BSA Guide to UK Boarding Schools Sept 2016 by Bulldog Publishing

The bsa Guide TM

TO UK BOARDING SCHOOLS PUBLISHED IN ASSOCIATION WITH THE BOARDING SCHOOLSâ&#x20AC;&#x2122; ASSOCIATION (BSA) September 2016

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

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Sta t he e, go anywhe e

Clifton College encourages and enables pupils to become the best possible versions of themselves. We offer high-quality teaching, outstanding pastoral care, excellent facilities and diverse and targeted co-curricular activities. Excellent academic results are testament to our success. Last summer, 83 per cent of A Level grades were A* to B, with 55 per cent A* to A grades. Our pupils also excel at sport, music and drama and leave equipped with a range of skills to take them on to the next stage of their journey.

For pupils aged 2 to 18 years. To arrange a personal visit, or find out about our Open Days, call 0117 405 8396 or see www.cliftoncollege.com

| Foreword

Foreword – Leo Winkley, Chairman, 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 Chairman 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.

September 2016 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 – full, weekly, flexible – and the variety of schools – boys only, girls only and

4 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Sheila White Editor

THE GOOD SCHOOLS GUIDE

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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 40 years since 1971. 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. He was appointed OBE in 2007 for services to education. He now lives on the North Norfolk coast and is an educational consultant and a lead inspector for the Independent Schools Inspectorate (ISI) and the Education Development Trust (EDT). He is a governor of Wymondham College and enjoys sailing, golf, tennis and training ambulance drivers for a local day care centre.

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 a number of 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, is passionate about good quality modern boarding. A boarder at Rugby School, Robin was a journalist for nearly 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.

6 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Design and production: CB Creative Limited Tel: 01223 750566 www.cb2creative.com Printed: by Warners Midlands plc Directors: Peter Threlfall (Chairman) Bruce Hodge (Managing) Roger Dalzell 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 Giggleswick School (B.P.M Harris Photography)

LEADERSHIP

• CHARACTER • PRIDE • SELF-DISCIPLINE • SPIRITUALITY • SPORTSMANSHIP • RESPECT

Open Morning: 8 October 2016 Contact us to book a place or to arrange a personal tour and interview

Full and weekly boarding now available

Located on a beautiful 150 acre site in Dover, Kent, The Duke of York’s Royal Military School is a state boarding school for students aged 11 to 18. We welcome applications from any student who wants to study GCSEs and A Levels at our unique and iconic school with its strong traditions.

Why choose us?

• An independent school atmosphere at • Full and weekly boarding available. an affordable price. £4,165 per term* • Students enjoy an active lifestyle covers ALL the boarding costs, with the education paid for by the State.

• GCSE results are significantly above the national average.

• Graded ‘Good’ in all areas by Ofsted. • A £24.9m building programme has

just been completed to enhance our already impressive school site and facilities including new boarding houses, teaching blocks, drama studio, sports centre and climbing wall.

including sport, music, drama and outdoor activities, with over 70 clubs and activities offered.

• Unique ethos helps promote

character and life skills, with students encouraged to achieve their potential in a supportive community.

• Frequent involvement in high

profile National events including the Royal Festival of Remembrance.

• Good transport links to London and Europe.

2016/17 fees are just £12,495* per year. If you qualify for CEA, you will only pay £1,249.50 per year.

Enquiries: 01304 245073 admin.office@doyrms.com

www.doyrms.com *Fees are reviewed annually

Contents The bsa Guide TO UK BOARDING SCHOOLS Foreword

– Leo Winkley, Chairman, Boarding Schools’ Association (BSA)

About UK boarding

Pupils and parents The pupils

The parents

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

Choosing and assessing schools What makes a good school?

What about boarding schools?

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

The boarding adventure of a lifetime

Fees – finding them

A parents’ guide to surviving the school marketplace

Fees – where do they go?

Choosing a senior boarding school

Education in Scotland

Inspections of boarding schools

A shared life under a common roof

Caring about, not just caring for – the role of boarding staff in our schools

School despatches

Selecting a school

School visits: questions and answers

League tables – just one measure of success

The importance of good governance

How a boarding school uses agents

– Robin Fletcher, Chief Executive, Boarding Schools’ Association (BSA) – Andrew Ashton, Bursar of Radley College – Andrew Ashton, Bursar of Radley College

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

– Barnaby Lenon, Head Master of Harrow School, 1999–2011, and Chairman of the Independent Schools Council (ISC) – Antony Spencer, Principal of St Lawrence College – Joe Smith, Head Master of The Oratory School – Adrian Underwood, Educational Consultant and Lead Inspector

– Alex Thomson, Deputy Chief Executive and Director of Training, Boarding Schools’ Association (BSA)

– Emma McKendrick, Headmistress of Downe House School – Graham Able, Group Deputy Chairman, Alpha Plus – Elaine Purves, Head of Rossall School

8 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

| Contents

Schools founded by the Military

Queen Victoria School, Dunblane (Scotland)

Duke of York’s – an iconic school

A values-driven education

The gateway to a technical career in defence

– Wendy Bellars, Head of Queen Victoria School, Dunblane, 2007–16 – Chris Russell, Executive Principal of The Duke of York’s Royal Military School – Simon Lockyer, Headmaster of the Royal Hospital School, Holbrook – Peter Middleton, Principal of Welbeck Defence Sixth Form College

State boarding schools

Senior schools: single-sex or co-education? Single-sex or co-education? The pros and cons

116

Questions to ask your daughter

118

Can boarding make a positive contribution to our wellbeing?

120

The benefits of boys-only boarding

122

Choosing an all-boys’ boarding education

124

The advantages of co-education

126

– Sylvia Brett, Principal of Harrogate Ladies’ College – Eve Jardine-Young, Principal of Cheltenham Ladies’ College

– John Moule, Warden of Radley College

– Tim Haynes, Headmaster of Tonbridge School – Peter Green, Head Master of Rugby School

An education that remains once school is completed

62 64

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

129

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

The best of both worlds – the ‘diamond model’

130

Boarding makes the difference: a girls-only perspective

132

Inspiring confidence in girls

136

– Irfan Latif, Head Master of Sexey’s School

– Nick Wergan, Headteacher of Steyning Grammar School

– Lee Glaser, Headmaster of Taunton School

– Ian Davies, Headmaster of Brentwood School

– Rhiannon Wilkinson, Headmistress of Wycombe Abbey

Boarding at an independent school The merits of boarding at an independent school

Out of the ordinary: realising the potential of every child

Girls and engineering and other STEM subjects

138

The case for continuity

The role of the houseparent

140

Schools together in partnership

PSHE? SMSC? The acronyms of a priceless education

– Dr Joe Spence, Master of Dulwich College

– Mark Turnbull, Headmaster of Giggleswick School – Julie Robinson, General Secretary of the Independent Schools Council (ISC) – Delyth Lynch, Deputy Head (Pastoral and Wellbeing) of Wellington College

How boarding schools and boarding parents can work together

Extra-curricular activities shouldn’t be an extra

The importance of character education

Unlikely bedfellows and the alternative curriculum

Lessons for life learned through the CCF

– Louise Moelwyn-Hughes, Head of St Edmund’s School – Mark Lascelles, Head Master of Dauntsey’s – Simon Reid, Principal of Gordonstoun

– Keith Budge, Headmaster of Bedales Schools

– Antony Clark, Headmaster of Malvern College

The CCF – supporting character development in a boarding school

School sport: a head’s perspective

Girls’ sport: challenging, competitive and passionate

First BSA Boarding Fellows announced

– Pauline Stott, Director of Sport at Kilgraston School

Preparatory schools

– Olivera Raraty, Headmistress of Malvern St James Girls’ School – Bex Tear, Headmistress of Badminton School

Specialist schools

Specialist schools – arts, drama, music

142

Specialist schools: nurturing special talents

143

Choristers sing for their supper

144

– 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

Educational provision for pupils with special educational needs and disabilities

146

‘Believe. Inspire, Succeed’

148

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

150

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

152

– David Smellie, Partner at Farrer & Co

– David Quick, Headmaster of Slindon College – Brendan Wignall, Headmaster of Ellesmere College and Chair of CReSTed

– Thomas Garnier, Headmaster of Pangbourne College

– Richard Biggs, Headmaster of King’s College, Taunton

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

Curriculum choices

GCSEs and IGCSEs in a changing curricular landscape

153

After GCSEs – what next?

154

Key post-16 curriculum choices

156

Sixth-form programmes: the choice

158

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

The advantages of starting boarding in a preparatory school

100

The popularity of prep school boarding

102

Boys only? The case has never been stronger

104

Why an all-girls’ prep school is ‘girl heaven’

106

International schools

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

107

– Graham Able, Group Deputy Chairman, Alpha Plus

Choosing a boarding prep school – in Scotland!

110

Junior boarding: a positive experience for younger children – and their families

112

The digital revolution in the prep school

114

– Simon O’Malley, Headmaster of Wellesley House School – Rob Morse, Headmaster of Aysgarth School

– Sarah Wicks, Headmistress of Knighton House School

– Simon Smith, Deputy Head (Academic) of Haileybury

International boarding schools – a mainstream British education overseas

159

– Paddy Moss, Headmaster of Dean Close Preparatory School – Henry Knight, Headmaster of Belhaven Hill School, Dunbar

– John Baugh, Headmaster of the Dragon School, Oxford – Simon Hitchings, Head of Swanbourne House School

Appendix

Useful contacts

162

BSA schools members

165

Boarding schools in this issue, by county

168

September 2016 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 at

Two key words that jumped out in the answers

schools in the UK. Otherwise they would not be

the hard facts. Like the answers given to a survey

were ‘confidence’ and ‘independence’, which was

there.

we conducted among over 5,000 boarding parents

no surprise to us.

choice for the 75,000 boarders

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

revealed a huge amount about boarders and

Adventurer, explorer, broadcaster and writer Ben

people. So amazingly there are enough young

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 earlier in the year. He

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

how they discover which school is best for their

revealed that when he first went to boarding

boarding such an attractive option for parents and

child. Most importantly however it showed us

school he was shy and missed home. But once

10 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

The boarding adventure of a lifetime | About UK boarding

he started to get involved in all the amazing

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

opportunities his school had to offer, seven days

drama, trips, debating, outside adventure, field

a week, without the pressure of the twice-daily

trips or public speaking.

school runs, his confidence came. And he has never looked back.

And of course if you are at school for longer, surrounded by your friends, you have got all these

There will be some parents of course who might

opportunities on a plate and much more time to

worry that boarding might make their children

try new things and find out what suits you and

just a little bit too confident, or perhaps so

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

This little girl was so, so looking forward to her

and equipped they are to deal with the complex,

experiment. And who can argue with that?

boarding experience. And she happily shared with

fast-moving world we all live in today.

me the number of soft toys she was bringing on Let’s close however with testimony from the front

her school sleepover, their names, and the certain

And far from that confidence and independence

line, not from the keyboard of a parent filling in

fact that she and her friends fully intended to

being a threat to family relationships, a confident,

a survey form. I recently visited a lovely school

carry on talking after lights out!

independent youngster is much more like to be

with around 300 mixed boarders aged from 8

happy in themselves, avoiding many of the pitfalls

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

So doubters be gone and supporters be praised.

and setbacks of growing up, and so more at ease

with relaxed students and staff, which is always

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

with their family and friends.

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

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

delightful conversation with a little girl, aged 8,

adventure of a lifetime.

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 of

experience is ‘opportunity’. One of the great

girls under the age of 10, I know what ‘excited’

double bonuses of boarding schools is that

and ‘happy’ looks and sounds like and this was no

compared to most schools they simply offer

exception.

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

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September 2016 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

down plan to spread the school fees for the

these vary depending on the type of

dependent on earned income, so ensuring a child

balance of 30% over say a 10-, 15- or 20-year

school and boarding requirements.

will be able to complete their education. Planning

period.

Here are some typical costs (per term) for 2016

strategies can significantly reduce the financial

(ISC Census, 2016).

burden of school fees, so take professional advice.

Age group

Average fee per term

Sixth form

£10,736

Senior £10,217 Junior

£7,572

In state boarding schools, tuition is paid for by

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

largely on which activities your child chooses

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

the state. Extras can add considerably to the bill (perhaps up to 10% of fees), depending

Investing a lump sum

available, it is worth exploring this as an option.

to take part in – for example, music tuition

Spreading the cost

or school trips. Allowance should be made

Many parents experience difficulties in funding

Regular saving

for expenses relating to books, entries for

school fees continuously from taxed income.

Regular saving for school fees should ideally be

public examinations, stationery and uniforms.

There are several schemes available designed

started as soon as possible. The longer you save,

Schools do have different approaches to

to help parents in this situation. The purpose of

the less the impact will be on income when school

extras, and what is included in the fee, so this

these plans is to improve cash flow and hence

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

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, a

It is important to prepare for the commitment of

parent may be able to afford comfortably 70% of

Payment protection

paying fees for several years, having in place a

the school fees from income, but the additional

It is important to ensure the payment of

strategy that will enable the school fees to be met

amount may prove to be a strain. In this instance,

children’s school fees can be continued in the

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

it may be possible to take out an equity draw-

event of a change in personal circumstances

12 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

GENEROUS DISCOUNTS & BURSARIES FOR SERVICES FAMILIES

About UK boarding | Fees – finding them

due to serious illness, injury or death. A lump

school’s Bursar to complete an application

Scholarships vary in value – they might be

sum can be provided by life insurance. Income

form, providing details of their financial

worth as little as 10%. In general, schools

protection plans can guarantee income through

circumstances, supported by documentary

now limit the value of scholarships, such that

to retirement in the event of illness or accident.

evidence and including capital assets. The

any extra being awarded is strictly subject to

Some schools may offer temporary fee support

application is likely to be considered by a

financial need. You should find out from the

in cases of unanticipated hardship – but it is

combination of governors, the Head and the

school what scholarships are offered, and what

important not to rely on this being the case.

Bursar. The award will usually remain in force

each is worth so you are not disappointed if

throughout the pupil’s school career – although

you cannot afford the remainder of the fees if

in some cases an award made before GCSE will

your child wins one of the smaller awards.

Trust planning Trust planning can be useful for grandparents

not necessarily continue into the sixth form.

who wish to make provisions for school fees and

Most schools review bursaries annually to

Other educational awards

achieve inheritance tax benefits at the same time.

ensure the justification for an award remains.

Many schools also offer closed awards to

Trusts offer the benefit of transferring the tax

Bursaries are less common at prep schools,

children of members of the Armed Services,

liability on future income and capital gains to the

although many prep schools do offer some

as well as clergy, teachers and some other

children to use their personal annual allowances.

awards.

professions. Some give help to children of

There are basically two types of trust: l l

former pupils, to single-parent families and Scholarships

orphans, or concessions for brothers and

where the children have a right to any income

A number of organisations offer sixth-form

sisters. The conditions of these educational

arising from the trust and also own the capital

scholarships to enable pupils to stay on at

awards can vary enormously. They are often

where the distribution of capital and income

school until they enter the next stage of

described as fee concessions, reductions or

is at the discretion of the trustees.

their career on a university course. These

discounts. Some are not available annually and

scholarships are awarded for two years, after

depend on the terms of an endowment. Others

which acceptance is guaranteed, providing the

simply say special consideration may be given

appropriate qualifications are achieved and

to pupils in a particular category.

Maintenance Trusts offer both of the above.

Financial assistance

medical standards satisfied. Additionally, many

Grants

senior schools and a few prep schools offer

There are many options to consider and there

Charitable grant-making trusts are able to

scholarships to attract bright or talented pupils.

is a great deal of financial help available. Read

help only in cases of genuine need. The trusts

A scholarship is awarded for academic promise

this Guide thoroughly and explore schools’

will reject applications unless their specific

or on the basis of special ability in music, art

websites. Above all, do not be afraid to ask

requirements are satisfied. The Royal National

or some other specialism or all-round merit.

schools exactly what they have on offer. It

Children’s Foundation helps vulnerable

Some schools give awards for drama, sport,

can be a lengthy task, but potentially very

children and young people in Britain whose

and design and technology. They are usually

worthwhile. Start planning as early as possible

circumstances are seriously prejudicial to

awarded after a competitive examination and

and do not be afraid to take advice.

their normal development and where no

interview, and normally take no account of

other care is available. The charity helps by

financial need. Academic scholarships are the

Further information

providing grants and boarding school places for

most common, followed by scholarships for

SFIA Schools Fee Planning

children aged 7–18 who have suffered trauma,

music, art, design and technology, and sport.

Tel: 0845 4583690 webenquiry@sfia.co.uk

tragedy or neglect in their young lives. These are young people who usually have one or

Talented children are invited to compete in

no active parent, whose normal development

open scholarship examinations. The schools

is compromised or threatened by adverse

hold these exams in the September–December

home, school or family circumstances. The

and January–April terms of the year before

charity supports cases of social need and not

admission. Scholarships are usually awarded at

educational preference. Details can be found

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

at www.rncf.org.uk or through the Directory of

school having the opportunity to sit for awards

Grant Making Trusts at www.dsc.org.uk

at 13 and 16. Scholarships at the age of 16 for candidates already at the school are frequently

Bursaries

awarded on the basis of GCSE results, with

A rapidly increasing number of boarding

awards for new students being made as a result

schools have bursaries, which are grants

of an interview and report from the previous

from the school to help parents pay the fees.

school, usually with the requirement to achieve

These are generally awarded after a ‘means

certain grades at GCSE. Competition is strong

test’ of family income and are not dependent

but, as long as the pupil makes satisfactory

on examination performance, although

progress, a scholarship is normally held for

some account will be taken of academic

the duration of his or her time at the boarding

ability. Bursaries may be awarded in addition

school. Past papers are available from many

to a scholarship where financial need is

schools, which will give an idea of the standards

demonstrated and the child would otherwise

demanded. Take advice from the Head of your

be unable to enter the school. To obtain a

child’s present school about the chances of

bursary, parents will usually be asked by the

success.

14 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

www.schoolfeesadvice.org

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.

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – where do they go?

Fees – Andrew Ashton, Bursar of Radley College

– 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 September 2016

Fees – where do they go? | About UK boarding

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

There will be criticism if the minority subjects are

activities, field trips, holidays and exeats, and

not offered, and there must be a proper emphasis

everything connected with applications and

on music and art. All this is costly.

interviews for the next stage in the education process. The next stage is, of course, in many

Total costs

people’s eyes a degree course, where travel

The total costs of five years’ boarding education

expenses, living expenses, costs of books and

from 13 to 18 could amount to anything from

equipment and tuition fees have to be funded.

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

In short it is important for every parent to realise

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

and appreciate the full extent of the investment

schools, on average, about 55% of that amount

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

will be staff costs – good staff are after all the

in retrospect, the most important decision any

most valuable resource in any school. After

parent can make on behalf of their children.

that, about 18% goes on premises costs – by their very nature, boarding schools have a lot

Further information

of buildings that need ongoing maintenance.

SFIA Schools Fee Planning

university, and a demanding degree course, has

The next biggest categories of cost (all typically

Tel: 0845 4583690

never been greater, particularly as universities

around 5% of the total) are teaching resources,

webenquiry@sfia.co.uk

have had their share of financial cuts and are

food and utility costs. After adding the various

www.schoolfeesadvice.org

more competitive, and for many careers a second

other cost categories such as IT, laundry, medical,

degree now has to be seriously considered.

professional charges, and general expenses,

A balancing act

together with the cost of scholarships and bursaries, there is not much left for further

Schools will attempt to balance the materialistic

development, which is normally left to fundraising.

with the vocational, pointing out that today’s

Schools with endowment income are fortunate,

teenagers may well have 10 to 12 different jobs

as are those with well-established traditions and

in their lifetime as they adapt to change and

reputations. Location also helps and schools

mobility. There is therefore an emphasis on

within easy reach of airports, motorways, intercity

matching the talents of the individual with a wide

rail services or parental homes have advantages

range of facilities and opportunities. These in

over those in more remote areas, attractive

turn lead to the provision of recreational facilities,

though their locations may be. That said, staff

sixth-form centres, information technology units

costs will inevitably be higher for schools in the

and craft and design centres. Administrative

south-east of England.

systems need to be technologically up to date. The teaching staff also require IT, updated

Travel costs to and from school are unavoidable

laboratories, resource centres, and equipment

extras not always considered, nor are the costs

and materials to stay ahead in their disciplines.

of uniform, warm clothing, equipment for leisure

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Education in Scotland

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

3–18 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 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 new national qualifications – the

Education authorities can make arrangements

National 4 and 5 awards, followed by Higher and

Learners are entitled to a range of features at

for children to start in the August when they

Advanced Higher.

the different stages of learning. The entitlements

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

are:

following February.

Key features of the Scottish system

Advice and information

a coherent curriculum from ages 3 to 18

a broad general education – learning across

Secondary school

appropriate Scottish local authority or directly

all areas from the ages of 3 to 15

Most children move to secondary school

from the school. Additional information can also

support – all staff share responsibility for

(typically a larger school taking pupils from

be found, and printed, online at:

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

and young people to study towards

responsible for teaching Health and Wellbeing,

www.ltscotland.org.uk/

qualifications, but with a continuing

Literacy and Numeracy across Learning within

understandingthecurriculum/

emphasis on health and wellbeing,

their subject material.

Advice and information can be found from the

physical activity, opportunities for personal

Curriculum for Excellence: www.ltscotland.org.uk/ understandingthecurriculum

CfE Communications Toolkit:

whatiscurriculumforexcellence/index.asp l

Parentzone: www.ltscotland.org.uk/

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

skills for learning, life and work – support

required to attend a Scottish primary school for

Scottish Government

to develop skills used throughout life and in

up to one year (depending on the time of the

Supporting Learning

work

move). Academic levels are similar and each

2-C South, Victoria Quay

a positive destination – local authorities and

case will be considered on its merits by the

Edinburgh EH6 6QQ

schools are responsible for planning and

school and local authority.

Tel: 0131 244 0645

parentzone

enquiries@scotland.gsi.gov.uk

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

Children transferring from a Scottish primary

world of work.

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

Scottish Qualifications Agency

year of secondary education in England/Wales.

www.sqa.org.uk

Nursery

Although standards in English and Maths are

Between the ages of three and five, children

similar, children may not have experienced

Scottish Council of Independent Schools

in Scotland are entitled to funded pre-school

specialised teaching in the areas of science or a

www.scis.org.uk

education. Though provision varies, this usually

modern foreign language. Eurydice

means that during term time a child is offered five sessions of education a week, of about two

Children and young people are entitled to six

Eurydice provides information on and analyses

and a half hours each.

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

of European education systems and policies,

general education (S1–S3) and a senior phase

including those of England, Northern Ireland,

Primary school

(S4–S6) during which the young person will

Scotland and Wales:

Children in Scotland complete seven years at

build up a portfolio of qualifications. There are

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

primary school (P1 to P7), with all curriculum

considerable consequences for the transfer of

eurydice/index_en.php

18 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Co-educational boarding and day school for 9 to 18 year old pupils Open Mornings:

Scholarships:

Junior: (Entry age 9 to 13) Date: Saturday 17th September 2016 Time: 10am start

Sixth Form Scholarship: (Entry age 16+)

Senior: (Entry age 13+) Date: Saturday 8th October 2016 Time: 10am start General: (Entry age 9+) Date: Saturday 4th March 2017 Time: 10am start Please register for Open Mornings online.

Date: Friday 18th & Saturday 19th November 2016 Junior Assessment & Scholarship: (Entry age 9 to 12) Date: Friday 27th & Saturday 28th January 2017 Third Form Scholarship: (Entry age 13+) Date: Monday 20th - Thursday 23rd February 2017

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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, nearly a

understanding the nuances of a shared life

Honorary President in 2015–16. As the BSA has

century ago, there are times in life

under a common roof. In my years at a variety

celebrated its golden jubilee, there is no more

to pursue the road not taken. The

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

appropriate time to remind both our followers

analogy was apt for me in 2015, as one path I

Tonbridge, Brentwood, Chigwell and Oakham as

and sceptics about the true value of boarding.

had walked for many years came to an end, and

a master, my belief in the value of boarding has

I enjoyed playing a small part in helping the

I set off down 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 our students enjoy.

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

Some of that experience comes from having the

world with purpose and equanimity. If part of

extra time to try new things, explore new worlds,

the secret of success is a Kiplingesque sang froid

or study a little harder or deeper without the

when events conspire against us, then those who

pressures of travelling home each day. The real

have boarded are well placed to be resilient and

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 September 2016

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

“Working at a school like Eton was an extraordinary privilege.” 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 Royal Marines and Taunton Prep School pupils swim the English Channel

Big Boarding Sing

n September 2016 Taunton Preparatory School long-distance swimming club pupils are taking part in the English Channel Race. Three

teams will leave Shakespeare’s beach near Dover

in the world in sea temperatures of 16°C, almost

audience of parents, staff and the general public. Pupils

‘Written in the Stars’ by Eric Turner; and a vocal mash-up

half the temperature of swimming pools. The Royal

from state and independent schools took part in the

of Pink Floyd’s ‘We don’t need no education’ and Adele’s

Marines have picked up the gauntlet thrown down

largest ever choir of boarding pupils. The celebrations

‘Rolling in the deep’. The choir drew a large crowd. At the

by TPS pupils to race across the Channel in aid of

were part of National Boarding Week organised by

end of their set Dominic brought parents and teachers

the Royal Marines Charity. Major Jim Lewis RM, the

the Boarding Schools’ Association (BSA) to celebrate

of the choristers on stage – a true representation of

team captain, said he was very happy to accept the

its Golden Jubilee. During the week-long celebrations

the boarding community! National Boarding Week was

challenge of the brave boys and girls, especially

over 100 schools took part burying time capsules,

an opportunity to celebrate why boarding is a great

as the school was supporting the Royal Marines

raising thousands of pounds for the sector charity

option for many pupils, increasing their confidence

Charity which works to help wounded Marines and

Barnardo’s, three schools reached the finals of the

and independence, giving them the chance to explore

the families of the bereaved. Earlier this year, Lewis

BSA and Barnardo’s Store Wars challenge, the BSA

and try new things and helping them to make deep

Pugh, who has been dubbed the ‘Sir Edmund Hillary

Boarding Orchard grew to 101 trees and the week

friendships that will last a lifetime. The UK has the

of swimming’, gave an inspirational talk to the young

ended with the Big Boarding Sing. With just four hours

biggest boarding school market in the world with over

swimmers as part of their preparation. Lewis Pugh

of rehearsal, no prior knowledge of the music they

75,000 students and good, modern British boarding is

was the first person to complete a long-distance

would be singing or the pupils they would be singing

deeply admired and widely imitated.

swim in every ocean of the world and he frequently

with, the Big Boarding Sing choir perfected a set of

en route for Cap Gris Nez in France. Starting in the early hours, the crossing will involve swimming in the dark and through the busiest shipping lanes

n June 2016 conductor Dominic Peckham led

four circlesongs to perform to their London audience.

the BSA Big Boarding Sing Choir at Victoria

The choir performed ‘Wayfaring stranger’ an American

Embankment Gardens in London to a delighted

spiritual song; ‘Azikatale’, a Zimbabwe wedding march;

swims in vulnerable ecosystems to draw attention to their plight. Last year Taunton Prep School pupils completed a swim across the Solent. Aged 11 and 12 at the time, they were the youngest ever group to succeed in the challenge and they recorded one of the fastest ever swim crossings.

St Mary’s Calne sisters win international science prize

t Mary’s Calne sisters Alice and Clara Wade have won the University of Sheffield’s prestigious Prize for Innovative Use of Technology in Science Learning 2016 with their video Test Tube Babes. This international competition is open to pupils aged 11–18 from any school in the world, to

create the best video about any science, technology, engineering or mathematics subject. Test Tube Babes is an informative, fun and quirky video, filmed by Alice and presented by Clara. The prize money of £300 will be shared between the girls and the school. Alice intends to buy a new video camera and the school is looking to run a Saturday Science Communication Course next year with the prize money. Alice said, ‘Being IVF babies ourselves, we thought this video would be a fun and creative way to explore the science behind how IVF babies are Pictured with Lewis Pugh are, from left, Emma Hounslow, Poppy Hutchins, Archie Sellick, Jonny Cole, Freya Tyler, Skyla Coate, Annabelle Lewes and Emily Lawton.

created. It took two days to film and a further two days to edit. The hardest part was trying to get the right balance between being informative, while also being tongue-in-cheek and injecting some fun into the film.’ Both girls are studying A levels at St Mary’s Calne. Alice has ambitions to be an environmental filmmaker.

22 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

School despatches | About UK boarding

Gordon’s School celebrates HM The Hazlegrove Queen’s ninetieth birthday in style pupils wow

ince Queen Victoria established Gordon’s School as a fitting National Memorial to General Gordon after his death in 1885, HM The Queen has remained the school’s longstanding Patron. She last visited the school with HRH Prince Philip in 1985. In the run-up to The Queen’s ninetieth birthday celebrations, three members

of the Gordon’s School Equestrian Team competed in the Land

audiences with ‘The Britz!’

Rover HRH Services Class at Royal Windsor Horse Show in May. Gordon’s School had never competed in this class before and was selected as one of only four schools in the country to take part. The Gordon’s team finished second in their section (out of 16) and third overall (out

continued at the school during The Queen’s birthday weekend with a special Queen’s birthday parade attended by

guest of honour Major General Tim Sulivan CB CBE DL. With a handful of staff members and parents, four students

the traditional musical productions which we have

travelled to London to attend the Patron’s Lunch on The Mall outside Buckingham Palace. There were 10,000 other

enjoyed in the past, ‘The Britz!’ gave many children an

guests, all of whom were from organisations and charities HM The Queen supports as Patron.

opportunity to share in the limelight without being

of 30). Students rode with

azlegrove Year 8 children wowed audiences

professionalism, maturity and

with their final production ‘The Britz!’ – a

class in front of HM The Queen and their success will remain a school legacy for many years to come. Celebrations

celebration of 400 years of British theatre

from Shakespeare to the current day. Different from

limited by the number of roles available. The individual performances given by the children, whether spoken

Shebbear College educational enrichment trip to Poland

or sung, were quite stunning and the delight with which they executed the expertly choreographed songs was plain to see. To achieve such a high level of performance within two weeks of sitting their Common Entrance exams was amazing. At Hazlegrove we are determined the stage should hold no fears and

arlier this year, 30 fifth- and sixth-form pupils

from where millions perished and where Dr Mengele

this group of 13 year olds certainly took to the stage

from Shebbear College enjoyed an enriching

performed his horrific experiments on twins. At the

with great confidence. The show was a compilation

history and cultural trip to Krakow, Poland.

Galacia Jewish Museum, in a private conference room,

of monologues, sketches and songs which were put

the pupils met holocaust survivor Monika Goldwasser.

together by Head of Drama, Kimberley Arnold. The

The trip included tours around the beautiful city of Krakow and its

The room was

sketches included scenes from various Shakespeare

Jewish heritage,

silent as, through

plays and from Wilde’s The Importance of Being Earnest,

Oskar Schindler’s

an interpreter,

Shaw’s Pygmalion (My Fair Lady) and Russell’s Educating

factory, Auschwitz

Monika told her

Rita. Music included traditional music hall numbers

extermination

heartbreaking

such as Underneath the Arches and songs from the film

camps, the

story about how

Mary Poppins and the musical Matilda.

Jagiellonian

her parents were

University, Wawel

executed by the

Royal Castle and

Nazis, and how

state chambers,

she survived in a

Nova Huta and

Krakow orphanage

Wieliczka Salt

protected by nuns

Mines. Perhaps

until she was

the most poignant

adopted by a Polish

moment was being able to observe a one-minute

couple. Monika expounded the importance of love and

silence for all the victims on behalf of Shebbear College.

left them with this thought-provoking message: ‘You

This took place at the memorial between the two gas

are young and your whole life is ahead of you and you

chambers at the end of the railway track in Birkenau.

will have many decisions to make – remember, your

Twin pupils ended the silence by placing red roses

decisions will reflect upon other people.’

and candles on the memorial, just a short distance

September 2016 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

Here is a small cross-section of the many contributions we have received

we believe provides some of the most compelling reading in

from those currently boarding in the UK. We thank all those who contributed

the Guide. For those with reservations about boarding, it is a

and we believe they are a great credit, not only to their schools, but to

marvellously positive advert for one of the real beacons of British education

boarding in all schools.

and a great credit to the whole of the boarding sector.

Keira Clark, Year 5 pupil at Rockwood School I really like being at the boarding house because I have lots of fun and get to play with my friends. I love going on trips, like den building and rambles in the forest, and I enjoy playing outside in the garden at the boarding house. I have been here for two years now, and I have a nice dorm room with bunk beds and big windows that look out into the garden. I really enjoy film night as well, we get to relax in the lounge and watch movies. I only board Monday to Friday, but I come back early sometimes for trips on a Sunday; last week we went to the wildlife park and had an amazing day.

April Hill, Year 8 pupil at Orwell Park School I didn’t know what to expect when I started full boarding at Orwell Park, but it isn’t really how I imagined it – there is always so much to do. I thought it would be really quiet when the day children go home but it really isn’t. It is nice for the boarders to have the school to ourselves! We have activities to get involved in every day after school and the weekends are really good fun usually with an outing planned on Sundays. There are so many different opportunities to try something new. This term at the weekend we have been skiing, to the zoo and on a train trip to Norwich. We have been to Cambridge and the Christmas market in Bury St Edmunds and sightseeing in London. The teachers are always planning something for us to get involved in. I have made some really good friends at Orwell. I like sport a lot especially cross country and the grounds are amazing, we can see the river from the school. My grandparents live quite near so I can go to them at long weekends and half term. My brother is at Royal Hospital School so he isn’t too far away. I think Orwell is a great school – everybody is really friendly and kind. The teachers and the matrons helped me when I first joined here and never let me feel lonely. It feels like I am part of a big family.

Ilias Mohamedi, Year 12 pupil at St George’s School, Harpenden I have been a boarder at St George’s School in Hertfordshire from the age of 10, with my home originally being in Morocco. When I first started as a little Year 7 I was afraid and inexperienced in this new world of boarding. I was terrified at the idea of making my own bed and general independence. It was difficult to adjust and adapt to my new home at first. I was having to ring my mother on a daily basis and return home as often as possible. However gradually it became undeniable that boarding was for me, I began loving everyday life at Crosthwaite which is the name of the boys’ boarding house at St George’s. When I’d eventually return home after substantial bribing from my parents, I would feel an overwhelming sense of emptiness. At home I miss the routine boarding offers, the friends who have become more like siblings and the general homely atmosphere. Boarding has played a key role in my life, helping me become the person I am today. What I will remember from school life will certainly be beyond the classroom walls, and will be the adventurous experiences of being a boarder. Life in Crosthwaite has been challenging yet incredibly fun.

