, creative design, drama and Forest School complement our dynamic academic curriculum • Excellent all round results with 60% of pupils in Year 8 gaining awards to senior schools in 2017 • Just 15 minutes from Frome and 30 minutes from Bath

Call Jackie on 01749 811609 for more information or to arrange to see our school. Visitors are always welcome. www.allhallowsschool.co.uk

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Preparatory schools | Choosing a boarding prep school – in Scotland!

Choosing a boarding prep school

– in Scotland! – Henry Knight, Headmaster of Belhaven Hill School

he modern boarding prep school has enjoyed a bout of ‘Hogwarts’ popularity since the ‘Harry Potter’ films. Many

children now envisage boarding as a ‘magical’ time spent with friends while enjoying many adventures. In today’s modern boarding school this is nearer the truth than one might imagine and the friendships boarding pupils make will last a lifetime. However, today’s boarding schools are not ‘Hogwarts’ and, in separating myth from reality, children and their parents choose prep school boarding for many reasons, which do not include Quidditch. Good teaching in small classes with staff who offer excellent pastoral care means pupils can grow and flourish in a warm and supportive community. There are many good boarding prep schools. Although the majority have adapted to weekly or flexi-boarding to meet demand and the needs of parents in their local area, there are still ‘traditional’ schools that offer full boarding and where at the weekends you will find busy, happy and contented children making the most of the opportunities on offer – not least in

128 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Choosing a boarding prep school – in Scotland! | Preparatory schools

enjoying the company of their fellow boarders

Scotland is awash with beauty and culture on

– and perfectly at ease in the company of their

its doorstep. One is never far from stunning

peers and adults.

scenery, while a healthy outdoor life is seen as a natural progression of everyday school life.

There is much to be said for schooling in

Children are also within touching distance of

Scotland. The country is well served by airports,

museums, theatres and sites of historical or

like Glasgow, Aberdeen or Edinburgh, there are

cultural significance in thriving Scottish cities.

ample railway and motorway connections, and

Belhaven Hill, in Dunbar, is only 45 minutes

there is a time-tested tradition of boarding.

from the centre of Edinburgh, one of Europe’s

Scottish prep schools are often smaller in size,

most popular centres of culture, but outside its

resulting in many more children enjoying the

back gate is a golf course, leading directly on to

opportunity of playing in teams, singing in

the sandy Belhaven Bay.

choirs, acting on stage and being given more responsibility than is possible in some larger

One of the great benefits of the Scottish

schools, while there is still an emphasis on

boarding prep school is the extraordinary

‘traditional’ values, such as everyday courtesy,

range of extra-curricular opportunities on

manners and service.

offer – from skiing, surfing, riding and golf, to drama, music, sport and art, not to mention the

The pace of life is a little ‘slower’ than in

more traditional pursuits of reeling and piping!

some other schools, with an emphasis on

However, more often than not the children are

the individual and the belief in opportunities

just as happy to play with their friends, enjoying

outside the classroom. There is no need to

each other’s company and friendship. Indeed,

grow up too quickly and the children may not

such is the children’s perception of boarding

be as ‘streetwise’ as some. The need for mobile

that many believe they are ‘missing out’ by not

telephones or electronic gadgetry and games is

boarding and those that are local enough to be

not seen as essential as it is elsewhere. Pupils

day pupils usually elect to board. There is no

can of course communicate with parents and

better recommendation than that!

friends by phone, email or Skype – but it is not

Henry Knight was educated at Lambrook, Marlborough College and the University of London, boarding full-time from the age of seven. Before becoming a teacher, Henry worked in the wine trade. His first teaching post was at Woodcote House School, a boys’ boarding prep where he taught English before becoming Headmaster in 2009. In 2016, Henry moved to Scotland to become Headmaster of Belhaven Hill. Henry is married to Susannah and they have three children, two of whom are at Belhaven.

an overriding necessity that drives a child’s day.

“Thanks so much to my tutor, Sam. I can’t wait to start next term!” Zac was awarded a 13+ academic scholarship this year to Bedales.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Senior schools: single-sex or co-education? | The importance of the creative arts

The importance of the

creative arts

– Liz Laybourn, Head of Burgess Hill Girls School

boarding environment gives children

belief that they’re somehow less ‘important’ than

the observation and appreciation of human

and young people an unrivalled

academic subjects.

life through its range of historical and cultural

opportunity to develop their creative

references.

talents to the full. Whether it’s fine art, design and

Art in all its forms engages, inspires and

technology, textiles or graphics, music and drama

challenges pupils, equipping them with the

I believe there should be true ‘parity of esteem’ for

or photography, the arts should be at the heart of

knowledge and skills to experiment, invent and

pupils who display talent in creative subjects. At

the school curriculum. But in too many schools the

create. Art should be enjoyed as a visually and

Burgess Hill Girls we take great pride in the prizes

creative arts are being squeezed out by a mistaken

intellectually stimulating activity that encourages

our pupils are awarded each year in national

130 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The importance of the creative arts | Senior schools: single-sex or co-education?

competitions for the creative arts. For example,

the evenings. Instead, pupils rush to work on their

In a world where we are constantly bombarded

one of our talented textile artists has already

portfolios, photography projects or instrument

by images and increasingly reliant on all forms

embarked on a career in fashion design after

practice. Uninterrupted access to the art studio

of visual communication, children and young

doing work experience with Zandra Rhodes and

and an opportunity for input from specialist staff

people are challenged by the many facets of the

gaining a three-month internship with Vivienne

on work in hand is a huge boon.

contemporary visual world. Nurturing creativity

Westwood.

and opening their minds to a fascinating array With pupils and staff on site in evenings and at

of visual influences should be a vital part of any

weekends, drama productions really can reach

education. Art is an opportunity to give pupils

the next level. Each year at Burgess Hill, our

the widest range of experiences and push the

boarders are split into three teams each of which

boundaries of their understanding. We should

write, direct and stage a show over a two-week

encourage the development of each pupil’s visual

period. Teachers are not allowed to get involved

experience in a holistic manner, building on the

– this really is all the girls’ own work. And with

development of strong technical and conceptual

A varied programme of arts-related after-school

the dedication and time investment at boarders’

skills.

clubs and enrichment activities in the evenings

disposal, the results are really spectacular.

“When children are cut off from the arts, education is devalued.”

and at weekends provides a fantastic opportunity

Arts subjects are far too important to allow them

for boarders. These sessions can give extra ‘space’

Even for pupils who may initially show less

to become a rarity in the school day. Nurturing and

for pupils who want to develop their skills in

enthusiasm for the arts, a visit to a particular art

developing creative talent is thrilling. At Burgess

drama, music and arts. Where day girls may face

show or play is an enticing prospect and very often

Hill, it’s at the heart of what we do.

the pressures of travel to and from school and

produces that ‘lightbulb’ moment which really

the distractions of television, social lives, family

engages a pupil in particular art form for the first

commitments – and of course social media –

time.

boarders have the luxury of ‘after-hours’ access to arts facilities and to staff who are on hand to

And, of course, keeping girls busy is the best

support and nurture. It is a huge advantage for

defense against homesickness. At Burgess Hill,

those who have the talent and determination

pupils’ feet don’t touch the ground – especially in

for high-level achievement in these subjects. At

those crucial early weeks of the academic year.

Burgess Hill, the television is rarely switched on in

Best Ever Results at GCSE

Liz Laybourn has been Headteacher at Burgess Hill Girls School since 2017. She joined the school as a newly qualified teacher in 1986 and became Deputy Head in 2006. She says her long association with the school had proved inspirational to her career. She is about to complete a Master’s degree in Education Leadership at Buckingham University.

67th at GCSE Telegraph League Tables

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ROEDEAN ‘Excellent in all areas’

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64 girls in Year 7 Sept 2017

570 girls on roll March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

131

Senior schools: single-sex or co-education? | How does boarding promote wellbeing?

How does boarding promote

wellbeing? – Jo Duncan, Head of The Royal High School Bath (GDST)

ow does boarding promote wellbeing

First, excellent pastoral care is provided by

organised environment they have the opportunity

and help children and young people

experienced boarding house staff and medical

to study effectively while also fully enjoying their

thrive? If ‘wellbeing’ is defined as being

teams specifically trained in working with children

free time. Rules and regulations, which should

physically and mentally healthy and able to cope

and young people. The routine and structure

be minimal, play an important part in supporting

with life’s challenges in a positive and constructive

of a well-run boarding house gives a genuine

pupils’ wellbeing and development, particularly

manner, then a good boarding school experience

sense of security and allows pupils to feel safe

throughout the crucial teenage stage. Bedtime

will support this in a wide variety of ways.

and protected. This does not mean that life is

routines are clear and consistent, enabling pupils

strictly regimented like a military camp, but in this

to maintain a good sleep pattern, and the use

132 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

How does boarding promote wellbeing? | Senior schools: single-sex or co-education?

or misuse of electronic devices (which we are all grappling with) is actively managed. Good, nutritious food supports physical development and the fantastic facilities available at many boarding schools mean that sport and fitness is high on the agenda for many pupils. Other initiatives, such as themed weeks focusing on aspects of wellbeing, mindfulness or the presence of animals (at RHS we have a much-loved wellbeing dog) further promote this important aspect. Being away from home during term time can be difficult for some new pupils at first. But all boarding schools have strategies in place to deal with early homesickness and most pupils settle in very quickly. In my own school, staff often comment on how new pupils progress after a very short period of time. At a recent boardersâ&#x20AC;&#x2122; dinner, we marveled at the assured self-confidence displayed by one young boarder who was adamant at first that she would not be with us longer than a week!

Living in a community

Academic achievement is important but schools

have a deep sense of respect for themselves and

The emphasis on living in a community means

should be about more than preparation for

for others. Boarding provides the ideal setting to

boarding is a unique experience and one that

examinations. We are in the privileged position

develop these characteristics.

should be embraced positively. We are social

of developing the minds and characters of young

beings and there is great joy in being part of a

people who will face a world radically different to

One of the great luxuries of boarding school is

group. The friendships that are made at boarding

the one in which their parents were raised. They

time. While they are busy places with much going

school often last a lifetime. This means pupils

will enter a competitive, global, technology-driven

on, there is a sense the school day is not squeezed

have a deeper, richer school life but also in

workplace, where it is likely they will have a myriad

into 8.30 am to 4.00 pm with a mass exodus when

many cases they have support they can rely on

of jobs or multiple careers, and they will be living

the final bell sounds. Tutorials, sport, drama,

throughout their lives, whatever the future may

and working much longer than any generation

music, art and weekend activities take place seven

hold. Of course, along with the benefits of living

before them. Paradoxically, it is cultivating

days a week and often well into the evening.

in a community come the minor irritations and

unchanging values and qualities that will enable

Removing the time pressure provides a range of

sometimes bigger challenges of sharing oneâ&#x20AC;&#x2122;s

them to be successful in this fast-paced, changing

opportunities for supporting wellbeing further.

living space with others. But these are also

world. I believe these qualities are the ability to

experiences which help to develop tolerance,

form meaningful relationships, display good

Finally, where do parents fit into this picture?

patience and understanding when managed

judgement, demonstrate courage and integrity, be

They have an important part to play in choosing

skilfully by staff.

emotionally resilient when things are tough and

the right school for their child and supporting the school as it works to create an environment where pupils can flourish. Boarding should offer the best of school allowing parents to offer the best of home and when school and parents are in partnership we can be confident the wellbeing of our children is assured.

Originally from Northern Ireland, Jo Duncan started her teaching career with a degree in English Literature and Theology at the University of St Andrews. During her time as a student, she travelled to Hungary and Romania to teach English and decided to commit to a career in teaching. She has previously taught at Benenden School in Kent, where she was head of religious studies and resident deputy housemistress. She became Head of The Royal High School Bath (GDST) in 2015.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

133

Senior schools: single-sex or co-education? | The benefits of boys-only boarding

The benefits of boys-only boarding – John Moule, Warden of Radley College

matters next, once you have defined and verified

Key benefits

‘good’ – different criteria can apply – is whether

In the classroom – my experience is that:

your child will be happy: if they are, they are much more likely to succeed.

l a

competitive approach that might not work for

girls can be used – as appropriate – much more

On exactly the same grounds, however, I am also

of boys-only boarding, but it’s true. I get a little

And heaven forbid that one might think single-sex

fed up with evangelical statements, backed up

and boarding might be the right option. Surely

by supposedly incontrovertible statistics, that

not? Won’t the boys – in my school’s case – turn

girls do better in this environment, boys in that.

out to be emotionally deprived, socially inept and

We all know we can find the statistics we want.

some sort of boorish rugby thugs?

am not a single-sex zealot. That might

irritated when people presume that somehow

seem odd coming from the Warden of

single-sex might be invalid as a form of education

Radley College, one of the great bastions

in the ‘modern world’ or that boarding is outdated.

What really matters is whether a school is good

easily to incentivise and drive boys forward in their learning l the

speed and level of emotional development

is much more even and this allows more effective discussion l materials

can be tailored to boys including the

texts and topics studied l the

very real danger in early teenage years of

male under-achievement compared to their female peers is negated.

or not: there are mediocre single-sex schools

So I become an advocate for the sort of school

and excellent co-educational schools and I know

I happen to lead. Fortunately, this is not difficult

Culture – ironically, in a boys’ school, boys are

which of these I would recommend. And what

for me.

much more likely to play the violin or the flute,

134 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The benefits of boys-only boarding | Senior schools: single-sex or co-education?

be happy singing, painting and acting and,

Image – boys care about their image in front

A final point is somewhat prosaic. Every single

importantly, they will be happy with their peers

of each other, of course. But I think they care

penny of our school fees is spent on boys –

doing the same. I suggest a counter-tenor is

more when there are girls around. I remember

developing expertise, facilities, and opportunities

much more likely to be admired in a single-sex

when I was a housemaster in a co-educational

for boys. It does not take an economist to tell us

school than in a co-educational one. Good single-

environment there was a boy who was always

that this is more efficient, presuming, of course,

sex education widens the definition of what is

behind because of the time spent grooming

that boys and girls are different – which they are.

acceptably ‘male’.

himself. He left his room – already late – and without fail he would take one last look at his

Boys need to be educated well. Good education

Spare time – I look out of my window and see

reflection in the panel around his door handle. I

is built on core values, and seeks to develop a

countless boys throwing or kicking a ball around

like to think that is less likely in my school.

rounded, civilised citizen for life beyond school.

– playing. One of the great sadnesses of recent

Someone who cares about things and for things,

decades is accelerated ‘maturity’ and the loss of

Links with all-girls’ schools

innocence. I would not be as bold as to say that

Of course, even in a world where the advent of

able to engage with the world in which they live.

an all-boys’ boarding school can eradicate this but

social media guarantees more contact with the

Please don’t tell me that it can’t happen in an all-

it can temper it.

opposite sex – a point in itself to combat the

boys’ boarding school. As long as it’s a good one,

stereotype – it is important to make sure we are

that is.

The boarding community – the depth of

not some sort of female-free zone. There needs

relationships and strength of friendships are the

to be natural and meaningful interaction with girls

great hidden benefits of boarding. When done

in school time. Not the slightly outdated Saturday

well, a boarding education breeds the sort of

night ‘dance’ alone; there should be cultural and

community in which successes and failures are

academic events as well as social, and the social

shared and learned from. The elongated week

events should be varied and civilised. At Radley,

in which ‘school’ happens is hugely invaluable. Is

we have links with lots of schools: drama, music,

that better when it is single-sex? Possibly not. Is it

societies, conferences, debating, curriculum

easier to create and maintain? Certainly.

co-operation, and leadership training are a few examples of joint ventures which work.

about people and for people; someone who is

John Moule has been Warden of Radley College since September 2014, and was Head Master of Bedford School from 2008 to 2014. Before Bedford, he was Head of History and Senior Housemaster at Stowe. He is a former scholar of Lady Margaret Hall, Oxford and would list his interests as avid sports spectating (armchair and otherwise), reading (theology, political biography and P G Wodehouse), directing plays, and playing golf and real tennis badly.

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An All-Round Education in a Nurturing Environment March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

135

Senior schools: single-sex or co-education? | Choosing an all-boys’ boarding education

Choosing an all-boys’

boarding education

– Tim Haynes, Headmaster of Tonbridge School

y views on single-sex education

Co-educational schools can and do provide an

own skins. They are not afraid to try new things

are very much shaped by my time

excellent education, so there is not only one way

and are given the space to make mistakes within a

as Headmaster of Monmouth

to go if you are in the process of considering

supportive environment. They are encouraged to

and, for the last 10 years, as Headmaster of

schools for your child. I do however believe single-

relax and be themselves.

Tonbridge. Both are well-regarded all-boys’

sex schools have certain advantages.

boarding schools. Although all-boys’ schools

This approach also allows boys and girls to take

were once commonplace, there are now only a

Young people are under enormous pressure.

full advantage of co-curricular opportunities.

few of comparable size and reputation to, for

Studies suggest teenagers are experiencing stress

There is nothing to stop a boy enjoying his rugby

example, Tonbridge, with most of them now

and anxiety more than ever before. This can be

or cricket, but taking his music or drama just as

co-educational.

academic or social pressure – to look or behave

seriously. Pupils feel able to experiment with a

in a certain way. These issues have only been

broad range subjects and interests.

I am often asked why Tonbridge has stayed

exacerbated by digital and social media. In a

as an all-boys’ school and what I consider the

single-sex school, boys or girls can feel less self-

It is also widely recognised that teenage boys and

advantages of a single-sex education.

conscious and a little more comfortable in their

girls develop physically and emotionally at very

136 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Choosing an all-boys’ boarding education | Senior schools: single-sex or co-education?

through their voluntary work at local organisations and in many other ways. Regular events take place with all-girls’ and co-educational schools, either through a boy’s house or through our clubs and societies and we have many joint musical and drama productions. So boys in an all-boys’ school do mix with girls – but we believe our approach offers the best of both worlds. In the end the best way to decide if a single-sex boarding school is right for your child is to visit. Spend time at the school, go on a tour and ask questions. Only then will you get a sense of whether it feels like the right environment for your child.

different rates. A single-sex school helps to deal

But I don’t believe the boys at Tonbridge, or pupils

with this, particularly in terms of pastoral care.

at any single-sex school, should lead some sort

There is also plenty of evidence boys and girls

of monastic existence – cutting themselves off

learn differently and so there are advantages

from the world and limiting their experiences.

in teaching them separately. Boys and girls can

At Tonbridge, we value our relationship with the

react quite differently to classroom environments,

wider local community and the boys meet a range

project deadlines and exams.

of different people from varying backgrounds

Tim Haynes became Headmaster of Tonbridge School in September 2005. Before Tonbridge he was the Headmaster of Monmouth School for 10 years. He taught History at St Paul’s School for 13 years and was Surmaster from 1992. Tim was educated at Shrewsbury School and Reading University. He took his PGCE at Pembroke College, Cambridge.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

137

Senior schools: single-sex or co-education? | The benefits of co-education

The benefits of

co-education – Jonathan Leigh, Master of Marlborough College

odern co-educational boarding is

Encouraging and sustaining strong academic

Council (Governing Body), Management Team and

a highly inclusive experience. Full

results is the yardstick of any aspirational family

Common Room group keeps a close eye on the

weekends of activities, usually

and school. Regular form placements and

need to be representative of the co-educational

planned at a house level, are at the heart of

assessments are key and these require careful

make-up of the school. We are constantly revising

engaged boarding. Pupils who get the most out

monitoring. Schools should not apply so much

the central strategic planning process to make

of boarding enjoy social interaction, want to take

pressure on pupils that it becomes stressful, but

sure opportunities are available and balanced. For

part in the many events available, and have a

they should offer challenging and realistic targets.

example, our co-curricular programme reflects the

well-developed sense of self-discipline.

Each pupil has a natural threshold which they

need to be even-handed in opportunities offered

should be able to attain. Once they have reached

in sport, music, drama, science and subject

There are three cornerstones to successful

it, the target can be realigned and the next hurdle

choices.

co-educational boarding:

defined. It is all about building confidence. Great learning is lifelong and has no ceiling.

l providing

pastoral security and happiness

l encouraging

and sustaining strong academic

results l establishing

sensible rules and guidelines.

After 25 years of being Head of three different co-ed boarding schools, I am convinced of the

A co-educational boarding environment needs

excellence of the system. Young women and men

sensible rules and guidelines. These should be

growing up naturally in each other’s company

based on respect for each other – and for the

have an ideal preparation for life.

other gender – and a responsibility to make sure Pastoral security and happiness are fundamental

that boys and girls are equally involved in all

to all boarding. Without happiness and fun,

activities in the school.

nothing else can really work. Finding the right boarding house for each child is a collaborative

Fifty years as co-educational

process between families and the school and is

This year, Marlborough celebrates the fiftieth

worth careful research. In many schools, each

anniversary of admitting girls, under the

house develops its own culture, even though

Mastership of the visionary John Dancy. There is

houseparents change from time to time. The

a secure acknowledgement that co-educational

existing incumbent is there to uphold the culture

boarding is flourishing. Once another girls’ house

and traditions of the house, to guide pupils and to

has been completed, the ratio of boys to girls at

create a happy environment for them.

Marlborough will stand at 56:44, though we are closer to an equal split in the sixth form. A School

138 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Jonathan Leigh has been involved in co-educational full boarding since 1976. He was at Cranleigh School for 16 years where he was Head of Department, housemaster of a co-educational house, and Second Master. He was Headmaster of Blundell’s School for 12 years and took it to full co-education. This was followed by eight years as Headmaster of Ridley College, Canada. He is now in his seventh year as Master of Marlborough College as it reaches the fiftieth anniversary of accepting girls in 2018.

