BSA Guide to Uk Boarding Schools September 2017

The bsa Guide TM

TO UK BOARDING SCHOOLS PUBLISHED IN ASSOCIATION WITH THE BOARDING SCHOOLS’ ASSOCIATION (BSA) September 2017

L

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

IN

www.ukbsa.com

Home f om home

We combine the traditions of a leading public school with unrivalled modern facilities and inspirational teaching. With boarding from Year 4 through to Year &OLIWRQ &ROOHJH SURYLGHV WKH SHUIHFW HQYLURQPHQW IRU EXLOGLQJ FRQô GHQFH and nurturing talent. To secure a place at our next Open Day or to arrange a personal visit, please call the Preparatory School on 0117 405 8396 or the Upper School on 0117 405 8417. Find out more at www.cliftoncollege.com

| Foreword

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

I

f you have picked up this Guide, and you

ERDUGLQJ HGXFDWLRQ FDQ RÎ?HU FKLOGUHQ DQG WKHLU

the Boarding Schools’ Association and Bulldog

are a parent, then the chances are you

SDUHQWV %RDUGLQJ VFKRROV RÎ?HU D XQLTXH ULFKQHVV

3XEOLVKLQJ :H KRSH \RX Č´QG LW KHOSIXO LQ FKRRVLQJ

DUH DOUHDG\ ZHOO DZDUH RI WKH EHQHČ´WV RI D

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.

LUUHVLVWLEOH DQG WKHUH DUH P\ULDG EHQHČ´WV DV D

This Guide will help you to navigate your way

preparation for life. Children learn how to solve

WKURXJK WKH SURFHVV RI Č´QGLQJ WKH VFKRRO WKDW

SUREOHPV JHW DORQJ ZLWK SHRSOH GLÎ?HUHQW IURP

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

VFKRROV RÎ?HULQJ DQ H[FHOOHQW HGXFDWLRQ WKH

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,

WKH GHGLFDWHG UHVLGHQWLDO SDVWRUDO VWDÎ? ZKR PDNH

VSHFLDOLVW ČľH[L ZHHNO\ IXOO ERDUGLQJ VWDWH RU

boarding houses into an extension of home.

independent. Or perhaps a combination of GLÎ?HUHQW VFKRROV DW GLÎ?HUHQW DJHV 7KH FKRLFH IRU

The Boarding Schools’ Association represents

SDUHQWV DQG FKLOGUHQ LV DV EURDG DQG ČľH[LEOH DV LV

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 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

3

Welcome to The bsa Guide TM

TO UK BOARDING SCHOOLS

W

H KRSH \RX ZLOO Č´QG WKH *XLGH KHOSIXO DQG LQIRUPDWLYH 7KLV LV

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

GLÎ?HUHQW LQ D ERDUGLQJ VFKRRO DQG ZH KDYH DLPHG WR LQFOXGH LQIRUPDWLRQ RQ WKH

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 sixthIRUP FKRLFHV <RX ZLOO Č´QG LQIRUPDWLRQ DERXW WKH UDQJH RI ERDUGLQJ RSWLRQV

Photo with kind permission of Wymondham College

Č‚ IXOO ZHHNO\ ČľH[LEOH Č‚ DQG WKH YDULHW\ RI VFKRROV Č‚ ER\V RQO\ JLUOV RQO\ DQG

4 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Sheila White Editor

#iloveboarding “I spend so much more time exploring outside with friends in the summer.” Ella, Aged 8. Ashby, UK

With over 75,000 boarders at 500 UK independent and state boarding schools, British boarding has reinvented itself. The supportive and nurturing environment helps students thrive, and gives them more time to spend doing the things they love, from team sports to music studies. Give us a call or visit our website to find out why you’ll love boarding too.

boarding.org.uk

0207 798 1580

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 VWUXFWXUH DQG HÎ?HFWLYHQHVV He enjoys golf, cricket, sailing and contract bridge and he is also a lifelong supporter of Norwich City Football Club.

Adrian Underwood’s career has been in boarding education for over 45 years since 1971 when he was appointed a housemaster and head of department. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for ERDUGLQJ VWDÎ? DQG HQJDJLQJ ZLWK WKH %ULWLVK JRYHUQPHQW RQ D UDQJH RI ERDUGLQJ LVVXHV LQFOXGLQJ GUDIWLQJ WKH Č´UVW set of National Boarding Standards. He was appointed OBE in 2007 for services to education. For 15 years he has been a lead inspector for the Independent Schools Inspectorate and the Education Development Trust. He now lives on the North Norfolk coast and is an educational consultant. He is a governor of Wymondham College, Chairman of the EnglishSpeaking Union’s USA-UK Secondary Schools’ Exchange, Chairman of Trustees of Heritage House Day Care Centre in Wells-next-the-Sea and a Wells Harbour Commissioner. He enjoys sailing, golf, tennis and training ambulance drivers for Heritage House.

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

The bsa Guide TM

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

Published by %8//'2* 38%/Ζ6+Ζ1*Ɋ/Ζ0Ζ7(' Unit B4 Beech House Melbourn Science Park Melbourn Hertfordshire SG8 6HB 7HO 01763 268120 )D[ 01763 268129 :HE www.ukbsa.com 3XEOLVKHU 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 ZLWK WZR VRQV LQ WKHLU V 6KH HQMR\V VDLOLQJ NHHSLQJ ȴW DQG spending time at her house on the Norfolk coast.

Robin Fletcher, Chief Executive of the BSA since 2004, is passionate about good quality modern boarding. A boarder at Rugby School, Robin was a journalist for nearly \HDUV HGLWLQJ Č´YH UHJLRQDO QHZVSDSHUV LQFOXGLQJ WKH 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 DQ 03KLO IURP &DUGLÎ? 8QLYHUVLW\ +H LV DOVR D IHOORZ RI WKH 5R\DO 6RFLHW\ RI $UWV DQG KRQRUDU\ IHOORZ RI &DUGLÎ? Metropolitan University. During his time as Chief Executive, the BSA has celebrated its golden jubilee, delivered a major ‘I love boarding’ marketing campaign, extended training IRU ERDUGLQJ VWDÎ? DQG SXEOLVKHG WKH Č´UVW HYHU SXEOLF commitment to pupil safeguarding and mandatory reporting to UK boarding schools.

6 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

'HVLJQ DQG SURGXFWLRQ CB Creative Limited 7HO www.cb2creative.com 3ULQWHG E\ :DUQHUV 0LGODQGV SOF 'LUHFWRUV 3HWHU 7KUHOIDOO &KDLUPDQ

%UXFH +RGJH 0DQDJLQJ

5RJHU 'DO]HOO 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 IRU HUURUV DQG RPLVVLRQV :KLOH HYHU\ HÎ?RUW KDV 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 XQGHU WKH 'DWD 3URWHFWLRQ $FW 5HJLVWUDWLRQ 1R 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 Wymondham College

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH

KING WILLIAM’S COLLEGE ISLE OF MAN

One of the leading International Baccalaureate schools in the British Isles. Co-educational boarding and day school for pupils aged four to 18. www.kwc.im +44 (0) 1624 820110 admissions@kwc.im

LEADERSHIP

An Island Education for a Global Future.

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

Open Morning Saturday 7 October 2017, 9am - 12.30 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? independent school atmosphere • An at an affordable price. £4,332 per term* covers ALL the boarding costs, with the education paid for by the State. results significantly above the • GCSE national average.

• Full and weekly boarding available. • Students enjoy an active lifestyle

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

• Unique ethos helps promote

character and life skills, with students

to achieve their potential • Graded ‘Good’ in all areas by Ofsted. encouraged in a supportive community. A £24.9m building programme has • • Frequent involvement in high profile 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.

national events including the Royal Festival of Remembrance.

• Good transport links to London and Europe.

2017/18 fees are just £12,996* per year (£4,332 per term / £433.20 if you qualify for CEA).

Please call 01304 245073 to book your place admin.office@doyrms.com

www.doyrms.com *Fees are reviewed annually

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

7

Photo with kind permission of Wymondham College

Contents The bsa Guide TO UK BOARDING SCHOOLS Foreword

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

About UK boarding

03

10

)HHV Č‚ Č´QGLQJ WKHP

12

Fees – where do they go?

16

Education in Scotland

18

A shared life under a common roof

20

– 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

School despatches

Pupils and parents

22

What about boarding schools?

28

A parents’ guide to surviving the school marketplace

30

Inspections of boarding schools

32

&DULQJ DERXW QRW MXVW FDULQJ IRU Č‚ WKH UROH RI ERDUGLQJ VWDÎ? LQ our schools

36

Selecting a school

38

6FKRRO YLVLWV TXHVWLRQV DQG DQVZHUV

40

League tables – just one measure of success

46

Faith in our schools

48

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

50

The importance of good governance

52

How a boarding school uses agents

54

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

– Adrian Underwood, Educational Consultant and former Lead Inspector

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

– Emma McKendrick, Headmistress of Downe House School

– Andrew Gordon-Brown, Headmaster of Truro School

24

The parents

25

– how boarding enriches families

26

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

– Graham Able, Group Deputy Chairman, Alpha Plus

The pupils

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

What makes a good school?

– Antony Spencer, Principal of St Lawrence College

The boarding adventure of a lifetime

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

Choosing and assessing schools

8 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

– Graham Able, Group Deputy Chairman, Alpha Plus – Elaine Purves, Head of Rossall School

| Contents

Schools founded by the Military

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

Duke of York’s – an iconic school

56

Questions to ask your daughter

120

A values-driven education

58

How does boarding promote wellbeing?

122

The gateway to a technical career in defence

59

7KH EHQHČ´WV RI ER\V RQO\ ERDUGLQJ

124

Choosing an all-boys’ boarding education

126

7KH EHQHČ´WV RI FR HGXFDWLRQ

128

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

129

The best of both worlds – the ‘diamond model’

130

How a boarding environment helps pupils develop

132

ΖQVSLULQJ FRQȴGHQFH LQ JLUOV

136

Girls and engineering and other STEM subjects

138

A ‘digital revolution’ in boarding schools

140

The role of the houseparent

142

– Alex Foreman, 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

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

– Sylvia Brett, Principal of Harrogate Ladies’ College – Jo Duncan, Head of The Royal High School Bath (GDST)

– John Moule, Warden of Radley College

– Tim Haynes, Headmaster of Tonbridge School

62

– Jonathan Leigh, Master of Marlborough College

Choosing state boarding

64

State boarding schools

66

– Lee Glaser, Headmaster of Taunton School

:KDW FDQ Č´QDQFLDO DQG HGXFDWLRQDO RUJDQLVDWLRQV OHDUQ from each other?

68

– Ian Davies, Headmaster of Brentwood School

– Jonathan Taylor, Executive Principal of Wymondham College

– Nick Wergan, Headteacher of Steyning Grammar School

– Jo Cameron, Principal of Queenswood

Boarding at an independent school 2XW RI WKH RUGLQDU\ UHDOLVLQJ WKH SRWHQWLDO RI HYHU\ FKLOG

70

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

The case for continuity

74

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

Schools together in partnership

76

– Elaine Logan, Warden of Glenalmond College

The importance of values education

78

– Bex Tear, Headmistress of Badminton School

PSHE? SMSC? The acronyms of a priceless education

80

Specialist schools

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

Specialist schools – arts, drama, music

144

How boarding schools and boarding parents can work together

84

6SHFLDOLVW VFKRROV QXUWXULQJ VSHFLDO WDOHQWV

145

Extra-curricular activities shouldn’t be an extra

86

Special educational needs and disabilities

The importance of character education

88

%RDUGLQJ Č‚ WLPH WR OHW RÎ? VWHDP

90

– Dr Joe Spence, Master of Dulwich College

– Mark Turnbull, Headmaster of Giggleswick School – Julie Robinson, General Secretary of the Independent Schools Council (ISC) – Dr Mark Whalley, formerly Headmaster of Rookwood School

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

– Keith Budge, Headmaster of Bedales Schools

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

Educational provision for pupils with special educational needs and disabilities

146

Success from adapting provision in a boarding school

148

‘Believe. Inspire, Succeed’

150

– David Smellie, Partner at Farrer & Co

– David King, Headmaster of Appleford School

The CCF – supporting character development in a boarding school

92

The positive impact of the Duke of Edinburgh’s Award

94

0\ FKLOG KDV G\VOH[LD +RZ GR Ζ ȴQG WKH ULJKW VFKRRO"

152

6FKRRO VSRUW D KHDGȇV SHUVSHFWLYH

96

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

154

*LUOVȇ VSRUW FKDOOHQJLQJ FRPSHWLWLYH DQG SDVVLRQDWH

98

Curriculum choices

– David Quick, Headmaster of Slindon College

– Thomas Garnier, Headmaster of Pangbourne College

– Peter Westgarth, Chief Executive of the Duke of Edinburgh’s Award (DofE) – Richard Biggs, Headmaster of King’s College, Taunton – Pauline Stott, Director of Sport at Kilgraston School

First BSA Boarding Fellows

Preparatory schools

100

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

GCSEs and IGCSEs in a changing curricular landscape

155

After GCSEs – what next?

156

Key post-16 curriculum choices

158 160

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

Boarding at a preparatory school

102

The advantages of starting boarding in a preparatory school

104

The popularity of prep school boarding

106

6L[WK IRUP SURJUDPPHV WKH FKRLFH

Boys only? The case has never been stronger

108

International schools

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

110

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

111

Junior boarding – a positive experience

114

Why board at a country prep school?

116

Choosing a boarding prep school – in Scotland!

118

– Simon Barber, Headmaster of Ludgrove School – James Hanson, Headmaster of Aldro School – Rob Morse, Headmaster of Aysgarth School

– Robin Gainher, Head of Knighton House School

– Paddy Moss, Headmaster of Dean Close Preparatory School

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

– Simon Smith, Head of Rydal Penrhos and former Deputy Head (Academic) of Haileybury

International boarding schools – a mainstream British education overseas

161

– Graham Able, Group Deputy Chairman, Alpha Plus

Appendix

Useful contacts

163

BSA schools members

164

Boarding schools in this issue, by county

167

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

9

$ERXW 8. ERDUGLQJ | 7KH ERDUGLQJ DGYHQWXUH RI D OLIHWLPH

The boarding

adventure of a lifetime

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

W

hile boarding may not be right for

their children, despite what critics and protestors

exactly what parents thought their children were

every child, it’s clearly the right

might like us to believe?

gaining from boarding.

at over 450 independent and state boarding

A great way to answer this question is to look

Two key words that jumped out in the answers

schools in the UK. Otherwise they would not be

at the hard facts. Take the answers given to a

ZHUH ȆFRQȴGHQFHȇ DQG ȆLQGHSHQGHQFHȇ ZKLFK ZDV

there.

survey we conducted among over 5,000 boarding

no surprise to us.

choice for the 75,000 boarders

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

This revealed a huge amount about boarders

Adventurer, explorer, broadcaster and writer Ben

people. So amazingly there are enough young

and boarding families. It told us where they come

Fogle said exactly the same thing when he spoke

SHRSOH ERDUGLQJ WR Č´OO WKUHH WRZQV DQG VWLOO

from, what sort of jobs boarding parents do and

at two of our conferences. He revealed that when

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

how they discover which school is best for their

KH Č´UVW ZHQW WR ERDUGLQJ VFKRRO KH ZDV VK\ DQG

boarding such an attractive option for parents and

child. Most importantly however it showed us

missed home. But once he started to get involved

10 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

7KH ERDUGLQJ DGYHQWXUH RI D OLIHWLPH | $ERXW 8. ERDUGLQJ

in all the amazing opportunities his school had to

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

RÎ?HU VHYHQ GD\V D ZHHN ZLWKRXW WKH SUHVVXUH RI

GUDPD WULSV GHEDWLQJ RXWVLGH DGYHQWXUH Č´HOG

WKH WZLFH GDLO\ VFKRRO UXQV KLV FRQČ´GHQFH FDPH

trips or public speaking.

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

friends, you have got all these opportunities on a

worry that boarding might make their children

plate and much more time to try new things and

MXVW D OLWWOH ELW WRR FRQČ´GHQW RU SHUKDSV VR

Č´QG RXW ZKDW VXLWV \RX DQG \RXU LQWHUHVWV

independent that they loosen some of their family

“Two key words that jumped out in the answers were ¡GSRĂ HIRGI¸ ERH ¡MRHITIRHIRGI¸ [LMGL was no surprise to us.â€?

bonds. Experience shows however that the earlier

So our survey shows that young people

\RXQJ SHRSOH FDQ LQFUHDVH WKHLU FRQČ´GHQFH DQG

ZKR ERDUG FDQ EHFRPH PRUH FRQČ´GHQW DQG

gain some independence, the much better able

independent and have much more time to

boarding experience. And she happily shared with

and equipped they are to deal with the complex,

experiment. And who can argue with that?

me the number of soft toys she was bringing on

fast-moving world we all live in today.

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

fact that she and her friends fully intended to

$QG IDU IURP WKDW FRQČ´GHQFH DQG LQGHSHQGHQFH

OLQH QRW IURP WKH NH\ERDUG RI D SDUHQW Č´OOLQJ LQ

carry on talking after lights out!

EHLQJ D WKUHDW WR IDPLO\ UHODWLRQVKLSV D FRQČ´GHQW

a survey form. I recently visited a lovely school

independent youngster is much more like to be

with around 300 mixed boarders aged from 8

So doubters be gone and supporters be praised.

happy in themselves, avoiding many of the pitfalls

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

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

and setbacks of growing up, and so more at ease

ZLWK UHOD[HG VWXGHQWV DQG VWDÎ? ZKLFK LV DOZD\V

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

with their family and friends.

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

adventure of a lifetime.

delightful conversation with a little girl, aged 8, Another word that came out from our survey

ZKR ZDV DERXW WR WU\ KHU Č´UVW HYHU QLJKW ERDUGLQJ

ZKLFK GHȴQLWHO\ FKLPHV ZLWK %HQ )RJOHȇV RZQ

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

experience is ‘opportunity’. One of the great

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

double bonuses of boarding schools is that

and sounds like and this was no exception.

FRPSDUHG WR PRVW VFKRROV WKH\ VLPSO\ RÎ?HU

This little girl was so, so looking forward to her

Modern education with over 200 years of heritage

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

WESTMINSTE R SCHOOL WESTMINSTER.ORG.UK

Boarding in the heart of London

Junior, Senior and Sixth Form Open Morning 9:30am - 12:00pm 23rd September Book your place at lvs.ascot.sch.uk/open or call 01344 882770

16+ ENTRY 2019 Online registration will open next June.

13+ ENTRY Online registration for 2021 will open on Monday 2 October 2017. To request a prospectus or ďŹ nd out about Open Days, please call 020 7963 1003 or email registrar@westminster.org.uk For information about entry to Westminster Under School at 7+, 8+ or 11+ please call 020 7821 5788. Westminster School is a charity (No. 312728) established to provide education.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

11

$ERXW 8. ERDUGLQJ | )HHV Č‚ Č´QGLQJ WKHP

Fees Âł Ă RHMRK XLIQ

– Andrew Ashton, Bursar of Radley College

A

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 2017

VWUDWHJLHV FDQ VLJQLČ´FDQWO\ UHGXFH WKH Č´QDQFLDO

(ISC Census, 2017).

burden of school fees, so take professional advice.

$JH JURXS

$YHUDJH IHH SHU WHUP

Sixth form

ÂŁ11,243

Senior

ÂŁ10,618

Junior

ÂŁ7,850

In state boarding schools, tuition is paid for by

Early investment of capital can avoid the need 3ODQQLQJ FDQ EH FRYHUHG XQGHU IRXU KHDGLQJV

to use income for providing for school fees LQ ODWHU \HDUV RU DW ZRUVW JR D VLJQLČ´FDQW ZD\

O

spread the cost of fees

towards reducing reliance on income. The need

O

invest a lump sum

IRU WD[ HÉ?FLHQF\ DQG ČľH[LELOLW\ RI DSSURDFK FDQ

O

set up a regular savings scheme to provide

be tailored to individual requirements. Some

funds to cover future fees

VFKRROV RÎ?HU VSHFLČ´F VFKHPHV WDLORUHG WR DGYDQFH

ORRN IRU Č´QDQFLDO DVVLVWDQFH

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

ΖQYHVWLQJ D OXPS VXP

O

largely on which activities your child chooses

available, it is worth exploring this as an option.

to take part in – for example, music tuition

6SUHDGLQJ WKH FRVW

or school trips. Allowance should be made

0DQ\ SDUHQWV H[SHULHQFH GLÉ?FXOWLHV LQ IXQGLQJ

5HJXODU VDYLQJ

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,

6FKRROV GR KDYH GLÎ?HUHQW DSSURDFKHV WR

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

WKHVH SODQV LV WR LPSURYH FDVK ČľRZ DQG KHQFH

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

is worth careful scrutiny.

PDNH VFKRRO IHHV PRUH DÎ?RUGDEOH ΖQ HVVHQFH

of life assurance policy. Income or capital sums

this involves spreading an element of the school

derived from such policies are normally tax-free.

3ODQQLQJ IRU VFKRRO IHHV

fees over a longer period of time. For example, a

It is important to prepare for the commitment of

SDUHQW PD\ EH DEOH WR DÎ?RUG FRPIRUWDEO\ RI

3D\PHQW SURWHFWLRQ

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 2017

E X PA N D I N G H O R I Z O N S

A CO-EDUCTIONAL D AY A N D B O A R D I N G SCHOOL FOR 2-18 YEAR OLDS

Full, weekly and flexi

BOA R D I N G from 7 years old

W W W. R O S S A L L . O R G . U K P R I VAT E TO U R S AVA I L A B L E T H RO U G H O U T T H E Y E A R Rossall School, Fleetwood, Lancashire, FY7 8JW

Email admissions@rossall.org.uk

Telephone 01253 774201

$ERXW 8. ERDUGLQJ | )HHV Č‚ Č´QGLQJ WKHP

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

IRUP SURYLGLQJ GHWDLOV RI WKHLU Č´QDQFLDO

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

6RPH VFKRROV PD\ RÎ?HU WHPSRUDU\ IHH VXSSRUW

application is likely to be considered by a

Č´QDQFLDO QHHG <RX VKRXOG Č´QG RXW IURP WKH

in cases of unanticipated hardship – but it is

combination of governors, the Head and the

VFKRRO ZKDW VFKRODUVKLSV DUH RÎ?HUHG DQG ZKDW

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

\RX FDQQRW DÎ?RUG WKH UHPDLQGHU RI WKH IHHV LI

7UXVW SODQQLQJ

in some cases an award made before GCSE will

your child wins one of the smaller awards.

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

2WKHU HGXFDWLRQDO DZDUGV

DFKLHYH LQKHULWDQFH WD[ EHQHČ´WV DW WKH VDPH WLPH

HQVXUH WKH MXVWLČ´FDWLRQ IRU DQ DZDUG UHPDLQV

0DQ\ VFKRROV DOVR RÎ?HU FORVHG DZDUGV WR

7UXVWV RÎ?HU WKH EHQHČ´W RI WUDQVIHUULQJ WKH WD[

Bursaries are less common at prep schools,

children of members of the Armed Services,

liability on future income and capital gains to the

DOWKRXJK PDQ\ SUHS VFKRROV GR RÎ?HU VRPH

as well as clergy, teachers and some other

children to use their personal annual allowances.

awards.

professions. Some give help to children of former pupils, to single-parent families and

7KHUH DUH EDVLFDOO\ WZR W\SHV RI WUXVW O

O

6FKRODUVKLSV

orphans, or concessions for brothers and

where the children have a right to any income

$ QXPEHU RI RUJDQLVDWLRQV RÎ?HU VL[WK IRUP

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

DSSURSULDWH TXDOLČ´FDWLRQV DUH DFKLHYHG DQG

to pupils in a particular category.

0DLQWHQDQFH 7UXVWV RÎ?HU ERWK RI WKH DERYH

)LQDQFLDO DVVLVWDQFH

PHGLFDO VWDQGDUGV VDWLVČ´HG $GGLWLRQDOO\ PDQ\

Grants

VHQLRU VFKRROV DQG D IHZ SUHS VFKRROV RÎ?HU

There are many options to consider and there

Charitable grant-making trusts are able to

scholarships to attract bright or talented pupils.

LV D JUHDW GHDO RI Č´QDQFLDO KHOS DYDLODEOH 5HDG

help only in cases of genuine need. The trusts

A scholarship is awarded for academic promise

this Guide thoroughly and explore schools’

ZLOO UHMHFW DSSOLFDWLRQV XQOHVV WKHLU VSHFLČ´F

or on the basis of special ability in music, art

websites. Above all, do not be afraid to ask

UHTXLUHPHQWV DUH VDWLVČ´HG 7KH 5R\DO 1DWLRQDO

or some other specialism or all-round merit.

VFKRROV H[DFWO\ ZKDW WKH\ KDYH RQ RÎ?HU ΖW

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

Č´QDQFLDO QHHG $FDGHPLF VFKRODUVKLSV DUH WKH

)XUWKHU LQIRUPDWLRQ

providing grants and boarding school places for

most common, followed by scholarships for

SFIA Schools Fee Planning

FKLOGUHQ DJHG Č‚ ZKR KDYH VXÎ?HUHG WUDXPD

music, art, design and technology, and sport.

7HO

tragedy or neglect in their young lives. These

ZHEHQTXLU\#VČ´D FR XN

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 ZZZ UQFI RUJ XN 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

WR D VFKRODUVKLS ZKHUH Č´QDQFLDO QHHG LV

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 2017

ZZZ VFKRROIHHVDGYLFH RUJ

Andrew Ashton was educated at Newcastle Royal Grammar School and studied Chemistry at University College, Oxford. He joined Barclays Bank, ZKHUH KH TXDOLČ´HG DV DQ $VVRFLDWH RI WKH &KDUWHUHG 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 WKH Č´QDQFLDO VHUYLFHV VHFWRU $QGUHZ EHFDPH %XUVDU at Radley College in 2008. He is responsible for the Č´QDQFLDO DQG RSHUDWLRQDO DVSHFWV RI WKH &ROOHJH DQG WKH PDQDJHPHQW RI WKH QRQ WHDFKLQJ VWDÎ? $QGUHZ 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.

Education for Life IB World School Close to the Swedish Capital Boarding & Day Pupils Welcome

SSHL.SE

Sigtunaskolan Humanistiska Läroverket · Manfred Björkquists allé 8, 193 31 Sigtuna · Tel +46 8-592 571 00

$ERXW 8. ERDUGLQJ | )HHV Č‚ ZKHUH GR WKH\ JR"

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

RIWHQ IRXQG WKHP GLÉ?FXOW WR IDWKRP

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

DQG HPSOR\HH EHQHČ´WV IRU DFDGHPLF DQG

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

their child they want to know if individual tutoring

DGPLQLVWUDWLYH VWDÎ? 6HFRQG DQG PRVW UHFHQWO\

all, schools try to avoid the temptation to expand,

is available, the numbers of pupils per class,

national insurance increases and employer

WR DYRLG DÎ?HFWLQJ WKHLU FKDUDFWHU DQG WUDGLWLRQ

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.

VLJQLČ´FDQWO\ WR FRVWV 6FKRROV PXVW DOVR PDLQWDLQ

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

LQČľDWLRQ

preparatory and pre-prep intakes.

Baccalaureate leading to entry to a good

16 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

)HHV Č‚ ZKHUH GR WKH\ JR" | $ERXW 8. ERDUGLQJ

There will be criticism if the minority subjects are

DFWLYLWLHV Č´HOG WULSV KROLGD\V DQG H[HDWV DQG

QRW RÎ?HUHG DQG WKHUH PXVW EH D SURSHU HPSKDVLV

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

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

7RWDO FRVWV

people’s eyes a degree course, where travel

7KH WRWDO FRVWV RI ȴYH \HDUVȇ ERDUGLQJ HGXFDWLRQ

expenses, living expenses, costs of books and

from 13 to 18 could amount to anything from

equipment and tuition fees have to be funded.

ÂŁ125,000 (or possibly half this in a state boarding

In short it is important for every parent to realise

school) to more than ÂŁ200,000. 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,

ZLOO EH VWDÎ? FRVWV Č‚ JRRG VWDÎ? DUH DIWHU DOO WKH

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

)XUWKHU LQIRUPDWLRQ

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

7HO

never been greater, particularly as universities

around 5% of the total) are teaching resources,

ZHEHQTXLU\#VČ´D FR XN

KDYH KDG WKHLU VKDUH RI Č´QDQFLDO FXWV DQG DUH

food and utility costs. After adding the various

ZZZ VFKRROIHHVDGYLFH RUJ

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, together with the cost of scholarships and

$ EDODQFLQJ DFW

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,

WHHQDJHUV PD\ ZHOO KDYH WR GLÎ?HUHQW MREV

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,

WKRXJK WKHLU ORFDWLRQV PD\ EH 7KDW VDLG VWDÎ?

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. 7KH WHDFKLQJ VWDÎ? DOVR UHTXLUH Ζ7 XSGDWHG

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

Andrew Ashton was educated at Newcastle Royal Grammar School and studied Chemistry at University College, Oxford. He joined Barclays Bank, ZKHUH KH TXDOLČ´HG DV DQ $VVRFLDWH RI WKH &KDUWHUHG 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 WKH Č´QDQFLDO VHUYLFHV VHFWRU $QGUHZ EHFDPH %XUVDU at Radley College in 2008. He is responsible for the Č´QDQFLDO DQG RSHUDWLRQDO DVSHFWV RI WKH &ROOHJH DQG WKH PDQDJHPHQW RI WKH QRQ WHDFKLQJ VWDÎ? $QGUHZ 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.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

17

$ERXW 8. ERDUGLQJ | (GXFDWLRQ LQ 6FRWODQG

T

he Scottish school system is based on a

areas generally being taught by their classroom

pupils between the systems between the ages of

Č‚ FXUULFXOXP

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

O

Nursery

age 3 years–5 years

O

Primary

age 5 years–12 years

Children in Scotland must start primary school

O

Secondary

age 12 years–18 years

LQ WKH $XJXVW WHUP DIWHU WKHLU Č´IWK ELUWKGD\

school leaving age is 16.

This generally means that children start school

$VVHVVPHQW DW

.H\ IHDWXUHV RI WKH 6FRWWLVK system

when they are aged between 4.5 and 5.5 years.

6FRWODQG KDV 1DWLRQDO DQG TXDOLČ´FDWLRQV

Education authorities can make arrangements

followed by Higher and Advanced Higher.

Learners are entitled to a range of features at

for children to start in the August when they

WKH GLÎ?HUHQW VWDJHV RI OHDUQLQJ 7KH HQWLWOHPHQWV

DUH IRXU LI WKH\ ZLOO WXUQ Č´YH E\ WKH HQG RI WKH

$GYLFH DQG LQIRUPDWLRQ

DUH

following February.

Advice and information can be found from the

O

a coherent curriculum from ages 3 to 18

O

a broad general education – learning across

6HFRQGDU\ VFKRRO

from the school. Additional information can also

all areas from the ages of 3 to 15

Most children move to secondary school

EH IRXQG RQOLQH DW

VXSSRUW Č‚ DOO VWDÎ? VKDUH UHVSRQVLELOLW\ IRU

(typically a larger school taking pupils from

O

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

ZZZ OWVFRWODQG RUJ XN

and young people to study towards

responsible for teaching Health and Wellbeing,

XQGHUVWDQGLQJWKHFXUULFXOXP

TXDOLČ´FDWLRQV EXW ZLWK D FRQWLQXLQJ

Literacy and Numeracy across Learning within

emphasis on health and wellbeing,

their subject material.

O

O

appropriate Scottish local authority or directly

physical activity, opportunities for personal

O

O

&XUULFXOXP IRU ([FHOOHQFH ZZZ OWVFRWODQG RUJ XN XQGHUVWDQGLQJWKHFXUULFXOXP

O

&I( &RPPXQLFDWLRQV 7RRONLW

ZKDWLVFXUULFXOXPIRUH[FHOOHQFH LQGH[ DVS O

3DUHQW]RQH ZZZ OWVFRWODQG RUJ XN SDUHQW]RQH

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

6FRWWLVK *RYHUQPHQW

skills for learning, life and work – support

required to attend a Scottish primary school for

7HO

to develop skills used throughout life and in

up to one year (depending on the time of the

(PDLO HQTXLULHV#VFRWODQG JVL JRY XN

work

move). Academic levels are similar and each

a positive destination – local authorities and

case will be considered on its merits by the

6FRWWLVK 4XDOLČ´FDWLRQV $JHQF\

schools are responsible for planning and

school and local authority.

www.sqa.org.uk

transitions to young adulthood and the

Children transferring from a Scottish primary

6FRWWLVK &RXQFLO RI ΖQGHSHQGHQW 6FKRROV

world of work.

VFKRRO DW WKH DJH RI 3 ZLOO PLVV WKH Č´UVW

www.scis.org.uk

supporting young people to make successful

year of secondary education in England/Wales.

Nursery

Although standards in English and Maths are

(XU\GLFH

%HWZHHQ WKH DJHV RI WKUHH DQG Č´YH FKLOGUHQ

similar, children may not have experienced

Eurydice provides information on and analyses

in Scotland are entitled to funded pre-school

specialised teaching in the areas of science or a

of European education systems and policies,

education. Though provision varies, this usually

modern foreign language.

including those of England, Northern Ireland, 6FRWODQG DQG :DOHV

PHDQV WKDW GXULQJ WHUP WLPH D FKLOG LV RÎ?HUHG Č´YH VHVVLRQV RI HGXFDWLRQ D ZHHN RI DERXW WZR

Children and young people are entitled to six

ZZZ HDFHD HF HXURSD HX HGXFDWLRQ

and a half hours each.

\HDUV RI VHFRQGDU\ HGXFDWLRQ 6 Č‚6 D EURDG

HXU\GLFH LQGH[BHQ SKS

general education (S1–S3) and a senior phase

3ULPDU\ VFKRRO

(S4–S6) during which the young person will

Children in Scotland complete seven years at

EXLOG XS D SRUWIROLR RI TXDOLČ´FDWLRQV 7KHUH DUH

primary school (P1 to P7), with all curriculum

considerable consequences for the transfer of

18 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Monmouth School for Girls rowing on the River Wye

Get ahead of the race At the Independent Schools Show meet the biggest names in British education. Speak with over 200 of the country’s leading schools, at the world’s largest Open Day. Hear from the sector’s brightest thinkers in our two Education Theatres, discussing the trends and choices that will affect your child’s future.

Saturday 11 November 10:00 - 17:00 Sunday 12 November 10:30 - 16:30 Battersea Evolution, Battersea Park, London, SW11 4NJ

I N PA R T N E R S H I P W I T H

FOR TICKETS VISIT WWW.SCHOOLSSHOW.CO.UK

$ERXW 8. ERDUGLQJ | $ VKDUHG OLIH XQGHU D FRPPRQ URRI

A shared life under a common roof A

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

s Robert Frost pointed out a century

and understanding the nuances of a shared life

Honorary President in 2015–16. As the BSA

ago, there are times in life to pursue

under a common roof. In my years at a variety

celebrated its golden jubilee, there was no more

the road not taken. The analogy was

RI GLÎ?HUHQW VFKRROV EH LW (WRQ DV D ER\ RU

appropriate time to remind both our followers

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

Tonbridge, Brentwood, Chigwell and Oakham as

and sceptics about the true value of boarding.

PDQ\ \HDUV FDPH WR DQ HQG DQG Ζ VHW RÎ? GRZQ

a master, my belief in the value of boarding has

I enjoyed playing a small part in helping the

some new ones.

remained undiminished.

BSA to mark this tremendous milestone, and

Working at a school like Eton was an extraordinary

$ WUDQVIRUPDWLYH H[SHULHQFH

privilege. That extraordinariness showed itself

Boarding, regardless of background or wealth,

in so many ways, not least the outstanding

RÎ?HUV VWXGHQWV D WUDQVIRUPDWLYH H[SHULHQFH

TXDOLW\ DQG HQGOHVV GHGLFDWLRQ RI DOO WKH VWDÎ? %XW

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.

perhaps set the course for the next half century

when they go there. Without boarding Eton would QHYHU EH DEOH WR RÎ?HU WKH HQULFKLQJ OLIH H[SHULHQFH

*RRG PRGHUQ ERDUGLQJ FDQ IRVWHU FRQČ´GHQFH

that its students enjoy.

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

Some of that experience comes from having

world with purpose and equanimity. If part of

the extra time to try new things, explore new

the secret of success is a Kiplingesque sang froid

worlds, or study a little harder or deeper without

when events conspire against us, then those who

the pressures of travelling home each day. The

have boarded are well placed to be resilient and

UHDO IXOOQHVV KRZHYHU ČľRZV IURP OLYLQJ DORQJVLGH

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

RI YHU\ GLÎ?HUHQW WHPSHUDPHQW DQG FKDUDFWHU

SULGH WKDW Ζ DFFHSWHG WKH %6$ȇV RÎ?HU WR EHFRPH

20 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

of promoting the boarding cause.

“Working at a school like Eton was an extraordinary privilege.â€? 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 VSHQW VHYHQ \HDUV DV KHDG RI GHSDUWPHQW Č´YH 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 &KLHI (GXFDWLRQ 2É?FHU RI *(06 (GXFDWLRQ responsible for ensuring the quality of education in GEMS schools worldwide. He was Honorary President of the Boarding Schools’ Association (BSA) in 2015–16.

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | $ERXW 8. ERDUGLQJ

OXFORDSHIRE

Encouraging young people to live adventurously

www.sibfordschool.co.uk Full, Weekly and Flexi Boarding for girls and boys

Be all you can be ‘The quality of boarding is excellent.’

St Ed’s is a school where every pupil is connected by a love of learning, the pursuit of possibility and the challenge of being the very best they can be.

Independent Schools Inspectorate 2015

Sibford School OX15 5QL Tel: 01295 781203 Day pupils from age 3 ~ 18. Boarding pupils from age 11.

01227 475601 www.stedmunds.org.uk

More than a school

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

21

$ERXW 8. ERDUGLQJ | 6FKRRO GHVSDWFKHV

School despatches *RUGRQȇV DQQXDO .LQJȇV (O\ȇV 5HEHFFD 'DQLHO VFRUHV IRU 'ULOO &RPSHWLWLRQ (QJODQG +RFNH\ DQG %LHQQLDO &&) ΖQVSHFWLRQ

K

ing’s Ely are celebrating after pupil Rebecca Daniel played for the Under-16s England Hockey team – and contributed to the team’s victory. Sixteen-yearold Rebecca was previously selected for the England Saxon Tiger Squad for

the Futures Cup but her impressive skills on the pitch then saw her being chosen for the England Age Group Squad of 26 players. In May 2017 Rebecca played for England in matches against the Ulster Under-17s. England won all three games and Rebecca scored a superb solo goal in the second of the three matches. Director of Sport at King’s (O\ 6HQLRU %HQ (GPRQGVRQ VDLG Ȇ5HEHFFD LV DQ RXWVWDQGLQJ DOO URXQG DWKOHWH ZKR KDV achieved a great deal of success in all sports she has competed in. Her representation for England Hockey National Age Groups is the pinnacle of these achievements and is WHVWDPHQW WR WKH KDUG ZRUN DQG HÎ?RUW VKH SXWV LQWR DOO WKDW VKH GRHV :H DUH H[WUHPHO\ proud of her achievements.’

I

n May 2017, Gordon’s School held their annual Drill Competition and the Biennial CCF Inspection. Gordon’s School was established

in 1885 as a memorial to Major-General Charles Gordon and consequently has a strong military LQČľXHQFH NHSW DOLYH WKURXJK PDUFKLQJ RQ occasions such as these, which complements the programme of whole school parades. This year’s annual Inter-House Drill Competition was judged by Capt Campbell (Quartermaster Technical) and CSgt (DMaj) R Johnson, Support Company, 1st Battalion Welsh Guards, who said, ‘It was an honour to be involved in this fantastic event and we look forward to assisting in future years and to bolstering our links with the School through other training events.’ Parades such as these are not only a huge part of the School’s history but instil discipline, encourage team work and provide new opportunities to students. The Biennial CCF Inspection included a prize-giving event where students were presented their Duke of Edinburgh Bronze Awards following a week in Dartmoor and the completion of the ‘Ten Tors’ challenge. In December 2016, Gordon’s School was proud to

6W 0DU\ȇV &DOQH <RXQJ (QWHUSULVH WHDP ZLQ UHJLRQDO ȴQDO

F

ROORZLQJ WKHLU VXFFHVV DW WKH FRXQW\ Č´QDO VL[ members of ‘Luna & Sol’, St Mary’s Young Enterprise company, went to the Renishaw

Innovation Centre in Gloucestershire to represent the school at the Young Enterprise Regional Final in June. Alice, Alicia, Clara, Helena, Lucy and Maddy set up an innovative and original trade stand to promote their contemporary range of loose-leaf teas for the traditional market and a fresh range of bubble teas for a younger audience. The girls shone when being interviewed by the panel of judges about all aspects of their company. They were also treated to a tour of some of the innovations created by Renishaw, showing how high-tech engineering can be used for a wide range of applications including neuroscience, facial reconstruction, spectroscopy and the Bloodhound supersonic car. The girls later gave a presentation telling the story RI WKHLU FRPSDQ\ WR DURXQG SHRSOH LQFOXGLQJ RWKHU <RXQJ (QWHUSULVH FRPSHWLWRUV LQČľXHQWLDO EXVLQHVV SHRSOH DQG local dignitaries. The event was an amazing learning experience and a celebration of the girls’ achievements throughout WKH \HDU 7KH MXGJHV ZHUH IXOO RI SUDLVH IRU WKH JLUOVȇ HÎ?RUWV ERWK RQ WKH GD\ DQG RYHU WKH FRXUVH RI WKH \HDU VD\LQJ they had performed to an exceptional standard in every criteria. They won three awards, including the award for Best Financial Management, Best Report and the overall award for the South West Company of the Year, and were due to represent St Mary’s at the National Final in London in July.

see two CCF members, Daniel Farrow and Libby %XWOHU DSSRLQWHG DV WKH Č´UVW Ȇ0D\RUȇV &DGHWVȇ by the Mayor of Surrey Heath. Daniel has also received an RAF Flying Scholarship while Pipe Major Magnus Fotheringham has gained a place RQ WKH RÉ?FHU WUDLQLQJ FRXUVH DW 6DQGKXUVW 7ZR new awards were presented to students at the

'DOODP ERDUGHUV VXSSRUW WKH )HOO )RRW SDUNUXQ

O

n the shore of Lake Windermere in the Lake District, the Fell Foot parkrun is one of the most beautiful courses in the country. Come rain or shine a small group of committed Dallam boarders rise early and take to the start line to run. Parkrun schemes have been growing in popularity and the ‘free, for everyone, forever’

Schools’ Annual Inspection in June. Thanks to a donation by the Patron’s Fund, the inaugural ‘Sword of Honour’ was presented to the best junior cadet while the best senior cadet received the inaugural Gardiner Award in memory of a former student and member of the 5th Regiment Artillery and 52 Brigade’s Reconnaissance Force, who was killed in action in 2008.

tag line has attracted our young athletes. Last year, instead of running, our group, joined by their non-running boarding friends, took every volunteer position to help facilitate the run – taking up positions including starters, timers, marshalls DQG EDU FRGH UHDGHUV 7KH\ SURYLGHG PXVLF DW WKH ȴQLVK OLQH and baked cookies for all 250 participants. The weather was kind and whether they were regular runners of the parkrun or tourists, everyone commented on how engaged the Dallam ERDUGHUV ZHUH 6HOȾHVVQHVV DQG EHORQJLQJ WR VRPHWKLQJ special is a key ingredient in the Dallam boarding journey and something that came alive on that crisp day in Fell Foot Park.

22 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

6FKRRO GHVSDWFKHV | $ERXW 8. ERDUGLQJ

Memory expert delivers annual science lecture at Bedales

I

n April, Professor Eleanor Maguire of University College, London delivered the annual Science

Stonar 2O\PSLDQV FRQTXHU 6SDLQ

Eckersley lecture – The past, present and

future of memory Č‚ WR SXSLOV VWDÎ? SDUHQWV DQG WKH local community at Bedales. Eleanor Maguire has transformed understanding of how the brain supports navigation, memory and imagining the future, and in particular the role played by the hippocampus. In this fascinating lecture, Eleanor Maguire featured her memory research with London cab drivers – famous IRU PHPRULVLQJ /RQGRQ WUDÉ?F URXWHV DV SDUW RI WKHLU assessment test, ‘The Knowledge’. She also discussed the use of gaming, mobile brain scanners, Google Deep Mind, the World Memory Championships, Ancient Roman memory strategies, dreams, depression and the use of exercise to stimulate the production of new neurons. The Eckersley Lecture is named after brothers and former Bedales pupils, Peter and Thomas Eckersley.

6W 0DU\ȇV EHVSRNH (QWHUSULVH HYHQW

T

he Enterprise event at St Mary’s Shaftesbury involves all lower sixth girls. They work in teams and this year were given ten days between normal lessons and

A

team of Stonar School athletes aged

co-curricular commitments to pull together presentations

from 11 to 14 travelled to Barcelona

and well-researched business plans for a new UK restaurant

HDUOLHU WKLV \HDU WR WDNH SDUW LQ WKH Č´IWK

FRQFHSW 7KH\ WKHQ SUHVHQWHG WR D WRS ČľLJKW WHDP RI IRRGLH

NACE Olympics. An intense and competitive

judges in front of a packed hall of supporters. During the project there were workshops and seminars, including a case

programme saw them pitted against pupils from

study on successful restaurant chain Wagamama delivered by

many other schools in sports including football,

a director from the chain’s owner Duke Street Capital, Peter

basketball and swimming – and new sports

Taylor. He talked the girls through how a restaurant can be

such as paddle and handball. Stonar is the only

taken from a great idea to a global brand. Presenting to the

boarding school in the UK that is part of the NACE

judges, the lower sixth teams sold their ideas before being

group of 22 schools around the world. Stonar

subjected to tough questions from the panel. The winning team,

has sister schools in India, France and Spain. This

G@ther, projected a well-researched and brilliantly branded

gives Stonar students opportunities to forge links,

organic eatery combining solid ethics with great food.

undertake exchanges and make friends from around the world – as well as doing wonders for their languages! Stonar’s pupils acquitted themselves well, with several notable victories.