24 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

The parents | Pupils and parents

The parents

– how boarding enriches families Terry and Rachel Southwood have two daughters at Knighton House School Deciding to send our eldest daughter to boarding school in the UK when she was nine when we were posted to Germany was the biggest and hardest decision we had ever had to make as parents. However, it has proved to be the best decision we ever made. After many school moves, each with untold uncertainty, we became increasingly concerned about the academic and emotional implications of the regular upheaval and felt we should consider boarding school. Knighton House School was recommended to us by another military family. The school is situated in glorious Dorset countryside with views over the rolling hills and beyond. The grounds of the school are beautiful. As we approached the school it was break time and on seeing the ponies, girls running around in their red dungarees, and on later discovering she could bring a guinea pig to school, our first impression was that Lucy would love it. After several return visits to Knighton House, as well as visiting many other schools, our gut feeling told us that Knighton House was the right one. This was not because the others were not as impressively catered for in terms of facilities but because we thought that it would be where Lucy might fit in best; and we were right! There is a warm and welcoming feel to the school and a great buzz as the girls move around the school. Lucy has just left to go to her senior school. Over the years we have seen her grow into a confident and articulate young lady and most importantly, she has benefited from a wonderful education that has prepared her for senior school and beyond. The benefits of stability, quality teaching, small class sizes and a supportive, individualised approach has produced a great set of results, all achieved without exerting pressure. As your search for a school grows you will gather a multitude of glossy prospectuses that expound the virtues of each school. It has met all the claims made in its prospectus and so much more. Such is our confidence in the school, its staff and its whole ethos that our middle daughter, Katie, started there three years ago age seven and now our youngest, Georgie, has also joined the Knighton family. At the point of embarking on the boarding journey with our eldest we would never have believed that our two younger daughters would have started at seven, but knowing the school as we now do, this was an easy decision to make. On starting at Knighton, this was Katie’s third school and Georgie’s fifth. We really did not want them to miss out on the stability and wonderful experiences and opportunities that Lucy has had as a result of boarding. If I was asked to describe some common ground between a life in the Armed Forces and a boarding school it would be about family and being there for each other regardless of situation; that’s what being at Knighton House is all about.

David and Lyanne Willey have two daughters at Barnard Castle School I used to be one of those parents who thought I would never be able to let go enough to send my children to boarding school, but after five schools by the time my eldest daughter Chloe had reached 10, and the heartfelt tears she shed after saying goodbye to her friends and teachers each time, we decided enough was enough. Because our family and friends were mainly located in Yorkshire, we chose to look around that area so Chloe and Aimee would always have somebody nearby. We chose Barnard Castle. As soon as you walk into Barney the first thing you notice is how genuinely happy the staff and pupils are. With the wellequipped classrooms, the safe and spacious school grounds and the beautiful location, what’s not to like! The school worked around our needs – if we needed to drop Chloe off early so we could catch a ferry back home, or if we couldn’t attend parents’ meetings, the school couldn’t have been more helpful, offering lots of different solutions. In her first two terms at Barney Chloe had already achieved so much and we put this down to her new friends and the very gifted and dedicated teachers who make her learning incredibly enjoyable. At first, boarding life was understandably different for all of us, but because of the amazing care, family values and the wide-ranging opportunities that the boarders receive I was inundated with happy FaceTime calls. We are always very well informed through the comprehensive range of communication, including the weekly newsletter, fixtures and events on the website, telephone calls and letters. Family and friends can go to the many sports events. My youngest daughter Aimee (nine years old) was left at home with friends moving away constantly. After hearing about all the genuine fun that Chloe was having, she asked if she could go earlier than we had planned. They are now both at Barney, sharing a room, competing together, enjoying the wide range of opportunities available and making some fantastic friends and memories that will stay with them forever.

September 2016 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

A good school is much more than an educational

change over the course of my career

of young people.

opportunity; it can become a truly nurturing

has been the toppling of the traditional

environment, for many akin to a second home.

divide between the self-contained institutional

Strong sense of community

views that schools have tended to hold and the

This is especially so where these pursuits are

celebrating success. It is then most likely to

opinions and judgements of parents about their

relevant to the skill sets young people will need

replicate, albeit in a more public forum, what a

children’s experiences within those hallowed

in their future life. For a full boarding school

good family is able to achieve.

walls.

like King’s Canterbury, it stands to reason that

It encourages and gives support as well as

the strong sense of community will lend itself

Atmosphere of the school

That in a modern and dynamic twenty-first

to this seemingly modern approach. Equally, as

One of the characteristics parents should look

century school there should be broad, if not

the oldest school in the country and part of the

out for on an Open Day is the atmosphere in

identical, agreement between the teaching staff

Foundation of Canterbury Cathedral, it has – like

the school. Particular reference should be given

and the parents about the ethos and aims of the

many of the nation’s most famous institutions –

to the positivity of teacher-pupil interaction and

education on offer amounts to a revolution of

learned to adapt and change, growing stronger

the friendliness of pupils both to each other and

stance and perception. It is a revolution that is

over the ages – not set in stone, however

towards visitors. Parents should gauge whether

even more refreshing in the way the very best

beautiful those stones or the aesthetic context

different pupils feel a sense of belonging in an

schools’ leadership teams take the views and

of a UNESCO World Heritage site may be!

equal way. Do they identify with the school’s

interests of the pupils seriously, anchoring much

values, seeing them as helpful and relevant

of the collective enterprise, particularly on the

to their lives and their own ideals? Would the

26 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

What makes a good school? | Choosing and assessing schools

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

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

ultimately impose.

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 understanding of the real needs of the individual child. While many parents readily acknowledge 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

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).

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.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | What about boarding schools?

What about

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

oarding schools continue to be popular

supplying the largest numbers of these overseas

and widen access to our schools. Over the last

in the twenty-first century, offering

pupils are Hong Kong and China.

15 years there has been a consistent trend of

exceptional education and extra-

curricular activities with round-the-clock pastoral

Pupils from overseas

care.

The parents of these pupils choose British schools

schools providing fee assistance to increasing number of pupils.

because they are keen for their children to master

Almost 40,000 pupils receive means-tested

Despite the recession, boarding schools are doing

the English language, because they understand

bursaries, valued at £348 million. The average

well and numbers have increased. The 2016

the significance of extra-curricular activities as part

bursary is worth £8,730 per pupil per year. There

Independent Schools Council (ISC) Census showed

of the wider education, and because they know

are 5,404 pupils who pay no fees at all.

that 70,637 pupils board at ISC schools, making

that attendance at a British school may be the

up 13.6% of total pupil numbers. A total of 487

best way to gain admission to a British university.

What are the advantages of a boarding

schools, representing 39% of all ISC schools, have

A number of boarding and day schools have set

school?

some boarding pupils.

up franchise schools abroad. While I was Head

Boarding schools have many advantages:

Master at Harrow we built schools in Thailand,

They are able to offer a much wider range of

Parents are able to choose between different

Beijing and Hong Kong. These schools pay a fee

extra-curricular activities to a high proportion

types of boarding to suit their child.

to the British school and this money helps to

of pupils because boarding schools have

keep down the fees paid by parents at the British

much more time with them. They also tend to

Around 85% of boarders are full boarders,

school. In return, the UK school provides advice

attract staff who want to be involved in sport,

with the rest choosing weekly or flexi boarding.

and monitors the franchise school in a way which

There are strong variations between different

guarantees standards.

music or drama at a high level. l

age groups. 16.8% of ISC pupils board and at

Boarding schools take pupils from all over the country and all over the world. This is a

sixth form this proportion more than doubles to

In 2014, school fees rose 3.5%, the lowest since

valuable educational experience in itself: the

over one third of all pupils. For junior pupils this

1994, and 160,216 pupils now receive help with

opportunity to know people from many walks

proportion is significantly lower, less than 2%.

their fees to a value of £858 million, up £22 million from the previous year.

Non-British pupils with parents living overseas

of life and from many different cultures. l

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

made up just over 5% of the total ISC pupil

This reflects the long-term aim of our schools

population in 2015. The two parts of the world

to increase the amount of bursary provision

28 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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.”

As with attending any school, choosing to board is

do research on behalf of independent schools.

a personal decision for parents to make with their

For example: trends in university admissions, the

child and the support and advice of the school.

collection of statistics for the annual ISC Census

Every school is different but details of individual

and exam results.

schools can be found on their websites. Importantly for our members, ISC provides a

What is the ISC?

central base in London where all the various

The Independent Schools Council (ISC) is the

types of independent school (prep schools, mixed

organisation that brings together and works

and single-sex, academically selective and non-

on behalf of independent fee-paying schools in

selective, day and boarding) can come together

What about disadvantages?

the United Kingdom, which educate more than

to discuss issues of common interest. Parents can

The boarding environment is not for everyone.

500,000 children every year.

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

Pupils may not have the same level of

We are at a moment in the history of English

privacy they may have at home and some

education when there is an unprecedented

older pupils may find the loss of freedom

amount of change. The whole curriculum for

restrictive.

pupils aged 5 to 16 has been rewritten and revised

Boarding schools are wonderful for the

A levels and GCSEs are being introduced. Schools

outgoing and active pupil but perhaps less

are being given more freedoms but also greater

ideal for the shy child.

responsibilities.

Some children get homesick and of course some parents dislike not being able to see

ISC’s main activity is lobbying the Government.

their children every day.

Every week a new initiative is announced and we

Boarding requires substantial investment.

seek to express the views of independent schools

However, more than a third of ISC school

to policy-makers.

pupils receive help with their fees. We also work with the press (stories about our

Head Master of Harrow from 1999 to 2011, Barnaby Lenon taught at Eton for 12 years, was Deputy Head Master of Highgate School from 1990 to 1995 and Headmaster of Trinity School, Croydon from 1995 to 1999. He has been a governor of 12 schools and is currently a governor of the Chelsea Academy and chairman of governors of 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 member of the Oxfordshire County Council Education Advisory Board.

schools appear in the media every day) and we

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September 2016 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 see 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

heads 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 September 2016

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 school 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 parent’s 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

the whole school community.

narrowing down based on location, single-sex versus co-ed, A level versus IB, larger school versus smaller, rural or urban, highly academic

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 a number of years before entering teaching. He is married to Suzanne, also a teacher, and their four children all attend St Lawrence College.

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Choosing a senior boarding school

Choosing a senior boarding school – Joe Smith, Head Master of The Oratory School

he choice of a senior school is obviously

are important, of course. What are the displays

Talk to teachers

enormously important: a major

like? Lots of interesting pupils’ work is a good

They will be teaching your children – what could

investment in all senses. Here are some

sign, as are tidy and well-maintained information

be more important? How engaging are they? Are

key points as a plan of action for parents as they

boards for sports and activities. Are there posters

they clearly passionate about their subject? Can

visit potential senior schools.

advertising societies and clubs? Do these seem

you hardly get away because they want to tell you

stimulating and fun? You can tell a lot about a

about what they do (a good sign)? Will they inspire

school from its development priorities. Ask about

your child with a love for their subject and for

plans for the future.

learning itself?

Look at the school’s art, even if your child isn’t ‘arty’

Talk to boarding staff

departments, key members of staff or places you’d like to see, ask to see them. Figuratively

I think you can discover much about a school’s

housemaster or housemistress. Do they seem

speaking, turn over some stones. Don’t be ‘pushy’

ethos from its art. Is it vibrant and exciting? Is

to have excellent pastoral skills? Will they take

but don’t be shy either. It’s a big investment and

there a variety of method and medium? How good

the time and make the considerable effort to

important.

is the art produced by the pupils? What’s the ‘vibe’

understand, cajole, encourage, admonish, praise,

of the department?

stand up for your son or daughter? Ask the pupils

Ask questions You wouldn’t buy a house without a survey, so with schools do the next best thing: ask questions. If there are particular boarding houses,

Take note of – but don’t be blinded by – facilities

Spend some quality time with the prospective

in their House how much they see of them, or do

though it is, how will this new music school/

Talk to pupils during your tour and around the school and the boarding houses

art department/sports hall affect the outcomes

Ask them what they like and what they don’t like.

for my child?’ Some of the most inspiring

How do the pupils come over? Are they open,

Listen to – and if possible, talk to – the Head

pastoral care or teaching takes place in the most

cheerful and friendly or sullen and ‘too cool for

Needless to say, a school’s leader is very

inauspicious surroundings, although facilities

school’? Do they say hello as you pass them?

important to its success and direction.

In inspector-speak, ask yourself, ‘impressive

32 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

the prefects run the show (not a good sign)? Ask if your child can spend a ‘taster night’ in the house.

Choosing a senior boarding school | Choosing and assessing schools Like any good teacher, observe

also look for highly selective institutions such as

it’s not the right school for your son or daughter.

Many of the most telling things in schools happen

the top art colleges and drama schools.

If you think it might be, consider all the key points

out of the corner of one’s eye, which is why the

above.

the window of the classroom door that’s closed

Read the inspection report, which should be on the school website, or can easily be searched for and downloaded from the ISI/Ofsted website

when you look round. How do the staff and

Don’t expect perfection – in ISI terms ‘Good’ is

pupils interact with each other? Some staff might

good and is hard to achieve. Excellent is just that

adopt a false bonhomie with a pupil guide on a

(there is also a grade of Exceptional available for

showround: observe the pupil’s reaction – does it

pupil achievement only). Sound or Unsatisfactory

suggest this is genuine and typical?

should raise questions.

Ask the school about results, and look at them on the website Don’t be put off if a school doesn’t submit its

While not the most important criterion, don’t discount the importance of logistics

results for league tables – this is often for laudable

Location is a very personal choice of course but if

and noble reasons – but ask to see them. More

it’s a close call, logistics have to be a factor.

best teachers seem to have eyes in the back of their heads. How do the pupils interact with each other? If it’s a co-ed school, how do the boys and girls interact with each other? Peep through

importantly though, ask for the value added performance based on A level results) and MIDYIS

Don’t ignore the heart – in fact, pay great attention to it

(based on GCSE results).

Don’t be embarrassed about asking yourselves,

statistics: mention things like ALIS (value added

Find out where the pupils go after school

Joe Smith became Head Master of The Oratory School in September 2016. He has been Headmaster of the Oratory Preparatory School (OPS) since 2010. He was educated at the University of Liverpool and has a PGCE from Brunel and a Masters in Educational Leadership from Buckingham University. Before moving to the OPS, Joe was first Head of English and then a Housemaster at Monkton Combe School. He is an inspector for the Independent Schools Inspectorate (ISI). Joe is married to Debbie, who is the Registrar at the OPS, and they have three children who are all pupils at The Oratory School.

‘Do we feel comfortable here?’ Are the other parents – albeit prospective ones – our sort of people? You may well be spending a lot of time at

There should be a few going to Oxbridge and a

the school and you need to feel relaxed there. You

good number to Russell Group universities, but

will probably know within the first five minutes if

DAY

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Inspections of boarding schools

Inspections

of boarding schools – Adrian Underwood, Educational Consultant and Lead Inspector

rom April 2016, all English accredited

These improvements have been recognised

20, reflecting the way in which boarding schools

independent boarding schools will be

by central government, so much so that the

promote the highest standards in care, education

inspected on a three-yearly cycle. If the

Department for Education (DfE) consulted with

and the personal development of boarders. The

boarding school is in membership of one of the

boarding schools and boarders and in September

2011 Standards were further updated in 2013

five independent school associations (GSA, HMC,

2011 published a new set of standards. The

and 2015.

IAPS, ISA, Society of Heads) and, thus accredited

number of standards was reduced from 53 to

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 will be inspected under the regulatory compliance inspections framework from April 2016. ISI and Ofsted inspectorates assess a school’s boarding provision against the Boarding Schools – National Minimum Standards, the first version of which was published in 2002. Full details of the Standards (the latest April 2015 version) can be found at www.gov.uk/ government/publications/boarding-schoolsnational-minimum-standards Ofsted also publishes the Inspecting Boarding Provision Framework which can be found at https:// www.gov.uk/government/publications/ residential-provision-in-schools Over the last 20 years, good practice in boarding schools has developed significantly and schools have responded positively to national legislation in this area. The effect of this has been to raise the level of care and management in boarding schools. This, in turn, has supported the increased quality of the boarding experience for the more than 70,000 boarders in independent and state boarding schools.

Photography from St John’s College, Southsea

the-framework-for-inspecting-boarding-and-

34 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Inspections of boarding schools | Choosing and assessing schools

A significant aspect of raising the quality of

seeking boarders’ views, leadership and

of a school rests with the governing body, the

the boarding experience has been schools’

management of the boarding provision.

Government needs to be certain governors

Premises: includes boarding

understand their responsibilities in all areas,

Schools’ Association’s programme of professional

accommodation, medical facilities,

but, particularly, in regard to the safety and

development, including the Certificates of

recreational facilities, toilet and washing

welfare of pupils. Many schools now have

Professional Development and Professional

facilities.

designated governors who monitor the quality

investment in boarding training. The Boarding

Practice in Boarding Education, is the major

of the school’s boarding life and its safeguarding

provider of this training. The full programme can

ISI and Ofsted reports on boarding are sent to all

of pupils. These governors spend time in the

be found at www.boarding.org.uk

parents of current boarders. These are usually

boarding houses, meet regularly with the

also published on the school’s website. They are

‘designated senior lead’ (child protection officer

certainly published on the inspectorates’ websites

– see below) and monitor the effectiveness of

The 20 National Boarding Standards cover the

(listed at the end of this article). The ISI report

the recruitment checks on new staff and the

following areas:

includes comments on boarding throughout the

quality of the single central register of staff

report. The Ofsted report grades boarding in four

appointments.

National Boarding Standards

Policies, procedures and practice: includes

categories. In both reporting styles, reference is

anti-bullying, boarders’ activity programme,

made to a school’s non-compliance to any of the

Child protection

boarders’ induction, complaints,

National Minimum Standards for Boarding.

The safeguarding of pupils is a major

confidential counselling and guidance,

responsibility of schools and is rightly given

guardianship, health and safety,

Update on ISI inspections of boarding

management and leadership, medical

The ISI has been consulting on a new

welfare. Understandably, parents are often

care, promoting positive behaviour, role of

Inspection Framework, currently entitled

more concerned about a school’s location or

prefects, boarders’ meals.

‘Focused Compliance and Educational Quality’.

examination results, and prospective boarders

People: includes boarding staff supervision,

The ISI aims for this to be the new Framework

may be more interested in the quality of the

boarders’ privacy, recruitment checks

from January 2017. As currently proposed,

bedrooms or the sports facilities. However, the

on boarding staff, relationships between

the inspection of educational quality will

school’s safeguarding of its boarders should also

boarders and between boarders and staff,

concentrate on two aspects of provision

be high on parents’ and prospective boarders’

and outcomes for pupils: achievement and

list of questions.

contact with parents, equal opportunities,

emphasis by schools in their procedures and by the ISI and Ofsted in their reports on boarding

personal development. Educational quality findings will be valuated and reported against

There are four key areas in child protection (also

a four-point scale. In respect of boarding

known as safeguarding).

schools, the inspection and the report will include the role of boarding in personal development. Further details can be found on the ISI website under The Future of Inspection.

1 How can I access the school’s child protection policy? Every school is required to have a safeguarding

This article will be updated for the March 2017

(child protection) policy. A review by the

issue, when full details of the new framework

full governing body of the school’s child

will be known.

protection policies must take place at least

The role of governors

annually, including an update and review of the effectiveness of procedures and their

The Government through the inspectorates is

implementation. Schools are also required by

putting an increasing emphasis on the role of

the Department for Education to make this

governors in monitoring standards in schools.

policy freely available to parents and prospective

The 2015 version of the Standards has a new

parents on request. If a school has a website, it

standard:

is required to publish this policy on its website.

13.1 The school’s governing body and/or proprietor monitors the effectiveness of the leadership,

2 Who are the school’s child protection officers?

management and delivery of the boarding

The school appoints one or more ‘designated

and welfare provision in the school, and takes

senior leads’ (DSLs) to be child protection

appropriate action where necessary.

officers. Usually there is a lead DSL and one or more deputies. These DSLs are required to have

On a boarding inspection, the chair of

training every two years in child protection and

governors and any other governors who have

inter-agency working. The DSLs in a school take

responsibilities for boarding are interviewed

the lead responsibility for all child protection

about how they monitor the boarding provision

issues and liaise with the Local Safeguarding

and the policies and the implementation

Children Board (LSCB), the Local Authority

of policies relating to child protection

Designated Officer (LADO) for safeguarding and

(safeguarding) and the appointment of staff.

the local Children’s Services Team.

As the final responsibility for the management

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Photography from St John’s College, Southsea

Choosing and assessing schools | Inspections of boarding schools

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

to respond to a pupil who discloses abuse to a

24 hours) with a local safeguarding agency

member of staff, and what actions to follow after

whenever an allegation or disclosure of abuse

The first thing to emphasise is that it is the

a disclosure. Each member of staff is provided

has been made. It is also a requirement to

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

with a copy of Keeping Children Safe in Education

report to the Disclosure and Barring Service

pupil needs to share a confidential matter with

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

(DBS) within one month of leaving the school

an adult he or she does not necessarily approach

and is expected to know them and also to know

any person (whether employed, contracted, a

a tutor or a teacher. All staff must receive child

the names and contact details (day and night) of

volunteer or student) whose services are no

protection training as part of the induction

the DSLs.

longer used because he or she is considered

procedures before they start working in the school.

unsuitable to work with children.

determine the most appropriate schedule, level

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

and focus for training.

It is a requirement that, in any school child

for preventing abuse and for dealing with any

This training covers the categories of abuse

protection policy, it is stated that a school

incidents which are reported to them.

(physical, sexual, emotional and neglect), how

must communicate readily (in practice, within

This training must be updated regularly. There is no longer a set frequency for staff refresher training. Schools consult with their LSCB to

Further information For the Boarding Schools – National Minimum Standards go to www.gov.uk/government/ publications/boarding-schools-national-minimum-standards For the ISI Regulatory Compliance Inspections Framework go to www.isi.net For Safeguarding Children and Safer Recruitment in Education there are two government documents: Keeping Children Safe in Education (2016) (KCSIE) www.gov.uk/government/uploads/system/ uploads/attachment_data/file/418686/keeping_children_safe_in_education.pdf Working together to safeguard children (2015) (WTTSC) www.gov.uk/government/publications/working-together-to-safeguard-children-2 The DfE has published an updated version and this revised guidance commenced on 5 September 2016. For ISI reports go to www.isi.net Reports on boarding welfare will only be found on the ISI website for schools whose boarding provision has been inspected since September 2011. For reports before that date, please go to the Ofsted website www.gov.uk/government/organisations/ofsted

36 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

Adrian Underwood’s career has been in boarding education for over 40 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. He now lives on the North Norfolk coast and is an educational consultant and a lead inspector for the Independent Schools Inspectorate (ISI) and the Education Development Trust (EDT). He is a governor of Wymondham College and Chairman of the English-Speaking Union’s USA-UK Secondary Schools’ Exchange. He enjoys sailing, golf, tennis and training ambulance drivers for a local day care centre.

Worksop College WE HAVE NEVER LOOKED BACK SINCE CHOOSING WORKSOP COLLEGE

“There is a genuine sense of belonging and pride in the school that we wanted to be part of.” MR & MRS HUTSON LIFE CHANGING. MORE THAN JUST AN EDUCATION AT WORKSOP 330 acres of stunning grounds and facilities Indoor heated swimming pool, outdoor climbing wall, all-weather Astro pitches, ninehole and 18-hole golf course, and tennis courts Fantastic music facilities including 120-seat recital room, 12 practice rooms, recording studio, Keats Organ in The Chapel

State-of-the-art classrooms with latest iPad technology Small class sizes High academic standards Brand new ICT suite Nursery and Pre-Prep with dedicated Forest Learning in three acres of woodland Breakfast Club, Crèche and varied after school ﬁnishing times After School Enrichment

Programme oﬀering everything from Rock Band, Glee Club, orienteering, archery, textiles, ballet lessons, horse riding and scuba diving Sixth Form Lecture Series with visiting University lecturers Masterclass programme with Oxford, Nottingham and Sheﬃeld Universities WiFi throughout the College

FOR MORE DETAILS AND TO ARRANGE A VISIT, PLEASE CALL: PREPARATORY SCHOOL, RANBY HOUSE, FOR AGES 3-13 Worksop College Preparatory School, Ranby House, Retford, Nottinghamshire DN22 8HX Tel: 01777 714387 Email: admissionsprep@wsnl.co.uk

www.wsnl.co.uk/youmatter

THE COLLEGE, FOR AGES 13-18 Worksop College, Nottinghamshire S80 3AP Tel: 01909 537155 Email: admissions@wsnl.co.uk

Choosing and assessing schools | Caring about, not just caring for – the role of boarding staff in our schools

Caring about, not just caring for

– the role of boarding staff in our schools – Alex Thomson, Deputy Chief Executive and Director of Training, Boarding Schools’ Association (BSA)

‘The boarders receive outstanding levels of support from a wide range of staff within the school…’ ‘The pastoral care is exceptional…’ ‘Parents provided overwhelmingly positive feedback.’ ‘This outstanding boarding community is a result of the (staff) fulfilling their vision to provide a safe, structured, nurturing environment.’ ‘Staff work collaboratively and are dedicated to delivering a high standard of care to the children…’ Whether these comments are from parents or found in school inspection reports, it is clear successful boarding schools are very much the result of a dedicated and capable boarding and pastoral staff team. This does not come about by chance however – schools need to spend much time, effort and expensive to recruit, train and retain the very best staff.

Recruiting the best Schools are always keen to recruit new staff with the right qualifications, experience, attitude and outlook. In essence, they are looking for someone who wants to make a positive impact on young people and help them thrive in their ‘second home’. Recruitment and selection of the right new staff requires schools to produce explicit job descriptions and job specifications which identify

not understand the demands associated with the

proximity and interact in so many ways there can

the aptitudes and attitudes they see as key to

24/7 nature of a boarding environment or the

be little ‘downtime’.

creating a successful boarding team.

nature of the relationships essential for pupils to grow and develop. Indeed, there is a truism

Not everyone is prepared for or can adapt to such

This is not as simple as it sounds. Boarding

in boarding schools that 80% of learning occurs

an intense working environment, so schools must

schools are not like day schools or any other form

outside of the classroom. In addition, a boarding

be very clear about the nature of a boarding role

of child-focused care. Someone who has worked

school is a little like a goldfish bowl where the

both before and at interview so that only right-

in social care, youth services or a day school may

whole community of pupils and adults live in close

minded people apply for such posts.

38 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Choosing and assessing schools Caring about, not just caring for – the role of boarding staff in our schools | Choosing and assessing schools

medicines. They may also attend the BSA annual conferences where experts share the latest thinking on a wide range of subjects.

Retaining staff Of equal importance for schools is staff retention. All the time and effort spent in recruiting and training must not be wasted by staff leaving too Photograph from St John’s College, Southsea

soon. Building the boarding or pastoral team, indeed any team in our schools, is critical and headteachers and heads of boarding will be keen to sure that the right staff stay and continue to add value in caring for the day pupils and boarders. So they will consider how to grow talent within the boarding team, for example, taking a house tutor and preparing them to become the resident assistant housemaster, housemistress or houseparent, or supporting the assistants so they

Photograph from St John’s College, Southsea

become the next generation of houseparents.

Professional development

So, next time you visit a boarding school make

Caring about and for boarding pupils means all

sure you ask about the background and interests

staff must keep their professional knowledge and

of key staff and what programme of professional

skills updated. From safeguarding to pastoral care,

development is in place for boarding staff so

boarding staff can expect constantly to develop

you can find out how this is helping to make the

how they support pupils. Schools will have a

boarding experience so much more fulfilling for

wide-ranging and diverse continual professional

pupils.

development programme for all their staff. For example, teaching staff will need regular curricular and examination updating, pastoral and boarding staff may need training in the latest PSHE theme such as e-safety or emotional health, and support staff need to understand the latest in data protection or information sharing. Of course all staff need regular updates on safeguarding matters. Most recently this has included the duties associated with the Government’s Keeping Children Safe in Education guidance which covers a wide range of topics including cyberbullying, ‘sexting’, FGM and sexual exploitation. Schools will update related policies and procedures regularly and often run workshops for key staff to ensure best practice is cascaded and implemented across the campus. New staff induction will certainly include safeguarding and health and safety. In boarding, more schools are offering key staff accredited training such as the courses offered by the BSA. New boarding and pastoral staff may complete the online induction module. Junior staff may be on the university Certificate course

“Building the boarding or pastoral team is critical.”

– in 2016 more than 310 staff are completing this demanding course alongside their everyday teaching/boarding duties. Senior staff may be on the Diploma course which equips them for their boarding leadership role. School nurses and matrons may attend BSA day workshops on topics

Alex taught geography and mathematics before joining the Education and Training branch of the Army. His service included roles as Director of Adult Education in Northern Ireland, Chief Examinations Officer for the Army’s Junior Officer Education and Training, and Senior Education Adviser to the Officer Selection Board. Before becoming BSA’s Director of Training in September 2008, he was the Children’s Services Director for British Forces in Germany. He is passionate about promoting improvement and development in education in general and specifically in the boarding sector. He was made OBE in the 2009 New Year’s Honours List for his support to Service Children and their families in Germany. As Director of Training at BSA he has expanded the day seminar programme and the BSA Professional Certificate course, developed a new Diploma course for senior boarding staff, written two online induction modules for new staff, and most recently created a new BSA Certificate course for staff working with international boarders to meet the many and diverse needs of our boarding schools. As Deputy Chief Executive, he is responsible for coordinating the Association’s membership matters as well as the consultancy and INSET provision and its increasing range of publications.

as wide-ranging as mental health or administering

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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 members?

Enter school

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

Receive school induction at beginning of the autumn term.

F L A I R

•

parents?

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

D I S C I P L I N E

What pastoral care system is in place?

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

•

A C A D E M I C

R I G O U R

REGI

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40 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Choosing and assessing schools When responding to advertisements please mention The BSA Guide | Choosing and assessing schools

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Whole College Open Morning Saturday 24 September, 9am – 12 noon Sixth Form Open Morning Saturday 8 October, 9am – 12 noon Junior House Open Morning Saturday 5 November, 9.30am – 12 noon To visit the College, please contact Margaret Smith, the Registrar, on 0118 976 7415 or email registrar@pangbourne.com Pangbourne College Pangbourne Reading Berkshire RG8 8LA Tel: 0118 984 2101 pangbourne.com

September 2016 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

and expensive. Schools may also offer the

can involve meeting the Head or perhaps

if you found the boarding school’s website,

Cambridge Pre-U Diploma or the Advanced

attending an Open Day. Whatever the

prospectus and accompanying information did

Diploma. Most schools will be attempting

not cover everything you wanted.

to broaden their sixth-form curriculum,

format, the first meeting is crucial so if possible always try to visit a school on a normal day. If

introducing more skills-based courses. There

it goes well, follow it up with an Open Day visit.

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

should be an awareness of and concern

Further visits can then be arranged – students can

adapt the questions to your own requirements –

about the wide range of issues now involved

come back for a taster day or potential boarders

you will have to be selective, given the relatively

and being debated.

can be invited to stay overnight.

short time available. Covered here:

The initial look around is absolutely vital. It is

academic issues

where a parent and their child start to assess

rules and regulations

whether they fit the environment (and whether

boarding life and pastoral care

reforms are being phased in, with the first

it fits them). It is where prospective parents and

financial issues

group of revised syllabuses introduced in

students decide whether they like the location, the

the governing board

September 2015 for first examination in

‘buzz’ and the Head. Open Days can involve a talk

after your visit.

2017. The reforms will be phased in with

Q: What are the school’s plans for

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

Academic issues

parents chat to senior staff and current students,

Q: What are the entry requirements? Is our

and then current pupils leading a tour of the school.

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

examination reforms? A: GCSEs and A levels are being reformed. The

different groups of subjects. GCSEs and the full A level will become linear programmes, with examinations at the end of two years. There will be a standalone one-year AS qualification but it won’t count towards the

Remember the majority of places available

full A level. A new National Curriculum is to

All this should be followed by an opportunity to

will be for the main ages of entry: normally

focus in particular on multiplication tables

ask any further questions.

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

and mental arithmetic in mathematics; and

and 16 for a senior school. You need to know

grammar, punctuation, spelling and pre-20th

As a prospective parent visiting a boarding school

whether to have alternative schools lined

century literature in English. Schools should

with your child, you should have the opportunity

up, and at what age the school recommends

be able to explain their own plans for these

to spend time with the Head, a boarding

entry and has places available.

reforms.

housemaster/housemistress and a pupil. Q: How do you organise your 14–19 Above all, set out to enjoy your visit. You will find the vast majority of boarding schools make an

curriculum? A: Larger schools may offer both A levels

excellent impression, and their pupils and staff will

and the International Baccalaureate, but

be in very good heart.

smaller ones will find this more difficult

42 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

When responding to advertisements please mention The BSA Guide | Choosing and assessing schools

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | School visits: questions and answers

Q: Can we see your sixth-form examination

Q: What is the school’s policy on careers

results and GCSE/Standard Grade results

education and applications to further

for the past three years? Also, can we

and higher education, and with which

see details of the school’s position in the

professions does it have particularly

league tables and the number of places obtained at Oxbridge (the Universities

strong links? A: Good careers advice is an essential part of

Boarding life and pastoral care Q: How can I be confident my child’s interests are protected at all times? A: Schools are subject to rigorous child welfare legislation, regulation and inspection, which is entirely right and proper. The interests of

of Oxford and Cambridge) and at other

education throughout the school. Providing

the child are at the heart of an independent

universities?

advice is a crucial role for the school. Careers

education. All schools should have a child

departments should have an established

protection policy and all staff should receive

as they do not give a rounded picture of the

local support network of contacts in the main

training in child protection. The school’s latest ISI

school’s real success or failure in enabling

professions, who are able and willing to pass

or Ofsted report should provide further details.

pupils to reach their full potential. From June

on the benefits of their experience. Again, a

2017 IGCSEs will no longer be included in

list of recent leavers’ university places will

the UK Government’s School Performance

provide a valuable indicator of the school’s

tables and so the tables will no longer reflect

strengths and successes.

A: League tables need to be treated with caution,

IGCSE performance.The annual tables, or better still the subject and pupil point score

Rules and regulations

averages over the past three years, can be

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

used to identify trends within a school, and

the weekend, and what activities are on

to interact if they are near each other and

most schools accept that these tables are

offer?

engaged in the same activity. Schools should

used for obtaining comparisons. All the

A: A question for either the Head or the

information should be available in a form

boarding staff, this is aimed at finding out as

that is understandable and helpful. These,

much as possible about what boarders can

the Oxbridge results and the list of university

do at weekends and the school’s ability to

entrants will give you an indication of pupils’

offer wider cultural and social opportunities

attainment and progress, particularly with

for its pupils.

reference to those at the top of the ability range, and will illustrate the school’s success at helping pupils realise their academic potential.

provide high quality pastoral care and 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

Q: What is the school’s policy on use of the internet and mobile phones? A: You should feel confident the school has

that is and developing confidence in them is very important. Most boarding schools have very good pastoral care and counselling

realistic and sensible policies in place to

systems, and knowing how these operate

monitor internet usage. Similarly, mobile

is very important. This question will also

the teaching of English, sciences,

phones can be useful, not least as a means

allow parents to find out how well the school

mathematics, modern languages,

of keeping in touch with parents, so long as

communicates with parents, and what

and information and communication

rules on their use and security are in place

opportunities there are for visits to the school

technology (ICT) for the most and least

and put into practice.

to meet teachers and other parents.