Senior schools: single-sex or co-education? | Co-education or single-sex?

Co-education or single-sex? – look for a school where individuality is valued ‘Men are from Mars and women are from Venus’– or apparently not, according to a study

– Lee Glaser, Headmaster of Taunton School

published in November 2015 by a team from Tel Aviv University. This study has shown that there’s really not much in the way of difference between male brains and female brains. There are features that are more prevalent in the brains of women and features that are more prevalent in the brains of men. But human brains tend to have a highly individual mix of such characteristics. Interestingly, while hardly anyone has anything like the full set of mostly male features or the full set of mostly female features, by no means everyone with a significant collection of ‘female end’ features is female, and vice versa. What’s more, many of these characteristics aren’t fixed. Environment and experience also play their part in shaping the brain, increasing its individuality.

Individuality The word I like best in these findings is ‘individuality’. As Headmaster of a co-educational

and women work alongside each other in every

So girls have plenty of chance to grow up, be on

school, I am acutely aware many boys and girls

sort of environment, it is important girls and boys

their own and be with other girls when they want

approach learning in different ways. Indeed, we

learn these same life skills at one of the most

to, as do boys. In their houses, younger pupils see

take pride as a school in implementing strategies

important stages of development in their lives.

the older pupils of their own sex acting as the role

to improve attainment for both boys and girls.

models. In good co-ed schools, men and women

But there are no neat, gender-specific answers

Part of a group

to learning. Each individual has their own

Despite the fact we are all clearly individuals,

girls figures of their own gender to admire and

learning style, often described as visual, auditory,

boys and girls (in fact all of us) generally resist the

emulate.

kinaesthetic or tactile, independent of their

idea of total individuality. People – girls and boys,

gender. Finding a school that can address the

women and men – are attracted to the idea that

Diversity

learning style of your child or children may be an

they are part of a group of like-minded others.

So, is single-sex versus co-ed the most important

important factor in overall achievement.

Whether it’s family, nation, religion, the football

question parents should be asking? There

team you support, the political views you hold,

are more important, broader questions to

As well as accommodating your child’s learning

the music you prefer dancing to, or the sort of

consider. What is the quality of teaching, the

style, think about the type of school it is, whether

clothes you wear, it’s all about sharing your values

focus of the school, the curriculum on offer, the

it will suit your child and how it may shape your

with like-minded people. Girls often like being

universities and courses pupils go on to and,

child’s outlook. Is it selective or non-selective,

with girls; boys like being with boys.

most importantly, is it a school where your child

share the top posts, again giving both boys and

does it demonstrate co-curricular breadth or

will be happy? Do the aims of the school include

is it focused on one particular specialism like

In a co-ed environment, it is important to

helping children to respect different opinions,

music or sport? Is it large or small, does it have a

remember girls and boys do have time on their

cultures and backgrounds? Will children fulfil

full boarding or weekly boarding, does it have a

own as groups, particularly in boarding schools.

their potential in music, in sport, in art and on

diverse range of pupils?

Houses are almost always single-sex, so in the

the academic front? Will it prepare children for

evenings pupils are with those of their own

their place in the outside world as well-rounded

gender. Sport is usually split into boys and girls

human beings? Long may diversity flourish.

Social inclusiveness There are powerful and compelling arguments

too although there are plenty of opportunities for

for having boys and girls in the same school

mixed teams as well – athletics, tennis, swimming

for social and emotional reasons. Far healthier

to name but a few. Pupils are never together

relationships can be formed if boys and girls

every minute of every day. There is ample space

grow up working, learning and playing alongside

for them to grow and develop, both together and

each other and learn to accept each other as

with those of their own gender.

human beings first and foremost. In a world that is competitive and increasingly global, where men

Lee Glaser is Headmaster of Taunton School. Lee was Deputy Head at Taunton School for five years before his appointment as Headmaster in January 2015. Before Taunton, Lee was Senior Master and Director of Sport at Millfield. He began his career as a Chartered Accountant for PriceWaterhouseCoopers before training to become a Mathematics teacher.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

139

Senior schools: single-sex or co-education? | The best of both worlds – the ‘diamond model’

The best of both worlds

– the ‘diamond model’

– Ian Davies, Headmaster of Brentwood School

here is a conventional wisdom that single-

where girls and boys are taught together up to

Essentially the benefits of the Diamond Model

sex schools are better academically and

age 11, separately from 11 to 16, and together

result from the ability to tailor academic teaching

co-educational schools are better socially.

again in the sixth form. In this way, boys and girls

and pastoral care more acutely and sensitively to

However, I don’t see this as an ‘either-or’ debate.

are taught in separate classes during the crucial

meet the gender-specific needs of young people.

Actually, at Brentwood School, we provide both.

and formative teenage years but have many

A single-sex classroom structure from Year 7

Along with nine other schools in the country, we

social opportunities to mix together outside the

helps pupils develop with peers going through

follow what is known as the ‘Diamond Model’

classroom on a single campus.

similar changes – emotional, physical, hormonal and social. It gives them space to focus on their studies without, what can often be, immense peer pressure to perform in mixed classes. By the time they reach the sixth form, pupils have sufficiently matured and established themselves academically. They can cope with a mixed gender classroom environment and become better prepared for their life at university and in the world of work.

Advantages From both a teacher’s and a pupil’s perspective, there are distinct advantages to teaching adolescent boys and girls separately. It is generally acknowledged that girls and boys have different learning styles and different interests, particularly in adolescence. In Diamond schools, teachers are

140 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

The best of both worlds – the ‘diamond model’ | Senior schools: single-sex or co-education?

mutual respect for each other and, first and foremost, to treat each other as human beings. At Brentwood School the extra-curricular programme includes music, drama, trips and excursions, the Duke of Edinburgh’s Award and the Combined Cadet Force; the latter being just as popular with girls as with boys across all divisions – Army, Navy and Air Force. Leadership roles within the Combined Cadet Force and generally within school are awarded on merit and achieved equally by girls and boys. These positions, including praepostors (prefects), heads of houses and head of school, provide important role models to younger pupils of successful young men and women across many aspects of school life. As with all schools, teachers are also important role models for pupils and in Diamond schools; as with co-educational schools, there is usually a high preponderance of high-profile men and women among the staff. able to adopt a more sophisticated and focused

cookery, the arts, modern foreign languages and

approach, tailoring their teaching accordingly. At

music. Indeed, when it comes to subject options

The benefits of Diamond schools are not confined

the risk of generalising again, I would argue that

at GCSE level, we find no obvious gender trends to

to just teachers and pupils. Parents often

girls often find spatial awareness quite difficult

subject selection and the university destinations

comment on the advantages of having a single

and so teachers can orientate their lessons with

of our sixth formers reveals a similar collection of

‘drop off’ point for their sons and daughters,

girls to improve this. Similarly, communication

budding scientists or artists among the girls and

that the school run is less frazzled since brothers

skills are not naturally so obvious in boys and

boys.

and sisters can share the same school bus,

teachers can actively promote these skills in boys’ classrooms.

or in the case of boarding that their sons and

Social mix

daughters are living close to each other. There

But it’s not all about the academic side of school

is also a certain familiarity and understanding

There are more subtle, but just as significant,

life – the social side of school is equally important.

parents develop over time about a school; an

advantages too. At Brentwood, the same

A major part of what any good school should do is

understanding about the reporting system, how

curriculum is taught to teenage boys and girls,

to help their pupils form respectful relationships

the parents’ evenings work or who to contact.

and because the classes are single-sex, their

with the opposite sex. For obvious reasons this

This knowledge helps parents, particularly those

experience of subjects is gender neutral. In

is more difficult to support in single-sex schools.

working away or with long hours, to get the best

this way we avoid the risk of certain subjects

In Diamond schools, however, although teenage

out of their partnership with teachers, the senior

becoming gender-labelled. There are no ‘boys-

boys and girls are taught separately, because

management team and the head teacher. Indeed,

only’ or ‘girls-only’ subjects. In fact the issue of

they share the same campus, they have many

this experience becomes a vital ‘currency’ in their

gender preference for subjects just does not come

opportunities to develop in this way. By rubbing

relationship with the school to ensure the best

up. Many of our girls thrive in the traditional male-

shoulders with each other at break and lunchtime

education for their child. If that same currency can

dominated subjects such as physics, chemistry,

and participating together in a wide range of

be put to good use for all their children, regardless

biology and maths, while many of our boys enjoy

extra-curricular activities, they learn to have

of whether they are boys or girls, then so much the better!

After reading Theology at St John’s College, Oxford, and a PGCE in Cambridge, Ian Davies taught for ten years in the maintained sector before becoming Head of the Lower School at Latymer Upper, and the Headmaster of St Dunstan’s College in London in 1998. He has been Headmaster of Brentwood School since 2004. He served for ten years as Independent Schools’ Advisor to the Duke of Edinburgh’s Award Scheme, is a Governor of St Aubyn’s Preparatory School in Woodford Green, and is Chairman of his local theatre. In his spare time he enjoys the occasional game of cricket and golf.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

141

Senior schools: single-sex or co-education? | How a boarding environment helps pupils develop

â&#x20AC;&#x201C; Jo Cameron, Principal of Queenswood

How a boarding environment

helps pupils develop G

oing to a single-sex boarding school

the curtains that shield you from the inclement

at school there were comparatively few extra-

means having lots of fun, forming

weather is the pastoral care.

curricular activities but nowadays after-school

lifelong friendships and building a

clubs range from aerobics to zumba alongside

strong support network. What can be better than

Traditionally in education the three Rs were

drama, music and sport opportunities. If a pupil

living and sharing a room with your best friends?

Reading, Writing and Arithmetic. In boarding they

has an idea to launch a club such as a Manga

And, whatâ&#x20AC;&#x2122;s more, these friends come from all

stand for the fundamental values of Respect,

club, these things can happen in a boarding

over the world and open your eyes to the global

Relationships and Resilience. In a boarding

environment. And there are always other pupils to

community. If boarding is the window to global

community you are in an environment where

try new things too.

opportunities, then the cosy window seat and

trying new things is encouraged. When I was

142 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

143

Senior schools: single-sex or co-education? | How a boarding environment helps pupils develop them – rehearsals, concerts, sports training and matches can continue late into the evening thanks to our boarding provision. At weekends, staff at boarding schools like ours organise a wide range of activities to ensure that there is never a dull moment. For example, we have visited Chessington World of Adventures, Hatfield House, the indoor ski centre at Hemel Hempstead and organised countless shopping trips. There are new trips planned every week, with a careful balance of fun and challenge. Meanwhile there is an enticing range of onsite activities, including steel drum masterclasses, self-defence courses and polo. l

Boarding school educators are experts at navigating the teenage years. Many will have experienced boarding themselves and really understand the challenges. An outstanding level of pastoral care provided by all staff, academic or pastoral, underpins

Developing independence

the sensitively structured environment of a l

Boarding schools foster face-to-face

boarding school. Staff are on hand for extra

There may well be challenges, not only in the

communication, and as a consequence

tuition, coaching, counselling – or simply to

extra-curricular activities programme but also in

reduce teenagers’ screen time. Friends are

help pupils regulate their own programme of

the classroom, but with every little challenge that

together and they can chat with each other

independent study.

boarding school presents pupils learn a little bit

over meals. There is always someone to work

more about themselves and become a little bit

with, talk to, explore ideas with, and spend

more autonomous. There is, of course, plenty of support from school, teachers and peers but

time with. l

Boarding schools expand peer groups and

pupils still need to look after themselves and

offer lifelong friendships across the world.

take responsibility for their own actions to a

In a difficult global climate where cultural

much greater degree than if they were living at

tolerance and acceptance is becoming more

home. The boarding school day will of course

and more important, boarding schools are

have structure but boarding pupils have to make

able to educate and embrace diversity and

choices around how they spend their time, what

the teaching around this. The bonds formed

activities and opportunities they take, and how

in a boarding environment, with pupils from

they create a reasonable balance between work

around the world, are inevitably stronger due

and play.

to the unique shared experiences. l

Boarding schools keep activities within

Here at Queenswood, we are often asked about

reach. As every Queenswood parent knows,

the specific benefits of boarding. More than 75

our co-curricular programme is extremely

per cent of our pupils, whether they are registered

intensive, supporting all abilities and levels

as day girls or boarders, experience regular

of achievement – the challenge for our girls

boarding at some stage during their school career.

is to take advantage of everything on offer to

Here are some key benefits. l

Boarding school means less ‘helicopter parenting’. Relationships with sons and daughters improve as time at home is quality time; meanwhile young people learn to find their own solutions and ways of doing things.

Boarding schools have superb resources and networks. Many pupils particularly appreciate this as they enter the crucial exam years. Boarding means that they have access to the library and IT suites well into the evening, as well as being able to work together in small study groups, which helps pupils to develop vital skills for university and work.

144 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Jo Cameron has been Principal of Queenswood, a boarding and day school for girls in Hertfordshire, since September 2016. A graduate of the University of Surrey (St Mary’s College) with an honours degree in Environmental Science, for the past 19 years Mrs Cameron has worked almost exclusively in all girls’ schools. She has a deep understanding and appreciation of the unique opportunities that single-sex education offers, and is a strong advocate for the supportive environment of an integrated community such as Queenswood. Beyond the classroom, in her spare time Jo is a keen sportswoman, with a passion for hockey, running and equestrianism.

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

145

Senior schools: single-sex or co-education? | Promoting good mental health in boarding schools

Promoting good mental health in boarding schools

– Dr Felicia Kirk, Headmistress of St Mary’s Calne

imes have changed across society – very

What do we mean by ‘mental health’ though?

parentis and, between them, they have a huge

much for the better – when it comes

Some conditions clearly qualify – such as clinical

range of experience of the problems they can

to talking about mental health issues.

depression, anorexia and other forms of self-

face. We also have nurses on hand day and

No serious employer is without a programme

harm – but should we also include, for example,

night, school counsellors, and direct access

to encourage employees to be open about their

feelings of homesickness many children have in

to other mental health practitioners. Many

experiences, and there are many great examples

the early stages of their time at boarding school

boarding schools, including St Mary’s Calne, also

of individuals dealing successfully with challenges

(and not just in the first term, by the way), or

offer bespoke wellbeing programmes covering

that would once have made working life almost

anxiety about exams? The lines are not easy to

many areas such as emotional health, positive

impossible.

draw and indeed it’s possible for bigger problems

relationships, social media, mindfulness, self-

to develop from something that could have been

esteem and resilience. At St Mary’s the wellbeing

Nevertheless, there is still reluctance to talk about

dealt with sooner, or for a superficial worry to

programme is supplemented by a series of talks

mental health issues (or special efforts would not

mask a deeper one. But it’s also important not

and workshops. All in all, if there is a problem, it’s

be needed) and it would be surprising if school

to ‘medicalise’ feelings that are entirely natural

hard to imagine a child would have better access

leaders – especially leaders of girls’ schools –

when a girl or boy is experiencing them for the

to help in another environment.

weren’t also reluctant. National statistics show

first time.

girls are somewhat more likely to have mental

Where boarding schools can make the difference

health problems than boys. It would be easy to

Ultimately the best approach is a balanced one.

for most of our students, however, is in the

jump to the conclusion that these must be worse

Achieving that is easier said than done of course

day-to-day lifestyle that we offer before anything

when children are away from home and feeling

but, in my experience, this is where boarding

goes wrong. We work hard to establish a culture

a lot of pressure to do well inside and outside

schools can really help.

across the school that maximises the chances

the classroom. Happily this is just not the case.

of identifying problems but also minimises the

In practice there are many reasons why a good

Wellbeing programmes

boarding school environment today is positive for

First, all our staff are trained to consider these

of the feelings pupils have are just part of normal

the mental health of both girls and boys.

issues and to spot when something might be

life and being in a supportive and understanding

going wrong. Housemasters and mistresses in

environment will be enough to get them through

particular really get to know the children in loco

them.

146 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

chances of them arising. As I said earlier, some

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March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

147

Senior schools: single-sex or co-education? | Promoting good mental health in boarding schools

Well-run boarding schools and boarding houses are, by nature, organised and structured environments. In my experience, this in itself helps pupils to be productive and constructive and provides a sense of belonging and security. It can be very reassuring for a child to have this ‘boarding family’ on hand. The tutor system at St Mary’s Calne, for example, means a pupil’s tutor stays with them as they move up through the school. Another important aspect of mental health (and

So, for me, a healthy culture in our boarding

one that is important to many Service families)

schools is the key – one in which staff can

is physical wellbeing – in fact the two go hand in

recognise issues quickly and use their skills to deal

hand. Boarding schools today offer an unrivalled

with them effectively, but also one where these

range of opportunities for sporting and other

issues are not the main focus. Schools that strike

outdoor activities, with the highest quality of

the right balance on mental health encourage

coaching and support. This is equally true for girls

children to do their best, grasp opportunities and

and for boys. Many girls’ schools are committed

achieve as much as they can but do this in the

to addressing the problem across society of girls

context of a warm and supportive environment

dropping sport and becoming physically inactive

where every child is understood and genuinely

early in life. Many boarding schools also provide

valued as an individual.

great food (some things do change!) and, along with it, advice and education on nutrition. Eating is still too often connected with mental health issues, and the more we can do to make it an area of positive interest for girls in particular, the better.

148 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Dr Kirk is the Headmistress of St Mary’s Calne, Wiltshire. An American citizen, Dr Kirk was educated in Maryland, USA and has a BA Summa Cum Laude in French and Latin (University of Maryland), an MA in French Studies with Latin (Brown University, Rhode Island) and a PhD in Romance Languages and Literature. Dr Kirk has more than 20 years’ experience in leadership positions in independent boarding and day schools. She was previously Head of Sixth Form at Ipswich High School for Girls, and before this she was Director of Higher Education at Wycombe Abbey School. Having also taught in co-ed schools, Dr Kirk is passionate about the advantages an allgirls’ education can offer. Indeed, in 2015 Dr Kirk was awarded the Girls’ Schools Association’s ‘Sheila Cooper Award’ in recognition of her significant contribution to the GSA. Dr Kirk is a keen equestrian and enjoys recreational riding. She has also recently taken up tennis again.

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Senior schools: single-sex or co-education? | Girls and engineering and other STEM subjects

– Olivera Raraty, Headmistress of Malvern St James Girls’ School

Girls and engineering and other STEM subjects A

ccording to Dame Professor Ann Dowling, President of the Royal Academy of Engineering, UK plc has a major skills shortage – by 2022 we will need at least 1.82 million new engineering, science and technology

professionals. And what about women? Currently women make up less than 15 per cent of engineering graduates, under 5 per cent of engineering apprenticeships and only 7 per cent for those professionally registered in engineering employment. These are sobering statistics, and it is clear something needs to be done to make STEM (Science, Technology, Engineering and Maths) degrees and careers more appealing to females. As Headmistress of an all-girls’ boarding school, I care about this passionately. I want to make sure our pupils explore STEM subjects fully and realise STEM is creative and compelling, and can be a superb career path. Women such as Roma Agrawal, one of the structural engineers who built The Shard, bear witness to these creative possibilities. I am pleased to say we have more girls than ever studying STEM subjects at A level, and more girls going on to read STEM at university. Engineering, mechanical engineering, biochemical engineering, aviation engineering, mathematical science, computer science and architecture are all choices recent leavers have made. Nationally numbers are picking up in the independent sector, and the Government has launched an initiative to increase girls’ engagement in the maintained schools’ sector.

16% TO OXBRIDGE in 2017

It could be argued that in a girls’ school, switching pupils on to STEM subjects is easier because there is no gender stereotyping, and science is not seen as the preserve of men. Younger girls see the older ones as STEM subject mentors,

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setting up STEM-related clubs and societies, and participating in the national STEM challenges and olympiads. All of this creates a ‘can-do’ attitude towards the sciences, but there is more to it than that.

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150 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

‘Real-world’ situations The key I believe is to start girls young, to teach creatively and ensure there are plentiful enrichment opportunities where girls get to apply their knowledge in ‘realworld’ situations. So, for example, we have recently been inspired about artificial

Girls and engineering and other STEM subjects | Senior schools: single-sex or co-education?

intelligence (AI) by a young alumna who is

Much of the work done at senior level can be

career involves is hard for teachers to replicate.

running her own highly successful consultancy

translated, with a few tweaks, to younger girls.

We have also forged links with local engineering

in this sector. She ran workshops with our

Our prep girls (aged 4 to 11) have done a Mini

companies to provide work placements for girls

GCSE and A Level Computing students, did a

Young Enterprise challenge, as well as enjoying a

in Year 11 and above to see STEM in action.

talk for Prep girls and then a talk for STEM,

STEM club where they have programmed robots

Most companies are keen to offer placements

Business and Economics students interested in

and created circuits to light up a doll’s house.

to girls in particular as they are acutely aware

entrepreneurship. Young Enterprise is another

They take part in the National Science and

of the need to attract more women into their

platform for our budding STEM students and

Engineering Week, where the whole school goes

workplace. Whether it’s cybersecurity tasters

entrepreneurs of the future, who are required

off curriculum to enjoy interactive workshops

through the Smallpeice Trust, getting involved

to design a product and packaging, create

and all kinds of hands-on scientific challenges.

with British Science Week, or undergraduate

a business plan and bring their product ‘to market’.

summer schools at various universities, up and Girls should not feel put off by the fact that the

down the country there are many opportunities

STEM careers landscape is so sparsely populated

for pupils to get the whole STEM experience, and

Ideas like these provide excellent platforms for

by women. We use appropriate alumnae as

for girls to see other girls participating.

building pupils’ self-confidence and know-how

STEM ambassadors and evidence of where a

through hands-on applications. Although guided

STEM career can take you. Most recently alumna

I firmly believe that, even in my generation,

by teachers and professional mentors, the idea

Professor Ursula Martin, a mathematician and

we will witness a sea change in the number

is to give pupils the independence to work things

computer scientist from Oxford University,

of women opting for a life in engineering and

out for themselves.

came in to talk to the girls about her career in

STEM. This is great news: having more of the

academia: she was the first female professor in

best minds in the sector will ultimately benefit

any discipline at the University of St Andrews

us all.

