BSA Guide to Uk Boarding Schools September 2019 by Bulldog Publishing

The bsa Guide TM

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

www.ukbsa.com

NEW NURSERY

OPENING SEPT 2018 FROM 9 MONTHS

LEARN, CREATE, EXPLORE Top quality boarding provision with superb pastoral care Rated ‘excellent’ in all areas of the latest Inspection Report Over 100 co-curricular activities available Reputation for sport and links with professional clubs Inspirational music, drama and creative arts Outstanding academic results with over 90% of applicants securing places at their preferred university

Join us for Open Morning on Saturday 6 October 2018 Book a place at www.kingswood.bath.sch.uk Or contact admissions@kingswood.bath.sch.uk to book an individual visit An Independent Co-educational Boarding & Day School for pupils aged 9 months – 18 years

| Foreword

Foreword – Martin Reader, Chair, Boarding Schools’ Association (BSA)

f you have picked up this Guide, and you

parents. Boarding schools offer a unique richness

Association and Bulldog Publishing. We hope you

are a parent, then the chances are you

of community. They are open, tolerant, lively

find it helpful in choosing the best boarding school

are already well aware of the benefits of a

places where education happens 24 hours a

for your child.

boarding education. You are thinking carefully

day. The vibrancy of a boarding community is

about what school might be best for your

irresistible and there are myriad benefits as a

youngster. You want to explore the options fully.

preparation for life. Children learn how to solve

This Guide will help you to navigate your way

problems, get along with people different from

through the process of finding the school that

themselves and be at ease with others. This is

best suits your individual child.

deep learning – a full education.

Choosing a school can be as bewildering as it

More than ever, parents are part of the

is exciting. There are so many good boarding

boarding community. Many report the quality of

schools offering an excellent education: the

relationship with their children grows through the

boarding family is extended and diverse. You can

boarding experience, and the strong links with

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

the dedicated residential pastoral staff who make

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

boarding houses into an extension of home.

specialist, flexi, weekly, full boarding, state or independent. Or perhaps a combination of

The Boarding Schools’ Association (BSA)

different schools at different ages. The choice is

represents more than 550 boarding schools in

as broad and flexible as is the distinctive variety

the UK and overseas. It provides a wide range

and nature of the boarding sector.

of services including professional development, government relations, communications, media,

What unites all boarding schools is a deep, shared

publications, conferences and events. This

belief in the value that high-quality, modern

guide springs from the positive and constructive

boarding education can offer children and their

partnership between the Boarding Schools’

Martin Reader has been Headmaster of Cranleigh School since September 2014. Martin began his teaching career at St Edward’s Oxford, before moving to Oundle School and then to Reigate Grammar School where he was Senior Deputy Head. Before moving to Cranleigh, he was Headmaster of Wellington School, Somerset for eight years. He was educated at University College, Oxford, where he was an Exhibitioner in English and English Literature. He continued at Oxford reading for an MPhil in English Studies (1100–1500). While at Oxford, he played for the university at rugby and was on the bench at the Varsity Match. He also has an MBA in School Leadership International from Hull University. Martin is married to Amanda and they have two children who are both educated at Cranleigh. He is a team inspector and a boarding team inspector for the Independent Schools Inspectorate (ISI), serves on the Professional Development Committee of the Headmasters’ and Headmistresses’ Conference (HMC) and is a trustee of Hawk and Owl Trust, a national charity for the preservation of raptors and their habitats. He is a Fellow of the Royal Society of Arts.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Welcome to The bsa Guide TM

TO UK BOARDING SCHOOLS

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

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

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

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

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

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

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

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

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

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

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

Photo with kind permission of Godolphin School

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

4 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Sheila White Editor

WHAT COULD OUR FUTURES HOLD?

WHOLE SCHOOL

OPEN MORNING Saturday 6th October 10.00 -12.30 pm Book your place at

www.headington.org

SENIOR SCHOOL

NURSERY

SIXTH FORM

PREP SCHOOL

The bsa Guide TM

TO UK BOARDING SCHOOLS

Editor

Editorial Advisory Board Sheila White

Graham Able (Chair)

Adrian Underwood

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

Adrian Underwood’s career has been in boarding education for over 45 years since 1971 when he was appointed a Housemaster and Head of Department. From 1975 to 1997 he was Headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for boarding staff and engaging with the British government on a range of boarding issues including drafting the first set of National Boarding Standards. He was appointed OBE in 2007 for services to education. For 15 years he was a Lead Inspector for the Independent Schools Inspectorate (ISI) 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 and a Wells Harbour Commissioner.

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

The bsa Guide TM

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

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

Jenny Dwyer

Robin Fletcher

Jenny Dwyer has worked in boarding schools for the last 30 years. She began her career at Benenden teaching mathematics and running a boarding house. She moved to Queen Anne’s in Caversham as Pastoral Deputy and then became Headmistress of Prior’s Field School, a day and boarding school, in Godalming, Surrey. She spent the last 12 years in Dorset, as Head of Sherborne Girls, a full boarding school, and retired as Head in July 2018. Jenny has been on the governing body of a number of independent prep and senior schools as well as a local MAT and has been a team inspector for ISI for a number of years. Married with two sons, she enjoys sailing, keeping fit and spending time at her house on the Norfolk coast.

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

6 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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

COURAGE

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

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

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

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

Please contact our Registrar on:

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

www.doyrms.com

Photo with kind permission of Godolphin School

Contents The bsa Guide TO UK BOARDING SCHOOLS

Choosing and assessing schools What about boarding schools?

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

Selecting a school

A parents’ guide to surviving the school marketplace

Inspections of accredited independent boarding schools

Ofsted inspection of boarding schools

– Antony Spencer, Principal of St Lawrence College

Foreword

– Martin Reader, Chair, Boarding Schools’ Association (BSA)

About UK boarding

– Independent Schools Inspectorate (ISI)

– Dale Wilkins, Head of Safeguarding and Standards, Boarding Schools’ Association (BSA)

The boarding adventure of a lifetime

The importance of good governance

Fees – finding them

Turning minimum standards into excellence

Fees – where do they go?

School visits: questions and answers

League tables – just one measure of success

Faith in our schools

Specialist schools – arts, drama, music

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

A shared life under a common roof

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

School despatches

Pupils and parents

20 22

The parents

– how boarding enriches families

– Andrew Lewin, Director of Training and International, Boarding Schools’ Association (BSA) – Adrian Underwood, Education Consultant – Emma McKendrick, Headmistress of Downe House School

The pupils

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

– Graham Able, Group Deputy Chairman, Alpha Plus

8 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

– Graham Able, Group Deputy Chairman, Alpha Plus

Schools founded by the Military Schools with a military history

| Contents

State boarding schools The benefits of state boarding

– Dr John Weeds, Head of Cranbrook School

Choosing state boarding

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

56 59 61

The benefits of sixth-form boarding

What can financial and educational organisations learn from each other?

– Nick Wergan, Headteacher of Steyning Grammar School and BSA Vice Chair (State Boarding and Chair Elect), 2018

Life at a state boarding school

– Dr Chris Pyle, Head of Lancaster Royal Grammar School

– Dr Joe Spence, Master of Dulwich College

118

How does boarding promote wellbeing?

120

The benefits of boys-only boarding

122

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

125

How a boarding environment helps pupils develop

126

Promoting good mental health in boarding schools

130

Girls and engineering and other STEM subjects

134

A ‘digital revolution’ in boarding schools

136

What do we mean by a boarder’s progress and how do schools measure it?

138

– John Moule, Warden of Radley College

– Lee Glaser, Headmaster of Taunton School – Jo Cameron, Principal of Queenswood

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

The importance of the creative arts

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

State boarding schools – John Abbott, Principal of Richard Huish College

Senior schools: single-sex or co-education?

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

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

– Elaine Logan, Warden of Glenalmond College

Sport for all

The case for continuity

Schools together in partnership

Developing thinking skills across the curriculum

Educational provision for pupils with special educational needs and disabilities

140

PSHE? SMSC? The acronyms of a priceless education

Special educational needs provision in boarding schools

142

Understanding the world around us

‘Believe. Inspire, Succeed’

144

Teamwork, leadership and service – enrichment in schools as a key to character development

Specialist provision for pupils with dyslexia

146

Supporting character development in a boarding school

What is CReSteD and how does it help boarding families?

148

The positive impact of The Duke of Edinburgh’s Award

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

150

Using the power of technology wisely

Curriculum choices

Stephen Winkley Boarding Achievement Award – acknowledging the champions of boarding

Boarding at sixth-form colleges

Talking with children and young people about what to do in a terrorist attack

– Alastair Land, Headmaster of Repton Schools – Mark Turnbull, Headmaster of Giggleswick School – Julie Robinson, General Secretary of the Independent Schools Council (ISC) – Dr Lorraine Earps, Head Teacher of Queen’s College, Taunton

– Delyth Lynch, former Deputy Head (Pastoral and Wellbeing) of Wellington College – Mark Lascelles, Head Master of Dauntsey’s

– Thomas Garnier, Headmaster of Pangbourne College – Paul Sanderson, Headmaster of Bloxham School

– Peter Westgarth, Chief Executive of The Duke of Edinburgh’s Award (DofE) – Dr Ruth Sullivan, Headmistress of Sherborne Girls

– Dr Julian Davies, Principal of Abbey College Cambridge

Boarding at a preparatory school

The advantages of starting boarding in a preparatory school

100

The popularity of prep school boarding

102

The importance of kindness

104

Boys only? The case has never been stronger

106

How boarding schools support children’s mental and emotional development

108

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

110

How do we develop a social conscience in our children?

112

Why board at a country prep school?

114

Choosing a boarding prep school – in Scotland!

116

– Simon Barber, Headmaster of Ludgrove School – James Hanson, Headmaster of Aldro School – Stephen Ilett, Headmaster of Port Regis – Rob Morse, Headmaster of Aysgarth School

– Fred de Falbe, Headmaster of Beeston Hall

Special educational needs and disabilities

– David Smellie, Partner at Farrer & Co

– Kathryn Dunn, Head of Learning Support Unit at Fulneck School – Mark Birkbeck, Headmaster of Slindon College – Andrew Russell, Headmaster of St David’s College

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

GCSEs and IGCSEs in a changing curricular landscape

151

Sixth-form programmes – the choice

152

Sixth-form programmes: the choice

154

– Charlie Hammel, Director of Studies at St Swithun’s School, Winchester – Peter Clague, Headmaster of Bromsgrove School

Appendix

– Dr Adrian Dwyer, counter-terrorism risk adviser

Preparatory schools

– George Budd, Deputy Head Academic of Godolphin School

Useful contacts

155

BSA schools members

156

Boarding schools in this issue, by county

159

– Paddy Moss, Headmaster of Dean Close Preparatory School – Titus Mills, Headmaster of Walhampton Prep School

– Simon Hitchings, Head of Swanbourne House School – Henry Knight, Headmaster of Belhaven Hill School

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | The boarding adventure of a lifetime

The boarding

adventure of a lifetime

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

hile boarding may not be right for

A great way to answer this question is to look

Two key words that jumped out in the answers

every child, it’s clearly the right

at the hard facts. Take the answers given to

were ‘confidence’ and ‘independence’, which was

choice for the 75,000 boarders

a survey we conducted among over 5,000

no surprise to us.

at over 500 independent and state boarding

boarding parents at more than 80 of our

schools in the UK. Otherwise they would not be

member schools. This revealed a huge amount

Adventurer, explorer, broadcaster and writer

there.

about boarders and boarding families. It told

Ben Fogle said exactly the same thing when he

us where they come from, what sort of jobs

spoke at two of our conferences. He revealed

The average size of a town in the UK is 20,000

boarding parents do and how they discover

that when he first went to boarding school he

people. So amazingly there are enough young

which school is best for their child. Most

was shy and missed home. But once he started

people boarding to fill three towns and still

importantly however it showed us exactly what

to get involved in all the amazing opportunities

have 15,000 left over. What is it then that makes

parents thought their children were gaining from

his school had to offer, seven days a week,

boarding such an attractive option for parents

boarding.

without the pressure of the twice-daily school

and their children, despite what critics and

runs, his confidence grew. And he has never

protestors might like us to believe?

looked back.

10 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

The boarding adventure of a lifetime | About UK boarding

There will be some parents of course who might

If you are at school for longer, surrounded by

worry that boarding might make their children

your friends, you have got all these opportunities

just a little bit too confident, or perhaps so

offered to you on a plate and much more time

independent that they loosen some of their

to try new things and find out what suits you

family bonds. Experience shows however that

and your interests.

the earlier young people can increase their

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

confidence and gain some independence, the

So our survey shows that young people

much better able and equipped they are to deal

who board can become more confident and

with the complex, fast-moving world we all live

independent and have much more time to

in today.

experiment. And who can argue with that?

And far from that confidence and independence

Let’s close however with testimony from the

names, and the certain fact that she and her

being a threat to family relationships, a

front line, not from the keyboard of a parent

friends fully intended to carry on talking after

confident, independent youngster is much more

filling in a survey form. I recently visited a lovely

lights out!

like to be happy in themselves, avoiding many of

school with around 300 mixed boarders aged

the pitfalls and setbacks of growing up, and so

from 8 to 18. It was clear I had come to a happy

So doubters be gone and supporters be praised.

more at ease with their family and friends.

school with relaxed students and staff, which is

Boarding may not be for all, but for the right

always a good sign. During the tour, I got into a

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

Another word that came out from our survey

brief but delightful conversation with a little girl,

be the adventure of a lifetime.

which definitely chimes with Ben Fogle’s own

aged eight, who was about to try her first ever

experience is ‘opportunity’. One of the great

night boarding as a bit of a trial run. As a father

double bonuses of boarding schools is that,

to a quartet of young girls, I know what ‘excited’

when compared to most schools, they simply

and ‘happy’ looks and sounds like and this was

offer far more for young people to do – be that

no exception. This little girl was so, so looking

sport, drama, trips, debating, outside adventure,

forward to her boarding experience. And she

field trips or public speaking.

happily shared with me the number of soft toys

she was bringing on her school sleepover, their

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

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – finding them

Fees – finding them

– Andrew Ashton, Bursar of Radley College

ll boarding schools charge fees, but

and considering how fees need not be entirely

equity draw-down plan to spread the school fees

these vary depending on the type of

dependent on earned income, so ensuring a child

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

school and boarding requirements.

will be able to complete their education. Planning

or 20-year period.

Here are some typical costs (per term) for 2018

strategies can significantly reduce the financial

(ISC Census, 2018).

burden of school fees, so take professional advice.

Age group Sixth form

Average fee per term £11,821

Senior £11,001 Junior

£8,243

In state boarding schools, tuition is paid for

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

depending largely on which activities your

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

spread the cost of fees

towards reducing reliance on income. The need

invest a lump sum

for tax efficiency and flexibility of approach can

set up a regular savings scheme to provide

be tailored to individual requirements. Some

funds to cover future fees

schools offer specific schemes tailored to advance

look for financial assistance.

payment of fees, and if you have a lump sum

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

Investing a lump sum

available, it is worth exploring this as an option.

child chooses to take part in – for example,

Spreading the cost

music tuition or school trips. Allowance should

Many parents experience difficulties in funding

Regular saving

be made for expenses relating to books,

school fees continuously from taxed income.

Regular saving for school fees should ideally be

entries for public examinations, stationery

There are several schemes available designed

started as soon as possible. The longer you save,

and uniforms. Schools do have different

to help parents in this situation. The purpose of

the less the impact will be on income when school

approaches to extras, and what is included in

these plans is to improve cash flow and hence

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

the fee, so this is worth careful scrutiny.

make school fees more affordable. In essence,

of life assurance policy. Income or capital sums

this involves spreading an element of the school

derived from such policies are normally tax-free.

Planning for school fees

fees over a longer period of time. For example,

It is important to prepare for the commitment of

a parent may be able to afford comfortably 70

Payment protection

paying fees for several years, having in place a

per cent of the school fees from income, but the

It is important to ensure the payment of

strategy that will enable the school fees to be met

additional amount may prove to be a strain. In

children’s school fees can be continued in the

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

this instance, it may be possible to take out an

event of a change in personal circumstances

12 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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BSA Guide half page 2018:Layout 1

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KING WILLIAMâ&#x20AC;&#x2122;S COLLEGE ISLE OF MAN

An Island Education for a Global Future A leading International Baccalaureate school Co-ed boarding and day school for pupils aged 11-18 Email: admissions@kwc.im Tel: 01624 820110 www.kwc.im September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – finding them

due to serious illness, injury or death. A lump

be unable to enter the school. To obtain a

from the Head of your child’s present school

sum can be provided by life insurance. Income

bursary, parents will usually be asked by the

about the chances of success.

protection plans can guarantee income through

school’s Bursar to complete an application

to retirement in the event of illness or accident.

form, providing details of their financial

Scholarships vary in value – they might be

Some schools may offer temporary fee support

circumstances, supported by documentary

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

in cases of unanticipated hardship – but it is

evidence and including capital assets. The

now limit the value of scholarships, such that

important not to rely on this being the case.

application is likely to be considered by a

any extra being awarded is strictly subject to

combination of governors, the Head and the

financial need. You should find out from the

Bursar. The award will usually remain in force

school what scholarships are offered, and what

Trust planning can be useful for grandparents

throughout the pupil’s school career – although

each is worth so you are not disappointed if

who wish to make provisions for school fees and

in some cases an award made before GCSE will

you cannot afford the remainder of the fees if

achieve inheritance tax benefits at the same time.

not necessarily continue into the sixth form.

your child wins one of the smaller awards.

Trusts offer the benefit of transferring the tax

Most schools review bursaries annually to

liability on future income and capital gains to the

ensure the justification for an award remains.

Other educational awards

children to use their personal annual allowances.

Bursaries are less common at prep schools,

Many schools also offer closed awards to

There are basically two types of trust:

although many prep schools do offer some

children of members of the Armed Services,

awards.

as well as clergy, teachers and some other

Trust planning

where the children have a right to any income

professions. Some give help to children of

arising from the trust and also own the capital

Scholarships

former pupils, to single-parent families and

where the distribution of capital and income

Several organisations offer sixth-form

orphans, or concessions for brothers and

is at the discretion of the trustees.

scholarships to enable pupils to stay on at

sisters. The conditions of these educational

school until they enter the next stage of

awards can vary enormously. They are often

their career on a university course. These

described as fee concessions, reductions or

scholarships are awarded for two years, after

discounts. Some are not available annually and

which acceptance is guaranteed, providing the

depend on the terms of an endowment. Others

appropriate qualifications are achieved and

simply say special consideration may be given

Grants

medical standards satisfied. Additionally, many

to pupils in a particular category.

Charitable grant-making trusts are able to

senior schools and a few prep schools offer

help only in cases of genuine need. The trusts

scholarships to attract bright or talented pupils.

There are many options to consider and there

will reject applications unless their specific

A scholarship is awarded for academic promise

is a great deal of financial help available. Read

requirements are satisfied. Royal National

or on the basis of special ability in music, art

this Guide thoroughly and explore schools’

Children’s SpringBoard Foundation (Royal

or some other specialism or all-round merit.

websites. Above all, do not be afraid to ask

SpringBoard) helps vulnerable children and

Some schools give awards for drama, sport,

schools exactly what they have on offer. It

young people in Britain whose circumstances

and design and technology. They are usually

can be a lengthy task, but potentially very

are seriously prejudicial to their normal

awarded after a competitive examination and

worthwhile. Start planning as early as possible

development and where no other care is

interview, and normally take no account of

and do not be afraid to take advice.

available. The charity helps by providing grants

financial need. Academic scholarships are the

and boarding school places for children aged

most common, followed by scholarships for

Further information

7 to 18 who have suffered trauma, tragedy

music, art, design and technology, and sport.

SFIA Schools Fee Planning

Maintenance Trusts offer both of the above.

Financial assistance

Tel: 0845 4583690

or neglect in their young lives. These are young people who usually have one or no

Talented children are invited to compete in

webenquiry@sfia.co.uk

active parent, whose normal development

open scholarship examinations. The schools

www.schoolfeesadvice.org

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

educational preference. Details can be found

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

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

the school having the opportunity to sit for

Grant Making Trusts at www.dsc.org.uk

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

Bursaries

are frequently awarded on the basis of GCSE

A rapidly increasing number of boarding

results, with awards for new students being

schools have bursaries, which are grants

made as a result of an interview and report

from the school to help parents pay the fees.

from the previous school, usually with the

These are generally awarded after a ‘means

requirement to achieve certain grades at GCSE.

test’ of family income and are not dependent

Competition is strong but, as long as the pupil

on examination performance, although

makes satisfactory progress, a scholarship is

some account will be taken of academic

normally held for the duration of his or her

ability. Bursaries may be awarded in addition

time at the boarding school. Past papers are

to a scholarship where financial need is

available from many schools, which will give an

demonstrated and the child would otherwise

idea of the standards demanded. Take advice

14 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

About UK boarding | Fees – where do they go?

Fees – Andrew Ashton, Bursar of Radley College

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

– where do they go? P

arents contemplating school bills have

These are all survival factors, but schools wish

Parents are looking at a good education as

often found them difficult to fathom.

to maintain and improve standards. This means

an investment with a high potential long-term

Increases in school fees have several

attracting bright children, good teachers and

return. They place the highest emphasis on

causes. First, there are the inevitable salaries

providing facilities which answer the needs of the

academic results. Before choosing a school for

and employee benefits for academic and

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

their child they want to know if individual tutoring

administrative staff. Second, and most recently,

all, schools try to avoid the temptation to expand,

is available, the numbers of pupils per class,

national insurance increases and employer

to avoid affecting their character and tradition.

examination results, positions in the various

teachers’ pension increases have added

Schools that have changed to co-education have

league tables, and if teachers are easily accessible.

significantly to costs. Schools must also maintain

tested their ability to cope with extra numbers

They ask about information technology, bullying,

buildings and facilities and absorb increases

and the changes which accompany them. Pupils

health and hygiene, drugs, and the boarding

in the costs of books, materials and utilities.

require provision for academic interests and

houses.

Even schools with endowments and trust fund

recreational and social pursuits. Many schools

investments have rarely found income matching

have maintained numbers by expanding their

The importance of A levels and the International

inflation.

preparatory and pre-prep intakes.

Baccalaureate leading to entry to a good

16 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

About UK boarding | Fees – where do they go?

university, and a demanding degree course, has

all the most valuable resource in any school. After

In short it is important for every parent to realise

never been greater, particularly as universities

that, about 18 per cent goes on premises costs

and appreciate the full extent of the investment

have had their share of financial cuts and are

– by their very nature, boarding schools have a

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

more competitive, and for many careers a second

lot of buildings that need ongoing maintenance.

in retrospect, the most important decision any

degree now has to be seriously considered.

The next biggest categories of cost (all typically

parent can make on behalf of their children.

A balancing act

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

Further information

Schools will attempt to balance the materialistic

various other cost categories such as IT, laundry,

SFIA Schools Fee Planning

with the vocational, pointing out that today’s

medical, professional charges, and general

Tel: 0845 4583690

teenagers may well have 10 to 12 different jobs

expenses, together with the cost of scholarships

webenquiry@sfia.co.uk

in their lifetime as they adapt to change and

and bursaries, there is not much left for further

www.schoolfeesadvice.org

mobility. There is therefore an emphasis on

development, which is normally left to fundraising.

matching the talents of the individual with a wide

Schools with endowment income are fortunate,

range of facilities and opportunities. These in

as are those with well-established traditions and

turn lead to the provision of recreational facilities,

reputations. Location also helps and schools

sixth-form centres, information technology units

within easy reach of airports, motorways, intercity

and craft and design centres. Administrative

rail services or parental homes have advantages

systems need to be technologically up to date.

over those in more remote areas, attractive

The teaching staff also require IT, updated

though their locations may be. That said, staff

laboratories, resource centres, and equipment

costs will inevitably be higher for schools in the

and materials to stay ahead in their disciplines.

south-east of England.

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

Travel costs to and from school are unavoidable

on music and art. All this is costly.

extras not always considered, nor are the costs

Total costs

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

The total costs of five years’ boarding education

everything connected with applications and

from 13 to 18 could amount to anything from

interviews for the next stage in the education

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

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

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

people’s eyes a degree course, where travel

schools, on average, about 55 per cent of that

expenses, living expenses, costs of books and

amount will be staff costs – good staff are after

equipment and tuition fees have to be funded.

18 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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About UK boarding | A shared life under a common roof

A shared life under a common roof A

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

s Robert Frost pointed out a century

and understanding the nuances of a shared life

Honorary President in 2015–16. As the BSA

ago, there are times in life to pursue

under a common roof. In my years at a variety

celebrated its golden jubilee, there was no more

the road not taken. The analogy was

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

appropriate time to remind both our followers

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

Tonbridge, Brentwood, Chigwell and Oakham as

and sceptics about the true value of boarding.

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

a master, my belief in the value of boarding has

I enjoyed playing a small part in helping the

some new ones.

remained undiminished.

BSA to mark this tremendous milestone, and

Working at a school like Eton was an extraordinary

A transformative experience

privilege. That extraordinariness showed itself

Boarding, regardless of background or wealth,

in so many ways, not least the outstanding

offers students a transformative experience

quality and endless dedication of all the staff. But

that is in so many ways an ideal preparation for

teachers are nothing without pupils, so it was the

life ahead. That experience could be at Eton, or

extraordinary boys who passed through Eton each

any one of the 500 or so independent or state

year whom I will remember most. Eton students

boarding schools across the UK. It could be in an

excel and shine not just because they are bright

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

and talented, but because of the environment that

be in the oldest and most ancient institutions;

surrounds them. Boarding is the beating heart of

or it could be within a new school like Holyport

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

College in Windsor, which Eton has been very

boys at Eton’s 25 boarding houses soon realises

proud to support.

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

Good, modern boarding can foster confidence,

that its students enjoy.

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

Some of that experience comes from having

with purpose and equanimity. If part of the

the extra time to try new things, explore new

secret of success is a Kipling-esque sang froid

worlds, or study a little harder or deeper without

when events conspire against us, then those who

the pressures of travelling home each day. The

have boarded are well placed to be resilient and

real fullness however flows from living alongside

prosper.

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

In preparing to leave Eton, it was with no little

of very different temperament and character,

pride that I accepted the BSA’s offer to become

20 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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

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About UK boarding | School despatches

School despatches Gordon’s pupils make history in Sudan

Headington School take on Ten Tors challenge

team of six Headington School girls reached the culmination of months of intense training by completing the gruelling Ten Tors

navigation contest. Headington’s team of Lucy, Emily, Alexia, Sophie, Ellie and Caitlin has spent months in preparation, travelling to Dartmoor in February, stomping around the Chilterns in March, and endlessly route planning and re-route planning. At 7.00 am on 12 May the starting guns fired and nearly 2,500 participants streamed their separate ways across Dartmoor. The challenge was to complete 35 miles over the boggy featureless moors, navigating their way around Ten Tors. Nervous team managers could be seen checking

the progress of the teams constantly throughout the

a week there. The visit is believed to be the first by

pushed on and finally crossed the finishing line at exactly

a European school. The trip included a boat trip

midday – 17 hours after starting and the fourth all-girls

along the Nile and to the Meroe Pyramids, a tour

team to cross the line. As part of the preparation for

of the National Republic Museum, camping in the

the gruelling event, three of the girls, Alexia, Sophie

desert, tea at the British Embassy and a screening

and Caitlin, took part in the Tour de Trigs ‘taster hike’

of the film Khartoum, starring Charlton Heston!

last December – the small matter of a 15-mile walk

udan isn’t usually top of the list of destinations for school trips but pupils and staff from Gordon’s School recently spent

day. At 7.00 pm the Headington girls had successfully achieved their aim of setting up camp two-thirds of the way around the moor. Up again at 5.00 am, the team

in five hours and three minutes. The three girls, who Gordon’s shares a unique history and connection with Sudan’s capital city Khartoum. The school is the national memorial to the British war hero and philanthropist General Charles Gordon and it was

called themselves the Cheese and Onion Walkers, came first in their group in the challenging cross-country navigation exercise. The walkers are all either working on the Duke of Edinburgh Award scheme or part of Headington’s CCF (Combined Cadet Force) contingent, with some of the girls involved in both schemes.

founded following his death in Khartoum in 1885. The school also houses a bronze statue of General Gordon astride a camel – the statue was originally at a crossroads in Khartoum. In 2017 Gordon’s School welcomed the British Ambassador to Sudan, His Excellency Michael Aron. The invitation for the historic visit came from Samia Omar and her husband Osama Daoud Abdellatif, who co-founded the Khartoum International

Shiplake College J16 rowing Eight win national schools crown

hiplake College Boat Club enjoyed a successful three

one of the 12 crews that qualified out of the 35 universities

days at the National Schools’ Regatta at Dorney Lake

and schools that entered. Further success for the same

in May with the J16 championship eight crew winning

age group came when the J16 coxed Four represented

the gold medal.

Great Britain in the annual J16 match against France in July. Shiplake Headmaster, Gregg Davies, said: ‘I am one very

Community School (KICS). They were keen to

The crew, made up of Joshua Wombwell, Seb Hjortland-

proud Headmaster. This was another tremendous weekend

establish links, having discovered Gordon’s School

Marks, Rory Abery, Matthew Waller, Rhys Ash, Marcus

for Shiplake rowing.’

when helping their son with a school project on

Coulter, Ben Brockway, Sydney Burnand and cox Tom

General Gordon. The DAL Group of companies in Sudan, which supports KICS, part-funded the trip. A seminal moment of the visit was when Tom

Wilkinson came second out of 18 crews in the time trials. In the finals, they took gold with five seconds to spare to become national champions in this age group. The Shiplake first Eight picked up bronze in the Championship Eight race. Medals were presented by Olympic rower and

Gordon, General Charles Gordon’s great-great-

Shiplake College alumnus Will Satch. Girls rowing at Shiplake

great nephew and a Gordon Foundation trustee,

continues to grow with Liv Morgan in the single sculls time

shook hands with a direct descendant of the

trial finishing third out of 39 competitors and fourth in the

Mahdi, Vice President and Minister for Trade (whose son was a Gordon’s School pupil in the late 1990s).

championship final. The J16 crew have had an outstanding season, also qualifying for Henley Royal Regatta in the Temple Cup, which is normally dominated by university crews. It is remarkable that a J16 crew, which included three 15-year-olds, was

22 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

School despatches | About UK boarding

Maidwell Hall pupils take on obstacle course for charity

upils at Maidwell Hall in Northamptonshire tackled an extreme obstacle course to raise money for the James Wentworth-Stanley Memorial Fund.

The whole school ran together over a variety of obstacles, including mountainous hay bales, the Maidwell Maze and a tyre tunnel. The sun shone while pupils, parents and teachers put themselves to the test over this challenging course. Pupils were thrilled to have raised money for their chosen charity. Headmaster Robert Lankester commented, ‘This was a really fun day and an original way to fundraise for this very worthwhile charity. It was great to see pupils, parents and staff coming together and encouraging each other over this very challenging course. Those who didn’t take part did an excellent job of cheering everyone on!’ Maidwell Hall has an excellent track record in fundraising for a variety of worthwhile causes. Every year the school chooses a different charity to raise money for. The chosen charity of 2017, Elifar, were delighted to be presented by the school with a cheque for £81,000 at the end of the year.

The Stamford Endowed Schools celebrate Gold Duke of Edinburgh’s Awards at St James’s Palace

n May, 13 boys and 12 girls from the Stamford

from the Stamford Endowed Schools on their successes

in wild country. Widely acknowledged as the world’s

Endowed Schools in Lincolnshire attended a

and heard about their DofE journeys, which took

leading achievement award for young people, DofE

presentation at St James’s Palace, London, where

each young person 12 to 18 months of hard work

programmes enable any young person aged 14 to 24 to

they received their Gold Duke of Edinburgh’s Awards

and dedication. To achieve a Gold DofE Award pupils

develop key skills for life and work, such as confidence,

from HRH The Earl of Wessex. During the presentation,

volunteer, learn a skill, get fit, take part in a week-long

commitment and team working. Edward Smith, Director

HRH took the opportunity to congratulate the group

residential and plan and undertake an expedition

of Outdoor Education at the Stamford Endowed Schools said, ‘I couldn’t be prouder of the students. It is always fantastic to see students receive their award at the Palace. This truly gives them the recognition they deserve for the hard work and commitment necessary to gain their Gold Award. The pupils have developed as people and gained many new skills throughout their DofE journey which will serve them in very good stead for the future.’ There are currently more than 300,000 young people taking part in the Duke of Edinburgh programme across the UK and the Stamford Endowed Schools have a high number of students taking part in DofE programme with over 100 students recently

Stamford Endowed Schools pupils receiving their Gold DofE Awards at St James’s Palace with Principal Will Phelan

attaining their Bronze and Silver Awards.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Pupils and parents | The pupils

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

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

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

Evie is at Dean Close Preparatory School

The best things about boarding are sleeping in a room with my friends and eating altogether at a big table. My House is Wilton and it is like a home from home. We have lovely Houseparents and living with all the other boarders is like having lots of sisters and brothers (but not as annoying as my brother!) and we live in one big house together. My favourite place here is my soft, comfy bed. We have lots of fun and I love going for walks and picnics in the park. I like having the garden, the field, the brook and the Forest School to play in, right on my doorstep. My favourite memories from this year are: l making my parrot costume for Rainforest Day l going to Giffords Circus – I liked the scary acrobats, up high l boarders’ inflatables l movie nights l a trip to the beach l Drayton Manor Theme Park l raft building and paddle boarding.

Georgina is at Dauntsey’s

I joined Dauntsey’s from a school in America where my father is stationed in the Army. My parents looked at quite a few schools but really liked the sense of community at Dauntsey’s – that really stood out for them. It was a big change coming from my school in America but I found the move to boarding OK. At first I felt homesick at times but everyone is very kind and supportive and there is always someone to talk to if you have a problem. The Manor really does feel like a home. The staff go the extra mile to look after us and arrange lots of fun activities. One of my favourite trips was paintballing in the First Form and I also loved having a go at rock climbing. Recently we had a camp out in The Manor woods. I was dreading it as we did not even have proper tents but it was amazing. We had a lot of fun and all ended up singing the House song at the top of our voices. Obviously, I can’t go back to the US for exeats but I either have friends who are day pupils to stay at The Manor or go to my grandparents who don’t live that far away. I keep in touch with my parents every day either through messaging or Skype so we are always in touch. The Manor is an amazing place to be – I feel very lucky to be here.

24 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Maddie is at Dean Close School

I have been a boarder at Dean Close for almost five years, since I was nine years old, and couldn’t imagine anything different. My family move every two or three years so having somewhere else to call ‘home’ is very nice. The achievements I have accomplished and watched others achieve at School are amazing. Dean Close has really made me feel proud of myself and more confident in what I can do. I’ve learnt to shoot an air rifle and a .22 rifle, I’ve been able to participate in over 20 Speech and Drama Cheltenham Festival classes, achieved four LAMDA exam distinctions and honours in a Victoria College exam. I would never have been able to do all of this at an SCE (Service Children’s Education) or state school. From a boarding perspective, my house is not in the centre of School so it feels like I can go ‘home’ at the end of the day. I was lucky to have two of my siblings at School when I started and I made friends quickly. A lot of my friends are military children too, which helps because they understand things that some of my other friends can’t. When I first came to Dean Close my dad was deployed and it was a hard time for me as I was new to being away from home. My mum and younger sister were at home in Germany and my dad was away for some time. My Houseparent always made time for me to call and Skype my dad. We also have our own email accounts so we can send e-blueys and the School gets blueys in if you want them. When I joined the Senior School, I was quite nervous about the older girls in the House and whether or not there would be people who understood what it is like. I had nothing to worry about, as the girls were all so kind and everyone wanted to help make my time here the best it can be.

Calum is at St George’s School

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

The parents | Pupils and parents

The parents

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

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

Andy and Natalie Flay have two sons at Taunton School

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

Gavin Genthall’s children are at Clifton College

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | What about boarding schools?

What about

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

oarding schools continue to be popular

Pupils from overseas

This reflects the long-term aim of our schools to

in the twenty-first century, offering

The parents of these pupils choose British schools

increase the amount of bursary provision and

exceptional education and extra-curricular

because they are keen for their children to master

widen access. Over the last 15 years there has

the English language, because they understand

been a consistent trend of schools providing

the significance of extra-curricular activities as part

increasing amounts of fee assistance to pupils.

activities with round-the-clock pastoral care. The 2018 ISC Census showed that 69,979 pupils

of a wide education, and because they know that

board at ISC schools, making up 13.2 per cent

attendance at a British school may be the best

Over 40,000 pupils receive means-tested

of total pupil numbers. Overall, 474 schools,

way to gain admission to a British university.

bursaries, valued at almost £400 million. The

representing 36 per cent of all ISC schools, have some boarding pupils.

average bursary is worth £9,352 per pupil per A number of boarding and day schools have set up franchise schools abroad. While I was

year.

Parents are able to choose between different

headmaster at Harrow we built schools in

Advantages of boarding

types of boarding to suit their child.

Thailand, Beijing and Hong Kong. These schools

Boarding schools have many advantages:

pay a fee to the British school and this money There are variations between different age

helps to keep down the fees paid by parents

groups. For the sector as a whole, 13.2 per cent

at the British school and can be used to fund

curricular activities to a high proportion of

of pupils at ISC schools board. At sixth form this

transformational bursaries at the UK school. In

pupils because more time is spent by pupils

proportion more than doubles to over one third

return, the British school provides advice and

on the school grounds. They also tend to

of all pupils. For junior pupils this proportion is

monitors the franchise school in a way which

attract staff who want to be involved in sport,

significantly lower, with only 2 per cent of pupils

guarantees standards.

boarding.

They are able to offer a wider range of extra-

music or drama at a high level. l

Boarding schools take pupils from all over

In 2018, school fees showed the lowest annual

the country and all over the world. This is a

Non-British pupils with parents living overseas

increase since 1994, up 3.4 per cent. 171,488

valuable educational experience in itself: the

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

pupils now receive help with their fees to a value

opportunity to know people from many walks

population.

of nearly £1 billion.

of life and from many different cultures. l

And of course, boarders do not have to travel to school, something which can be challenging in some parts of the country.

26 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Choosing and assessing schools What about boarding schools? | Choosing and assessing schools Things to consider

The ISC has six principal activities, including

The boarding environment is positive and fun, but

lobbying the Government. New initiatives are

remember:

announced regularly and we seek to express the views of independent schools to policy-makers.

l l l

Boarding houses can be noisy places full of other children!

We also work with the press (stories about our

Being away from home will be a new

schools often appear in the media), undertake

experience for parents and children.

research on behalf of independent schools, for

Boarding requires substantial investment.

example on trends in university admissions, and

However, overall more than a third of ISC

collect statistics for the annual ISC Census and

school pupils receive help with their fees.

exam results.