The ZAM Challenge – raising money to educate orphans in Zambia

B

An impressive result from the U12 girls saw them ZLQQLQJ LQ WKHLU Č´UVW HYHU EDVNHWEDOO PDWFK and going on to take bronze in the tournament. It was not just about sports, however. The boys and

urford School sixth-form pupils took time out from their

girls spent their free time and lived with a student

exams to test their strength and athletic prowess in a

from Agora International School in Barcelona and WKHLU IDPLO\ $V RQH SDUHQW FRPPHQWHG Ȇ0\ VRQ

FKDULW\ Č´YH D VLGH IRRWEDOO WRXUQDPHQW WR UDLVH PRQH\

got happier every night I talked to him! He’s made

to send Zambian orphans to school – the ZAM Challenge! The

a good friend, loved his host family – they sent us

students are adamant that young people today care strongly

lots of family photos with William in the middle –

about issues such as the right to education whatever your

and he’s already been invited back this summer.

circumstances. Head Girl, Lauren Cummings, said ‘Many of us are

That’s what it’s all about. That’s what a great

JRLQJ RÎ? WR XQLYHUVLW\ QH[W \HDU EXW ZH ZDQW WR OHDYH %XUIRUG

school gives you.’

with a legacy that will continue to help the poorest children get DQ HGXFDWLRQ ZKHUHYHU WKH\ OLYH LQ WKH ZRUOGȇ 7KH Č´YH D VLGH tournament, which is planned to be an annual event, brought together current pupils and a group of alumni, teachers, and a Cecily’s Fund team. Bill Williams, captaining the teacher’s team, said ‘Cecily’s Fund’s work in Zambia has enabled thousands of children to go to school and gain an education as a route out of poverty and we were delighted when the sixth-form students chose Cecily’s Fund as their charity for the year’. The Oxfordshire-based charity put on a Zambianstyle barbecue after the event and were delighted with the enthusiasm the event created.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

23

3XSLOV DQG SDUHQWV | 7KH SXSLOV

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

W

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

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

/RXLV <HDU SXSLO DW 'DXQWVH\ȇV :H ORRNHG DW VHYHUDO GLÎ?HUHQW ERDUGLQJ VFKRROV DQG FKRVH 'DXQWVH\ȇV EHFDXVH everyone was so friendly and welcoming. We really liked the set-up at The Manor which is just for the lower school boarders. Due to my Dad being in the $UP\ Ζ KDG FKDQJHG VFKRROV HYHU\ WZR \HDUV ZKLFK ZDV UHDOO\ GLÉ?FXOW -XVW DV I got settled with friends, I was moving on again. It’s a really nice feeling to be settled at Dauntsey’s. The Manor is such a great place to be – there’s always something going on. I love the weekends there. On Saturdays, we can do our own thing and then on Sundays there is usually a trip somewhere or some kind of activity to get involved in. We recently had a brilliant ice skating trip which was D ORW RI IXQ :KHQ Ζ VWDUWHG KHUH Ζ IRXQG WKH Č´UVW FRXSOH RI ZHHNV ZHUH Č´QH LW was only in weeks three and four that I started to feel homesick. But I was OK WKDQNV WR KDYLQJ IULHQGV ZKR ZHUH LQ WKH VDPH ERDW DV PH DQG VWDÎ? Ζ FRXOG WDON to who were very understanding and supportive. I would really recommend Dauntsey’s to anyone and would say to other boys or girls who are new to boarding to keep calm and don’t get too stressed because it does get better and \RX ZLOO EH Č´QH

*HRUJLQD <HDU SXSLO DW 'HDQ &ORVH 6FKRRO

I have been a boarder most of my life. I started at Cottesmore Prep School as both my Mum and Dad were in the Army, so we have moved around a lot. I joined Dean Close School at the beginning of Year 9 and formed close, strong and lifelong friendships. Boarding has given me the opportunity to explore many new activities and at Dean Close I have been pushed outside my comfort zone to do things that I never thought I would such as walking 40 km as part of the Duke of Edinburgh’s Award Scheme, representing the school at British Shooting Target Sprint National Finals and entertaining my family and friends during our House soirees. The inter-House competitions are main events and although we may not win, everyone has great fun being part of a team and takes pride in representing their House. As for boarding, being in a house full of girls of all ages with some big characters can seem YHU\ GDXQWLQJ ZKHQ \RX ȴUVW DUULYH EXW LW LV TXLWH WKH RSSRVLWH 7KH +RXVHV are very strong, tight communities which are more like large extended families. Having other new girls in the same situation helped me to quickly settle in and feel at home. I soon realised I could talk to others and they would understand, and I know that if I need to I can still talk to them now. The older girls in my House look out not just for the new girls but for all the younger pupils and constantly make sure we are all OK. As I move up into the sixth form I am looking forward to being able to help and support the new girls joining my house, just as I have been helped. I always thought I would be homesick but life at Dean Close is so very busy with just the right balance of academic, sports and extracurricular activities. I have thoroughly HQMR\HG GLVFRYHULQJ KRZ Ζ FDQ Ⱦ\ ȆZLWK >P\@ RZQ ZLQJVȇ Ζ ORYH HYHU\ PLQXWH of life at Dean Close and I am so glad I chose to board.

24 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

&DOXP <HDU SXSLO DQG %RDUGLQJ +HDG %R\ DW 6W *HRUJHȇV 6FKRRO Dropped at the gates. Aged 11. A boy. Narrow-minded and wrapped in cotton wool. Nonetheless, and in time, I became a part of boarding and boarding became a part of me. My name written among many before and others still to come, an honour and a role to which I serve valiantly. Dealt a path harder than some in life having grown without a father, instead a brotherhood between friends was born and lifelong it will remain. Year after year, the ideals of discipline, independence and hard work became more predominant, eventually becoming my attitudes to schoolwork and life. The abundance of social events, which I now organise as part of my responsibilities, has undoubtedly equipped me with the ability to perform the art of public speaking, engage formally with FRQȴGHQFH ZKLOVW XSKROGLQJ UHVSHFW FRXUWHV\ DQG SROLWHQHVV LQ DOO VRFLDO situations, shaping me into a gentleman of the highest accord. To me the boarding house is neither a building nor a house to sleep, or simply a place for hours of just fun and enjoyment. Instead it is a foundation where men and women are created from boys and girls with great passion and ardour.

)UHGGLH <HDU SXSLO DW 'HDQ &ORVH 6FKRRO

I joined Dean Close in Year 6 and am now starting to come out the other side a changed but far happier person. I arrived at Dean Close after going to various 6&( VFKRROV DURXQG (XURSH IRU WKH Č´UVW \HDUV RI P\ OLIH 2Q DUULYDO LW ZDV YHU\ easy to become integrated with the other children. When you are living cheekby-jowl with 20- to 40-plus other boys you learn very quickly the necessary skills to form friendships with pretty much anyone regardless of creed, nationality, ethnicity or background. Originally, like all children, the boarding was a little tough. Homesickness, loneliness and inability to sleep well are all symptoms RI WKH Č´UVW IHZ ZHHNV DV D ERDUGHU %XW WKHQ \RX UHDOLVH WKDW DOPRVW HYHU\RQH HOVH LV LQ WKH VDPH ERDW DQG WKRVH ZKR DUH QRW KDYH DOUHDG\ GRQH LW 7KH VWDÎ? have been absolutely amazing at helping me through tough times, especially P\ KRXVH VWDÎ? ZKR DUH DOZD\V UHDG\ WR OHQG D KHOSLQJ KDQG KXJ RU NLQG ZRUG They have helped me through extremely strenuous times, including a couple RI GHSOR\PHQWV ZLWK WKH XWPRVW UHDGLQHVV WR EH ČľH[LEOH DQG DSSUHFLDWLYH RI D Service child’s needs and lifestyle. Since joining Dean Close I have formed lasting friendships with people I would never have met otherwise. In the dining hall and corridors you can discuss current events, international policy or what happened in the latest episode of Doctor Who. In the SCE system I do not think I would have developed the wider understanding of cultures and nationalities that I have garnered here. If I were to summarise my time at Dean Close in a few words it would be that we are a family and as such we stick to together and stick up for each other. And that to me is the most important thing of all.

7KH SDUHQWV | 3XSLOV DQG SDUHQWV

The parents

– how boarding enriches families 6LPRQ DQG 5HEHFFD +DPLOWRQ %LQJ KDYH WZR VHWV RI WZLQ JLUOV DW .LQJȇV (O\ Before joining King’s Ely, we were feeling increasingly guilty over the lack of extra-curricular activities the girls did. We often rushed home for 6pm to spend quality time with them, which amounted to no more than frantically cooking a wholesome, vegetable-laden meal (not always achieved), while they were LQ D GLÎ?HUHQW SDUW RI WKH KRXVH ZDWFKLQJ 79 6R TXDOLW\ WLPH HQGHG XS EHLQJ tea, bath, bed. To top it all, we were paying someone the same amount as the military personal contribution to do the school run and sit with them for two hours. The idea of boarding started to gain momentum, especially during a Christmas Out of Area.

We looked at several schools within scope but with no particular thoughts on type or specialisation. However, we both judged the schools on the ‘feel’ of the place, the ‘buzz’, the way the escorts carried themselves and what they had to say, the facilities and the boarding house. King’s Ely felt right straightaway. We were impressed by the amount of activity going on during the initial and subsequent visits. It seemed every other child was carrying some sort of musical instrument or in some sports kit or other. What was most noticeable amongst the buzz of ordered chaos was how cheerful the children were. The cynic may think this was some sort of St Trinian’s staging but it soon became apparent that this wasn’t the case. We took home a Yearbook to show the girls, and asked them to circle the pictures they thought looked interesting. This got them quite enthused, especially the Prep Boarding House, the Priory. This 11th century building was the original Cathedral’s Priors’ House and with its Gothic proportions, domed ceilings and gargoyles, it was enough like Hogwarts for the girls to want to take a look. Although a rather grand and imposing building, the Priory is a small House with a maximum of 20 or so residents. The Housemaster and family ‘live in’ and are generally aided by a couple of gap students and a tutor. This creates a lovely warm atmosphere where the kids feel safe and soon get used to their second home. This was particularly important to us as our younger set of twin girls were only just eligible (by two days) and boarded for a whole school year before turning eight. Academically, all four girls are performing ahead of the national average by at least a whole grade. However, King’s Ely is not some kind of old style Grammar where children are ‘hot-housed’ to mental exhaustion. Something we didn’t DSSUHFLDWH DW Č´UVW EXW QRZ FKHULVK DERYH DOO HOVH LV WKH KROLVWLF DSSURDFK WKH school takes in growing the whole child. It isn’t just the smaller class sizes, H[WHUQDO WULSV DQG YLVLWLQJ VSHDNHUV WKDW PDNH WKH GLÎ?HUHQFH :H DUH FRQVWDQWO\ DPD]HG DW ZKDW WKH\ JHW XS WR GHEDWLQJ SRLQWV RI KLVWRU\ VPDOO HQWHUSULVH projects, numerous clubs, sports and high calibre stage productions all form part of routine life at King’s Ely. All of these are aimed at making each child a wellURXQGHG DQG FRQČ´GHQW \RXQJ DGXOW 2I FRXUVH WKLV ZRXOGQȇW EH SRVVLEOH ZLWKRXW KLJK TXDOLW\ GHGLFDWHG DQG HQWKXVLDVWLF WHDFKLQJ VWDÎ? ZKRVH SDVVLRQ IRU WKHLU subjects shines through every parents’ evening.

$QG\ DQG 1DWDOLH )OD\ KDYH WZR VRQV DW 7DXQWRQ 6FKRRO

Natalie and I have discovered that Taunton is truly interested in all children – not just the incredibly bright or sporty ones. It’s very egalitarian, both in its attitude to its pupils and in its parent base, and we’ve found this attitude permeates through Taunton School pupils. They really do understand that the more they put into life, inevitably, the more they get back. And we’ve discovered that both our boys really do have the most unbelievable opportunities to ‘put into’ their school careers. They’ve gone from a limited appreciation of the technical aspects RI PDQ\ VSRUWV WR IXOO\ ČľHGJHG UXJE\ DWKOHWLFV KRFNH\ FULFNHW WHQQLV DQG VZLPPLQJ DČ´FLRQDGRV ΖWȇV EHHQ IDQWDVWLF WR ZDWFK WKHP ERWK GHYHORS VXFK D love of sport. When we can, we do try and watch matches – though this is often GLÉ?FXOW +RZHYHU ZKHQ ZH GR ZHȇUH VR LPSUHVVHG E\ WKH IDFW WKDW 7DXQWRQ UHJXODUO\ Č´HOGV $ % & DQG ' WHDPV 7KH PDQWUD LV WKDW HYHU\RQH VKRXOG SOD\ competitive sport and have the opportunity to represent their school. Previously English was a cross our eldest son bore with fortitude – if nothing else. It’s now his second favourite subject. How and where Taunton found the key to unlock this is beyond his frankly astonished parents – but we’re truly grateful – for his sake (not just our own!). We’ve also discovered that both boys can sing – and the eldest one seems to have developed a love of ‘treading the boards’! Last term we were both fortunate enough to watch him in the winning group in the Group Acting Class at the Taunton Arts Festival. He also made a brilliantly terrifying Chief Pirate in the Year 6 play, Pirates and Mermaids. We had no idea that he had any interest or ability in speech and drama and yet Taunton found it and drew it out of him! As for the boarding aspect, our worries about how the boys might settle evaporated almost immediately. (Frequent postings have meant that they had both been to several schools and so we worried that it might take them a while to settle.) The boarding team at Thone are kind, caring and imaginative and WKH ERDUGHUV VHHP WR DEVROXWHO\ ORYH EHLQJ WKHUH 5HFHQWO\ ZKHQ ZH Č´QDOO\ managed to track our eldest son down via the telephone to wish him a happy birthday, he promptly informed us that he ‘couldn’t talk right now’ as he was too busy playing ‘Capture the Flag.’ That told us! In a nutshell it would be accurate to describe Taunton as a school that brilliantly draws children out of their comfort zones while managing to remain grounded, kind and caring. As a military family I really don’t think we could have picked a better school for our boys.

Perhaps the best example of how the holistic approach works is by mentioning one of my elder twins. No star in state school at Year 2, but ahead of the majority of her peers, she received good solid reports. However, it quickly EHFDPH DSSDUHQW LQ KHU Č´UVW \HDU DW .LQJȇV (O\ VRPHWKLQJ ZDV QRW TXLWH ULJKW $IWHU VRPH WHVWLQJ VKH ZDV GLDJQRVHG ZLWK G\VOH[LD ZKLFK DÎ?HFWHG KHU VKRUW term working memory. The Learning Support Team at King’s Ely has done a most fantastic job and got her from 18 months behind to ahead of the Key Stage requirements. She even loves Latin! We still miss the girls each night and we’re sure they miss us. We know they are safe and well cared for, that they enjoy going to school (even double maths!) and DUH EHQHČ´WLQJ IURP D ZHOO URXQGHG FXUULFXOXP GHOLYHUHG E\ WUDQVIRUPDWLRQDO teachers.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

25

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | :KDW PDNHV D JRRG VFKRRO"

What makes a good

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

T

KH PRVW VLJQLČ´FDQW DQG ORQJ RYHUGXH

co-curricular side, in the activities and passions

science centre and a performing arts centre on

change over the course of my career

of young people.

the historic Malthouse site in the city.

divide between the self-contained institutional

6WURQJ VHQVH RI FRPPXQLW\

A good school is much more than an educational

views that schools have tended to hold and the

This is especially so where these pursuits are

opportunity; it can become a truly nurturing

opinions and judgements of parents about their

relevant to the skill sets young people will need

environment, for many akin to a second home.

children’s experiences within those hallowed

in their future life. For a full boarding school

It encourages and gives support as well as

walls.

like King’s Canterbury, it stands to reason that

celebrating success. It is then most likely to

the strong sense of community will lend itself

replicate, albeit in a more public forum, what a

7KDW LQ D PRGHUQ DQG G\QDPLF WZHQW\ Č´UVW

to this seemingly modern approach. Equally, as

good family is able to achieve.

century school there should be broad, if not

the oldest school in the country and part of the

LGHQWLFDO DJUHHPHQW EHWZHHQ WKH WHDFKLQJ VWDÎ?

Foundation of Canterbury Cathedral, it has – like

$WPRVSKHUH RI WKH VFKRRO

and the parents about the ethos and aims of the

many of the nation’s most famous institutions –

One of the characteristics parents should look

HGXFDWLRQ RQ RÎ?HU DPRXQWV WR D UHYROXWLRQ RI

learned to adapt and change, growing stronger

out for on an open day is the atmosphere in the

stance and perception. It is a revolution that is

over the ages – not set in stone, however

school. Particular reference should be given to

even more refreshing in the way the very best

beautiful those stones or the aesthetic context

the positivity of teacher-pupil interaction and

schools’ leadership teams take the views and

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

the friendliness of pupils both to each other and

interests of the pupils seriously, anchoring much

has many new projects in the pipeline including

towards visitors. Parents should gauge whether

of the collective enterprise, particularly on the

the development of a new day house, a new

GLÎ?HUHQW SXSLOV IHHO D VHQVH RI EHORQJLQJ LQ DQ

has been the toppling of the traditional

26 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:KDW PDNHV D JRRG VFKRRO" | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

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

education? Good senior schools develop young

pursuits spring to mind), and the range of

adults into taking responsibility within a carefully

activities which are either directly and indirectly

laid down framework, one that gives the sense

linked to later life skills (the most obvious are in

of freedom alluded to above.

WKH Č´HOGV RI VSRUWV PXVLF DQG GUDPD

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

PHDQV WR MXGJH WKH HÎ?HFWLYHQHVV RI D VFKRRO LQ

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 ultimately impose.

6FKRRO LV IXQ DV ZHOO DV XVHIXO This main thread encourages young people to see school as fun as well as useful. This is a powerful message during the teenage years when behaviours can be reactive, if the adults are too controlling or base their assumptions on their own aspirations rather than a sound

equal way. Do they identify with the school’s

understanding of the real needs of the individual

values, seeing them as helpful and relevant

child. While many parents readily acknowledge

to their lives and their own ideals? Would the

that such principles lead to a well-balanced and

school be brave enough to enable its pupils

healthy upbringing, perhaps not enough see

to develop qualities such as inventiveness,

the link with plenty of school time dedicated

creativity and open-mindedness? Does the

to co-curricular pursuits, both those which

school say ‘yes’ to pupil initiatives without

champion development of character (the CCF,

falling into the trap of a child-centred pursuit of

the Duke of Edinburgh’s Award, and outdoor

3HWHU 5REHUWV ZDV HGXFDWHG DW 7LÉ?QȇV .LQJVWRQ upon-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 &ROOHJH IURP WR Č´UVW DV DQ DVVLVWDQW teacher, then from 1991 as Head of History and also as Master in College (Housemaster of the Scholars’ House). He became Headmaster of %UDGČ´HOG &ROOHJH LQ $XJXVW GXULQJ ZKLFK 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 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

27

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | :KDW DERXW ERDUGLQJ VFKRROV"

What about

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

B

oarding schools continue to be popular

3XSLOV IURP RYHUVHDV

15 years there has been a consistent trend of

LQ WKH WZHQW\ Č´UVW FHQWXU\ RÎ?HULQJ

The parents of these pupils choose British

schools providing fee assistance to increasing

exceptional education and extra-

schools because they are keen for their children

number of pupils.

curricular activities with round-the-clock pastoral

to master the English language, because they

care.

XQGHUVWDQG WKH VLJQLČ´FDQFH RI H[WUD FXUULFXODU

Over 40,000 pupils receive means-tested

activities as part of the wider education, and

bursaries, valued at ÂŁ362 million. The average

The 2017 ISC Census showed that 70,281

because they know that attendance at a British

bursary is worth ÂŁ8,927 per pupil per year. There

pupils board at ISC schools, making up 13.4%

school may be the best way to gain admission to

are 5,483 pupils who pay no fees at all.

of total pupil numbers. A total of 478 schools,

a British university.

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

$GYDQWDJHV RI ERDUGLQJ A number of boarding and day schools have set

Boarding schools have many advantages. Here

up franchise schools abroad. While I was Head

are some of them.

3DUHQWV DUH DEOH WR FKRRVH EHWZHHQ GLÎ?HUHQW

Master at Harrow we built schools in Thailand,

types of boarding to suit their child.

Beijing and Hong Kong. These schools pay a

O

7KH\ DUH DEOH WR RÎ?HU D PXFK ZLGHU UDQJH RI

fee to the British school and this money helps

extra-curricular activities to a high proportion

7KHUH DUH VWURQJ YDULDWLRQV EHWZHHQ GLÎ?HUHQW

to keep down the fees paid by parents at the

of pupils because boarding schools have

age groups. 13% of pupils at ISC schools board.

British school. In return, the UK school provides

much more time with them. They also tend to

At sixth form this more than doubles to over one

advice and monitors the franchise school in a

DWWUDFW VWDÎ? ZKR ZDQW WR EH LQYROYHG LQ VSRUW

third of all pupils. For junior pupils this proportion

way which guarantees standards.

LV VLJQLČ´FDQWO\ ORZHU ZLWK RQO\ RI SXSLOV

music or drama at a high level. O

Boarding schools take pupils from all over

In 2017, school fees showed the lowest annual

the country and all over the world. This is a

increase, at 3.5%, since 1994. 168,025 pupils now

YDOXDEOH HGXFDWLRQDO H[SHULHQFH LQ LWVHOI WKH

Non-British pupils with parents living overseas

receive help with their fees to a value of ÂŁ900

opportunity to know people from many walks

made up just over 5% of the total ISC pupil

million, up ÂŁ42 million from the previous year.

boarding.

population. The two parts of the world supplying

RI OLIH DQG IURP PDQ\ GLÎ?HUHQW FXOWXUHV O

And of course boarders do not have to

the largest numbers of these overseas pupils are

7KLV UHČľHFWV WKH ORQJ WHUP DLP RI RXU VFKRROV

travel to school, something which can be

China and Europe.

to increase the amount of bursary provision

challenging in parts of the country.

and widen access to our schools. Over the last

28 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Choosing and assessing schools :KDW DERXW ERDUGLQJ VFKRROV" | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

“Parents are able to choose between different types of boarding to suit their child.�

:KDW LV WKH Ζ6&"

Importantly for our members, ISC provides a

The Independent Schools Council (ISC) is the

central base in London where all the various

organisation that brings together and works

types of independent school (prep schools, mixed

on behalf of independent fee-paying schools in

and single-sex, academically selective and non-

the United Kingdom, which educate more than

selective, day and boarding) can come together

500,000 children every year.

to discuss issues of common interest. Parents can ȴQG LQIRUPDWLRQ DERXW DOO Ζ6& VFKRROV DW

We are at a moment in the history of English

www.isc.co.uk

education when there is an unprecedented amount of change. The whole curriculum for

7KLQJV WR FRQVLGHU

pupils aged 5 to 16 has been rewritten, and

The boarding environment is not for everyone.

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

O

Boarding houses can be noisy places full of

greater responsibilities.

other children! O

O

Being away from home will be a new

ISC’s main activity is lobbying the Government.

experience for parents and children.

Every week a new initiative is announced and we

Boarding requires substantial investment.

seek to express the views of independent schools

However, 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 As with attending any school, choosing to board is

schools appear in the media every day) and we

a personal decision for parents to make with their

do research on behalf of independent schools.

child and the support and advice of the school.

)RU H[DPSOH WUHQGV LQ XQLYHUVLW\ DGPLVVLRQV WKH

(YHU\ VFKRRO LV GLÎ?HUHQW DQG GHWDLOV RI LQGLYLGXDO

collection of statistics for the annual ISC Census

schools can be found on their websites.

and exam results.

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 RI ([FHOOHQFH LQ 1HZKDP WKH Č´UVW )UHH 6FKRRO VHW XS IRU VL[WK IRUPHUV DQG WKH Č´UVW VSRQVRUHG 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.

Leading HMC Co-educational Boarding and Day School for children aged 11 – 18

The Headmaster invites you to the following events:

College Open Morning Saturday 23 September, 9.30am – 12 noon

Year 7-8 Open Morning Saturday 14 October, 9.30am – 12 noon RSVP registrar@pangbourne.com 0118 976 7415 Pangbourne College Pangbourne Reading Berkshire RG8 8LA Tel: 0118 984 2101 pangbourne.com

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

29

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | $ SDUHQWVȇ JXLGH WR VXUYLYLQJ WKH VFKRRO PDUNHWSODFH

% TEVIRXW¸ KYMHI to surviving the school

marketplace – Antony Spencer, Principal of St Lawrence College

W

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 DQG WR Č´JXUHV 7KH FKLOGUHQ FRPSOLDQWO\ WURRS DURXQG GLÎ?HUHQW JDUDJHV ZLWK XV IRU WHVW GULYHV DOORZLQJ WKHPVHOYHV WR EH VTXDVKHG LQWR GLÎ?HUHQW seating combinations whilst passing judgement on whether the car infotainment system is acceptable. Overall it’s a pretty exhausting H[SHULHQFH EXW VHQVLEOH JLYHQ WKH Č´QDQFLDO RXWOD\ and the length of family journeys. Contrast the way some parents approach

6RPHWLPHV LW LV DQ LQWHU JHQHUDWLRQDO JXW IHHOLQJ

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

Ζ RÎ?HU WR REVHUYH WKH SDUHQWV RI HYHU\ QHZ

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

SURXG RI WKHLU VFKRRO DQG DUH QDWXUDOO\ HÎ?XVLYH

pupil 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

SDUHQWV ZKR DUH OLNH PH EX\LQJ D FDU WKH\ DUULYH

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 CitroĂŤn I decided was

so that meeting is important, but bear in mind

visit. They are interested in seeing the interaction

D SHUIHFW Č´UVW FDU GXH WR D PDJD]LQH UHYLHZ ZDV

heads tend to be quite charming or we wouldn’t

EHWZHHQ GLÎ?HUHQW SXSLOV EHWZHHQ VWDÎ? DQG SXSLOV

immediately discounted when I sat in the driver’s

EH GRLQJ WKH MREV ZH GR 7U\ WR PHHW RWKHU VWDÎ?

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 2017

$ SDUHQWVȇ JXLGH WR VXUYLYLQJ WKH VFKRRO PDUNHWSODFH | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

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

ȆWDVWHUȇ" 'R WKH FOHDQLQJ DQG FDWHULQJ VWDÎ? VHHP WR

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

2QH Č´QDO EXW IXQGDPHQWDO SRLQW 3DUHQWV RIWHQ

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

WKH ZURQJ VFKRRO 6FKRRO VWDQGDUGV GLÎ?HU DQG

that the school can provide aspiration to all

parents can make poor choices, but as a group,

pupils? Mumsnet is anecdotal, with comments

boarding schools have remarkably high standards

ranging from hearsay to the very insightful.

of pastoral care and academic pursuit, with

Almost all independent schools are charities, so

educational opportunities that most people in

their accounts are online; these can be a useful

this world can only dream of. More important

way of checking on the level of scholarships and

than the 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 YHU\ QHDUO\ HQWHUHG WKH $UP\ ZLWK DQ RÎ?HU WR JR WR 6DQGKXUVW ΖQVWHDG KH ZRUNHG LQ Č´QDQFH for several years before entering teaching. He is married to Suzanne, also a teacher, and their three youngest children all attend St Lawrence College.

INDEPENDENT SCHOOLS | INDEPENDENT MINDS

Why Stamford? Boarding at Stamford provides a huge range of opportunities, experiences, influences and support to inspire our pupils, light fires within them, and enable them to become who they really want to be. Our three schools work together to provide an outstanding education to girls and boys aged from 3 to 18. We offer exible boarding options to suit the modern family lifestyle.

To find out more call 01780 750311 or visit www.ses.lincs.sch.uk/boarding

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

31

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | ΖQVSHFWLRQV RI ERDUGLQJ VFKRROV

Inspections

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

A

ll English accredited independent

reported against a four-point scale. For boarding

inspections, a FCI-EQI inspection might come

boarding schools are inspected on

provision, the inspection and the report will

before a RCI inspection.

a three-year cycle. This current cycle

include the contribution of boarding to boarders’

started in April 2016. If the boarding school is

achievement and their personal development.

Boarding schools inspected by Ofsted on the

LQ PHPEHUVKLS RI RQH RI WKH ȴYH LQGHSHQGHQW

Full details of this new inspection framework

three-year cycle are inspected under Social Care

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

can be found on the ISI website. Readers should

Common Inspection Framework (SCCIF): boarding

of Heads) and, thus accredited by its association,

note that, depending on the dates of previous

schools and residential special schools. This is a

the inspection of boarding is carried out by a specialist team of boarding inspectors from the Independent Schools Inspectorate (ISI). If it is an independent school, but not a member of one of those associations or is a state boarding school, the inspection of boarding is carried out by a specialist team of Ofsted boarding inspectors. All accredited independent boarding schools are inspected under the ISI Inspection Framework which came into force in January 2017. Every three years, the inspection will be a Regulatory Compliance Inspection which, in terms of boarding, will inspect the boarding provision against Boarding Schools – National Minimum Standards. Full details of the Standards (the latest April 2015 version) can be found at ZZZ JRY XN JRYHUQPHQW SXEOLFDWLRQV ERDUGLQJ VFKRROV QDWLRQDO PLQLPXP VWDQGDUGV

standards and no immediate action is required, the next ISI inspection experience for a boarding school in the six-year cycle will be a Focused Compliance Inspection (FCI) and an Inspection of Education Quality (EQI). The FCI will inspect the boarding provision against Boarding Schools – National Minimum Standards. Immediately following the FCI, the EQI will evaluate the quality of the outcomes for pupils. This will evaluate pupils’ achievement and pupils’ personal GHYHORSPHQW (GXFDWLRQDO TXDOLW\ ȴQGLQJV ZLOO EH

Photography from St John’s College, Southsea

Assuming the school meets the minimum

32 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

ΖQVSHFWLRQV RI ERDUGLQJ VFKRROV | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

new framework which came into use on 1 April

$ VLJQLČ´FDQW DVSHFW RI UDLVLQJ WKH TXDOLW\ RI

and the policies and the implementation of

2017. Schools should ensure they refer to the

the boarding experience has been schools’

policies relating to child protection (safeguarding)

online version at ZZZ JRY XN JRYHUQPHQW

investment in boarding training. The Boarding

DQG WKH DSSRLQWPHQW RI VWDÎ? $V WKH Č´QDO

FROOHFWLRQV VRFLDO FDUH FRPPRQ ΖQVSHFWLRQ

Schools’ Association’s programme of professional

responsibility for the management of a school

IUDPHZRUN VFFLI for updates or amendments.

GHYHORSPHQW LQFOXGLQJ WKH &HUWLČ´FDWHV RI

rests with the governing body, the Government

Professional Development and Professional

needs to be certain governors understand their

Over the last 20 years, good practice in boarding

Practice in Boarding Education, is the major

responsibilities in all areas, but, particularly, the

VFKRROV KDV GHYHORSHG VLJQLČ´FDQWO\ DQG VFKRROV

provider of this training. The full programme can

safety and welfare of pupils. Many schools now

have responded positively to national legislation.

be found at www.boarding.org.uk

have designated governors who monitor the quality of boarding life and pupil safeguarding.

7KH HÎ?HFW RI WKLV KDV EHHQ WR UDLVH WKH OHYHO RI care and management in boarding schools. This,

1DWLRQDO %RDUGLQJ 6WDQGDUGV

These governors spend time in the boarding

in turn, has supported the increased quality of

The 20 National Boarding Standards cover the

houses, meet regularly with the designated senior

the boarding experience for the more than 75,000

IROORZLQJ DUHDV

OHDG FKLOG SURWHFWLRQ RÉ?FHU DQG PRQLWRU WKH

boarders in independent and state boarding schools.

HÎ?HFWLYHQHVV RI WKH UHFUXLWPHQW FKHFNV RQ QHZ O

3ROLFLHV SURFHGXUHV DQG SUDFWLFH LQFOXGHV

VWDÎ? DQG WKH TXDOLW\ RI WKH VLQJOH FHQWUDO UHJLVWHU

anti-bullying, boarders’ activity programme,

RI VWDÎ? DSSRLQWPHQWV

These improvements have been recognised

ERDUGHUVȇ LQGXFWLRQ FRPSODLQWV FRQȴGHQWLDO

by central government, so much so that the

counselling and guidance, contact with

&KLOG SURWHFWLRQ

Department for Education (DfE) consulted with

parents, equal opportunities, guardianship,

The safeguarding of pupils is a major

boarding schools and boarders and in September

health and safety, management and

responsibility of schools and is rightly given

2011 published a new set of standards. The

leadership, medical care, promoting positive

emphasis by schools in their procedures and by

number of standards was reduced from 53 to

behaviour, role of prefects, boarders’ meals.

the ISI and Ofsted in their reports on boarding

3HRSOH LQFOXGHV ERDUGLQJ VWDÎ? VXSHUYLVLRQ

welfare. Understandably, parents are often

promote the highest standards in care, education

boarders’ privacy, recruitment checks

more concerned about a school’s location or

and the personal development of boarders. The

RQ ERDUGLQJ VWDÎ? UHODWLRQVKLSV EHWZHHQ

examination results, and prospective boarders

2011 Standards were further updated in 2013 and

ERDUGHUV DQG EHWZHHQ ERDUGHUV DQG VWDÎ?

may be more interested in the quality of the

2015.

seeking boarders’ views, leadership and

bedrooms or the sports facilities. However, the

management of the boarding provision.

school’s safeguarding of its boarders should also

3UHPLVHV LQFOXGHV ERDUGLQJ DFFRPPRGDWLRQ

be high on parents’ and prospective boarders’ list

medical facilities, recreational facilities, toilet

of questions.

UHČľHFWLQJ WKH ZD\ LQ ZKLFK ERDUGLQJ VFKRROV

O

O

and washing facilities. There are four key areas in child protection (also ISI and Ofsted reports on boarding are sent to all

known as safeguarding).

parents of current boarders. These are usually also published on the school’s website. They are certainly published on the inspectorates’ websites

+RZ FDQ Ζ DFFHVV WKH VFKRROȇV FKLOG SURWHFWLRQ SROLF\"

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

Every school must have a safeguarding (child

report states whether the standards are met or

protection) policy. A review by the full governing

not. An ISI EQI report grades the pupil outcomes

body of the school’s child protection policies must

using one of in four categories. The Ofsted report

take place at least annually, including an update

grades boarding in four categories. In both

DQG UHYLHZ RI WKH HÎ?HFWLYHQHVV RI SURFHGXUHV DQG

reporting styles, reference is made to a school’s

their implementation. Schools are also required by

non-compliance to any of the National Minimum

the Department for Education to make this policy

Standards for Boarding.

freely available to parents and prospective parents on request. If a school has a website, it is required

7KH UROH RI JRYHUQRUV

to publish this policy on its website.

The Government, through the inspectorates, is putting an increasing emphasis on the role of governors in monitoring standards in schools.

:KR DUH WKH VFKRROȇV FKLOG SURWHFWLRQ RÉ?FHUV"

The 2015 version of the Boarding Standards

The school appoints one or more ‘designated

LQWURGXFHG D QHZ VWDQGDUG 13.1 The school’s

VHQLRU OHDGVȇ '6/V WR EH FKLOG SURWHFWLRQ RÉ?FHUV

governing body and/or proprietor monitors the

Usually there is a lead DSL and one or more

HÎ?HFWLYHQHVV RI WKH OHDGHUVKLS PDQDJHPHQW DQG

deputies. These DSLs are required to have training

delivery of the boarding and welfare provision in

every two years in child protection and inter-

the school, and takes appropriate action where

agency working. The DSLs in a school take the

necessary.

lead responsibility for all child protection issues

On a boarding inspection, the chair of governors

and liaise with the Local Safeguarding Children

and any other governors who have responsibilities

Board (LSCB), the Local Authority Designated

for boarding, are interviewed about how they

2É?FHU /$'2 IRU VDIHJXDUGLQJ DQG WKH ORFDO

monitor the quality of the boarding provision

Children’s Services Team.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

33

Photography from St John’s College, Southsea

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | ΖQVSHFWLRQV RI ERDUGLQJ VFKRROV

:KDW WUDLQLQJ GR WKH VWDÎ? LQ D VFKRRO UHFHLYH LQ FKLOG SURWHFWLRQ"

D GLVFORVXUH (DFK PHPEHU RI VWDÎ? LV SURYLGHG

services are no longer used because he or she is

with a copy of Keeping Children Safe in Education

considered unsuitable to work with children.

7KH Č´UVW WKLQJ WR HPSKDVLVH LV WKDW LW LV WKH

and is expected to know them and also to know

Be reassured

UHVSRQVLELOLW\ RI D VFKRRO WR WUDLQ DOO LWV VWDÎ? ΖI D

the names and contact details (day and night) of

Although abuse incidents are relatively rare,

SXSLO QHHGV WR VKDUH D FRQČ´GHQWLDO PDWWHU ZLWK

the DSLs.

schools have robust policies and procedures

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

for preventing abuse and for dealing with any

an adult, he or she does not necessarily approach

school. This training must be updated regularly.

:KDW LV LQ WKH VFKRROȇV SROLF\ FRQFHUQLQJ UHSRUWLQJ FKLOG SURWHFWLRQ DOOHJDWLRQV WR D ORFDO VDIHJXDUGLQJ DJHQF\"

7KHUH LV QR ORQJHU D VHW IUHTXHQF\ IRU VWDÎ?

It is a requirement that, in any school child

refresher training. Schools consult with their LSCB

protection policy, it is stated that a school must

to determine the most appropriate schedule, level

communicate readily (in practice, within 24 hours)

and focus for training.

with a local safeguarding agency whenever an

D WXWRU RU D WHDFKHU $OO VWDÎ? PXVW UHFHLYH FKLOG protection training as part of the induction procedures before they start working in the

incidents which are reported to them.

allegation or disclosure of abuse has been made. This training covers the categories of abuse

It is also a requirement to report to the Disclosure

(physical, sexual, emotional and neglect), how

and Barring Service (DBS) within one month of

to respond to a pupil who discloses abuse to a

leaving the school any person (whether employed,

PHPEHU RI VWDÎ? DQG ZKDW DFWLRQV WR IROORZ DIWHU

contracted, a volunteer or student) whose

)XUWKHU LQIRUPDWLRQ For the Boarding Schools – National Minimum Standards go to ZZZ JRY XN JRYHUQPHQW SXEOLFDWLRQV ERDUGLQJ VFKRROV QDWLRQDO PLQLPXP VWDQGDUGV For the ISI Inspections Framework go to www.isi.net )RU 6DIHJXDUGLQJ &KLOGUHQ DQG 6DIHU 5HFUXLWPHQW LQ (GXFDWLRQ WKHUH DUH WZR JRYHUQPHQW GRFXPHQWV Keeping Children Safe in Education (Sept 2016) (KCSIE) ZZZ JRY XN JRYHUQPHQW XSORDGV V\VWHP XSORDGV DWWDFKPHQWBGDWD ȴOH NHHSLQJBFKLOGUHQBVDIHBLQBHGXFDWLRQ SGI Working together to safeguard children (2015) (WTTSC) KWWSV ZZZ JRY XN JRYHUQPHQW SXEOLFDWLRQV ZRUNLQJ WRJHWKHU WR VDIHJXDUG FKLOGUHQ 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 ZZZ JRY XN JRYHUQPHQW RUJDQLVDWLRQV RIVWHG

34 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Adrian Underwood’s career has been in boarding education for over 45 years since 1971 when he was appointed a housemaster and head of department. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for ERDUGLQJ VWDÎ? DQG HQJDJLQJ ZLWK WKH %ULWLVK government on a range of boarding issues LQFOXGLQJ GUDIWLQJ WKH Č´UVW VHW RI 1DWLRQDO Boarding Standards. He was appointed OBE in 2007 for services to education. For 15 years he has been a lead inspector for the Independent Schools Inspectorate and the Education Development Trust. He now lives on the North Norfolk coast and is an educational consultant. He is a governor of Wymondham College, Chairman of the English-Speaking Union’s USAUK Secondary Schools’ Exchange, Chairman of Trustees of Heritage House Day Care Centre in Wells-next-the-Sea and a Wells Harbour Commissioner. He enjoys sailing, golf, tennis and training ambulance drivers for Heritage House.

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

Find your inspiration Senior School Open Morning Saturday 7 October 2017 10.00am – 1.00pm

An independent co-ed school in Bath, England Pre Prep | Prep | Senior | 2–18 years www.monkton.org.uk Individual thinking. Amazing results.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

35

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | &DULQJ DERXW QRW MXVW FDULQJ IRU Č‚ WKH UROH RI ERDUGLQJ VWDÎ? LQ RXU VFKRROV

'EVMRK EFSYX not just caring for

– the role of boarding staff in our schools – Andrew Lewin, Director of Training, Boarding Schools’ Association (BSA)

‘The boarders receive outstanding levels of support IURP D ZLGH UDQJH RI VWDÎ? ZLWKLQ WKH VFKRROČ?ȇ Ȇ7KH SDVWRUDO FDUH LV H[FHSWLRQDOČ?ȇ ‘Parents provided overwhelmingly positive feedback.’ ‘This outstanding boarding community is a result RI WKH VWDÎ? IXOČ´OOLQJ WKHLU YLVLRQ WR SURYLGH D VDIH structured, nurturing environment.’ Ȇ6WDÎ? ZRUN FROODERUDWLYHO\ DQG DUH GHGLFDWHG WR GHOLYHULQJ D KLJK VWDQGDUG RI FDUH WR WKH FKLOGUHQČ?ȇ 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 SDVWRUDO VWDÎ? WHDP 7KLV GRHV QRW FRPH DERXW E\ chance however – schools need to spend much WLPH HÎ?RUW DQG PRQH\ WR UHFUXLW WUDLQ DQG UHWDLQ WKH YHU\ EHVW VWDÎ?

5HFUXLWLQJ WKH EHVW 6FKRROV DUH DOZD\V NHHQ WR UHFUXLW QHZ VWDÎ? ZLWK WKH ULJKW TXDOLČ´FDWLRQV H[SHULHQFH DWWLWXGH DQG 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 QHZ VWDÎ? UHTXLUHV VFKRROV WR SURGXFH H[SOLFLW MRE GHVFULSWLRQV DQG MRE VSHFLČ´FDWLRQV ZKLFK LGHQWLI\

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

VFKRRO LV D OLWWOH OLNH D JROGČ´VK ERZO ZKHUH WKH

both before and at interview so that only suitably

in social care, youth services or a day school may

whole community of pupils and adults live in close

motivated people apply for such posts.

36 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Choosing and assessing schools &DULQJ DERXW QRW MXVW FDULQJ IRU Č‚ WKH UROH RI ERDUGLQJ VWDÎ? LQ RXU VFKRROV | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

experts share the latest thinking on a wide range of subjects.

5HWDLQLQJ VWDÎ? 2I HTXDO LPSRUWDQFH IRU VFKRROV LV VWDÎ? UHWHQWLRQ $OO WKH WLPH DQG HÎ?RUW VSHQW LQ UHFUXLWLQJ DQG WUDLQLQJ PXVW QRW EH ZDVWHG E\ VWDÎ? OHDYLQJ WRR soon. Building the boarding or pastoral team, Photograph from St John’s College, Southsea

indeed any team in our schools, is critical and headteachers and heads of boarding will be NHHQ WR EH VXUH WKH ULJKW VWDÎ? VWD\ DQG FRQWLQXH 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 assistants so they become the next generation of houseparents.

Photograph from St John’s College, Southsea

So, next time you visit a boarding school make

3URIHVVLRQDO GHYHORSPHQW

sure you ask about the background and interests

Caring about and for boarding pupils means all

RI NH\ VWDÎ? DQG ZKDW SURJUDPPH RI SURIHVVLRQDO

VWDÎ? PXVW NHHS WKHLU SURIHVVLRQDO NQRZOHGJH DQG

GHYHORSPHQW LV LQ SODFH IRU ERDUGLQJ VWDÎ? VR

skills updated. From safeguarding to pastoral care,

\RX FDQ Č´QG RXW KRZ WKLV LV KHOSLQJ WR PDNH WKH

ERDUGLQJ VWDÎ? FDQ H[SHFW FRQVWDQWO\ WR GHYHORS

ERDUGLQJ H[SHULHQFH VR PXFK PRUH IXOČ´OOLQJ IRU

how they support pupils. Schools will have a

pupils.

wide-ranging and diverse continual professional GHYHORSPHQW SURJUDPPH IRU DOO WKHLU VWDÎ? )RU H[DPSOH WHDFKLQJ VWDÎ? ZLOO QHHG UHJXODU FXUULFXODU and examination updating, pastoral and boarding VWDÎ? PD\ QHHG WUDLQLQJ LQ WKH ODWHVW 36+( WKHPH such as e-safety or emotional health, and support VWDÎ? QHHG WR XQGHUVWDQG WKH ODWHVW LQ GDWD protection or information sharing. 2I FRXUVH DOO VWDÎ? QHHG UHJXODU XSGDWHV RQ safeguarding. 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 DQG RIWHQ UXQ ZRUNVKRSV IRU NH\ VWDÎ? WR HQVXUH best practice is cascaded and implemented across WKH FDPSXV 1HZ VWDÎ? LQGXFWLRQ ZLOO FHUWDLQO\ include safeguarding and health and safety. ΖQ ERDUGLQJ PRUH VFKRROV DUH RÎ?HULQJ NH\ VWDÎ? DFFUHGLWHG WUDLQLQJ VXFK DV WKH FRXUVHV RÎ?HUHG E\ WKH %6$ 1HZ ERDUGLQJ DQG SDVWRUDO VWDÎ? PD\ FRPSOHWH WKH RQOLQH LQGXFWLRQ PRGXOH -XQLRU VWDÎ? PD\ EH RQ WKH %6$ &HUWLČ´FDWH FRXUVH Č‚ LQ PRUH WKDQ VWDÎ? XQGHUWRRN WKLV GHPDQGLQJ

“Building the boarding or pastoral team is critical.�

course alongside their everyday teaching/boarding GXWLHV 6HQLRU VWDÎ? PD\ EH RQ WKH 'LSORPD FRXUVH which equips them for their boarding leadership role. School nurses and matrons may attend BSA day workshops on topics as wide-ranging as mental health or administering medicines. They

Andrew Lewin joined the BSA team as Director of Training in August 2017. He manages the Training and International Team within BSA and delivers the largest CPD programme for ERDUGLQJ VWDÎ? LQ WKH ZRUOG 3ULRU WR MRLQLQJ BSA, he has lived and worked in boarding schools literally all his life. Born, brought up and educated in boarding schools, he has been the Head in three boarding schools, as well as Deputy Head, Housemaster, Head of Geography, Master i/c Rugby, Hockey and Cricket and Director of Development. He has been an ISI team inspector and a governor of an independent boarding school. He has also served on the local safeguarding children’s boards in North Yorkshire and Cheshire where he organised and delivered training for local authorities and independent schools.

may also attend BSA annual conferences where

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

37

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | 6HOHFWLQJ D VFKRRO

Selecting a school $ JXLGH WR WKH VFKRRO DSSOLFDWLRQ SURFHVV

6FKRRO YLVLWV Č‚ ZKDW WR ORRN IRU

O

Carry out research into possible schools

O

Do the pupils seem happy and purposefully engaged in activity?