Engaging children early It is said children are naturally mini-engineers.

since its founding in the fifteenth century.

They are strong on creative problem solving,

Another alumna, a neuroscientist at Imperial

building and tinkering, but formal classroom

College, London, came back to school to

education doesn’t allow them the scope to

champion STEM degrees and careers; and several

make the most of their natural attributes. It is

scientists, architects, network engineers and

important for schools to aim to preserve this

management accountants attended our recent

natural curiosity by engaging children early.

careers fair. This kind of insight into what a STEM

Olivera Raraty became Headmistress of Malvern St James Girls’ School in September 2016. Previously she was Deputy Head (Academic) at Notting Hill and Ealing High School in London and enjoyed a long career at Wycombe Abbey School as Head of History and Politics and Assistant Director of Studies.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

151

Senior schools: single-sex or co-education? | A ‘digital revolution’ in boarding schools

A ‘digital revolution’ in boarding schools – Elaine Logan, Warden of Glenalmond College

lesson the music teacher can check the timetable and contact their current tutor. Additionally, individual bar codes allow pupils to put tuck shop and uniform purchases on to their accounts. Some schools operate biometric fingerprint recognition and this technology offers benefits in the efficient management of emergency evacuation. At Glenalmond, as at many other boarding schools, the Virtual Learning Environment (VLE) is a vital tool for teaching and learning. Accessed from all digital devices, a VLE provides a platform for teaching and learning and enables pupils to connect to the school network, access lesson plans and submit work. It is especially useful for pupils from abroad. While they are studying at home during holidays they can continue to access their curriculum. Of course, now all pupils have an email address, this too is a huge part of the communication network. Many boarding pupils receive packages from home and, immediately upon delivery at the school, these are scanned and an automatic email is generated, alerting the recipient.

s with most independent boarding schools, digital technology first arrived at Glenalmond in Physics classrooms during the 1980s.

Endless fascination with simple programs ensued, producing amusing times with controlled lights and beepers. It would be at least 15 years before most school administration systems were computerised and smart technology could be used extensively. Now it has arrived, boarding schools have embraced the digital revolution, with all its pros and cons. Progression into smart technology has provided many new opportunities for the boarding sector with improved teaching access, and efficiency of communication and pastoral care. On large school campuses, where pupils cover a huge area during the day, it is especially vital for staff to be vigilant and to be able to track the whereabouts of pupils. Paperless registration on SchoolBase (a management information system for schools) at the beginning of every class instantly alerts pastoral staff if a pupil is missing, and immediate action can be taken to locate them. Also, if a pupil forgets to go to an activity such as a music

152 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

A ‘digital revolution’ in boarding schools | Senior schools: single-sex or co-education?

Attending a British boarding school from abroad

Another area of digital interest is the new and

of the auditorium, allowing pupil performers to

no longer means long absence from family

exciting ‘Internet of Things’ which will provide the

experience a professional, ‘West End’ standard

contact. With campus-wide WiFi, pupils connect

boarding sector with additional opportunities by

production.

easily to their families through Skype, Facetime

the inter-networking of devices and buildings,

and other social media. Parents can get in touch

allowing accurate, remote, control of lighting,

As ever with boarding, it’s all about the pupils.

with teachers more easily and play an increased

heating and door security from an App.

The enthusiasm with which the – relatively

role in their child’s education.

new – subject of computer science has been As always, the biggest stumbling block for

embraced across the sector indicates to me

However, the boarding school sector recognises

technological progress can be measured in human

that software development, data exchange and

the added risks posed by digital technology. In

terms – any process will only function as well as

algorithms structure will ensure a whole new

such a rapidly evolving world, we must be ever

its least efficient component. Just over a year ago

breed of digitally-aware and able youngsters set to

vigilant to new and inventive threats. Boarding

Glenalmond’s weakest link was the speed and

revolutionise the industry further in years to come.

schools can, and do, instantly block access to

quality of mobile signal. However, the installation

Glenlamond was founded in 1847 by William

unsuitable websites or operate WiFi access on a

of a new 4G mast remedied this and meant that

Gladstone. Behind the historic surface a new

time schedule (at Glenalmond it is turned off at

we could access digital services from every corner

‘industrial revolution’ is indeed taking place.

11 pm) to enforce safety and vital rest time. It is

of the campus, including the playing fields. In the

recognised some dangers can only be managed

blink of an eye, match scores, images and reports

through education. Teaching young minds

now beam their way from the sports field straight

about the possible pitfalls of social media and

on to the social media platform of choice.

inappropriate use of the internet is, we believe, at the core of good digital practice.

It’s not until we pause to reflect on how we used to operate that we realise just how much progress

Pupils’ digital data protection is an increasingly

has been made. Recently, I had the pleasure of

large area of concern for schools and, with the

watching our school musical being performed

introduction of the strict, Europe-wide, General

at the impressive Perth Concert Hall. Here, the

Data Protection Regulation in 2018, the debate

slick use of the latest pre-programmed digital

about data storage ‘in-house’ or on iCloud, rages

technology was remarkable. Invisible wireless

within the industry.

microphones and sound and lighting effects were all controlled from a compact console at the back

Elaine Logan became Warden (Headteacher) of Glenalmond College, Perthshire, in 2015. She is the first female Head of a Scottish co-ed boarding school. Born in Perth, Elaine read English at Edinburgh University. Her first teaching job was in the state sector at Viewforth High School, Kirkcaldy. After this she spent 14 years at Dollar Academy before moving to Loretto School in 2001 where she was Acting Head, Deputy Head, Housemistress and teacher of English, Drama and PSHCE. As a trained singer, with a wide range of musical interests and experiences, including solo singing in jazz and dance bands, Elaine continues to teach at Glenalmond, in prep and primary schools.

e l b a tt e g r o f Un St Catherine’s, Bramley GSA Day & Boarding School since 1885 | 4 - 18 years | Guildford GU5 0DF | www.stcatherines.info BSA01 July 2017.indd 1

13/07/2017 11:39:57

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

153

Senior schools: single-sex or co-education? | The role of the houseparent

– Bex Tear, Headmistress of Badminton School

The role of the

houseparent B

oarding school life is a rich and varied

Beyond the logistical set-up and the characteristics

Boarding staff are gifted at recognising the

tapestry full of shared experiences that

it brings to the common rooms and dorms (or

strengths of an individual boarder and ensuring

create a strong network of friends for

study bedrooms), the houseparent will bring their

they feel special and valued, particularly at

life and a wonderful set of memories. One of the

character to the activities and atmosphere around

times when they face challenges or tough

most vital ingredients for these golden years is a

the house. Most importantly, they will have their

choices. Behind the scenes they are very much

boarder’s houseparent. Every boarding house will

own unique way of making themselves available

the champion of their boarders in the staff

have its own micro ethos within the greater school

as a listening ear without appearing to intrude

common room. They will be tenacious in pursuing

community. This could be an age-appropriate

on the pupils’ privacy. They may be in the house

opportunities on behalf of their boarders and

climate created by horizontal boarding (similar

kitchen baking and encouraging boarders to join

also facilitating support when it’s needed. A

age groups in one house, progressing to another

in. There might be a running club or video club

good houseparent has a wealth of experience

house once they become older) or the family

they enthuse about and encourage everyone to

of what the norms and patterns are during a

atmosphere of vertical boarding (mixed-age house

try. It might simply be that they always read the

child’s journey through their house and this gives

in which boarders stay and grow, often taking on

newspaper in the house common room after

them really useful perspective when dealing with

increasing responsibility as role model for younger

supper.

challenges that arise. This makes them a gold

boarders).

154 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

mine of information for parents. Don’t be shy to

The role of the houseparent | Senior schools: single-sex or co-education?

contact your child’s houseparent if you have a

mentioned earlier organises a host of in-house

more than a job, it’s a way of life. Parents trust

query or concern. Issues are better dealt with as

events from brain-bending quizzes to ‘scavenger

their child’s care to a school and the houseparent

they arise.

hunts’ and ‘you choose’ suites of activities to

is at the heart of that care. Taking on a ‘live in’

allow the boarders freedom of choice. She has

role, where their days have to be adapted to

It is often the small things houseparents do

also re-worded the school’s vision, values and

the needs of the important individuals they care

that pupils notice and feel comforted by. It’s

aims into a child-friendly format, does extra study

for is a challenge, but houseparents are special

amazing what alumni remember and share

support with girls who are struggling academically,

individuals who are passionate about their

when they come back to reunions. This will vary

finds novel ways to reassure girls who are anxious

vocation and recognise the significance of their

from houseparent to houseparent, according

or homesick (for example with lavender pillow

role for the pupils and their families.

to their strengths and talents. One very special

sprays to make a more homely bedtime), and

houseparent in our Junior House at Badminton

hand-makes every girl that leaves the house their

is an absolute arts and crafts queen. Her special

own personalised, embroidered ‘House Bear’ to

touches for girls in her care range from hand-

take with them on the next steps of their journey.

sewing labels into clothing to shortening or

For older pupils, who often feel ready for more

lengthening uniform as the need arises (on the

personal space, the interactions need to be

spot!). This is often done in the duty room with

different – mutual respect and trust is key.

the dual benefit of providing a calm presence where girls can drop in for a chat while not having

Motivating and uplifting

to worry too much about eye contact from the

A houseparent may be fortunate to have a strong

industrious seamstress! She also notices what

resonance with the subjects studied and so

goes on, not just in house but around school

conversations can be sparked by debating a key

and around the world, compiling a fantastic

text or recent academic trip. Equally, if there is no

weekly news slip for the girls full of relevant and

academic cross-over, it’s great to be inspired by

interesting facts.

a boarder’s natural enthusiasm for a book, play, science research or piece of art. A major privilege

A good houseparent will always ensure there

of being a houseparent is the motivating and

is plenty of real-world context and experiences

uplifting aspect that working with young people

for boarders. The Junior House houseparent

brings – it is never dull! Being a houseparent is

Bex Tear has been Headmistress of Badminton School since 2012. She read Chemistry at Exeter University before taking a PGCE at the UCL Institute of Education, where she also completed an MA in Educational Leadership. She enjoyed seven years at St George’s School, Ascot, where she held several academic and pastoral responsibilities. She then spent seven happy years at Wycombe Abbey, firstly as resident Head of Sixth Form and then as Deputy Head. Bex is passionate about helping girls develop a broad and balanced set of skills and interests and is supportive and understanding of boarding. She ran a sixth-form boarding house and has also boarded herself, as have her sons.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

155

Specialist schools | Specialist schools – arts, drama, music

Specialist schools – arts, drama, music

he specialist schools programme is a UK government initiative that encourages secondary schools in England to specialise in certain areas of the curriculum to boost achievement. The Specialist Schools and Academies Trust is responsible for the programme. Currently there are nearly 3,000 specialist schools, or 88 per cent of the state-funded secondary schools in England. The Government plans that eventually all schools in England will

specialise. In the independent sector the term ‘specialist’ tends to focus more on developing outstanding talents mainly in a range of extra-curricular activities such as drama, music and the arts. The principal independent boarding schools in music, dance and drama are covered below.

Music and dance The Music and Dance Scheme (MDS) is a government-funded scheme to provide support for talented musicians and dancers. You can find out more at www.education.gov.uk. There are nine MDS specialist schools throughout the UK, committed to the highest teaching standards in music and dance, alongside an excellent academic education. MDS schools are listed below.

Music and Dance Scheme schools Chetham’s School of Music www.chethams.com Elmhurst School of Dance www.elmhurstdance.co.uk St Mary’s Music School www.st-marys-music-school.co.uk The Hammond School www.thehammondschool.co.uk The Purcell School www.purcell-school.org

The Royal Ballet School www.royalballetschool.co.uk Tring Park School for the Performing Arts www.tringpark.com Wells Cathedral School www.wellscathedralschool.org Yehudi Menuhin School www.yehudimenuhinschool.co.uk

Choir schools The Choir Schools’ Association (CSA) represents 44 schools attached to cathedrals, churches and college chapels around the country. Pupils have unlimited access to first-class schooling and musical training, giving them an excellent start in life. More than 1,200 of the 21,500 boys and girls in choir schools are choristers. Some CSA schools take children from 7 to 13, others are junior schools with senior schools to 18. The majority are Church of England foundations, but the Roman Catholic, Scottish and Welsh churches are all represented. The majority are fee paying, with nine out of ten choristers qualifying for financial help with fees from the school or through the Government’s Choir Schools’ Scholarship Scheme. To find out more, go to www.choirschools.org.uk. The choir schools offering boarding are listed in the table below.

Choir schools offering boarding School

City

Website

Northern England The Chorister School Durham head.teacher@thechoristerschool.com www.choristers.durham.sch.uk Lincoln Minster Prep School Lincoln enquiries.lincoln@church-schools.com www.lincolnminsterschool.co.uk Chetham’s School Manchester chets@chethams.com www.chethams.com Ampleforth College York admissions@ampleforth.org.uk www.college.ampleforth.org.uk St James’ School Grimsby enquiries@saintjamesschool.co.uk www.saintjamesschool.co.uk Central England Dean Close Preparatory School Cheltenham sabell@deanclose.org.uk www.deanclose.org.uk Hereford Cathedral School Hereford schoolsec@hcsch.org www.herefordcsch.org Lichfield Cathedral School Lichfield thepalace@lichfieldcathedralschool.com www.cathedralchoir.org.uk Christ Church Cathedral School Oxford schooloffice@cccs.org.uk www.cccs.org.uk Magdalen College School Oxford admissions@mcsoxford.org www.mcsoxford.org St George’s School Windsor registrar@stgwindsor.co.uk www.stgwindsor.co.uk London St Paul’s Cathedral School London admissions@spcs.london.sch.uk www.st.pauls.co.uk Westminster Abbey Choir School London headmaster@westminster-abbey.org www.westminster-abbey.org Westminster Cathedral Choir School London office@choirschool.com www.choirschool.com Eastern England King’s College School Cambridge office@kingscam.demon.co.uk www.kcs.cambs.sch.uk St John’s College School Cambridge admissions@sjcs.co.uk www.sjcs.co.uk King’s Ely Ely admissions@kingsely.org www.kingsely.org Southern England St Edmund’s School Canterbury juniorschool@stedmunds.org.uk www.stedmunds.org.uk The Prebendal School Chichester secretary-prebendal@btconnect.com www.prebendalschool.org.uk The Cathedral School Exeter hmsec@exetercs.org www.exetercs.org King’s Rochester Preparatory School Rochester prep@kings-school-rochester.co.uk www.kings-school-rochester.co.uk Salisbury Cathedral School Salisbury admissions@salisburycathedralschool.com www.salisburycathedralschool.com Polwhele House School Truro info@polwhelehouse.co.uk www.polwhelehouse.co.uk Wells Cathedral School Wells admissions@wells-cathedral-school.com www.wells-cathedral-school.com The Pilgrims’ School Winchester hmsec@pilgrims-school.co.uk www.thepilgrims-school.co.uk Wales The Cathedral School Llandaff registrar@cathedral-school.co.uk www.cathedral-school.co.uk

156 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Specialist schools: nurturing special talents | Specialist schools

Specialist schools: nurturing special talents

– Stefan Anderson, Principal of Tring Park School for the Performing Arts

New_OD_General_ad_2017_125x85.qxp_Layout 1 22/02/2017 20:31 Page 1

which will provide the balance required to maximise your child’s potential and develop them as a well-rounded individual who is also equipped for life outside the artistic world.

Music and Dance Scheme It makes sense to consider one of the boarding schools supported by the Government’s Music and Dance Scheme (MDS), which was started in 1981. The diversity of these schools means parents and children can choose between schools specialising in a single discipline such as music schools like Chetham’s or the Purcell School for Young Musicians or ballet schools such as the Royal Ballet School or Elmhurst School for Dance, or schools offering broader performing arts options such as Tring Park School for the Performing Arts, which offers vocational training in dance, acting, musical theatre or commercial music. These schools vary in size and location – some are in rural settings and others are embedded in the

heart of a city centre. All are co-educational.

ardly a day goes by when we are not

goals dashed because poor technical training has

Choir schools play a significant part in the musical

confronted by a tale in the press of yet

hampered their development to such a degree

life of the nation. The Choir School Scholarship

another young person who has won

that it becomes impossible to catch up at a later

Scheme was set up in 1991 to help boys and girls

a ‘talent’ competition and is about to become

stage so demanding are the rigours and the

from lower-income families wishing to train at any

the next big star of the West End. There is often

competition.

of the 36 independent choir schools in England.

a perception that these young performers have

The scheme facilitates access by talented children

‘come from nowhere’. This is sometimes true,

It is sad but true that many highly talented

to the opportunities available, while maintaining

but more often it is the result of hard work and

youngsters feel like outsiders (and are often

Britain’s renowned choral heritage.

dedication from an extremely young age.

bullied) in mainstream education because they are perceived as ‘different’ by their peers. These

For each child who has a unique talent, there is

We are all familiar with the small child who is

youngsters have to spend hours of their day

a specialist school to train, educate and support

desperate to start ballet lessons or burning to

practising and taking classes, which makes it

them. It is an education that will give them the

play the violin. This might be a whim or it could

harder for them to maintain a broad circle of

confidence and the versatility to achieve at a

be the first step in a process that may lead to the

friends.

high level – within or outside the world of the

stage or the concert platform many years later. It is a process requiring enormous dedication

Strong academic education

and commitment from the child – and sensitive

If you are the parent of a child aged eight or over

support from parents and teachers.

who is showing signs of exceptional talent in any of the performing arts, you should consider a school

If a child shows a particular talent in any of the

that provides them with access to the highest

performing arts, great care must be taken to find

standard of vocational training. Full account should

the best and most appropriate teacher who can

be taken of the fact that these professions are

support and develop their particular skills. In the

precarious and fraught with the risk of injury or the

case of dance or music it is vital early technical

whims of casting agents and audition processes.

training is of the highest standard. Many young

This means the vocational training should be

people have had their hopes of achieving their

accompanied by a strong academic education,

performing arts.

Stefan Anderson has been Principal of Tring Park School for the Performing Arts since 2002. He was previously Director of Music at the King’s School, Canterbury, and before that Assistant Director of Music at Wellington College. His musical specialism is choral conducting. Stefan is also a former representative of the Independent Schools Association (ISA) on the BSA Executive Committee.

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Specialist schools | Choristers sing for their supper

– Jane Capon, Information Officer of the Choir Schools’ Association (CSA) New recruits at Christ Church Cathedral, Oxford (Photo by K T Bruce)

Choristers sing for their supper ‘We no longer sing and dance. We don’t know

Some of what he says is true. Indeed, it is

At Christmas and Easter there will be

how to. Instead, we watch other people sing

borne out every Christmas Eve when millions

opportunities to enjoy broadcasts from other

and dance on the television screen. Christmas,

worldwide tune in to watch or listen to King’s

choral foundations. However, ‘live’ shows, be

which was once a festival of active enjoyment,

College Choir, Cambridge, getting the festive

they regular sung services or concerts, go on

has turned into a binge of purely passive

season underway with their festival of lessons

daily, giving members of the congregation

pleasures,’ says Tom Hodgkinson, a writer and

and joyous carols.

or audience a chance to participate. Many

co-founder of The Idler magazine.

choristers are also actively engaged in promoting singing in primary schools.

158 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Choristers sing for their supper | Specialist schools

“Some 1,200 boy and girl choristers are educated in the 44

the preparation and thrive on the additional challenges these very special times in the church’s calendar present. It does, however, make it even more important family members or friends are nearby to support them.

Great fun As Roger Overend, Headmaster of King’s

choir schools belonging

Rochester Preparatory School, says: ‘Boarding

to the Choir Schools’

wonderful music to sing and parties, trips

Association (CSA).”

at Christmas and Easter time is great fun, with and entertainment just for the choristers. A boarding chorister really does have an excellent chance to make long-lasting friendships with children who share their interests.’

choristers. Other well-known former choristers

To be a chorister is the most fabulous

include Aled Jones, actor and comedian

opportunity for a youngster who enjoys

Alexander Armstrong, and actor Simon Russell-

music and singing. For many, it opens doors

Beale.

that would otherwise be far beyond a child’s wildest dreams. Singing, in itself, is one of the

Back in 1928, only 14 of the 32 schools in

most natural acts in the world, and choristers

the Choir Schools’ Association insisted their

learn naturally. They learn by experience the

choristers (all boys then) should be boarders.

importance of teamwork, of self-discipline, of

By 1986 three-quarters of the CSA’s member

concentration and of managing their busy lives

schools required them to board. Twenty-first

– quite apart from learning specific musical

century choir schools are more flexible. Some

skills to an extremely high level. Anyone who

still insist on all choristers boarding and many

has sung in a choir will recognise these facets,

only admit day choristers. However, a growing

and choristers develop them as easily as

number are offering the choice.

blinking.