Choosing to board is a personal decision for

Importantly for our members, the ISC provides

parents to make with their child – and with

a central base in London where all types of

support and advice from their chosen school.

independent school (prep schools, mixed and

Every school is different and details of individual

single-sex, academically selective and non-

schools can be found on their websites.

selective, day and boarding) can come together

What is the ISC? The Independent Schools Council (ISC) is a membership organisation that brings together seven associations and works on behalf of more than 1,300 independent fee-charging schools in the United Kingdom, which educate more than 500,000 children every year.

to discuss issues of common interest. Parents can find information about all ISC schools at www.isc.co.uk

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

Barnaby Lenon was educated at Eltham College and Oxford University. He taught at Sherborne School, Eton College, was Deputy Head of Highgate School, Headmaster of Trinity School Croydon and Head of Harrow. He has been a Governor of 22 schools. He is Chairman of Governors of the London Academy of Excellence, a free school which opened in 2012 in Newham, east London. He is Chairman of the Independent Schools Council (ISC), a trustee of the Yellow Submarine charity, a director of the New Schools Network and a member of the Advisory Council of Parents and Teachers for Excellence. He has recently published two books, Much Promise: successful schools in England and Other People’s Children: what happens to those in the bottom 50% academically?.

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

Next College Open Morning: 22 September 2018, 9.00am – 12.00pm

Year 7 – 8 Open Morning: 13 October 2018, 9.00am – 12.00pm Please contact the Admissions Office on 0118 976 7415, or email registrar@pangbourne.com

Pangbourne College Pangbourne Reading Berkshire RG8 8LA Tel: 0118 984 2101 pangbourne.com

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Selecting a school

Selecting a school A guide to the school application process

School visits – what to look for

Carry out research into possible schools

Do the pupils seem happy and purposefully engaged in activity?

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

Are staff and pupils talking and working together?

Complete application form

Are the pupils well mannered and courteous?

How is discipline maintained?

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

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

Prepare for entrance examinations/tests/interviews

Sit entrance/scholarship examinations at agreed location

How does the school monitor each pupil’s progress?

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

What provision is made for pupils with learning difficulties?

before entry

How many pupils are there in each class?

Prepare for entry and complete all essential paperwork

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

Purchase school uniform and items on clothing list during the summer

Are the facilities well maintained?

term or holidays before entry

Is there a high turnover of staff?

Enter school

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

Receive school induction at beginning of the autumn term.

parents?

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

What pastoral care system is in place?

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

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bromsgrove-school.co.uk 28 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

DISCIPLINE ACADEMIC RIGOUR “The school is highly successful in fulﬁlling its aim to produce pupils with strong creativity, morality, motivation and self-discipline, who enjoy learning.” ISI Inspection 2016 Co-educational, Day & Boarding

1450 pupils aged 7-18 with over 500 boarders

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

A parents’ guide to surviving the school

marketplace – Antony Spencer, Principal of St Lawrence College

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

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

Sometimes it is an inter-generational gut feeling:

When you visit a school, you will ideally be given

choosing the right school for their child.

parents choosing the school because they went

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

there. Why assume that, just because we enjoyed

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

I offer to see the parents of every new pupil

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

proud of their school, and are naturally effusive,

coming to my school and I observe two broad

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

but will usually freely give the unvarnished truth,

approaches to choosing a school. There are the

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

so ask them questions that aren’t answered

parents who are like me buying a car: they arrive

be vicarious nostalgia. Schools can change a lot in

anywhere else. Are pupils happy? Are they all

having done plenty of internet research, quoting

one generation.

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

league table positions and inspection reports,

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

and often have lists of questions prepared for our

Both approaches need to learn from each other.

overall ethos of the school, that intangible aspect

meeting. It can even be a little embarrassing when

It is absolutely vital you and your child visit a

that makes the choice of school an essentially

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

school. Schools have improved their marketing

personal one.

don’t recall.

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

Although we can overstate the impact of heads,

At the other end of the spectrum are parents

but the reality may not suit you and your child.

they are important in establishing a school culture,

who rely upon a gut instinct from their school

Using the car analogy, the Citroën I decided was

so that meeting is important, but bear in mind

visit. They are interested in seeing the interaction

a perfect first car due to a magazine review was

we tend to be quite charming or we wouldn’t

between different pupils, between staff and pupils

immediately discounted when I sat in the driver’s

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

and the overall feel of the school. I always hope

seat and found my head wedged up against the

to work out how deep the ethos is. Importantly,

for good weather when this type of parent visits!

sunroof.

ensure you visit at least one boarding house

30 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

and discuss how your child will be allocated to a

versus broader education. But don’t be too

house. Will your child have a choice of houses?

proscriptive. Go to see heads from a single-

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

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

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

views, rather than relying upon competing data.

be happy working there? They will play a vital role

Headline fees are similar in the independent

in your child’s care too.

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

Research also has a key part to play. League

expensive options.

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

One final but fundamental point. Parents often

on entry rather than how good the teaching was.

carry enough guilt without loading on the fear of

But you can look for the universities that pupils

royally messing up their child’s life by choosing

are going to – is there a good range, showing

the wrong school. School standards differ and

that the school can provide aspiration to all

parents can make poor choices, but as a group,

pupils? Mumsnet is anecdotal, with comments

boarding schools have remarkably high standards

ranging from hearsay to the very insightful.

of pastoral care and academic pursuit, with

Almost all independent schools are charities, so

educational opportunities that most people in

their accounts are online; these can be a useful

this world can only dream of. More important

way of checking on the level of scholarships and

than the parents’ choice of school is therefore the

bursaries a school provides. If you are totally

willingness of the child to make best use of all the

bemused, there are educational agents who can

opportunities given to them. To paraphrase JFK,

advise; some of these are excellent and genuinely

you shouldn’t just be asking the school what they

know a wide range of schools.

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

You may make the whole exercise easier by

the whole school community.

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

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

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King’s Ely Open Events in September and October Book your place today! 01353 660707 admissions@kingsely.org www.kingsely.org

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Inspections of accredited independent boarding schools

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

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

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

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

Photography from St John’s College, Southsea

Assuming the school meets the minimum

32 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Inspections of accredited independent boarding schools | Choosing and assessing schools

and pupils’ personal development. Educational

These improvements have been recognised

On a boarding inspection, the chair of governors

quality findings will be reported against a four-

by the Government, so much so that the DfE

and any other governors with responsibilities

point scale. For boarding provision, the inspection

consulted with boarding schools and boarders

for boarding, are interviewed about how they

and the report will include the contribution of

and in September 2011 published a new set

monitor the quality of the boarding provision

boarding to boarders’ achievement and their

of standards. The number of standards was

and the policies and the implementation

personal development. Full details of this new

reduced from 53 to 20, reflecting the way in

of policies relating to child protection

inspection framework can be found on the ISI

which boarding schools promote the highest

(safeguarding) and the appointment of staff.

website. Readers should note that, depending

standards in care, education and the personal

As the final responsibility for the management

on the dates of previous inspections, a FCI-EQI

development of boarders. The 2011 Standards

of a school rests with the governing body, the

inspection might come before a RCI inspection.

were further updated in 2013 and 2015.

Government needs to be certain governors

Schools should prepare for both types.

understand their responsibilities in all areas, A significant aspect of raising the quality of

but, particularly, the safety and welfare of pupils.

Over the last 20 years, good practice in boarding

the boarding experience has been schools’

Many schools now have designated governors

schools has developed significantly and schools

investment in boarding training. The Boarding

who monitor the quality of boarding life. They

have responded positively to national legislation.

Schools’ Association’s programme of continuing

must have a governor designated to monitor

The effect of this has been to raise the level of

professional development (CPD) is the major

safeguarding. and pupil safeguarding. These

care and management in boarding schools. This,

provider of this training. The full programme can

governors spend time in the boarding houses,

in turn, has supported the improved quality of the

be found at www.boarding.org.uk

meet regularly with the designated senior

boarding experience for the more than 75,000 boarders in independent and state boarding

National Boarding Standards

schools.

The 20 National Boarding Standards cover:

lead (child protection officer) and monitor the effectiveness of the recruitment checks on new staff and the quality of the single central register of staff appointments.

Policies, procedures and practice: includes anti-bullying, boarders’ activity programme,

Child protection

boarders’ induction, complaints, confidential

The safeguarding of pupils is a major

counselling and guidance, contact with

responsibility of schools and is rightly given

parents, equal opportunities, guardianship,

emphasis by schools in their procedures and by

health and safety, management and

the ISI and Ofsted in their reports on boarding

leadership, medical care, promoting positive

welfare. Understandably, parents are often

behaviour, role of prefects, boarders’ meals.

more concerned about a school’s location or

People: includes boarding staff supervision,

examination results, and prospective boarders

boarders’ privacy, recruitment checks

may be more interested in the quality of the

on boarding staff, relationships between

bedrooms or the sports facilities. However, the

boarders and between boarders and staff,

school’s safeguarding of its boarders should also

seeking boarders’ views, leadership and

be high on parents’ and prospective boarders’

management of the boarding provision.

list of questions.

Premises: includes boarding accommodation, medical facilities, recreational facilities, toilet

There are four key areas in child protection (also

and washing facilities.

known as safeguarding).

current boarders. These must also be published

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

on the school’s website. They are certainly

Every school must have a safeguarding (child

published on the inspectorate’s website (listed

protection) policy. A review by the full governing

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

body of the school’s child protection policies

states whether the standards are met or not. An

must take place at least annually, including

ISI EQI report grades the pupil outcomes using

an update and review of the effectiveness of

one of four descriptors.

procedures and their implementation. Schools

ISI reports on boarding are sent to all parents of

The role of governors

are also required by the Department for Education to make this policy freely available to

The Government, through the inspectorates, is

parents and prospective parents on request. If

putting an increasing emphasis on the role of

a school has a website, it is required to publish

governors in monitoring standards in schools.

this policy on its website.

The 2015 version of the Boarding Standards governing body and/or proprietor monitors the

2 Who are the school’s child protection officers?

effectiveness of the leadership, management and

The school appoints one or more ‘designated

delivery of the boarding and welfare provision in

safeguarding leads’ (DSLs) to be child protection

the school, and takes appropriate action where

officers. Usually there is a lead DSL and one or

necessary.

more deputies. These DSLs are required to have

introduced a new standard: 13.1 The school’s

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Photography from St John’s College, Southsea

Choosing and assessing schools |Inspections of accredited independent boarding schools

Be reassured

and liaise with the Local Safeguarding Children

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

Board (LSCB), the Local Authority Designated

It is a requirement that, in any school child

incidents which are reported to them.

Officer (LADO) for safeguarding and the local

protection policy, it is stated that a school must

Children’s Services Team.

communicate readily (in practice, within 24 hours)

training every two years in child protection and inter-agency working. The DSLs in a school take the lead responsibility for all child protection issues

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

Although abuse incidents are relatively rare, schools have robust policies and procedures for preventing abuse and for dealing with any

with a local safeguarding agency whenever an allegation or disclosure of abuse has been made. It is also a requirement to report to the Disclosure and Barring Service (DBS) within one month of

The first thing to emphasise is that it is the

leaving the school any person (whether employed,

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

contracted, a volunteer or student) whose

pupil needs to share a confidential matter with

services are no longer used because he or she is

an adult, he or she does not necessarily approach

considered unsuitable to work with children.

a tutor or a teacher. All staff must receive child protection training as part of the induction procedures before they start working in the school.

Further information

This training must be updated regularly, and the

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

expectation is that this is at least annual. Schools

boarding-schools-national-minimum-standards

consult with their LSCB to determine the most appropriate schedule, level and focus for training.

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

This training covers the categories of abuse

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

(physical, sexual, emotional and neglect), how

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

to respond to a pupil who discloses abuse to a

uploads/attachment_data/file/418686/keeping_children_safe_in_education.pdf

member of staff, and what actions to follow after a

Working together to safeguard children (2015) (WTTSC)

disclosure. Each member of staff is provided with a

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

copy of Keeping Children Safe in Education (Part One) and the school’s child protection policy

For ISI reports go to www.isi.net

and is expected to know them and also to know the names and contact details (day and night) of

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

the DSLs.

provision has been inspected since September 2011. For reports before that date, please go to the Ofsted website www.gov.uk/government/organisations/ofsted

34 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Choosing and assessing schools | Ofsted inspection of boarding schools

– Dale Wilkins, Head of Safeguarding and Standards, Boarding Schools’ Association (BSA)

Ofsted inspection of boarding schools M

uch of the material in the previous

Reports do not comment in any detail on the

Working together to safeguard children (2015*)

article Inspections of accredited

Boarding Schools: National Minimum Standards

(WTTSC)

independent boarding schools is relevant

(NMS) but will state clearly any which are deemed

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

to Ofsted’s inspection of boarding schools and

not to have been met. Schools, and indeed Ofsted,

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

I would recommend reading this article as well.

consider the NMS to be a minimum requirement

The material has not been repeated here as it is

which schools should aim to exceed considerably.

*imminent revision anticipated at the time of writing

available on the previous pages. The Ofsted report grades boarding in four In England, Ofsted inspects all state boarding

categories:

schools and also those independent schools not accredited by one of the five independent school

outstanding

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

good

Heads). Unless a school requires improvement or

requires improvement

there are immediate concerns, Ofsted inspects

inadequate.

boarding once in a three-year cycle under the Social Care Common Inspection Framework (SCCIF):

Prospective parents and boarders who are

boarding schools and residential special schools.

considering a state boarding school or an

This is a new framework which came into use on

independent school inspected by Ofsted should

1 April 2017, with minor updates in April 2018. If

read the school’s most recent Ofsted boarding

the scheduled boarding and education inspections

report, available at

of a school fall within the same year, Ofsted will

https://reports.ofsted.gov.uk/inspection-

try to ensure the two inspections are aligned.

reports/find-inspection-report

More information can be found at https:// www.gov.uk/guidance/social-care-common-

Education and boarding reports are normally

inspection-framework-sccif-boarding-schools

listed under separate registration numbers. To focus on the boarding element, scroll down the

The evaluation criteria for Ofsted boarding

box entitled ‘provider type’ and click on ‘boarding

inspections are used to make a judgement of

school’.

the overall experiences and progress of children taking into account:

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

how well children are helped and protected

the effectiveness of leaders and managers.

documents: Keeping Children Safe in Education (newly revised for

Details can be found in the framework document

September 2018) (KCSIE)

above.

https://www.gov.uk/government/publications/ keeping-children-safe-in-education--2

36 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Dale Wilkins became a boarding tutor at Norwich School in January 1987, shortly after taking up a post there as a language teacher. From 1990 to 1992, he and his wife ran a junior girls’ boarding house at Tettenhall College, before moving to Old Swinford Hospital, a state boarding school. There Dale was Housemaster of both senior and junior boys’ houses, Director of Boarding, Deputy Head and Designated Safeguarding Lead. From 1998 he was also involved with BSA as a course tutor and in 2002 he was among the first group of boarding inspectors trained to inspect against the then new NMS. Since September 2017 he has worked full time for BSA as their first Head of Safeguarding and Standards, which includes offering training, consultancy and advice to schools on matters of safeguarding and inspection and liaising with various school associations and inspection bodies. Dale lives in Stourbridge in the West Midlands, close to his former school. He is also a Deputy District Commissioner for the Scout Association, Chair of Youth Services for the Rotary Club of Stourbridge, and Chair of the Friends of Dudley Performing Arts, the music, art and drama service for schools in Dudley Borough. He enjoys travel and is a former sports coach and referee, who still plays cricket occasionally.

your

Whole School Open Day Saturday 6th October

next step

Prep, 2-13 years, 10am - 12pm Senior, 13-18 years, 9am - 12pm

Sixth Form Open Evening Wednesday 26th September 5:30pm – 7:30pm

www.wycliffe.co.uk

Ten Tors Training on Dartmoor

“Pupils’ achievements in extracurricular activities are excellent because of the variety of provision and the specialist teaching they receive in this area.” Independent Schools Inspectorate Report, 2016

Co-educational, Day, Boarding School for Boys and Girls aged 2 – 18. Founded 1882.

Choosing and assessing schools | The importance of good governance

The importance of

good governance

– Graham Able, Group Deputy Chairman, Alpha Plus

any parents do not research closely

The number of governors’ committees will

The best boards will have defined terms which

the composition of the governing

vary from school to school. Finance, property/

governors may serve and will take care in

board when they are considering a

development and academic committees are

succession planning. Most boards are probably

school for their child. Yet the role of governors is

common to most schools – they allow governors

too large and, like turkeys at Christmas, are

critical to the success of a school

with particular expertise to look and advise in

disinclined to vote for their own culling. No school

more detail in specialist areas. If the governing

needs more than 12 governors and 14 is certainly

In most independent schools, the governing

body is functioning well, the work of these

too many. The largest boards often contain

board appoints the Head and will have a major

committees will make full board meetings more

governors nominated by groups associated with

input to the appointment of the Bursar or

focused and more effective.

the school. These nominees may not cover the

equivalent. These appointments are key to the

range of desired skills so the board has expanded

school’s performance, both academically and in

The range of expertise needed on a governing

terms of financial viability. Prospective parents

body will vary a little according to the type and

should satisfy themselves that the school is likely

age-range of school, but all schools will need

Governors must keep up to date with all

to deliver a good education appropriate to their

governors with specialist knowledge of finance

regulatory changes and ensure safeguarding

child and remain financially viable. Governors are

and business, law, property, marketing and

and health and safety matters are regularly

also responsible for agreeing the school budget,

education. It is also important for some governors

addressed. So it is important for governing bodies

determining the salaries of the Head and Bursar

to be in touch with the local community. Whereas

to ensure they receive sufficient training where

and setting fees; this latter function is of definite

it is relevant for prep and senior schools to have

appropriate.

interest to most parents! In a boarding context,

someone with school headship experience on the

it is particularlty important to note governors are

board, a senior school will additionally benefit

Governance is judged as part of the Independent

also ultimately responsible for safeguarding and

from a governor with university connections. In

Schools Inspectorate (ISI) or Ofsted inspection

health and safety.

many boarding schools, one governor will have a

process. Governing boards which cannot

special responsibilty for liaison with the boarding

demonstrate a good knowledge of their schools

The nature of governance has changed

houses, and it is helpful if this person has some

and a proper contribution to strategic decisions

considerably over the last 30 years. The role of

relevant experience of boarding education.

are likely to be downgraded and criticised in the

governors was once just to appoint the Head

in order to address this.

inspection report.

and give general support. They are now better

Parents as governors

described as a board of specialist non-executive

Opinions vary about parents as governors. I have

Most schools now list their governors with details

directors helping to run a mid-sized company

always favoured having a current parent on the

of their specialisms on the school website, so,

with the Head as chief executive and the Bursar

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

when considering a school, it is certainly worth

or Business Manager as finance director.

expertise rather than a ‘representative’ parent

taking the time to check their credentials and

governor elected by the PTA. The latter approach

assess their suitability to govern.

‘Critical friends’

looks very democratic but tends to produce

Governors need to act as ‘critical friends’ to their

governors with a specific agenda – and possibly

‘chief executive’ and to do so effectively they

without any of the desired specialist skills – and

need to be well-informed and with sufficient

this may not be in the best interests of the school

experience and knowledge between them to

as a whole.

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

It is important governing boards do not become

of the school, governors need to take time to

self-perpetuating oligarchies. There should

observe lessons and activities and to attend

be clear criteria for the appointment of a new

school functions outside their termly board and

governor and a desired skill set agreed before

committee meetings. They should be visible

the board seeks suitable candidates. The alumni

but careful not to cross the line between non-

and parent (past and present) body will provide a

executive and executive functions.

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

38 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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Open Days 2018

Stamford School (Boys 11-18) Saturday 6th October

Stamford High School (Girls 11-18) Saturday 6th October

Stamford Junior School & Nursery School (Boys & Girls 3-11) Saturday 13th October

Sixth Form (Boys & Girls 16-18) Wednesday 10th October

To book your place, visit stamfordschools.co.uk or call us on 01780 750311

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Turning minimum standards into excellence

Turning minimum standards into

excellence

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

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

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

40 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

We are constantly seeking new areas of interest and responding to the needs of the sector. In 2017 we introduced specialist seminars on General Data Protection Regulation in anticipation of the new laws that came into force in May 2018. Working closely with solicitors Barlow Robbins, we have created a ‘roadshow’ to take around the country, offering more detailed guidance on the new legislation.

Photograph from St John’s College, Southsea

From the calls we receive, guardianship is clearly another area where there is very little guidance and that generates anxiety among our member schools, so we are seeking to offer further guidance to inform our member schools. This is a largely unregulated and unchecked area with only around 25 per cent of educational guardianships covered by any form of accreditation. BSA’s Chief Executive Robin Fletcher has been to many of our member schools, visiting heads and boarding staff, planting trees and, most relevantly, looking

Photograph from St John’s College, Southsea

around boarding houses. He has a wealth of ‘Updates for Governors’, ‘Prep School Issues’ and

knowledge of the variety in quality and standard

‘Preparation for Inspection’. In addition, we offer

of the facilities across the sector and is hosting

more specialised seminars on a wide range of

a ‘roadshow’ of seminars focusing on easy and

specific issues. Large day conferences cover Tier

relatively cost-effective ways to enhance the

4, Safeguarding, Sports Injuries and Resilience

boarding environment.

issues and we offer these alongside other regular day seminars covering issues such as mental

At BSA we continue to look for ways to support

health, gender, behaviour, international students

the professional development of our members.

and specific training designed the needs of prep

We can go into schools to train a variety of

schools, senior schools, state schools, sixth-form

staff, from those new to boarding to senior

boarding and international colleges.

management and governors depending on the individual needs of each school. We are receiving

Alongside our day conference and seminar

more and more requests for boarding audits and

programme we offer an accredited training

for guidance on refurbishment programmes of

programme offering certification to boarding

boarding facilities. The potential partnerships are

practitioners. At its core is the BSA Advanced

unlimited and we are always delighted to help

Certificate Course. Based over two years, this

continue to raise standards in boarding.

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

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

UK and into Europe and beyond.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | School visits: questions and answers

School visits: questions and answers – Adrian Underwood, Education Consultant

chool visits can take many forms. They

welcoming prospective boarders and their families

can involve meeting the Head or perhaps

and boarders enjoy talking about their school

attending an open day. Whatever the

and their house. Here are some useful questions

Q: How do you organise your 14 to 19 curriculum? A: Larger schools may offer both A Levels

format, the first meeting is crucial so if possible

to ask, particularly if you found the boarding

and the International Baccalaureate, but

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

school’s website, prospectus and accompanying

smaller ones will find this more difficult

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

information did not cover everything you wanted.

and expensive. Schools may also offer the

Further visits can then be arranged; for example,

Cambridge Pre-U Diploma or the Advanced

potential boarders should have the opportunity to

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

Diploma. Most schools will be attempting

stay overnight.

adapt the questions to your own requirements –

to broaden their sixth-form curriculum,

you will have to be selective, given the relatively

introducing more skills-based courses.

The initial look round is absolutely vital. It is

short time available. Covered here: Q: What are the school’s plans for

where a parent and their child start to assess

examination reforms?

whether they fit the environment (and whether

academic issues

it fits them). It is where prospective parents and

rules and regulations

boarders decide whether they like the location,

boarding life and pastoral care

introducing linear programmes with

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

financial issues

examinations at the end of two years. The

a talk about the school, usually by the Head,

the governing board

standalone one-year AS qualification no

sometimes hands-on classes for prospective

after your visit.

longer counts towards the full A Level. In the

boarders while parents chat to senior staff and current boarders, and then current pupils lead a

Academic issues

tour of the school.

Q: What are the entry requirements? Is our child likely to obtain a place, and when?

All this should be followed by an opportunity to ask any further questions.

A: This is a crucial initial administrative matter.

A: GCSEs and A Levels have been reformed

National Curriculum mathematics focuses on problem solving and mental arithmetic and English on producing good quality written communication and the comprehension of a range of texts including those from our

Remember the majority of places available

English literary heritage. Schools should be

will be for the main ages of entry: normally

able to explain how they have approached

As a prospective parent visiting a boarding school

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

these reforms.

with your child, you should have the opportunity

and 16 for a senior school. You need to know

to spend time with the Head, a boarding

whether to have alternative schools lined

housemaster/housemistress and some boarders.

up, and at what age the school recommends

Above all, set out to enjoy your visit. You will

entry and has places available.

find the vast majority of boarding schools enjoy

42 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Lessons for life

BOARDING & DAY SCHOOL CO-EDUCATIONAL 11-18

www.dauntseys.org

OPEN MORNING 6 October from 10am

Choosing and assessing schools | School visits: questions and answers

Q: Can we see your sixth-form examination

Q: What is the school’s policy on careers

results and GCSE/standard grade results

education and applications to further

what grounds a pupil may be temporarily

for the past three years? Also, can we

and higher education, and with which

or permanently excluded, and when this last

see details of the school’s position in the

professions does it have particularly

happened. You should feel matters would be

league tables and the number of places

strong links?

dealt with consistently, sympathetically but

obtained at Oxbridge (the Universities

A: Good careers advice is an essential part of

offences are committed, and to find out on

firmly, and, above all, fairly.

of Oxford and Cambridge) and at other

education. Providing advice is a crucial role

universities?

for the school. Careers departments should

Boarding life and pastoral care

have an established local support network

Q: How can I be confident my child’s

A: League tables need to be treated with caution,

interests are protected at all times?

as they do not give a rounded picture of the

of contacts in the main professions, who

school’s real success or failure in enabling

are able and willing to pass on the benefits

pupils to reach their full potential. IGCSEs are

of their experience. Again, a list of recent

legislation, regulation and inspection, which is

no longer included in the UK Government’s

leavers’ university places will provide a

entirely right and proper. The interests of the

school performance tables and so the tables

valuable indicator of the school’s strengths

child are at the heart of a boarding education.

do not reflect IGCSE performance. The annual

and successes.

All schools should have a Safeguarding (child

tables, or better still the subject and pupil point score averages over the past three

Rules and regulations

years, can be used to identify trends within

Q: What are the key rules for boarders in

a school, and most schools accept that these tables are used for obtaining comparisons. All

A: Schools are subject to rigorous child welfare

protection) Policy and all staff should receive training in child protection. The school’s latest ISI or Ofsted report should provide further details.

the houses? A: A question for the boarding staff, as this is

Q: How does the school work with children

the information should be available in a form

aimed at finding out as much as possible

who are shunned by their peers?

that is understandable and helpful. These,

about the regime of the boarding house.

A: The school should be able to identify these

the Oxbridge results and the list of university entrants will give you an indication of pupils’

children at a very early stage. Schools should Q: What is the weekend programme for

be able to explain the measures they take

attainment and progress, particularly with

boarders and what activities are on

to deal with this. Children are more likely

reference to those at the top of the ability

offer?

to interact if they are near each other and

range, and will illustrate the school’s success

A: A question for the boarding staff, as this is

engaged in the same activity. Schools should

at helping pupils realise their academic

aimed at finding out as much as possible

provide high quality pastoral care and

potential.

about what boarders can do at weekends and

support to all children.

the school’s ability to offer wider cultural and Q: How does the school approach

social opportunities for its boarders. Also,

Q: Who is the first staff member we should

the teaching of English, sciences,

do ask the question about numbers staying

mathematics, modern languages,

in the house over a typical weekend and

and information and communication

what percentage are overseas boarders as

many problems immediately. Knowing who

technology (ICT) for the most and least

compared to UK-based boarders.

that is and developing confidence in them is

able students? A: These are key subjects, and your child could be at either end of the ability range. It is important to know how a school responds

see if there is a problem? A: The right member of staff can deal with

very important. Most boarding schools have Q: What is the school’s policy on use of the internet and mobile phones? A: You should feel confident the school has

very good pastoral care and counselling systems, and knowing how these operate is very important. This question will also

to individual abilities and needs. It is also

realistic and sensible policies in place to

allow parents to find out how well the

important to find out how subjects fit into

monitor internet usage. Similarly, mobile

school communicates with parents, and

a broad, well-balanced curriculum, and

phones can be useful, not least as a means

what opportunities there are for visits to the

how essential study skills, particularly in

of keeping in touch with parents, so long as

school to meet your child’s housemaster/

information and communication technology

rules on their use and security are in place

housemistress, teachers and other parents.

(ICT), are being developed and integrated.

and put into practice. Q: What are the bathroom facilities like?

Q: Our child has a particular interest in

Q: What are the school’s policies on

A: School bathrooms range from individual

sport/music/drama/art. How will the

alcohol, drugs and smoking? Is the

en-suite arrangements to communal shower

school get the best out of them?

school facing any particular problems in

areas with private shower cubicles. You

any of these areas at present?

should be satisfied that the shower cubicles

A: This question is aimed at finding out which extra-curricular activities are offered, and

A: Every boarding school will have a policy in

how the school encourages participation in

place to cover these matters. The real issue

them. Ask about the activities that interest

is how they are dealt with, and whether

your child most, or in which your child has a

the individuals concerned learn from their

particular talent.

mistakes. This is a chance to consider the school’s personal, social, health and economic education (PSHE) programme, its health and safety and disciplinary policies, to look into the medical and counselling services available, to discover what happens if serious

44 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

offer personal privacy. Q: Do boarders have access to Skype or similar communication platforms? A: These platforms provide a very cost-effective method of keeping in touch with your child.

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | School visits: questions and answers

Q: How good is the catering? Do the boarders have an input into the choice

The governing board

of menu offered? A: These are really questions for the boarder

Q: What is the role of the school’s

and rules to make it a civilised and caring

governors? A: In boarding schools the governors have the

Did the school have policies, procedures community?

Were the staff communicative and did they

showing you around. The general standard

ultimate responsibility for all aspects of the

enjoy their teaching? Did they have control

of school catering nowadays, though, is

school. Although they may delegate the day-

of their classes? What contribution did they

remarkably high and schools are far more

to-day operations to senior leaders of the

make to the life of the school outside the

conscious of the need to maintain healthy

school (for example, the Bursar and finance

diets. On an overnight taster stay, your child

team usually manage financial matters), in

will be able to assess the quality of the food.

law the governors are regarded as having overall accountability for the management of

Q: What medical arrangements are in

classroom? l

maintained? l

the school. This is why most governing bodies

place?

have sub-committees to monitor specific

A: Obviously, it is important to know what

Were the buildings and the grounds wellWas there a generally positive atmosphere about the community?

Finally, and crucially, will the school meet your

areas of the school. The most common of

child’s needs and will your child be happy

happens in the case of either illness or an

these committees are education, finance,

there?

emergency or accident. Schools should inform

welfare and health and safety. Governing

you about the medical staff and the medical

bodies may also have committees for

facilities. It is also wise to check on insurance

boarding, governor succession, investments

The most important consideration

and audit.

Over the years I have advised many friends and

arrangements, particularly for sporting fixtures, expeditions and trips, both at home

and abroad.

acquaintances on choosing a boarding school. Governing bodies are also required

The key message is to listen to your child’s views.

to monitor all policies (and their

Despite what the media still write, very few

implementation) in regard to the National

children are ‘sent to boarding school’. It is a child’s

Minimum Standards for Boarding

choice to be a boarder and they should have a

Schools and, for independent schools, the

big input into the choice of school. By all means

school life. While not every pupil may be

Independent Schools’ Standards Regulations.

ensure that the chosen school could support

expected to participate fully, a great deal

Governing bodies increasingly delegate

your child in developing their particular skills.

can be achieved through chapel, most

governors to monitor specific areas of the

Just because your great friends have agreed on

notably its important role in SMSC (spiritual,

school. It is common to have a Safeguarding

a boarding school for their child, that does not

moral, social and cultural) education and,

(Child Protection) Governor, a Staff

mean it is necessarily right for your child. The

particularly, in helping to develop pupils’

Appointments Governor, a Boarding Governor

greatest mistake I have seen in terms of the choice

life skills and a sense of care, concern and

and a Health and Safety Governor.

of boarding school is when a parent is fixated on

Q: How important is the role of chapel in school life? A: The chapel may be central to the boarding

respect for others in the whole community.

Financial issues

a particular school and does not consider their Governors give their time and specialist

Q: What extras can we expect to pay?

between governors and the Head and the

A: Extras vary according to a child’s extra-

senior management team is essential for a

curricular involvement. The Head and school

well-run school. When inspecting governance,

prospectus should make it clear at the outset

inspectors will expect governors to know

what additional expenses and development

the school well and have strategies for

costs can be expected. There is normally no

understanding the school beyond reading

reduction in fees for periods of study leave,

reports from senior leaders.

but there is no compulsion for a boarder to be at home for study leave. Q: How do you finance capital expenditure and what are your development plans? A: Schools need to keep pace with national developments in education, so capital

child’s needs.

expertise voluntarily and a good rapport

After your visit After your visit, try to discuss with your child your thoughts about the people you met, what you were told and what you saw. Then ask yourself a number of follow-up questions:

projects will always be on the agenda. Some of these may be funded by donations or an

What views did you form of the Head? Why?

appeal. Others may come out of fees. The

What sort of leadership was provided?

Head should be open about future plans and

How did the aims and objectives of the

financing options.

boarding school appear in practice? l

Was there a good rapport between pupils and staff and boarders and the boarding house staff?

How was the eye-to-eye contact?

Were the pupils well-mannered and enthusiastic about their school?

46 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Adrian Underwood’s career has been in boarding education for over 45 years since 1971 when he was appointed a Housemaster and Head of Department. From 1975 to 1997 he was Headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for boarding staff and engaging with the British government on a range of boarding issues including drafting the first set of National Boarding Standards. He was appointed OBE in 2007 for services to education. For 15 years he was a Lead Inspector for the Independent Schools Inspectorate (ISI) 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 and a Wells Harbour Commissioner.

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

– Emma McKendrick, Headmistress of Downe House School

League tables – just one measure of success

ne of the great joys and benefits of a

associations to want to see levels of accountability

Cambridge Pre-U qualification, the International

boarding education is the fact that there

and assess how a school is performing.

Baccalaureate (IB), as well as a range of valuable

is the time and the space to offer a rich

vocational qualifications. A similar picture can be

array of opportunities which enable young people

League tables measure examination performance

found at 16. There are vocational qualifications,

to grow and develop and explore the person they

and, at first sight, it might seem they would

GCSEs and IGCSEs.

are. They develop passions and interests, they

and should provide an objective, simple and

develop their character and they learn to play a

straightforward measure of academic success.

Newspapers also publish league tables each year.

positive part in a community – all things that will

Yet the first challenge for those constructing

Some separate out the qualifications and have

help them to lead a happy and fulfilled life. Putting

and reading league tables is the myriad of

a table for schools offering the IB, for example.

a numerical value on such an education and

qualifications they need to measure and compare.

But for those that do not, there continues to

measuring how well a school delivers its objectives

At 18 there are A levels (a mixture of legacy

be ongoing debate about whether the grade

can be challenging. But it is not unreasonable

modular A levels and new linear ones although

equivalences across the qualifications are as

for parents, governments and professional

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

accurate and fair as they should be.

48 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

Read the small print

The Government league tables for GCSE results

development of happy, well-rounded individuals.

When interpreting the league tables it is also

have moved towards a value-added system

Do look at the information provided by the school

important to recognise the way in which they

(referred to as Progress 8). There are two

on examination results on a school’s website.

are constructed can vary from agency to agency

points for consideration when interpreting the

and newspaper to newspaper. For example,

Government league tables – the value-added

Alongside that, consider the information about

newspapers are at liberty to choose the criteria

measure being applied and the fact that IGCSEs

where the pupils go next and what sort of courses

upon which they base their performance tables,

will no longer be included. Independent school

they embark on at which universities. Consider

and close reading of the small print is necessary

pupils often do not take the tests that enable

the information on the lecture programmes, the

to ascertain who is doing what. One newspaper

a value-added score to be given. As IGCSEs do

academic enrichment available and the clubs and

may rank schools according to the percentage

not qualify for inclusion in these tables, it will be

societies offered. These are all helpful indicators

of pupils who gain three A levels or equivalent at

perfectly possible to see very good schools, which

of the state of the academic health and vibrancy

AAB grade; others may use the average number

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

of a school. Inspection reports also provide

of A-level points gained per candidate, or A-level

bottom. This is a great shame as these rigorous

useful information on the quality of teaching

points per subject. Some newspapers may

and challenging qualifications are recognised by

and learning. Above all, take into account the

attribute a financial value to each A grade using

universities and prepare pupils well for the next

unquantifiable – the character and values of the

the school fees charged to cost the grade. Others

stage of their studies.

school and its pupils. These will have the strongest

will try to use some sort of value-added measure, which is widely recognised as fairer.

influence on your child’s development and these

Read with caution

have no numerical value.

Does all this mean that league tables have no value? No, but their value is limited. They must be read with caution and, to have any meaning, their omissions and variances must be well understood. It is also worth noting that a number of very wellknown schools have opted out of league tables. At Downe House we took this step when we embarked on offering a mixed economy of Pre-U and A-level qualifications and found that the Pre-U was not recognised by many newspapers in their tables. When looking at examination results, you need to look at five years’ worth of data, rather than just one, and consider a school’s admissions policy and how selective it is. Highly able students should do well. Accepting that league tables have some value, I would still argue that what is far more interesting and relevant for your daughters and sons, especially when they are away from home, is whether a school provides an exciting learning environment, has high aspirations, has high levels of university entry success and supports 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 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Faith in our schools

Faith our

schools

– Graham Able, Group Deputy Chairman, Alpha Plus

aith schools have often been – and

principles on which most faith schools are based

Places scheme on which it was heavily reliant.

continue to be – controversial. People

inculcate the good behavioural outcomes and

Several boarding faith schools based on the

opposing faith schools express concerns

disciplined approach to learning which coincide

Islamic tradition have been developed over the

about the possible indoctrination of developing

with the expectations of most parents. Those

last 20 years and this provision is likely to expand.

minds whereas supporters point to the strong

maintained primary schools with Catholic or

moral compass they provide in a world which

Anglican Church governance are the most popular

The independent sector is very much about

provides so many temptations and distractions for

among parents of different faiths – sometimes to

parental choice. Faith schools widen that choice

young people.

the extent of real or apparent sudden parental

and can cater for parents who want their

conversions in order to improve the child’s

children’s education to reflect their own faiths as

It is important to distinguish between majority

chances of a place! The balance between strong

well as parents who feel that a faith school will

faith schools where the curricular offering is very

principles and indoctrination is important,

help to provide a stronger moral compass. The

much mainstream and the very small minority

however, and is an area where most good

variety of faiths represented and the differential

of establishments where the curriculum is

faith schools show respect for and tolerance

contributions which faith makes in the modern

substantially reduced or distorted for doctrinal

of the views of families from a variety of faith

lives of each school allows most parents to find a

reasons. Our focus in this Guide is very much on

backgrounds.

school well-suited to their child and the family as

the former and these include many well-regarded and well-established schools.

a whole. The range of faith schools in the boarding sector is extensive and reflects the role of various faiths in

There is a wide range of schools with affiliations

the founding of schools across many years. Within

to faiths. Some of our oldest established boarding

the Christian faith, there are Catholic schools such

schools were originally founded as Christian

as Prior Park and Stoneyhurst, Anglican schools

institutions but not all have retained such a

of varying churchmanship such as the Woodard

strong religious tradition. Dulwich College is a

group (high church Victorian foundations including

good example – it remains a Christian foundation

Lancing and Worksop) and those of a more

with an Anglican Chaplain and an honorary

Protestant tradition such as Rugby. There is a

Catholic Chaplain but with no chapel on its

strong Methodist group (including Kent College

campus since it moved location in 1874 and no

and Ashville) and several well-established Quaker

requirement on any of its pupils to attend any

foundations such as Leighton Park. Caterham

overtly religious gathering. It caters for the needs

School was originally established to educate the

of a multi-faith student body with visiting Imams

sons of Congregationalist ministers although it

and Rabbis and provides for meetings of Hindus

is now a mainstream co-educational boarding

and Sikhs. Other schools such as Christ’s Hospital

school.