Q: How does the school approach

able students? A: These are key subjects, and your child could

Q: What are the school’s policies on

Q: What are the bathroom facilities like?

be at either end of the ability range. It is

alcohol, drugs and smoking? Is the

important to know how a school responds

school facing any particular problems in

en-suite arrangements to communal shower

to individual abilities and needs. It is also

any of these areas at present?

areas with private shower cubicles. You

important to find out how subjects fit into

A: Every boarding school will have a policy in

A: School bathrooms range from individual

should be satisfied that the shower cubicles

a broad, well-balanced curriculum, and

place to cover these matters. The real issue

how essential study skills, particularly in

is how they are dealt with, and whether

offer personal privacy.

information and communication technology

the individuals concerned learn from their

Q: Does the school have Skype?

(ICT), are being developed and integrated.

mistakes. This is a chance to consider

A: Skype provides a very cost-effective method

the school’s personal, social, health and

of keeping in touch with your child. Some

Q: Our child has a particular interest in

economic education (PSHE) programme, its

schools provide pupils with supervised access

sport/music/drama/art. How will the

health and safety and disciplinary policies,

to Skype to enable families to communicate.

school get the best out of them?

to look into the medical and counselling

A: This question is aimed at finding out what

services available, to discover what happens

the boarding school’s extra-curricular

if serious offences are committed, and to find

Q: How good is the catering? Do the pupils

activities are, and how the school encourages

out on what grounds a pupil may be expelled

participation in them. Ask about the activities

or suspended, and when this last happened.

that interest your child most, or in which your

You should feel matters would be dealt with

showing you around, although don’t expect

child has a particular talent.

consistently, sympathetically but firmly, and,

a ‘good-eating rosette’ response! The general

above all, fairly.

standard of school catering nowadays,

have an input into the choice of menu offered? A: These are really questions for the pupil

though, is remarkably high and schools are far more conscious of the need to maintain healthy diets.

44 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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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 September 2016

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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 the A levels (at the moment this

develop their character and they learn to play a

includes a mixture of legacy modular A levels

positive part in a community – all things that will

League tables measure examination performance

and new linear ones), the Cambridge Pre-U

help them to lead a happy and fulfilled life. Putting

and, at first sight, it might seem they would

qualification, the International Baccalaureate

48 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

(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 grades 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. In future, Government league tables will move towards a value-added system. There are two points for consideration when interpreting the

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

unquantifiable – the character and values of the

future Government league tables – the value-

than just one, and consider a school’s admissions

school and its pupils. These will have the strongest

added measure being applied and the fact that

policy and how selective it is. Highly able students

influence on your child’s development and these

IGCSEs will no longer be included. Independent

should do well.

have no numerical value.

school pupils will 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

tables. When looking at examination results, you

and learning. Above all, take into account the

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.

September 2016 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. But 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.

50 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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September 2016 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 child is

Agents also provide support to boarding schools

suggests a lack of understanding of what a school

one of the biggest challenges any parent

by setting up fairs and exhibitions where families

can offer and what a child needs.

faces. This is where a good agent can be

can meet with schools. This is a great way for

invaluable. Like a financial adviser, it’s their job to

parents to view a number of schools at the same

Support for parents

match a customer with a product that’s perfect

time without travelling to the country they wish

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

for them – in this case finding a school that meets

their child to board in. For example, the British

act not only as a broker, who can present a

a child’s needs.

Council runs fairs in several locations worldwide

shortlist of schools which meet their criteria, but

and can be an excellent source of help and

also as a support to help them make the right

advice.

choice for their child. A good agent will be totally

From a school’s perspective, an agent acts as their representative, and has in-depth knowledge

focused on the child’s needs and happiness and

of each school with which they work. Ideally, the

A good agent will work hard to build strong

try to support parents into considering the right

agent will have visited each school they represent

relationships with schools and parents alike

school for their child. An agent only has one

to gain a clear understanding of their aims and

to ensure they develop and maintain a good

chance to help parents make the right decision.

ethos, and will have met pupils at these schools

reputation. Placing pupils at schools that are

Getting to know a family so they can find a school

so they have an insight into the sort of pupil who

unsuitable for them or having a large number

that’s a perfect fit for child and parent alike

will fit in there.

of pupils leave a school can be damaging and

should be the agent’s main goal.

52 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

Rossall we advise parents to visit as many

the schools they represent and be able to offer

to get more money from the new school.

times as it takes to make sure they’re

parents literature and a good outline of the

If the agent has clients who have switched

happy with their decision. Visiting the place

schools they’re interested in and not just rely on

schools, it may be that their main concern

where your child will be living, studying and

websites for information. They should also provide

is financial profit rather than your child’s

spending their free time can really help to

excellent customer service, from the parents’

education.

reassure you about the big step you’re about

Be honest. An agent can only make

to take.

first meeting to helping them create a shortlist

of schools throughout the admissions process

recommendations based on the information

and for a while after your child has started at

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

This article does not imply a recommendation of any

the school. You may have friends or other family

about the type of school you’re looking

agents by either Bulldog Publishing or The Boarding

members who are considering a school abroad,

for, and your child’s preferences, talents

Schools’ Association.

and a good agent will rely on recommendations

and aspirations. A school may have an

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 sending

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

them there. l

Always include your child in the decision making 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. Make sure the agent does not use the tactic

really will pay off. l

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 three years ago.

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”

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Schools founded by the Military | Queen Victoria School, Dunblane (Scotland)

Queen Victoria School, Dunblane (Scotland) – Wendy Bellars, Head of Queen Victoria School, Dunblane, 2007–16

ueen Victoria School (QVS) is funded

financial contribution asked of parents is very

school on one of our six Parade Sundays a

by the Ministry of Defence (MoD) to

small (currently it is £1,403 per annum). The

year, and on Grand Day – the final day of

provide for the children of UK Armed

contribution covers only non-essentials and

the academic year – is one of the proudest

Forces families. Parents do not pay fees and most

helps to make boarding life more pleasant for

moments of a Victorian’s life (as well as that of

‘extras’ such as uniform, textbooks and curricular

the pupils. It allows us to provide newspapers in

their parents)! The Pipes, Drums and Dancers

trips are also covered by the MoD. The school has

the houses, for example, as well as contributing

of QVS are internationally renowned, having

a particular brief to care for Service families with

towards the costs of transport for school outings.

played at tattoos at home and abroad, most

a Scottish connection (including a parent having

Service benevolent funds are very supportive of

recently in the Edinburgh International Military

served in Scotland) and those who could not

the school, and can assist those families unable to

Tattoo and in Basel, Switzerland.

otherwise afford boarding education. However,

meet some or all of the parental contribution.

applications are invited from all UK Service

Contact details

families. The QVS pupil community is made

After children whose parents have been killed

Admissions Secretary

up entirely of the children of UK Armed Forces

or injured in Service, priority in admissions is

Queen Victoria School

personnel. That sort of mutual understanding and

given to children whose parents are likely to be

Dunblane FK15 0JY

support is invaluable, especially when parents are

posted frequently during their child’s time at the

www.qvs.org.uk

posted overseas or on long unaccompanied tours.

school. We also try to allow siblings to attend QVS together.

QVS is fully boarding, co-educational and triService. Almost all our pupils have at least one

Games and outdoor activities are important

actively serving parent when they enter the

parts of life at QVS. Rugby and hockey are the

school. Our main intake is into the Scottish

main sports, and the Duke of Edinburgh’s Award

system’s Primary 7 year. There is no exact

Scheme is pursued at Bronze, Silver and Gold

equivalent with the English system, but most of

levels. We have a beautiful setting in 45 acres

our P7 intake are aged 10 or 11 when they join.

of countryside on the edge of Dunblane, much

That said, there is a wide age range within the

of which is given over to games pitches and

year groups. Many of our pupils have come from

recreational areas.

educationally disrupted backgrounds as they have moved from school to school and education

Academically, the school regularly achieves

system to education system, according to their

pass rates at National 5 and Higher which are

families’ postings.

well above the Scottish National Averages. Some Advanced Highers are offered in S6 and

Because tuition and boarding costs, uniform,

numbers are increasing with each year.

books, stationery and most other items of

The ceremonial aspects of school life are

school expenditure are met by the MoD, the

central to QVS, and marching as part of the

54 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Wendy Bellars was born, brought up and educated in Glasgow. An Honours graduate in English Literature and Scottish Literature from Glasgow University, Wendy completed her teacher training at Jordanhill College of Education and found employment at Renfrew High School. After two years she moved to Gordonstoun and subsequently has taught in a number of schools – single-sex, co-educational, day, boarding and mixed, in England, in Scotland, and various roles. She was fortunate to work for almost two years for the Open University in Scotland, during which time she introduced its PGCE course to Scotland. Wendy held a VRT Commission in the Royal Air Force for 10 years, working with both ATC and CCF cadets. She enjoys reading, theatre, music – playing and listening – and walking her two dogs. She was Head of Queen Victoria School from 2007 to 2016.

Schools founded by the Military | Duke of York’s – an iconic school

Duke of York’s

– an iconic school – Chris Russell, Executive Principal of The Duke of York’s Royal Military School

he Duke of York’s Royal Military School

continues to maintain and be proud of its

(DOYRMS) is a non-selective boarding

strong military ethos. We Troop the Colour

school for pupils aged 11 to 18. Located

each year on our prize-giving day at the end

in Dover, Kent, the school offers a broad range

of the summer term. We mark important

of GCSEs and in the sixth form a wide range of

commemorative dates in the calendar including

courses is available. The curriculum is constantly

Remembrance Sunday with the whole school

under review and we respond positively to

and military band on Parade. We place

feedback from pupils. A recent £24.9 million

particular emphasis on traditional values such

building programme provided new junior and

as self-discipline, self-reliance, spirituality,

sixth-form boarding houses, a black box drama

leadership and respect for others, as we believe

studio, teaching blocks and a sports centre.

it helps our pupils develop character and skills

Military ethos

for life.

Originally established in 1803 to educate

By choosing to live and study with us, your child

children from military families, the school

will become part of a close community. It is

56 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Schools founded by the Military Duke of York’s – an iconic school | Schools founded by the Military

extremely important to staff that our pupils enjoy

their parents wish them to do so. They can return

schools locally, nationally and internationally. A

boarding and are able to forge strong friendships.

either late on Sunday night or early on Monday

notable event was the involvement of pupils in

Our housemasters and housemistresses offer

morning.

a production of ‘West Side Story’ in Dover and

good pastoral care and support, aided by an

in the USA which was put on by pupils in a joint

in-house team of tutors, pastoral leaders and

Extra-curricular opportunities

housekeepers. All our pupils are encouraged to

A good school is about much more than what

achieve the very best they can and regular evening

is learnt in the classroom – sport, outdoor

Contact details

prep is set – this is overseen by house tutors.

activities and the Duke of Edinburgh’s Award

The Registrar

continue to play a leading role in the lives of

DOYRMS, An Academy with Military Traditions

DOYRMS is a busy and vibrant place, especially

all of our pupils. Extra-curricular opportunities

Dover, Kent CT15 5EQ

at weekends, with various activities and trips.

include more than 70 clubs and activities and

Civ: 01304 245073

The flexibility of weekly boarding as well as full

all the major sports are played, including rugby,

www.doyrms.com

boarding means pupils may go home at weekends

netball, hockey, cricket and athletics. The school

after Saturday lessons and other commitments if

works in partnership with a range of different

American and British cast.

“By choosing to live and study with us, your child will become part of a close community.”

The Executive Principal and Commandant, Chris Russell, is also the CEO of the Dover Federation for the Arts Multi Academy Trust. His career included various teaching posts before being appointed Headmaster of Astor College in 1988. Chris held a commission in the Royal Army Educational Corps and also played professional cricket. He represented the Army and Combined Services, captaining two championship Army sides. He has produced 48 international musicals and runs the National Students’ Art Exhibitions in the Mall Galleries, London (now in its 13th year). A qualified pilot, Chris’ interests are the theatre, sport and his boxer dogs. He is a member of the MCC and RAF Clubs and the British Torch of Remembrance.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Schools founded by the Military | A values-driven education

– Simon Lockyer, Headmaster of the Royal Hospital School, Holbrook

A values-driven

education T

from school with the personal skills necessary to take their place in society as responsible and decent adults able to make a positive difference. A school should be ambitious for its pupils and for itself. RHS, as a values-driven school, has the experience and environment to steer young people towards happy, healthy and productive lives, preparing them to be future leaders.

he Royal Hospital School was established

stretch and challenge programmes, involvement

by Royal Charter in 1712 with a remit to

in the Combined Cadet Force (CCF), attending

Contact details

‘improve navigation’ through education.

Model United Nations conferences, public

The Registrar

By the late nineteenth century, it had become

speaking and debating, sailing, writing for the

01473 326136

affectionately known as the ‘Cradle of the Navy’ as

school blog or contributing to school TV, the

kevers@royalhospitalschool.org

it prepared boys for a life at sea, many of whom

Duke of Edinburgh’s Award Scheme, a canoe

went on to become explorers and pioneers of

marathon, playing a part in a full and varied

their time.

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

Just over 300 years later, discovery, exploration

they choose, it is important to provide a safe

and challenge continue to shape the ethos of the

environment in which young people can step

school, and we place great importance on the

outside their comfort zones, learn to take

traditional values of loyalty, commitment, courage,

risks, foster self-belief and self-awareness and

respect, service and integrity. It thus provides a

develop skills such as collaboration, initiative and

good example of values-driven education.

resilience.

Challenging pupils

The result is a values-driven education based on

It is important to challenge pupils inside and

breadth and academic aspiration. Pupils develop

outside the classroom, whatever their interests.

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

This may be through academic enrichment or

self-confident and unpretentious. They emerge

58 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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.

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

The gateway to a technical

career in defence

– Peter Middleton, Principal of Welbeck Defence Sixth Form College

elbeck’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). Pupils can also join the college under the Welbeck Private Scheme (WPS). WPS pupils are an integral part of the college and follow an identical programme of study to the MoD-

and is the only college in the country to offer

technical, business or logistics based degree

sponsored pupils – although they are not

pupils a career-focused route through sixth

at a leading UK university: Aston, Birmingham,

committed to joining the armed forces or MoD,

form and university, and ultimately into their

Cambridge, Imperial College, Loughborough,

a number do progress to follow Service careers.

chosen career. With a focus on maths and

Newcastle, Northumbria, Oxford, Portsmouth,

physics, the aim of the college is to inspire and

Southampton or Strathclyde. Here the support

Welbeck represents the first step in the Defence

educate pupils to maximise their potential.

and mentoring continues through the Defence

Technical Officer Engineering Entry Scheme,

After Welbeck, pupils will read an engineering,

Technical Undergraduate Scheme Squadron.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

They receive a bursary of £4,000 a year while at university as well as training pay. WPS pupils 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 never boarded before so they develop personal skills to adapt to the residential environment, and are committed to contributing in every aspect of college life. This builds respect for all members of the community.

Leadership potential Welbeck’s programme of intellectual, personal and physical education also develops in pupils a moral integrity, responsibility and genuine sense of service. A key emphasis at Welbeck is on the development of leadership potential and military skills. The college benefits from having four full-time permanent military staff, and these are assisted by CCF officers. All pupils are expected to join the college CCF and there is a

60 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

All pupils participate in major games and

their child’s maintenance, which covers board,

can choose from a wide variety of activities.

lodging and the value of clothing and services

Facilities include a multi-functional sports

provided. Parental contributions are means-

hall, fitness rooms, tennis and squash courts,

tested.

swimming pool, all-weather sports pitch, 12 other grass pitches, a high ropes/confidence

To find out more about entry criteria and the

facility and assault courses. Many pupils are

college, go to www.dsfc.ac.uk

also involved in musical activities. To apply to Welbeck, and subsequently the Armed Services, a young person must be a medically fit UK, Commonwealth or Irish citizen aged between 15 years and 17 years and six months on 1 September in the year of entry to the college. Commonwealth citizens are required to have five years’ residency in the UK prior to application. Certain other single-service conditions may apply and will be outlined at the time of application. To join Welbeck as a Civilian Ministry of Defence Civil Service candidate you must be a British Citizen or hold dual common training programme. Each pupil takes

nationality, one of which British. Applications

part in the six main exercises during their time

are made directly to the sponsoring service.

at the college. There are also single-service visits, giving pupils opportunities to get a

WPS pupils apply directly to the college.

close look at working and training units. These

Tuition for MoD-sponsored pupils is paid for

leadership opportunities are accredited by the

by the MoD. Parents or guardians are required

Institute of Leadership and Management (ILM).

to make a contribution towards the cost of

Peter Middleton became Principal in September 2013. Previously. Peter was Deputy Head at Clifton College in Bristol. He was born in Somerset and educated at Radley College before reading 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, most recently of a Mathematics and Computing College. Peter is married to Clare, an educational psychologist, and they have three children.

Where learning meets adventure... ...and engineers meet their future. For potential engineers with drive, ambition and ability, Welbeck is where potential turns into bright futures as officers in the armed forces or civil service. • In 2015, 32% of all A levels were awarded at A* or A and 82% achieved A* - C • 2015 Good Schools Guide award for best performance by boys and girls in electronics • Tuition funded by the Ministry of Defence with means-tested boarding fees • State-of-the-art facilities with ensuite accommodation • 99% of students were offered a place at university in 2015 • Students receive £4000 per year bursary whilst at university

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

Wednesday Afternoons

08 October 2016

28 September 2016

05 November 2016

12 October 2016

26 November 2016

25 January 2017

10 December 2016

08 February 2017

WELBECK

14 January 2017 25 February 2017 11 March 2017

DEFENCE 6TH FORM

COLLEGE

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | An education that remains once school is completed

An education

that remains once school is completed – Irfan Latif, Head Master of Sexey’s School

Caring and nurturing environment

Although no doubt her parents were encouraged

It is hardly surprising boarding numbers are

qualifications and idyllic Somerset setting, none

flourishing – long gone are the days when

of this was the primary influence. Rather, it was

children were ‘sent away’ to boarding schools

the knowledge that she could continue horse

tate boarding is often described as

in fear. Boarding schools feature frequently

riding, play hockey, swim, dissect frogs in science,

education’s ‘best kept secret’ and it’s

in the list of the country’s most successful

perform on stage, and be playing with the owners

hardly surprising. Strong pastoral

schools, bred from the very best teaching

of those happy faces in the grounds that made

care, outstanding exam results, a huge range

and also from what is learnt outside of the

her mind up for her. And judging by the parents’

of enrichment opportunities and an all-

curriculum. As Einstein said, ‘education is what

expressions as they left, and the application form

round holistic approach to education are the

remains after one has forgotten what one has

received the next day, that promise of happiness is

cornerstones of state boarding schools up and

learnt at school’. Boarding can teach students

worth a thousand statistics.

down the country.

the value of stability in a caring and nurturing

to book the trip based on our strong academic

environment. This is evident in the respect

The State Boarding Forum (www.stateboarding.

State boarding schools can take any pupil with a

and affection our pupils have for teachers and

org.uk) offers more information for families

UK passport or at present, an EU passport, and

staff and in the focus placed on providing for

exploring their options, or we always welcome a

charge only for the boarding element – with pupils’

each individual – right down to the detail of

phone call or visit (www.sexeys.somerset.sch.uk)

education received for free. State boarding school

arranging transport during exeats (weekend

fees are therefore typically around a third of the

breaks from boarding) for pupils to visit family

cost of the independent sector.

or guardians. Our recent sixth-form boarding leavers likened their boarding experience to

State boarding schools are a vital component in

‘living with family’ – so much so that we are still

the spectrum of education provision in the UK.

trying to get rid of some of those, who return

Pupils at Sexey’s (and no doubt at many other

after university to visit!

state boarding schools up and down the country) know and are involved in their local community,

It is difficult to convey in a short article all state

have an understanding of how the breadth of

boarding can offer. For that reason, I would

society works, and most importantly, can converse

encourage you to come and visit Sexey’s – or state

easily with people from all walks of life. They

boarding schools like ours – to form your own

also benefit from many of the elements often

impressions. I recently showed one family around

valued in an independent education: excellent

Sexey’s. The daughter, a girl who was naturally

facilities, outstanding pastoral care and a rich

reserved, lit up by the end of her visit, exclaiming, ‘I

and diverse range of extra-curricular activities

really want to come here!’.

(clubs, societies, sport, music, art and drama) that promise a tailored, unique experience for each child.

62 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Irfan Latif is the Head Master of Sexey’s School, Bruton. Established in 1891, Sexey’s is an awardwinning Church of England, co-educational school for ages 11–18. Prior to Sexey’s, Mr Latif – a former Head of Chemistry and Director of Science at St Benedict’s School in Ealing, London – was Deputy Head at Bedford School. He regularly lectures at the Royal Institution of Great Britain, is a Fellow of the Royal Society of Arts and of Chemistry and is also a magistrate. He is a keen traveller and adventurer and recently led expeditions to Everest Base Camp, Venezuela and the Red Sea. He is married to Jocelyn, a science teacher, and they have two young daughters, Zara and Emma and their Jack Russell, Rodney.

T S APIENTIA

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

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BOARDING AT

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September 2016 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.

38 mainstream members of the State Boarding

boarding school may be an option. As always,

These schools give priority to children who have a

Forum (SBF) which is part of the BSA, including

it is important to do your research and,

particular need to board and will assess children’s

academies and free schools.

above all, see the school in action before you

suitability for boarding. At state boarding schools

make any choice. State boarding schools provide

and academies, including sixth form colleges,

For more information on state boarding schools

free education but charge fees for boarding. Some

parents pay between £9,000 and £15,000 per year

go to www.stateboarding.org.uk

state boarding schools are run by local councils

for their children to board. In England there are

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

Information from the Sate Boarding Forum, May 2016

64 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Region

West Midlands East Midlands South West South West South East East South East North West East Midlands South East South East North East East South East North West North West North West West Midlands North South West South East 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 375 217 60 307 108 53 180 30 500 60 55 80 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

Milnthorpe LA7 7DD

Co-educational state boarding and day school for students aged 11-18

We’re changing lives

“Quality of care and support is outstanding. ” Boarding Ofsted 2015 The Wellington Academy is a unique, state of the art modern co-educational state boarding school for students aged 11-18, set in a 22-acre community campus in Tidworth, Wiltshire. The award winning design reflects the surrounding countryside, with stunning open and light filled spaces. • Outstanding results - 57% A*-C grades at A Level • Top University places - 70% of all 6th Form students progressed to universities • Sports centre, gymnasium, fitness suite, floodlit all weather 3G sports pitch, football, rugby and cricket pitches

Outstanding boarding on the edge of the Lake District s SBSA 11-18 s An IB World School Co-educational school offering both IB and s Excellent communication A Level studies links

www.dallam.eu

+44(0)15395 65966

Email: j.walton@dallam.eu

• Offsite engineering and manufacturing centre • Stand-alone CCF centre with its own indoor firing range

“The Academy is a multi-cultural and inclusive environment, where young people’s individuality is celebrated and equality of opportunity is promoted. ” Boarding Ofsted 2015 Contact: admissions@thewellingtonacademy.org.uk or call 01264 405060 to arrange a visit.

www.thewellingtonacademy.org.uk

Steyning Grammar School

wellington college Sponsor of w e l l i n g to n c o l l e g e ac a d e m y t ru s t

Exceptional hammock made by Albie (age 16).

Day and Boarding school in the UK

“The inclusive SGS Boarding community is a model for the world on how we can live in peace and harmony with each other” Ofsted Outstanding Sept 2015

OPEN MORNINGS Sat 24th Sept & Sat 8th Oct 9.00 - 10.30am NO TUITION FEES BOARDING FEES PER TERM: FULL BOARDING - £3610 YEAR 9 (13 yrs) & YEAR 12 (16 yrs) PLACES AVAILABLE FOR SEPTEMBER 2017 twitter.com/sgsboarding

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Top 10% nationally for student progress

For further details on the School, Sixth Form College, curriculum and prospectus visit our website at www.sgs.uk.net or call 01903 817601 to arrange a visit.

THE SCHOOL IS

EXCEPTIONAL PARENT

Boarding and Flexi Boarding in a top Surrey school for boys and girls aged 7-18. Full boarding less than £4,800 per term. Gatton Park, Reigate, Surrey RH2 0TD Tel: 01737 649000 admissions@gatton-park.org.uk @RAASchoolGatton www.raa-school.co.uk

September 2016 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

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 is

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

much the two sectors can learn from each other with regard to leadership

between education and business about the skills students should leave

and 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.

66 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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% 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 worst, the world of education can mirror some of the ‘short-termism’ of financial institutions, with reactive rather than proactive leadership. At its 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 leadership,

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

continuing professional development of every member of the team, a

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

sharing of best practice, and a determination to improve that is 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

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.

‘effective leadership at all levels’. We have to prepare our pupils for their futures, not our pasts – to do this we need to invest heavily in the skills and in the distributive leadership capacity of our teams. This provides sustainability to the delivery of the school vision, and real leverage for its implementation.

Unlocking potential Inspiring futures An outstanding day and boarding school for students aged 11 – 18

Burford School Founded 1571

www.burford.oxon.sch.uk boarding.4040@burford.oxon.sch.uk | 01993 823283

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school |The merits of boarding at an independent school

The merits of

boarding

at an independent school Why choose an independent boarding school?

Parents felt it was essential or very important

Group universities. Four per cent go on to

for a school to: encourage pupils to respect

non-UK universities.

The main reasons stated by parents for

each other, pay close attention to individual

choosing independent boarding schools include:

pupils’ wellbeing, insist on good manners, adapt

Extra-curricular activities

teaching methods to the needs of each child,

Independent schools aim to develop a pupil’s

and encourage independent thinking.

whole personality by: l

small classes with individual attention

high standards of education and examination results

They particularly valued the emphasis on small

good discipline

classes and individual care. Classes in many

encouragement of a responsible attitude to

independent schools are smaller than in other

fostering music, art and drama

school work

types of school, particularly for the younger age

encouraging team games, individual sports

development of social responsibility

groups between 5 and 13. This is when children

extra-curricular activities including sport,

are especially keen to learn, the foundations

Also remember, in order to survive, independent

music and drama.

of a good education can be laid, and mistakes

schools have to satisfy parents they represent

and learning difficulties are recognised and put

good value for money. Parents should value

right.

what they pay for and encourage their children

Advantages l

Independent schools offer diversity –

physical as well as the academic

and indoor games and hobbies.

to do well.

co-educational and single-sex, choice of

There are two main areas about which parents

location, differing ethos and philosophy.

should feel confident:

Independent schools are accountable

The case for the independents l

to parents. If parents do not think their

academic

children are being educated properly

extra-curricular activities.

they can take them away and send them elsewhere. Because of this, independent

Academic

schools have to have very high standards

Figures from the ISC show for 2014:

Independent schools enjoy freedom and prevent a state monopoly.

They offer genuine choice – so ensuring the rights of parents.

They encourage academic excellence as illustrated by statistics in science,

and most are equipped with the most up-to-date facilities available.

developing the imaginative, practical and

mathematics, languages; and have a l

At A level, 51% of entries from pupils at ISC

reputation for innovations.

Most have smaller classes than state

schools were awarded at least an A grade,

They provide facilities for gifted children.

schools and staff have the time to give

compared to 26% nationally.

Many are religious foundations.

Independent schools account for 14.6% of

Their average class sizes are much smaller.

Some independent schools offer single-sex

pupils individual attention.

Better facilities.

A-level entries, but 27.7% of A/A* grades and

Broader range of extra-curricular activities.

32.0% of A* grades.

More opportunities for languages and

sport, music and drama.

Parental attitudes revealed

At GCSE and IGCSE 90.9% of entries from

cost of educating more than half a million

including mathematics and English.

pupils.

At GCSE and IGCSE 77.7% of entries from pupils achieved five or more A* to C grades

(ISC) showed parents rated the moral aspects

including mathematics, English, a science

priorities than concentration on exam results and league table success.

and a modern foreign language. l

Finance: they save the maintained sector the

pupils achieved five or more A* to C grades

Research by the Independent Schools Council of schooling and inculcation of values as higher

education. l

Most (92%) ISC pupils progress to higher education and the majority attend Russell

68 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

When responding to advertisements please mention The BSA Guide | Boarding at an independent school

Co-educational, day & boarding school for 3-18 years in South East England

LEADING THE WAY Allow us to introduce Mr Mortimer, our Headmaster. His passion for education is only matched by his love of sport – a keen rower, he’s twice rowed the Atlantic. At Warminster we don’t only choose the best teachers to educate our pupils – we choose the most interesting ones. From Special Constables to mountaineers, our diverse interests and passions spur us on to do things a little differently.

www.warminsterschool.org.uk admissions@warminsterschool.org.uk 01985 210160

Boarding from 7 to 18 years Strong academic results, excellent pastoral care & outstanding facilities Ideally situated on the Kent coast with fast, direct rail link to London Junior School Open Day: 30 September 2016 Senior School Open Day: 1 October 2016

T: 01843 572931

E: admissions@slcuk.com

St Lawrence College, Ramsgate, Kent CT11 7AE

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September 2016 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 elite, 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.

70 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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September 2016 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 is 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 in

is important too; as many children as possible

of their comfort zone, as representing ‘the middle

which they can be noticed. Good schools tend to

should have access to promotion on merit and

voice’. It is also important to enable leadership

have more parents’ evenings – allowing for the

there should be evidence that the school is

opportunities for the non-stellar pupil – to find an

discussion of the progress and wellbeing between

cognisant of the danger of sink forms.

alternative engagement for those disappointed

the 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 is 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

72 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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, from 1992 to 2002, and Headmaster of Oakham School, a co-educational day and boarding school of more than 1,000 pupils aged 10 to 18. Dr Spence has also governed other schools including the Dragon School, Oxford, St John’s College School, Cambridge, Windlesham House, Sussex, and the Isle of Sheppey Academy.

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September 2016 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

74 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

Look at boarding schools that really are boarding and not just day schools with a few

he wanted to stay where he was and take up a

Equally strong arguments exist for ensuring a

boarders. In these you will find dedicated staff

boarding place at his school. What a revelation

child stays with teaching staff and coaches that

who understand the importance of contributing

it was to me to see how my own child thrived

know them well. We are all becoming more

to a community that values each individual and

in a boarding environment. He the one family

conscious of different styles of learning and

who have the time to properly get to know the

member who didn’t have to deal with the

how our own children respond in particular

children. Such knowledge and care will be just

emotional and administrative challenges of

ways to distinctive approaches. Good teachers

as reassuring to you, the parent on the end

joining a new school (don’t underestimate the

will quickly recognise how your child responds

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

latter), he also loved the boarding experience.

and will learn to adapt their approach to ensure

fantastic time boarding.

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 outcome.

Pastoral care 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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Boarding at an independent school | Schools together in partnership

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

benefit activity according to local needs and in ways that are appropriate for the school. For example, some schools do not own superior facilities that can be shared with state schools and there are geographic and other barriers to be taken into account.

Encouraging partnership activities The Independent/State School Partnership forum (ISSP) is a Department for Education (DFE) group formed of independent and state school representatives and chaired by Deborah Leek-Bailey OBE. This group answers to the Minister of State for Schools. With the DfE and

the ISSP, ISC has helped to establish a website

ndependent schools have been connected

work for the public benefit. This work can take

with the express purpose of encouraging,

with their local communities and have been

the form of awarding bursaries on a means-

showcasing and inspiring partnership

collaborating with state-funded schools

tested basis for those in poverty, support

working. You can find out more at www.

for many years but only recently has data been

for academies, and collaborative work which

schoolstogether.org

collected to demonstrate this in any detail. The

benefits under-privileged people.

facts show that independent schools are very

The website was launched in January 2016 and

much part of the educational landscape and take

A minimum requirement with respect to public

although involvement is voluntary, over 1,200

their educational purposes seriously. Independent

benefit has not been set in England and the

projects have been displayed there already,

schools are diverse and generous supporters of

ISC has lobbied to hold off further legislation

showing a wide range of types of partnership

education in its broadest sense.

that might impose duties on schools to

activities. The projects are allocated categories:

undertake particular activities demonstrating

academic/CCF/drama/governance/music/

public benefit. It is important that trustees

sponsorship/sport/design technology.

Charitable status A certain amount of political interest has

retain flexibility to fulfil a school’s public

been generated in connection with charitable status debates over the years. But 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 enjoyed by schools that 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. A judicial review in 2011 ruled that education is of itself a charitable activity. The trustees of schools that are charities have a duty to report to the Charity Commission their school’s

76 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Schools together in partnership | Boarding at an independent school

They are mapped and displayed sharing increasing levels of detail. It is clear from the website that a wide range of types of collaborations are underway and different kinds of schools and sizes of schools are included. They include: l

full academy sponsorship of Harris Westminster and London Academy of Excellence

arts and craft projects with local primary and special schools

careers guidance and university preparation

inclusion in dramatic productions and sports tournaments.

The website draws together a range of impressive and exciting educational opportunities for pupils and staff. It demonstrates what is already in place, providing insight into the value of collaboration.

Why work together? There are economies of scale to be struck when schools join together to procure services,

Successful partnerships help to bring

involved in joint projects. The projects grow

including the sharing of specialist teachers

communities together in deeper understanding

according to schools’ needs and strengths,

and training. A visiting author or speaker can

and thereby support social cohesion. The

building mutually supportive communities.

be made available to a range of pupils outside

pooling of resources enhances the overall

the host school. Schools can share specific

educational offer for all schools involved

The future

expertise, for instance, in fundraising or

and merely by sharing experiences, teachers

The Charity Commission will report back

tracking. They can share and develop policies.

can benefit from effective professional

on progress made with cross-sector school

development.

partnerships in 2016–17. We are happy to

This is an economic way to share resources and

report that almost all ISC schools are already

there are huge gains for participants. Pupils

Some schools are working in pairs or small

engaged in partnership activities. Most are

meeting each other might develop a new way of

clusters and others are working in large

involved in sporting and academic partnerships

seeing the world. Inter-school visits might allow

collaborative groups across an area such as

of some kind and around half are engaged

new subject areas, new sports and musical

York or Birmingham. These groupings allow

in music and drama partnerships. This is

instruments and experiences to be shared,

successive years to develop the projects on

alongside the community work and charitable

broadening the horizons of all involved.

offer and forge strong links across communities

giving that our schools support. The ISC census report for 2016 shows that the facilities of 1,337 independent schools’ are shared with state schools and approximately 160,000 state 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 became Director of Education and Training at the IAPS for five years and has been General Secretary of the Independent Schools Council since April 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 and the Society of Heads to share issues of common interest, alongside affiliate members including the BSA.