Help with fees

Visit our website www.choirschools.org.uk

Most choristers qualify for financial help

to read more about choir schools, look at the

with fees from the school or its foundation

checklist of what is required and then we hope

in return for the singing. Combine this with

you will contact the school or schools of your

the possibility of the Continuity of Education

choice directly.

Boy choristers have sung the daily liturgy in

Allowance (CEA) and choir school for the young

our cathedrals and collegiate chapels for 1,400

singer in the family may be an attractive option.

years. But it was only in 1990 that girls began to

Choir schools are part of the government’s

have the same opportunities as their brothers

Music and Dance Scheme (MDS) which helps

when Salisbury Cathedral introduced the first

talented young musicians and dancers with

girls’ ‘top line’ in an English cathedral.

additional means-tested financial support at specialist schools.

Some 1,200 boy and girl choristers are educated in the 44 choir schools belonging

Being a chorister demands time and energy

to the Choir Schools’ Association (CSA). They

from child and parent, but it is rare to find any

are part of this country’s centuries-old choral

regrets. If a child can sing, and enjoys doing so,

heritage which is the envy of the world.

there is no finer training. Choristers revel in the regular broadcasts, recordings and concerts

Each year 200 seven to nine year olds take

they take part in during the year, on top of their

their places in the choir stalls for the first time

daily workload.

– embarking on some of the finest musical training in the world. At the same time they

During term time the routines of each day are

benefit from a first-class academic and all-

carefully structured to enable choristers to get

round education in the choir school. They

the maximum out of their work, their free time

acquire self-discipline and a passion for music

and their choral and instrumental duties.

that stays with them for life, whatever career path they choose to follow. Sportsmen Alastair

But there is a downside. Remember the

Cooke and Lawrence Dallaglio have both

choristers are contracted to work on Christmas

publicly declared what they owe to their time as

Day and Easter Sunday. The children love

Jane Capon is Information Officer of the Choir Schools’ Association (CSA). The CSA supports the day-to-day work of choir schools and promotes chorister outreach programmes, using choristers to boost singing in primary schools. The Government adopted the Association’s model as part of its National Singing Programme from 2007 to 2010 and Jane managed 45 Cathedral and Choir School projects on their behalf. The good news is that most of the projects are continuing with local funding. Her career began at one of the country’s leading PR firms before she moved ‘in house’ to set up the press office for the Independent Schools Information Service. As a freelance she worked for several educational organisations before concentrating on choir schools.

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Special educational needs and disabilities | Educational provision for pupils with SEND

Educational provision

for pupils with special educational – David Smellie, needs and disabilities Partner at Farrer & Co

he Equality Act 2010 has made significant

substantial, long-term and adverse effect on

Triggers

changes to the law on discrimination as

his or her ability to carry out normal day-to-day

The duty to make reasonable adjustments is

it affects pupils with special educational

activities. (In employment this definition has been

only triggered when a pupil suffers a ‘substantial

needs and disabilities (SEND), and in particular

the subject of voluminous litigation.)

disadvantage’ which would include: having

the extension of duties on schools to include

Disabilities may include epilepsy, learning and

to put in extra time/effort to do something,

the provision of auxiliary aids and services,

behavioural difficulties, as well as the ‘traditionally’

inconvenience, indignity, discomfort, loss of

which came into place on 1 September 2012.

recognised disabilities. There are, however,

opportunity and/or diminished progress.

Further guidance can be found in the Equality

specific exclusions for substance dependency,

and Human Rights Commission (EHRC) Code of

seasonal allergies, and tendencies to steal, start

Practice on ‘Reasonable Adjustments for Disabled

fires or physically/sexually abuse.

Pupils – Auxiliary Aids Technical Guidance’: www.

What is an ‘auxiliary aid or service’? The EHRC guidance states that an auxiliary aid

equalityhumanrights.com/en/publication-

Reasonable adjustments

download/reasonable-adjustments-disabled-

As for employees, schools have an obligation to

or assistance to a disabled pupil’ and gives the

pupils

make reasonable adjustments for disabled pupils.

following examples:

Although securing support for pupils with SEND

l Where

l a

piece of equipment

l a

sign language interpreter, lip-speaker or deaf-

something a school does places a pupil

via an EHC (Education, Health and Care) Plan

with SEND at a disadvantage compared to

(formerly a Statement) remains an enormous

other pupils, the school must take reasonable

challenge for many families, the intention of legislation over recent years has been to make

steps to try and avoid that disadvantage. l Schools

is ‘anything which provides additional support

blind communicator l

extra staff assistance

are under a duty to provide ‘auxiliary

l electronic

or manual note-taking

schools much more welcoming and accessible to

aids and services’ as part of the duty to make

l induction

loop or infra-red broadcast system

children with SEND. As a matter of public policy

reasonable adjustments and as such are

l videophones

this is clearly a good thing and as a matter of

prohibited from charging fees for auxiliary

practice there is no doubt schools have made

aids and services which constitute reasonable

l readers

huge progress – which is not to say they could

adjustments. Failure to make reasonable

l assistance

not do even more in future. Parents should

adjustments free of charge amounts to

l an

always seek to work with (not against) schools in

disability discrimination and cannot be justified.

l specialised

addressing their child’s needs. In my experience,

audio-visual fire alarms with guiding

adapted keyboard computer software.

there is little a school finds more unhelpful than

Schools are not required to remove or alter

Consequences

parents not being transparent about this. In the

physical features (such as historic buildings) in

The inclusion of ‘auxiliary aids and services’ within

end, everyone is united in seeking to ensure

order to comply. Instead, schools have a duty

the duty to make reasonable adjustments for

children’s needs are met and their best interests

to plan better access for pupils with disabilities

pupils with SEND has clear consequences for

are promoted.

generally, including in relation to the physical

independent schools. One obvious area is the

environment of the school.

provision of learning support for pupils with

This article sets out a summary of the law relating

special educational needs, which is sometimes

to educational provision for pupils with SEND.

Scope

For more information, go to: www.gov.uk/topic/

The Equality Act requires schools to make

way as music lessons. Essentially, if a pupil with

schools-colleges-childrens-services/special-

reasonable adjustments in connection with:

SEND is ‘disabled’ for the purposes of the Act

subject to an additional fee, in much the same

educational-needs-disabilities

Disability

and the support provided for his or her SEND l admissions

is an ‘auxiliary aid or service’, the school is not

l the

permitted to charge for the learning support if it is

provision of education

The definition of disability for pupils is the same

access to benefits, services and facilities

as for disability discrimination in employment.

l exclusions,

In brief, a pupil with SEND is someone who has

l subjecting

and/or

the pupil to any other detriment.

a physical or mental impairment which has a

160 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

a reasonable adjustment.

Educational provision for pupils with SEND | Special educational needs and disabilities What is a ‘reasonable adjustment’?

Exceptions

Examples of reasonable and unreasonable adjustments

Schools are:

There are no hard and fast rules about what constitutes a reasonable adjustment and

l not

required to remove or alter physical

the decision ultimately rests with the First

features to comply with the reasonable

Tier Tribunal (Special Educational Needs and

adjustments duty (although their duties in

Disability) (formerly the Special Educational

connection with Accessibility Plans remain

Needs and Disability in Schools Tribunal or

unchanged and are contained in Schedule 10

‘SENDIST’). Sometimes adjustments will be suggested by external advisors such as the

of the Act) l still

allowed to apply a ‘permitted form of

child’s doctor or an educational psychologist.

selection’ (i.e. an entry test) although they

In other cases, parents may request a change

will need to make reasonable adjustments to

on behalf of their child. Schools should also

such tests, for example, by allowing them to

themselves consider whether there is an

be completed on a computer rather than by

adjustment that might overcome a substantial

hand in particular cases.

disadvantage suffered by a pupil. Once the potential adjustment has been

Claims of disability discrimination

identified, the school has to decide whether

Parents of a child (note not the child him

or not it is reasonable taking into account the

or herself) can bring a claim of disability

following factors set out in the EHRC guidelines:

discrimination against a school. There is a time limit of six months from the date when

l whether

it would overcome the substantial

disadvantage l practicability l the

the parents think the discrimination occurred. Such claims are heard by the First Tier Tribunal (Special Educational Needs and Disability).

cost of the disability on the pupil

l cost

If the Tribunal upholds a claim of unlawful

l whether

it will be provided under an EHC

discrimination it will not be able to award

(Education, Health and Care) Plan from the

financial compensation. It could order any other

local authority

remedy, such as:

l the

school’s resources

l health l the

and safety requirements

need to maintain academic, musical,

sporting and other standards l the

interests of other pupils (and potential

pupils).

l admitting

a disabled pupil who had previously

been refused (while certainly the case in state schools there is some doubt as to whether such an order could be enforced in the case of independent schools) l making

reasonable adjustments such as

Failure to make a reasonable adjustment cannot

training for staff, extra tuition, review or

be justified, whereas under the old law it could

alteration of policies or relocation of facilities.

be. The only question therefore is whether the adjustment is reasonable. Schools are not

Planning duties

expected to make adjustments that are not

Schedule 10 of the Equality Act 2010 sets

reasonable.

out the accessibility arrangements schools must implement for pupils with SEND. These

As well as considering reasonable adjustments

are also known as schools’ ‘planning duties’.

for particular individual pupils with SEND,

An independent school is obliged to draw

schools also have to consider potential

up accessibility plans to improve access

adjustments which may be needed for pupils

to education over time. Such plans should

with SEND generally as it is likely any school

concentrate on three specific areas:

l A

prospective pupil with moderate learning difficulties applies for entry to a school but fails the entrance examination. His parents argue for a reduced pass mark in his case. However, the school is not satisfied the pupil has sufficient literacy skills to benefit from the education on offer. In these circumstances it may be reasonable for the school not to adjust its entry requirements to accommodate the pupil. l The parents of a prospective pupil with dyslexia claim he should be allowed extra time and the use of a personal computer during his entry examinations. However, there is no evidence to sustain this claim. It may be reasonable for the school to reject this request. l A sixth-form pupil who has been diagnosed with dyslexia finds it difficult to read long texts and ideally would like all his books on audio tape. However his A-level courses have very long reading lists which change every year, and the school deems it impractical to provide every book in tape form. This is likely to be deemed reasonable provided the school has researched other ways for him to access the reading list. l A pupil with learning difficulties finds it difficult to follow the more theoretical parts of classroom teaching and her parents ask that teachers go very slowly over the parts she finds difficult to make sure she has understood them. However, the slow pace of delivery would prevent the other pupils finishing the syllabus and put their grades at risk. It is likely to be reasonable for the school not to make this adjustment, although other alternatives should be considered, such as extra tuition outside classroom hours, as might be offered to any other struggling pupil. l A small school has little experience of pupils with SEND and is considering admitting a pupil with a rare syndrome involving moderate learning difficulties, poor muscle tone and speech and language difficulties. The Head consults the child’s parents and a local voluntary organisation and devises a series of short staff training events drawing on available expertise. This is likely to be a reasonable adjustment. l A secondary school has a special unit for children with special educational needs and disabilities including pupils with a visual impairment. The school is already equipped for providing enlarged text and braille versions of documents. When working in the unit children are always provided with information in a range of formats before the lesson. This is rarely the case when the same children are working in the mainstream classes in the school. Not providing the information in time is likely to be a failure to make reasonable adjustments, leaving pupils with SEND at a disadvantage.

will have a pupil with SEND at some point. However, schools are not obliged to anticipate

l improvements

and make adjustments for every imaginable

l physical

disability and need only consider general reasonable adjustments, such as being prepared to introduce large-font exam papers for pupils

in access to the curriculum

improvements to improve access to

education and associated services l improvements

in providing information in a

range of formats for disabled pupils.

with a visual impairment even though there are no such pupils currently admitted to the school.

Independent schools are required to prepare

Such a strategic and wider view of the school’s

these plans in writing, and implement and review

approach to planning for pupils with SEND links

them as necessary. Accessibility plans are subject

closely with its planning duties.

to review as part of an Ofsted inspection.

David has an extensive schools practice and is widely acknowledged as one of the leading schools lawyers in the UK. He specialises in child protection, pupil disciplinary matters, SEND and schools-related employment issues for a client base that includes many of the UK’s best-known schools.

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Special educational needs and disabilities | Special educational needs provision in boarding schools

– Deborah Newman, Principal of Fulneck School

Special educational needs provision in boarding schools W

hen it comes to education parents

schoolwork, personal organisation, relationships

choice in regard to their child’s education and some

want the best for their children but

with adults, developing and maintaining friendships

authorities fund additional specialist support in an

this is often even more important

or sensory or physical needs.

independent school.

needs and disabilities (SEND). According to The

The Equality Act 2010 and its definition of disability

The benefits of choosing a boarding school for

Children and Families Act 2014, section 20, ‘A

has given pupils who have significant difficulty

children with SEND include the dedicated support

child or young person has SEN if he or she has a

in reading and understanding the written word,

which is readily available for each pupil, depending

learning difficulty or disability which calls for SEN

as well as other impairments, the right to have

on their individual needs. This extends to additional

provision to be made for him or her’. This includes

appropriate arrangements for them to demonstrate

opportunities for more focused one-to-one tuition

dyslexia, dyspraxia, dyscalculia and attention deficit

their abilities. The SEN Code of Practice 2014 and

when required.

hyperactivity Disorder (ADHD). Problems associated

the introduction of Education and Health Care plans

with these conditions can lead to issues with

also mean that parents have greater freedom of

for parents of children with special educational

162 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Special educational needs provision in boarding schools | Special educational needs and disabilities

In specialist schools tailored curricula are

programmes and strategies to allow every student

request detailed information about a schools’

delivered by highly trained teachers with access to

access to the curriculum at a level commensurate

SEND provision and gain a clear understanding

equipment and resources designed specifically for

with their intellectual ability. Tuition is in small

of which conditions they specifically cater for and

SEN pupils. In most cases teaching takes place in

groups delivered by experienced and specialist

how. Visiting the school and meeting the SEND

small classes which allows the maximum amount

teachers using a range of multi-sensory teaching

team is an important part of that process, allowing

of time to be allocated to each individual, who in

methods and technology.

potential parents and pupils the opportunity

turn is able to learn at his or her own pace.

Using technology

Monitoring and mentoring

to gain a true appreciation of the environment, teaching methods and whether these will suit

In boarding schools pupils with SEND an

them. It is also important to meet the Principal

Advancements in technology have greatly

also be continually assessed, monitored and

and understand the ethos of the school and its

improved the education provision for children

mentored outside the classroom which can

attitudes to SEND.

with SEND by helping to break down several

lead to improvements in social interaction and

barriers to learning. Equipment such as voice-

confidence. By the very nature of a boarding

All schools are different and it is anything but the

activated software, reading pens, text readers and

school environment, teachers and support staff

case that one type fits all. But making the correct

software to assist in the development of reading

can monitor the behavioural patterns of children

choice from the many options available and the

and mathematical skills are likely to feature

at close quarters. This includes how they play,

whole boarding school experience can be very

strongly in the package of services available to

socialise and manage the many challenges of daily

rewarding for pupils with SEND and can give

pupils, as is the emphasis on developing typing

life. Boarding schools also offer pupils a choice of

them a chance to really flourish and exceed their

and touch typing techniques.

fully inclusive extra-curricular clubs and activities

potential.

which help them develop new interests and boost Fulneck School is an independent boarding and

self-esteem.

day school with a dedicated learning support unit (LSU) providing continuity of teaching and

An extension to mentoring and continual

support from Year 2 to Year 13. The school has

assessment is the strong pastoral care that will be

met the criteria of The Council for the Registration

evident in most boarding schools, in addition to a

of Schools Teaching Dyslexic Pupils (CReSTeD)

qualified nurse(s) who can liaise with healthcare

continually since 1996 and has recently been

professionals regarding the implementation of

approved for a further period of three years

Education and Health Care Plans and who can

under Category DU as a school offering a dyslexic

support the wide range of pupils’ needs.

unit, with specialist staff and teachers who can accommodate pupils’ needs in the classroom.

Of course choosing the right school is a critical

The aim of the LSU at Fulneck is to identify

decision with far-reaching consequences and one

individual special needs and to provide teaching

that requires thorough research. Parents should

Deborah Newman joined Fulneck School in 2008 as Vice-Principal and was appointed Principal in 2012. Before this she was a housemistress of a girls’ boarding house at Repton School in Derbyshire. From early in her teaching career Deborah has taken a particular interest in pastoral care and is a firm believer in listening to the views of young people. She also supports ‘mindfulness’ sessions either as drop-in or extra-curricular sessions and is keen to promote traditional Christian values through the schools’ curriculum. Away from school Deborah enjoys spending time with her family and taking long walks in the countryside.

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Special educational needs and disabilities | ‘Believe. Inspire, Succeed’

‘Believe. Inspire, Succeed’

– David Quick, Headmaster of Slindon College

t Slindon College we provide specialist learning support for

Restricted and repetitive patterns of thought, interests and physical

approximately 100 boys with SEND. The boys are aged between

behaviours – including making repetitive physical movements, such as

8 and 18 and include day boys and boarders (boarders from age

hand tapping, and becoming upset if these set routines are disrupted.

11). With a staff-pupil ratio of one to five we provide a carefully structured and tailored education for boys who cannot thrive in a mainstream

ADHD

environment. Pupils require learning support in areas including attention

The symptoms of attention deficit hyperactivity disorder (ADHD) can be

deficit hyperactivity disorder (ADHD), dyslexia and dyspraxia. But by far

categorised into two sets of behavioural problems:

the majority of our pupils are diagnosed with autistic spectrum disorder (ASD). However, we do not take severely autistic children or those officially

inattentiveness

designated as having emotional and behavioural difficulties (EBD).

hyperactivity and impulsiveness.

Our approach is specific to each pupil and includes regular individual

Most pupils with ADHD have problems that fall into both these categories,

education plans (IEPs) and continual assessments in academic and social

but this is not always the case. For example, some pupils with the condition

contexts. The aim is to provide pupils with strategies to compensate for the

may have problems with inattentiveness, but not with hyperactivity or

constraints of their condition, promoting their positive abilities in a lifeskills

impulsiveness. This form of ADHD is also known as attention deficit

context and maximising their academic potential. In line with this individual

disorder (ADD), and it can sometimes go unnoticed because the symptoms

approach, the academic pathway is not fixed but tailored to the needs

may be less obvious.

and potential achievement of each boy. Hence our school motto: ‘Believe. Inspire, Succeed’.

ASD ASD can present with a wide range of symptoms, which are often grouped

Dyslexia Dyslexia is a common learning difficulty mainly affecting how pupils read and spell words. Dyslexia is a spectrum disorder, with symptoms ranging from mild to severe. Pupils with dyslexia have particular difficulty with:

into two main categories: l

phonological awareness

Problems with social interaction and communication – including

verbal memory

problems understanding and being aware of other people’s emotions

rapid serial naming

and feelings. It can also include delayed language development and an

verbal processing speed.

inability to start conversations or take part in them properly.

164 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Pupils and parents ‘Believe. Inspire, Succeed’ | Special educational needs and disabilities The parents briefly discussed it with Jordan we went along. Dyspraxia My with first dyspraxia impression was Pupils may have problems with movement and one of very pleasant co-ordination including difficulties: surprise and satisfactory on how we such as hopping, jumping, running, and l amazement with playground activities were greeted. The catching or kicking a ball – they often avoid joining in because of children, 10 and and may find PE difficult their lackatofonly co-ordination 11, were happy, smiling l walking up and down stairs greeting adults they l and writing, drawing and using scissors – their handwriting and drawings had never met, with Squadron Leader than Nobby other (Neil) Clark joined their the RAF may appear scribbled and more childish children in February 1986 at the age of 16½. Serving all round manners and utmost age the world he took his commission in 1999. Having The doing up buttons l confidence. getting dressed, andin tying shoelaces married Sue 1992 they finally settled the family greeting home Fife in their 2003. Currently serving as aOC l headmaster keeping stillwas – they may swing orinmove arms and legs lot and Personnel Management Squadron at RAF Kinloss in every child by name, find it hard to sit still. Forres, he continues to enjoy life serving in Scotland. and they were Both Sue and Nobby are active members of Queen responding in kind but Victoria’s Parent Liaison Group and with both Jordan Individual programmes of support and Rhys they aim to continue their close affiliation with absolute respect. Pupils with SEND need individual programmes of support provided by a with the school. Now that both multidisciplinary team. These programmes enable pupils to thrive and Jordan and Rhys have have a positive learning experience. At Slindon programmes include the enrolled in the school we have never looked back, and while both following. Sue and I miss them daily, we know that they are being well looked after and getting the best start in life possible. Currently stationed SEAL inSocial Cyprus, this canAspects bring extra concerns with distance and travel; The Emotional of Learning (SEAL) programme at Slindon however the school understands and supports the children even College provides vital support to enable pupils to develop social and more to ensure they remain active yet in contact with parents. emotional skills within a safe, structured and progressive framework ProvidingThe Skype godsend. friends that they have curriculum. aim has is tobeen help a them in the The following areas: made already I know will remain for life, and that is also evident l

self-awareness

managing their feelings

motivation

empathy

social skills.

from the number of Old Victorians that return for many of the parades and each Grand Day.(OT) The after-school activities will also Occupational therapy enhance their future and provide valuable learning skills well as Occupational therapists take a holistic approach, working withas pupils fun interaction. who have co-ordination, sensory, organisational and behavioural Queen Victoriaestablish has an excellent ever-growing issues. Assessments how theirand needs can be best reputation met and and, with the pipes, drums and dancers, the opportunities afforded intervention usually takes the form of one-to-one sessions in our new to the children have enabled participation in the Edinburgh Tattoo well-equipped sensory/OT room. For example, purposeful activities and many across the world. Rhys in the year prior to challenge theother boys displays to: joining, while watching the school perform at the tattoo, that muscles he would there onebalance day, playing l confidently strengthenstated their core tobe gain better for PE the pipes or leading the band. He is now a full member of the band, l practise fluent movements with their hands to have legible playing the pipes, and his dream could be coming to fruition. With handwriting for examinations his older brother also in the band as a tenor drummer, there is l create a ‘sensory diet’ of activities that help them to stay focused in nothing class. prouder than a parent seeing their children realising their dreams and ambitions. This is certainly something that Queen Victoria strives for, and with an overall cadre of Service children as pupils the school staff also realise the extra stresses and strains that Service life brings and what it means when parents are deployed on ops. The pupils bond together as a family, no matter what rank or Service their parents are in, or what background they are from. David Quickthe started hisare career in finance but then went and on toenjoying qualify as aevery teacher Both boys thriving academically in 1990 from Swansea He has in worked several schools in school activity theyUniversity. are involved and inthat thesecondary school affords. the UK and overseas. His last two posts were Assistant Headteacher at Windsor Without doubt it is the best decision we as a family have made and School (an MOD Boarding School in Germany) and Vice Principal (Student Support) for their future we are immensely proud and grateful what the across the federated schools of St John’s and King Richard School infor Cyprus. school is offering both and Rhys. We willand never stop being a He has been a member of theJordan BECTa Science working group an Assistant Examiner in GCSE Physics and Athe levelseparation, Chemistry forbut OCR.we He has set up and run close-knit family despite know that Queen the Duke ofisEdinburgh’s Award andtheir has also been aand rugby coach. He enjoys Victoria helping towards future, providing the stability cooking, orienteering, skiing and travelling. David is married to Michaela and they and ever-lasting friendship that they have been seeking. ■ have three children.