(Anglican) and Prior Park (Catholic) maintain strong allegiance to their founding traditions,

Clifton College, a Christian foundation, had a

although they are very much open to those of

Jewish boarding house for many years and a

other – or no – faiths.

strong tradition for attracting Jewish students. Many pupils transferred to Clifton when Carmel

Many faith schools are very popular with parents

College, a Jewish foundation, closed in 1997

from other persuasions. The strong moral

following the demise of the Government Assisted

50 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Choosing and assessing schools | Specialist schools – arts, drama, music

Specialist schools – arts, drama, music

he specialist schools programme is a UK government initiative that encourages secondary schools in England to specialise in certain areas of the curriculum to boost achievement. The Specialist Schools and Academies Trust is responsible for the programme. Currently there are nearly 3,000 specialist schools, or 88 per cent of the state-funded secondary schools in England. In the independent sector the term ‘specialist’ tends to focus

more on developing outstanding talents mainly in a range of extra-curricular activities such as drama, music and the arts. The principal independent boarding schools in music, dance and drama are covered below.

Music and dance The Music and Dance Scheme (MDS) is a government-funded scheme to provide support for talented musicians and dancers. You can find out more at www.education.gov.uk. There are nine MDS specialist schools throughout the UK, committed to the highest teaching standards in music and dance, alongside an excellent academic education. MDS schools are listed below.

Music and Dance Scheme schools Chetham’s School of Music www.chethams.com Elmhurst School of Dance www.elmhurstdance.co.uk St Mary’s Music School www.st-marys-music-school.co.uk The Hammond School www.thehammondschool.co.uk The Purcell School www.purcell-school.org

The Royal Ballet School www.royalballetschool.co.uk Tring Park School for the Performing Arts www.tringpark.com Wells Cathedral School www.wellscathedralschool.org Yehudi Menuhin School www.yehudimenuhinschool.co.uk

Choir schools The Choir Schools’ Association (CSA) represents 44 schools attached to cathedrals, churches and college chapels around the country. Pupils have unlimited access to first-class schooling and musical training, giving them an excellent start in life. More than 1,200 of the 21,500 boys and girls in choir schools are choristers. Some CSA schools take children from 7 to 13, others are junior schools with senior schools to 18. The majority are Church of England foundations, but the Roman Catholic, Scottish and Welsh churches are all represented. The majority are fee paying, with nine out of ten choristers qualifying for financial help with fees from the school or through the Government’s Choir Schools’ Scholarship Scheme. To find out more, go to www.choirschools.org.uk. The choir schools offering boarding are listed in the table below.

Choir schools offering boarding School

City

Website

Northern England The Chorister School Durham head.teacher@thechoristerschool.com www.choristers.durham.sch.uk Lincoln Minster Prep School Lincoln enquiries.lincoln@church-schools.com www.lincolnminsterschool.co.uk Chetham’s School Manchester chets@chethams.com www.chethams.com Ampleforth College York admissions@ampleforth.org.uk www.college.ampleforth.org.uk St James’ School Grimsby enquiries@saintjamesschool.co.uk www.saintjamesschool.co.uk Central England Dean Close Preparatory School Cheltenham sabell@deanclose.org.uk www.deanclose.org.uk Hereford Cathedral School Hereford schoolsec@hcsch.org www.herefordcsch.org Lichfield Cathedral School Lichfield thepalace@lichfieldcathedralschool.com www.cathedralchoir.org.uk Christ Church Cathedral School Oxford schooloffice@cccs.org.uk www.cccs.org.uk Magdalen College School Oxford admissions@mcsoxford.org www.mcsoxford.org St George’s School Windsor registrar@stgwindsor.co.uk www.stgwindsor.co.uk London St Paul’s Cathedral School London admissions@spcs.london.sch.uk www.st.pauls.co.uk Westminster Abbey Choir School London headmaster@westminster-abbey.org www.westminster-abbey.org Westminster Cathedral Choir School London office@choirschool.com www.choirschool.com Eastern England King’s College School Cambridge office@kingscam.demon.co.uk www.kcs.cambs.sch.uk St John’s College School Cambridge admissions@sjcs.co.uk www.sjcs.co.uk King’s Ely Ely admissions@kingsely.org www.kingsely.org Southern England St Edmund’s School Canterbury juniorschool@stedmunds.org.uk www.stedmunds.org.uk The Prebendal School Chichester secretary-prebendal@btconnect.com www.prebendalschool.org.uk The Cathedral School Exeter hmsec@exetercs.org www.exetercs.org King’s Rochester Preparatory School Rochester prep@kings-school-rochester.co.uk www.kings-school-rochester.co.uk Salisbury Cathedral School Salisbury admissions@salisburycathedralschool.com www.salisburycathedralschool.com Polwhele House School Truro info@polwhelehouse.co.uk www.polwhelehouse.co.uk Wells Cathedral School Wells admissions@wells-cathedral-school.com www.wells-cathedral-school.com The Pilgrims’ School Winchester hmsec@pilgrims-school.co.uk www.thepilgrims-school.co.uk Wales The Cathedral School Llandaff registrar@cathedral-school.co.uk www.cathedral-school.co.uk

52 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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Schools founded by the Military | Schools with a military history

Schools with a military history S

everal schools in the UK have a military

These schools have a strong Combined Cadet

information they need about the school. Initial

history, for example, Queen Victoria

Force (CCF). Each school will have different entry

research can be undertaken on the school’s

School (QVS), The Duke of York’s Royal

points for the CCF and different lengths of time a

website and you will want to visit the school.

Military School, The Royal Hospital School (RHS),

boarder is a member of the CCF. You can clarify

Before the visit, you should draw up a list of

Welbeck Defence Sixth Form College, Pangbourne

this on your visit to the school. Because the

questions specific to the school.

College and Gordon’s School. All these schools

military has such strong music traditions, these

maintain their military connections and are proud

schools are also strong in music and not just in

Schools with a military history have strong

of their military background. Apart from Queen

their military bands.

reputations, but you need to ensure the school is

Victoria School, they welcome applications from

right for your child’s skills and interests.

boarders without a military connection, although

As with choosing any school, boarders and

many boarders come from Service families.

their families should ensure they have all the

Welbeck

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Technology

Maths

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

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

54 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Schools with a military history | Schools founded by the Military

Rohan describes his life as a boarder at the Duke of York’s Royal Military School

or me boarding has been a completely

swimming, gymnastics, karate, fencing, climbing

In my opinion, the lessons at boarding schools

new experience – coming from home life

and squash.

are essential in life. I have been taught a valuable

with my parents to Dukies. Everything

lesson every day at school and in my boarding

was new. The whole routine of getting up at 0630

I have learnt so much since I have been here

house. I feel I have improved my grades since

in the morning, having breakfast at 0715 and so

and now know how to make a bed properly,

joining the school.

on was quite daunting. I didn’t know anyone here

polish my parade shoes and tie a tie. A couple of

in the boarding house when I arrived but I soon

terms have passed since I first joined the school

So far, my experience of being in boarding school

established friends and got to know the routines.

in September. It feels like just yesterday I was

has been great. This is because of all the friends I

It’s been a lot of fun being a boarder with all the

unpacking my bags, looking around my dorm and

have gained, all the new things I have learnt and

activities you get to do with your new friends at

saying goodbye to my parents. Now I can finally

how uplifting other people can be in the boarding

the weekend.

understand the phrase ‘they grow up so fast’. Even

school.

though I got lost and forgot people’s names, the The best thing of all is that the boarding house is

first day of being in boarding school was not as

like one big family where everyone supports each

bad as I expected.

other. My boarding house is all about friendships, spirit and having a good time. There are so many

It felt like home just after a couple of days,

sports to choose from and try out. In the autumn

with everyone in the house sitting down in the

term we play rugby and in Lent term we play

dayroom, talking about themselves and where

hockey. In the summer we do cricket, athletics

they come from. We all had great fun getting to

and tennis. Clubs and activities and PE lessons

know each other and I have made some really

mean we get to try out loads of new things like

good friends.

“In my opinion, the lessons at boarding schools are essential in life.”

Charlie describes his life as a boarder at the Royal Hospital School

am in Year 12 at the Royal Hospital School

My boarding house has been central to school

(RHS) in Suffolk. As the son of a naval officer,

life with its friendly and supportive atmosphere

I have moved house, and subsequently

and staff always on hand to help you along the

school, many times in my life. Following three

way. Matron manages to keep the whole house

years in America, we decided boarding school

on track and she constantly goes beyond the call

would be the best option for me, providing more

of duty. She is also a great cook. All the boys in

stability in the run up to GCSEs.

my house are full-time boarders and many are

“Over the years, RHS has offered me some wonderful opportunities”

from Services families such as mine, so our days, After visiting four schools in four days, the

evenings and weekends are jam-packed with

Royal Hospital School stood out, partly due to

activities and social events and there is plenty

Edinburgh’s Award. Last summer I was also lucky

its wonderful setting in 200 acres of Suffolk

of opportunity to spend time with friends. It has

enough to go on an amazing trip to Uganda where

countryside but also for its excellent co-curricular

been a fantastic home away from home.

I worked on several conservation projects. And I

opportunities and, for me, its impressive shooting range!

“My boarding house has been central to school life”

haven’t even mentioned all the sport. Over the years, RHS has offered me some wonderful opportunities. I joined the Ceremonial

I was pleased to gain some good GCSE results last

Guard which took me to Westminster Abbey for

year, which is definitely a result of the support

Admiral Arthur Phillips’ memorial service. I am

and guidance you get at a school like this. But

a member of the Model United Nations where I

in addition to good academic results, it is the

have spoken in front of hundreds of people. I took

incredible experiences I have accumulated and

part in the world-renowned Tall Ships Regatta, I

the great friends I have made that mean I am

have become an officer in the Combined Cadet

now confident and ready to confront whatever

Force and I have achieved my Silver Duke of

challenges life throws my way.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | The benefits of state boarding

The benefits of

state boarding – Dr John Weeds, Head of Cranbrook School

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

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

On academic performance, the latest Sunday

GCSE and A-level results. Boarding has been

education and a boarding experience which

Times Parent Power (November 2017) lists 10

shown to add value as measured by academic

matches what the independent boarding sector

state boarding schools among the 150 highest

progress. Boarders at Cranbrook outperform

has to offer.

achieving state schools based on combined

day students marginally, but noticeably, by up

56 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | The benefits of state boarding

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

to a third of grade. This is almost certainly a

Preparation for university

product of effective systems for the management

Boarders and their parents value the years of

Or why not come and find out for yourselves! We

of ‘prep’ time in boarding and the personalised

residential study gained at boarding school. These

are extremely proud of our pupils and what we

monitoring of students’ progress provided by

are considered to be the best possible preparation

have to offer and would love to meet you.

highly developed boarding tutoring. The higher

for university because of the opportunities for

education success rate of students from state

study and the accelerated development of vital

boarding schools is also impressive. Selective state

qualities like independence and resilience. State

boarding schools can regularly field 20 to 40 or

boarding schools which combine boarding with

more serious contenders each year for Oxbridge

a selective entry policy, often where the school

and medical, veterinary and dentistry schools and

forms part of a local authority with grammar

other leading universities in the Sutton Trust 13

schools, such as Kent or Buckinghamshire, may be

or Russell Group. For example, Cranbrook pupils

an option.

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

State boarding education is no different from any

medical or veterinary degree schools.

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

58 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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

Choosing state boarding | State boarding schools

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

tate boarding schools are often described

Wymondham College has around 650 boarders

usually secure 10 Oxbridge places each year with

as ‘education’s best-kept secret’. Certainly

and offers a strong academic curriculum

more than 50 per cent going on to Russell Group

I meet many prospective parents who

combined with excellent pastoral care. We

universities. And it’s not just academic success

have found the sector almost by chance and who

were judged to be ‘outstanding’ in every area

– several England rugby players attended state

once introduced are impressed by the range of

in our latest Ofsted inspections for education

boarding schools.

facilities, types of school and examination results

and boarding. Typically we run more than 65

across our schools. State boarding is available

weekly extra-curricular activities, a wide range of

State boarding schools may offer single-sex

at the time of writing to all EU-qualified pupils

international trips and visits and have a strong

boarding or mixed boarding. Some have boarding

and the education is provided free of charge, so

commitment to sport, music, drama, CCF and the

houses covering the entire school age while others

parents only pay for the boarding element.

Duke of Edinburgh’s Award. We offer 27 different

divide into key stages or run a separate sixth-form

A-level courses but other state boarding schools

boarding house. They all offer strong systems of

State boarding schools vary considerably by

provide different pathways, for example the IB

pastoral support and care, ensuring pupils are

size and location but they all share a strong

is available in some schools and others offer an

well known by staff and their individual needs

commitment to the value of boarding and provide

excellent range of vocational courses.

are catered for. Pupil-voice activities are strongly

excellent facilities and systems of care. The sector

promoted and pupils are given opportunities to

consists of large mixed non-selective schools,

Academic excellence

free schools, grammar schools and schools that

I firmly believe boarding adds significant value to

houses are homely with soft furnishings often the

offer mixed or single-sex education. Although

young people, developing their independence,

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

most offer secondary places, primary boarding is

resilience and self-esteem. In 2016 three state

years of working in the sector!

available too and this will be further supported

boarding schools were in the top 20 non-selective

by the opening of a new primary boarding free

state schools at GCSE and state boarding schools

Day-to-day life follows a typical boarding school

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

topped the league tables in three regions of the

pattern. At Wymondham College breakfast starts

pupils enjoy boarding in a diverse, varied and

country. University entrance rates are very high,

from 7.15 am, lessons from 8.30 am, the school

hugely successful range of schools.

with Russell Group and Oxbridge entry well above

day ends at 3.45 pm and our extra-curricular

national averages. At Wymondham College we

programme starts at 4 pm. Prep is completed

lead and contribute to their schools. Boarding

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | Choosing state boarding

in the evenings (with boarding staff, more often

offer, others are attracted by high standards

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

offer Saturday morning school, with a full range of

distinctiveness of individual schools. Across the

it can be difficult to convey the ethos of a school

sporting fixtures on Saturday afternoons.

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 boarding

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

Jonathan Taylor is Chief Executive Officer of the Sapientia Education Trust (SET), an organisation established in 2016 to bring schools together to work in partnership in Norfolk and Suffolk with the lead school being Wymondham College. He boarded as a child, studied as an undergraduate at Brasenose College, Oxford and has worked for over 10 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.

60 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

State boarding schools | State boarding schools

State boarding schools I

f you are considering boarding, a state

and others are run as academies or free schools.

are 40 mainstream members of the BSA State

boarding school may be an option. As always,

These schools give priority to children who have a

Boarding Forum (SBF), including academies and

it is important to do your research and above

particular need to board and will assess children’s

free schools.

all, see the school in action before you make

suitability for boarding. At state boarding schools

any choice. State boarding schools provide free

and academies, including sixth-form colleges,

For more information on state boarding schools

education but charge fees for boarding. Some

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

go to www.stateboarding.org.uk

state boarding schools are run by local councils

year for their children to board. In England there

State boarding schools School

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

County

Leicestershire Somerset Somerset Oxfordshire Essex Kent Cumbria Lincolnshire Devon Surrey Borough of Telford and Wrekin Hertfordshire Berkshire Cumbria Lancashire City of Liverpool Borough Metropolitan Borough of Dudley Hampshire County Durham Devon Berkshire Somerset North Yorkshire Surrey Metropolitan Borough of Wolverhampton Somerset Dorset Kent Lincolnshire Hertfordshire West Sussex Kent Isles of Scilly Borough of Hillingdon Lincolnshire Buckinghamshire Shropshire Wiltshire Leicestershire Norfolk

Region

Boarding places

East Midlands South West South West South Central East England South East North West East Midlands South West South East West Midlands East England South East North West North West North West West Midlands South Central North East Yorkshire and Humber South West South Central South West North East Yorkshire and Humber South East West Midlands South West South West South East East Midlands East England South East South East South West London East Midlands South Central West Midlands South West East Midlands East England

75 36 150 95 30 260 127 80 32 240 100 307 220 53 180 30 500 74 60 55 83 52 95 507 110 330 104 55 55 130 125 722 32 48 60 78 60 100 375 641

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | The benefits of sixth-form boarding

The benefits of

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

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

university, the workplace or higher-level vocational education. There are 280 colleges in the UK and 68 are designated as sixth-form colleges, offering an extensive range of academic, technical and professional courses as well as apprenticeships. Sixth-form colleges have a reputation for academic excellence, many of them being rated outstanding by Ofsted. However, they do not have a history of offering boarding accommodation – something we are changing at Richard Huish College in Taunton. While state boarding schools are well established, boarding at a sixth-form college is a relatively rare concept. Each year, state boarding schools regularly outperform other state schools with a good number topping academic league tables around the country. The combination of the excellent state-funded education and a boarding community enables pupils to make the most of their talents and abilities. However, these schools offer Level 2 (GCSE) and Level 3 (A level) qualifications and are for pupils aged 11 to 18, while a sixth-form college is a more adult environment and only has pupils who are between 16 and 19 years. Admission to a state boarding school is mainly for pupils who hold a full UK or European Union passport. Sixth-form colleges and FE colleges can apply for a Tier 4 Sponsor Licence to attract international pupils to study their Level 3 (usually A level) qualifications. Of the 136 state-funded colleges that appear on the Government Register of Tier 4 Visas holders (dated 8 December 2017), 22 are sixth-form colleges. Many of these sixth forms offer homestay accommodation to their pupils but only two offer full boarding facilities, operated by the college – Bexhill Sixth Form College and Richard Huish College. Several FE colleges offer boarding, but they are still in the minority.

62 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

The benefits of sixth-form boarding | State boarding schools

Welcoming international pupils

Boarding at sixth form can be affordable if you

At Richard Huish College, based in Taunton, the

expand your search criteria to include the state

boarding house opened its doors to pupils from

sector. Many state boarding schools have specific

around the world, including the UK, in September

areas of expertise you may wish to access, such

2017. The house has 52 single study bedrooms,

as the superb links with Bath Rugby Club at

all with ensuite bathrooms. The College has been

Beechen Cliff School. Your child will have the best

welcoming international pupils for many years

of both worlds – the benefits of a dynamic college

but knew that while homestay parents do an

environment bringing together large numbers of

amazing job of nurturing pupils new to the UK,

talented and aspirational young people who can

there were also some pupils who would prefer the

explore their independence, while still providing a

boarding house experience. The boarding house

controlled and safe college environment.

means the College can offer choice and flexibility to pupils and their parents – essentially offering an independent school sixth-form experience at a fraction of the cost. Sixth-form boarding at a state college is also an option for UK pupils who travel long distances daily to study at an outstanding college. Flexiboarding or weekly boarding is a great option when a late sports fixture or exam preparation needs to take priority. Many of our pupils live rurally – parents see the advantages of flexi-boarding while pupils are excited by the opportunity of becoming more independent. Boarding at a sixth-form college, FE college or state boarding school, your son or daughter can expect plenty of home comforts and a warm welcome from the houseparents. Their confidence and independence will be nurtured and the experience will given them essential preparation for university life. Boarding students make a great circle of friends in the boarding house, often friends they will have for life. A rigorous set of Ofsted boarding standards is adhered to, ensuring the pastoral welfare and academic development of all pupils.

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

What can financial and

educational organisations

learn from each other? – Nick Wergan, Headteacher of Steyning Grammar School and BSA Vice Chair (State Boarding and Chair Elect), 2018

t first glance there seems to be little similarity between the worlds of finance and school leadership. They might both be about investment – the first more literal and the second more

holistic – but if we put aside the obvious difference in purpose and outcome, there is much the two sectors can learn from each other about leadership and success. Successful teams in industry set clear goals, monitor progress and intervene 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 meaningfully to identify where students are falling behind, and step in to support them individually. In an educational setting data is not just numbers – it is about pupil progress, wellbeing and enrichment, and the rigorous implementation of standards of social care. At Steyning Grammar everything is about our core business – teaching and learning. Our core vision is ‘effective learning for every student’. Every development plan in the school is built around this aim – and if it does not deliver this, we question why we are

Individuality celebrated Excellent results and teaching staff Modern well equipped school Comprehensive enrichment programme Combined Cadet Force Forces discounts available for boarding

doing it.

Brave decisions Schools can also learn from the measured risk-taking in industry – to change outcomes you must be willing to take brave decisions while building on the strengths of your school. An example is the ongoing friction between education and business about the skills students should leave school with. At its worst, business doesn’t define what it needs,

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

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64 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

and schools don’t take responsibility for workability skills. At its best, education and business work alongside each other to ‘co-produce’ their curriculum.

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

At Steyning Grammar we have redesigned our curriculum to embed the

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

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

need to invest significantly in leadership development training, creating

grit, self-control, gratitude, understanding others, curiosity and zest.

pathways of leadership courses that support colleagues in successfully

Our academic curriculum and reporting system develop from these key

planning and implementing the school vision.

learning characteristics, identified as crucial to pupils’ wellbeing, success as learners and employability. Our teachers, parents and employers all agree

Every Steyning teacher is a member of a ‘Professional Learning

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

Community’, engaged in action research to further develop their teaching

leading figure from business is working alongside our leadership team to

‘craft’. Our first school development plan aim is ‘effective learning for

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

every student’. To deliver this, aims 2 and 3 are ‘high quality professional development’ and ‘effective leadership at all levels’. We have to prepare

Our success criteria have to be more ambitious than simple school

our pupils for their futures, not our pasts – to do this we need to invest

performance tables. Success should be measured by the longer-term

heavily in the skills and in the distributive leadership capacity of our teams.

outcomes for departing students as young adults, as well as the best exam

This provides sustainability to the delivery of the school vision, and real

outcomes possible. In my view, the crude benchmarks of the Department

leverage for its implementation.

for Education have been unhelpful in raising aspirations and achievement for all pupils, although this is thankfully changing as accountability systems

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

re-focus on progress rather than raw attainment. At Steyning Grammar we

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

are proud to have moved into the top 10 per cent of non-selective schools

Sharing the best practice between education and industry enables us to

nationally for progress of all students and we have achieved this through

empower and innovate – both key to sustainable school improvement.

our clear focus on effective learning for every pupil in every classroom.

Business can learn from education Business can also learn from successful educational leadership. At its worst, the world of education can mirror some of the ‘short-termism’ of financial institutions, with reactive rather than proactive leadership. At its best, there is much the City can learn from schools. It is vital to build a sustainable, long-term model of success. This requires an investment in the leadership, continuing professional development of every member of the team, a sharing of best practice, and a determination to improve, built

Nick Wergan has been Headteacher at Steyning Grammar School since 2013. Nick was Deputy Headteacher at Blatchington Mill School in Hove, and Head of English at Sackville School in East Grinstead. Nick retrained as an English teacher in 2004, following a successful career in investment banking, specialising in Emerging European Equities, at Morgan Stanley, Merrill Lynch and HSBC Investment Bank. Nick is an elected Fellow of the Royal Society of Arts, National Teaching Awards Winner in 2007 for Outstanding New Teacher of the Year, and co-owner of an award-winning West Sussex vineyard. He is BSA Vice Chair (State Boarding and Chair Elect), 2018.

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

State boarding schools | Life at a state boarding school

Life at a

state boarding school – Dr Chris Pyle, Head of Lancaster Royal Grammar School

ngland’s state boarding schools have a very special place in our education system. They often have

an ‘independent’ ethos and education is free. Boarding fees are typically around a third of the cost of independent boarding schools.

State boarding schools come in all shapes and sizes, from non-selective schools in rural settings to grammar schools in towns and small cities. A few are single-sex while others are co-educational. Several are very ancient – Lancaster Royal Grammar School (LRGS) traces its roots back to the thirteenth century – while others have been established recently to meet demand in this vibrant sector. Extra-curricular opportunities are a particular

Academic results are a major factor for most

All state boarding schools are united by a shared

strength. After-school activities flourish in a

parents in choosing a state boarding school, and

belief in the opportunities of boarding. There is a

residential community with no commuting

here too the sector punches above its weight.

consistent concern for the wellbeing and personal

required. Many pupils play competitive sport

‘Value-added’ analysis shows that our boarders

development of the young people in our schools.

against independent schools, some schools offer

tend to do even better than day pupils at GCSE,

Wrap-around pastoral care creates a very special

outstanding debating and music while others,

as a result of the support and encouragement

environment where friendships and shared

including LRGS, place a high value on thriving CCF

they receive from boarding staff who engage with

activities become for many the defining privilege

Army, Naval and RAF sections as a mainstay of

boarders’ academic challenges during and outside

of their teenage years.

their outdoor and leadership programmes.

prep times.

66 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

State boarding schools | Life at a state boarding school

At Lancaster, two-thirds of our 170 boarders

housemaster and the matrons – whose days

State boarding is very much a shared enterprise

live within an hour of the school, but growing

include reuniting pupils with lost property and

between parents and school, and open

numbers are from London and elsewhere in the

supplying toast! Evening tutors supervise prep,

communication with parents is the aspect that

UK. We have about 30 overseas students, who

with young sports grads and sixth-form mentors

has changed most in recent years. ‘I Skype my

must have EU passports or right of UK residence.

often on hand. Plenty of summer evenings are

dad twice a day,’ one overseas boarder told me

Bilingual or expat families from Europe and the

spent chasing either a ball or each other round

recently – although most teenagers struggle to

Middle East and boarders from Hong Kong and

the fields. Junior boarding has the excitement

communicate quite so frequently!

West Africa are all well represented.

of a secret society: boarders and day pupils are

Modern life Most of our families are ‘first generation’ boarders.

indistinguishable in school, but boarders have

You can tell a certain amount from a school’s

the key to an extra world – while many day pupils

website and reputation, but it is important to

head for a long journey home.

visit and meet staff and students if you can – at

They may not initially have considered boarding

open days, for a tour on a normal school day, and

or even been aware that exceptional state schools

In the GCSE years, boarders normally share a

perhaps for an evening taster session. Come and

offer this opportunity. Boarding fits modern

dorm with one other pupil, and in the sixth form

see what makes us special.

life for many families living with the realities of

all boarders are in single rooms. Revision season

commuting, travel commitments, divided families

sees pupils working together – but with occasional

or older siblings away at university. A mother

encouragement to head out for an impromptu

bringing up her son on her own told me how

barbecue or game of dodgeball to relieve the

boarding allows her to manage her growing

pressure.

business, while he benefits from positive role models and support. ‘We have the best weekends

Stepping stone to university

ever!’ said the mother of another weekly boarder.

Parents increasingly see sixth-form boarding as an excellent stepping stone to university. We

The boarding experience changes with age.

encourage all our senior boarders to take on

Our younger boarders are in light and airy

leadership positions and to engage with the local

shared dorms of four to six. The emphasis is on

community – from planting trees to hosting our

establishing excellent habits both in boarding

local residents’ Christmas party.

Dr Chris Pyle has been Head of Lancaster Royal Grammar School since 2012. He was stateeducated in Oxfordshire and went on to complete a degree and PhD in Geography at Cambridge University. He was previously Deputy Head at the Perse School, Cambridge.

and in the classroom. Pastoral care is led by the

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www.stgeorges.herts.sch.uk September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

Out of the ordinary: realising the potential of every child

– Dr Joe Spence, Master of Dulwich College

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

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

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

68 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

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

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

work and enthusiasm are at the heart of success,

learn to play a stringed instrument and a wind

the middle group will accept that.

Pupils need to be sponsored by committed tutors

instrument. Meanwhile, at the top of the school,

and be well known to their housemasters and

you might want to check school colours are

year heads. When you visit a school check they

awarded to those who shine in community service

know all their pupils well – and not just their

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

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

stars or strugglers. A good tutor teases out the

senior prefects represent a cross-section of the

Only excellent and flexible teaching can ensure all

hopes and fears of every pupil and nudges the

school population.

pupils are equally challenged. The best teachers

reluctant pupil towards engagement. A good tutor

are those who can portray academic struggle as a

the school wants them to be. The best tutors are

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

also great role models: adults engaged in and

Tutors should be sending a variety of pupils to

learning rather than creating a curriculum that is

supportive of the school and its ethos (albeit

school council meetings or learning forums and

wholly exam focused also ensures that middling

sometimes as critical friends). Form structure

sometimes sending the more reluctant, those out

pupils are engaged, by creating different fields

is important too; as many children as possible

of their comfort zone, as representing ‘the middle

in which they can be noticed. Good schools tend

should have access to promotion on merit and

voice’. It is also important to enable leadership

to have more parents’ evenings – allowing for

there should be evidence that the school is

opportunities for the non-stellar pupil – to find an

discussion of progress and wellbeing between the

cognisant of the danger of sink forms.

alternative engagement for those disappointed

teachers, parents and the pupils themselves.

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

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

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

not to become prefects.

matches the lower ability teams play, how

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

inclusive music and drama really are and how

A good house system, like a good housemaster

much the school’s clubs and societies engage all

or housemistress, can elicit a strong sense of

rather than some. I reflect on the boys at Dulwich

community and co-operation and provide an

who have found their platforms and niches at

opportunity for all to shine through a wide range

one remove from the mainstream: the boy with

of competitions (cultural as well as sporting). In

a love of reading who has led the book club and

a good house, strong peer relationships and the

creative writing groups; the boy who struggles

right kind of peer pressure encourage all boarders

with ball sports but who in rowing has found a

to engage and lead activity. Peer mentoring

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

creates opportunities for boarders to learn from

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

each other’s struggles and achievements. In

lighting or sound. At an early age, there should

a boarding setting particularly pupils can ably

be an opportunity for everyone to ‘be and do

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

everything’. Junior school sport is judged by 100

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

per cent participation rather than by the win:lose

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

Parents might check up on just how many

learning opportunity, ensuring that pupils do not

70 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Sport for all

– Alastair Land, Headmaster of Repton Schools

Sport for all S

port as a key activity undertaken by all

act together to steer an otherwise reluctant

boarders outside the classroom has long

individual to play their part either as an unlikely

been a tradition of boarding schools,

participant in a house team to serve the greater

certainly since the great Victorian reformers.

good or to keep trying new sporting enterprises

Before that time, boarders were at liberty to do as

until they find one that fits.

they pleased and were entirely under their own direction, doing anything from water fowling to

Developing confidence

playing rackets up against the school house wall.

I reflect with joy on former pupils who arrived at boarding school showing no sporting interest

Nowadays, the assumptions and agenda are

and who left as national champions or went

different – we see physical activity through the

on to play for their university’s first team in

prism of wellbeing as much as competition. Sport

their chosen sport. It is our great privilege as

is a space into which ideas about body image,

boarding professionals to have the confidence

collegiate identity and community are addressed

to encourage pupils in this way. There can be

and all in the context of a far greater awareness

no greater evidence for the power of sport in

of supervision and safety. Long gone are the

the boarding context than in the boy or girl who

days when the house captains of games would

starts resolutely in the B or C team but by wise

together manage the junior and senior leagues

and kindly insistence from the house pastoral

themselves and enjoy the leadership experience.

team persists, discovers the endeavour spirit, trains themselves outside of practice times and

Boarding schools aim to encourage and support

finds themselves though dedication a member

each pupil as they explore and develop into their

of a national championship winning team by the

better selves as part of a community. This is at

time they leave school.

its best when houseparents, tutors and matrons

72 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Sport for all | Boarding at an independent school

House matches are important – educationally, physically and for showing that participation is as important as elite excellence. Most of our fee-paying parents do not have children in the first team. Indeed from a pragmatic point of view while 11 pupils might be in 1st XI, more than 111 may be in the year group. The majority of parents are not receptive to talk about ‘élite’ and ‘highperformance’ but rather want to know how their child is getting on, how they are being involved and included, and what progress they have made from whatever the start point might be. Sustaining the life blood of house sport helps stop the inevitable drift towards fitness/weights. Even if it is playing in a league on Friday afternoons that only has non-school-team players in it, it is important

important to have strong engagement with these

the development of integrity and character and

to have a team to identify as one’s own.

national level athletes and their parents right

the lifelong friendships formed by pupils.

National level athletes

from the beginning. The school needs to ensure they are grounded members of their houses who

In modern boarding, pupils may excel in sports

will contribute and turn out to play, regardless

not offered in the mainstream programme. They

of whether they are any good at that particular

may need to train with external professionals,

game, with cheer, charm and good grace. This is

have highly specialised strength and conditioning

good for everyone and will improve the outcomes

coaches or physiotherapists. They may have

for the individual in the long term.

commitments to clubs or have to travel long distances to competitions and selection events.

Boarding school sport has never been more

Inevitably this presents challenges in terms of our

important in the whole-school co-curricular

normal expectations of the school routine. But it is

balance and in making the difference in terms of

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | The case for continuity

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

We can all also recognise children learn best

perspective. While children will acknowledge

when they are happy, and a crucial ingredient

the importance of success in exams, the reality

in happiness is stability and the assurance

for them when entering a school is the much

it provides. Learning to cope with change

more immediate concern about the day-to-day.

needs to be done sensitively and, although the

How to manage workloads, when to practise,

n ability to adapt to change is

majority of children will have to change school

the routines, who gets into teams, food or

something we all recognise as

at some point, repeated changes of school can

friendships. These are all far more important

an important skill in the modern

sometimes hinder academic and skills progress

to them and their short-term happiness. If we

workplace. In an age when technology allows

and the formation of the deep supportive

can limit the disruption to these foundations of

‘trends’ the briefest of lives before extinguishing

relationships we all value.

school life, we can then create the opportunity

them, and where almost all teenagers seem to

to focus much more upon learning and

be in near constant contact with peers beyond

What’s important to children

their immediate presence, it has been argued

Heads spend a good deal of time seeing

that the connectivity of modern culture and its

prospective parents with their children and

I have to confess that despite having

constant flux makes young adults practised at

they will all make a point of trying to ensure

boarded at school myself, and having been a

coping with change.

everyone can see the visit from the child’s

passionate advocate of the benefits of boarding

74 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

achievement.

–

The case for continuity | Boarding at an independent school

throughout my teaching career, I was surprised

are openly talking, you will have effective and

the change. However, if this starts to happen

to find myself reluctant to send my own

caring support for the child. Ask yourself how

too much they may well say they want to

children to board. I just wanted them with me

much more likely it is for this to occur if you

stay in a particular place and it is at this point

where I could see them grow and develop and

know and trust the houseparent as a result of

the benefits of boarding really start to shine

we could share the love of family life. And then

building a relationship over time. There is a

through.

we moved, and one of our children decided

strong case for continuity in pastoral care.

he wanted to stay where he was and take up a

Boarding schools have dedicated staff who

boarding place at his school. What a revelation

Equally strong arguments exist for ensuring a

understand the importance of contributing to

it was to me to see how my own child thrived

child stays with teaching staff and coaches that

a community that values each individual and

in a boarding environment. He, the one family

know them well. We are all becoming more

who have the time to properly get to know the

member who didn’t have to deal with the

conscious of different styles of learning and

children. Such knowledge and care will be just

emotional and administrative challenges of

how our own children respond in particular

as reassuring to you, the parent on the end

joining a new school (don’t underestimate the

ways to distinctive approaches. Good teachers

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

latter), also loved the boarding experience.

will quickly recognise how your child responds

fantastic time boarding.

There are many arguments that create a

and will learn to adapt their approach to ensure

good case for modern boarding but the two

they meet the needs of the child. Of course,

which are the most convincing to me are the

it is necessary for your child to be taught by

opportunity to get so much more out of the

different teachers as they move through a

school day and the social benefits. Being among

school and sometimes it is also desirable for

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

your child to have a new teacher. But the

at home interfacing, creates much happier

knowledge of how your child learns can still

children.

be more effectively passed on within a school to ensure that they achieve the best possible

Pastoral care

outcome.

Pastoral care is often illustrated through a triangle with parents, houseparent and child

So if your child has to move schools there can

at each point. The axes are the relationships

be some great benefits, provided they are

along which communication occurs. If all sides

given the right level of support to navigate

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

AN OUTSTANDING INDEPENDENT SCHOOL FOR BOYS AND GIRLS AGED 0 - 18 Scholarship entry at Year 7, 9 and 12 • Small class sizes with bespoke support • Exceptional academic results at IB, A Level and GCSE • A wealth of sporting and extra curricular opportunities • Idyllic 80 acre campus with a working farm and horse riding •

To ﬁnd out more contact registrarseniorschool@kentcollege.co.uk or call

01227 763231 September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Schools together in partnership

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

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

for many years but only recently have we begun to collect data which clearly demonstrates this. The facts show independent schools are very much part of the educational landscape and take their educational purposes seriously. Independent schools are diverse and generous supporters of education in its broadest sense and this was reinforced in a ‘Joint Understanding’ with the Department for Education (DfE) announced by the Secretary of State in March 2018. The document outlines the commitment of independent schools to voluntarily develop mutually supportive collaborations with maintained schools.

Charitable status A certain amount of political interest has been generated in connection with charitable status debates over the years and the media often berates fee-charging schools for the ‘tax breaks’ that come with charitable status. In fact, we believe the allocation of bursary awards far exceeds business rates relief granted to those schools which are charities. Even schools that are not charities have taken steps to improve accessibility for families who might not otherwise be able to send their children to an independent school, by providing increasing amounts of bursary assistance in recent years. This year, our schools provided almost one billion pounds in fee assistance overall. A judicial review in 2011 ruled that education is of itself a charitable activity. The trustees of schools which are charities have a duty to report to the Charity Commission their school’s work for the public benefit. This work can take the form of awarding bursaries on a means-tested basis for disadvantaged children, children on the edge of care and Looked After Children, support for academies and collaborative work which provides a variety of learning and development opportunities to children who would otherwise miss out.

76 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Schools together in partnership | Boarding at an independent school

A minimum requirement with respect to public

The projects are allocated categories such

speaker can be made available to a range of

benefit has not been set in England and the ISC

as: academic/CCF/drama/governance/music/

pupils beyond the host school. Schools can share

has lobbied to hold off further legislation that

sponsorship/sport/design technology.

specific expertise, for instance, in fundraising or

might impose duties on schools to undertake

tracking. They can share and develop policies.

particular activities demonstrating public benefit.

They are mapped and displayed sharing

It is important that trustees retain flexibility to

increasing levels of detail. It is clear from

Vulnerable subjects, such as modern foreign

fulfil any school’s public benefit activity according

the website that many different types of

languages, Latin, music and physics are supported

to local needs and in ways that are appropriate

collaborations are underway involving large and

by partnership work. Pupils meeting each other

for the school according to its individual capacity.

smaller schools.

can develop a new way of seeing the world. Inter-

For example, some schools do not own superior

school visits can allow new subject areas, new

facilities that can be shared with state schools

From full academy sponsorship, such as Harris

sports and musical instruments and experiences

and there are geographic and other barriers to be

Westminster and The London Academy of

to be shared, broadening the horizons of all

taken into account.

Excellence, through to arts and craft projects with

involved.