O

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

O

$UH VWDÎ? DQG SXSLOV WDONLQJ DQG ZRUNLQJ WRJHWKHU"

O

Complete application form

O

Are the pupils well mannered and courteous?

O

Register with school

O

How is discipline maintained?

O

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

O

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

O

Prepare for entrance examinations/tests/interviews

O

Sit entrance/scholarship examinations at agreed location

O

How does the school monitor each pupil’s progress?

O

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

O

:KDW SURYLVLRQ LV PDGH IRU SXSLOV ZLWK OHDUQLQJ GLÉ?FXOWLHV"

before entry

O

How many pupils are there in each class?

O

Prepare for entry and complete all essential paperwork

O

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

O

Purchase school uniform and items on clothing list during the summer

O

Are the facilities well maintained?

term or holidays before entry

O

ΖV WKHUH D KLJK WXUQRYHU RI VWDÎ?"

O

Enter school

O

:KDW LV WKH EDODQFH EHWZHHQ QHZO\ TXDOLČ´HG DQG H[SHULHQFHG VWDÎ? DQG

O

Receive school induction at beginning of the autumn term.

parents?

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

What pastoral care system is in place?

O

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

Open Mornings REGI

Founded 1553

FLAIR DISCIPLINE ACADEMIC RIGOUR

Prep School (ages 7 - 13): Saturday 30th September Senior School (13+): Saturday 14th October Please contact Admissions for details 01527 579679

admissions@bromsgrove-school.co.uk

bromsgrove-school.co.uk 38 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

ISI Inspection 2016 - Excellent in every category Outstanding results at IB and A level Academic excellence coupled with a wealth of sporting and extra-curricular opportunities

Co-educational, Day & Boarding 950 pupils aged 13-18 500 pupils aged 7 - 13 Over 500 boarders aged 7 - 18

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

Discover Discover Glenalmond College, a school with an unsurpassed tradition of helping each pupil make the most of their personal journey. A school which encourages each child to reach their academic potential while nurturing excellence in the classroom and beyond.

• Full boarding environment EHQHoWV GD\ SXSLOV DQG ERDUGHUV DOLNH v *LUOV DQG ER\V DJHG

Scottish Charity SC006123

v )HH DVVLVWDQFH DYDLODEOH XS WR

v DFUH FRXQWU\VLGH FDPSXV PLOHV IURP Perth

T: 01738 812144 E: registrar@glenalmondcollege.co.uk

www.glenalmondcollege.co.uk

inspiring learning

“

Excellent�

ISI Inspection

in every category

Open Mornings Thu 21 Sept Thu 12 Oct

10am 10am

To register, please call

OPEN DAY DATE SATURDAY 7TH OCTOBER 9AM-12NOON

our admissions team on

Bookings at - www.westonbirt.org/admissions/open-days

or book online

From Sept’17: Day Fee £4,995/term; Boarding Fee £9,750/term. E: admissions@westonbirt.org T: 01666 881301 www.westonbirt.org

01428 686735 at www.kesw.org

Godalming, Surrey GU8 5SG

An independent boarding and day school for girls and boys aged 11-18

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

39

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | 6FKRRO YLVLWV TXHVWLRQV DQG DQVZHUV

School visits: questions and answers

S

chool visits can take many forms. They

Here are some useful questions to ask, particularly

DQG H[SHQVLYH 6FKRROV PD\ DOVR RÎ?HU WKH

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,

IRUPDW WKH Č´UVW PHHWLQJ LV FUXFLDO VR LI SRVVLEOH 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.

7KH OLVW LV QRW H[KDXVWLYH XVH LW DV D JXLGH DQG

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.

VKRUW WLPH DYDLODEOH &RYHUHG KHUH

The initial look around is absolutely vital. It is

O

academic issues

where a parent and their child start to assess

O

rules and regulations

ZKHWKHU WKH\ Č´W WKH HQYLURQPHQW DQG ZKHWKHU

O

boarding life and pastoral care

UHIRUPV DUH EHLQJ SKDVHG LQ ZLWK WKH Č´UVW

LW ȴWV WKHP ΖW LV ZKHUH SURVSHFWLYH SDUHQWV DQG

O

Č´QDQFLDO LVVXHV

group of revised syllabuses introduced in

students decide whether they like the location, the

O

the governing board

6HSWHPEHU IRU Č´UVW H[DPLQDWLRQ LQ

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

O

after your visit.

2017. The reforms will be phased in with

4 :KDW DUH WKH VFKRROȇV SODQV IRU

about the school, usually by the Head, sometimes

H[DPLQDWLRQ UHIRUPV" $ GCSEs and A levels are being reformed. The

GLÎ?HUHQW JURXSV RI VXEMHFWV *&6(V DQG WKH

hands-on classes for prospective students while

$FDGHPLF LVVXHV

full A level will become linear programmes,

SDUHQWV FKDW WR VHQLRU VWDÎ? DQG FXUUHQW VWXGHQWV

4 :KDW DUH WKH HQWU\ UHTXLUHPHQWV" ΖV RXU

with examinations at the end of two years.

and then current pupils leading a tour of the school.

FKLOG OLNHO\ WR REWDLQ D SODFH DQG ZKHQ" $ This is a crucial initial administrative matter.

There will be a standalone one-year AS TXDOLȴFDWLRQ EXW LW ZRQȇW FRXQW WRZDUGV WKH

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. 4 +RZ GR \RX RUJDQLVH \RXU Č‚ $ERYH DOO VHW RXW WR HQMR\ \RXU YLVLW <RX ZLOO Č´QG the vast majority of boarding schools make an

FXUULFXOXP" $ /DUJHU VFKRROV PD\ RÎ?HU ERWK $ OHYHOV

H[FHOOHQW LPSUHVVLRQ DQG WKHLU SXSLOV DQG VWDÎ? ZLOO

and the International Baccalaureate, but

be in very good heart.

VPDOOHU RQHV ZLOO Č´QG WKLV PRUH GLÉ?FXOW

40 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

Love Boarding at Freemen’s Discover City of London Freemen’s Co-ed day and boarding School for students aged 7-18 for yourself at our next Open Event on: 29th September 2017 9:15am - 11:30am 14th October 2017 9:30am - 12:30pm

www.farringtons.org.uk A leading independent co-educational day and boarding school offering high academic standards, excellent pastoral care and a wide extra-curricular programme within a supportive Christian environment. Co-education Juniors 3 – 11, Seniors 11 – 16, Sixth Form 16 - 18 Perry Street, Chislehurst, Kent BR7 6LR T: 020 8467 0256

www.freemens.org/bsa

www.farringtons.org.uk

“A lovely place to study” GOOD SCHOOLS GUIDE 2016

CAMBRIDGE’S ONLY BOARDING AND DAY SCHOOL FOR GIRLS AND BOYS AGED 11 – 18 TO AT TEND AN OPEN MORNING OR ARRANGE A VISIT CONTACT admissions@theleys.net www.theleys.net 01223 508904 September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

41

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | 6FKRRO YLVLWV TXHVWLRQV DQG DQVZHUV

4 &DQ ZH VHH \RXU VL[WK IRUP H[DPLQDWLRQ

4 :KDW LV WKH VFKRROȇV SROLF\ RQ FDUHHUV

UHVXOWV DQG *&6( VWDQGDUG JUDGH UHVXOWV

HGXFDWLRQ DQG DSSOLFDWLRQV WR IXUWKHU

IRU WKH SDVW WKUHH \HDUV" $OVR FDQ ZH

DQG KLJKHU HGXFDWLRQ DQG ZLWK ZKLFK

VHH GHWDLOV RI WKH VFKRROȇV SRVLWLRQ LQ WKH

SURIHVVLRQV GRHV LW KDYH SDUWLFXODUO\

OHDJXH WDEOHV DQG WKH QXPEHU RI SODFHV REWDLQHG DW 2[EULGJH WKH 8QLYHUVLWLHV

VWURQJ OLQNV" $ Good careers advice is an essential part of

%RDUGLQJ OLIH DQG SDVWRUDO FDUH 4 +RZ FDQ Ζ EH FRQȴGHQW P\ FKLOGȇV LQWHUHVWV DUH SURWHFWHG DW DOO WLPHV" $ Schools are subject to rigorous child welfare legislation, regulation and inspection, which is entirely right and proper. The interests of

RI 2[IRUG DQG &DPEULGJH DQG DW RWKHU

education throughout the school. Providing

the child are at the heart of an independent

XQLYHUVLWLHV"

advice is a crucial role for the school. Careers

education. All schools should have a child

departments should have an established

SURWHFWLRQ SROLF\ DQG DOO VWDÎ? VKRXOG UHFHLYH

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

RQ WKH EHQHČ´WV RI WKHLU H[SHULHQFH $JDLQ D

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

WDEOHV DQG VR WKH WDEOHV ZLOO QR ORQJHU UHČľHFW

strengths and successes.

$ League tables need to be treated with caution,

4 +RZ GRHV WKH VFKRRO ZRUN ZLWK FKLOGUHQ ZKR DUH H[FOXGHG E\ WKHLU SHHUV" $ The school should be able to identify these children at a very early stage. Schools should

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

5XOHV DQG UHJXODWLRQV

be able to explain the measures they take

averages over the past three years, can be

4 :KDW DUH WKH NH\ UXOHV IRU ERDUGHUV RYHU

to deal with this. Children are more likely

used to identify trends within a school, and

WKH ZHHNHQG DQG ZKDW DFWLYLWLHV DUH RQ

to interact if they are near each other and

most schools accept that these tables are

RÎ?HU"

engaged in the same activity. Schools should

used for obtaining comparisons. All the

$ A question for either the Head or the

information should be available in a form

ERDUGLQJ VWDÎ? WKLV LV DLPHG DW Č´QGLQJ RXW DV

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’

RÎ?HU ZLGHU FXOWXUDO DQG VRFLDO RSSRUWXQLWLHV

attainment and progress, particularly with

for its pupils.

at helping pupils realise their academic potential.

support to all children. 4 :KR LV WKH Č´UVW VWDÎ? PHPEHU ZH VKRXOG VHH LI WKHUH LV D SUREOHP" $ 7KH ULJKW PHPEHU RI VWDÎ? FDQ GHDO ZLWK many problems immediately. Knowing who

reference to those at the top of the ability range, and will illustrate the school’s success

provide high quality pastoral care and

4 :KDW LV WKH VFKRROȇV SROLF\ RQ XVH RI WKH LQWHUQHW DQG PRELOH SKRQHV" $ <RX VKRXOG IHHO FRQȴGHQW WKH VFKRRO KDV

WKDW LV DQG GHYHORSLQJ FRQČ´GHQFH LQ WKHP LV 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

WKH WHDFKLQJ RI (QJOLVK VFLHQFHV

phones can be useful, not least as a means

DOORZ SDUHQWV WR Č´QG RXW KRZ ZHOO WKH VFKRRO

PDWKHPDWLFV PRGHUQ ODQJXDJHV

of keeping in touch with parents, so long as

communicates with parents, and what

DQG LQIRUPDWLRQ DQG FRPPXQLFDWLRQ

rules on their use and security are in place

opportunities there are for visits to the school

WHFKQRORJ\ Ζ&7 IRU WKH PRVW DQG OHDVW

and put into practice.

to meet teachers and other parents.

4 +RZ GRHV WKH VFKRRO DSSURDFK

DEOH VWXGHQWV" $ These are key subjects, and your child could

4 :KDW DUH WKH VFKRROȇV SROLFLHV RQ

4 :KDW DUH WKH EDWKURRP IDFLOLWLHV OLNH" $ School bathrooms range from individual

be at either end of the ability range. It is

DOFRKRO GUXJV DQG VPRNLQJ" ΖV WKH

important to know how a school responds

VFKRRO IDFLQJ DQ\ SDUWLFXODU SUREOHPV LQ

en-suite arrangements to communal shower

to individual abilities and needs. It is also

DQ\ RI WKHVH DUHDV DW SUHVHQW"

areas with private shower cubicles. You

LPSRUWDQW WR Č´QG RXW KRZ VXEMHFWV Č´W LQWR

$ Every boarding school will have a policy in

VKRXOG EH VDWLVČ´HG WKDW WKH VKRZHU FXELFOHV

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

information and communication technology

the individuals concerned learn from their

4 'RHV WKH VFKRRO KDYH 6N\SH"

(ICT), are being developed and integrated.

mistakes. This is a chance to consider

$ 6N\SH SURYLGHV D YHU\ FRVW HÎ?HFWLYH PHWKRG

RÎ?HU SHUVRQDO SULYDF\

the school’s personal, social, health and

of keeping in touch with your child. Some

4 2XU FKLOG KDV D SDUWLFXODU LQWHUHVW LQ

economic education (PSHE) programme, its

schools provide pupils with supervised access

VSRUW PXVLF GUDPD DUW +RZ ZLOO WKH

health and safety and disciplinary policies,

to Skype to enable families to communicate.

VFKRRO JHW WKH EHVW RXW RI WKHP"

to look into the medical and counselling

$ 7KLV TXHVWLRQ LV DLPHG DW Č´QGLQJ RXW ZKDW

services available, to discover what happens

4 +RZ JRRG LV WKH FDWHULQJ" 'R WKH SXSLOV

the boarding school’s extra-curricular

LI VHULRXV RÎ?HQFHV DUH FRPPLWWHG DQG WR Č´QG

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.

FRQVLVWHQWO\ V\PSDWKHWLFDOO\ EXW Č´UPO\ DQG

a ‘good-eating rosette’ response! The general

above all, fairly.

standard of school catering nowadays,

KDYH DQ LQSXW LQWR WKH FKRLFH RI PHQX RÎ?HUHG" $ These are really questions for the pupil

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

42 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

Modern education with over 200 years of heritage Junior, Senior and Sixth Form Open Morning 9:30am - 12:00pm 23rd September Book your place at lvs.ascot.sch.uk/open or call 01344 882770

DLD College London W OR L D C L A S S F U T U R E S Providing exceptional education to gcse, a level & btec students

Open Evening Wednesday 15th November, 5pm to 7pm

ICONIC LONDON LOCATION

DLD College provides a safe and stimulating learning environment, which maximises individual potential and ensures every student is well equipped to meet future challenges. Visit www.dldcollege.co.uk or Call 020 7935 8411

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

43

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | 6FKRRO YLVLWV TXHVWLRQV DQG DQVZHUV

4 :KDW PHGLFDO DUUDQJHPHQWV DUH LQ SODFH" $ Obviously, it is important to know what

4 +RZ GR \RX Č´QDQFH FDSLWDO H[SHQGLWXUH DQG ZKDW DUH \RXU GHYHORSPHQW SODQV" $ 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

PHGLFDO VWDÎ? DUH DQG ZKDW WKH IDFLOLWLHV

of these may be funded by donations or an

include. Check on insurance arrangements,

appeal. Others may come out of fees. The

SDUWLFXODUO\ IRU VSRUWLQJ Č´[WXUHV H[SHGLWLRQV

Head should be open about future plans and

and trips, both at home and abroad.

Č´QDQFLQJ RSWLRQV

4 +RZ LPSRUWDQW LV WKH UROH RI FKDSHO LQ VFKRRO OLIH" $ The chapel may be central to boarding school

7KH JRYHUQLQJ ERDUG 4 :KDW LV WKH UROH RI WKH VFKRROȇV JRYHUQRUV"

life. While not every pupil may be expected to

$ 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

VFKRRO IRU H[DPSOH WKH %XUVDU DQG Č´QDQFH

develop pupils’ life skills and a sense of care,

WHDP XVXDOO\ PDQDJH Č´QDQFLDO PDWWHUV LQ

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

)LQDQFLDO LVVXHV

KDYH VXE FRPPLWWHHV WR PRQLWRU VSHFLČ´F

4 :K\ KDYH \RXU IHHV LQFUHDVHG WKLV

areas of the school. The most common of

$IWHU \RXU YLVLW

\HDU" :KDW DUH \RXU VDODU\ VFDOHV IRU

WKHVH FRPPLWWHHV DUH HGXFDWLRQ Č´QDQFH

After your visit, try to discuss with your child

WHDFKLQJ VWDÎ? DQG KRZ GR WKH\ FRPSDUH

welfare and health and safety. Governing

your thoughts about the people you met, what

ZLWK VDODULHV LQ WKH PDLQWDLQHG VHFWRU"

bodies may also have committees for

you were told and what you saw. Then ask

:KDW H[WUDV FDQ ZH H[SHFW WR SD\"

boarding, governor succession, investments

\RXUVHOI D QXPEHU RI IROORZ XS TXHVWLRQV

:KDW LV \RXU SROLF\ RQ VWXG\ OHDYH IRU

and audit.

H[DPLQDWLRQV" $ :HOO RYHU WZR WKLUGV RI VFKRRO IHHV JR RQ VWDÎ?

O

What views did you form of the Head? Why?

Governing bodies are also required

salaries, and independent schools need to

to monitor all policies (and their

O

What sort of leadership was provided?

ensure their salary scales match those in the

implementation) in regard to the National

O

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

O

How was the eye-to-eye contact?

development costs can be expected. There is

JRYHUQRUV IRU VSHFLČ´F DUHDV RI WKH VFKRRO

O

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.

3URWHFWLRQ JRYHUQRU D 6WDÎ? $SSRLQWPHQWV

boarding school appear in practice? O

Was there a good rapport between pupils DQG VWDÎ?"

enthusiastic about their school? O

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

governor, a Boarding governor and a Health

community?

and Safety governor. O

:HUH WKH VWDÎ? FRPPXQLFDWLYH DQG GLG WKH\

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 classroom?

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

O

the school well and have strategies for

O

Was there a generally positive atmosphere about the community?

understanding the school beyond reading reports from senior leaders.

Were the buildings well-maintained and the grounds neat and attractive?

inspectors will expect governors to know

O

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

44 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

Co-educational Boarding and Day School for ages 11-18

A country school around an hour from London, on the doorstep of the cultural centres of

a bespoke education for each pupil

Oxford and Stratford-upon-Avon

NURSERY TO SIXTH FORM To register or for more information please call 01295 724301 or email admissions@bloxhamschool.com

www.bloxhamschool.com

“Academically, pupils flourish as a result of the excellent pastoral care and small class sizes.” - Tatler Schools Guide

boarding, flexi-boarding and day places available 8 miles from Bath rated the top school for aspiring equestrians www.stonarschool.com ~ 01225 701741

~ admissions@stonarschool.com

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

45

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | /HDJXH WDEOHV Č‚ MXVW RQH PHDVXUH RI VXFFHVV

– Emma McKendrick, Headmistress of Downe House School

League tables – just one measure of success

O

QH RI WKH JUHDW MR\V DQG EHQHČ´WV RI D

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.

LV WKH WLPH DQG WKH VSDFH WR RÎ?HU D ULFK

can be challenging. But it is not unreasonable

<HW WKH Č´UVW FKDOOHQJH IRU WKRVH FRQVWUXFWLQJ

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

TXDOLČ´FDWLRQV WKH\ QHHG WR PHDVXUH DQG FRPSDUH

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

KHOS WKHP WR OHDG D KDSS\ DQG IXOČ´OOHG OLIH 3XWWLQJ

DQG DW Č´UVW VLJKW LW PLJKW VHHP WKH\ ZRXOG

TXDOLȴFDWLRQ WKH ΖQWHUQDWLRQDO %DFFDODXUHDWH

46 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

/HDJXH WDEOHV Č‚ MXVW RQH PHDVXUH RI VXFFHVV | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

(IB), as well as a range of valuable vocational TXDOLČ´FDWLRQV $ VLPLODU SLFWXUH FDQ EH IRXQG DW 7KHUH DUH YRFDWLRQDO TXDOLČ´FDWLRQV *&6(V DQG IGCSEs. Newspapers also publish league tables each year. 6RPH VHSDUDWH RXW WKH TXDOLČ´FDWLRQV DQG KDYH D WDEOH IRU VFKRROV RÎ?HULQJ WKH Ζ% IRU H[DPSOH But for those that do not, there continues to be ongoing debate about whether the grade HTXLYDOHQFHV DFURVV WKH TXDOLČ´FDWLRQV DUH DV accurate and fair as they should be.

5HDG WKH VPDOO SULQW 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 DWWULEXWH D Č´QDQFLDO YDOXH WR HDFK $ JUDGH XVLQJ the school fees charged to cost the grade. Others will try to use some sort of value-added measure, which is widely recognised as fairer. The Government league tables have moved towards a value-added system (referred to as Progress 8). There are two points for

QHHG WR ORRN DW ȴYH \HDUVȇ ZRUWK RI GDWD UDWKHU

XQTXDQWLČ´DEOH Č‚ WKH FKDUDFWHU DQG YDOXHV RI WKH

consideration when interpreting the Government

than just one, and consider a school’s admissions

school and its pupils. These will have the strongest

league tables – the value-added measure being

policy and how selective it is. Highly able students

LQȾXHQFH RQ \RXU FKLOGȇV GHYHORSPHQW DQG WKHVH

applied and the fact that IGCSEs will no longer be

should do well.

have no numerical value.

included. Independent school pupils often do not take the tests that enable a value-added score to

Accepting that league tables have some value, I

be given. As IGCSEs do not qualify for inclusion

would still argue that what is far more interesting

in these tables, it will be perfectly possible to see

and relevant for your daughters and sons,

very good schools, which were once at the top of a

especially when they are away from home, is

league table, at the bottom. This is a great shame

whether a school provides an exciting learning

DV WKHVH ULJRURXV DQG FKDOOHQJLQJ TXDOLČ´FDWLRQV

environment, has high aspirations, has high levels

are recognised by universities and prepare pupils

of university entry success and supports the

well for the next stage of their studies.

development of happy, well-rounded individuals. Do look at the information provided by the school

5HDG ZLWK FDXWLRQ

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

VRFLHWLHV RÎ?HUHG 7KHVH DUH DOO KHOSIXO LQGLFDWRUV

HPEDUNHG RQ RÎ?HULQJ D PL[HG HFRQRP\ RI 3UH 8

of the state of the academic health and vibrancy

DQG $ OHYHO TXDOLČ´FDWLRQV DQG IRXQG WKDW WKH 3UH 8

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 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

47

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | )DLWK LQ RXU VFKRROV

Faith our

in

schools

– Graham Able, Group Deputy Chairman, Alpha Plus

F

aith schools have often been – and

Many faith schools are very popular with parents

Many pupils transferred to Clifton when Carmel

continue to be – controversial. People

from other persuasions. The strong moral

College, a Jewish foundation, closed in 1997

opposing faith schools express concerns

principles on which most faith schools are based

following the demise of the Government Assisted

about the possible indoctrination of developing

inculcate the good behavioural outcomes and

Places scheme on which it was heavily reliant.

minds whereas supporters point to the strong

disciplined approach to learning which coincide

Several boarding faith schools based on the

moral compass they provide in a world which

with the expectations of most parents. Those

Islamic tradition have been developed over the

provides so many temptations and distractions for

maintained primary schools with Catholic or

last 20 years and this provision is likely to expand.

young people.

Anglican Church governance are the most popular DPRQJ SDUHQWV RI GL΍HUHQW IDLWKV Ȃ VRPHWLPHV WR

The independent sector is very much about

It is important to distinguish between majority

the extent of real or apparent sudden parental

parental choice. Faith schools widen that choice

IDLWK VFKRROV ZKHUH WKH FXUULFXODU R΍HULQJ LV YHU\

conversions in order to improve the child’s

and can cater for parents who want their

much mainstream and the very small minority

chances of a place! The balance between strong

FKLOGUHQȇV HGXFDWLRQ WR UHȵHFW WKHLU RZQ IDLWKV DV

of establishments where the curriculum is

principles and indoctrination is important,

well as parents who feel that a faith school will

substantially reduced or distorted for doctrinal

however, and is an area where most good

help to provide a stronger moral compass. The

reasons. Our focus in this Guide is very much on

faith schools show respect for and tolerance

YDULHW\ RI IDLWKV UHSUHVHQWHG DQG WKH GL΍HUHQWLDO

the former and these include many well-regarded

of the views of families from a variety of faith

contributions which faith makes in the modern

and well-established schools.

backgrounds.

OLYHV RI HDFK VFKRRO DOORZV PRVW SDUHQWV WR ȴQG D

7KHUH LV D ZLGH UDQJH RI VFKRROV ZLWK DɝOLDWLRQV

The range of faith schools in the boarding sector is

to faiths. Some of our oldest established boarding

H[WHQVLYH DQG UHȵHFWV WKH UROH RI YDULRXV IDLWKV LQ

schools were originally founded as Christian

the founding of schools across many years. Within

institutions but not all have retained such a

the Christian faith, there are Catholic schools such

strong religious tradition. Dulwich College is a

as Ampleforth and Stoneyhurst, Anglican schools

good example – it remains a Christian foundation

of varying churchmanship such as the Woodard

with an Anglican Chaplain and an honorary

group (high church Victorian foundations

Catholic Chaplain but with no chapel on its

including Lancing and Worksop) and those of a

campus since it moved location in 1874 and no

more Protestant tradition such as Rugby. There

requirement on any of its pupils to attend any

is a strong Methodist group (including Kent

overtly religious gathering. It caters for the needs

College and Ashville) and several well-established

of a multi-faith student body with visiting Imams

Quaker foundations such as Leighton Park and

and Rabbis and provides for meetings of Hindus

WKH )ULHQGVȇ 6FKRRO DW 6D΍URQ :DOGHQ &DWHUKDP

and Sikhs. Other schools such as Christ’s Hospital

School was originally established to educate the

(Anglican) and Ampleforth (Catholic) maintain

sons of Congregationalist ministers although it

strong allegiance to their founding traditions,

is now a mainstream co-educational boarding

although they are very much open to those

school.

school well-suited to their child and the family as

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

Clifton College, a Christian foundation, had a

governed by its founding monastic order – in this

Jewish boarding house for many years and a

case, the Benedictines.

strong tradition for attracting Jewish students.

48 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

a whole.

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 WKHLU VWUXFWXUH DQG H΍HFWLYHQHVV

P A Sa EN ll W tu rd M elc om ay O 7 O R e cto N be IN r2 G 01 7

O

“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

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | Ȇ$Q RXQFH RI ORYH LV ZRUWK D SRXQG RI NQRZOHGJHȇ

‘An ounce of love is worth E TSYRH SJ ORS[PIHKI¸

– boarding in a Methodist school other faiths (and none) in a spirit of openness

In all member schools of the Methodist

and tolerance.

Independent Schools Trust educational experiences and activities bring minds and hearts

O

To encourage pupils in a critical examination

WRJHWKHU DV FKLOGUHQ UHČľHFW RQ ZKDW WKH\ OHDUQ

of the standards and values current in society

Our schools work in partnership with each other

and to discover and develop a personal faith

and their wider communities. It is this distinctive

to guide them throughout their lives.

approach to education, embodying clear Christian

– Andrew Gordon-Brown, Headmaster of Truro School

values, which provides the foundations for our mission statement.

&RQČ´GHQW WROHUDQW DQG HQWKXVLDVWLF At Truro School our interpretation of this is

To be caring Christian family communities

WR VHHN WR GHYHORS FRQČ´GHQW WROHUDQW DQG

committed to the development of the full

enthusiastic young people who enjoy working

potential of each individual, having regard for

ZLWK RWKHUV DQG DUH UHDG\ WR LQČľXHQFH WKH ZRUOG

their personal attributes in addition to their

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

academic aspirations.

to leave school with straight A grades and still

To maintain high educational standards

struggle to make a success of themselves in the

ohn Wesley, the father of Methodism,

in all their academic, cultural and sporting

world beyond school. We believe education is

WROG WKH Č´UVW 0HWKRGLVW WHDFKHUV DOZD\V

activities, stimulating excitement in learning

about so much more than excellent exam results,

to remember that ‘an ounce of love was

and requiring discipline in study whatever the

as important as these are. It is one thing to

ability of the child.

grasp something intellectually, but real learning

To work with and in the communities they

WDNHV SODFH ZKHQ SXSLOV KDYH WLPH WR UHČľHFW RQ

serve.

their experiences and become well-rounded

To worship as Christians in the Methodist

individuals.

J

O

O

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

O

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

O

community, where individuals are valued, good

tradition; to uphold Christian values in

order is respected, relationships cherished

practice as well as in theory and to make

Character development – forging well-rounded

and excellence in its widest sense (academic,

religious education a strong feature of the

young adults, prepared to stand up for their

co-curricular and lifestyle) is pursued.

curriculum, whilst welcoming members of

beliefs – sits alongside academic achievement as

50 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Choosing and assessing schools Ȇ$Q RXQFH RI ORYH LV ZRUWK D SRXQG RI NQRZOHGJHȇ | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

we strive to balance a wide range of co-curricular

year a group from the sixth form have the life-

activities with lessons. The rich make-up of

changing opportunity of visiting Uganda, working

activities outside the classroom allows pupils

with leaders, children and in an orphanage there.

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

$ KLJKOLJKW RI WKH Č´QDO ZHHN RI VXPPHU WHUP DW

older, we provide opportunities to broaden their

Truro is the opportunity to stage a scenario which

horizons and stretch them to their limits – from

brings these global issues to the forefront of the

hiking 55 miles over Dartmoor in two days in a

minds of all our pupils. In 2016 the theme was

team to following a nine-month peer-mentoring

‘survival challenges’ in which pupils learnt about

programme developing leadership skills. All of

WKH GLÉ?FXOWLHV VXUURXQGLQJ SRVW HYHQW QDWXUDO

this is characterised by constructive and trusting

disasters such as earthquakes and tsunamis; how

relationships where talented and dedicated

would we cope and how can we better help those

teachers accompany pupils as individuals on their

who need us? In 2015 we looked at human rights

school journey.

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

Key to all the Methodist schools in the group

and music.

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

John Wesley’s challenge to teacher and pupil

fortunate than ourselves, bringing with it an

DOLNH ZDV WKLV Ȇ'R DOO WKH JRRG \RX FDQ %\ DOO WKH

increased understanding that, as a school and

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

as individuals, we have a role and responsibility

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

as citizens in a global village. For example, Truro

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

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

This still remains the challenge today for all

International group meetings and projects and

member schools of the Methodist Independent

the work of the Charity Committee. The school

Schools Trust.

Andrew Gordon-Brown has been Headmaster of Truro School since 2013. He is a graduate of the University of Cape Town, where he VWXGLHG &RPPHUFH DQG KH TXDOLČ´HG DV D Chartered Accountant in South Africa. Later he completed an MSc in Agricultural Economics at Keble College, Oxford. He worked for various investment banks in London before changing careers and achieved his 4XDOLČ´HG 7HDFKHU 6WDWXV YLD WKH 8QLYHUVLW\ RI Gloucester. He has previously taught at Radley College and at Stonyhurst College. He rowed for South Africa in the 1992 Olympic Games and for Oxford in the 1994 Varsity Boat Race.

has partnerships in Uganda and every second

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

51

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | 7KH LPSRUWDQFH RI JRRG JRYHUQDQFH

The importance of

good governance

– Graham Able, Group Deputy Chairman, Alpha Plus

M

any parents do not research closely

The number of governors’ committees will

7KH EHVW ERDUGV ZLOO KDYH GHČ´QHG WHUPV ZKLFK

the composition of the governing

vary from school to school. Finance, property/

governors may serve and will take care in

board when they are considering a

development and academic committees are

succession planning. Most boards are probably

school for their child. Yet the role of governors is

common to most schools – they allow governors

too large and, like turkeys at Christmas, are

critical to the success of a school

with particular expertise to look and advise in

disinclined to vote for their own culling. No school

more detail in specialist areas. If the governing

needs more than 12 governors and 14 is certainly

In most independent schools, the governing

body is functioning well, the work of these

too many. The largest boards often contain

board appoints the Head and will have a major

committees will make full board meetings more

governors nominated by groups associated with

input to the appointment of the Bursar or

IRFXVHG DQG PRUH HÎ?HFWLYH

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

WHUPV RI Č´QDQFLDO YLDELOLW\ 3URVSHFWLYH SDUHQWV

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

JRYHUQRUV ZLWK VSHFLDOLVW NQRZOHGJH RI Č´QDQFH

regulatory changes and ensure safeguarding

FKLOG DQG UHPDLQ Č´QDQFLDOO\ YLDEOH *RYHUQRUV DUH

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

WR HQVXUH WKH\ UHFHLYH VXÉ?FLHQW WUDLQLQJ ZKHUH

DQG VHWWLQJ IHHV WKLV ODWWHU IXQFWLRQ LV RI GHČ´QLWH

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

ERDUG D VHQLRU VFKRRO ZLOO DGGLWLRQDOO\ EHQHČ´W

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

RU %XVLQHVV 0DQDJHU DV Č´QDQFH GLUHFWRU

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.

Ȇ&ULWLFDO IULHQGVȇ

looks very democratic but tends to produce

Governors need to act as ‘critical friends’ to their

JRYHUQRUV ZLWK D VSHFLČ´F DJHQGD Č‚ DQG SRVVLEO\

ȆFKLHI H[HFXWLYHȇ DQG WR GR VR HÎ?HFWLYHO\ WKH\

without any of the desired specialist skills – and

QHHG WR EH ZHOO LQIRUPHG DQG ZLWK VXÉ?FLHQW

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 DOVR EH VRPH ȆRXWVLGHȇ LQȾXHQFH RQ WKH ERDUG WR ensure it does not become too inward-looking.

52 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

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 WKHLU VWUXFWXUH DQG HÎ?HFWLYHQHVV

Smart kids Smart parents Choose a state boarding school and save more than 50% State boarding is less than half the cost of independent boarding because JRYHUQPHQW SD\V IRU WKH HGXFDWLRQ 2Î?HULQJ FRPIRUWDEOH DQG KRPHO\ boarding, top-class facilities and great academic results, state boarding VFKRROV RÎ?HU D UDQJH RI DWWUDFWLYH DÎ?RUGDEOH ERDUGLQJ RSWLRQV Take a closer look and see how state boarding could work for you and your family.

stateboarding.org.uk

020 7798 1580

&KRRVLQJ DQG DVVHVVLQJ VFKRROV | +RZ D ERDUGLQJ VFKRRO XVHV DJHQWV

How a boarding school

uses agents

– Elaine Purves, Head of Rossall School

C

hoosing the right school for your

Agents also provide support to boarding

suggests a lack of understanding of what a

child is one of the biggest challenges

schools by setting up fairs and exhibitions

VFKRRO FDQ R΍HU DQG ZKDW D FKLOG QHHGV

any parent faces. This is where a

where families can meet with schools. This is

JRRG DJHQW FDQ EH LQYDOXDEOH /LNH D ȴQDQFLDO

a great way for parents to view a number of

6XSSRUW IRU SDUHQWV

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

schools at the same time without travelling

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

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

to the country they wish their child to board

act as a broker, who can present a shortlist

ȴQGLQJ D VFKRRO WKDW PHHWV D FKLOGȇV QHHGV

in. For example, the British Council runs fairs

of schools which meet their criteria, and as a

in several locations worldwide and can be an

support to help them make the right choice for

excellent source of help and advice.

their child. A good agent will be totally focused

An agent acts as a school’s representative, and

on the child’s needs and happiness and try to

has in-depth knowledge of each school with which they work. Ideally, the agent will have

A good agent will work hard to build strong

support parents into considering the right school

visited each school they represent to gain a

relationships with schools and parents alike

for their child. An agent only has one chance to

clear understanding of their aims and ethos,

to ensure they develop and maintain a good

help parents make the right decision. Getting to

and will have met pupils at these schools so

reputation. Placing pupils at schools that are

NQRZ D IDPLO\ VR WKH\ FDQ ȴQG D VFKRRO WKDWȇV D

they have an insight into the sort of pupil who

unsuitable for them or having a large number

SHUIHFW ȴW IRU FKLOG DQG SDUHQW DOLNH VKRXOG EH WKH

ZLOO ȴW LQ WKHUH

of pupils leave a school can be damaging and

agent’s main goal.

54 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

+RZ D ERDUGLQJ VFKRRO XVHV DJHQWV | &KRRVLQJ DQG DVVHVVLQJ VFKRROV

An agent should be in constant contact with

of suggesting to parents a change of school

Rossall we advise parents to visit as many

WKH VFKRROV WKH\ UHSUHVHQW DQG EH DEOH WR R΍HU

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

LV ȴQDQFLDO SURȴW UDWKHU WKDQ \RXU FKLOGȇV

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.

ȴUVW PHHWLQJ WR KHOSLQJ WKHP FUHDWH D VKRUWOLVW

O

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 enrolling them there.

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

O

Always include your child in the decisionmaking process. After all, they’re the ones who will be attending the school.

*XLGDQFH IRU SDUHQWV When you are choosing an agent, there are

O

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

O

O

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

UHDOO\ ZLOO SD\ R΍ O

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 6FKRRO +HU ȴUVW KHDGVKLS ZDV DW ΖSVZLFK +LJK School for Girls, where she spent seven years, before joining Rossall School.

Rockport School Small class sizes Excellent academic results Successful Golf Academy Highly competitive fees

INDEPENDENT CO-EDUCATIONAL DAY & BOARDING SCHOOL, 3 - 18 Rockport School, Craigavad, Holywood, Co. Down, BT18 0DD, Northern Ireland | +44 (0)28 9042 8372 | www.rockportschool.com

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

55

6FKRROV IRXQGHG E\ WKH 0LOLWDU\ | 'XNH RI <RUNȇV Ȃ DQ LFRQLF VFKRRO

(YOI SJ =SVO¸W

– an iconic school – Alex Foreman, Principal of The Duke of York’s Royal Military School

T

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

LQ 'RYHU .HQW WKH VFKRRO RÎ?HUV D EURDG UDQJH

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 ÂŁ24.9 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 for life.

0LOLWDU\ HWKRV 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 2017

Schools founded by the Military 'XNH RI <RUNȇV Ȃ DQ LFRQLF VFKRRO | 6FKRROV IRXQGHG E\ WKH 0LOLWDU\

H[WUHPHO\ LPSRUWDQW WR VWD΍ WKDW RXU SXSLOV HQMR\

their parents wish them to do so. They can return

notable event was the involvement of pupils in

boarding and are able to forge strong friendships.

either late Sunday night or early Monday morning.

a production of ‘West Side Story’ in Dover and in the USA which was put on by pupils in a joint

2XU KRXVHPDVWHUV DQG KRXVHPLVWUHVVHV R΍HU good pastoral care and support, aided by an

([WUD FXUULFXODU RSSRUWXQLWLHV

in-house team of tutors, pastoral leaders and

A good school is about much more than what

housekeepers. All our pupils are encouraged to

is learnt in the classroom – sport, outdoor

&RQWDFW GHWDLOV

achieve the very best they can and regular evening

activities and the Duke of Edinburgh’s Award

The Registrar

prep is set – overseen by house tutors.

continue to play a leading role in the lives of

DOYRMS, An Academy with Military Traditions

all of our pupils. Extra-curricular opportunities

Dover, Kent CT15 5EQ

DOYRMS is a busy and vibrant place, especially

include more than 70 clubs and activities and

&LY

at weekends, with various activities and trips.

all major sports are played, including rugby,

www.doyrms.com

7KH ȵH[LELOLW\ RI ZHHNO\ ERDUGLQJ DV ZHOO DV IXOO

netball, hockey, cricket and athletics. The school

boarding means pupils may go home at weekends

ZRUNV LQ SDUWQHUVKLS ZLWK D UDQJH RI GL΍HUHQW

after Saturday lessons and other commitments if

schools locally, nationally and internationally. A

American and British cast.

“By choosing to live and study with YW ]SYV GLMPH [MPP become part of a close community.”

Alex Foreman started teaching at an independent public school in Rutland in 1999 after studying philosophy at university. He then moved to an inner city boys’ comprehensive in Leicester. He moved from a Service children’s school in British Forces Germany to join DOYRMS in January 2017. Mr Foreman has a passion for education and sport and an indestructible attachment to Leicester Tigers Rugby Club. He has represented the county at rugby, cricket and hockey and still coaches all three sports whenever possible. He is married with two children.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

57

6FKRROV IRXQGHG E\ WKH 0LOLWDU\ | $ YDOXHV GULYHQ HGXFDWLRQ

– 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 GHFHQW DGXOWV DEOH WR PDNH D SRVLWLYH GL΍HUHQFH 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

&RQWDFW GHWDLOV

‘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

D΍HFWLRQDWHO\ NQRZQ DV WKH Ȇ&UDGOH RI WKH 1DY\ȇ DV

school blog or contributing to school TV, the

NHYHUV#UR\DOKRVSLWDOVFKRRO RUJ

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.

&KDOOHQJLQJ SXSLOV

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

VHOI FRQȴGHQW DQG XQSUHWHQWLRXV 7KH\ HPHUJH

58 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

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 5R\DO 1DYDO RɝFHU DQG ZDV HGXFDWHG DW %OXQGHOOȇV School. His interests include running, kayaking, natural history and island destinations. He is married to Abigail and has three children.

7KH JDWHZD\ WR D WHFKQLFDO FDUHHU LQ GHIHQFH | 6FKRROV IRXQGHG E\ WKH 0LOLWDU\

The gateway to a technical

career in defence

– Peter Middleton, Principal of Welbeck Defence Sixth Form College

W

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 2É?FHU LQ WKH $UPHG )RUFHV RU DV D FLYLOLDQ 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-

DQG LV WKH RQO\ FROOHJH LQ WKH FRXQWU\ WR RÎ?HU

technical, business or logistics based degree

sponsored pupils – although they are not

pupils a career-focused route through sixth

DW D OHDGLQJ 8. XQLYHUVLW\ $VWRQ %LUPLQJKDP

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

:HOEHFN UHSUHVHQWV WKH Č´UVW VWHS LQ WKH 'HIHQFH

educate pupils to maximise their potential.

and mentoring continues through the Defence

7HFKQLFDO 2É?FHU (QJLQHHULQJ (QWU\ 6FKHPH

After Welbeck, pupils will read an engineering,

Technical Undergraduate Scheme Squadron.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

59

6FKRROV IRXQGHG E\ WKH 0LOLWDU\ | 7KH JDWHZD\ WR D WHFKQLFDO FDUHHU LQ GHIHQFH

They receive a bursary of ÂŁ4,000 a year at university as well as training pay. WPS pupils can choose to continue their studies at a university of their choice.

3DVWRUDO FDUH Outstanding levels of pastoral care are at the heart of the college ethos and this is FHQWHUHG DURXQG Č´YH FR HGXFDWLRQDO ERDUGLQJ 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 DQG H[SHULHQFHG VWDÎ? SXSLOV EHQHČ´W IURP D 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.

/HDGHUVKLS SRWHQWLDO 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 PLOLWDU\ VNLOOV 7KH FROOHJH EHQHČ´WV IURP KDYLQJ IRXU IXOO WLPH SHUPDQHQW PLOLWDU\ VWDÎ? DQG WKHVH DUH DVVLVWHG E\ &&) RÉ?FHUV $OO SXSLOV DUH expected to join the college CCF and there is a

60 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

7KH JDWHZD\ WR D WHFKQLFDO FDUHHU LQ GHIHQFH | 6FKRROV IRXQGHG E\ WKH 0LOLWDU\

All pupils participate in major games and

to make a contribution towards the cost of

can choose from a wide variety of activities.

their child’s maintenance, which covers board,

Facilities include a multi-functional sports

lodging and the value of clothing and services

KDOO Č´WQHVV URRPV WHQQLV DQG VTXDVK FRXUWV

provided. Parental contributions are means-

swimming pool, all-weather sports pitch, 12

tested.

RWKHU JUDVV SLWFKHV D KLJK URSHV FRQČ´GHQFH facility and assault courses. Many pupils are

7R Č´QG RXW PRUH DERXW HQWU\ FULWHULD DQG WKH

also involved in musical activities.

college, go to ZZZ GVIF DF XN

To apply to Welbeck, and subsequently the Armed Services, a young person must be D PHGLFDOO\ ȴW 8. &RPPRQZHDOWK RU ΖULVK citizen aged between 15 years and 17 years and six months on 1 September in the year of entry to the college. Commonwealth citizens DUH UHTXLUHG WR KDYH ȴYH \HDUVȇ UHVLGHQF\ in the UK before 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 common training programme. Each pupil takes

or hold dual nationality, one of which must

part in the six main exercises during their time

British. Applications are made directly to the

at the college. There are also single-service

sponsoring service.

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

WPS pupils apply directly to the college.

leadership opportunities are accredited by the

Tuition for MoD-sponsored pupils is paid for

Institute of Leadership and Management (ILM).

by the MoD. Parents or guardians are required

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 5RZLQJ DQG VW 9ΖΖΖ FRDFK DQG DQ RÉ?FHU LQ WKH 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.

Welbeck The Defence Sixth Form College The A level Pathway to STEM Careers in Defence For potential engineers with drive, ambition and ability, Welbeck is where potential turns into bright IXWXUHV DV RÉĄFHUV LQ WKH DUPHG IRUFHV RU FLYLOLDQ HQJLQHHUV ZLWK WKH FLYLO VHUYLFH Science

Engineering

Students attain a minimum of three STEM A levels at Welbeck including Maths Welbeck tuition funded by the Ministry of Defence with meanstested boarding fees In 2016, 35% of all A levels were awarded at A* or A and 81% A* - C Choice of over 200 degree courses at 11 Partner Universities

Technology

Maths

Students receive ÂŁ4000 per year bursary whilst at university Starting training salary of circa ÂŁ25,000 rising to ÂŁ30,000 on completion of service training

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

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

61

6WDWH ERDUGLQJ VFKRROV | $Q HGXFDWLRQ WKDW UHPDLQV RQFH VFKRRO LV FRPSOHWHG

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

TXDOLČ´FDWLRQV DQG LG\OOLF 6RPHUVHW VHWWLQJ QRQH

ČľRXULVKLQJ Č‚ ORQJ JRQH DUH WKH GD\V ZKHQ

RI WKLV ZDV WKH SULPDU\ LQČľXHQFH 5DWKHU LW ZDV

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

S

to book the trip based on our strong academic

environment. This is evident in the respect

The BSA State Boarding Forum (SBF) at

State boarding schools can take any pupil with a

DQG DÎ?HFWLRQ RXU SXSLOV KDYH IRU WHDFKHUV DQG

www.stateboarding.org.uk RÎ?HUV PRUH

UK passport or at present, an EU passport, and

VWDÎ? DQG LQ WKH IRFXV SODFHG RQ SURYLGLQJ IRU

information for Service families exploring their

charge only for the boarding element – with pupils’

each individual – right down to the detail of

options, or we always welcome a phone call or visit

education received for free. State boarding school

arranging transport during exeats (weekend

(ZZZ VH[H\V VRPHUVHW VFK XN).

