March 2015
www.serviceschools.co.uk
SERVICE PARENTS’ GUIDE TO BOARDING SCHOOLS TM
Published in association with
Children’s Education Advisory Service (CEAS)
Armed Forces
Boarding
Funding
Languages
Mathematics
Science
Sports
Special Needs
Foreword by General Sir Richard Barrons KCB CBE ADC Gen Commander Joint Forces Command
Distributed to: Children’s Education Advisory Service (CEAS) all MoD Units by BFPO under contract The Foreign & Commonwealth Office
CEAS Contact details: Email: enquiries@ceas.uk.com Website: www.gov.uk/childrens-education-advisory-service
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by General Sir Richard Barrons KCB CBE ADC Gen Commander Joint Forces Command
Foreword by General Sir Richard Barrons KCB CBE ADC Gen Commander Joint Forces Command eciding on how to educate your children is without doubt one of the biggest decisions that every parent must take. The result will be one of the major influences on a child’s life; all of us know that we have been shaped by our schooling in ways that fundamentally affect our approach to the rest of our lives. Making the decision about schooling is hard enough, but clearly more difficult for those in the armed forces. There is an inevitable tension between on the one hand choosing to keep a family together, which entails paying the price in terms of regular moves, living with the limitations of somewhat austere and remote locations, and the separation from wider family and friends, and on the other hand opting for lengthy periods of separation that are part of most boarding options. The financial implications of this choice are as important to us all as the most major purchases we make in our lives. We all have to settle on priorities: on the careers that we pursue, the houses that we buy or rent, and schooling. We should recognise too that the decisions we make about education will be shaped by the changing conditions of service as the armed forces transform. In a few years, for the first time for centuries, the great bulk of the UK armed forces will be permanently based on the UK mainland. The new employment model will encourage and support greater stability, not least through longer tours and fewer moves of location. There will be new incentives surrounding house purchase and a much greater integration of regular and reserve service. The very likely corollary of this is that fewer of the armed forces will meet the conditions for public support to the education of their children, but it will remain available for those that meet the criteria. On the other hand as more and more families are able to establish lives with both parents in employment there will be different ways of funding education and different choices to make. There will also very likely be a different operational horizon from that which we have managed for the last decade or so: as our enduring interventions in first Iraq and now Afghanistan conclude there is very likely to be less emphasis on a regular pattern of enduring overseas tours and much greater uncertainty and new operational commitments ahead. Whatever this is, I judge that it will be no less demanding given the nature of the world as it is currently unfolding. My own family’s position reflected the debate that is common to so many families, but we opted for education as our top priority. Our choice was to set a very high quality academic environment, the widest possible availability of opportunities, and a highly supportive and stable educational environment as our most important requirements. Quite apart from the obvious virtues of this mix, it was also designed to cope with my own prolonged absences, often at very short notice, on operational duty abroad. We thought, and we still think that we were right, that this was the best way of building pleasant, contented, well-rounded and appropriately ambitious young adults who believed that, in the words of the school, they could now ‘do anything’. I also know from experience that this formula left me able to focus a 100% on my operational duties, knowing that the home front was very well managed, and this made an enormous difference to the quality of
D
my work. It has entailed a smaller house and a much more battered sequence of cars than I would have liked, but it was a question of priorities and it was money well spent. So I readily commend this guide to you all. It sets out a very wide range of options, covering a variety of locations, educational environments and specialities. It won’t necessarily make the decisions that you make any easier, but it will provide an excellent start to the detailed research that is necessary and it will definitely help you narrow down some options and prepare the family for visits. ■
General Sir Richard Barrons was commissioned into the Royal Regiment of Artillery in 1977, prior to reading for a degree in Philosophy, Politics and Economics at Queen’s College, Oxford. He has completed a Masters in Defence Administration (1990), Army Staff College (1991) and the Higher Command and Staff Course (2003). He was appointed MBE in 1993, OBE in 1999, CBE in 2003, awarded QCVS in 2004 and 2006 and appointed as an Officer of the US Legion of Merit in 2009. He is an ADC to Her Majesty the Queen and was appointed KCB in 2013. He is the Colonel Commandant and President of the Honourable Artillery Company, Honorary Colonel of 3rd Regiment Royal Horse Artillery and an Honorary Fellow of the Queen's College, Oxford. He has completed a range of regimental duties in UK, Germany and worldwide on training. On operations he has served extensively in Northern Ireland, Bosnia, Kosovo, Iraq and Afghanistan in UN, UK and NATO appointments. He has commanded units at Battery (B Battery, 1st Regiment Royal Horse Artillery), Regiment (3rd Regiment Royal Horse Artillery, 1999, including Kosovo and Bosnia) and Brigade (39 Infantry Brigade in Northern Ireland). As Major General he was Deputy Commanding General of Multinational Corps Iraq (Baghdad, 2008), leading on operations with the Iraqi Armed Forces. He was appointed Chief of Staff of the Allied Rapid Reaction Corps in April 2009 and, shortly afterwards, moved again to be Director Force Reintegration in HQ ISAF assisting the Afghan Government’s efforts on Taliban reintegration and political reconciliation. He was Assistant Chief of the General Staff (2010) covering the SDSR and Defence Reform exercises before promoting to Lieutenant General (2011) and taking post as Deputy Chief of the Defence Staff (Military Strategy & Operations) – the director of operations for UK armed forces. He assumed command of Joint Forces Command on promotion to General in 2013. General Barrons is married to Cherry and they have two children, Annabel and Charlotte. General Barrons enjoys downhill skiing, cycling, military history, good films and peripatetic gardening.
March 2015 Service Parents’ Guide to Boarding Schools 3
Service Parents’ Guide to Boarding Schools Service Parents’ Guide to Boarding Schools and Service Parents’ Guide logo are trade marks 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.serviceschools.co.uk
Editor 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.
Publisher: Design and production: Printed: Directors:
David Lidbury CB Creative Limited Tel: 01223 750566 www.cb2creative.com by Warners Midlands plc Peter Threlfall (Chairman) Bruce Hodge (Managing) Roger Dalzell
The information in this Guide was correct to the best of the Editor’s and Publisher’s belief, at the time of going to press and no responsibility can be accepted for errors and omissions.While every effort has been made, it may not always have been possible to trace all copyright holders. If any omissions are brought to our attention, we will be happy to include appropriate acknowledgements in the next edition of the Guide. Bulldog Publishing Limited is registered under the Data Protection Act (1984). Registration No: PX 4103362. All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form without written permission from the publisher.
Editorial Advisory Board
Ian Jones (Chair)
Graham Able
Adrian Underwood
Ian Jones’ career includes eleven years as Head Master of Bedford School, two years as the Director of Studies at Britannia Royal Naval College, and six years as the Regional Director of an Education Charity in SouthEast Asia. Since 1995 he has been an education consultant, initially as an Ofsted Inspector and a Reporting Inspector for the Independent Schools Inspectorate and most recently as a Tutor for the National Professional Qualification for Head Teachers. He has also been on the Governing body of a number of independent schools, mainly in East Anglia. He captained Cambridge University at hockey and represented Great Britain in the Rome and Tokyo Olympics. He edited the Guide from 2007 to 2012 and is Chair of the Editorial Advisory Board.
Graham Able has spent 40 years in independent schools, the last 22 of these 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; he recently retired from this role but remains 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; he is also a lifelong supporter of Norwich City Football Club.
Adrian Underwood’s career has been in boarding education for over 40 years since 1971. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association. He was appointed OBE in 2007 for services to education. He now lives on the North Norfolk coast and is an educational consultant and a lead inspector for the Independent Schools Inspectorate, the Dubai Schools Inspection Bureau and the CfBT Education Trust. He is a governor of Wymondham College and enjoys sailing, golf, tennis and training ambulance drivers for a local day care centre.
4 Service Parents’ Guide to Boarding Schools March 2015
LEADERSHIP
SPORTSMANSHIP TSMANSHIP • RESPECT • CHARACTER • PRIDE • SELF-DISCIPLINE • SPIRITUALITY • SPOR
Full and weekly weekkly boarding boardding from September 2015 The Duke of Yo ork’s Royal Military School is a state boarding school for students aged 11 to 18. Historically established for military families, we also welcome applications from any student who wants to study GCSEs and A Levels at our unique school with its strong military ethos and traditions.
Why choose us? Good in all areas by • Graded Ofsted. 100 non-selective • Instatetopschools for GCSE results (DfE 13/14).
student is encouraged • Every to achieve their potential in a supportive community.
lifestyle including • Active sport, music, drama and activities. million refurbishment • £24.9 has delivered a new sports centre, high quality teaching blocks and boarding accommodation, and a drama studio.
ethos helps develop • Military have the flexibility • Students character and life skills. of full and weekly boarding
2014/15 fees are just £3,665 per term.
Next Open Day: Saturday 14 March 2015 Enquiries: 01304 245073 admin.office@doyrms.com
www.doyrms.com www .doyrms.com
Contents 03
Foreword
Schools founded by the Military
by General Sir Richard Barrons KCB CBE ADC Gen Commander Joint Forces Command
54
Queen Victoria School, Dunblane (Scotland) – Wendy Bellars, Head of Queen Victoria School, Dunblane
Education of Service children 08
Introduction Education of Service children: the boarding option
10
Continuity of Education Allowance (CEA)
11
How to apply for CEA
12
What is the Continuity of Education Allowance Governance Team (CEAGT)?
14
Continuity of Education Allowance: frequently asked questions
16
CEA application process – a summary
17
What is Service Children's Education (SCE)?
18
Childcare voucher scheme
19
Specific learning difficulties
20
Education in Scotland
22
School despatches
Pupils and parents 27
A unique and iconic school – Chris Russell, Executive Principal of The Duke of York’s Royal Military School
58
Maintaining 300-year-old links with the Royal Navy – James Lockwood, Headmaster of The Royal Hospital School, Holbrook
59
The gateway to a technical career in defence – Peter Middleton, Principal of Welbeck – The Defence Sixth Form College
Boarding at a state-funded school 62
What provision do you make for the needs of children from Service families? – Raymond McGovern, Headmaster of St George’s School
64
Mobility: a career necessity but an educational risk – Paul Spencer Ellis, Headmaster of the Royal Alexandra and Albert School and Chairman of the State Boarding Schools’ Association (SBSA)
66
An education that remains once school is completed – Irfan Latif, Head Master of Sexey’s School, Bruton
68
Academies offering boarding
70
State and independent school partnership with a military connection – Mike Milner, Principal of The Wellington Academy
The pupils – how it works out in practice, from those on the receiving end
32
56
72
Sixth form boarding in an Academy – Chris Liston, Head of Boarding at The Priory Academy LSST
The parents – how boarding affects families
Boarding at an independent school Choosing and assessing schools
74
The merits of boarding at an independent school
36
78
Choosing a good school and the right school
What makes a good school? – Dr Joe Spence, Master of Dulwich College
38
What about boarding schools? – Barnaby Lenon, Head Master of Harrow School, 1999–2011, and Chairman of the Independent Schools Council (ISC)
40
Boarding or day?
41
Inspections of boarding schools
– John Moule, Warden of Radley College
80
– Mark Turnbull, Headmaster of Giggleswick School
82
A safe pair of hands – professional development for boarding staff teams – Alex Thomson, Director of Training, Boarding Schools’ Association (BSA)
45
Selecting a school
46
School visits: questions and answers
48
Getting the best out of a school
50
Interpreting league tables and the different exams now offered in schools
84
The importance of partnerships between independent and state schools – Richard Harman, Headmaster of Uppingham School and Chairman of the Headmasters’ and Headmistresses’ Conference (HMC)
86
Schools as communities in the widest sense – Clive Rickart, Principal of Lincoln Minster School
88
The extra-curricular challenge – Emma Taylor, Head of Christ College, Brecon
90
Lessons in leadership through the CCF – Antony Clark, Headmaster of Malvern College
92
The importance of good governance – Graham Able, Group Deputy Chairman, Alpha Plus
Securing the future of the CCF – Thomas Garnier, Headmaster of Pangbourne College
94
– Alex Peterken, Headmaster of Cheltenham College
52
What is a ‘Christian’ school these days? – Antony Spencer, Principal of St Lawrence College
– Adrian Underwood, Educational Consultant and Lead Inspector
43
The case for continuity
The Duke of Edinburgh’s Award Scheme: the cornerstone to a co-curricular programme – Chris Alcock, Headmaster of Queen’s College, Taunton
96
School sport: a head’s perspective – Richard Biggs, Headmaster of King’s College, Taunton
98
Boarding opportunities at independent sixth form colleges – Rachel Borland, Principal of DLD College, London
6 Service Parents’ Guide to Boarding Schools March 2015
Preparatory schools
Specialist schools
100
The advantages of starting boarding in a preparatory school
134
Specialist schools – arts, drama, music
102
135
Specialist schools: nurturing special talents
The popularity of prep school boarding
– Stefan Anderson, Principal of Tring Park School for the Performing Arts
– Simon O’Malley, Headmaster of Wellesley House School
104
136
Where ‘boys can be boys’
Choristers sing for their supper – Jane Capon, Information Officer of the Choir Schools’ Association (CSA)
– Anthony Goddard, Headmaster of Aysgarth School
105
‘Girl heaven’
Special educational needs schools
– Sarah Wicks, Headmistress of Knighton House School
106
138
Pastoral care in the blink of an eye? – Roger Jones, Headmaster of Dean Close Preparatory School
108
Choosing a boarding prep school – in Scotland! – Innes MacAskill, Headmaster of Belhaven Hill School, Dunbar
110
Junior boarding: a positive experience for younger children – and their families
– Sarah McKimm, specialist education lawyer
140
SEN provision in the independent sector
141
My child has dyslexia. How do I find the right school? – Brendan Wignall, Headmaster of Ellesmere College and Chair of CReSTed
– John Baugh, Headmaster of the Dragon School, Oxford
112
Stability breeds success: the benefits of boarding young
143
– William Dunlop, Head of Clayesmore Preparatory School
114
Single-sex or co-education? The pros and cons
115
‘The key is the child and what the child will want’ – Sir Anthony Seldon, Master of Wellington College
124
148
School life and home life should complement and reinforce each other
Key post-16 curriculum choices – Simon Smith, Deputy Head (Academic) of Haileybury
149
Boarding makes the difference: a girls-only perspective
Paying the fees 150
Girls shine in science
Sixth form programmes: the choice
Entitlement to CEA – the Bursar’s view – Bob Moorhouse, Bursar of Wymondham College
151
The best of both worlds – the ‘diamond model’
Paying the fees: a major financial commitment – Mike Lower, General Secretary, Independent Schools’ Bursars Association (ISBA)
Strong role models in boys’ boarding schools: former Service personnel bring an extra dimension
– Ian Davies, Headmaster of Brentwood School
132
After GCSEs – what next?
– Emma McKendrick, Head of Downe House
– Clive Dytor, Head Master of The Oratory School, South Oxfordshire
130
Sixth form choices – Richard Cairns, Head Master of Brighton College
– Eve Jardine-Young, Principal of Cheltenham Ladies’ College
129
Why early intervention matters – Nick Goodman, Principal of Frewen College
146
– Rhiannon Wilkinson, Headmistress of Wycombe Abbey
126
144
Questions to ask your daughter – Sylvia Brett, Principal of Harrogate Ladies’ College
120
Young people with dyslexia take ‘the same roads by different steps’ – Adrian Wylie, Interim Headteacher of Shapwick School
Senior schools: single-sex or co-education?
118
All change for children and young people with SEN and disabilities?
152
Schools offering special awards for children of personnel serving in the Armed Forces
156
The SpringBoard Bursary Foundation – Ian Davenport, Chief Executive Officer of SpringBoard
Girls’ sport: challenging, competitive and passionate – Pauline Stott, Director of Sport at Kilgraston School
133
Inspiring confidence in girls – Dr Felicia Kirk, Headmistress of St Mary’s Calne
Appendix 157 160
Useful contacts Boarding schools in this issue, by county
March 2015 Service Parents’ Guide to Boarding Schools 7
Education of Service children Introduction – Education of Service children: the boarding option
Introduction Education of Service children: the boarding option ‘We in the Services have three options: our children have a disruptive education; we board; or we live apart from our families. None of these is ideal for most people.’1 Such was an indictment about ten years ago of the choice facing Service parents starting to educate their children. This guide aims to provide an outline of the various boarding options, sources of where to find the essential information, and how to make the best of all the opportunities, both short and long term, of a boarding education. Not everybody wants to board, but the alternatives of moving school with every change of posting can seriously disrupt continuity of education and eventual realisation of potential. Boarding, therefore, deserves serious consideration. Although the majority of Service children are educated in LEA maintained day schools in the UK, there are some 500 accredited boarding schools in membership of either the Independent Schools Council or the Boarding Schools’ Association with a total boarding population of 67,221 pupils in January 2014. Of these, more than 115 schools educate 15 service children or more. Many service parents are eligible to claim the Continuity of Education Allowance (CEA), which provides assistance with meeting the boarding fee. Consequently, Service children make up a vital proportion of those boarding, and their needs and special circumstances are well understood within the schools. In 2013–14 the Ministry of Defence spent £65.8 million on boarding fees for children from Armed Forces families.
Parents contribute at least 10% Parents are required to contribute a minimum of 10% of the school fees; many pay much more, as the maximum allowance covers less of the fees for their chosen school. Since 2009–10 the reduced overall numbers of Service personnel has meant a reduction in the number of claimants of CEA. Nevertheless, in July 2013 the MoD reported that in the Autumn Term 2012 there were 5,972 CEA service children in boarding schools on its Accredited Schools Database – 3,805 in the Army, 1,288 in the RAF, 702 in the Royal Navy and 177 in the Royal Marines.2 There were 2,476 Officer claimants and 1,631 from other ranks. In April 2014 the Independent Schools’ Annual Census reported that 954 pupils entered boarding schools, compared with 879 in 2013. Service children are distributed across about 440 schools, 37 of which are state boarding schools, and they represent about 7% of the total number of children in boarding schools in the UK. The October 2011 Government-led review3 found that CEA contributes to operational effectiveness by supporting family mobility and accompanied service. It is greatly valued by claimants; but it is expensive, complex to administer and has had a weak governance structure. The review confirmed that CEA
8
contributes to operational effectiveness by supporting family mobility and accompanied service and therefore there will be no changes to the key principles of CEA. These are: ● current rates for parental contributions (a minimum of 10% of the school’s fees) will be maintained ● parents will continue to be able to choose the school that is most appropriate for their children from the wide range of independent and state schools on the MoD Accredited Schools Database ● there will be no change to the allowances for Special Needs (SENA) and North Wales Day School provision. Parents should be aware that at the time of writing a review of CEA policy is underway with the aim of simplifying the regulations to allow them to be more easily governed by the CEAGT (Continuity of Education Allowance Governance Team). The MoD has been asked whether this current rewriting of the rules around CEA could mean further changes or cuts in allowances or entitlement to them. The MoD has reassured that it will not and that the rewriting of the rules is a matter of clarification and not a major change of policy.
Contacting CEAS We aim to keep readers as up-to-date as possible with all the recent developments in CEA criteria. Service parents wanting information about CEA are reminded to contact the Children’s Education Advisory Service (CEAS) by telephoning 01980 618244 or by email at enquiries@ceas.uk.com (see page 11). In the guide we also elaborate on the extent to which the independent sector is now affected by the changes initiated by the Charity Commissioners. Boarding is one of the greatest strengths of British education. This guide considers some of the key issues facing all Service parents, and elaborates on many of the pros and cons. It emphasises the advantages of planning ahead and carefully researching the possibilities. Above all, it is aimed specifically at the Service parent and it illustrates the very wide range of boarding opportunities not always appreciated by the average parent. We would like to thank all our contributors, particularly General Sir Richard Barrons, Commander Joint Forces Command, for his Foreword, our new contributors, and the parents and pupils for their insightful comments on how boarding works in practice. We hope you will find it helpful; we welcome your feedback and your suggestions on how future editions can be improved. ■ 1
House of Commons Defence Committee’s Educating Service Children Report, September 2006
2
House of Commons Defence Committee, 9 July 2013
3
Hansard 13 October 2011
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Students from Forces’ backgrounds were amongst the Year 13 pupils celebrating at leading independent school, Queen Ethelburga’s Collegiate, in North Yorkshire. The Collegiate, which is home to about 250 children with parents serving in Her Majesty’s Armed Forces, welcomed another year of record-breaking A level and BTEC results.
Students celebrate exam success at top independent school This year, the two Sixth Form schools not only celebrated increased UCAS average points scores per student, but also A level students bucked the national
Q
QE Year 13 students at Queen Ethelburga’s Collegiate spell out their 100% pass rate.
trend by continuing their 80% rate of A*A grades, unlike the national figure which has declined over the past three years. Students in QE’s College, which follows a more traditional, academic curriculum, gained an average UCAS points score per student of 501 – the equivalent to more than 4 A grades at A level. The percentage of grades at A* - A was 80%, bucking the national trend which has seen the figure for A*-A attainment fall for the past three years. Faculty pupils, who can take more vocational BTECs alongside A levels, celebrated an average UCAS points score per student of 481 – the equivalent to more than 4 A grades at A level. The percentage of grades at A* and A was 74%. 95% of BTECs taken in the Faculty were awarded a Distinction * or Distinction grades – the equivalent in UCAS points to A* and A grades at A level. The Faculty of Queen Ethelburga’s, was ranked 18th in the country in the 2014 Daily Telegraph’s independent schools’ league table and QE College, was ranked 10th putting it in the top ten schools in the country, up from 15th last year.
Queen Ethelburga’s
QE College ranked by the Telegraph and Times as the top independent school in the North of England 100% pass rate at A level 98% of A level grades in the College are A*-B 90% of A level grades in the Faculty are A*-B
Wide choice of GCSEs, BTECs and A levels Confident, happy & successful students New £20m Sports Village www.qesportsvillage.org
www.qe.org | info@qe.org | 01423 333330 | Thorpe Underwood Hall, Ouseburn, York, YO26 9SS
OPEN DAYS 2015 14th MARCH - 9th MAY - 6th JUNE
“It has been another fantastic year for us,” said QE Principal, Steven Jandrell. “Not only have we seen 100% pass rates again for our students in our two Sixth Form Schools – QE College and the Faculty of Queen Ethelburga’s – but we have seen an excellent set of grades for our pupils and an increase in our university admission points system score,” he added. “Without a doubt we have proved again that our ethos of working with each student individually really works. At QE we take the time to try and find something each pupil is good at or enjoys so that doing coursework or sitting exams is less daunting, and I think we can safely say by looking at our results again that it is a system that brings success,” he added.
Faculty students Jessica Chambers, Jake Sommerville and Megan Lashbrook were all smiles when they received their results.
Education of Service children Continuity of Education Allowance (CEA)
Continuity of Education Allowance (CEA) What is the Continuity of Education Allowance (CEA)?
Claiming a day allowance
The MoD offers the Continuity of Education Allowance (CEA) to: ● help provide continuity of education for a child ● enable the spouse of a Service person (SP) to accompany them on postings. In claiming CEA, a Service person must fully accept that accompanied service is the overriding principle for maintaining entitlement. An exception to this requirement is a SP who is classified as Involuntarily Separated (INVOLSEP). This classification must be confirmed by the claimant’s Commanding Officer or by means of casework to Service Personnel and Veterans Agency (SPVA) before claiming while serving unaccompanied. CEA is available for children aged eight years and over. There is a junior and senior rate of CEA – which allowance you are eligible for depends on the fee structure of the school you choose. The junior and senior rates are not related to rank. Children for whom CEA is being claimed must be placed in their correct chronological year group. If a school suggests that a child be placed, on entry to the school, in the year behind (or in front of) their correct year group, advice and authority for this must be sought from CEAS before the placement is accepted as this may affect your eligibility to claim CEA. Advice and authority must also be sought from CEAS if a child is back-yeared or asked to repeat a year in a school they are already attending. You are expected to contribute a minimum of 10% towards the fees. The fees are only part of the costs of attending a boarding school and so it is important to be clear about any extras the school charges for.
Independent and state boarding schools There are many types of boarding school to cater for different age ranges, different abilities and different interests. Most boarding schools are independent and you can find out more about them by going to the Independent Schools Council website (www.isc.co.uk). There are also a number of state boarding schools which provide excellent value for money because they only charge for accommodation costs and not tuition costs. For more information on these schools go to the State Boarding Schools’ Association website (www.sbsa.org.uk).
Day School Allowance (North Wales) Day School Allowance (North Wales) (DSA(NW)) is available to service families who are serving in an established post in an eligible unit and are resident within the counties of Gwynedd, Conwy, Denbighshire, Flintshire or the Isle of Anglesey, and who meet all the criteria for payment of CEA. It is specifically designed to allow children who move to North Wales following a posting to attend an independent day school as an alternative to a state day school which is operating the bilingual teaching policy. There is no requirement for claimants to pay the 10% parental contribution which applies to CEA. For more information contact your new unit.
Allowance for special educational needs
CEA rates (w.e.f. 1 August 2014) Service Children’s Visits (SCV)
Yearly
CEA(Board) – Junior
Term
£5,081.00
CEA(Board) – Senior
Term
£6,669.00
CEA(SENA) – Specialist Provision (SP) Term
£9.964.00
CEA(DAY) – Junior
Term
£2,993.00
CEA(DAY) – Senior
Term
£4,007.00
CEA(SENA(DAY)) – Specialist Provision (SP)
Term
£6.396.00
CEA(Guardians)
Per day
DSA(NW) – Day School (N Wales) Overseas Schools NOT SCE
Various
If your child has special educational needs and is eligible for CEA, they may be entitled to a supplement to CEA, the Special Educational Needs Addition (SENA). The SENA is intended to assist towards the higher fees normally payable at specialist independent schools. Contact CEAS for further details (see page 11) and also see page 19 of this guide for more information.
Guardian's allowance If your child attends a day school while living with a relative or guardian, you may claim a guardian's allowance. The provision for claiming the allowance is the same as for claiming a CEA. The allowance is not payable if your child is living at home with you.
£3.36
Children's visits to parents serving overseas
Term
£6,020.00
Term
Various
Children up to the age of 18 years at school in the UK are entitled to three free return journeys (Service Children’s Visit (SCV)) a year to visit their parents serving on accompanied tours overseas. A parental contribution of 100 miles of each journey (or 200 miles for a return journey) must be made. If you have two or more children attending the same school, they should normally travel together to and from school. You may claim one SCV per child, but only one parental contribution need be made. There is no assistance towards travel costs for children who are day pupils. If a child is registered as having special educational needs with CEAS they will be eligible for an additional free visit per year. The MoD also covers the cost of a first trip to move children to the new family home. Application is made direct to the MoD. ■
For further information, consult Joint Service Publication JSP 752 on the MoD website: Chapter 1, Section 6, Paragraph 01.0608 Rates of Service Allowances; and Chapter 9, Education Allowances; plus CEAS Broadsheet 1.
10
If you have a child who has been boarding for at least a year you may be able to have a day place and claim a day allowance. This would be on the understanding that when you were posted away from the area your child would remain at the same school, reverting back to full boarding and you would continue with an accompanied posting.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Education of Service children How to apply for CEA
How to apply for CEA hildren's Education Advisory Service (CEAS) is a Tri-Service organisation and is part of the MoD's Directorate of Children and Young People (DCYP). CEAS provides Service personnel with essential information and advice on educational, academic and school issues for children, including supporting parents at meetings with schools, local authorities, at tribunal etc. CEAS is the first point of contact if you are considering applying for CEA. This is to ensure that you have considered all the requirements of JSP 752, Chapter 9, and have been advised on the best options for the education of your child or children. CEAS no longer approves entitlement to CEA (this responsibility has passed to CEAGT – see page 12) but on receipt of your initial enquiry, CEAS will record your name, rank and number and the names and dates of birth of all children for whom you are claiming, or wish to claim, CEA. CEAS will then post you a uniquely serially numbered CEA Eligibility Certificate Application Form (CEA EC – ‘the Form’) in a CEA Eligibiity Certificate pack. You must obtain a CEA EC Application Form from CEAS: ● for initial claims for each child ● on a change of school after the initial claim ● at the beginning of each new assignment (posting) ● when your existing certificate is three years old ● on change of PStat Category. ■
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CEAS helpline CEAS runs a very useful helpline from 08.30 to 15.30 Monday to Friday. No question is too small or too large for the helpline operators to deal with. If they don't know the answer themselves they usually know someone who does. When the helpline is not available or if the line is busy, you can leave a message on the answer machine or via email. Please leave your name, the name and date of birth of the child (if appropriate) and your contact details (slowly and clearly if leaving an answer machine message). All CEAS staff have considerable experience of advising Service parents on a wide range of issues regarding Service children's education: ● Vacant – Head of Service ● Jeremy Watt – Deputy Head of Service ● Susan Wright and Peter Flood – Parent Support Officers based in the Upavon office ● Bernadette Lynch – Parent Partnership Officer based in Germany ● Lynne Dominy – Business Manager ● two Executive Officers ● six helpline operators.
Further information You can find further advice and information on the CEA EC application process in JSP 752 Ch 9.