September 2016 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, 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?

78 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Schools as communities i When responding to advertisements please mention The BSA Guide | Boarding at an independent school

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September 2016 I THE BSA GUIDE TO UK BOARDINGSeptember SCHOOLS 792015

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 the 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

80 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Delyth Lynch is Deputy Head (Pastoral and Wellbeing) at Wellington College, Berkshire. 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.

When responding to advertisements please mention The BSA Guide | Boarding at an independent school

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September 2016 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

to check that 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. In addition to

Open communication

helping parents gain a sense of what their child will be doing, this reassures parents about when

This is perhaps the most important aspect for any

they can expect to be able to contact, or hear

boarding school–parent relationship. Boarding

from, their 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

opportunities available to them that they forget

82 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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 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.

September 2016 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

positive attitude towards exercise in children from

But it’s not just sport where pupils can gain

education system to better prepare young

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

advantage in a boarding situation. Dance has

people for the world of work. Academic

saver. Physical exercise should be fun, challenging

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

qualifications are certainly important but surely

and open to everyone. As well as improving

have come to learn that it can benefit everyone – in

attitudes and behaviours are as important as

fitness and coordination and teaching new skills,

the classroom as well as on the stage or dance

grades? I believe extra-curricular activities – from

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

floor. Self-confidence blossoms, shy people can

drama, music and sport through to adventure and

mental toughness. Team sports in particular give

become outgoing, nervous people are suddenly

volunteering – play a central role in developing

pupils a real sense of achievement. They also help

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

those attitudes and behaviours.

develop leadership, teamwork and self-discipline.

we never had a problem persuading girls to dance

With the ever-increasing pressures on family

Time to take part

life, ferrying children to and from dance classes,

The range of sports open to pupils of all abilities

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

hockey practice and football fixtures can fall to

in most boarding schools is immense – there

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

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

is something for everyone to enjoy. Just as

considered ‘cool’ for boys to dance and they

school clubs can offer some scope but I would

importantly, boarders have time to train and

realise that dancers are in fact élite athletes.

argue independent schools are uniquely placed to

participate in these sports after school or at

provide the best possible chance to get involved.

weekends. As a Head, one of my greatest

Understanding risk

For boarders and day pupils, the day is longer and

pleasures is to see the enthusiasm with which our

Understanding risk and not shying away from it

there is greater opportunity.

boarders use our sporting facilities whenever they

is an important life skill. Pupils can develop this

have the time, whatever the weather. Day pupils

through being exposed to risk in the security

With more than one third of children aged 10 to

often choose to stay on, well beyond the ‘normal’

of a school environment. Dauntsey’s has a

11 years being overweight or obese, instilling a

finishing time!

strong emphasis on adventure – we see it as an

84 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

but the boys could be more reluctant. Staging Matthew Bourne’s Lord of the Flies changed all

–

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

opportunity to demonstrate and adopt behaviours that will help pupils lead a fruitful and interesting life, in which they take risks that they understand, work towards goals and learn from experience. Whether pupils are tackling an expedition to Wales or Bhutan, taking on the challenge of crewing our Tall Ship, the Jolie Brise, kayaking from Devizes to Westminster, or simply camping in the school grounds, we want them to acquire new skills and attitudes that will stand them in good stead in the classroom and beyond. The children of Service families adjust well to this approach. The other side of the coin is that life as a boarder can become very safe, something of a ‘bubble’. It’s vital, therefore, that pupils are encouraged to keep in touch with the ‘real world’ through volunteering in the local community and elsewhere. This gives them a sense of perspective that they could not gain otherwise. Some of our recent expeditions, including a project working with Romanian orphans and a trip to Bhutan, were life-changing for many of those who took part. Such opportunities help pupils think beyond their own experience and the formal curriculum to decode the world around them, gain cultural awareness and prepare them for a future in a global society. Extra-curricular activities should not be an optional ‘extra’. They enable pupils to explore their personal limits and push themselves beyond what they might have thought possible. Activities outside the classroom create a platform for pupils to set themselves apart and develop into the person that they aspire to be. Every day I see the consequences, in our school community and in classrooms. Pupils have a deeper understanding of how they function, greater self-esteem and a renewed energy and confidence in their abilities. In short, what you learn outside the classroom can have a profound effect on the development of your character and your entire future.

Mark Lascelles joined Dauntsey’s in 2012 from The King’s School, Canterbury where he was Lower Master (Senior Deputy Head). After reading Geography at Durham University and completing his PGCE, Mark enjoyed teaching stints at Hookergate Comprehensive in Gateshead and at Boldon Colliery School in South Shields. He was appointed to teach Geography at Shrewsbury in 1992 where he was also Master-in-Charge of Football, Cricket and Fives, before taking up his appointment of Housemaster of The Grove in 2003. In 2009, Mark was appointed Lower Master at The King’s School, Canterbury and then Acting Headmaster in 2010.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | The importance of character education

The

importance

of character

education

– Simon Reid, Principal of Gordonstoun

rit, resilience, enthusiasm and zest,

The answer, I would argue, is no. Our current

How do we define ‘character’? Put simply it

confidence and ambition, self-

educational system and society as a whole are

is the ability to pursue long-term goals, to

control and adaptability, humility

conditioned to evaluating children and young

persevere when the going gets tough and to

and sensitivity to global concerns are some

people on a very narrow set of assessments.

bounce back from setbacks. It is also about

of the attributes the CBI used when outlining

Academic rigour is crucial and its importance

building self-worth so you can swim against

what businesses of the future will need from

must never been underestimated, but this

currents when it is right to do so.

the people they employ. The recent World

cannot and should not be the sole focus for

Education Forum (WEF) focused its conference

schools. Our educational system should aim

We are all individuals with unique and personal

on ‘The Fourth Industrial Revolution’, in which

to foster and develop the skills that young

needs and an educational system which focuses

the workplace is becoming increasingly digitised

people will clearly need in the future. So we

on a ‘one size fits all’ approach to assessing

and automated. This begs the question: does

should focus on nurturing attributes such as

pupil progress is surely too narrow a focus.

our current educational system prepare the

those outlined by the CBI, attributes we are

Most parents want their children to be happy

youth of today for the workplace of tomorrow?

increasingly calling ‘character’.

and fulfil their potential and as educators we

86 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

The importance of character education | Boarding at an independent school

know that pupils develop at different rates

school children, for whom it had been very

positively to their academic performance as

and it is our duty to recognise this and bring

straightforward, always good at exams, always

well as their development as people. Character

out the best in each of them. As Guy Claxton

popular, always found the flow easy to deal

education encourages a broader and deeper

and Bill Lucas argue persuasively in their book

with. They never really had anything significant

level of personal understanding and provides

Educating Ruby – what our children really need to

to bump up against. I think it behoves all

an excellent platform to help individuals

learn (2015), nurturing ‘character’ is instinctively

schools to make sure all their children fail.’ I

learn how to look after themselves, make

what most parents and teachers aspire to and

couldn’t agree more. We have a duty to teach

sound judgements and decisions and take

I am convinced this should be an area of much

children to pass exams but also to educate

responsibility for their actions. The role of

greater focus in the future.

them and prepare them for life and what lies

schools to help pupils develop character is not

ahead.

‘extra-curricular’. It must be at the heart of our

Character education

educational system.

A character education aims to prepare young

Character education can be delivered within

people for university but also for work and

many different educational environments.

family life and for being responsible citizens.

For example, outdoor education (teaches

Gordonstoun’s founder, Kurt Hahn, once

tenacity, leadership, resilience and adaptability);

wrote: ‘There is more in us than we know; if

sail training (teaches communication skills,

we could be made to see it, perhaps, for the

tolerance and a consciousness of other people’s

rest of our lives we will be unwilling to settle

needs); and encouraging pupils to contribute

for less.’ Eighty years ago, Kurt Hahn’s focus

to their community through service (nurtures

on character education was ahead of its time

compassion and the importance and reward

and it has become increasingly relevant in the

of contributing to society). Sport, music, drama

modern context.

and dance all develop self-confidence and teamwork. Ensuring pupils have opportunities

Tony Little, former Head of Eton and Honorary

to take responsibility and initiative, even on

President of the BSA, 2015–16, has recently

a small scale, are also very important and

been quoted as saying, ‘The only ones who

deliverable within any school.

worried me, as I shook hands and said my farewells, were the boys and girls who

I would also argue that character education

had gilded school experiences. The golden

broadens pupils’ horizons and contributes

A Denstone Education

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Educated in South Africa, Simon Reid has a BA and a Diploma in Education from The University of Witwatersrand. He is an English teacher and he has taught in South Africa, at Brentwood School, at Stowe, and at Christ’s Hospital School, where he was a Housemaster. In 2004 he moved to Worksop College as Deputy Head and he took over as Principal at Gordonstoun in 2011. Simon has two grown children. In his spare time he enjoys playing tennis, going for walks on the beach, running, cycling and following the news. Simon has a passion for literature and in particular poetry.

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Unlikely bedfellows and the alternative curriculum

Unlikely bedfellows and the alternative curriculum – Keith Budge, Headmaster of Bedales Schools

or various reasons, many independent

Creativity and innovation

academies and free schools, one could be

schools have made the decision to move

Given the Government’s apparent appetite

forgiven for thinking that such initiatives would

away from the national curriculum to

for creativity and innovation in its support for

be celebrated and their successes built upon.

some extent, and to sign up to alternatives or develop their own. Around a decade ago Bedales took the decision to stop offering non-core GCSEs and to develop our own qualification programmes, Bedales Assessed Courses (BACs), which are written and assessed by our teachers with external moderation. Pupils can choose from a wide range of courses including history, geography, drama, art, design, classical music, ancient civilisations, philosophy, religion and ethics and the more practical ‘outdoor work’ (think renovating an old Land Rover or designing/ building a pizza oven). Our reasons were simple – we found the GCSE programme to be dull and uninspiring, and incompatible with our educational aims. BACs better fit our wish to really know our pupils, and to give them the chance to put their own stamp on their studies.

88 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Unlikely bedfellows and the alternative curriculum | Boarding at an independent school

In fact, Bedales is not alone in finding its non-

educated. A recent report by the Sutton Trust

national curriculum qualification results omitted

suggests that one of the reasons for this may be

from the relevant league tables, despite support

the attraction to recruiters of ‘soft’ attributes such

from universities and UCAS. Why such distaste?

as teamwork, interpersonal and communication

Well, it is possibly instructive that if you Google

skills. For all of this, such skills are currently out

‘alternative curriculum’ your eye is likely to be

of favour with policy makers. They may need to

caught by discussions of educational provision as

rethink this, and what might be required for such

an alternative for young people who have rejected

a breadth of education to be available to all.

conventional schooling in one way or another. A 2005 report from the National Teacher Research

I believe that the key factor in all of this is time.

Panel found that alternative programmes can

Whereas the typical grant-maintained school

re-engage disaffected young people and move

day is seven hours long and mainly limited

them into post-16 activity, with the creation of a

to the academic curriculum, the independent

supportive school context, and encouragement

sector day is typically around two hours longer,

and acknowledgement of student achievement

also with Saturday morning school and sports

key. Educational programmes would typically see

matches on Saturday afternoons – overall,

young people given choice and responsibility and

around an additional 40%. If you compare

might be individualised. Teaching and learning

boarding schools with these two categories, the

would take place both at school and off-site at

difference is even more stark: days at boarding

further education, work and community locations.

schools will be typically at least 13 hours of lessons, pastoral guidance and extra-curricular

Importantly, the researchers reported that the

activities, with many pupils also involved in

better programme designers got to know the

weekend activities.

students and listened to them, the easier it was to design a programme that would work for them.

It is this additional time that allows us to take our

Young people and their parents appreciated the

foot off the formal academic gas – to talk, reflect,

approach, and the flexibility to try things and

get outside and smell the flowers. Slowing things

change if they didn’t work out. I can see why it

down a little is an educational essential, and this

would show results. What I don’t understand is

understanding perhaps makes unlikely bedfellows

why it is pursued as a last resort – my guess is that

of the more innovative independent schools

most innovators in the independent sector will tell

and those teaching ‘remedial’ version alternative

you that this is in line with their aspirations for all

curriculums in the state sector. Nonetheless

their students. It is a fact that disproportionate

teachers and policy makers seeking fresh impetus

numbers of top jobs in all walks of life are

for education provision might do a lot worse than

occupied by those who have been independently

looking to both examples for inspiration.

Keith was educated at Rossall School before attending University College, Oxford where he read English, followed by a PGCE. At Oxford he gained three Blues at rugby. He began his career teaching English at Eastbourne College, moving on to Marlborough where, after 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. He is married with three adult children.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Lessons for life learned through the CCF

Lessons for life

learned through the

CCF

– Antony Clark, Headmaster of Malvern College

he Combined Cadet Force (CCF) not

and capabilities in challenging situations.

not only in the Services but to any career they

only teaches traditional military skills

Life in the Malvern College CCF in the nineteenth

choose. Cadets plan and conduct field exercises

but also develops a range of other

century was, however, a very different

and take part in training and logistical exercises

essential life skills including organisational skills

experience. Military training was then a more

giving them a range of essential life skills that

and leadership. At Malvern College we have a

substantial part of the curriculum and those

can be applied in collaborating with others,

large and active CCF section. Each Wednesday

leaving school could often expect to take up

developing resilience and planning ahead.

the familiar sounds of the cadet force at work

administrative roles abroad on behalf of the

Our cadets go to Scotland to learn winter

resound around the campus, and the RAF section

British government. In 1914 these same leavers

mountaineering, take part in RAF and Army

heads off to nearby RAF Cosford to gain practical

were destined to join the Armed Services as the

camps at home and abroad and for some there

flying experience.

First World War began. The need to bolster a

are opportunities to do things that are out of

small army singled them out as obvious recruits

the ordinary. Malvern’s Outdoor Pursuits (OP)

The Malvern Development Plan offers pupils in all

to the Officer Classes. Most of them became

programme offers a range of activities from

year groups the chance to widen their experience

Junior Officers or Platoon Commanders and

kayaking in the North Sea and in the Stockholm

of life beyond the classroom. It encompasses

they were destined to lose their lives in large

Archipelago, to walking on Dartmoor for the

the work undertaken by the CCF, the expeditions

numbers.

DofE Gold Level award, and climbing in the Peak

and training that take place on the Duke of

District and in the Cairngorms. Cadets surf on

Edinburgh’s (DofE) Award programme, and a wide

Today’s CCF cadets are still trained in military

the coast of the Gower Peninsula and ride the

range of outdoor pursuits. These activities are

skills and the art of leadership in the field but

rapids on the rivers in Pembrokeshire. In the

designed to allow pupils to explore their strengths

they now acquire skills that can be applied

heights of the Snowdonia National Park senior

90 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Lessons for life learned through the CCF | Boarding at an independent school

pupils scale the north face of Tyfan and Crib

had made a similar trip out on the river when

of each member of that team was palpable;

Goch and the north arête of Mount Snowdon,

he was at school in Canada and brought his

their life experience had changed them forever.

both of which were used as training routes by

expedition leader and then Headmaster along

Their need to operate cohesively as a group,

Mallory, Irvine and Hillary.

to meet our pupils.

the requirement to work in teams on the water

To mark Malvern’s 150th anniversary in

Nothing would quite prepare the pupils for

challenge of the task had made them different

2015 the school staged around 40 events in

the isolation of the northern Arctic and all that

people. These were lessons for life.

the UK and abroad, including a momentous

awaited them. Master-in-Charge of Outdoor

canoe expedition in the Canadian Arctic

Pursuits, Justin Major, described how the

down the Coppermine River. Fifteen pupils

chemistry of the pairings in the boats was a

and four specialist expedition staff navigated

vital part of establishing trust and teamwork

the challenges of the river to reach the Inuit

which they needed to get them through a series

settlement of Kugluktuk where the river meets

of white water challenges, and the euphoria

the Arctic Ocean. This was a trip that had not

they experienced when the biggest challenges

been undertaken before by a British school

had been met. ‘Everyone pitched in for the

and we were delighted to attract the interest

routine tasks too so this was a group that was

of HRH, The Duke of York. Prince Andrew met

learning self-regulation and developing a sense

our expedition group at Buckingham Palace

of altruism.’ During this expedition the group

before they left and again on their return. He

had become a team. The personal development

and on land with personal integrity, and the

Antony Clark was educated at St Andrew’s College, Grahamstown, South Africa and at Rhodes University, where he gained a BA and HDE. He went to Downing College, Cambridge, on a Douglas Smith Scholarship and in 1981 gained an MA. Antony taught at Westerford High School, Cape Town, from 1984 to 1990, then worked in investment management before being appointed as Headmaster of St Joseph’s Marist College, Cape Town, in 1992 and subsequently of his own old school, St Andrew’s College, in 1994. In 2002 he moved as Head to Gresham’s School in Norfolk, then joined Malvern College in September 2008.

September 2016 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 (CCF).

just one aspect of human development. Other

integrity.

The CCF has its roots in the Volunteer Corps

aspects flourish through participation in extra-

which were established in six 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, 25m indoor

Rugby and Tonbridge. The number of these

strong relationships and social, moral, cultural and

range and low- and high-ropes courses. More

school cadet corps grew steadily and became

spiritual awareness. The CCF programme helps

than half the pupils are involved in challenging

amalgamated into the Officer Training Corps in

build pupils’ leadership and teamwork skills and

and enjoyable activities which nurture their

1908 as the Junior Division and then into the

develops the character of the individual.

interests and enthusiasms. The CCF is compulsory

newly-formed Combined Cadet Force in 1948,

for pupils in Year 10 and the first two terms of

which also included school-based units of the

As nearly all teaching staff in boarding schools are

Year 11, after which it is a voluntary activity. This

Sea Cadet Corps and the Air Training Corps.

expected to play a full part in school life outside

means around 220 pupils are involved in the CCF

the classroom, there is also usually strong support

– approximately 140 in the Army section, 55 in the

Until 1969 Pangbourne College was a nautical

for staff who wish to become Cadet Force Adult

Royal Marines detachment and 20 in the Royal

college with the specific aim to educate future

Volunteers (CFAVs) – they benefit because the

Navy. In other schools, some have an element of

officers in the Merchant and Royal Navies. It had

training they undergo and their experience of

compulsion whereas most schools now operate

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

CCF gives them transferable skills, just as is the

entirely 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 from 1990, to girls).

level not least because it actively embraces the

work alongside each other at the college with

92 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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 recently. Our U15B rugby team won its match against a local rival school. They haven’t won many and

this was a scrappy nail-biter, with our boys 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 victory of our 1st XV. It

being a peripheral extra it is, I firmly believe,

One of the great things about teachers being

seemed to embody, for me, what school sport

a fundamental part of the curriculum and the

involved in the management of teams is that

is all about.

educational experiences of our children. Here

they and the pupils get to see a completely

are just a few good reasons.

different side, and so gain a more rounded

It isn’t universal, this phenomenon of school

appreciation, of each other. This is lost when

sport. There are countries where it doesn’t

Sport for life

exist. Even here, the home of rugger and

We need to be realistic and accept that very

footie and jolly hockey sticks, it is patchy,

few pupils become professional sportsmen

Team spirit

varying hugely from state to independent, from

and women. A few go on to make a living out

Hackneyed, I know, but there is nothing like

boarding to day, from crowded city to country

of sport in one way or another. But all could,

going through the ordeals, disappointments

estate. A school I once taught in had an annual

potentially, play sport for the rest of their lives.

and triumphs of a team sport together with

hockey exchange with a school in Hamburg.

If a pupil leaves King’s and continues to play his

your mates to cement long-lasting friendships,

When we went to Germany we played club

or her hockey at university and beyond, then

mutual support and respect. There is no better

sides – very good club sides. The only time the

I think we’ve done a good job. We lay down a

way to engender a sense of camaraderie than

host school ever played as a team was when we

foundation of sporting enthusiasm that, if it is

in sharing the emotional highs and lows that go

visited them. In German schools there is little

well done, can last for life.

with competitive sport.

does work on one level: the sporty types play

A chance to shine

A healthy body

for clubs and are well cared for. We usually lost

Sport provides an opportunity for children

Self-evident, I imagine. Sport is healthy.

the annual match. Heavily.

who may not excel in other areas. It boosts

Anything that gets children away from their

self-confidence and esteem, and can have a

computers and running around in the fresh

Why do schools like King’s College spend so

profoundly positive effect on other aspects

air must be good. Again, something of a cliché,

much money, energy and (that most precious

of school life, including the academic. A naval

but those boys and girls who have spent

of commodities) time running a programme of

man thinking of sending his son to King’s said

their afternoons charging up and down the

sport? There are certainly other calls on that

to me: ‘Charlie was struggling with his studies.

pitches will probably concentrate better on

time and money. We could sell off our fields to

We moved him to a prep school, where he

their studies. Obesity is a national problem in

developers and retreat into the fancy concrete

discovered he was good at rugby, and his whole

young people and exercise is a large part of

facilities we would build on the proceeds. We

sense of who he was suddenly changed. He’s

the answer. Again, this is a benefit that stays

choose not to, though, and for good reason:

also doing much better in class.’

with children throughout their lives if they keep

notion of school sport at all. And that model

sport at schools is worth doing. Far from

94 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

we hand all coaching over to the professionals.

playing.

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

team (admittedly at a fairly lowly standard – it

better. They bring perspective, sanity, humour

If it’s done properly there is a tremendously

used to be the seconds at my previous school,

and experience to what can otherwise become

civilising benefit to playing sport at school.

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

a rarefied, rather joyless and over-pressurised

Modesty in victory, graciousness in defeat, a

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

world of professional coaches, dieticians and

stoic acceptance of occasional bad luck (or poor

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

personal trainers.

refereeing decisions). The notion of hosting

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

a visiting team and looking after them well,

provided you tried hard and enjoyed yourself.’

of calling close line decisions honestly; those

Finally, there should be a strong emphasis on the old-fashioned virtues of good manners and

occasions when you lend one of your spare

Having said all that, what should parents be

sportsmanship, of playing the game hard but

players to the opposition or agree to reduce

looking for in a school’s sporting provision? What

never losing perspective, one’s temper or sense

your team’s numbers to match theirs. This is

does this all mean for how sport is organised at

of humour. We should value those old-school

all good stuff and its importance should not

a school? This is a personal view, and certainly

traditions – dressing smartly to arrive and leave,

be underestimated. I like the little rituals too:

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

the feast of beans and sausages, the singing on

the three cheers, shaking hands, thanking

the coach and the war stories, each gaining in

the umpire. It sounds hopelessly Victorian, I

There should be sport for all. And by that I mean

imagine (believe me, Rudyard Kipling is not

proper coaching and competitive fixtures for as

leaning over my laptop as I write this), but I’ll

many pupils as possible, not just the elite. If we

There is an uncomplicated, old-fashioned,

say it nonetheless: the ability to remain polite

believe the above benefits apply to all pupils (as I

honest joy to be had in sport. You should have

and generous even under the most trying of

do) then they should be widely available.

seen the delight in the eyes of those U15B rugby

circumstances is surely a life skill worth learning.

Good fun

colour as it is re-told.

players … There should be a good variety of games. The smaller, boutique sports like fencing or fives

I’ve kept the most important reason to last. We

or sailing often provide a wonderful haven for

play sport for one reason only, really: it’s good

those less enamoured of the main juggernauts

fun. The five years our pupils stay with us at

of rugby, netball, cricket and hockey.

King’s are, in themselves, a large chunk of their lives. They should enjoy those years and look

There should be widespread staff involvement.

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

Quite frankly, the more the teachers are involved

remember their sport. When I coach a hockey

with coaching or managing the sports teams the

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.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Girls’ sport: challenging, competitive and passionate

Girls’ sport:

challenging, competitive and passionate

– Pauline Stott, Director of Sport at Kilgraston School

he past two years have seen women’s

a rather gentle, refined affair – somehow lacking

In a mixed school, boys’ physical strength and the

sport reach greater levels of coverage

in the excitement, passion or fierce spirit of

greater likelihood they’ve grown up immersed in

and achievement than ever before.

competition you would expect in a mixed or boys’

sport means they’re likely to rise more quickly to

environment.

the upper ranks of school sporting achievement

After the 2012 London Olympics, where the women’s events brought passion, drama, and a

and to dominate many of the traditional school

rather impressive haul of medals for Team GB,

My family and I moved to Kilgraston over six years

sports. In a self-enforcing cycle, girls who believe

those of us immersed in the sporting scene felt

ago from a mixed school, so I could take up a

they are unlikely to excel at sport are less likely to

the time for women’s sport had well and truly

newly created role of Director of Sport – along

get involved in the first place – perpetuating the

arrived.

with my two daughters who joined the school

notion that ‘girls aren’t really sporty’.

as pupils. And yes, we found the sport in a girls’ I’m always taken aback when I come across the

school to be different, but perhaps not in the ways

By contrast, in a girls-only environment, the very

assumption that sport at an all-girls’ school will be

we might have expected.

best sportspeople are – and can only be – female,

96 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Girls’ sport: challenging, competitive and passionate | Boarding at an independent school

creating a culture where female role models

Inspiring positive habits

clashes on the hockey pitch or the exhilaration

in sport are very much the norm, rather than

There really is nothing like taking part in a sport

of tennis, they’re grasping with both hands the

the exception. Our girls quickly lose their self-

you love to inspire young people to develop

opportunity to truly excel in the sporting arena. As

consciousness, and are more likely to take risks,

positive habits for the rest of their life. Those

our girls stand triumphant on a medals podium,

push themselves, and really throw themselves

habits aren’t just about getting off the sofa and

collapse across a finish line, battle for a goal or

into their sport.

going for a run, but are also about ensuring

complete the perfect clear round, the notion that

girls are able to win (and lose) with grace and

‘girls aren’t really into competitive sports’ is well

resilience, helping them to develop a spirit of

and truly quashed.

Sports Leader Awards Sports Leader Awards, where girls use their PE

adventure, an ability to push their boundaries,

lessons to develop skills in coaching, encourage

and a willingness to throw themselves into

sporting excellence to be passed down through

whatever opportunities come their way. These

the year groups of the school, and create a

issues are so much bigger than school PE

culture where girls who excel at sports like

lessons, which is why it’s so vital we encourage

hockey and football are utterly commonplace.

and inspire our girls to get involved in sport.

It’s true, of course, that some girls (and some boys) simply aren’t ‘sporty’ in the traditional

Something like 94% of our girls participate in our

sense of team and ball sports. However I’m yet

annual cross country run – some to compete

to meet anyone – of either gender – who can’t

and excel, others to dress up, paint their faces,

be supported to find some sort of exercise that

and join in with the sense of community and

they enjoy. From the youngest pupils in the

excitement. Each year, as I watch close to 300

Nursery, to our soon-to-be university girls in the

girls, aged from 3 to 18, turn out for the run in

Upper Sixth, sport at Kilgraston is compulsory

all weathers, often smiling through the rain and

and taught exclusively by specialist sports staff.

encouraging each other across the finish line, I

From the age of 14 upwards, girls choose which

really couldn’t be prouder.

sports they participate in, which means they are more likely to really immerse themselves in

And judging by the quality of school sports for

activities, instead of slogging through a session

girls right now, the future of women’s sport is in

in which they’re simply not interested.

safe hands. Whether our girls are focusing on the

BSA Guide half page:Layout 1

14/07/2016

09:33

Pauline Stott became Director of Sport at Kilgraston in 2009. A former Scotland and Great Britain international hockey player, Pauline captained the Great Britain Ladies Hockey team at the Sydney Olympics in 2000, and also captained the Scottish Ladies team for over seven years over a 12-year career. Pauline retired having gained 203 International caps at Senior level. In addition to her role at Kilgraston, where she leads 16 members of staff in championing sporting participation and excellence at the school, both through the school day and evening, Pauline delivers ‘Champion in Schools’ talks to schoolchildren across Scotland, motivating them to be the best they can be. Pauline is still coaching girls at Under 14, 16 and 18 Midland hockey teams and coaches through her own company HPC (Scotland) Ltd over holiday camps and Sunday sessions. She is committed to helping future Scotland and Great Britain players.

Page 1

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An Island Education for a Global Future September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | First BSA Boarding Fellows announced

First BSA Boarding Fellows announced 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).

Fellow. 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

98 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

“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 announced | 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 and underpinned by the NMS. Whether

Ainsworth are the key theorists in attachment

in 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 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

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS TAP3213_BSA_GuidetoUKBoardingSchoolsAd_125mmHx85mmW_V1.indd 1

99 14/07/2016

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

The advantages of starting boarding in a

preparatory school M

ore than 16,000 pupils board

A small number of prep schools have developed

apart and no longer able to provide the support

in schools in membership of

a Prep School Baccalaureate that focuses on a

they would like to give to their children. In these

the Incorporated Association of

broader range of assessment areas, including

and similar situations prep school boarding

Preparatory Schools (IAPS). Preparatory schools

teamwork, leadership and extra-curricular

generally take children from the age of 7 to 13

activities. This is marked internally on a rolling

and boarding options can range from full to

basis rather than as a single examination.

weekly to flexible. Almost all prep schools prepare

provides flexibility and educational consistency. l 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

which is used for transfer to their own senior

Is preparatory school boarding right for our child?

school or other senior schools at the ages of 11+,

Two key questions when considering prep school

12+ and 13+.

boarding are ‘Is it right for our child?’, and ‘Can

to senior school. Prep schools are able to offer

we find the right school?’. Here are some of the

appropriate advice on the senior boarding

pupils for the Common Entrance Examination,

Syllabuses are devised and monitored by an

considerations to take into account when deciding

Examinations Board, which comprises members

whether to choose prep school boarding:

counterparts. There will be more opportunities to shine in sport, music, and drama. l Prep

school most suited to the pupil. l Many

of the Headmasters’ and Headmistresses’ Conference, the Girls’ Schools Association and the

school boarding prepares pupils for entry

of the essentials of an all-round

education are instilled at prep school, and l

Prep school boarding gives parents flexibility

particularly in boarding life.

IAPS. The Common Entrance papers are set by the

on where to live in relation to their own

Board but are marked by the first-choice school

commitments. Career opportunities can take

leisure activities including ‘fun weekends’ and

for which the pupil is entered.

individuals abroad, to different parts of the

school trips.

country and parents can find themselves living

100 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Prep school boarding can offer a wide range of

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

101

Preparatory schools | The popularity of prep school boarding

The

popularity of prep

school boarding

– Simon O’Malley, Headmaster of Wellesley House School

t Wellesley House, where the vast

provide the best education in the world for this

supervise physical contact sports; coaching

majority of our pupils board, we focus

age group: if a child is unhappy it will come to

and training sessions are structured and safe,

above all on ‘opening up a world of

nothing at all.

and fixtures are only played between teams

possibilities’ which to me seems to be at the

of appropriate levels – schools now regularly

heart of why boarding for prep school children

One thing that has certainly changed in the last

communicate between each other to ensure this

continues to be so popular. Essentially, there is

20 years is that, in the majority of cases, it is

is the case. It is in no one’s interest to dish out, or

so much for the children to do, and all the time

not the parents alone choosing a boarding prep

receive, a 50-nil hammering.

they are doing these things they are surrounded

school; crucially today, the child is also involved in

by their closest friends. The opportunities are

the decision-making process. One of the reasons

Despite this, we want our pupils to take risks

immense and there is no end to what the children

why unhappy boarders are very rare is that the

and learn about themselves in the process, not

participate in, not just in their free time, but also

children have chosen to board in the first place

only when everything goes to plan, but also,

during organised activity time. It’s part of the

and, quite frankly, their parents wouldn’t keep

and certainly more importantly, when it does

culture. Activities in all good schools these days

them there if they weren’t enjoying it.

not. Team-building exercises at the beginning of

range from archery to water polo to Zumba,

the year, tree climbing, adventure holidays and

music facilities are always open, sports fields

Parents are involved

beckon, art rooms are available out of hours and

The relationship between schools and parents is

After all, it is not our task to offer all the answers

drama is the biggest team game of all.

also very different. Parents are involved and we,

now, but rather to equip the adults of the

as schools, embrace this. With boarding becoming

future with the strength to deal with everything

The idea that all this is happening in an emotional

more localised in many cases, notwithstanding

life throws at them. To be, as Michael Gove

void with no parental contact is not at all the case.

overseas and Forces parents who still live far

remarked, ‘the authors of their own life stories’.

New technology has allowed for much greater

away, parents are frequent visitors to matches,

parental access and it is not at all unusual for

concerts, plays, etc. This means there is regular

In my experience, children leaving a boarding

children to Skype their parents overseas, email at

communication, feedback of information,

prep school aged 13 are mature, independent of

morning break with the results of a test, or news

discussions about progress and any concerns

thought, prepared to question, know how to work

of a match that afternoon, and telephones are

can be dealt with swiftly. We aim to develop a

with other people and have a genuine concept

always available – we even write letters! Individual

triangle of communication between child, parent

of living in a community. They have also had a

schools will have their own policies on the use

and school. The days of a shock in the end-of-

vast array of different experiences – they have

of mobile phones. At Wellesley we only allow

term report are gone. Any issues will certainly

interests, are interesting and are fully prepared

mobiles for overseas students, and then only at

have been raised, and probably dealt with, as

to ‘give it a go’. Above all they have a strong sense

certain times. Generally speaking, the younger

they happen, bringing us back to the support

of values.

the child, the less likely they are to be allowed a

network I mentioned earlier. In a boarding prep

mobile, the idea being that immersing themselves

school, staff are less like ‘teachers’ and more akin

If the above hasn’t convinced you, you probably

in the ‘here and now’ at school means they will

to the elders in a traditional community: caring,

won’t be interested to know that another article

get the most from the experience.

dispensing wisdom and overseeing, and, in a

recently reported in the press pointed out that,

boarding school, fully involved.

at about £15–20,000 per annum, boarding prep

Better quality of life Another crucial element in the popularity of

Security and care

the boarding prep is that parents find security

Much of what I am saying here is to do with

and a better, less frantic, quality of life. Their

security and care, not in a ‘health and safety’ way,

children are able to participate in so much, and

but in loco parentis. We don’t pick up the phone

live in a community where they are given the

for every minor scrape, but we keep parents

independence to think for themselves and take

informed, and we feel it is our responsibility to

their own decisions with the safety net to catch

take the trip to the local hospital should that be

them when they fall. This is both convenient and

required and to keep parents fully briefed. On

mightily reassuring. Invariably, they get a jolly

the games field, however, and in other areas

good education too. I haven’t deliberately left

such as school trips, health and safety is taken

this point till last, but it is true to say our schools

very seriously indeed. Qualified sports coaches

102 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

outward bound excursions, all foster this culture.

schools are also half the cost of a top nanny – food for thought! Simon O’Malley attended The Oratory School, Reading, Aberdeen University and Westminster College, Oxford (MA Hons English, PGCE Secondary English). Prior to Wellesley, he taught at The Banda School, Nairobi 1987–1994, Newland House, Twickenham 1994–1997 and Beaudesert Park, Gloucestershire 1997–2006. He has been Headmaster at Wellesley House School, Broadstairs, since 2006. A keen sportsman, he plays golf and cricket. He is married to Katy and has two children.