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,

ΖW LV GLÉ?FXOW WR FRQYH\ LQ D VKRUW DUWLFOH DOO VWDWH

have an understanding of how the breadth of

ERDUGLQJ FDQ RÎ?HU )RU WKDW UHDVRQ Ζ ZRXOG

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

DOVR EHQHČ´W IURP PDQ\ RI WKH HOHPHQWV RIWHQ

impressions. I recently showed one family around

YDOXHG LQ DQ LQGHSHQGHQW HGXFDWLRQ H[FHOOHQW

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 2017 2017

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. Before Sexey’s, Irfan – 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.

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 6WDWH ERDUGLQJ VFKRROV WORLD CLASS SCHOOLS AWARD

Steyning Grammar School Day & Boarding in West Sussex

8 OXBRIDGE PLACES THIS SUMMER OFSTED OUTSTANDING IN BOTH EDUCATION AND BOARDING INSPECTIONS

R

EA

T S APIENTIA

JUST AN HOUR FROM STANSTED INTERNATIONAL AIRPORT

F

L

O

WYMONDHAM COLLEGE CO OLLEG OL EGE

TOP 20 PERFORMING G ST STATE SCHOOL IN N ENGLAND 201 2016 6

> OPEN DAYS < TOP 10% NATIONALLY

STATE BOARDING

DEVELOPING CHARACTER

FOR STUDENT PROGRESS

GIRLS & BOYS

SINCE 1614

BOARDER TASTER EVENING 22ND SEPTEMBER 2017

17.45 -20.30PM REGISTER ON OUR WEBSITE FOR THE EVENT

Boarding Admissions open for September 2018 with places for GCSE (13-16 yrs) and Sixth Form College (16-18 yrs) For further information please contact us: sgsboarding@sgs.uk.net

MAIN SCHOOL OPEN MORNING

BOARDING judged by OFSTED as OUTSTANDING

23 SEPTEMBER 2017 9.00-11.00AM

www.sgs.uk.net

+44 (0)1903 817601 Find us online

E: enquiries@wymondhamcollege.org T: 01953 609000 W: www.wymondhamcollege.org

Exceptional hammock made by Albie (age 16).

OPEN MORNINGS Sat 23rd Sept & Sat 7th Oct 9.00 - 10.30am

THE SCHOOL IS

EXCEPTIONAL PARENT

Boarding and Flexi Boarding in a top Surrey school for boys and girls aged 7-18. Full boarding for only £4,952 per term. Gatton Park, Reigate, Surrey RH2 0TD Tel: 01737 649000 admissions@gatton-park.org.uk @RAASchoolGatton www.raa-school.co.uk

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

63

6WDWH ERDUGLQJ VFKRROV | &KRRVLQJ VWDWH ERDUGLQJ

Choosing state boarding – Jonathan Taylor, Executive Principal of Wymondham College

S

tate boarding schools are often described

IRU DURXQG ERDUGHUV DQG RÎ?HUV D VWURQJ

national averages. At Wymondham College we

as ‘education’s best kept secret’. Certainly

academic curriculum combined with excellent

usually secure ten Oxbridge places each year

I meet many prospective parents who

pastoral care. We were judged to be ‘outstanding’

with more than 50 per cent going on to Russell

have found the sector almost by chance and who

in every area in our latest Ofsted inspection.

Group universities. It’s not just academic success

once introduced are impressed by the range of

Typically we run more than 65 weekly extra-

– several England Rugby players attended state

facilities, types of school and examination results

curricular activities, a wide range of international

boarding schools.

across our schools. State boarding is available

trips and visits and have a strong commitment

WR DOO (8 TXDOLČ´HG SXSLOV DQG WKH HGXFDWLRQ LV

to sport, music, drama, cadets and the Duke of

6WDWH ERDUGLQJ VFKRROV PD\ RÎ?HU VLQJOH VH[

provided free of charge, so parents only pay for

(GLQEXUJKȇV $ZDUG $OWKRXJK ZH RÎ?HU D VWURQJ

boarding or mixed boarding. Some have boarding

the boarding element.

DFDGHPLF FXUULFXOXP DQG GLÎ?HUHQW $ OHYHO

houses covering the entire school age while others

courses, other state boarding schools provide

divide into key stages or run a separate sixth-form

The 39 state boarding schools vary considerably

GLÎ?HUHQW SDWKZD\V IRU H[DPSOH WKH Ζ% LV DYDLODEOH

ERDUGLQJ KRXVH 7KH\ DOO RÎ?HU VWURQJ V\VWHPV

by size and location, but all share a strong

LQ VRPH VFKRROV DQG RWKHUV RÎ?HU DQ H[FHOOHQW

of pastoral support and care, ensuring pupils

commitment to the value of boarding and provide

range of vocational courses.

are well known, their needs catered for and with

excellent facilities and systems of care. The sector

VWDÎ? ZKR NQRZ WKHP ZHOO 3XSLO YRLFH DFWLYLWLHV

consists of large mixed non-selective schools, free

$FDGHPLF H[FHOOHQFH

are strongly promoted with pupils provided with

VFKRROV JUDPPDU VFKRROV DQG VFKRROV WKDW RÎ?HU

Ζ ȴUPO\ EHOLHYH ERDUGLQJ DGGV VLJQLȴFDQW YDOXH WR

opportunities to lead and contribute to their

mixed or single-sex boys’ education. Although

young people, developing their independence,

schools. Boarding houses are homely with soft

PRVW RÎ?HU VHFRQGDU\ SODFHV SULPDU\ ERDUGLQJ LV

resilience and self-esteem. State boarding schools

furnishings often the norm and I have yet to have

available too and this will be further supported

frequently top the league tables across the

a poor meal in ten years of working in the sector!

by the opening of a new primary boarding free

country. In 2016 three state boarding schools

school in Norfolk in 2019. All together around

were in the top 20 non-selective state schools

Day-to-day life follows a typical boarding school

5,000 pupils enjoy boarding in a diverse, varied

at GCSE and state boarding schools topped the

pattern. At Wymondham College breakfast starts

and hugely successful range of schools.

league tables in three regions of the country.

from 7.15 am, lessons from 8.30 am, the school

University entrance rates are very high, with

day ends at 3.45 pm and our extra-curricular

Russell Group and Oxbridge entry well above

programme starts at 4 pm. Prep is completed

My own school Wymondham College provides

64 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

&KRRVLQJ VWDWH ERDUGLQJ | 6WDWH ERDUGLQJ VFKRROV

LQ WKH HYHQLQJV ZLWK ERDUGLQJ VWDÎ? PRUH RIWHQ

RÎ?HU RWKHUV DUH DWWUDFWHG E\ KLJK VWDQGDUGV

inspection every three years. Reports are available

than not teachers, on hand to support) and we

and value for money, others are attracted to the

online but we recommend a personal visit because

RÎ?HU 6DWXUGD\ PRUQLQJ VFKRRO ZLWK D IXOO UDQJH RI

distinctiveness of individual schools. Across the

LW FDQ EH GLÉ?FXOW WR FRQYH\ WKH HWKRV RI D VFKRRO

VSRUWLQJ Č´[WXUHV RQ 6DWXUGD\ DIWHUQRRQV

sector there are very high satisfaction rates from

through an inspection report. I always encourage

parents and pupils.

parents to visit several schools before choosing,

Parents and students choose state boarding for

ensuring the best match for their child.

many reasons and our communities are grounded

State boarding schools are subject to regular

and diverse. Some prefer the state boarding

Ofsted inspections, including an Ofsted residential

State boarding schools are proud of what we deliver. As one journalist commented on a visit to the College ‘this feels like any leading independent school’. We, like colleagues in the independent sector, are simply committed to high quality boarding.

Jonathan Taylor is Executive Principal of Wymondham College. He boarded as a child, studied as an undergraduate at Brasenose College, Oxford and has worked for over ten years in the state boarding sector. He is a committee member of the BSA State Boarding Forum, has sat on the Norfolk Safeguarding Board and is a trustee of several other schools.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

65

6WDWH ERDUGLQJ VFKRROV | 6WDWH ERDUGLQJ VFKRROV

State boarding schools I

f you are considering boarding, a state

and others are run as academies or free schools.

are 38 mainstream members of the BSA State

boarding school may be an option. As always,

These schools give priority to children who have a

Boarding Forum (SBF), including academies and

it is important to do your research and above

particular need to board and will assess children’s

free schools.

all, see the school in action before you make

suitability for boarding. At state boarding schools

any choice. State boarding schools provide free

and academies, including sixth form colleges,

For more information on state boarding schools

education but charge fees for boarding. Some

parents pay between ÂŁ9,000 and ÂŁ15,000 per

go to www.stateboarding.org.uk

state boarding schools are run by local councils

year for their children to board. In England there

6WDWH ERDUGLQJ VFKRROV 6FKRRO

Adams’ Grammar School Ashby School %HHFKHQ &OLÎ? 6FKRRO 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 7KH +DUHČ´HOG $FDGHP\ The Priory Academy LSST The Royal Grammar School The Thomas Adams School The Wellington Academy Welbeck – The Defence Sixth Form College Wymondham College

&RXQW\

Borough of Telford and Wrekin Leicestershire %DWK 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 %RURXJK RI +LOOLQJGRQ Lincolnshire Buckinghamshire Shropshire Wiltshire Leicestershire Norfolk

Information from the Sate Boarding Forum, May 2016

66 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

5HJLRQ

West Midlands East Midlands 6RXWK :HVW 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 /RQGRQ East Midlands South East West South West East Midlands East

%RDUGLQJ SODFHV

100 75 150 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 60 78 60 100 375 641

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 6WDWH ERDUGLQJ VFKRROV

Burford School Founded 1571

Day and boarding school for students aged 11 – 18

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

We’re changing lives

“Quality of care and support is outstanding. â€? 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 • 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. �

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

Boarding Ofsted 2015 Contact: admissions@thewellingtonacademy.org.uk or call 01264 405060 to arrange a visit.

Termly and weekly boarding for 100 students www.thewellingtonacademy.org.uk

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

ST GEORGE’S SCHOOL

www.burford.oxon.sch.uk

01993 823283

boarding@burford.oxon.sch.uk

-.,*$0& /1 " 1

HARPENDEN A non-denominational Christian day and boarding school

11-18 co-educational boarding for £3950 per term Only 30 minutes from St Pancras International Only 5 minutes walk from Harpenden Railway Station Only 7 minutes from Junction 9 of the M1 Herts AL5 4TD É boardingadmissions@stgeorges.herts.sch.uk ‡ 01582 716284

www.stgeorges.herts.sch.ukȹȹ

0+&)-,!10,1*$/ /)!/10 1*$/1 + /1 -(*&-'* "1 1 ",1 1 0&.)1 '$00.111111 0 /)#'+*-0,+.1('$00. 0 /&-,!1 0*$1 1+,)1 '/../,*1'0%%#,-'+*-0, "1 / /.1(*#)-/( .-, (1

)+..+% /#11

1 %+-. 1 0+&)-,!+)%-((-0,( )+..+% /#

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

67

6WDWH ERDUGLQJ VFKRROV | :KDW FDQ Č´QDQFLDO DQG HGXFDWLRQDO RUJDQLVDWLRQV OHDUQ IURP HDFK RWKHU"

;LEX GER Ă RERGMEP ERH educational organisations

learn from each other? – Nick Wergan, Headteacher of Steyning Grammar School

A

W Č´UVW JODQFH WKHUH VHHPV WR EH OLWWOH VLPLODULW\ EHWZHHQ WKH ZRUOGV

Brave decisions

RI Č´QDQFH DQG VFKRRO OHDGHUVKLS 7KH\ PLJKW ERWK EH DERXW

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

LQYHVWPHQW Č‚ WKH Č´UVW PRUH OLWHUDO DQG WKH VHFRQG PRUH KROLVWLF Č‚

change outcomes you must be willing to take brave decisions while

EXW LI ZH SXW DVLGH WKH REYLRXV GLÎ?HUHQFH LQ SXUSRVH DQG RXWFRPH WKHUH

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

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

between education and business about the skills students should leave

success.

VFKRRO ZLWK $W LWV ZRUVW EXVLQHVV GRHVQȇW GHȴQH ZKDW LW QHHGV DQG VFKRROV 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

VNLOOV VWXGHQWV QHHG WR ČľRXULVK DQG VXFFHHG :H WHDFK JURZWK PLQGVHW

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,

OHDUQLQJ FKDUDFWHULVWLFV LGHQWLȴHG DV FUXFLDO WR SXSLOVȇ ZHOOEHLQJ VXFFHVV DV

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

WHDFKLQJ DQG OHDUQLQJ 2XU FRUH YLVLRQ LV ȆHÎ?HFWLYH OHDUQLQJ IRU HYHU\ VWXGHQWȇ

OHDGLQJ Č´JXUH IURP EXVLQHVV LV ZRUNLQJ DORQJVLGH RXU OHDGHUVKLS WHDP WR

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.

68 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:KDW FDQ Č´QDQFLDO DQG HGXFDWLRQDO RUJDQLVDWLRQV OHDUQ IURP HDFK RWKHU" | 6WDWH ERDUGLQJ VFKRROV

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 HÎ?HFWLYH OHDUQLQJ IRU HYHU\ SXSLO LQ HYHU\ FODVVURRP

%XVLQHVV FDQ OHDUQ IURP HGXFDWLRQ Business can also learn from successful educational leadership. At its worst,

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

WKH ZRUOG RI HGXFDWLRQ FDQ PLUURU VRPH RI WKH ȆVKRUW WHUPLVPȇ RI ȴQDQFLDO

the distributive leadership capacity of our teams. This provides sustainability

institutions, with reactive rather than proactive leadership. At its best, there

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

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

FRQČ´GHQW VHOI HYDOXDWLRQ UDWKHU WKDQ DQ\ IHDU EDVHG PRGHO 6FKRROV QHHG

empower and innovate – both key to sustainable school improvement.

WR LQYHVW VLJQLČ´FDQWO\ LQ OHDGHUVKLS GHYHORSPHQW WUDLQLQJ FUHDWLQJ SDWKZD\V of leadership courses that support colleagues in successfully planning 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.

implementing the school vision. Every Steyning teacher is a member of a ‘Professional Learning Community’, HQJDJHG LQ DFWLRQ UHVHDUFK WR IXUWKHU GHYHORS WKHLU WHDFKLQJ ȆFUDIWȇ 2XU Č´UVW VFKRRO GHYHORSPHQW SODQ DLP LV ȆHÎ?HFWLYH OHDUQLQJ IRU HYHU\ VWXGHQWȇ 7R deliver this, aims 2 and 3 are ‘high quality professional development’ and ȆHÎ?HFWLYH OHDGHUVKLS DW DOO OHYHOVȇ :H KDYH WR SUHSDUH RXU SXSLOV IRU WKHLU

GORDON’S SCHOOL “OUTSTANDING� Ofsted

Íž ^d EKEÍł^ > d/s ^d d K Z /E' ^ ,KK>Í&#x; Íž^hW Z Z ^h>d^Í• 'Z d & />/d/ ^Í&#x; Íž ^d ^d d ^ ,KK> /E ^hZZ z ώϏϭϹͲώϏϭϳÍ&#x; Sunday Times 2016

Tatler 2017

Daily Telegraph & Real Schools Guide

DAY AND RESIDENTIAL BOARDING AVAILABLE* *

RESIDENTIAL BOARDING FROM ÂŁ5,045 PER TERM

www.gordons.surrey.sch.uk September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

69

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 2XW RI WKH RUGLQDU\ UHDOLVLQJ WKH SRWHQWLDO RI HYHU\ FKLOG

Out of the ordinary: realising the potential of every child

– Dr Joe Spence, Master of Dulwich College

D

eeply embedded in articles on what PDNHV D JRRG VFKRRO \RX PD\ ȴQG D 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.

'RHV WKH VFKRRO KDYH D PRWLYDWLRQDO UHZDUG V\VWHP" Commendations need to be accessible not only to the elite, but for the improving pupils too, ZLWK WKHLU IRFXV RQ H΍RUW RYHU DWWDLQPHQW 3XSLOV 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 2017

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

LIGNV M

CRVCIS ARBOR SCIENT

IA E

A Denstone Education Denstone College is situated in over 100 acres of rolling Staffordshire countryside, within easy reach of the motorway network and international airports. It has an excellent academic record ERH ½VWX GPEWW WTSVX QYWMG ERH drama. Please come and see for yourself what a Denstone education can offer. 01889 591415 admissions@denstonecollege.net www.denstonecollege.org

SHREWSBURY SCHOOL Co-educational boarding & day school for pupils aged 13-18 www.shrewsbury.org.uk

UNLOCKING POTENTIAL

$FKLHYHPHQW &RQðGHQFH +DSSLQHVV

Whenever anyone visits Warminster School there’s one thing everyone agrees on, and that’s our sense of community. We embrace all of our pupils – whatever their talents. Working together to create a safe and nurturing environment where our pupils can fulfil their full potential.

Please register online for our next Open Day.

The best of British boarding )XOO DQG µ H[L RSWLRQV DYDLODEOH Find out more: 01729 893 000 | giggleswick.org.uk

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

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

71

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 2XW RI WKH RUGLQDU\ UHDOLVLQJ WKH SRWHQWLDO RI HYHU\ FKLOG

+RZ LQWHJUDO WR WKH VFKRROȇV HWKRV LV JRRG WXWRULQJ"

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

+RZ JRRG LV WKH WHDFKLQJ Č‚ DQG GR WKH EHVW WHDFKHUV WHDFK DOO WKH SXSLOV"

stars or strugglers. A good tutor teases out the

senior prefects represent a cross-section of the

2QO\ H[FHOOHQW DQG ČľH[LEOH WHDFKLQJ FDQ HQVXUH DOO

hopes and fears of every pupil and nudges the

school population.

pupils are equally challenged. The best teachers are those who can portray academic struggle as a

reluctant pupil towards engagement. A good tutor

learning opportunity, ensuring that pupils do not

the school wants them to be. The best tutors are

'RHV WKH VFKRRO RÎ?HU SXSLO YRLFH RSSRUWXQLWLHV WR D EURDG FURVV VHFWLRQ RI SXSLOV"

DOVR JUHDW UROH PRGHOV DGXOWV HQJDJHG LQ DQG

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

SXSLOV DUH HQJDJHG E\ FUHDWLQJ GLÎ?HUHQW Č´HOGV

is important too; as many children as possible

of their comfort zone, as representing ‘the middle

in which they can be noticed. Good schools tend

should have access to promotion on merit and

voice’. It is also important to enable leadership

to have more parents’ evenings – allowing for

there should be evidence that the school is

RSSRUWXQLWLHV IRU WKH QRQ VWHOODU SXSLO Č‚ WR Č´QG DQ

discussion of progress and wellbeing between the

cognisant of the danger of sink forms.

alternative engagement for those disappointed

teachers, parents and the pupils themselves.

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

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

not to become prefects.

ΖV WKHUH D EUHDGWK RI DFWLYLWLHV DYDLODEOH WR DQG WDNHQ XS E\ DOO SXSLOV"

(YHU\ FKLOG PDWWHUV HYHU\ FKLOG GLÎ?HUV 2I FRXUVH

matches the lower ability teams play, how

+RZ ZHOO GHYHORSHG LV WKH VFKRROȇV KRXVH V\VWHP DQG ZKDW LV WKH FXOWXUH DQG HWKRV RI WKH ERDUGLQJ KRXVH"

inclusive music and drama really are and how

A good house system, like a good housemaster

much the school’s clubs and societies engage all

or housemistress, can elicit a strong sense of

UDWKHU WKDQ VRPH Ζ UHȾHFW RQ WKH ER\V DW 'XOZLFK

community and co-operation and provide an

who have found their platforms and niches at

opportunity for all to shine through a wide range

RQH UHPRYH IURP WKH PDLQVWUHDP WKH ER\ ZLWK

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

SHU FHQW SDUWLFLSDWLRQ UDWKHU WKDQ E\ WKH ZLQ ORVH

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

Parents might check up on just how many

72 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

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 WKH\ FDQ H[FHO WRR EXW LWȇV DOZD\V ZRUWK WKH HÎ?RUW

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

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

“A wonderful place to grow a rooted sense of self, and joy in life and learning.� Good Schools Guide 2016

3–18 | Boarding & Day | 1 hour from London

To book a place or to arrange an individual visit, please contact Janie Jarman, Registrar.

Open Mornings: • 25 November 2017 (Bedales Senior) • 3 February 2018 (Bedales Senior) • 24 February 2018 (Bedales Prep)

T 01730 711733 E jjarman@bedales.org.uk 3HWHUVČ´HOG +DPSVKLUH *8 '*

• 3 March 2018 (Bedales Senior)

Taster visits also available

www.bedales.org.uk

COMMITTED TO EXCELLENCE Taunton School is a co-educational independent school set in a spacious 56 acre campus in Somerset, surrounded by beautiful South West England coast and countryside. Follow us @TauntonSchool

• Vibrant boarding community from 7-18 years • An IB World School with a choice of A Levels, IB or BTEC at Sixth Form • Extensive subject choice and option combinations • High expectations of effort and achievement in every area of school life • Performance Sport Programme and state of the art facilities • Huge co-curricular programme including CCF, Duke of Edinburgh, music, dance and drama • Focus on wellbeing and excellent pastoral care

CHALLENGE ¡ NURTURE ¡ INSPIRE

www.tauntonschool.co.uk/militaryfamilies September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

73

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 7KH FDVH IRU FRQWLQXLW\

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

A

them, and where almost all teenagers seem to

to focus much more upon learning and

be in near constant contact with peers beyond

:KDWȇV LPSRUWDQW WR FKLOGUHQ

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

FRQVWDQW ȵX[ PDNHV \RXQJ DGXOWV SUDFWLVHG DW

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

SDVVLRQDWH DGYRFDWH RI WKH EHQHȴWV RI ERDUGLQJ

74 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

achievement.

–

7KH FDVH IRU FRQWLQXLW\ | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

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

WR Č´QG P\VHOI UHOXFWDQW WR VHQG P\ RZQ

much more likely it is for this to occur if you

WKH EHQHČ´WV RI ERDUGLQJ UHDOO\ VWDUW WR VKLQH

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

ERDUGHUV ΖQ WKHVH \RX ZLOO Č´QG GHGLFDWHG VWDÎ?

boarding place at his school. What a revelation

FKLOG VWD\V ZLWK WHDFKLQJ VWDÎ? DQG FRDFKHV WKDW

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

FRQVFLRXV RI GLÎ?HUHQW VW\OHV RI OHDUQLQJ DQG

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), 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

GLÎ?HUHQW WHDFKHUV DV WKH\ PRYH WKURXJK D

opportunity to get so much more out of the

school and sometimes it is also desirable for

VFKRRO GD\ DQG WKH VRFLDO EHQHČ´WV %HLQJ DPRQJ

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

EH PRUH HÎ?HFWLYHO\ SDVVHG RQ ZLWKLQ D VFKRRO

children.

to ensure that they achieve the best possible outcome.

3DVWRUDO FDUH Pastoral care is often illustrated through a

So if your child has to move schools there can

triangle with parents, houseparent and child

EH VRPH JUHDW EHQHČ´WV SURYLGHG WKH\ DUH

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

DUH RSHQO\ WDONLQJ \RX ZLOO KDYH HÎ?HFWLYH DQG

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 /RQGRQ +DYLQJ EHJXQ D FDUHHU LQ EDQNLQJ KLV Č´UVW 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.

Energy Courage Integrity

Be Inspired... Book your King’s Ely Tour today! 01353 660707 admissions@kingsely.org w w w.kingsely.org

Independent School Girls and Boys, 1-18 years Day and Boarding

Generous forces’ allowance available

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

75

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 6FKRROV WRJHWKHU LQ SDUWQHUVKLS

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

IRU WKH SXEOLF EHQHȴW 7KLV ZRUN FDQ WDNH WKH form of awarding bursaries on a means-tested basis for those in poverty, support for academies and collaborative work which provides a variety of learning and development opportunities to children who would otherwise miss out. A minimum requirement with respect to public EHQHȴW KDV QRW EHHQ VHW LQ (QJODQG DQG WKH Ζ6& KDV OREELHG WR KROG R΍ IXUWKHU OHJLVODWLRQ WKDW might impose duties on schools to undertake SDUWLFXODU DFWLYLWLHV GHPRQVWUDWLQJ SXEOLF EHQHȴW ΖW LV LPSRUWDQW WKDW WUXVWHHV UHWDLQ ȵH[LELOLW\ WR IXOȴO DQ\ VFKRROȇV SXEOLF EHQHȴW DFWLYLW\ DFFRUGLQJ 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.

ndependent schools have been connected

A judicial review in 2011 ruled that education

(QFRXUDJLQJ SDUWQHUVKLS DFWLYLWLHV EHWZHHQ VFKRROV

with their local communities and have been

is of itself a charitable activity. The trustees of

The Independent/State School Partnership

collaborating with state-funded schools

schools which are charities have a duty to report

forum (ISSP) is a Department for Education (DfE)

to the Charity Commission their school’s work

group formed of independent and state school

I

for many years but only recently has data been collected to demonstrate this in any detail. The facts show that independent schools are very much part of the educational landscape and take their educational purposes seriously. Independent schools are diverse and generous supporters of education in its broadest sense.

&KDULWDEOH VWDWXV A certain amount of political interest has been generated in connection with charitable status debates over the years and the media often berates fee-charging schools for the tax breaks that come with charitable status. In fact, we believe that the allocation of bursary awards far exceeds business rates relief granted to those schools which are charities. Even schools that are not charities have taken steps to improve accessibility for families who might not otherwise be able to send their children to an independent school, by providing increasing amounts of bursary assistance in recent years.

76 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

6FKRROV WRJHWKHU LQ SDUWQHUVKLS | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

representatives and chaired by Deborah Leak-

collaborations are underway involving both large

school visits can allow new subject areas,

Bailey, OBE. This group answers to the Minister

and smaller schools.

new sports and musical instruments and

of State for Schools, Nick Gibb. With the DfE

experiences to be shared, broadening the

and the ISSP, the ISC has helped to establish a

From full academy sponsorship of Harris

website with the express purpose of encouraging,

Westminster and The London Academy of

VKRZFDVLQJ DQG LQVSLULQJ SDUWQHUVKLS ZRUNLQJ

Excellence, through to arts and craft projects

Successful partnerships help to bring

ZZZ VFKRROVWRJHWKHU RUJ

with local primary and special schools; from

communities together in deeper understanding

careers guidance and university preparation, to

and thereby support social cohesion. The

'HERUDK /HDN %DLOH\ VDLG Ȇ7KH 6FKRROV 7RJHWKHU

inclusion in dramatic productions and sports

pooling of resources enhances the overall

website has provided exposure of numerous

tournaments – this website draws together a

HGXFDWLRQDO RÎ?HU IRU DOO VFKRROV LQYROYHG DQG

interesting and successful independent/state

range of impressive and exciting educational

E\ VKDULQJ H[SHULHQFHV WHDFKHUV FDQ EHQHČ´W

school partnerships which have not only raised

RSSRUWXQLWLHV IRU SXSLOV DQG VWDÎ? ΖW JLYHV

IURP HÎ?HFWLYH SURIHVVLRQDO GHYHORSPHQW 6RPH

levels of attainment and provided value-added

excellent examples of what is already in place,

schools are working in pairs or small clusters

to the pupils concerned but also heightened

providing insight into the value of collaboration.

and others are working in large collaborative groups across an area such as York or

DZDUHQHVV DPRQJ VWDÎ? IURP ERWK VHFWRUV regarding innovative teaching.’

horizons of all involved.

:K\ ZRUN WRJHWKHU"

Birmingham. These groupings allow successive

There are economies of scale to be struck

\HDUV WR GHYHORS WKH SURMHFWV RQ RÎ?HU DQG IRUJH

The website was launched in 2016 and although

when schools join together to procure services

strong links across communities involved in

involvement is voluntary, more than 1,700 projects

– including the sharing of specialist teachers

joint projects. The projects grow according to

have been displayed there already, showing a

– and training. A visiting author or speaker

schools’ needs and strengths, building mutually

wide range of types of partnership activities.

can be made available to a range of pupils

supportive communities.

outside the host school. Schools can share 7KH SURMHFWV DUH DOORFDWHG FDWHJRULHV DFDGHPLF

VSHFLČ´F H[SHUWLVH IRU LQVWDQFH LQ IXQGUDLVLQJ RU

7KH IXWXUH

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

tracking. They can share and develop policies.

The Charity Commission will be reporting back on progress made with cross-sector school

design technology. Not only is this sharing of resources of

partnerships in 2016–17. We are happy to

They are mapped and displayed sharing

HFRQRPLF EHQHČ´W WKHUH DUH KXJH JDLQV IRU

report that almost all ISC schools are already

increasing levels of detail. It is clear from

participants. Pupils meeting each other can

engaged in partnership activities. Most are

WKH ZHEVLWH WKDW PDQ\ GLÎ?HUHQW W\SHV RI

develop a new way of seeing the world. Inter-

involved in sporting and academic partnerships of some kind and around half are engaged in music and drama partnerships. This is alongside the community work and charitable giving that our schools support. The ISC Census report for 2017 shows that 1,140 independent schools are involved in partnerships with state schools and the community. Assuming each ISC school partners with a separate state school, approximately VWDWH VFKRRO SXSLOV EHQHČ´W IURP WKHVH partnerships. We expect this work to continue to grow and partnerships to thrive.

Julie Robinson was Headmistress of two IAPS prep schools for eleven years, Ardingly College Junior School and Vinehall Prep School, Julie became Director of Education and Training at the IAPS IRU Č´YH \HDUV DQG KDV EHHQ *HQHUDO 6HFUHWDU\ RI 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 RÉ?FH LQ FHQWUDO /RQGRQ Ζ6& EULQJV WRJHWKHU $*%Ζ6 GSA, HMC, IAPS, ISA, ISBA and Society of Heads to share issues of common interest.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

77

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 7KH LPSRUWDQFH RI YDOXHV HGXFDWLRQ

The importance of

values education – Dr Mark Whalley, formerly Headmaster of Rookwood School

values and character. I wholeheartedly sit in the

/R\DOW\ DQG 6HOȾHVV &RPPLWPHQWȇ $UP\

latter camp, believing strongly that a good school

‘Commitment, Courage, Discipline, Respect for

develops young people to the best they can be

Others, Integrity and Loyalty’ (Navy) and ‘Respect,

by instilling values and developing character.

Integrity, Service and Excellence’ (RAF). I was

Academic success is then a simple consequence

struck by how these statements could equally be

of being educated in a community in which values

used to describe the values of a school.

such as respect, excellence and integrity are threaded through daily life.

Now as the headteacher of an independent school with boarding I see values education

Several years ago, when I was a headteacher

as being even more important. In term time

sk most parents, teachers and

with Service Children’s Education, I introduced a

boarding pupils are exposed to a school’s values

headteachers what they want for their

values-based ethos to the school I led. While I was

all the time and have many opportunities to

children and they will probably say very

preparing an early assembly I stumbled across the

express those values. Life in a boarding school

VLPLODU WKLQJV $ VPDOO QXPEHU ZLOO VWDUW RÎ? ZLWK

core values of the Army, the Navy and the RAF. On

represents a unique educational experience, one

TXDOLČ´FDWLRQV DQG DFDGHPLF VXFFHVV EXW PRVW

WKHLU ZHEVLWHV \RX FDQ Č´QG WKHLU YDOXH VWDWHPHQWV

in which a child’s home and school become part

will talk about happiness, preparation for life,

‘Courage, Discipline, Respect for Others, Integrity,

RI D FRQWLQXXP 'LÎ?HUHQW VFKRROV GHDO ZLWK WKLV

A

78 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

7KH LPSRUWDQFH RI YDOXHV HGXFDWLRQ | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

LQ GLÎ?HUHQW ZD\V DQG HDFK ERDUGLQJ VFKRRO ZLOO KDYH D VOLJKWO\ GLÎ?HUHQW WDNH RQ WKLV EXW ZKDW they all have in common is that the entire life of a pupil during term is experienced within a school community. Successful boarding houses are communities in which all members feel safe and valued. This goes beyond the obligations or the boarding KRXVH VWDÎ? WKH DWPRVSKHUH DQG HWKRV LV DV much a product of the boarders as it is a product of the institution. Older and more experienced boarders create the social atmosphere in which younger boarders thrive, and a commitment to their boarding community is vital in making the boarding house a happy place. Boarders who can do this embody so many of our important YDOXHV LQFOXGLQJ WKUHH IURP WKH $UPHG )RUFHV commitment, loyalty and service.

I have no doubt that boarding promotes the values that we share with the Army, Navy and

Boarding can be an emotional challenge for

RAF. These values form the basis of the character

some children, leaving and sometimes not seeing

of the young people who eventually leave us and

their family often. They have to learn to live with

prepare them well for the challenges of adult life.

others, share rooms, abide by rules and keep to

Boarding promotes such a wealth of lifeskills that

timetables. These are challenges that day pupils

those who experience it and fully embrace it leave

never experience. So for some boarders, courage

school as well-rounded young people who are

is required to overcome new challenges.

FRQČ´GHQW UHVLOLHQW DQG SULQFLSOHG

Dr Mark Whalley left Rookwood School in Summer 2017. He holds a PhD in Physics along with a Masters degree in Education and a BSc in Mathematics and Physics. He began his teaching FDUHHU \HDUV DJR LQ 6WDÎ?RUGVKLUH DQG VLQFH WKHQ has worked in Cyprus and Germany with Service Children’s Education in a variety of roles. He was the Head at John Buchan School in Paderborn, Germany for several years before becoming Headmaster of Rookwood School in 2016.

See success in action To book a personal visit or for further details, please contact the Registrar:

Tel: 01283 559222 Email: registrar@repton.org.uk

www.repton.org.uk

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

79

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 36+(" 606&" 7KH DFURQ\PV RI D SULFHOHVV HGXFDWLRQ

PSHE? SMSC?

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

W

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 OHDUQLQJ GLÉ?FXOWLHV 7KH\ WUDYHOOHG DQQXDOO\ WR my boarding school in North Wales where they H[SHULHQFHG WKHLU Č´UVW HYHU KROLGD\ ZLWKRXW WKHLU 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 WKDW HDFK LQGLYLGXDO ZLOO Č´QG LGHQWLW\ PHDQLQJ DQG 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?

80 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Ten Tors May 2017

Whole School Open Morning 7th October 2017 Senior School & Sixth Form 9am-12.00pm Preparatory School 10am-12.00pm

Š3XSLOV DUH XQDVVXPLQJO\ FRQƮGHQW VHOI DZDUH DQG HPRWLRQDOO\ PDWXUHŦš ,QGHSHQGHQW 6FKRROV ,QVSHFWRUDWH

Z\FOLƬH FR XN &R HGXFDWLRQDO IURP 'D\ DQG ERDUGLQJ 1XUVHU\

Prep School

Senior School

Sixth Form

In the heart of Gloucestershire

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 36+(" 606&" 7KH DFURQ\PV RI D SULFHOHVV HGXFDWLRQ

+ROLVWLF HGXFDWLRQ

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

XQGHUVWDQGLQJ RI RWKHUV WR ČľRXULVK DQG LQ

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

QRW Č´QG D SUHVFULEHG FKHFNOLVW RI ZKDW D VFKRRO

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.

HGXFDWLRQ XPEUHOOD ΖW LV DERXW KRZ D VFKRRO

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

3HUVRQDO GHYHORSPHQW

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

O

enables pupils to develop self-knowledge,

the ethos of the school and the opportunities

VHOI HVWHHP DQG VHOI FRQČ´GHQFH O

O

O

O

enables them to distinguish between right

6HUYLFH WR RWKHUV

it provides; personal development is imbued

and wrong

Service to others is a long tradition in boarding

within every lesson, every activity and within

encourages them to accept responsibility for

schools. We are no longer talking Tom Brown’s

WKH ERDUGLQJ KRXVH ΖW LV D VFKRRO ZKHUH

their behaviour and to show initiative

School Days where this ideology might have,

shows them how they can contribute

at best, meant polishing a prefect’s shoes.

positively to the lives of others

A boarding school which excels at service

encourages respect and tolerance of

allows ample opportunity for young people to

GLÎ?HUHQW FXOWXUHV

participate in the local community, volunteering

O

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

O

pupils are happy and comfortable working together in groups, showing tolerance and respect for each other

across a wide range of projects from working Analysing each component in more detail, the

with children in primary schools or in charity

O

every pupil feels they belong

spiritual element of SMSC requires that schools

shops or raising money for local or distant

O

pupils are trusted

DOORZ SXSLOV WR EH UHČľHFWLYH DERXW WKHLU RZQ

projects such as an allotment scheme or

O

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

$V -HDQ 3LDJHW ZURWH Ȇ7KH SULQFLSDO JRDO RI

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

GLÎ?HUHQW EDFNJURXQGV Č‚ UHOLJLRXV HWKQLF RU

complex world. This is indeed a priceless

pupils to stand still sometimes and appreciate

socio-economic – they are giving them the

education.

WKH DZH DQG EHDXW\ DURXQG WKHP DQG ZH Č´QG

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

young adults leave having gained skills

young people are to go forward and contribute

6SLULWXDO GHYHORSPHQW

positively to their own communities in later life.

I believe a level of a pupil’s spiritual GHYHORSPHQW LV UHȾHFWHG E\ WKHLU FXULRVLW\ 6R

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

82 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

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

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

SHEBBEAR COLLEGE DEVON

For boys and girls aged 3 -18 Day and boarding school Weekly, flexi and full boarding Excellent academic results Small class sizes 85 acre rural campus

FREE SCHOOL Co-educational Boarding and Day School Independent Education without fees Affordable Boarding

Weekly Boarding £4945 per term www.shebbearcollege.co.uk

The Royal School Wolverhampton

Penn Road, Wolverhampton, West Midlands WV3 OEG Tel: 01902 349 109

mo@royal.wolverhampton.sch.uk www.theroyalschool.co.uk

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

83

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | +RZ ERDUGLQJ VFKRROV DQG ERDUGLQJ SDUHQWV FDQ ZRUN WRJHWKHU

How boarding schools and boarding parents can work together

– Louise MoelwynHughes, Head of St Edmund’s School Canterbury 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

I

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 ERDUGLQJ SDUHQWV

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

O

ensuring open communication

curricular activities and boarding routines. These

O

being consistent.

may also be on the school website. In addition to helping parents gain a sense of what their child

2SHQ FRPPXQLFDWLRQ

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

84 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

+RZ ERDUGLQJ VFKRROV DQG ERDUGLQJ SDUHQWV FDQ ZRUN WRJHWKHU | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

important matters such as checking in with home),

believe if a parent considers something to be an

Once open lines of communication between

ERDUGLQJ VWDÎ? XQGHUVWDQG WKH QHHG WR IDFLOLWDWH

emergency, then it should be treated as such;

school and home are established, it allows

communication between parent and child. A

OLNH DOO ERDUGLQJ VFKRROV ZH KDYH VWDÎ? DYDLODEOH

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

WKLV VKRXOG EH PDGH DYDLODEOH WR SDUHQWV VWDÎ? DQG

if they need to.

accomplishments in the classroom, on the sports

boarders. These principles should match parental

Č´HOG RU LQ WKH ERDUGLQJ FRPPXQLW\

expectations. Parents should be familiar with this

I would always advise parents to contact the

GRFXPHQW DQG H[SHFW LW WR EH IXOČ´OOHG LQ WKLV ZD\

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

VWDWHG UHZDUGV DQG VDQFWLRQV DQG SDUHQWV EHQHČ´W

matter has been acknowledged and to provide

to ensure the safety and wellbeing of all pupils, a

from knowing the ways that positive behaviour

a timescale for a fuller response, at the very

parent might want to know that behaviour that

is encouraged and what measures are likely to

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

would be recognised and rewarded at home will

be taken to address behaviour that falls below

communication as a means of ensuring our

also be picked up in a boarding school.

expectations.

parents can work with the school to reinforce

boarders receive our best possible care. We also

Louise Moelwyn-Hughes was appointed Head of St Edmund’s School Canterbury in 2011. She was educated at Methodist College Belfast, where her love of music and sport in particular was fostered. She then read Classics at Magdalene College, Cambridge. Her teaching career began at Marlborough College where she was a Housemistress. She then moved on to The Perse 6FKRRO LQ &DPEULGJH ZKHUH VKH ZDV WKH ȴUVW female Deputy Head and then Senior Deputy Head.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

85

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | ([WUD FXUULFXODU DFWLYLWLHV VKRXOGQȇW EH DQ H[WUD

Extra-curricular activities WLSYPHR¸X FI ER I\XVE – Mark Lascelles, Head Master of Dauntsey’s

B

usiness leaders are calling for the UK’s

VFKRRO FOXEV FDQ RÎ?HU VRPH VFRSH EXW Ζ ZRXOG

mental toughness. Team sports in particular give

education system to better prepare young

argue independent schools are uniquely placed to

pupils a real sense of achievement. They also help

people for the world of work. Academic

provide the best possible chance to get involved.

develop leadership, teamwork and self-discipline.

TXDOLČ´FDWLRQV DUH FHUWDLQO\ LPSRUWDQW EXW VXUHO\

For boarders and day pupils, the day is longer and

attitudes and behaviours are as important as

there is greater opportunity.

7LPH WR WDNH SDUW The range of sports open to pupils of all abilities

grades? I believe extra-curricular activities – from drama, music and sport through to adventure and

With more than one third of children aged 10 to

in most boarding schools is immense – there

volunteering – play a central role in developing

11 years being overweight or obese, instilling a

is something for everyone to enjoy. Just as

those attitudes and behaviours.

positive attitude towards exercise in children from

importantly, boarders have time to train and

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

participate in these sports after school or at

With the ever-increasing pressures on family

saver. Physical exercise should be fun, challenging

weekends. As a Head, one of my greatest

life, ferrying children to and from dance classes,

and open to everyone. As well as improving

pleasures is to see the enthusiasm with which our

KRFNH\ SUDFWLFH DQG IRRWEDOO Č´[WXUHV FDQ IDOO WR

Č´WQHVV DQG FRRUGLQDWLRQ DQG WHDFKLQJ QHZ VNLOOV

boarders use our sporting facilities whenever they

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

LWȇV D JUHDW ZD\ WR EXLOG FRQȴGHQFH UHVLOLHQFH DQG

have the time, whatever the weather. Day pupils

86 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

–

([WUD FXUULFXODU DFWLYLWLHV VKRXOGQȇW EH DQ H[WUD | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

often choose to stay on well beyond the ‘normal’

work towards goals and learn from experience.

what they might have thought possible. Activities

Č´QLVKLQJ WLPH

Whether pupils are tackling an expedition to

outside the classroom create a platform for pupils

Wales or Bhutan, taking on the challenge of

to set themselves apart and develop into the

But it’s not just sport where pupils can gain

crewing our Tall Ship, the Jolie Brise, kayaking from

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

advantage in a boarding situation. Dance has

Devizes to Westminster, or simply camping in the

consequences, in our school community and in

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

school grounds, we want them to acquire new

classrooms. Pupils have a deeper understanding

KDYH FRPH WR OHDUQ WKDW LW FDQ EHQHȴW everyone – in

skills and attitudes that will stand them in good

of how they function, greater self-esteem and a

the classroom as well as on the stage or dance

stead in the classroom and beyond. The children

UHQHZHG HQHUJ\ DQG FRQČ´GHQFH LQ WKHLU DELOLWLHV

ČľRRU 6HOI FRQČ´GHQFH EORVVRPV VK\ SHRSOH FDQ

of Service families adjust well to this approach.

become outgoing, nervous people are suddenly

In short, what you learn outside the classroom

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

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

FDQ KDYH D SURIRXQG HÎ?HFW RQ WKH GHYHORSPHQW

we never had a problem persuading girls to dance

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

of your character and your entire future.

but the boys could be more reluctant. Staging

vital, therefore, that pupils are encouraged to keep

Matthew Bourne’s Lord of the Flies changed all

in touch with the ‘real world’ through volunteering

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

in the local community and elsewhere. This

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

gives them a sense of perspective that they

considered ‘cool’ for boys to dance and they

could not gain otherwise. Some of our recent

realise that dancers are in fact ĂŠlite athletes.

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

Understanding risk

changing for many of those who took part. Such

Understanding risk and not shying away from it

opportunities help pupils think beyond their own

is an important life skill. Pupils can develop this

experience and the formal curriculum to decode

through being exposed to risk in the security

the world around them, gain cultural awareness

of a school environment. Dauntsey’s has a

and prepare them for a future in a global society.

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

Extra-curricular activities should not be an

that will help pupils lead a fruitful and interesting

optional ‘extra’. They enable pupils to explore

life, in which they take risks that they understand,

their personal limits and push themselves beyond

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.