Encouraging partnership activities between schools

local primary and special schools; from careers guidance and university preparation, to inclusion

Successful partnerships help to bring communities

in dramatic productions and sports tournaments –

together in deeper understanding and thereby

The Schools Together website, which details

this website draws together a range of impressive

support social cohesion. The pooling of resources

many excellent partnership projects between

and exciting educational opportunities for pupils

enhances the overall educational offer for all

independent and state schools, was built with the

and staff. It gives excellent examples of what is

schools involved and by sharing experiences,

express purpose of encouraging, showcasing and

already in place, providing insight into the value of

teachers can benefit from effective professional

inspiring partnership working:

collaboration.

development. Some schools are working in

www.schoolstogether.org

Why work together?

pairs or small clusters and others are working in large collaborative groups across an area

The website was launched in 2016 and although

There are economies of scale and various mutual

such as York or Birmingham. These groupings

involvement is voluntary, over 2,500 projects

benefits when schools join together to procure

develop projects over time and forge strong links

have been displayed, showing a wide range of

services – including the sharing of specialist

across the communities involved. The projects

partnership activities.

teachers – and training. A visiting author or

grow according to schools’ needs and strengths, building mutually supportive communities.

The future We are happy to report that almost all ISC schools are already engaged in partnership activities. Most are involved in sporting and academic partnerships of some kind and around half are engaged in music and drama partnerships. This is alongside the community work and charitable giving that our schools support. The ISC Census report for 2018 shows 1,137 independent schools are involved in partnerships with state schools and the community. Tens of thousands of state and independent school pupils benefit from these partnerships. We expect this work to continue to grow and partnerships to thrive.

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

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

or the first time as educationalists,

So how do we go about preparing young people

required young people to be proficient in

we are attempting to prepare young

for an uncertain future? We need to ensure we

abstract thought in order to achieve the highest

people for a future we do not

concentrate on the things we know they will

grades, but that an analysis of young people

recognise. A pupil moving into Year 7 this year

need in order to navigate it. For young people

demonstrated that the majority did not become

is likely to enter the world of work in around

to be successful in a rapidly changing, uncertain

formal abstract thinkers until after they were

2028 and continue to work until 2070 or maybe

and unpredictable landscape, they need to

16 years old. They realised that to raise the

even longer.

be creative-thinking, risk-taking problem-

performance of pupils in GCSE examinations,

solvers who are resilient and adaptable, and

either the exams would have to be ‘easier’ or

With the rapidly changing face of our

able to take opportunities when they present

the children would have to be ‘more clever’.

technological landscape, it is difficult to predict

themselves.

what the workplace will look like in five years’

Adey and Shayer developed a cognitive

time let alone 50 years. How many of the

Cognitive acceleration

traditional roles will still exist in the world of

The cognitive acceleration methodology was

demonstrated to raise children from concrete

tomorrow? The predictions being made by

first developed by Philip Adey and Michael

to abstract thinking through the application

futurists are wide and varied but the one thing

Shayer at King’s College in London. Adey and

of teaching and learning strategies designed

they all seem to agree upon is that the world

Shayer took Piaget’s ideas that everyone goes

to introduce cognitive conflict (something

of work will look radically different and young

through the same stages of development for

unexpected), discussion and reflection. The

people will not be doing the same jobs in the

thinking from concrete (believing what you can

programme covers the core subjects of

future as their parents and grandparents did in

see) through to abstract thought. Their initial

Maths, English and Science at KS3. Cognitive

the past.

work identified that most GCSE examinations

acceleration has been shown to improve

78 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

acceleration programme which has been

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

students’ reasoning and this underpins their

Let’s Think Forum

ability in examination subjects. It raises young

To implement the cognitive acceleration

people’s reasoning skills, allowing them

programme, we are working with the Let’s Think

to answer more challenging examination

Forum – a charity which aims to sustain and

questions as well as providing them with the

develop cognitive acceleration as an approach

skills to navigate an exciting but uncertain

to developing children’s reasoning. Four Let’s

future.

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

At Queen’s College we are rolling out an

Think approach in specific lessons and to

innovative programme to develop pupils’

modify aspects of teaching to promote effective

thinking skills across the entire curriculum.

thinking. Lessons help to promote intellectual

This has involved taking the ideas developed

resilience and risk-taking, as it is less about

by Adey and Shayer in Maths, English and

getting the right answer and more about asking

Science and using the underlying principles to

the right questions.

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

We believe this new approach to thinking skills

introduce cognitive conflict, group discussion

has the potential to help young people have the

and reflection in order to get pupils to think in

belief in their own ability to tackle unfamiliar or

all areas. The application of this strategy is just

unexpected situations and therefore give them

as important on the sports field where young

the confidence to grasp opportunities when

people need to be able to make quick decisions

they present themselves in the future.

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

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

PSHE? SMSC?

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

enables pupils to develop self-knowledge, selfesteem and self-confidence

enables them to distinguish between right and wrong

encourages them to accept responsibility for their behaviour and to show initiative

shows them how they can contribute positively to the lives of others

encourages respect and tolerance of different cultures.

Analysing each component in more detail, the spiritual element of SMSC requires that schools allow pupils to be reflective about their own beliefs – religious or otherwise – and allow this to inform their perspective on life and their respect for others people’s faiths and values. Spirituality is one of the eight aptitudes Wellington College promotes among pupils. Yes, we have weekly chapel services and assembly where faith is explored, but for some it is equally important to recognise their spiritual moment might come on the hockey pitch when they score that winning goal in a cup game or in the orchestra when performing a piece of beautiful music. At Wellington we encourage pupils to stand still sometimes and appreciate the

awe and beauty around them and we find this

hen I was 17, I spent three weeks

Independent Schools Inspectorate (ISI) inspection

encourages them to be imaginative and creative in

of my summer holiday planning

reports always include detail of the schools’

their learning.

and delivering a holiday to a group

commitment to SMSC, but what does SMSC

of children from a school in Cheshire who

actually mean? As there is no requirement for

Spiritual development

had severe learning difficulties. They travelled

independent schools to have a separate SMSC

I believe a level of a pupil’s spiritual development

annually to my boarding school in North Wales

policy, what should you be looking for when

is reflected by their curiosity. So look for schools

where they experienced their first-ever holiday

searching for a school that genuinely provides a

where the pupils are inquisitive about the world

without their parents. It is one of the strongest

holistic education?

around them and where they are nurtured to

memories I have of my school career. In today’s

demonstrate a captivation about knowledge – not

terms this is SMSC (spiritual, moral, social and

Holistic education

cultural) education ‘in action’ – the idea that

Boarding schools devote a lot of time and

school is far more than learning the curriculum.

resources to activities outside the classroom to

SMSC is, quite simply, the term used to embrace

develop character, resilience and skills which will

There is possibly no better environment than

this broader dimension – not just through

equip pupils for their adult world. You will not

a boarding school to develop a young person’s

Religious Education (RE), PSHE (personal, social,

find a prescribed checklist of what a school will be

moral compass. Living in close proximity with

health and economic) education, wellbeing

providing under the SMSC or holistic education

others where they have to share their space

lessons or even through planned projects like the

umbrella. It is about how a school:

(often with others who they might not ordinarily

experience I have described.

just for the sake of examinations, but because it is interesting and inspiring.

choose to be friends with) means they develop their social intelligence through understanding the consequences of their behaviour and action.

80 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

Schools which encourage approaches such

Finally, the cultural aspect. This is not just about

as restorative justice and mediation when

providing opportunities for pupils to paint a picture

positive interdependence, equal participation,

dealing with matters of discipline enable the

or learn a musical instrument, it is much more

individual accountability and social interaction.

understanding of others to flourish and, in

how a school develops a pupil’s understanding and

turn, levels of respect to grow. Young people in

appreciation of their own heritage and the heritage

Our boarding schools aim to bring out all the

boarding schools quickly learn to appreciate the

of others. Society is a diverse place and our young

capabilities and sensitivities of pupils, allowing

viewpoint of others, to listen and to value them.

people are helped to recognise this through

them to live purposefully, creatively and morally in

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

opportunities to participate in cultural experiences,

today’s complex world. This is indeed a priceless

of rules; the pupils get it right because they simply

for example, celebrating Chinese New Year, Yom

education.

want to.

Kippur or Thanksgiving, or contributing to a mock

Service to others Service to others is a long tradition in boarding

general election so they develop an understanding of a democratic parliamentary system.

schools. A boarding school which excels at service

Personal development

allows ample opportunity for young people to

SMSC is done well when you cannot tell it is even

participate in the local community, volunteering

happening. There is a synergy between the ethos

across a wide range of projects. Teamwork

of the school and the opportunities it provides;

and cooperation are developed, as well as a

personal development is imbued within every

heightened sense of wellbeing from knowing

lesson, every activity and within the boarding

that you are helping others. If a school allows its

house. It is a school where:

pupils to interact and socialise with individuals from different backgrounds – religious, ethnic

or socio-economic – they are giving them the opportunity to understand that everyone has their

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

own strengths and weaknesses and all should be

pupils are happy and comfortable working together in groups, showing tolerance and

listened to; a vital skill if those young people are to

respect for each other

go forward and contribute positively to their own

every pupil feels they belong

communities in later life.

pupils are trusted

young adults leave having gained skills in

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 project) 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), BSA 2018 Research Fellow 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.

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 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Understanding the world around us

Understanding the world around us – Mark Lascelles, Head Master of Dauntsey’s

any of our finest independent schools

We also have a longstanding relationship with

football and cricket – and then hold a tournament

were founded for the public good

an orphanage in Romania. Pupils visit each year

where all the schools compete against each other.

and the vast majority continue to

to run activities for the children and fundraise to

It’s always a big event and our sixth formers,

finance the programme.

some of whom are taking the sports leadership

have a strong tradition of charitable giving and community involvement.

course, help out with umpiring, refereeing and The principle of extending our educational reach

organisation.

Dauntsey’s was founded in the sixteenth century

and making our expertise and facilities available to

by William Dauntesey. Dauntesey went to London

people in the local community is an important one

Another outreach programme involves design

to make his fortune and became Master of

for independent boarding schools. It enables us

technology. Year 6 primary school pupils come

the Mercers’ Company. His will left his London

to build stronger relationships with those we live

to the school in the summer term to design and

properties to the Livery Company and tasked

and work alongside. Most independent schools

make a clock, which they then take home, while

his executors with building and maintaining the

have close relationships with neighbouring state

Dauntsey’s pupils visit local schools to help out.

school and almshouses that became Dauntsey’s.

schools and the wider community.

Almost five centuries after the school’s founding,

Community service

thinking about others continues to be an

Activity generally falls into two categories –

Pupils at independent boarding schools are

important part of the school’s DNA.

outreach, which involves activities for local

actively encouraged to get involved in community

primary schools, and community service, which

service activities. Some join in as part of their Gold

focuses on pupil-led activities and public events.

Duke of Edinburgh’s Award but many volunteer

All independent boarding schools have extensive charitable programmes. At Dauntsey’s, charitable

simply because they want to. One of the options

giving focuses on a single cause each year. The

Outreach

pupils select a charity – alternating between a

At Dauntsey’s, one of the main forms of outreach

local primary schools to listen to children reading

local and international cause – and then organise

is regular sports coaching. We visit nine local

or to help with mathematics or languages. Pupils

a wide range of fundraising activities, from car

primary schools to provide training sessions,

also help in charity shops and visit the elderly in

washes to tea parties to choral concerts. In the

practice drills and games for pupils of all abilities.

local retirement homes.

past ten years pupils have raised nearly £250,000.

Each term we focus on a different sport – hockey,

82 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Dauntsey’s pupils find most rewarding is visiting

–

Understanding the world around us | Boarding at an independent school

and Olympic rowing champion Major Heather Stanning OBE. I am a strong advocate of the benefits of community outreach for everyone involved. Independent schools were largely founded on charitable giving and service and today this has evolved into a strong sense of partnership with neighbouring schools and the local community. I hope we are seen as an important asset to the community for all generations.

Many independent boarding schools also open up

extensive drama and music programmes and for

and share their facilities with the local community.

the annual Mercers’ Lectures, so called in memory

At Dauntsey’s we host many events for local

of the school’s links with the Mercers’ Livery

residents and value our close links with them. The

Company. These lectures are open to the public

school is very much part of the village.

and are very popular. This year speakers have included the adventurer, naturalist and presenter

The Memorial Hall at Dauntsey’s is one of the

Steve Backshall, the rugby referee Nigel Owens,

largest venues in Wiltshire. It is used for our

who talked about sport and mental health issues,

Why Forces Families Choose Fettes A strong foundation for the future, a family for life

Mark Lascelles has been Head Master at Dauntsey’s since September 2012 when he joined from The Kings 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 as Housemaster at The Grove School in 2003. In 2009 Mark was appointed Lower Master at The King’s School, Canterbury and then Acting Headmaster in 2010.

4 Full Boarding 4 Easily accessible by air, rail and road 4 Sector-leading Pa storal Care 4 All-round Excel lence 4 Continuity of Ed ucation from 7-18 4 Saturday Morning Lessons and Afterno on Activities or Fixtures 4 Prep School Board ers’ Activities on Su nday 4 Forces Discount 4 Wide Range of Sch olarships and Bursa ries 4 No Hidden Extra s

Full boarding ethos, day pupils also welcome 90 acre campus in the heart of Edinburgh Co-educational 7-18 • Excellent IB, A Level and GCSE results Superb pastoral care • Strong sporting tradition Innovative careers partnership programme Bursaries, Scholarships and Awards available To arrange a visit, please call our Registrar on 0131 311 6744 admissions@fettes.com www.fettes.com

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Teamwork, leadership and service

Teamwork, leadership and service – enrichment in schools as a key to character development – Thomas Garnier, Headmaster of Pangbourne College military ethos in British schools. At Pangbourne we can attest to its positive influence. As in the Armed Forces, the ethos running through CCF participation is based on a foundation of strong shared values, disciplined behaviour and selflessness towards others. Cadets develop effective communication skills and the ability to think clearly in complex situations, solve problems, and exercise good judgement and initiative. These are important elements which contribute to the aim of making pupils better citizens. The CCF programme has a unique appeal because it gives pupils the opportunity to do something completely different to what they are used to, with an added advantage of interesting field days and trips.

Duke of Edinburgh’s Award The Duke of Edinburgh’s Award is another very popular co-curricular option, offering similar opportunities to develop practical skills and

character. The range of options the Award offers

well-rounded education which develops

of our co-curricular programme. A strong

from Bronze to Gold level is extensive. The

children mentally, physically and

CCF presence in a school provides leadership

combination at all three levels of volunteering,

socially relies heavily on the strength

opportunities and teaches commitment to

physical activities, skill-based challenges and

of a school’s co-curricular programmes. This is

service, respect for others, and the chance

expeditions give an all-round experience which

particularly important in a boarding environment

to be an exemplar of the school’s values and

is fun, rewarding and recognises a young

where pupils have less time away from the

principles. The Secretary of State for Defence,

person’s successful journey of self-discovery

school and enrichment activities provide an

Gavin Williams, has made comments suggesting

and development. Each level increases the time,

essential avenue for expression and personal

that there could be potential benefits to a

challenge and commitment required of a pupil.

development. Nearly every independent school offers a broad range of sport, musical and creative co-curricular pursuits. However, not all pupils are talented ball-players or gifted violinists – a range of opportunities to suit the entire cohort is needed. Enrichment options offered by a school can be an excellent base from which to teach lifelong soft skills, especially those of teamwork, leadership, character development and values. At Pangbourne, the co-curricular offering is built around reflecting the values and ethos of the school, providing a range of opportunities for all, and giving pupils the chance to learn a set of useful skills.

Combined Cadet Force We have a proud Naval heritage and longstanding association with the Armed Forces; our Combined Cadet Force (CCF) is a vital element

84 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Teamwork, leadership and service | Boarding at an independent school

If a child begins at Bronze – as all our Year 9s do

We also have an international partnership with

at Pangbourne – the engagement and enjoyment

the Nabugabo Community Learning Centre in

in the programme grows as they progress

Uganda, which started in 2013. Every term a

through Silver and Gold Awards. The challenges

portion of our charitable efforts goes towards

faced at each level develop resilience, industry,

this, and every two years we take a group of

teamwork and moral courage. Completion of the

around 40 pupils, where they spend three weeks

Duke of Edinburgh’s Award is also looked upon

heavily involved in vital local projects. This

favourably by many universities and employers.

partnership experience is a wonderful adventure

As the Award is usually completed in groups

for the pupils. They engage with a different

within the school, facing these challenges with

culture, contribute to local education initiatives

your friends instils a sense of pride in shared

and explore a diverse and beautiful country. In

success, much as you might feel in a successful

terms of personal development, exposure to

sports team.

the challenges faced and cultural differences is

Volunteering and community partnerships

invaluable. At a time when people in Britain can seem

A final co-curricular theme concerns volunteering

increasingly selfish, divided and less committed

and community partnerships. Working with local

to the common good, there is a need for schools

charities provides clear benefits to pupils as

to put values, discipline, service and teamwork at

much as the charities involved. At Pangbourne

the heart of their ethos. I once heard Professor

pupils choose each term local charities to

Bart McGettrick, Emeritus Professor of Education

support, and then they fundraise, collecting

at Glasgow University, say, ‘Time spent on values

donations of food, books or clothes and helping

is not time wasted ... It is like the tide rising:

at fundraising events. This encourages pupils to

everything rises with it!’ My own experience at

think about the wider world and prepares them

Pangbourne confirms that he is correct.

to make positive contributions to society once they leave school.

Thomas Garnier has been Headmaster at Pangbourne College for more than 10 years, having previously been Head of Boarding at Abingdon School and an Officer in the Royal Navy.

CO-EDUCATIONAL BOARDING IN ThE hEART Of shROpshIRE

Shrewsbury School provides an outstanding educational experience for boys and girls aged 13-18. We provide a rigorous approach to learning and an extraordinary variety of extra-curricular activities alongside personal pastoral support. Scholarships and bursaries are available for entry at 13+ and 16+. Please contact us for further information or to book a place at one of our Open Days. We look forward to welcoming you!

Shrewsbury School

admissions@shrewsbury.org.uk 01743 280552 www.shrewsbury.org.uk ShrewsSchool

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Supporting character development in a boarding school

Supporting character development in a boarding school – Paul Sanderson, Headmaster of Bloxham School

oung people today need first-class tuition and the finest academic qualifications to succeed, but they also need strength

of character and skills such as communication, teamwork and resilience, to build happy, fulfilling and worthwhile lives. A boarding education can provide the building blocks for character and success. As the school curriculum narrows, the boarding school’s emphasis on educating the whole child provides plenty of opportunities to develop a wider set of skills and qualities. At Bloxham, our activities programme offers pupils 100 options, ranging from mainstream sports to minor ones, and from music, drama and art, to astronomy and model railway club. Balancing breadth with specialism, our tutors work with pupils to help them select options which will both stimulate and challenge. They encourage pupils to give everything a go – in our view, it’s good to try new things, to persevere at acquiring new skills and to learn to laugh when you fail. Where talent and interests emerge, a boarding school can allow pupils time and resource for passions and expertise to flourish. With a flexible boarding model, it is possible to take an open approach to pursuits which naturally develop outside of school.

Outdoor education In common with many boarding schools, outdoor education runs through the lifeblood of Bloxham School. First introduced in our Lower School, outdoor education increases in challenge as pupils move through their years with us. Our Year 7 and 8 pupils enjoy annual camps and the notto-be-missed Alps trip, when they get to test their nerve white-water rafting and canyoning, building life-lasting memories on the way down.

86 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Supporting character development in a boarding school | Boarding at an independent school

Over many years, boarding schools have learnt

community. Through our well-supported service

Mary’s Meals, an international charity which

that trying new activities in a fun environment

programme pupils volunteer at food banks, care

provides life-changing meals to some of the

can generate excitement for learning outdoors.

homes and local primary schools each week,

world’s poorest children every day they are in

This in turn lays the foundations of resilience,

giving them a lasting experience of making a

school. Fundraising challenges included hikes

communication and teamwork upon which young

difference. One such relationship recently led

up Scafell Pike and Ben Nevis, the Long Walk to

people will rely so often in the future.

to a beautiful collaboration, which saw a Design

Longleat (in flipflops, in the case of one pupil!)

Technology A-level pupil dedicate his examined

and cake and clothing sales. Experiences such

These skills can be further developed in more

project to a local hospice. Working to the hospice

as these also show children the importance of

demanding environments, for example, through

director’s brief, the pupil designed and made

teamwork and determination. They teach them to

the Duke of Edinburgh’s Award and CCF. Schemes

symbols, features and artefacts to enable the

look beyond themselves, to appreciate their good

like these help pupils broaden their horizons,

hospice chapel to become a multi-faith place

fortunate and to help those with less.

develop their leadership skills, learn to work with

for worship and reflection. Now installed, they

others, and prove to themselves they can succeed

are having a moving effect on the hospice’s

Perhaps most importantly, boarding environments

at a serious challenge.

community. They have also shown our pupil, and

teach pupils the importance of tolerance and

indeed the whole school community, the impact

respect, how to work together to achieve their

they can have when they give something back.

goals and how to live harmoniously with others.

Contributing to the community Bloxham is a Christian foundation school. As

Boarders learn to invest in their community,

such we value kindness and compassion, and

We choose an annual charity and this year

realise their actions have consequences and learn

we teach pupils the value of contributing to their

everyone was unanimous in their support for

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

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

The positive impact of The Duke of Edinburgh’s

Award

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

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

school and at extra-curricular clubs and in some

is widely recognised as the world’s

cases an improvement in attainment across

The wellbeing of a young person is always at the

leading youth achievement award. Each

academic subjects.

forefront of everyone’s minds and there are lots of

section of a DofE programme offers opportunities

ways in which a young person can be encouraged

for young people to develop their confidence,

I believe developing soft skills such as teamwork,

to look after their physical and mental health. The

improve their self-esteem and feel fitter and

communication, leadership and resilience are as

DofE can be a great way to help develop healthy

healthier through the Physical and Expedition

important as academic grades to young people,

habits, encouraging young people to implement

sections in particular. It is the mission of The

parents, education specialists and potential

strategies now that will benefit them both in the

Duke of Edinburgh’s Award charity to ensure

employers. These skills are not only transferable

short and long term.

every young person in the UK, irrespective of

into the workplace and also help us get through

background, has the opportunity to do their DofE.

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

The Duke of Edinburgh’s Award can have a very

Driven and determined

positive impact on a young person’s school and

For young people the idea of embarking on

personal life, as well as their physical and mental

something new can be quite daunting. Whether

health. An extra-curricular programme can be

meeting new people or taking on the great

a really effective way for young people to be

outdoors for the first time, young people may

introduced to outdoor learning without the feeling

shy away from these opportunities. Achieving a

that they are compromising their time spent in

DofE Award demonstrates that a young person

the classroom. Well-established programmes such

is willing to try something new and is committed,

as The Duke of Edinburgh’s Award can benefit a

driven and determined. This lays a great path for

young person overall. Schools often notice the

their future, fostering a work ethic and attitude

skills young people learn through the different

that many employers, colleges and universities

sections of a DofE programme can affect their

look for in applicants.

overall behaviour, with improved attendance in

88 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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

skills and making new friends. It was fantastic to

but one particular pupil springs to mind. He was

watch! Without a doubt, the DofE gives pupils a

not a particularly popular pupil, not engaged

unique experience to become resourceful and

in school and completely lacked confidence.

independent thinkers. It is tough and some do not

He threw himself into the DofE, especially the

complete as the commitment is all on them. This

Expedition section in which he came into his

teaches values that you cannot just turn up and

own, gaining confidence, developing leadership

gain a DofE but you have to earn it.’

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

Inspiring Individuals “Boarding at Campbell is a life-changing experience. It has given me confidence, independence and friendships that will last forever.” Inspiring boys from 3 to 18 years old, Campbell College is situated in a stunning 100-acre woodland campus five minutes from George Best Belfast City Airport. Just a short flight from London, we welcome students from all over the world with boarding fees starting from only £4,698 a term. To find out more, visit www.campbellcollege.co.uk

Campbell Boarding BSA Ad.indd 1

25/01/2018 12:01

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

Using the power of technology wisely – Dr Ruth Sullivan, Headmistress of Sherborne Girls way to help young people to thrive – or at least to remove some obstacles to their wellbeing. In fact, the potential damage caused by over-exposure to digital media runs deeper still. A recent study at Sherborne Girls, in advance of launching a new policy on mobile phone use, highlighted a clear link between screen time and screen dependency and issues such as anxiety, depression, sleep deprivation and problems concentrating in class.

Learning the right habits That is why I firmly believe young people have to learn the right habits regarding digital technology if they are to flourish. Boarding schools must take a lead in managing pupils’ engagement with technology, ensuring they strike an appropriate balance between realising its potential and

mitigating its risks. The evidence is that each nyone who spends time with young

their children’s welfare to boarding staff, trusting

boarding school should shape its own approach to

people will know what a dominant force

us to make wise judgements about their day-

suit its respective students and the school ethos.

digital technology can be in their lives.

to-day lives in ways that are conducive to their

The hours spent clicking and swiping, liking and

flourishing.

emoting, can seem endless with the phone or

My instinct is that a wall of separation needs to exist between using digital devices for educational

tablet device an apparently constant fixture. But

Judging by the research on social media, and

purposes and using them for pleasure or

a survey conducted by the Headmasters’ and

digital technology more widely, restricting access

recreation. If a pupil wants to research a project

Headmistresses’ Conference (HMC) reveals that

to screen time would seem to be a very good

using the internet or use the latest software to

young people themselves may be less enamoured of the technology than their actions suggest. According to the research, some 63 per cent of young people in state and independent schools wouldn’t mind if social media had never been invented, while 71 per cent admitted to undergoing ‘digital detoxes’ in an effort to wean themselves off the technology. Closer examination of the findings reveals why the respondents feel this way. More than half admitted to receiving abusive comments online, or said that social media makes them feel less confident about how they look, or how interesting their life is and 56 per cent said they feel on the edge of addiction to social media. That makes for sobering reading if you work in education, especially in a boarding school environment. Parents devolve responsibility for

90 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

produce a stellar presentation for their next talk

most girls were pleased to agree a limit on social

using the very latest technology but no one

in assembly, schools should certainly ensure they

media use. Indeed, even though we have not

wants their life to be dominated by a screen.

have access to a suitable device.

extended our restrictions to the sixth form, many

By developing and adopting the right policies

abide by them of their own volition, because they

within the boarding environment, schools can set

recognise their worth.

up the conditions for their pupils to thrive in a

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

world of opportunity. Then they will understand

will undoubtedly do so as adults, albeit with

Introduced in 2017, our mobile technology policy

that, as with all things, moderation is the key to

appropriate controls: roaming from site to site,

requires pupils in the lower- and middle-school

appropriate consumption of the latest technology

using search engines to follow their whims and

to leave their mobile phones in boarding houses

and boarding schools take their responsibility to

discovering new things about the world around

during lessons and we block access to social

support their students in this area very seriously.

them. It is that serendipitous mode of enquiry that

media throughout the school day. The block is

yields some of the most exciting moments, when

lifted during break times and in the evenings, but

a new connection is made, or some fascinating

all devices are taken in an hour before bedtime

knowledge acquired.

and given out again at breakfast. This allows our students to have time in the evening to read, talk,

School-wide policy

play games and interact with each other face-to-

Advice given to Sherborne Girls from the

face, before they go to bed.

neuroscientist and psychologist Dr Aric Sigman indicated that a blanket ban on the use of digital

By engaging with parents and pupils alike, and

technology during pupils’ downtime is not the

drawing insight from experts such as Dr Sigman,

way to encourage healthy habits. Far better to

boarding schools can work effectively to develop a

give them the opportunity to shape a school-wide

policy that is right for them. It is crucial to secure

policy that offers a balance between appropriate

buy-in from everyone who the policy affects, and

usage and periods of social media blackout,

to be clear about the continued encouragement to

meaning they have a say in what constitutes the

engage with technology for academic purposes.

right degree of engagement. Our pupils were very mature in their response to this challenge.

To thrive in the twenty-first century, our pupils

Perhaps reflecting the insights of the HMC survey,

need to be digital natives who can communicate

DISCOVER OUR COMMUNITY

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.

Ruth took up her role as Headmistress at Sherborne Girls in September 2018. She was educated at City of London School for Girls and Sherborne Girls. She completed her BSc and PGCE at Edinburgh and has an MSc (Population and Health) and PhD (Epidemiology) from London School of Hygiene and Tropical Medicine. Ruth has taught at St John’s School, Leatherhead, Glenalmond College, Perthshire, The Queen’s School, Chester and Haileybury College, Hertford. She has taught Geography and Geology and been a Housemistress, Head of Department, Head of Sixth Form and Deputy Master. Ruth has travelled extensively throughout the world, often on foot or on bike, and competed in numerous marathons, half-ironman and ironman events.

Be all you can be

Please register online for our next Open Day.

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.

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

01227 475601 www.stedmunds.org.uk

More than a school

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Stephen Winkley Boarding Achievement Award

Stephen Winkley Boarding Achievement Award – acknowledging the champions of boarding

Stephen Winkley

Felsted School Deputy Head, George Masters, accepting the award on behalf of Margaret Baverstock

or over 50 years, the Boarding Schools’

as the purpose of all his actions. His Headship

To be shortlisted for the award, a member of staff

Association (BSA) has championed

of Uppingham and Rossall led both schools to

must be nominated by either the Headteacher

boarding throughout the UK and

brighter futures. And his Chairmanship of the BSA

or the Chair of Governors, making the award a

came at a vital time.

recognition not only from the BSA but also from

internationally. We know that boarding has been, is and will continue to be a desirable education

those within the school who know them best.

choice for thousands of parents and children, and

But most importantly, Dr Winkley was, first and

we have worked to support schools that make this

foremost, a teacher. He lived and breathed

Chief Executive of the BSA, Robin Fletcher,

choice possible.

education, and enjoyed spending time with his

said of the award ‘The Stephen Winkley

pupils. He shared their passion, intelligence,

Award represents what that the BSA stands

The BSA was fortunate enough to have as one

eccentricity and their sense of fun. He was always

for – championing a boarding education and

of our Chairs (in 2003) Dr Stephen Winkley,

particularly interested in guiding pupils who were

promoting excellence within boarding schools. A

previously Headmaster of Uppingham (1991–

less prominent in school life but still needed a

fitting tribute to a great Head.’

2006) and Rossall Schools (2008–13). Dr Winkley

champion, as all children do.

worked in boarding for over 40 years, spending

At the 2018 Annual Conference for Heads, the

much of that time promoting and celebrating the

After Dr Winkley’s death in 2014, the BSA created

award was presented to Margaret Baverstock

boarding community.

the Stephen Winkley Boarding Achievement Award

of Felsted School. Ms Baverstock’s compassion,

in honour of his passion for the transformative

humour, forgiveness and legacy of care impressed

Dr Winkley was a boarder at St Edwards School,

effect a good boarding education can bring.

the judges and truly represents all that Dr Winkley

Oxford, moving from there to read Classics at

This award commends the achievements of an

worked for. On her retirement in July 2018, Ms

Oxford, where he also completed his Doctor

individual who is employed in boarding at a BSA

Baverstock would have had a positive influence on

of Philosophy. Dr Winkley believed a boarding

member school and who has made a significant

about 1,300 adolescent young men or ‘her boys’

education is a way for young people to grow up in

contribution to the cause of boarding.

during her 33 years in boarding education. She

a safe environment, allowing them to learn about

leaves behind a legacy of care and understanding.

the world around them and how to work and live

Now in its third year, the Stephen Winkley

with others.

Boarding Achievement Award remains one of the

The Stephen Winkley Boarding Achievement

most prestigious awards presented within the

Award will continue to celebrate those who have

boarding sector.

had a lasting positive impact on the boarding

Dr Winkley was a prominent figure in the boarding sector, always willing to speak up on its behalf

community and it is a lasting testament to a true

and always keeping the welfare of the pupils

champion of boarding.

92 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

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

ndependent boarding schools have a long

At an independent sixth-form college the journey

learning. Once in the sixth form most pupils are

history of creating well-rounded pupils with

to independence is supported and skills are

trusted to manage their workload accordingly,

excellent results. Most pupils beginning an

introduced and practised in a safe environment,

but having subject specialists on hand to help or

A-level course or an International Foundation

while academic progression is monitored and

advise pupils with their assignments or respond

Programme are striving to gain the best possible

the whole pupil nurtured and developed. The

to academic needs, ensures that class time can

grades and complete a challenging programme

outcome is a resilient and independent learner

be more productive. Pupils can be taught study

of academic study, and also yearning to exercise

prepared to take the next step in life on to

skills and then the process actively monitored

their independence. In many cases these two

university or a chosen career path.

and developed so that the end result is a pupil

can act in competition with one another, with

who can work efficiently and with confidence.

young people rushing to celebrate their freedom

Considering the most obvious key requirement

Instilling a strong work ethic in all pupils is

without the lifeskills and experience they need to

for academic progression, the attainment of

important, but teaching them to overcome

manage this.

outstanding academic results, boarding provides

setbacks and to persevere is also paramount to

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

their future success.

94 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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

Extra-curricular activities

pupils can complete first aid training, visit

The very nature of boarding allows for many

places of interest across the country, learn an

The time pupils spend at an independent sixth-

more opportunities for extra-curricular activities.

instrument, join the drama group, learn circus

form college is very special. It bridges the gap

Introducing pupils to a variety of activities

skills or even origami – there is something for

between school and university, childhood and

ensures pupils are inspired and open to new

everyone.

adulthood. Pupils enjoy the experience while

experiences and skills. Trying new things helps

receiving the best possible training in how to

to develop a pupil’s resilience and confidence

Boarding at a sixth-form college gives pupils

navigate life independently. They gain the inner

and also allows for the introduction and

the opportunity and challenge they need

confidence to deal with new situations and can

progression of skills. As young adults, pupils

to develop a broader spectrum of lifeskills.

adapt to life at university successfully because

are also encouraged to help organise, promote

Washing their clothes, making good dietary

strong foundations have been put in place.

and manage activities, giving them a real sense

choices, looking after their health (physical and

of ownership and an opportunity to engage in

mental), managing their workload and living in

the passions they have outside the classroom.

a communal setting are just a few examples of

Time spent in these extra-curricular activities is

the skills that prepare them for adulthood and

time well spent – it ensures pupils enjoy their

independent living.

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

Pupils from around the world

the ‘whole child’ can flourish. At Abbey College

Boarding at an independent sixth-form college

Cambridge we have more than 50 clubs and

means living with a host of other pupils from

an extensive programme of trips and activities:

around the world. This in itself is an important

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

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Boarding at an independent school | Talking with children and young people about what to do in a terrorist attack

Talking with children and young people about what to do in a terrorist attack – Dr Adrian Dwyer, counter-terrorism risk adviser

n recent years, awareness of ‘international’

Particularly since the London bombings of July

make the best of a bad situation, confronting and

terrorism in Britain has increased to a level

2005, the pupil-led Q&A sessions I have run have

overcoming the attacker. Many will (and do) argue

unprecedented in modern history. Children

focused increasingly on the practical elements of

this is not ideal: but what was the alternative?

and young people are exposed to unremitting and

what to do ‘if’. The questions asked by pupils have

increasingly graphic output from social and news

demonstrated a level of maturity well beyond that

The importance of context

media platforms. So it is important to discuss

addressed within the PSHE framework mentioned

Addressing difficult questions in context is a

terrorism-related risk with children and young

above. For example, in 2015 the government

mainly missed opportunity within the PSHE

people as honestly and comprehensively as is

published its ‘Run Hide Tell’ advice. This anglicised

framework. In late 2015, I spoke to a sixth-form

feasible.

(and watered-down) version of the harder-hitting

group in the wake of the Bataclan attack in Paris.

US message ‘Run Hide Fight’ has raised numerous

Much time was spent discussing the context, the

questions. Specifically, what to do when:

benefits of running away, of not standing with

While speaking to pupils and staff (and parents) in independent schools, I have found they invariably

a ‘selfie’-taking or otherwise paralysed crowd,

display a healthy curiosity about what terrorists

running isn’t an option

and having a plan for staying in contact (or

do, why they do it and how well-prepared we

hiding isn’t feasible

re-establishing contact) with friends and family

are to stop them (and why sometimes we can’t).

telling cannot guarantee rapid resolution

during periods of significant disruption. This led to

Therefore, the development of a bespoke PSHE-

(however gallant and prompt the response by

associated questions about:

led ‘framework for discussing terrorist attacks’

police or army specialists).

for use in schools is to be welcomed. But does

how far to run?

it miss something fundamental? ‘Deconstructing

At this point it is informative to contrast lessons

what if a companion couldn’t or wouldn’t run?

events’ and knowing how we ‘feel’ about terrorism

drawn from the Bataclan incident in Paris

should public transport be used to escape?

(both aspects stressed in the PSHE objectives)

(November 2015) and the Thalys train incident

what if shots could be heard but not seen?

take us only so far. What are we doing to equip

(August 2015). In the former, many of those who

and, what if people are running but it is not

students to evaluate their own exposure and to

were unable to run, but hid inside the venue,

obvious why? (As noted in an incident in 2017

take sensible risk management decisions if the

were found and became casualties. During the

in London’s Oxford Street: a false alarm that

unthinkable becomes a reality?

latter (involving a moving train), the lack of options

led to panic in the street.)

meant some passengers took positive actions to

96 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Talking with children and young people about what to do in a terrorist attack | Boarding at an independent school

It also inspired a sensible debate about what to do

told. However, in extreme circumstances,

Dealing with such questions requires the

if a terrorist with a gun shouted at you to ‘stop!’.

people can be unsure about how to react. They

application of context, consideration of relevant

Again, evidence from the Bataclan is instructive:

may simply follow the crowd or just submit to

case studies and willingness to addresses difficult

there, as elsewhere, compliance by victims served

debilitating decision inertia (that is, the failure

issues without obfuscation. Speaking openly

mainly to improve the attackers’ accuracy of aim.

to recognise existing experience has just been

about challenges and limitations promotes deeper

Dealing with hypotheticals, but always in a given

overtaken by events). Those able to process

understanding and enhances the possibility of

context, allowed difficult questions (of which there

information rapidly and act accordingly will

reverting to ‘first principles’. It means that if the

were many, because personal perceptions of risk

therefore possess a distinct advantage when vital

unexpected and ‘unthinkable’ does happen,

are not homogeneous) to be addressed as part of

decisions need to be made.

hard-pressed cognitive processes have a valuable

a coherent narrative.

resource upon which to draw. Knowing how we So, as a parent, how confident are you that your

‘feel’ about terrorism is one thing: knowing what

Some six months later I received an email from

own child, whether in the care of their school or

to do during the utter confusion of an evolving

two of the girls who had attended the session.

out on their own, would know:

terrorist incident is something very different. The

They had been in Nice on 15 July 2016 as the

two are related but we do our children no favours

devastating vehicle-as-a-weapon attack began.

Why running early and running far are signs

They had been walking along the boulevard where

of strength not weakness – and how far is far

86 people were to be murdered: they heard the

enough?

screams; they saw the oncoming truck. Having

A version of this article first appeared in a Girls’ Schools

How they can let you know where they are (a

already thought about their options, and given

particularly pertinent question if local mobile

some consideration to their attitude to risk-taking

phone networks become inoperative). What

(and survival), they ran: without hesitation, without doubt and in the clear knowledge of what actions

would they do to get help? l

What they can do to improve their situational

they needed to take next. They kept running and

awareness when in a crowded place. Are

survived.

they equipped to think about what to do in the event of a spontaneous or police-led

As sensible and resourceful young women,

by allowing them to become conflated.

evacuation caused by a terrorist event?

departing the scene would undoubtedly have been a high priority – whatever they had been

Association publication.