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

103

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, 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 games on a daily basis 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, however, 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 that 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

104 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

Single-sex schools top the league tables

further from the truth. As Tony Little, the former

It is perhaps in the creative subjects where the greatest discrepancy between single-sex and

This leads me to the crux of the matter and

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

co-educational establishments can be found.

to the most significant reason for choosing

me is that in a single-sex environment, there

When I was writing this article, the Senior Choir

single-sex education. Very simply, boys and

is an opportunity for both boys and girls to be

(some 24 boys aged between 11 and 13) were

girls do better when they are in single-sex

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

rehearsing for this Sunday’s Chapel service and

environments and there is a great deal of

to be young girls.’

the refrains of choral anthems and hymns were

evidence to support this. For example, Graham

echoing along the corridor. Later that afternoon

Able’s study of the performance of girls and

Perhaps most importantly is the fact that a single-

the Junior Choir met and that evening the Concert

boys in 30 single-sex and co-educational

sex education builds confidence and self-belief.

Choir raised the roof. Only recently, more than

schools in England found that, although both

It is no wonder the boys here at Aysgarth are

80 boys travelled to Ripon Cathedral for the

girls and boys did better in these single-sex

thriving in the classroom, throwing themselves

Macmillan Cancer Research Carol service. This

schools than they did in the co-educational

into their sport, singing in the choir, playing

service raises a sizeable amount of money (last

schools, the single-sex advantage was

musical instruments, acting upon the stage and

year more than £30,000) but it also provides the

greater for the boys than it was for the girls

enjoying every moment of their time at school.

opportunity for more than half the boys in the

(information from National Association for

Single-sex education? The case has never been

school to sing in front of an audience of more

Single Sex Public Education (NASSPE), now

stronger!

than 850 people. I am not suggesting similar

called the National Association for Choice in

events do not take place in co-educational schools

Education (NACE)). The Daily Telegraph league

but I do question whether such a high percentage

tables for GCSE results in 2015 revealed

of boys would take part in a co-educational

that the 10 ten state schools and the 10 ten

setting. Evidence suggests that in a co-educational

independent schools were all single-sex.

setting, more than half the choir will be female. Why might this be? Simply because boys can feel

Where boys will be boys

pressure to ‘look cool’ in a mixed environment,

Some people argue this academic success comes

and music, drama and art may not be seen as

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

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

into adulthood more quickly. Nothing could be

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.

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We've changed our methods of teaching, kept pace with advancesin technology and adapted everything to modern life, but since 1888 our sense of tradition, core principals and values have remained unbroken. We still offer: a traditional British education success to the top senior schools all boys full boarding and day superb surroundings and up to date facilities bright boys with bright smiles heading for bright futures ... and great sports teams!

HORRIS HILL SCHOOL Horris Hill, Newtown Newbury, Berkshire RG20 9DJ Tel: +44 (0) 1635 40594 registrar@horrishill.com www.horrishill.com

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

105

Preparatory schools | Why an all-girls’ prep school is ‘girl heaven’

Why an all-girls’ prep school is ‘girl heaven’ its co-ed counterpart and this in itself enables

Positive role models

more tailored education.

In a single-sex environment there are no expectations that pupils should fulfil traditional

– Sarah Wicks, Headmistress of Knighton House School

Girls in all-girls’ schools are free to pursue

gender stereotypes in the subjects they study,

academic excellence in any area they choose,

the activities they participate in or the careers

including in the ‘gender atypical’ areas of science,

they pursue. For example at a girls’ school,

technology, engineering and maths (STEM).

a girl occupies every role: every part in the

Statistics show that girls from all-girls’ schools

play, every seat on the student council, every

are more likely to study STEM at school and

position on every team. Pupils are surrounded

pursue university studies and careers in STEM

by positive female role models, on the staff,

fields.

in the parent body, including our first female Chair of Governors, and among the alumni. At

From a teaching perspective, an all-girls’

our 65th anniversary celebrations, it was a great

n recent years, the world has changed and

environment allows a real understanding of

thrill to talk to former pupils – dynamic young

so have expectations for girls. Girls grow

how girls learn. Research has shown girls can

women, successfully pursuing a broad spectrum

into women who are expected to balance

be more passive and accommodating when

of careers in medicine, law, technology, land

many different roles later in life. I believe we

learning in a mixed environment. Boys often

management and theatre production, among

can give girls the best start by educating them

need a more active approach, whereas girls

many others.

in the right way as they grow up, giving them a

need more reassurance. In a single-sex school

That is not to say that our leavers are not

secure, free environment in which to develop

the teaching staff don’t need to compromise

prepared for life beyond an all-girls’ prep

and learn at their own pace, with the right level

on their approach but can give real focus to

school. More than half of our leavers go on to

of challenge and support.

nurturing talent in the right way and give the

large co-ed senior schools and have no issue

girls the confidence in all subjects, free of any

coping with the transition. Instead they have the

gender stereotypes.

confidence to continue to be themselves, not

In a single-sex prep school such as Knighton House, our job is to celebrate how girls do

to be distracted from their goals or persuaded

them as individuals regardless of all the other

Warm and supportive community

elements around them. We work hard to achieve

The pastoral perspective of any prep school

the right balance of healthy active outdoor

is very important. We pride ourselves on

lifestyle and strong academic results to develop

having great experience of understanding girl-

Success comes from giving them leadership,

charming, brave and passionate pupils within a

related pastoral issues and creating a warm

building confidence, independence, integrity

warm and supportive community.

and supportive ‘family’ around the pupils.

and an instinct to achieve. We want our girls to

Over 25 years’ experience of working in an

embrace the world of the twenty-first century

all-girls’ boarding environment has shown me

but with character strengthened by traditional

The vision that has sustained us for the last

that between the ages of 11 and 13 girls are

values. We prepare them for the challenges but

65 years has been around providing a ‘home

particularly vulnerable to friendship issues,

try to keep them protected from the pressures

away from home’, where girls can flourish in an

as they learn to deal with new emotions

of it for as long as possible. We allow them to

atmosphere of security, encouragement, space

and sensitivities. Girls at this age can vary

enjoy being girls while they can, while developing

and freedom. An all-girls’ environment allows us

enormously in both physical and emotional

in them the qualities and ambitions to become

to do this without the pressure, social distraction

maturity, and guiding pupils through this

successful young women.

and anxiety that a mixed environment can

sometimes difficult transition is a key part of

create. The girls can grow at their own pace,

the tutor’s or matron’s role. Through gentle and

free from stereotypical notions. It is often said a

sympathetic understanding, girls learn how to

single-sex

resolve conflict in a calm and reflective manner.

things, ensure they are valued, and affirm

Girls in the modern world

A crucial part of a boarding school education education allows pupils to be themselves until

is learning how to live comfortably with other

later in life. A girls’ school is often smaller than

people.

106 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

from their passions; a confidence which has been nurtured in a loving and supportive environment.

Sarah Wicks became Headmistress of Knighton House in 2014. She came to Knighton House 20 years ago and served as Deputy Head from 2005. She previously taught at the Royal Masonic School in Hertfordshire.

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

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 a

surrounding the school and from an individual

adults appropriately and vice versa.

successful school, pastoral care and academic life

knowledge of each child.

A culture of mutual respect

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

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.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

107

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

Open and regular communication is vital. For

stimulated can only be achieved by proactive

the expectation is that boarding houses are

example, at Dean Close, after the terrorist attacks

houseparents who are willing to share their

places for rest and play, rather than work. The

in Paris in November 2015, close knowledge

extended home.

boundary setting and expectations of behaviour

of the pupils whose families were in France

remain the same, but the atmosphere will be

allowed immediate contact with parents and a

The boarding experience does not suit all children

different. Houseparents display great ingenuity

reassurance of their safety. This reassurance

and the period of transition for new pupils is

in the vast range of games and activities on offer

could then be shared with worried youngsters

crucial. However, we find more often than not,

both during weekdays and weekends. At Dean

and further support given.

new pupils are quickly infused with the supportive

Close these include go-karting, Kapla modelling,

and caring culture of the school and they adapt

foodie theme nights, board game extravaganzas,

It is now commonplace for boarding houses to

their behaviour accordingly and thrive.

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

have Twitter feeds, blogs and weekly newsletters

From my experience, the most successful

so that the boarding experience seems more like

keeping parents abreast of events in their

boarding houses are those where the

an adventure camp than a typical home. It is little

children’s boarding houses. These regular

houseparent’s unique character is evident.

wonder boarding places are in such high demand.

communications are personal and informal with observations of everything from purchases on a

Whether it is the football team they support or

recent shopping trip to the naming of the new

their passion for bike racing, their interests and

house pet.

enthusiasms are shared and enjoyed by their temporary family and known about by far-flung

At Dean Close, all staff are required to make

parents too. Although safety and security in a

contact with parents in their form group in the

boarding environment are a given, a balanced

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

diet of age-appropriate activities and downtime

going?’ This staff–parent bond is particularly

distinguishes boarding from other types of

important in our boarding community. Parents

education provision.

require a vivid sense of the adults overseeing their children’s welfare while they are away

Experienced boarding houseparents often find

from home and the aim is to provide individual

the healthy balance of separating the academic

attention to each child according to their needs.

side of school life and their boarding home life.

Parents’ trust in the boarding house staff to

Although prep or homework may be expected

ensure their children are both nurtured and

to be completed in the boarding environment,

108 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Paddy Moss is Headmaster of Dean Close Preparatory School. Paddy joined Dean Close in September 2015 from Kenya, having spent the last nine years as Headmaster of a premier British-curriculum 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.

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

109

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

Choosing a boarding prep school

– in Scotland!

– Henry Knight, Headmaster of Belhaven Hill School, Dunbar

hoosing an appropriate school for your child is always a daunting prospect every parent faces at one time or

another, especially when considering the option of boarding. However, if you are based abroad, this problem is further exacerbated by the worries and practicalities related to sending one’s child so far away, often to another country. There is much one can say to allay such fears about the modern boarding prep school, which has certainly 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 sorting out myth from reality, it is important to remember they serve an important purpose, especially among those for whom the stability of home life is not guaranteed. Moving frequently, for example, can mean your child’s education is constantly disrupted and with it the chance of forming meaningful relationships with either children or staff.

Playing golf at Belhaven Bay

110 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

Whatever the reason parents embark on the

as in some areas of the south. One of the

some of the most beautiful scenery in the

boarding route there is no doubt such schools

greatest attractions is the ‘traditional’ style of

world, while a healthy outdoor life is often seen

are much changed from how they were often

schooling.

as a natural progression of everyday school

portrayed in popular culture 30 or so years ago.

life. Children are within touching distance of

Nowadays one is met with bright, confident

Scottish prep schools are normally smaller in

museums, theatres and sites of historical or

children, gainfully employed and perfectly at

size, resulting in many more children enjoying

cultural significance in thriving Scottish cities.

ease in the company of their peers and adults.

the opportunity of playing in teams, singing in

Good teaching in small classes with staff who

choirs, acting on stage and being given more

Belhaven Hill in Dunbar is only 45 minutes from

offer excellent pastoral care mean that pupils

responsibility than is possible in some larger

the centre of Edinburgh, one of Europe’s most

are allowed to grow and flourish in a warm and

schools, while there is still an emphasis on

popular centres of culture. For the boarders

supportive community.

‘traditional’ values, such as everyday courtesy,

there are ample common rooms and games

manners and service.

available to play in their ‘free time’, while

There are many good boarding prep schools

extra-curricular opportunities abound. With

and although the majority have adapted to

Slower pace of life

weekly or flexi boarding to meet demand

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

in England and Scotland (approximately 70%

and the needs of parents in their local area,

some other schools, with an emphasis on

of the school’s pupils head south), in fields as

there are still ‘traditional’ schools offering full

the individual and the belief in opportunities

diverse as academia, music, art and sport, the

boarding which at the weekends are awash with

outside the classroom. There is not the need to

school is proud of all its pupils achieve.

busy, happy and contented children making the

grow up too quickly, nor are they as ‘streetwise’

most of the opportunities on offer – not least

as some, while the need for mobile telephones

enjoying the company of their fellow boarders.

or electronic gadgetry and games is not seen as essential as elsewhere. Pupils can of

There is much to be said for schooling in

course communicate with parents and friends

Scotland. Much of the country is well served

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

by airports, such as Glasgow, Aberdeen or

overriding necessity that drives a child’s day.

Edinburgh, there are ample railway and motorway connections, and there is a tradition

Not least, Scotland is awash with beauty and

of boarding that has not been as readily eroded

culture on its doorstep. One is never far from

scholarships won to the top senior schools

Henry Knight is Headmaster of Belhaven Hill School in Dunbar, Scotland. He and his wife, Susannah, have worked and lived all of their teaching life in boarding prep schools. Henry was formerly the Headmaster of Woodcote House School in Surrey for seven years, before taking up the Headship of Belhaven in September 2016.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

111

Preparatory schools | Junior boarding: a positive experience for younger children – and their families

Junior boarding:

a positive experience for younger children – and their families

– John Baugh, Headmaster of the Dragon School, Oxford The Dragon School is a boarding and day

Confident and settled

preparatory school for boys and girls aged 4 to

Experienced boarding parents of those who

13, with boarding from age eight. The emphasis

started young will tell you equally of some initial

of junior boarding is now very much on pastoral

misgivings and how quickly their offspring became

care and working in partnership with parents for

confident and settled. They also know how

the wellbeing of the child. No good school would

family time together is more appreciated – and

accept a boarder unless the child, the parents

ultimately how well the experience prepares

and the staff agree it is right for the boy or girl

children for boarding at their senior schools. In

concerned. It is all three parties that ensure a

fact one of the best things any prospective junior

happy and successful boarding experience. What

boarding parents can do is speak to other parents

underpins this success in every way are the

who have ‘gone before’. Current parents will tell

adults who care for the children and the physical

you how they overcame exactly the same doubts

surroundings for the boarders.

and managed their feelings for the sake of their

Welcoming and homely

children. They will tell you their young boarders are happy at school in the daytime, busy with prep

Boarding facilities for younger boarders today are

and friends in the evenings and can email and call

universally welcoming, homely and full of personal

as much as they like.

possessions. Boarding children have cosy shared espite the happy experiences of

bedrooms, space for games and comfortable

With ‘full’ junior boarding, pupils enjoy the

thousands of children at excellent

areas to relax, read and watch TV. There are

weekends with the attention of dedicated adults

schools, there are still myths to

gardens for football, conkers and barbeques,

and have a host of fun activities to try. ‘Full’

demolish in any discussion about boarding.

and all the space of the fields when school has

boarding also means regular exeats, weekend

So I am happy to report that boarders are not

ended which give boarders scope for traditional

leave outs, long half-terms and holidays – all of

‘sent away’, denied contact with their families or

childhood play.

which help families have time together. At the

subjected to cold showers – very far from it as you will see throughout the pages of this Guide.

Dragon, the proof of children’s approval of this Above all, it is the houseparents who make

regime is the number of day pupils who request

the boarders feel at home. Living with their

to board themselves. So despite what others may

age however, there can be deeper negative

own children in attractive family homes, the

tell you who have not tried it, I would urge you to

perceptions to overcome: in our society there is

houseparents at a school like the Dragon provide

come and look at junior boarding for yourself and

far less acceptance of younger children living at

a genuine home life at school for the children;

I believe you will be very pleasantly surprised.

school or being away from home than for past

they are indeed in loco parentis. Boarders come

generations. Strong beliefs about what is good

back to house during the day and the house

for a child lie at the centre of this feeling and

parents get to know them well and very quickly.

understandably so. But for parents of children

There is frequent communication with home

from 8 to 13 whose professional lives mean

about personal and school matters and a very

boarding is a good solution to frequent moves,

well-established system of support for any

postings abroad and changes of school, this

troubles or bouts of homesickness. Boarders

means there can be guilt and anxiety to deal with

identify with their house family and their friends

alongside all practical considerations. So from the

and from my many years’ personal experience

standpoint of both boarding school Headmaster

I can say they are cheerful and productively

and parent, I hope I can allay some of these

occupied the vast majority of the time.

When it comes to boarding at junior school

doubts.

112 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

After spending his early years in Africa, John Baugh became a boarder at an English school at the age of six. Having turned down a career in professional football for a career in education, he taught at Haileybury before becoming Headmaster of Solefield School in Kent at only 29. Subsequently Headmaster of Edge Grove in Hertfordshire he came to the Dragon in 2002. His two daughters attended boarding schools and he was Chairman of the Boarding Schools’ Association (BSA) in 2007.

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OPEN OPEN MORNING OPEN OPENMORNING MORNING OPEN MORNING Saturday 27th April, 10am to 12pm MORNING Saturday 27th April, 10am to 12pm SPECIAL MORNING BE PART OF SOMETHING BOARDING AT10am ITS BEST Saturday 27th April, to 12pm Wellesley House School | Broadstairs Kent CT10to 2DG12pm BESaturday PART OF SOMETHING SPECIAL 4th October, 10am Saturday 27th April, 10am to 12pm Wellesley House School |hmsec@wellesleyhouse.net Broadstairs Kent CT10 2DG Open Morning: t: 01843 862991 | e: Come and see where a great education begins FOR BOYS AND GIRLS BE t:PART OF SOMETHING Saturday 27th 10amSPECIAL to 12pm 01843 862991April, | e: hmsec@wellesleyhouse.net BE PART OF SOMETHING SPECIAL

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Saturday 27th April, 10am to 12pm #150thWellesley Wellesley House School | Broadstairs Kent CT10 2DG Private appointments available on request. Bus transfers t: 01843 862991 | e: |hmsec@wellesleyhouse.net Wellesley House School Broadstairs Kent CT10 2DG to and from London, plus high|speed rail link from StPhoto: Pancras. t: 01843 862991 e: hmsec@wellesleyhouse.net Hugo Burnand

OPEN OPEN Saturday 8 October OPEN MORNING OPEN MORNING 10am to 12 noon MORNING MORNING Saturday 27th April, 10am to 12pm Wellesley House School | Broadstairs Kent CT10 2DG t: 01843 862991 | e: hmsec@wellesleyhouse.net Photo: Hugo Burnand

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BE PART OFApril, SOMETHING SPECIAL Saturday 10am toFAMILIES 12pm AUTOMATIC FOR FORCES th ‘They do 27th itDISCOUNTS so darned well.’ Tatler 2016

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Private appointments available on request. Bus transfers t: 01843 862991 | e: |hmsec@wellesleyhouse.net Wellesley House School Broadstairs Kent CT10 2DG to and www.wellesleyhouse.org #Seasidewellesley from London, plus high|speed rail link from StPhoto: Pancras. t: 01843 862991 e: hmsec@wellesleyhouse.net Hugo Burnand

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Wellesley House School | Broadstairs Kent CT10 2DG t: 01843 862991 | e: hmsec@wellesleyhouse.net

Wellesley House School

Northamptonshire, NN6 9JG Tel 01604 686234 headmaster@maidwellhall.co.uk www.maidwellhall.co.uk

www.wellesleyhouse.org

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Wellesley House AUT14 A&U.indd 1 09/06/2014 09:09 www.wellesleyhouse.org 29/06/2016 15:45 www.wellesleyhouse.org Wellesley House School x Broadstairs Kent CT10 2DG t: 01843 862991 x e:hmsec@wellesleyhouse.net ©SED

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©SED ©SED ©SED ©SED

• Full Boarding/Day • Outstanding rural setting • Centrally located with good road/rail/air access

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Wellesley House School

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We can offer your child: • the freedom to learn through feeling safe, happy and valued • small class sizes, single year groups and personalised learning • the opportunity to discover their creative talents through the arts, drama and music • excellent coaching, superb facilities and competitive sports opportunities • the opportunity to develop a strong moral compass • fresh air every day • a fantastic home from home boarding environment run by inspirational staff. COME AND VISIT US admissions@allhallowsschool.co.uk allhallowsschool.co.uk

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

113

Preparatory schools | The digital revolution in the prep school

The digital in the

revolution

prep school

– Simon Hitchings, Head of Swanbourne House School

n recent years new technologies have been

and culture of the school open up new ways of

address properly. The ability to collaborate on

embraced and brought into the classroom.

communicating with parents. For example, it is

work, to share ideas in a brainstorming session,

No-one can doubt the significant impact

commonplace at Swanbourne House for boarders

to combine media in presentations – all these are

of tablets in the teaching and learning of pupils

and houseparents to Skype parents in the

enhanced by tablets. The intuitive interface of

across a wide range of ages, from the use of apps

evenings or at weekends, and for the pupils to

tablets and their apps engages children’s brains

aiding initial literacy and numeracy acquisition

keep in touch with their parents via their school

swiftly and leads to different ways of thinking.

in Early Years, to the sophisticated presentations

email account.

Children’s experiences with devices out of school

created by older pupils in history, science, RS

mean many of them are already advanced and

and geography. The benefit of tablet technology

Different ways of thinking

has been brought to classrooms at Swanbourne

Anyone who has used a tablet is aware of the

backing on the skills the children already have

House in the last four years since the school first

speed of access to information. This is provided

and teaching wisdom, safety and direction in their

acquired a set of iPads.

the internet connection is good and the

use.

the school’s job becomes one of both piggy-

broadband width sufficient for all that is going on For boarders, accessibility of tablets and the

in school at the time – a serious issue for those

Some people worry about what happens when

embedding of technology in the infrastructure

of us in rural locations but worth the expense to

the initial excitement of a device wears off and

114 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

The digital revolution in the prep school | Preparatory schools

it is just one more part of familiar classroom

school’s choices about curriculum and boarding

The health of a close community relies on giving

scenery for children. However, part of the

routines. Teachers’ choices about how best to

children the tools and opportunities to learn how

teacher’s responsibility at all times is to keep

deliver the education we want to provide allows

to live and build relationships. And that requires

learning engaging and this challenge is far from

us to use technology to achieve the successful

time where children are playing and chatting

insurmountable. The key is using the tool in

outcomes for children we are all working

together without technology anywhere near.

interesting and effective ways. This is a challenge

towards. Without a teacher to guide the way in

for the modern teacher no less than keeping the

which tablets are being used, or a curriculum

I am excited by this ‘mixed economy’ where the

interest of children in learning algebra and Latin

incorporating new devices in a planned manner,

range of tools available for teachers and children

participles has been for earlier generations.

the technology cannot deliver educational growth.

is so broad. A well-resourced school will ensure

Robust filtering

‘Mixed economy’

A significant concern for boarding parents will

Many schools are seeking to use these tools in

naturally surround the regulation of devices, the

the most effective way while recognising old

amount of screen time allowed, and the controls

tools are still the best for many tasks. There

on the school network. Robust filtering systems

are times when it remains right for the teacher

are an essential part of managing pupil access to

to talk and children to listen and engage in a

the internet and open decisions need to be made

discussion, when the written task in the exercise

by schools about the availability of social media

book is the best way to allow a child to show

via the school network. It is right schools make

and develop their understanding. With an ICT

judgements in these areas and present them in a

curriculum that embraces e-safety, touch typing

reasoned fashion to parents.

and programming, and a broad curriculum in

all the tools are available, and a well-planned school will aim to guarantee that the right tools

which key software as well as the capabilities of And here is surely the key. Technology continues

the tablets are used, a range of technology can

to present us with new and exciting tools to

be engaged to complement traditional teaching

enhance children’s learning and boarding

methods.

experience, but technology itself is not the promise of a better educational world. Critical

In boarding houses we must ensure children

pedagogy and pastoral care are based on the

are not perpetually face down in their screens.

• 43 Scholarships to senior

schools in last 3 years

• 100% CE pass rate to the

school of their choice at 13

• 90% pass rate to local

grammar schools at 11+

are being used at the right times.

Simon Hitchings is Head at Swanbourne House, 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.

Swanbourne House is a place where you will find: • High academic standards • Extensive sports coaching • Exciting activities programme • A myriad of music, art and drama opportunities • Mud, smiles, friends and fun

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

115

Senior schools: single-sex or co-education? | Single-sex or co-education? The pros and cons

Single-sex or co-education? The pros and cons Girls’ schools – the benefits l l

Girls’ schools don’t just offer equal

examination league tables.

these ambitions, either professionally or

Boys and girls mature at different rates –

personally, while at school.

joint activities with brother and other boys’

Women are expected to balance many roles

schools, covering curricular, extra-curricular

Girls are less self-conscious if educated in

during their lives, and their paths to future

and social links.

single-sex schools.

success will require leadership, confidence,

Girls can be overly aware of their

independence, integrity and an instinct to

Boys’ schools – the benefits

appearance when they are adolescents.

achieve.

This pressure is reduced in a single-sex l

The girls of today will be tomorrow’s leaders, there should be no limitation on promoting

they learn in different ways. l

Girls’ schools dominate the top of the

opportunities but every opportunity. l

The girls’ school of the twenty-first century

All single-sex schools arrange plenty of

The best exam results tend to come from single-sex schools.

environment.

can offer a modern, relevant, exciting and

Girls can benefit from being in schools that

challenging environment.

way to girls and are therefore best

Girls’ schools prepare girls for the complex

taught separately. Research shows that

an education geared specifically to their

and rapidly changing world they will face.

boys and girls react quite differently to

needs.

Parents want their girls to feel confident and

classroom discipline, long-term coursework

comfortable about who they are.

assignments and examinations.

recognise these differences and can provide

116 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Boys approach their learning in a different

Single-sex or co-education? The pros and cons | Senior schools: single-sex or co-education?

There is less gender stereotyping. In likely to opt for subjects that are traditional

than just a minor distraction, and can be

strengths of girls, such as English and

detrimental to academic progress. l

Co-educational schools can take brothers and sisters.

In the co-educational classroom there are more different academic strengths

Boys are often short on self-confidence

Central to this culture is a rebellious, anti-

and weaknesses, and a wider variety of

during teenage years and worry about their

learning attitude, which means it is simply

approaches to academic challenges. Less

ability to cope with conflicting pressures.

‘not cool’ to show a real interest in academic

They respond well to direct teaching to

work.

Some teenage boys feel they cannot

l l

stereotyping develops. l

Boys’ and girls’ strengths are in many

Team sport is usually stronger in single-sex

respects different from each other, but they

schools.

need to be given the same opportunities

All single-sex schools arrange plenty of joint

and horizons.

outperform girls in some subjects and this

activities with sister and other girls’ schools,

fear of perceived failure has a negative

covering curricular, extra-curricular and

for a co-ed world. Men and women, boys

effect on their self-esteem.

social links.

and girls, must work side by side throughout

Boys are less self-conscious if educated in single-sex schools. Boys are more likely to

Co-education – the benefits

participate in activities that might otherwise

Co-education provides a better preparation

their lives. l

A school’s major commission is to prepare

Boys and girls learn to mix easily socially

young people for becoming the adults,

embarrass them. There are greater

with each other. Pastoral care as well as

parents, employees and leaders of the next

opportunities for boys to express themselves

spiritual life are strengthened by

artistically, and boys can follow a diverse

co-education.

range of interests and talents in the artistic l

particular can benefit from the mix. l

an increasingly adverse influence on boys.

guidelines.

The ‘laddish’ or ‘macho’ culture has become

broader. Art, drama, music and debating in

physics or chemistry.

work on short-term objectives and explicit l

Starting at the adolescence stage, the girlfriend/boyfriend factor can become more

French, and girls are less likely to opt for l

co-educational schools boys are much less

Co-education presents itself as more

Both girls and boys should be able to benefit

‘balanced’ and, often, less narrowly focused

sphere of such pursuits as music and drama.

from the high quality of teaching, excellent

on academic results to the exclusion, or

Boys can be overly aware of their

resources, strong pastoral care and extra-

minimisation, of all else.

appearance when they are adolescents.

curricular programmes schools can offer

This pressure is reduced in a single-sex environment.

generation. l

The intellectual and cultural life is richer, and the sporting and the social dimensions

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

117

Senior schools: single-sex or co-education? | Questions to ask your daughter

– Sylvia Brett, Principal of Harrogate Ladies’ College

Questions to ask your daughter A

sk your daughter if she has ever worried

an equal voice to the boys in her class and if the

themselves and finding out who they are with

about posing a question in class for fear

teachers pay as much attention to the girls as

the minimum of distraction and a sense that

of what the boys will say or whether

to the boys in lessons. You might see a flicker of

there is no area of study or life that they cannot

she has been anxious about making a mistake

recognition as she admits even the most sensible,

investigate. In 2015, girls from my school went

because she should have known better and can

confident, intelligent and grounded girl can feel

on to study subjects as diverse as Anglo Saxon

only expect ridicule from her peers. Ask her if

she behaves differently in a class with boys.

Norse and Celtic, War Studies and Philosophy,

she thinks some subjects are for boys and she

Mechatronics and Robotic Systems, International

might be considered unusual to want to study

Where girls can flourish

them. Ask her if she worries about what to wear in

One of the many joys of working in an all-girls’

Communication. Each subject was chosen because

the morning and how much she feels she needs

school is seeing my pupils flourish through a

it reflected the interests of the individuals and no

to wear makeup – even subtly – to maintain an

process of making mistakes, investigating new

pupil felt inhibited about pursuing a particular

acceptable image. Ask her if she feels she has

ideas, challenging their preconceptions about

career because her peers disapproved.

118 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Management for Business and Fashion Media and

Questions to ask your daughter | Senior schools: single-sex or co-education? Individual choice

Single-sex education does not isolate young

heart and determination to do their best. These

In an all-girls’ environment each girl or young

people from the ‘reality’ of life, rather it can

are some of the qualities which – alongside

woman is free to find their own personal joys and

ensure that the focus of the pupils is outward

academic achievement – will equip and empower

passions. The individual drives the subject choice,

looking because it is unclouded by the dynamics

our young people to embrace a future which, if

rather than the subject appearing to preclude

of a co-educational classroom. It is a challenging

geneticists are to be believed, may include from

certain people from studying it because of the

way of educating young people because there is

this generation of children the first person to live

assumptions of others. Thus we all seek a school

nowhere to hide from the journey of learning. It

to the age of 200. In your choice of school look

in which our children can flourish – where – as we

demands maturity but growth which reflects the

for the environment and ethos which reflect your

often say at my school – they can seek to be the

pace of the individual.

own values and which will challenge our children

best they can be. An all-girls’ environment enables

to be their very best selves.

young women to pursue a multi-layered process

Self-confidence

of discernment about who they are and where

When girls who have been educated at all-girls’

their academic passions lie.

schools arrive at university they are often more confident than their peers because they have

The most worrying female role models when

tested their identity and self-confidence with

I was a pupil were those who wore very large

integrity and arrive ready to embrace all that life

shoulder pads and displayed an intimidating lack

has to offer.

of empathy. Our daughters today are flooded with information about what women can be, should

When girls join Year 7 at Harrogate Ladies’

be and should not be. They are bombarded with

College, they all learn to play lacrosse. My girls

seemingly unarguable and diametrically opposed

are some of the kindest, most polite and gracious

absolutes about what it is to be female in the

young women you will meet – indeed recent

twenty-first century.

school inspectors described them as ‘disarmingly charming’ – but when they are learning how to

Perhaps more than ever before, young men and

‘growl’ at their opponent in lacrosse and they are

women have to tread through a minefield of

speeding up and down the pitch in the freezing

expectations far more confusing and potentially

rain working closely with their team mates to

damaging than those their parents grew up with.

secure victory, I know these girls have a fierce

Sylvia Brett is Principal of Harrogate Ladies’ College, a boarding and day school for girls aged 11–18 and girls and boys aged 2–11. Before coming to Harrogate, Sylvia was for five years Deputy Head at Roedean School in Sussex. Sylvia began her teaching career, after working in university fundraising, as a Housemistress at the Royal Masonic School in Hertforshire. She went on to Caldicott, a boys’ preparatory school where she worked as Lay Chaplain, and then moved to Downe House where she was Housemistress, RS teacher and Head of Lower School. Sylvia was educated at South Hampstead High School GDST and the universities of Durham and London where she pursued her academic passion for Theology and Philosophy.

Rye St Antony is an independent day and boarding school for girls aged 3-18 (and boys 3-11). Established in 1930 as a lay Catholic foundation, the school is situated in a beautiful 12-acre location overlooking the city of Oxford. Visitors are welcome throughout the year. Please telephone the Registrar, Fern Williams, to make an appointment.

Pullen’s Lane, Oxford OX3 0BY

01865 762802 enquiries@ryestantony.co.uk | www.ryestantony.co.uk

Big enough to challenge: small enough to care

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

119

Photograph courtesy of Cheltenham Ladies’ College

Senior schools: single-sex or co-education? | Can boarding make a positive contribution to our wellbeing?

– Eve Jardine-Young, Principal of Cheltenham Ladies’ College

Can boarding make a positive contribution to our wellbeing?

s a society, we are beginning to take

We have known for some time that our lives

Our boarding schools present a unique

our mental and emotional wellbeing

are becoming more interdependent globally,

opportunity for young people to live and learn

more seriously than we have done

and that events in one part of the world simply

together in a shared environment, building

in recent years, individually and collectively.

do not occur in isolation. The generation of

deep and lasting insights and being exposed

This is true right across the spectrum of

young men and women in our schools is one

to a wider range of different perspectives than

communities, from the government and

which has no first-hand experience of life

would be possible in a day school. Typically,

private sector employers to our family

before the transforming revolution brought

terms are a little shorter and holidays

relationships and our local neighbourhoods.

about by communication and technology. They

longer, because of the teaching which can be

We are reassessing our values to reflect

are a generation who will face unprecedented

scheduled for Saturdays. So a good balance is

what really matters to us, following the

challenges but they are also potentially the

possible between school and home life, and

reverberations of the financial crisis of 2008,

best-informed generation that has ever lived,

the issues of separation from family and old

political upheaval and regime-related conflicts,

and they will be key in shaping the decades to

friends have been very significantly mitigated

and the devastating impacts of largely

come.

by the ease of modern communication.

unpredictable natural events.

120 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Can boarding make a positive contribution to our wellbeing? | Senior schools: single-sex or co-education?