The Mary Erskine School Stewart’s Melville College The Junior School Co-educational, day & boarding school for 3-18 years in South East England

MAKE YOUR FAMILY PART OF OURS Like any family, values lie at the heart of who we are.We help the boys and girls who live in our Boarding Houses to learn to live up to these values in all that they do both as children and throughout their adult lives. Our Boarders have unrivalled opportunities to develop their GSR½HIRGI ERH XLIMV WIRWI SJ VIWTSRWMFMPMX] MR E GEVMRK IRZMVSRQIRX

Boarding for boys and girls from age 10+ in Edinburgh, Scotland

0131 311 1111 admissions@esms.org.uk www.esms.org.uk Full boarding for 7 to 18 years Warm, supportive family ethos Strong academic results Modern en-suite accommodation Fast train only 75 minutes from London

Stewart’s Melville College The Sunday Times, Scottish Independent Secondary School of the Year, 2013

The Mary Erskine School The Sunday Times, Scottish Independent Secondary School of the Year, 2012

T: 01843 572931 E: admissions@slcuk.com St Lawrence College, Ramsgate, Kent CT11 7AE

www.slcuk.com

Merchant Company Education Board Schools. Registered Charity No. SC009747

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

87

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 7KH LPSRUWDQFH RI FKDUDFWHU HGXFDWLRQ

The

importance

of character

education

– Simon Reid, Principal of Gordonstoun

G

rit, resilience, enthusiasm and zest,

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

+RZ GR ZH GHȴQH ȆFKDUDFWHUȇ" 3XW VLPSO\ LW

FRQČ´GHQFH DQG DPELWLRQ VHOI

educational system and society as a whole are

is the ability to pursue long-term goals, to

control and adaptability, humility

conditioned to evaluate 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 be underestimated, but this cannot

currents when it is right to do so.

the people they employ. The recent World

and should not be the sole focus for schools.

Education Forum (WEF) focused its conference

Our educational system should aim to foster

We are all individuals with unique and personal

on ‘The Fourth Industrial Revolution’, in which

and develop the skills that young people will

needs and an educational system which focuses

the workplace is becoming increasingly digitised

clearly need in the future. So we should focus

RQ D ȆRQH VL]H ȴWV DOOȇ DSSURDFK WR DVVHVVLQJ

DQG DXWRPDWHG 7KLV EHJV WKH TXHVWLRQ GRHV

on nurturing attributes such as those outlined

pupil progress is surely too narrow a focus.

our current educational system prepare the

by the CBI, attributes we are increasingly calling

Most parents want their children to be happy

youth of today for the workplace of tomorrow?

‘character’.

DQG IXOČ´O WKHLU SRWHQWLDO DQG DV HGXFDWRUV ZH

88 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

7KH LPSRUWDQFH RI FKDUDFWHU HGXFDWLRQ | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

NQRZ WKDW SXSLOV GHYHORS DW GLÎ?HUHQW UDWHV

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

SRSXODU DOZD\V IRXQG WKH ČľRZ HDV\ WR GHDO

education encourages a broader and deeper

and Bill Lucas argue persuasively in their book

ZLWK 7KH\ QHYHU UHDOO\ KDG DQ\WKLQJ VLJQLČ´FDQW

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 educational system.

&KDUDFWHU HGXFDWLRQ A character education aims to prepare young

Character education can be delivered within

people for university but also for work and

PDQ\ GLÎ?HUHQW HGXFDWLRQDO HQYLURQPHQWV

family life and for being responsible citizens.

For example, outdoor education (teaches

Gordonstoun’s founder, Kurt Hahn, once

tenacity, leadership, resilience and adaptability);

ZURWH Ȇ7KHUH LV PRUH LQ XV WKDQ ZH NQRZ LI

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.

DQG GDQFH DOO GHYHORS VHOI FRQČ´GHQFH DQG 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

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 became Principal of Gordonstoun in 2011. This article ZDV ȴUVW SXEOLVKHG ZKHQ 6LPRQ ZDV 3ULQFLSDO of Gordonstoun. In September 2017 he became Headmaster of Christ’s Hospital School. 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.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

89

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | %RDUGLQJ Č‚ WLPH WR OHW RÎ? VWHDP

Boarding

– time to let off steam – Keith Budge, Headmaster of Bedales Schools

In recent times, the educational mood music from

record as considering artistic sensibilities as being

should be considered optional extras to ‘serious’

Whitehall has been that STEM subjects (science,

central to technological innovation. Perhaps more

subjects. Instead, evidence found that people

technology, engineering and maths) are the horses

dramatically, Albert Einstein was convinced that

working successfully in STEM professions are far

to back in terms of skills for employment in the

music was a guiding principle in the search for

more likely to have arts and crafts experience

global race. We can all agree on the importance of

important results in theoretical physics.

as measured through numbers of company

science, technology and engineering, but I remain

start-ups and patentable inventions, and that

concerned about what I see as an instinct to

Various researchers have also found a positive

their innovative capacity is directly stimulated

promote STEM subjects in school at the expense

relationship between participation in arts and

by arts and crafts knowledge. This is not a new

of a wider education. And I’m not alone – there

FUDIWV DQG VXFFHVV LQ VFLHQWLČ´F DQG WHFKQRORJLFDO

SKHQRPHQRQ Č‚ LQ WKH ODWH V - + YDQ ȇW +RÎ?

are plenty of advocates for the arts as an essential

careers. In 2008 a study of large numbers

WKH Č´UVW 1REHO /DXUHDWH LQ &KHPLVWU\ LQYHVWLJDWHG

part of a STEM education, and boarding can really

of scientists by Robert Root-Bernstein and

VHYHUDO KXQGUHG KLVWRULFDO Č´JXUHV LQ VFLHQFH DQG

help to pull these seemingly disparate disciplines

colleagues found the most eminent scientists were

FRQFOXGHG WKDW WKH GHYHORSPHQW RI VFLHQWLČ´F

into focus.

VLJQLČ´FDQWO\ PRUH OLNHO\ WR VSHQG VRPH RI WKHLU

imagination required the development of artistic,

time in productive arts and crafts pursuits, with

musical and poetic talents.

The late Steve Jobs, perhaps the best-known

the resulting skills being of direct professional

popular innovator/entrepreneur of recent times,

EHQHČ´W $ VXEVHTXHQW VWXG\ E\ 5H[ /D0RUH DQG

Just recently, the educationalist Bill Lucas wrote

explained that he and Apple co-founder Steve

colleagues, published in 2013 and drawing on the

in the Times Educational Supplement (TES)

Wozniak were also big Bob Dylan fans. However,

testimonies of a sample of science and technology

that a focus on STEM subjects at school is not

Jobs’ involvement in the arts extended well

graduates from Michigan State University,

VXÉ?FLHQW IRU ZRXOG EH HQJLQHHUV 5DWKHU KH VD\V

EH\RQG VLPSOH DSSUHFLDWLRQ UDWKHU KH LV RQ

challenges any assumption that artistic pursuits

the world class civil engineering department at

90 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

%RDUGLQJ Č‚ WLPH WR OHW RÎ? VWHDP | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

University College London (UCL) has shown that

Exploring how STEAM ideas and disciplines

discussion groups and a diverse programme of

undergraduates do not need maths or science at

interact requires time, and this is where

events and speakers encourage students to talk

A level in order to excel; the mindsets of students

boarding comes into its own. Whereas the typical

DQG UHȾHFW WR WKLV HQG 3URIHVVRU /XFDVȇ SRVLWLRQ

matter more, which rather turns accepted

maintained school day is seven hours long and

reinforces what we at Bedales know intuitively to

wisdom on its head. Professor Lucas suggests

mainly limited to the academic curriculum, the

be true – we encourage our students to develop

that other subjects are important too, particularly

independent sector day is usually about two

a facility for understanding their subjects, and

art and design. It is the arts that provide the ‘A’

hours longer, also with Saturday morning school

LQGHHG WKHLU ZRUOGV IURP DV PDQ\ GLÎ?HUHQW

in STEAM (adapted from STEM), and they help

and sports matches on Saturday afternoons –

perspectives and experiences as possible. In

to facilitate what he proposes are the necessary

overall, around an additional 40%. If you compare

WKLV ZD\ ZH KRSH WR IXOČ´O RXU DLP RI GHYHORSLQJ

habits of mind. While it will undoubtedly have

boarding schools with these two categories the

inquisitive thinkers who cherish independent

raised a few eyebrows in Whitehall, this view is

GLÎ?HUHQFH LV HYHQ PRUH VWDUN GD\V DW ERDUGLQJ

thought. Accordingly, ours is an arts-rich

neither new nor heretical. Jung’s ‘Artist-Scientist’

schools will be typically at least 13 hours of

education, and while many of our students go

archetype united these supposedly disparate

lessons, pastoral guidance and extra-curricular

on to make successful careers for themselves

elements in the wonders and dangers implicit in

activities, with many students also involved in

LQ FUHDWLYH SXUVXLWV PDQ\ HQWHU RWKHU Č´HOGV

curiosity. More recently, the sociologist Richard

weekend activities.

including engineering, and tell us of the value of

Florida posited a ‘creative class’ made up of

their grounding in the arts and humanities to their

scientists and engineers as well as poets and

It is this additional time that allows students to

work. Boarding – and by extension, time – can

people in design and the arts. No doubt, Steve

MRLQ XS WKH GLÎ?HUHQW SDUWV RI WKHLU GLVFLSOLQDU\

provide the perfect conditions for students to

Jobs would have approved.

landscapes. At Bedales, as at many other

develop such a facility.

independent boarding schools, societies,

Keith was educated at Rossall School before attending University College, Oxford where he read English, followed by a PGCE. He began his career teaching English at Eastbourne College, moving on to Marlborough where, following a year’s teaching exchange in California, he became a housemaster. He became Headmaster of Loretto School in 1995, overseeing the introduction of co-education, and Bedales in 2001. At Bedales, he introduced the Bedales Assessed Courses – more stretching and imaginative alternatives to GCSEs which are as strongly endorsed by universities as they are by students and teachers. As Headmaster of Bedales Schools, Keith teaches as much as time allows; he loves teaching and really welcomes the insight that teaching gives him into what life is really like for VWXGHQWV DQG WHDFKHUV KHUH 7KLV ZLOO EH KLV ȴQDO year at Bedales. Keith is married with three adult children.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

91

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 7KH &&) Č‚ VXSSRUWLQJ FKDUDFWHU GHYHORSPHQW LQ D ERDUGLQJ VFKRRO

The CCF – supporting character

development in a boarding school

– Thomas Garnier, Headmaster of Pangbourne College

T

here has always been a strong

Most boarding schools have a broad view of

FROOHJHȇV ȾDJ YDOXHV RI NLQGQHVV VHOȾHVVQHVV

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

DVSHFWV ČľRXULVK WKURXJK SDUWLFLSDWLRQ LQ H[WUD

which were established in six public schools

curricular activities such as sport, music, drama

Pangbourne’s large campus provides the ideal

DOO ERDUGLQJ VFKRROV LQ DQG

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 than

school cadet corps grew steadily and became

spiritual awareness. The CCF programme helps

half the pupils are involved in challenging and

DPDOJDPDWHG LQWR WKH 2É?FHU 7UDLQLQJ &RUSV LQ

build pupils’ leadership and teamwork skills and

enjoyable activities which nurture their interests

1908 as the Junior Division and then into the

develops the character of the individual.

and enthusiasms. The CCF is compulsory for

newly-formed Combined Cadet Force in 1948,

SXSLOV LQ <HDU DQG WKH Č´UVW WZR WHUPV RI <HDU

which also included school-based units of the

$V QHDUO\ DOO WHDFKLQJ VWDÎ? LQ ERDUGLQJ VFKRROV DUH

11, after which it is voluntary. This means around

Sea Cadet Corps and the Air Training Corps.

expected to play a full part in school life outside

220 pupils are involved in the CCF – approximately

the classroom, there is also usually strong support

140 in the Army section, 55 in the Royal Marines

Until 1969 Pangbourne College was a nautical

IRU VWDÎ? ZKR ZLVK WR EHFRPH &DGHW )RUFH $GXOW

detachment and 20 in the Royal Navy. In other

FROOHJH ZLWK WKH VSHFLČ´F DLP WR HGXFDWH IXWXUH

9ROXQWHHUV &)$9V Č‚ WKH\ EHQHČ´W EHFDXVH WKH

schools, some have an element of compulsion

RÉ?FHUV LQ WKH 0HUFKDQW DQG 5R\DO 1DYLHV ΖW KDG

training they undergo and their experience of

whereas most schools now operate entirely

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

CCF gives them transferable skills, just as is the

voluntary contingents.

as desirable to support the College’s new aim to

case with the cadets themselves. At Pangbourne,

provide an excellent all-round education to boys

the programme is strongly supported at senior

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

(and 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 2017

7KH &&) Č‚ VXSSRUWLQJ FKDUDFWHU GHYHORSPHQW LQ D ERDUGLQJ VFKRRO | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

pupils often combining the two and taking part

TXDOLČ´FDWLRQV IRU H[DPSOH LQ VDLOLQJ 5<$ RSHQ

in DoE expeditions as part of their CCF training.

water diving (BSAC) and lifesaving (National Pool

These opportunities and resources are shared

/LIHJXDUG $ Č´HOG GD\ LV DUUDQJHG HDFK WHUP

through partnerships with Luckley House and

where pupils visit a military unit, such as HMS

D ORFDO VWDWH VFKRRO 'HQHČ´HOG $FDGHP\ ZKRVH

Raleigh, or training areas like Bramley, Longmoor

pupils join the Pangbourne CCF for weekly

and Bisley to carry out training with RN or Army

DFWLYLWLHV DQG Č´HOG GD\V Č‚ WR WKH PXWXDO EHQHČ´W RI

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

H[SODLQV Ȇ7KH &&) WDNHV SXSLOV RXW RI WKHLU FRPIRUW

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

LQ Č´HOG ZRUN DQG RWKHU PLOLWDU\ VNLOOV 7KH DFWLYLWLHV

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,

SUHVVHG WURXVHUV WR OHDUQLQJ Č´HOG FUDIW QDYLJDWLRQ

reason, question and enquire, but also assists

survival skills and a host of other useful skills for

them with their future education and careers.’

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

Thomas Garnier was educated at Radley College and then studied Physics at Bristol University. He ZDV D 6HDPDQ 2É?FHU LQ WKH 5R\DO 1DY\ IURP 1987 to 1994. On resigning his commission he completed a PGCE at Oxford University before becoming a Physics teacher and Housemaster at Abingdon School from 1995 to 2005. He has been Headmaster at Pangbourne College since 2005. He is the Representative to the CCF Association for the Headmasters’ and Headmistresses’ Conference (HMC) and the Independent Schools Council (ISC). He is married with two sons and his interests include his family, rowing, sailing and music.

progression towards nationally recognised

Igniting passion for life and learning

A Top Small Independent School for highest A levels The Telegraph

Open Days

7th October 2017 and 3rd February 2018

Boarding and day school for girls and boys aged 11-18 Kingham, Chipping Norton, Oxfordshire, OX7 6TH T: +44 (0) 1608 658999 or E: admissions@kinghamhill.org to request a prospectus and arrange a visit. www.kinghamhill.org.uk

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

93

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 7KH SRVLWLYH LPSDFW RI WKH 'XNH RI (GLQEXUJKȇV $ZDUG

The positive impact of the

(YOI SJ )HMRFYVKL¸W

Award

– Peter Westgarth, Chief Executive of the Duke of Edinburgh’s Award (DofE)

BSA member, Holyport College, a co-educational day and boarding school in Berkshire, delivers the DofE to its pupils. Both DofE Leaders at the boarding school have noticed the positive impact that DofE programmes have had on their pupils DV ZHOO DV RQ WKH FROOHJH DQG WKH WHDFKLQJ VWDÎ? DV D ZKROH +RO\SRUWȇV 'RI( /HDGHU FRPPHQWV ‘Many of our pupils across all year groups are now asking about DofE and how/when they can sign up. The pupils who have participated are really pleased to have achieved their DofE and many of them wear their badge with pride on their blazers. 7KHUH DUH SOHQW\ RI QHZ PHPEHUV RI VWDÎ? ZKR DUH NHHQ WR KHOS RXW ZKHQ WKH\ KHDU WKDW ZH RÎ?HU DofE and those who volunteered last year are still happy to be involved. It is a great for both

T

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

school and at extra-curricular clubs and in some

is widely recognised as the world’s

cases an improvement in attainment across

leading youth achievement award. Each

academic subjects.

DQG VWDÎ? ȇ The wellbeing of a young person is always at the forefront of everyone’s minds and there are lots of

VHFWLRQ RI D 'RI( SURJUDPPH RÎ?HUV RSSRUWXQLWLHV IRU \RXQJ SHRSOH WR GHYHORS WKHLU FRQČ´GHQFH

I believe developing soft skills such as teamwork,

ways in which a young person can be encouraged

LPSURYH WKHLU VHOI HVWHHP DQG IHHO Č´WWHU DQG

communication, leadership and resilience are as

to look after their physical and mental health. The

healthier through the Physical and Expedition

important as academic grades to young people,

DofE can be a great way to help develop healthy

sections in particular. It is the mission of The

parents, education specialists and potential

habits, encouraging young people to implement

Duke of Edinburgh’s Award charity to ensure that

employers. These are the skills that are not only

VWUDWHJLHV QRZ WKDW ZLOO EHQHČ´W WKHP ERWK LQ WKH

every young person in the UK, irrespective of

transferrable into the workplace but also help us

short and long term.

background, has the opportunity to do their DofE.

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

The Duke of Edinburgh’s Award can have a very positive impact on a young person’s school and

Driven and determined

personal life, as well as their physical and mental

For young people the idea of embarking on

health. An extra-curricular programme can be

something new can be quite daunting. Whether it

D UHDOO\ HÎ?HFWLYH ZD\ IRU \RXQJ SHRSOH WR EH

is the prospect of meeting new people or taking

introduced to outdoor learning without the feeling

RQ WKH JUHDW RXWGRRUV IRU WKH Č´UVW WLPH \RXQJ

that they are compromising their time spent in

people may shy away from these opportunities.

the classroom. Well-established programmes such

Achieving a DofE Award demonstrates that a

DV WKH 'XNH RI (GLQEXUJKȇV $ZDUG FDQ EHQHȴW D

young person is willing to try something new and

young person overall. Schools often notice the

is committed, driven and determined. This lays a

VNLOOV \RXQJ SHRSOH OHDUQ WKURXJK WKH GLÎ?HUHQW

great path for their future, fostering a work ethic

VHFWLRQV RI D 'RI( SURJUDPPH FDQ DÎ?HFW WKHLU

and attitude that many employers, colleges and

overall behaviour, with improved attendance in

universities look for in applicants.

94 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

7KH SRVLWLYH LPSDFW RI WKH 'XNH RI (GLQEXUJKȇV $ZDUG | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

)RUPLQJ QHZ IULHQGVKLSV KHOSV ERRVW FRQČ´GHQFH and self-esteem. Having the right person to talk to can provide the support needed to RYHUFRPH GLÉ?FXOW VLWXDWLRQV 8QGHUWDNLQJ D 'RI( programme also encourages a young person to make regular commitment to a physical activity ZKLFK FDQ KDYH D YDULHW\ RI EHQHČ´WV VXFK DV improved concentration during the school day and a better sleep. Volunteering is a vital component of a DofE programme, often encouraging young people to devote time to helping others. This can help develop a range of social skills as well as a sense of self-satisfaction and pride in the positive impact they can have on someone else’s life. Eastbourne College in East Sussex has been RÎ?HULQJ WKH 'RI( WR LWV SXSLOV VLQFH WKH ODWH V (DVWERXUQHȇV 'RI( /HDGHU UHFDOOV Ȇ7KHUH have been so many experiences over the years

skills and making new friends. It was fantastic to

but one particular pupil springs to mind. He was

watch! Without a doubt, the DofE gives pupils a

not a particularly popular pupil, not engaged

unique experience to become resourceful and

LQ VFKRRO DQG FRPSOHWHO\ ODFNHG FRQČ´GHQFH

independent thinkers. It is tough and some do not

He threw himself into the DofE, especially the

complete as the commitment is all on them. This

Expedition section in which he came into his

teaches values that you cannot just turn up and

RZQ JDLQLQJ FRQČ´GHQFH GHYHORSLQJ OHDGHUVKLS

gain a DofE but you have to earn it.’

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

Inspiring Individuals

“Boarding at Campbell is a life-changing experience. ,W KDV JLYHQ PH FRQÂż GHQFH independence and friendships that will last forever.â€?

Campbell College, Belfast, is a leading Independent HMC boarding and day school for boys aged 11-18 years old. Experience the very best UK education from ÂŁ4,318 a term in the stunning surrounds of our 100 acre woodland campus and only a 1 hour ight from London. Visit www.campbellcollege.co.uk to ďŹ nd out more.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

95

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | 6FKRRO VSRUW D KHDGȇV SHUVSHFWLYH

School sport: E LIEH¸W TIVWTIGXMZI – Richard Biggs, Headmaster of King’s College, Taunton

I

saw a lovely sight a while ago. Our U15B rugby team won its match against a local rival school. They hadn’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 RQ WKH HEE DQG ČľRZ RI WKLV RQH PDWFK WKDQ on the overwhelming victory of our 1st XV. It

EHLQJ D SHULSKHUDO H[WUD LW LV Ζ ȴUPO\ EHOLHYH

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.

GLÎ?HUHQW VLGH DQG VR JDLQ D PRUH URXQGHG

It isn’t universal, this phenomenon of school

appreciation of each other. This is lost when we

sport. There are countries where it doesn’t

6SRUW IRU OLIH

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

7HDP VSLULW

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.

GRHV ZRUN RQ RQH OHYHO WKH VSRUW\ W\SHV SOD\

$ FKDQFH WR VKLQH

$ KHDOWK\ ERG\

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

VHOI FRQČ´GHQFH DQG HVWHHP DQG FDQ KDYH D

computers and running around in the fresh

Why do schools like King’s College spend so

SURIRXQGO\ SRVLWLYH HÎ?HFW RQ RWKHU DVSHFWV

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

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

WR PH Ȇ&KDUOLH ZDV VWUXJJOLQJ ZLWK KLV VWXGLHV

pitches will probably concentrate better on

WLPH DQG PRQH\ :H FRXOG VHOO RÎ? RXU Č´HOGV WR

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

WKH DQVZHU $JDLQ WKLV LV D EHQHČ´W WKDW VWD\V

FKRRVH QRW WR WKRXJK DQG IRU JRRG UHDVRQ

also doing much better in class.’

with children throughout their lives if they keep

hand all coaching over to the professionals.

notion of school sport at all. And that model

sport at schools is worth doing. Far from

96 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

playing.

6FKRRO VSRUW D KHDGȇV SHUVSHFWLYH | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

$ VSRUWLQJ DWWLWXGH

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

FLYLOLVLQJ EHQHČ´W WR SOD\LQJ VSRUW DW VFKRRO

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

D UDUHČ´HG UDWKHU MR\OHVV DQG RYHU SUHVVXULVHG

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

DOO JRRG VWXÎ? DQG LWV LPSRUWDQFH VKRXOG QRW

a school? This is a personal view, and certainly

traditions – dressing smartly to arrive and leave,

EH XQGHUHVWLPDWHG Ζ OLNH WKH OLWWOH ULWXDOV WRR

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

SURSHU FRDFKLQJ DQG FRPSHWLWLYH Č´[WXUHV IRU DV

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,

VD\ LW QRQHWKHOHVV WKH DELOLW\ WR UHPDLQ SROLWH

EHOLHYH WKH DERYH EHQHȴWV DSSO\ WR DOO SXSLOV DV Ζ

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.

colour as it is re-told.

players‌ There should be a good variety of games. The

*RRG IXQ

VPDOOHU ERXWLTXH VSRUWV OLNH IHQFLQJ RU Č´YHV

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

or sailing often provide a wonderful haven for

SOD\ VSRUW IRU RQH UHDVRQ RQO\ UHDOO\ LWȇV JRRG

those less enamoured of the main juggernauts

IXQ 7KH Č´YH \HDUV RXU SXSLOV VWD\ ZLWK XV DW

of rugby, netball, cricket and hockey.

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

7KHUH VKRXOG EH ZLGHVSUHDG VWDÎ? LQYROYHPHQW

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.

ROOKWOOD SCHOOL

Girls & Boys | Day & Boarding | Nursery-16 Years

A school with a "strong vision for providing excellent educational opportunities for all." ISI

ISI rated “excellent� full & flexi boarding | Long association with military families Excellent GCSE results | Scholarships and bursaries available

For more information or to arrange a private tour with our Headmaster call 01264 325900 Weyhill Road, Andover, Hampshire | www.rookwoodschool.org

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

97

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | *LUOVȇ VSRUW FKDOOHQJLQJ FRPSHWLWLYH DQG SDVVLRQDWH

+MVPW¸ WTSVX GLEPPIRKMRK GSQTIXMXMZI ERH TEWWMSREXI

– Pauline Stott, Director of Sport at Kilgraston School

W

omen’s sport is reaching greater

D UDWKHU JHQWOH UHČ´QHG DÎ?DLU Č‚ VRPHKRZ ODFNLQJ

In a mixed school, boys’ physical strength and the

levels of coverage and achievement

LQ WKH H[FLWHPHQW SDVVLRQ RU Č´HUFH VSLULW RI

greater likelihood they’ve grown up immersed in

than ever before. After the

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

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

and to dominate many of the traditional school

impressive haul of medals for Team GB, those

My family and I moved to Kilgraston from a mixed

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

of us immersed in the sporting scene felt the

school so I could take up a newly created role of

they are unlikely to excel at sport are less likely to

time for women’s sport had well and truly

Director of Sport – along with my two daughters

JHW LQYROYHG LQ WKH Č´UVW SODFH Č‚ SHUSHWXDWLQJ WKH

arrived.

who joined the school as pupils. And yes, we

notion that ‘girls aren’t really sporty’.

IRXQG WKH VSRUW LQ D JLUOVȇ VFKRRO WR EH GLÎ?HUHQW I’m always taken aback when I come across the

but perhaps not in the ways we might have

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

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

expected.

best sportspeople are – and can only be – female,

98 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

*LUOVȇ VSRUW FKDOOHQJLQJ FRPSHWLWLYH DQG SDVVLRQDWH | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO

creating a culture where female role models

ΖQVSLULQJ SRVLWLYH KDELWV

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

KDELWV DUHQȇW MXVW DERXW JHWWLQJ RÎ? WKH VRID DQG

FROODSVH DFURVV D Č´QLVK OLQH EDWWOH IRU D JRDO RU

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

Sports Leader Awards, where girls use their PE

resilience, helping them to develop a spirit of

and truly quashed.

lessons to develop skills in coaching, encourage

adventure, an ability to push their boundaries,

sporting excellence to be passed down through

and a willingness to throw themselves into

the year groups of the school, and create a

whatever opportunities come their way. These

culture where girls who excel at sports like

issues are so much bigger than school PE

hockey and football are utterly commonplace.

lessons, which is why it’s so vital we encourage 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 – boys or girls – who can’t be

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

VXSSRUWHG WR Č´QG VRPH VRUW RI H[HUFLVH WKH\

and join in with the sense of community and

enjoy. From the youngest pupils in the Nursery,

excitement. Each year, as I watch close to 300

to our soon-to-be university girls in the Upper

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

Sixth, sport at Kilgraston is compulsory and

all weathers, often smiling through the rain and

WDXJKW H[FOXVLYHO\ E\ VSHFLDOLVW VSRUWV VWDÎ?

HQFRXUDJLQJ HDFK RWKHU DFURVV WKH ȴQLVK OLQH Ζ

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

Ashville

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 RI VWDÎ? LQ FKDPSLRQLQJ VSRUWLQJ SDUWLFLSDWLRQ DQG 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.

INDEPENDENT DAY & BOARDING SCHOOL FOR BOYS AND GIRLS AGED 2½ TO 18

Winner of the 2016 TES Boarding Initiative of the year

³7KH TXDOLW\ RI WKH SXSLOVœ DFKLHYHPHQWV DQG OHDUQLQJ LV H[FHOOHQW´ ,QGHSHQGHQW 6FKRROV ,QVSHFWRUDWH ,6, 5HSRUW

([FHOOHQW *&6( $ /HYHO DQG ,% UHVXOWV ([FLWLQJ H[WUD FXUULFXODU SURJUDPPH LQFOXGLQJ FRPSHWLWLYH VDLOLQJ A leading independent day and boarding school for girls and boys aged 3-18

Tours available all year round Pre-School Ages 3 - 4

Prep Ages 4 - 11

Senior Ages 11 - 16

Sixth Form Ages 16 - 18

)XOO IOH[L DQG ZHHNO\ ERDUGLQJ RSWLRQV DYDLODEOH DFUHV RI VDIH UXUDO JURXQGV DURXQG WKH %RDUGLQJ +RXVHV 6FKRODUVKLSV DQG EXUVDULHV DYDLODEOH IRU HQWU\ LQWR <HDUV DQG WKH 6L[WK )RUP 1(;7 23(1 0251,1* SATURDAY OCTOBER 10.00AM TO 12.30PM

Ashville College, Green Lane, Harrogate HG2 9JP Tel: 01423 566358 admissions@ashville.co.uk www.ashville.co.uk

FOR MORE INFORMATION Call +44 (0)1983 617970 or visit www.rydeschool.org.uk Queen’s Road, Ryde, Isle of Wight, PO33 3BE

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

99

%RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO | )LUVW %6$ %RDUGLQJ )HOORZV

First BSA Boarding Fellows %DVHG RQ DQ DUWLFOH ZKLFK Č´UVW DSSHDUHG LQ Boarding School Magazine, Summer 2016

D

uring its Golden Jubilee year, the

protecting the dignity of boarders as individuals

Boarding Schools’ Association invited

DQG RÎ?HULQJ WKHP DQ HGXFDWLRQ SDUWLFXODU WR WKH

members of the boarding community

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

WR DSSO\ WR EHFRPH WKH Č´UVW %6$ %RDUGLQJ

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

Č´UVW ODQJXDJH LV QRW (QJOLVK" 'R ZH FRQWDFW WKHP

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 DSSUHFLDWH WKDW GLÎ?HUHQW FXOWXUHV DQG QDWLRQDOLWLHV FDQ KDYH D YHU\ EHQHČ´FLDO LQČľXHQFH RQ DSSURDFKHV 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

LQWHUQDWLRQDO LQWDNH 'R ZH MXVW FRSH ZLWK GLÎ?HUHQW

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

SURČ´OHV $W WKH VDPH WLPH P\ RQ VLWH YLVLWV ZLOO

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

100 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

“The quality of applications was so strong BSA has awarded the Boarding Fellowship to two members of the boarding community – a Ă XXMRK VIWYPX HYVMRK SYV golden jubilee year as we celebrate excellence and professional development in the sector.â€? Tony Little, BSA Honorary President, 2015–16

)LUVW %6$ %RDUGLQJ )HOORZV | %RDUGLQJ DW DQ LQGHSHQGHQW VFKRRO 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

LQ WHUPV RI SUH YLVLWV LQGXFWLRQ ČľH[L ERDUGLQJ

theory. Their work could be best summarised

buddy systems, peer-mentoring, alumni links,

LQ WKLV VWDWHPHQW ČŠWR WKULYH HPRWLRQDOO\

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

VWDÎ? DQG SXSLOV WKDW DUH D VXSSOHPHQW DQG QRW D

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 ȴHOG Ζ ORRN IRUZDUG WR OHDUQLQJ PRUH DERXW WKH

‘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.’

FR FXUULFXODU RÎ?HUV WKDW ERDUGLQJ VFKRROV QRZ

Forces t Discoun 20%

470 boys (11-18) and girls (16-18) )XOO ZHHNO\ ÀH[L ERDUGLQJ DQG GD\

2018 entry assessments September (13+), November (16+) and January (11+)

Early assessments for Year 9 2019 entry boarders: November 2017 Range of scholarships available Weekly West London bus route

‘Excellent’ ISI inspection

Sixth Form Open Morning: Saturday 30 September, 9.30am Whole School Open Morning: Saturday 14 October, 9.30am Book online at:

www.shiplake.org.uk/opendays

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

101

3UHSDUDWRU\ VFKRROV | %RDUGLQJ DW D SUHSDUDWRU\ VFKRRO

Boarding at 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.

SURYLGHV ČľH[LELOLW\ DQG HGXFDWLRQDO FRQVLVWHQF\ O

and friendly atmosphere than its larger-school

ZHHNO\ WR ČľH[LEOH $OPRVW DOO SUHS VFKRROV SUHSDUH pupils for the Common Entrance Examination,

The relatively smaller size and setting of a prep school means it will tend to have a more family counterparts. There will be more opportunities

which is used for transfer to their own senior

ΖV SUHSDUDWRU\ VFKRRO ERDUGLQJ ULJKW IRU RXU FKLOG"

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

WR VHQLRU VFKRRO 3UHS VFKRROV DUH DEOH WR RÎ?HU

ZH ȴQG WKH ULJKW VFKRRO"ȇ +HUH DUH VRPH RI WKH

appropriate advice on the senior boarding

Syllabuses are devised and monitored by an

considerations to take into account when deciding

Examinations Board, which comprises members

ZKHWKHU WR FKRRVH SUHS VFKRRO ERDUGLQJ

to shine in sport, music, and drama. O

school most suited to the pupil. O

Many of the essentials of an all-round education are instilled at prep school, and

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

Prep school boarding prepares pupils for entry

O

particularly in boarding life.

3UHS VFKRRO ERDUGLQJ JLYHV SDUHQWV ČľH[LELOLW\

IAPS. The Common Entrance papers are set by the

on where to live in relation to their own

%RDUG EXW DUH PDUNHG E\ WKH Č´UVW FKRLFH VFKRRO

commitments. Career opportunities can take

leisure activities including ‘fun weekends’ and

for which the pupil is entered.

LQGLYLGXDOV DEURDG WR GLÎ?HUHQW SDUWV RI WKH

school trips.

FRXQWU\ DQG SDUHQWV FDQ Č´QG WKHPVHOYHV OLYLQJ

102 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

O

3UHS VFKRRO ERDUGLQJ FDQ RÎ?HU D ZLGH UDQJH RI

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 3UHSDUDWRU\ VFKRROV

MAIDWELL HALL

Boarding and Day for 7-13 year old boys and girls

Co-educational Boarding and Day 3-13 Years

• Full Boarding/Day • Outstanding rural setting • Centrally located with good road/rail/air access Northamptonshire, NN6 9JG Tel 01604 686234 headmaster@maidwellhall.co.uk www.maidwellhall.co.uk

Cheam School, Headley, Newbury, Berkshire, RG19 8LD Telephone: 01635 268381 Fax: 01635 269345 Email: registrar@cheamschool.co.uk Web: www.cheamschool.com

Outstanding boarding and day school for boys and girls, 4 to 13 years

The Dragon School, Oxford

“Exceptional” “The quality of children’s achievement and learning is exceptional” Independent Schools Inspectorate Inspection Report, November 2014

You are warmly invited to attend Dragon Prep School OPEN MORNINGS Saturday 23 September 2017, Day children Saturday 14 October 2017, Boarding children TO REQUEST AN INVITATION OR A VISIT T: +44(0)1865 315405 E: admissions@dragonschool.org Dragon School, Oxford

Dragon School Oxford

www.dragonschool.org

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

103

3UHSDUDWRU\ VFKRROV | 7KH DGYDQWDJHV RI VWDUWLQJ ERDUGLQJ LQ D SUHSDUDWRU\ VFKRRO

The advantages of starting boarding in a

preparatory school – Simon Barber, Headmaster of Ludgrove School

B

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

children have. You only have to see the smiles on their faces and the excitement of planning what to do with their free time, to realise just how much boarding can enrich a child’s life. Long gone are the days when parents would

\HDU DUH FRQČ´GHQW LQ WKH NQRZOHGJH WKDW WKH\ ZLOO

development. All schools should be educating

drop their children at the school gate and wave

be back next year, relieved to be returning to a

children well, but a boarding school must be

JRRGE\H XQWLO KDOI WHUP 0DQ\ VFKRROV RÎ?HU D

VWDÎ? URRP WKH\ NQRZ IRRG WKH\ HQMR\ IULHQGVKLSV

a particularly warm and caring environment

YDULHW\ RI ERDUGLQJ RSWLRQV Č‚ ZHHNO\ ČľH[L RU IXOO Č‚

they can build on, teams they look forward to

ZKHUH FKLOGUHQȇV FRQȴGHQFH LV GHYHORSHG DQG

giving something for everyone.

playing in and with a curriculum and style of

they are valued as individuals and learn to live

teaching that they understand and enjoy.

in a community. At Ludgrove, we are lucky to

For parents in the Armed Forces, it is a great

KDYH RXWVWDQGLQJ VWDÎ? PHPEHUV ZKR JHW WR

FRPIRUW WR NQRZ WKDW WKHLU FKLOG LV EHQHČ´WLQJ IURP

Children, and often adults too, are creatures of

know the boys very well and understand what

the structure and consistency of a full boarding

habit. Knowing what to expect makes them feel

makes each individual ‘tick’. Across the school

HQYLURQPHQW 7KH IXOO ERDUGLQJ PRGHO ZH RÎ?HU

safe. They look forward to the annual nativity

the resident matrons, school nurse and boarding

HQDEOHV SDUHQWV WR UHOD[ ZLWK WKH FRQČ´GHQFH

play, in which they can spot the costume they

houseparents, as well as the teaching and

their children are safe and secure, getting a huge

wore a few years before, they know the format

GRPHVWLF VWDÎ? DUH DOO FRPPLWWHG WR HQVXULQJ

amount out of the school day, surrounded by all

of sports day and the fun of the picnics, they set

that the ‘spotlight’ is on every child so that their

their friends, and that at weekends everyone is in

their sights high on trying to get into a particular

FRQČ´GHQFH DQG FKDUDFWHU DUH QXUWXUHG DW HYHU\

school fully occupied or at home for an exeat with

music ensemble or sports team. All this helps

opportunity. Unless children are healthy, happy

family.

WKHP IHHO FRQČ´GHQW DQG FRQVHTXHQWO\ WKH\ WKULYH

DQG HDWLQJ ZHOO WKH\ VLPSO\ FDQQRW IXOO\ ČľRXULVK

Moving house is as much a part of life in the

Warm and caring

Forces as wearing a uniform and for some Service

The continuity of care and education that

With the competition ever increasing for places

families this can mean many changes of school

D ERDUGLQJ VFKRRO FDQ RÎ?HU LV LQYDOXDEOH

in our senior public schools, boys and girls must

DQG IULHQGV %R\V FRPLQJ WR WKH HQG RI WKHLU Č´UVW

in providing a stable platform for a child’s

VKLQH HDUOLHU DQG HDUOLHU ΖW LV IRU XV DV VWDÎ? LQ

104 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

either inside or outside the classroom.

7KH DGYDQWDJHV RI VWDUWLQJ ERDUGLQJ LQ D SUHSDUDWRU\ VFKRRO | 3UHSDUDWRU\ VFKRROV

VFKRROV WR Č´QG WKDW OLWWOH VRPHWKLQJ LQ HYHU\RQH

Events such as poetry recitations, speeches

Communication is key and boarding pupils can

that makes them feel good and a boarding prep

competitions, choral days and inspirational

have regular contact with their parents via email,

school is wonderfully well prepared to achieve

lectures will also enrich their learning. If a child

telephone calls, Skype, FaceTime, and handwritten

this. Having everyone together on site in free

can speak freely and with genuine interest about

letters. At a boarding school, children of Service

time through the day and in the evenings means

something he or she really enjoys doing, they will

parents overseas can relax knowing that every

there is time for extracurricular activities, including

shine in interview and be a pleasure to be with.

other boy is enjoying the same routine. To be

music, drama, the creative arts and many sports.

surrounded by others who enjoy doing similar WKLQJV DQG WR DOZD\V EH DEOH WR Č´QG VRPHRQH ZLWK similar interests is very comforting and of course great fun. At Ludgrove, friendships are made for life, boys can be boys and our unique spirit allows them to thrive in an atmosphere of happiness, high achievement, good manners and kindness.

Simon Barber is a third-generation headmaster of Ludgrove, following in his father and grandfather’s IRRWVWHSV (GXFDWHG DW (WRQ DQG 'XUKDP KH Č´UVW taught in the State sector at secondary level and then, following a brief spell in the City, returned to teaching at Ashdown House in Sussex from 1997 WR +H MRLQHG WKH VWDÎ? DW /XGJURYH LQ becoming Deputy Head in 2004 and Headmaster in 2008. A keen sportsman, he still loves his time in the classroom teaching all the boys in Years 4 and 5 (Latin and PSHCEE). He and his wife Sophie, who oversees the pastoral care in the school, have three children.

25:(// 3$5. 6&+22/ 7KH VFKRRO LV H[WUHPHO\ VXFFHVVIXO LQ IXOILOOLQJ LWV DLPV RI SURYLGLQJ DQ DFDGHPLFDOO\ FKDOOHQJLQJ DQG IXO ILOOLQJ DOO-URXQG HGXFDWLRQ DQG VWURQJ SDVWRUDO FDUH ZKHUH SXSLOV DUH DEOH WR EHQHILW IURP D YLEUDQW ERDUGLQJ H[SHULHQFH ,QGHSHQGHQW 6FKRROV ,QVSHFWRUDWH 1RYHPEHU

/HDGLQJ ,QGHSHQGHQW 3UHS 6FKRRO &R-HGXFDWLRQDO %RDUGLQJ DQG 'D\ ò WR W H DGPLVVLRQV#RUZHOOSDUN FR XN ZZZ RUZHOOSDUN FR XN 2UZHOO 3DUN 1DFWRQ ,SVZLFK 6XIIRON ,3 (5

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

105

3UHSDUDWRU\ VFKRROV | 7KH SRSXODULW\ RI SUHS VFKRRO ERDUGLQJ

The

popularity of prep

school boarding

– James Hanson, Headmaster of Aldro School ‘

Y

ou warned me this might happen!’ Some

weekends. At Aldro, it may be so that they can

side. For example, at Aldro each year we have a

headmasters might dread a parent coming

attend the world-famous Boarders’ Feast, held

Christmas bedroom decorating competition. If I

to see them and uttering that statement.

on the last weekend of the Christmas term. That

have ever seen boys galvanised for sport, music

However, I smiled inwardly as this particular

Feast is also the only time in my life that I have

or chess, this competition has surpassed the lot!

mother told me the story that I had been quietly

seen an 11-year-old child devour second, third

When else can a parent observe ‘So that’s where

anticipating would come at some point in the

and fourth helpings of Brussels sprouts.

our Christmas tree lights disappeared to!’, or

future. ‘My other half was away all this week with

see a boy walking into school carrying a life-size

work, I had to go to my daughter’s concert on

%RDUGLQJ VFKRROV UHDOO\ GR EHQHČ´W SXSLOV DQG

Christmas reindeer that their home could do

Wednesday evening and couldn’t pick up Rory

ERDUGLQJ Č´WV ZHOO LQWR D JUHDW SUHS VFKRRO

without for two weeks?

from school. He caught wind of my dilemma on

education for boys and girls. At Aldro (a boys-only

0RQGD\ DQG VDLG ȊΖWȇV 2. 0XP ΖȇOO ERDUGȋ $IWHU

school), we often talk about the boys coming into

Most boarders are lucky enough to have views

P\ MDZ KLW WKH ȾRRU Ζ TXLFNO\ JDYH LQ ȇ Ζ WROG KHU

a family school, joining a group of 200 brothers

from their bedroom windows on to acres of

that he would have an amazing time and that

and growing up together. This fraternity serves so

green space, sports pitches, swimming pools,

he would be served pancakes, maple syrup and

many wonderful purposes – not only for families

tennis courts, maybe a lake – the grounds of prep

bacon for breakfast, so he might be asking again.

who want stability and for their children to grow

boarding schools are often a real paradise for

up with a community around them, but also for

children and become as familiar to them as their

With a large number of day pupils, we really do

parents who want independence and curiosity

own gardens at home. For example, one evening

have the best of both worlds. At Aldro we don’t

to be fostered in their children. Boarding is also

I was working in my study downstairs and looking

push our pupils to board and nor do parents – we

a wonderful way of introducing boys to the idea

out into what I thought was darkness, when there

let the boys lead on the decision. Many pupils

of vertical friendships, with mentoring from boys

was a knock at my door and I was politely asked

start with no intention of boarding early on in

from older years, bringing boys together who

by the boarders to ‘go home’ as my lights being

their school career, but later on want to try it

might not necessarily overlap in friendship groups

on were distracting them from a game of outdoor

because their friends board or because of all

or academic lessons during the daytime. This is

Colditz, meant to be played in pitch black!

the activities and adventures to be enjoyed at

great preparation for later life. Most prep schools have just one boarding house (for each gender), sometimes linked through houseparents. The aim is for the boarding house to be centrally located in school, accessible to the resident team and an inspiring place to grow up LQ $OO WKH ERDUGLQJ VWDÎ? EX\ LQ WR WKH FRQFHSW RI living at work and being around and on call 24/7. Some people may unfairly judge that boys are not interested in room dĂŠcor or in making their own personal space, well, personal. Many schools have found the secret to unlocking that creative

106 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

James Hanson attended Warwick School and Oxford University, where he studied for Masters degrees in Mathematics and Zoology, winning a Wellcome Trust Prize Studentship. He completed his teacher training at Warwick University and began his teaching career at his old school in Warwick. Following Warwick, he spent ten years at Harrow School and then became the founding Headmaster of the Royal Boys’ Senior School in Haslemere, before taking over as Headmaster of Aldro in 2015. He is married to Jenny and they have two daughters.

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 3UHSDUDWRU\ VFKRROV

Where learning goes hand in hand with discovery Worcester, WR6 6DD T: 01299 896275 abberleyhall.co.uk

Co-education Boarding & Day Prep School for 2-13 year olds, based in 90 acres of Worcestershire countryside. Two hours from London, an hour from the Cotswolds and Birmingham Airport.

Excellence in independent education for rising 3-13 year olds

AU T U M N TERM O PE N MORNINGS Friday 6th & Saturday 7th October 2017 Come and see our school in action, and meet our pupils and our Head, Tim Butcher.

HAZLEGROVE

You are warmly invited to come and explore our fantastic school, including our new Music School on the edge of the woods and our new boarding areas. To book your place, please contact our Admissions Secretar y, Nola, on 01460 72051 or email admissions@perrotthill.com Perrott Hill Nor th Perrott Somerset TA18 7SL www.perrotthill.com @perrotthill

/perrotthillschool

...making the most of childhood “Boarders seem especially happy, and the place buzzes at weekends�

Tatler Schools Guide

‡ :HHNHQGV DQG HYHQLQJV DUH ÀOOHG ZLWK DFWLYLW\ DQG IXQ ZLWK RYHU UHVLGHQWLDO VWDII ORRNLQJ DIWHU IXOO ERDUGHUV DJHG WR Visitors are always welcome, call Sarah-Jane on 01963 442606

Hazlegrove, Somerset BA22 7JA

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

107

3UHSDUDWRU\ VFKRROV | %R\V RQO\" 7KH FDVH KDV QHYHU EHHQ VWURQJHU

Boys only?