Contact details Children's Education Advisory Service (CEAS) Trenchard Lines Upavon Pewsey Wiltshire SN9 6BE Telephone: 01980 618244 (civilian) (9)4344 8244 (military) Fax: 01980 618245 (civilian) (9)4344 8245 (military) Email: enquiries@ceas.uk.com Website: www.gov.uk/childrens-education-advisory-service
LUCTON SCHOOL More than education . . . 300 year old rural co-educational boarding school. Small classes and traditional values. From 5 to 18 years.
BURSARIES AVAILABLE FOR FORCES CHILDREN Lucton, Herefordshire HR6 9PN NEW N RIA EQUEST CENTRE
Tel: 01568 782000 Website: www.luctonschool.org E-mail: enquiries@luctonschool.org March 2015 Service Parents’ Guide to Boarding Schools 11
Education of Service children What is the Continuity of Education Allowance Governance Team (CEAGT)?
What is the Continuity of Education Allowance Governance Team (CEAGT)? lthough CEAS still issues CEA EC Application Forms, in 2011 the Continuity of Education Allowance Governance Team (CEAGT) was established with responsibility for checking and approving CEA ECs. The establishment of CEAGT involved an amendment to Tri-Service Regulations for Allowance (JSP 752). CEAGT has a governance role to ensure probity and compliance with the CEA regulations. It operates a programme of checks to validate a Service person’s eligibility and entitlement to claim CEA for the duration of their period of entitlement including random checks of CEA claims submitted. Cases of irregularity or suspected fraud are referred to the appropriate authority in accordance with the MoD’s Policy on Fraud, Theft, Corruption, Bribery and Irregularity. When you have completed Parts 1 to 3 of the CEA EC, you should send it to CEAGT who will conduct a thorough audit of the application and then complete Part 4. They will then issue the authorised CEA EC to you and you should forward it to your Unit HR staff. You should retain the CEA EC and produce it when requested for audit/eligibility purposes for the duration of the child’s attendance at that school. The CEA application process is summarised on page 16.
A
Contact details CEAGT has a Group Mailbox address for email: ● Dii: SPVA-DMS CEAGT ● External: SPVA-DMSCEAGT GroupMailbox@mod.uk The postal address is: CEAGT SPVA Room G18 Innsworth House Imjin Barracks Innsworth Gloucester GL3 1HW. You may also fax documents to speed up the application process: ● Civ: 01452 718471 ● GPTN: 95471 5471
CEAGT Casework Where eligibility and entitlement are not fully covered by the regulations in JSP 752, casework is to be submitted by your Unit HR to the CEAGT who will consider all the associated factors and seek to make consistent and fair decisions in accordance with the CEA policy. However, CEAGT does not have authority to alter existing policy or to set a precedent and may refer to CDP (Allowances) for policy guidance before a final decision is made. ■
“THE CHILDREN HAVE HAD SOME GREAT OPPORTUNITIES, HAVE ACHIEVED SOME GREAT RESULTS, MADE SOME LIFELONG FRIENDS AND MOST IMPORTANTLY HAVE BEEN VERY HAPPY AND SETTLED. Lieutenant Colonel David Clouston
Independent day and boarding school for boys and girls aged 4 to 18 For details of our competitive fees and Forces Discount please contact Julia Simpson on 01833 696030 or email: admissions@barneyschool.org.uk barnardcastleschool.org.uk BARNARD CASTLE SCHOOL | BARNARD CASTLE | COUNTY DURHAM DL12 8UN
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Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
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Education of Service children Continuity of Education Allowance: frequently asked questions
Continuity of Education Allowance: frequently asked questions Eligibility
The application process
Q: How old does my child have to be before I can claim the allowance for them? A: You can claim CEA for a child from the academic year that they are eight years old.
Q: How do I obtain a CEA Eligibility Certificate? A: Contact CEAS by phone (01980 618244 or mil 94344 8244), fax (01980 618245 or mil 94344 8245) or email enquiries@ceas.uk.com. CEAS will take some initial details from you and issue your uniquely numbered application form(s) in a CEA Eligibility Certificate pack.
Q: What school can I send my child to? A: Any school on the Accredited Schools Database, appropriate for your child’s age and gender, will attract the allowance. You are required to consider state boarding schools when selecting a school for your child. Q: Why do I have to give my family address history in section 1 of the CEA Eligibility Certificate? A: The family address history shows a commitment to family mobility, which is a key consideration in granting CEA. Q: How long before my end of service can I start claiming CEA? A: You must have at least 12 months to serve when you make an initial claim for CEA. The date is taken from the day your child starts at the school.
Q: What information does CEAS require before it can issue a CEA Eligibility Certificate? A: CEAS needs to know the name and date of birth of the child for whom the claim is being made and the names of any children for whom claims are already being made. We will also need the name, rank, service and service number of the serving parent and the address, fax number or email address for the form to be sent to. Q: How long does the application process take? A: The application process may take 12 to 15 weeks. A timeline sheet will be sent out with the CEA Eligibility Certificate pack. Q: When do I need to complete a CEA Eligibility Certificate? A: A new CEA Eligibility Certificate must be completed: ● for initial claims for each child ● on a change of school thereafter ● at the beginning of each new assignment (posting) for the claimant ● when the certificate is three years old ● on change of PStat Category. Q: Why does my CO have to sign the CEA Eligibility Certificate? A: The CO (or their formally delegated representative) is required to conduct an Entitlement Check on each application. Q: Why does my family need to move for me to retain entitlement? A: CEA is there to provide continuity of education to Service children whose education would otherwise be disrupted due to Serviceinduced mobility. If the family is not moving with the Service person the children’s education could be provided in the state-maintained day sector and therefore CEA would not be required. It is not a subsidy to pay towards the cost of private education.
Snapshot Mornings
Q: Can I live in my own home and still be eligible for CEA? A: Yes, provided that the home is within 50 miles of the current duty station, and on the understanding that should you be assigned more than 50 miles from your home, both you and your family will move to the new assignment station.
24 April, 22 May, 19 June 2015 www.godolphin.org
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Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Education of Service children Continuity of Education Allowance: frequently asked questions
What can I claim? Q: How much is the parental contribution? A: This will depend on the fees at your chosen school. As a parent you will have to make a minimum contribution of 10% of the fees per term. Therefore, for a child at a school that attracts the senior allowance (£6,669) the following contributions would be made: School fees per term £6,000 £7,000 £7,500 £8,000
CEA £5,400 £6,300 £6,669 £6,669
Parental contribution £600 £700 £831 £1,331
Q: Can I claim for extra costs? A: You can only claim the costs of tuition and boarding. Any additional charges are the responsibility of the parent to meet.
Q: Can I claim for travel costs to take my child(ren) to school? A: You can claim for three return journeys (Service Children’s Visit (SCV)) per year. A parental contribution of 100 miles of each journey (or 200 miles for a return journey) must be made. If you have two or more children attending the same school, they should normally travel together to and from school. You may claim one SCV per child, but only one parental contribution need be made. There is no assistance towards travel costs for children who are day pupils. If a child is registered as having special educational needs with CEAS they will be eligible for an additional free visit per year. Q: We live overseas. Can my child be escorted to the port/airport? A: Some children with Special Needs may be entitled to a professional escort to and from their school to the port/airport of exit. Please contact CEAS for more details. ■
Q: Can I claim for the purchase of school uniform? A: No. Q: Can I claim for school trips, visits or holidays? A: No.
An independent indepen deepe dent dep depend n co-educational nt co-education attioon boarding bo boar oa ding andd day oar day school f 11-- 18 for 8 yyear yea eaar olds. Extensiv EExtensive Ext te e Mus M Music, sic,, Drama, Sport Sport Tested & Forces Bursaries M Me Means T est ested e Forces Burs Bu aries ies Too findd out more T more about aboutt the school, please contact abo contact th the he Registrar rar Margar e Smith et S h on o 0118 984 2101 2 Margaret O visit Or sit our ne w website web ebsite at a www.pangbourne.com www.pangbourne.com new PPangbourne a angbourne urne Colleg College Coll e PPangbourne angbourne Reading Berkshire aang Berkshire RG8 RG8 8LA Tel: Tel:l: 0118 984 2101 Te
pangbourne.com p
March 2015 Service Parents’ Guide to Boarding Schools 15
Education of Service children CEA application process – a summary
CEA application process – a summary CEA application process – a summary CEAS Broadsheet 1A – which you will find in your CEA EC information pack – outlines the process and the possible times for each stage. These are summarised in the diagram below. The minimum number of working days each stage will take is given in italics. The timings given are for guidance only. Time periods will depend on where you are located and whether you can accelerate stages by using fax or email. Some stages may take considerably longer, for example if there are queries or if there are errors in the application. You should allow at least 12 weeks to complete the CEA application process.
1 2 3
4
Contact CEAS for advice before making a commitment to a school.
Read the CEA EC information pack and JSP 752 Ch 9. Complete Part 1 of the CEA EC. Allow 1 working day
If CEAS advises you to go ahead, select a school. Obtain a letter from the school offering your child a place.
CEAS posts you a CEA Eligibility Certificate (CEA EC) Application Form in a CEA EC information pack. You cannot make a claim unless you have the information pack.
5
Send the CEA EC to your Assignment Authority. The Assignment Authority completes, signs and stamps Part 2 of the CEA EC and returns it to you. Allow 10 working days
Allow 5 working days (longer if overseas)
8 9 10
6
CEAGT checks the application (Part 4) and follows up any queries with you, the Assignment Authority or your CO.
CEAGT updates JPA EC field to reflect authorisation and the CEA EC expiry date.
16
Send the CEA EC to your Commanding Officer (CO). The CO completes and signs Part 3 of the CEA EC and submits it to the CEAGT. Allow 1 working day
7
CEAGT authorises the CEA EC and returns it to you to forward to your Unit HR staff.
A copy of a letter from the school offering your child a place must be included with your initial application. Signed faxed copies and signed scanned copies of the CEA EC and the school’s offer letter are acceptable. The school must state the year group the child will be entering.
Allow 10 working days
Allow 5 working days
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Education of Service children What is Service Children's Education (SCE)?
What is Service Children's Education (SCE)? ervice Children’s Education (SCE) is a department of the MoD and is dedicated to the education of the children of: ● Her Majesty's Armed Forces ● MoD Personnel ● sponsored organisations stationed overseas. SCE aims to: ● provide an effective and efficient education service, from Foundation Stage through to sixth form ● provide a first-class system of schools and educational support services ● enable children to benefit from their residence abroad. SCE schools follow the National Curriculum (England), administer national assessments and public examinations, and are inspected by Ofsted. Teachers in SCE schools must have recognised UK professional qualifications and the majority are recruited from the UK. SCE’s own Inspection Advisory Service provides in-service training to ensure that SCE schools are conversant with developments in the UK. SCE operates 28 schools attended by 9,300 children: ● 23 primary schools ● 4 secondary schools ● 1 middle school. There are also 41 Foundation Stage (FS1) settings managed by primary schools and attended by about 1,800 pre-school children.
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There are SCE schools in: ● Belgium ● Brunei ● Cyprus ● Germany ● Gibraltar (FS1 setting only) ● Italy ● the Falkland Islands ● the Netherlands. SCE school examination and assessment results place SCE among the leading local authorities in the UK. Reports by Ofsted, which provides an independent inspection service for SCE schools, are consistently good and compare very favourably with Ofsted reports on UK schools. The SCE headquarters are in Bielefeld in Germany, and are managed by an Executive Board consisting of a Director of Children and Young People, the Director of Education and the Director of Support Services. Supporting the Director of Education are the Assistant Directors for Pupil and Family Services, Teaching and Learning and Standards and Assessment. ■
Contact details HQ SCE JHQ BFPO 40 Telephone: 0049 (0)5219 254 3687
Whatever their goals in life, we’re here to help them achieve them.
■ ■ ■ ■ ■ ■ ■ ■
Impressive academic, sporting and creative record Day and boarding independent school for boys & girls aged 4-18 Renowned teaching with a focus on pastoral care Seamless education from Reception to Sixth Form Stunning Ascot location with purpose-built facilities Stimulating and varied extra curricular programme Located close to London, Windsor and Heathrow Airport Discounts and Bursaries available for Forces’ children
Patr on H M The Que e n
LVS
Ascot
+44 (0) 1344 882770
registrar@lvs.ascot.sch.uk www.lvs.ascot.sch.uk LVS Ascot, London Road, Ascot, SL5 8DR
March 2015 Service Parents’ Guide to Boarding Schools 17
Education of Service children Childcare voucher scheme
Childcare voucher scheme childcare voucher scheme is a salary sacrifice arrangement, meaning that an employee can choose to receive a reduced cash salary in exchange for vouchers that will pay for childcare with a registered (Ofsted or equivalent) childcare provider. Vouchers can be received either in paper form through the post or in the form of e-vouchers, which can then be paid directly into the childcare provider’s account. They are non-transferable and cannot be exchanged back for cash. In April 2011 the amount you can exchange for vouchers changed and it is now based on your total earnings – please see table below. The MoD needs to complete a Basic Earnings Assessment to determine the amount you are entitled to salary sacrifice.
A
Earnings/rate
Amount you can take monthly
Up to but not exceeding £42,475 (basic)
£243
Greater than £42,475 but less than £150,000 (higher)
£124
Greater than £150,000 (additional)
£97
The maximum amount is per parent, so it is not possible to receive more vouchers if you have more than one child in childcare, but both parents can take childcare vouchers if their employer runs a scheme. The main benefit of the scheme is the savings made on tax and national insurance (NI) contributions. The amount of savings made is dependent on the value of the vouchers taken and your total earnings.
Employee savings Earnings/rate
Amount (per year)
Up to but not exceeding £42,475 (basic)
£933
Greater than £42,475 but less than £150,000 (higher)
£623
Greater than £150,000 (additional)
£606
Financial benefits depend on individual circumstances, so parents must make a careful assessment of their situation before joining the scheme. For example, someone who is in receipt of tax credits for childcare costs may find that a voucher scheme is not to
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their advantage. Pregnant Servicewomen with an older child in day care also need to be aware that membership of a salary sacrifice scheme can affect the amount of Statutory Maternity Pay (SMP) to which they are entitled, as SMP is calculated on the basis of actual cash salary paid between the 23rd and 15th weeks prior to the expected week of birth. Pensions should not be affected by membership of a salary sacrifice scheme. AFPS75 uses representative final salaries to calculate pensions, and while AFPS05 is based on a calculation of gross pay, the MoD has agreed that any salary sacrifice element will be discounted from the calculation. Service families worldwide should be able to take advantage of the scheme, as long as their childcare provider is registered. Bodies such as the British Forces Early Years Service (BFEYS) and SSAFA Forces Help have regulatory powers overseas, and a posting does not mean that a member has to leave the scheme, provided they can find suitable childcare at their new location. Vouchers can be used to pay for childcare for children up to the age of 15. This includes registered childminders, nurseries, sport, music or drama lessons, breakfast, after-school and holiday clubs. Although nannies looking after a child in the child’s home qualify to receive payment by vouchers, relatives doing the same will not. This also applies if a relative looks after the child away from their home and does not look after any other children. Points such as these should be looked at before joining the scheme. Certain elements of independent school fees can also be paid for with childcare vouchers. The care element and supervised activities, including private tuition, which are provided outside the compulsory education can be paid for with childcare vouchers. It is therefore important that the costs for these are identified separately from the costs charged for the compulsory education and this must be made clear on school bills and invoices. The scheme is run by Sodexo Motivation Solutions. If you want to sign up to the scheme, email Sodexo at afcvs.motivation.uk@sodexo.com or go to www.MODChildcare.co.uk to download an information pack. Sodexo has also set up international freephone helplines so they can be contacted from wherever you are stationed: ● UK 0800 066 5075 ● Cyprus 800 92421 ● Canada 1 8669230125 ● Germany 0800 1808980 ● all other countries +44 (0)1276 418880. For further information go to www.MODChildcare.co.uk ■
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Education of Service children Specific learning difficulties
Specific learning difficulties Special educational needs – additional needs Service personnel in receipt of Continuity of Education Allowance (Boarding) may also be able to claim an additional allowance if their child had been diagnosed as having a specific learning difficulty or dyslexia. The Special Educational Needs Addition (SENA) is payable for necessary extra tuition in English Language & Literacy and/or Maths, for a specific period.
Specific learning difficulties (SpLD) There are various types of learning difficulties that inhibit the development of a child’s literacy, and sometimes numeracy, skills. These difficulties can include dyslexia, dyspraxia and dysgraphia. A child with specific learning difficulties can perform at average or above average level generally, yet have significant difficulties in gaining literacy and numeracy skills. This can in some cases cause frustration, which can result in emotional and behavioural difficulties.
learning difficulty would prevent them accessing the normal curriculum if SENA were not available. If your child qualifies for the award you will be issued with a certificate. The certificate should be attached to your Continuity of Education Allowance (Boarding) claim form and presented to your Pay Office. In addition, this certificate will state if the cost of the CEP’s report can also be reclaimed. If your child does not qualify for SENA, the cost of the CEP’s report cannot be reclaimed, nor the costs of any extra tuition. For new claimants with children at a boarding school, SENA is payable for a maximum of two years. If, after that time, the learning difficulty has not been satisfactorily addressed you may be eligible to move your child to a specialist school that continues to attract SENA. You should seek advice from CEAS. If your child goes to a specialist boarding school (CEAS can advise you of these) you can claim SENA for as long as the child attends the school and the need exists.
Statements of special educational needs and Education and Health Care Plans
Taking action If you think your child has a specific learning difficulty, you should talk first to his or her class teacher and find out what support your child is receiving. If the independent boarding school recommends extra tuition, and the school is to make a charge for this, you will have to arrange for an assessment to be carried out by a Dyslexia Action Chartered Educational Psychologist (CEP) (for which there will be a charge). The CEP will carry out a number of tests to measure a range of skills, such as word recognition, spatial awareness, short- and longterm memory, visual perception, and so on. These tests will identify strengths and weaknesses in your child’s learning, and provide the basis for designing an appropriate teaching programme that the school can follow.
Applying for SENA If your child is in a boarding school and is diagnosed as having a specific learning difficulty you can apply to Children’s Education Advisory Service (CEAS) for SENA. Your initial application should be forwarded to CEAS enclosing a copy of the CEP’s report, which must be less than 18 months old, details of the boarding school and any other supporting documentation. SENA will be awarded where a child’s assessed
If your child has a statement of special educational needs or an Education and Health Care Plan issued by a Local Authority, and you wish your child to attend an independent boarding school, you may still be eligible for SENA, but you should talk to CEAS first.
Renewing SENA At the end of one year a detailed special needs report is required in order for CEAS to assess that the need for extra tuition still exists. A copy of this report from the school SENCo should be sent to CEAS. If the learning difficulty continues, a SENA certificate will be issued for a second year. The certificate should again be forwarded to your Pay Office. For children attending specialist schools, CEAS may request a further CEP report for a renewal of the certificate. The cost of this report will be refundable. You should be aware that the SENA is constantly under review by MoD and must not be regarded as an ongoing educational subsidy but a support for a special educational need while the need exists. CEAS can provide specialist advice and assistance on many aspects of education. For details of how to contact CEAS, go to page 11. ■
March 2015 Service Parents’ Guide to Boarding Schools 19
Education of Service children Education in Scotland
Education in Scotland The Scottish school system is based on a coherent 3–18 curriculum: ● Nursery age 3 years–5 years ● Primary age 5 years–12 years ● Secondary age 12 years–18 years (minimum school leaving age is 16).
Children’s Education Advisory Key features of the Scottish system Learner entitlements Service Learners are entitled to a range of features at the different stages of
learning. The entitlements are: ● a coherent curriculum from ages 3 to 18 ● a broad general education – learning across all areas from the ages of 3 to 15 ● support – all staff share responsibility for identifying the needs of children and young people, and for working in partnership to put support in place to meet those needs ● a senior phase that prepares children and young people to study towards qualifications, but with a continuing emphasis on health and well-being, physical activity, opportunities for personal achievement, service to others and practical experience of the world of work ● skills for learning, life and work – support to develop skills used throughout life and in work ● a positive destination – local authorities and schools are responsible for planning and supporting young people to make successful transitions to young adulthood and the world of work. Nursery Between the ages of three and five, children in Scotland are entitled to funded pre-school education. Though provision varies, this usually means that, during term time, a child is offered five sessions of education a week, of about two and a half hours each. Assessment at 16 From 2014, Scotland moves to new national qualifications, the National 4 and 5 awards, followed by Higher and Advanced Higher. Primary school Children in Scotland complete seven years at primary school (P1 to P7), with all curriculum areas generally being taught by their classroom teacher (some specialists, e.g. in music, modern languages, can also be used). Children in Scotland must start primary school in the August term after their fifth birthday. This generally means that children start school when they are aged between four and a half and five and a half. Education authorities can make arrangements for children to start in the August when they are four, if they will turn five by the end of the following February. Secondary school Most children move to secondary school (typically a larger school taking pupils from several primary schools) between 11.5 years and 12.5 years. Pupils are taught by several teachers with specialist expertise in each curriculum subject or area. All subject teachers are responsible for teaching Health and Well-being, Literacy and Numeracy across Learning within their subject material. Children moving to Scotland from Year 7 in an English secondary school will generally be required to attend a Scottish primary school for up to one year (depending on the time of the move). Academic levels are similar and each case will be considered on its merits by the school and local authority.
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A child transferring from a Scottish primary school at the age of 12 (P7) will miss the first year of secondary education in England/Wales. Although standards in English and Maths are similar, the child may not have experienced specialised teaching in the areas of Science or a Modern Foreign Language. Children and young people are entitled to six years of secondary education (S1–S6): a broad general education (S1–S3) and a senior phase (S4–S6) during which the young person will build up a portfolio of qualifications. There are considerable consequences for the transfer of pupils between the systems between the ages of 14 and 16. If a change of school is unavoidable at that age, further advice should be sought from the relevant local authority.
Advice and information Advice and information can be found at the Children’s Education Advisory Service (CEAS), from the appropriate Scottish Local Authority (there are 32 local authorities, each with responsibility for the schools in their area) or directly from the school. Additional information can also be found, and printed, online at: ● ●
●
Curriculum for Excellence: www.ltscotland.org.uk/understanding thecurriculum CfE Communications Toolkit: www.ltscotland.org.uk/ understandingthecurriculum/whatiscurriculumforexcellence /index.asp Parentzone: www.ltscotland.org.uk/parentzone
Scottish Government Supporting Learning 2-C South, Victoria Quay Edinburgh EH6 6QQ Tel: 0131 244 0645 enquiries@scotland.gsi.gov.uk CEAS Trenchard Lines Upavon, Pewsey Wiltshire SN9 6BE Tel: 01980 618244 Upavon Mil: 94344 8244 enquiries@ceas.uk.com Eurydice Eurydice provides information on and analyses of European education systems and policies, including those of England, Northern Ireland, Scotland and Wales: http://eacea.ec.europa.eu/education/eurydice/index_en.php Scottish Qualifications Agency www.sqa.org.uk Scottish Council of Independent Schools http://www.scis.org.uk ■
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Education of Service children School despatches
School despatches HRH The Earl of Wessex KG GCVO visits Gordon’s School
RH The Earl of Wessex KG GCVO visited Gordon’s School in October 2014. The purpose of the visit was to unveil a plaque which marked the recent restoration of the statue of Victorian hero General Charles Gordon astride a camel. Gordon’s School is a State Boarding School for girls and boys aged 11-18 years. Founded in 1885 on the instruction of Queen Victoria as the National Memorial to General Gordon, it was originally Gordon’s Boys’ Home. It changed to Gordon’s Boys’ School in 1942. Girls were admitted in 1990. There are now 745 pupils of whom 210 are residential boarders. The statue was given to the school by the Government in 1959 when it was shipped from Khartoum. Since then weather had eroded the Portland stone plinth and the bronze statue, causing degradation of the bronze, discolouring and subsidence. Tassels were missing from the Camel’s saddle as well as the reins and the camel’s front right leg also showed significant deterioration. It was sent to Canada to undergo a pioneering process supported by English Heritage called ‘cold spraying’. This was successfully carried out enabling the original leg to be repaired, strengthened and re-attached, using traditional welding and fettling techniques. In 2013 the Camel Campaign Restoration Appeal was launched by The Gordon Foundation, a separate charity that specifically supports Gordon’s School. Within nine months the target sum of £27,000 was raised through donations from organisations and individuals. During HRH The Earl of Wessex’s visit he unveiled a plaque to commemorate the restoration of the statue and then met students. At the end of his visit he inspected the Parade and the school’s well-known Pipes & Drums. ■
H
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Champion gymnast Beth Tweddle visits Badminton School group of girls at Badminton School had an inspirational PE lesson from champion gymnast Beth Tweddle. The Olympic bronze medal winner took 15 pupils aged 11 and 12 through a programme of gymnastic activities including half hand stands, forward rolls, splits, how to present at the beginning and end of a performance – and the importance of pointy toes. Tweddle, 29, who received the MBE in 2010 for her dedication to her sport, then spoke to the girls in Year 11, aged 15 and 16, about her career, which started at the age of seven. It included more than a decade of international competition at the highest level, resulting in 20 gold medals at Commonwealth, World and European championships. But the gymnast's dream was an Olympic medal and she described how she persevered in spite of injuries and setbacks and eventually took bronze at her third Games at London 2012.