The programme builds self-esteem, confidence and motivation, all vital if barriers to learning are to be removed. This work may be on a-one-to one basis or in small groups.

Speech and language therapy Speech and language therapists work with pupils with a range of communication difficulties. Children are assessed both formally and informally. These assessments include attention and listening skills, social interaction, understanding receptive language skills, expressive language skills, speech sounds, fluency and voice. Once these assessments have been undertaken, the results are analysed and a therapy programme is established. Therapy is carried out during one-toone sessions, paired sessions, small group work and at a functional level by supporting the pupil in class to monitor generalisation of skills.

Wave 3 literacy and numeracy Staff work with children with specific learning difficulties to assess, plan and deliver appropriate programmes to support pupils on a one-to-one basis. This may include phonological training, alphabet work, reading, writing, spelling and numeracy, and using the teaching reading through spelling (TRTS) strategy. A multisensory and holistic approach is used across the curriculum. Pupils are supported in developing metacognitive executive function skills, poor memory functioning skills, organisational skills and concentration.

www.crested.org.uk www.crested.org.uk

Council ffor or tthe he R egistration of Council Registration Schools Teachi ng Dysl exic pupi ls Schools Teaching Dyslexic pupils

W e give give you We IInformation nformation & C hoice Choice O ur advice advice is is independent independent Our b ut well well informed informed but Choosing a school is one of the biggest decisions you make for your child and it is not easy You need all the help you can get Our Register is available to download from our website: www.crested.org.uk www. .crested.or t d All the e information informat you need is right there there.

Contact CReSTeD via email: admin@crested.org.uk www.crested.org.uk Registered charity charity no. 1052103 Registered Council for for o the the Registration Registration of S chools Teac hing D yslexic P upils Council Schools Teaching Dyslexic Pupils

March 2015 Service Parents’ toUKBoarding Schools165 35 March 2018 I THE BSAGuide GUIDE TO BOARDING SCHOOLS

Special educational needs and disabilities | Specialist provision for pupils with dyslexia

Specialist provision for pupils with dyslexia – Andrew Russell, Headmaster of St David’s College

ndependent education in the UK is highly regarded around the world, with many schools attracting pupils from across the

globe. But as a parent what are your options if your child has a specific learning difficulty such as dyslexia? Children with dyslexia may struggle to access a traditional curriculum.

Unlocking potential

teaching sessions.

Dyslexia Specialist Provision (DSP) Schools offer

Dyslexic learners often struggle to read pages of

the best opportunity for a child with dyslexia to

text or concentrate for long periods of time and

achieve success and fulfil their potential. So what

so lessons need to be engaging and creative. A

is it that these schools can offer dyslexic pupils?

kinaesthetic approach often yields the best results

Every dyslexic person has their own individual

and well-trained staff understand how best to

learning style and only highly trained specialist

deliver this.

Many parents consider independent education

teachers have the ability and teaching practice

to find the right support for their child. There

to discover this. Dyslexia specialist schools

Free from academic pressures, the emphasis in

are estimated to be 35,000 pupils with dyslexia

provide the teacher pupil ratios and the learning

specialist provision schools is placed on teaching

in independent education. Families often come

environment to allow this kind of individual

the whole person and creating specific coping

to St David’s College frustrated by the lack of

attention.

strategies not only for the school years but also

support they’ve had in their current school and

for the professional career ahead. In a specialist

they are sometimes disillusioned by education

Classroom teaching is combined with one-to-one

supportive environment the focus is not only on

entirely. But specialist schools like St David’s can

sessions to concentrate on specific areas that

achieving in the classroom, but also on inspiring

offer the correct support for a dyslexic pupil and

require extra support. This combined approach

a confidence so that every pupil is aware of their

understand that every individual child needs a

offers a seamless learning experience and support

strengths and able to use these to overcome

unique approach.

system. Areas of weakness discovered in the

weaknesses.

classroom can be improved upon in individualised

166 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Specialist provision for pupils with dyslexia | Special educational needs and disabilities

Outdoor education plays a large role in taking

found a child’s life can change in a profoundly

learning beyond the classroom. Though this may

positive way. St David’s pupil Jack’s well-publicised

seem a distraction from the curriculum, the skills

experience is proof of this. After being rejected

and experiences gained from such activities help

from 30 different schools and struggling even to

to improve confidence and strengthen resilience,

spell his own name, Jack started St David’s College

aiding pupils in their day-to-day school life.

disillusioned with his education. Six years on Jack has gained nine GCSEs, is working toward his A

Staff ability and skills sets are also vital; the needs

levels and has won a Welsh national award for his

of a dyslexic pupil can be varied and complex,

GCSE Design and Technology project. Jack is proof

therefore teachers need to be qualified and

that finding the right school with the right support

experienced to deal with this. Many specialist

can unlock potential that lies buried beneath the

schools run a comprehensive staff training

banner of dyslexia. You can read more about

programme, often bringing in specialists to

Jack’s story here: http://www.getreading.co.uk/

share best practice and develop new teaching

news/local-news/ascot-explorer-jack-harley-

techniques.

walsh-speaks-9316354

This level of support is often best taken advantage

For parents who discover their child is dyslexic

of in a boarding environment. With access to

there are some great resources to help find the

teaching staff during ‘out of office’ hours boarding

right school and also useful advice. CReSTeD

pupils can engage with their teachers in a more

produces a Register of specialist schools and

informal setting. The benefit to this level of access

can give parents guidance and reassurance. The

is the ability to speak with subject teachers about

British Dyslexia Association’s website is also an

areas of concern outside of a classroom setting at

excellent resource for advice and information.

any point in the school week. Boarding also allows staff to truly get to know and understand each

The best advice I can offer to parents is to do your

individual pupil and their unique abilities. A well-

research and visit a school to get ‘a feel’ for what

established and effective pastoral system can go a

they can offer in terms of both academic and

long way to helping a dyslexic pupil achieve their

pastoral support. Dyslexics are often told what

full potential.

they can’t do, but with the right support at the right school you’d be amazed at what they can do.

Finding the right school can be a frustrating and

Andrew Russell became Headmaster of St David’s College (SDC) in 2017. He has worked at the school for 25 years, having been Head of Year, Head of Department, Assistant Head, Deputy Head and Acting Head. He was born in New Lanark in Scotland and his father was in the RAF. After a degree in Accounts and Economics at the University of Southampton he did a PGCE at Bangor University and started teaching at SDC in 1992. He and his wife Kate were houseparents at Tryfan House. Andrew wants to see the school’s Cadogan learning support centre become world renowned. He has a passion for rugby and cricket and is determined to extend the school’s sporting and arts provision by developing a new sports centre and seeing a planned cricket pavilion come to fruition.

difficult experience but once the right school is

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

167

Special educational needs and disabilities | My child has dyslexia. How do I find the right school?

My child has dyslexia. How do I find the right school? – Brendan Wignall, Headmaster of Ellesmere College and Chair of CReSTeD

he Council for Registration of Schools Teaching Dyslexic Pupils (CReSTeD) is a charity set up to provide guidance and assurance to parents seeking a school for their child with specific learning

difficulties (SpLD) – of these the main difficulty is dyslexia. CReSTeD works

ROUTE 1 I AM NOT SURE IF MY CHILD HAS DYSLEXIA (SpLD) OR MAY HAVE SOME OTHER SPECIAL EDUCATIONAL NEED. WHAT SHOULD I DO? Approach your child’s teacher. This may lead to School Action or Action Plus, which are programmes within the school to help. If this is not enough, then you may decide with the school SENCo (Special Educational Needs Coordinator) to apply for an assessment by an educational psychologist.

with support from the British Dyslexia Association and Dyslexia Action, and is the key reference point and a symbol of quality when seeking a school

ROUTE 2

with SpLD provision. CReSTeD acts as a source of school names parents can use as their first step towards making a placement decision, which will be critical to their child’s educational future and is a valuable resource for parents, educational advisers and schools.

I KNOW MY CHILD HAS DYSLEXIA (SpLD). I NEED TO FIND AN INDEPENDENT SCHOOL THAT IS SUITABLE FOR HIS OR HER LEVEL OF NEED.

The categories

The CReSTeD Register covers all levels of provision for Dyslexic (SpLD) pupils. There are several lists of schools offering such provision, but only

Dyslexia Specialist Provision Schools – DSP

CReSTeD actually visits schools to ensure they meet the basic criteria set

The school is established primarily to teach pupils with dyslexia. The

by the Council. Schools are then revisited every three years to ensure the

curriculum and timetable are designed to meet specific needs in a holistic,

criteria are maintained.

coordinated way, with a significant number of teaching staff holding nationally recognised qualifications in teaching dyslexic pupils.

The main activity of CReSTeD is to produce this Register of schools that provide for SpLD pupils, and provide this Register free of charge to

Specialist Provision Schools – SPS

parents.

The school is established to teach pupils with dyslexia (SpLD) and other

Which school should I choose?

associated difficulties. The curriculum and timetable are designed to meet specific needs in a holistic, coordinated way, with a significant number

The levels of provision at schools are divided into six broad categories,

of teaching staff holding nationally recognised qualifications in teaching

labelled Dyslexia Specialist Provision, Specialist Provision, Dyslexia Unit,

dyslexic pupils.

Withdrawal System and Maintained Sector. These categories are not a hierarchical grading of the quality of provision – they are there because

Dyslexia Unit – DU

children have different needs, and the categories go some way towards

The school has a designated unit or centre providing specialist tuition on

matching the level of the pupil’s needs to the level of provision at the

a small-group or individual basis, according to need. The unit or centre is

school. An educational psychologist’s report should offer guidance as to

an adequately resourced teaching area under the management of a senior

the level of provision relevant to the child.

specialist teacher, who coordinates the work of other specialist teachers and ensures ongoing liaison with all mainstream teachers. This senior

As an example, a child at the severe end of the dyslexia spectrum will

dyslexia teacher will probably have Head of Department status, will hold

probably require a Category SPS school, whereas a child with, say, only

nationally recognised qualifications in teaching dyslexic pupils, and will

some lag in spelling skills may be suitably provided for in a school from

certainly have significant input into the general school curriculum design

Category WS. The categories enable CReSTeD to offer this guidance.

and delivery.

168 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

My child has dyslexia. I find right school? | Special educationalneeds needsand anddisabilities disabilities My child has dyslexia. HowHow do I do find the the right school? | Special educational

Which school should I choose?

Dyslexia Unit â&#x20AC;&#x201C; DU

The school has a designated unit or centre providing The levels of provision at specialist tuition on a smallschools are divided into six group or individual basis, broad categories, labelled according to need. The unit or Dyslexia Specialist Provision, centre is an adequately Specialist Provision, Dyslexia resourced teaching area under Unit, Withdrawal System and the management of a senior Maintained Sector. These specialist teacher, who categories are not a hierarchical coordinates the work of other grading of the quality of specialist teachers and ensures provision â&#x20AC;&#x201C; they are there ongoing liaison with all because children have different mainstream teachers. This needs, and the categories go senior dyslexia teacher will some way towards matching the probably have Head of level of the pupilâ&#x20AC;&#x2122;s needs to the Department status, will hold level of provision at the school. nationally recognised An educational psychologistâ&#x20AC;&#x2122;s qualifications in teaching report should offer guidance as Withdrawal System â&#x20AC;&#x201C; WS dyslexic pupils, will to the level of provision relevant Schools where dyslexic (SpLD) pupils are withdrawn fromand appropriately certainly have significant input to the child. selected lessons for specialist tuition from a teacher with a nationally into the general school As an example, a child at the recognised qualification in teaching dyslexic pupils. There is ongoing curriculum and delivery. severe end of the dyslexia communication between mainstream and specialist design teachers. spectrum will probably require a Category school, Withdrawal System â&#x20AC;&#x201C; WS Teaching SPS Centres â&#x20AC;&#x201C; TCwhereas a child with, say, only some lag in Schools where dyslexic (SpLD) Centres providing specialist tuition for small groups or individuals, in an spelling skills may be suitably pupils are withdrawn adequately resourced teaching area, managed by a teacher withfrom BDAprovided in a school (AMBDA from or APC), appropriately selected lessons recognisedfor qualifications who coordinates the work of Category WS. The categories for specialist tuition from a other specialist dyslexia teachers. enable CReSTeD to offer this teacher with a nationally guidance. recognised qualification in Maintained Sector â&#x20AC;&#x201C; MS teachingdyslexic dyslexic pupils. There Maintained schools where the school supports (SpLD) pupils to is ongoing communication The categories access the curriculum, there is an effective system of identifying dyslexic between mainstream and (SpLD) pupils or there is a withdrawal system for individualised literacy specialist Dyslexia Specialist support. There is positive ongoing communicationteachers. between mainstream

The CReSTeD Register is published annually and is available direct from the CReSTeD Administrator. It may also be obtained from the British Dyslexia Association and Dyslexia Action. Full information is also published on the website: www.crested.org.uk CReSTeD was founded to help parents. It has had and will continue to have influence on the standards of provision for SpLD pupils.

Brendan Wignall has been Headmaster of Ellesmere College since 1996 and is currently Chair of CReSTeD. After teaching English at Oakham and Christâ&#x20AC;&#x2122;s Hospital, he Further information became Head of English and Registrar For more information about of Denstone College. His main CReSTeD or for a copy of the Further information interests are his family, Ellesmere, Register: For more information about CReSTeD or for a copy of the Register: Liverpool FC, gardening and culture Email: admin@crested.org.uk Email: admin@crested.org.uk in the broadest sense (excluding only Website: www.crested.org.uk â&#x2013; Website: www.crested.org.uk country music!). Brendan Wignall has been Headmaster of Ellesmere College since 1996 and is currently Chair of CReSTeD. After teaching English at Oakham and Christâ&#x20AC;&#x2122;s Hospital, he became Head of English and Registrar of Denstone College. His main interests are his family, Ellesmere, Liverpool FC, gardening and culture in the broadest sense (excluding only country music!).

CReSTeD

Provision Schools â&#x20AC;&#x201C; DSP and special needs staff and the senior management team. This is a new The school is established Maintained â&#x20AC;&#x201C; MSto category because lots of maintained state schools wantSector our validation

primarily teach pupils with Maintained schools where the prove theirtosupport for dyslexics. dyslexia. The curriculum and school supports dyslexic timetable are designed to meet The Register includes a checklist to help(SpLD) parentspupils decideto if aaccess schoolthe can specific needs in a holistic, curriculum; where there is an meet their childâ&#x20AC;&#x2122;s special educational needs, and a geographical index of coordinated manner, with a effective system of identifying schools. significant number of teaching dyslexic (SpLD) pupils; where staff holding nationally there is a withdrawal system BDA Dyslexia Friendly Quality Mark Schools recognised qualifications in for individualised CReSTeDâ&#x20AC;&#x2DC;s Maintained Sector (MS) Register now includes theliteracy British teaching dyslexic pupils. support. There is positive Dyslexia Associationâ&#x20AC;&#x2122;s Dyslexia Friendly Quality Mark. Schools awarded the communication Quality Mark have demonstrated a highongoing commitment to dyslexic learners mainstream Specialist Provision and undergone rigorous scrutiny. They between hold the award for threeand years special needs staff and the Schools â&#x20AC;&#x201C; SPS before being re-verified by the British Dyslexia Association. These schools team. This The school ison established to Register senior are identified the CReSTeD with themanagement BDA Dyslexia Friendly is a new category because lots teach Qualitypupils Mark with logo. dyslexia of maintained â&#x20AC;&#x2DC;stateâ&#x20AC;&#x2122; schools (SpLD) and other associated ourdirect validation to prove difficulties. The curriculum and The Register is updated annually and iswant available from the their support for dyslexics. timetable are designed to meet CReSTeD Administrator. It may also be obtained from the British Dyslexia The Register includesona the specific needs a holistic, Association andin Dyslexia Action. Full information is also published checklist to help parents decide coordinated manner, with a website: www.crested.org.uk if a school can meet their significant number of teaching special educational staff holding nationally CReSTeD was founded to help parents. childâ&#x20AC;&#x2122;s It has had and will continue to have needs, and a geographical index recognised qualifications in influence on the standards of provision for SpLD pupils. of schools. teaching dyslexic pupils.

How good yourYOU. provision WE ARE HERE TO is HELP PLEASE USE for US.dyslexic WE AREpupils? FREE We exist to help you find out,

WE OFFER TOTALLY INDEPENDENT BUT and then we tell parents. WELL-INFORMED ADVICE

We offer: Choosing a school is one of the biggest t GPS ZPVS TDIPPM B WJTJU CZ B EZTMFYJB FYQFSU you make for your child and it is not decisions t GPS QBSFOUT B GSFF 3FHJTUFS PG TDIPPMT easy. You need all the help you can get. approved for their dyslexia provision $POUBDU $3F45F% WJB FNBJM BENJO!DSFTUFE PSH VL www.crested.org.uk 3FHJTUFSFE DIBSJUZ /VNCFS $PVODJM GPS UIF 3FHJTUSBUJPO PG 4DIPPMT 5FBDIJOH %ZTMFYJD 1VQJMT

September 2015 I THE BSA TOBSA UKGUIDE BOARDING SCHOOLS MarchGUIDE 2018 I THE TO UK BOARDING SCHOOLS 115 169

Special educational needs and disabilities | Provision in the independent sector for pupils with SEND

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

upils with SEND continue to be very well educated within the

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

independent sector and this is undoubtedly one of the sector’s

There are also mainstream boarding schools with designated units or centres

strengths. Many parents of children with special educational needs

providing specialist tuition on a small group or individual basis. In January

and disabilities take them out of the maintained sector because the class

2015, 66,026 pupils (33,311 boarders) were identified as having SEND. The

sizes are too big and they feel there is not enough individual support.

most common SEND is dyslexia (321,169) followed by information processing

The independent sector offers a range of choice not available within the

(9,053), dyspraxia (5,459), gross and fine motor skills (3,720) and Asperger’s

maintained sector. Specialist Provision Schools (SPS) are approved for specific

syndrome (3,597). The table below lists independent boarding schools on the

learning difficulties, with associated language difficulties, such as dyspraxia

CReSTeD Register providing support for pupils with SEND.

and attention deficit hyperactivity disorder (ADHD). Dyslexia Specialist

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 SPS SPS SPS SPS SPS

School Appleford School Mark College More House School Northease Manor St David’s College

Town Salisbury Highbridge Farnham Lewes Llandudno

Website www.applefordschool.org www.priorychildrensservices.co.uk www.morehouseschool.co.uk www.northease.co.uk www.stdavidscollege.co.uk

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

School Bredon School Bruern Abbey School Frewen College Moon Hall School Moon Hall College Shapwick School

Town Tewkesbury Chesterton, Oxfordshire Rye Dorking Dorking Bridgwater

Website www.bredonschool.org www.bruernabbey.org www.frewencollege.co.uk www.moonhallschool.co.uk www.moonhallcollege.co.uk www.shapwickschool.com

Some mainstream boarding schools have a designated unit or centre providing specialist tuition. School Barnardiston Hall Preparatory School Bedstone College Bethany School Bloxham School Brockhurst & Marlston House Schools Clayesmore Preparatory School Clayesmore School Clifton College Preparatory School Cobham Hall School Ellesmere College Finborough School Fulneck School Hazlegrove Preparatory School Kingham Hill School King’s School Kingsley School (The Grenville Dyslexia Centre) Kingswood House School Lime House School Millfield School Millfield Preparatory School Sidcot School Slindon College Tettenhall College Walhampton School Wycliffe College Preparatory School Wycliffe College