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

– Rob Morse, Headmaster of Aysgarth School

morning, with a daily games period following lunch, before the children head back into lessons before supper. Should we be surprised that Chris Robshaw, the former England rugby captain, was educated at a boys-only prep school? What about Alastair Cook, former captain of the England cricket team, who spent his formative years in a boys-only senior school (where he was a music rather than sports scholar)? That is not to say all boys will go on to such heady heights but in a world where we seek a good ‘work–life balance’ the opportunity to indulge in traditional games on a daily basis is, in my view, too good to miss. Ζ DP D Č´UP EHOLHYHU LQ WKH SKUDVH 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 QRW WKULYH RQ WKH VSRUWV Č´HOG" %R\Vȇ VFKRROV E\ WKHLU YHU\ QDWXUH WHQG WR DSSRLQW PDQ\ PDOH VWDÎ? with an interest in games and therefore children ZLWK OHVV GHYHORSHG VSRUWLQJ DELOLW\ DUH RÎ?HUHG excellent coaching and therefore opportunities to improve.

S

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

SURGXFHV LQGLYLGXDOV ZKR ODFN FRQȴGHQFH DURXQG the opposite sex. Nothing could be further from the truth. Single-sex education is not about pitting boys against girls – it is centred on providing environments where boys and girls can thrive in settings best suited to them, allowing them to develop belief in their own ability and to enter the ZRUOG DV FRQȴGHQW LQGLYLGXDOV Let’s take boys. There is no doubt that most ER\V EHQHȴW IURP UHJXODU DQG YLJRURXV H[HUFLVH and they achieve their very best in a competitive situation. This is why the traditional preparatory school (and to a lesser extent, senior independent

108 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

%R\V RQO\" 7KH FDVH KDV QHYHU EHHQ VWURQJHU | 3UHSDUDWRU\ VFKRROV

7KH FUHDWLYH FXUULFXOXP

This leads me to the crux of the matter and

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

It is perhaps in the creative subjects where the

WR WKH PRVW VLJQLČ´FDQW UHDVRQ IRU FKRRVLQJ

me is that in a single-sex environment, there

greatest discrepancy between single-sex and

single-sex education. Very simply, boys and

is an opportunity for both boys and girls to be

co-educational establishments can be found.

girls do better when they are in single-sex

WKHPVHOYHV IRU ORQJHU 7R EH ČŠER\LVKČ‹ IRU ORQJHU

When I was writing this article, the Senior Choir

environments and there is a great deal of

to be young girls.’

(some 24 boys aged between 11 and 13) were

evidence to support this. For example, Graham

rehearsing for this Sunday’s Chapel service and

Able’s study of the performance of girls and

Perhaps most importantly is the fact that a single-

the refrains of choral anthems and hymns were

boys in 30 single-sex and co-educational

VH[ HGXFDWLRQ EXLOGV FRQČ´GHQFH DQG VHOI EHOLHI

echoing along the corridor. Later that afternoon

schools in England found that, although both

It is no wonder the boys here at Aysgarth are

the Junior Choir met and that evening the Concert

girls and boys did better in these single-sex

thriving in the classroom, throwing themselves

Choir raised the roof. Only recently, more than

schools than they did in the co-educational

into their sport, singing in the choir, playing

80 boys travelled to Ripon Cathedral for the

schools, the single-sex advantage was

musical instruments, acting upon the stage and

Macmillan Cancer Research Carol service. This

greater for the boys than it was for the girls

enjoying every moment of their time at school.

service raises a sizeable amount of money (last

(information from National Association for

Single-sex education? The case has never been

year more than ÂŁ30,000) and it also provides the

Single Sex Public Education (NASSPE), now

stronger!

opportunity for more than half the boys in the

called the National Association for Choice in

school to sing in front of an audience of more

Education (NACE)). The Daily Telegraph league

than 850 people. I am not suggesting similar

tables for GCSE results in 2015 revealed that

events do not take place in co-educational schools

the top ten state schools and the top ten

but I do question whether such a high percentage

independent schools were all single-sex.

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

:KHUH ER\V ZLOO EH ER\V

setting, more than half the choir will be female.

Some people argue this academic success comes

Why might this be? Simply because boys can feel

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

pressure to ‘look cool’ in a mixed environment,

into adulthood more quickly. Nothing could be

and music, drama and art may not be seen as

further from the truth. As Tony Little, the former

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

Head of Eton College and Honorary President

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

Bringing out ‘‘ the best in boys’’

Nurturing excellence

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

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

horrishill.com September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

109

3UHSDUDWRU\ VFKRROV | :K\ DQ DOO JLUOVȇ SUHS VFKRRO LV ȆJLUO KHDYHQȇ

;L] ER EPP KMVPW¸ TVIT WGLSSP MW ¡KMVP LIEZIR¸

– Robin Gainher, Head of Knighton House School

Girls in all-girls’ schools are free to pursue

play, every seat on the student council, every

academic excellence in any area they choose,

position on every team. Pupils are surrounded

including in the ‘gender atypical’ areas of science,

E\ SRVLWLYH IHPDOH UROH PRGHOV RQ WKH VWDÎ?

technology, engineering and maths (STEM).

LQ WKH SDUHQW ERG\ LQFOXGLQJ RXU Č´UVW IHPDOH

Statistics show girls from all-girls’ schools are

Chair of Governors, and among the alumni. At

more likely to study STEM at school and pursue

our 65th anniversary celebrations, it was a great

XQLYHUVLW\ VWXGLHV DQG FDUHHUV LQ 67(0 Č´HOGV

thrill to talk to former pupils – dynamic young women, successfully pursuing a broad spectrum

From a teaching perspective, an all-girls’

of careers in medicine, law, technology, land

environment allows a real understanding of

management and theatre production, among

how girls learn. Research has shown girls can

many others.

be more passive and accommodating when learning in a mixed environment. Boys often

That is not to say our leavers are not prepared

n recent years, the world has changed and

need a more active approach, whereas girls

for life beyond an all-girls’ prep school. More

so have expectations for girls. Girls grow

need more reassurance. In a single-sex school

than half of our leavers go on to large co-ed

into women who are expected to balance

WKH WHDFKLQJ VWDÎ? GRQȇW QHHG WR FRPSURPLVH

senior schools and have no issue coping with the

PDQ\ GLÎ?HUHQW UROHV ODWHU LQ OLIH Ζ EHOLHYH ZH

on their approach but can give real focus to

WUDQVLWLRQ ΖQVWHDG WKH\ KDYH WKH FRQȴGHQFH WR

can give girls the best start by educating them

nurturing talent in the right way and give the

continue to be themselves, not to be distracted

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

JLUOV WKH FRQČ´GHQFH LQ DOO VXEMHFWV IUHH RI DQ\

from their goals or persuaded from their

secure, free environment in which to develop

gender stereotypes.

SDVVLRQV D FRQČ´GHQFH ZKLFK KDV EHHQ QXUWXUHG

I

and learn at their own pace, with the right level

in a loving and supportive environment.

of challenge and support.

:DUP DQG VXSSRUWLYH community

Success comes from giving them leadership,

In a single-sex prep school such as Knighton

The pastoral perspective of any prep school is

EXLOGLQJ FRQČ´GHQFH LQGHSHQGHQFH LQWHJULW\

House, our job is to celebrate how girls do

very important. We pride ourselves on having

and an instinct to achieve. We want our girls to

WKLQJV HQVXUH WKH\ DUH YDOXHG DQG DÉ?UP

great experience of understanding girl-related

HPEUDFH WKH ZRUOG RI WKH WZHQW\ Č´UVW FHQWXU\

them as individuals regardless of all the other

pastoral issues and creating a warm and

but with character strengthened by traditional

elements around them. We work hard to achieve

supportive ‘family’ around the pupils. Between

values. We prepare them for the challenges but

the right balance of healthy active outdoor

the ages of 11 and 13 girls are particularly

try to keep them protected from the pressures

lifestyle and strong academic results to develop

vulnerable to friendship issues, as they learn to

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

charming, brave and passionate pupils within a

deal with new emotions and sensitivities. Girls

enjoy being girls while they can, while developing

warm and supportive community.

at this age can vary enormously in physical and

in them the qualities and ambitions to become

emotional maturity, and guiding pupils through

successful young women.

*LUOV LQ WKH PRGHUQ ZRUOG

WKLV VRPHWLPHV GLÉ?FXOW WUDQVLWLRQ LV D NH\ SDUW RI

The vision that has sustained us for the last

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

65 years has been around providing a ‘home

sympathetic understanding, girls learn how to

DZD\ IURP KRPHȇ ZKHUH JLUOV FDQ ȾRXULVK LQ DQ

UHVROYH FRQČľLFW LQ D FDOP DQG UHČľHFWLYH PDQQHU

atmosphere of security, encouragement, space

A crucial part of a boarding school education

and freedom. An all-girls’ environment allows us

is learning how to live comfortably with other

to do this without the pressure, social distraction

people.

and anxiety that a mixed environment can create. The girls can grow at their own pace,

In a single-sex environment there are no

free from stereotypical notions. It is often

H[SHFWDWLRQV WKDW SXSLOV VKRXOG IXOČ´O WUDGLWLRQDO

said a single-sex education allows pupils to be

gender stereotypes in the subjects they study,

themselves until later in life. A girls’ school is

the activities they participate in or the careers

often smaller than its co-ed counterpart and this

they pursue. For example at a girls’ school,

in itself enables more tailored education.

D JLUO RFFXSLHV HYHU\ UROH HYHU\ SDUW LQ WKH

110 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Robin was previously Head at Beeston Hall Prep School in Norfolk and before then he was Deputy Head at Cranleigh Prep School in Surrey. Robin has more than 20 years’ teaching and leadership experience in the independent prep sector. He is married to Ali and they have three daughters.

+RPH IURP KRPH Č‚ WKH NH\ WR TXDOLW\ SDVWRUDO FDUH LQ D ERDUGLQJ HQYLURQPHQW | 3UHSDUDWRU\ VFKRROV

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

– Paddy Moss, Headmaster of Dean Close Preparatory School

Q

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.

RI VWDÎ? FRYHULQJ DOO SXSLOV DQG SUHYHQWLQJ DQ\RQH

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

RÎ?HUHG WR WKHP GXULQJ WKHLU IRUPDWLYH \HDUV ΖQ D

surrounding the school and from an individual

adults appropriately and vice versa.

successful school, pastoral care and academic life

knowledge of each child.

$ FXOWXUH RI PXWXDO UHVSHFW

ZRUN WRJHWKHU HÎ?HFWLYHO\ LQ ERWK WKH IRUPDO DQG 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

WKURXJK WKH UHVSHFW VKRZQ E\ SXSLOV DQG VWDÎ?

TXDOLW\ RI WKH ERDUGLQJ KRXVH VWDÎ? DQG WKHLU

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

GLÎ?HUHQFH KHUH 5HVLGHQW PDWURQV KRXVH WXWRUV

UHODWLRQVKLSV ZKLFK DFW DV D Č´OWHU IRU DOO HYHQWV

through regular reminders in assemblies, chapels

DQG KRXVHSDUHQWV DQG RWKHU VWDÎ? PHPEHUV DUH

taking place in a busy school. Not all schools are

DQG IRUP WLPHV ΖW VKRXOG EH UHLQIRUFHG E\ VWDÎ?

key to a happy boarding experience.

informal aspects of the school.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

111

3UHSDUDWRU\ VFKRROV | +RPH IURP KRPH Č‚ WKH NH\ WR TXDOLW\ SDVWRUDO FDUH LQ D ERDUGLQJ HQYLURQPHQW

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

GLÎ?HUHQW +RXVHSDUHQWV GLVSOD\ JUHDW LQJHQXLW\

reassurance of their safety. This reassurance

and the period of transition for new pupils is

LQ WKH YDVW UDQJH RI JDPHV DQG DFWLYLWLHV RQ RÎ?HU

could then be shared with worried youngsters

FUXFLDO +RZHYHU ZH Č´QG PRUH RIWHQ WKDQ QRW

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 WHPSRUDU\ IDPLO\ DQG NQRZQ DERXW E\ IDU ČľXQJ

$W 'HDQ &ORVH DOO VWDÎ? DUH UHTXLUHG WR PDNH

parents too. Although safety and security in a

contact with parents in their form group in the

boarding environment are a given, a balanced

ȴUVW IHZ GD\V RI WHUP VLPSO\ WR DVN Ȇ+RZȇV LW

diet of age-appropriate activities and downtime

JRLQJ"ȇ 7KLV VWDÎ?Č‚SDUHQW ERQG LV SDUWLFXODUO\

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

([SHULHQFHG ERDUGLQJ KRXVHSDUHQWV RIWHQ Č´QG

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.

3DUHQWVȇ WUXVW LQ WKH ERDUGLQJ KRXVH VWDÎ? WR

Although prep or homework may be expected

ensure their children are both nurtured and

to be completed in the boarding environment,

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

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

#WeAreFSM

What do you want to be? Why not come along and see for yourself? Get in touch and make a personal appointment for a tour. An independent boarding and day school for boys and girls aged 3-13 Fordingbridge, Hants, SP6 1NS~01425 653181~www.fsmschool.com

112 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 3UHSDUDWRU\ VFKRROV

Prep School Day & Boarding 8 -13 Years | Pre-Prep & Nursery 3 - 7 Years

A thriving, co-educational IAPS school with boarding (full, weekly and flexi), day and nursery departments. We are located in 55 glorious acres of Buckinghamshire countryside with outstanding facilities.

A First-Rate Education ISI 2014

Boarding is Excellent The Good Schools Guide

Please call our registrar Mrs Pratten to arrange a visit; you can be assured of a warm welcome.

Less than 1 hour from London

01296 722825 admissions@swanbourne.org www.swanbourne.org Swanbourne House Swanbourne, Milton Keynes, Bucks MK17 0HZ

For more information please call 01428 728000 www.highfieldschool.org.uk | Liphook, Hampshire GU30 7LQ

Happening history Open Morning 6th October 2017 Independent co-educational preparatory day, flexi and full-time boarding school, ages 2-13.5 Contact the school Registrar on 01590 613 303 or email registrar@walhampton.com WALHAMPTON SCHOOL, LYMINGTON, HAMPSHIRE SO41 5ZG.

www.walhampton.com Registered charity Number: 307330

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

113

3UHSDUDWRU\ VFKRROV | -XQLRU ERDUGLQJ Č‚ D SRVLWLYH H[SHULHQFH

Junior boarding – a positive experience

– Dr Crispin Hyde-Dunn, Headmaster of the Dragon School, Oxford the wellbeing of every child. Indeed a good school

They also know how family time together is

will only accept a boarder when the child, the

more appreciated – and ultimately how well the

SDUHQWV DQG WKH VWDÎ? DJUHH LW LV ULJKW IRU WKH ER\

experience prepares children for boarding at

or girl concerned. Understanding and agreement

their senior schools. One of the best things any

among all three parties helps to ensure a happy

prospective junior boarding parents can do is

and successful boarding experience. This positive

speak to other parents who have ‘gone before’.

and enriching boarding experience is especially

Current parents will tell you how they overcame

facilitated by the adults who care for the children,

exactly the same initial doubts and are pleased

as well as appealing physical surroundings for the

that they chose boarding for their children. They

boarders.

will tell you their young boarders are happy at school in the daytime, busy with prep and friends

:HOFRPLQJ DQG KRPHO\

in the evenings and can email and call home as

Boarding facilities for younger boarders today are

much as they like.

universally welcoming, homely and full of personal

B

possessions. Boarding children have well-

With ‘full’ junior boarding, pupils enjoy the

appointed and comfortable shared bedrooms,

weekends with the attention of dedicated adults

space for games as well as areas to relax, read

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

and watch TV. There are gardens for sports and

boarding also means regular exeats, weekend

oarding for children ages 8 to 13 appeals

EDUEHTXHV DQG DOO WKH VSDFH RI WKH Č´HOGV ZKHQ

leave outs, long half-terms and holidays, all

to families for many reasons. These

the school day has ended, giving boarders plenty

of which help families have time together. At

range from excellent preparation for

of scope for traditional childhood play with their

the Dragon, the proof of children’s approval of

friends.

boarding provision is the number of day pupils

transition to senior school, to practical family reasons such as busy professional lives leading

who request to board themselves. So despite

to frequent moves or postings abroad. In some

Above all, it is the houseparents who make

what others may tell you who have not tried it,

cases, even the ‘Harry Potter’ factor plays a role,

the boarders feel at home. Living with their

please do come and look at junior boarding for

ZLWK ERDUGLQJ RÎ?HULQJ DWWUDFWLYH RSSRUWXQLWLHV WR

own children in attractive family homes, the

\RXUVHOI DQG VHH DOO WKDW ZH KDYH WR RÎ?HU \RX DQG

IRUJH Č´UP IULHQGVKLSV DW VFKRRO ZKLFK FRQWLQXH

houseparents at a school like the Dragon

your children.

into adulthood. Of course a combination of factors

provide a home life at school for the children;

must be considered and balanced when exploring

they are indeed in loco parentis. Boarders

the possibility of boarding for junior pupils, taking

come back to house during the day and the

into account the needs and personality of every

houseparents quickly get to know them well and

individual child. In making decisions about their

in turn the boarders get to know and trust their

children’s education, it is very important for

houseparents. There is frequent communication

parents to recognise the positive ways in which

with home and a very well-established system

boarding has developed and evolved in recent

of support to resolve any causes of anxiety.

years.

Boarders identify strongly with their house family and their friends and they are never short of

The Dragon School is a boarding and day

activities and pastimes to engage them.

preparatory school for boys and girls aged four to 13. Boarding is available from the age of eight. The

Experienced boarding parents of those who

emphasis of boarding is very much on pastoral

started at a junior age will tell you how quickly

care and working in partnership with parents for

WKHLU FKLOGUHQ EHFDPH FRQČ´GHQW DQG VHWWOHG

114 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Dr Crispin Hyde-Dunn joined the Dragon School as Headmaster in September 2017. He was Headmaster of Abingdon Preparatory School from 2011. Crispin read History at St Catherine’s College, Oxford, before completing a PGCE. He also holds an MA in Education Leadership and Management DQG WKH 1DWLRQDO 3URIHVVLRQDO 4XDOLȴFDWLRQ IRU Headship (NPQH). He has recently been awarded a PhD in Art History. Crispin previously taught at St Edmund’s College Hertfordshire, Hall School Wimbledon, St Edmund’s School Surrey, New College School Oxford and King’s College School Cambridge, where he was Deputy Head Academic.

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 3UHSDUDWRU\ VFKRROV

)HOWRQIOHHW 6FKRRO Cobham, Surrey, KT11 1DR ´:KHUH LQGLYLGXDOV UHDOO\ PDWWHUµ

An independent day, weekly and flexi boarding school for boys and girls aged 3-13.

‘Pupils display a maturity, vivacity and sense of fun…. Fab facilities…. A breath of fresh air’ 7KH *RRG 6FKRROV *XLGH ‘A wonderful sense of vibrancy and strong academic focus’

7DWOHU

‘Excellent’ in every way ,6, ,QVSHFWLRQ

25 acres of Surrey countryside, with easy access from Surrey and South West London

2SHQ 0RUQLQJV Saturday 30th September 2017 9.30am until 12.00 noon Friday 23rd February 2018 9.00am until 11.30am

)RU IXUWKHU GHWDLOV FRQWDFW 0UV -DFNLH :LOOLDPV 5HJLVWUDU

DGPLVVLRQV#IHOWRQIOHHW FR XN

ZZZ IHOWRQIOHHW FR XN

CHAFYN GROVE Excellent lent Co-educational lent Coo-educational C e educational Day ay & Boarding oar ing School S hool from from 3-13

Encouraged to flourish Co-educational Day, Weekly, Flexi and Full Boarding 3—13 years

Forces discounts available Associated with Malvern College

For more information, please contact Katherine Cox, Registrar 01684 544108 registrar@thedowns.malcol.org www.thedownsmalvern.org.uk

Open Morning Saturday, 14th October 10.00am – 12.30pm Military Discounts Available www.chafyngrove.co.uk 01722 333423 Chafyn Grove, Bourne Avenue, Salisbury, Wiltshire SP1 1LR

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

115

3UHSDUDWRU\ VFKRROV | :K\ ERDUG DW D FRXQWU\ SUHS VFKRRO"

Why board at a country

prep school?

– Simon Hitchings, Head of Swanbourne House School

A

s we see our children growing up, we

%RDUGLQJ SUHS VFKRROV R΍HU WKH RSSRUWXQLW\

/HDUQLQJ WR KDYH IXQ Boarding is a social activity.

all look back at our own childhood and

for childhood to last longer and for childhood

Children who board learn that making friends

compare it with the experience of the

to be enhanced. Boarding schools provide an

with those with whom they share dormitories,

rising generation. The balance of the comparison

environment with excellent pastoral care and an

common rooms, three meals a day, and so much

may swing either way in our minds. The world has

extensive array of stimulating activities, where

else, is a vital skill to acquire. Most boarding

undoubtedly advanced for the better in so many

children’s time is carefully balanced between a

schools regulate screen time during boarders’

respects. However, for many there is undoubtedly

clear routine and free time for them to manage

free time and at prep schools in particular devices

the sense that in the past there was more

for themselves.

DUH ORRNHG DIWHU E\ ERDUGLQJ VWD΍ DSDUW IURP

freedom, that now children lose the innocence of

DW VSHFLȴHG WLPHV 7KH HPSKDVLV LV RQ XVLQJ

childhood more quickly, and the pressures of a

The experience of boarding at a prep school has

the beautiful setting of the school, engaging

technology-centred life are not healthy.

many advantages.

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

116 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:K\ ERDUG DW D FRXQWU\ SUHS VFKRRO" | 3UHSDUDWRU\ VFKRROV

and at weekends pupils talk and play games

with teachers. As exams approach the ability to

another. Prep school boarding houses are often

together rather than being lost in the electronic

decide to use free time for work is fostered in an

– and correctly – described as a more intimate

world of their own devices. Board games, puzzles

environment where independence is valued.

and homely environment. In this supportive

and books are the staple of prep school common

environment the more demanding themes of

room shelves (as well as the Xbox or similar which

/HDUQLQJ WR OHDG UHVSRQVLEO\ All schools create

independence and leadership can be learned in

pupils have to share).

opportunities for pupils to take on responsibilities

readiness for the next stage.

in the school environment. The last year at a /HDUQLQJ LQGHSHQGHQFH Boarding pupils

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

%RDUGLQJ SUHS VFKRROV RÎ?HU D YDULHW\ RI VW\OHV

quickly learn it is their responsibility to do things

understand what this entails, is a wonderful time

Č‚ IXOO ZHHNO\ DQG ČľH[L ERDUGLQJ (DFK RI WKHVH

for themselves. A child with the ability to be

to give them genuine opportunities to lead across

can support the ideas and the vision set out

independent in many areas of life is a child who

school life. This can manifest itself especially in

above, and each child and family can ask which

is getting ready for adulthood. As a parent I know

WKH ERDUGLQJ KRXVH <RXQJHU SXSLOV EHQHČ´W IURP

style suits them and their needs at the present

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

the example of senior pupils in following routines

moment. Whatever the style, there is no doubt

with the result of a short-term solution but the

and the guidance of an experienced boarder can

in my mind that the best prep boarding schools

risk of a longer-term bad habit. Boarding houses

be invaluable at the start of a boarders’ time in

RÎ?HU DQ HQKDQFHPHQW RI FKLOGKRRG DV ZHOO DV D

are necessarily places where there must be a

the house.

great preparation for what lies ahead.

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

/HDUQLQJ IRU WKH IXWXUH Education is all about

interspersed with coordinated activities. Boarders

preparation for what is to come. This is true at

are expected to organise themselves and their

the immediate level of preparation for the next

possessions according to the schedule, including

school as well as on the grand scale of acquiring

handing in clothes for laundry, keeping their area

skills which will last for a lifetime. The smaller

of the dormitory in good order and making sure

context of a boarding prep school in which

WKH\ NQRZ ZKHUH WR Č´QG WKHLU WKLQJV %RDUGHUV

everyone knows everyone else and the sense

also learn the value of doing their homework

of community is omnipresent is the ideal place

independently – they are learning to think for

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

themselves and to manage situations where they

larger senior school becomes less daunting and

Č´QG ZRUN FKDOOHQJLQJ E\ LQLWLDWLQJ FRQYHUVDWLRQV

merely the transfer of skills from one scale to

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

Catholic Preparatory school for boys and girls aged 3-13, day and boarding. Located in East Cranmore, Somerset with school transport from Somerset, Wiltshire & Dorset. Fee assistance and exible payment plans available. To visit please contact our admissions team on admissions@allhallowsschool.co.uk or 01749 881609. Open Morning Saturday 7th October 0930-Midday.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

117

3UHSDUDWRU\ VFKRROV | &KRRVLQJ D ERDUGLQJ SUHS VFKRRO Č‚ LQ 6FRWODQG

Choosing a boarding prep school

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

T

he modern boarding prep school has enjoyed a bout of ‘Hogwarts’ popularity VLQFH WKH Ȇ+DUU\ 3RWWHUȇ Č´OPV 0DQ\

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 that boarding pupils make will last a lifetime. However, today’s boarding schools are not ‘Hogwarts’ and, in separating myth from reality, children and their parents choose prep school boarding for many reasons, which does not include Quidditch. Good teaching in small FODVVHV ZLWK VWDÎ? ZKR RÎ?HU H[FHOOHQW SDVWRUDO FDUH PHDQV SXSLOV FDQ JURZ DQG ČľRXULVK LQ D warm and supportive community. There are many good boarding prep schools. Although the majority have adapted to weekly RU ČľH[L ERDUGLQJ WR PHHW GHPDQG DQG WKH needs of parents in their local area, there are VWLOO ȆWUDGLWLRQDOȇ VFKRROV WKDW RÎ?HU IXOO ERDUGLQJ DQG ZKHUH DW WKH ZHHNHQGV \RX ZLOO Č´QG EXV\ happy and contented children making the most RI WKH RSSRUWXQLWLHV RQ RÎ?HU Č‚ QRW OHDVW LQ

118 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

&KRRVLQJ D ERDUGLQJ SUHS VFKRRO Č‚ LQ 6FRWODQG | 3UHSDUDWRU\ VFKRROV

enjoying the company of their fellow boarders

Scotland is awash with beauty and culture on

– and perfectly at ease in the company of their

its doorstep. One is never far from stunning

peers and adults.

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

There is much to be said for schooling in

Children are also within touching distance of

Scotland. The country is well served by airports,

museums, theatres and sites of historical or

like Glasgow, Aberdeen or Edinburgh, there are

FXOWXUDO VLJQLČ´FDQFH LQ WKULYLQJ 6FRWWLVK FLWLHV

ample railway and motorway connections, and

Belhaven Hill, in Dunbar, is only 45 minutes

there is a time-tested tradition of boarding.

from the centre of Edinburgh, one of Europe’s

Scottish prep schools are often smaller in size,

most popular centres of culture, but outside its

resulting in many more children enjoying the

back gate is a golf course, leading directly on to

opportunity of playing in teams, singing in

the sandy Belhaven Bay.

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

2QH RI WKH JUHDW EHQHČ´WV RI WKH 6FRWWLVK

schools, while there is still an emphasis on

boarding prep school is the extraordinary

‘traditional’ values, such as everyday courtesy,

range of extra-curricular opportunities on

manners and service.

RÎ?HU Č‚ IURP VNLLQJ VXUČ´QJ ULGLQJ DQG JROI WR drama, music, sport and art, not to mention the

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

more traditional pursuits of reeling and piping!

some other schools, with an emphasis on

However, more often than not the children are

the individual and the belief in opportunities

just as happy to play with their friends, enjoying

outside the classroom. There is no need to

each other’s company and friendship. Indeed,

grow up too quickly and the children may not

such is the children’s perception of boarding

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

that many believe they are ‘missing out’ by not

telephones or electronic gadgetry and games is

boarding and those that are local enough to be

not seen as essential as it is elsewhere. Pupils

day pupils usually elect to board. There is no

can of course communicate with parents and

better recommendation than that!

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

Henry Knight was educated at Lambrook, Marlborough College and the University of London, boarding full-time from the age of seven. Before becoming a teacher, Henry worked in the wine WUDGH +LV ȴUVW WHDFKLQJ SRVW ZDV DW :RRGFRWH House School, a boys’ boarding prep where he taught English before becoming Headmaster in 2009. In 2016, Henry moved to Scotland to become Headmaster of Belhaven Hill. Henry is married to Susannah and they have three children, two of whom are at Belhaven.

an overriding necessity that drives a child’s day.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

119

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | 4XHVWLRQV WR DVN \RXU GDXJKWHU

– 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

WKHPVHOYHV DQG Č´QGLQJ RXW ZKR WKH\ DUH ZLWK

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

WR WKH ER\V LQ OHVVRQV <RX PLJKW VHH D ČľLFNHU RI

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 2016, girls from my school went

because she should have known better and can

FRQČ´GHQW LQWHOOLJHQW DQG JURXQGHG JLUO FDQ IHHO

on to study subjects as diverse as Physics,

only expect ridicule from her peers. Ask her if

VKH EHKDYHV GLÎ?HUHQWO\ LQ D FODVV ZLWK ER\V

Economics, Business Management, Medicine,

she thinks some subjects are for boys and she

Veterinary Medicine, Architecture, Accounting and

might be considered unusual to want to study

:KHUH JLUOV FDQ ČľRXULVK

Finance, Mathematics, Art and Law. Each subject

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

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

ZDV FKRVHQ EHFDXVH LW UHČľHFWHG WKH LQWHUHVWV RI

the morning and how much she feels she needs

VFKRRO LV VHHLQJ P\ SXSLOV ČľRXULVK WKURXJK D

the individuals and no pupil felt inhibited about

to wear makeup – even subtly – to maintain an

process of making mistakes, investigating new

pursuing a particular career because her peers

acceptable image. Ask her if she feels she has

ideas, challenging their preconceptions about

disapproved.

120 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

4XHVWLRQV WR DVN \RXU GDXJKWHU | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

ΖQGLYLGXDO FKRLFH

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

ZRPDQ LV IUHH WR Č´QG WKHLU RZQ SHUVRQDO MR\V

ensure that the focus of the pupils is outward

academic achievement – will equip and empower

and passions. The individual drives the subject

looking because it is unclouded by the dynamics

our young people to embrace a future which, if

choice, rather than the subject appearing to

of a co-educational classroom. It is a challenging

geneticists are to be believed, may include from

preclude certain people from studying it because

way of educating young people because there is

WKLV JHQHUDWLRQ RI FKLOGUHQ WKH Č´UVW SHUVRQ WR OLYH

of assumptions. We all seek a school in which our

nowhere to hide from the journey of learning. It

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

FKLOGUHQ FDQ ČľRXULVK Č‚ ZKHUH DV ZH RIWHQ VD\

GHPDQGV PDWXULW\ DQG JURZWK ZKLFK UHČľHFWV WKH

IRU WKH HQYLURQPHQW DQG HWKRV ZKLFK UHČľHFW \RXU

at my school) they can seek to be the best they

pace of the individual.

own values and which will challenge our children

can be. An all-girls’ environment enables young

to be their very best selves.

women to pursue a multi-layered process of

6HOI FRQČ´GHQFH

discernment about who they are and where their

When girls who have been educated at all-girls’

academic passions lie.

schools arrive at university they are often more FRQČ´GHQW WKDQ WKHLU SHHUV EHFDXVH WKH\ KDYH

The most worrying female role models when

WHVWHG WKHLU LGHQWLW\ DQG VHOI FRQČ´GHQFH ZLWK

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

KDV WR RÎ?HU

RI HPSDWK\ 2XU GDXJKWHUV WRGD\ DUH ČľRRGHG ZLWK 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

WZHQW\ Č´UVW FHQWXU\

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

ZRPHQ KDYH WR WUHDG WKURXJK D PLQHČ´HOG RI

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.

VHFXUH YLFWRU\ Ζ NQRZ WKHVH JLUOV KDYH D ȴHUFH

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 +DUURJDWH 6\OYLD ZDV IRU ȴYH \HDUV 'HSXW\ +HDG DW 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.

SOME LESSONS GO FASTER THAN OTHERS... An Education to Inspire

Whether it is putting Physics into practice by building a Formula 24 car, learning about geography on the School Farm, or turning the beach into a Biology classroom, making learning exciting and memorable lies at the heart of a Roedean education. We want to meet girls who are inspired as much by the world outside the classroom as within it.

Best Ever GCSE and A Level Results 2016/17 Number 1 Girls’ School in Sussex £11 million boarding refurbishment 40% scholarships On Brighton’s doorstep Expansive grounds with stunning sea views New All-Weather Pitch School Farm New Sixth Form Centre Everything in one place Less than an hour from London

Visit Roedean on OPEN DAY Sat 7 Oct 2017 – 10am www.roedean.co.uk

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

121

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | +RZ GRHV ERDUGLQJ SURPRWH ZHOOEHLQJ"

How does boarding promote

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

H

ow does boarding promote wellbeing

First, excellent pastoral care is provided by

organised environment they have the opportunity

and help children and young people

H[SHULHQFHG ERDUGLQJ KRXVH VWD΍ DQG PHGLFDO

WR VWXG\ H΍HFWLYHO\ ZKLOH DOVR IXOO\ HQMR\LQJ WKHLU

WKULYH" ΖI ȆZHOOEHLQJȇ LV GHȴQHG DV EHLQJ

WHDPV VSHFLȴFDOO\ WUDLQHG LQ ZRUNLQJ ZLWK FKLOGUHQ

free time. Rules and regulations, which should

physically and mentally healthy and able to cope

and young people. The routine and structure

be minimal, play an important part in supporting

with life’s challenges in a positive and constructive

of a well-run boarding house gives a genuine

pupils’ wellbeing and development, particularly

manner, then a good boarding school experience

sense of security and allows pupils to feel safe

throughout the crucial teenage stage. Bedtime

will support this in a wide variety of ways.

and protected. This does not mean that life is

routines are clear and consistent, enabling pupils

strictly regimented like a military camp, but in this

to maintain a good sleep pattern, and the use

122 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

+RZ GRHV ERDUGLQJ SURPRWH ZHOOEHLQJ" | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

or misuse of electronic devices (which we are all grappling with) is actively managed. Good, nutritious food supports physical development and the fantastic facilities available at many boarding VFKRROV PHDQ WKDW VSRUW DQG Č´WQHVV LV KLJK RQ WKH agenda for many pupils. Other initiatives, such as themed weeks focusing on aspects of wellbeing, mindfulness or the presence of animals (at RHS we have a much-loved wellbeing dog) further promote this important aspect. Being away from home during term time can EH GLÉ?FXOW IRU VRPH QHZ SXSLOV DW Č´UVW %XW DOO boarding schools have strategies in place to deal with early homesickness and most pupils settle LQ YHU\ TXLFNO\ ΖQ P\ RZQ VFKRRO VWDÎ? RIWHQ comment on how new pupils progress after a very short period of time. At a recent boarders’ dinner, ZH PDUYHOHG DW WKH DVVXUHG VHOI FRQČ´GHQFH displayed by one young boarder who was DGDPDQW DW Č´UVW WKDW VKH ZRXOG QRW EH ZLWK XV longer than a week!

Living in a community

Academic achievement is important but schools

are tough and have a deep sense of respect for

The emphasis on living in a community means

should be about more than preparation for

themselves and for others. Boarding provides the

boarding is a unique experience and one that

examinations. We are in the privileged position

ideal setting to develop these characteristics.

should be embraced positively. We are social

of developing the minds and characters of young

beings and there is great joy in being part of a

SHRSOH ZKR ZLOO IDFH D ZRUOG LV UDGLFDOO\ GLÎ?HUHQW

One of the great luxuries of boarding school is

group. The friendships that are made at boarding

to the one in which their parents were raised.

time. While they are busy places which much

school often last a lifetime. This means pupils

They will enter a competitive, global, technology-

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

have a deeper, richer school life but also in

driven workplace, where it is likely they will have

squeezed into 8.30am to 4.00pm with a mass

many cases they have support they can rely

a myriad of jobs or multiple careers, and they

H[RGXV ZKHQ WKH Č´QDO EHOO VRXQGV 7XWRULDOV

on throughout their lives, whatever the future

will be living and working much longer than

sport, drama, music, art and weekend activities

PD\ KROG 2I FRXUVH DORQJ ZLWK WKH EHQHČ´WV RI

any generation before them. Paradoxically, it is

take place seven days a week and often well into

living in a community come the minor irritations

cultivating unchanging values and qualities that

the evening. Removing the time pressure provides

and sometimes bigger challenges of sharing

will enable them to be successful in this fast-

a range of opportunities for supporting wellbeing

one’s living space with others, but these are also

paced, changing world. I believe these qualities

further.

experiences which help to develop tolerance,

are the ability to form meaningful relationships,

patience and understanding when managed

display good judgement, demonstrate courage

)LQDOO\ ZKHUH GR SDUHQWV Č´W LQWR WKLV SLFWXUH"

VNLOIXOO\ E\ VWDÎ?

and integrity, be emotionally resilient when things

They have an important part to play in choosing the right school for their child and supporting the school as it works to create an environment ZKHUH SXSLOV FDQ ČľRXULVK %RDUGLQJ VKRXOG RÎ?HU WKH EHVW RI VFKRRO DOORZLQJ SDUHQWV WR RÎ?HU WKH best of home and when school and parents are in SDUWQHUVKLS ZH FDQ EH FRQČ´GHQW WKH ZHOOEHLQJ RI our children is assured.

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

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

123

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | 7KH EHQHČ´WV RI ER\V RQO\ ERDUGLQJ

8LI FIRIà XW SJ FS]W SRP] FSEVHMRK – John Moule, Warden of Radley College

I

PDWWHUV QH[W RQFH \RX KDYH GHČ´QHG DQG YHULČ´HG

.H\ EHQHČ´WV

ȆJRRGȇ Č‚ GLÎ?HUHQW FULWHULD FDQ DSSO\ Č‚ LV ZKHWKHU

ΖQ WKH FODVVURRP Ȃ P\ H[SHULHQFH LV WKDW

\RXU FKLOG ZLOO EH KDSS\ LI WKH\ DUH WKH\ DUH much more likely to succeed.

O

a competitive approach that might not work for girls can be used – as appropriate – much more easily to incentivise and drive boys forward in

On exactly the same grounds, however, I am also

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.

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

:H DOO NQRZ ZH FDQ Č´QG WKH VWDWLVWLFV ZH ZDQW

some sort of boorish rugby thugs?

their learning O

the speed and level of emotional development is much more even and this allows more HÎ?HFWLYH GLVFXVVLRQ

O

materials can be tailored to boys including the texts and topics studied

O

the very real danger in early teenage years of male under-achievement compared to their female peers is negated.

What really matters is whether a school is good RU QRW WKHUH DUH PHGLRFUH VLQJOH VH[ VFKRROV

So I become an advocate for the sort of school

and excellent co-educational schools and I know

Ζ KDSSHQ WR OHDG )RUWXQDWHO\ WKLV LV QRW GLÉ?FXOW

&XOWXUH – ironically, in a boys’ school, boys are

which of these I would recommend. And what

for me.

PXFK PRUH OLNHO\ WR SOD\ WKH YLROLQ RU WKH ČľXWH

124 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

7KH EHQHČ´WV RI ER\V RQO\ ERDUGLQJ | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

be happy singing, painting and acting and,

Image – boys care about their image in front

$ Č´QDO SRLQW LV VRPHZKDW SURVDLF (YHU\ VLQJOH

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

WKDW WKLV LV PRUH HÉ?FLHQW SUHVXPLQJ RI FRXUVH

VH[ HGXFDWLRQ ZLGHQV WKH GHČ´QLWLRQ RI ZKDW LV

behind because of the time spent grooming

WKDW ER\V DQG JLUOV DUH GLÎ?HUHQW Č‚ ZKLFK WKH\ DUH

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

6SDUH WLPH – I look out of my window and see

UHȾHFWLRQ LQ WKH SDQHO DURXQG KLV GRRU KDQGOH Ζ

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

/LQNV ZLWK DOO JLUOVȇ VFKRROV

about people and for people; someone who is

innocence. I would not be as bold as to say that

Of course, even in a world where the advent of

able to engage with the world in which they live.

an all-boys’ boarding school can eradicate this but

social media guarantees more contact with the

Please don’t tell me that it can’t happen in an all-

it can temper it.

opposite sex – a point in itself to combat the

boys’ boarding school. As long as it’s a good one,

stereotype – it is important to make sure we are

that is.

7KH ERDUGLQJ FRPPXQLW\ – 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

JUHDW KLGGHQ EHQHČ´WV RI ERDUGLQJ :KHQ GRQH

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

ZH KDYH OLQNV ZLWK ORWV RI VFKRROV GUDPD PXVLF

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.

HIS FUTURE’S BRIGHTER AT BEDFORD

OPEN MORNING SATURDAY 30TH SEPTEMBER TO FIND OUT MORE AND BOOK YOUR FAMILY’S PLACE, PLEASE CONTACT OUR ADMISSIONS TEAM ON 01234 362216 OR VISIT BEDFORDSCHOOL.ORG.UK

BOARDING & DAY FOR BOYS AGED 7-18 A LEVEL & IB AT SIXTH FORM STUNNING 50Â ACRE ESTATE AWARD WINNING FACILITIES BEDFORD SCHOOL IS PART OF THE HARPUR TRUST

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

125

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | &KRRVLQJ DQ DOO ER\Vȇ ERDUGLQJ HGXFDWLRQ

'LSSWMRK ER EPP FS]W¸

boarding education

– Tim Haynes, Headmaster of Tonbridge School

M

y views on single-sex education

Co-educational schools can and do provide an

own skins. They are not afraid to try new things

are very much shaped by my time

excellent education, so there is not only one way

and are given the space to make mistakes within a

as Headmaster of Monmouth

to go if you are in the process of considering

supportive environment. They are encouraged to

and, for the last 10 years, as Headmaster of

schools for your child. I do however believe single-

relax and be themselves.

Tonbridge. Both are well-regarded all-boys’

sex schools have certain advantages.

boarding schools. Although all-boys’ schools

This approach also allows boys and girls to take

were once commonplace, there are now only a

Young people are under enormous pressure.

full advantage of co-curricular opportunities.

few of comparable size and reputation to, for

Studies suggest teenagers are experiencing stress

There is nothing to stop a boy enjoying his rugby

example, Tonbridge, with most of them now

and anxiety more than ever before. This can be

or cricket, but taking his music or drama just as

co-educational.

academic or social pressure – to look or behave

seriously. Pupils feel able to experiment with a

in a certain way. These issues have only been

broad range subjects and interests.

I am often asked why Tonbridge has stayed

exacerbated by digital and social media. In a

as an all-boys’ school and what I consider the

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

It is also widely recognised that teenage boys and

advantages of a single-sex education.

conscious and a little more comfortable in their

girls develop physically and emotionally at very

126 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

&KRRVLQJ DQ DOO ER\Vȇ ERDUGLQJ HGXFDWLRQ | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

with all-girls’ and co-educational schools, either through a boy’s house or through our clubs and societies and we have many joint musical and drama productions. So boys in an all-boys’ school do mix with girls – but we believe our approach RÎ?HUV WKH EHVW RI ERWK ZRUOGV In the end the best way to decide if a single-sex boarding school is right for your child is to visit. Spend time at the school, go on a tour and ask questions. Only then will you get a sense of whether it feels like the right environment for your child.

GLÎ?HUHQW UDWHV $ VLQJOH VH[ VFKRRO KHOSV WR GHDO

But I don’t believe the boys at Tonbridge, or pupils

with this, particularly in terms of pastoral care.

at any single-sex school, should lead some sort

There is also plenty of evidence boys and girls

RI PRQDVWLF H[LVWHQFH Č‚ FXWWLQJ WKHPVHOYHV RÎ?

OHDUQ GLÎ?HUHQWO\ DQG VR WKHUH DUH DGYDQWDJHV

from the world and limiting their experiences.

in teaching them separately. Boys and girls can

At Tonbridge, we value our relationship with the

UHDFW TXLWH GLÎ?HUHQWO\ WR FODVVURRP HQYLURQPHQWV

wider local community and the boys meet a range

project deadlines and exams.

RI GLÎ?HUHQW SHRSOH IURP YDU\LQJ EDFNJURXQGV through their voluntary work at local organisations

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.

and in many other ways. Regular events take place

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

www.bonasmacfarlane.co.uk Registration fee, ÂŁ192, waived for Nappy Valley readers with the following code: BONASNV1

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

127

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | 7KH EHQHČ´WV RI FR HGXFDWLRQ

8LI FIRIĂ XW SJ

co-education – Jonathan Leigh, Master of Marlborough College

M

odern co-educational boarding is

Encouraging and sustaining strong academic

Council (Governing Body), Management Team and

a highly inclusive experience. Full

results is the yardstick of any aspirational family

Common Room group keeps a close eye on the

weekends of activities, usually

and school. Regular form placements and

need to be representative of the co-educational

planned at a house level, are at the heart of

assessments are key and these require careful

make-up of the school. We are constantly revising

engaged boarding. Pupils who get the most out

monitoring. Schools should not apply so much

the central strategic planning process to make

of boarding enjoy social interaction, want to take

pressure on pupils that it becomes stressful, but

sure opportunities are available and balanced. For

part in the many events available, and have a

WKH\ VKRXOG RÎ?HU FKDOOHQJLQJ DQG UHDOLVWLF WDUJHWV

H[DPSOH RXU FR FXUULFXODU SURJUDPPH UHČľHFWV WKH

well-developed sense of self-discipline.

Each pupil has a natural threshold which they

QHHG WR EH HYHQ KDQGHG LQ RSSRUWXQLWLHV RÎ?HUHG

should be able to attain. Once they have reached

in sport, music, drama, science and subject

There are three cornerstones to successful

it, the target can be realigned and the next hurdle

choices.

FR HGXFDWLRQDO ERDUGLQJ

GHȴQHG ΖW LV DOO DERXW EXLOGLQJ FRQȴGHQFH *UHDW learning is lifelong and has no ceiling.

$IWHU \HDUV RI EHLQJ +HDG RI WKUHH GLÎ?HUHQW

O

providing pastoral security and happiness

O

encouraging and sustaining strong academic

A co-educational boarding environment needs

excellence of the system. Young women and men

results

sensible rules and guidelines. These should be

growing up naturally in each other’s company

establishing sensible rules and guidelines.

based on respect for each other – and for the

have an ideal preparation for life.