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After lunch in Badminton's dining room, Tweddle, who retired from competitive gymnastics last year and is now devoted to encouraging children to take up the sport, spoke to Year 10 girls. Headmistress Rebecca Tear said: ‘We are delighted to have welcomed Beth to Badminton. Her achievements are an inspiration to us all, but particularly for the girls. They thoroughly enjoyed her insightful talks, learning that despite inevitable setbacks, with determination and passion, you can reach your goals.’ ■
Wycliffe Combined Cadet climbs Mount Kenya ycliffe Combined Cadet Emma Bastin battled bad weather and altitude sickness to climb Mount Kenya in 2014. The 17-year-old colour sergeant was awarded a place on the biennial Army Cadet expedition and spent more than a year preparing for it. Along with 21 other Cadets Emma reached Point Lenana on Mount Kenya (4985m). ’We didn’t get to spend much time at the top because the weather had changed and it was cold,’ said the Year 13 student. ’The most amazing place was the camp we stayed in on Mount Kenya before the final ascent. I’ve never seen anything so beautiful. There were mountains and pools and you’d think it was the sort of place where dragons would live.’ Emma also helped build, decorate and furnish a nursery classroom in a rural school. She learned to mix concrete by hand and many other new skills. ’Emma is a very strong, capable cadet who was equally comfortable on the mountain phase
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as in the project phase,’ said Captain Alison Sefton, who led the group. ’She was able to push herself to be at the front of the group on the ascent of Mt Kenya, a position she clearly relished.’ Emma joined the Wycliffe Combined Cadet Force in Year 7. Sadly, Emma’s allergies will prevent her from following her father’s footsteps into the services. She hopes to study either veterinary sciences or philosophy. ■
New sixth form centre for Barnard Castle pending two years at Barnard Castle School’s sixth form has always been a transformational experience, but this year it will not only be the students undergoing a transformation. Building work is underway on the school’s new sixth form centre. The building has been designed to promote an emotive and airy setting and is set to be completed and ready for the new academic term in September 2015. It will include a dining area, meeting rooms, quick access IT facilities, a mezzanine study area and silent rooms for private study. There will be a designated area for
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socialising and a teaching kitchen for life skills sessions and social evenings. With a choice of environments for studying, collaborative work, and socialising, the facility will enhance the opportunity for developing life skills, and gaining first-hand careers guidance on hand, with offices dedicated to careers and Higher Education. The students will benefit from a truly university-like experience. Barney’s holistic approach means that students already develop the confidence, positive attitude, and skills that make the difference in later life, but this new facility will help them to develop even further. ■
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Education of Service children School despatches
Floating poppies at Bruton School n exhibition space at Bruton School for Girls in Somerset has been transformed into a swaying ‘field’ of poppies as part of the school’s remembrance events. The installation, entitled ‘Suspended in Memory’, was created in partnership with Somerset Art Works’ Open Studio Weeks and consists of crimson-coloured felt poppies suspended from the ceiling, creating a floating field of remembrance. Working under the tuition of artist-inresidence Lucy Lean, students at the school created the feathery poppies, each with an individual handwritten inscription attached resulting in an extremely thought-provoking and moving exhibition. At the private view, Headmistress Nicola Botterill said: ‘The effect this exhibition has on people is remarkable. For something that is essentially so simple, the effect is breathtaking and so moving. Our partnership with Somerset Art
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Works has given us a wonderfully creative way of making Remembrance Day relevant so that all our girls were able to contribute or play a part in this fabulous installation.’ ■
n December 2014 rugby legend Bill Beaumont officially opened the new sports centre at the Duke of York’s Royal Military School, Dover – part of a £24.9 million new building and refurbishment project. The sports centre has been named after former England rugby international Maurice Colclough who was an alumnus of the school and
captained its 1st team. Sadly, Maurice died from a brain tumour in 2006. Bill played with Maurice for both England and the British Lions during the 1980s, so was honoured to perform the opening by unveiling a plaque at the sports centre. Also present were Maurice’s wife Annie and their four daughters along with the school’s current 1st rugby and hockey team members. The Duke of York’s Royal Military School has a superb sporting reputation, and its rugby team has just made it into the sixth stage of the Daily Mail Schools Trophy. Chris Russell, Executive Principal of the school, said: ‘Maurice Colclough is one of our most famous alumni who starred on our rugby pitches. Therefore, it seems a most fitting tribute to name our great new sports facility after him.’ ■
Boarding grows at Blundell’s
ue to popular demand, particularly from service families, Blundell’s in Devon is extending boarding provision to Year 5 and 6 pupils in the Preparatory School. This exciting development will enable exclusive boarding for younger children in specially converted dormitories within School House, the boarding house for Year 7 and 8 boarders. School House is a safe, friendly
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n 2014 Adams’ Grammar School were delighted to discover that they had climbed to their highest ever position in the Sunday Times’ Parent Power Survey of the best state schools. Excellent GCSE and A-Level results achieved in the summer helped the school reach 32nd position. Former Deputy Head and newly appointed Headmaster, Gary Hickey, commented, ‘This is our best result ever. We knew we would rise through the rankings this year but did not realise that we would end up this high. As one of the UK’s few selective state boarding schools, exams results are only one dimension of school life but we still need to perform at our best. I’d like to congratulate our staff and pupils for such sterling work and stunning achievement.’ Also in 2014, a two-year building project which has transformed facilities at Adams’ Grammar School was completed. The new Music and Performing Arts Centre includes a 180 seat auditorium recently named Hamilton Hall. The first event in the new venue was the New Entrants’ Concert in which 21 new pupils performed solos and over 60 Year Seven boys took part in the newly formed Year Seven Choir. The concert was enjoyed by a number of Haberdashers who were visiting the school as part of the annual Haberdashers’ Deputation. Seventeen members of the Worshipful Company enjoyed touring the school and seeing the new facilities as well as sitting in on lessons and spending time talking to pupils and staff. During the same year, Adams’ pupils travelled the globe, with 39 rugby players enjoying a successful tour of Uruguay and Argentina and 20 musicians touring Australia consolidating the school’s ongoing links with Ringwood Secondary College near Melbourne. ■
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Rugby legend Bill Beaumont opens new sports centre at DOYRMS
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Success at Adams’ Grammar School
environment at the heart of the senior school, benefiting from its facilities but separate, catering for the needs of younger pupils. The move means that full and weekly boarding is available for pupils aged nine to 18 at Blundell’s. Apart from the benefits that boarding can give students – independence, tolerance, self-confidence to name just three – it is also gives peace of mind to busy parents. Full boarding or weekly boarding, where children can stay four nights a week, can be the answer to the parental dilemma of childcare arrangements when they are working long hours or away from home. Andy Southgate, Head Master of Blundell’s Prep School, said: ‘We are delighted to be able to offer boarding to children in Years 5 and 6. The outstanding education at the Prep School combined with all the benefits of boarding at the Senior School – the best of both worlds!’ ■
to s th at yo u w ish If yo u have ne w nt ac t sh are plea se co : David Lidb ur y on 20 T: 01763 2681 ic es ch oo ls .c o.uk e: david@se rv
March 2015 Service Parents’ Guide to Boarding Schools 23
Education of Service children School despatches
Dauntsey’s pupils walk in the footsteps of their predecessors on the Western Front
Headington cadets aiming high
Holly Rowland
he Combined Cadet Force at Headington School was founded in 2003. It is run as an Army detachment and is one of only a few allgirl regiments. CCF currently has a contingent of over 50 cadets from Year 9 and above. The contingent parades once a week and enjoys additional evening activities. There are regular field weekends involving skills such as field craft, camp craft, military skills and orienteering, as well as residential Easter and summer camps and an annual competition against other CCFs and ACFs in the
T group of 65 fifth form pupils from Dauntsey’s School have recently returned from a thought-provoking trip to the First World War battlefields of France and Belgium. The tour included a visit to Lochnagar, the enormous crater near the village of La Boiselle, created by mines detonated by the British under the German front lines on the first day of the Battle of the Somme. This was followed by a visit to the Thiepval monument where the group stopped to read the names of Old Dauntseians killed in the war, some not much older than the pupils themselves. The trip concluded with a visit to the Lijssenthoek Military Cemetery in Belgium, where almost 10,000 French, British and German soldiers lie side by side in one site The memorials and cemeteries made a huge impression on everyone. One of the pupils on the trip, Atlanta Hatch, said: ‘Endless names, so many lives lost and, in some places, the British, French and German cemeteries next to each other – all just people at the end of the day, all with families and friends, all gone. A lot of us cried – it just brought home the human side, the human cost. It was a huge sacrifice but it had to be done. No matter how hard we try to avoid war, sometimes it’s necessary.’ Head of History Ben Sandell said: ‘This trip was part of an ongoing programme designed to take pupils’ understanding of history beyond the textbook. Immersing pupils in historical events through tours such as this gives them a deeper understanding and helps them to assess evidence and build cogent arguments. History is not just about knowing key dates from the past. It sets the context for who we are today, how we see ourselves and the shape of our world. Teaching history is about teaching pupils how to think. We can but hope these insights enable the next generation to make fewer mistakes.’ ■
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surrounding counties. During the summer of 2014, the contingent spent a week at St Mawgan in Cornwall for an exciting programme of adventure and military training. From surfing and abseiling to shooting and ambushes, it was a fun, physical and challenging week and included a 48-hour exercise at Penhale training area. The CCF also runs large numbers of courses for cadets, ranging from sports diving and sailing to first aid and leadership, both at home and overseas. The CCF at Headington continues to go from strength to strength and recently a Year 12 student, Holly Rowland, was selected as the Lord Lieutenant's CCF Cadet for Oxfordshire. She attended a selection board held at Radley College where she competed with other nominated cadets. They all took part in a parade, presented a 15-minute talk on a military topic, undertook a command task and faced a panel interview. She was inaugurated in October 2014 at Pembroke College, Oxford University. Another Year 12 cadet, Naomi Robson, was awarded a Sixth Form Army Scholarship at Westbury in 2014. ■
The Sir John Thomson Memorial Sword ormer Senior Chapel Prefect (Head Boy) Rupert Harris, from Malvern College, recently received the prestigious Sir John Thomson Memorial Sword, at Shuttleworth Old Warden Aerodrome in Bedfordshire. The trophy commemorates Air Chief Marshal Sir John Thomson, and is awarded to Best CCF (RAF) Cadet of the year. Rupert, a member of Malvern College’s CCF (RAF) from 2010, achieved a great deal at school. He attended camps across the world and completed his Gliding scholarship in Vikings at RAF Syerston in April 2013. He gained a flying scholarship at Tayside Aviation in September 2013 and is a keen pilot. He led the College’s RAF Section in the Air Squadron Trophy for two years in succession and won the Leadership Trophy in 2012. After leaving Malvern in the summer of 2014,
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Rupert is taking a gap year working with the children’s charity, the Rainbow Trust. He hopes to study Construction Management and Engineering at university. ■
Suffolk Hunt at Old Buckenham Hall he children and staff at Old Buckenham Hall School near Lavenham were delighted to welcome the Suffolk Hunt who were joined by the Essex & Suffolk Hunt to an historic meet in November 2014, the first for many years at the school. There was a wonderful turn-out on a glorious Suffolk morning. Everyone including the hounds was given a warm welcome – two hounds decided they would like to see the Library and one or two joined the children for their break! A number of children joined their parents who ride out with the Hunts. The pupils also marvelled at the golden eagle which the Hunt brought with them as their bird of prey. Headmaster Tom O’Sullivan, who joined OBH in January 2014, is delighted that equestrian events such as these continue at OBH, adding to the many outdoor pursuits that the children take
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part in as part of the Old Buckenham Explorers (OBEs) activity programme held on weekdays and weekends. With 80 acres of parkland, the children take part in a number of outdoor activities including clay pigeon shooting, camp-outs, and swim and survive. ■
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Education of Service children School despatches
Knighton House pupils enjoy environmental education upils from Years 3, 4 and 5 at Knighton House School recently visited the Magdalen Project near Chard for the day to enjoy an educational experience outside the classroom. Magdalen is a working farm set in 132 acres of Somerset countryside. The project offers children and adults the opportunity to learn new skills, develop a deeper understanding of the countryside and learn that sustainability should be fun. The Knighton House School pupils enjoyed being farmers for the morning. They visited, cuddled and fed the chickens and discovered a couple of expert chicken catchers among themselves! They moved on to the vegetable and fruit plots where they bravely tasted flowers and herbs to varying cries of ‘yuck’ and ‘yum’, although it was agreed that sorrel was the tastiest. The pigs enjoyed a good scratch although their paddock was so squelchy that two children had to be rescued after their boots got stuck. Meanwhile, some of the Year 5s were making fires, collecting eggs and roasting marshmallows on an open fire. They made some very tasty omelettes on the cob oven using eggs they had collected earlier. All the girls then took part in a bug hunt and found a good variety of fascinating bugs. They learnt about how food travels and the benefits of locally produced food. Only one child was brave enough to try the composting toilet! A successful day summed up by one Year 3 pupil – ‘a really fun place to go to’. The pupils are lucky that experiences like this trip are not a one off but are part of their everyday education. Being set in 30 acres of rural Dorset the school ensures that the outdoors is used as a teaching resource in as many ways as
A Beefeater in Bushey
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possible. The children are encouraged to show curiosity about and wonder at the natural world around them. Learning outdoors is used as much as possible for subjects such as maths, science, art and English – learning outside of the classroom often requires additional skills such as co-operation, team work, patience and communication. ■
Taunton School supports British Army football team
aunton School has developed a strong relationship with a British Army base in Germany. The school stepped in to provide kit and tracksuits for the football teams at Paderborn Garrison in eastern North RhineWestphalia. The link was forged via a Taunton School family who had been based at the garrison for three years and whose son played for Paderborn
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s millions of people descended upon the Tower of London for the poppy display in November one member of the elite group of Yeoman Warders was paying a special visit to one of the UK’s oldest girls’ schools. Pupils at St Margaret’s School in Bushey were thrilled to meet a real-life ‘Beefeater’ and learn more about the lives of soldiers and the reason for the poignant display of 888,246 ceramic poppies. War veteran Shaun Higgins – a former soldier in the Royal Anglian Regiment and one of the 36 bodyguards stationed at the Tower of London – explained how each poppy represented the life of a fallen World War I soldier. Throughout his talk, girls asked questions and, in the words of the Head of the Preparatory School, Claire Aisthorpe: ‘Shaun was a magnificent presence in his uniform. He told exciting and fascinating stories which the girls will remember his visit for years to come. We were all totally enthralled by him, his wonderful manner that appealed to children and adults alike, and we could have continued listening to him and speaking to him for hours! Many of our girls have parents who have served or continue to serve in the forces and therefore our connection with military personnel like Shaun is so important to us.’ Being situated near to Northwood HQ and other military bases, St Margaret’s School has a long history of educating military daughters. The range of scholarships, bursaries and boarding options that the school offers makes it an attractive choice. Call the admissions team on 020 8416 4408 for more details. ■
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United FC. When the parents suggested the club was struggling to survive, Taunton School offered to help and its Registrar, Declan Rogers, and Assistant Registrar, Ian Etchells, went over to Germany to present the kit. As a result of its flourishing relationship with Paderborn, two boarding pupils have already signed up for Taunton Prep School. Taunton School has a new Headmaster, Mr Lee Glaser. Mr Glaser was previously Deputy Head under Dr John Newton, who left at the end of 2014 to take up a top post in Australia. Mr Glaser said: ‘The strong link between Taunton School and Forces families has always formed an important part of our community. We provide an outstanding education within a very strong pastoral environment from which all of our students benefit. We regularly see pupils whose parents are in the Forces flourish and reach leadership positions, such as our current Head Girl, Sophie Gamble.’ ■
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Pupils and parents School despatches
RAF cadet success at Tettenhall College
James Alder receiving his certificate with his mother
ettenhall College offers a wealth of opportunities for pupils in a nurturing environment with a close-knit family atmosphere. Among Tettenhall’s many success stories are pupil James Alder who achieved the highest possible rank for his age group in the RAF cadets and was commended for his achievements at prestigious city awards. The high-flying pupil is now a Flight Sergeant with the cadets and he was nominated for The Wolverhampton Young Citizen Award 2014. James was recognised for his willingness to support and volunteer at community events and also his work to raise money for charity. This included participating in The Veterans’ Parade, undertaking car parking duties at the RAF Cosford Airshow, directing traffic at the Queen’s Jubilee celebration, promoting the Cadets to others at public events and supporting new entrants, as well as collecting money for the Poppy Appeal. He has also helped to clean and maintain the Albrighton War Memorial, been Band Master at numerous regional parades and fundraised for the cadets. During his time with the RAF Cadets, James has also been presented with The Richard Wright Memorial Award for Aeronautical Achievement, The Cadet of the Year Award and also The NCO of the Year Award. His attitude is typical of Tettenhall College pupils, who don’t just benefit from academic success but enjoy wider extracurricular activities and are encouraged to be community-minded. Set in acres of woodland, the School is a unique place to learn, with historic buildings, including a theatre and chapel, outstanding sports facilities and modern amenities. Boarders are set to benefit from a £3 million refurbishment at the School, which will include a revamp of boarding houses to ensure their accommodation is of the highest possible standard. Inspectors recently praised excellent relationships between staff and pupils and successful learning. ■
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‘Good old-fashioned fun’ at Hazelgrove azlegrove boarders were quick off the mark to sign up for a special new ukulele orchestra – no prior experience or particular musical expertise was required, just bags of enthusiasm! The brightly coloured instruments instantly bring a sense of fun to this group and it has provided opportunities for those who might not otherwise have taken up an instrument, already revealing hidden talent. The group have made their public debut to the great delight of those lucky to be present. Hazlegrove has been making a conscious effort to give boarders a healthy cocktail of fresh air, mud and traditional hobbies. With two brand new gokarts, the on-site track has become a popular weekend destination, especially in the autumn when there is a wet muddy surface. Despite the Matron’s protestations, Dover Patrol (a simple evade and capture game played in the dark with torches) is still the favourite and muddiest activity. 'Hitting the deck' and slipping through the teachers net to reach the base fills them with adrenaline and stories to share. At the other extreme, knitting has proved to be very popular with a hive of needles clicking away under the guiding hands of the Headmaster’s wife. Without doubt these simple activities give children exactly what they need. They engage their
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minds, encourage social engagement across age groups, promote teamwork, provide plenty of physical exercise and instil strategic thinking. It's a winning formula and always has been. Trips to theme parks may give short-term satisfaction but they cannot hope to replace the sense of wellbeing engendered by good old-fashioned fun in the company of friends. ■
Wellington School commemorates WW1 he most extraordinary World War 1 Day took place in November 2014 at Wellington School with the whole school transformed into a theatre of war. In true Wellington style, a full scale trench was dug, which pupils were able to walk around, while notable historian Kevin Hicks regaled them with grisly details. A RAMC field hospital was set up, complete with ‘injured’ patients and a nurse, a signalling depot, helium experiments, sand bag filling, fierce rifle instructors, drills, sandbags and camo netting. There were various ‘hands on’ communications exhibits for experiential learning, including morse, signals flags and ‘carrier pigeon activities’ as well as a history of the Royal Engineers (Royal Signals did not form until 1920) and even some chocolate bars wrapped up in 1914 wrappers. All Year 7, 8 and 9 pupils spent the morning enjoying the experience and in the afternoon, more than 100 pupils visited from neighbouring primary schools to find out more about this period in history and the sacrifices made for us all. An exhibition detailing the many young men from the school who were killed in the war formed a sombre and valuable reminder of the reality of war. Members of staff threw themselves into the proceedings by dressing the part – there was a scary Captain in the Royal Engineers 1914 and Royal Engineers sapper, as well as a signaller and several authentically clad nurses. The dining room was decked out with Union Jacks and memorabilia and the whole school ate WW1 food to the background music of Run Rabbit Run!. The theme continued with a medley of music, drama, readings and history in the beautiful memorial chapel.
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Choristers sung Pack Up your Troubles and Jessica Handley drew a tear with Keep the Home Fires Burning and Goodbyee. Extracts from Rupert Brooke and Wilfred Owen were read by pupils and there were obituaries and letters from three Old Boys. The drama department performed The Rush to Enlist and A Fitting Memorial and the hairs on the backs of everyone’s neck were raised when the Last Post was sounded by bugler Anthony James. On Remembrance Sunday, the school CCF and Corps of Drums paraded though the town to lay a wreath on the War Memorial in the park and a plaque was unveiled by the Old Wellingtonian Association to commemorate Sanctuary Wood, planted by a former Headmaster in memory of his nephew who sought refuge in the wood in France where WW1 troops awaited reattachment to their units. ■
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
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 with reservations 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, not only to their schools, but to boarding in all schools.
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Rufus Bowder, Year 5 pupil at Horris Hill School Rufus’ father is James Bowder, Army Officer I like being a pupil at Horris Hill because you go on weekend trips to Legoland and Beale Park. There are only about eleven boys in each form so you get lots of attention. Life as a boarder is great and I like sleeping in my dorm where I have people to talk to. You are allowed to read for fifteen minutes before you get up in the morning and you can put up posters to make you feel at home. In Private Side you have a funny house master and we go to our Common Room (Merlin) almost every morning. Horris Hill is a good school because you have kind teachers and they are fun and so are lessons. You can email your parents and have your own secret account. You can read comics in free time or after music practice and you are allowed to play in the secret garden which is just for the juniors. At break I play with my friends. We play Zombies and practise in the nets and play touch bulldog.
Evie Dalby-Welsh, Year 6 pupil at Sunny Hill Preparatory School, part of Bruton School for Girls Evie’s mother is Major Kat Dalby-Welsh, who serves with the Queen Alexandra’s Royal Army Nursing Corps, and her father is a former Major in The Light Dragoons I have been at BSG for three years and I love this school. This school helps you see the bright side of life even when your Mum or Dad are away. My Mum was away in Africa helping with Ebola. The school cheered me up when I was sad and they kept me busy which was good because it made me forget about my worries. At the boarding house we are like a big family and are all going through the same thing. So when I need help, the others help me and when they need
help, then I can help them. I love the activities that we do. I ride, play sport and do lots of fun games and trips. The boarders have all the fun during weekends doing competitions and fun games like the Boarders’ challenge. On the last day of term we always go on a massive shopping trip to Cribbs Causeway to buy Christmas presents for our families and then all the boarders go ice-skating. BSG is amazing; it helps you when you need some advice or a cuddle and is just like your home.
April Hill, Year 6 pupil at Orwell Park School in Suffolk April’s father is a Captain in the Army I’ve been full boarding at Orwell Park for over a year. I didn’t know what to expect at first, but it isn’t really how I imagined it there is always so much to do. I thought it would be really quiet when the day children go home but it really isn’t. It is nice for the boarders to have the school to ourselves! We have activities to get involved in every day after school and the weekends are really good fun usually with an outing planned on Sundays. There are so many different opportunities to try something new. This term at the weekend we have been skiing, to the zoo and on a train trip to Norwich. We have been to Cambridge and the Christmas market in Bury St Edmunds and sightseeing in London. The teachers are always planning something for us to get involved in. I have made some really good friends at Orwell. I like sport a lot especially cross country and the grounds are amazing, we can see the river from the school. My grandparents live quite near so I can go to them at long weekends and half term. My brother is at RHS so he isn’t too far away. I think Orwell is a great school – everybody is really friendly and kind. The teachers and the matrons helped me when I first joined here and never let me feel lonely. It feels like I am part of a big family.
Enam Anku, Year 7 pupil at Orwell Park School in Suffolk Enam’s father is in the Army, serving in Cyprus I joined Orwell when I was in Year 3. I didn’t know what to expect when I first started boarding and I have been surprised at how much fun it is. There is so much more to do here than if I was at home at weekends. I share a dormitory with five other boys; it is like a normal bedroom just with more beds! It feels really homely in the boarding house. If I do get homesick my friends keep me really busy and then I feel better. I like playing dodge ball and rugby and we sometimes play manhunt. The facilities are amazing. There are so many activities to try; there is
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Pupils and parents The pupils DT, Art, Music and lots of clubs to get involved in. The houseparents and teachers are always around so there is always someone to help if you need it. I can talk to my parents whenever I want to; we have Skype as well which is fun. I like being at Orwell Park, it is a good place to be. I do miss my family sometimes, but I know why I am boarding and this is a good school to be in.
Ella Potts, Year 8 pupil at Hanford School Ella’s father is Colonel Alex Potts
I arrived at Hanford in Year 4 and my sister Mary was already there so I was lucky I knew some of Mary's friends and some of her teachers. Hanford is my fourth school and it's definitely my favourite. I am now in the Upper sixth (Year 8) and I can't believe it is my final year. I have made a lot of friends and am having lots of fun. We are really lucky as we have brilliant teachers who make learning really Ella after performing in the lower sixth gym display on Parents Day interesting and teach us how to respect and how to look after each other too. When I was in the fifth form, Mr Boote, our history teacher wrote us an amazing play/musical all about Henry VIII which I will never forget. We also have lots of ponies we help look after. I ride Fudge. One of my favourite things is an early morning ride, but my worst are the early morning runs! We play a lot of sport and I really enjoy the Gardening and Art Club. At the weekends, we climb trees and play outside. Sometimes the Hunt meet at Hanford or we just drink hot chocolate and watch a DVD. There is always someone to play with and chat to. I know I am really lucky to be at Hanford and I enjoy so many experiences that might not happen at home. I will really miss it when I leave. I do miss being at home but I know that I'm in a safe place where people look after me. Boarding school has allowed me to stay at one school while my family move around which has really helped me keep my friends. Hanford is my second home and I love it!
Hattie Abbott, Year 11 pupil at Dean Close School Hattie’s father served in the British Army, REME
My Dad has been in the Army for as long as I can remember. We have lived in many exciting countries, but I have also moved around many different schools. While in some ways this was a good experience for me, I was very happy when I moved permanently to Dean Close School in Year 3. It was my first boarding school and at the age of seven, I was very happy to live away from home as the atmosphere at
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school was so welcoming and warm. I have been at Dean Close for nine years now and am loving every minute of it, especially being in the boarding house with my friends, many of whom are also from military families. It is easy living with people in a similar situation to my own as there is always someone nearby who understands what I am going through. Dean Close has the perfect balance of academia, arts, sport and just having fun, with many great facilities to enable this. Not having to change schools every year has helped me to feel more settled and make lifelong friendships, rather than those from the past that only lasted one year before I had to move on.
Rory Kavanagh, Year 11 pupil at Dean Close School Rory’s father is a Lieutenant-Colonel in the Army
Ask any pupil, military background or not, what they remember of their anxiety when starting to board full time, and nine out of ten will undoubtedly tell you of some memory of homesickness, loneliness or just pure discontent for their new term time ‘home’. These feelings can be, and commonly are, horrible to many, and to those from the military, life away from home is even less appealing. Being away from parents that you don’t see on a regular basis anyway can seem a completely illogical response to the already existent stress in their life. Coming from abroad aged ten, I certainly had many of these sentiments. However, boarding at Dean Close actually made life smoother and more straightforward, the difficult transition into boarding being helped by the wealth of supportive staff. At Dean Close there is an abundance of teachers willing to give their time to pupils, so there is always somebody to talk or relate to, whether staff from a military or religious position; the bursar or chaplain who can guarantee complete discretion; a CCF or DofE leader with a plethora of similar experiences; or even just a houseparent or designated tutor. As a co-educational boarding school, Dean Close also aids siblings, nervous about being apart from their families, as they have each other to lean on for support and encouragement. The main area for me that makes Dean Close life particularly busy and rewarding, is the huge range of extra-curricular activities. Whether horse riding or learning Italian, these are fundamental in relieving stress and taking my mind off the worries of deployed family members. More directly connected to children of military parents, is the CCF, which is open to Year 10 and above. It offers sixth formers the opportunity to lead as NCOs, a role which gives them not only responsibilities and authority, but also an insight into the qualities required of their parents. It is this ability to engage, support and bolster the forces identity of its pupils that makes Dean Close such an excellent choice for military kids and why I am so happy there.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Pupils and parents The pupils Emma Houldsworth, Year 12, her sister Tilly, Year 11, and their brother Sam, Year 9, are all full boarders at King’s School Bruton Their father is a Lieutenant Colonel, REME
The Houldsworths chose King’s for the continuity of education and to be near their grandparents. Emma: ‘I love the school environment at King’s as the school is located in the beautiful town of Bruton. I enjoy pulling back my bedroom curtains in the morning and watching the early morning sun rise over the town. At King’s, everyone gets on well with everybody else. I had the opportunity last year of being in the Under 16 indoor hockey team that went through to the National Finals, which was an amazing experience. King’s is my home from home and I love the fact that my House has lots of character and history. My House, Arion, is situated on the High Street in Bruton and we can go to the local shops very easily. I feel part of the community and we have freedom to meet people outside school. There are lots of activities available, ranging from sport to Advanced Maths, and one of my favourites is TGI Friday which is run by the Chaplain when over 120 pupils attend. This is where pupils enjoy pizzas and soft drinks and chat about Bible Studies. The academic work is fun and the pupils have a good connection with teachers; I enjoy the lessons and the work. If you don’t understand, you can go to workshops; the teachers are very approachable and are so ready to help. Also the tutors in the boarding house are mostly teachers so they can help with any academic problems. It is good that all staff are allocated to a House as there is quite a lot of competition between the Houses. The House Music Competition is in February and this is one of the highlights of the year. I was lucky to go on the hockey trip to Malta as well as the History trip to Italy (Sorrento was beautiful and we survived a hail storm on Mount Vesuvius!). The social Sixth Form Club is also a great place to meet friends and on many occasions a disco is organised. There is a good range of subjects to study at A Level. It feels just the other day that I started at King’s so I know that the next two years in Sixth Form will fly by.’ Tilly: ‘I like the fact that all the staff know everyone’s names and that you can talk to pupils in other years very easily. I also love the sport; even if you are not in the A teams, you still get the same quality of coaching. At weekends, there is Saturday school in the morning, then sports fixtures in the afternoons. I really enjoy Saturday evenings as there is usually a social/theme night at the Junior Common Room. On Sundays, there are shopping or cinema trips organised so life is never boring. The social highlight for the junior part of the school is the Snow Ball in December. My sister and I enjoy horse riding and we do this as an activity every week at a local riding school throughout the year, even in the snow. We wanted a school that took riding seriously – the Headmaster’s wife runs the activity and it is great fun. Everyone has a role in the house: we organise our own teams and this encourages ownership and responsibility – we are guided by the older pupils. Day pupils are integrated in the boarding houses and many stay on a Saturday night
for the social events. I love CCF and putting on the cam cream and mud! I went on a French trip to the Dordogne: we had lessons in the morning, then in the afternoon we went on cultural trips to towns, markets and museums. Every year, the whole Third Form visit the First World War Battlefields in October and every year the Chaplain’s wellies go missing on the trip! We are lucky that King’s is a full boarding school – it’s all great fun.’ Sam: ‘I have to admit, when I first came, I thought there was going to be a massive hierarchy, with the third formers being at the bottom, especially the little ones, like me. Also the fact that everybody comes from different schools, might make me feel even more isolated and alone. However, the reality was completely the opposite – everybody gets on really well with each other, and within the first week, all of the new pupils had mastered the routine and had made some great friends. One of the main differences between prep school and here, is the way everyone treats you a little more as adults, meaning that you have more freedom. You can go into town, within certain time slots of course, and you are trusted a lot more by the staff. There is a wide range of activities, ranging from swimming, to film club, and even horse riding, if you are interested. The sport here is a big jump from prep schools, with opponents becoming bigger, stronger and faster. However, there is no need to worry, due to the fantastic coaches who teach us everything we need to know and more. If you need to get in shape, or raise your fitness, then you can go to the gym most nights of the week, or go and play football in the sports hall, which is good fun no matter what year you are in as everyone is welcome. The teaching here is also fantastic, every teacher goes through each topic carefully and at his or her pupil’s pace, making sure everybody thoroughly understands every aspect of what they are meant to learn. They seem to really care. Overall, I massively recommend King’s Bruton, for many reasons. The main one however is that in larger schools, you don’t get to know everyone, and sometimes that must make it more lonely and scary at times, however, King’s Bruton gives you a sense of family no other school can even think of achieving. I am definitely glad I chose to come here.’
Ed Welch, Year 13 pupil at Clayesmore School Ed’s father is Brigadier Nick Welch OBE Director, Army Division Joint Services Command and Staff College Shrivenham Now I am in Year 13 at Clayesmore Senior I certainly feel that I am totally in the centre of life here. Joining in Year 9 from the Prep School meant that, although the environment here is the same for all of us who transfer from the Prep (we are all on the same campus), there is a sense that everything is new and there are a lot of exciting new challenges. I joined Clayesmore Prep in Year 5, straight from my primary school in London, and right away I felt at home because everyone was so friendly. I have so many happy memories of spending time with my friends and what is so brilliant about being able to transfer straight to Clayesmore Senior School is that most of my friends came with
March 2015 Service Parents’ Guide to Boarding Schools 29
Pupils and parents The pupils me! It was good fun that we were all together but I was also very happy to meet so many new people who had joined the Senior School in Year 9 from the surrounding schools. When the time came to make a decision about which senior school to attend, we visited Clayesmore senior and both myself and my parents were so impressed with the facilities and the teachers that it seem to be the best and most logical move for me. I was awarded an academic scholarship to the Senior School. History and English are my best subjects, and we all really enjoyed the tour round the new academic facilities and buildings. I play for the rugby, hockey and cricket teams, all of which I really enjoy. Rugby is my preferred team game and I love the fact that we play it for a whole term in the Senior School. Like most Service families, we have moved around a good deal, so one of the most important things for my parents is that my brother, sister and I can stay together and go to school in one place. Having my brother now join me in the Senior School and my sister in the Preprep means that even though I am boarding I get to see them both every day. I know that makes my mum happy too, which was really important when my dad was in Afghanistan for a year. I think this is a great experience for me and I can imagine that, when the time comes to leave the Senior School, all I will have is happy memories to take with me.