Town Barnardiston, Suffolk Bucknell, Shropshire Cranbrook, Kent Banbury, Oxfordshire Newbury, Berkshire Blandford Forum, Dorset Blandford Forum, Dorset Bristol, Avon Cobham, Kent Ellesmere, Shropshire Stowmarket, Suffolk Leeds, West Yorkshire Yeovil, Somerset Chipping Norton, Oxfordshire Bruton, Somerset Bideford, Devon Epsom, Surrey Carlisle, Cumbria Street, Somerset Glastonbury, Somerset Winscombe, North Somerset Arundel, Sussex Wolverhampton, West Midlands Lymington, Hampshire Stonehouse, Gloucestershire Stonehouse, Gloucestershire

170 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Website www.barnardiston.com www.bedstone.org www.bethanyschool.org.uk www.bloxhamschool.com www.brockmarl.org.uk www.clayesmore.com www.clayesmore.com www.cliftoncollegeuk.com/prep www.cobhamhall.com www.ellesmere.com www.finboroughschool.co.uk www.fulneckschool.co.uk www.hazlegrove.co.uk www.kinghamhill.org.uk www.kingsbruton.com www.kingsleyschoolbideford.co.uk www.kingswoodhouse.org www.limehouseschool.co.uk www.millfieldschool.com www.millfieldprep.com www.sidcot.org.uk www.slindoncollege.co.uk www.tettenhallcollege.co.uk www.walhampton.com www.wycliffe.co.uk www.wycliffe.co.uk

GCSEs and IGCSEs in a changing curricular landscape | Curriculum choices

GCSEs and IGCSEs in a changing curricular landscape

– Charlie Hammel, Director of Studies at St Swithun’s School, Winchester

ny parent considering a boarding school for their child at 11+ or 13+ entry is certain to discover that changes to the

the chance for pupils to mature intellectually

These changes are already being reflected

with less interruption over a two-year course.

in IGCSEs. They are being adjusted to reflect additional content in the new GCSEs, and at the

main curriculum options at ages 14–16 (Years 10

What schools offer

and 11) – GCSEs and IGCSEs – will become relevant

More than 75 per cent of leading independent

adopt the new 9 to 1 grading system. There would

for their son or daughter in the coming years.

schools now offer a mixture of GCSEs and IGCSEs.

appear to be a convergence taking place, though

This is the approach we have adopted at St

much remains to be worked out in the detail of the

This is an exciting stage of education because it

Swithun’s, where each subject department has

reforms and their implications.

is when most pupils have their first opportunity

autonomy to select the course offering the most

to begin selecting some subject options and

appropriate blend of academic rigour, accessibility

Advice for parents and pupils

determining their own academic programme. As it

and progression to further study at A level. Some

Parents and pupils should feel able to ask

also leads to formal qualifications in the shape of

schools prefer either GCSEs or IGCSEs exclusively.

informed questions about the (I)GCSE courses

(I)GCSEs, an understanding of what schools offer

Both qualifications are respected, valued and

offered by a school, and the school should be

currently and how that is likely to be affected by

understood by universities and employers.

able to explain how it is responding to curricular

time of writing it is clear at least some IGCSEs will

ongoing changes to the curricular landscape is useful.

changes and the rationale for the combination of There are advantages to the mixed economy of

courses it offers. More specific questions can be

GCSEs and IGCSEs. In the examination period,

posed, often on a subject level, about how each

IGCSE papers tend to both begin and end a couple

course helps to meet the needs and interests of

International GCSEs (IGCSEs) are long-established

of weeks earlier than GCSEs. So in a demanding

pupils at that school.

qualifications, originally developed as equivalent

time for Year 11 pupils, those studying for a

to GCSEs for international schools. Their structure

mixture of the two can find that their examinations

Just as it is important to be aware of curricular

has remained essentially ‘linear’, which means

are spread over a slightly longer time period,

reforms, in making subject choices pupils are

assessment takes place by examination at the end

which can help in managing final revision and

always best advised to play to their own strengths

of the two-year course. By contrast, until recently

preparation. There are positives for schools

and select the subjects they find most interesting

GCSEs had evolved differently and become more

as well. The surging interest in IGCSEs, current

and enjoyable. The finer details of structure of

‘modular’, with courses subdivided into relatively

reforms to GCSEs and corresponding revisions to

any (I)GCSE course should not be a deciding factor

discrete units. This ‘modularisation’ was matched

IGCSEs mean that for most subjects schools are

because after all the qualification itself only lends

by more piecemeal assessment, with opportunities

increasingly able to choose from several up-to-date

a structure, albeit an important one, for pupils’

to complete coursework (or ‘controlled

linear specifications.

learning at this level.

Evolving qualifications

assessment’) and take some examination papers throughout the course.

Changes on the horizon Phased, national reforms to GCSEs have recently

Over the past decade independent boarding

begun, making them more rigorous. The first of

schools, and independent schools generally, have

these new examinations were taken in summer

helped drive a proliferation of IGCSEs within the

2017 in English language, English literature and

UK. In 2015 IGCSEs accounted for over 43 per

mathematics, and all subjects will be reformed by

cent of examinations taken by Year 11 pupils

summer 2019. In practice, the new GCSEs would

in independent schools, a percentage that has

seem to be taking on many characteristic features

quadrupled in just five years, from 11 per cent in

of IGCSEs. Assessment is linear, with exams at

2010. This has happened because independent

the end of the two-year course, and other forms

schools have perceived a number of advantages

of assessment, including controlled assessment,

in IGCSEs:

being removed or significantly reduced.

greater emphasis on breadth and depth of

The new numerical 9 to 1 grading scale replaces

knowledge, in addition to cultivation of skills

the A* to G system. At the top end of the scale,

a higher degree of academic rigour

the new grades 7 to 9 will be awarded to the

more insulation from political change

same proportion of candidates as have achieved

the opportunity to devote more curricular time

grades A and A*, with the top 20 per cent of those

to teaching than to formal assessments

differentiated by the highest grade, 9.

Charlie Hammel has been Director of Studies at St Swithun’s School, Winchester, since September 2014. He was previously Head of History at King Edward VI High School for Girls, Birmingham. Before that he was Head of Scholars at Warwick School, where he taught History, Politics and Latin. He read History and Medieval Studies at Princeton University and completed a postgraduate Master’s in Mediaeval History at the University of St Andrews before embarking on a teaching career in independent schools.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Curriculum choices | After GCSEs – what next?

– Richard Cairns, Head Master of Brighton College

After GCSEs – what next?

fter a summer of nervous anticipation,

completed their final qualifying exams – their

their GCSE exams. So students should consider

the GCSE results finally came out in

A levels. This means university admissions

re-sitting their subjects if they genuinely have

mid-August and every 16 year old

departments place enormous importance on GCSE

university aspirations and also possess the

started asking – what happens now? Should I

grades and leading universities will be looking for a

intellectual potential to make a success of a

retake any of my GCSEs? Should I carry on into

significant number of top grades.

degree course. Do be aware, however, that

the sixth form and study for A levels? If so, what

universities and employers will know that a

A levels should I be doing? Should I opt to study

Universities will also be looking very closely at

student sat their GCSEs twice, so they need to

those subjects in which I achieved my best GCSE

the particular subjects taken. GCSEs are not

have a plausible explanation ready.

grades? And what other factors should I take into

regarded as of equal value. Mathematics, English,

account when choosing my A-level subjects?

Biology, Physics, Chemistry, History, Geography

Furthermore, students should not waste their

and a language are rated much more highly than

time re-sitting GCSEs universities hold in low

Business Studies, Media Studies or Sociology.

regard. They should use the time to perform

Most students and their parents will already have considered these questions and made their

better in the core subjects universities really want

choices. But GCSE results offer an important

Let us consider three possible scenarios: a set

to see. And if a student really doesn’t want to

opportunity to reflect on earlier decisions in the

of poor results, a set of good results in less

repeat their GCSEs, they must face up to the fact

light of the grades actually received.

academic ‘soft’ subjects and a set of good results

that further study is not for them. They can use

in traditional academic subjects.

that time instead to consider vocational courses

The first place to start is with the results

or an apprenticeship. This country needs skilled

themselves. GCSE grades really do matter

First of all, the poor results. Bluntly, doors to

workers as much as it needs university graduates

because, unlike most other countries, university

most good universities are slammed shut unless

and we all know people who have made a great

offers are made before students have actually

a student is prepared to have another stab at

success of their lives without a degree.

172 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

After GCSEs – what next? | Curriculum choices Good results in the wrong subjects? An array of GCSEs in Ceramics, Citizenship and Communication Studies will sadly close almost as many doors as a set of poor results in a string of academic subjects. The initial ill-advised set of choices is often through no fault of the student concerned who may well have been advised to embark on softer options at GCSE to help the school’s league table position. This is a particular problem in certain parts of the state sector where pupils are seven times more likely to take media studies than independently-educated children and half as likely to take a modern language. The focus in these schools is also overwhelmingly on students on the 4/3 borderline such that the gifted and talented are not stretched and challenged, ending up with 6s rather than the 7, 8 or 9s which they are capable and which top universities demand. l

Health and Social Care

And what about the sunnier third scenario?

Sports Studies

And if you are still undecided about your degree

What should students with a clutch of top grades

Home Economics

or career aspirations, the following subjects

at GCSE do next? How should they go about

Travel and Tourism.

would be good subjects to take at A level, to

choosing the right A levels for them?

keep your options open: Biology, Chemistry, Other leading universities would concur and

Economics, English Literature, History, Languages

First, choose subjects you are passionate about.

emphasise in their prospectuses the value of

(Ancient or Modern), Mathematics (and Further

You will devote an enormous amount of time to

studying subjects like Mathematics, Physics,

Maths), Physics.

the four subjects you study and it is essential you

History and English. Sadly, many young people

enjoy them and want to discover more about

in poorer areas are not even offered the

The message is clear. Amidst the post-GCSE

them. And don’t simply opt for the subjects you

opportunity to study these subjects. Statistics

euphoria, it is wise for every prospective sixth

did best at in GCSE. If you got a very high grade in

from 2007 show that 247 comprehensive schools

former to pause just for a moment to check

GCSE Physics but actually have no enthusiasm for

did not enter any pupils for A level Physics, 187

the A-level courses they are about to follow will

it, don’t do it for A level.

did not enter any pupils for Chemistry and 96

genuinely enthuse them and, in the fullness of

schools did not enter any for Mathematics.

time, ensure they are well placed to apply for the

Second, choose subjects universities genuinely

course and university of their choice. I promise it

respect. Cambridge University has historically

Third, choose subjects directly relevant to the

been very helpful in this area, providing a list

actual course you wish to study and the career

of A-level subjects which ‘provide less effective

you want to pursue. These are the most relevant

preparation for our courses’. Their advice is that

A-level choices for a number of popular degrees:

will be time well spent.

candidates should certainly do no more than one of the following subjects to A level:

Biological Sciences – Biology and/or

Accounting

Dentistry – Biology and Chemistry

ICT

Economics – Maths; Economics preferred

Art and Design

Engineering – Maths and Physics; Further

Leisure Studies

Business Studies

Media Studies

Communication Studies

Music Technology

Dance

Languages – the relevant language

Performance Studies

Law – at least one essay-writing subject

Design Technology

Maths – Maths and Further Maths

Performing Arts

Medicine – Biology, Chemistry and Maths or

Drama/Theatre Studies

Photography

Film Studies

Physical Education

Chemistry; Maths preferred

Maths preferred l

English – English and a further essay writing subject

History – History and a further essay writing subject or a language

Physics l

Physical Sciences – Maths, Physics and Chemistry

Veterinary Science – Biology and Chemistry.

Richard Cairns is Head Master of Brighton College. He graduated from Oxford University with a First in History and worked as a trainee solicitor in Sydney, Australia, and as a volunteer teacher in a refugee camp in the Gaza Strip. He then taught at The Oratory School, Stewart’s Melville College in Edinburgh, and Magdalen College School, Oxford, where he was Usher (Deputy Head). In 2005 he became Head Master of Brighton College. In 2008, he was named one of the 1,000 most influential people in England by the Evening Standard and in 2009, he joined Debrett’s list of People of Today 2010. In 2012, he was named England’s Public School Headmaster of the Year by Tatler. In 2013 Brighton College was named UK Independent School of the Year at the Independent Schools Awards.

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Curriculum choices | Sixth-form programmes – the choice

– Peter Clague, Headmaster of Bromsgrove School

Sixth-form programmes – the choice B

oarding schools are now almost invariably multicultural and

supporting subject – taken by scientists and social scientists alike. A levels suit

multidimensional, flexibly trying to respond to the complexity of the

pupils who know what they want to do in future and which subjects they are

modern world by providing a traditional breadth of opportunities but

keen to drop post-GCSEs.

doing this with a real striving for quality. This change is fully reflected in sixthform provision.

International Baccalaureate The International Baccalaureate (IB) represents a very different educational

A levels remain the default route through sixth form. Recent government

approach. Whereas in A levels traditional subjects are key, with subject

reforms have seen coursework largely stripped out so that now most marks

choices building up to a bespoke overall programme, the IB has a common

are awarded in examinations during May and June of Year 13. Schools expect

values-based core, focused on developing learning skills, internationalism

students to take three or four A-level subjects. The AS qualification that has

and breadth. Students are required to take a range of subjects including a

existed for the last 20 years as a modular exam taken in Year 12 has been

first and foreign language, maths, a science, and a humanities subject. A sixth

devalued by the reforms – many schools have responded by dropping the AS

subject is drawn from the arts or as an extra science, language or humanities

papers altogether although others continue to use them as a mid-sixth-form

choice. There is an obliged breadth, although within each curriculum area

marker point. Universities are largely indifferent to whether they have been

there is a choice of subject as well as a range of levels to study at. Students

taken or not. A levels are often taken with an additional Extended Project

can specialise while keeping other areas of study – a little bit of maths or

Qualification, a piece of personalised research that helps demonstrate a

perhaps a new language – ticking over.

student has independent research skills and interests. Schools offering the IB Diploma, either as their only route through sixth form Students put together their A-level programme (and the accompanying extra-

or as a direct alternative to A levels, tend to buy in to the Renaissance ideals

curricular programme) themselves with each subject being a discrete building

the programme aspires to. Where pupils have a real breadth of interest,

block. For example, a prospective doctor may opt for Chemistry, Biology and

or a known area of strength accompanied by a desire not to become too

Maths, but a small number might take Music rather than Maths. There is a

specialised, the IB is often a wise choice.

logic to opting for mostly sciences, or mostly essay subjects, though a little more variety could also reasonably be sought. Maths often operates as a

174 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Sixth-form programmes – the choice | Curriculum choices

BTEC qualifications BTEC qualifications are the vocational alternative to A levels. They are less exam-focused and more practical. They are offered in a wide range of subjects, although traditional independent boarding schools only run at most a very limited menu of courses, rarely going beyond sports, business, tourism and performing arts. BTECs lack the public kudos and awareness that A levels have – however university admissions tutors treat them favourably. They are assessed more continuously than A levels or the IB and for those pupils who do not thrive under exam pressure they should be viewed as an attractive alternative. The increasing variety of routes through sixth form creates a challenge for university admission tutors who seek to compare different types of pupils fairly. Oxford and Cambridge together with those applying for medicine or vet science at most universities can expect to face university admission tests in November of their Year 13. The range of choice to prospective sixth-formers risks appearing bewildering.

Peter Symonds College winchester The only state sixth form college in the UK to offer student boarding.

try to identify the best students whatever they have studied. Whatever the

Two fully equipped co-ed boarding houses.

path chosen, the outcomes depend greatly on the student’s efforts.

74 boarding places.

It should be reassuring that universities and employers alike will continue to

A safe, supportive environment. 99% pass rate at A level. Following a career in New Zealand that included boarding and day schools, headship of a large pre-eminent IB school, and presidency of the Association of Independent School Heads, Peter Clague left to join Bromsgrove in 2014. Passionate about the value of boarding education and a champion for ‘dual economy’ schools that offer both A levels and IB, Peter advocates strongly for choice and an individualised approach in learning. An outdoor educator in a past life, he is also a firm believer in experiential education.

OFSTED rating: Outstanding.

Boarding places available for 2019 entry

‘‘

Boarding is the best part of college, it’s amazing! We all get along like family. I’ve met some great people and formed life-long friendships.

’’

Enquiries: 01962 857555 admissions@psc.ac.uk www.psc.ac.uk

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Ad20_85x125_Boarding.indd 1

175

09/02/2018 13:36

Curriculum choices | Sixth-form programmes: the choice

Sixth-form programmes: the choice Students entering the sixth form have a range of options. Some schools may be able to offer a choice between two programmes, usually between A level and IB Diploma or A level and Pre-U. However, most schools have to commit themselves to one of those summarised below. Scotland has a different programme.

A level (AS and A2)

International Baccalaureate (IB) Diploma

Cambridge Pre-U

AQA Baccalaureate

Who is it for?

16 to 19 year olds

What can you study?

Most students study three or four A levels.

Six subjects (three at Higher Level and three at Standard Level). All students must study literature, a foreign language, a humanities subject, a natural science and mathematics.

Free choice of three separate and distinct principal academic subjects from a list of 25.

Three A level subjects in any academic discipline.

How does it work?

The linear A level has been introduced. Students can take a freestanding AS level but it will no longer form part of the A level. The A level will be assessed after two years of study.

Over two years, in addition to their six subjects, students complete a 4,000-word Extended Essay and a Theory of Knowledge course, and participate in the Creativity, Activity, Service (CAS) programme. All exams are taken at the end of the second year of study, there are no modules. Conceived as a holistic integral programme bound by a clear philosophy.

Besides their three subjects studied over two years, students also complete an Independent Research Report and a Global Perspectives portfolio. Exams are taken at the end of the second year of study, there are no modules.

In addition to their three A levels, students complete an Extended Project Qualification that aims to make them responsible for their own learning; achieve breadth through an AS level in Critical Thinking, Citizenship, General Studies, Science in society or World development; and undertake enrichment activities outside the curriculum such as the Duke of Edinburghâ&#x20AC;&#x2122;s Award.

What is it worth?

The table below shows the UCAS tariff points awarded for the old (modular) A levels and the new (linear) A levels, with first examination in 2017.

The table below shows the UCAS tariff points awarded for the IB Certificate in Higher Level. Certificates in Extended Essay and Theory of Knowledge also attract UCAS tariff points when the certificates have been taken individually.

The Pre-U Diploma itself does not attract UCAS tariff points. However, the constituent qualifications of the Diploma do. The tariff points for a Pre-U Diploma can be calculated by adding together the tariff points for each of its components.

Maximum 216 UCAS tariff points for three A* A levels, grade A* Extended Project (28 points) and a standalone AS level at grade A (20 points).

Grade A* A B C D E

Grade H7 H6 H5 H4 H3 H2 H1

Grade D1 D2 D3 M1 M2 M3 P1 P2 P3

Old tariff 140 120 100 80 60 40

New tariff 56 48 40 32 24 16

New tariff 56 48 32 24 12 0 0

New tariff 56 56 52 44 40 36 28 24 20

Where can you study it?

Schools and FE colleges.

115 schools and colleges in the UK offer the IB Diploma.

Most interest has come from a small number of highly selective independent schools.

UK schools which believe A levels are not, in themselves, sufficient preparation for university.

Comment

Still the best-known sixth-form qualification in the UK, and taken by the largest number of students as their means of entry into higher education. Some schools will offer the Extended Project Qualification in addition to A levels.

Internationally recognised and valued. Heavier class-based workload than A levels and more independent learning. The percentage of candidates achieving the different grades has remained constant over the years.

Designed specifically to provide universities with a means of differentiation between A level A grade students by offering a more rigorous and stretching academic programme assessed on a series of higher grades.

AQA Baccalaureate is derived in large part from the spirit of the IB Diploma Programme: depth, some breadth, thinking and research skills, and extracurricular experience.

To find out more, go to www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/new-tariff

176 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

International boarding schools – a mainstream British education overseas | International schools

International

boarding schools – a mainstream British education overseas

– Graham Able, Group Deputy Chairman, Alpha Plus

bout 10 per cent of BSA members are

There are many international boarding schools in

Many of the schools in Switzerland have a

located outside the UK and provide

Switzerland because of:

stunningly located campus close to lakes and

a British international curriculum,

leading to IGCSE and IB or A levels. These

surrounded by mountains. Few, if any, schools l a

nineteenth-century and early twentieth-

in the UK can match the scenic location of Aiglon

schools provide further choices for families

century view that the Swiss air was particularly

College or, indeed, most of the other Swiss

living outside the UK as well as for families

healthy for young people

schools. However, Switzerland is an expensive

its multiple official languages

country and the boarding fees in these schools

who, for a variety of reasons, want a more

international environment while staying close

l the

location of the headquarters of many

to mainstream British education and protecting

international organisations (especially in

their options of attending UK universities.

Geneva) l the

Many of these schools are in Europe – particularly

increasing number of global company

headquarters (especially in Zurich).

in Switzerland – and these will perhaps be the

are on average 35 per cent more than those in their UK counterparts. In contrast, boarding school fees in some other European countries such as Spain are often considerably lower than in Britain. This can be

ones most likely to interest parents and pupils

The traditional neutrality of Switzerland also

an attractive factor affecting parental choice

resident in the UK who want a more international

encouraged certain idealists to locate schools

even after transport costs have been taken into

flavour to their educational experience. Even

there, for example St George’s at Montreux. St

account. With carefully chosen budget airline

though most British boarding schools have

George’s Oxford-educated lady founders hoped

flights, transport costs may not be significantly

international pupils, these are generally in the

their pupils would as adults ‘understand others

greater than a 200-mile round journey between

minority whereas this is less likely to be the case in

better and thus contribute to the promotion of

home and school in the UK. In some cases

overseas schools.

peace in the world’.

parents may own already or plan to acquire a holiday home close to the European school.