O

co-ed boarding schools, I am convinced of the

other gender – and a responsibility to make sure Pastoral security and happiness are fundamental

that boys and girls are equally involved in all

to all boarding. Without happiness and fun,

activities in the school.

nothing else can really work. Finding the right boarding house for each child is a collaborative

)LIW\ \HDUV DV FR HGXFDWLRQDO

process between families and the school and is

ΖQ 0DUOERURXJK UHDFKHV WKH ȴIWLHWK

worth careful research. In many schools, each

anniversary of admitting girls, under the

house develops its own culture, even though

Mastership of the visionary John Dancy. There is

houseparents change from time to time. The

a secure acknowledgement that co-educational

existing incumbent is there to uphold the culture

ERDUGLQJ LV ȾRXULVKLQJ 2QFH DQRWKHU JLUOVȇ KRXVH

and traditions of the house, to guide pupils and to

has been completed, the ratio of boys to girls at

create a happy environment for them.

0DUOERURXJK ZLOO VWDQG DW WKRXJK ZH DUH closer to an equal split in the sixth form. A School

128 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Jonathan Leigh has been involved in co-educational full boarding since 1976. He was at Cranleigh School for 16 years where he was Head of Department, housemaster of a co-educational house, and Second Master. He was Headmaster of Blundell’s School for 12 years and took it to full co-education. This was followed by eight years as Headmaster of Ridley College, Canada. He is now in his sixth year as Master of Marlborough College DV LW UHDFKHV WKH ȴIWLHWK DQQLYHUVDU\ RI DFFHSWLQJ girls in 2018.

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | &R HGXFDWLRQ RU VLQJOH VH["

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 UHDOO\ QRW PXFK LQ WKH ZD\ RI GLÎ?HUHQFH EHWZHHQ 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 HYHU\RQH ZLWK D VLJQLČ´FDQW FROOHFWLRQ RI ȆIHPDOH end’ features is female, and vice versa. What’s PRUH PDQ\ RI WKHVH FKDUDFWHULVWLFV DUHQȇW Č´[HG Environment and experience also play their part in shaping the brain, increasing its individuality.

ΖQGLYLGXDOLW\ 7KH ZRUG Ζ OLNH EHVW LQ WKHVH Č´QGLQJV LV ‘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

DSSURDFK OHDUQLQJ LQ GLÎ?HUHQW ZD\V ΖQGHHG ZH

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

%XW WKHUH DUH QR QHDW JHQGHU VSHFLČ´F DQVZHUV

3DUW RI D JURXS

share the top posts, again giving both boys and

to learning. Each individual has their own

Despite the fact we are all clearly individuals,

JLUOV Č´JXUHV RI WKHLU RZQ JHQGHU WR DGPLUH DQG

learning style, often described as visual, auditory,

boys and girls (in fact all of us) generally resist the

emulate.

kinaesthetic or tactile, independent of their

idea of total individuality. People – girls and boys,

gender. Finding a school that can address the

women and men – are attracted to the idea that

Diversity

learning style of your child or children may be an

they are part of a group of like-minded others.

So, is single-sex versus co-ed the most important

important factor in overall achievement.

Whether it’s family, nation, religion, the football

question parents should be asking? There

team you support, the political views you hold,

are more important, broader questions to

As well as accommodating your child’s learning

the music you prefer dancing to, or the sort of

consider. What is the quality of teaching, the

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

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

IRFXV RI WKH VFKRRO WKH FXUULFXOXP RQ RÎ?HU WKH

it will suit your child and how it may shape your

with like-minded people. Girls often like being

universities and courses pupils go on to and,

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

with girls; boys like being with boys.

most importantly, is it a school where your child will be happy? Do the aims of the school include

does it demonstrate co-curricular breadth or is it focused on one particular specialism like

In a co-ed environment, it is important to

KHOSLQJ FKLOGUHQ WR UHVSHFW GLÎ?HUHQW RSLQLRQV

music or sport? Is it large or small, does it have a

remember girls and boys do have time on their

FXOWXUHV DQG EDFNJURXQGV" :LOO FKLOGUHQ IXOČ´O

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

6RFLDO LQFOXVLYHQHVV

gender. Sport is usually split into boys and girls

KXPDQ EHLQJV" /RQJ PD\ GLYHUVLW\ ČľRXULVK

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.

KXPDQ EHLQJV ȴUVW DQG IRUHPRVW ΖQ D ZRUOG WKDW is competitive and increasingly global, where men

Lee Glaser is Headmaster of Taunton School. /HH ZDV 'HSXW\ +HDG DW 7DXQWRQ 6FKRRO IRU Č´YH years before his appointment as Headmaster in January 2015. Before Taunton, Lee was Senior 0DVWHU DQG 'LUHFWRU RI 6SRUW DW 0LOOČ´HOG +H began his career as a Chartered Accountant for PriceWaterhouseCoopers before training to become a Mathematics teacher.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

129

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | 7KH EHVW RI ERWK ZRUOGV Ȃ WKH ȆGLDPRQG PRGHOȇ

The best of both worlds Âł XLI ¡HMEQSRH QSHIP¸ – Ian Davies, Headmaster of Brentwood School

T

here is a conventional wisdom that single-

where girls and boys are taught together up to

(VVHQWLDOO\ WKH EHQHČ´WV RI WKH 'LDPRQG 0RGHO

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

PHHW WKH JHQGHU VSHFLČ´F QHHGV RI \RXQJ SHRSOH

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 VXÉ?FLHQWO\ PDWXUHG DQG HVWDEOLVKHG WKHPVHOYHV academically. They can cope with a mixed gender classroom environment and become better prepared for their life at university and in the world of work.

$GYDQWDJHV From both a teacher’s and a pupil’s perspective, there are distinct advantages to teaching adolescent boys and girls separately. It is generally DFNQRZOHGJHG WKDW JLUOV DQG ER\V KDYH GLÎ?HUHQW OHDUQLQJ VW\OHV DQG GLÎ?HUHQW LQWHUHVWV SDUWLFXODUO\ in adolescence. In Diamond schools, teachers are

130 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

7KH EHVW RI ERWK ZRUOGV Ȃ WKH ȆGLDPRQG PRGHOȇ | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

PXWXDO UHVSHFW IRU HDFK RWKHU DQG Č´UVW DQG 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 XVXDOO\ D KLJK SUHSRQGHUDQFH RI KLJK SURČ´OH PHQ DQG ZRPHQ DPRQJ WKH VWDÎ? 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

7KH EHQHČ´WV RI 'LDPRQG VFKRROV DUH QRW FRQČ´QHG

the risk of generalising again, I would argue that

DW *&6( OHYHO ZH Č´QG QR REYLRXV JHQGHU WUHQGV WR

to just teachers and pupils. Parents often

JLUOV RIWHQ Č´QG VSDWLDO DZDUHQHVV TXLWH GLÉ?FXOW

subject selection and the university destinations

comment on the advantages of having a single

and so teachers can orientate their lessons with

of our sixth formers reveals a similar collection of

ȆGURS RÎ?ȇ SRLQW IRU WKHLU VRQV DQG GDXJKWHUV

girls to improve this. Similarly, communication

budding scientists or artists among the girls and

that the school run is less frazzled since brothers

skills are not naturally so obvious in boys and

boys.

and sisters can share the same school bus,

teachers can actively promote these skills in boys’ classrooms.

or in the case of boarding that their sons and

6RFLDO PL[

daughters are living close to each other. There

But it’s not all about the academic side of school

is also a certain familiarity and understanding

7KHUH DUH PRUH VXEWOH EXW MXVW DV VLJQLČ´FDQW

life – the social side of school is equally important.

parents develop over time about a school; an

advantages too. At Brentwood, the same

A major part of what any good school should do is

understanding about the reporting system, how

curriculum is taught to teenage boys and girls,

to help their pupils form respectful relationships

the parents’ evenings work or who to contact.

and because the classes are single-sex, their

with the opposite sex. For obvious reasons this

This knowledge helps parents, particularly those

experience of subjects is gender neutral. In

LV PRUH GLÉ?FXOW WR VXSSRUW LQ VLQJOH VH[ VFKRROV

working away or with long hours, to get the best

this way we avoid the risk of certain subjects

In Diamond schools, however, although teenage

out of their partnership with teachers, the senior

becoming gender-labelled. There are no ‘boys-

boys and girls are taught separately, because

management team and the head teacher. Indeed,

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

they share the same campus, they have many

this experience becomes a vital ‘currency’ in their

gender preference for subjects just does not come

opportunities to develop in this way. By rubbing

relationship with the school to ensure the best

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

shoulders with each other at break and lunchtime

education for their child. If that same currency can

dominated subjects such as physics, chemistry,

and participating together in a wide range of

be put to good use for all their children, regardless

biology and maths, while many of our boys enjoy

extra-curricular activities, they learn to have

of whether they are boys or girls, then so much the better!

After reading Theology at St John’s College, Oxford, and a PGCE in Cambridge, Ian Davies taught for 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 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

131

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | +RZ D ERDUGLQJ HQYLURQPHQW KHOSV SXSLOV GHYHORS

– Jo Cameron, Principal of Queenswood

How a boarding environment

helps pupils develop G

oing to a single-sex boarding school

the curtains that shield you from the inclement

encouraged. When I was at school there were

means having lots of fun, forming

weather is the pastoral care.

comparatively few extra-curricular activities but

lifelong friendships and building a

nowadays after-school clubs range from aerobics

strong support network. What can be better than

Traditionally in education the three Rs were

to zumba alongside drama, music and sport

living and sharing a room with your best friends?

Reading, Writing and Arithmetic. In boarding they

opportunities. If a pupil has an idea to launch

And, what’s more, these friends come from all

stand for the fundamental values of Respect,

a club such as a Manga club, these things can

over the world and open your eyes to the global

Relationships and Resilience.

happen in a boarding environment. And there are

community. If boarding is the window to global

In a boarding community you are in an

always other pupils to try new things too.

opportunities, then the cosy window seat and

environment where trying new things is

132 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

Queen Anne’s School m bm7;r;m7;m| 0o-u7bm^ -m7 7-‹ v1_ooŃ´ =ou ^buŃ´v -];7 Ć?Ć?ĹŠĆ?Ńś

$_; ub^_| 1_ob1; =ou ‹o†u 7-†^_|;uv =†|†u;

r;m oumbm^ ub7-‹ Ć?Ć• oˆ;l0;u

OPEN DAYS 2017: 23rd Sept. (for Sixth Form), 7th Oct., 11th Nov. Forces Discount Available

Rated

ğ Š1;ѴѴ;m|Ľ Independent Schools Inspectorate 2017

ST MARY’S CALNE

) www.qas.org.uk/bookanevent

A Top T Independent Independent d t Boarding B ardi Bo ding & Day S School chool For F Girls Gi ls A Girl Ag Aged ed d 11 11-18 1-18 18

0118 918 7300

Contact

admissions@stmaryscalne.org

01249 857200

stmaryscalne.org

VISIT US ON ONE OF OUR TOUR MORNINGS Sherborne Girls is one of the top independent full-boarding schools in the UK, offering an excellent academic and all-round education for girls aged 11 to 18. ‘A real gem amongst the girls’ only full-boarding schools with all the advantages of its symbiotic proximity to Sherborne School’ Good Schools Guide

For more information please contact registrar@sherborne.com 01935 818224 www.sherborne.com September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

133

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | +RZ D ERDUGLQJ HQYLURQPHQW KHOSV SXSLOV GHYHORS them – rehearsals, concerts, sports training and matches can continue late into the evening thanks to our boarding provision. $W ZHHNHQGV VWDÎ? DW ERDUGLQJ VFKRROV OLNH ours organise a wide range of activities to ensure that there is never a dull moment. For example, we have visited Chessington World RI $GYHQWXUHV +DWČ´HOG +RXVH WKH LQGRRU VNL centre at Hemel Hempstead and organised countless shopping trips. There are new trips planned every week, with a careful balance of fun and challenge. Meanwhile there is an enticing range of onsite activities, including steel drum masterclasses, self-defence courses and polo. O

Boarding school educators are experts at navigating the teenage years. Many will have experienced boarding themselves and really understand the challenges. An outstanding level of pastoral care provided E\ DOO VWDÎ? DFDGHPLF RU SDVWRUDO XQGHUSLQV the sensitively structured environment of a

Boarding schools foster face-to-face

ERDUGLQJ VFKRRO 6WDÎ? DUH RQ KDQG IRU H[WUD

There may well be challenges, not only in the

communication, and as a consequence

tuition, coaching, counselling – or simply to

extra-curricular activities programme but also in

reduce teenagers’ screen time. Friends are

help pupils regulate their own programme of

the classroom, but with every little challenge that

together and they can chat with each other

independent study.

boarding school presents pupils learn a little bit

over meals. There is always someone to work

more about themselves and become a little bit

with, talk to, explore ideas with, and spend

'HYHORSLQJ LQGHSHQGHQFH

O

more autonomous. There is, of course, plenty of support from school, teachers and peers but

time with. O

Boarding schools expand peer groups and

pupils still need to look after themselves and

RÎ?HU OLIHORQJ IULHQGVKLSV DFURVV WKH ZRUOG

take responsibility for their own actions to a

ΖQ D GLÉ?FXOW JOREDO FOLPDWH ZKHUH FXOWXUDO

much greater degree than if they were living at

tolerance and acceptance is becoming more

home. The boarding school day will of course

and more important, boarding schools are

have structure but boarding pupils have to make

able to educate and embrace diversity and

choices around how they spend their time, what

the teaching around this. The bonds formed

activities and opportunities they take, and how

in a boarding environment, with pupils from

they create a reasonable balance between work

around the world, are inevitably stronger due to the unique shared experiences.

and play. O

Boarding schools keep activities within

Here at Queenswood, we are often asked about

reach. As every Queenswood parent knows,

WKH VSHFLČ´F EHQHČ´WV RI ERDUGLQJ 0RUH WKDQ

our co-curricular programme is extremely

of our pupils, whether they are registered as day

intensive, supporting all abilities and levels

girls or boarders, experience regular boarding at

of achievement – the challenge for our girls

some stage during their school career. Here are

LV WR WDNH DGYDQWDJH RI HYHU\WKLQJ RQ RÎ?HU WR

VRPH NH\ EHQHČ´WV O

Boarding school means less ‘helicopter parenting’. Relationships with sons and daughters improve as time at home is quality WLPH PHDQZKLOH \RXQJ SHRSOH OHDUQ WR Č´QG their own solutions and ways of doing things.

O

Boarding schools have superb resources and networks. Many pupils particularly appreciate this as they enter the crucial exam years. Boarding means that they have access to the library and IT suites well into the evening, as well as being able to work together in small study groups, which helps pupils to develop vital skills for university and work.

134 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Jo Cameron has been Principal of Queenswood, a boarding and day school for girls in Hertfordshire, since September 2016. A graduate of the University of Surrey (St Mary’s College) with an honours degree in Environmental Science, for the past 19 years Mrs Cameron has worked almost exclusively in all girls’ schools. She has a deep understanding and appreciation of the unique RSSRUWXQLWLHV WKDW VLQJOH VH[ HGXFDWLRQ RÎ?HUV and is a strong advocate for the supportive environment of an integrated community such as Queenswood. Beyond the classroom, in her spare time Jo is a keen sportswoman, with a passion for hockey, running and equestrianism.

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

The Leading Boarding and Day School for Girls aged 4 - 18

Curiosity • Creativity • Challenge

An independent boarding school for girls aged 11-18 Pupils develop into young women with high levels of self-esteem, well prepared to face their futures confidently and boldly.

ISI Report 2017

Your story starts here... Autumn Open Morning 30th September 2017 Register now for 2018 and 2019 places We offer UK Armed Forces discounts Generous scholarships and bursaries available To reserve your place please visit www.malvernstjames.co.uk/open-morning

an adventure in educatiо Open Days 2017 - 2018: 9 September, 25 November, 20 January, 17 March, 21 April and 16 June Email registrar@downehouse.net to book an appointment t: 01635 204701 www.downehouse.net Cold Ash, Thatcham, Berkshire, RG18 9JJ

Inspiring girls from 11–18 x All girls boarding and day school in Salisbury x Academic excellence x Outstanding pastoral care x Scholarships and bursaries available FRANC

HA LEAL

ETO GE

www.godolphin.org

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

135

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | ΖQVSLULQJ FRQȴGHQFH LQ JLUOV

a single-sex school was the issue of how the presence of boys can impact on a girl’s selfFRQȴGHQFH ȆVKH KDG D KXJH FRQȴGHQFH ERRVW when she arrived and didn’t have to worry about

Inspiring GSRĂ HIRGI in girls

her appearance.’ Former St Mary’s Calne girls have referred to WKH LPSRUWDQFH RI OHDUQLQJ KRZ WR EH FRQČ´GHQW 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 JDYH PH WKH FRQČ´GHQFH WR JR DQG GR ZKDW Ζ GLG later on.’

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

I

%HLQJ XQDIUDLG $ NH\ IDFWRU LQ HQFRXUDJLQJ FRQČ´GHQFH LQ JLUOV is encouraging them to take risks, to speak out and not to be afraid of getting things wrong. The

t is an obvious but crucially important point

Mendoza, was in Great Britain’s showjumping

one-to-one tutor system we have here focuses

WKDW JLUOV QHHG FRQȴGHQFH WR GR ZHOO Ζ KDYH

team at the Rio Olympics. The girls learn to

on personalised learning and ensures that each

ORQJ KHOG WKH EHOLHI WKDW FRQČ´GHQFH SOD\V D

own victory and survive defeat in sport, and

individual receives the attention they need.

pivotal role in unlocking girls’ potential. In fact,

this is excellent training for owning triumphs

Being a boarding school, the girls have access to

it matters just as much as knowledge, skills and

and surviving setbacks at work. Sport helps

teachers out of hours and this support system

competence. However, it was not until I read Katty

them build their self-worth, determination and

is key in helping them to achieve their personal

.D\ DQG &ODLUH 6KLSPDQȇV DUWLFOH 7KH &RQȴGHQFH

resilience.

goals and to encourage them to aim high.

DUFKLYH WKH FRQČ´GHQFH JDS ),

ΖW LV QRW MXVW RQ WKH VSRUWV ȴHOG WKDW WKHLU

Being unafraid and taking these ‘risks’ whether

that I understood the full extent of this issue. Kay

FRQČ´GHQFH JURZV 7KH VFKRRO KDV D FORVH

LQ WKH FODVVURRP RU RQ WKH VSRUWV Č´HOG LV DQ

and Shipman argue convincingly that there is a

UHODWLRQVKLS ZLWK 5$'$ DQG ZH RÎ?HU WKH VL[WK

LPSRUWDQW VNLOO IRU D JLUO WR OHDUQ &RQČ´GHQFH LV

VHULRXV FULVLV RI FRQČ´GHQFH IRU ZRPHQ LQ RXU WLPH

form girls a RADA Advanced Communication

not something that develops overnight. But I truly

ZKLFK KXJHO\ OLPLWV SRWHQWLDO Č‚ LW HÎ?HFWLYHO\ OHDGV

&RXUVH Ȇ6SHDN 2XW ȇ 7KH SURJUDPPH RÎ?HUV

believe girls at a single-sex boarding school are in

WR LQDFWLRQ DQG VWLČľHV SURJUHVV

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

5HVHDUFK LQ WKH Č´HOG RI QHXURVFLHQFH KDV VKRZQ

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

PHDQ WKDW JHQHUDOO\ JLUOV ODFN FRQČ´GHQFH LQ

the course are RADA experts whose career

careers. As Katty Kay and Claire Shipman correctly

comparison to boys. A boarding school provides

SURČ´OHV LQFOXGH WKH WUDLQLQJ RI OHJDO PHGLFDO DQG

point out following their extensive research,

a perfect environment for girls, a holistic

business professionals as well as people in the

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

education where they can be challenged and

Civil Service and Government. Girls also have

FRQȴGHQFH DV LW GRHV ZLWK FRPSHWHQFH ȇ

RÎ?HUHG RSSRUWXQLWLHV WR JURZ DQG IXOČ´O WKHLU

WKH RSSRUWXQLW\ WR LQFUHDVH WKHLU FRQČ´GHQFH DQG

SRWHQWLDO EHFRPLQJ PRUH FRQČ´GHQW DV WKH\ GR

leadership skills through the Duke of Edinburgh’s

so. Sport plays a pivotal role in this and studies

Award, Model United Nations and the Young

have shown girls who play team sports are more

Enterprise programme.

Gap (ZZZ WKHDWODQWLF FRP IHDWXUHV

OLNHO\ WR JUDGXDWH IURP XQLYHUVLW\ Č´QG D MRE DQG be employed in male-dominated industries. Sadly, girls are still six times more likely than

1R ȆVWHUHRW\SLFDOO\ȇ ER\Vȇ subjects

boys to drop out of sports teams during their

Some of these programmes are also available to

adolescence. Sport England has recognised this

girls at co-educational schools. However, there is

issue and in October 2014 launched ‘This Girl Can’

D GLÎ?HUHQFH DV DW VLQJOH VH[ ERDUGLQJ VFKRROV WKH

– a national campaign to inspire more women and

girls have all these opportunities open to them,

girls to participate in sport.

they are not deterred from choosing subjects or courses which are seen as ‘stereotypically’

At St Mary’s Calne, we encourage competition via

boys’ subjects and they are not distracted by

a huge range of sports at all levels. Our Tennis

the presence of boys. In research conducted

Academy caters for beginners through to elite

by Mungo Dunnett Associates (involving 47

players. In 2016 three girls played in the England

independent girls’ schools and 250 parents) one

Lacrosse U19 teams, and a 2014 leaver, Jessica

of the key reasons cited by parents for choosing

136 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Dr Felicia Kirk has been Headmistress at St Mary’s Calne for over 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 6FKRRO 6XÎ?RON $Q $PHULFDQ FLWL]HQ 'U .LUN ZDV 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.

:KHQ UHVSRQGLQJ WR DGYHUWLVHPHQWV SOHDVH PHQWLRQ 7KH %6$ *XLGH | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

OPEN MORNINGS

SATURDAY 30 SEPTEMBER 2017 WEDNESDAY 15 NOVEMBER 2017

Individually known, Individually nurtured.

INMENT IS OUTSTANDING” 2017

“PUPILS’ ATTA

ch ISI Inspection, Mar

WHAT PUTS FIND OUT THE OD “...ATSH O QUEENSW RD IRE’S O TF ER H F O TABLES” PINNACLE

ED VALUE-ADD Good Schools Guide

Boarding & day school for girls aged 9 - 18

Open Mornings: 6th October 2017 10th November 2017

Shaftesbury, Dorset SP7 9LP A leading boarding and day school for girls aged 11–18, in a beautiful 120-acre estate close to London

www.queenswood.org | 01707 602500

+44 (0)1747 852416 enquiries@stmarys.eu

www.stmarys.eu

Shepherd’s Way, Brookmans Park, Hertfordshire AL9 6NS | admissions@queenswood.org

Judged to b

Rye St Antony is an independent day and boarding school for girls aged 3-18 yrs (and boys aged 3-11 yrs). Based in Headington, Oxford Rye St Antony pupils are enabled to reach their full academic potential by having access to first class teaching and extra-curricular opportunities that develop them as individuals.

e in all areas by the Indep endent Schools Insp ectorate (ISI) Feb 20 17

Excellent

Service family discounts and bursaries are available for pupils entering Year 3 and above, please contact us for further information. ‘Pupils are highly articulate, mature and responsive young people who exhibit extremely positive attitudes to their own learning’ ISI Inspection Report 2017 We welcome the chance to show families around our school. Call our Registrar, Fern Williams on 01865 762802 to arrange a visit at a time to suit you or check out our website for details of our Open Mornings.

01865 762802 Pullen’s Lane, Oxford OX3 0BY Sat Nav postcode for parking, Franklin Road Entrance OX3 7SA.

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

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

137

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | *LUOV DQG HQJLQHHULQJ DQG RWKHU 67(0 VXEMHFWV

– 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 something needs to be done to make STEM (Science, Technology, Engineering and Maths) degrees and careers more appealing to females. As Headmistress of an all-girls’ boarding school, I care about this passionately. I want to make sure our pupils explore STEM subjects fully and realise STEM is creative and compelling, and can be a superb career path. Women such as Roma Agrawal, one of the structural engineers who built The Shard, bear witness to these creative possibilities. I am pleased to say we have more girls than ever studying STEM subjects at A level, and more girls going on to read STEM at university. Engineering, mechanical engineering, biochemical engineering, aviation engineering, mathematical science, computer science and architecture are all choices recent leavers have made. Nationally

12% OXBRIDGE OFFERS in 2017

numbers are picking up in the independent sector, and the Government has launched an initiative to increase girls’ engagement in the maintained schools’ sector.

DISCOVER BADMINTON Badminton’s holistic approach to education and vibrant community enriches the lives of girls aged 3 -18. Step through the gates and discover Badminton for yourself. admissions@badmintonschool.co.uk

0117 905 5271

badmintonschool.co.uk

It could be argued that in a girls’ school, switching pupils on to STEM subjects is easier because there is no gender stereotyping, and science is not seen as the preserve of men. Younger girls see the older ones as STEM subject mentors, 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 2017

*LUOV DQG HQJLQHHULQJ DQG RWKHU 67(0 VXEMHFWV | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

Ȇ5HDO ZRUOGȇ VLWXDWLRQV

education doesn’t allow them the scope to

in Year 11 and above to see STEM in action.

The key I believe is to start girls young, to

make the most of their natural attributes. It is

0RVW FRPSDQLHV DUH NHHQ WR RÎ?HU SODFHPHQWV

teach creatively and ensure there are plentiful

important for schools to aim to preserve this

to girls in particular as they are acutely aware

enrichment opportunities where girls get to

natural curiosity by engaging children early.

of the need to attract more women into their

apply their knowledge in ‘real-world’ situations.

Much of the work done at senior level can be

workplace. Whether it’s cybersecurity tasters

So, for example, we have recently enjoyed

translated, with a few tweaks, to younger girls.

through the Smallpeice Trust, getting involved

workshops from the Royal Society of Chemistry’s

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

with British Science Week, or undergraduate

Spectroscopy in a Suitcase team, and have

Young Enterprise challenge, as well as enjoying a

summer schools at various universities, up and

EHHQ LQVSLUHG DERXW DUWLȴFLDO LQWHOOLJHQFH $Ζ

STEM club where they have programmed robots

down the country there are many opportunities

by a young alumna who has started her own

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

for pupils to get the whole STEM experience, and

AI business. Young Enterprise is another

They take part in the National Science and

for girls to see other girls participating.

platform for our budding STEM students and

Engineering Week, where the whole school goes

entrepreneurs of the future, who are required

RÎ? FXUULFXOXP WR HQMR\ LQWHUDFWLYH ZRUNVKRSV

Ζ ȴUPO\ EHOLHYH WKDW HYHQ LQ P\ JHQHUDWLRQ

to design a product and packaging, create

DQG DOO NLQGV RI KDQGV RQ VFLHQWLČ´F FKDOOHQJHV

we will witness a sea change in the number

a business plan and bring their product ‘to market’.

of women opting for a life in engineering and *LUOV VKRXOG QRW IHHO SXW RÎ? E\ WKH IDFW WKDW WKH

67(0 7KLV LV JUHDW QHZV KDYLQJ PRUH RI WKH

STEM careers landscape is so sparsely populated

EHVW PLQGV LQ WKH VHFWRU ZLOO XOWLPDWHO\ EHQHČ´W

Ideas like these provide excellent platforms for

by women. We use appropriate alumnae as

us all.

EXLOGLQJ SXSLOVȇ VHOI FRQȴGHQFH DQG NQRZ KRZ

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 into what a STEM career involves is hard for

(QJDJLQJ FKLOGUHQ HDUO\

teachers to replicate.

It is said children are naturally mini-engineers. They are strong on creative problem solving,

We have also forged links with local engineering

building and tinkering, but formal classroom

companies to provide work placements for girls

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.

e l b a tt e g r o f n U St Catherine’s, Bramley GSA Day & Boarding School ol since 1885 | 4 - 18 18 years yeaarrs | Guildford ye Guililildf Gu dford df orrd GU5 G 5 0DF | www.stcatherines.info GU

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

139

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | $ ȆGLJLWDO UHYROXWLRQȇ LQ ERDUGLQJ VFKRROV

% ¡HMKMXEP VIZSPYXMSR¸ in boarding schools – Elaine Logan, Warden of Glenalmond College

lesson the music teacher can check the timetable and contact their current tutor. Additionally, individual bar codes allow pupils to put tuck shop and uniform purchases on to their accounts. Some VFKRROV RSHUDWH ELRPHWULF Č´QJHUSULQW UHFRJQLWLRQ DQG WKLV WHFKQRORJ\ RÎ?HUV EHQHČ´WV LQ WKH HÉ?FLHQW management of emergency evacuation. At Glenalmond, as at many other boarding schools, the Virtual Learning Environment (VLE) is a vital tool for teaching and learning. Accessed from all digital devices, a VLE provides a platform for teaching and learning and enables pupils to connect to the school network, access lesson plans and submit work. It is especially useful for pupils from abroad. While they are studying at home during holidays they can continue to access their curriculum. Of course, now all pupils have an email address, this too is a huge part of the communication network. Many boarding pupils receive packages from home and, immediately upon delivery at the school, these are scanned and an automatic email is generated, alerting the recipient.

A

s with most independent boarding schools, GLJLWDO WHFKQRORJ\ Č´UVW DUULYHG DW *OHQDOPRQG in Physics classrooms during the 1980s.

Endless fascination with simple programs ensued, producing amusing times with controlled lights and beepers. It would be at least 15 years before most school administration systems were computerised and smart technology could be used extensively. Now it has arrived, boarding schools have embraced the digital revolution, with all its pros and cons. Progression into smart technology has provided many new opportunities for the boarding sector ZLWK LPSURYHG WHDFKLQJ DFFHVV DQG HÉ?FLHQF\ RI communication and pastoral care. On large school campuses, where pupils cover a huge area during the GD\ LW LV HVSHFLDOO\ YLWDO IRU VWDÎ? WR EH YLJLODQW DQG WR be able to track the whereabouts of pupils. Paperless registration on iSAMS (a management information system for schools) at the beginning of every class LQVWDQWO\ DOHUWV SDVWRUDO VWDÎ? LI D SXSLO LV PLVVLQJ DQG immediate action can be taken to locate them. Also, if a pupil forgets to go to an activity such as a music

140 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

$ ȆGLJLWDO UHYROXWLRQȇ LQ ERDUGLQJ VFKRROV | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

Attending a British boarding school from abroad

Another area of digital interest is the new and

of the auditorium, allowing pupil performers to

no longer means long absence from family

exciting ‘Internet of Things’ which will provide the

experience a professional, ‘West End’ standard

contact. With campus-wide WiFi, pupils connect

boarding sector with additional opportunities by

production.

easily to their families through Skype, Facetime

the inter-networking of devices and buildings,

and other social media. Parents can get in touch

allowing accurate, remote, control of lighting,

As ever with boarding, it’s all about the pupils.

with teachers more easily and play an increased

heating and door security from an App.

The enthusiasm with which the – relatively

role in their child’s education.

new – subject of Computer Science has been As always, the biggest stumbling block for

embraced across the sector indicates to me

However, the boarding school sector recognises

technological progress can be measured in human

that software development, data exchange and

the added risks posed by digital technology. In

terms – any process will only function as well as

algorithms structure will ensure a whole new

such a rapidly evolving world, we must be ever

LWV OHDVW HÉ?FLHQW FRPSRQHQW -XVW RYHU D \HDU DJR

breed of digitally-aware and able youngsters set to

vigilant to new and inventive threats. Boarding

Glenalmond’s weakest link was the speed and

revolutionise the industry further in years to come.

schools can, and do, instantly block access to

quality of mobile signal. However, the installation

Glenlamond was founded in 1847 by William

unsuitable websites or operate WiFi access on a

of a new 4G mast remedied this and meant that

Gladstone. Behind the historic surface a new

WLPH VFKHGXOH DW *OHQDOPRQG LW LV WXUQHG RÎ? DW

we could access digital services from every corner

‘industrial revolution’ is indeed taking place.

11pm) to enforce safety and vital rest time. It is

RI WKH FDPSXV LQFOXGLQJ WKH SOD\LQJ ȴHOGV ΖQ WKH

recognised some dangers can only be managed

blink of an eye, match scores, images and reports

through education. Teaching young minds

QRZ EHDP WKHLU ZD\ IURP WKH VSRUWV Č´HOG VWUDLJKW

about the possible pitfalls of social media and

on to the social media platform of choice.

inappropriate use of the internet is, we believe, at the core of good digital practice.

ΖWȇV QRW XQWLO ZH SDXVH WR UHȾHFW RQ KRZ ZH XVHG to operate that we realise just how much progress

Pupils’ digital data protection is an increasingly

has been made. Recently, I had the pleasure of

large area of concern for schools and, with the

watching our school musical being performed

introduction of the strict, Europe-wide, General

at the impressive Perth Concert Hall. Here, the

Data Protection Regulation in 2018, the debate

slick use of the latest pre-programmed digital

about data storage ‘in-house’ or on iCloud, rages

technology was remarkable. Invisible wireless

within the industry.

PLFURSKRQHV DQG VRXQG DQG OLJKWLQJ HÎ?HFWV ZHUH all controlled from a compact console at the back

An Independent Girls’ School for Independent Girls

Open Day Saturday 30 September 2017 10am-1pm

Elaine Logan became Warden (Headteacher) of Glenalmond College, Perthshire, in 2015. She is WKH Č´UVW IHPDOH +HDG RI D 6FRWWLVK FR HG ERDUGLQJ school. Born in Perth, Elaine read English at (GLQEXUJK 8QLYHUVLW\ +HU Č´UVW WHDFKLQJ MRE ZDV LQ the state sector at Viewforth High School, Kirkcaldy. After this she spent 14 years at Dollar Academy before moving to Loretto School in 2001 where she was Acting Head, Deputy Head, Housemistress and teacher of English, Drama and PSHCE. As a trained singer, with a wide range of musical interests and experiences, including solo singing in jazz and dance bands, Elaine continues to teach at Glenalmond, in prep and primary schools.

Tudor Hall

My favourite quotation:

“I’m inviting you to step forward, to be seen, and to ask yourself... if not me, who? If not now, when?� Emma Watson

#tudorgirlscan

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

141

6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ" | 7KH UROH RI WKH KRXVHSDUHQW

– 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

%RDUGLQJ VWD΍ DUH JLIWHG DW UHFRJQLVLQJ WKH

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

WKH FKDPSLRQ RI WKHLU ERDUGHUV LQ WKH VWD΍

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).

142 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

mine of information for parents. Don’t be shy to

7KH UROH RI WKH KRXVHSDUHQW | 6HQLRU VFKRROV VLQJOH VH[ RU FR HGXFDWLRQ"

contact your child’s houseparent if you have a

mentioned earlier organises a host of in-house

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

query or concern. Issues are better dealt with as

events from brain-bending quizzes to ‘scavenger

their child’s care to a school and the houseparent

they arise.

hunts’ and ‘you choose’ suites of activities to

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

allow the boarders freedom of choice. She has

role, where their days have to be adapted to

It is often the small things houseparents do

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

the needs of the important individuals they care

that pupils notice and feel comforted by. It’s

aims into a child-friendly format, does extra study

for is a challenge, but houseparents are special

amazing what alumni remember and share

support with girls who are struggling academically,

individuals who are passionate about their

when they come back to reunions. This will vary

ȴQGV QRYHO ZD\V WR UHDVVXUH JLUOV ZKR DUH DQ[LRXV

YRFDWLRQ DQG UHFRJQLVH WKH VLJQLȴFDQFH RI WKHLU

from houseparent to houseparent, according

or homesick (for example with lavender pillow

role for the pupils and their families.

to their strengths and talents. One very special

sprays to make a more homely bedtime), and

houseparent in our Junior House at Badminton

hand-makes every girl that leaves the house their

is an absolute arts and crafts queen. Her special

own personalised, embroidered ‘House Bear’ to

touches for girls in her care range from hand-

take with them on the next steps of their journey.

sewing labels into clothing to shortening or

For older pupils, who often feel ready for more

lengthening uniform as the need arises (on the

personal space, the interactions need to be

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

GL΍HUHQW Ȃ PXWXDO UHVSHFW DQG WUXVW LV NH\

WKH GXDO EHQHȴW RI SURYLGLQJ D FDOP SUHVHQFH where girls can drop in for a chat while not having

0RWLYDWLQJ DQG XSOLIWLQJ

to worry too much about eye contact from the

A houseparent may be fortunate to have a strong

industrious seamstress! She also notices what

resonance with the subjects studied and so

goes on, not just in house but around school

conversations can be sparked by debating a key

and around the world, compiling a fantastic

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

weekly news slip for the girls full of relevant and

academic cross-over, it’s great to be inspired by

interesting facts.

a boarder’s natural enthusiasm for a book, play, science research or piece of art. A major privilege

A good houseparent will always ensure there

of being a houseparent is the motivating and

is plenty of real-world context and experiences

uplifting aspect that working with young people

for boarders. The Junior House houseparent

brings – it is never dull! Being a houseparent is

Bex Tear has been Headmistress of Badminton School since 2012. She read Chemistry at Exeter University before taking a PGCE at the UCL Institute of Education, where she also completed an MA in Educational Leadership. She enjoyed seven years at St George’s School, Ascot, where she held several academic and pastoral responsibilities. She then spent seven happy years at Wycombe Abbey, ȴUVWO\ DV UHVLGHQW +HDG RI 6L[WK )RUP DQG WKHQ DV 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.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

143

6SHFLDOLVW VFKRROV | 6SHFLDOLVW VFKRROV Č‚ DUWV GUDPD PXVLF

7TIGMEPMWX WGLSSPW Âł EVXW HVEQE QYWMG

T

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.

0XVLF DQG GDQFH 7KH 0XVLF DQG 'DQFH 6FKHPH 0'6 LV D JRYHUQPHQW IXQGHG VFKHPH WR SURYLGH VXSSRUW IRU WDOHQWHG PXVLFLDQV DQG GDQFHUV <RX FDQ Č´QG RXW PRUH DW 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.

0XVLF DQG 'DQFH 6FKHPH VFKRROV Chetham’s School of Music ZZZ FKHWKDPV FRP Elmhurst School of Dance ZZZ HOPKXUVWGDQFH FR XN St Mary’s Music School ZZZ VW PDU\V PXVLF VFKRRO FR XN The Hammond School ZZZ WKHKDPPRQGVFKRRO FR XN The Purcell School ZZZ SXUFHOO VFKRRO RUJ

The Royal Ballet School ZZZ UR\DOEDOOHWVFKRRO FR XN Tring Park School for the Performing Arts ZZZ WULQJSDUN FRP Wells Cathedral School ZZZ ZHOOVFDWKHGUDOVFKRRO RUJ Yehudi Menuhin School ZZZ \HKXGLPHQXKLQVFKRRO FR XN

&KRLU VFKRROV The Choir Schools’ Association (CSA) represents 44 schools attached to cathedrals, churches and college chapels around the country. Pupils have unlimited DFFHVV WR Č´UVW FODVV VFKRROLQJ DQG PXVLFDO WUDLQLQJ JLYLQJ WKHP DQ H[FHOOHQW VWDUW LQ OLIH 0RUH WKDQ RI WKH ER\V DQG JLUOV LQ FKRLU VFKRROV 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 TXDOLI\LQJ IRU Č´QDQFLDO KHOS ZLWK IHHV IURP WKH VFKRRO RU WKURXJK WKH *RYHUQPHQWȇV &KRLU 6FKRROVȇ 6FKRODUVKLS 6FKHPH 7R Č´QG RXW PRUH JR WR ZZZ FKRLUVFKRROV RUJ XN 7KH FKRLU VFKRROV RÎ?HULQJ ERDUGLQJ DUH OLVWHG LQ WKH WDEOH EHORZ

&KRLU VFKRROV RÎ?HULQJ ERDUGLQJ 6FKRRO

&LW\

(PDLO

:HEVLWH

1RUWKHUQ (QJODQG The Chorister School Lincoln Minster Prep School Chetham’s School Ampleforth College St James’ School

Durham Lincoln Manchester York Grimsby

head.teacher@thechoristerschool.com enquiries.lincoln@church-schools.com chets@chethams.com admissions@ampleforth.org.uk enquiries@saintjamesschool.co.uk

www.choristers.durham.sch.uk www.lincolnminsterschool.co.uk www.chethams.com www.college.ampleforth.org.uk www.saintjamesschool.co.uk

&HQWUDO (QJODQG Dean Close Preparatory School Hereford Cathedral School /LFKȴHOG &DWKHGUDO 6FKRRO Christ Church Cathedral School Magdalen College School St George’s School

Cheltenham Hereford /LFKČ´HOG Oxford Oxford Windsor

sabell@deanclose.org.uk schoolsec@hcsch.org WKHSDODFH#OLFKČ´HOGFDWKHGUDOVFKRRO FRP VFKRRORÉ?FH#FFFV RUJ XN admissions@mcsoxford.org registrar@stgwindsor.co.uk

www.deanclose.org.uk www.herefordcsch.org ZZZ FDWKHGUDOFKRLU RUJ XN ZZZ FFFV RUJ XN www.mcsoxford.org www.stgwindsor.co.uk

London St Paul’s Cathedral School Westminster Abbey Choir School Westminster Cathedral Choir School

London London London

admissions@spcs.london.sch.uk headmaster@westminster-abbey.org RÉ?FH#FKRLUVFKRRO FRP

www.st.pauls.co.uk www.westminster-abbey.org ZZZ FKRLUVFKRRO FRP

(DVWHUQ (QJODQG King’s College School St John’s College School King’s Ely

Cambridge Cambridge Ely

RÉ?FH#NLQJVFDP GHPRQ FR XN admissions@sjcs.co.uk admissions@kingsely.org

ZZZ NFV FDPEV VFK XN www.sjcs.co.uk www.kingsely.org

6RXWKHUQ (QJODQG St Edmund’s School The Prebendal School The Cathedral School King’s Rochester Preparatory School Salisbury Cathedral School Polwhele House School Wells Cathedral School The Pilgrims’ School

Canterbury Chichester Exeter Rochester Salisbury Truro Wells Winchester

juniorschool@stedmunds.org.uk secretary-prebendal@btconnect.com hmsec@exetercs.org prep@kings-school-rochester.co.uk admissions@salisburycathedralschool.com info@polwhelehouse.co.uk admissions@wells-cathedral-school.com hmsec@pilgrims-school.co.uk

www.stedmunds.org.uk www.prebendalschool.org.uk www.exetercs.org www.kings-school-rochester.co.uk www.salisburycathedralschool.com www.polwhelehouse.co.uk www.wells-cathedral-school.com www.thepilgrims-school.co.uk

:DOHV 7KH &DWKHGUDO 6FKRRO

/ODQGDÎ?

registrar@cathedral-school.co.uk

www.cathedral-school.co.uk

144 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

6SHFLDOLVW VFKRROV QXUWXULQJ VSHFLDO WDOHQWV | 6SHFLDOLVW VFKRROV

Specialist schools: nurturing special talents

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

H

ardly a day goes by when we are not

that these professions are precarious and fraught

heart of a city centre. All are co-educational.

confronted by a tale in the press of yet

with the risk of injury or the whims of casting

&KRLU VFKRROV SOD\ D VLJQLČ´FDQW SDUW LQ WKH PXVLFDO

another young person who has won

agents and audition processes. This means the

life of the nation. The Choir School Scholarship

a ‘talent’ competition and is about to become

vocational training should be accompanied by a

Scheme was set up in 1991 to help boys and girls

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

strong academic education, which will provide the

from lower-income families wishing to train at any

a perception that these young performers have

balance required to maximise your child’s potential

of the 36 independent choir schools in England.

‘come from nowhere’. This is sometimes true,

and develop them as a well-rounded individual

The scheme facilitates access by talented children

but more often it is the result of hard work and

who is also equipped for life outside the artistic

to the opportunities available, while maintaining

dedication from an extremely young age.

world.

Britain’s renowned choral heritage.

We are all familiar with the small child who is

0XVLF DQG 'DQFH 6FKHPH

For each child who has a unique talent, there is

desperate to start ballet lessons or burning to

It makes sense to consider one of the boarding

a specialist school to train, educate and support

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

schools supported by the Government’s Music and

them. It is an education that will give them the

EH WKH Č´UVW VWHS LQ D SURFHVV WKDW PD\ OHDG WR WKH

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

FRQČ´GHQFH DQG WKH YHUVDWLOLW\ WR DFKLHYH DW D

stage or the concert platform many years later.

The diversity of these schools means parents and

high level – within or outside the world of the

It is a process requiring enormous dedication

children can choose between schools specialising

performing arts.

and commitment from the child – and sensitive

in a single discipline such as music schools

support from parents and teachers.

like Chetham’s or the Purcell School for Young Musicians or ballet schools such as the Royal

If a child shows a particular talent in any of the

Ballet School or Elmhurst School for Dance, or

SHUIRUPLQJ DUWV JUHDW FDUH PXVW EH WDNHQ WR Č´QG

VFKRROV RÎ?HULQJ EURDGHU SHUIRUPLQJ DUWV RSWLRQV

the best and most appropriate teacher who can

such as Tring Park School for the Performing Arts,

support and develop their particular skills. In the

ZKLFK RÎ?HUV YRFDWLRQDO WUDLQLQJ LQ GDQFH GUDPD

case of dance or music it is vital early technical

musical theatre or commercial music. These

training is of the highest standard. Many young

schools vary in size and location – some are in

people have had their hopes of achieving their

rural settings and others are embedded in the

Stefan Anderson has been Principal of Tring Park School for the Performing Arts since 2002. He was previously Director of Music at the King’s School, Canterbury, and before that Assistant Director of Music at Wellington College. His musical specialism is choral conducting. Stefan is also a representative of the Independent Schools Association (ISA) on the BSA Executive Committee.

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

DUH SHUFHLYHG DV ȆGLÎ?HUHQWȇ E\ WKHLU SHHUV 7KHVH 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

OPEN DAYS 6, 12, 13 OCTOBER 2017 Apply online at www.tringpark.com/opendays

www.tringpark.com info@tringpark.com or tel. 01442 824255 Registered charity no. 1040330 Image: www.gentlevisions.co.uk

training. Full account should be taken of the fact

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

145

6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV | (GXFDWLRQDO SURYLVLRQ IRU SXSLOV ZLWK 6(1'

Educational provision

for pupils with special educational – David Smellie, needs and disabilities Partner at Farrer & Co

T

KH (TXDOLW\ $FW KDV PDGH VLJQLČ´FDQW

VXEVWDQWLDO ORQJ WHUP DQG DGYHUVH HÎ?HFW RQ

7ULJJHUV

changes to the law on discrimination as

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

The duty to make reasonable adjustments is

LW DÎ?HFWV SXSLOV ZLWK VSHFLDO HGXFDWLRQDO

DFWLYLWLHV ΖQ HPSOR\PHQW WKLV GHȴQLWLRQ KDV EHHQ

RQO\ WULJJHUHG ZKHQ D SXSLO VXÎ?HUV D ȆVXEVWDQWLDO

needs and disabilities (SEND), and in particular

the subject of voluminous litigation.)