Hannah Roche, Year 13 pupil at Barnard Castle School When my parents first suggested boarding school to me I had just read Enid Blyton’s Malory Towers series and so I flew to the computer to look at schools. We visited schools not entirely sure what to look for but after visiting Barnard Castle, we all agreed that there was something different about this school. I started here in Year 7 and I’m now in the sixth form. The school has given me a continuity of education that I have never had before and all these years later it still surprises me how much of their time teachers are willing to give up to help us outside of lessons. I find making friends quite easy but moving house every couple of years meant leaving them behind so I love being able to keep my friends for so long, and I have formed such close friendships, for example my roommate and I are practically like sisters. What’s more there are a lot of other boarders here who have a parent in the army so we’re always surrounded by people who understand what it’s like. Aside from the academics the staff here also put on a lot extracurricular activities. In my time here I have done everything from badminton to being in a musical. Currently I am focusing on my Duke of Edinburgh’s Award but I also enjoy the freedom of being able to use the new gym to enjoy in my free time. The other day I was shocked to realise that I have been going to Barney for longer than I’ve lived in any one house. But it was the best decision I ever made. It has given me experiences and a confidence that I never would have gained otherwise. I am hugely grateful for my time here so far.
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Lizzie Clouston, Year 13 pupil at Barnard Castle School Lizzie’s father, Lieutenant Colonel David Coulston, is serving in Oxfordshire When I was nine years old we were preparing to move again – a story familiar to many forces children I’m sure. Going into Year 5 and my fourth school – I was beginning to miss my friends that I made. So I started boarding, with my brother, when we were age nine and seven. It was great fun from the start in a small, homely prep school boarding house. I got to know everyone very quickly and they were all very friendly and welcoming. I’ve made some great friends for life at Barnard Castle School. I’ve also achieved some good exam results (which I am very pleased with), represented the school at hockey, visited Iceland and Borneo, been promoted to Corporal in the Cadets and am doing my Silver and Gold Duke of Edinburgh’s Awards. My brother is a keen sportsman and is currently in the final stages of County rugby selection. As I have grown throughout the school, there are added responsibilities, but also freedom. Now that I’m in the sixth form I find myself on duty some evenings, helping to supervise the younger boarders. I like being able to help them out when I can. I feel I’m adding value back into the school. I am always grateful for the teachers’ willingness to provide extra help outside of lessons, through tutorials. This is something I really appreciate.
Nathan Southerton, Year 13 pupil at the Royal Hospital School Nathan’s father, Captain Jim Southerton RMP, is in the Royal Military Police I started at the Royal Hospital School as a boarder in a Junior House for one year which gave me a chance to settle in and find my feet before moving to the senior part of the School in Year 9. Over the past few years, my Senior Boarding House has become my ‘home from home’ giving me stability in my life – it is the bedrock in which I’ve planted the foundations for the beginning of the rest of my life. My Housemaster has been the driving force behind my successes at School and my determination to achieve my very best. Matron is like a mother to all the boys and she and my Housemaster are the two people who I can really rely upon whilst away from my parents. My Father is an officer in the army and because of this we tend to move around roughly every two years. Being at a boarding school has meant that my schooling has been stable and reliable. The Royal Hospital School has established connections with the Navy and there are many pupils who have mothers and fathers in all of the armed services. This gives me peace of mind as I know that the feelings I have when my Father is away are shared by many of the people around me.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Pupils and parents The pupils Sophie Gamble, Head Girl of Taunton School Sophie’s father, Martyn, is a Brigadier in the Royal Artillery As a child from a military family, life can often be unsettling, disruptive and somewhat isolated. The constant fracturing of friendships and changing of schools, subjects and teachers can become tiring and frustrating. Being a member of Taunton School has helped me to overcome such uncertainty by providing me with steadiness and stability. While my home life is often turbulent with frequent house moves and job changes, I can always rely on the consistency of school to keep me grounded. It is not just academically but also socially beneficial for me as I now have a close circle of friends who I have grown up with throughout my Taunton School career, many of whom are also from a military background. The boarding community at Taunton School is an inclusive and friendly environment and a place to meet new people, regardless of your background or nationality. Moreover, being in school full time has allowed me to fully immerse myself in school life by getting involved in various productions and attending evening lectures and events. I am currently enjoying the responsibility of being Head Girl and I believe that since arriving at the school nine years ago, the school has nurtured my confidence and sense of belonging. I feel at home at Taunton School and I am grateful for the stability it has offered me over the past years. Thanks to such an education, I know many exciting opportunities lie ahead for me and I feel privileged to have had such an excellent preparation for life beyond the school gates. ■
Sophie Gamble with Head Boy, Ben Woolstencroft
“BEST PUBLIC SCHOOL” Tatler Schools Guide 2014
admissions@wellingtoncollege.org.uk | +44 (0)1344 444 013 wellingtoncollege.org.uk
“THE MOST FOR FORWARD-THINKING RWARD-THINKING A SCHOOL IN BRITAIN BRIT TA AIN” 2014
OUTSTANDING ISI REPORT 2014
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March 2015 Service Parents’ Guide to Boarding Schools 31
Pupils and parents The parents
The parents – how boarding affects families Flt Lt Hamilton-Bing and his wife Rebecca, based at RAF Wittering, have two sets of twin girls at King’s Ely Junior – Lydia, Charlotte, Annabelle and Emily Before joining King’s Ely, we were feeling increasingly guilty over the lack of extra-curricular activities the girls did. We often rushed home for 6 o’clock to spend quality time with them, which amounted to no more than frantically trying to cook a wholesome, vegetable-laden tea (not always 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, especially during a Christmas Out of Area. We looked at several schools within scope but with no particular thoughts on type or specialisation. However, we both judged the schools on the ‘feel’ of the place, the ‘buzz’, the way the escorts carried themselves and what they had to say, the facilities and the boarding house. King’s Ely felt right straightaway. We were impressed by the amount of activity going on during the initial and subsequent visits. It seemed every other child was carrying some sort of musical instrument or in some sports kit or other. What was most noticeable among 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 after three years we know this wasn’t the case. We took home a Yearbook to show the girls, and asked them to circle the pictures they thought looked interesting. This got them quite enthused, especially the Prep Boarding House, the Priory. This 11th century building was the original Cathedral’s Priors’ House and with its Gothic proportions, domed ceilings and gargoyles, it was enough like Hogwarts for the girls to want to take a look. Although a rather grand and imposing building, the Priory is a small House with a maximum of 20 or so residents. The Housemaster and his family ‘live in’ and are generally aided by a couple of Aussie or NZ gap students and a trainee teacher. 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 they 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 some kind of old style Grammar 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
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well-rounded 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 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 some testing she was diagnosed with dyslexia which affected her short-term working memory. The Learning Support Team (LST) at King’s Ely has done a most fantastic job and got her from 18 months behind to ahead of the Key Stage requirements. She even loves Latin! After three years we still miss the girls each night and we’re sure they miss us. We know they are safe and well cared for, they enjoy going to school (even double maths!) and are benefiting from a well-rounded curriculum delivered by transformational teachers.
Josie Drew believes that St John's College is opening her children's minds the better to embrace their future Josie admits to being somewhat dubious at the prospect of her sons going to boarding school when they were nine years old. However, as this was a requirement under the terms of Ian's agreement with the Navy, where he is Josie and Ian Drew live in Portsmouth and have two a serving officer, she sons, Harry and Oliver, who are 14 and 11 decided to make the best of respectively. the situation and investigated the available options. ‘Part of the reason we chose St John's College was because it is a Christian school. Although we are not regular churchgoers we liked the idea of a religion-based environment,’ Josie explains. ‘St John's has a very kind and caring feel to it, is very welcoming and gave me a strong impression that the pastoral welfare of the pupils is a large part of the ethos. In the five years since Harry started there, my opinion has not changed at all.’ With her children living away from home, Josie appreciated the fact that a Housemaster or Housemistress was there to act in loco parentis for the boys. ‘St John’s is used to the fact that quite a few of the children have parents who are unavoidably away for long periods of time. The House parents do a lot of things with the children that they might miss from home, such as camping trips and baking sessions so they feel they are part of an extended family, in a way. The teachers are good role models, and to a degree help to alleviate a parent’s absence.’ Despite Josie’s initial doubts, both Harry and Oliver quickly adapted to weekly boarding. ‘I was surprised at how quickly they settled in, just like ducks to water,’ she recalls. ‘It was hard for me at first but because they were fairly close to home and obviously happy at school I was reassured that we had made the right decision. As it turns out, the opportunities they have had at St John's far outweigh any misgivings I may have had.’
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Pupils and parents The parents A push in the right direction Prior to starting at St John's, Harry and Oliver had attended a primary school which, although adequate, had not given either of them the early educational boost that Josie would have wished. ‘Both the boys are perfectly able but in classes of around 30 pupils were not given access to the individual attention which could have given them more of a head start. St John's has the resources to offer them much greater learning support and they have both improved a great deal under this regime; I am much more confident now that they will achieve to the best of their ability.’ Shining on and off the pitch It is not only in the classroom where Harry and Oliver have been given the chance to shine. With so many sporting and cultural activities to take advantage of both have achieved a measure of success in their own chosen interests, with Harry having been selected for coaching with the London Irish/Hampshire U14s team and Oliver a dedicated member of the St John’s College Chapel Choir. ‘Both the boys are sporty but Harry is particularly into his rugby so it was wonderful that he's had the chance to go so far,’ says Josie. ‘It was entirely Oliver's own decision to join the choir and he has sung at the Vatican for the Pope as well as many at events around Europe – even though he declines to perform for his family!’ Every chance for every child As a non-selective school, St John's College believes that each child should be given every possible chance to make the most of their individual abilities. By offering a wide range of teaching resources, extra-curricular activities and some out-of-the-ordinary experiences it is doing just that, Josie believes. ‘Apart from the high quality of the teaching, the access to sports and other exciting activities helps to open their minds and make them more receptive in every way. In an ideal world, I would have loved for Harry and Oliver to have been at St John's from the day they started school.’
Liz Rhodes is married to an Army officer. They have three children who are full-time boarders at Barnard Castle School, Co. Durham Why boarding school? When Katie was eight years old she started her third school. In the first week of joining a new school she went on a fiveday residential school trip away from her new home with new staff and pupils, people she didn’t really know. Of course she loved it, as a Service child she knows how to adapt, to get on with new things and people quickly but it’s an example of the massive demands we, as Service parents, regularly ask of our children. By Year 4, many Service parents start to think about the boarding option. Is it the right thing to do, will it fragment our family which
already has so many external pressures put upon it? Will the state education system continue to place all our children in the same school of our choice at the same time without having to go through the appeals process? We wanted choice and flexibility and at a cost we could realistically afford. Katie came home from school one day and said she’d had enough of having to make new friends and then losing them again because of moving. I don’t think there is any one reason why we went down the boarding school route but Katie’s frustration galvanised us into looking at the alternatives. For us, continuity of education (and friends) focused our attentions on to schools which could cater for ages 4 to 18. We also have twins, Georgie and Edward, which narrowed the field further to a co-ed school. It was important for us that if we were going to ‘send our children away’ that they could be together and see one another if they felt homesick. There are so many schools out there. All have glossy prospectuses and tell us what, as parents, we want to hear but I think the best way of getting a feel for a school is going and having a look round, speaking to parents and pupils and not just on an open day. One benefit of the Service community is that that is always someone who knows someone else who has a child at one school or another. Why Barnard Castle School (Barney)? The potential of an overseas posting meant that grandparents (all in Yorkshire) were the first emergency contact and needed to be within an hour of school. There are lots of good schools in Yorkshire and we’ve looked round most of them. We knew some parents who sent their children to Barney as both boarding and day pupils. In short, we liked the product; friendly, confident, bright, sporty, well-rounded and wellgrounded individuals. Boarding life did take a bit of getting used to. For all of us. Especially when we were overseas or at the other end of the country. We have never lived closer than five hours away from Barney so it was also important to us that there was a full boarding life packed with weekend activities and children remaining at school for weekends. We have always had a good relationship with house parents and teachers and have regular phone calls. Communications from school are wideranging and comprehensive; ranging from the weekly pupils newsletter, the ‘Barney Bulletin’, to the Headmaster’s weekly missive. The website is often vital for us for the fixtures and events lists. We also let school know if there is an operational tour or other times when Dad is going away. Barney is very good at supporting Service children and was the first school in England to use and embrace The Royal Caledonian Education Trust film ‘Forces Kids – This is My Life’. An aspect which we didn’t consider when choosing a school was additional educational needs. Edward was identified as having dyslexia within the first year of attending Barney. We approached CEAS and school helped us apply for SENA including testing at Dyslexia Action. Edward now has extra individual lessons within the school’s own Learning Support Department. It is very important to us that Edward gets the help he needs while continuing his education within a mainstream educational environment and is not segregated from his siblings and friends because of his learning abilities. Have we done the right thing? Who knows? What is the measure? All I can tell you is that we have three happy children who love the opportunities they have in both studies and sport, love their friends and want to belong to Barnard Castle School.
March 2015 Service Parents’ Guide to Boarding Schools 33
Pupils and parents The parents Colonel Alex Potts and Anna Potts are very happy with Hanford School in Dorset, the school they have chosen for their three daughters While living in Scotland and having a blissful family time, we knew that with our next posting, boarding school would be a major factor in giving our girls the educational stability they needed. We have three daughters and although our eldest Mary was only eight at the time, she would then be starting her third school so we had already experienced Colonel Alex and Anna Potts with their three moving schools. daughters, Mary, Ella and Phoebe Changing schools is not an easy process however lovely the new school is. Dealing with change was difficult for our children, particularly saying good bye to established friends before starting all over again somewhere new. So we took the big decision to look at boarding schools and we were recommended Hanford by a fellow army friend of my husband Alex. Setting off from Scotland to look at a number of schools we visited a handful but on arrival at Hanford it was obvious this was the school for our family. It has a beautiful setting with ponies, chickens, walled gardens full of flowers and happy children running around, and a real sense of home although on a slightly larger scale. Hanford is hidden in the Dorset countryside, set mostly in a fascinating Jacobean Manor house with an ethos based on cherishing childhood. The school seeks to nurture simple family values including kindliness and good manners, as well as nurturing confidence that comes through success in both academic work and play, focusing firmly on drawing the potential out of the individual girls. I can honestly say it does just that. Five years on, Mary has left, Ella is still there and Phoebe starts soon. I have become a Governor and am involved more than I ever imagined I would be. The school has added something to all of our lives and even grandparents have been taken by its unique charm. The school really does look after the individual with its small class sizes and talented teachers. The girls really don't realise how hard they are working. They have all secured places in their preferred schools, with an abundance of scholarships to boot, as well as enjoying outstanding sporting and musical results. All done while still being able to go for their early morning pony rides, clambering up the Cedar tree (all branches named), gardening, handiwork, but above all allowing them to cherish their childhood. If I ask Mary what she misses about Hanford there is an endless list focusing on friends, teachers, ponies, dares, committees, rollerblading, plays, music and sport. Ella sits there with a huge smile on her face knowing she is still enjoying all these wonderful things and Phoebe smiles secretly knowing she has it all to look forward to. When Phoebe does start it will be her third school too and Alex and I really appreciate how important it is to select the right school that supports our nomadic life style. The girls would have really
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struggled without the stability and continuity that boarding schools provide. It's a huge decision sending your children away to school but one that is made easier for us knowing that Hanford's staff are looking after them and the children are truly happy. We owe much to Hanford and I'm in a very lucky position as a Governor of being able to help secure its future for other families in years to come.
‘The boarding decision is a difficult one. On reflection I’m glad we made it as a family.’ Lieutenant Colonel David Clouston My daughter Lizzie is an upper sixth pupil who is boarding at Barnard Castle School. When Lizzie was nine we were preparing to move again and we agreed that Lizzie and her brother, who was then aged seven, would start boarding. Having researched boarding schools my ‘shopping list’ included: somewhere my children would be happy, co-educational, in the North of England close to family, capable of taking my children through from prep to sixth form with no further changes and fees that were manageable in the long term. Barnard Castle School appeared to fit the bill. We visited, were impressed, and subsequently registered the children for a place. It was a big step for my wife and I with the children being so young but the phone calls home assured us, very early on, that we had made the right decision. My children are different in their interests and hobbies. Barney is big enough to cater for these differences but is small enough to care for them as individuals. The boarding decision is a difficult one. On reflection I’m glad we made it as a family. The children have had some great opportunities, have achieved some great results, made some life long friends and most importantly have been very happy and settled.
‘I just want to have some long-term friends!’ Squadron Leader Nobby (Neil) Clark I remember the first time our eldest son (Jordan) said these words. He was seven or eight and was about to start his fourth school in five years. My life in the RAF made it difficult for the boys, and when we moved so frequently it put undue pressure on them and how they settled in each location. Sue and I had never looked at the boarding option until we started a tour in Saudi Arabia with the MODSAP Team and saw the standard of education the children were being offered, and their confidence and strength of characters when they returned to the Kingdom during holidays. Saudi Arabia was where Jordan was born in 1996 and, the following year, having returned to the UK, Rhys came along. Some six years later, and having landed at RAF Leuchars, we were involved in the local martial arts club when a friend and colleague mentioned Queen Victoria School in Dunblane. Coincidentally, that Saturday there was an open day at the school and having Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Pupils and parents The parents briefly discussed it with Jordan we went along. My first impression was one of very pleasant surprise and satisfactory amazement on how we were greeted. The children, at only 10 and 11, were happy, smiling and greeting adults they had never met, with Squadron Leader Nobby (Neil) Clark joined the RAF in February 1986 at the age of 16½. Serving all round manners and utmost the world he took his commission in 1999. Having confidence. The married Sue in 1992 they finally settled the family headmaster was greeting home in Fife in 2003. Currently serving as OC Personnel Management Squadron at RAF Kinloss in every child by name, 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 and Rhys they aim to continue their close affiliation with absolute respect. with the school. Now that both Jordan and Rhys have enrolled in the school we have never looked back, and while both 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 in Cyprus, this can bring extra concerns with distance and travel; however the school understands and supports the children even more to ensure they remain active yet in contact with parents. Providing Skype has been a godsend. The friends that they have made already I know will remain for life, and that is also evident
from the number of Old Victorians that return for many of the parades and each Grand Day. The after-school activities will also enhance their future and provide valuable learning skills as well as fun interaction. Queen Victoria has an excellent and ever-growing reputation and, with the pipes, drums and dancers, the opportunities afforded to the children have enabled participation in the Edinburgh Tattoo and many other displays across the world. Rhys in the year prior to joining, while watching the school perform at the tattoo, confidently stated that he would be there one day, playing the pipes or leading the band. He is now a full member of the band, playing the pipes, and his dream could be coming to fruition. With his older brother also in the band as a tenor drummer, there is nothing prouder than a parent seeing their children realising their dreams and ambitions. This is certainly something that Queen Victoria strives for, and with an overall cadre of Service children as pupils the school staff also realise the extra stresses and strains that Service life brings and what it means when parents are deployed on ops. The pupils bond together as a family, no matter what rank or Service their parents are in, or what background they are from. Both the boys are thriving academically and enjoying every school activity they are involved in and that the school affords. Without doubt it is the best decision we as a family have made and for their future we are immensely proud and grateful for what the school is offering both Jordan and Rhys. We will never stop being a close-knit family despite the separation, but we know that Queen Victoria is helping towards their future, and providing the stability and ever-lasting friendship that they have been seeking. ■
www.crested.org.uk www.crested.org.uk
Council ffor or tthe he R egistration of Council Registration Schools Teaching Teaching Dyslexic Dyslexic pupils pupils Schools
W e give give you We IInformation nformation & C hoice Choice O ur advice advice is is independent independent Our b ut well well in formed but informed school is is one of the the Choosing a school Choosing sions you m ake for fo r biggest deci biggest decisions make child and itit is is not easy yourr child You need all all the help you can get You Our Register is free se ring for a copy or p please lease nload a pdf from download our website: www. .crested.or t d www.crested.org.uk All the e information informat you need is right there there. Contact CReSTeD C ontact C ReSTeD on 0845 601 5013 llesley@crested.org.uk esley@crested.org.uk
www.crested.org.uk www.crested.org.uk
R egistered charity charity no. 1052103 Registered Council for for o the the Registration Registration of S chools Teac hing D yslexic Pupils Pupils Council Schools Teaching Dyslexic
March 2015 Service Parents’ Guide to Boarding Schools 35
Choosing and assessing schools What makes a good school?
What makes a good school? – Dr Joe Spence, Master of Dulwich College hen I first became a Headmaster I naturally found myself reflecting on the big question: what makes a good school? A passage entered my head in 2002, almost fully formed, and, although I am always open to new ideas and changing the emphasis of what I say in this regard, it hasn’t needed to be redrafted for this article: A good school is always a competitive yet compassionate community. It is consistent in its treatment of all pupils. It offers a broad and challenging curriculum to stimulate intellectual and public curiosity among its pupils. It is a school in which there is ease of communication, between all its elements. It has the confidence both to change through time (responding to external and self-criticism) and to celebrate its successes. My main point, therefore, is that a good school can be either a day school or a boarding school, or a day and boarding school; it can be a faith school or secular in its outlook; it can be a co-educational or a single-sex school. What sort of school you choose for your child will owe most to personal circumstances and personal beliefs and prejudices, but good schools tend to share a few defining features, however different they may look at face value. This is further supported by others’ reflections on the same question. Lord Adonis, then Andrew Adonis, the Prime Minister’s special adviser on education, became an advocate of the new academies programme, now supported by all the major political parties, when he discovered at one of the first City Technology Colleges the three features he would still say are essential to a good school: ● an ethos of high expectation ● teachers ambitious for their pupils ● a vibrant co-curricular life. Similarly, the authors of the McKinsey study How the world’s most improved school systems keep getting better (2010) are agreed that a successful school needs a clear ethos, good leadership, effective governance and – first and last – excellent teachers. So, keep all this in mind when you visit any school as a prospective parent and try to get answers to some of the questions which headline the next paragraphs.
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What sort of a community is the school? I have suggested that you look for a school which strikes you as ‘competitive yet compassionate’.
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That is, seek out a school at which your child will find challenging opportunities and where the pastoral care is first rate; a school which knows how and when to temper competition, and where the whole is clearly sub-divided into little battalions. That might well be a school which boasts a clear and effective house and tutorial system. One question you might ask is whether a tutor is actively encouraged to make contact with parents. I have also suggested that a good school is ‘consistent in its treatment of all pupils’. That is, find the school that takes as much pride in the C grades honestly striven for as it does in the achievements of its top scholars and one at which there is as great a commitment to sport (and music and drama, etc.) for all its pupils as there is encouragement of the self-evident élite. Bad schools take undue pride in the achievements of children who could have achieved all they do whether at that school or not.
What is the school’s ethos? A good school respects traditions while seeking innovatory solutions to contemporary problems and, thereby, has ‘the confidence to change through time’. You should feel that it is proud of its heritage, but that it is actively seeking to engage with currents of contemporary educational policy: for example, has it sponsored an academy or opened an international school? If not, why not? There may be good reasons for it not to have done so, and everyone in the school should know what these are. I have recorded that a good school should ‘stimulate intellectual and public curiosity’. That is, it should be encouraging its pupils to be engaged in thinking beyond their exambased syllabuses. It should have schemes to encourage reading (particularly among teenage boys). It should encourage interdisciplinary work and ensure that there are societies which attract notable outside speakers or to which the pupils themselves contribute talks or seminars. You also need to find a school which gives time, through regular assemblies and on its special days (Prize Giving, Speech or Founder’s Day) to the celebration of its pupils’ successes, thereby taking due time to reflect on what has been achieved by its individuals, albeit determining to do even better as an institution next time.
How committed is the school to the co-curricular aspects of its work? A good school understands that learning goes on in and beyond the classroom. I like to talk of the ‘Total Curriculum’ and by that I mean my belief that sport, music and the arts, adventure and service are not extra-curricular elements of a school’s programme but integral to what a good school should offer its pupils. However, co-curricular excellence must not be sold to you as an excuse for academic underachievement, and be suspicious of any school which talks down its academic calling. As I will explain further below, success in the classroom should never be compromised by a school’s commitment to excellence in other areas. A good school strives hard to establish a well-balanced and broad curriculum that can play to the strengths of all its pupils, whether they are academically excellent (by that school’s standards) or likely to need extra support to fulfill their academic potential. It tries hard to find niches and platforms for all its pupils: some areas in which they can feel secure and others in which they can show off their talents.
How good is the teaching? If the Total Curriculum is to be carried through successfully, it needs to be balanced by a commitment to the ‘primacy of the classroom’. A good school is dedicated to the total curriculum and to academic excellence, without contradiction. It is imperative that a school inculcates in its pupils both an ability to learn and a love of learning as lessons for life. Whether all the pupils in a school can be encouraged to fulfil their potential will owe everything to how good the teaching is in the school as a whole (and not just how good it is in the sixth form or for the best pupils). After some years in which this was not understood as widely as it should have been, schemes like Teach First show that politicians have realised that the nations which have the most successful educational systems are those in which teaching is valued as a profession, if not as a vocation. Too much time has been wasted looking for the ideal type of school and for the perfect curriculum. The search for both is as thankless as the search for the Holy Grail. You will hear strong cases made for the International Baccalaureate, the Pre-U qualification and for A levels. You may find
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools What makes a good school? that you have good reason to seek out a school offering the IB or Pre-U rather than A levels, but as a general rule, you should worry less about the particular curriculum offered and more about how it is delivered. It’s on this point that you should question the Head, his or her teachers and, of course, the pupils themselves – always the best ambassadors of a good school. There are two areas of school life on which I have not commented in this overview. They are the issues of how well a school prepares its pupils for life after school and the nature of its leadership, management and governance. I will do this now, before offering some concluding remarks on various types of school and returning to my own definition of a good school to deal with the one element not yet tackled: the importance of a commitment to clear and regular communication. A good school is interested in what it can do to turn children, in due course, into young adults. In a good school, as pupils grow older, they begin to take responsibility for their decisions and actions; a good school gives a great deal of thought to institutions such as prefectship – it wants to trust pupils not to have to be treated as children. I would add that a good school should have a first rate careers department, attuned to the changing demands of the competitive universities and of the workplace – as much as one can be up to speed in the fast-changing world of work. The government is rightly making more stringent demands of maintained schools in this regard and independent schools are conscious that in their careers advice they are going to have to do more than simply guide their pupils on completing a UCAS form for university entry. I would advise prospective parents to ask explicit questions about the nature of support pupils are given as to how to ensure that they keep their options open in their preparation for the uncertain job market, and how they determine university choices and whether or not to proceed to university. It is certainly the case that in the next generation more bright pupils may choose not to go to university, or at least not immediately, but rather take up apprenticeships or alternative placements in work or vocational training. At this point I’d like to interject another definition of what makes a good school. William Waldegrave, the Provost of Eton, has said of good schools that 'they should follow excellence for its own sake, they should experiment, they should have the confidence to stand up for what they believe
in’. He has also said that privileged schools (a short-hand for those in the independent sector) should be defined by ‘a thousand different forms of service’. This is something else to bear in mind and ask questions about during the course of a school visit. His conclusion is also telling: ‘Excellence [in schools] cannot be measured by exam results alone, though exams have to be passed, nor even by sporting results, though it’s nice to win. True excellence is measured by what pupils do with their lives hereafter’.
What does the Head stand for? I have left Waldegrave’s definition of a good school to this point because it both sums up the importance of preparing pupils for the future rather than simply giving them the happiest days of their lives and because it strikes me he is speaking particularly to and about school leaders and governors: they must be committed to excellence, in all aspects of their enterprise; they must be willing to innovate, basing their innovations on what they believe in, and they must be committed to service as an essential ingredient of a good school. At any school you visit, whether you actually meet the Head or not (and it will not always be possible) make sure you know what the Head stands for and that they are backed in their mission by senior staff (if not all staff) and by governors. It is an interesting time for governors in schools; to some extent they are being given contradictory guidance as to how to conduct themselves, but the best schools know that the governors’ brief is to scrutinise the work and vision of the Head and to be a healthy presence in support of all the work of the school: its pupils’ and teachers’ work, and, as appropriate, its parents’ work too, for parents tend to be active in support of a good school. As I’ve stated, you will have your own reasons for favouring one sort of school over another, but children are more adaptable than we adults tend to allow; they have the capacity to make the most of the opportunities with which they are provided. Look at a range of schools, therefore, even if you feel you know what sort of education you would prefer to support: look at single-sex schools, even if your prejudice is for coeducation; look at boarding (if you can afford to), even if you have a predisposition to consider a day education. And even if you cannot afford boarding, you might be able to find a day school with a boarding element which creates a boarding ethos which you would value for your child.