Adrian Dwyer OBE MSc PhD MInstRE MIExpE is a former bomb disposal officer and an acknowledged authority on the proportionate management of terrorism-related risk. His PhD thesis considered how perceptions of risk influence decision-making and he writes on a number of terrorism-related topics. Adrian has had a close association with independent education since the 1980s.

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Preparatory schools | Boarding at a preparatory school

Boarding at a preparatory school M

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

Is preparatory school boarding right for our child?

the Incorporated Association of Preparatory Schools (IAPS).

Two key questions when considering prep school boarding are ‘Is it right

Preparatory schools generally take children from the age of 7 to

for our child?’, and ‘Can we find the right school?’. Here are some of the

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

considerations to take into account when deciding whether to choose prep

prep schools prepare pupils for the Common Entrance Examination, which

school boarding:

is used for transfer to their own senior school or other senior schools at the

Prep school boarding gives parents flexibility on where to live in relation

ages of 11+, 12+ and 13+.

to their own commitments. Career opportunities can take individuals

Syllabuses are devised and monitored by an Examinations Board, which

abroad, to different parts of the country and parents can find themselves

comprises members of the Headmasters’ and Headmistresses’ Conference,

living apart and no longer able to provide the support they would like

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

to give to their children. In these and similar situations prep school

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

boarding provides flexibility and educational consistency. l

The relatively smaller size and setting of a prep school means it will tend to have a more family and friendly atmosphere than its larger-school

A small number of prep schools have developed a Prep School Baccalaureate

counterparts. There will be more opportunities to shine in sport, music,

that focuses on a broader range of assessment areas, including teamwork, leadership and extra-curricular activities. This is marked internally on a rolling

and drama. l

basis rather than as a single examination.

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

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

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

98 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

The advantages of starting boarding in a

preparatory school B

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

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

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

100 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

– Simon Barber, Headmaster of Ludgrove School

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

are healthy, happy and eating well they simply cannot fully flourish either inside or outside the classroom. With ever-increasing competition for places in our senior public schools, boys and girls must shine earlier and earlier. It is for school staff to find that little something in everyone that makes them feel good and a boarding prep school is wonderfully well prepared to achieve this. Having everyone together on site in free time through the day and in the evenings means there is time for extra-curricular activities, including music, drama, the creative arts and many sports. This therefore leaves more time for quality family time on exeat weekends. Events such as poetry recitations,

parents can relax knowing every other boy is

speeches competitions, choral days and

enjoying the same reassuring routine. To be

inspirational lectures will also enrich their

surrounded by others who enjoy doing similar

learning. If a child can speak freely and with

things and to always be able to find someone

genuine interest about something they enjoy

with similar interests is very comforting and of

doing, they will shine in interview and be a

course great fun. At Ludgrove, friendships are

pleasure to be with.

made for life, boys can be boys and our unique spirit allows them to thrive in an atmosphere

Communication is key and boarding pupils

of happiness, high achievement, good manners

have regular contact with their parents via

and kindness.

email, telephone calls, Skype, FaceTime, and handwritten letters. At a full boarding school,

Simon Barber is a third-generation headmaster of Ludgrove, following in his father and grandfatherâ&#x20AC;&#x2122;s footsteps. Educated at Eton and Durham he first 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 to 2002. He joined the staff at Ludgrove in 2002, 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.

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

101

Preparatory schools | The popularity of prep school boarding

The

popularity of prep

school boarding

– James Hanson, Headmaster of Aldro School ‘

ou warned me this might happen!’ Some

Boarding schools really do benefit pupils and

or chess, this competition has surpassed the lot!

headmasters might dread a parent

boarding fits well into a great prep school

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

coming to see them and uttering that

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

our Christmas tree lights disappeared to!’, or

statement. However, I smiled inwardly as this

school), we often talk about the boys coming into

see a boy walking into school carrying a life-size

particular mother told me the story that I had

a family school, joining a group of 200 brothers

Christmas reindeer that their home could do

been quietly anticipating would come at some

and growing up together. This fraternity serves so

without for two weeks?

point in the future. ‘My other half was away all

many wonderful purposes – not only for families

this week with work, I had to go to my daughter’s

who want stability and for their children to grow

Most boarders are lucky enough to have views

concert on Wednesday evening and couldn’t

up with a community around them, but also for

from their bedroom windows on to acres of

pick up Rory from school. He caught wind of my

parents who want independence and curiosity

green space, sports pitches, swimming pools,

dilemma on Monday and said, “It’s OK Mum, I’ll

to be fostered in their children. Boarding is also

tennis courts, maybe a lake – the grounds of prep

board”. After my jaw hit the floor, I quickly gave in.’

a wonderful way of introducing boys to the idea

boarding schools are often a real paradise for

I told her that he would have an amazing time and

of vertical friendships, with mentoring from boys

children and become as familiar to them as their

that he would be served pancakes, maple syrup

from older years, bringing boys together who

own gardens at home. For example, one evening

and bacon for breakfast, so he might be asking

might not necessarily overlap in friendship groups

I was working in my study downstairs and looking

again.

or academic lessons during the daytime. This is

out into what I thought was darkness, when there

great preparation for later life.

was a knock at my door and I was politely asked

With a large number of day pupils, we really do

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

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

Most prep schools have just one boarding house

on were distracting them from a game of outdoor

push our pupils to board and nor do parents – we

(for each gender), sometimes linked through

Colditz, meant to be played in pitch black!

let the boys lead on the decision. Many pupils

houseparents. The aim is for the boarding house

start with no intention of boarding early on in

to be centrally located in school, accessible to the

their school career, but later on want to try it

resident team and an inspiring place to grow up

because their friends board or because of all

in. All the boarding staff buy in to the concept of

the activities and adventures to be enjoyed at

living at work and being around and on call 24/7.

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

Some people may unfairly judge that boys are

attend the world-famous Boarders’ Feast, held

not interested in room décor or in making their

on the last weekend of the Christmas term. That

own personal space, well, personal. Many schools

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

have found the secret to unlocking that creative

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

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

and fourth helpings of Brussels sprouts.

Christmas bedroom decorating competition. If I have ever seen boys galvanised for sport, music

102 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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 10 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.

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

103

Preparatory schools | The importance of kindness

The importance of kindness

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

hen I am asked by parents and

boarding school environment where children live

other. This was a huge success and the longer-

prospective parents what qualities

in close proximity and have to get along.

term benefits have been noticeable.

to instil in children today, kindness is one of

At Port Regis we held a Kindness Month,

Benefits of kindness

the first I mention. Academic success and other

encouraging all members of the school

So why is teaching kindness so important and

achievements, however important, will not be

community to carry out random acts of

why have we highlighted it within our curriculum?

enough to see children through the twenty-first

kindness and thoughtfulness. This initiative was

There are a great number of benefits and some

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

an extension of the national Random Acts of

very compelling reasons for doing so.

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

Kindness Day. Post boxes were placed throughout

fashioned value but research studies have shown

the school and when someone was the recipient

Improved health and decreased stress: The act

that it has significant physical and emotional

of an act of kindness they posted a note in the

of being kind can trigger a release of the hormone

benefits and that children need kindness to

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

oxytocin which in turn reduces stress, decreases

flourish as healthy, happy and well-rounded

but recognised and praised to encourage the

blood pressure and improves the cardiovascular

individuals. This is particularly the case in a

importance of being kind and generous to each

system.

of character I think are important

104 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

The importance of kindness | Preparatory schools

Reduced depression: Equally as important is

Greater sense of belonging and improved self-

So besides improving personal relationships,

the impact on mental health. The good feelings

esteem: Even small acts of kindness can heighten

kindness can actually make us healthier and

we experience when being kind are produced

our sense of wellbeing and give a feeling of

happier. It’s becoming increasingly clear that

by endorphins. Endorphins are chemicals

optimism and self-worth.

modern education must encompass more than

that activate the brain regions associated

just academic subjects and that altruistic qualities

with pleasure. Research has been shown that

Increased feelings of gratitude: Being part of

should be nurtured as a matter of priority.

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

projects that help those who are less fortunate,

Kindness can be taught and belongs in every

contagious, encouraging more kind behaviour on

provides children with a sense of perspective and

school.

the part of both the giver and recipient.

helps them appreciate the good things in their own lives.

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

Less bullying: Many traditional anti-bullying

people who are altruistic were happiest overall.

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

Better concentration and improved results:

to bully each other. Teaching kindness and

As well as health benefits, research has also

compassion in schools fosters more inclusive

shown that kindness results in better levels of

school environments. It has been shown that the

concentration and performance in the classroom.

effects of bullying can be significantly reduced

The sense of wellbeing it promotes plays an

by integrating kindness-based programmes in

important part in learning and memory.

schools.

Increased peer acceptance: Research has

Positive relationships: Kindness and empathy

shown that kindness increases our ability to form

help us relate to other people and have more

meaningful connections with others. Kind, happy

positive relationships with friends, family, and

children enjoy greater peer acceptance because

even strangers we encounter in our daily lives.

they are well-liked.

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

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

105

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

Boys only?

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

– Rob Morse, Headmaster of Aysgarth School

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

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

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

106 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

This leads me to the crux of the matter and

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

It is perhaps in the creative subjects where the

to the most significant reason for choosing

me is that in a single-sex environment, there

greatest discrepancy between single-sex and

single-sex education. Very simply, boys and

is an opportunity for both boys and girls to be

co-educational establishments can be found.

girls do better when they are in single-sex

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

When I was writing this article, the Senior Choir

environments and there is a great deal of

to be young girls.’

(some 24 boys aged between 11 and 13) were

evidence to support this. For example, Graham

rehearsing for this Sunday’s Chapel service and

Able’s study of the performance of girls and

Perhaps most importantly is the fact that a single-

the refrains of choral anthems and hymns were

boys in 30 single-sex and co-educational

sex education builds confidence and self-belief.

echoing along the corridor. Later that afternoon

schools in England found that, although both

It is no wonder the boys here at Aysgarth are

the Junior Choir met and that evening the Concert

girls and boys did better in these single-sex

thriving in the classroom, throwing themselves

Choir raised the roof. Only recently, more than

schools than they did in the co-educational

into their sport, singing in the choir, playing

80 boys travelled to Ripon Cathedral for the

schools, the single-sex advantage was

musical instruments, acting upon the stage and

Macmillan Cancer Research Carol service. This

greater for the boys than it was for the girls

enjoying every moment of their time at school.

service raises a sizeable amount of money (in

(information from National Association for

Single-sex education? The case has never been

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

Single Sex Public Education (NASSPE), now

stronger!

opportunity for more than half the boys in the

called the National Association for Choice in

school to sing in front of an audience of more

Education (NACE)). The Daily Telegraph league

than 850 people. I am not suggesting similar

tables for GCSE results in 2015 revealed

events do not take place in co-educational schools

that the top 10 state schools and the top 10

but I do question whether such a high percentage

independent schools were all single-sex.

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

Where boys will be boys

setting, more than half the choir will be female.

Some people argue this academic success comes

Why might this be? Simply because boys can feel

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

pressure to ‘look cool’ in a mixed environment,

into adulthood more quickly. Nothing could be

and music, drama and art may not be seen as

further from the truth. As Tony Little, the former

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

Head of Eton College and Honorary President

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

Bringing out ‘‘ the best in boys’’

Nurturing excellence

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

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

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

107

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

How boarding schools support children’s mental and emotional development

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

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

– Fred de Falbe, Headmaster of Beeston Hall

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

So we come to boarding school. A small boarding

decisions and to learn the consequences of this

around the world as a gold standard? We want

community does not replace family. But it does

– whether it is falling off a swing or resolutely

our charges to become well-educated, but what

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

practising the French horn – and this means the

does that mean? Besides the fulfilling of academic

by so many social psychologists, something which

13 year old departing for senior school has

potential, we aspire for the children we look after

has served humanity well for millennia and all

developed some awareness of their own thought

to become open-minded, energetic and flexible

but disappeared in today’s developed world.

processes and the impact they can have.

young people, willing and able to work in groups

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

and to think creatively and independently so

the observation that children, in many cases at

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

they have the confidence to take initiative and

Beeston Hall, often choose this for themselves.

of a small prep school helps achieve a remarkable

contribute in purposeful and constructive ways.

They see the structures and efficiencies – never

combination of humility and self-confidence,

This process starts in the home with parental

mind fun – of such an arrangement, where their

where children can gently but firmly make their

instincts driving the development of our children

time is more purposefully spent, mixing up

ways in the world. This is why they are greeted

but before too long – and quite correctly as

activities and play with academic progress.

with open arms by the senior schools themselves

children begin socialisation and stimulation – we seek help elsewhere.

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

serving them as taxi driver, coach and tutor (chief

footprint, but a rhythm to the children’s lives

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

So begins school and the wider development of

and friendships which is understandable and

flourishing into young adults who have learnt the

our children and the challenges of parenting. One

not shot through with the demands of adults’

benefit of good relationships, of making an effort,

irony of our privileged, post-industrial society

preoccupations. There is the hierarchy and

and of contributing to the world around them.

twenty-first century lives is the lack of time

discipline of systems (but none of the oppression

juxtaposed with the sheer quantity of information,

of ancient stereotypes) within which children can

both fanned by the distractions and diversions

begin making their own, unilateral but supported

that can enfold our relentless schedules. Titles

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

such as The Collapse of Parenting and Raising Boys

challenge.

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

While the care of each child is paramount and

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

pastoral systems unimpeachable, our boarding

consequent inability to construct communities of

schools are organised to serve a community, not

a sufficiently small and digestible scale to allow

the individual needs of each child. This salient

children to develop the social and emotional

point has a powerful effect on each child’s capacity

intelligences so necessary to fulfil the aims

to operate in a group and share, developing the

outlined above.

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

108 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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

Home from home – the key to quality pastoral care in a boarding environment – Paddy Moss, Headmaster of Dean Close Preparatory School

uality pastoral care is key to the

When prospective families visit a school, they

Open and regular communication is an

personal development of children. A

can quickly sense the tone of those relationships

expectation. Many of our young boarders are

happy and secure child is more likely to

through the respect shown by pupils and staff

from military families, where unique demands

succeed in the full range of experiences offered to

towards each other. This mutual respect creates

and schedules are understood and can be

them during their formative years. In a successful

a self-perpetuating culture that can be built on

accommodated within the busy school term. The

school, pastoral care, co-curricular opportunity

through regular reminders in assemblies, chapels,

sudden relocation of parents abroad does not

and academic life work together effectively in the

tutor and form times. It should be reinforced by

always fit within term dates and so understanding

formal and informal aspects of the school.

staff, supported by parents and engrained in the

and flexibility is shown in the arrangement of

ethos of the school. At Dean Close, the whole Prep

visits and weekends away.

All good schools claim to have excellent pastoral

School works on the key value of the ‘Dean Close

care. But not all schools can demonstrate

Hello’, where all pupils are encouraged to greet

It is now commonplace for boarding houses to

this through genuinely caring and supportive

adults appropriately and vice versa.

have Twitter feeds, blogs and weekly newsletters

relationships which act as a filter for all events

keeping parents abreast of events in their

taking place in a busy school. Not all schools are

A culture of mutual respect

fortunate enough to have a multi-layered blanket

In a boarding environment, a culture of mutual

communications are personal and informal with

of staff covering all pupils and preventing anyone

respect and care is particularly important. The

observations of everything from purchases on a

from falling through the gaps. The key has to be

quality of the boarding house staff and their

recent shopping trip to the naming of the new fish

found in the relationships developed within and

ability to champion the culture makes the

in the house aquarium.

surrounding the school and a key question from

difference here. Resident matrons, house tutors

any prospective parent is ‘how well will the school

and houseparents and other staff members are

At Dean Close, all staff are required to make

get to know my child?’

vital to a happy boarding experience.

contact with parents in their form group in the

110 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

children’s boarding houses. These regular

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

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

given, a balanced diet of age-appropriate activities

going?’ This staff–parent bond is particularly

and downtime distinguishes boarding from other

important in our boarding community. Parents

types of education provision. There are plentiful

require a vivid sense of the adults overseeing their

opportunities to use the extensive school site

children’s welfare while they are away from home

for camp-outs or summer evening games where

and the aim is to provide individual attention

fresh-air and non-screen time is encouraged. At

to each child according to their needs. Parents’

weekends, a balance is reached between time

trust in the boarding house staff to ensure their

relaxing as well as exciting trips out to the beach,

children are nurtured and stimulated can only

the circus or for a picnic on a nearby hill.

be achieved by proactive houseparents willing to share their extended home.

Experienced boarding houseparents are able to separate the academic side of school life from

The boarding experience does not suit all children

pupils’ boarding home life. Although prep or

and the period of transition for new pupils is

homework may be expected to be completed

crucial. However, we find more often than not,

in the boarding environment, the expectation

new pupils are quickly infused with the supportive

is that boarding houses are places for rest and

and caring culture of the school and they adapt

play, rather than work. The boundary setting and

their behaviour accordingly and thrive.

expectations of behaviour remain the same, but the atmosphere will be different. Houseparents

From my experience, the most successful

display great ingenuity in the vast range of games

boarding houses are those where the

and activities on offer during weekdays and

houseparent’s unique character is evident.

weekends. At Dean Close these include go-karting,

Whether it’s the football team they support, their

airfix modelling, foodie theme nights, board game

passion for bike racing or their love of jazz music,

extravaganzas and mini-Olympics in the gym – to

their interests and enthusiasms are shared and

name just a few. So much so that the boarding

enjoyed by their temporary family and known

experience seems more like an adventure camp

about by far-flung parents too. Although safety

than a typical home. It is little wonder boarding

and security in a boarding environment are a

places are in such high demand.

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 at Dean Close.

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Let Confidence Flourish! FULL AND WEEKLY BOARDING PREP for 4-13 Open Days www.beestonhall.co.uk Beeston Hall School, West Runton, Norfolk NR27 9NQ 01263 837324

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Preparatory schools | How do we develop a social conscience in our children?

How do we develop a

social conscience in our children? – Titus Mills, Headmaster of Walhampton Prep School

hildren in independent schools often lead relatively privileged lives, so one of the more challenging responsibilities of a school

is developing a social conscience in its pupils. The teaching of subjects like history, geography and religious studies can broaden a child’s understanding of the wider world, but is that sufficient? An independent education needs to go much further. Nothing is more important than inspiring children to be genuinely outward-looking, with a passion to serve and support those less fortunate than themselves. This vision needs to sit at the heart of any school’s mission statement and it has to be implemented in meaningful and creative ways. At Walhampton, we believe our job is not only to ensure our teaching is exemplary, but also to promote the importance of moral, spiritual and social values. This is central to all we are trying to achieve. We regularly take children to visit the residents of Solent Mead Care Home in Lymington. The children play games with the residents and sing or perform to them. Many residents have dementia, so our children develop important and sensitive communication skills. Walhampton has also built strong links with World War Two veterans, particularly those who fought at the battle of Arnhem in Holland in 1944. Every year a school group visits the battlefield to meet the last remaining veterans. It is a moving experience to witness a 95 year old, with medals hanging from a blazer place a frail hand on the shoulder of a 10 year old and tell his stories. History comes alive. These are lessons about life that transcend the classroom. Our pupils are always deeply moved. Bonds run very deep – so much so that Walhampton now organises an annual outdoor service in the school grounds for a number of the Arnhem veterans who travel far and wide to attend.

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How do we develop a social conscience in our children? | Preparatory schools

Through both these projects, children develop empathy and understanding of an older generation.

Pupil exchange Our Year 6 children are also involved in a pupil exchange with St Mark’s Primary School in Lambeth in London. The children visit each other’s schools in both the spring and summer terms. For rural children, to go to a school in an inner city environment can be an ‘eye-opener’, just as it can be for the children of St Mark’s travelling to the New Forest. The learning goes both ways. But what is heartening is seeing social and cultural barriers broken down, prejudices challenged and energetic and happy 10 year olds discovering common ground. That’s what a proper education is all about.

Links with Cambodia In addition, Walhampton has recently sponsored a school in Cambodia. Through the generosity of our school community, Walhampton raised the funds to build a school in Khe Nang in Northeast Cambodia, which opened its doors to 130 children in September. The children at Walhampton are now committed to raising money every year to fund the school. Until now there has been no real education provision in Khe Nang, which is a very remote village near the border with Laos. We are very excited about building strong links between our two communities and a number of staff have recently returned from a first visit to Cambodia. Alongside academic excellence, at Walhampton we passionately believe that schools have a responsibility to develop children who are compassionate, kind and keen to serve the community. This vision is integral to the ethos of our school.

From Bath to Uganda, Eton to Lambeth, Rome to India, Titus’ experience in education has been diverse. While he has worked in different cultures across independent, state and international schools, one thing has remained constant – a passion to teach and inspire children. Titus is six years into his third headship at Walhampton. Beyond school, Titus loves art history, gardening and sponge-based puddings. He has spent the last 20 years recording the stories of World War One and World War Two veterans. Recently he produced a documentary film about the Battle of Arnhem and he takes pupils to Holland every September to meet the last veterans who fought there.

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Call Jackie on 01749 881609 for more information Visitors are always welcome www.allhallowsschool.co.uk

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Preparatory schools | Why board at a country prep school?

Why board at a country

prep school?

– Simon Hitchings, Head of Swanbourne House School

s we see our children growing up, we

Boarding prep schools offer the opportunity for

Learning to have fun Boarding is a social activity.

all look back at our own childhood and

childhood to last longer and for it to be enhanced.

Children who board learn that making friends

compare it with the experience of the

Boarding schools provide an environment with

with those with whom they share dormitories,

rising generation. The balance of the comparison

excellent pastoral care and an extensive array

common rooms, three meals a day, and so much

may swing either way in our minds. The world has

of stimulating activities, where children’s time is

else, is a vital skill to acquire. Most boarding

undoubtedly advanced for the better in so many

carefully balanced between a clear routine and

schools regulate screen time during boarders’

respects. However, for many there is undoubtedly

free time for them to manage for themselves.

free time and at prep schools in particular devices

the sense that in the past there was more

are looked after by boarding staff apart from

freedom, that now children lose the innocence of

The experience of boarding at a prep school has

at specified times. The emphasis is on using

childhood more quickly, and the pressures of a

many advantages.

the beautiful setting of the school, engaging

technology-centred life are not healthy.

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

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Why board at a country prep school? | Preparatory schools

and at weekends pupils talk and play games

with teachers. As exams approach the ability to

another. Prep school boarding houses are often

together rather than being lost in the electronic

decide to use free time for work is fostered in an

– and correctly – described as a more intimate

world of their own devices. Board games, puzzles

environment where independence is valued.

and homely environment. In this supportive

and books are the staple of prep school common

environment the more demanding themes of

room shelves (as well as the Xbox or similar which

Learning to lead responsibly All schools create

independence and leadership can be learned in

pupils have to share).

opportunities for pupils to take on responsibilities

readiness for the next stage.

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

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

Boarding prep schools offer a variety of styles

quickly learn it is their responsibility to do things

understand what this entails, is a wonderful time

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

for themselves. A child with the ability to be

to give them genuine opportunities to lead across

can support the ideas and the vision set out

independent in many areas of life is a child who

school life. This can manifest itself especially in

above, and each child and family can ask which

is getting ready for adulthood. As a parent I know

the boarding house. Younger pupils benefit from

style suits them and their needs at the present

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

the example of senior pupils in following routines

moment. Whatever the style, there is no doubt

with the result of a short-term solution but the

and the guidance of an experienced boarder can

in my mind that the best prep boarding schools

risk of a longer-term bad habit. Boarding houses

be invaluable at the start of a boarders’ time in

offer an enhancement of childhood as well as a

are necessarily places where there must be a

the house.

great preparation for what lies ahead.

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

Learning for the future Education is all about

interspersed with coordinated activities. Boarders

preparation for what is to come. This is true at

are expected to organise themselves and their

the immediate level of preparation for the next

possessions according to the schedule, including

school as well as on the grand scale of acquiring

handing in clothes for laundry, keeping their area

skills which will last for a lifetime. The smaller

of the dormitory in good order and making sure

context of a boarding prep school in which

they know where to find their things. Boarders

everyone knows everyone else and the sense

also learn the value of doing their homework

of community is omnipresent is the ideal place

independently – they are learning to think for

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

themselves and to manage situations where they

larger senior school becomes less daunting and

find work challenging by initiating conversations

merely the transfer of skills from one scale to

Walhampton_Happening history_Service Parents Guide Half page.pdf

04/07/2017

10:45

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.

Happening history Open Morning 5th October 2018

Independent co-educational preparatory day, flexi and full-time boarding school, ages 2-13. 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

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

Choosing a boarding prep school

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

he modern boarding prep school has

classes with staff who offer excellent pastoral

There is much to be said for schooling in

enjoyed a bout of ‘Hogwarts’ popularity

care means pupils can grow and flourish in a

Scotland. The country is well served by airports,

since the ‘Harry Potter’ films. Many

warm and supportive community.

like Glasgow, Aberdeen or Edinburgh, there are

children now envisage boarding as a ‘magical’

ample railway and motorway connections, and

time spent with friends while enjoying many

There are many good boarding prep schools.

there is a time-tested tradition of boarding.

adventures. In today’s modern boarding school

Although the majority have adapted to weekly

Scottish prep schools are often smaller in size,

this is nearer the truth than one might imagine

or flexi-boarding to meet demand and the

resulting in many more children enjoying the

and the friendships boarding pupils make will

needs of parents in their local area, there are

opportunity of playing in teams, singing in

last a lifetime.

still ‘traditional’ schools that offer full boarding

choirs, acting on stage and being given more

and where at the weekends you will find busy,

responsibility than is possible in some larger

However, today’s boarding schools are not

happy and contented children making the most

schools, while there is still an emphasis on

‘Hogwarts’ and, in separating myth from reality,

of the opportunities on offer – not least in

‘traditional’ values, such as everyday courtesy,

children and their parents choose prep school

enjoying the company of their fellow boarders

manners and service.

boarding for many reasons, which do not

– and perfectly at ease in the company of their

include ‘Quidditch’. Good teaching in small

peers and adults.

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

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

offer – from skiing, surfing, riding and golf, to

some other schools, with an emphasis on

drama, music, sport and art, not to mention the

the individual and the belief in opportunities

more traditional pursuits of reeling and piping!

outside the classroom. There is no need to

However, more often than not the children are

grow up too quickly and the children may not

just as happy to play with their friends, enjoying

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

each other’s company and friendship. Indeed,

telephones or electronic gadgetry and games is

such is the children’s perception of boarding

not seen as essential as it is elsewhere. Pupils

that many believe they are ‘missing out’ by not

can of course communicate with parents and

boarding and those that are local enough to be

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

day pupils usually elect to board. There is no

an overriding necessity that drives a child’s day.

better recommendation than that!

Scotland is awash with beauty and culture on its doorstep. One is never far from stunning scenery, while a healthy outdoor life is seen as a natural progression of everyday school life. Children are also within touching distance of museums, theatres and sites of historical or cultural significance in thriving Scottish cities. Belhaven Hill, in Dunbar, is only 45 minutes from the centre of Edinburgh, one of Europe’s most popular centres of culture, but outside its back gate is a golf course, leading directly on to the sandy Belhaven Bay. One of the great benefits of the Scottish boarding prep school is the extraordinary

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

range of extra-curricular opportunities on

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

The importance of the

creative arts

– Liz Laybourn, Head of Burgess Hill Girls School

boarding environment gives children

belief that they’re somehow less ‘important’ than

the observation and appreciation of human

and young people an unrivalled

academic subjects.

life through its range of historical and cultural

opportunity to develop their creative

references.

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

Art in all its forms engages, inspires and

technology, textiles or graphics, music and drama

challenges pupils, equipping them with the

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

or photography, the arts should be at the heart of

knowledge and skills to experiment, invent and

pupils who display talent in creative subjects. At

the school curriculum. But in too many schools the

create. Art should be enjoyed as a visually and

Burgess Hill Girls we take great pride in the prizes

creative arts are being squeezed out by a mistaken

intellectually stimulating activity that encourages

our pupils are awarded each year in national

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

competitions for the creative arts. For example,

the evenings. Instead, pupils rush to work on their

In a world where we are constantly bombarded

one of our talented textile artists has already

portfolios, photography projects or instrument

by images and increasingly reliant on all forms

embarked on a career in fashion design after

practice. Uninterrupted access to the art studio

of visual communication, children and young

doing work experience with Zandra Rhodes and

and an opportunity for input from specialist staff

people are challenged by the many facets of the

gaining a three-month internship with Vivienne

on work in hand is a huge boon.

contemporary visual world. Nurturing creativity

Westwood.

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

of visual influences should be a vital part of any

weekends, drama productions really can reach

education. Art is an opportunity to give pupils

the next level. Each year at Burgess Hill, our

the widest range of experiences and push the

boarders are split into three teams each of which

boundaries of their understanding. We should

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

encourage the development of each pupil’s visual

period. Teachers are not allowed to get involved

experience in a holistic manner, building on the

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

development of strong technical and conceptual

A varied programme of arts-related after-school

the dedication and time investment at boarders’

skills.

clubs and enrichment activities in the evenings

disposal, the results are really spectacular.

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

and at weekends provides a fantastic opportunity

Arts subjects are far too important to allow them

for boarders. These sessions can give extra ‘space’

Even for pupils who may initially show less

to become a rarity in the school day. Nurturing and

for pupils who want to develop their skills in

enthusiasm for the arts, a visit to a particular art

developing creative talent is thrilling. At Burgess

drama, music and arts. Where day girls may face

show or play is an enticing prospect and very often

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

the pressures of travel to and from school and

produces that ‘lightbulb’ moment which really

the distractions of television, social lives, family

engages a pupil in particular art form for the first

commitments – and of course social media –

time.

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

And, of course, keeping girls busy is the best

support and nurture. It is a huge advantage for

defense against homesickness. At Burgess Hill,

those who have the talent and determination

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

for high-level achievement in these subjects. At

those crucial early weeks of the academic year.

Burgess Hill, the television is rarely switched on in

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

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

How does boarding promote

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

ow does boarding promote wellbeing

First, excellent pastoral care is provided by

organised environment they have the opportunity

and help children and young people

experienced boarding house staff and medical

to study effectively while also fully enjoying their

thrive? If ‘wellbeing’ is defined as being

teams specifically trained in working with children

free time. Rules and regulations, which should

physically and mentally healthy and able to cope

and young people. The routine and structure

be minimal, play an important part in supporting

with life’s challenges in a positive and constructive

of a well-run boarding house gives a genuine

pupils’ wellbeing and development, particularly

manner, then a good boarding school experience

sense of security and allows pupils to feel safe

throughout the crucial teenage stage. Bedtime

will support this in a wide variety of ways.

and protected. This does not mean that life is

routines are clear and consistent, enabling pupils

strictly regimented like a military camp, but in this

to maintain a good sleep pattern, and the use

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

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

Living in a community

Academic achievement is important but schools

have a deep sense of respect for themselves and

The emphasis on living in a community means

should be about more than preparation for

for others. Boarding provides the ideal setting to

boarding is a unique experience and one that

examinations. We are in the privileged position

develop these characteristics.

should be embraced positively. We are social

of developing the minds and characters of young

beings and there is great joy in being part of a

people who will face a world radically different to

One of the great luxuries of boarding school is

group. The friendships that are made at boarding

the one in which their parents were raised. They

time. While they are busy places with much going

school often last a lifetime. This means pupils

will enter a competitive, global, technology-driven

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

have a deeper, richer school life but also in

workplace, where it is likely they will have a myriad

into 8.30 am to 4.00 pm with a mass exodus when

many cases they have support they can rely on

of jobs or multiple careers, and they will be living

the final bell sounds. Tutorials, sport, drama,

throughout their lives, whatever the future may

and working much longer than any generation

music, art and weekend activities take place seven

hold. Of course, along with the benefits of living

before them. Paradoxically, it is cultivating

days a week and often well into the evening.

in a community come the minor irritations and

unchanging values and qualities that will enable

Removing the time pressure provides a range of

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

them to be successful in this fast-paced, changing

opportunities for supporting wellbeing further.

living space with others. But these are also

world. I believe these qualities are the ability

experiences which help to develop tolerance,

to form meaningful relationships, display good

Finally, where do parents fit into this picture?

patience and understanding when managed

judgement, demonstrate courage and integrity, be

They have an important part to play in choosing

skilfully by staff.

emotionally resilient when things are tough and

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

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

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

The benefits of boys-only boarding

– John Moule, Warden of Radley College

am not a single-sex zealot. That might

And heaven forbid that one might think single-sex

seem odd coming from the Warden of

and boarding might be the right option. Surely

Radley College, one of the great bastions

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

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

out to be emotionally deprived, socially inept and

fed up with evangelical statements, backed up

some sort of boorish rugby thugs?

by supposedly incontrovertible statistics, that girls do better in this environment, boys in that.

So I become an advocate for the sort of school

We all know we can find the statistics we want.

I happen to lead. Fortunately, this is not difficult

What really matters is whether a school is good

for me.

or not: there are mediocre single-sex schools and excellent co-educational schools and I know

Key benefits

which of these I would recommend. And what

In the classroom – my experience is that:

can be tailored to boys including the

texts and topics studied l the

very real danger in early teenage years of

male under-achievement compared to their female peers is negated. Culture – ironically, in a boys’ school, boys are

matters next, once you have defined and verified ‘good’ – different criteria can apply – is whether

l materials

l a

competitive approach that might not work for

much more likely to play the violin or the flute,

your child will be happy: if they are, they are

girls can be used – as appropriate – much more

be happy singing, painting and acting and,

much more likely to succeed.

easily to incentivise and drive boys forward in

importantly, they will be happy with their peers

their learning

doing the same. I suggest a counter-tenor is

On exactly the same grounds, however, I am also

l the

speed and level of emotional development

much more likely to be admired in a single-sex

irritated when people presume that somehow

is much more even and this allows more

school than in a co-educational one. Good single-

single-sex might be invalid as a form of education

effective discussion

sex education widens the definition of what is

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

122 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

acceptably ‘male’.

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123

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

Spare time – I look out of my window and see countless boys throwing or kicking a ball around – playing. One of the great sadnesses of recent decades is accelerated ‘maturity’ and the loss of innocence. I would not be as bold as to say that an all-boys’ boarding school can eradicate this but it can temper it.

Links with all-girls’ schools

Boys need to be educated well. Good education

The boarding community – the depth of

Of course, even in a world where the advent of

is built on core values, and seeks to develop a

relationships and strength of friendships are the

social media guarantees more contact with the

rounded, civilised citizen for life beyond school.

great hidden benefits of boarding. When done

opposite sex – a point in itself to combat the

Someone who cares about things and for things,

well, a boarding education breeds the sort of

stereotype – it is important to make sure we are

about people and for people; someone who is

community in which successes and failures are

not some sort of female-free zone. There needs

able to engage with the world in which they live.

shared and learned from. The elongated week

to be natural and meaningful interaction with girls

Please don’t tell me that it can’t happen in an all-

in which ‘school’ happens is hugely invaluable. Is

in school time. Not the slightly outdated Saturday

boys’ boarding school. As long as it’s a good one,

that better when it is single-sex? Possibly not. Is it

night ‘dance’ alone; there should be cultural and

that is.

easier to create and maintain? Certainly.

academic events as well as social, and the social events should be varied and civilised. At Radley,

Image – boys care about their image in front

we have links with lots of schools: drama, music,

of each other, of course. But I think they care

societies, conferences, debating, curriculum

more when there are girls around. I remember

co-operation, and leadership training are a few

when I was a housemaster in a co-educational

examples of joint ventures which work.

environment there was a boy who was always

A final point is somewhat prosaic. Every single

behind because of the time spent grooming

penny of our school fees is spent on boys –

himself. He left his room – already late – and

developing expertise, facilities, and opportunities

without fail he would take one last look at his

for boys. It does not take an economist to tell us

reflection in the panel around his door handle. I

that this is more efficient, presuming, of course,

like to think that is less likely in my school.

that boys and girls are different – which they are.

124 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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.

Co-education or single-sex? | Senior schools: single-sex or co-education?

Co-education or single-sex? – look for a school where individuality is valued ‘Men are from Mars and women are from Venus’– or apparently not, according to a study

– Lee Glaser, Headmaster of Taunton School

published in November 2015 by a team from Tel Aviv University. This study has shown that there’s really not much in the way of difference between male brains and female brains. There are features that are more prevalent in the brains of women and features that are more prevalent in the brains of men. But human brains tend to have a highly individual mix of such characteristics. Interestingly, while hardly anyone has anything like the full set of mostly male features or the full set of mostly female features, by no means everyone with a significant collection of ‘female end’ features is female, and vice versa. What’s more, many of these characteristics aren’t fixed. Environment and experience also play their part in shaping the brain, increasing its individuality.

Individuality The word I like best in these findings is ‘individuality’. As Headmaster of a co-educational

and women work alongside each other in every

So girls have plenty of chance to grow up, be on

school, I am acutely aware many boys and girls

sort of environment, it is important girls and boys

their own and be with other girls when they want

approach learning in different ways. Indeed, we

learn these same life skills at one of the most

to, as do boys. In their houses, younger pupils see

take pride as a school in implementing strategies

important stages of development in their lives.

the older pupils of their own sex acting as the role

to improve attainment for both boys and girls.

models. In good co-ed schools, men and women

But there are no neat, gender-specific answers

Part of a group

to learning. Each individual has their own

Despite the fact we are all clearly individuals,

girls figures of their own gender to admire and

learning style, often described as visual, auditory,

boys and girls (in fact all of us) generally resist the

emulate.

kinaesthetic or tactile, independent of their

idea of total individuality. People – girls and boys,

gender. Finding a school that can address the

women and men – are attracted to the idea that

Diversity

learning style of your child or children may be an

they are part of a group of like-minded others.

So, is single-sex versus co-ed the most important

important factor in overall achievement.

Whether it’s family, nation, religion, the football

question parents should be asking? There

team you support, the political views you hold,

are more important, broader questions to

As well as accommodating your child’s learning

the music you prefer dancing to, or the sort of

consider. What is the quality of teaching, the

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

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

focus of the school, the curriculum on offer, the

it will suit your child and how it may shape your

with like-minded people. Girls often like being

universities and courses pupils go on to and,

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

with girls; boys like being with boys.

most importantly, is it a school where your child

share the top posts, again giving both boys and

does it demonstrate co-curricular breadth or

will be happy? Do the aims of the school include

is it focused on one particular specialism like

In a co-ed environment, it is important to

helping children to respect different opinions,

music or sport? Is it large or small, does it have a

remember girls and boys do have time on their

cultures and backgrounds? Will children fulfil

full boarding or weekly boarding, does it have a

own as groups, particularly in boarding schools.

their potential in music, in sport, in art and on

diverse range of pupils?

Houses are almost always single-sex, so in the

the academic front? Will it prepare children for

evenings pupils are with those of their own

their place in the outside world as well-rounded

gender. Sport is usually split into boys and girls

human beings? Long may diversity flourish.