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International schools | International boarding schools – a mainstream British education overseas

Dayana, 16 years I am an IB student from Kazakhstan studying and boarding at St George’s International School in Switzerland. Our school is very beautiful, situated on the Swiss Riviera, surrounded by sky-scraping mountains and a majestic view which I see every day from my window. Most importantly, it is an international school, home to students from more than 70 countries. The teachers give their time and effort so students can achieve their best academically. The houseparents create a caring and loving atmosphere in the boarding house. My friends have become like family and I call St George’s my ‘second home’. It is a place where foreign language or a different culture is never an obstacle. Our school motto, Levavi oculos, means ‘To lift your eyes’. It is a call to be open to new experiences and to be aware of the world in which we live. This message is promoted throughout the whole school and through different educational field trips and cultural outings.

Ivan, 18 years Before coming to St George’s International School I had never lived alone outside of the Russian territory and I was unsure about the challenge of studying abroad. But on the first day at school I met the houseparents and the other boarders just like me – my second family – and they helped me to get settled instantly. Now after three years here, I am just about to complete my IB Diploma and will be graduating. The learning process and all the various excursions and trips have enriched my experience. Life at St George’s is full of opportunities, so every student feels free to try their hand at something new or continue to develop their existing skills. In my case, the school courts have allowed me to keep playing tennis. If you are artistic you are equally able to develop your talents through school productions, music concerts and dance lessons. St George’s helps us to know what we want to achieve and how we will do it.

A wish to move from IGCSE to International

means a school’s accreditation is important and

Baccalaureate (IB), rather than A levels, may

the safest ‘kitemarks’ parents should look for

stimulate interest in a move outside the UK.

are membership of BSA and/or membership

Although there are several IB schools in the UK

of COBIS (the Council of British International

and some of the international schools offer A

Schools). It also gives considerable assurance if

levels, the reverse situation is the norm so there is

the school opts for regular inspections from ISI,

a wider choice of IB schools in continental Europe.

the Independent Schools Inspectorate, which, in addition to its responsibility to the Government

Specialist facilities may be another reason for

for inspecting independent schools in England

looking at boarding outside the UK. A talented

and Wales, inspects British international schools

skier is more likely to have opportunities to

worldwide, including those seeking approval

maximise their talents in alpine Switzerland

under the Department for Education scheme for

than in England. Pupils gifted in tennis and golf

British Schools Overseas. Parents should read

may find the climate and facilities in southern

the relevant ISI reports carefully whether they are

Spain more helpful. A budding test cricketer,

searching for a school in the UK or for a British

however, should definitely opt to stay in the

education overseas.

UK! Several international schools are close to cultural centres and can offer particularly rich opportunities in music and art – for example, St Gilgen International is situated in a village very close to Salzburg. Schools outside Europe are generally less likely to attract boarders resident in the UK and more likely to provide alternatives to very long distance boarding for expatriates living in the geographical region – there are BSA members in Nigeria and Nepal. Some well-known UK schools have boarding campuses in the Far East, such as Harrow in Hong Kong and North London Collegiate in Jeju, Korea. In both cases, despite the single-sex nature of the mother schools, their Asian offshoots are co-educational. Parents and pupils considering British international boarding schools overseas, whether in Europe or further afield, should look for the same high standards of teaching, learning and pastoral care they would expect in the UK. This

178 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Useful contacts | Appendix

Useful contacts GENERAL INFORMATION

SPECIALIST SCHOOLS INFORMATION

AFFILIATED ASSOCIATIONS

Boarding Schools’ Association (BSA)

Choir Schools’ Association (CSA)

Naval Families Federation (NFF)

www.boarding.org.uk

www.choirschools.org.uk

www.nff.org.uk

BSA State Boarding Forum (SBF)

Music and Dance Scheme

Army Families Federation (AFF)

www.stateboarding.org.uk

www.education.gov.uk

www.aff.org.uk

Independent Schools Council information

RELIGIOUS SCHOOLS INFORMATION

RAF Families Federation

and advice service (ISCias)

Woodard Schools

www.raf-ff.org.uk

www.isc.co.uk

Head Office www.woodard.co.uk

ISC CONSTITUENT MEMBER ASSOCIATIONS

Methodist Independent Schools Trust

The Council provides a single, unified

www.methodisteducation.co.uk

organisation that speaks and acts on behalf

Department for Education (DfE) www.education.gov.uk Independent Schools Show www.schoolsshow.co.uk

INFORMATION FOR OVERSEAS PARENTS AND BOARDERS

of the associations of governing bodies, heads Catholic Independent Schools’ Conference

and bursars by which it was constituted

(CISC)

(listed below). ISC promotes member schools’

www.catholicindependentschools.com

common interests at the political level by making representations to government ministers,

Association for the Education and

OTHER USEFUL CONTACTS

politicians of all parties, civil servants and the

Guardianship of International Students (AEGIS)

ISCis Ireland

media. It also has overall responsibility for

www.aegisuk.net

Email: palmercarter@eircom.net

the Independent Schools Inspectorate, which

British Council

Welsh Independent Schools Council (WISC)

teacher recruitment campaigns, the ISC teacher

www.britishcouncil.org

www.welshisc.co.uk

induction panel, which enables several hundred

Children’s Education Advisory Service (CEAS)

Scottish Council of Independent Schools (SCIS)

to obtain Qualified Teacher Status, and other

Email: DCYP-CEAS-Enquiries@mod.uk

www.scis.org.uk

matters. BSA and COBIS are affiliated members

of ISC.

ensures high standards among ISC schools,

newly qualified teachers in ISC schools each year

Council of British International Schools (COBIS)

Independent Schools Careers Organisation

www.cobis.org.uk

(ISCO)

Association of Governing Bodies of

www.isco.org.uk

Independent Schools (AGBIS)

National Academic Recognition Information

www.agbis.org.uk

Centre (UK NARIC)

Independent Schools Examinations Board

www.naric.org.uk

(ISEB)

Girls’ Schools Association (GSA)

www.iseb.co.uk

www.gsa.uk.com

(UKCISA)

Independent Schools Inspectorate (ISI)

Headmasters’ and Headmistresses’

www.ukcisa.org.uk

www.isi.net

Conference (HMC)

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) INFORMATION

International Baccalaureate Organization (IBO)

Independent Association of Prep Schools

British Dyslexia Association (BDA)

www.ibo.org

(IAPS)

UK Council for International Student Affairs

www.hmc.org.uk

www.bdadyslexia.org.uk

www.iaps.uk Universities and Colleges Admissions Service

Council for the Registration of Schools

(UCAS)

Independent Schools Association (ISA)

Teaching Dyslexic Pupils (CReSTeD)

www.ucas.com

www.isaschools.org.uk

The Educational Grants Advice Service

Independent Schools’ Bursars Association

www.educational-grants.org

(ISBA)

www.crested.org.uk Dyslexia Action www.dyslexiaaction.org.uk

www.theisba.org.uk Royal National Children’s SpringBoard

Disability Rights UK

Foundation

The Society of Heads

www.disabilityrightsuk.org

www.rncf.org.uk

www.thesocietyofheads.org.uk

www.springboardbursary.org.uk SSAFA Forces Help, CHSS www.ssafa.org.uk

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Appendix | BSA schools members

BSA schools members UK MEMBERS

Brambletye School

DLD College London

Bredon School

Dollar Academy

Abberley Hall School

Brentwood School

Dorset House School

Abbey College Cambridge

Brighton College

Dover College

Abbey College Manchester

Brockhurst and Marlston House Schools

d’Overbroeck’s College

Abbots Bromley School

Brockwood Park School

Downe House School

Abbotsholme School

Bromsgrove School

Downside School

Abingdon School

Brookes Cambridge

Dragon School

Ackworth School

Bruern Abbey School

Dulwich College

ACS Cobham International School

Bruton School for Girls

Dulwich Preparatory School, Cranbrook

Al Jamiatul Islamiyyah

Bryanston School

Dulwich Preparatory School, London

Albyn School

Brymore Academy

Durham School

Aldenham School

Buckswood School

Eagle House School

Aldro School

Burford School

Eastbourne College

Aldwickbury School

Burgess Hill Girls

Edge Grove School

All Hallows School

Caldicott School

Edgeborough School

Ampleforth College

Cambridge Centre for Sixth-form Studies

EF Academy Torbay

Appleford School

Cambridge Tutors College

Ellesmere College

Ardingly College

Campbell College

Elmhurst Ballet School

Ardvreck School

Canford School

Elstree School

Ashby School

Cardiff Sixth Form College

Epsom College

Ashdown House School

Casterton Sedbergh Preparatory School

Eton College

Ashfold School

Caterham School

Exeter Cathedral School

Ashford School

CATS College Cambridge

Exeter Mathematics School

Ashville College

CATS College Canterbury

Farleigh School

Ashwicke Hall School

CATS College London

Farlington School

Atlantic College

Chafyn Grove School

Farringtons School

Aurora Eccles School

Charterhouse School

Felsted School (incl Prep)

Aysgarth School

Chase Grammar School

Feltonfleet School

Badminton School

Cheam School

Fettes College (incl Prep)

Barnard Castle School

Chelsea Independent College

Foremarke Hall, Repton Preparatory School

Barnardiston Hall Preparatory School

Cheltenham College

Forres Sandle Manor School

Bath Academy

Cheltenham Ladies’ College

Framlingham College Preparatory School

Battle Abbey School

Chetham’s School of Music

Frensham Heights School

Beachborough School

Chigwell School

Frewen College

Bedales School

Christ Church Cathedral School

Fulneck School

Bede’s Preparatory School

Christ College Brecon

Fyling Hall School Trust Ltd

Bede’s Senior School

Christ’s Hospital School

Giggleswick School

Bedford School

City of London Freemen’s School

Glenalmond College

Bedstone College

Claremont School

Godolphin School

Beechen Cliff School

Clayesmore Preparatory School

Godstowe Preparatory School

Beechwood Park School

Clayesmore School

Gordon’s School

Beechwood Sacred Heart School

Clifton College

Gordonstoun School

Beeston Hall School

Clifton College Preparatory School

Great Ballard School

Belhaven Hill School

Cobham Hall School

Great Walstead School

Bellerbys College Brighton

Colchester Royal Grammar School

Gresham’s School (incl Prep)

Bellerbys College Cambridge

Concord College

Haberdashers’ Adams

Bellerbys College London

Copthorne Prep School

Haileybury and Imperial Service College

Belmont Preparatory School

Cothill House

Hampshire Collegiate School

Benenden School

Cotswold Chine School

Handcross Park School

Berkhamsted School

Cottesmore School

Hanford School

Bethany School

Cranbrook School

Harrogate Ladies’ College

Bilton Grange School

Cranleigh School

Harrow School

Bishop’s Stortford College

Culford School

Hatherop Castle School

Bishopstrow College

Cumnor House Sussex

Hazlegrove Preparatory School

Bloxham School

Cundall Manor School

Headington School

Blundell’s School

Dallam School

Heath Mount School

Bootham School

Dauntsey’s School

Heathfield School

Bosworth Independent College

De Aston School

Hereford Cathedral School

Boundary Oak School

Dean Close Preparatory School

Hethersett Old Hall School

Bournemouth Collegiate School

Dean Close School

Highfield School

Box Hill School

Dean Close St John’s

Hockerill Anglo-European College

Bradfield College

Denstone College

Holmewood House School

180 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

BSA schools members | Appendix Holmwood House School

Milton Abbey School

Royal Alexandra & Albert School

Holyport College

Monkton Combe Preparatory School

Royal Russell School

Horris Hill School

Monkton Combe Senior School

Rugby School

Hurstpierpoint College

Monmouth School

Ruthin School

Hurtwood House School

Monmouth School for Girls

Rydal Penrhos School

Ipswich High School

Moor Park Charitable Trust Ltd

Ryde School with Upper Chine

Ipswich School

Moorland School

Rye St Antony School

Jamea Al Kauthar & Abrar Academy

More House School

Saint Felix School

Junior King’s School

Moreton Hall Prep School

Saint Ronan’s School

Kent College Canterbury

Moreton Hall School

Salisbury Cathedral School

Kent College Nursery, Infant and Junior School

Moulsford Preparatory School

Sandroyd School

Kent College Pembury

Mount Kelly School

Scarborough College

Keswick School

Mount St Mary’s College

Seaford College

Kilgraston School

Mowden Hall School

Sedbergh School

Kimbolton School

Moyles Court School

Sevenoaks School

King Edward’s School, Witley

New Hall School

Sexey’s School

King William’s College

Northbourne Park School

Shaftesbury School

Kingham Hill School

Northease Manor School

Shebbear College

Kings Bournemouth

Oakham School

Sherborne Girls

King’s College Saint Michael’s

Ockbrook School

Sherborne International

King’s College School

Old Buckenham Hall School

Sherborne Preparatory School

King’s College, Taunton

Old Swinford Hospital School

Sherborne School

King’s Hall School

Orwell Park School

Sherfield School

King’s School Bruton

Oswestry School

Shiplake College

King’s School Ely

Oundle School

Shrewsbury School

King’s School Rochester

Packwood Haugh School

Sibford School

Kingsley School

Padworth College

Sidcot School

Kingsmead School (Hoylake)

Pangbourne College

Sir Roger Manwood’s School

Kingswood Preparatory School

Papplewick School

Skegness Grammar School

Kingswood School

Perrott Hill School

Slindon College

Kirkham Grammar School

Peter Symonds College

St Andrew’s Preparatory School, Eastbourne

Kitebrook House

Pinewood School

St Andrew’s School, Pangbourne

Knighton House School

Plymouth College

St Catherine’s, Bramley

Lambrook School

Pocklington School

St Christopher School

Lancaster Royal Grammar School

Polam Hall School

St Clare’s, Oxford

Lancing College

Port Regis School

St David’s College, Llandudno

Langley Prep School at Taverham Hall

Prestfelde School

St Edmund’s School Surrey

Lathallan School

Princess Helena College

St Edmund’s College Hertfordshire

Leighton Park School

Prior Park College

St Edmund’s School Canterbury

Leweston School

Prior’s Field School

St Edward’s School

Lime House School

QE Academy Trust (Queen Elizabeth’s)

St Francis’ College

Lincoln Minster School

Queen Anne’s School

St George’s School for Girls Edinburgh

Liverpool College

Queen Ethelburga’s Collegiate

St George’s School, Ascot

Llandovery College

Queen Margaret’s School

St George’s School, Harpenden Academy Trust

Lockers Park School

Queen Mary’s School

St George’s School, Windsor

Lomond School

Queen Victoria School

St Hugh’s School, Lincolnshire

Longridge Towers School

Queen’s College, Taunton

St Hugh’s School, Oxfordshire

Lord Wandsworth College

Queenswood School

St John’s College School, Cambridge

Loretto School

Radley College

St John’s College, Southsea

Loughborough Grammar School

Ratcliffe College

St John’s Beaumont

Luckley House School

Reading School

St John’s International School

Lucton School

Reddam House School

St John’s School, Leatherhead

Ludgrove School

Reed’s School

St Joseph’s College

LVS Ascot

Rendcomb College

St Lawrence College (incl Prep)

Maidwell Hall School

Repton School

St Leonards School, Fife

Malvern College

Richard Huish College

St Margaret’s School, Bushey

Malvern St James

Riddlesworth Hall Preparatory School

St Martin’s Ampleforth

Mark College

Rikkyo School in England

St Mary’s Calne

Marlborough College

Ripon Grammar School

St Mary’s School, Ascot

Marlborough House School

Rishworth School

St Mary’s School, Cambridge

Marymount International School

Rochester Independent College

St Mary’s School, Shaftesbury

Mayfield School

Rockport School

St Michael’s School, Llanelli

Merchiston Castle School

Roedean Moira House

St Paul’s School

Mill Hill School & The Mount, Mill Hill International

Roedean School

St Peter’s School

Millfield Preparatory School

Rookwood School

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

Millfield School

Rossall School

St Swithun’s School

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

181

Appendix | BSA schools members St Teresa’s School

Victoria College Belfast

Surval Montreux, Switzerland

Stamford Endowed Schools

Vinehall School

The Kings Hospital, Ireland

Stamford Junior School

Walhampton School

Stewart’s Melville College

Warminster School

Steyning Grammar School

Warwick School

Stoke College

Welbeck - Defence Sixth Form College

Avi-Cenna International School, Nigeria

Stonar School

Wellesley House School

Brisbane Grammar School, Australia

Stonyhurst College

Wellington College

British International School, Thailand

Stonyhurst St Mary’s Hall

Wellington School

Bromsgrove International School, Thailand

Stover School

Wells Cathedral School

Chinquapin Preparatory School, USA

Strathallan School

West Buckland School

Day Waterman College, Nigeria

Summer Fields School

West Hill Park School

Epsom College in Malaysia

Sunningdale School

Westbourne House School

Frensham, Australia

Sutton Valence School (incl Prep)

Westminster Abbey Choir School

GEMS Cambridge International School , Kenya

Swanbourne House School

Westminster Cathedral Choir School

Hangzhou Greentown Yuhua School , China

Talbot Heath School

Westminster School, Westminster

Harrow International School Bangkok, Thailand

TASIS, The American school in England

Westonbirt School

Jerudong International School, Brunei

Taunton Preparatory School

Whitgift School

Kincoppal-Rose Bay, Australia

Taunton School

Winchester College

King Henry VIII School, Malaysia

Teikyo Foundation

Winchester House School

Kolej Tuanku Ja’afar, Malaysia

Terra Nova School

Windermere School

Marlborough College Malaysia

Terrington Hall School

Windlesham House School

Michaelhouse, South Africa

Tettenhall College

Wishmore Cross Academy

Miles Bronson Residential School, India

The Chorister School

Witham Hall School

North London Collegiate School, Jeju, Korea

The Downs Malvern College Preparatory School

Woldingham School

Peponi School, Kenya

The Duke of York’s Royal Military Academy

Woodbridge School

Prem Tinsulanonda International School, Thailand

The Elms

Woodcote House School

Pymble Ladies’ College, Australia

The Five Islands School

Woodhouse Grove School

Regents International School Pattaya, Thailand

The Hammond School

Worksop College

School of Leadership, Afghanistan

The Harefield Academy

Worth School

SIP Dulwich College Suzhou, China

The King’s School, Canterbury

Wrekin College

St George’s College, Argentina

The Leys School

Wychwood School

St Joseph’s Nudgee College, Australia

The Mary Erskine School

Wycliffe College (incl Prep)

St Patrick’s College, Australia

The Montessori Place, Hove

Wycombe Abbey

The Doon School, India

The Mount School

Wymondham College

The International School of Penang (Uplands),

The New Beacon School

Yehudi Menuhin School

The Oratory Preparatory School The Oratory School The Park School

WORLDWIDE MEMBERS

Malaysia The International School, Bangalore

EUROPEAN MEMBERS

The Pilgrims’ School

The Regent Secondary School, Nigeria The Regent’s International School Bangkok Trinity Grammar School, Australia

The Prebendal School

Aiglon College

United World College of South East Asia, Singapore

The Priory Academy LSST

American Collegiate Institute

Wellington College International Tianjin, China

The Purcell School

BBIS Berlin Brandenburg International School

Woodstock School, India

The Read School

Brillantmont International School

The Royal Ballet School

Cabella International Shaja School, Italy

The Royal Grammar School, High Wycombe

Château de Sauveterre

The Royal High School, Bath

College Alpin Beau Soleil

The Royal Hospital School

College Champittet

The Royal Masonic School for Girls

College du Leman International School

The Royal School Armagh

Ecole des Roches

The Royal School Dungannon

Glenstal Abbey School

The Royal School Haslemere

Institut Montana Zugerberg

The Royal School Wolverhampton

International School Eerde

The Thomas Adams School Shropshire

John F Kennedy International School

The Wellington Academy

King’s College, The British School of Madrid

Thornton College

La Garenne, Switzerland

Tockington Manor School

Leysin American School

Tonbridge School

Lyceum Alpinum Zuoz

Trent College

Midleton College, Ireland

Tring Park School for the Performing Arts

Open Gate Boarding School, Czech Republic

Trinity School

Robert College, Turkey

Truro High School for Girls

Sigtunaskolan Humanistiska Läroverket, Sweden

Truro School

St Columba’s College, Ireland

Tudor Hall School

St George’s International School, Germany

Twyford School

St George’s International School, Switzerland

Uppingham School

St Gilgen International School GmbH, Austria

182 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Entries in this section are paid for by BSA member schools, so this list does not show every member.