Effective communication And so to my final point, and I have left it to the end both because I feel it is of the utmost importance and because it is the part of making a good school in which parents have a direct role to play. In a good school there is evident ease of communication between all elements: between pupils and teachers, between teachers and parents, and between the school and its wider community (neighbours, feeder schools and alumni). You must test all these relationships when you are judging the excellence of a school, but the keynote for parents is that you have as much responsibility as the school for making sure that communication is effective. Therefore, determine to let the school know when there’s something about which you’re unhappy – or about which you’re very happy. Most particularly, beware talking to other parents and thinking you’re talking to the school. This happens more commonly than you might think – and little good ever comes of it. You will be surprised how often what you have to tell the school comes as news to its leaders and managers and how much they will be grateful to you for sharing information or an opinion – even when they appear to be negative or difficult to deal with. May I wish you all the very best in your search for a good school. ■
Dr Joe Spence has been the Master of Dulwich College since 2009. He was previously Master in College at Eton College, 1992–2002, and Headmaster of Oakham School. Dr Spence has governed a number of other schools including the Dragon School, Oxford, St John’s College School, Cambridge, Windlesham House, Sussex, and the Isle of Sheppey Academy. He also sits on the Boards of the Inspiring Futures Foundation, the Dulwich Picture Gallery, the Blackbird Academy Trust and the Demarco Archive Trust. He is a playwright and historian.
March 2015 Service Parents’ Guide to Boarding Schools 37
Choosing and assessing schools What about boarding schools?
What about boarding schools? – Barnaby Lenon, Head Master of Harrow School, 1999–2011, and Chairman of the Independent Schools Council (ISC) What is the Independent Schools Council? The Independent Schools Council (ISC) is the organisation that brings together and works on behalf of independent fee-paying schools in the United Kingdom, which educate more than 500,000 children every year. We are at a moment in the history of English education when there is an unprecedented amount of change. The whole curriculum for pupils aged five to 16 is being rewritten and revised A Levels and GCSEs will be taught from 2015 and 2016. Schools are being given more freedoms but also greater responsibilities. ISC’s main activity is lobbying the government. Every week a new initiative is announced and we seek to express the views of independent schools to policy-makers. We also work with the press (stories about our schools appear in the media every day) and we do research on behalf of independent schools. For example: trends in university admissions, the collection of statistics for the annual ISC Census and exam results.
Importantly for our members, ISC provides a central base in London where all the various types of independent school (prep schools, mixed and single-sex, academically selective and non-selective, day and boarding) can come together to discuss issues of common interest.
What about boarding schools? Boarding schools continue to be popular in the twenty-first century, offering exceptional education and extra-curricular activities with round-the-clock pastoral care. Despite the recession, boarding schools are doing well and numbers have increased. The 2014 ISC Census showed that 68,453 pupils board at ISC schools, making up 13.4% of total pupil numbers. A total of 485 schools, representing 39% of all ISC schools, have some boarding pupils. Parents are able to choose between different types of boarding to suit their child. Currently, 83.7% of boarding pupils are full boarders, 8.4% are weekly boarders and 7.9% are flexi-boarders. However, there are strong variations between different age groups. In the sixth-form, almost a third of all pupils board and more than 90% of those are full boarders. Among junior pupils boarding is much less prevalent, with 2.2% of pupils boarding and less than 50% of those boarding full-time. Non-British pupils with parents living overseas make up 4.8% of the total ISC pupil population in 2014. The two parts of the world supplying the largest numbers of
these overseas pupils are Europe, with 38.0% of all overseas pupils, and Hong Kong and China, with 37.2% between them.
Pupils from overseas The parents of these pupils choose British schools because they are keen for their children to master the English language, because they understand the significance of extra-curricular activities as part of the wider education, and because they know that attendance of a British school may be the best way to gain admission to a British university. A number of boarding and day schools have set up franchise schools abroad. While I was Head Master at Harrow we built schools in Thailand, Beijing and Hong Kong. These schools pay a fee to the British school and this money helps to keep down the fee paid by parents at the British school. In return, the UK school provides advice and monitors the franchise school in a way which guarantees standards. Fees in the UK have shown the lowest rise in almost 20 years as schools recognise the challenges faced by many parents in the current economic climate. The amount of fee assistance available has also grown to support parents, and ISC schools provided fee assistance to the value of more than £660 million in 2014, an increase of £40 million from the previous year. Bursaries are fee reductions based on a test of a parent’s means and they can be as much as 100% of the school fee.
MONMOUTH SCHOOL AND HABERDASHERS’ MONMOUTH SCHOOL FOR GIRLS Day and Boarding Boys 3 – 18
Girls 3 - 18
A life-changing education is closer than you think.
PAY ONLY 10% OF THE FEES, AROUND £850 PER TERM* *This applies to Service Families who are eligible for the Continuity of Education Allowance, entering the School 2015/16. Additional means-tested support, subject to availability, may be offered to families who lose the CEA.
www.habs-monmouth.org/forces 38
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools What about boarding schools? What are the advantages of a boarding school? Parents who work in the armed forces will understand better than anyone the attractions of living in a close community. Boarding schools have other advantages: ● They are able to offer a much wider range of extra-curricular activities to a high proportion of pupils because boarding schools have much more time with them. These schools also tend to attract staff who want to be involved in sport, music or drama at a high level. ● The standard of pastoral care is often outstanding and, for children whose parents do not live locally or are away for long periods of time, boarding provides a safe and consistent environment with a well-structured and healthy social life. ● Boarding schools take pupils from all over the country and all over the world. This is a valuable educational experience in itself: the opportunity to know people from many walks of life and from many different cultures. ● And of course boarders do not have to travel to school, something which can be challenging in parts of the country.
What about disadvantages? The boarding environment is not for everyone. ● Pupils will not have the same level of privacy that they may have at home and some older pupils can find the loss of freedom quite irksome. ● Boarding schools are wonderful for the outgoing and active pupil but perhaps less ideal for the shy child. ● Some children get homesick and of course some parents dislike not being able to see their children every day. ● Boarding requires substantial investment – on average £30,000 a year. However, more than a third of ISC school pupils receive help with their fees. As with attending any school, choosing to board is a personal decision for parents to make with their child and the support and advice of the school. Every school is different but details of individual schools can be found on their websites. Parents can also carry out a detailed school search and find information about all ISC schools at www.isc.co.uk ■
Head Master of Harrow from 1999 to 2011, Barnaby Lenon taught at Eton for 12 years, was Deputy Head Master of Highgate School from 1990 to 1995 and Headmaster of Trinity School, Croydon from 1995 to 1999. He has been a governor of 12 schools and is currently a governor of the Chelsea Academy and chairman of governors of the London Academy of Excellence in Newham, the first Free School to be set up for sixth formers and the first sponsored by a consortium of independent schools. He is Chairman of the Independent Schools Council, a Board member of Ofqual, and a member of the Oxfordshire County Council Education Advisory Board.
An Outstanding Education from 3 to 18
Located in the heart of England with good road and rail networks and 15 minutes from East Midlands Airport Opportunities to develop leadership and responsibility within a safe and caring boarding community
National reputation in a wide range of sports 85% A/B grades at A level Very good relationships with Service families and enhanced support through bursaries
The only way to experience the true atmosphere of the Schools is to visit in person. Please contact our Registrars: Foremarke Hall T. 01283 707112 E. registrar@foremarke.org.uk www.foremarke.org.uk Repton T. 01283 559222 E. registrar@repton.org.uk www.repton.org.uk
March 2015 Service Parents’ Guide to Boarding Schools 39
Choosing and assessing schools Boarding or day?
Boarding or day? eciding to ‘send children away’ to board is still a major step for every family. If parents live near enough, choosing between boarding and day school can be even harder. Here are some more points to consider. ● Boarding works well for the majority of children. Once they reach 13, they are well on the road to independence and spending time away positively helps that process. ● Boarding is better for those living in isolated areas. ● Boarding helps develop inner resources and the ability to be selfreliant. ● Boarding fosters interpersonal skills and develops team spirit. ● Boarders can lean more heavily on the close friends they make at school and on the care of the staff. ● Unless parents are based abroad, they don’t say goodbye to their children for weeks at a time. Boarding is now more flexible, for example weekly boarding allows quality time at home over weekends. ● Children who board see their parents relatively often, at weekends or on the touchline, at concerts or at plays. Parents are encouraged to drop in to see their children. ● Communication with home is also positively encouraged and mobile phones and emails have completely changed the nature and frequency of contact between parents and children – providing they haven't lost their phone, nor had it confiscated, or lent it to a friend! ● When children are at home, it becomes real quality time, with both sides appreciating the other more.
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Teenagers can be challenging, and boarding school staff have experience of most teenage issues, some many times over. They can listen, ask the difficult questions, deal calmly and constructively with crises, give good advice and support where needed, and handle the occasional rebellious outburst with a mixture of understanding and discipline. The years of adolescence can be less painful. A good relationship with an adult who is not a parent can also be a very positive experience for a young person. The school has a greater influence on the development of its boarders, particularly in the adolescent years.
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Boarding gives children the opportunity to develop in their own space away from the family and to gain their independence in a structured environment. Boarders have regulated prep times, travel times for non-boarders to and from school can complicate routines. Boarding allows children to broaden their horizons and learn to live with and be tolerant of their fellow human beings many of whom come from very different backgrounds and different parts of the country and often the world. Boarding allows quality time to spend with peers and time to take advantage of a huge range of activities a boarding school can offer over and above the working day such as involvement in a theatre, endless musical opportunities, CCF, extra sport, on-site art facilities, historical and debating societies and much, much more. Boarding enables children to involve themselves wholeheartedly in the life of the school without the constant change of environment from home to school which is inevitable in a day school. Boarding provides an ideal opportunity to be independent and gain self-confidence for life in the twenty-first century. This confidence will be with them for the rest of their lives.
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Boarding is generally considered more expensive, a consequence particularly of the extra pastoral care needed. Boarding takes children away from the family for long periods and can result in children becoming too detached from family influences. It interrupts the social side of family life. Boarding can allow the development of bad habits and be more subject to the influences of unsatisfactory peer groups. Boarding can discourage the development of family-based recreational pursuits, and social and cultural activities, particularly over weekends and holidays. Boarding takes children away from the structured and disciplined environment of the home – and from home cooking. Boarding sometimes does not match the aspirations of parents. ■
Outstanding pastoral care in a warm and friendly community that understands the needs of Forces families. I School transport along the M4 Corridor at half-terms and exeat weekends. I A ‘Buddy’ scheme run by current Forces families at the school for advice and support. I Offers an all-round education with excellent academic results. I
For more information: visit www.christcollegebrecon.com or contact the Admissions Registrar, on 01874 615440 or email admissions@christcollegebrecon.com
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Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools Inspections of boarding schools
Inspections of boarding schools – Adrian Underwood, Educational Consultant and Lead Inspector ll schools with boarding provision have an inspection of that provision on a three-yearly cycle, whether or not the whole school is being inspected. If the boarding school is in membership of one of the five independent school associations (GSA, HMC, IAPS, ISA, Society of Heads), the inspection of boarding is carried out by a specialist team of boarding inspectors from the Independent Schools Inspectorate (ISI). If the school is an independent school not in membership of one those five associations or is a state boarding school, the inspection of boarding is carried out by a specialist team of Ofsted boarding inspectors. Both inspectorates assess a school’s boarding provision against the Boarding Schools – National Minimum Standards, the first version of which was published in 2002. Full details of the Standards (the latest January 2013 version) can be found at https://www.gov.uk/government/uploads/system/uploads/att achment_data/file/180948/DFE-00126-2012.pdf Over the last 20 years, good practice in boarding schools has developed significantly and schools have responded positively to national legislation in this area. The effect of this has been to raise the level of care and management in boarding schools. This, in turn, has supported the increased quality of the boarding experience for the 72,000 boarders in independent and state boarding schools. These improvements have been recognised by central government, so much so that the Department for Education consulted with boarding schools and boarders and in September 2011 published a new set of standards. The number of standards was reduced from 53 to 20, reflecting the way in which boarding schools promote the highest standards in care, education and the personal development of boarders. The 2011 Standards were further updated in the 2013 version. A significant aspect of raising the quality of the boarding experience has been schools’ investment in boarding training. The Boarding Schools’ Association's programme of professional development, including the Certificates of Professional Development and Professional Practice in Boarding Education, is the major provider of this training. The full programme can be found at www.boarding.org.uk
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the end of this article). The reports follow the same framework and report on the: ● outcomes for boarders – the quality of the boarding experience ● quality of the boarding provision and care ● effectiveness of arrangements for welfare and safeguarding ● effectiveness of the leadership and management of the boarding provision. The report does state when the boarding meets a particular National Minimum Standard. If a Standard is not met, the report clearly identifies the reason for the school’s failure to meet the standard.
The role of Governors The government through the inspectorates is putting an increasing emphasis on the role of governors in monitoring standards in schools. On a boarding inspection, the chair of governors and any other governors who have responsibilities for boarding are interviewed about how they monitor policies and the implementation of policies relating to child protection (safeguarding) and the appointment of staff. As the final responsibility for the management of a school rests with the governing body, the government needs to be certain that governors understand their responsibilities in all areas, but, particularly, in regard to the safety and welfare of pupils. Many
National Boarding Standards The 20 National Boarding Standards cover the following areas: ● Policies, procedures and practice: includes anti-bullying, boarders’ activity programme, boarders’ induction, complaints, confidential counselling and guidance, contact with parents, equal opportunities, guardianship, health and safety, management and leadership, medical care, promoting positive behaviour, role of prefects, boarders’ meals. ● People: includes boarding staff supervision, boarders’ privacy, recruitment checks on boarding staff, relationships between boarders and between boarders and staff, seeking boarders’ views, leadership and management of the boarding provision. ● Premises: includes boarding accommodation, medical facilities, recreational facilities, toilet and washing facilities. ISI and Ofsted reports on boarding are sent to all parents of current boarders. These are usually also published on the school's website. They are certainly published on the inspectorates’ websites (listed at
March 2015 Service Parents’ Guide to Boarding Schools 41
Choosing and assessing schools Inspections of boarding schools schools now have designated governors who monitor the quality of the school's boarding life and its safeguarding of pupils. These governors spend time in the boarding houses, meet regularly with the designated senior leader (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.
volunteer or student) whose services are no longer used because he or she is considered unsuitable to work with children.
Be reassured Although abuse incidents are relative rare, schools have robust policies and procedures for preventing abuse and for dealing with any incidents which are reported to them. ■
Child protection The safeguarding of pupils is a major responsibility of schools and is rightly given emphasis by schools in their procedures and by the ISI and Ofsted in their reports on boarding welfare. Parents are understandably often more concerned about a school’s location or examination results, and prospective boarders may be more interested in the quality of the bedrooms or the sports facilities. However, the school’s safeguarding of its boarders should also be high on parents’ and prospective boarders’ list of questions. There are four key areas in child protection (also known as safeguarding). 1 How can I access the school’s child protection policy? Every school is required to have a safeguarding (child protection) policy. This is reviewed annually by the full governing body. Schools are also required by the Department for Education to make this policy freely available to parents and prospective parents on request. If a school has a website, it is required to publish this policy on its website. 2 Who are the school’s child protection officers? The school appoints one or more ‘designated senior leaders’ (DSLs) to be child protection officers. Usually there is a lead DSL and one or more deputies. These DSLs are required to have 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 and liaise with the Local Safeguarding Children Board, the Local Authority Designated Officer (LADO) for safeguarding and the local Children’s Services team. 3 What training do the school’s staff receive in child protection? The first thing to emphasise is that it is the responsibility of a school to train all its staff. If a pupil needs to share a confidential matter with an adult he or she does not necessarily approach 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. This training must be updated every three years. This training covers the categories of abuse (physical, sexual, emotional and neglect), how to respond to a pupil who discloses abuse to a member of staff, and what actions to follow after a disclosure. Each member of staff is provided with a copy of Keeping Children Safe in Education (Part One) and the school’s child protection policy and is expected to know them and also to know the names and contact details (day and night) of the designated senior leaders. 4 What is in the school’s policy concerning reporting child protection allegations to a local safeguarding agency? It is a requirement that, in any school child protection policy, it is stated that a school must communicate readily (in practice, within 24 hours) 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 leaving the school any person (whether employed, contracted, a
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Further information For the Boarding Schools – National Minimum Standards go to https://www.gov.uk/government/publications/boardingschools-national-minimum-standards For Safeguarding Children and Safer Recruitment in Education there are two government documents Keeping Children Safe in Education (2014) (KCSIE) https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/372753/Keeping_children_safe_in_educa tion.pdf Working together to safeguard children (2013) (WTTSC) https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/281368/Working_together_to_safeguard_ children.pdf For ISI reports go to http://www.isi.net/home Note: Reports on boarding welfare will only be found on the ISI website for schools whose boarding provision has been inspected since September 2011. For reports before that date, please go to the Ofsted website. For Ofsted boarding reports go to http://www.ofsted.gov.uk/inspection-reports/find-inspectionreport
Adrian Underwood’s career has been in boarding education for over 40 years since 1971 when he was appointed a housemaster and head of department. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for boarding staff and engaging with the British government on a range of boarding issues including drafting the first set of National Boarding Standards. He was appointed OBE in 2007 for services to education. He now lives on the North Norfolk coast and is an educational consultant and a lead inspector for the Independent Schools Inspectorate, the Dubai Schools Inspection Bureau and the CfBT Education Trust. He is a governor of Wymondham College and Chairman of the EnglishSpeaking Union’s USA-UK Secondary Schools’ Exchange. He enjoys sailing, golf, tennis and training ambulance drivers for a local day care centre.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools A safe pair of hands – professional development for boarding staff teams
A safe pair of hands – professional development for boarding staff teams – Alex Thomson, Director of Training, Boarding Schools’ Association (BSA) Such glowing praise for the boarding staff team is clearly well deserved. However, it does not come about by chance. Good boarding schools recognise the benefits, both short- and longer-term, of investing in the professional development of their boarding teams. Whether this is in school training (INSET) or externally provided courses, schools now place equal emphasis on the development of pastoral care knowledge and skills alongside the curricular or subject specific training which ensure their continued academic success.
Whole school INSET
Dr Laverne Antrobus speaking at a BSA conference for house staff on emotional health
‘Boarders feel they receive excellent care and say they are looked after and that they are part of a family. An obvious sense of community is further nurtured by the excellent quality of relationships between boarders and staff who care for them. Such relationships are meaningful, trusting and extremely positive and help to create a relaxed, open and inclusive environment where boarders thrive. Boarders are cared for by experienced and dedicated staff who share the school's aspirations for boarders to make exceptional progress. The management and organisation of boarding is outstanding and ensures boarders continually receive the highest standards of care, support and guidance.’ Extract from an Outstanding Boarding Inspection Report
A common area for all schools is of safeguarding training. Recent guidance from the Government, Keeping Children Safe In Education (2014), highlighted a number of critical areas such as child protection and bullying, including cyberbullying. The former area is likely to be covered by an annual whole school INSET with teaching and pastoral staff being joined by administrative, support and catering colleagues. In addition, schools are likely to arrange regular training sessions on topics such as emotional health, first aid, and e-safety. So how do schools identify the aspects of pastoral care they should be focusing on? Very often the senior leadership team will identify an area or theme which will directly benefit a specific year group and as such, would tie into the Personal, Social and Health Education (PSHE) curriculum. An example would be Mindfulness or Resilience where raising awareness within the pastoral or boarding team will allow the housemaster or housemistress, tutor or matron to better support boarders through homesickness or similar emotional challenges. Young people need to be supported to cope with the stresses of examinations and to achieve a good work/life balance in what is often an extremely busy boarding week. This requires pastoral staff to be equipped with the latest knowledge and to develop the necessary soft skills to develop strong positive relations with the children so that they in turn feel confident and empowered to ask for help or guidance if they need it. The aim of this aspect of professional
March 2015 Service Parents’ Guide to Boarding Schools 43
Choosing and assessing schools A safe pair of hands – professional development for boarding staff teams development is to ensure that the staff are able, as well as willing, to offer appropriate support so that the boarding experience is as positive as possible.
BSA professional development courses Sometimes such individual INSET sessions are not enough and many boarding schools now access the wide range of professional development courses offered by the Boarding Schools’ Association. These university accredited courses are undertaken by both graduate teaching and non-graduate house staff, including matrons, assistant house staff and house parents, who are charged with responsibility for the care and welfare of boarding pupils. BSA staff development courses broadly cover the following areas: ● major legislation as it affects life in a boarding school; child protection issues; National Minimum Standards for Boarding Schools; organisation and communication in a boarding school; relationships with parents; health and development, e-safety
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conflict resolution and counselling skills; the management of crises and stress in boarding schools; emotional and mental health issues ● a consideration of some of the major challenges that young people face today as they grow and develop. By investing in such staff development, schools ensure that they are better able to provide support for their pupils. Boarding inspectors are able to note that: ‘The boarders receive outstanding levels of support from a wide range of staff within the school…’ ‘The pastoral care is exceptional…’ ●
‘Parents provided overwhelmingly positive feedback.’ ‘This outstanding boarding community is a result of the (staff) fulfilling their vision to provide a safe, structured, nurturing environment.’ ‘Staff work collaboratively and are dedicated to delivering a high standard of care to the children…’ So, next time you visit a boarding school make sure to ask about the programme of professional development for the boarding staff and find out how this is helping to make the boarding experience so much more fulfilling for more boarders. ■
Alex Thomson taught geography and mathematics before joining the Education and Training branch of the Army. His service included roles as Director of Adult Education in Northern Ireland, Chief Examinations Officer for the Army’s Junior Officer Education and Training, and Senior Education Adviser to the Officer Selection Board. Before becoming BSA’s Director of Training in September 2008, he was the Children’s Services Director for British Forces in Germany. He is passionate about promoting staff development and team building in education and boarding. He was made OBE in the 2009 New Year’s Honours List for his support to Service Children and their families in Germany. As Director of Training he has expanded the Day Seminar programme and the BSA Professional Certificate course to meet the needs of boarding schools.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools Selecting a school
Selecting a school ● ●
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Prepare for entry and complete all essential paperwork Purchase school uniform and items on clothing list during the summer term or holidays before entry Enter school Receive school induction at beginning of the autumn term
School visits – what to look for ● ● ● ● ●
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A guide to the school application process ● ●
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Carry out research into possible schools If possible, visit schools at least a year before the proposed entry date Complete application form Register with school Pay deposit/application fee during the year before entry (or earlier) Prepare for entrance examinations/tests/interviews Sit entrance/scholarship examinations at agreed location If possible visit the school for interview during spring and summer term before entry
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Do the pupils seem happy and purposefully engaged in activity? Are staff and pupils talking and working together? Are the pupils well mannered and courteous? How is discipline maintained? How, and with what frequency, does the school communicate with parents? How does the school monitor each pupil’s progress? What provision is made for pupils with learning difficulties? How many pupils are there in each class? What emphasis is placed on art, drama, music, sport? Are the facilities well maintained? Is there a high turnover of staff members? What is the balance between newly qualified and experienced staff, and the number of specialist teachers (especially in preparatory schools)? What pastoral care system is in place? What is the school’s policy on bullying and drugs? ■
March 2015 Service Parents’ Guide to Boarding Schools 45
Choosing and assessing schools School visits: questions and answers
School visits: questions and answers School visits can take a variety of forms. They can be individual, which normally means meeting the head, or they can be for Open Days. Whatever the format, the first meeting is crucial so if possible always try to visit a school on a normal day. If it goes well, follow it up with an Open Day visit. Further visits can then be arranged – students can come back for a taster day; potential boarders can be invited to stay overnight. The initial look around is absolutely vital; it is where a parent and their child start to assess whether they fit the environment (and whether it fits them). It is where prospective parents and students decide whether they like the location, the ‘buzz’ and the head. Open Days can involve a talk about the school normally by the head, sometimes handson classes for prospective students while parents chat to senior staff and current students, and then current pupils leading a tour of the school. All this should be followed by an opportunity to ask any further questions. As a prospective parent visiting a boarding school with your child, you should have the opportunity to spend time with the head, a boarding housemaster/mistress and a pupil. Above all, set out to enjoy your visit. You will find the vast majority of our boarding schools make an excellent impression, and their pupils and staff will be in very good heart. Here are some useful questions to ask, particularly if you found the boarding school’s website, prospectus and accompanying information did not cover all the matters in which you are interested. The list is not exhaustive: use it as a guide and adapt the questions to your own requirements – you will have to be selective, given the relatively short time available. Covered here: ● academic issues ● rules and regulations ● boarding life and pastoral care ● financial issues ● after your visit.
Q: Can we see your sixth-form examination results and GCSE/Standard Grade results for the past three years? Also, can we see details of the school’s position in the league tables and the number of places obtained at Oxbridge (the Universities of Oxford and Cambridge) and at other universities? A: There is much talk about ‘value added’, but measuring or benchmarking ‘value added’ is difficult. League tables need to be treated with caution, as they do not give a rounded picture of the school’s real success or failure in enabling pupils to reach their full potential. IGCSEs are currently included in the UK Government’s School Performance tables, but the DfE has recently announced that this will not be the case from Summer 2017 onwards. The annual tables, or better still the subject and pupil point score averages over the past three years, can be used to identify trends within a school, and most schools accept that these tables are used for obtaining comparisons. All the information should be available in a form that is understandable and helpful. These, the Oxbridge results and the list of university entrants will give you an indication of pupils’ attainment and progress, particularly with reference to those at the top of the ability range, and will illustrate the school’s success at helping pupils realise their academic potential.
Academic issues
Q: Our child has a particular interest in sport/music/drama/art … How will the school get the best out of him/her? A: This question is aimed at finding out what the boarding school’s extracurricular activities are, and how the school encourages participation in them. Ask about the activities that interest your child most, or in which your child has a particular talent.
Q: What are the entry requirements? Is our child likely to obtain a place, and when? A: This is a crucial initial administrative matter to cover. Remember that the majority of places available will be for the main ages of entry: normally at 7, 8 and 11 for a prep school and at 11, 13 and 16 for a senior school. You need to know whether to have alternative schools lined up, and at what age the school recommends entry and has places available. Q: How do you organise your 14–19 curriculum? A: The debate on the nature of the 14–19 curriculum is ongoing and parents should feel confident and reassured about the current set up. Larger schools will be able to offer both A-levels and the International Baccalaureate, but smaller ones will find this more difficult and expensive. Schools may also offer the Cambridge Pre-U Diploma or the Advanced Diploma. Most schools will be attempting to broaden their sixth-form curriculum, introducing more skills-based courses. There should be an awareness of and concern about the wide range of issues now involved and being debated. Q: What are the school's plans for examination reforms? A: The Secretary of State has announced the publication of new and more rigorous A Level and GCSE content to be taught from September 2015 and 2016. GCSEs will focus on longer, essay-style answers and end-of-course examinations, which will be sat for the first time in 2017. A new National Curriculum will focus in particular on multiplication tables and mental arithmetic in mathematics; and grammar, punctuation, spelling and pre-20th century literature in English. Schools should be able to explain their own preparation plans for these new-style examinations.
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Q: How does the school approach the teaching of English, sciences, mathematics, modern languages, and information and communication technology (ICT) for the most and least 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 to individual abilities and needs. It is also important to find out how subjects fit into a broad, well-balanced curriculum, and how essential study skills, particularly in information and communication technology (ICT), are being developed and integrated.
Q: What is the school’s policy on careers education and applications to further and higher education, and with which professions does it have particularly strong links? A: Good careers advice is an essential part of education throughout the school. Providing advice is a crucial role for the school. Careers departments should have an established local support network of contacts in the main professions, who are able and willing to pass on the benefits of their experience. Again a list of recent leavers’ university places will provide a valuable indicator of the school’s strengths and successes.
Rules and regulations Q: What are the key rules for boarders over the weekend, and what activities are on offer? A: A question for either the head or the house staff, this is aimed at finding out as much as possible about what boarders can do at weekends and the school’s ability to offer wider cultural and social opportunities for its pupils. Q: What is the school’s policy on use of the internet and mobile phones? A: Internet abuse is a major international problem, and you should feel confident that the boarding school has realistic and sensible policies in place. Similarly, mobile phones have a constructive use, not least as a means of keeping in touch with parents, so long as rules on their use and security are in place and put into practice. Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools School visits: questions and answers Q: What are the school’s policies on alcohol, drugs and smoking? Is the school facing any particular problems in any of these areas at present? A: Every boarding school will have a policy in place to cover these matters. The real issue is how such matters are dealt with, and whether the individuals concerned learn from their mistakes. This is a chance to consider the school’s personal, social and health 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 offences are committed, and to find out on what grounds a pupil may be expelled or suspended, and when this last happened. You should feel that matters would be dealt with consistently, sympathetically but firmly, and, above all, fairly.