With such concerns considerably lessened in

emotionally. Small decisions about when to

also benefit from in-house dining so there are

recent years, there are also many elements

get up, do laundry, leave the house for school,

many opportunities to work with the catering,

of boarding that make a positive impact on

tidy a room, finish prep and generally get

domestic and pastoral support teams as they

pupils’ wellbeing. Three benefits are identified

organised are made by the pupils themselves

mature and take on leadership and pupil

most often by the pupils and parents of the

within a benign but firm structure. This

representative roles in the boarding houses.

boarding communities that I have been part of

enables an empowering feeling of control

When the time comes to move on to university

for the past 20 years.

and confidence to develop in those who are

and the world of work, we invariably see a

taking responsibility for themselves, while also

greater degree of self-confidence in being at

Firstly, the structure provides guaranteed

benefiting from attention and encouragement

ease with people from different backgrounds

educational and social stability for families

from pastoral staff teams who are close at

and across the age spectrum. For those of us

who may be geographically relocating for

hand for expressly this purpose. These lessons

who are vocationally committed to supporting

different reasons at any point during these

in how to grow and mature beyond a state

these young people, it is also a pleasure and a

school years. Pupils can return home to a

of dependency on others, and how both to

privilege to share the journey.

different part of the UK or a different country

provide and to access sources of support when

abroad without the disruption of changing

needed, are wonderful foundations for life.

their school and their friendships. This consistency can provide peace of mind for

Thirdly, boarding offers pupils the ability

pupils and their parents, reduce the anxiety

to form meaningful and often long-lasting

around such a move for the family, and

supportive relationships, beyond their family

perhaps open up more opportunities for

unit, with members of the house community.

parents to consider.

These extend beyond friendships of their own age, to other older and younger pupils

Secondly, boarding brings the benefit of

as well as boarding staff. Learning to share

learning independence in an age-appropriate

spaces, events, hospitality, amenities, joys and

and structured way. Support is on hand to

sorrows together day by day helps to develop

ensure daily commitments and schedules

a deep and powerful understanding of how

are adhered to, but with sufficient impetus

the needs of the individual and the needs of

for self-sufficiency and self-reliance to be

a wider community can find a positive and

gradually strengthened, practically and

mutually enhancing balance. At CLC the pupils

Educating mind, body, heart & soul

Eve Jardine-Young became Principal of Cheltenham Ladies’ College in September 2011 having been a pupil at the College. Eve has a degree in Engineering Science from Cambridge and started working for Ove Arup & Partners, Structural Engineers, before following her heart into the teaching profession. She began her career at Radley College teaching Economics followed by 10 years at Epsom College where positions held included Housemistress and Head of Sixth Form. Most recently, Eve was Director of Studies at Blundell’s School in Devon before returning to the College as Principal. She is married to James, is widely travelled and has a broad range of interests including theatre, music, horticulture and sustainability initiatives.

To see rst hand how we can help your daughter to ourish academically and to develop her talents – wherever they lie – and discover hidden ones, join us for an open morning or personal visit.

New Sixth Form Centre Oxbridge Success Full & Weekly Boarding Creative Thinking 25% Forces Discount 01435 874642 registrar@mayeldgirls.org The Old Palace, Mayeld, East Sussex TN20 6PH

www.mayeldgirls.org

Open Mornings: Friday 16 September 2016, Monday 30 January 2017

An independent Catholic boarding and day school for girls aged 11 to 18

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

121

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 that are 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,

122 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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 that it can’t happen in an

it can temper it.

opposite sex – a point in itself to combat the

all-boys’ boarding school. As long as it’s a good

stereotype – it is important to make sure we are

one, that is.

about people and for people; someone who 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.

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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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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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

In my view co-educational schools can and do

a single-sex school, boys or girls can feel less self-

are very much shaped by my time

provide an excellent education, so there is not

conscious and a little more comfortable in their

as Headmaster of Monmouth

only one way to go if you are in the process of

own skins. They are not afraid to try new things

and, for the last 10 years, as Headmaster of

considering schools for your son or daughter. I do

and are given the space to make mistakes within

Tonbridge. Both are well-regarded all-boys’

however believe single-sex schools have certain

a supportive environment. Simply put, they are

boarding schools. Although all-boys’ schools

advantages.

encouraged to relax and be themselves.

few of comparable size and reputation to, for

Young people are under enormous pressure

This approach also allows boys and girls to take

example, Tonbridge, with most of them now

these days. Indeed there have been studies

full advantage of the co-curricular opportunities

co-educational.

suggesting teenagers are experiencing stress

that are often provided – for example, there is

and anxiety more than ever before. This can be

nothing to stop a boy enjoying his rugby or cricket,

I am often asked why Tonbridge has stayed as an

academic pressure or social pressure – to look or

but taking his music or drama just as seriously.

all-boys’ school and what I think the advantages of

behave in a certain way. These issues have only

Pupils feel able to experiment with a broad range

a single sex education are.

been exacerbated by digital and social media. In

subjects and interests. It is also widely recognised

were once commonplace, there are now only a

124 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Choosing an all-boys’ boarding education | Senior schools: single-sex or co-education?

At Tonbridge, we value our relationship with the wider local community and the boys meet a range of different people from varying backgrounds 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 it is not the case that the boys in an all-boys’ school have no social interaction 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 the school. 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. that boys and girls develop physically and

generalisation, but boys and girls can react quite

emotionally at very different rates. especially in

differently to classroom environments, project

their teenage years. Clearly being in an all-boys’ or

deadlines and exams.

all-girls’ school helps to deal with this, particularly in terms of pastoral care.

However, I don’t believe the boys at Tonbridge, or pupils at any single-sex school, should lead some

There is also plenty of evidence boys and girls

sort of monastic existence – this would only serve

learn differently and so there are advantages

to cut them off from the world and limit their

in teaching them separately. It is of course a

experiences.

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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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Senior schools: single-sex or co-education? | The advantages of co-education

The advantages of

co-education – Peter Green, Head Master of Rugby School

uring 2015, when the UK hosted

At Rugby the boarding houses are split between

the Rugby World Cup, Rugby School

girls and boys, each with no more than 60 pupils.

was visited by thousands of people

So, while the boys and girls may not live together,

from all over the world – rugby enthusiasts,

they work together and play together. That is

journalists and tourists. They came to see

the world we live in as adults (until we choose

the 1823 birthplace of the game of rugby (or

with whom we want to live) and it seems to me

rugby football as we call it; we call the other

healthy to learn to get on with each other, to

game soccer). Many of the overseas visitors

understand and enjoy our differences as well as

were surprised to see girls walking around the

our similarities, and to take people as they are,

school grounds. But Rugby School has been

whatever their background, gender or nationality.

co-educational for 40 years. We are aiming at a 50:50 ratio and we are nearly there.

Home away from home I believe passionately in the house system

While I understand there are some children who

which is central to a strong sense of community,

flourish in a single-sex environment and parents

provides the ideal social environment for

who prefer it – and, of course, I believe in choice

children who do not live at home during the

in education as in so many other important

school term, and allows an uncompromised

matters – I am firmly in the co-educational camp.

care plan for every child. At Rugby, pupils are

And not just because it makes sense for brothers

attached to the same house for their entire

and sisters to attend the same school if only to

school career. All meals are eaten in house,

minimise diary difficulties when it comes to exeats

including lunch (so pupils walk ‘home’ from

and holidays.

school), to emphasise the sense of family.

126 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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Senior schools: single-sex or co-education? | The advantages of co-education

Any parent looking at a boarding school for their children should ask to visit two or three boarding houses to get a feel of the place. The boarding house will be their children’s home away from home. The atmosphere of the common rooms and dormitories should be comforting and comfortable, a place where the children can study, read on their beds, listen to music, chat, lounge about, make toast, or watch films in a huddle on a sofa. It is a sad commentary on twenty-first century life that there is now so much evidence of mental instability among teenagers. It can take many forms, including depression, self-harm, eating disorders, bullying and gender uncertainty. There are many reasons – parental anxiety about academic performance (yes, it’s a problem), exam stress, celebrity culture proclaiming that how you look is all-important, and the 24-hour

trained in safeguarding issues and know the best

for their pupils so that, after the rigours of the

invasive pressures of social media. Sometimes

way to pass on concerns so that they are dealt

classroom, boys and girls can enjoy together a

the problems are obvious, sometimes they are

with quickly and sensitively. Boarding schools in

range of activities – singing, acting, debating, going

hidden.

particular have a serious responsibility in their role

on school trips, working together in the art and

in loco parentis.

design rooms, playing tennis, painting scenery.

the look-out for the slightest signs of unhappiness.

Each of our houses also has an assistant

Parents are more demanding than they used

I believe the whole school should be involved in

housemaster or housemistress who is usually a

to be. Quite right, too. They want to know what

recognising early signs of anxiety or distress in

resident tutor. Let’s not forget that pupils are at

they’re getting for their fees and they want

their pupils. Not just among teachers and pastoral

school to learn. I’m particularly keen on this as

frequent contact with their children and the

staff but between pupils too. The house system

an ingredient of the house staff composition as it

school. This is particularly true of parents serving

certainly helps. No school nowadays can say ‘We

shows the pupils that the man or woman in front

in the Armed Forces who move around a great

have no problems like that here.’ Even if they

of them as an authoritative Latin teacher by day

deal, often to dangerous places, and for whom

don’t, which is unlikely, they might have next

is the relaxed, friendly and approachable person

continuity for their children is important. I am

week.

watching television and having supper with them

keenly aware that when Service children read the

in the evening. And sometimes it’s easier to talk

newspapers or watch the television news, they

Each of our houses has a resident housemaster

to him or her about any school difficulties in the

will be reacting to developments in a much more

or housemistress, usually with a spouse but not

house than during class.

personal way. It is so important that at school they

Boarding schools have a particular duty to be on

always; sometimes with children of their own,

feel secure, cared for and trusting of the people

but not always; sometimes with a dog but not

A co-educational boarding school has the time

always; and – always – a matron. They are all

to offer all kinds of extra-curricular opportunities

around them. All parents whose children are at boarding schools want to be reassured that their children are safe; learning to grow up with confidence; taking advantage of all the extra-curricular opportunities that a boarding school has to offer; being taught by inspirational teachers; having fun; and making lifelong friendships with girls and with boys. Co-educational boarding schools can and should do all that.

Peter Green has been the Head Master of Rugby School since 2014. He attended St Joseph’s College in Dumfries, then Edinburgh University and St Andrew’s College. He began his teaching career at St Olave’s Grammar School, followed by Strathallan School in Perth, before becoming a House Master at Uppingham School. He was the first lay Second Master at Ampleforth College in Yorkshire before becoming Head Master of Ardingly College in Sussex in 2007.

128 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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 that 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 are

team you support, the political views you hold,

more important, broader questions to consider.

As well as accommodating your child’s learning

the music you prefer dancing to, or the sort of

What is the quality of teaching, the focus of the

style, think about the type of school it is, whether

clothes you wear, it’s all about sharing your values

school, the curriculum on offer, the universities

it will suit your child and how it may shape your

with like-minded people. Girls often like being

and courses that pupils go on to and, most

child’s outlook. Is it selective or non-selective,

with girls; boys like being with boys.

importantly, is it a school where your child will

share the top posts, again giving both boys and

does it demonstrate co-curricular breadth or

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.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

129

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 or 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

130 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

The best of both worlds – the ‘diamond model’ | Senior schools: single-sex or co-education?

learn to have 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 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 risk of generalising again, I would argue that

at GCSE level, we find no obvious gender trends to

The benefits of Diamond schools are not confined

girls often find spatial awareness quite difficult

subject selection and the university destinations

to just teachers and pupils. Parents often

and so teachers can orientate their lessons with

of our sixth formers reveals a similar collection of

comment on the advantages of having a single

girls to improve this. Similarly, communication

budding scientists or artists among the girls and

‘drop off’ point for their sons and daughters, that

skills are not naturally so obvious in boys and

boys.

the school run is less frazzled since brothers and

teachers can actively promote these skills in boys’ classrooms.

and women among the staff.

sisters can share the same school bus, or in the

Social mix

case of boarding that their sons and daughters

But it’s not all about the academic side of

are living close to each other. In addition, there

There are more subtle, but just as significant,

school life – the social side of school is equally

is a certain familiarity and understanding that

advantages too. At Brentwood, the same

important. A major part of what any good school

parents develop over time about a school; an

curriculum is taught to teenage boys and girls,

should do is to help their pupils form respectful

understanding about the reporting system, how

and because the classes are single-sex, their

relationships with those of the opposite sex. For

the parents’ evenings work or who to contact for

experience of subjects is gender neutral. In

obvious reasons this is more difficult to support in

certain matters. This knowledge helps parents,

this way we avoid the risk of certain subjects

single-sex schools. In Diamond schools, however,

particularly those working away or with long

becoming gender-labelled. There are no ‘boys-

although teenage boys and girls are taught

hours, to get the best out of their partnership with

only’ or ‘girls-only’ subjects. In fact the issue of

separately, because they share the same campus,

teachers, the senior management team and the

gender preference for subjects just does not come

they have many opportunities to develop in this

head teacher. Indeed, this experience becomes a

up. Many of our girls thrive in the traditional male-

way. By rubbing shoulders with each other at

vital ‘currency’ in their relationship with the school

dominated subjects such as physics, chemistry,

break and lunchtime and participating together

to ensure the best education for their child. If that

biology and maths, while many of our boys enjoy

in a wide range of extra-curricular activities, they

same currency can be put to good use for all their children, regardless 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 10 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 10 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.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

131

Senior schools: single-sex or co-education? | Boarding makes the difference: a girls-only perspective

Boarding makes the difference: a girls-only perspective –

We all know humans are social beings. We need

Girls form lifelong friendships at boarding school.

to feel connected to people to feel happy and

Having lived in close proximity with each other for

secure and to lead a flourishing life. Communities

many years, sharing one another’s highs and lows,

play a crucial part in allowing a person to give and

deep personal connections are inevitably made.

receive support and interact positively with others.

Most girls who leave my own school retain friends

Girls in particular, we know, thrive when they are

for life.

emotionally connected to others.

– Rhiannon Wilkinson, Headmistress of Wycombe Abbey

House ‘mothers’ and ‘daughters’

Boarding naturally and deeply develops pupils’

The girls are also in positions where they are

social skills. Community living teaches a great deal

looking out for younger girls – in my own school

about tolerance, being sensitive to other people’s

every girl is a ‘house mother’ and is responsible

needs, and the importance of compromise.

for helping her ‘daughter’ to settle in and find

At my own school pupils care deeply for one

her feet. Houses often have their family trees on

another and there is no evidence of the ruthless

display, showing the connections between girls

any people may still think of boarding

competition which can sometimes be seen among

in the house such as who is the ‘house great-

schools as intimidating places with

youngsters at similarly high-achieving day schools.

grandmother’ of a younger girl. Girls are proud

harsh regimes and cold showers but

We know girls can be very competitive, comparing

of these connections and are quick to tell you

the reality of modern boarding could not be

their achievements to others and wanting to

who is their ‘mother’. We also have senior girls

more different. Today, boarding schools offer an

outdo each other and to be ‘perfect’. Being in a

responsible for small year groups of girls in house

unrivalled lifestyle and a ready-made community

boarding environment really does help with this

and in school generally. These leaders receive

enabling young people to feel supported, explore

as pupils live and work so closely together they

training and know when to flag up an issue to an

their talents and develop deep friendships.

genuinely want to help and support one another.

adult. Pupils have a lot of people looking out for

132 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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Senior schools: single-sex or co-education? | Boarding makes the difference: a girls-only perspective

them and taking an interest in their wellbeing.

and very wide friendships groups are widened.

them with the things they love such as a street

A girls-only environment also offers some relief

Today’s pastoral care in boarding schools is

dance practice, film-making, running a society, or

from the highly sexualised world in which teenage

second to none. Pastoral staff are well-trained

even having a ‘spa afternoon’ at the weekend. This

girls live today. Girls’ schools like ours offer a

specialists and for many of the staff their key role

is all invaluable preparation for managing a busy

liberating environment where girls can remain

is to oversee and monitor a pupil’s wellbeing and

and rewarding life as an adult.

girls for longer and become comfortable with their

champion her interests to ensure she is happy

own identities and aspirations without feeling the

and progressing well. They are usually in close

Girls can accomplish much more at a boarding

pressure to conform to gender stereotypes. We

contact with parents and they work in partnership

school than they would if they were commuting

focus on girl-centred education, which enables us

with them. Inspectors frequently extol the high

to school or to after-school or weekend activities

to implement educational strategies to suit girls

standards of pastoral care they find in boarding

when so much time is lost in travelling. In a world

of all interests and talents. Such an appropriately

schools. Pastoral care is truly at the heart of

where families and parents are much busier

focused education produces confident young

modern boarding schools.

working longer hours, it is not always easy to

women who go on to do marvellous things with

provide children with the opportunities and

their lives and are more than ready to hold their

Preparing girls for adult life

own in the outside world. Medicine, Engineering

Boarding schools are joyfully busy places and

and can do this as they offer 24/7 wrap-around

and Law are among the most popular university

young people engage in many different and varied

care. Boarding offers a breadth and depth of

courses chosen by leavers. At Wycombe Abbey

activities in a day. The phenomenal day-long

education in its truest sense which is simply not

usually a third of the upper sixth year group will

co-curricular life of my own school, and many

possible in day schools. Boarding really does make

receive Oxbridge offers.

boarding schools, ensures there are opportunities

the difference.

support they need. Boarding schools stand out

in sport, drama, music, art as well as many Of course, a single-sex education does not mean a

societies (led by pupils themselves) and other

single-sex life and socialising with boys is also very

enrichment activities. The sheer choice available

important. At Wycombe Abbey there are frequent

far exceeds that possible in life outside of a

socials with local boys’ schools including Eton,

boarding environment. Pupils learn early in life

Radley, Harrow and the Royal Grammar School

how to transition between the pursuits they enjoy

in High Wycombe. They meet for dinner, dancing,

and to take a holistic approach to their learning, to

a joint management conference, interview

manage a lifestyle where different aspects of their

exchanges, and academic forums. They therefore

lives overlap. Girls at my own school are experts at

get to know a particularly varied group of boys

finding the gaps in their daily schedules and filling

134 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Rhiannon Wilkinson was appointed Headmistress of Wycombe Abbey in 2013. She read History at Oxford and has also completed an MEd in Educational Leadership and Management at Manchester University. She has worked in the maintained, international and independent sectors. Prior to Wycombe Abbey, she was Principal of Harrogate Ladies’ College.

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Saturday 1st October 2016 Saturday 4th March 2017 For more information, please contact Diana Banham, Senior Registrar, on dba@roedean.co.uk www.roedean.co.uk

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

135

Senior schools: single-sex or co-education? | Inspiring confidence in girls

a single-sex school was the issue of how the presence of boys can impact on a girl’s selfconfidence: ‘she had a huge confidence boost when she arrived and didn’t have to worry about

Inspiring confidence in girls

her appearance.’ Former St Mary’s Calne girls have referred to the importance of learning how to be confident at school and have attributed this to their later success in life. In 2014, Laura Tomlinson came back to St Mary’s to talk to the girls. Laura, who won a team gold and an individual bronze medal in dressage at the London Olympics, told the girls ‘the support and security I got at St Mary’s Calne gave me the confidence to go and do what I did later on.’

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

Being unafraid

and not to be afraid of getting things wrong. The

A key factor in encouraging confidence in girls, is encouraging them to take risks, to speak out

t is an obvious but crucially important point

leaver, Jessica Mendoza, was in Great Britain’s

one-to-one tutor system we have here focuses

that girls need confidence to do well. I have

showjumping team at the Rio Olympics. The

on personalised learning and ensures that each

long held the belief that confidence plays a

girls learn to own victory and survive defeat in

individual receives the attention they need.

pivotal role in unlocking girls’ potential. In fact,

sport, and this is excellent training for owning

Being a boarding school, the girls have access to

it matters just as much as knowledge, skills and

triumphs and surviving setbacks at work. Sport

teachers out of hours and this support system

competence. However, it was not until I read Katty

helps them build their self-worth, determination

is key in helping them to achieve their personal

Kay and Claire Shipman’s article, The Confidence

and resilience.

goals and to encourage them to aim high.

archive/2014/04/the-confidence-gap/359815),

It is not just on the sports field that their

Being unafraid and taking these ‘risks’ whether

that I understood the full extent of this issue. Kay

confidence grows. The school has a close

in the classroom or on the sports field, is an

and Shipman argue convincingly that there is a

relationship with RADA and we offer the sixth-

important skill for a girl to learn. Confidence is

serious crisis of confidence for women in our time

form girls a RADA Advanced Communication

not something that develops overnight. But I truly

which hugely limits potential – it effectively leads

Course, ‘Speak Out!’. The programme offers

believe girls at a single-sex boarding school are in

to inaction and stifles progress.

classes in individual vocal and physical

the best place to learn how to become stronger,

techniques, as well as classes ranging from

how to challenge and speak out and not to be

Research in the field of neuroscience has shown

political oratory and speaking with passion

afraid of making mistakes. This will serve them

that both brain chemistry and social conditioning

on emotive issues. All visiting practitioners on

well as they move on to university and into their

mean that, generally, girls lack confidence in

the course are RADA experts whose career

careers. As Katty Kay and Claire Shipman correctly

comparison to boys. A boarding school provides a

profiles include the training of legal, medical and

point out following their extensive research,

perfect environment for girls, a holistic education

business professionals as well as people in the

‘success, it turns out, correlates just as closely with

where they can be challenged and offered

Civil Service and Government. Girls also have

confidence as it does with competence.’

opportunities to grow and fulfil their potential,

the opportunity to increase their confidence and

becoming more confident as they do so. Sport

leadership skills through the Duke of Edinburgh’s

plays a pivotal role in this and studies have

Award, Model United Nations and the Young

shown girls who play team sports are more likely

Enterprise programme.

Gap (www.theatlantic.com/features/

to graduate from university, find a job and be girls are still six times as likely as boys to drop

No ‘stereotypically’ boys’ subjects

out of sports teams during their adolescence.

Some of these programmes are also available to

Sport England has recognised this issue and in

girls at co-educational schools. However, there is

October 2014 launched ‘This Girl Can’ – a national

a difference as at single-sex boarding schools, the

campaign to inspire more women and girls to

girls have all these opportunities open to them,

participate in sport.

they are not deterred from choosing subjects

employed in male-dominated industries. Sadly,

or courses which are seen as ‘stereotypically’ At St Mary’s Calne, we encourage competition

boys’ subjects and they are not distracted by

via a huge range of sports at all levels. Our

the presence of boys. In research conducted

Tennis Academy caters for beginners through

by Mungo Dunnett Associates (involving 47

to elite players. In 2016 three girls have played

independent girls’ schools and 250 parents) one

in the England Lacrosse U19 teams, and a 2014

of the key reasons cited by parents for choosing

136 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Dr Felicia Kirk has been Headmistress at St Mary’s Calne for nearly four years and is a passionate advocate for girls’ education. She has more than 20 years’ experience of teaching and managing at a senior level in independent day and boarding schools in the UK (Ipswich High School for Girls where she was Head of Sixth Form, Director of Higher Education at Wycombe Abbey and Head of Modern Languages at Royal Hospital School, Suffolk). 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 is a keen equestrian and, along with her husband John and their dog Lily, she also enjoys the English countryside.

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

137

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% of engineering graduates, under 5% of engineering apprenticeships and only 7% for those professionally registered in engineering employment. These are sobering statistics, and it is clear that 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, this is something I care about passionately. I want to make sure our pupils explore STEM subjects fully and realise that 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 studying STEM subjects at A level, and more girls going on to read STEM at university, than ever before. Engineering, mechanical engineering, biochemical engineering, aviation engineering, mathematical science, computer science and architecture are all choices that 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 sector. It could be argued that in a girls’ school, switching female 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, 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.

138 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Girls and engineering and other STEM subjects | Senior schools: single-sex or co-education? ‘Real-world’ situations

important for schools to aim to preserve this

to girls in particular as they are acutely aware

The key I believe is to start girls young, to

natural curiosity by engaging children early.

of the need to attract more women into their

teach creatively and ensure there are plentiful

Much of the work done at senior level can be

workplace. Whether it’s cybersecurity tasters at

enrichment opportunities where girls get

translated, with a few tweaks, to younger girls.

GCHQ, Blue Fusion days at IBM, or Chemistry

to apply their knowledge in ‘real-world’

Our prep girls (aged 4 to 11) have done a Mini

Days at Warwick University, up and down the

situations. We have our own MSJ ‘Dragons’ Den’

Young Enterprise challenge, as well enjoying a

country there are many opportunities for pupils

competition, run in conjunction with two local

STEM club where they have programmed robots

to get the whole STEM experience, and for girls

engineering companies – Morgan Motor Cars

and created circuits to light up a doll’s house.

to see other girls participating.

and Malvern Instruments – where girls design a

They take part in the National Science and

motor car and ‘bring it to market’, complete with

Engineering Week, where the whole school goes

I firmly believe that even in my generation,

a build and design spec, business and marketing

off curriculum to enjoy interactive workshops

we will witness a sea change in the number

plan, and budget. Young Enterprise is another

and all kinds of hands-on scientific challenges.

of women opting for a life in engineering and

platform for our budding STEM pupils and entrepreneurs of the future.

STEM. This is great news: having more of the Girls should not feel put off by the fact that the

best minds in the sector will ultimately benefit

STEM careers landscape is so sparsely populated

us all.

Ideas like these provide excellent platforms for

by women. We use appropriate alumnae as

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 Dr

by teachers and professional mentors, the idea

Caroline Copeland, a neuroscientist at Imperial

is to give pupils the independence to work things

College, London, came back to school to

out for themselves.

champion a career in science. This kind of insight

Engaging children early

into what a STEM career involves is hard for teachers to replicate.

It is said children are naturally mini-engineers. We have also forged links with local engineering

building and tinkering, but formal classroom

companies to provide work placements for girls

education doesn’t allow them the scope to

in Year 11 and above to see STEM in action.

make the most of their natural attributes. It is

Most companies are keen to offer placements

A CO va U ila N bl e T

They are strong on creative problem solving,

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.

Boarding and Day School . Girls 11-18

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Leweston offers a challenging, creative and inspirational environment in which all are encouraged to reach their full potential. For more information please contact the Admissions Team on 01963 211010 or email: admissions@leweston.dorset.sch.uk

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BSA Schools Guide September 2016.Final - June 2016.indd 1

Situated just outside Sherborne in 46 acres of beautiful Dorset parkland, Leweston School offers a challenging and inspiring education to girls aged 3 months to 18 years and boys aged 3 months to 8 years. Boarding packages are available for girls from age 7 and local transport links are provided for day pupils.

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

139

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).

140 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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

A good houseparent will always ensure there

of being a houseparent is the motivating and

query or concern. Issues are better dealt with as

is plenty of real-world context and experiences

uplifting aspect that working with young people

they arise.

for boarders. The Junior House houseparent

brings – it is never dull! Being a houseparent is

mentioned earlier organises a host of in-house

more than a job, it’s a way of life. Parents trust

events from brain-bending quizzes to ‘scavenger

their child’s care to a school and the houseparent

hunts’ and ‘you choose’ suites of activities to

is at the heart of that care. Taking on a ‘live in’

It is often the small things houseparents do

allow the boarders freedom of choice. She has

role, where their days have to be adapted to

that pupils notice and feel comforted by. It’s

also re-worded the school’s vision, values and

the needs of the important individuals they care

amazing what alumni remember and share

aims into a child-friendly format, does extra study

for is a challenge, but houseparents are special

when they come back to reunions. This will vary

support with girls who are struggling academically,

individuals who are passionate about their

from houseparent to houseparent, according

finds novel ways to reassure girls who are anxious

vocation and recognise the significance of their

to their strengths and talents. One very special

or homesick (for example with lavender pillow

role for the pupils and their families.

houseparent in our Junior House at Badminton

sprays to make a more homely bedtime), and

is an absolute arts and crafts queen. Her special

hand-makes every girl that leaves the house their

touches for girls in her care range from hand-

own personalised, embroidered ‘House Bear’ to

sewing labels into clothing to shortening or

take with them on the next steps of their journey.

lengthening uniform as the need arises (on the

For older pupils, who often feel ready for more

spot!). This is often done in the duty room with

personal space, the interactions need to be

the dual benefit of providing a calm presence

different – mutual respect and trust is key.

The small things houseparents do

where girls can drop in for a chat while not having to worry too much about eye contact from the

Motivating and uplifting

industrious seamstress! She also notices what

A houseparent may be fortunate to have a strong

goes on, not just in house but around school

resonance with the subjects studied and so

and around the world, compiling a fantastic

conversations can be sparked by debating a key

weekly news slip for the girls full of relevant and

text or recent academic trip. Equally, if there is no

interesting facts.

academic cross-over, it’s great to be inspired by a boarder’s natural enthusiasm for a book, play,

Bex Tear has been Headmistress of Badminton School for four years. 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.

science research or piece of art. A major privilege

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

141

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% 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

142 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Specialist schools: nurturing special talents | Specialist schools

Specialist schools: nurturing special talents

– Stefan Anderson, Principal of Tring Park School for the Performing Arts

ardly a day goes by when we are not

precarious and fraught with the risk of injury or the

Choir schools play a significant part in the musical

confronted by a tale in the press of yet

whims of casting agents and audition processes.

life of the nation. The Choir School Scholarship

another young person who has won

This means the vocational training should be

Scheme was set up in 1991 to help boys and girls

a ‘talent’ competition and is about to become

accompanied by a strong academic education,

from lower-income families wishing to train at any

the next big star of the West End. There is often

which will provide the balance required to

of the 36 independent choir schools in England.

a perception that these young performers have

maximise your child’s potential and develop them

The scheme facilitates access by talented children

‘come from nowhere’. This is sometimes true,

as a well-rounded individual who is also equipped

to the opportunities available, while maintaining

but more often it is the result of hard work and

for life outside the artistic world.

Britain’s renowned choral heritage.

dedication from an extremely young age.

Music and Dance Scheme

For each child who has a unique talent, there is

We are all familiar with the small child who is

It makes sense to consider one of the boarding

a specialist school to train, educate and support

desperate to start ballet lessons or burning to

schools supported by the Government’s Music and

them. It is an education that will give them the

play the violin. This might be a whim or it could

Dance Scheme (MDS), which was started in 1981.

confidence and the versatility to achieve at a

be the first step in a process that may lead to the

The diversity of these schools means parents and

high level – within or outside the world of the

stage or the concert platform many years later.

children can choose between schools specialising

performing arts.

It is a process requiring enormous dedication

in a single discipline such as music schools

and commitment from the child – and sensitive

like Chetham’s or the Purcell School for Young

support from parents and teachers.

Musicians or ballet schools such as the Royal Ballet School or Elmhurst School for Dance, or

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 also represents the Independent Schools Association (ISA) on the BSA Executive Committee.

If a child shows a particular talent in any of the

schools offering broader performing arts options

performing arts, great care must be taken to find

such as Tring Park School for the Performing Arts,

the best and most appropriate teacher who can

which offers vocational training in dance, drama,

support and develop their particular skills. In the

musical theatre or commercial music. These

case of dance or music it is vital early technical

schools vary in size and location – some are in

training is of the highest standard. Many young

rural settings and others are embedded in the

people have had their hopes of achieving their

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goals dashed because poor technical training has hampered their development to such a degree that it becomes impossible to catch up at a later stage so demanding are the rigours and the competition. It is sad but true that many highly talented youngsters feel like outsiders (and are often bullied) in mainstream education because they

For A unique performing arts and academic education For young people with outstanding talent in Acting, Dance, Musical Theatre or Commercial Music Co-educational boarding & day school from ages 8 – 19 Outstanding academic education offering 23 A Level options

are perceived as ‘different’ by their peers. These youngsters have to spend hours of their day practising and taking classes, which makes it harder for them to maintain a broad circle of friends.

Strong academic education If you are the parent of a child aged eight or over who is showing signs of exceptional talent in any of the performing arts, you should consider a school that provides them with access to the highest standard of vocational training. Full account should

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September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

143

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.

144 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Choristers sing for their supper | Specialist schools

“Some 1,200 boy and girl choristers are educated in the 44

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 Rochester Preparatory School, says: ‘Boarding

choir schools belonging

at Christmas and Easter time is great fun, with

to the Choir Schools’

and entertainment just for the choristers. A

Association (CSA).”

wonderful music to sing and parties, trips boarding chorister really does have an excellent chance to make long-lasting friendships with children who share their interests.’ To be a chorister is the most fabulous

choristers. Other well-known former choristers

opportunity for a youngster who enjoys

include Aled Jones, actor and comedian

music and singing. For many, it opens doors

Alexander Armstrong, and actor Simon Russell-

that would otherwise be far beyond a child’s

Beale.

wildest dreams. Singing, in itself, is one of the most natural acts in the world, and choristers

Back in 1928, only 14 of the 32 schools in

learn naturally. They learn by experience the

the Choir Schools’ Association insisted their

importance of teamwork, of self-discipline, of

choristers (all boys then) should be boarders.

concentration and of managing their busy lives

By 1986 three-quarters of the CSA’s member

– quite apart from learning specific musical

schools required them to board. Twenty-first

skills to an extremely high level. Anyone who

century choir schools are more flexible. Some

has sung in a choir will recognise these facets,

still insist on all choristers boarding and many

and choristers develop them as easily as

only admit day choristers. However, a growing

blinking.

number are offering the choice. Visit our website www.choirschools.org.uk

Help with fees

to read more about choir schools, look at the

Most choristers qualify for financial help with

checklist of what is required and then we hope

fees from the school or its foundation in

you will contact the school or schools of your

return for the singing. Combine this with the

choice directly.

Continuity of Education Allowance (CEA) and Boy choristers have sung the daily liturgy in

choir school for the young singer in the family

our cathedrals and collegiate chapels for 1,400

may be an attractive option. Choir schools are

years. But it was only in 1990 that girls began to

part of the government’s Music and Dance

have the same opportunities as their brothers

Scheme (MDS) which helps talented young

when Salisbury Cathedral introduced the first

musicians and dancers with additional means-

girls’ ‘top line’ in an English cathedral.

tested financial support at specialist schools.

Some 1,200 boy and girl choristers are

Being a chorister demands time and energy

educated in the 44 choir schools belonging

from child and parent, but it is rare to find any

to the Choir Schools’ Association (CSA). They

regrets. If a child can sing, and enjoys doing so,

are part of this country’s centuries-old choral

there is no finer training. Choristers revel in the

heritage which is the envy of the world.

regular broadcasts, recordings and concerts they take part in during the year, on top of their

Each year 200 seven to nine year olds take

daily workload.

their places in the choir stalls for the first time – embarking on some of the finest musical

During term time the routines of each day are

training in the world. At the same time they

carefully structured to enable choristers to get

benefit from a first-class academic and all-

the maximum out of their work, their free time

round education in the choir school. They

and their choral and instrumental duties.

acquire self-discipline and a passion for music that stays with them for life, whatever career

But there is a downside. Remember the

path they choose to follow. Sportsmen Alastair

choristers are contracted to work on Christmas

Cooke and Lawrence Dallaglio have both

Day and Easter Sunday. The children love

publicly declared what they owe to their time as

the preparation and thrive on the additional

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.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

145

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

a physical or mental impairment which has a

Triggers

changes to the law on discrimination as

substantial, long-term and adverse effect on

The duty to make reasonable adjustments is

it affects pupils with special educational

his or her ability to carry out normal day-to-day

only triggered when a pupil suffers a ‘substantial

needs and disabilities (SEND), and in particular

activities. (In employment this definition has been

disadvantage’ which would include: having

the extension of duties on schools to include

the subject of voluminous litigation.)

to put in extra time/effort to do something,

the provision of auxiliary aids and services,

Disabilities may include epilepsy, learning and

inconvenience, indignity, discomfort, loss of

which came into place on 1 September 2012.

behavioural difficulties, as well as the ‘traditionally’

opportunity and/or diminished progress.