Social inclusiveness There are powerful and compelling arguments

too although there are plenty of opportunities for

for having boys and girls in the same school

mixed teams as well – athletics, tennis, swimming

for social and emotional reasons. Far healthier

to name but a few. Pupils are never together

relationships can be formed if boys and girls

every minute of every day. There is ample space

grow up working, learning and playing alongside

for them to grow and develop, both together and

each other and learn to accept each other as

with those of their own gender.

human beings first and foremost. In a world that is competitive and increasingly global, where men

Lee Glaser is Headmaster of Taunton School. Lee was Deputy Head at Taunton School for five years before his appointment as Headmaster in January 2015. Before Taunton, Lee was Senior Master and Director of Sport at Millfield. He began his career as a Chartered Accountant for PriceWaterhouseCoopers before training to become a Mathematics teacher.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

125

Senior schools: single-sex or co-education? | How a boarding environment helps pupils develop

â&#x20AC;&#x201C; Jo Cameron, Principal of Queenswood

How a boarding environment

helps pupils develop G

oing to a single-sex boarding school

the curtains that shield you from the inclement

at school there were comparatively few extra-

means having lots of fun, forming

weather is the pastoral care.

curricular activities but nowadays after-school

lifelong friendships and building a

clubs range from aerobics to zumba alongside

strong support network. What can be better than

Traditionally in education the three Rs were

drama, music and sport opportunities. If a pupil

living and sharing a room with your best friends?

Reading, Writing and Arithmetic. In boarding they

has an idea to launch a club such as a Manga

And, whatâ&#x20AC;&#x2122;s more, these friends come from all

stand for the fundamental values of Respect,

club, these things can happen in a boarding

over the world and open your eyes to the global

Relationships and Resilience. In a boarding

environment. And there are always other pupils to

community. If boarding is the window to global

community you are in an environment where

try new things too.

opportunities, then the cosy window seat and

trying new things is encouraged. When I was

126 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

127

Senior schools: single-sex or co-education? | How a boarding environment helps pupils develop them – rehearsals, concerts, sports training and matches can continue late into the evening thanks to our boarding provision. At weekends, staff at boarding schools like ours organise a wide range of activities to ensure that there is never a dull moment. For example, we have visited Chessington World of Adventures, Hatfield House, the indoor ski centre at Hemel Hempstead and organised countless shopping trips. There are new trips planned every week, with a careful balance of fun and challenge. Meanwhile there is an enticing range of onsite activities, including steel drum masterclasses, self-defence courses and polo. l

Boarding school educators are experts at navigating the teenage years. Many will have experienced boarding themselves and really understand the challenges. An outstanding level of pastoral care provided by all staff, academic or pastoral, underpins

Developing independence

the sensitively structured environment of a l

Boarding schools foster face-to-face

boarding school. Staff are on hand for extra

There may well be challenges, not only in the

communication, and as a consequence

tuition, coaching, counselling – or simply to

extra-curricular activities programme but also in

reduce teenagers’ screen time. Friends are

help pupils regulate their own programme of

the classroom, but with every little challenge that

together and they can chat with each other

independent study.

boarding school presents pupils learn a little bit

over meals. There is always someone to work

more about themselves and become a little bit

with, talk to, explore ideas with, and spend

more autonomous. There is, of course, plenty of support from school, teachers and peers but

time with. l

Boarding schools expand peer groups and

pupils still need to look after themselves and

offer lifelong friendships across the world.

take responsibility for their own actions to a

In a difficult global climate where cultural

much greater degree than if they were living at

tolerance and acceptance is becoming more

home. The boarding school day will of course

and more important, boarding schools are

have structure but boarding pupils have to make

able to educate and embrace diversity and

choices around how they spend their time, what

the teaching around this. The bonds formed

activities and opportunities they take, and how

in a boarding environment, with pupils from

they create a reasonable balance between work

around the world, are inevitably stronger due

and play.

to the unique shared experiences. l

Boarding schools keep activities within

Here at Queenswood, we are often asked about

reach. As every Queenswood parent knows,

the specific benefits of boarding. More than 75

our co-curricular programme is extremely

per cent of our pupils, whether they are registered

intensive, supporting all abilities and levels

as day girls or boarders, experience regular

of achievement – the challenge for our girls

boarding at some stage during their school career.

is to take advantage of everything on offer to

Here are some key benefits. l

Boarding school means less ‘helicopter parenting’. Relationships with sons and daughters improve as time at home is quality time; meanwhile young people learn to find their own solutions and ways of doing things.

Boarding schools have superb resources and networks. Many pupils particularly appreciate this as they enter the crucial exam years. Boarding means that they have access to the library and IT suites well into the evening, as well as being able to work together in small study groups, which helps pupils to develop vital skills for university and work.

128 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Jo Cameron has been Principal of Queenswood, a boarding and day school for girls in Hertfordshire, since September 2016. A graduate of the University of Surrey (St Mary’s College) with an honours degree in Environmental Science, for the past 19 years Jo has worked almost exclusively in all girls’ schools. She has a deep understanding and appreciation of the unique opportunities that single-sex education offers, and is a strong advocate for the supportive environment of an integrated community such as Queenswood. Beyond the classroom, in her spare time Jo is a keen sportswoman, with a passion for hockey, running and equestrianism.

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

129

Senior schools: single-sex or co-education? | Promoting good mental health in boarding schools

Promoting good mental health in boarding schools

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

imes have changed across society – very

What do we mean by ‘mental health’ though?

parentis and, between them, they have a huge

much for the better – when it comes

Some conditions clearly qualify – such as clinical

range of experience of the problems they can

to talking about mental health issues.

depression, anorexia and other forms of self-

face. We also have nurses on hand day and

No serious employer is without a programme

harm – but should we also include, for example,

night, school counsellors, and direct access

to encourage employees to be open about their

feelings of homesickness many children have in

to other mental health practitioners. Many

experiences, and there are many great examples

the early stages of their time at boarding school

boarding schools, including St Mary’s Calne, also

of individuals dealing successfully with challenges

(and not just in the first term, by the way), or

offer bespoke wellbeing programmes covering

that would once have made working life almost

anxiety about exams? The lines are not easy to

many areas such as emotional health, positive

impossible.

draw and indeed it’s possible for bigger problems

relationships, social media, mindfulness, self-

to develop from something that could have been

esteem and resilience. At St Mary’s the wellbeing

Nevertheless, there is still reluctance to talk about

dealt with sooner, or for a superficial worry to

programme is supplemented by a series of talks

mental health issues (or special efforts would not

mask a deeper one. But it’s also important not

and workshops. All in all, if there is a problem, it’s

be needed) and it would be surprising if school

to ‘medicalise’ feelings that are entirely natural

hard to imagine a child would have better access

leaders – especially leaders of girls’ schools –

when a girl or boy is experiencing them for the

to help in another environment.

weren’t also reluctant. National statistics show

first time.

girls are somewhat more likely to have mental

Where boarding schools can make the difference

health problems than boys. It would be easy to

Ultimately the best approach is a balanced one.

for most of our students, however, is in the

jump to the conclusion that these must be worse

Achieving that is easier said than done of course

day-to-day lifestyle that we offer before anything

when children are away from home and feeling

but, in my experience, this is where boarding

goes wrong. We work hard to establish a culture

a lot of pressure to do well inside and outside

schools can really help.

across the school that maximises the chances

the classroom. Happily this is just not the case.

of identifying problems but also minimises the

In practice there are many reasons why a good

Wellbeing programmes

boarding school environment today is positive for

First, all our staff are trained to consider these

of the feelings pupils have are just part of normal

the mental health of both girls and boys.

issues and to spot when something might be

life and being in a supportive and understanding

going wrong. Housemasters and mistresses in

environment will be enough to get them through

particular really get to know the children in loco

them.

130 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

chances of them arising. As I said earlier, some

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131

Senior schools: single-sex or co-education? | Promoting good mental health in boarding schools

Well-run boarding schools and boarding houses are, by nature, organised and structured environments. In my experience, this in itself helps pupils to be productive and constructive and provides a sense of belonging and security. It can be very reassuring for a child to have this ‘boarding family’ on hand. The tutor system at St Mary’s Calne, for example, means a pupil’s tutor stays with them as they move up through the school. Another important aspect of mental health (and

So, for me, a healthy culture in our boarding

one that is important to many Service families)

schools is the key – one in which staff can

is physical wellbeing – in fact the two go hand in

recognise issues quickly and use their skills to deal

hand. Boarding schools today offer an unrivalled

with them effectively, but also one where these

range of opportunities for sporting and other

issues are not the main focus. Schools that strike

outdoor activities, with the highest quality of

the right balance on mental health encourage

coaching and support. This is equally true for girls

children to do their best, grasp opportunities and

and for boys. Many girls’ schools are committed

achieve as much as they can but do this in the

to addressing the problem across society of girls

context of a warm and supportive environment

dropping sport and becoming physically inactive

where every child is understood and genuinely

early in life. Many boarding schools also provide

valued as an individual.

great food (some things do change!) and, along with it, advice and education on nutrition. Eating is still too often connected with mental health issues, and the more we can do to make it an area of positive interest for girls in particular, the better.

132 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Dr Kirk is the Headmistress of St Mary’s Calne, Wiltshire. Dr Kirk was educated in Maryland, USA and has a BA Summa Cum Laude in French and Latin (University of Maryland), an MA in French Studies with Latin (Brown University, Rhode Island) and a PhD in Romance Languages and Literature. Dr Kirk has more than 20 years’ experience in leadership positions in independent boarding and day schools. She was previously Head of Sixth Form at Ipswich High School for Girls, and before this she was Director of Higher Education at Wycombe Abbey School. Having also taught in co-ed schools, Dr Kirk is passionate about the advantages an all-girls’ education can offer. Indeed, in 2015 Dr Kirk was awarded the Girls’ Schools Association’s ‘Sheila Cooper Award’ in recognition of her significant contribution to the GSA. She is also a member of HMC. Dr Kirk is a keen equestrian and enjoys recreational riding, as well as playing tennis.

Two schools One town

Separate yet together

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Senior schools: single-sex or co-education? | Girls and engineering and other STEM subjects

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

Girls and engineering and other STEM subjects U

K plc has a major skills shortage. Engineering UK’s 2017 report The

witness to these creative possibilities. I am pleased to say we have more

State of Engineering estimates an annual shortage of 20,000 skilled

girls than ever studying STEM subjects at A level, and more girls going on to

engineers, while other estimates range between 25,000 and 60,000.

read STEM at university. Engineering, mechanical engineering, biochemical

Given that engineering contributes 26 per cent of UK GDP nationally, this is a

engineering, aviation engineering, mathematical science, computer science

significant problem. More than 60 per cent of engineering employers say that

and architecture are all choices recent leavers have made. Nationally

a failure to recruit skilled staff is a barrier to business.

numbers are picking up in the independent sector, and the Government has launched an initiative to increase girls’ engagement in the maintained schools’

And what about women in this picture? In the UK females make up 15.1

sector.

per cent of engineering graduates and only 11 per cent of the engineering

It could be argued that in a girls’ school, switching pupils on to STEM subjects

workforce, the lowest in Europe. To put that in context, Latvia, Bulgaria and

is easier because there is no gender stereotyping, and science is not seen

Cyprus lead with almost 30 per cent of engineering professionals being

as the preserve of men. Younger girls see the older ones as STEM subject

women. In 2015–16, women in the UK accounted for only 6.8 per cent of

mentors, setting up STEM-related clubs and societies, and participating in the

engineering apprenticeships and take-up of A level Physics by girls has

national STEM challenges and olympiads. All of this creates a ‘can-do’ attitude

remained largely static for the past 25 years, at around 20 per cent.

towards the sciences, but there is more to it than that.

These are sobering statistics, and it is clear something needs to be done

‘Real-world’ situations

to make STEM (Science, Technology, Engineering and Maths) degrees and

The key I believe is to start girls young, to teach creatively and ensure

careers more appealing to females.

there are plentiful enrichment opportunities where girls get to apply their knowledge in ‘real-world’ situations. So, for example, we have recently been

As Headmistress of an all-girls’ boarding school, I care about this passionately.

inspired about artificial intelligence (AI) by a young alumna who is running

I want to make sure our pupils explore STEM subjects fully and realise STEM

her own highly successful consultancy in this sector. She ran workshops

is creative and compelling, and can be a superb career path. Women such

with our GCSE and A level Computing students, did a talk for Prep girls

as Roma Agrawal, one of the structural engineers who built The Shard, bear

and then a talk for STEM, Business and Economics students interested in

134 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Girls and engineering and other STEM subjects | Senior schools: single-sex or co-education?

in academia: she was the first female professor in any discipline at the University of St Andrews since its founding in the fifteenth century. Another alumna, a neuroscientist at Imperial College, London, came back to school to champion STEM degrees and careers; and several scientists, architects, network engineers and management accountants attended our recent careers fair. This kind of insight into what a STEM career involves is hard for teachers to replicate. We have also forged links with local engineering companies to provide work placements for girls in Year 11 and above to see STEM in action. Most companies are keen to offer placements to girls in particular as they are acutely aware of the need to attract more women into their workplace. Whether it’s cybersecurity tasters through the Smallpeice Trust, getting involved with British Science Week, or undergraduate summer schools at various universities, up and down the country there are many opportunities for pupils to get the whole STEM experience, and for girls to see other girls participating. I firmly believe that, even in my generation, we will witness a sea change in the number of women opting for a life in engineering and STEM. This is great news: having more of the best minds in the sector will ultimately benefit us all.

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.

entrepreneurship. Young Enterprise is another platform for our budding STEM students and entrepreneurs of the future, who are required to design a product and packaging, create a business plan and bring their product ‘to market’. Ideas like these provide excellent platforms for building pupils’ selfconfidence and know-how through hands-on applications. Although guided by teachers and professional mentors, the idea is to give pupils the independence to work things out for themselves.

Engaging children early It is said children are naturally mini-engineers. They are strong on creative problem solving, building and tinkering, but formal classroom education doesn’t allow them the scope to make the most of their natural attributes. It is important for schools to aim to preserve this natural curiosity by engaging children early. Much of the work done at senior level can be translated, with a few tweaks, to younger girls. Our prep girls (aged 4 to 11) have done a Mini Young Enterprise challenge, as well as enjoying a STEM

16% TO OXBRIDGE in 2017

club where they have programmed robots and created circuits to light up a doll’s house. They take part in the National Science and Engineering Week, where the whole school goes off curriculum to enjoy interactive workshops and all kinds of hands-on scientific challenges. Girls should not feel put off by the fact that the STEM careers landscape is so sparsely populated by women. We use appropriate alumnae as STEM ambassadors and evidence of where a STEM career can take you. Most recently alumna Professor Ursula Martin, a mathematician and computer scientist from Oxford University, came in to talk to the girls about her career

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September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

135

Senior schools: single-sex or co-education? | A ‘digital revolution’ in boarding schools

A ‘digital revolution’ in boarding schools – Elaine Logan, Warden of Glenalmond College

uniform purchases on to their accounts. Some schools operate biometric fingerprint recognition and this technology offers benefits in the efficient management of emergency evacuation. At Glenalmond, as at many other boarding schools, a Virtual Learning Environment (VLE) is a vital tool for teaching and learning. We use Google Classroom, which has all the features of our old VLE but also provides enhanced features for sharing documents and reviewing pupils’ work. It has greatly improved communication within the school and it enables staff to work more collaboratively. Accessed from all digital devices, it 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 the 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

s with most independent boarding

action can be taken to locate them. Also, if a pupil

from home and, immediately upon delivery at the

schools, digital technology first arrived at

forgets to go to an activity such as a music lesson

school, these are scanned and an automatic email

Glenalmond in Physics classrooms during

the music teacher can check the timetable and

is generated, alerting the recipient.

the 1980s.

contact their current tutor. Additionally, individual bar codes allow pupils to put tuck shop and

Endless fascination with simple programs ensued, producing amusing times with controlled lights and beepers. It would be at least 15 years before most school administration systems were computerised and smart technology could be used extensively. Now it has arrived, boarding schools have embraced the digital revolution, with all its pros and cons. Progression into smart technology has provided many new opportunities for the boarding sector with improved teaching access, and efficiency of communication and pastoral care. On large school campuses, where pupils cover a huge area during the day, it is especially vital for staff to be vigilant and to be able to track the whereabouts of pupils. Paperless registration on SchoolBase (a management information system for schools) at the beginning of every class instantly alerts pastoral staff if a pupil is missing, and immediate

136 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

A ‘digital revolution’ in boarding schools | Senior schools: single-sex or co-education?

Attending a British boarding school from abroad

Another area of digital interest is the new and

of the auditorium, allowing pupil performers to

no longer means long absence from family

exciting ‘Internet of Things’ which will provide the

experience a professional, ‘West End’ standard

contact. With campus-wide WiFi, pupils connect

boarding sector with additional opportunities by

production.

easily to their families through Skype, FaceTime

the inter-networking of devices and buildings,

and other social media. Parents can get in touch

allowing accurate, remote, control of lighting,

As ever with boarding, it’s all about the pupils.

with teachers more easily and play an increased

heating and door security from an App.

The enthusiasm with which the – relatively

role in their child’s education.

new – subject of computer science has been As always, the biggest stumbling block for

embraced across the sector indicates to me

However, the boarding school sector recognises

technological progress can be measured in human

that software development, data exchange and

the added risks posed by digital technology. In

terms – any process will only function as well as

algorithms structure will ensure a whole new

such a rapidly evolving world, we must be ever

its least efficient component. Just over a year ago

breed of digitally-aware and able youngsters set to

vigilant to new and inventive threats. Boarding

Glenalmond’s weakest link was the speed and

revolutionise the industry further in years to come.

schools can, and do, instantly block access to

quality of mobile signal. However, the installation

Glenlamond was founded in 1847 by William

unsuitable websites or operate WiFi access on a

of a new 4G mast remedied this and meant that

Gladstone. Behind the historic surface a new

time schedule (at Glenalmond it is turned off at

we could access digital services from every corner

‘industrial revolution’ is indeed taking place.

11 pm) to enforce safety and vital rest time. It is

of the campus, including the playing fields. In the

recognised some dangers can only be managed

blink of an eye, match scores, images and reports

through education. Teaching young minds

now beam their way from the sports field straight

about the possible pitfalls of social media and

on to the social media platform of choice.

inappropriate use of the internet is, we believe, at the core of good digital practice.

It’s not until we pause to reflect on how we used to operate that we realise just how much progress

Pupils’ digital data protection is an increasingly

has been made. Recently, I had the pleasure of

large area of concern for schools and, with the

watching our school musical being performed

introduction of the strict, Europe-wide, General

at the impressive Perth Concert Hall. Here, the

Data Protection Regulation in 2018, the debate

slick use of the latest pre-programmed digital

about data storage ‘in-house’ or on iCloud, rages

technology was remarkable. Invisible wireless

within the industry.

microphones and sound and lighting effects were all controlled from a compact console at the back

Elaine Logan became Warden (Headteacher) of Glenalmond College, Perthshire, in 2015. She is the first female Head of a Scottish co-ed boarding school. Born in Perth, Elaine read English at Edinburgh University. Her first teaching job was in the state sector at Viewforth High School, Kirkcaldy. After this she spent 14 years at Dollar Academy before moving to Loretto School in 2001 where she was Acting Head, Deputy Head, Housemistress and teacher of English, Drama and PSHCE. As a trained singer, with a wide range of musical interests and experiences, including solo singing in jazz and dance bands, Elaine continues to teach at Glenalmond, in prep and primary schools.

e l b a tt e g r o f Un St Catherine’s, Bramley GSA Day & Boarding School since 1885 | 4 - 18 years | Guildford GU5 0DF | www.stcatherines.info BSA01 July 2018.indd 1

05/07/2018 08:57:41

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Senior schools: single-sex or co-education? |What do we mean by a boarder’s progress and how do schools measure it?

Pastoral progress Most boarding schools consider the pastoral progress and the personal and spiritual development of pupils to be as much a priority as their academic development. Development of so-called ‘soft skills’ is valued highly by employers and it is crucial to any successful education to nurture these skills just as much as academic skills. At Godolphin, we have a mental health plan to ensure that each girl is receiving the education she needs to be able to progress positively. A key tenet of this plan is that we have very small tutor groups of around ten pupils. The tutors who look after these relatively small groups of pupils are

– George Budd, Deputy Head Academic of Godolphin School

What do we mean by a boarder’s progress and how do schools measure it?

the focus of the provision of pastoral care. Tutors meet their tutees daily and also meet frequently with each other and with boarding staff and other senior staff. Their work is coordinated by Heads of Year and the Head of Sixth Form. Academic and pastoral staff meet regularly to discuss pupils who need support and to put in place any support needed. Pastoral progress is difficult to quantify but it can be broadly measured by a combination of professional judgement and pupil self-reflection. At Godolphin our PSHCEE programme and Elizabeth Godolphin Award Programme in the prep and sixth form are the cornerstones of our provision to encourage personal development. This includes inviting outside specialist speakers who give talks or workshops to the girls, staff and parents as well as sessions run by staff. All pupils attend these sessions but boarders find them especially invaluable as they result in the sort of developmental and relationship progress that

rogress is one of those words we see a

tests, or raw ability, might suggest they are

comes from building resilience, learning to lead,

lot in education – you’ll read it in your son

heading towards and those they actually achieve

and developing tolerance and mutual respect.

or daughter’s reports, on school websites

on results day. Such progress is relatively easy

and in inspection reports, and there are even

to measure and report on – it is often quoted

Co-curricular activities

league tables for some schools based on average

as fractions of a whole GCSE grade compared

For a boarder to be mentally healthy and for them

academic progress in selected GCSEs. But is this

to where the boarder would be expected to be.

to continue to progress as a person they need to

the only type of progress, and is it reasonable to

Schools often term this sort of progress ‘value

participate in a range of co- curricular activities,

attempt to measure this concept?

added’, a rather impersonal phrase which hides

from peer mentoring, the Duke of Edinburgh’s

the stories behind each and every grade obtained

Award, CCF to cookery, model United Nations

in public examinations.

and kickboxing. Boarders find these sessions very

At Godolphin, through our ‘Policy for Progress’ we consider progress in a number of broad

accessible as they live on-site and so can replace

areas. Academic is of course included but we

An initial study of GCSE results at Godolphin in

travel time with these activities without impinging

also focus on personal and pastoral progress,

2016–17 shows our boarders made around twice

on time needed to complete their academic work.

extra-curricular progress and staff development

the academic progress of day pupils. Although this

(by setting a culture of everyone progressing and

is based on only one year’s data, the opportunities

At Godolphin, tutors monitor the involvement

learning, we find this rubs off on the pupils too).

available to boarders to progress in the wider

and success of pupils and this information is

sense are likely to have contributed to this effect.

shared with parents. Commendations and Head’s

In its most basic sense, progress is the difference

commendations are awarded for particularly

between a boarder’s starting point and where

Outside the rather narrow definition of progress

their journey leads at the end. In an academic

in academic terms, it is more challenging to

sense, this is often the difference between, for

measure progress in such a quantitative way.

example, the GCSE grades that their baseline

138 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

outstanding progress in any field. Spiritual progress is important for boarding pupils and is, by its nature, impossible to quantify. At

What do we mean by a boarder’s progress and how do schools measure it? | Senior schools: single-sex or co-education? Godolphin we consider it in terms of how the girls

of spiritual learning is monitored by the school

to respond to those unexpected challenges sets

have grown in their understanding of how to cope

chaplain, and tutors and teachers of relevant

the tone for mapping their progress. A newly

when life throws things at them, and the extent

subjects (such as religious studies and geography).

arrived boarder setting out on their journey

to which they have developed a sense of mutual

may feel a little homesick and need some help

respect, wonder and appreciation about the

Progress in these broader areas is non-linear

to settle into school life. Outstanding pastoral

world around them. As a school we have strong

– there are the inevitable kinks and twists

care, knowing the boarders and a good dollop

links to the diocese of Salisbury and the provision

encountered along the way. How we teach pupils

of humour and patience makes the difference here. A boarder may find some subjects easier than others, and this balance may change, or they may need encouragement to participate in extra-curricular clubs to progress in a certain area. Through shared experiences with fellow boarders, they gradually become more independent and able to look after themselves and to work and live with others. Successful boarding schools play a vital role in shaping a pupil’s progress towards adulthood.

George began working in the state sector teaching Geography, before moving to Lady Eleanor Holles School in Hampton for four years. George spent six years at Sir William Perkins’s School in Chertsey – three as Head of Geography and three as Head of Sixth Form, during which time he grew the sixth form by 50 per cent. He joined Godolphin in September 2016 and is very much enjoying the move to a boarding school.

“The investment in education for our daughters at Westonbirt has been invaluable. The growth in their confidence and self-esteem has been amazing.” Current Parent

Day Fee £4,995/term; Boarding Fee £9,750/term. E: admissions@westonbirt.org T: 01666 881301 www.westonbirt.org

Celebrating 90 years of excellent educational provision in the heart of the Gloucestershire countryside

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

139

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

Educational provision

for pupils with special educational – David Smellie, needs and disabilities Partner at Farrer & Co

he Equality Act 2010 has made significant

substantial, long-term and adverse effect on

Triggers

changes to the law on discrimination as

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

The duty to make reasonable adjustments is

it affects pupils with special educational

activities. (In employment this definition has been

only triggered when a pupil suffers a ‘substantial

needs and disabilities (SEND), and in particular

the subject of voluminous litigation.)

disadvantage’ which would include: having

the extension of duties on schools to include

Disabilities may include epilepsy, learning and

to put in extra time/effort to do something,

the provision of auxiliary aids and services,

behavioural difficulties, as well as the ‘traditionally’

inconvenience, indignity, discomfort, loss of

which came into place on 1 September 2012.

recognised disabilities. There are, however,

opportunity and/or diminished progress.

Further guidance can be found in the Equality

specific exclusions for substance dependency,

and Human Rights Commission (EHRC) Code of

seasonal allergies, and tendencies to steal, start

Practice on ‘Reasonable Adjustments for Disabled

fires or physically/sexually abuse.

Pupils – Auxiliary Aids Technical Guidance’: www.

What is an ‘auxiliary aid or service’? The EHRC guidance states that an auxiliary aid

equalityhumanrights.com/en/publication-

Reasonable adjustments

download/reasonable-adjustments-disabled-

As for employees, schools have an obligation to

or assistance to a disabled pupil’ and gives the

pupils

make reasonable adjustments for disabled pupils.

following examples:

Although securing support for pupils with SEND

l Where

l a

piece of equipment

l a

sign language interpreter, lip-speaker or deaf-

something a school does places a pupil

via an EHC (Education, Health and Care) Plan

with SEND at a disadvantage compared to

(formerly a Statement) remains an enormous

other pupils, the school must take reasonable

challenge for many families, the intention of legislation over recent years has been to make

steps to try and avoid that disadvantage. l Schools

is ‘anything which provides additional support

blind communicator l

extra staff assistance

are under a duty to provide ‘auxiliary

l electronic

or manual note-taking

schools much more welcoming and accessible to

aids and services’ as part of the duty to make

l induction

loop or infra-red broadcast system

children with SEND. As a matter of public policy

reasonable adjustments and as such are

l videophones

this is clearly a good thing and as a matter of

prohibited from charging fees for auxiliary

practice there is no doubt schools have made

aids and services which constitute reasonable

l readers

huge progress – which is not to say they could

adjustments. Failure to make reasonable

l assistance

not do even more in future. Parents should

adjustments free of charge amounts to

l an

always seek to work with (not against) schools in

disability discrimination and cannot be justified.

l specialised

addressing their child’s needs. In my experience,

audio-visual fire alarms with guiding

adapted keyboard computer software.

there is little a school finds more unhelpful than

Schools are not required to remove or alter

Consequences

parents not being transparent about this. In the

physical features (such as historic buildings) in

The inclusion of ‘auxiliary aids and services’ within

end, everyone is united in seeking to ensure

order to comply. Instead, schools have a duty

the duty to make reasonable adjustments for

children’s needs are met and their best interests

to plan better access for pupils with disabilities

pupils with SEND has clear consequences for

are promoted.

generally, including in relation to the physical

independent schools. One obvious area is the

environment of the school.

provision of learning support for pupils with

This article sets out a summary of the law relating

special educational needs, which is sometimes

to educational provision for pupils with SEND.

Scope

For more information, go to: www.gov.uk/topic/

The Equality Act requires schools to make

way as music lessons. Essentially, if a pupil with

schools-colleges-childrens-services/special-

reasonable adjustments in connection with:

SEND is ‘disabled’ for the purposes of the Act

subject to an additional fee, in much the same

educational-needs-disabilities

Disability

and the support provided for his or her SEND l admissions

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

l the

permitted to charge for the learning support if it is

provision of education

The definition of disability for pupils is the same

access to benefits, services and facilities

as for disability discrimination in employment.

l exclusions,

In brief, a pupil with SEND is someone who has

l subjecting

and/or

the pupil to any other detriment.

a physical or mental impairment which has a

140 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

a reasonable adjustment.

Educational provision for pupils with SEND | Special educational needs and disabilities What is a ‘reasonable adjustment’?

Exceptions

Examples of reasonable and unreasonable adjustments

Schools are:

There are no hard and fast rules about what constitutes a reasonable adjustment and

l not

required to remove or alter physical

the decision ultimately rests with the First

features to comply with the reasonable

Tier Tribunal (Special Educational Needs and

adjustments duty (although their duties in

Disability) (formerly the Special Educational

connection with Accessibility Plans remain

Needs and Disability in Schools Tribunal or

unchanged and are contained in Schedule 10

‘SENDIST’). Sometimes adjustments will be suggested by external advisors such as the

of the Act) l still

allowed to apply a ‘permitted form of

child’s doctor or an educational psychologist.

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

In other cases, parents may request a change

will need to make reasonable adjustments to

on behalf of their child. Schools should also

such tests, for example, by allowing them to

themselves consider whether there is an

be completed on a computer rather than by

adjustment that might overcome a substantial

hand in particular cases.

disadvantage suffered by a pupil. Once the potential adjustment has been

Claims of disability discrimination

identified, the school has to decide whether

Parents of a child (note not the child him

or not it is reasonable taking into account the

or herself) can bring a claim of disability

following factors set out in the EHRC guidelines:

discrimination against a school. There is a time limit of six months from the date when

l whether

it would overcome the substantial

disadvantage l practicability l the

the parents think the discrimination occurred. Such claims are heard by the First Tier Tribunal (Special Educational Needs and Disability).

cost of the disability on the pupil

l cost

If the Tribunal upholds a claim of unlawful

l whether

it will be provided under an EHC

discrimination it will not be able to award

(Education, Health and Care) Plan from the

financial compensation. It could order any other

local authority

remedy, such as:

l the

school’s resources

l health l the

and safety requirements

need to maintain academic, musical,

sporting and other standards l the

interests of other pupils (and potential

pupils).

l admitting

a disabled pupil who had previously

been refused (while certainly the case in state schools there is some doubt as to whether such an order could be enforced in the case of independent schools) l making

reasonable adjustments such as

Failure to make a reasonable adjustment cannot

training for staff, extra tuition, review or

be justified, whereas under the old law it could

alteration of policies or relocation of facilities.

be. The only question therefore is whether the adjustment is reasonable. Schools are not

Planning duties

expected to make adjustments that are not

Schedule 10 of the Equality Act 2010 sets

reasonable.

out the accessibility arrangements schools must implement for pupils with SEND. These

As well as considering reasonable adjustments

are also known as schools’ ‘planning duties’.

for particular individual pupils with SEND,

An independent school is obliged to draw

schools also have to consider potential

up accessibility plans to improve access

adjustments which may be needed for pupils

to education over time. Such plans should

with SEND generally as it is likely any school

concentrate on three specific areas:

l A

prospective pupil with moderate learning difficulties applies for entry to a school but fails the entrance examination. His parents argue for a reduced pass mark in his case. However, the school is not satisfied the pupil has sufficient literacy skills to benefit from the education on offer. In these circumstances it may be reasonable for the school not to adjust its entry requirements to accommodate the pupil. l The parents of a prospective pupil with dyslexia claim he should be allowed extra time and the use of a personal computer during his entry examinations. However, there is no evidence to sustain this claim. It may be reasonable for the school to reject this request. l A sixth-form pupil who has been diagnosed with dyslexia finds it difficult to read long texts and ideally would like all his books on audio tape. However his A-level courses have very long reading lists which change every year, and the school deems it impractical to provide every book in tape form. This is likely to be deemed reasonable provided the school has researched other ways for him to access the reading list. l A pupil with learning difficulties finds it difficult to follow the more theoretical parts of classroom teaching and her parents ask that teachers go very slowly over the parts she finds difficult to make sure she has understood them. However, the slow pace of delivery would prevent the other pupils finishing the syllabus and put their grades at risk. It is likely to be reasonable for the school not to make this adjustment, although other alternatives should be considered, such as extra tuition outside classroom hours, as might be offered to any other struggling pupil. l A small school has little experience of pupils with SEND and is considering admitting a pupil with a rare syndrome involving moderate learning difficulties, poor muscle tone and speech and language difficulties. The Head consults the child’s parents and a local voluntary organisation and devises a series of short staff training events drawing on available expertise. This is likely to be a reasonable adjustment. l A secondary school has a special unit for children with special educational needs and disabilities including pupils with a visual impairment. The school is already equipped for providing enlarged text and braille versions of documents. When working in the unit children are always provided with information in a range of formats before the lesson. This is rarely the case when the same children are working in the mainstream classes in the school. Not providing the information in time is likely to be a failure to make reasonable adjustments, leaving pupils with SEND at a disadvantage.

will have a pupil with SEND at some point. However, schools are not obliged to anticipate

l improvements

and make adjustments for every imaginable

l physical

disability and need only consider general reasonable adjustments, such as being prepared to introduce large-font exam papers for pupils

in access to the curriculum

improvements to improve access to

education and associated services l improvements

in providing information in a

range of formats for disabled pupils.

with a visual impairment even though there are no such pupils currently admitted to the school.

Independent schools are required to prepare

Such a strategic and wider view of the school’s

these plans in writing, and implement and review

approach to planning for pupils with SEND links

them as necessary. Accessibility plans are subject

closely with its planning duties.

to review as part of an Ofsted inspection.

David has an extensive schools practice and is widely acknowledged as one of the leading schools lawyers in the UK. He specialises in child protection, pupil disciplinary matters, SEND and schools-related employment issues for a client base that includes many of the UK’s best-known schools.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Special educational needs and disabilities | Special educational needs provision in boarding schools

– Kathryn Dunn, Head of Learning Support Unit at Fulneck School

Special educational needs provision in boarding schools W

hen it comes to education, parents

schoolwork, personal organisation, relationships

choice in regard to their child’s education and some

want the best for their children but

with adults, developing and maintaining friendships

authorities fund additional specialist support in an

this is often even more important

or sensory or physical needs.

independent school.

needs and disabilities (SEND). According to The

The Equality Act 2010 and its definition of disability

The benefits of choosing a boarding school for

Children and Families Act 2014, section 20, ‘A

has given pupils who have significant difficulty

children with SEND include the dedicated support

child or young person has SEN if he or she has a

in reading and understanding the written word,

which is readily available for each pupil, depending

learning difficulty or disability which calls for SEN

as well as other impairments, the right to have

on their individual needs. This extends to additional

provision to be made for him or her’. This includes

appropriate arrangements for them to demonstrate

opportunities for more focused one-to-one tuition

dyslexia, dyspraxia, dyscalculia and attention deficit

their abilities. The SEN Code of Practice 2014 and

when required.

hyperactivity Disorder (ADHD). Problems associated

the introduction of Education and Health Care plans

with these conditions can lead to issues with

also mean that parents have greater freedom of

for parents of children with special educational

142 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Special educational needs provision in boarding schools | Special educational needs and disabilities

In specialist schools tailored curricula are

programmes and strategies to allow every student

request detailed information about a schools’

delivered by highly trained teachers with access

access to the curriculum at a level commensurate

SEND provision and gain a clear understanding

to equipment and resources designed specifically

with their intellectual ability. Tuition is in small

of which conditions they specifically cater for and

for pupils with SEND. In most cases teaching takes

groups delivered by experienced and specialist

how. Visiting the school and meeting the SEND

place in small classes which allows the maximum

teachers using a range of multi-sensory teaching

team is an important part of that process, allowing

amount of time to be allocated to each individual,

methods and technology.

potential parents and pupils the opportunity

who in turn is able to learn at his or her own pace.

Using technology

Monitoring and mentoring

to gain a true appreciation of the environment, teaching methods and whether these will suit

In boarding schools pupils with SEND an

them. It is also important to meet the Principal

Advancements in technology have greatly

also be continually assessed, monitored and

and understand the ethos of the school and its

improved the education provision for children

mentored outside the classroom which can

attitudes to SEND.

with SEND by helping to break down several

lead to improvements in social interaction and

barriers to learning. Equipment such as voice-

confidence. By the very nature of a boarding

All schools are different and it is anything but the

activated software, reading pens, text readers and

school environment, teachers and support staff

case that one type fits all. But making the correct

software to assist in the development of reading

can monitor the behavioural patterns of children

choice from the many options available and the

and mathematical skills are likely to feature

at close quarters. This includes how they play,

whole boarding school experience can be very

strongly in the package of services available to

socialise and manage the many challenges of daily

rewarding for pupils with SEND and can give

pupils, as is the emphasis on developing typing

life. Boarding schools also offer pupils a choice of

them a chance to really flourish and exceed their

and touch typing techniques.

fully inclusive extra-curricular clubs and activities

potential.

which help them develop new interests and boost Fulneck School is an independent boarding and

self-esteem.

day school with a dedicated learning support unit (LSU) providing continuity of teaching and

An extension to mentoring and continual

support from Year 2 to Year 13. The school has

assessment is the strong pastoral care that will be

met the criteria of The Council for the Registration

evident in most boarding schools, in addition to a

of Schools Teaching Dyslexic Pupils (CReSTeD)

qualified nurse(s) who can liaise with healthcare

continually since 1996 and has recently been

professionals regarding the implementation of

approved for a further period of three years

Education and Health Care Plans and who can

under Category DU as a school offering a dyslexic

support the wide range of pupils’ needs.

unit, with specialist staff and teachers who can accommodate pupils’ needs in the classroom.

Of course choosing the right school is a critical

The aim of the LSU at Fulneck is to identify

decision with far-reaching consequences and one

individual special needs and to provide teaching

that requires thorough research. Parents should

Kathy Dunn began her teaching career at St Margaret Ward Roman Catholic Aided High School in Stoke-on-Trent where one of her first pupils was Robbie Williams. She joined the then Fulneck Girls School in 1992 teaching English, Religious Studies and working as a Housemistress. She took a Dyslexia Diploma in 1993 and has been assessing and teaching pupils with dyslexia ever since. Outside school she likes to spend time with her family and walking and is a member of the Moravian Church.

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Special educational needs and disabilities | ‘Believe. Inspire, Succeed’

‘Believe. Inspire, Succeed’

– Mark Birkbeck, Headmaster of Slindon College

t Slindon College we provide specialist learning support for

Restricted and repetitive patterns of thought, interests and physical

approximately 100 boys with SEND. The boys are aged between

behaviours – including making repetitive physical movements, such as

8 and 18 and include day boys and boarders (boarders from age

hand tapping, and becoming upset if these set routines are disrupted.