Boarding schools in this issue, by county | Appendix

Boarding schools in this issue, by county Name of school

Address

Telephone Type

Website

Page

BATH & NORTH EAST SOMERSET Kingswood Senior & Prep School

Lansdown, Bath BA1 5RG

01225 734210

Bo(7-18), D, M, 3-18

www.kingswood.bath.sch.uk

Monkton Senior & Prep School

Monkton Combe, Bath, Somerset BA2 7HG

01225 721133

Bo, D , M, 7-18

www.monktoncombeschool.com

De Parys Avenue, Bedford. MK40 2TU

01234 362216

Bo, D , B, 7-18

www.bedfordschool.org.uk

137

Downe House

Cold Ash, Thatcham, Berkshire RG18 9JJ

01635 200286

Bo, D , G, 11- 18

www.downehouse.net

145

Heathfield School

London Road, Ascot, Berkshire SL5 8BQ

01344 898342

Bo, D , G, 11-18

www.heathfieldschool.net/

Horris Hill School

Newtown, Newbury, Berks. RG20 9DJ

01635 40594

Bo, D , B, 7-13

www.horrishill.com

119

LVS Ascot

London Road, Ascot, Berks. SL5 8DR

01344 882770

Bo, D , M, 4 -18

www.lvs.ascot.sch.uk

Pangbourne College

Pangbourne Reading RG8 8LA

0118 984 2101

Bo, D , M, 11-18

www.pangbourne.com

Queen Anne’s School

Henley Road, Caversham, Reading, Berkshire RG4 6DX

0118 9187300

Bo, D, G, 11-18

www.qas.org.uk

Reddam House

Bearwood Road, Wokingham, Berkshire RG41 5BG

0118 974 8300

Bo(11-18) D, M (1-18)

www.reddamhouse.org.uk

Badminton School

Westbury-on-Trym, Bristol. BS9 3BA

0117 905 5271

Bo(9-18), D, G, 3-18

www.badmintonschool.co.uk

150

Clifton College

Guthrie Road, Clifton, Bristol BS8 3EZ

0117 315 7000

Bo, D , M, 2-18

www.cliftoncollege.com

187

01296 720264

Bo, D , M, 3-13

www.swanbourne.org

111

BEDFORDSHIRE Bedford School

BERKSHIRE

29 143 55

BRISTOL

BUCKINGHAMSHIRE Swanbourne House School

Swanbourne, Milton Keynes, Bucks MK17 0HZ

CAMBRIDGESHIRE Abbey College Cambridge

Homerton Gardens, Purbeck Rd, Cambridge CB2 8EB

01223 578280

Bo, D, M, 13-18

www.abbeycambridge.co.uk

King’s Ely

The Old Palace, Palace Green, Ely, Cambridgeshire CB7 4EW

01353 660707

Bo(8-18), D, M, 1-18

www.kingsely.org

The Leys School

Trumpington Road, Cambridge CB2 7AD

01223 508900

Bo(11-18) D (11-18), M

www.theleys.net

Llandudno, Conwy. LL30 1RD

01492 875974

Bo, D ,M, 9-19

www.stdavidscollege.co.uk

Newgate, Barnard Castle

01833 690222

Bo(7-18), D(4-18), M(4-18), 4-18

www.barnardcastleschool.org.uk

Milnthorpe, Cumbria, LA7 7DD

015395 65165

Bo, D , M, 11-18

www.dallam.eu

Repton Derby DE65 6FH

01283 559222

Bo, D , M, 13-18

www.repton.org.uk

Blundell’s School

Blundell’s Road, Tiverton EX16 4DN

01884 252543

Bo(11-18), D , M, 2-18

www.blundells.org

Kingsley School

Northdown Road, Bideford EX39 3LY

01237 426200

Bo(8-18), D, M, SN, 0-18

www.kingsleyschoolbideford.co.uk

Shebbear College

Shebbear, Beaworthy, Devon. EX21 5HJ

01409 282001

Bo, D, M, 3-18

www.shebbearcollege.co.uk

West Buckland School

West Buckland, Barnstaple EX32 0SX

01598 760281

Bo(11-18), D, B, G, M, 3-18

www.westbuckland.com

Sherborne Girls

Bradford Road, Sherborne DT9 3QN

01935 818224

Bo, D, G, 11-18

www.sherborne.com

Sherborne School

Abbey Road, Sherborne, Dorset DT9 3AP

01935 810403

Bo, D , B, 13-18

www.sherborne.org

St Mary’s Shaftesbury

Shaftesbury, Dorset, SP7 9LP

01747 852416

Bo, D, G, 9-18

www.stmarys.eu

Talbot Heath School

Rothesay Road, Bournemouth, Dorset BH4 9NJ

01202 761881

Bo(8-18), D, Girls, 3-18

www.talbotheath.org

CONWY St Davids College

COUNTY DURHAM Barnard Castle School

CUMBRIA Dallam School

DERBYSHIRE Repton School

DEVON 91 107 89

DORSET 45 45 147

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

183

Appendix | Boarding schools in this issue, by county

Name of school

Address

Telephone Type

Website

Bede’s Preparatory School

Duke’s Drive, Eastbourne, BN20 7XL

01323 734222

Bo(8-13), D(0-13), M, 0-13

www.bedes.org

Bede’s Senior School

Upper Dicker, Hailsham, BN27 3QH

01323 843252

Bo, D, M, SN, 13-18

www.bedes.org

Roedean School

Roedean Way, Brighton, East Sussex BN2 5RQ

01273 667500

Bo, D , G, 11-18

www.roedean.co.uk

Page

EAST SUSSEX 131

GLOUCESTERSHIRE Dean Close School

Shelburne Road, Cheltenham, Gloucestershire. GL51 6HE

01242 258044

Bo, D , M, 13-18

www.deanclose.org.uk

Dean Close Preparatory School

Lansdown Road, Cheltenham, Gloucestershire. GL51 6QS

01242 258001

Bo, D, M, 2-13

www.deanclose.org.uk

Westonbirt School

Tetbury, Gloucestershire, GL8 8QG

01666 880301

Bo(8-18), D, G(11-18), M(3-11) www.westonbirt.org

Wycliffe College

Stonehouse, Gloucestershire GL10 2JQ

01453 822432

Bo, D, M, 13-18

www.wycliffe.co.uk

Wycliffe Preparatory Schoool

Stonehouse, Gloucestershire GL10 2LD

01453 820470

Bo, D, M, 2-13

www.wycliffe.co.uk

Bedales School

Church Road, Steep, Petersfield GU32 2DG

01730 300100

Bo, D, M, 3-18

www.bedales.org.uk

Boundary Oak School

Roche Court, Wickham Road, Fareham, Hampshire PO17 5BL

01329 280955

Bo, D, M, 2-16

www.boundaryoakschool.co.uk

Forres Sandle Manor

Sandleheath. Fordingbridge SP6 1NS

01425 653181

Bo(7-13), D, M, 2-13

www.fsmschool.com

Hampshire Collegiate School

Embley Park, Romsey, Hampshire SO51 6ZE

01794 512206

Bo, D, M, 2-18

www.hampshirecs.org.uk

Highfield & Brookham Schools

Highfield Lane, Liphook, Hampshire GU30 7LQ

01428 728000

Bo(8-13), D, M, 3-13

www.highfieldschool.org.uk

121

Peter Symonds College

Owens Road, Winchester, Hampshire SO22 6RX

01962 857500

Bo, D, M, 16-19

www.psc.ac.uk

175

St John’s College

Grove Road South, Southsea, Hampshire PO5 3QW

02392 815118

Bo, D , M, 2-18

www.stjohnscollege.co.uk

St. Swithuns School

Alresford Road, Winchester, Hampshire SO21 1HA

01962 835700

Bo, D, G, 11-18

www.stswithuns.com

143

Walhampton Preparatory School

Walhampton School, Lymington, Hampshire, SO41 5ZG

01590 613300

Bo(7-13), D, M, 2-13

www.walhampton.com

125

West Hill Park

St Margarets Lane, Titchfield, Hampshire. PO14 4BS

01329 842356

Bo(7-13), D, M, 2-13

www.westhillpark.com

01707 602500

Bo, D, G, 11 - 18

www.queenswood.org

HAMPSHIRE 75 117 15

HERTFORDSHIRE Queenswood

Shepherd’s Way, Brookmans Park, Hatfield,

Hertfordshire AL9 6NS

147

St George’s School

Sun Lane, Harpenden, Hertfordshire AL5 4TD

01582 716277

Bo, D , M, 11-18

www.stgeorges.herts.sch.uk

The Royal Masonic School For Girls

Rickmansworth Park, Rickmansworth, Herts WD3 4HF

01923 725354

Bo, D, G, 4 -18

www.rmsforgirls.org.uk

Castletown, Isle of Man IM9 1TP

01624 820400

Bo(11-18), D , M, 4-18

www.kwc.im

Queen’s Road, Ryde. PO33 3BE

01983 562229

Bo(9 -18), D, M, 3-18

www.rydeschool.org.uk

Cranbrook School

Waterloo Road, Cranbrook, Kent TN17 3JD

01580 711800

Bo(13-18), D(11-18), M, 11-18

www.cranbrookschool.co.uk

Duke of York’s Royal Military School

Dover, Kent CT15 5EQ

01304 245023

Bo, M, 11-18

www.doyrms.com

Farringtons School

Perry Street, Chislehurst, Kent BR7 6LR

020 8467 0256

Bo(11-18), D, M, 3-18

www.farringtons.org.uk

Kent College Canterbury

Whitstable Road, Canterbury, Kent CT2 9DT

01227 763231

Bo(7-18), D(0-18), M, 0-18

www.kentcollege.com

Sir Roger Manwood’s School

Manwood Road, Sandwich, Kent CT13 9JX

01304 610200

Bo, D , M, 11-18

www.manwoods.co.uk

St Lawrence College

College Road, Ramsgate, Kent CT11 7AE

01843 572931

Bo, D, M, 3-18

www.slcuk.com

Sutton Valence School

North Street, Sutton Valence, Kent ME17 3HL

01622 845200

Bo(11-18), D, M, 3-18

www.svs.org.uk

The King’s School, Canterbury

Lattergate, The Precincts, Canterbury, Kent CT1 2ES

01227 595501

Bo, D, M, 13-18

www.kings-school.co.uk

Broadway, Fleetwood. FY7 8JW

01253 774201

Bo(7-18), D, M, 2-18

www.rossall.org.uk

Forest Road, Woodhouse, Loughborough LE12 8WD

01509 891700

Bo , M, 16-18

www.dsfc.ac.uk

ISLE OF MAN King William’s College

ISLE OF WIGHT Ryde School

103

KENT 67 7

LANCASHIRE Rossall School

LEICESTERSHIRE Welbeck – The Defence Sixth Form College

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

184 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

Boarding schools in this issue, by county | Appendix

Name of school

Address

Telephone Type

Website

Page

LINCOLNSHIRE Stamford High School

Stamford High School, St. Martin’s Street, Stamford, Lincs, PE9 2LL 01780 484200

Bo, D, G, 11-18

www.ses.lincs.sch.uk

Stamford Junior School

Stamford Junior School, Kettering Road, Stamford, Lincs, PE9 2LR

01780 484400

Bo(7-11), D , M, 2-11

www.ses.lincs.sch.uk

Stamford School

Stamford School, Southfields House, Stamford, Lincs, PE9 2BQ

01780 750300

Bo, D, B, 11-18

www.ses.lincs.sch.uk

DLD College London

199 Westminster Bridge Road SE1 7FX

(0) 20 7935 8411

Bo, D, M, 14-19

www.dldcollege.co.uk

Dulwich College

Dulwich Common, London, SE21 7LD, UK

0208 6933601

B(0-18), D, G(0-7), Bo(8-18)

www.dulwich.org.uk

Westminster School

Little Dean’s Yard, London, SW1P 3PF

020 7963 1003

Bo, D, B(13-18), G(16-18),

www.westminster.org.uk

LONDON

M(16-18) 13-18

MONMOUTHSHIRE St John’s on-the-Hill

Castleford Hill, Tutshill, Chepstow, Monmouthshire. NP16 7LE

01291 622045

Bo(7-13), D , M, 1-13

www.stjohnsonthehill.co.uk

Beeston Hall

West Runton, Norfolk, NR27 9NQ

01263 837 324

Bo, D , Mixed, 4-13

www.beestonhall.co.uk

Wymondham College

Wymondham, Norfolk. NR18 9SZ

01953 609000

Bo, D, M, 11-18

www.wymondhamcollege.org

01604 686 234

Bo (8-13), D, M, 7-13

www.maidwellhall.co.uk

111

NORFOLK 123 65

NORTHAMPTONSHIRE Maidwell Hall

Maidwell, Northamptonshire NN6 9JG

NORTHERN IRELAND Campbell College

Belmont Road, Belfast, BT4 2ND

+44 (0)28 9076 3076 Bo(11-18), G(16-18), D, B(3-18)

www.campbellcollege.co.uk

101

Rockport School

Craigavad, Holywood, Co. Down BT18 0DD

+44 (0) 28 9042 8372 Bo(8-18), D, M, 3-18

www.rockportschool.com

105

Newton, Stocksfield, Northumberland NE43 7TP

01661 842147

Bo, D , M, 3-13

www.mowdenhall.co.uk

Bloxham School

Bloxham, Near Banbury, Oxfordshire OX15 4PE

01295 724301

Bo, D, M, 11-18

www.bloxhamschool.com

Burford School

Cheltenham Road, Burford, Oxfordshire OX18 4PL

01993 823303

Bo, D , M, 11-18

www.burford.oxon.sch.uk

Dragon School

Bardwell Road, Oxford. OX2 6SS

01865 315405

Bo(8-13), D, M, 4-13

www.dragonschool.org

Headington School

Oxford, OX3 7TD

01865 759861/113 Bo(11-18), D, G, 3-18

www.headington.org

Kingham Hill School

Kingham, Chipping Norton, Oxfordshire. OX7 6TH

01608 658999

Bo, D , M, 11-18

www.kinghamhill.org.uk

The Oratory School

Woodcote, South Oxfordshire. RG8 OPJ

01491 683500

Bo, D , B, 11-18

www.oratory.co.uk

135

Tudor Hall

Wykham Park, Banbury, Oxfordshire OX16 9UR

01295 263434

Bo, D , G, 11-18

www.tudorhallschool.com

151

Uppingham Rutland, LE15 9QE

01572 820611

Bo, M, 13-18

www.uppingham.co.uk

Queensferry Road, Edinburgh, Scotland. EH4 3EZ

0131 311 1000

Bo(10-18), D(3-18), G(12-18),

www.esms.org.uk

NORTHUMBERLAND Mowden Hall School

OXFORDSHIRE 77 65 121 5 99

RUTLAND Uppingham School

SCOTLAND Erskine Stewart’s Melville Schools

B(12-18), 3-18

Glenalmond College

Glenalmond, Perth, Perth and Kinross PH1 3RY

01738 842000

Bo, D , M, 12-18

www.glenalmondcollege.co.uk

Shrewsbury School

The Schools, Shrewsbury, Shropshire. SY3 7BA

01743 280552

Bo, D, M, 13 -18

www.shrewsbury.org.uk

Wrekin College

Wellington, Shropshire. TF1 3BH

01952 265603

Bo, D, M, 11 -18

www.wrekincollege.com

All Hallows Preparatory School

Cranmore Hall, East Cranmore, BA4 4SF

01749 881600

Bo, D, M, Bo(7-13), 3-13

www.allhallowsschool.co.uk

Downside School

Stratton-on-the-Fosse, Somerset, BA3 4RJ

01761 235100

Bo, D, M, 11-18

www.downside.co.uk

Hazlegrove Preparatory School

Sparkford, Yeovil, Somerset BA22 7JA

01963 440314

Bo, D, M, 2-13

www.hazlegrove.co.uk

Richard Huish College

South Road, Taunton, Somerset, UK TA1 3DZ

01823 320800

Bo, D , M, 16-19

www.huish.ac.uk

Taunton School

Staplegrove Road, Taunton, Somerset TA2 6AD

01823 703703

Bo(7-18), D, M, 0-18

www.tauntonschool.co.uk

SHROPSHIRE SOMERSET 127

115

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

March 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

185

Appendix | Boarding schools in this issue, by county

Name of school

Address

Telephone Type

Website

Page

STAFFORDSHIRE Abbotsholme School

Rocester, Uttoxeter, Staffordshire ST14 5BS

01889 590217

Bo, D, M, 2-18

www.abbotsholme.co.uk

Denstone College

Denstone, Uttoxeter, Staffordshire ST14 5HN

01889 590484

Bo, D , M, 11-18

www.denstonecollege.org

Orwell Park School

Nacton, Ipswich, Suffolk. IP10 0ER

01473 659225

Bo, D, M, 3-13

www.orwellpark.co.uk

Royal Hospital School

Holbrook, Ipswich, Suffolk IP9 2RX

01473 326136

Bo, D, M, 11-18

www.royalhospitalschool.org

ACS Cobham International School

Portsmouth Road, Cobham KT11 1BL

01932 869744

Bo(12-18), D, M, 2-18

www.acs-schools.com

188

Aldro

Lombard Street, Shackleford, Godalming, Surrey GU8 6AS

01483 810266

Bo, D, B, 7-13

www.aldro.org

119

City of London Freemen’s School

Ashtead Park, Surrey KT21 1ET

01372 822423

Bo, D, M, 7-18

www.freemens.org

Cranleigh School

Horseshoe Lane, Cranleigh, Surrey GU6 8QQ

01483 273666

Bo, D , M, 7-18

www.cranleigh.org

121

Feltonfleet School

Byfleet Road, Cobham, Surrey KT11 1DR

01932 862264

Bo(7-13), D, M, 3-13

www.feltonfleet.co.uk

111

Gordon’s School

West End, Woking, Surrey GU24 9PT

01276 858084

Bo, D, M, 11-18

www.gordons.surrey.sch.uk

St Catherine’s School

Station Road, Bramley, Guildford, Surrey GU5 0DF

01483 893363

Bo(11-18), D , G, 11-18

www.stcatherines.info

Woldingham School

Marden Park, Woldingham, Surrey CR3 7YA

01883 349431

Bo, D , G, 11-18

www.woldinghamschool.co.uk

Myton Road, Warwick CV34 6PP

01926 776400

Bo, D, B, 7-18

www.warwickschool.org

Penn Road, Wolverhampton. WV3 0EG

01902 341230

Bo(11-18), D, M 4-18

www.theroyalschool.co.uk

Burgess Hill Girls

Keymer Road, Burgess Hill

01444 241050

Bo(11-18) D, G, 4–18

www.burgesshillgirls.com

Cottesmore School

Buchan Hill, Pease Pottage RH11 9AU

01293 520648

Bo(7-13), D, M, 4-13

www.cottesmoreschool.com

Steyning Grammar School

Church Street, Steyning, West Sussex BN44 3LB

01903 817601

Bo(13-18) , M

www.sgs.uk.net

Ashwicke Hall School

Ashwicke Hall, Marshfield, Wiltshire SN14 8AG

01225 891 841

Bo, D , M, 11-18

www.ashwickehallschool.sabis.net

Chafyn Grove

Bourne Avenue, Salisbury, Wiltshire. SP1 1LR

01722 333423

Bo(7-13), D, M, 3-13

www.chafyngrove.co.uk

Dauntsey’s

West Lavington Devizes SN10 4HE

01380 814500

Bo, D, M, 11-18

www.dauntseys.org

Godolphin School

Milford Hill, Salisbury, Wiltshire SP1 2RA

01722 430500

Bo(7-18), D , G, 3-18

www.godolphin.org

147

Marlborough College

Bath Road, Marlborough, Wiltshire SN8 1PA

01672 892300

Bo, M, 13-18

www.marlboroughcollege.org

St Mary’s Calne

Curzon Street, Calne, Wiltshire. SN11 0DF

01249 857200

Bo, D, G, 11-18

www.stmaryscalne.org

143

Stonar School

Cottles Park, Atworth, Wiltshire SN12 8NT

01225 701741

Bo(9-18), D, M, 3-18

www.stonarschool.com

The Wellington Academy

Tidworth, Wiltshire SP11 9RR

01264 405060

Bo, D , M, 11-18

www.thewellingtonacademy.org.uk

SUFFOLK 113 39

SURREY 15

71 153

WARWICKSHIRE Warwick School

WEST MIDLANDS The Royal School Wolverhampton

WEST SUSSEX 110 65

WILTSHIRE 17 115

WORCESTERSHIRE Abberley Hall School

Worcester WR6 6DD

01299 896275

Bo(7-13), D , M, 2-13

www.abberleyhall.co.uk

Bromsgrove School

Worcester Road, Bromsgrove, Worcestershire. B61 7DU

01527 579679

Bo, D, M, 7-18

www.bromsgrove-school.co.uk

115

Malvern St James Girls’ School

15 Avenue Road, Great Malvern, Worcestershire WR14 3BA

01684 584624

Bo, D, G, 4-18

www.malvernstjames.co.uk

145

The Downs Malvern

Brockhill Road, Colwall. WR13 6EY

01684 544100

Bo, D, M, 3-13

www.thedownsmalvern.org.uk

125

Ashville College

Green Lane, Harrogate, HG2 9JP

01423 566358

Bo(8-18), D, M, 3-18

www.ashville.co.uk

103

Aysgarth School

Newton-le-Willows, Bedale, DL8 1TF

01677 450240

Bo(8-13), D, B, G(3-8), 3-13

www.aysgarthschool.com

125

Barnard Castle School

Newgate, Barnard Castle

01833 690222

Bo(7-18), D(4-18), M(4-18), 4-18

www.barnardcastleschool.org.uk

Fulneck School

Fulneck, Pudsey, Leeds LS28 8DS

0113 2570235

Bo, D , M, 3-18

www.fulneckschool.co.uk

Queen Mary’s School

Baldersby Park, Topcliffe, Thirsk. YO7 3BZ

01845 575000

Bo(8-16), D, M, B(3-7), 3-16

www.queenmarys.org

YORKSHIRE

These are paid listings and not every BSA school is shown. To advertise, please call 01763 268120.

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

186 THE BSA GUIDE TO UK BOARDING SCHOOLS I March 2018

13 75 145

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We combine the traditions of a leading public school with unrivalled modern facilities and inspirational teaching. With boarding from Year 4 through to Year 13, Clifton College provides the perfect environment for building confidence and nurturing talent. To secure a place at our next Open Day or to arrange a personal visit, please call the Preparatory School on 0117 405 8396 or the Upper School on 0117 405 8417, or visit www.cliftoncollege.com