Further guidance can be found in the Equality

recognised disabilities. There are, however,

and Human Rights Commission (EHRC) Code of

specific exclusions for substance dependency,

Practice on ‘Reasonable Adjustments for Disabled

seasonal allergies, and tendencies to steal, start

What is an ‘auxiliary aid or service’?

Pupils – Auxiliary Aids Technical Guidance’:

fires or physically/sexually abuse.

The EHRC guidance states that an auxiliary aid

www.equalityhumanrights.com/sites/ default/files/publication_pdf/Reasonable%20

Reasonable adjustments

adjustments%20for%20disabled%20pupils%20

As for employees, schools have an obligation to

%281%29.pdf

make reasonable adjustments for disabled pupils.

Although securing support for pupils with SEND

l Where

something a school does places a pupil

is ‘anything which provides additional support or assistance to a disabled pupil’ and gives the following examples: l a

piece of equipment

l a

sign language interpreter, lip-speaker or deaf-

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

steps to try and avoid that disadvantage.

l electronic

or manual note-taking

l induction

loop or infra-red broadcast system

legislation over recent years has been to make

l Schools

are under a duty to provide ‘auxiliary

blind communicator extra staff assistance

schools much more welcoming and accessible to

aids and services’ as part of the duty to make

l videophones

children with SEND. As a matter of public policy

reasonable adjustments and as such are

this is clearly a good thing and as a matter of

prohibited from charging fees for auxiliary

l readers

practice there is no doubt schools have made

aids and services which constitute reasonable

l assistance

huge progress – which is not to say they could

adjustments. Failure to make reasonable

not do even more in future. Parents should

adjustments free of charge amounts to

Consequences

always seek to work with (not against) schools in

disability discrimination and cannot be justified.

The inclusion of ‘auxiliary aids and services’ within

addressing their child’s needs. In my experience,

audio-visual fire alarms with guiding.

the duty to make reasonable adjustments for

there is little a school finds more unhelpful than

Schools are not required to remove or alter

pupils with SEND has clear consequences for

parents not being transparent about their child’s

physical features (such as historic buildings) in

independent schools. One obvious area is the

needs. In the end, everyone is united in seeking

order to comply. Instead, schools have a duty

provision of learning support for pupils with

to ensure children’s needs are met and their best

to plan better access for pupils with disabilities

special educational needs, which is sometimes

interests are promoted.

generally, including in relation to the physical

subject to an additional fee, in much the same

environment of the school.

way as music lessons. Essentially, if a pupil with

In this article I have set out a summary of the law

SEND is ‘disabled’ for the purposes of the Act

relating to educational provision for pupils with

Scope

SEND. For more information, go to: www.gov.

The Equality Act requires schools to make

is an ‘auxiliary aid or service’, the school is not

uk/topic/schools-colleges-childrens-services/

reasonable adjustments in connection with:

permitted to charge for the learning support if it is

and the support provided for his or her SEND

special-educational-needs-disabilities

Disability

a reasonable adjustment. l admissions l the

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.

146 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

What is a ‘reasonable adjustment’? There are no hard and fast rules about what constitutes a reasonable adjustment and the

Educational provision for pupils with SEND | Special educational needs and disabilities

decision ultimately rests with the First Tier

adjustments duty (although their duties in

Tribunal (formerly the Special Educational Needs

connection with Accessibility Plans remain

and Disability in Schools Tribunal or ‘SENDIST’).

unchanged and are contained in Schedule 10

Sometimes adjustments will be suggested by

of the Act)

external advisors such as the child’s doctor or

l still

allowed to apply a ‘permitted form of

an educational psychologist. In other cases,

selection’ (i.e. an entry test) although they

parents may request a change on behalf of their

will need to make reasonable adjustments to

child. Schools should also themselves consider

such tests, for example, by allowing them to

whether there is an adjustment that might

be completed on a computer rather than by

overcome a substantial disadvantage suffered

hand in particular cases.

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 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

In addition to having a duty to consider

are also known as schools’ ‘planning duties’.

reasonable adjustments for particular individual

An independent school is obliged to draw

pupils with SEND, schools also have to consider

up accessibility plans to improve access

potential adjustments which may be needed

to education over time. Such plans should

for pupils with SEND generally as it is likely any

concentrate on three specific areas:

school 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

Examples of reasonable and unreasonable adjustments 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.

education and associated services l improvements

in the provision of 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.

Exceptions Schools are: l not

required to remove or alter physical

features to comply with the reasonable

David heads the Farrer & Co Schools Group and is widely acknowledged as one of the leading schools lawyers in the UK. He specialises in child protection, pupil disciplinary matters, SENDA and schoolsrelated employment issues for many of the UK’s bestknown schools.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

147

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 the pupil with strategies to compensate

may have problems with inattentiveness, but not with hyperactivity or

for the constraints of their condition, promoting their positive abilities in

impulsiveness. This form of ADHD is also known as attention deficit

a lifeskills context and maximising their academic potential. In line with

disorder (ADD), and it can sometimes go unnoticed because the symptoms

this individual approach, the academic pathway is not set in stone but is

may be less obvious.

tailored to the needs 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.

148 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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 a number of secondary school activity theyUniversity. are involved and inthat the school affords. schools both in the UK and overseas. His last two posts were Assistant Headteacher Without doubt it is the best decision we as a family have made and at Windsor School (an MOD Boarding School in Germany) and Vice Principal for theirSupport) futureacross we are proud grateful what the (Student theimmensely federated schools of Stand John’s and Kingfor Richard school offering both Jordan andofRhys. WeScience will never being School inisCyprus. He has been a member the BECTa workingstop group and a an Assistant Examiner in GCSE Physics and A level Chemistry for OCR.that He has set close-knit family despite the separation, but we know Queen up and runisthe Duke of towards Edinburgh’stheir Award and hasand alsoproviding been a rugbythe coach. He Victoria helping future, stability enjoys cooking, orienteering, skiing and travelling. David is married to Michaela and ever-lasting friendship that they have been seeking. ■ and they 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 2015September Service2016 Parents’ toUKBoarding Schools149 35 I THE BSAGuide GUIDE TO BOARDING SCHOOLS

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.

150 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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 Withdrawal System â&#x20AC;&#x201C; should WS Which school Dyslexia Unit â&#x20AC;&#x201C; DU where dyslexic (SpLD) pupils are withdrawn froma appropriately ISchools choose? The school has designated selected lessons for specialist teacher with a nationally unita or centre providing The levels of provision at tuition from recognised teaching dyslexic pupils.tuition There is specialist onongoing a smallschools arequalification divided intoinsix communication between mainstream and specialist teachers.basis, group or individual broad categories, labelled according to need. The unit or Dyslexia Specialist Provision, Teaching Centres â&#x20AC;&#x201C; TC centre is an adequately Specialist Provision, Dyslexia Centres providing specialist tuition for small groups or individuals, in an resourced teaching area under Unit, Withdrawal System and adequately resourced teaching area, managed by a teacherofwith BDAthe management a senior Maintained Sector. These recognised are qualifications (AMBDA or APC), who coordinates the work of specialist teacher, who categories not a hierarchical other specialist dyslexiaof teachers. coordinates the work of other grading of the quality specialist teachers and ensures provision â&#x20AC;&#x201C; they are there Maintained Sector â&#x20AC;&#x201C; MS ongoing liaison with all because children have different Maintained where the dyslexic (SpLD) pupils mainstream teachers. This to needs, and schools the categories go school supports accessway the towards curriculum, there is an system of identifying senior dyslexia teacher dyslexic will some matching theeffective (SpLD) or there is a withdrawal system for individualised probably have Head ofliteracy level ofpupils the pupilâ&#x20AC;&#x2122;s needs to the support. There is positive between Department status,mainstream will hold level of provision at the ongoing school. communication andeducational special needs staff and the senior management team. This is a new nationally recognised An psychologistâ&#x20AC;&#x2122;s category because lotsguidance of maintained schools wantinour validation to qualifications teaching report should offer as state prove for dyslexics. dyslexic pupils, and will to the their levelsupport of provision relevant The Register parents decide if a school can have significant input to the child. includes a checklist to helpcertainly meet their childâ&#x20AC;&#x2122;s special needs, and general a geographical into the schoolindex of As an example, a childeducational at the schools.end of the dyslexia curriculum design and delivery. severe spectrum will probably require a BDA Dyslexia Quality Mark Schools Category SPS Friendly school, whereas a Withdrawal System â&#x20AC;&#x201C; WS CReSTeDâ&#x20AC;&#x2DC;s Sectorlag (MS) now where includesdyslexic the British child with,Maintained say, only some in Register Schools (SpLD) Dyslexia skills Associationâ&#x20AC;&#x2122;s Qualityare Mark. Schools awarded spelling may beDyslexia suitablyFriendly pupils withdrawn from the Quality Mark demonstrated commitment toselected dyslexic lessons learners provided for have in a school from a highappropriately Category WS. The categories for specialist tuition from a enable CReSTeD to offer this teacher with a nationally guidance. recognised qualification in SLI ND ON C OLLEGE teaching dyslexic pupils. There â&#x20AC;&#x153;HA PPY PUDDING â&#x20AC;? is ongoing communication The categories between mainstream and specialist teachers. Dyslexia Specialist

and undergone scrutiny. They hold the award for three years The CReSTeDrigorous Register is before being re-verified published annually andbyisthe British Dyslexia Association. These schools are identified on from the CReSTeD Register with the BDA Dyslexia Friendly available direct the Quality Mark logo. CReSTeD Administrator. It may also be obtained from the The Register is updated annually and is available direct from the British Dyslexia Association and CReSTeD Action. Administrator. Dyslexia Full It may also be obtained from the British Dyslexia Association and Dyslexia Action.on Full information is also published on the information is also published website: www.crested.org.uk the website: www.crested.org.uk CReSTeD waswas founded to help parents. It has had and will continue to have CReSTeD founded to help influenceIt onhas thehad standards of provision for SpLD pupils. parents. and will continue to have influence on Brendan Wignall has been Further information the standards of provision for Headmaster of Ellesmere College since For more information about CReSTeD or 1996 for aand copy of the Register: SpLD pupils. is currently Chair of Email: admin@crested.org.uk

Website: www.crested.org.uk Further information

For more information about CReSTeD or for a copy of the Register: Email: admin@crested.org.uk Website: www.crested.org.uk â&#x2013;

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!).

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

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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,

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approved for their dyslexia provision

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September 2015 I THE BSA GUIDE TOBSA UKGUIDE BOARDING SCHOOLS September 2016 I THE TO UK BOARDING SCHOOLS 115 151

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

School Appleford School More House School Northease Manor St David’s College

Town Salisbury Farnham Lewes Llandudno

Website www.applefordschool.org 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 DSP DSP

School Bredon School Bruern Abbey School Frewen College Mark College Moon Hall School Moon Hall College Nunnykirk Centre Shapwick School

Town Tewkesbury Chesterton, Oxfordshire Rye Highbridge Dorking Dorking Morpeth Bridgwater

Website www.bredonschool.org www.bruernabbey.org www.frewencollege.co.uk www.priorygroup www.moonhallschool.co.uk www.moonhallcollege.co.uk www.nunnykirk.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 Moyles Court 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 Ringwood, Hampshire Winscombe, North Somerset Arundel, Sussex Wolverhampton, West Midlands Lymington, Hampshire Stonehouse, Gloucestershire Stonehouse, Gloucestershire

152 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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.moylescourt.co.uk 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

main curriculum options at ages 14–16 (Years 10

What schools offer

and 11) – GCSEs and IGCSEs – will become relevant

More than 75% of leading independent schools

new grades 7 to 9 will be awarded to the same

for their son or daughter in the coming years.

now offer a mixture of GCSEs and IGCSEs. This is

proportion of candidates as currently achieve

the approach we have adopted at St Swithun’s,

grades A and A*, with the top 20% of those

This is an exciting stage of education because it

where each subject department has autonomy

differentiated by the highest grade, 9.

is when most pupils have their first opportunity

to select the course that provides the most

to begin selecting some subject options and

appropriate blend of academic rigour, accessibility

These changes are already being reflected

determining their own academic programme. As it

and progression to further study at A level. Some

in IGCSEs. They are being adjusted to reflect

also leads to formal qualifications in the shape of

schools prefer either GCSEs or IGCSEs exclusively,

additional content in the new GCSEs, and at the

(I)GCSEs, an understanding of what schools offer

and these approaches are also legitimate. It is

time of writing it is clear at least some IGCSEs will

currently and how that is likely to be affected by

worth underscoring that both qualifications are

adopt the new 9 to 1 grading system. There would

ongoing changes to the curricular landscape is

respected, valued and understood by universities

appear to be a convergence taking place, though

useful.

and employers.

much remains to be worked out in the detail of the

Evolving qualifications

There are advantages to the mixed economy

International GCSEs (IGCSEs) are long-established

of GCSEs and IGCSEs favoured by so many

Advice for parents and pupils

qualifications, originally developed as equivalent

independent schools. During the summer

Parents and pupils should feel able to ask

to GCSEs for international schools. Their structure

examination period, IGCSE papers tend to both

informed questions about the (I)GCSE courses

has remained essentially ‘linear’, which means

begin and end a couple of weeks earlier than

offered by a school, and the school should be

assessment takes place by examination at the end

GCSEs. Therefore, in a demanding time for Year

able to explain how it is responding to curricular

of the two-year course. By contrast, until recently

11 pupils, those studying for a mixture of the two

changes and the rationale for the combination of

GCSEs had evolved differently and become more

can find that their examinations are spread over a

courses it offers. More specific questions can be

‘modular’, with courses subdivided into relatively

slightly longer time period, which can be beneficial

posed, often on a subject level, about how each

discrete units. This ‘modularisation’ was matched

in managing final revision and preparation. There

course helps to meet the needs and interests of

by more piecemeal assessment, with opportunities

are positives for schools as well. The surging

pupils at that school.

to complete coursework (or ‘controlled

interest in IGCSEs, current reforms to GCSEs

assessment’) and take some examination papers

and corresponding revisions to IGCSEs mean

Just as it is important to be aware of curricular

throughout the course.

that for most subjects schools are increasingly

reforms, in making subject choices pupils are

able to choose from several up-to-date linear

always best advised to play to their own strengths

specifications.

and select the subjects they find most interesting

ny parent considering a boarding school

to occur with less interruption over a two-year

One of the most noteworthy changes in the

for their child at 11+ or 13+ entry is

course.

reformed GCSEs is the introduction of a new,

certain to discover that changes to the

Over the past decade independent boarding schools, and independent schools generally,

numerical 9 to 1 grading scale to replace the A* to G system. At the top end of the scale, the

reforms and their implications.

and enjoyable. The finer details of structure of

have helped drive a proliferation of IGCSEs

Changes on the horizon

within the UK. In 2015 IGCSEs accounted for over

Phased, national reforms to GCSEs have recently

because after all the qualification itself only lends

43% of examinations taken by Year 11 pupils

begun, with the stated aim of making them more

a structure, albeit an important one, for pupils’

in independent schools, a percentage that has

rigorous. The first of these new examinations will

learning at this level.

quadrupled in just five years, from 11% in 2010.

be taken in summer 2017 in English language,

This has happened because independent schools

English literature and mathematics, and all

have perceived a number of advantages in IGCSEs:

subjects will be reformed by summer 2019. In practice, the new GCSEs would seem to be

greater emphasis on breadth and depth of

taking on many characteristic features of IGCSEs.

knowledge, in addition to cultivation of skills

Assessment will be linear, with examinations taken

a higher degree of academic rigour

at the end of the two-year course, and other forms

more insulation from political change

of assessment, including controlled assessment,

the opportunity to devote more curricular time

are being removed or significantly reduced.

to teaching than to formal assessments l

any (I)GCSE course should not be a deciding factor

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.

the chance for pupils’ intellectual maturation

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

153

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 A* and A 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.

154 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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 C/D borderline such that the gifted and talented are not stretched and challenged, ending up with B grades rather than the A* and A grades of which they are capable and which top universities demand. This is why only 21% of GCSE grades in the state sector last

Photography

year were at A*/A. Compare that with 87% at my

Film Studies

Physical Sciences – Maths, Physics and

own school, Brighton College.

Physical Education

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 A*, A and

Home Economics

or career aspirations, the following subjects

B grades at GCSE do next? How should they go

Travel and Tourism.

would be good subjects to take at A level, to

Chemistry l

about choosing the right A levels for them?

Veterinary Science – Biology and Chemistry.

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 an A grade in GCSE

from 2007 show that 247 comprehensive schools

former to pause just for a moment to check the

Physics but actually have no enthusiasm for it,

did not enter any pupils for A level Physics, 187

A-level courses upon which they are about to

don’t do it for A level.

did not enter any pupils for Chemistry and 96

embark will genuinely enthuse them and, in the

schools did not enter any for Mathematics.

fullness time, ensure they are well placed to apply

Second, choose subjects universities genuinely

for the course and university of their choice. I

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:

promise it 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

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

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.

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

155

Curriculum choices | Key post-16 curriculum choices

Key post-16 curriculum choices – Simon Smith, Deputy Head (Academic) of Haileybury

uch has been written about the relative virtues of the different

The A-level option offers the chance to specialise with subject choices. For

post-16 qualifications. Now we are coming towards the

those wishing to study Engineering at university or college, for example,

end of the phased reform of A levels, it is worth revisiting

Mathematics and three sciences would provide a good foundation. Many

the differing sixth-form curricula. The programme of reform will take

schools are also looking at ways to enrich the A-level offer further. A pupil

three years to take effect in full. Several subjects such as History and

might study, for example, three A levels and take an in-house course in

English have started as linear courses, others such as Philosophy or

Creative Writing or Ethics.

Spanish start teaching in September 2016, while some linear courses such as Mathematics and Classical Civilisation will begin first teaching in

Some schools are also looking at the International A level qualification

September 2017. Until linear courses are introduced the current modular

offered by Cambridge. These qualifications are less prone to Government

courses remain in place.

interference and provide a genuine alternative specification, as the three UK exam boards (Edexcel, OCR and AQA) are obliged to provide similar content.

A levels remain the most popular, recognised and arguably respected of all post-16 qualifications. If the reforms bring about greater challenge and

Further enrichment

depth of study, they will be even better and remain a qualification welcomed

Cambridge’s Pre-U is another linear, rigorous alternative to A level offered in

by universities, colleges and employers. The new A levels are returning to

some schools providing an unashamed academic preparation for university,

something more akin to those seen before 2000; linear with all exams taken

one which the new A level largely models. Even more encouraging is the

in the Upper Sixth and the end of the old AS exams at the end of the Lower

opportunity for further enrichment, for example, through the Extended

Sixth. The removal of compulsory exams in the Lower Sixth provides more

Project Qualification (EPQ). This is equivalent to roughly half an A level

time for learning and less time is needed for exam drilling. As the Girls’

and provides excellent preparation for the type of reading and research

Schools Association (GSA) succinctly explained: ‘Freeing up Year 12 will allow

work that is common undergraduate practice. In August 2015 nearly

students to focus on wider and deeper learning, not just exam preparation’.

35,000 students submitted an EPQ. At Haileybury all A-level pupils have

Some schools may continue to offer the new AS examinations at the end of

the opportunity to study the IB Theory of Knowledge course or write an

the Lower Sixth but the AS is a separate qualification from the final A level

Extended Essay – a 4,000-word research paper on a subject and topic of the

achieved 12 months later.

student’s choice; I call this A level +.

New A levels will be less bite size and offer more time for studying a

A quality education fuses the curricular and the co-curricular. For example,

subject in real detail. Some schools will return to their pupils studying just

resilience in Latin prep can be learned through violin practice, discipline

three subjects over two years. Others will continue with the four to three

and organisation nurtured in the Combined Cadet Force can improve self-

model after one year of study. The A* grade has already brought about an

study skills, while Physics might be better understood through application in

opportunity for academic ambition and differentiation.

cricket.

156 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Key post-16 curriculum choices | Curriculum choices International Baccalaureate (IB) Diploma

possibly outdoor, learning opportunities and proactively support future

The fact we are in the middle of another round of A-level reforms highlights

employment through apprenticeships or otherwise but without restricting

the strength of an alternative post-16 qualification – the International

higher education entry.

Baccalaureate (IB) Diploma. Since the Diploma’s inception more than 45 years ago the IB has not deviated from its basic principles of global

I will close with a point I have made many times to current or prospective

acceptance, transferability and breadth across six key subject areas: English,

parents. The very best schools offer students the chance to flourish,

a second language, a humanity, a science, Mathematics and then either

embrace opportunity and challenge while nurturing sporting or cultural

a creative subject or an elective to specialise. Pupils must also focus on

interest. Choice is excellent (over the next few years schools will increasingly

research and critical thinking, through the 4,000-word Extended Essay

offer a mixed diet of post-16 qualifications), it is what we are used to in

and Theory of Knowledge courses, and have an appreciation of a healthy

modern society, qualifications are important too, but ultimately inspirational

balanced lifestyle through the Creativity, Activity, Service (CAS) programme.

teaching, experiences and positive relationships make far more of a

The IB also espouses 10 qualities or virtues which must be explicitly taught

difference than the type of certificate one leaves school with.

through the programme – these include being Caring, Principled and OpenMinded. The Diploma has also remained largely immune from grade inflation with a consistent global average of 29 points (out of a possible 45) – the UK schools average is around 33 points, Haileybury’s average is typically closer to 37 points. Even when there is subject reform it is part of a carefully scheduled programme and involves teachers rather than politicians – our Director of Professional Development is currently part of the History curriculum reform group redesigning the course for 2021. Reform is, therefore, bottom up as part of a six-year cycle rather than top down upon the whim of the in-post Government or Secretary of State for Education for England. Much is made of the opportunity for breadth in the Diploma and how it suits the all-rounder. One must be careful here. Certainly the opportunity to continue with the study of a larger number of subjects is a strength

Simon Smith is Deputy Head (Academic) at Haileybury and will become the Headmaster of Rydal Penrhos in January 2017. After graduating from York with a BA (Hons) in History and Economics, he completed his PGCE, also at York, before teaching History at Hurstpierpoint College. He then moved to Worth School where he was Head of History, IB Diploma Coordinator and finally as Director of Academic Administration sat on the school’s Senior Leadership Team during which time the school moved from all boys to fully co-educational. In 2010 he moved to Haileybury, an 11–18 years boarding and day school in Hertfordshire. As well as managing the College’s provision of teaching and learning, Simon is a Lower School Tutor, a Prep School Governor and on the Education Committee of Haileybury Turnford, an Academy sponsored by Haileybury.

and through the Higher and Standard Level combinations (three of each) students can still specialise. Higher Level Mathematics, Physics and Chemistry can prepare a pupil for the most demanding undergraduate science degrees in the same way that Higher Level English, History and Philosophy could prepare one for a humanities-based degree. Higher Level Mathematics is regarded as more challenging than A level Further Mathematics and when one adds in the Extended Essay, it is easy to understand why universities are keen to offer places to Diploma applicants. It has been argued that the IB Diploma is not for everyone and the compulsory Mathematics course or the requirement to take a second language prevents universal access. However, the Maths Studies option or the ab initio (beginner) language courses mean pupils are only challenged to a GCSE+ level and, more importantly perhaps, have the opportunity to develop and improve their confidence in subjects which otherwise might be abandoned at 16 with later regret. The IB Diploma is therefore just as much a preparation for university study in terms of its academic rigour as it is a philosophy of education for life beyond secondary and tertiary education.

Open Day Saturday 8 October Cambridge Centre for Sixth‑form Studies (CCSS) is an independent sixth‑form college for boarding and day students offering a wide choice of GCSE and A Level courses, small class sizes, inspiring teachers and excellent support based in central Cambridge.

For those seeking an alternative to traditional schooling the IB also offers a more vocational option – the IB Careers Related Certificate which combines academic study (at least two IB Diploma subjects) with career preparation training and more vocational qualifications such as BTECs, e.g. a Level 3 BTEC in business or art. Currently available in just four schools in the UK it offers a distinct alternative to its more academic counterpart with a mix of external and internally assessed components.

BTECs BTECs, another post-16 curriculum option, have fewer formal examinations

For further information and to register

ccss.co.uk/openday 01223 707943 admissions@ccss.co.uk

but instead continuously assess the pupils as they develop skills and

facebook.com/CCSS.Sixthform

knowledge in practical, real-life situations such as Sports Science,

twitter.com/ccsscambridge

Construction or Engineering. Such courses offer much more hands-on,

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

157

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?

From September 2015 most students will 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 was introduced for some subjects for first teaching in September 2015. 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. The move to linearity is being phased in from 2015 to 2017 when all subjects will become linear.

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?

There is a new UCAS tariff. It will apply to students making applications for admission to higher education from September 2016 â&#x20AC;&#x201C; that is for courses starting from September 2017. 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 new 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 new tariff points for a Pre-U Diploma can be calculated by adding together the tariff points for each of its components.

Maximum 216 new 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

Current tariff 140 120 100 80 60 40

New tariff 56 48 40 32 24 16

New tariff 56 48 32 24 12 0 0

Grade D1 D2 D3 M1 M2 M3 P1 P2 P3

New tariff 56 56 52 44 40 36 28 24 20

Where can you study it?

Schools and FE colleges.

138 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 from 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

158 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

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% of BSA members are located

this is less likely to be the case in overseas schools.

outside the UK and provide a British international curriculum, leading

to IGCSE and IB or A levels. These schools

better and thus contribute to the promotion of The high number of international boarding schools

peace in the world’.

in Switzerland is due to a variety of reasons:

provide further choices for families living outside the UK as well as for families who, for

their pupils would as adults ‘understand others

Many of the schools in Switzerland have a l a

nineteenth-century and early twentieth-

stunningly located campus close to lakes and

a variety of reasons, want a more international

century view that the Swiss air was particularly

surrounded by mountains. Few, if any, schools

environment while staying close to mainstream

healthy for young people

in the UK can match the scenic location of Aiglon

its multiple official languages

College or, indeed, most of the other Swiss

British education and protecting their options of

attending UK universities.

l the

Many of these schools are in Europe – with a particular concentration in Switzerland – and these will perhaps be the ones most likely to interest

location of the headquarters of many

schools. However, Switzerland is an expensive

international organisations (especially in

country and the boarding fees in these schools

Geneva)

are on average 35% more than those in their UK

l the

increasing number of global company

counterparts.

headquarters (especially in Zurich).

parents and pupils who are resident in the UK

In contrast, boarding school fees in some other

but want a more international flavour to their

The traditional neutrality of Switzerland also

European countries such as Spain are often

educational experience. Even though most British

encouraged certain idealists to locate schools

considerably lower than in Britain. This can be

boarding schools have a number of international

there, for example St George’s at Montreux. St

an attractive factor affecting parental choice

pupils, these are generally in the minority whereas

George’s Oxford-educated lady founders hoped

even after transport costs have been taken into

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

159

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.

account. With carefully chosen budget airline

of the mother schools, their Asian offshoots are

flights, transport costs may not be significantly

co-educational.

greater than a 200-mile round journey between home and school in the UK. In some cases parents

Parents and pupils considering British

may own already or plan to acquire a holiday

international boarding schools overseas, whether

home close to the European school.

in Europe or further afield, should look for the same high standards of teaching, learning and

Ivan, 18 years

A wish to move from IGCSE to International

pastoral care they would expect in the UK. This

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.

Baccalaureate (IB), rather than A levels, may

means a school’s accreditation is important and

stimulate interest in a move outside the UK.

the safest ‘kitemarks’ parents should look for

Although there are several IB schools in the UK

are membership of BSA and/or membership

and some of the international schools offer A

of COBIS (the Council of British International

levels, the reverse situation is the norm so there is

Schools). It also gives considerable assurance if

a wider choice of IB schools in continental Europe.

the school opts for regular inspections from ISI, the Independent Schools Inspectorate, which, in

Specialist facilities may be another reason for

addition to its responsibility to the Government

looking at boarding outside the UK. A talented

for inspecting independent schools in England

skier is more likely to have opportunities

and Wales, inspects British international schools

to maximise his or her talents in alpine

worldwide, including those seeking approval

Switzerland than in England. Pupils gifted

under the Department for Education scheme for

in tennis and golf may find the climate and

British Schools Overseas. Parents should read

facilities in southern Spain more helpful.

the relevant ISI reports carefully whether they are

A budding test cricketer, however, should

searching for a school in the UK or for a British

definitely opt to stay in the UK! Several

education overseas.

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 Bangkok, Dulwich College in Suzhou, China, and North London Collegiate in Jeju, Korea. In all three cases, despite the single-sex nature

160 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Appendix | Useful contacts

Useful contacts This section provides contact details for a

OTHER USEFUL CONTACTS

Independent Schools Inspectorate (ISI)

selection of organisations able to provide you

ISCis Ireland

CAP House

with further information about boarding schools

5 Sandycove Avenue East

9–12 Long Lane

and studying in the UK. The information below

Sandycove

London EC1A 9HA

is based on information on each organisation’s

County Dublin

Tel: +44 (0)20 7600 0100

website.

Republic of Ireland

Email: info@isi.net

Tel: +353 1280 95454

Web: www.isi.net

Email: palmercarter@eircom.net

ISI ensures high standards among ISC member

GENERAL INFORMATION Boarding Schools’ Association (BSA)

schools by carrying out inspections

134 Buckingham Palace Road

Welsh Independent Schools Council (WISC)

London

2 Glenview Rise

International Baccalaureate Organization

SW1W 9SA

Newbridge

(IBO)

Tel: +44 (0)207 798 1580

Gwent NP11 4HZ

Peterson House

Email: bsa@boarding.org.uk

Tel: +44 (0)779 189 1593

Malthouse Avenue

Web: www.boarding.org.uk

Email: info@welshisc.co.uk

Cardiff Gate

Web: www.welshisc.co.uk

Cardiff,

State Boarding Forum (part of BSA)

Wales CF23 8GL

134 Buckingham Palace Road

Scottish Council of Independent Schools

Tel: +44 (0)29 2054 7777

London

(SCIS)

Email: ibca@ibo.org

SW1W 9SA

61 Dublin Street

Web: www.ibo.org

Tel: +44 (0)207 798 1580

Edinburgh EH3 6NL

The IBO administers the International

Email: info@stateboarding.org.uk

Tel: +44 (0)131 556 2316

Baccalaureate in schools in over 100 countries

Web: www.stateboarding.org.uk

Email: info@scis.org.uk

around the world

Web: www.scis.org.uk Independent Schools Council information

Universities and Colleges Admissions Service

and advice service (ISCias)

Independent Schools Careers Organisation

(UCAS)

First floor

(ISCO)

Rosehill

27 Queen Anne’s Gate

Inspiring Futures Careers Ltd

New Barn Lane

London SW1H 9BU

The Fountain Building

Cheltenham

Tel: +44 (0)20 7766 7070

Howbery Park

Gloucestershire GL52 3LZ

Email: information@isc.co.uk

Wallingford OX10 8BA

Tel: +44 (0)371 468 0468

Web: www.isc.co.uk

Tel: +44 (0)1491 820382

Email: enquiries@ucas.ac.uk

ISC offers free and impartial advice about the

Email: helpline@inspiringfutures.org.uk

Web: www.ucas.com

sector

Web: www.isco.org.uk

UCAS receives and processes applications for

Provides information and advice on careers

undergraduate admission to UK universities and

Department for Education (DfE)

and higher education choices for pupils in ISCO

university-sector colleges

Sanctuary Buildings

member schools The Educational Grants Advice Service

20 Great Smith Street London

Independent Schools Examinations Board

Independent Schools Council

SW1P 3BT

(ISEB)

c/o Royal National Children’s Foundation

Tel: +44 (0)370 000 2288

Endeavour House

Sandy Lane

Typetalk: 18001 0370 000 2288

Crow Arch Lane

Cobham

Contact form: www.education.gov.uk/help/

Ringwood BH24 1HP

Surrey KT11 2ES

contactus/dfe

Tel: +44 (0)1425 470555

Tel: +44 (0)1932 865619 (answered between 9am

Web: www.education.gov.uk

Email: enquiries@iseb.co.uk

and 11am weekdays)

Web: www.iseb.co.uk

Web: www.educational-grants.org

Independent Schools Show

Administers exams for pupils transferring to

Held every autumn in Battersea Park, London

independent senior schools (at ages 11–13+)

The SpringBoard Bursary Foundation

2016 dates: 12 and 13 November

Portland House

The Education Theatre at ISS London

Bressenden Place

Battersea Evolution

London SW1E 5RS

Chelsea Bridge Entrance

Tel: +44 (0)20 7869 8141

Battersea Park

Email: admin@springboardbursary.org.uk

London SW11 4NJ

Web: www.springboardbursaryfoundation.

Tickets: +44 (0)203 301 0299

org.uk

Email: info@schoolsshow.co.uk Web: www.schoolsshow.co.uk

162 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

Useful contacts | Appendix INFORMATION FOR OVERSEAS PARENTS AND BOARDERS

UK Council for International Student Affairs

Disability Rights UK

(UKCISA)

Ground Floor

Association for the Education and

9–17 St Albans Place

CAN Mezzanine

Guardianship of International Students

London N1 0NX

49–51 East Rd

(AEGIS)

Tel: +44 (0)20 7288 4330

London N1 6AH

The Wheelhouse

Advice line: +44 (0)20 7788 9214

Tel: +44 (0)20 7250 8181

Bond’s Mill Estate

Textphone: 18001 020 7788 9214

Email: enquiries@disabilityrightsuk.org

Bristol Road

Web: www.ukcisa.org.uk

Web: www.disabilityrightsuk.org

Stonehouse

UKCISA looks after the needs and interests of

Gloucestershire GL10 3RF

international students; offers free information

SSAFA Forces Help, CHSS

Tel: +44 (0)1453 821293

and advice to international students already

4 St Dunstan’s Hill

Email: info@aegisuk.net

in the UK, and to prospective international

London EC3R 8AD

Web: www.aegisuk.net

students around the world. Provides advice by

Tel: +44 (0)207 403 8783

telephone only. The advice line is open 1pm to

Direct line to Special Needs and Disability

4pm Monday to Friday.