11). With a staff-pupil ratio of one to five we provide a carefully structured and tailored education for boys who cannot thrive in a mainstream

ADHD

environment. Pupils require learning support in areas including attention

The symptoms of attention deficit hyperactivity disorder (ADHD) can be

deficit hyperactivity disorder (ADHD), dyslexia and dyspraxia. But by far

categorised into two sets of behavioural problems:

the majority of our pupils are diagnosed with autistic spectrum disorder (ASD). However, we do not take severely autistic children or those officially

inattentiveness

designated as having emotional and behavioural difficulties (EBD).

hyperactivity and impulsiveness.

Our approach is specific to each pupil and includes regular individual

Most pupils with ADHD have problems that fall into both these categories,

education plans (IEPs) and continual assessments in academic and social

but this is not always the case. For example, some pupils with the condition

contexts. The aim is to provide pupils with strategies to compensate for the

may have problems with inattentiveness, but not with hyperactivity or

constraints of their condition, promoting their positive abilities in a lifeskills

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

context and maximising their academic potential. In line with this individual

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

approach, the academic pathway is not fixed but tailored to the needs

may be less obvious.

and potential achievement of each boy. Hence our school motto: ‘Believe. Inspire, Succeed’.

ASD ASD can present with a wide range of symptoms, which are often grouped

Dyslexia Dyslexia is a common learning difficulty mainly affecting how pupils read and spell words. Dyslexia is a spectrum disorder, with symptoms ranging from mild to severe. Pupils with dyslexia have particular difficulty with:

into two main categories: l

phonological awareness

Problems with social interaction and communication – including

verbal memory

problems understanding and being aware of other people’s emotions

rapid serial naming

and feelings. It can also include delayed language development and an

verbal processing speed.

inability to start conversations or take part in them properly.

144 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Pupils and parents ‘Believe. Inspire, Succeed’ | Special educational needs and disabilities The parents briefly discussed it with Jordan we went along. Dyspraxia My with first dyspraxia impression was Pupils may have problems with movement and one of very pleasant co-ordination including difficulties: surprise and satisfactory on how we such as hopping, jumping, running, and l amazement with playground activities were greeted. The catching or kicking a ball – they often avoid joining in because of children, 10 and and may find PE difficult their lackatofonly co-ordination 11, were happy, smiling l walking up and down stairs greeting adults they l and writing, drawing and using scissors – their handwriting and drawings had never met, with Squadron Leader than Nobby other (Neil) Clark joined their the RAF may appear scribbled and more childish children in February 1986 at the age of 16½. Serving all round manners and utmost age the world he took his commission in 1999. Having The doing up buttons l confidence. getting dressed, andin tying shoelaces married Sue 1992 they finally settled the family greeting home Fife in their 2003. Currently serving as aOC l headmaster keeping stillwas – they may swing orinmove arms and legs lot and Personnel Management Squadron at RAF Kinloss in every child by name, find it hard to sit still. Forres, he continues to enjoy life serving in Scotland. and they were Both Sue and Nobby are active members of Queen responding in kind but Victoria’s Parent Liaison Group and with both Jordan Individual programmes of support and Rhys they aim to continue their close affiliation with absolute respect. Pupils with SEND need individual programmes of support provided by a with the school. Now that both multidisciplinary team. These programmes enable pupils to thrive and Jordan and Rhys have have a positive learning experience. At Slindon programmes include the enrolled in the school we have never looked back, and while both following. Sue and I miss them daily, we know that they are being well looked after and getting the best start in life possible. Currently stationed SEAL inSocial Cyprus, this canAspects bring extra concerns with distance and travel; The Emotional of Learning (SEAL) programme at Slindon however the school understands and supports the children even College provides vital support to enable pupils to develop social and more to ensure they remain active yet in contact with parents. emotional skills within a safe, structured and progressive framework ProvidingThe Skype godsend. friends that they have curriculum. aim has is tobeen help a them in the The following areas: made already I know will remain for life, and that is also evident l

self-awareness

managing their feelings

motivation

empathy

social skills.

from the number of Old Victorians that return for many of the parades and each Grand Day.(OT) The after-school activities will also Occupational therapy enhance their future and provide valuable learning skills well as Occupational therapists take a holistic approach, working withas pupils fun interaction. who have co-ordination, sensory, organisational and behavioural Queen Victoriaestablish has an excellent ever-growing issues. Assessments how theirand needs can be best reputation met and and, with the pipes, drums and dancers, the opportunities afforded intervention usually takes the form of one-to-one sessions in our new to the children have enabled participation in the Edinburgh Tattoo well-equipped sensory/OT room. For example, purposeful activities and many across the world. Rhys in the year prior to challenge theother boys displays to: joining, while watching the school perform at the tattoo, that muscles he would there onebalance day, playing l confidently strengthenstated their core tobe gain better for PE the pipes or leading the band. He is now a full member of the band, l practise fluent movements with their hands to have legible playing the pipes, and his dream could be coming to fruition. With handwriting for examinations his older brother also in the band as a tenor drummer, there is l create a ‘sensory diet’ of activities that help them to stay focused in nothing class. prouder than a parent seeing their children realising their dreams and ambitions. This is certainly something that Queen Victoria strives for, and with an overall cadre of Service children as pupils the school staff also realise the extra stresses and strains that Service life brings and what it means when parents are deployed on ops. The pupils bond together as a family, no matter what rank or Mark Birkbeck started his career as an apprentice in the construction industry Service their parents are in, or what background they are from. before becoming a lead instructor for a community education programme at Both the boys are thriving academically and enjoying every a large community college. He then went on to gain his BEd with honours in school activity they are involved in and that the school affords.for Secondary Education and also has the National Professional Qualification Without doubt is the with bestchildren decision weneed as aadditional family have made Headship. Mark hasitworked who support for and overtheir 16 years. Before up the Headship at Slindon College Mark worked for future wetaking are immensely proud and grateful for what the for Hillcrest Children’s Services as a Headteacher and more recently as the school is offering both Jordan and Rhys. We will never stop being a Regional Manager and Education Lead overseeing three special needs schools close-knit family despite the separation, but we know that Queen and seven children’s residential care homes in the Southern region. Mark Victoria is helping their the stability enjoys golfing, reading,towards dog walking andfuture, quizzingand and providing is a Governor of Slindon and ever-lasting friendship that they have been seeking. ■ Primary School.

The programme builds self-esteem, confidence and motivation, all vital if barriers to learning are to be removed. This work may be on a-one-to one basis or in small groups.

Speech and language therapy Speech and language therapists work with pupils with a range of communication difficulties. Children are assessed both formally and informally. These assessments include attention and listening skills, social interaction, understanding receptive language skills, expressive language skills, speech sounds, fluency and voice. Once these assessments have been undertaken, the results are analysed and a therapy programme is established. Therapy is carried out during one-toone sessions, paired sessions, small group work and at a functional level by supporting the pupil in class to monitor generalisation of skills.

Wave 3 literacy and numeracy Staff work with children with specific learning difficulties to assess, plan and deliver appropriate programmes to support pupils on a one-to-one basis. This may include phonological training, alphabet work, reading, writing, spelling and numeracy, and using the teaching reading through spelling (TRTS) strategy. A multisensory and holistic approach is used across the curriculum. Pupils are supported in developing metacognitive executive function skills, poor memory functioning skills, organisational skills and concentration.

www.crested.org.uk www.crested.org.uk

Council ffor or tthe he R egistration of Council Registration Schools Teachi ng Dysl exic pupi ls Schools Teaching Dyslexic pupils

W e give give you We IInformation nformation & C hoice Choice O ur advice advice is is independent independent Our b ut well well informed informed but Choosing a school is one of the biggest decisions you make for your child and it is not easy You need all the help you can get Our Register is available to download from our website: www.crested.org.uk www. .crested.or t d All the e information informat you need is right there there.

Contact CReSTeD via email: admin@crested.org.uk www.crested.org.uk Registered charity charity no. 1052103 Registered Council for for o the the Registration Registration of S chools Teac hing D yslexic P upils Council Schools Teaching Dyslexic Pupils

March 2015September Service2018 Parents’ toUKBoarding Schools145 35 I THE BSAGuide GUIDE TO BOARDING SCHOOLS

Special educational needs and disabilities | Specialist provision for pupils with dyslexia

Specialist provision for pupils with dyslexia – Andrew Russell, Headmaster of St David’s College

ndependent education in the UK is highly regarded around the world, with many schools attracting pupils from across the

globe. But as a parent what are your options if your child has a specific learning difficulty such as dyslexia? Children with dyslexia may struggle to access a traditional curriculum.

Dyslexia Specialist Provision (DSP) Schools offer

Dyslexic learners often struggle to read pages of

the best opportunity for a child with dyslexia to

text or concentrate for long periods of time and

achieve success and fulfil their potential. So what

so lessons need to be engaging and creative. A

is it that these schools can offer dyslexic pupils?

kinaesthetic approach often yields the best results

Every dyslexic person has their own individual

and well-trained staff understand how best to

learning style and only highly trained specialist

deliver this.

teachers have the ability and teaching practice

Many parents consider independent education

to discover this. Dyslexia specialist schools

Free from academic pressures, the emphasis in

to find the right support for their child. There

provide the teacher pupil ratios and the learning

specialist provision schools is placed on teaching

are estimated to be 35,000 pupils with dyslexia

environment to allow this kind of individual

the whole person and creating specific coping

in independent education. Families often come

attention.

strategies not only for the school years but also

to St David’s College frustrated by the lack of

for the professional career ahead. In a specialist

support they’ve had in their current school and

Classroom teaching is combined with one-to-one

supportive environment the focus is not only on

they are sometimes disillusioned by education

sessions to concentrate on specific areas that

achieving in the classroom, but also on inspiring

entirely. But specialist schools like St David’s can

require extra support. This combined approach

a confidence so that every pupil is aware of their

offer the correct support for a dyslexic pupil and

offers a seamless learning experience and support

strengths and able to use these to overcome

understand that every individual child needs a

system. Areas of weakness discovered in the

weaknesses.

unique approach.

classroom can be improved upon in individualised teaching sessions.

146 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Specialist provision for pupils with dyslexia | Special educational needs and disabilities

Outdoor education plays a large role in taking

Finding the right school can be a frustrating and

learning beyond the classroom. Though this may

difficult experience but once the right school is

seem a distraction from the curriculum, the skills

found a child’s life can change in a profoundly

and experiences gained from such activities help

positive way. St David’s pupil Jack’s well-publicised

to improve confidence and strengthen resilience,

experience is proof of this. After being rejected

aiding pupils in their day-to-day school life.

from 30 different schools and struggling even to spell his own name, Jack started St David’s College

Staff ability and skills sets are also vital; the needs

disillusioned with his education. Six years on Jack

of a dyslexic pupil can be varied and complex,

has gained nine GCSEs, is working toward his A

therefore teachers need to be qualified and

levels and has won a Welsh national award for his

experienced to deal with this. Many specialist

GCSE Design and Technology project. Jack is proof

schools run a comprehensive staff training

that finding the right school with the right support

programme, often bringing in specialists to

can unlock potential that lies buried beneath the

share best practice and develop new teaching

banner of dyslexia. You can read more about

techniques.

Jack’s story here: http://www.getreading.co.uk/

Access to teachers

news/local-news/ascot-explorer-jack-harleywalsh-speaks-9316354

This level of support is often best taken advantage of in a boarding environment. With access to

For parents who discover their child is dyslexic

teaching staff during ‘out of office’ hours boarding

there are some great resources to help find the

pupils can engage with their teachers in a more

right school and also useful advice. CReSTeD

informal setting. The benefit to this level of access

produces a Register of specialist schools and

is the ability to speak with subject teachers about

can give parents guidance and reassurance. The

areas of concern outside of a classroom setting at

British Dyslexia Association’s website is also an

any point in the school week. Boarding also allows

excellent resource for advice and information.

staff to truly get to know and understand each individual pupil and their unique abilities. A well-

The best advice I can offer to parents is to do your

established and effective pastoral system can go a

research and visit a school to get ‘a feel’ for what

long way to helping a dyslexic pupil achieve their

they can offer in terms of both academic and

full potential.

pastoral support. Dyslexics are often told what they can’t do, but with the right support at the

Andrew Russell became Headmaster of St David’s College (SDC) in 2017. He has worked at the school for 25 years, having been Head of Year, Head of Department, Assistant Head, Deputy Head and Acting Head. He was born in New Lanark in Scotland and his father was in the RAF. After a degree in Accounts and Economics at the University of Southampton he did a PGCE at Bangor University and started teaching at SDC in 1992. He and his wife Kate were houseparents at Tryfan House. Andrew wants to see the school’s Cadogan learning support centre become world renowned. He has a passion for rugby and cricket and is determined to extend the school’s sporting and arts provision by developing a new sports centre and seeing a planned cricket pavilion come to fruition.

right school you’d be amazed at what they can do.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

147

Special educational needs and disabilities | What is CReSteD and how does it help boarding families?

What is CReSteD and how does it help boarding families?

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

he Council for the Registration of Schools Teaching Dyslexic pupils

The CReSTeD Council includes representatives from a wide area of SpLD

(CReSTeD) is a charity set up in 1989 with the aim of helping parents

provision including Dyslexia Action, the British Dyslexia Association, Helen

and those who advise them to choose schools for children with

Arkell Dyslexia Centre, the Dyslexia-SpLD Trust and schools.

Specific Learning Difficulties (SpLD). It is a valuable resource for parents, educational advisers and schools and acts as a source of information for

The Register

parents.

CReSTeD publishes annually and maintains a list of schools and centres accredited for their SpLD provision – this is called the Register. The schools

The main SpLD is dyslexia but there is a general recognition that dyslexia

and centres listed in the Register provide for pupils with one or more SpLD

rarely exists in isolation – the latest research demonstrates a high level of

and cover all levels of provision and both state and independent provision.

co-occurrence with other difficulties. These include dyspraxia, dyscalculia,

The vast majority of schools on the Register are mainstream, offering a wide

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

range of teaching styles, environment and facilities. The Register is free of

difficulties.

charge to parents.

148 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

My childand has how dyslexia. do boarding I find the right school? | Special educationalneeds needsand anddisabilities disabilities What is CReSteD doesHow it help families? | Special educational

Which school should Dyslexia Unit â&#x20AC;&#x201C; DU ISpLD choose? The schoolOfhas a designated provision is divided into six broad categories. these, five are for unit or centre providing The levels of provision at schools: specialist tuition on a smallschools are divided into six groupestablished or individual basis,to teach broad categories, labelled l Dyslexia Specialist Provision (DSP) schools primarily according to need. The unit or Dyslexia Specialist Provision, pupils with Dyslexia centre is an adequately Specialist Provision, Dyslexia l Dyslexia Unit (DU) schools offer a designated unit that provides specialist teaching area under Unit,tuition Withdrawal System on a small group and or individualresourced basis, according to need the management of a senior an Maintained Sector. These l Maintained Schools (MS) local authority schools able to demonstrate specialist teacher, who categories are not a hierarchical effective system for identifying pupils with dyslexia the work to ofteach other grading of theProvision quality (SPS) of schools arecoordinates l Specialist specifically established specialist teachers and ensures provision â&#x20AC;&#x201C; they are there pupils with dyslexia and other related specific learning difficulties ongoing with all because children have(WS) different l Withdrawal System schools help dyslexic liaison pupils by withdrawing mainstream teachers. needs, and the categories go them from appropriately selected lessons for specialist tuitionThis senior dyslexia teacher will some way towards matching the probably have Head of level of the pupilâ&#x20AC;&#x2122;s needs to the and one is for centres: Department status, will hold level of provision at the school. nationally An educational psychologistâ&#x20AC;&#x2122;s l Teaching Centre (TC) designated centre providingrecognised specialist tuition on a qualifications report should offer guidance as small group or individual basis, according to need. in teaching dyslexic pupils, and will to the level of provision relevant certainly have significant input to the child. The categories provide guidance on the type of provision given by a school. into the general school As an example, a child at the One category should not be seen as â&#x20AC;&#x2DC;betterâ&#x20AC;&#x2122; than another. Children have designare and delivery. severe end of the dyslexia different requirements and personalitiescurriculum and the categories a way of spectrum will probably require a helping match each child to the type of provision at the school or centre. A Category SPS whereas a Withdrawal System â&#x20AC;&#x201C; WS report from an school, educational psychologist or a specialist teacher who holds child with, say, only some lag in Schools where dyslexic (SpLD) an Assessment Practising Certificate should offer parents guidance as to the spelling skills may bechild suitably pupils are withdrawn from level of provision their requires. provided for in a school from appropriately selected lessons Category WS. The categories tuitionmay from a For example, a child at the severe end offor thespecialist dyslexia spectrum require a enable CReSTeD to offer this teacher with a nationally Dyslexia Specialist Provision school whereas a child with only some slowness guidance. qualification in in spelling skills may be suitably providedrecognised for in a school from the Withdrawal teaching dyslexic pupils. There System category. is ongoing communication The categories between mainstream The Register includes a checklist to help parents decide whether aand school or specialist teachers. Dyslexia Specialist centre can meet their childâ&#x20AC;&#x2122;s educational needs in relation to SpLD. It also

The CReSTeD Register is published andvisited is on a three-yearly cycle, with possible earlier Schools andannually centres are available direct from the visits if there are substantial changes, which should always be swiftly CReSTeD Administrator. mayHead of a CReSTeD school changes, the communicated to CReSTeD.It If the also be obtained from the school must inform CReSTeD and the new Head must confirm that the school British Association and intends Dyslexia to continue with the SpLD provision in accordance with the criteria Dyslexia Action. Full set by CReSTeD. This enables CReSTeD to retain the schoolâ&#x20AC;&#x2122;s details in the information is also published on visit. Register without the need for an extra the website: www.crested.org.uk CReSTeD Council initiates â&#x20AC;&#x2DC;responsiveâ&#x20AC;&#x2122; visits if it has any cause for concern CReSTeD was founded about a particular school. to help parents. It has had and will continue have influence on Furthertoinformation Brendan Wignall has been the standards of provision for The CReSTeD website www.crested.org.uk contains all the information in Headmaster of Ellesmere College since SpLD pupils.It is updated as new information the Register. received, or new schools 1996isand is currently Chair of CReSTeD. After teaching English at approved, and contains links to the websites of all registered schools and

Oakham Christâ&#x20AC;&#x2122;s Hospital, he of Further information centres as well as to other websites that may be ofand assistance to parents

became Head of English and Registrar For morewith information about children one or more SpLD. of Denstone College. His main CReSTeD or for a copy of the interests are his family, Ellesmere, Register: For further information email admin@crested.org.uk Liverpool FC, gardening and culture Email: admin@crested.org.uk in the broadest sense (excluding only Website: www.crested.org.uk â&#x2013; country music!). Brendan Wignall has been Headmaster of Ellesmere College since 1996 and is Chair of CReSTeD. After teaching English at Oakham and Christâ&#x20AC;&#x2122;s Hospital, he became Head of English and Registrar of Denstone College. His main interests are his family, Ellesmere, Liverpool FC, gardening and culture in the broadest sense (excluding only country music!).

CReSTeD

Provision Schools index â&#x20AC;&#x201C; DSP provides a geographical of schools. The school is established Maintained Sector â&#x20AC;&#x201C; MS primarily to teach pupils with CReSTeD criteria and visitsMaintained schools where the

dyslexia. Theand curriculum Every school centre on and the CReSTeDschool Registersupports has been dyslexic independently timetable are designed to meet (SpLD) pupils to access theother verified for SpLD provision by CReSTeD consultants (not the case in all specific needs in a holistic, curriculum; where there is an lists). coordinated manner, with a effective system of identifying significant number of teaching dyslexic (SpLD) the pupils; where The first stage of registration is for the school to complete CReSTeD staff holding nationally there is a withdrawal system registration form and to provide supporting documentation, such as recognised qualifications in covers staff fordevelopment, individualised literacy policies for dyslexia. This form admission policy, teaching dyslexic pupils. support. There is positive organisation of the school week, specific arrangements for SpLD pupils, communication examination results for the whole schoolongoing and for SpLD pupils in particular, between mainstream Specialist Provision resources and a list of parentsâ&#x20AC;&#x2122; names so that the consultant mayand check special needs staff and the Schools â&#x20AC;&#x201C; SPS parentsâ&#x20AC;&#x2122; feelings about the school or centre. senior management team. This The school is established to is a and newhigh category lots teach pupils with dyslexia The criteria include the provision of relevant quality because information of maintained â&#x20AC;&#x2DC;stateâ&#x20AC;&#x2122; schools (SpLD) and other associated technology resources, Joint Council for Qualifications (JCQ)-approved training our of validation to prove difficulties. The and ofwant qualifications for curriculum teachers, awareness the needs dyslexic pupils on the their support for dyslexics. timetable are designed to meet part of non-specialist staff, and arrangements to obtain and provide special The Register includes a specific in a holistic, provisionneeds for examinations. checklist to help parents decide coordinated manner, with a if a school can whether meet their significant of teaching During a visitnumber to a school or centre, the consultant checks this childâ&#x20AC;&#x2122;s special educational staff holding nationally information is accurate and ensures the school or centre meets the criteria and a geographical index recognised qualifications in particularneeds, set by CReSTeD Council for the category. of schools. teaching dyslexic pupils.

How good yourYOU. provision WE ARE HERE TO is HELP PLEASE USE for US.dyslexic WE AREpupils? FREE We exist to help you find out,

WE OFFER TOTALLY INDEPENDENT BUT and then we tell parents. WELL-INFORMED ADVICE

We offer: Choosing a school is one of the biggest t GPS ZPVS TDIPPM B WJTJU CZ B EZTMFYJB FYQFSU you make for your child and it is not decisions t GPS QBSFOUT B GSFF 3FHJTUFS PG TDIPPMT easy. You need all the help you can get. approved for their dyslexia provision $POUBDU $3F45F% WJB FNBJM BENJO!DSFTUFE PSH VL www.crested.org.uk 3FHJTUFSFE DIBSJUZ /VNCFS $PVODJM GPS UIF 3FHJTUSBUJPO PG 4DIPPMT 5FBDIJOH %ZTMFYJD 1VQJMT

September 2015 I THE BSA GUIDE TOBSA UKGUIDE BOARDING SCHOOLS September 2018 I THE TO UK BOARDING SCHOOLS 115 149

Special educational needs and disabilities | Provision in the independent sector for pupils with SEND

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

upils with SEND continue to be very well educated within the

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

independent sector and this is undoubtedly one of the sector’s

There are also mainstream boarding schools with designated units or centres

strengths. Many parents of children with special educational needs

providing specialist tuition on a small group or individual basis. In January

and disabilities take them out of the maintained sector because the class

2015, 66,026 pupils (33,311 boarders) were identified as having SEND. The

sizes are too big and they feel there is not enough individual support.

most common SEND is dyslexia (321,169) followed by information processing

The independent sector offers a range of choice not available within the

(9,053), dyspraxia (5,459), gross and fine motor skills (3,720) and Asperger’s

maintained sector. Specialist Provision Schools (SPS) are approved for specific

syndrome (3,597). The table below lists independent boarding schools on the

learning difficulties, with associated language difficulties, such as dyspraxia

CReSTeD Register providing support for pupils with SEND.

and attention deficit hyperactivity disorder (ADHD). Dyslexia Specialist

Independent boarding schools on the CReSTeD Register providing support for pupils with SEND Specialist Provision Schools (SPS) are approved for specific learning difficulties, and associated language difficulties, dyspraxia and ADHD. Category SPS SPS SPS SPS SPS

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

Town Salisbury Highbridge Farnham Lewes Llandudno

Website www.applefordschool.org www.priorychildrensservices.co.uk www.morehouseschool.co.uk www.northease.co.uk www.stdavidscollege.co.uk

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

School Bredon School Bruern Abbey School Frewen College Moon Hall School Moon Hall College Shapwick School

Town Tewkesbury Chesterton, Oxfordshire Rye Dorking Dorking Bridgwater

Website www.bredonschool.org www.bruernabbey.org www.frewencollege.co.uk www.moonhallschool.co.uk www.moonhallcollege.co.uk www.shapwickschool.com

Some mainstream boarding schools have a designated unit or centre providing specialist tuition. School Barnardiston Hall Preparatory School Bedstone College Bethany School Bloxham School Brockhurst & Marlston House Schools Clayesmore Preparatory School Clayesmore School Clifton College Preparatory School Cobham Hall School Ellesmere College Finborough School Fulneck School Hazlegrove Preparatory School Kingham Hill School King’s School Kingsley School (The Grenville Dyslexia Centre) Kingswood House School Lime House School Millfield School Millfield Preparatory School Sidcot School Slindon College Tettenhall College Walhampton School Wycliffe College Preparatory School Wycliffe College

Town Barnardiston, Suffolk Bucknell, Shropshire Cranbrook, Kent Banbury, Oxfordshire Newbury, Berkshire Blandford Forum, Dorset Blandford Forum, Dorset Bristol, Avon Cobham, Kent Ellesmere, Shropshire Stowmarket, Suffolk Leeds, West Yorkshire Yeovil, Somerset Chipping Norton, Oxfordshire Bruton, Somerset Bideford, Devon Epsom, Surrey Carlisle, Cumbria Street, Somerset Glastonbury, Somerset Winscombe, North Somerset Arundel, Sussex Wolverhampton, West Midlands Lymington, Hampshire Stonehouse, Gloucestershire Stonehouse, Gloucestershire

150 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Website www.barnardiston.com www.bedstone.org www.bethanyschool.org.uk www.bloxhamschool.com www.brockmarl.org.uk www.clayesmore.com www.clayesmore.com www.cliftoncollegeuk.com/prep www.cobhamhall.com www.ellesmere.com www.finboroughschool.co.uk www.fulneckschool.co.uk www.hazlegrove.co.uk www.kinghamhill.org.uk www.kingsbruton.com www.kingsleyschoolbideford.co.uk www.kingswoodhouse.org www.limehouseschool.co.uk www.millfieldschool.com www.millfieldprep.com www.sidcot.org.uk www.slindoncollege.co.uk www.tettenhallcollege.co.uk www.walhampton.com www.wycliffe.co.uk www.wycliffe.co.uk

GCSEs and IGCSEs in a changing curricular landscape | Curriculum choices

GCSEs and IGCSEs in a changing curricular landscape

– Charlie Hammel, Deputy Head Academic at St Swithun’s School, Winchester

ny parent considering a boarding

l more

school for their child at 11+ or 13+

l the

entry is certain to discover that changes

to the main curriculum options at ages 14–16 (Years 10 and 11) – GCSEs and IGCSEs – will become relevant for their son or daughter in the coming years.

insulation from political change

opportunity to devote more curricular

time to teaching than to formal assessments l the

chance for pupils to mature intellectually

with less interruption over a two-year course.

What schools offer

The new numerical 9 to 1 grading scale replaces the A* to G system. At the top end of the scale, the new grades 7 to 9 will be awarded to the same proportion of candidates as have achieved grades A and A*, with a small percentage of those differentiated by the highest grade, 9.

More than 84 per cent of leading independent

These changes are already being reflected

This is an exciting stage of education because it

schools now offer a mixture of GCSEs and

in IGCSEs. They are being adjusted to reflect

is when most pupils have their first opportunity

IGCSEs. This is the approach we have adopted

additional content in the new GCSEs, and at the

to begin selecting some subject options and

at St Swithun’s, where each subject department

time of writing it is clear that most domestic

determining their own academic programme.

has autonomy to select the course offering the

IGCSEs will adopt the new 9 to 1 grading system.

As it also leads to formal qualifications in the

most appropriate blend of academic rigour,

There would appear to be a convergence taking

shape of (I)GCSEs, an understanding of what

accessibility and progression to further study

place, though much remains to be worked out in

schools offer currently and how that is likely to

at A level. Some schools prefer either GCSEs

the detail of the reforms and their implications.

be affected by ongoing changes to the curricular

or IGCSEs exclusively. Both qualifications

landscape is useful.

are respected, valued and understood by

Advice for parents and pupils

universities and employers.

Parents and pupils should feel able to ask

Evolving qualifications

informed questions about the (I)GCSE courses

International GCSEs (IGCSEs) are long-

There are advantages to the mixed economy

offered by a school, and the school should be

established qualifications, originally developed

of GCSEs and IGCSEs. In the examination

able to explain how it is responding to curricular

as equivalent to GCSEs for international schools.

period, IGCSE papers tend to both begin and

changes and the rationale for the combination of

Their structure has remained essentially ‘linear’,

end a couple of weeks earlier than GCSEs.

courses it offers. More specific questions can be

which means assessment takes place by

So in a demanding time for Year 11 pupils,

posed, often on a subject level, about how each

examination at the end of the two-year course.

those studying for a mixture of the two can

course helps to meet the needs and interests of

By contrast, until recently GCSEs had evolved

find that their examinations are spread over a

pupils at that school.

differently and become more ‘modular’, with

slightly longer time period, which can help in

courses subdivided into relatively discrete units.

managing final revision and preparation. There

Just as it is important to be aware of curricular

This ‘modularisation’ was matched by more

are positives for schools as well. The surging

reforms, in making subject choices pupils

piecemeal assessment, with opportunities

interest in IGCSEs, current reforms to GCSEs

are always best advised to play to their own

to complete coursework (or ‘controlled

and corresponding revisions to IGCSEs mean

strengths and select the subjects they find most

assessment’) and take some examination papers

that for most subjects schools are increasingly

interesting and enjoyable. The finer details of

throughout the course.

able to choose from several up-to-date linear

structure of any (I)GCSE course should not be a

specifications.

deciding factor because after all the qualification

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

Changes on the horizon

have helped drive a proliferation of IGCSEs

Phased, national reforms to GCSEs are

within the UK. In 2017 IGCSEs accounted for over

continuing, with the stated aim of making

48 per cent of examinations taken by Year 11

them more rigorous. The first of these new

pupils in independent schools, a percentage that

examinations were taken in summer 2017

has more than quadrupled since 2010, when

in English language, English literature and

IGCSEs made up only 11 per cent of entries. This

mathematics, and all subjects will be reformed

has happened because independent schools

by summer 2019. In practice, the new GCSEs

have perceived a number of advantages in

would seem to be taking on many characteristic

IGCSEs:

features of IGCSEs. Assessment is linear, with exams at the end of the two-year course, and

l greater

emphasis on breadth and depth of

other forms of assessment, including controlled

knowledge, in addition to cultivation of skills

assessment, being removed or significantly

a higher degree of academic rigour

reduced.

itself only lends a structure, albeit an important one, for pupils’ learning at this level.

Charlie Hammel has been Deputy Head Academic 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.

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

151

Curriculum choices | Sixth-form programmes – the choice

– Peter Clague, Headmaster of Bromsgrove School

Sixth-form programmes – the choice B

oarding schools are now almost invariably multicultural and

supporting subject – taken by scientists and social scientists alike. A levels suit

multidimensional, flexibly trying to respond to the complexity of the

pupils who know what they want to do in future and which subjects they are

modern world by providing a traditional breadth of opportunities but

keen to drop post-GCSEs.

doing this with a real striving for quality. This change is fully reflected in sixthform provision.

International Baccalaureate The International Baccalaureate (IB) represents a very different educational

A levels remain the default route through sixth form. Recent government

approach. Whereas in A levels traditional subjects are key, with subject

reforms have seen coursework largely stripped out so that now most marks

choices building up to a bespoke overall programme, the IB has a common

are awarded in examinations during May and June of Year 13. Schools expect

values-based core, focused on developing learning skills, internationalism

students to take three or four A-level subjects. The AS qualification that has

and breadth. Students are required to take a range of subjects including a

existed for the last 20 years as a modular exam taken in Year 12 has been

first and foreign language, maths, a science, and a humanities subject. A sixth

devalued by the reforms – many schools have responded by dropping the AS

subject is drawn from the arts or as an extra science, language or humanities

papers altogether although others continue to use them as a mid-sixth-form

choice. There is an obliged breadth, although within each curriculum area

marker point. Universities are largely indifferent to whether they have been

there is a choice of subject as well as a range of levels to study at. Students

taken or not. A levels are often taken with an additional Extended Project

can specialise while keeping other areas of study – a little bit of maths or

Qualification, a piece of personalised research that helps demonstrate a

perhaps a new language – ticking over.

student has independent research skills and interests. Schools offering the IB Diploma, either as their only route through sixth form Students put together their A-level programme (and the accompanying extra-

or as a direct alternative to A levels, tend to buy in to the Renaissance ideals

curricular programme) themselves with each subject being a discrete building

the programme aspires to. Where pupils have a real breadth of interest,

block. For example, a prospective doctor may opt for chemistry, biology and

or a known area of strength accompanied by a desire not to become too

maths, but a small number might take music rather than maths. There is a

specialised, the IB is often a wise choice.

logic to opting for mostly sciences, or mostly essay subjects, though a little more variety could also reasonably be sought. Maths often operates as a

152 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Sixth-form programmes – the choice | Curriculum choices

BTEC qualifications BTEC qualifications are the vocational alternative to A levels. They are less exam-focused and more practical. They are offered in a wide range of subjects, although traditional independent boarding schools only run at most a very limited menu of courses, rarely going beyond sports, business, tourism and performing arts. BTECs lack the public kudos and awareness that A levels have – however university admissions tutors treat them favourably. They are assessed more continuously than A levels or the IB and for those pupils who do not thrive under exam pressure they should be viewed as an attractive alternative. The increasing variety of routes through sixth form creates a challenge for university admission tutors who seek to compare different types of pupils fairly. Oxford and Cambridge together with those applying for medicine or vet science at most universities can expect to face university admission tests in November of their Year 13. The range of choice to prospective sixth-formers risks appearing bewildering.

Peter Symonds College winchester The only state sixth form college in the UK to offer student boarding.

try to identify the best students whatever they have studied. Whatever the

Two fully equipped co-ed boarding houses.

path chosen, the outcomes depend greatly on the student’s efforts.

74 boarding places.

It should be reassuring that universities and employers alike will continue to

A safe, supportive environment. 99% pass rate at A level. Following a career in New Zealand that included boarding and day schools, headship of a large pre-eminent IB school, and presidency of the Association of Independent School Heads, Peter Clague left to join Bromsgrove in 2014. Passionate about the value of boarding education and a champion for ‘dual economy’ schools that offer both A levels and IB, Peter advocates strongly for choice and an individualised approach in learning. An outdoor educator in a past life, he is also a firm believer in experiential education.

OFSTED rating: Outstanding.

Boarding places available for 2019 entry

‘‘

Boarding is the best part of college, it’s amazing! We all get along like family. I’ve met some great people and formed life-long friendships.

’’

Enquiries: 01962 857555 admissions@psc.ac.uk www.psc.ac.uk

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

Ad20_85x125_Boarding.indd 1

153

09/02/2018 13:36

Curriculum choices | Sixth-form programmes: the choice

Sixth-form programmes: the choice Students entering the sixth form have a range of options. Some schools may be able to offer a choice between two programmes, usually between A level and IB Diploma or A level and Pre-U. However, most schools have to commit themselves to one of those summarised below. Scotland has a different programme.

A level (AS and A2)

International Baccalaureate (IB) Diploma

Cambridge Pre-U

AQA Baccalaureate

Who is it for?

16 to 19 year olds

What can you study?

Most students study three or four A levels.

Six subjects (three at Higher Level and three at Standard Level). All students must study literature, a foreign language, a humanities subject, a natural science and mathematics.

Free choice of three separate and distinct principal academic subjects from a list of 25.

Three A level subjects in any academic discipline.

How does it work?

The linear A level has been introduced. Students can take a freestanding AS level but it will no longer form part of the A level. The A level will be assessed after two years of study.

Over two years, in addition to their six subjects, students complete a 4,000-word Extended Essay and a Theory of Knowledge course, and participate in the Creativity, Activity, Service (CAS) programme. All exams are taken at the end of the second year of study, there are no modules. Conceived as a holistic integral programme bound by a clear philosophy.

Besides their three subjects studied over two years, students also complete an Independent Research Report and a Global Perspectives portfolio. Exams are taken at the end of the second year of study, there are no modules.

In addition to their three A levels, students complete an Extended Project Qualification that aims to make them responsible for their own learning; achieve breadth through an AS level in Critical Thinking, Citizenship, General Studies, Science in society or World development; and undertake enrichment activities outside the curriculum such as the Duke of Edinburghâ&#x20AC;&#x2122;s Award.

What is it worth?

The table below shows the UCAS tariff points awarded for the old (modular) A levels and the new (linear) A levels, with first examination in 2017.

The table below shows the UCAS tariff points awarded for the IB Certificate in Higher Level. Certificates in Extended Essay and Theory of Knowledge also attract UCAS tariff points when the certificates have been taken individually.

The Pre-U Diploma itself does not attract UCAS tariff points. However, the constituent qualifications of the Diploma do. The tariff points for a Pre-U Diploma can be calculated by adding together the tariff points for each of its components.

Maximum 216 UCAS tariff points for three A* A levels, grade A* Extended Project (28 points) and a standalone AS level at grade A (20 points).

Grade A* A B C D E

Grade H7 H6 H5 H4 H3 H2 H1

Grade D1 D2 D3 M1 M2 M3 P1 P2 P3

Old tariff 140 120 100 80 60 40

New tariff 56 48 40 32 24 16

New tariff 56 48 32 24 12 0 0

New tariff 56 56 52 44 40 36 28 24 20

Where can you study it?

Schools and FE colleges.

115 schools and colleges in the UK offer the IB Diploma.

Most interest has come from a small number of highly selective independent schools.

UK schools which believe A levels are not, in themselves, sufficient preparation for university.

Comment

Still the best-known sixth-form qualification in the UK, and taken by the largest number of students as their means of entry into higher education. Some schools will offer the Extended Project Qualification in addition to A levels.

Internationally recognised and valued. Heavier class-based workload than A levels and more independent learning. The percentage of candidates achieving the different grades has remained constant over the years.

Designed specifically to provide universities with a means of differentiation between A level A grade students by offering a more rigorous and stretching academic programme assessed on a series of higher grades.

AQA Baccalaureate is derived in large part from the spirit of the IB Diploma Programme: depth, some breadth, thinking and research skills, and extracurricular experience.