GLVDGYDQWDJHȇ ZKLFK ZRXOG LQFOXGH KDYLQJ

the extension of duties on schools to include

Disabilities may include epilepsy, learning and

WR SXW LQ H[WUD WLPH HÎ?RUW WR GR VRPHWKLQJ

the provision of auxiliary aids and services,

EHKDYLRXUDO GLÉ?FXOWLHV DV ZHOO DV WKH ȆWUDGLWLRQDOO\ȇ

inconvenience, indignity, discomfort, loss of

which came into place on 1 September 2012.

recognised disabilities. There are, however,

opportunity and/or diminished progress.

Further guidance can be found in the Equality

VSHFLČ´F H[FOXVLRQV IRU VXEVWDQFH GHSHQGHQF\

and Human Rights Commission (EHRC) Code of

seasonal allergies, and tendencies to steal, start

Practice on ‘Reasonable Adjustments for Disabled

Č´UHV RU SK\VLFDOO\ VH[XDOO\ DEXVH

:KDW LV DQ ȆDX[LOLDU\ DLG RU VHUYLFHȇ" The EHRC guidance states that an auxiliary aid

3XSLOV Ȃ $X[LOLDU\ $LGV 7HFKQLFDO *XLGDQFHȇ www. HTXDOLW\KXPDQULJKWV FRP HQ SXEOLFDWLRQ

5HDVRQDEOH DGMXVWPHQWV

is ‘anything which provides additional support

GRZQORDG UHDVRQDEOH DGMXVWPHQWV GLVDEOHG

As for employees, schools have an obligation to

or assistance to a disabled pupil’ and gives the

SXSLOV

make reasonable adjustments for disabled pupils.

IROORZLQJ H[DPSOHV

Although securing support for pupils with SEND

O

Where something a school does places a pupil

O

via an EHC (Education, Health and Care) Plan

with SEND at a disadvantage compared to

O

(formerly a Statement) remains an enormous

other pupils, the school must take reasonable

a piece of equipment a sign language interpreter, lip-speaker or deafblind communicator

steps to try and avoid that disadvantage.

O

H[WUD VWDÎ? DVVLVWDQFH

Schools are under a duty to provide ‘auxiliary

O

electronic or manual note-taking

schools much more welcoming and accessible to

aids and services’ as part of the duty to make

O

induction loop or infra-red broadcast system

children with SEND. As a matter of public policy

reasonable adjustments and as such are

O

videophones

this is clearly a good thing and as a matter of

prohibited from charging fees for auxiliary

O

DXGLR YLVXDO Č´UH DODUPV

practice there is no doubt schools have made

aids and services which constitute reasonable

O

readers

huge progress – which is not to say they could

adjustments. Failure to make reasonable

O

assistance with guiding

not do even more in future. Parents should

adjustments free of charge amounts to

O

an adapted keyboard

always seek to work with (not against) schools in

GLVDELOLW\ GLVFULPLQDWLRQ DQG FDQQRW EH MXVWLČ´HG

O

specialised computer software.

challenge for many families, the intention of legislation over recent years has been to make

O

addressing their child’s needs. In my experience, WKHUH LV OLWWOH D VFKRRO ȴQGV PRUH XQKHOSIXO WKDQ

Schools are not required to remove or alter

Consequences

parents not being transparent about this. In the

physical features (such as historic buildings) in

The inclusion of ‘auxiliary aids and services’ within

end, everyone is united in seeking to ensure

order to comply. Instead, schools have a duty

the duty to make reasonable adjustments for

children’s needs are met and their best interests

to plan better access for pupils with disabilities

pupils with SEND has clear consequences for

are promoted.

generally, including in relation to the physical

independent schools. One obvious area is the

environment of the school.

provision of learning support for pupils with special educational needs, which is sometimes

This article sets out a summary of the law relating to educational provision for pupils with SEND.

6FRSH

subject to an additional fee, in much the same

)RU PRUH LQIRUPDWLRQ JR WR ZZZ JRY XN WRSLF

The Equality Act requires schools to make

way as music lessons. Essentially, if a pupil with

VFKRROV FROOHJHV FKLOGUHQV VHUYLFHV VSHFLDO

UHDVRQDEOH DGMXVWPHQWV LQ FRQQHFWLRQ ZLWK

SEND is ‘disabled’ for the purposes of the Act and the support provided for his or her SEND

HGXFDWLRQDO QHHGV GLVDELOLWLHV O

admissions

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

'LVDELOLW\

O

the provision of education

permitted to charge for the learning support if it is

7KH GHČ´QLWLRQ RI GLVDELOLW\ IRU SXSLOV LV WKH VDPH

O

DFFHVV WR EHQHČ´WV VHUYLFHV DQG IDFLOLWLHV

a reasonable adjustment.

as for disability discrimination in employment.

O

exclusions, and/or

In brief, a pupil with SEND is someone who has

O

subjecting the pupil to any other detriment.

a physical or mental impairment which has a

146 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

(GXFDWLRQDO SURYLVLRQ IRU SXSLOV ZLWK 6(1' | 6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV

:KDW LV D ȆUHDVRQDEOH DGMXVWPHQWȇ"

([FHSWLRQV

([DPSOHV RI UHDVRQDEOH DQG XQUHDVRQDEOH DGMXVWPHQWV

6FKRROV DUH

There are no hard and fast rules about what constitutes a reasonable adjustment and

O

not required to remove or alter physical

the decision ultimately rests with the First

features to comply with the reasonable

Tier Tribunal (Special Educational Needs and

adjustments duty (although their duties in

Disability) (formerly the Special Educational

connection with Accessibility Plans remain

Needs and Disability in Schools Tribunal or

unchanged and are contained in Schedule 10

‘SENDIST’). Sometimes adjustments will be suggested by external advisors such as the

of the Act) O

still allowed to apply a ‘permitted form of

child’s doctor or an educational psychologist.

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

In other cases, parents may request a change

will need to make reasonable adjustments to

on behalf of their child. Schools should also

such tests, for example, by allowing them to

themselves consider whether there is an

be completed on a computer rather than by

adjustment that might overcome a substantial

hand in particular cases.

GLVDGYDQWDJH VXÎ?HUHG E\ D SXSLO Once the potential adjustment has been

&ODLPV RI GLVDELOLW\ discrimination

LGHQWLČ´HG WKH VFKRRO KDV WR GHFLGH ZKHWKHU

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

IROORZLQJ IDFWRUV VHW RXW LQ WKH (+5& JXLGHOLQHV

discrimination against a school. There is a time limit of six months from the date when

whether it would overcome the substantial

the parents think the discrimination occurred.

disadvantage

Such claims are heard by the First Tier Tribunal

O

practicability

(Special Educational Needs and Disability).

O

the cost of the disability on the pupil

O

cost

If the Tribunal upholds a claim of unlawful

O

whether it will be provided under an EHC

discrimination it will not be able to award

(Education, Health and Care) Plan from the

ȴQDQFLDO FRPSHQVDWLRQ ΖW FRXOG RUGHU DQ\ RWKHU

local authority

UHPHG\ VXFK DV

O

O

the school’s resources

O

health and safety requirements

O

the need to maintain academic, musical,

been refused (while certainly the case in state

sporting and other standards

schools there is some doubt as to whether

the interests of other pupils (and potential

such an order could be enforced in the case of

O

O

pupils).

admitting a disabled pupil who had previously

independent schools) O

making reasonable adjustments such as

Failure to make a reasonable adjustment cannot

WUDLQLQJ IRU VWDÎ? H[WUD WXLWLRQ UHYLHZ RU

EH MXVWLČ´HG ZKHUHDV XQGHU WKH ROG ODZ LW FRXOG

alteration of policies or relocation of facilities.

be. The only question therefore is whether the adjustment is reasonable. Schools are not

3ODQQLQJ GXWLHV

expected to make adjustments that are not

Schedule 10 of the Equality Act 2010 sets

reasonable.

out the accessibility arrangements schools must implement for pupils with SEND. These

As well as considering reasonable adjustments

are also known as schools’ ‘planning duties’.

for particular individual pupils with SEND,

An independent school is obliged to draw

schools also have to consider potential

up accessibility plans to improve access

adjustments which may be needed for pupils

to education over time. Such plans should

with SEND generally as it is likely any school

FRQFHQWUDWH RQ WKUHH VSHFLČ´F DUHDV

A prospective pupil with moderate learning GLÉ?FXOWLHV DSSOLHV IRU HQWU\ WR D VFKRRO EXW IDLOV the entrance examination. His parents argue for a reduced pass mark in his case. However, the VFKRRO LV QRW VDWLVČ´HG WKH SXSLO KDV VXÉ?FLHQW OLWHUDF\ VNLOOV WR EHQHČ´W IURP WKH HGXFDWLRQ RQ RÎ?HU ΖQ WKHVH FLUFXPVWDQFHV LW PD\ EH reasonable for the school not to adjust its entry requirements to accommodate the pupil. O 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. O A sixth-form pupil who has been diagnosed with G\VOH[LD Č´QGV LW GLÉ?FXOW WR UHDG ORQJ WH[WV DQG 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. O $ SXSLO ZLWK OHDUQLQJ GLÉ?FXOWLHV Č´QGV LW GLÉ?FXOW to follow the more theoretical parts of classroom teaching and her parents ask that teachers go YHU\ VORZO\ RYHU WKH SDUWV VKH Č´QGV GLÉ?FXOW WR make sure she has understood them. However, the slow pace of delivery would prevent the RWKHU SXSLOV Č´QLVKLQJ WKH V\OODEXV DQG SXW WKHLU 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 EH RÎ?HUHG WR DQ\ RWKHU VWUXJJOLQJ SXSLO O A small school has little experience of pupils with SEND and is considering admitting a pupil with a rare syndrome involving moderate learning GLÉ?FXOWLHV SRRU PXVFOH WRQH DQG VSHHFK DQG ODQJXDJH GLÉ?FXOWLHV 7KH +HDG FRQVXOWV WKH child’s parents and a local voluntary organisation DQG GHYLVHV D VHULHV RI VKRUW VWDÎ? WUDLQLQJ HYHQWV drawing on available expertise. This is likely to be a reasonable adjustment. O 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. O

will have a pupil with SEND at some point. However, schools are not obliged to anticipate

O

and make adjustments for every imaginable

O

to introduce large-font exam papers for pupils

physical improvements to improve access to education and associated services

disability and need only consider general reasonable adjustments, such as being prepared

improvements in access to the curriculum

O

improvements in providing information in a range of formats for disabled pupils.

with a visual impairment even though there are no such pupils currently admitted to the school.

Independent schools are required to prepare

Such a strategic and wider view of the school’s

these plans in writing, and implement and review

approach to planning for pupils with SEND links

them as necessary. Accessibility plans are subject

closely with its planning duties.

to review as part of an Ofsted inspection.

David has an extensive schools practice and is widely acknowledged as one of the leading schools lawyers in the UK. He specialises in child protection, pupil disciplinary matters, SEND and schools-related employment issues for a client base that includes many of the UK’s best-known schools.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

147

6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV | 6XFFHVV IURP DGDSWLQJ SURYLVLRQ LQ D ERDUGLQJ VFKRRO

Success from adapting provision in a boarding school David King, Headmaster of Appleford School

assessments which are reviewed and discussed in VHQLRU OHDGHUVKLS WHDP SDVWRUDO KRXVH DQG VWDÎ? meetings. This might be knowing what makes a child happy or sad, what they are interested in or what causes them to feel vulnerable – it is key that DOO VWDÎ? NQRZ WKLV

B

to children and young people and helps

KRXU FXUULFXOXP

improve their academic and personal

The concept of a ‘24-hour curriculum’ is well

progress. This is particularly the case for children

embedded at most boarding schools. At Appleford

with special educational needs and disabilities

all boarders have a SIP (Social Independence Plan)

(SEND). At Appleford – a specialist dyslexia school

which details a hierarchy of key functional skills

– more than 70% of pupils board. By adapting our

required by pupils as they mature. These start with

provision to meet their needs we actively help

simple tasks such as washing and personal hygiene

pupils in the house. This comes back to ‘knowing

pupils enjoy their school day and develop into well-

and move up to taking driving lessons, wiring a plug

the child’. If all the clocks in the house are analogue

rounded, independent adults. With a little thought

DQG PDQDJLQJ KRXVHKROG DSSOLDQFHV HÎ?HFWLYHO\ %\

and the timetables are presented digitally, how

and some subtle changes, this is achievable in any

focusing on these skills and evidencing them in the

FDQ ZH H[SHFW SXSLOV ZKR KDYH GLÉ?FXOW\ WHOOLQJ

ERDUGLQJ KRXVH DQG FDQ EH RI GLUHFW EHQHČ´W WR DQ\

SXSLOȇV 6Ζ3 SDUHQWV DQG VWDÎ? FDQ VHH FOHDUO\ KRZ

the time to be punctual? Equally, opportunities for

child.

ready the child is for the wider world and what can

accessing schemes such as the Duke of Edinburgh’s

be expected of them within the boarding house and

Award could be missed by dyslexic children simply

around school.

because they could not understand the meeting

oarding brings a wealth of opportunity

Critical to the success of any school is knowing the pupils as individuals and having an emphasis

notice.

on this ‘from the top down’. For example, at

In any school, it should not automatically be

Appleford we produce individual and concise aides

assumed that pupils can read, process and act

(PEUDFLQJ Ζ7

memoire IRU DOO VWDÎ? WR KDYH D VQDSVKRW YLHZ RI

upon information presented around the campus.

For many pupils with dyslexia, prep and homework

any child who may require closer monitoring or

6SHFLDOLVW VWDÎ? DW P\ VFKRRO VSHQG WLPH HQVXULQJ

can be a real challenge – particularly without the one-

individual attention for a particular need. These

displays of information are accessible, presented

to-one support of a parent at home. By embracing

can, where necessary, evolve into individualised

appropriately and targeted at the ability levels of

IT and, for example, sending all homework via email

148 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

6XFFHVV IURP DGDSWLQJ SURYLVLRQ LQ D ERDUGLQJ VFKRRO | 6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV

in Word format, schools have the opportunity to

environment can and does open fantastic

integrate the plethora of software now available

RSSRUWXQLWLHV IRU HQJDJHPHQW DQG IXOČ´OPHQW

to assist pupils access and understand their work

Simply giving children the opportunity to mix

independently. This obviously requires the school

with a wider peer group, share mealtimes, make

to ensure that appropriate IT facilities exist in the

friendships, work through adolescent problems

boarding houses and there is common software

and have someone to talk to may be the greatest

across the school.

gift we can give our pupils. A boarding school can provide a positive force in the development of

In many ways, however, the greatest advantage

children and young people with SEND – by not

of boarding for any pupil with SEND is in personal

making easy assumptions about their abilities

and social development. Unfortunately children

and functional independence, by ensuring school

with SEND can easily become isolated because

PDQDJHPHQW SODFHV D KLJK SUDFWLFDO WDULÎ? RQ

RI WKHLU ODFN RI FRQČ´GHQFH RU LQDELOLW\ WR DFFHVV

LQFOXVLRQ DQG E\ SURYLGLQJ DOO VWDÎ? ZLWK WKH

appropriate peer groups. For these children,

support and CPD to recognise, assist and develop

a well-organised and empathetic boarding

pupils in a pastoral environment.

David King was appointed Headmaster of Appleford School in 2012. After attending the University of Liverpool (History and Art) his career in education began as a primary school teacher, followed by Maths Co-ordinator and then SENCo. He gained Dyslexia Friendly Status for a Somerset primary school and was part of a pilot group which developed strategies IRU 7HDFKLQJ IRU (Î?HFWLYH /HDUQLQJ ZKLFK KDV QRZ become part of mainstream policy. After headships of two independent special senior schools, David WRRN WLPH RXW RI HGXFDWLRQ IRU Č´YH \HDUV LQ EXVLQHVV as owner and chairman of an outdoor pursuits company.

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

149

6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV | Ȇ%HOLHYH ΖQVSLUH 6XFFHHGȇ

¡&IPMIZI -RWTMVI 7YGGIIH¸

– David Quick, Headmaster of Slindon College

A

t Slindon College we provide specialist learning support for

O

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.

:LWK D VWDÎ? SXSLO UDWLR RI RQH WR Č´YH ZH SURYLGH D FDUHIXOO\ VWUXFWXUHG and tailored education for boys who cannot thrive in a mainstream

$'+'

environment. Pupils require learning support in areas including attention

7KH V\PSWRPV RI DWWHQWLRQ GHČ´FLW K\SHUDFWLYLW\ GLVRUGHU $'+' FDQ EH

GHČ´FLW K\SHUDFWLYLW\ GLVRUGHU $'+' G\VOH[LD DQG G\VSUD[LD %XW E\ IDU

FDWHJRULVHG LQWR WZR VHWV RI EHKDYLRXUDO SUREOHPV

the majority of our pupils are diagnosed with autistic spectrum disorder $6' +RZHYHU ZH GR QRW WDNH VHYHUHO\ DXWLVWLF FKLOGUHQ RU WKRVH RÉ?FLDOO\

O

inattentiveness

GHVLJQDWHG DV KDYLQJ HPRWLRQDO DQG EHKDYLRXUDO GLÉ?FXOWLHV (%'

O

hyperactivity and impulsiveness.

2XU DSSURDFK LV VSHFLČ´F WR HDFK SXSLO DQG LQFOXGHV UHJXODU LQGLYLGXDO

Most pupils with ADHD have problems that fall into both these categories,

education plans (IEPs) and continual assessments in academic and social

but this is not always the case. For example, some pupils with the condition

contexts. The aim is to provide pupils with strategies to compensate for the

may have problems with inattentiveness, but not with hyperactivity or

constraints of their condition, promoting their positive abilities in a lifeskills

LPSXOVLYHQHVV 7KLV IRUP RI $'+' LV DOVR NQRZQ DV DWWHQWLRQ GHČ´FLW

context and maximising their academic potential. In line with this individual

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

DSSURDFK WKH DFDGHPLF SDWKZD\ LV QRW Č´[HG EXW WDLORUHG WR WKH QHHGV

may be less obvious.

DQG SRWHQWLDO DFKLHYHPHQW RI HDFK ER\ +HQFH RXU VFKRRO PRWWR Ȇ%HOLHYH Inspire, Succeed’.

'\VOH[LD '\VOH[LD LV D FRPPRQ OHDUQLQJ GLÉ?FXOW\ PDLQO\ DÎ?HFWLQJ KRZ SXSLOV UHDG

$6'

and spell words. Dyslexia is a spectrum disorder, with symptoms ranging

ASD can present with a wide range of symptoms, which are often grouped

IURP PLOG WR VHYHUH 3XSLOV ZLWK G\VOH[LD KDYH SDUWLFXODU GLÉ?FXOW\ ZLWK

LQWR WZR PDLQ FDWHJRULHV O

O

phonological awareness

Problems with social interaction and communication – including

O

verbal memory

problems understanding and being aware of other people’s emotions

O

rapid serial naming

and feelings. It can also include delayed language development and an

O

verbal processing speed.

inability to start conversations or take part in them properly.

150 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

Ȇ%HOLHYH ΖQVSLUH 6XFFHHGȇ | 6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV

'\VSUD[LD

2FFXSDWLRQDO WKHUDS\ 27

Pupils with dyspraxia may have problems with movement and

Occupational therapists take a holistic approach, working with pupils

FR RUGLQDWLRQ LQFOXGLQJ GLÉ?FXOWLHV

who have co-ordination, sensory, organisational and behavioural issues. Assessments establish how their needs can be best met and

O

with playground activities such as hopping, jumping, running, and

intervention usually takes the form of one-to-one sessions in our new

catching or kicking a ball – they often avoid joining in because of

well-equipped sensory/OT room. For example, purposeful activities

WKHLU ODFN RI FR RUGLQDWLRQ DQG PD\ Č´QG 3( GLÉ?FXOW

FKDOOHQJH WKH ER\V WR

O

walking up and down stairs

O

writing, drawing and using scissors – their handwriting and drawings

O

strengthen their core muscles to gain better balance for PE

may appear scribbled and more childish than other children their

O

SUDFWLVH ČľXHQW PRYHPHQWV ZLWK WKHLU KDQGV WR KDYH OHJLEOH handwriting for examinations

age O

getting dressed, doing up buttons and tying shoelaces

O

keeping still – they may swing or move their arms and legs a lot and

O

create a ‘sensory diet’ of activities that help them to stay focused in class.

Č´QG LW KDUG WR VLW VWLOO

ΖQGLYLGXDO SURJUDPPHV RI VXSSRUW Pupils with SEND need individual programmes of support provided by a multidisciplinary team. These programmes enable pupils to thrive and have a positive learning experience. At Slindon programmes include the following.

6($/ The Social Emotional Aspects of Learning (SEAL) programme at Slindon College provides vital support to enable pupils to develop social and emotional skills within a safe, structured and progressive framework FXUULFXOXP 7KH DLP LV WR KHOS WKHP LQ WKH IROORZLQJ DUHDV O

self-awareness

O

managing their feelings

O

motivation

O

empathy

O

social skills.

'DYLG 4XLFN VWDUWHG KLV FDUHHU LQ ȴQDQFH EXW WKHQ ZHQW RQ WR TXDOLI\ DV D WHDFKHU in 1990 from Swansea University. He has worked in several secondary schools in the UK and overseas. His last two posts were Assistant Headteacher at Windsor School (an MOD Boarding School in Germany) and Vice Principal (Student Support) across the federated schools of St John’s and King Richard School in Cyprus. He has been a member of the BECTa Science working group and an Assistant Examiner in GCSE Physics and A level Chemistry for OCR. He has set up and run the Duke of Edinburgh’s Award and has also been a rugby coach. He enjoys cooking, orienteering, skiing and travelling. David is married to Michaela and they have three children.

7KH SURJUDPPH EXLOGV VHOI HVWHHP FRQČ´GHQFH DQG PRWLYDWLRQ DOO YLWDO if barriers to learning are to be removed. This work may be on a-one-to one basis or in small groups.

6SHHFK DQG ODQJXDJH WKHUDS\ Speech and language therapists work with pupils with a range of FRPPXQLFDWLRQ GLÉ?FXOWLHV &KLOGUHQ DUH DVVHVVHG ERWK IRUPDOO\ DQG informally. These assessments include attention and listening skills, social interaction, understanding receptive language skills, expressive ODQJXDJH VNLOOV VSHHFK VRXQGV ČľXHQF\ DQG YRLFH 2QFH WKHVH 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.

:DYH OLWHUDF\ DQG QXPHUDF\ 6WDÎ? ZRUN ZLWK FKLOGUHQ ZLWK VSHFLČ´F OHDUQLQJ GLÉ?FXOWLHV WR DVVHVV SODQ and deliver appropriate programmes to support pupils on a-one-to one

w www.crested.org.uk ww.crested.org.uk

C ouncil ffor or tthe he R egistration of Council Registration School s Teachi ng Dysl exic pupi ls Schools Teaching Dyslexic pupils

We We give give you Information Choice Information & C hoice Our Our advice advice is is independent independent but but well well informed informed 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:

basis. This may include phonological training, alphabet work, reading,

www.crested.org.uk www. .crested.or t d

writing, spelling and numeracy, and using the teaching reading through

All the e information informat you need is right there there.

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.

Contact CReSTeD via email: admin@crested.org.uk www.crested.org.uk Registered charity charity no. 1052103 Registered Council for for o tthe he R egistration of S chools Teac hing D yslexic P upils Council Registration Schools Teaching Dyslexic Pupils

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

151

6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV | 0\ FKLOG KDV G\VOH[LD +RZ GR Ζ ȴQG WKH ULJKW VFKRRO"

My child has dyslexia. ,S[ HS - à RH XLI VMKLX WGLSSP# – Brendan Wignall, Headmaster of Ellesmere College and Chair of CReSTeD

T

he Council for Registration of Schools Teaching Dyslexic Pupils (CReSTeD) is a charity set up to provide guidance and assurance WR SDUHQWV VHHNLQJ D VFKRRO IRU WKHLU FKLOG ZLWK VSHFLČ´F OHDUQLQJ

GLÉ?FXOWLHV 6S/' Č‚ RI WKHVH WKH PDLQ GLÉ?FXOW\ LV G\VOH[LD &5H67H' ZRUNV

5287( I AM 127 685( 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

5287(

with SpLD provision. CReSTeD acts as a source of school names parents can use as their ȴUVW VWHS WRZDUGV PDNLQJ D SODFHPHQW GHFLVLRQ ZKLFK ZLOO EH FULWLFDO WR their child’s educational future and is a valuable resource for parents,

I .12: MY CHILD HAS DYSLEXIA (SpLD). I NEED TO FIND AN INDEPENDENT SCHOOL THAT IS SUITABLE FOR HIS OR HER LEVEL OF NEED.

educational advisers and schools.

7KH FDWHJRULHV The CReSTeD Register covers all levels of provision for Dyslexic (SpLD) SXSLOV 7KHUH DUH VHYHUDO OLVWV RI VFKRROV RÎ?HULQJ VXFK SURYLVLRQ EXW RQO\

'\VOH[LD 6SHFLDOLVW 3URYLVLRQ 6FKRROV Č‚ '63

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

FXUULFXOXP DQG WLPHWDEOH DUH GHVLJQHG WR PHHW VSHFLČ´F QHHGV LQ D KROLVWLF

criteria are maintained.

FRRUGLQDWHG ZD\ ZLWK D VLJQLČ´FDQW QXPEHU RI WHDFKLQJ VWDÎ? KROGLQJ QDWLRQDOO\ UHFRJQLVHG TXDOLČ´FDWLRQV LQ WHDFKLQJ G\VOH[LF SXSLOV

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

6SHFLDOLVW 3URYLVLRQ 6FKRROV Č‚ 636

parents.

The school is established to teach pupils with dyslexia (SpLD) and other DVVRFLDWHG GLÉ?FXOWLHV. The curriculum and timetable are designed to meet

:KLFK VFKRRO VKRXOG Ζ FKRRVH"

VSHFLČ´F QHHGV LQ D KROLVWLF FRRUGLQDWHG ZD\ ZLWK D VLJQLČ´FDQW QXPEHU

The levels of provision at schools are divided into six broad categories,

RI WHDFKLQJ VWDÎ? KROGLQJ QDWLRQDOO\ UHFRJQLVHG TXDOLČ´FDWLRQV LQ WHDFKLQJ

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

'\VOH[LD 8QLW Č‚ '8

FKLOGUHQ KDYH GLÎ?HUHQW QHHGV DQG WKH FDWHJRULHV JR VRPH ZD\ WRZDUGV

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

VFKRRO $Q HGXFDWLRQDO SV\FKRORJLVWȇV UHSRUW VKRXOG RÎ?HU JXLGDQFH DV WR

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

QDWLRQDOO\ UHFRJQLVHG TXDOLČ´FDWLRQV LQ WHDFKLQJ G\VOH[LF SXSLOV DQG ZLOO

some lag in spelling skills may be suitably provided for in a school from

FHUWDLQO\ KDYH VLJQLČ´FDQW LQSXW LQWR WKH JHQHUDO VFKRRO FXUULFXOXP GHVLJQ

&DWHJRU\ :6 7KH FDWHJRULHV HQDEOH &5H67H' WR RÎ?HU WKLV JXLGDQFH

and delivery.

152 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

0\ FKLOG KDV G\VOH[LD +RZ GR Ζ ȴQG WKH ULJKW VFKRRO" | 6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV

:LWKGUDZDO 6\VWHP Č‚ :6

and undergone rigorous scrutiny. They hold the award for three years

Schools where dyslexic (SpLD) pupils are withdrawn from appropriately

EHIRUH EHLQJ UH YHULČ´HG E\ WKH %ULWLVK '\VOH[LD $VVRFLDWLRQ 7KHVH VFKRROV

selected lessons for specialist tuition from a teacher with a nationally

DUH LGHQWLČ´HG RQ WKH &5H67H' 5HJLVWHU ZLWK WKH %'$ '\VOH[LD )ULHQGO\

UHFRJQLVHG TXDOLČ´FDWLRQ LQ WHDFKLQJ G\VOH[LF SXSLOV 7KHUH LV RQJRLQJ

Quality Mark logo.

communication between mainstream and specialist teachers. The Register is updated annually and is available direct from the 7HDFKLQJ &HQWUHV Č‚ 7&

CReSTeD Administrator. It may also be obtained from the British Dyslexia

Centres providing specialist tuition for small groups or individuals, in an

Association and Dyslexia Action. Full information is also published on the

adequately resourced teaching area, managed by a teacher with BDA-

ZHEVLWH www.crested.org.uk

UHFRJQLVHG TXDOLČ´FDWLRQV $0%'$ RU $3& ZKR FRRUGLQDWHV WKH ZRUN RI other specialist dyslexia teachers.

CReSTeD was founded to help parents. It has had and will continue to have LQČľXHQFH RQ WKH VWDQGDUGV RI SURYLVLRQ IRU 6S/' SXSLOV

0DLQWDLQHG 6HFWRU Č‚ 06 Maintained schools where the school supports dyslexic (SpLD) pupils to

)XUWKHU LQIRUPDWLRQ

DFFHVV WKH FXUULFXOXP WKHUH LV DQ HÎ?HFWLYH V\VWHP RI LGHQWLI\LQJ G\VOH[LF

)RU PRUH LQIRUPDWLRQ DERXW &5H67H' RU IRU D FRS\ RI WKH 5HJLVWHU

(SpLD) pupils or there is a withdrawal system for individualised literacy

(PDLO admin@crested.org.uk

support. There is positive ongoing communication between mainstream

:HEVLWH www.crested.org.uk

DQG VSHFLDO QHHGV VWDÎ? DQG WKH VHQLRU PDQDJHPHQW WHDP 7KLV LV D QHZ category because lots of maintained state schools want our validation to prove their support for dyslexics. The Register includes a checklist to help parents decide if a school can meet their child’s special educational needs, and a geographical index of schools. %'$ '\VOH[LD )ULHQGO\ 4XDOLW\ 0DUN 6FKRROV CReSTeD‘s Maintained Sector (MS) Register now includes the British Dyslexia Association’s Dyslexia Friendly Quality Mark. Schools awarded the Quality Mark have demonstrated a high commitment to dyslexic learners

Brendan Wignall has been Headmaster of Ellesmere College since 1996 and is currently Chair of CReSTeD. After teaching English at Oakham and Christ’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!).

SLI ND ON C OLLEGE “HA PPY PUDDING �

Ingr edients: 100 boys a ged 8- 18 (m ixed ba g) 20 dedic a ted tea c her s (F inest r a nge) 1 la r ge bunc h of f r iendly & helpf ul Lea r ning Suppor t A ssista nts 1 down- to- ea r th Hea dm a ster (f ir m , f a ir & f un) 3 jolly c hef s (yum - yum r a nge) 1 kind a nd m other ly Ma tr on (hea r t of gold v a r iety) 1 bea utif ul m a nor house with stunning sea v iews La r ge ha ndf ul of pr a c tic a l subjec ts A spr inkling of f a r m ya r d a nim a ls 14 a c r es of r olling gr een c ountr yside – to ga r nish Sea son with ha ppiness a nd sec ur ity in equa l m ea sur es. Method: Mix boys a nd sta f f thor oughly until a bsor bed. Gently f old in a gener ous ha ndf ul of under - a c hiev ing or sensitiv e boys a nd a dd a f ur ther la r ge sc oop of those r equir ing lea r ning suppor t. Ca r ef ully m ix m a king sur e not to c r ush in the pr oc ess. Div ide a nd ea se into v er y sm a ll c la sses a nd a dd tea c her s, lea r ning suppor t a ssista nts a nd pa stor a l sta f f liber a lly a s needed. B lend a nd lea v e in a wa r m pla c e to r ise. B a ke on the top shelf (or a s high a s you c a n get) until r ea dy f or c onsum ption by the a dult wor ld. Ser v e dr edged with c onf idenc e. PECKISH ? T elephone Jenny Da v ies (Registr a r ) on 01243 814320 to a r r a nge a “ta ster � or ta ke a look a t our website on www. slindonc ollege. c o. uk. Slindon College, Slindon, A r undel, West Sussex. Em a il: r egistr a r @slindonc ollege. c o. uk SLIN DON COLLEGE IS A Cr eST eD CA T EGORY DU SCHOOL

CReSTeD

How good yourYOU. provision WE ARE HERE TO is HELP PLEASE USE for US.dyslexic WE AREpupils? FREE We exist to help you find out,

WE OFFER TOTALLY INDEPENDENT BUT and then we tell parents. WELL-INFORMED ADVICE

We offer: Choosing a school is one of the biggest t GPS ZPVS TDIPPM B WJTJU CZ B EZTMFYJB FYQFSU you make for your child and it is not decisions t GPS QBSFOUT B GSFF 3FHJTUFS PG TDIPPMT easy. You need all the help you can get. approved for their dyslexia provision $POUBDU $3F45F% WJB FNBJM BENJO!DSFTUFE PSH VL www.crested.org.uk 3FHJTUFSFE DIBSJUZ /VNCFS $PVODJM GPS UIF 3FHJTUSBUJPO PG 4DIPPMT 5FBDIJOH %ZTMFYJD 1VQJMT

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

153

6SHFLDO HGXFDWLRQDO QHHGV DQG GLVDELOLWLHV | 3URYLVLRQ LQ WKH LQGHSHQGHQW VHFWRU IRU SXSLOV ZLWK 6(1'

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

P

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

SXSLOV ERDUGHUV ZHUH LGHQWLČ´HG DV KDYLQJ 6(1' 7KH

sizes are too big and they feel there is not enough individual support.

most common SEND is dyslexia (321,169) followed by information processing

7KH LQGHSHQGHQW VHFWRU RÎ?HUV D UDQJH RI FKRLFH QRW DYDLODEOH ZLWKLQ WKH

G\VSUD[LD JURVV DQG ȴQH PRWRU VNLOOV DQG $VSHUJHUȇV

PDLQWDLQHG VHFWRU 6SHFLDOLVW 3URYLVLRQ 6FKRROV 636 DUH DSSURYHG IRU VSHFLČ´F

syndrome (3,597). The table below lists independent boarding schools on the

OHDUQLQJ GLÉ?FXOWLHV ZLWK DVVRFLDWHG ODQJXDJH GLÉ?FXOWLHV VXFK DV G\VSUD[LD

CReSTeD Register providing support for pupils with SEND.

DQG DWWHQWLRQ GHČ´FLW K\SHUDFWLYLW\ GLVRUGHU $'+' '\VOH[LD 6SHFLDOLVW

ΖQGHSHQGHQW ERDUGLQJ VFKRROV RQ WKH &5H67H' 5HJLVWHU SURYLGLQJ VXSSRUW IRU SXSLOV ZLWK 6(1' 6SHFLDOLVW 3URYLVLRQ 6FKRROV 636 DUH DSSURYHG IRU VSHFLČ´F OHDUQLQJ GLÉ?FXOWLHV DQG DVVRFLDWHG ODQJXDJH GLÉ?FXOWLHV G\VSUD[LD DQG $'+' &DWHJRU\ SPS SPS SPS SPS

6FKRRO Appleford School More House School Northease Manor St David’s College

7RZQ Salisbury Farnham Lewes Llandudno

:HEVLWH 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. &DWHJRU\ DSP DSP DSP DSP DSP DSP DSP DSP

6FKRRO Bredon School Bruern Abbey School Frewen College Mark College Moon Hall School Moon Hall College Nunnykirk Centre Shapwick School

7RZQ Tewkesbury Chesterton, Oxfordshire Rye Highbridge Dorking Dorking Morpeth Bridgwater

:HEVLWH 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. 6FKRRO %DUQDUGLVWRQ +DOO 3UHSDUDWRU\ 6FKRRO Bedstone College Bethany School Bloxham School Brockhurst & Marlston House Schools Clayesmore Preparatory School Clayesmore School Clifton College Preparatory School Cobham Hall School Ellesmere College )LQERURXJK 6FKRRO Fulneck School Hazlegrove Preparatory School Kingham Hill School King’s School Kingsley School (The Grenville Dyslexia Centre) Kingswood House School Lime House School 0LOOČ´HOG 6FKRRO 0LOOČ´HOG 3UHSDUDWRU\ 6FKRRO Moyles Court School Sidcot School Slindon College Tettenhall College Walhampton School :\FOLÎ?H &ROOHJH 3UHSDUDWRU\ 6FKRRO :\FOLÎ?H &ROOHJH

7RZQ %DUQDUGLVWRQ 6XÎ?RON Bucknell, Shropshire Cranbrook, Kent Banbury, Oxfordshire Newbury, Berkshire Blandford Forum, Dorset Blandford Forum, Dorset Bristol, Avon Cobham, Kent Ellesmere, Shropshire 6WRZPDUNHW 6XÎ?RON Leeds, West Yorkshire Yeovil, Somerset Chipping Norton, Oxfordshire Bruton, Somerset Bideford, Devon Epsom, Surrey Carlisle, Cumbria 6WUHHW 6RPHUVHW *ODVWRQEXU\ 6RPHUVHW Ringwood, Hampshire Winscombe, North Somerset Arundel, Sussex Wolverhampton, West Midlands Lymington, Hampshire 6WRQHKRXVH *ORXFHVWHUVKLUH 6WRQHKRXVH *ORXFHVWHUVKLUH

154 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

:HEVLWH 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 ZZZ Č´QERURXJKVFKRRO FR XN 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 ZZZ PLOOČ´HOGVFKRRO FRP ZZZ PLOOČ´HOGSUHS FRP www.moylescourt.co.uk www.sidcot.org.uk www.slindoncollege.co.uk www.tettenhallcollege.co.uk www.walhampton.com ZZZ Z\FOLÎ?H FR XN ZZZ Z\FOLÎ?H FR XN

*&6(V DQG Ζ*&6(V LQ D FKDQJLQJ FXUULFXODU ODQGVFDSH | &XUULFXOXP FKRLFHV

GCSEs and IGCSEs in a changing curricular landscape

– Charlie Hammel, Director of Studies at St Swithun’s School, Winchester

A

ny parent considering a boarding school

with less interruption over a two-year course.

for their child at 11+ or 13+ entry is certain to discover that changes to the

7KHVH FKDQJHV DUH DOUHDG\ EHLQJ UHȾHFWHG LQ Ζ*&6(V 7KH\ DUH EHLQJ DGMXVWHG WR UHȾHFW

:KDW VFKRROV RÎ?HU

additional content in the new GCSEs, and at the

main curriculum options at ages 14–16 (Years 10

More than 75% of leading independent schools

time of writing it is clear at least some IGCSEs will

and 11) – GCSEs and IGCSEs – will become relevant

QRZ RÎ?HU D PL[WXUH RI *&6(V DQG Ζ*&6(V 7KLV LV

adopt the new 9 to 1 grading system. There would

for their son or daughter in the coming years.

the approach we have adopted at St Swithun’s,

appear to be a convergence taking place, though

where each subject department has autonomy to

much remains to be worked out in the detail of the

This is an exciting stage of education because it

VHOHFW WKH FRXUVH RÎ?HULQJ WKH PRVW DSSURSULDWH

reforms and their implications.

LV ZKHQ PRVW SXSLOV KDYH WKHLU Č´UVW RSSRUWXQLW\

blend of academic rigour, accessibility and

to begin selecting some subject options and

progression to further study at A level. Some

$GYLFH IRU SDUHQWV DQG SXSLOV

determining their own academic programme. As it

schools prefer either GCSEs or IGCSEs exclusively.

Parents and pupils should feel able to ask

DOVR OHDGV WR IRUPDO TXDOLČ´FDWLRQV LQ WKH VKDSH RI

%RWK TXDOLČ´FDWLRQV DUH UHVSHFWHG YDOXHG DQG

informed questions about the (I)GCSE courses

Ζ *&6(V DQ XQGHUVWDQGLQJ RI ZKDW VFKRROV RÎ?HU

understood by universities and employers.

RÎ?HUHG E\ D VFKRRO DQG WKH VFKRRO VKRXOG EH able to explain how it is responding to curricular

FXUUHQWO\ DQG KRZ WKDW LV OLNHO\ WR EH DÎ?HFWHG E\ ongoing changes to the curricular landscape is

There are advantages to the mixed economy of

changes and the rationale for the combination of

useful.

GCSEs and IGCSEs. In the examination period,

FRXUVHV LW RÎ?HUV 0RUH VSHFLČ´F TXHVWLRQV FDQ EH

IGCSE papers tend to both begin and end a couple

posed, often on a subject level, about how each

(YROYLQJ TXDOLČ´FDWLRQV

of weeks earlier than GCSEs. So in a demanding

course helps to meet the needs and interests of

International GCSEs (IGCSEs) are long-established

time for Year 11 pupils, those studying for a

pupils at that school.

TXDOLČ´FDWLRQV RULJLQDOO\ GHYHORSHG DV HTXLYDOHQW

PL[WXUH RI WKH WZR FDQ Č´QG WKDW WKHLU H[DPLQDWLRQV

to GCSEs for international schools. Their structure

are spread over a slightly longer time period,

Just as it is important to be aware of curricular

has remained essentially ‘linear’, which means

ZKLFK FDQ KHOS LQ PDQDJLQJ Č´QDO UHYLVLRQ DQG

reforms, in making subject choices pupils are

assessment takes place by examination at the end

preparation. There are positives for schools

always best advised to play to their own strengths

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

as well. The surging interest in IGCSEs, current

DQG VHOHFW WKH VXEMHFWV WKH\ Č´QG PRVW LQWHUHVWLQJ

*&6(V KDG HYROYHG GLÎ?HUHQWO\ DQG EHFRPH PRUH

reforms to GCSEs and corresponding revisions to

DQG HQMR\DEOH 7KH Č´QHU GHWDLOV RI VWUXFWXUH RI

‘modular’, with courses subdivided into relatively

IGCSEs mean that for most subjects schools are

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

discrete units. This ‘modularisation’ was matched

increasingly able to choose from several up-to-date

EHFDXVH DIWHU DOO WKH TXDOLČ´FDWLRQ LWVHOI RQO\ OHQGV

by more piecemeal assessment, with opportunities

OLQHDU VSHFLČ´FDWLRQV

a structure, albeit an important one, for pupils’

to complete coursework (or ‘controlled

learning at this level.

assessment’) and take some examination papers

&KDQJHV RQ WKH KRUL]RQ

throughout the course.

Phased, national reforms to GCSEs have recently EHJXQ PDNLQJ WKHP PRUH ULJRURXV 7KH Č´UVW RI

Over the past decade independent boarding

these new examinations were taken in summer

schools, and independent schools generally,

2017 in English language, English literature and

have helped drive a proliferation of IGCSEs

mathematics, and all subjects will be reformed by

within the UK. In 2015 IGCSEs accounted for over

summer 2019. In practice, the new GCSEs would

43% of examinations taken by Year 11 pupils

seem to be taking on many characteristic features

in independent schools, a percentage that has

of IGCSEs. Assessment is linear, with exams at

TXDGUXSOHG LQ MXVW Č´YH \HDUV IURP LQ

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

This has happened because independent schools

of assessment, including controlled assessment,

KDYH SHUFHLYHG D QXPEHU RI DGYDQWDJHV LQ Ζ*&6(V

EHLQJ UHPRYHG RU VLJQLČ´FDQWO\ UHGXFHG

greater emphasis on breadth and depth of

The new numerical 9 to 1 grading scale replaces

knowledge, in addition to cultivation of skills

the A* to G system. At the top end of the scale,

O

a higher degree of academic rigour

the new grades 7 to 9 will be awarded to the same

O

more insulation from political change

proportion of candidates as have achieved grades

O

the opportunity to devote more curricular time

$ DQG $ ZLWK WKH WRS RI WKRVH GLÎ?HUHQWLDWHG

to teaching than to formal assessments

by the highest grade, 9.

O

O

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 to mature intellectually

September 2017 I THE BSA GUIDE TO UK BOARDING SCHOOLS

155

&XUULFXOXP FKRLFHV | $IWHU *&6(V Ȃ ZKDW QH[W"

– Richard Cairns, Head Master of Brighton College

A

After GCSEs – what next?

fter a summer of nervous anticipation,

FRPSOHWHG WKHLU ȴQDO TXDOLI\LQJ H[DPV Ȃ WKHLU

their GCSE exams. So students should consider

WKH *&6( UHVXOWV ȴQDOO\ FDPH RXW LQ

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

VLJQLȴFDQW QXPEHU RI WRS JUDGHV

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

FKRLFHV %XW *&6( UHVXOWV R΍HU DQ LPSRUWDQW

/HW XV FRQVLGHU WKUHH SRVVLEOH VFHQDULRV D VHW

to see. And if a student really doesn’t want to

RSSRUWXQLW\ WR UHȵHFW RQ HDUOLHU GHFLVLRQV LQ WKH

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 or an apprenticeship. This country needs skilled

7KH ȴUVW SODFH WR VWDUW LV ZLWK WKH UHVXOWV 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

R΍HUV DUH PDGH EHIRUH VWXGHQWV KDYH DFWXDOO\

a student is prepared to have another stab at

success of their lives without a degree.

156 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2017

$IWHU *&6(V Č‚ ZKDW QH[W" | &XUULFXOXP FKRLFHV

*RRG UHVXOWV LQ WKH ZURQJ VXEMHFWV" An array of GCSEs in Ceramics, Citizenship and Communication Studies will sadly close almost as many doors as a set of poor results in a string of academic subjects. The initial ill-advised set of choices is often through no fault of the student concerned who may well have been advised to embark on softer options at GCSE to help the school’s league table position. This is a particular problem in certain parts of the state sector where pupils are seven times more likely to take media studies than independently-educated children and half as likely to take a modern language. The focus in these schools is also overwhelmingly on students on the 4/3 borderline such that the gifted and talented are not stretched and challenged, ending up with 6s rather than the 7, 8 or 9s which they are capable and which top universities demand. O

Health and Social Care

And what about the sunnier third scenario?

O

Sports Studies