Q: What medical arrangements are in place? A: Obviously, it is important to know what happens in the case of either illness or an emergency or accident, who the school medical staff are, and what the facilities include. Check on insurance arrangements, particularly for sporting fixtures, expeditions and trips, both at home and abroad.
Boarding life and pastoral care
Financial issues
Q: How can I be confident my child’s interests are protected at all times? A: Schools are subject to rigorous child welfare legislation, regulation and inspection, which is entirely right and proper. The interests of the child are at the heart of an independent education. All schools should have a child protection policy and all staff should receive training in child protection. The school’s latest ISI or Ofsted report should provide further details.
Q: Why have your fees increased this year? What are your salary scales for teaching staff and how do they compare with salaries in the maintained sector? What extras can we expect to pay? What is your policy on study leave for examinations? A: Well over two-thirds of school fees go on staff salaries, and independent schools need to ensure their salary scales match those in the maintained sector. Extras vary according to a child’s extracurricular involvement. The head and school prospectus should make it clear at the onset what additional expenses and development costs can be expected. There is normally no reduction for periods of study leave – you may well ask why.
Q: How does the school work with children who are excluded by their peers? A: The school should be able to identify these children at a very early stage. Some boarding children suffer from unhappiness, deprivation and neglect. Schools should be able to explain the measures they take to deal with this. Children are more likely to interact if they are near each other and engaged in the same activity. Q: Who is the first staff member we should see if there is a problem? A: The right member of staff can deal with many problems immediately. Knowing who that person is and developing confidence in them is very important. Most boarding schools have very good pastoral care and counselling systems, and knowing how these operate is very important. This question will also allow parents to find out how well the school communicates with parents, and what opportunities there are for visits to the school to meet teachers and other parents. Q: How many children in my child’s age group board during the week and weekend? A: Although the schools that attract CEA offer full boarding, many pupils will be weekly or flexi boarders. This means that some children are virtually on their own at weekends as all their peers go home. Also, in schools with a high proportion of foreign pupils, an Englishspeaking child can find him- or herself isolated if all their peers at the weekend are speaking in foreign languages. Q: What are the bathroom facilities like? A: School bathrooms range from individual en-suite arrangements to communal shower areas with private shower cubicles. You should be satisfied that the shower cubicles offer personal privacy. Q: Does the school have Skype? A: Skype provides a very cost-effective method of keeping in touch with your child if you are posted overseas. Some schools provide pupils with supervised access to Skype to enable families to communicate. Q: How good is the catering? Do the pupils have an input into the choice of menu offered? A: These are really questions for the pupil showing you around, although don’t expect a ‘good-eating rosette’ response! The general standard of school catering nowadays, though, is remarkably high and schools are far more conscious of the need to maintain healthy diets.
Q: How important is the role of chapel in school life? A: The chapel may be central to boarding school life. While not every pupil may be expected to participate fully, a great deal can be achieved through chapel, most notably its important role in personal, social, moral and cultural education, and particularly in helping to develop pupils’ life skills and a sense of care, concern and respect for others in the whole community.
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 projects will always be on the agenda. Some of these may be funded by donations or an appeal. Others may come out of fees. The head should be open about future plans and financing options.
The governing board Q: What is the role of the school’s governors? A: In boarding schools governors are the source of all authority within the school and they are responsible for overall policy. They control finance and administration, responsibility for which is normally delegated to the head or the bursar. Probably their single most important task is to appoint the head. Governors give their time and specialist expertise voluntarily and a good rapport between governors and head is essential for a well-run school. Crucially, governors are responsible for all practices and procedures for the safeguarding of the school’s pupils and legally they must ensure the school complies with the National Minimum Standards for Boarding Schools and for independent schools, the Independent Schools’ Standards Regulations.
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: ● What views did you form of the head? Why? ● What sort of leadership was provided? ● How did the aims and objectives of the boarding school appear in practice? ● Was there a good rapport between pupils and staff? ● How was the eye-to-eye contact? ● Were the pupils well-mannered and enthusiastic about their school? ● Did the school have policies, procedures and rules to make it a civilised and caring community? ● Were the staff communicative and did they enjoy their teaching? Did they have control of their classes? What contribution did they make to the life of the school outside the classroom? ● Were the buildings well-maintained and the grounds neat and attractive? ● Was there a generally positive atmosphere about the community? ● Finally, and crucially, will the school meet your child’s needs? ■
March 2015 Service Parents’ Guide to Boarding Schools 47
Choosing and assessing schools Getting the best out of a school
Getting the best out of a school The dos and don’ts – some practical advice ducation is seen at its best when pupil, parent and school all combine to help bring the very best out of the individual. Education, though, is very much a lifelong process, and the best indication of the real success of a good preparatory and secondary education is seen more in what a person is like, and the quality of what has been achieved, and how, by the time the individual has reached middle age. To most parents, though, it is what their child has achieved by the time he or she leaves school that really matters. Success is measured in terms of examination results, university places obtained, positions of responsibility held, and attainments in games, music, drama and other extra-curricular activities. Less easy to quantify and evaluate – although psychometric testing is doing its best to bridge the gap and provide valuable support information – is the individual’s strength of character, personality, communication skills, sociability, management and leadership potential, honesty and integrity, yet they are all qualities that have been nurtured and developed at school, and that will provide an essential foundation for the future. Not all school leavers are the paragons of virtue either their parents think or expect them to be, or indeed the school has tried hard to make them become. Many of the important lessons of life are learned either by making mistakes yourself or learning from the mistakes made by others, and there is nowhere better than a boarding school environment to do this. The path from preparatory school pupil, through adolescence, to school leaver is full of obstacles and pitfalls, and not many succeed in remaining on the straight and narrow all the time – indeed, some find it a minefield and spend more time off the path than on it. In these circumstances it is hardly surprising that there are the occasional blemishes and clashes with authority. Parents, and occasionally even schools and their boarding staff, have to recognise this and deal with situations in the most appropriate way. Schools sometimes have to be cruel rather than sympathetic, initially, in order to be kind later on. Action is necessary in order to ensure standards are maintained and mistakes not repeated. In such situations there is inevitably the risk of tension, and to add to the usual frictions that can spring up between parents and children come those between pupil and school, and then between parent and school. Many such tensions are short term, and quickly blow over as mistakes are acknowledged and lessons learned. Some, though, are more long term, and less easily forgiven and forgotten. What, then, can be done to alleviate and minimise them, and what can be done to ensure that boarding parents, in particular, get the best out of the school they have chosen, and do their best to help avoid things going wrong?
E
Both school and parent will remain on the alert Well, what can go wrong? First, academic progress and study: not all pupils are diligent and assiduous in their studies. So, when pupils do not perform up to their potential, and achieve moderate results in relation to their capabilities, there is inevitable and entirely justifiable cause for concern. If this is spotted early, and the school reacts appropriately and informs the parent to ensure support, and the pupil responds positively, then the problem has
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started to be addressed. Almost certainly both school and parent will remain on the alert, and pressure will continue to be applied so that progress can be maintained. Schools will monitor such situations through end-of-term reports, reports during the term, individual supervision and parents’ evenings, where there will be the chance to discuss matters of concern with subject teachers and form teachers, and agree action plans. The parents’ role in these situations is to support the action taken by the school, and to ensure they have a channel of communication so they know what is happening and can be kept informed by someone at the school, either house parent, tutor, form teacher or subject teacher. The more serious problem occurs when the relationship or respect between the pupil and the channel of communication breaks down, and the parent feels dissatisfied or uneasy about what is happening. It is at this stage that the parent has to be prepared to go to someone else at the school in order to express their disquiet and to resolve the matter. The house master or mistress is the most likely pourer of oil on troubled waters, but it might be necessary to obtain reassurances from another senior member of staff, such as a tutor or the school counsellor or even the head. The main point to emphasise is that the concern should be shared fully with the school, and there is no excuse for one person hoping that the problem will just disappear.
Under-performance in extra-curricular activities is more difficult Under-performance in extra-curricular activities, particularly games and music, is more difficult. The best teams, choirs and orchestras exhibit the stamps of their coaches, choir masters and conductors in their performances. Not all schools, however, have professional coaches, and not all good musicians give good music lessons. Spreading the coaching talent among the staff so that as many pupils as possible benefit has to be considered against the need for the top teams to do well against traditional rivals, and in the face of continued improvements in training facilities and techniques. So there are plenty of disappointments for those who hover on the edge of school teams to face, tests of character that
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools Getting the best out of a school will, eventually, serve them in good stead in the future. Dealing with the situation at the time, though, is never easy, and the school and parents will need to supply their own sympathy and understanding, often in tandem, whenever appropriate. The parent who joins the ranks of knocking the overall performance, the referee, the coach, the team, the captain, does little to help the cause of either the school or the individual. Parents are there to provide support and encouragement, whenever possible and, providing this happens, their presence will always be welcome and greatly appreciated, whether it is at concerts, plays or matches. Constructive criticism can come at a later time, and when the school makes a point of actively seeking it, which it will at some stage.
Personal, social, moral and cultural development The next area to consider is personal, social, moral and cultural development, and linked with this is how the school’s discipline structure leads the individual towards the essential selfdisciplinary requirements of life beyond school. Here, perhaps, is where the real concerns can start. Schools mirror the problems of society, and the local – and often the national – media do their best to keep the general public updated on all the messy details, more often than not at the expense of the school. Schools, under such pressure, can show the strain. They have obligations to their pupils, their parents, their staff, and to the individuals who have been involved. Anything that can be regarded as a criminal offence cannot be hidden from the law, and proven guilt has inevitably final consequences, more often than not resulting in expulsion or suspension. Paying that ultimate price is a tragic consequence of an act of grave stupidity, not often premeditated, but it has to be faced and life has to go on. Schools do their very best to salvage as much as they can from the short-term wreckage but, for many, the scars are carried with them a long time into the future, and it is only their peers who benefit and pull back whenever similar temptations crop up again. Drug abuse is the main danger, but alcohol abuse is not far behind. Moral education is the prime duty of both schools and parents, and one of its chief aims is to convince individuals that they are responsible for their own destinies. In this respect schools and parents must be in constant contact about what is happening and what is being done. A programme of personal, social, moral and cultural development should be a prominent feature within any school’s curriculum, and the boarding schools should be making a better job of it than the day schools simply because they have more time available to deal with it, and due to the on-campus support and advice they have the opportunity to provide. Good parents will keep themselves informed and will discuss issues on a regular basis with both their children and the school. Remember, too, just under 40% of the total boarding population are non-British with parents overseas. They come from a wide range of countries, religious beliefs, languages and customs. They can contribute a great deal to the life of the school, but often it is the friendships they make in their early days which play a major part in helping them to get the best out of themselves.
of day colleagues and their parents; how this one is resolved is a test of a school’s quality, but more often it will be on a Saturday night with friends, where someone has had too much to drink. Schools are now well versed in dealing with such situations in their own ways, and pupils will be fined, gated or lose positions of responsibility. A repeat offence could lead to suspension. The parents’ role in such a predicament is to help their child to bounce back and to maintain morale, particularly if it is in a vital examination year. A pupil caught smoking will be dealt with in a similar way, with the initial punishment now more often than not being chosen to hit the pupil’s pocket. Bullying and harassment, particularly verbal, are more common than schools are prepared to concede, and a number of schools have sensibly acknowledged this and brought in independent counsellors to help reduce the problem. Respect for personal property is another matter for concern, expensive iPods, electronic equipment and clothing are best enjoyed in the holidays, and to take them back to school as a status symbol is a mistake. Items do ‘go missing’, but only initially because the owners are either careless or too casual about the need for sensible security. Then follows the slippery slope of what happens next. The petty thief often has no need to break into school buildings – they can find enough to satisfy their needs from the items left lying around the estate. Where, then, does this leave the boarding parent, apart from providing them with a brief about what to warn their children about? It aims to emphasise to them how important it is to establish their own channels of communication through to the school, and the ways in which they can provide support and encouragement for their child throughout a school career. Accept invitations to attend school events, particularly leading up to half terms and end of terms, whenever you can, use these to get to know the staff involved with your child in the classroom, in extracurricular activities and, above all, in the boarding house; find out when it is most convenient to talk to them on the phone. Whenever you can’t accept invitations to discuss progress, and whenever there are matters of concern, don’t wait for the situation to get worse, take the earliest opportunity that is reasonable to obtain reassurances. By doing this the boarding parent (or guardian, if both parents are abroad) can become far more involved than is often appreciated, and the most is made of visits when they can take place. ■
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A realistic approach A realistic approach to all this will help keep other disciplinary misdemeanours in perspective. Children will be caught from time to time in pubs, made all the more embarrassing if in the company
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Make every effort to accept invitations from the school to attend parents’ evenings and school events. Establish a regular channel of communication with relevant staff. Communicate on a regular basis with your child during term times, and ensure this is a two-way process. Study school reports carefully before discussing them with your child, and then, after further consideration, agree an action plan for the holidays and following term. Support the school in whatever action it takes to deal with matters of discipline and behaviour. Encourage your child to respond positively to recommendations made by the school. Seek advice from the school if you are worried, and don’t expect problems to disappear.
March 2015 Service Parents’ Guide to Boarding Schools 49
Choosing and assessing schools Interpreting league tables and the different exams now offered in schools
Interpreting league tables and the different exams now offered in schools – Alex Peterken, Headmaster of Cheltenham College
t would be unusual if parents did not take a keen interest in how successful a prospective school was and how much their son or daughter might be expected to achieve in that specific learning environment, but it’s not always easy to get a clear picture of success by looking at measurable information such as league tables alone. This can be a particular problem in boarding schools, where the range and breadth of the opportunities provided for pupils means ‘success’ is achieved in a myriad of different contexts which are difficult to quantify. Boarding schools rightly have a broad definition of what constitutes success that goes beyond just performance in public examinations. This is not to say that exam results do not matter, in fact they are at the heart of what we work towards for the large part of every day, but parents are becoming increasingly sophisticated in understanding the raw data provided by league tables, understanding context, and also looking more widely at other signs of success. So what should parents look out for?
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Prep Schools Baccalaureate Firstly, some parents may be aware of the debate currently running about Common Entrance and just how ‘fit for purpose’ it is. Senior School Heads have expressed concern in some quarters about the focus on the regurgitation of facts rather than the development of academic skills per se – such as using evidence to marshall an argument
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or thinking on your feet in an exam room – which are important aspects later on when it comes to GCSE and A Level. One approach from a small number of prep schools has been to develop a Prep Schools Baccalaureate that focuses on a far broader range of assessment areas (including teamwork, leadership and extra-curricular activities) which is marked internally by the prep school on a rolling basis rather than a single set of final exams. Only a handful of schools have taken this step so far, with the majority of prep schools waiting to see the way Common Entrance develops over the coming years now that an updated set of exams has been agreed.
Turning towards IGCSEs At GCSE, the first formal stage in the public examination process, independent schools are increasingly turning away from GCSE to alternatives such as the International GCSE (IGCSE) because they are keen to ensure that their pupils are well prepared to pursue subjects at sixth form level and at university. The attractiveness of the IGCSE is that it holds fast to the idea that studying a subject demands depth as well as breadth. In April 2014 the Government announced a major reform programme for GCSEs for first teaching in 2016 with the aim of setting higher demands and expectations, but the question to ask is how well do GCSE courses prepare pupils for the next step up to A Level?
At Cheltenham College, we offer the IGCSE in Mathematics, English Literature, Science, History and Geography. We have found that pupils benefit from the richer and more substantial content. They also enjoy learning to apply principles in unfamiliar circumstances which develops their analytical and critical thinking skills. As a consequence, when they enter the sixth form and go on to university, where they are required to understand and engage more deeply with their chosen subjects, they are in a much stronger position.
Cambridge Pre-U In the sixth form, there are now several different examination options. The most academically challenging are the Cambridge Pre-U specifications. They are examined at the end of the two-year course, feature traditional content, and certainly prepare students well for the first year of undergraduate study. For parents, two things are worth considering here. Firstly, is your child so clearly highly able that they will thrive under this extra pressure, Secondly, there is no evidence that sitting Pre-U exams (which the vast majority of schools do not offer) is in any way an advantage when it comes to university admissions.
AQA Baccalaureate The AQA Bacc is simply a suite of different aspects of a sixth form curriculum which all come together under one banner, the vast
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Choosing and assessing schools Interpreting league tables and the different exams now offered in schools majority of which are the three A Levels that most schools offer anyway. Added to this are a fourth AS subject, an extended project, work-related learning, community participation and other enrichment activities. This is all laudable, but good sixth forms, especially in high quality boarding schools, should already be doing this under their own banner. Some may take the view that the AQA Bacc just complicates and restricts things by seeking an external accreditation that is not currently widely understood by universities and employers.
International Baccalaureate Then there is the International Baccalaureate (IB). This adds extra subjects to study (which can be a problem for those who have been looking forward to giving up Maths and French for example!) and again, despite much press coverage, there is little evidence to suggest the IB is an advantage when it comes to university entrance. Where the IB is fantastic, however, is in encouraging independent learning through the research project. There is, of course, nothing to stop good schools introducing such a project into their sixth forms alongside conventional A Levels. For example, at Cheltenham we run an internal research essay for all lower sixth students on a topic related to their university application while the most able take the Extended Project Qualification (EPQ). This has proved a very effective combination alongside conventional A Levels, especially as far as university entrance is concerned. It is also excellent preparation for the step up to undergraduate courses.
A Levels For parents, it’s important to have an understanding of the public exam system that the particular school they are looking at has adopted and why. The IB and Pre-U may offer some specific features, but these may not be necessary or appropriate for the vast majority of students. I for one am an advocate of the A Level system, by far the most commonly sat exams, undeniably understood by universities, and featuring an A* grade (which is awarded to around 18% of independent school exam entries as opposed to 6% nationally), enabling the very able student to be stretched and to shine. In April 2014, the Government announced extensive reforms of the A Level system ready for first teaching in 2015. There will be revised content for A Levels in English literature, English language, English
literature and language, biology, chemistry, physics, psychology, history, economics, business, computer science, art and design and sociology, for first teaching from September 2015. A major reform is that A Levels will be linear rather than modular, with final assessment at the end of the twoyear course, and there will be a greater focus on exams rather than controlled assessment.
Educating the whole person The complications of the different exam systems makes comparison across league tables difficult and just looking at league tables alone will mean you are in danger of missing the point about many of the things which should make education the greatest time of young people’s lives. To succeed in adult life involves much more than simply being proficient in the classroom. A good school sets about educating the whole person, and any measure of success should take account of the opportunities pupils have to grow as individuals. Excellent teaching and learning is crucial, but schools should also be places where pupils develop knowledge and understanding, where they are given the opportunity and encouragement to find and use their latent talents, where their self-esteem is built up and their confidence grows, and where they learn to be generous-hearted and develop an enquiring mind. In recent years I have seen a team of 24 prefects, unprompted, plan and execute a charity triathlon which raised in excess of £7,500 by running, swimming and cycling a non-stop relay for 24 hours (including the hire of a charity cat suit for me to run the first lap!). I’ve seen a Year 10 girl have a dialogue with a Jewish Rabbi in the synagogue about his ancestors and the Holocaust and heard a Year 12 pupil deliver a paper on legalising euthanasia in front of an audience of parents and a Professor of Ethics. Every sixth former at Cheltenham takes a nationally accredited course in leadership and life skills. Can league tables measure these sorts of successes? I don’t believe so.
Success is multifaceted In boarding schools, learning in this broad sense does not begin and end with formal lessons. Lunchtimes, evenings and weekends are filled with activities – ranging from academic societies, hobbies and wider interest clubs, to sports and leisure activities – all of which contribute to an immensely stimulating and varied education. It is this
that really enables pupils to grow into accomplished, self-confident and wellrounded individuals. I’m not sure the Cheltonian who finished presenting to a conference at Manchester University about the College’s biodiesel ‘eco scheme’ (made from discarded cooking oil) really thought he could do it until it was all over! Most boarding schools also have well developed House and tutorial structures which means that the support to foster success is always close to hand. At Cheltenham, academic ‘clinics’ are open outside classroom hours and tutors spend time with their tutees offering support and advice about any and every issue. Housemasters and Housemistresses know the pupils in their houses very well indeed and can provide the security and stability that they need as they find their way through the maze of adolescence. And of course, co-education allows boys and girls to grow up together and develop a social ease and confidence that is invaluable later in life. Success, then, is multifaceted and does not lend itself readily to any form of simple measurement. League tables, in particular, are unreliable as schools pursue other forms of examination, and they make no attempt to measure opportunity, character, selfconfidence or any of the other attributes that we regard as equally important at Cheltenham College. ■
Dr Alex Peterken became Headmaster of Cheltenham College in September 2010, having joined as Deputy Head in 2008. Educated at Eton College, he read theology at the University of Durham, and was also a choral scholar at Durham Cathedral. He holds an MA in educational management and a doctorate in education, specialising in school leadership. His first teaching post was at Charterhouse, where he spent 11 successful years. He held several senior posts, including Head of Theology and Head of Higher Education and Careers Guidance. His final six years at Charterhouse were spent as Housemaster of Saunderites.
March 2015 Service Parents’ Guide to Boarding Schools 51
Choosing and assessing schools The importance of good governance
The importance of good governance – Graham Able, Group Deputy Chairman, Alpha Plus ost parents do not research closely the composition of the governing board when they are considering a school for their child, but the role of the governors is critical to the success – or otherwise – of a school. In most independent schools, the governing board appoints the head and will have a major input to the appointment of the bursar or equivalent: these appointments are key to the school’s performance, both academically and in terms of financial viability. Prospective parents should satisfy themselves that the school is likely to deliver a good education appropriate to their child and remain financially viable. Governors are also responsible for agreeing the school budget, determining the salaries of the head and bursar and setting fees; this latter function is of definite interest to most parents! The nature of governance has changed considerably over the last 30 years. Whereas the role of governors was once just to appoint the head and give general support, they are now better described as a board of specialist non-executive directors helping to run a mid-sized company with the head as chief executive and the bursar or business manager as finance director.
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‘Critical friends’ Governors need to act as ‘critical friends’ to their ‘chief executive’ and to do so effectively they need to be well-informed and with sufficient experience and knowledge between them to ask the right questions and interrogate the responses thoroughly. In order to monitor the progress of the school, governors need to take time to observe lessons and activities and to attend school functions outside their termly board and committee meetings. They should be visible but careful not to cross the line between non-executive and executive functions. The number of governors’ committees will vary from school to school, but finance, property/development and academic committees are common to most schools – they allow governors with particular expertise to look and advise in more detail in specialist areas. If the governing body is functioning well, the work of these committees will make full board meetings more focused and more effective.
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The range of expertise needed on a governing body will vary a little according to the type and age-range of school, but all schools will need governors with specialist knowledge of finance and business, law, property, marketing and education. It is also important for some governors to be in touch with the local community. Whereas it is relevant for both prep and senior schools to have someone with school headship experience on the board, a senior school will additionally benefit from a governor with university connections.
Parents as governors Opinions vary about parents as governors; I have always favoured having a current parent on the board, but one elected by the board for his or her expertise rather than a ‘representative’ parent governor elected by the PTA. The latter approach looks very democratic but tends to produce governors with a specific agenda – and possibly without any of the desired specialist skills – and this may not be in the best interests of the school as a whole. It is important that governing boards do not become self-perpetuating oligarchies. There should be clear criteria for the appointment of a new governor and a desired skill set agreed before the board seeks suitable candidates. The alumni and parent (past and present) body will provide a 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.
receive sufficient training where appropriate. The demise of Stanbridge Earls, a school which for many years did an extraordinary job in educating children with special educational needs, was an example of how poor governance and slack management can bring down a hitherto successful school in just a few months. Governance is judged as part of the Independent Schools Inspectorate (ISI) or Ofsted inspection process. Governing boards which cannot demonstrate a good knowledge of their schools and a proper contribution to strategic decisions are likely to be downgraded and criticised in the inspection report. Most schools now list their governors with details of their specialisms on the school website, so, when considering a school, it is certainly worth taking the time to check their credentials and assess their suitability to govern. ■
Defined terms The best boards will have defined terms which governors may serve and will take care in succession planning. Most boards are probably too large and, like turkeys at Christmas, are disinclined to vote for their own culling. No school needs more than 12 governors and 14 is certainly too many. The largest boards often contain governors nominated by groups associated with the school; such nominees may not cover the range of desired skills so the board has expanded in order to address this. Governors must keep up to date with all regulatory changes and ensure that safeguarding and health and safety matters are regularly addressed. So it is important for governing bodies to ensure that they
Graham Able spent 40 years in independent schools, the last 22 of these 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; he recently retired from this role but remains 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.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Top 1% nationally for academic success in adding value. Located in 33 acres of beautiful historic grounds. Service families only 10% fees.
Telephone T eelephone el 01902 751119 E Email mail admissions@tettcoll.co admissions@tettcoll.co.uk .uk Tettenhall T ettenha ettenhall e College is a day and boar boarding oarrdding school for gir girls rlls aand nd boys booys y fr from room ages 2-18 years. yeears. www.tettenhallcollege.co.uk www.tettenhallc ollege.co.uk
Schools founded by the Military Queen Victoria School, Dunblane (Scotland)
Queen Victoria School, Dunblane (Scotland) – Wendy Bellars, Head of Queen Victoria School, Dunblane
ueen Victoria School – fully boarding – is funded by the Ministry of Defence (MoD) to provide for the children of UK Armed Forces Families. Parents do not pay fees and most ‘extras’ such as uniform, text books and curricular trips are also covered by the MoD. We have a particular brief to care for Service families with a Scottish connection (including a parent having served in Scotland) and for those who could not otherwise afford boarding education. However, applications are invited from all UK Service families. If your child comes to QVS (as we are known) he or she will be part of a pupil community made up entirely of the children of UK Armed Forces personnel. That sort of mutual understanding and support is invaluable, especially when parents are posted overseas or on long unaccompanied tours.
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Co-educational and tri-Service QVS is co-educational and tri-Service. Almost all of its pupils have at least one actively serving parent when they enter the school. Our main intake is into the Scottish system’s Primary 7 year; there is no exact equivalent with the English system, but most of our P7 intake are aged ten or eleven when they join us. That said, there is a wide age range within the year groups. Many of our pupils have come from educationally disrupted backgrounds as they have moved from school to school and education system
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to education system, according to their families’ postings. Because tuition and boarding costs, uniform, books, stationery and most other items of school expenditure are met by the MoD, the financial contribution asked of parents is very small; currently it is £1,403 per annum. The contribution covers only non-essentials and helps to make boarding life more pleasant for the pupils; it allows us to provide newspapers in the houses, for example, as well as contributing towards the costs of transport for school outings. Service benevolent funds are very supportive of the school, and can assist those families who are unable to meet some or all of the parental contribution. After children whose parents have been killed or injured in Service, priority in admissions is given to children whose parents are likely to be posted frequently during their child’s time at the school. We also try to allow siblings to attend QVS together.
Games and outdoor activities Games and outdoor activities are important parts of life at QVS. Rugby and hockey are the main sports, and the Duke of Edinburgh’s Award Scheme is pursued at all three levels: Bronze, Silver and Gold. We have a beautiful setting in some 45 acres of countryside on the edge of Dunblane, much of which is given over to games pitches and recreational areas.
Academically, the school regularly achieves pass rates at Standard Grade/Intermediate 2/National 5 and Higher which are well above the Scottish National Averages. Some Advanced Highers are offered in S6 and numbers are increasing with each year. The ceremonial aspects of school life are central to QVS, and marching as part of the school on one of our six Parade Sundays a year, and on Grand Day – the final day of the academic year – is one of the proudest moments of a Victorian’s life (as well as that of his or her parents)! The Pipes, Drums and Dancers of QVS are internationally renowned, having played at tattoos both at home and abroad, most recently in the Edinburgh International Military Tattoo and in Basel, Switzerland. Dunblane is on a main rail line to Glasgow and Edinburgh, and easily accessible by road. There is no substitute for visiting a school, meeting its pupils and staff and picking up the atmosphere. If you would like to know more before travelling to Dunblane to visit us, however, please request a DVD and further information, from the Admissions Secretary, Queen Victoria School, Dunblane FK15 0JY, or via our website www.qvs.org.uk ■
Wendy Bellars was born, brought up and educated in Glasgow. An honours graduate in English Literature and Scottish Literature from Glasgow University, Wendy completed her teacher training at Jordanhill College of Education and found employment at Renfrew High School. After two years she moved to Gordonstoun and subsequently has taught in a number of schools – single-sex, co-educational, day, boarding and mixed; in England, in Scotland, and in a number of roles. She was fortunate to work for almost two years for the Open University in Scotland, during which time she introduced its PGCE course to Scotland. Wendy held a VRT Commission in the Royal Air Force for ten years, working with both ATC and CCF cadets. She enjoys reading, theatre, music – both playing and listening – and walking her two dogs. She has been Head of Queen Victoria School since January 2007.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Queen Victoria School Raising to Distinction Open Morning Sat ϭϵ Sept ϮϬϭϱ Admissions Deadline 15 Jan ĞĂĐŚ LJĞĂƌ Queen Victoria School in Dunblane is a co-educational boarding school for the children of UK Armed Forces personnel who are Scottish, or who have served in Scotland or who have been members of a Scottish regiment. The QVS experience encourages and develops well-rounded, confident individuals in an environment of stability and continuity. The main entry point is into Primary 7 and all places are fully funded for tuition and boarding by the Ministry of Defence. Families are welcome to find out more by contacting Admissions on +44 (0) 131 310 2927 to arrange a visit.