To find out more, go to www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/new-tariff

154 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Useful contacts | Appendix

Useful contacts GENERAL INFORMATION

SPECIALIST SCHOOLS INFORMATION

AFFILIATED ASSOCIATIONS

Boarding Schools’ Association (BSA)

Choir Schools’ Association (CSA)

Naval Families Federation (NFF)

www.boarding.org.uk

www.choirschools.org.uk

www.nff.org.uk

BSA State Boarding Forum (SBF)

Music and Dance Scheme

Army Families Federation (AFF)

www.stateboarding.org.uk

www.education.gov.uk

www.aff.org.uk

Independent Schools Council information

RELIGIOUS SCHOOLS INFORMATION

RAF Families Federation

and advice service (ISCias)

Woodard Schools

www.raf-ff.org.uk

www.isc.co.uk

Head Office www.woodard.co.uk

ISC CONSTITUENT MEMBER ASSOCIATIONS

Methodist Independent Schools Trust

The Council provides a single, unified

www.methodisteducation.co.uk

organisation that speaks and acts on behalf

Department for Education (DfE) www.education.gov.uk Independent Schools Show www.schoolsshow.co.uk

INFORMATION FOR OVERSEAS PARENTS AND BOARDERS

of the associations of governing bodies, heads Catholic Independent Schools’ Conference

and bursars by which it was constituted

(CISC)

(listed below). ISC promotes member schools’

www.catholicindependentschools.com

common interests at the political level by making representations to government ministers,

Association for the Education and

OTHER USEFUL CONTACTS

politicians of all parties, civil servants and the

Guardianship of International Students (AEGIS)

ISCis Ireland

media. It also has overall responsibility for

www.aegisuk.net

Email: palmercarter@eircom.net

the Independent Schools Inspectorate, which

British Council

Welsh Independent Schools Council (WISC)

teacher recruitment campaigns, the ISC teacher

www.britishcouncil.org

www.welshisc.co.uk

induction panel, which enables several hundred

Children’s Education Advisory Service (CEAS)

Scottish Council of Independent Schools (SCIS)

to obtain Qualified Teacher Status, and other

Email: DCYP-CEAS-Enquiries@mod.uk

www.scis.org.uk

matters. BSA and COBIS are affiliated members

Council of British International Schools (COBIS)

Inspiring Futures

www.cobis.org.uk

www.inspiringfutures.org.uk

National Academic Recognition Information

Independent Schools Examinations Board

Centre (UK NARIC)

(ISEB)

www.naric.org.uk

www.iseb.co.uk

UK Council for International Student Affairs

Independent Schools Inspectorate (ISI)

(UKCISA)

www.isi.net

ensures high standards among ISC schools,

newly qualified teachers in ISC schools each year

of ISC. Association of Governing Bodies of Independent Schools (AGBIS) www.agbis.org.uk Girls’ Schools Association (GSA) www.gsa.uk.com Headmasters’ and Headmistresses’

www.ukcisa.org.uk

Conference (HMC) International Baccalaureate Organization

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) INFORMATION

www.ibo.org

Independent Association of Prep Schools

British Dyslexia Association (BDA) www.bdadyslexia.org.uk

www.hmc.org.uk

(IBO) (IAPS) Universities and Colleges Admissions Service

www.iaps.uk

(UCAS) Council for the Registration of Schools

www.ucas.com

Independent Schools Association (ISA)

Teaching Dyslexic Pupils (CReSTeD) www.crested.org.uk

www.isaschools.org.uk The Educational Grants Advice Service www.educational-grants.org

Dyslexia Action www.dyslexiaaction.org.uk

Independent Schools’ Bursars Association (ISBA)

Royal National Children’s SpringBoard

www.theisba.org.uk

Foundation (Royal SpringBoard) Disability Rights UK www.disabilityrightsuk.org

www.rncf.org.uk

The Society of Heads www.thesocietyofheads.org.uk

SSAFA Forces Help, CHSS www.ssafa.org.uk

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

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Appendix | BSA schools members

BSA schools members UK MEMBERS

Bradfield College

Dean Close School

Brambletye School

Dean Close St John’s

Abberley Hall School

Bredon School

Denstone College

Abbey College, Cambridge

Brentwood School

DLD College, London

Abbey College, Manchester

Brighton College

Dollar Academy

Abbots Bromley School

Brockhurst And Marlston House Schools

Dorset House School

Abbotsholme School

Brockwood Park School

Dover College

Abingdon School

Bromsgrove School

d’Overbroeck’s College

Ackworth School

Brookes Cambridge School

Downe House School

ACS Cobham International School

Bruern Abbey School

Downside School

Al Jamiatul Islamiyyah

Bruton School for Girls

Dragon School

Albyn School

Bryanston School

Dulwich College

Aldenham School

Brymore Academy

Dulwich Preparatory School, Cranbrook

Aldro School

Buckswood School

Dulwich Preparatory School, London

Aldwickbury School

Burford School

Durham School

All Hallows School

Burgess Hill Girls

Eagle House School

Amesbury School

Caldicott School

Eastbourne College

Ampleforth College

Cambridge Centre for Sixth-form Studies

Edge Grove School

Appleford School

Cambridge Tutors College

Edgeborough School

Ardingly College

Campbell College

EF Academy Torbay

Ardvreck School

Canford School

Ellesmere College

Ashby School

Cardiff Sixth Form College

Elmhurst Ballet School

Ashdown House Preparatory School

Cargilfield School

Elstree School

Ashfold School

Casterton Sedbergh Preparatory School

Epsom College

Ashford School

Caterham School

Eton College

Ashville College

CATS College, Cambridge

Exeter Cathedral School

Ashwicke Hall School

CATS College, Canterbury

Exeter Mathematics School

Atlantic College

CATS College, London

Farleigh School

Aurora Eccles School

Chafyn Grove School

Farlington School

Aysgarth School

Charterhouse School

Farringtons School

Badminton School

Chase Grammar School

Felsted School (incl Prep)

Barnard Castle School

Cheam School

Feltonfleet School

Barnardiston Hall Preparatory School

Chelsea Independent College

Fettes College (incl Prep)

Bath Academy

Cheltenham College

Foremarke Hall, Repton Preparatory School

Battle Abbey School

Cheltenham Ladies’ College

Forres Sandle Manor School

Beachborough School

Chetham’s School of Music

Framlingham College Preparatory School

Bedales School

Chigwell School

Frensham Heights School

Bede’s Preparatory School

Christ Church Cathedral School

Frewen College

Bede’s Senior School

Christ College, Brecon

Fulneck School

Bedford School

Christ’s Hospital School

Fyling Hall School Trust LTD

Bedstone College

City of London Freemen’s School

Giggleswick School

Beechen Cliff School

Claremont School

Glenalmond College

Beechwood Park School

Clayesmore Preparatory School

Godolphin School

Beechwood Sacred Heart School

Clayesmore School

Godstowe Preparatory School

Beeston Hall School

Clifton College

Gordon’s School

Belhaven Hill School

Clifton College Preparatory School

Gordonstoun School

Bellerbys College, Brighton

Cobham Hall School

Great Ballard School

Bellerbys College, Cambridge

Colchester Royal Grammar School

Great Walstead School

Bellerbys College, London

Concord College

Gresham’s School (incl Prep)

Belmont Preparatory School

Copthorne Prep School

Haberdashers’ Adams

Benenden School

Cothill House

Haileybury and Imperial Service College

Berkhamsted School

Cotswold Chine School

Hampshire Collegiate School

Bethany School

Cottesmore School

Handcross Park School

Bilton Grange School

Cranbrook School

Hanford School

Bishop’s Stortford College

Cranleigh School

Harrogate Ladies’ College

Bishopstrow College

Culford School

Harrow School

Bloxham School

Cumnor House, Sussex

Hatherop Castle School

Blundell’s School

Cundall Manor School

Hazlegrove Preparatory School

Bootham School

Dallam School

Headington School

Bosworth Independent College

Darul Uloom Dawatul Imaan

Heath Mount School

Boundary Oak School

Dauntsey’s School

Heathfield School

Bournemouth Collegiate School

De Aston School

Hereford Cathedral School

Box Hill School

Dean Close Preparatory School

Hethersett Old Hall School

156 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

BSA schools members | Appendix Highfield School

Mayfield School

Rochester Independent College

Hockerill Anglo-European College

Merchiston Castle School

Rockport School

Holmewood House School

Mill Hill School & The Mount, Mill Hill International

Roedean Moira House

Holmwood House School

Millfield Preparatory School

Roedean School

Holyport College

Millfield School

Rookwood School

Horris Hill School

Milton Abbey School

Rossall School

Hurstpierpoint College

Monkton Combe Preparatory School

Royal Alexandra & Albert School

Hurtwood House School

Monkton Combe Senior School

Royal Russell School

Ipswich High School

Monmouth School for Boys

Royal School, Wolverhampton

Ipswich School

Monmouth School for Girls

Rugby School

Jamea Al Kauthar & Abrar Academy

Moor Park Charitable Trust LTD

Ruthin School

Jersey College for Girls

Moorland School

Rydal Penrhos School

Junior King’s School

More House School

Ryde School with Upper Chine

Kensington Park School

Moreton Hall Prep School

Rye St Antony School

Kent College Nursery, Infant and Junior School

Moreton Hall School

Saint Felix School

Kent College, Canterbury

Moulsford Preparatory School

Saint Ronan’s School

Kent College, Pembury

Mount Kelly School

Salisbury Cathedral School

Keswick School

Mount St Mary’s College

Sandroyd School

Kilgraston School

Mowden Hall School

Scarborough College

Kimbolton School

Moyles Court School

Seaford College

King Edward’s School, Witley

Myddelton College

Sedbergh School

King William’s College

New Hall School

Sevenoaks School

Kingham Hill School

Northbourne Park School

Sexey’s School

Kings Bournemouth

Northease Manor School

Shaftesbury School

King’s College Saint Michael’s

Oakham School

Shebbear College

King’s College School

Ockbrook School

Sherborne Girls

King’s College, Taunton

Old Buckenham Hall School

Sherborne International

King’s Hall School

Old Swinford Hospital

Sherborne Preparatory School

King’s School, Bruton

Orwell Park School

Sherborne School

King’s School, Ely

Oswestry School

Sherfield School

King’s School, Rochester

Oundle School

Shiplake College

Kingsley School

Packwood Haugh School

Shrewsbury School

Kingsmead School

Padworth College

Sibford School

Kingswood Preparatory School

Pangbourne College

Sidcot School

Kingswood School

Papplewick School

Sir Roger Manwood’s School

Kirkham Grammar School

Perrott Hill School

Skegness Grammar School

Kitebrook House

Peter Symonds College

Slindon College

Knighton House School

Pinewood School

St Andrew’s Preparatory School, Eastbourne

Lambrook School

Plymouth College

St Andrew’s School, Pangbourne

Lancaster Royal Grammar School

Pocklington School

St Catherine’s, Bramley

Lancing College

Polam Hall School

St Christopher School

Langley Prep School at Taverham Hall

Port Regis School

St Clare’s, Oxford

Lathallan School

Prestfelde School

St David’s College, Llandudno

Leighton Park School

Princess Helena College

St Edmund’s School, Surrey

Leweston School

Prior Park College

St Edmund’s College, Hertfordshire

Lime House School

Prior’s Field School

St Edmund’s School, Canterbury

Lincoln Minster School

QE Academy Trust (Queen Elizabeth’s)

St Edward’s School

Liverpool College

Queen Anne’s School

St Francis’ College

Llandovery College

Queen Ethelburga’s Collegiate

St George’s School for Girls, Edinburgh

Lockers Park School

Queen Margaret’s School

St George’s School, Ascot

Lomond School

Queen Mary’s School

St George’s School, Harpenden Academy Trust

Longridge Towers School

Queen Victoria School

St George’s School, Windsor

Lord Wandsworth College

Queen’s College, Taunton

St Hugh’s School, Lincolnshire

Loretto School

Queenswood School

St Hugh’s School, Oxfordshire

Loughborough Grammar School

Radley College

St John’s College School, Cambridge

Luckley House School

Ratcliffe College

St John’s College, Southsea

Lucton School

Reading School

St John’s Beaumont

Ludgrove School

Reddam House School

St John’s International School

LVS Ascot

Reed’s School

St John’s School, Leatherhead

Maidwell Hall School

Rendcomb College

St Joseph’s College

Malvern College

Repton School

St Lawrence College (incl Prep)

Malvern St James

Richard Huish College

St Leonards School, Fife

Mark College

Riddlesworth Hall Preparatory School

St Margaret’s School, Bushey

Marlborough College

Rikkyo School in England

St Martin’s Ampleforth

Marlborough House School

Ripon Grammar School

St Mary’s Calne

Marymount International School

Rishworth School

St Mary’s School, Ascot

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Appendix | BSA schools members St Mary’s School, Cambridge

Trinity School

Robert College, Turkey

St Mary’s School, Shaftesbury

Truro High School for Girls

Sigtunaskolan Humanistiska Läroverket, Sweden

St Michael’s School

Truro School

St Columba’s College, Ireland

St Paul’s School

Tudor Hall School

St George’s International School, Germany

St Peter’s School

Twyford School

St George’s International School, Switzerland

St Peter’s School, York (incl St Olave’s)

Uppingham School

St Gilgen International School GmbH, Austria

St Swithun’s School

Victoria College, Belfast

Stittelsen Lundsbergs Skola

St Teresa’s School

Vinehall School

Surval Montreux, Switzerland

Stamford Endowed Schools

Walhampton School

The Kings Hospital, Ireland

Stamford Junior School

Warminster School

Stewart Melville College

Warwick School

Steyning Grammar School

Welbeck - Defence Sixth Form College

Stoke College

Wellesley House School

Avi-Cenna International School, Nigeria

Stonar School

Wellington College

Brisbane Grammar School, Australia

Stonyhurst College

Wellington School

British International School, Thailand

Stonyhurst St Mary’s Hall

Wells Cathedral School

Bromsgrove International School, Thailand

Stover School

West Buckland School

Chinquapin Preparatory School, USA

Strathallan School

West Hill Park School

Day Waterman College, Nigeria

Summer Fields School

Westbourne House School

Epsom College in Malaysia

Sunningdale School

Westminster Abbey Choir School

Frensham, Australia

Sutton Valence School (incl Prep)

Westminster Cathedral Choir School

GEMS Cambridge International School, Kenya

Swanbourne House School

Westminster School, Westminster

GEMS Cambridge International School, Uganda

Talbot Heath School

Westonbirt School

Hangzhou Greentown Yuhua School, China

TASIS, The American School in England

Whitgift School

Harrow International School Bangkok, Thailand

Taunton Preparatory School

Winchester College

Jerudong International School, Brunei

Taunton School

Winchester House School

Kincoppal-Rose Bay, Australia

Teikyo Foundation

Windermere School

King Henry VIII College, Malaysia

Terra Nova School

Windlesham House School

Kolej Tuanku Ja’afar, Malaysia

Terrington Hall School

Wishmore Cross Academy

Letovo School, Russian Federation

Tettenhall College

Witham Hall School

Marlborough College, Malaysia

The Chorister School

Woldingham School

Michaelhouse, South Africa

The Downs Malvern College Preparatory School

Woodbridge School

Miles Bronson Residential School, India

The Duke of York’s Royal Military School

Woodcote House School

North London Collegiate School, Jeju, Korea

The Elms

Woodhouse Grove School

Peponi School, Kenya

The Five Islands School

Worksop College

Prem Tinsulanonda International School, Thailand

The Hammond School

Worth School

Pymble Ladies’ College, Australia

The Harefield Academy

Wrekin College

Regents International School Pattaya, Thailand

The King’s School, Canterbury

Wychwood School

School of Leadership, Afghanistan (SOLA)

The Leys School

Wycliffe College (incl Prep)

SIP Dulwich College Suzhou, China

The Mary Erskine School

Wycombe Abbey

St George’s College, Argentina

The Montessori Place, Hove

Wymondham College

St Joseph’s Nudgee College, Australia

The Mount School

Yehudi Menuhin School

St Patrick’s College, Australia

The New Beacon School The Oratory Preparatory School

EUROPEAN MEMBERS

The Oratory School

WORLDWIDE MEMBERS

The Doon School, India The International School of Penang (Uplands), Malaysia

The Park School

Aiglon College, Switzerland

The International School, Bangalore

The Pilgrims’ School

American Collegiate Institute, Turkey

The Regent Secondary School, Nigeria

The Prebendal School

BBIS Berlin Brandenburg International School ,

Trinity Grammar School, Australia

The Priory Academy LSST

Germany

United World College of South East Asia, Singapore

The Purcell School

Brillantmont International School, Switzwerland

Wellington College International Tianjin, China

The Read School

Cabella International Shaja School, Italy

Woodstock School, India

The Royal Ballet School

Château de Sauveterre, Switzerland

The Royal Grammar School, High Wycombe

College Alpin Beau Soleil, Switzerland

The Royal High School, Bath

College Champittet, Switzerland

The Royal Hospital School

College du Leman International School, Switzerland

The Royal Masonic School for Girls

Ecole des Roches, France

The Royal School, Armagh

Glenstal Abbey School, Ireland

The Royal School, Dungannon

Institut Montana Zugerberg , Switzerland

The Royal School, Haslemere

International School Eerde, Netherlands

The Thomas Adams School Shropshire

John F Kennedy International School, Switzerland

The Wellington Academy

King’s College, The British School of Madrid, Spain

Thornton College

La Garenne, Switzerland

Tockington Manor School

Leysin American School, Switzerland

Tonbridge School

Lyceum Alpinum Zuoz, Switzerland

Trent College

Midleton College, Ireland

Tring Park School for the Performing Arts

Open Gate Boarding School, Czech Republic

158 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Entries in this section are paid for by BSA member schools, so this list does not show every member.

Boarding schools in this issue, by county | Appendix

Boarding schools in this issue, by county Name of school

Address

Telephone Type

Website

Page

Lansdown, Bath BA1 5RG

01225 734210

Bo(7-18), D, M, 9 months-18

www.kingswood.bath.sch.uk

De Parys Avenue, Bedford. MK40 2TU

01234 362216

Bo, D, B, 7-18

www.bedfordschool.org.uk

Cheam School

Headley, Newbury RG19 8LD

01635 268242

Bo(8-13), D, M, 3-13

www.cheamschool.com

Downe House

Cold Ash, Thatcham, Berkshire RG18 9JJ

01635 200286

Bo, D, G, 11- 18

www.downehouse.net

Heathfield School

London Road, Ascot, Berkshire SL5 8BQ

01344 898342

Bo, D, G, 11-18

www.heathfieldschool.net

Horris Hill School

Newtown, Newbury, Berks. RG20 9DJ

01635 40594

Bo, D, B, 7-13

www.horrishill.com

107

LVS Ascot

London Road, Ascot, Berks. SL5 8DR

01344 882770

Bo, D, M, 4 -18

www.lvs.ascot.sch.uk

Pangbourne College

Pangbourne Reading RG8 8LA

0118 984 2101

Bo, D, M, 11-18

www.pangbourne.com

Queen Anne’s School

Henley Road, Caversham, Reading, Berkshire RG4 6DX

0118 9187300

Bo, D, G, 11-18

www.qas.org.uk

Reddam House

Bearwood Road, Wokingham, Berkshire RG41 5BG

0118 974 8300

Bo(11-18) D, M (1-18)

www.reddamhouse.org.uk

Badminton School

Westbury-on-Trym, Bristol. BS9 3BA

0117 905 5271

Bo(9-18), D, G, 3-18

www.badmintonschool.co.uk

135

Clifton College

Guthrie Road, Clifton, Bristol BS8 3EZ

0117 315 7000

Bo, D, M, 2-18

www.cliftoncollege.com

163

BATH & NORTH EAST SOMERSET Kingswood Senior & Prep School

BEDFORDSHIRE Bedford School

123

BERKSHIRE 99 129

27 127 21

BRISTOL

BUCKINGHAMSHIRE Stowe School

Stowe, Buckingham MK18 5EH

01280 818000

Bo, D, M, 13-18

www.stowe.co.uk

Swanbourne House School

Swanbourne, Milton Keynes, Bucks MK17 0HZ

01296 720264

Bo, D, M, 3-13

www.swanbourne.org

CAMBRIDGESHIRE King’s Ely

The Old Palace, Palace Green, Ely, Cambridgeshire CB7 4EW

01353 660707

Bo(8-18), D, M, 1-18

www.kingsely.org

The Leys School

Trumpington Road, Cambridge CB2 7AD

01223 508900

Bo(11-18) D (11-18), M

www.theleys.net

Llandudno, Conwy. LL30 1RD

01492 875974

Bo, D, M, 9-19

www.stdavidscollege.co.uk

Newgate, Barnard Castle

01833 690222

Bo(7-18), D(4-18), M(4-18), 4-18

www.barnardcastleschool.org.uk

Milnthorpe, Cumbria, LA7 7DD

015395 65165

Bo, D, M, 11-18

www.dallam.eu

Repton Derby DE65 6FH

01283 559222

Bo, D, M, 13-18

www.repton.org.uk

Blundell’s School

Blundell’s Road, Tiverton EX16 4DN

01884 252543

Bo(11-18), D, M, 2-18

www.blundells.org

Kingsley School

Northdown Road, Bideford EX39 3LY

01237 426200

Bo(8-18), D, M, 0-18

www.kingsleyschoolbideford.co.uk

Shebbear College

Shebbear, Beaworthy, Devon. EX21 5HJ

01409 282001

Bo, D, M, 3-18

www.shebbearcollege.co.uk

West Buckland School

West Buckland, Barnstaple EX32 0SX

01598 760000

Bo(11-18), D, B, G, M, 3-18

www.westbuckland.com

Sherborne Girls

Bradford Road, Sherborne DT9 3QN

01935 818224

Bo, D, G, 11-18

www.sherborne.com

133

Sherborne School

Abbey Road, Sherborne, Dorset DT9 3AP

01935 810403

Bo, D , B, 13-18

www.sherborne.org

133

Talbot Heath School

Rothesay Road, Bournemouth, Dorset BH4 9NJ

01202 761881

Bo(8-18), D, Girls, 3-18

www.talbotheath.org

Bede’s Preparatory School

Duke’s Drive, Eastbourne, BN20 7XL

01323 734222

Bo(8-13), D(0-13), M, 0-13

www.bedes.org

Bede’s Senior School

Upper Dicker, Hailsham, BN27 3QH

01323 843252

Bo, D, M, SN, 13-18

www.bedes.org

Eastbourne College

Old Wish Road, Eastbourne, BN21 4JY

01323 452323

Bo, D, M, 13-18

www.eastbourne-college.co.uk

St Andrew’s Prep

Meads Street, Eastbourne BN20 7RP

01323 733203

Bo(8-13), D, M, 1-13

www.standrewsprep.co.uk

CONWY St Davids College

COUNTY DURHAM Barnard Castle School

CUMBRIA Dallam School

DERBYSHIRE Repton School

DEVON

DORSET EAST SUSSEX

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

159

Appendix | Boarding schools in this issue, by county

Name of school

Address

Telephone Type

Website

Page

GLOUCESTERSHIRE Dean Close School

Shelburne Road, Cheltenham, Gloucestershire. GL51 6HE

01242 258044

Bo, D , M, 13-18

www.deanclose.org.uk

Dean Close Preparatory School

Lansdown Road, Cheltenham, Gloucestershire. GL51 6QS

01242 258001

Bo, D, M, 2-13

www.deanclose.org.uk

Westonbirt School

Tetbury, Gloucestershire, GL8 8QG

01666 880301

Bo(8-18), D, G(11-18), M(3-11) www.westonbirt.org

Wycliffe College

Stonehouse, Gloucestershire GL10 2JQ

01453 822432

Bo, D, M, 13-18

www.wycliffe.co.uk

Wycliffe Preparatory Schoool

Stonehouse, Gloucestershire GL10 2LD

01453 820470

Bo, D, M, 2-13

www.wycliffe.co.uk

Bedales School

Church Road, Steep, Petersfield GU32 2DG

01730 300100

Bo, D, M, 3-18

www.bedales.org.uk

Boundary Oak School

Roche Court, Wickham Road, Fareham, Hampshire PO17 5BL

01329 280955

Bo, D, M, 2-16

www.boundaryoakschool.co.uk

Forres Sandle Manor

Sandleheath. Fordingbridge SP6 1NS

01425 653181

Bo(7-13), D, M, 2-13

www.fsmschool.com

105

Highfield & Brookham Schools

Highfield Lane, Liphook, Hampshire GU30 7LQ

01428 728000

Bo(8-13), D, M, 3-13

www.highfieldschool.org.uk

109

Peter Symonds College

Owens Road, Winchester, Hampshire SO22 6RX

01962 857500

Bo, D, M, 16-19

www.psc.ac.uk

153

St John’s College

Grove Road South, Southsea, Hampshire PO5 3QW

02392 815118

Bo, D , M, 2-18

www.stjohnscollege.co.uk

St. Swithuns School

Alresford Road, Winchester, Hampshire SO21 1HA

01962 835700

Bo, D, G, 11-18

www.stswithuns.com

127

Walhampton Preparatory School

Walhampton School, Lymington, Hampshire, SO41 5ZG

01590 613300

Bo(7-13), D, M, 2-13

www.walhampton.com

115

West Hill Park

St Margarets Lane, Titchfield, Hampshire. PO14 4BS

01329 842356

Bo(7-13), D, M, 2-13

www.westhillpark.com

139

HAMPSHIRE 69

HERTFORDSHIRE Bishop’s Stortford College

Maze Green Road, Bishop’s Stortford, CM23 2PJ

01279 838575

Bo(7-18), D, M, 4-18

www.bishopsstortfordcollege.org

Princess Helena College

Preston, nr Hitchin, Hertfordshire, SG4 7RT

01462 432100

Bo, D, G, 11-18

www.princesshelenacollege.co.u

Princess Helena College – Co-ed from Sept 2019. Boys Year 7 and Year 12 Queenswood

Shepherd’s Way, Brookmans Park, Hatfield, Hertfordshire AL9 6NS

01707 602500

Bo, D, G, 11 - 18

www.queenswood.org

139

St George’s School

Sun Lane, Harpenden, Hertfordshire AL5 4TD

01582 716277

Bo, D, M, 11-18

www.stgeorges.herts.sch.uk

The Royal Masonic School For Girls

Rickmansworth Park, Rickmansworth, Herts WD3 4HF

01923 725354

Bo, D, G, 4 -18

www.rmsforgirls.org.uk

Tring Park School for the Performing Arts

Tring Park, Tring, Hertfordshire HP23 5LX

01442 824255

Bo, D, M, 8 -19

www.tringpark.com

Castletown, Isle of Man IM9 1TP

01624 820400

Bo(11-18), D , M, 4-18

www.kwc.im

Queen’s Road, Ryde. PO33 3BE

01983 562229

Bo(9 -18), D, M, 3-18

www.rydeschool.org.uk

Bethany School

Curtisden Green, Goudhurst, Cranbrook TN17 1LB

01580 211273

Bo, D , M, 11-18

www.bethanyschool.org.uk

Cranbrook School

Waterloo Road, Cranbrook, Kent TN17 3JD

01580 711800

Bo(13-18), D(11-18), M, 11-18

www.cranbrookschool.co.uk

Duke of York’s Royal Military School

Dover, Kent CT15 5EQ

01304 245023

Bo, M, 11-18

www.doyrms.com

Farringtons School

Perry Street, Chislehurst, Kent BR7 6LR

020 8467 0256

Bo(11-18), D, M, 3-18

www.farringtons.org.uk

Kent College Canterbury

Whitstable Road, Canterbury, Kent CT2 9DT

01227 763231

Bo(7-18), D(0-18), M, 0-18

www.kentcollege.com

St Edmund’s School Canterbury

St Thomas Hill, Canterbury, Kent CT2 8HU

01227 475601

Bo (11-18), D, M, 3-18

www.stedmunds.org.uk

St Lawrence College

College Road, Ramsgate, Kent CT11 7AE

01843 572931

Bo, D, M, 3-18

www.slcuk.com

Sutton Valence School

North Street, Sutton Valence, Kent ME17 3HL

01622 845200

Bo(11-18), D, M, 3-18

www.svs.org.uk

The King’s School, Canterbury

Lattergate, The Precincts, Canterbury, Kent CT1 2ES

01227 595501

Bo, D, M, 13-18

www.kings-school.co.uk

Lancaster Royal Grammar School

East Road, Lancaster, Lancashire LA1 3EF

01524 580542

Bo, D, B, 11-18

www.lrgs.org.uk

Rossall School

Broadway, Fleetwood. FY7 8JW

01253 774201

Bo(7-18), D, M, 2-18

www.rossall.org.uk

Stonyhurst

Nr Clitheroe, Lancashire BB7 9PZ

01254 827073

Bo(8-18), D, M, 3-18

www.stonyhurst.ac.uk

Forest Road, Woodhouse, Loughborough LE12 8WD

01509 891700

Bo, M, 16-18

www.dsfc.ac.uk

ISLE OF MAN King William’s College

ISLE OF WIGHT Ryde School

KENT 60 7

LANCASHIRE LEICESTERSHIRE Welbeck – The Defence Sixth Form College

LINCOLNSHIRE Stamford High School

Stamford High School, St. Martin’s Street, Stamford, Lincs, PE9 2LL 01780 750311

Bo, D, G, 11-18

www.ses.lincs.sch.uk

Stamford Junior School

Stamford Junior School, Kettering Road, Stamford, Lincs, PE9 2LR

01780 484400

Bo(8-11), D, M, 2-11

www.ses.lincs.sch.uk

Stamford School

Stamford School, Southfields House, Stamford, Lincs, PE9 2BQ

01780 750311

Bo, D, B, 11-18

www.ses.lincs.sch.uk

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

160 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

Boarding schools in this issue, by county | Appendix

Name of school

Address

Telephone Type

Website

Page

LONDON DLD College London

199 Westminster Bridge Road SE1 7FX

(0) 20 7935 8411

Bo, D, M, 14-19

www.dldcollege.co.uk

Dulwich College

Dulwich Common, London, SE21 7LD, UK

0208 6933601

B(0-18), D, G(0-7), Bo(8-18)

www.dulwich.org.uk

Westminster School

Little Dean’s Yard, London, SW1P 3PF

020 7963 1003

Bo, D, B(13-18), G(16-18),

www.westminster.org.uk

M(16-18) 13-18

MONMOUTHSHIRE St John’s on-the-Hill

Castleford Hill, Tutshill, Chepstow, Monmouthshire. NP16 7LE

01291 622045

Bo(7-13), D , M, 1-13

www.stjohnsonthehill.co.uk

Beeston Hall

West Runton, Norfolk, NR27 9NQ

01263 837 324

Bo, D, Mixed, 4-13

www.beestonhall.co.uk

Wymondham College

Wymondham, Norfolk. NR18 9SZ

01953 609000

Bo, D, M, 11-18

www.wymondhamcollege.org

+44 (0)28 9076 3076 Bo(11-18), G(16-18), D, B(3-18)

www.campbellcollege.co.uk

Newton, Stocksfield, Northumberland NE43 7TP

01661 842147

Bo, D, M, 3-13

www.mowdenhall.co.uk

Bloxham School

Bloxham, Near Banbury, Oxfordshire OX15 4PE

01295 724301

Bo, D, M, 11-18

www.bloxhamschool.com

Burford School

Cheltenham Road, Burford, Oxfordshire OX18 4PL

01993 823303

Bo, D, M, 11-18

www.burford.oxon.sch.uk

Headington School

Oxford, OX3 7TD

01865 759861/113 Bo(11-18), D, G, 3-18

www.headington.org

Kingham Hill School

Kingham, Chipping Norton, Oxfordshire. OX7 6TH

01608 658999

Bo, D, M, 11-18

www.kinghamhill.org.uk

Shiplake College

Henley-on-Thames RG9 4BW

0118 940 2455

Bo, D, B, G(16-18), 11-18

www.shiplake.org.uk

Summer Fields

Mayfield Road, Oxford OX2 7EN

01865 459204

Bo, D, B, 8-13

www.summerfields.com

The Oratory School

Woodcote, South Oxfordshire RG8 OPJ

01491 683500

Bo, D, B, 11-18

www.oratory.co.uk

The Oratory Preparatory School

Goring Heath, South Oxfordshire RG8 7SF

0118 984 4511

Bo, D, M, 2-13

www.oratoryprep.co.uk

Uppingham Rutland, LE15 9QE

01572 820611

Bo, M, 13-18

www.uppingham.co.uk

Fettes College

Carrington Rd, Edinburgh EH4 1QX

0131 311 6744

Bo, D, M, 7-18

www.fettes.com

Glenalmond College

Glenalmond, Perth, Perth and Kinross PH1 3RY

01738 842000

Bo, D, M, 12-18

www.glenalmondcollege.co.uk

Strathallan School

Forgandenny Perth Perthshire PH2 9EG

01738 812546

Bo, D, M, 9 -18

www.strathallan.co.uk

Shrewsbury School

The Schools, Shrewsbury, Shropshire. SY3 7BA

01743 280552

Bo, D, M, 13 -18

www.shrewsbury.org.uk

Wrekin College

Wellington, Shropshire. TF1 3BH

01952 265603

Bo, D, M, 11 -18

www.wrekincollege.com

All Hallows Preparatory School

Cranmore Hall, East Cranmore, BA4 4SF

01749 881600

Bo(7-13), D, M, 3-13

www.allhallowsschool.co.uk

Downside School

Stratton-on-the-Fosse, Somerset, BA3 4RJ

01761 235100

Bo, D, M, 11-18

www.downside.co.uk

Hazlegrove Preparatory School

Sparkford, Yeovil, Somerset BA22 7JA

01963 440314

Bo, D, M, 2½-13

www.hazlegrove.co.uk

Abbotsholme School

Rocester, Uttoxeter, Staffordshire ST14 5BS

01889 590217

Bo, D, M, 2-18

www.abbotsholme.co.uk

Denstone College

Denstone, Uttoxeter, Staffordshire ST14 5HN

01889 590484

Bo, D, M, 11-18

www.denstonecollege.org

Orwell Park School

Nacton, Ipswich, Suffolk. IP10 0ER

01473 659225

Bo, D, M, 3-13

www.orwellpark.co.uk

Royal Hospital School

Holbrook, Ipswich, Suffolk IP9 2RX

01473 326136

Bo, D, M, 11-18

www.royalhospitalschool.org

NORFOLK 111

NORTHERN IRELAND Campbell College

Belmont Road, Belfast, BT4 2ND

NORTHUMBERLAND Mowden Hall School

OXFORDSHIRE 5

17 123

RUTLAND Uppingham School

SCOTLAND SHROPSHIRE SOMERSET 113 103

STAFFORDSHIRE 73

SUFFOLK 101 19

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

September 2018 I THE BSA GUIDE TO UK BOARDING SCHOOLS

161

Appendix | Boarding schools in this issue, by county

Name of school

Address

Telephone Type

Website

Page

SURREY ACS Cobham International School

Portsmouth Road, Cobham KT11 1BL

01932 869744

Bo(12-18), D, M, 2-18

www.acs-schools.com

164

Aldro

Lombard Street, Shackleford, Godalming, Surrey GU8 6AS

01483 810266

Bo, D, B, 7-13

www.aldro.org

107

City of London Freemen’s School

Ashtead Park, Surrey KT21 1ET

01372 822423

Bo, D, M, 7-18

www.freemens.org

Cranleigh School

Horseshoe Lane, Cranleigh, Surrey GU6 8QQ

01483 273666

Bo, D, M, 7-18

www.cranleigh.org

Feltonfleet School

Byfleet Road, Cobham, Surrey KT11 1DR

01932 862264

Bo(7-13), D, M, 3-13

www.feltonfleet.co.uk

Gordon’s School

West End, Woking, Surrey GU24 9PT

01276 858084

Bo, D, M, 11-18

www.gordons.school

St Catherine’s School

Station Road, Bramley, Guildford, Surrey GU5 0DF

01483 893363

Bo(11-18), D , G, 11-18

www.stcatherines.info

Woldingham School

Marden Park, Woldingham, Surrey CR3 7YA

01883 349431

Bo, D , G, 11-18

www.woldinghamschool.co.uk

Myton Road, Warwick CV34 6PP

01926 776400

Bo, D, B, 7-18

www.warwickschool.org

Penn Road, Wolverhampton. WV3 0EG

01902 341230

Bo(11-18), D, M 4-18

www.theroyalschool.co.uk

Ardingly College

Haywards Heath, West Sussex, RH17 6SQ

01444 893000

Bo, D, M, 2-18

www.ardingly.com

Slindon College

Top Road, Slindon, Arundel, West Sussex BN18 0RH

01243 814320

Bo, D, B, 8 - 18

www.slindoncollege.co.uk

Steyning Grammar School

Church Street, Steyning, West Sussex BN44 3LB

01903 817601

Bo(13-18) , M

www.sgs.uk.net

Ashwicke Hall School

Ashwicke Hall, Marshfield, Wiltshire SN14 8AG

01225 891 841

Bo, D , M, 11-18

www.ashwickehallschool.sabis.net

Chafyn Grove

Bourne Avenue, Salisbury, Wiltshire. SP1 1LR

01722 333423

Bo(7-13), D, M, 3-13

www.chafyngrove.co.uk

Dauntsey’s

West Lavington Devizes SN10 4HE

01380 814500

Bo, D, M, 11-18

www.dauntseys.org

Godolphin School

Milford Hill, Salisbury, Wiltshire SP1 2RA

01722 430500

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

www.godolphin.org

131

Marlborough College

Bath Road, Marlborough, Wiltshire SN8 1PA

01672 892300

Bo, M, 13-18

www.marlboroughcollege.org

St Mary’s Calne

Curzon Street, Calne, Wiltshire. SN11 0DF

01249 857200

Bo, D, G, 11-18

www.stmaryscalne.org

127

Stonar School

Cottles Park, Atworth, Wiltshire SN12 8NT

01225 701741

Bo(9-18), D, M, 3-18

www.stonarschool.com

The Wellington Academy

Tidworth, Wiltshire SP11 9RR

01264 405060

Bo, D, M, 11-18

www.thewellingtonacademy.org.uk

Warminster School

Church Street, Warminster, Wiltshire BA12 8PG

01985 210100

Bo, D , M, 3 -18

www.warminsterschool.org.uk

15 109 99 65 137

WARWICKSHIRE Warwick School

WEST MIDLANDS The Royal School Wolverhampton

WEST SUSSEX 57

WILTSHIRE 29 103

WORCESTERSHIRE Abberley Hall School

Worcester WR6 6DD

01299 896275

Bo(7-13), D , M, 2-13

www.abberleyhall.co.uk

Bromsgrove School

Worcester Road, Bromsgrove, Worcestershire. B61 7DU

01527 579679

Bo, D, M, 7-18

www.bromsgrove-school.co.uk

103

Malvern St James Girls’ School

15 Avenue Road, Great Malvern, Worcestershire WR14 3BA

01684 584624

Bo, D, G, 4-18

www.malvernstjames.co.uk

129

The Downs Malvern

Brockhill Road, Colwall. WR13 6EY

01684 544108

Bo, D, M, 3-13

www.thedownsmalvern.org.uk

109

Aysgarth School

Newton-le-Willows, Bedale, DL8 1TF

01677 450240

Bo(8-13), D, B, G(3-8), 3-13

www.aysgarthschool.com

Barnard Castle School

Newgate, Barnard Castle

01833 690222

Bo(7-18), D(4-18), M(4-18), 4-18

www.barnardcastleschool.org.uk

Fulneck School

Fulneck, Pudsey, Leeds LS28 8DS

0113 2570235

Bo, D, M, 3-18

www.fulneckschool.co.uk

Giggleswick School

Settle, North Yorkshire BD24 0DE

01729 893000

Bo, D, M, 3-18

www.giggleswick.org.uk

Queen Mary’s School

Baldersby Park, Topcliffe, Thirsk. YO7 3BZ

01845 575000

Bo(8-16), D, G(3-16), B(3-7), 3-16 www.queenmarys.org

08-592 571 00

Bo, D , M, 13-18

YORKSHIRE

INTERNATIONAL SCHOOLS Sigtunaskolan Humanistiska Läroverket

Manfred Björkquists allé 8, 193 31 Sigtuna, SWEDEN

www.sshl.se

These are paid listings and not every BSA school is shown. To advertise, please call 01763 268120.

www.ukbsa.com

KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

162 THE BSA GUIDE TO UK BOARDING SCHOOLS I September 2018

99 13 69 & 71 69 129

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