Advisor: +44 (0)207 463 9234

British Council

Web: www.ssafa.org.uk

Bridgewater House Manchester M1 6BB

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) INFORMATION

SPECIALIST SCHOOLS INFORMATION

Tel: +44 (0)161 957 7755

British Dyslexia Association (BDA)

Choir Schools’ Association (CSA)

Email: general.enquiries@britishcouncil.org

Unit 8 Bracknell Beeches

CSA Administrator

Web: www.britishcouncil.org

Old Bracknell Lane

39 Grange Close

Bracknell RG12 7BW

Winchester

Children’s Education Advisory Service (CEAS)

Email: helpline@bdadyslexia.org.uk

Hampshire SO23 9RS

Trenchard Lines

Web: www.bdadyslexia.org.uk

Tel: +44 (0)1962 890530

Upavon

Offers information and help to families,

Email: admin@choirschools.org.uk

Pewsey

professionals and dyslexic individuals. The

Web: www.choirschools.org.uk

Wiltshire SN9 6BE

helpline is open 10am to 12pm and 1pm to

An association of UK boarding and day schools

Tel: +44 (0)1980 618244 (Mil: 94344 8244)

4pm Monday to Friday, closed on Wednesday

attached to cathedrals, churches and college

Email: enquiries@ceas.uk.com

afternoons.

chapels

advisory-service

Council for the Registration of Schools

Music and Dance Scheme

The helpline is staffed 8.30am to 3.30pm

Teaching Dyslexic Pupils (CReSTeD)

Web: www.education.gov.uk

Monday to Friday; an answer phone is available

c/o Helen Arkell Dyslexia Centre

The UK Government’s Music and Dance Scheme

at all other times

Arkell Lane

provides funding for exceptionally talented

Frensham

children to study at specialist schools

58 Whitworth Street

Web: www.gov.uk/childrens-education-

Council of British International Schools

Farnham

(COBIS)

Surrey GU10 3BL

RELIGIOUS SCHOOLS INFORMATION

COBIS represents accredited British Schools

Email: admin@crested.org.uk

Woodard Schools

abroad, anywhere in the world

Web: www.crested.org.uk

Head Office

COBIS

CReSTeD provides a free list of schools approved

High Street

55–56 Russell Square

for its SpLD (dyslexia) provision. Forces children

Abbots Bromley

London WC1B 4HP

attending schools listed under categories DSP,

Rugeley

Tel: +44 (0)203 8267190

SPS and DU may qualify for help with fees from

Staffordshire WS15 3BW

Email: ceo@cobis.org.uk

the CEAS

Tel: +44 (0)1283 840120

Web: www.cobis.org.uk

Email: jillshorthose@woodard.co.uk Dyslexia Action

Web: www.woodard.co.uk

National Academic Recognition Information

Dyslexia Action House

A corporation of 45 Church of England schools in

Centre (UK NARIC)

10 High Street

England and Wales

Oriel House

Egham

Oriel Road

Surrey TW20 9EA

Methodist Independent Schools Trust

Cheltenham

Email: info@dyslexiaaction.org.uk

25 Marylebone Road

Gloucestershire GL50 1XP

Web: www.dyslexiaaction.org.uk

London NW1 5JR

Tel: +44 (0)871 330 7033

Carries out assessments of children and adults

Tel: +44 (0)20 7935 3723

Web: www.naric.org.uk

who may be dyslexic, provides tuition, trains

Email: admin@methodisteducation.co.uk

Provides advice on overseas qualifications

specialist teachers, develops teaching materials

Web: www.methodisteducation.co.uk

accepted by UK institutions; queries should be

and conducts research

An umbrella organisation for the 14 independent

sent in writing

Methodist schools in the UK

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

163

Appendix | Useful contacts

Catholic Independent Schools’ Conference

Headmasters’ and Headmistresses’

AFFILIATED ASSOCIATIONS

(CISC)

Conference (HMC)

Naval Families Federation (NFF)

Laetare

12 The Point

Castaway House

Ashampstead Rd

Rockingham Road

311 Twyford Avenue

Aldworth

Market Harborough

Portsmouth

Reading

Leicestershire LE16 7QU

Hampshire PO2 8RN

RG8 9RY

Tel: +44 (0)1858 469 059

Tel: +44 (0)23 9265 4374

Tel: +44 (0)1635 578817

Email: info@hmc.org.uk

Email: admin@nff.org.uk

Email: johnshinkwin@cisc.uk.net

Web: www.hmc.org.uk

Web: www.nff.org.uk

Web: www.cisc.uk.net

HMC represents the heads of more than 240 independent senior schools

Army Families Federation (AFF)

ISC CONSTITUENT MEMBER ASSOCIATIONS

Independent Association of Prep Schools

Ramillies Building

The Council provides a single, unified

(IAPS)

Marlborough Lines

organisation that speaks and acts on behalf of

11 Waterloo Place

Monxton Road

the associations of governing bodies, heads and

Leamington Spa

Andover SP11 8HJ

bursars by which it was constituted (listed below

Warwickshire CV32 5LA

Tel: +44 (0)1264 382326 (Mil: 94391 2326)

and on the next page). ISC promotes member

Tel: +44 (0)1926 887833

Email: us@aff.org.uk

schools’ common interests at the political level

Email: iaps@iaps.uk

Web: www.aff.org.uk

by making representations to government

Web: www.iaps.uk

ministers, politicians of all parties, civil servants

IAPS represents the heads of more than 570

RAF Families Federation

and the media. It also has overall responsibility

boys’, girls’ and co-educational preparatory

13–15 St Georges Road

for the Independent Schools Inspectorate, which

schools for children aged from 2 to 13

Wittering

IDL 414, Floor 1, Zone 6

ensures high standards among ISC schools,

Peterborough PE8 6DL

teacher recruitment campaigns, the ISC teacher

Independent Schools Association (ISA)

Tel: +44 (0)1780 781650

induction panel, which enables several hundred

ISA House

Web: www.raf-ff.org.uk

newly qualified teachers in ISC schools each year

5–7 Great Chesterford Court

to obtain Qualified Teacher Status, and other

Great Chesterford

matters. The seven constituent associations of

Essex CB10 1PF

ISC are listed below. BSA and COBIS are affiliated

Tel: +44 (0)1799 523619

members of ISC.

Email: isa@isaschools.org.uk Web: www.isaschools.org.uk

Association of Governing Bodies of

ISA members include heads of some 300

Independent Schools (AGBIS)

preparatory, senior and all-through schools

The Grange 3 Codicote Road

Independent Schools’ Bursars Association

Welwyn

(ISBA)

Herts AL6 9LY

Bluett House

Tel: +44 (0)1438 840 730

Unit 11–12 Manor Farm

Email: gensec@agbis.org.uk

Basingstoke RG25 2JB

Web: www.agbis.org.uk

Tel: +44 (0)1256 330369

AGBIS represents the interests of the governing

Email: office@theisba.org.uk

bodies of ISC schools

Web: www.theisba.org.uk ISBA represents the bursars of over 800 senior

Girls’ Schools Association (GSA)

and junior schools

Suite 105 108 New Walk

The Society of Heads

Leicester LE1 7EA

12 The Point

Tel: +44 (0)116 2541619

Rockingham Road

Email: office@gsa.uk.com

Market Harborough

Web: www.gsa.uk.com

Leicestershire LE16 7QU

GSA is the main association to which heads of

Tel: +44 (0)1858 433760

girls’ senior independent schools belong

Email: gensec@thesocietyofheads.org.uk Web: www.thesocietyofheads.org.uk The Society of Heads represents the heads of independent schools of all sizes, many of which have a long tradition of boarding

164 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

BSA schools members | Appendix

BSA schools members UK MEMBERS

Brambletye School

Denstone College

Brandeston Hall

DLD College London

Abberley Hall School

Bredon School

Dollar Academy

Abbey College Manchester

Brentwood School

Dorset House School

Abbots Bromley School

Brighton College

Dover College

Abbotsholme School

Brockhurst and Marlston House

d’Overbroeck’s College

Abingdon School

Bromsgrove Preparatory School

Downe House School

Ackworth School

Bromsgrove School

Downside School

ACS Cobham International School

Bruern Abbey School

Dragon School

Adams’ Grammar School

Bruton School for Girls

Dulwich College

Albyn School

Bryanston School

Dulwich Prep London

Aldenham School

Brymore Academy

Dulwich Preparatory School

Aldro School

Burford School

Durand Academy

Aldwickbury School

Burgess Hill Girls

Durham School

Alexanders College

Caldicott

Eagle House School

All Hallows School

Cambridge Centre for Sixth-form Studies

Eastbourne College

Ampleforth College

Campbell College

Edge Grove School

Appleford School

Canford School

Edgeborough School

Ardingly College

Casterton Sedbergh Preparatory School

Ellesmere College

Ardingly College Preparatory School

Caterham School

Elmhurst School for Dance

Ardvreck School

CATS College Cambridge

Elstree School

Ashby School

CATS College Canterbury

Epsom College

Ashdown House School

CATS College London

Eton College

Ashfold School

Chafyn Grove School

Farleigh School

Ashford School

Charterhouse

Farlington School

Ashville College

Chase Grammar School

Farringtons School

Ashwicke Hall School

Cheam School

Felsted School

Atlantic College

Chelsea Independent School

Feltonfleet School

Aysgarth School

Cheltenham College

Fettes College

Badminton School

Cheltenham College Preparatory School

Foremarke Hall, Repton Preparatory School

Barnard Castle School

Cheltenham Ladies’ College

Forres Sandle Manor School

Battle Abbey School

Chetham’s School of Music

Framlingham College

Beachborough School

Chigwell School

Frensham Heights School

Bedales Preparatory School, Dunhurst

Chilton Cantelo School

Frewen College

Bedales School

Christ Church Cathedral School

Friends’ School

Bede’s Preparatory School

Christ College Brecon

Fulneck School

Bede’s Senior School

Christ’s Hospital School

Fyling Hall School

Bedford School

City of London Freemen’s School

Giggleswick Junior School

Bedstone College

Clayesmore Preparatory School

Giggleswick School

Beechen Cliff School

Clayesmore School

Glenalmond College

Beechwood Park School

Clifton College

Godolphin School

Beechwood Sacred Heart School

Clifton College Prepratory School

Godstowe Preparatory School

Beeston Hall School

Cobham Hall School

Gordon’s School

Belhaven Hill School

Colchester Royal Grammar School

Gordonstoun School

Bellerbys College, Brighton

Concord College

Gosfield School

Bellerbys College, Cambridge

Cothill House

Great Ballard School

Bellerbys College, London

Cotswold Chine School

Great Walstead School

Benenden School

Cottesmore School

Gresham’s Preparatory School

Berkhamsted School

Cranbrook School

Gresham’s School

Bethany School

Cranleigh Preparatory School

Haberdashers’ Monmouth School for Girls

Bilton Grange School

Cranleigh School

Haileybury

Bishopstrow College

Culford School

Hampshire Collegiate School

Bishop’s Stortford College

Cumnor House School

Handcross Park School

Bloxham School

Cundall Manor School

Hanford School

Blundell’s School

Dallam School

Harrogate Ladies’ College

Bootham School

Dauntsey’s School

Harrow School

Boundary Oak School

De Aston School

Hatherop Castle School

Bournemouth Collegiate School

Dean Close Preparatory School

Haydon Bridge High School

Box Hill School

Dean Close School

Hazlegrove Preparatory School

Bradfield College

Dean Close St John’s

Headington School

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

165

Appendix | BSA schools members Heath Mount School

Mark College

Rendcomb College

Heathfield School

Marlborough College

Repton School

Hethersett Old Hall School

Marlborough House School

Riddlesworth Hall Preparatory School

Highfield School

Marymount International School

Rikkyo School in England

Hockerill Anglo-European College

Mayfield School

Ripon Grammar School

Holmewood House School

Merchiston Castle School

Rishworth School

Holmwood House School

Mill Hill School & The Mount, Mill Hill International

Rockport School

Holyport College

Millfield Preparatory School

Roedean School

Horris Hill

Millfield School

Rookwood School

Hurstpierpoint College

Milton Abbey School

Rossall School

Hurtwood House School

Moffats School

Royal Alexandra & Albert School

Ipswich School

Moira House Girls School

Royal Russell School

Junior King’s School

Monkton Combe Preparatory School

Rugby School

Kent College Canterbury

Monkton Combe Senior School

Ruthin School

Kent College Nursery, Infant and Junior School

Monmouth School

Rydal Penrhos School

Kent College Pembury

Moor Park School

Ryde School with Upper Chine

Keswick School

Moorland School

Rye St Antony School

Kilgraston School

More House School

S. Anselm’s Preparatory School

Kimbolton School

Moreton Hall School

Saint Felix School

King Edward’s Witley

Moulsford Preparatory School

Saint Ronan’s School

King William’s College

Mount Kelly

Salisbury Cathedral School

Kingham Hill School

Mount St Mary’s College

Sandroyd School

King’s College School

Mowden Hall School

Scarborough College

King’s College Saint Michael’s

Moyles Court School

Seaford College

King’s College, Taunton

New Hall School

Sedbergh School

King’s Hall School

Northbourne Park School

Sevenoaks School

King’s School, Bruton

Northease Manor School

Sexey’s School

King’s School, Ely

Oakham School

Shaftesbury School

King’s School, Rochester

Ockbrook School

Shebbear College

Kingsley School

Old Buckenham Hall School

Sherborne Girls

Kingswood Preparatory School

Old Swinford Hospital

Sherborne International

Kingswood School

Orwell Park School

Sherborne Preparatory School

Kirkham Grammar School

Oswestry School

Sherborne School

Kitebrook House

Oundle School

Sherfield School

Knighton House School

Packwood Haugh School

Shiplake College

Lambrook School

Padworth College

Shrewsbury School

Lancaster Royal Grammar School

Pangbourne College

Sibford School

Lancing College

Papplewick School

Sidcot School

Langley School

Perrott Hill School

Sir Roger Manwood’s School

Lathallan School

Pinewood School

Skegness Grammar School

Leaden Hall School

Plymouth College

Slindon College

Leighton Park School

Pocklington School

St Andrew’s Preparatory, Eastbourne

Leweston Junior Department

Polam Hall School

St Andrew’s School, Pangbourne

Leweston School

Port Regis School

St Catherine’s, Bramley

Lichfield Cathedral School

Prestfelde School

St Christopher School

Lime House School

Princess Helena College

St Clare’s, Oxford

Lincoln Minster School

Prior Park College

St Dominic’s Brewood

Liverpool College

Prior Park Preparatory School

St Edmund’s College, Herfordshire

Liverpool College International

Prior’s Field School

St Edmund’s School, Canterbury

Llandovery College

QE Academy

St Edmund’s School, Surrey

Lockers Park School

Queen Anne’s School

St Edward’s School, Oxford

Lomond School

Queen Ethelburga’s College

St Francis’ College

Longridge Towers School

Queen Margaret’s School

St George’s School, Ascot

Lord Wandsworth College

Queen Mary’s School

St George’s School, Harpenden

Loretto School

Queen Victoria School

St George’s School, Windsor

Loughborough Grammar School

Queen’s College Junior School

St Hugh’s School, Lincolnshire

Luckley House School

Queen’s College, Taunton

St Hugh’s School, Oxfordshire

Lucton School

Queenswood School

St James Senior Boys’ School

Ludgrove School

Radley College

St John’s Beaumont

LVS Ascot

Ratcliffe College

St John’s College

Maidwell Hall School

Reading School

St John’s College School

Malvern College

Reddam House Bearwood

St John’s International School

Malvern St. James

Reed’s School

St John’s School, Leatherhead

166 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

BSA schools members | Appendix EUROPEAN MEMBERS

St Joseph’s College

The Royal Hospital School

St Lawrence College

The Royal Masonic School for Girls

St Leonard’s School, Fife

The Royal School, Armagh

Aiglon College, Switzerland

St Margaret’s School, Bushey

The Royal School Dungannon

BBIS Berlin Brandenburg International School,

St Martin’s Ampleforth

The Royal School, Haslemere

St Mary’s Calne

The Royal School Wolverhampton

Brilliantmont International School, Switzerland

St Mary’s School, Ascot

The Thomas Adams School

College Alpin Beau Soleil, Switzerland

St Mary’s School, Cambridge

The Wellington Academy

College Champittet, Switzerland

St Mary’s School, Shaftesbury

The Yehudi Menuhin School

College du Leman International School, Switzerland

St Olave’s Preparatory School

Thornton College

Glenstal Abbey School, Ireland

St Paul’s School

Tockington Manor School

International School Eerde, Netherlands

St Peter’s School, Devon

Tonbridge School

King’s College, The School of Madrid, Spain

St Peter’s School, York

Trent College

Lyceum Alpinum Zuoz, Switzerland

St Richard’s School

Tring Park School for the Performing Arts

Open Gate Boarding School, Czech Republic

St Swithun’s School

Trinity School

Robert College, Turkey

St Teresa’s School

Truro High School for Girls

Sigtunaskolan Humanistiska Laroverket, Sweden

Stamford Junior School

Truro School

St Columba’s College, Ireland

Stamford School & Stamford High School

Tudor Hall School

St George’s International School, Germany

Stanborough School

Twyford School

St George’s International School, Switzerland

Stewart’s Melville College

Uppingham School

St Gilgen International School, Austria

Steyning Grammar School

Victoria College Belfast

Surval Montreux, Switzerland

Stoke College

Vinehall School

United World College Dilijan, Armenia

Stonar School

Walhampton School

Stonyhurst College

Warminster School

Stonyhurst St Mary’s Hall

Warwick School

Stover School

Welbeck - The Defence Sixth Form College

Strathallan School

Wellesley House School

Avi-Cenna International School, Nigeria

Summer Fields School

Wellington College

British International School, Nigeria

Sunningdale School

Wellington School

British International School, Phuket, Thailand

Sutton Valence School

Wells Cathedral School

Bromsgrove International School, Thailand

Swanbourne House School

West Buckland School

Day Waterman College, Nigeria

Talbot Heath School

West Hill Park School

Dulwich College Suzhou, China

Taunton Preparatory School

Westbourne House School

Frensham, Australia

Taunton School

Westminster Abbey Choir School

Hangzhou Greentown Yuhua School, China

Taverham Hall Prepartory School

Westminster Cathedral Choir School

Harrow International School, Bangkok, Thailand

Teikyo Foundation (UK)

Westminster School

Hilton College, South Africa

Terra Nova School

Westonbirt School

Jerudong International School, Brunei

Terrington Hall School

Whitgift School

Kincoppal-Rose Bay, Australia

Tettenhall College

Winchester College

Kolej Tuanku Ja’afar, Malaysia

The Chorister School

Winchester House School

Michaelhouse, South Africa

The Downs, Malvern College Preparatory School

Windermere School

Miles Bronson Residential School, India

The Duke of York’s Royal Military School

Windlesham House School

Nexus International School, Malaysia

The Elms

Witham Ham School

North London Collegiate School Jeju, Republic

The Five Islands School

Woldingham School

The Hammond School

Woodbridge School

Peponi School, Kenya

The Harefield Academy

Woodcote House School

Prem Tinsulanonda International School,

The King’s School, Canterbury

Woodhouse Grove School

The Leys School

Worksop College

Presbyterian Ladies’ College, Australia

The Mary Erskine School

Worksop College Preparatory College

Pymble Ladies’ College, Australia

The Mount School

Worth School

Regent’s International School, Pattaya, Thailand

The New Beacon School

Wrekin College

St George’s College, Argentina

The New Eccles Hall School

Wychwood School

The Doon School, India

The Oratory Preparatory School

Wycliffe College

The International School of Penang (Uplands),

The Oratory School

Wycliffe Preparatory School

The Park School

Wycombe Abbey School

The Regent’s School, Bangkok, Thailand

The Pilgrims’ School

Wymondham College

Trinity Grammar School, Australia

The Prebendal School The Priory Academy LSST The Purcell School

Germany

WORLDWIDE MEMBERS

of Korea

Thailand

Malaysia

United World College of South East Asia, Singapore

The Read School The Royal Ballet School The Royal Grammar School, High Wycombe The Royal High School, Bath

Entries in this section are paid for by BSA member schools, so this list does not show every member. September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

167

Appendix | Boarding schools in this issue, by county

Boarding schools in this issue, by county Name of school

Address

Telephone Type

Website

Page

Lansdown, Bath. BA1 5RG

01225 734210

Bo(7-18), D, M, 3-18

www.kingswood.bath.sch.uk

De Parys Avenue, Bedford. MK40 2TU

01234 362216

Bo, D , B, 7-18

www.bedfordschool.org.uk

Cheam School

Headley, Newbury RG19 8LD

01635 268242

Bo(8-13), D, M, 3-13

www.cheamschool.com

Downe House

Cold Ash, Thatcham, Berkshire RG18 9JJ

01635 200286

Bo, D , G, 11- 18

www.downehouse.net

137

Horris Hill School

Newtown, Newbury, Berks. RG20 9DJ

01635 40594

Bo, D , B, 7-13

www.horrishill.com

105

Luckley House School

Luckley Road, Wokingham, RG40 3EU

0118 9784175

Bo, D , M, 11-18

www.luckleyhouseschool.org

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

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

Clifton College

32 College Road, Clifton, Bristol, BS8 3JH

0117 315 7000

Bo, D , M, 2-18

www.cliftoncollege.com

BATH & NORTH EAST SOMERSET Kingswood School

BEDFORDSHIRE Bedford School

123

BERKSHIRE 43

BRISTOL 137 2

BUCKINGHAMSHIRE Stowe School

Stowe, Buckingham MK18 5EH

01280 818000

Bo, D, M, 13-18

www.stowe.co.uk

Swanbourne House School

Swanbourne, Milton Keynes, Bucks MK17 0HZ

01296 720264

Bo, D , M, 3-13

www.swanbourne.org

115

157

CAMBRIDGESHIRE Cambridge Centre for Sixth-form Studies

4-5 Bene’t Place, Lensfield Road, Cambridge, CB2 1EL

01223 707943

Bo, D , M, 15-19

www.ccss.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

Newgate, Barnard Castle

01833 690 222

Bo(7-18), D, M, 4-18

www.barnardcastleschool.org.uk

Milnthorpe, Cumbria, LA7 7DD

015395 65165

Bo, D , M, 11-18

www.dallam.eu

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 (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

Clayesmore School

Iwerne Minster, Blandford Forum, Dorset. DT11 8LL

01747 812122

Bo, D, M, 2-18

www.clayesmore.com

Knighton House School

Durweston, Blandford Forum, Dorset DT11 0PY

01258 452065

Bo(7-13), D(3-13), B(3-7), G(3-13),

www.knightonhouse.co.uk

109

139

COUNTY DURHAM Barnard Castle School

CUMBRIA Dallam School

DEVON

DORSET

M(3-7), 3-13

Leweston School

Sherborne, Dorset. DT9 6EN

01963 211010

Bo, D, G, M (1-8), 0-18

www.leweston.co.uk

Port Regis

Motcombe Park, Shaftesbury, Dorset SP7 9QA

01747 857 800

Bo(3-13), M

www.portregis.com

St Mary’s Shaftesbury

Donhead St Mary, Shaftesbury, SP7 9LP

01747 852416

Bo, D, G, 9-18

www.stmarys.eu

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

168 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

31 137

Boarding schools in this issue, by county | Appendix

Name of school

Address

Telephone Type

Website

Page

Eastbourne College

Old Wish Road Eastbourne BN21 4JX

01323 452323

Bo, D, M, 13-18

www.eastbourne-college.co.uk

Mayfield School

The Old Palace, Mayfield TN20 6PH

01435 874600

Bo, D, G, 11-18

www.mayfieldgirls.org

121

Roedean School

Roedean Way, Brighton, East Sussex BN2 5RQ

01273 667500

Bo, D , G, 11-18

www.roedean.co.uk

135

St Andrew’s Prep

Meads Street, Eastbourne BN20 7RP

01323 733203

Bo(8-13), D, M, 1-13

www.standrewsprep.co.uk

EAST SUSSEX

GLOUCESTERSHIRE Dean Close School

Shelburne Road, Cheltenham, Gloucestershire. GL51 6HE

01242 258044

Bo, D , M, 3-18

www.deanclose.org.uk

Dean Close Preparatory School

Lansdown Road, Cheltenham, Gloucestershire. GL51 6QS

01242 258001

Bo, D, M, 3-13

www.deanclose.org.uk

Rendcomb College

Rendcomb, Cirencester, Gloucestershire GL7 7HA

01285 831213

Bo, D, M, 3-18

www.rendcombcollege.org.uk

Westonbirt School

Tetbury, Gloucestershire, GL8 8QG

01666 880333

Bo(11-18), D(3-18), M(3-11), G(11-18) www.westonbirt.org

Wycliffe College

Stonehouse, Gloucestershire. GL10 2JQ

01453 822432

Bo, D, M, 2-18

www.wycliffe.co.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

101

Rookwood School

Weyhill Road, Andover, Hampshire SP10 3AL

01264 325900

Bo(8-16), D, M(3-16)

www.rookwood.hants.sch.uk

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

133

Walhampton Preparatory School

Walhampton School, Lymington, Hampshire, SO41 5ZG

01590 613300

Bo(7-13), D, M, 2-13

www.walhampton.com

108

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 109 47

HERTFORDSHIRE Queenswood

Shepherd’s Way, Brookmans Park, Hatfield,

Hertfordshire AL9 6NS

137

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.royalmasonic.herts.sch.uk

Tring Park School for the Performing Arts

Tring Park, Tring, Hertfordshire. HP23 5LX

01442 824255

Bo, D, M, 8 -19

www.tringpark.com

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, 21/2 - 18

www.rydeschool.org.uk

Bethany School

Curtisden Green, Goudhurst, Cranbrook TN17 1LB

01580 211273

Bo, D, M, 11-18

www.bethanyschool.org.uk

Cobham Hall

Cobham, Kent DA12 3BL

01474 823371

Bo, D , G, 11-18

www.cobhamhall.com

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

St Edmund’s School Canterbury

St Thomas Hill, Canterbury, Kent CT2 8HU

01227 475601

Bo, D, M, 3-18

www.stedmunds.org.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

Wellesley House

Broadstairs, Kent CT10 2DG

01843 862991

Bo, D , M, 7-13

www.wellesleyhouse.org

Kirkham Grammar School

Ribby Road, Kirkham, Lancashire PR4 2BH

01772 684264

Bo(11-18), D, M(3-18)

www.kirkhamgrammar.co.uk

Rossall School

Broadway, Fleetwood. FY7 8JW

01253 774201

Bo(7-18), D, M, 2-18

www.rossall.org.uk

Stonyhurst

Nr Clitheroe, Lancashire BB7 9PZ

01254 827073

(Bo 8-18), D , M, 3-18

www.stonyhurst.ac.uk

143

ISLE OF MAN King William’s College

ISLE OF WIGHT Ryde School

KENT 51 7

113

LANCASHIRE

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

169

Appendix | Boarding schools in this issue, by county

Name of school

Address

Telephone Type

Website

Page

LEICESTERSHIRE Welbeck – The Defence Sixth Form College

Forest Road, Woodhouse, Loughborough LE12 8WD

01509 891700

Bo, M, 16-18

www.dsfc.ac.uk

199 Westminster Bridge Road SE1 7FX

(0) 20 7935 8411

Bo, D, M, 14-19

www.dldcollege.co.uk

LONDON DLD College London

Westminster School Little Dean’s Yard, London, SW1P 3PF 020 7963 1003

Bo, D, B(13-18), G(16-18), www.westminster.org.uk M(16-18) 13-18

MONMOUTHSHIRE St Johns on the Hill

Castleford Hill, Tutshill, Chepstow, Monmouthshire. NP16 7LE

01291 622045

Bo(7-13), D , M, 1-13

www.stjohnsonthehill.co.uk

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

113

125

NORFOLK Wymondham College

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

Rockport School

Craigavad, Holywood, BT18 0DD

+44 (0) 28 9042 8372 Bo(8-18), D, M, 3-18

www.rockportschool.com

Worksop. S80 3AP

01909 537155

Bo, D , M, 3-18

www.wsnl.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

103

Kingham Hill School

Kingham, Chipping Norton, Oxfordshire. OX7 6TH

01608 658999

Bo, D , M, 11-18

www.kinghamhill.org.uk

117

Rye St Antony School

Pullens Lane, Oxford. OX3 0BY

01865 762802

Bo(9-18), D(3-18), B(3-11), G(3-18) www.ryestantony.co.uk

NOTTINGHAMSHIRE Worksop College and Ranby House

OXFORDSHIRE

Shiplake College Henley-on-Thames, RG9 4BW 0118 940 2455

Bo(11-18), D, M, B(11-18), G(16-18), 11-18

www.shiplake.org.uk

Tudor Hall

119 81

Wykham Park, Banbury, Oxfordshire OX16 9UR

01295 263434

Bo, D , G, 11-18

www.tudorhallschool.com

139

Uppingham Rutland, LE15 9QE

01572 820611

Bo, M, 13-18

www.uppingham.co.uk

Erskine Stewart’s Melville Schools Queensferry Road, Edinburgh, Scotland. EH4 3EZ 0131 311 1000

Bo(10-18), G(12-18), B (12-18), M(3-12), 3-18

www.esms.org.uk

Glenalmond College

Glenalmond, Perth, Perth and Kinross PH1 3RY

01738 842000

Bo, D , M, 12-18

www.glenalmondcollege.co.uk

Gordonstoun

Elgin, Moray, IV30 5RF

01343 837837

Bo, D, M, 7-18

www.gordonstoun.org.uk

Queen Victoria School

Dunblane, Perthshire FK15 0JY

0131 3102927

Bo, M, 10½ /11-18

www.qvs.org.uk

Strathallan School

Forgandenny Perth Perthshire PH2 9EG

01738 812546

Bo, D, M, 9 -18

www.strathallan.co.uk

Bedstone College

Bucknell, Shropshire SY7 0BG

01547 530303

Bo (9-18), D , M, 4-18

www.bedstone.org

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

Taunton School

Staplegrove Road, Taunton, Somerset TA2 6AD

01823 703703

Bo(7-18), D, M, 0-18

www.tauntonschool.co.uk

RUTLAND Uppingham School

SCOTLAND

SHROPSHIRE SOMERSET

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

170 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2016

113

103 71

Boarding schools in this issue, by county | Appendix

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

The Royal Hospital School

Holbrook, Ipswich, Suffolk IP9 2RX

01473 326210

Bo, D , M, 11 - 18

www.royalhospitalschool.org

Aldro School

Lombard Street, Shackleford, Godalming, Surrey GU8 6AS

01483 810266

Bo, D , B, 7-13

www.aldro.org

City of London Freemen’s School

Ashtead Park, Surrey KT21 1ET

01372 822423

Bo, D , M, 7-18

www.clfs.surrey.sch.uk

Frensham Heights

Frensham Heights Road, Rowledge, Farnham GU10 4EA

01252 792561

Bo(11-18), D, M, 3-18

www.frensham.org

Gordon’s School

West End, Woking, Surrey GU24 9PT

01276 858084

Bo, D, M, 11-18

www.gordons.surrey.sch.uk

King Edward’s Witley

Witley, Nr Godalming, Surrey. GU8 5SG

01428 686700

Bo, D , M, 11-18

www.kesw.org

Royal Alexandra and Albert School

Gatton Park, Reigate, Surrey. RH2 0TD

01737 649000

Bo, D, M, 7-18

www.raa-school.co.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

Dunchurch, Rugby, Warwickshire CV22 6QU

01788 810217

Bo, D , M, 4-13

www.biltongrange.co.uk

Penn Road, Wolverhampton. WV3 0EG

01902 341230

Bo(11-18), D, M 4-18

www.theroyalschool.co.uk

Handcross Park

London Road, Handcross, West Sussex RH17 6HF

01444 400526

Bo(7-13), D , M, 2-13

www.handcrossparkschool.co.uk

Slindon College

Top Road, Slindon, Arundel, West Sussex. BN18 0RH

01243 814320

Bo, D, B, 8-18

www.slindoncollege.co.uk

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 School

Bourne Avenue, Salisbury, Wiltshire. SP1 1LR

01722 333423

Bo(7-13), D, M, 3-13

www.chafyngrove.co.uk

115

Dauntsey’s

West Lavington Devizes SN10 4HE

01380 814500

Bo, D, M, 11-18

www.dauntseys.org

172

Godolphin School

Milford Hill, Salisbury, Wiltshire SP1 2RA

01722 430500

Bo(7-18), D , G, 3-18

www.godolphin.org

135

St Mary’s Calne

Curzon Street, Calne, Wiltshire. SN11 0DF

01249 857200

Bo, D, G, 11-18

www.stmaryscalne.org

135

The Wellington Academy

Tidworth, Wiltshire SP11 9RR

01264 405060

Bo, D , M, 11-18

www.thewellingtonacademy.org.uk

Warminster School

Church Street, Warminster, Wiltshire BA12 8PG

01985 210100

Bo, D, M, 3 -18

www.warminsterschool.org.uk

SUFFOLK 101 13

SURREY 105 43 5

WARWICKSHIRE Bilton Grange Preparatory School

WEST MIDLANDS The Royal School Wolverhampton

WEST SUSSEX 29 151 65

WILTSHIRE 95

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

101

Malvern College

College Road, Malvern, Worcestershire. WR14 3DF

01684 581515

Bo, D, M, 13-18

www.malverncollege.org.uk

The Downs Malvern

Brockhill Road, Colwall. WR13 6EY

01684 544100

Bo, D, M, 3-13

www.thedownsmalvern.org.uk

Ashville College

Green Lane, Harrogate, HG2 9JP

01423 566358

Bo(7-18), D, M, 3-18

www.ashville.co.uk

Aysgarth School

Newton-le-Willows, Bedale, DL8 1TF

01677 450240

Bo(8-13), D, B, G(3-8), 3-13

www.aysgarthschool.com

Barnard Castle School

Newgate, Barnard Castle

01833 690222

Bo(7-18), D, M, 4-18

www.barnardcastleschool.org.uk

Fyling Hall

Robin Hood’s Bay, Whitby. YO22 4QD

01947 880353

Bo(7-18), D, M, 4-18

www.fylinghall.org

Giggleswick School

Settle, North Yorkshire BD24 0DE

01729 893000

Bo, D, M, 3-18

www.giggleswick.org.uk

+41 24 493 4872

Bo, B, Mixed(12-18)

www.las.ch

YORKSHIRE 79 103

INTERNATIONAL SCHOOLS Leysin American School

1854 Leysin, Switzerland

www.ukbsa.com

KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

September 2016 I THE BSA GUIDE TO UK BOARDING SCHOOLS

171

Sa PE tu N rd ay M 8 O O R cto N be IN r2 G 01 6

Discover

“Dauntsey’s is ... Fab”

The Good Schools Guide

Boarding & Day School Co-educational 11-18 www.dauntseys.org West Lavington, Devizes, Wiltshire SN10 4HE T. 01380 814500