Queen Victoria School Dunblane Perthshire FK15 0JY
www.qvs.org.uk
Schools founded by the Military The Duke of York’s Royal Military School (Kent)
A unique and iconic school – Chris Russell, Executive Principal of The Duke of York’s Royal Military School
A warm welcome to all
Military ethos
he Duke of York’s Royal Military School is a non-selective boarding school for students aged 11 to 18. Located in Dover, Kent, the school is an ideal choice for those living in Europe as we are close to the Ferry port and Eurotunnel, and an hour's train journey from London via the high speed link to St Pancras. Set in 150 acres of Kentish countryside, your son or daughter will feel safe and secure in a close-knit community.
Originally established in 1803 to educate children from military families, the school continues to maintain and be proud of its strong military ethos. We Troop the Colour each year on our prize giving day at the end of the Summer Term, and we mark important commemorative dates in the calendar including Remembrance Sunday with the whole school and military band on Parade. We place particular emphasis on traditional values such as self-discipline, selfreliance, spirituality, leadership and respect for others, as we believe it helps our students develop character and skills for life. The school often attracts unique opportunities such as performing with the military band at Twickenham and at The Sun's Military Awards, or being included in The Festival of Remembrance at the Royal Albert Hall.
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Excellent results The school offers a broad range of GCSEs and our success rate is significantly higher than the national average (5A* to C including Maths and English). In the Sixth Form, a wide range of courses is available, currently 16 at AS Level and 17 at A2 Level. The curriculum is constantly under review and we respond positively to student feedback. Recent qualifications introduced include GCSE Dance and BTEC Military Music (which has proven to be popular as we have our own student military band). All our students are encouraged to achieve the very best they can and regular evening prep is set for students overseen by House tutors.
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Full and weekly boarding By choosing to live and study with us, your child is choosing to become part of a very special community. It's extremely important to staff that our students enjoy boarding and are able to forge strong friendships. Our experienced Housemasters and Housemistresses
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Schools founded by the Military The Duke of York’s Royal Military School (Kent)
offer good pastoral care and support, supported by an in-house team of Tutors, Pastoral Leaders and Housekeepers. It's a busy and vibrant place, especially at weekends, with various activities and trips on offer. From September 2015, we are pleased to offer the increased flexibility of weekly boarding as well as full boarding. This means that with parental permission, students can opt to go home some weekends after Saturday lessons and commitments. They can return either late on Sunday night or early on Monday morning.
Why choose us?
So many opportunities
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A good school is about much more than what is learnt in the classroom; sport, outdoor activities and the Duke of Edinburgh’s Award Scheme continue to play a leading role in the lives of all of our students. Extra-curricular opportunities include over 70 clubs and activities (such as Chapel choir, fencing, horse riding and trampolining) while all the key sports are played here including rugby, netball, hockey, cricket and athletics. This year we have continued to work in partnership with a range of different schools locally, nationally and internationally. Most notable was the involvement of students in a critically acclaimed production of ‘West Side Story’, both in Dover and in the USA, which was put on by students in a joint American and British cast.
£24.9 million investment A £24.9m building programme has just been completed to enhance our already impressive school site and facilities. New junior and Sixth Form boarding houses, a black box drama studio, teaching blocks and a Sports Centre have all been built. Students enjoy all major sports with us and our facilities include an indoor swimming pool, running track, assault course, astroturf area, squash courts and gym.
Our fees Boarding fees are £10,995* per year and education is paid for by the state. If you qualify for Continuity of Education Allowance, you pay 10% of the boarding fee. (To be eligible for a UK state boarding school, students must hold a British or EU Passport, or have the right to reside in the UK.)
Applications We recommend that students join us in Year 7, Year 9 or for the Sixth Form (Year 12) but we will always consider applications from any year group, at any time of the year.
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Graded Good in all areas by Ofsted. Our GCSE results are significantly above the national average. Every student is encouraged to achieve their potential in a supportive community. Military ethos helps develop character and life skills. Your child will enjoy an independent school lifestyle with sport, music, drama and CCF. You only pay for boarding costs, and if you qualify for CEA, that would be £1099.50 for 2014–15*. Your child’s laundry, meals and boarding fees are all covered in our yearly charge. We are a busy school with full and weekly boarding providing many exciting opportunities to develop individual talents.
Come and visit The school is non-selective, but all students are invited to a ‘suitability for boarding’ interview. We encourage you to visit us to see what an extraordinary school we are. Our students will give you a tour of the school and answer any questions you may have. ■
Contact details The Registrar, DOYRMS, An Academy with Military Traditions Dover, Kent CT15 5EQ Civ: 01304 245073 www.doyrms.com
The Executive Principal and Commandant, Chris Russell, is also the CEO of the Dover Federation for the Arts Multi Academy Trust. His career included various teaching posts before being appointed Headmaster of Astor College in 1988. Chris held a commission in the Royal Army Educational Corps and also played professional cricket. He represented the Army and Combined Services, captaining two championship Army sides. He has produced 48 international musicals and runs the National Students’ Art Exhibitions in the Mall Galleries, London (now in its 13th year). A qualified pilot, Chris’ interests are the theatre, sport and his boxer dogs. He is a member of the MCC and RAF Clubs and the British Torch of Remembrance.
*Boarding fees are reviewed annually.
March 2015 Service Parents’ Guide to Boarding Schools 57
Schools founded by the Military The Royal Hospital School (Suffolk)
Maintaining 300-year-old links with the Royal Navy – James Lockwood, Headmaster of The Royal Hospital School, Holbrook
his last academic year the Royal Hospital School in Suffolk celebrated 300 years of proud seafaring heritage. Today it is a well-respected HMC co-educational boarding and day school, set apart by a unique history that infuses the ethos and daily life of the school. Founded in 1712 in Greenwich, London, to educate the sons of seafarers for a life in the Royal Navy, the school has retained its maritime connections and the values and traditions born from these historical roots. And while the RHS of today may be a modernthinking, forward-looking school, its links with the Royal Navy, and indeed the other two armed services, remain strong and are still very much a part of everyday life, manifested in many ways. All our Year 7 pupils are taught to sail in their first term and, through the School's new Sailing Academy, provision for sailing at the very highest level is unrivalled; the School’s CCF includes both Naval and Royal Marine sections as well as Army and RAF, colours and sunset take place each day and pupils take part in ceremonial Divisions on special occasions. Every year the choir performs at the National Seafarers service at St Paul’s Cathedral and at the Admiralty Carol service in St Martin in the Field. Trafalgar Night is a key date on the school calendar and celebrated in fine style. As recently as just 60 years ago all the boys who attended did so courtesy of the School’s parent charity Greenwich Hospital. A great deal has changed since then. The Royal Hospital School admitted non-seafarers for the first time in 1990, but we still have more than 300 pupils claiming the Continuity of Education Allowance (CEA) or in receipt of a mean-tested seafaring bursary as a result of their connections with the Royal Navy or Royal Marines. A year later girls were admitted and in 2005 the school opened its doors to day pupils and more recently, flexible arrangements for boarding have been introduced for younger pupils.
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‘Education is a liberating force’ I took up my post as Headmaster in September 2012 and strongly believe that, as a result of this heritage and probably more than any other school of its type, the Royal Hospital School recognises that ‘education is a liberating force’. As Headmaster, it is my aim to unlock the potential of each individual by offering them a whole new world of life-changing opportunities and an environment in which academic excellence is promoted through learning and shared experiences. A place that encourages boys and girls to discover themselves; quite simply, to develop a passion that will endure for the rest of their lives. Through passion comes purpose, and from purpose the journey ahead becomes clear.
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This can only be achieved if the school experience is a happy one, founded not on learning alone, but on relationships formed and values shared. I firmly believe that a well-balanced individual needs a sense of spiritual awareness, along with academic and sporting achievements, and place great store by the values of kindness, service, integrity and generosity of spirit; these are the invisible strands that hold a community such as ours together. By working closely together, the staff at the Royal Hospital School ensures that our pupils are able to form strong relationships and make a valuable contribution, both here at school and in the adult world in which many will become leaders in their chosen field. With a commitment to leadership, service and an international outlook at the heart of the school's values, the Royal Hospital School is the first choice for parents seeking an outstanding all-round, balanced, broad and full education for their children.
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We have 300 years of experience of providing pastoral care and education for children of services families. 70% of our senior pupils board full time, weekends are busy and we have no compulsory exeats. Our Junior boarders (11–12 years) have a dedicated house with routines, support and pastoral care to enable them to settle in and flourish, easing the transition from primary to secondary education. We have a dedicated tutor system which supports each pupil and ensures that they achieve their academic potential. Additional support is offered through the learning support department, for children who have moved schools and missed work due to relocation. Our fees for those eligible for CEA are set at the minimum 10% which for 2012–13 was £667 per term for Year 7–8 or £683 per term in Years 9–13. Means-tested bursaries are available for children with any seafaring connections which may include a parent or grandparent in the Royal Navy, Royal Marines, Royal Auxiliary Fleet or merchant navy. ■
James Lockwood became Headmaster of the Royal Hospital School in September 2012. He joined the Royal Hospital School in September 2009 as Deputy Headmaster from St John’s School, Leatherhead. Having completed an Honours degree in Manchester, he went on to gain an MA in Education Management at the University of Surrey. James started his teaching career at Exeter School where he was a Deputy Housemaster and Master i/c Cricket. He spent ten years at St John’s School, Leatherhead, during which time he led an academic department, was Housemaster of a boys’ boarding house, Master i/c Rugby and, latterly, a member of the School’s Senior Management Team, with specific responsibility for the co-curricular life of the School. James is married to Sarah and has two young children – Olivia who is five and Harry who is three.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Schools founded by the Military Welbeck – The Defence Sixth Form College (Leicestershire)
The gateway to a technical career in defence – Peter Middleton, Principal of Welbeck – The Defence Sixth Form College
elbeck offers a unique opportunity for young men and women to study for their A Levels on a career path that will eventually lead to a career as a technical or engineering Officer in the Armed Forces, or as a civilian engineer within the Ministry of Defence (MoD). The modern, purpose built campus provides co-educational boarding for 350 students. Students can also join the College under the Welbeck Private Scheme (WPS). WPS students are an integral part of the College and follow an identical programme of study to the MoD sponsored students – although they are not committed to joining the armed forces or MoD, a number do progress to follow service careers. Welbeck is primarily an academic institution, where all students should expect to be challenged, excited and inspired intellectually, but it also has a fundamentally military focus where students are prepared for their future careers through the military experiences and leadership opportunities.
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A unique career opportunity starts at Welbeck The Defence Sixth Form College provides a proven pathway to a career in the MoD. It represents the first step in the Defence Technical Officer Engineering Entry Scheme, and is the only college in the country to offer students a career-focused route through sixth form and university, and ultimately into their chosen career.
Academic focus with a military ethos State of the art facilities, inspirational teachers and a dynamic community make Welbeck a leading co-educational college. With a focus on Maths and Physics, our aim is to inspire and educate students in order to maximise their potential. After Welbeck, students will read an engineering, technical, business or logistics based degree at a leading UK university: Aston, Birmingham, Cambridge, Imperial College, Loughborough, Newcastle, Northumbria, Oxford, Portsmouth, Southampton or Strathclyde. Here the support and mentoring continues through the Defence Technical Undergraduate Scheme Squadron. They receive a bursary of £4000 a year whilst at university as well as training pay. WPS students can choose to continue their studies at a university of their choice.
Welbeck life Each year 175 high calibre young men and woman join the College. Living and learning with like-minded, career-focused individuals gives a unique atmosphere, energy and collective drive. Under the careful mentoring of skilled and experienced staff, students benefit from a full boarding environment that is geared to shaping a successful career in the Armed Forces or Ministry of Defence Civil Service. Our students come from a diverse range of social and cultural backgrounds from all over the UK and from
UK families overseas. The majority of students have never boarded before; students develop personal skills to adapt to the residential environment, and are committed to contributing in every aspect of College life; in doing so building respect for all members of the community.
Unlocking potential At Welbeck academic studies combine with developing core military skills and values, to provide a broader learning environment. Our programme of intellectual, personal and physical education develops in our students a moral integrity, responsibility and genuine sense of service. Central to the College’s ethos is supporting each student to unlock their potential, enabling them to achieve more than they believed possible.
Military skills and leadership training A central emphasis of Welbeck is the development of leadership potential and military skills. The College benefits from having four full-time permanent military staff, and these are assisted by CCF officers. All students are expected to join the College CCF and there is a common training programme; each student takes part in the six main exercises during their time at the College. There are additionally single-service visits, giving students opportunities to get a close look at working and training units. The unique leadership opportunities are
March 2015 Service Parents’ Guide to Boarding Schools 59
Schools founded by the Military Welbeck – The Defence Sixth Form College (Leicestershire)
accredited by the Institute of Leadership and Management (ILM) with all students completing the ILM Level 3 Award in Leadership during their Lower Sixth year.
Sport, activities and music All students participate in major games and can choose from a wide variety of activities. The outstanding facilities include a multifunctional sports hall, fitness rooms, tennis and squash courts, swimming pool, all weather sports pitch, 12 other grass pitches, a high ropes/confidence facility and assault courses. Many students are also involved in musical activities.
Pastoral care and the boarding environment Outstanding levels of pastoral care are at the heart of the College ethos and this is centered around five co-educational boarding houses, each with live-in house parents. This environment provides a unique ‘pre-university experience’ for students.
Applying to Welbeck To apply to Welbeck, and subsequently the Armed Services, you should be a medically fit UK, Commonwealth or Irish citizen aged between 15 years and 17 years and six months on 1 September in the year of entry to the College. Commonwealth citizens are
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required to have five years residency in the UK prior to application. Certain other single-service conditions may apply and will be outlined at the time of application. To join Welbeck as a Civilian Ministry of Defence Civil Service candidate you must be a British Citizen or hold dual nationality, one of which must be British. Applications are made directly to the sponsoring service. WPS students apply directly to the College. All students applying to Welbeck are required to achieve a minimum of an A in Maths, B in Physics, and C in English Language at GCSE or equivalent qualification. To find out more about the entry criteria go to www.dsfc.ac.uk Tuition for MoD sponsored students is paid for by the MoD. Parents or guardians are required to make a contribution towards the cost of their child’s maintenance, which covers board, lodging and the value of clothing and services provided. Parental contributions are means-tested and range from £0 to £13,053. Welbeck Private Scheme fees are £15,000 + VAT per year. Words and pictures can only do so much, and there can be no substitute for visiting the College on one of our open days and experiencing first hand what makes Welbeck unique. To find out more go to www.dsfc.ac.uk
Peter Middleton became Principal in September 2013. Peter, who was previously Deputy Head at Clifton College in Bristol, was born in Somerset and educated at Radley College before reading Chemistry at Oriel College, Oxford. He began his teaching career at Cheltenham College, where he was a deputy Housemaster, Master in Charge of Rowing and 1st VIII coach, and an officer in the Army Section of the CCF. He moved to St Edward's School, Oxford, where he was a House Master, re-formed the Royal Navy Section, was Master i/c Rowing and an international rowing coach. Throughout his career, Peter has taught Chemistry to A Level. His experience is grounded in the co-educational boarding sector within schools that have high academic aspirations and expectations. He has been a governor of both independent and maintained sector schools, most recently of a Mathematics and Computing College. Peter is married to Clare, an educational psychologist, and they have three children.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at a state-funded school What provision do you make for the needs of children from Service families?
What provision do you make for the needs of children from Service families? – Raymond McGovern, Headmaster of St George’s School f you are reading this article then clearly a boarding education is something that you are exploring and that needs careful consideration. And it may be something of a surprise to you that that does not inevitably mean an independent school education. There are currently 37 maintained schools and Academies where high-quality education and boarding is offered. In maintained or state boarding (SBSA) schools and academies, parents pay only for the boarding element and the government pays for the education. This means that, typically, parents pay between £8,000 and £12,000 per year for an SBSA school, while this might be the termly figure in some independent schools. In addition to the affordability factor for many Service families there is also a philosophical dimension to their choice of school. Some may find themselves in conflict, believing that they have to choose an independent education to ensure their child can have the continuity of education that boarding provides. SBSA schools offer the benefits of a boarding education but at a third of the normal price. Is there a catch? Well, the simple answer is no. If you don’t believe me, put us to the test. What are the questions that you would want answering when selecting any boarding school? Academic performance? Excellent pastoral care? Quality accommodation? Good sports facilities and access to a great range of activities? Well, SBSA schools can provide all of these, and you will find one that will match your needs as a Service family and your child’s individual needs.
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Many are among the highest-performing schools in the country judging by the raw score of GCSE and A-level results, Average Point Scores and even the percentage of pupils achieving the English Baccalaureate. A better education can be measured in many ways: sporting achievement; music; pastoral care; personal and social development; extra-curricular offer. SBSA schools do them all well. A significant investment of over £20 million in new boarding facilities has been made in recent years in SBSA schools. Demand for places is high, so the new places have been created that will give more parents the opportunity to send their children to these popular schools and successful schools. The sector is also varied, with schools ranging from single-sex grammar schools to the largest mixed boarding school in Europe! There is also a school that specialises in rural technology and attracts 50% of its students from the world of farming. So there is real diversity and choice, which means that families and children will find a school that will suit them and help them to realise their potential.
Living and working together Living and working together is part of the adult world, so SBSA schools rightly claim that they prepare their students for real life and, of course, real work. The facilities at SBSA schools can match those in the independent sector, but it is the ethos that is so obviously shared. Respect, responsibility and caring for others are integral to how boarding schools operate. Working and playing hard are essential ingredients, but so is the caring relationship that is formed between staff and students. The stability offered by SBSA schools gives parents the confidence of knowing that their children are well cared for, while gaining the benefits of growing and learning with their friends. Many Service families will not be aware that in 2012 Ofsted published a report on the quality of provision for children from Service families. My previous school, Sexey’s, was selected to be part of this survey, as were a number of other state boarding schools. HMI Andrew Harrett wrote that ‘Sexey’s’ contribution to the quality of provision and partnerships for students who are in families of Service personnel is outstanding.’ I have no doubt that parents will find the same applies throughout the sector, and parents may want to find out more when they visit school by asking the question, ‘What provision do you make for the needs of children from Service families?’ The State Boarding Schools’ Association (SBSA) website (www.sbsa.org.uk) has all the details and I can guarantee that you will find a school that will be just right for your child and your family’s needs. ■ Raymond McGovern is Headmaster of St George’s School, Harpenden. He was previously Headmaster and Deputy Head at Sexey’s School, Bruton. He was Chair of the State Boarding Schools’ Association (2010– 12) and Chairman of the Boarding Schools’ Association (2013–14). He has also been a Housemaster at Christ College, Brecon, and before his teaching career served in the Royal Air Force as an Aircraft Engineer at RAF St Athan, RAF Bruggen and RAF Brawdy.
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Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at a state-funded school When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
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March 2015 Service Parents’ Guide to Boarding Schools 63
Boarding at a state-funded school Mobility: a career necessity but an educational risk
Mobility: a career necessity but an educational risk – Paul Spencer Ellis, Headmaster of the Royal Alexandra and Albert School and Chairman of the State Boarding Schools’ Association (SBSA)
few years ago we did some research on military children who joined the primary part of the School as boarders. The results were depressing. If this School was the child’s third school, the average was that the child was a year behind in numeracy and literacy. If this was the child’s fourth school the average was that they were two years behind. Many people underestimate the negative effect of moving school on a child. A friend who runs a state primary school near a major military base says she often notices pupils beginning to lose friendships once they know that they will be leaving because mum or dad is being posted away. She says that she sees some of these children actually rejecting their friends, perhaps in the belief that they will miss them less when they leave.
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‘Happy children learn better’ ‘Happy children learn better’ is something that all Heads know. It takes time for a child to break into the friendship circles at a new school and to get used to the routines and expectations of a new school. During that time their learning will suffer. All good reasons for considering a boarding school if you want the best possible education and results for your child or children. But how many adults actually know what a boarding school is like nowadays? Where do you find out what it is like for a child? The internet is the best starting point, and there are so many differences between schools that some people find it helpful to make a chart of variations. ● Does the school have lessons on Saturday mornings? ● Do many boarders stay at the weekends? ● Are there many boarders in your child’s year group?
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How is the prep (supervised homework) organised? What are the arrangements for care when a child is ill? What proportion of the boarders are from a military background? What proportion are international boarders?
Top reasons for choosing a boarding school The State Boarding Schools’ Association (SBSA) recently paid an independent research company to survey current boarding parents and find out about their perception of the boarding school that their child attended. The results were very revealing. The top two reasons for choosing their boarding school given by the 1530 parents who responded, including more than 150 who said they were claiming the Continuity of Education Allowance (CEA), were: ‘It offers high academic quality’ and ‘It provides opportunities for pupils to fulfil their potential’. Interestingly, almost a quarter of parents said that a main driver in choosing a boarding school was that their child wanted to board. When asked about the best aspects of the school they had chosen, parents replied ‘the number and quality of the boarding staff’ and ‘the overall comfort of the boarding house’.
State boarding schools Not everyone has heard of state boarding schools but we have an excellent website www.sbsa.org.uk This shows you where the different schools are around the country and allows you to move on to the websites of individual schools. Alternatively just put ‘state boarding schools’ into any search engine. Not everybody is interested in school
league tables but in the latest Sunday Times list of top state schools there were nine state boarding schools in the top 100 schools. And a final thought. The cost of a state boarding school is well below the maximum allowance for CEA and a military parent eligible for CEA pays 10% of the boarding charge plus any extra if the school charges more than the maximum allowance. All state boarding schools charge well below the maximum allowance meaning that the parental contribution is more easily affordable. What’s not to like? ■
Paul Spencer Ellis has had a varied career with three teaching posts in France, including a couple of years at the Sorbonne, and five posts in England including Uppingham School and Wymondham College, two large boarding schools, one independent and one state. Since 2001 he has been Headmaster of Royal Alexandra and Albert School and since then the School has grown from 530 pupils to over 1000 and boarding numbers have risen from 330 to 460.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at a state-funded school When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
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“Outstanding” boarding facilities (Ofsted 2011)
• Co-educational day and boarding for 11–18 year olds. boarding Fees from £2,839 • Weekly e kl and d ffullll b di available. ava per term. • Beautiful surroundings in Shaftesbury aftesburyy, Dorset and only 2 hours from London. • Excellent academic and pastoral support in an environment which inspires independence, confidence and well-being. For more information, contact .dunn@shaftesburyschool.co.uk | 01747 852469 traceyy..dunn@shaftesburysch
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March 2015 Service Parents’ Guide to Boarding Schools 65
Boarding at a state-funded school An education that remains once school is completed
An education that remains once school is completed – Irfan Latif, Head Master of Sexey’s School, Bruton girl who was naturally reserved, lit up by the end of her visit, exclaiming, ‘I really want to come here!’.
Value for money fees
o coin a much-used phrase in the GCSE classrooms, it is a truth universally acknowledged that state boarding schools have traditionally been the educational choice of many Service families. When searching for a stable, caring environment that provides highquality education for children, both in and out of the academic arena, state boarding schools have habitually been seen as offering Service families the Holy Grail – and all at reasonable cost. State boarding schools can take any pupil with a UK or EU passport and charge only for the boarding element – with pupils’ education received for free. State-funded school boarding fees are therefore typically around a third of the cost of the independent sector, in which fees frequently hit the £30,000 a year mark. With this in mind, state boarding schools are a vital component in the spectrum of education provision in the UK. Pupils at Sexey’s (and no doubt at many other state boarding schools up and down the country) know and are involved in their local community, have an understanding of how the breadth of society works, and most importantly, can converse easily with people from all walks of life. Simultaneously, they also benefit from many of the elements often valued in an independent education: excellent facilities, outstanding pastoral care and a rich and diverse range of extra-curricular activities (club, societies, sport, music, art and drama) that promise a tailored, unique experience for each child. I hope you are proud of the state boarding heritage that Service parents like you have helped to build. Over the years, the word has
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certainly caught on, to the extent that boarding figures in the UK are rising today, according to recent census figures from the Independent Schools’ Council (ISC).
Caring and nurturing environment And it is hardly surprising that the figures are flourishing – long gone are the days when children were ‘sent away’ to boarding schools in fear. Boarding schools feature frequently in the list of the country’s most successful schools, bred not only from the very best teaching, but also from what is learnt outside of the curriculum. As Einstein said, ‘education is what remains after one has forgotten what one has learnt at school’. And boarding can teach students the value of stability in a caring and nurturing environment. This is evident not only in the respect and affection our pupils have for teachers and staff, but also in the focus placed on providing for each individual – right down to the detail of arranging transport during exeats (weekend breaks from boarding) for pupils to visit family or guardians. Our recent VI Form boarding leavers likened their boarding experience to ‘living with family’ – so much so that we are still trying to get rid of some of them, who return after university to visit. It is difficult to convey in a short article all that state boarding can offer you and your family. For that reason, I would encourage you to come and visit Sexey’s – or state boarding schools like ours – to form your own impressions. I recently showed one Service family – currently based in Ramstein, Germany – around Sexey’s. The daughter, a
Although no doubt her parents were encouraged to book the trip based on our strong academic qualifications, idyllic Somerset setting and value for money fees, none of this was the primary influence on the child. Rather, it was the knowledge that she could continue horse riding, play hockey, swim, would be cutting up frogs in science, and be playing with the owners of those happy faces in the grounds that made her mind up for her. And judging by the parents’ expressions as they left, and the application form received the next day, that promise of happiness is worth a thousand statistics. The State Boarding Schools’ Association (SBSA; www.sbsa.org.uk) offers more information for Service families exploring their options, or we always welcome a phone call or visit (www.sexeys.somerset.sch.uk). ■
Irfan Latif is Head Master at Sexey’s School, Bruton, a leading Church of England co-educational school for ages 11–18, established in 1891. Before Sexey’s, Mr Latif – a former Head of Chemistry and Director of Science at St Benedict’s School in Ealing – was Deputy Head at Bedford School. He regularly lectures at the Royal Institution of Great Britain, is a Fellow of the Royal Society of Chemistry and is also a magistrate. He is a keen traveller and adventurer and recently led expeditions to Everest Base Camp, Venezuela and the Red Sea. He is married to Jocelyn, a Biology teacher, and they have two young daughters, Zara and Emma.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at a state-funded school When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
Outstanding Boarding School Education www.crested.org.uk www.crested.org.uk
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March 2015 Service Parents’ Guide to Boarding Schools 67
Boarding at a state-funded school Academies offering boarding
Academies offering boarding
Duke of York’s Royal Military School students Trooping the Colour
or those considering boarding, state-funded boarding schools may be an option but as always it is important do your homework and, above all, see the school in action before you make any choice. State boarding schools provide free education but charge fees for boarding. Some state boarding schools are run by local councils, and some are run as academies or free schools. These schools give priority to children who have a particular need to board and will assess children’s suitability for boarding. At state-funded boarding schools and academies, including sixth form colleges, parents pay between £8,500 and £14,600 per year for their children to board. There are 42 mainstream state boarding schools and academies in England. New academies or free schools with boarding include Holyport College, Exeter Mathematics School, Durand Academy and Beechen
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Cliff School – all these schools opened boarding in 2014. Liverpool College, which was an independent school, came into the state sector in 2013. Polam Hall, currently an independent school, will become a mainstream free school next September 2015. Provision has been enhanced or expanded in some schools. In 2012 Wellington Academy in Tidworth, Wiltshire, which is sponsored by the independent Wellington College, spent £5.5 million creating 100 boarding places. Also in 2012 the Priory Academy in Lincoln opened 60 en suite study bedrooms to encourage sixth-formers to stay on at the school. Fifty places were made available at Harefield Academy in Uxbridge, Middlesex, when the boarding house opened in 2011. The Duke of York's Royal Military School in Dover became the first all-boarding academy in 2010. The school is managed by an Academy Trust and funded by the Department for Education. The academy, which is sponsored by the Ministry of Defence, retains a strong military ethos and tradition but its boarding places are no longer exclusive to the pupils of forces children. The school has a major refurbishment project including the building of new boarding houses. The scheme will increase capacity at the school from 468 to 722 pupils and provide enhanced facilities. As reported previously, Charnwood College and the Westgate School ceased to offer boarding in September 2013. More information on state-funded boarding schools and academies can be found at: www.sbsa.org.uk www.gov.uk/types-of-school/state-boarding-schools ■
Academies and free schools offering boarding School
County
Region
Date awarded
Adams’ Grammar School Ashby School Beechen Cliff School Brymore Academy Burford School & Community College Colchester Royal Grammar School Cranbrook School Dallam School De Aston School Duke of York's Royal Military School Durand Academy Exeter Mathematics School Gordon’s School The Harefield Academy Hockerill Anglo-European College Holyport College Keswick School Lancaster Royal Grammar Liverpool College Queen Elizabeth's Academy Trust Reading School St George's School Sexey's School Sir Roger Manwood's School The Skegness Grammar School The Priory Academy LSST The Royal Grammar School, High Wycombe The Wellington Academy Wymondham College
Telford and Wrekin Leicestershire Bath Somerset Oxfordshire Essex Kent Cumbria Lincolnshire Kent West Sussex Devon Surrey Hillingdon Hertfordshire Berks Cumbria Lancashire Liverpool Devon Reading Hertfordshire Somerset Kent Lincolnshire Lincolnshire Buckinghamshire Wiltshire Norfolk
West Midlands East Midlands South West South West South East East of England South East North West East Midlands South East South East South West South East London East of England South East North West North West North West South West South East East of England South West South East East Midlands East Midlands South East South West East of England
Sept 2011 Oct 2012 Sept 2014 Sept 2013 July 2012 Jan 2012 Dec 2011 Sept 2011 March 2011 Sept 2010 Sept 2014 Sept 2014 (as a free school) Jan 2013 Sept 2011 Feb 2011 Sept 2014 (as a free school) July 2011 Feb 2011 Sept 2013 April 2011 Feb 2011 May 2012 May 2011 March 2011 Sept 2012 Sept 2011 Feb 2011 Sept 2011 Feb 2011
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Boarding places 100 75 25 150 90 30 250 120 70 450 48 rising to 375 24 200 50 240 225 50 70 30 50 70 120 300 52 65 60 70 100 530
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at a state-funded school State and independent school partnership with a military connection
State and independent school partnership with a military connection – Mike Milner, Principal of The Wellington Academy
he Wellington Academy was opened in 2009 and was the first sponsored academy in Wiltshire. Its sponsor, Wellington College, is one of the country’s leading independent boarding schools and the first to give its name to an academy. From the outset, boarding was seen as an essential part of the vision, leading to the construction of a brand new building to accommodate 100 students. But the connection between the two schools goes deeper than the name and the boarding element; the location in Tidworth was carefully chosen because of its military links. Wellington College itself was set up in the mid-1800s to educate the children of deceased army officers, and still retains a commitment to provide education for children whose parent was killed in an act of selfless bravery. Beyond shared ethos and structures, the two schools are very different in certain ways and the partnership is seen as a flagship project in breaking down social divides. There are many ways in which the two schools work together; one area where there are well established links is boarding. The aim since opening boarding at The
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Wellington Academy has been to make this a key point of integration. For example, the girls' and boys' parts of the house share a common name with houses at the College. On a more substantial level, the boarding students benefit from shared expertise from staff and visits to the College for social events and even extra tuition in core academic subjects in preparation for exams. Within the classroom, there has been a considerable step up in the level of partnership since September 2013, with senior leaders joining from the College and additional benefits brought from the College's status as a Teaching School. This means that it is actively involved with a broad network of state schools to provide support for teacher training.
The benefits of the military connection Leaving aside the partnership with the sponsor, The Wellington Academy fundamentally serves its immediate community. Around 40% of its intake – about 400 students – are children of service families. This means that the pastoral support around these children within the
main school, as well as in boarding, is strong. The school has military representatives on its governing body and is in regular communication with the local units and its Welfare Officers. In addition, a growing number of staff come from a service background. The Academy also operates a well established Combined Cadet Force with its own purpose built facilities on-site.
Something for everyone The Wellington Academy is non-selective and highly inclusive to serve the needs of its community. We operate a very broad curriculum catering for all ends of the academic spectrum, from potential Oxbridge applicants to students who wish to pursue a more vocational route. Our sixth form has more than 200 students with results and employment outcomes being good. We offer a wide range of enrichment activities and are fortunate to be housed in a modern £32 million set of buildings including excellent sporting and performing arts spaces. These facilities are readily available for all students to use, with boarding students able to access them in the afternoons and evenings.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at a state-funded school State and independent school partnership with a military connection Choose boarding and start young Boarding brings something unique to our Academy and, more importantly, to the lives of our students. However, we understand that there will be parental anxieties about younger students leaving home during term time. Our students talk passionately about how they operate as a family and unlike day students who increasingly interact with their peers by social media, it forces children together to form strong, lasting friendships based on common and intense experiences which help develop empathy and moral support for one another. For students just starting secondary school, it takes away the fear of a new setting and school becomes their home. This allows them to flourish academically and socially. For military students who board, it removes the anxiety of changing schools and the possible disruption to education, and allows for the whole family to benefit from some continuity, or even facilitates early settling in an area where a posting is going to take place. It is clear from talking to our students that the support they receive from older
members of the house is invaluable as they grow up into more independent individuals. For peer support, sharing a room when younger is a great way to develop long lasting friendships and to learn social and listening skills. As one of our students recently told me, the fact that there is no hiding place when there are disagreements means that they have to confront situations openly and positively. In fact, these disagreements are rare as students learn to operate in their new environment quickly. In addition, boarding brings together students from a wide variety of backgrounds in a way which would not otherwise be possible in our geographical location. We are very pleased with our mix of UK residents and students who have parents all around the world. We are also passionate about providing education for a small number of students for whom the stability of boarding gives their best chance in life due to difficult personal circumstances. This down-to-earth and diverse cohort provides opportunities for powerful learning experiences for our young people and sets them up extremely well for later life.
Finally, state boarding provides excellent value for money compared to much that is available in the independent sector. Whereas once, success in society was a linked to privilege and tradition, young people today grow up in a world where employers are increasingly more likely to look at character and values. This is what state boarding excels in developing. ■
Mike Milner became Principal of The Wellington Academy in September 2013 and is currently Executive Principal of Wellington College Academy Trust. Following education at the University of Oxford, reading Biochemistry and completing a doctorate in Genetics, he started his teaching career in central London and moved on to become Deputy Head (Academic) at Wellington College. Wellington College Academy Trust opened its second school, Wellington Primary Academy in Tidworth in September 2014.
Sixth Form boarding at one of England’s top State schools The Robert de Cheney Boarding House is situated in the grounds of The Priory Academy LSST, an academy in Lincoln which is consistently among the top five performing non-selective State schools in the country. It provides a wonderful opportunity for Sixth Form students to develop and flourish, both academically and socially. • Academy and Sixth Form rated outstanding by Ofsted • 99% A-Level pass rate (three subjects) and 99% GCSE pass rate (5+ A*-C, including English and Maths) • 83% first-choice university success rate, with 27% of Year 13 students obtaining Russell Group places • Modern, home-from-home boarding comprising 60 single en-suite study bedrooms with internet access • Kitchen, dining area and laundry plus a Common Room on each floor • Designated Sixth Form support and pastoral staff to ease the transition from school to university, employment and independence
• State-of-the-art Sixth Form science facility, with research laboratories, a planetarium and a debating chamber • Spectacular sports provision including a 60m indoor sprint track and a 400m synthetic outdoor running track, plus excellent field athletics facilities • Swimming pool, fitness suite, climbing wall, spinning suite, dance studio and badminton courts • Stunning residential centre in Normandy • Thriving CCF, DofE and pastoral programmes
To arrange a visit or to apply for a place in 201 , contact Mr Chris Liston (Head of Boarding) The Priory Academy LSST, Cross O’Cliff Hill, Lincoln, Lincolnshire LN5 8PW Telephone: 01522 889977 l Email: boarding@prioryacademies.co.uk l Visit: www.prioryacademies.co.uk/boarding
March 2015 Service Parents’ Guide to Boarding Schools 71
Boarding at a state-funded school Sixth form boarding in an Academy
Sixth form boarding in an Academy – Chris Liston, Head of Boarding at The Priory Academy LSST
his is a genuinely exciting time for The Priory Academy LSST after the opening of a new sixth form boarding house in 2012. The House’s first Ofsted inspection in November 2014 awarded an Outstanding rating in every category – overall effectiveness; outcomes for boarders; quality of boarding provision and care; boarders’ safety; and leadership and management of boarding. The report says: ‘This is a calm, relaxed and safe boarding school in which boarders develop into mature, responsible and successful young adults in a highly supportive and nurturing environment. They make exceptional progress in personal and social development and educational achievement.’ The Priory accommodates up to 60 sixth form boarders in single en-suite study bedrooms, with three well-equipped common rooms and a large dining area all set in the grounds of the school. Alongside Robert de Cheney Boarding House is The Priory’s new sports centre, complete with a 60 m indoor running track, climbing wall, six badminton courts, a dance studio and an extensive fitness suite and, outside, a 400 m synthetic running track. In 2011, the school also opened its Newton Centre, a state-of-the art science building with sixth form research facilities, planetarium and labs. With its own study centre in rural Normandy, The Priory is confident that it offers some of the best learning and extra-curricular facilities in the country. This is an academic school – results make it one of the top-performing schools in the country. It has a large and well established sixth form with a choice of more than 40 A Level courses. Most students go on to university and, as a result of exceptionally good specialist support, there is a strong tradition of students going to Oxbridge, medical schools and Russell Group universities. In 2014, 49% of Year 13 leavers obtained places in the Russell and 1994 Groups. Boarders have the opportunity to take part in the school’s thriving CCF and Duke of Edinburgh programmes as well as gain access to a significant range of sporting and arts clubs and societies. Furthermore, a number of students interested in teaching as a career will gain entry to the Teacher Bursary Scheme.
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Continuity of provision for sixth formers The decision to offer boarding at The Priory was an easy one. A number of students in Lincolnshire and surrounding counties travel considerable distances, on a daily basis, to access the school’s highquality teaching and wide range of courses. Furthermore, with RAF
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Waddington, one of the largest bases in the country, just three miles away, the school now has the ability to offer continuity of provision for the children of Service families who are posted away during the sixth form years. As a science specialist school, boarding is also likely to attract students with a genuine interest in careers in medicine, dentistry, veterinary science and many other related areas. It is also likely that, with the new sports centre, outdoor athletics facilities and swimming pool, the boarding house will attract students who are keen to pursue a range of extra-curricular sporting activities.
Preparation for university life The aim of the boarding house is to prepare sixth form students for university life. Living away from home in fully equipped individual study rooms, having access to a wide range of courses, enjoying wonderful extra-curricular activities, taking opportunities to travel, and benefiting from outstanding care, guidance and support are all important factors in making the successful transition from school to university. Staff at The Priory are committed to helping sixth form boarders make the most of their opportunities and take the next exciting steps in their lives. ■
Chris Liston took up his post as Head of Boarding at The Priory Academy LSST in 2012. He was previously Head of Crowden House at Cranbrook School in Kent, a position he held for four years. A teacher of History and Politics, he has worked in State boarding for nine years after graduating in 2002 and spending time teaching conversational English in Heilongjiang province, China. Chris and his family – Nicola and son Oliver – are pictured here.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
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Boarding at an independent school The merits of boarding at an independent school
The merits of boarding at an independent school Why choose an independent school? The main reasons stated by parents for choosing independent schools include: ● small classes with individual attention ● high standards of education and examination results ● good discipline ● encouragement of a responsible attitude to school work ● development of social responsibility ● extra-curricular activities – sport, music, drama, etc.
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Independent schools offer diversity – boarding and day, co-educational and single sex, choice of location, differing ethos and philosophy. Independent schools are accountable to parents. If parents do not think their children are being educated properly they will take them away and send them elsewhere. Because of this, independent schools have to have very high standards and most are equipped with
the most up-to-date facilities available. More formal teaching, with greater emphasis on homework. Most have smaller classes than state schools and staff have the time to give pupils individual attention. Better facilities. Independent schools pride themselves on being able to develop the full potential of each student, whatever their ability or aptitude. Broader range of extra-curricular activities. More opportunities for languages and sport, music and drama.
Parental attitudes revealed ●
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Blundell’s Independent Co-educational School
Parents rated the moral aspects of schooling and inculcation of values as higher priorities than concentration on exam results and league table success. Among the qualities of a school that parents felt were essential or very important were that it: encourages pupils to respect each other; pays close attention to individual pupils’ well-being; insists
on good manners; adapts teaching methods to the needs of each child; and encourages independent thinking. ● They particularly valued the emphasis on small classes and individual care. Classes in many independent schools are smaller than in other types of school, particularly for the younger age groups between 5 and 13. This is when children are especially keen to learn, the foundations of a good education can be laid, and mistakes and learning difficulties are recognised and put right. There are two main issues about which parents should feel confident: Academic First, academic where: ● 83% of 15 year olds at independent schools (including independent special schools) gain five or more GCSEs at grades A*–C (compared with 49% of maintained school pupils) ● independent school candidates achieve, on average, 350 UCAS points at A-level (roughly (continued on page 76)
Boys and Girls 11-18, Boarding and Day School
Services Package
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Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding The education at an independent of Service children school
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March 2015 Service Parents’ Guide to Boarding Schools 75
Boarding at an independent school The merits of boarding at an independent school
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equivalent to A-level grades ABC plus an additional B grade at AS-level), compared with a state school average of 263 points nine out of ten independent school A-level leavers go on to higher education degree courses; independent schools educate 7% of the total school population, but 20% of school sixth formers; in addition, 19% of new university students coming from schools or sixth-form colleges have been educated in them.
Extra-curricular activities Second, extra-curricular activities, where independent schools aim to develop the whole personality by: ● encouraging the imaginative, practical and physical as well as the academic ● fostering and developing music, art and drama ● encouraging team games, as well as individual sports and indoor games and hobbies. Also remember, in order to survive, independent schools have to satisfy parents that they represent good value for
money. Parents should value what they pay for and encourage their children to do well.
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Independent schools enjoy freedom and prevent a state monopoly. They offer genuine choice – so ensuring the rights of parents. They encourage academic excellence as illustrated by statistics in science, maths, languages; and have a reputation for innovations. They encourage facilities for gifted children – music, drama, etc. They offer boarding-extra time – there is state boarding. Many are religious foundations – Methodist, Catholic, Quaker, Jewish. Their average sizes are much smaller. They still offer single-sex education. Maintained schools have largely removed the choice of single-sex schools. Finance: they save the maintained sector the cost of educating over 0.5 million pupils in ISC schools; earnings from overseas students helps. ■
For further information, or to attend an Open Morning, you are warmly invited to contact the Registrar, Iona Hutchinson T +44 (0)1992 706353 E registrar@haileybury.com Haileybury Hertford Hertfordshire SG13 7NU
Academic excellence and outstanding co-curricular provision are at the heart of Haileybury, providing the exceptional opportunities and truly all-round education that allows our pupils to discover enduring passions and talents. We are a boarding and day school for girls and boys aged 11–18 with superb pastoral care and excellent facilities. We offer a choice of IB Diploma or A Levels in Sixth Form. Scholarships are available at 11+, 13+ and 16+. We offer a 10% remission on fees for Service Personnel. www.haileybury.com
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@HaileyburyUK
www.facebook.com/HaileyburyUK
Registered charity number 310013
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at an independent school When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
“Building their foundations at Trinity�
Highly competitive military bursaries available
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Sympathetic to the unique demands faced by military families
Open Morning Saturday 21 March, 9.30am to 12 noon For entry in Years 7, 9 and 12 in September 2016
Tel: 01626 774138
enquiries@trinityschool.co.uk www.trinityschool.co.uk
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Trinity School. A registered charity.
Co-educational, day & boarding school for 3-18 years in South East England
OPEN DAY
Boarding from 7 to 18 years Strong academic results Warm and supportive ethos Outstanding modern facilities Full weekend programme for boarders
B E PA RT O F T H E T E A M
Generous Forces Bursaries
Saturday 2nd May —10 am arrival Please contact us to reserve your place
T: 01843 572931
E: admissions@slcuk.com
St Lawrence College, Ramsgate, Kent CT11 7AE
www.slcuk.com
Co-educational day & boarding: ages 13 –18 > telephone: 01823 328204 admissions@kings-taunton.co.uk
www.kings-taunton.co.uk
March 2015 Service Parents’ Guide to Boarding Schools 77
Boarding at an independent school Choosing a good school and the right school
Choosing a good school and the right school – John Moule, Warden of Radley College n the dim and distant days when I was a Housemaster, a bright-eyed boy arrived for his first day and I was chatting to him and his parents. I remembered (rather impressively, I thought) that they had been torn between us and another school. I asked politely what had made the difference, fully expecting the warm affirming compliment which makes all the difference early in term: ‘We loved the house. It seemed just right for him’ or, better still, ‘We just thought the Housemaster was so important’. I waited. ‘Well . . . .’, the mother said, ‘He came here for a cricket tournament and thought the cream cakes were good’. There is a lesson in that. And not just that the catering department is a vital component of school marketing. In fact, digressing, good catering can even be a disadvantage on occasion: at an open morning, a parent was heard to complain when confronted by an array of the finest freshly made canapés: ’Haven’t you just got a biscuit?’. You can’t win. No, the lesson is that however hard you try, one small thing that you haven’t thought of can make all the difference; in both directions. From my side of the desk, however, it is relatively easy compared to what the parent faces. When I was Head Master of Bedford School (2008–14), I knew what the school was offering; as Warden of Radley (from September 2014), I know the same. At Radley we offer full boarding and mean it when we say it; we are single sex and will remain so; we are selective but interested in potential and character as much as raw results at our entry point; we have the highest academic standards but pursue excellence beyond the classroom just as thoroughly; we love our traditions but are modern in our approach to education.
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Filtering all the information Then I put myself across the table and on to the sofa where prospective parents and boys (in my case) sit. And I sympathise. How, in a few hours, do I get all my questions answered; how do I move beyond the propaganda that the school is throwing at me? Boarding or day? Type of boarding? Town or rural? Big or small? Co-ed or single sex? League table position? What is the entry procedure? When should my child start? What does the school do about bullying, drugs, alcohol? Careers advice, UCAS preparation, work experience? How many subjects on offer? How many teams?
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Activities? And how, just how, do I filter all that information? So, back on my side of the desk, can I offer advice that will, I hope, assist parents in identifying a good school and, once that is done, the right school for their child. Firstly, go beyond the surface. When looking at a website, go several pages in . . . randomly, even. It is all too easy for headlines to be trumpeted and the best to be celebrated; you want to find out the mean and the median of a school as well since, by definition, not all will be the best. How many sing in the Chapel Choir; how many orchestras are there; how many teams are offered; how many matches do they play; how many productions does the theatre put on; does the debating society meet once a term or once a fortnight; is that special lecture an annual event or is there a regular programme; does academic extension simply mean good results or is there genuine and widespread enrichment as well; how many entered that competition . . . and so on. One swallow does not make a summer.
Look for natural and normal But that is only the tip of the iceberg. Next: the visit. And here again, do not be fooled by the headlines: the new state of the art building, the Head Master’s patter, the air-brushed prefect and the stress ball with a logo (sadly, yes, we were guilty at Bedford). Look deeper. If the tour guide knows every answer, it is likely he or she has been prepped. Watch the pupils coming out of a lesson and try to catch a glance before they see you. Listen to a conversation before you go round the corner. Stop and talk to the gardener or to the receptionist. Ask a pupil for help even if you do not need it. Ask to see a second room in the boarding house and if it is slightly messy, see that as a good sign: it has not been tidied specially. Look for natural and normal, and less for show. Ask the obvious questions but look for different answers: if the bullying question elicits a ‘we do not have that problem’ or a recitation of the latest compliance policy, alarm bells should ring. You want answers that recognise teenagers for what they are but address how a sense of community is built and how issues are monitored and addressed and an ethos created. Please do not get me wrong. Facilities matter; results matter; policies matter. But I say to every prospective parent I meet that there is one question that is more important
than the minefield of information . . . and to ask it as you walk out of the gates having visited. Would my child be happy? I firmly believe that a child will only be happy if he is inspired, if he is aspirational, if he has opportunities, if he has friends, if he feels at home, if he has fun, if he feels loved. Schools are about people and ethos, not bricks and mortar and statistics.
Use your gut instinct And so it comes back to the cream cakes. Well, nearly. The more time I spend in schools – the more time I spend with prospective parents and children – the more I believe that gut instinct is the best measure. I recently read Malcolm Gladwell’s book ‘Blink’ which investigates the phenomenon of the immediate instinctive response. He talks about ‘thinslicing’, our ability to gauge what is really important from a very narrow period of experience. I remember the famous polar explorer Shackleton’s method of selecting expedition members: he used to shake them by the hand, look them in the eye, and reach a judgement after a few seconds. I am not advocating ether approach: speed dating has not reached school marketing yet, I trust. By all means ask every question, do the research and have an extensive visit . . . all are important. But so is instinct. ■
John Moule was Head Master of Bedford School from 2008 to 2014, and took up the post of Warden of Radley College in September 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); boring people with cricket statistics; reading: theology, political biography and P.G. Wodehouse; directing plays; and playing golf badly.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
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Boarding at an independent school When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
Dauntsey’s Please come & visit us Open mornings & visits Please book online
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www.wycliffe.co.uk March 2015 Service Parents’ Guide to Boarding Schools 79
Boarding at an independent school The case for continuity
The case for continuity – Mark Turnbull, Headmaster of Giggleswick School
n ability to adapt to change is something we all recognise as an important skill in the modern workplace. In an age when technology allows ‘trends’ the briefest of lives before extinguishing them, and where almost all teenagers seem to be in near constant contact with peers beyond their immediate presence, it has been argued that the connectivity of modern culture and its constant flux makes young adults practised at coping with change. Service parents are well aware of the importance of being able to adapt to change. I have marvelled at the tales of service mums who tell of the number of moves they have had to accommodate. They are adept at packing up homes and friendships and moving them significant distances to start again. They live in a world where change is expected and where people are highly skilled at adapting to it; a world from which today's school children can learn much. But before we go too far down this road, we can all also recognise that children learn best when they are happy, and a crucial ingredient in happiness is stability and the assurance it provides. Learning to cope with change needs to be done
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sensitively and, although the majority of children will have to change school at some point, repeated changes of school can sometimes hinder academic and skills progress and the formation of the deep supportive relationships that we all value.
What’s important to children Headmasters spend a good deal of time seeing prospective parents with their children and they will all make a point of trying to ensure everyone can see the visit from the child's perspective. While children will acknowledge the importance of success in exams, the reality for them when entering a school is the much more immediate concern about the day-to-day. How to manage workloads, when to practise, what are the routines, who gets into teams, what about food or friendships; these are all far more important to them and their short-term happiness. If we can limit the disruption to these foundations of school life, we can then create the opportunity to focus much more upon learning and achievement. I have to confess that despite having boarded at school myself, and having been a passionate advocate of the benefits of
boarding throughout my teaching career, I was surprised to find myself reluctant to send my own children to board. I just wanted them with me where I could see them grow and develop and we could share the love of family life. And then we moved, and one of our children decided he wanted to stay where he was and take up a boarding place at his school. What a revelation it was to me to see how my own child thrived in a boarding environment. Not only was he the one member of the family who didn't have to deal with the emotional and administrative challenges of joining a new school (don't underestimate the latter), he also loved the boarding experience. There are many arguments that create a good case for modern boarding but the two which are the most convincing to me are the opportunity to get so much more out of the school day, both academically and co-circularly, and the social benefits. Being among like-minded teenagers face-to-face, rather than at home interfacing, creates much happier children. Then there are the benefits to parents. Whatever the trials of military life, whatever the dangers and the challenges it presents, it is reassuring to know that at the
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
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Boarding at an independent school The case for continuity end of the phone or on email, will be boarding staff who really know your child. They know them because they have spent time with them. They will have seen them learn, play and interact and they will see and feel, in some ways better than parents, how the child is responding.
Pastoral care Pastoral care is often illustrated through a triangle with parents, houseparent and child at each corner. The axes are the relationships along which communication occurs. If all sides are openly talking, you will have effective and caring support for the child. Ask yourself how much more likely it is for this to occur if you know and trust the houseparent as a result of building relationship over time. There is a strong case for continuity in pastoral care. Equally strong arguments exist for ensuring a child stays with teaching staff and coaches that know them well. We are all becoming more conscious of different styles of learning and how our own children respond in particular ways to distinctive approaches. Good teachers will quickly recognise how your child responds and will learn to adapt their approach in order to
ensure that they meet the needs of the child. Of course, it is necessary for your child to be taught by different teachers as they move through a school and sometimes it is also desirable for your child to have a new teacher, but the knowledge of how your child learns can still be more effectively passed on within a school to ensure that they achieve the best possible outcome. So if your child has to move schools there can be some great benefits that can arise, provided they are given the right level of support to navigate the change. However if this starts to happen too much they may well say that they want to stay in a particular place and it is at this point that the benefits of boarding really start to shine through. Look at boarding schools that really are boarding and not just day schools with a few boarders. In these you will find dedicated staff who understand the importance of contributing to a community that values each individual and who have the time to properly get to know the children. Such knowledge and care will be just as reassuring to you, the parent on the end of an email, as it will be to your child having a fantastic time boarding. â–
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.
March 2015 Service Parents’ Guide to Boarding Schools 81
Boarding at an independent school What is a ‘Christian’ school these days?
What is a ‘Christian’ school these days? – Antony Spencer, Principal of St Lawrence College ‘
nward Christian Soldiers’ was probably the song sung with most gusto at my junior school. I fear we had no real idea of what the hymn was about. The combination of things martial and Christian continues today in the valuable relationship between boarding schools and forces families. If you look at the founding charitable objectives of many boarding schools in this country, you find overt reference to their Christian foundation. For many parents, these are vital underpinnings of the education they want for their children, but I do find myself asking the question of what this means in an increasingly secular and multi-faith culture. I do this as the newly appointed Principal of St Lawrence College, a school with a strong Christian tradition (indeed, my predecessor was an ordained minister), and as a committed Christian myself. Yet the school is a wonderfully diverse community, not least because of its strong connection to the armed forces (we host, among other forces children, a number of children of serving Gurkha soldiers). We therefore have every major world faith represented within the pupil body. The point of least resistance often taken in schools is to subsume the Christian tradition into a more deliberately general ‘moral and religious’ culture. It carries the advantage of not potentially offending other faith groups, but can at its worst descend into vague morality without any objective reference point. The added complication in all this is that religious identity is ultimately a personal matter. Children may have devout parents but be undecided themselves. The ability to form their own religious views, having looked at a range of opinions, is surely a hallmark of a civilised, liberal society; it is also, in my opinion, the best basis for a personal faith that will last when the strictures of family pressure and example wears off. One of the most refreshing aspects of working with young people is the way they relish a questioning discussion. When the Book of Proverbs says ‘Iron sharpens iron’, it means that robust debate is good for the building of personal faith. A school with a strong Christian ethos can therefore be a positive environment for young people to reach their own religious position, compared to a school that seeks to remove a distinctive Christian position with the laudable aim of removing division. The Christian emphasis upon personal choice in matters of faith also means it is entirely acceptable for somebody to hold a position of honest agnosticism, this being far superior to false religiosity. So, going back to my initial question: What is a ‘Christian’ school? I would consider it to be a place where a range of staff (and not necessarily just the Chaplain) are willing to present to pupils a distinctively Christian world view, ideally through voluntary discussion groups like a
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Parents MUST contact CEAS before entering into any contractual agreements with schools.
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Boarding at an independent school What is a ‘Christian’ school these days? Christian Union; a school which has a cosmopolitan mix of cultures and religions can only refine this understanding. The stated Christian culture should permeate though relationships in the school, in the way pupils and staff interact with each other and between themselves. Underpinning all of this is the honest appraisal of human nature, which accepts that frail humanity will get things wrong at times, but forgiveness and redemption is possible. If a school follows this pattern, I would expect to see a difference in its ethos, and this may well provide some pointers to parents when they go on a school visit. The first is that there should be an outworking of its spiritual values in the way the school conducts itself both as a community and in its interaction with the outside world; there should be a concern for charity which goes beyond bucket rattling on collection days and is reflected in a compassionate approach to pupils, staff, parents and the wider world. I would suggest that parents look for this in the most unusual places, like the discipline policy (is it all about punishment, or is there a concern for restorative justice and the opportunity for grace?). A key figure in the school remains the Chaplain (if the school has one); they need to be people of integrity, who can influence the spiritual tone of the school through their personal example as well as their words. I think some parents underestimate the impact of a ‘good’ (or a ‘bad’) Chaplain; I am very fortunate in having the former, and as he takes Chapel four times per week, iPad in hand, he manages the difficult task of presenting thought-provoking material that is challenging without being sectarian. His topics have ranged from core doctrine (the resurrection) to practical ways of being a caring community (his material on cyber-bullying was excellent), and I think this mix is appropriate.
What is the result of this sort of environment? It isn’t to force pupils into making a particular religious decision, which would probably be counter-productive anyway, but to encourage them to be open-minded and to form their own opinions rationally. It is interesting that when expupils return to the School, they usually gravitate to the Chapel, regardless of their religious affiliation, which suggests to me that we can’t be entirely failing in the objectives set for our School when it was established by clergy over 130 years ago! ■
Antony Spencer took up his post as Principal of St Lawrence College in April 2013. Antony was previously Academic Deputy Head at Clifton College in Bristol. Prior to this he was Director of Studies at Denstone College in Staffordshire. Antony met his wife, Suzanne (also a teacher), at Oxford where he studied Philosophy, Politics and Economics (PPE). He qualified as a Chartered Accountant, working for Ernst and Young. He feels that this background in business brings an added insight to the role of Principal. Antony started his teaching career at Eastbourne College on the south coast. As well as teaching Economics and Business Studies, Antony is also a keen hockey player, coach and umpire. Antony and Suzanne's four children have all joined St Lawrence. With obvious enthusiasm, Antony says that he regards it a privilege to lead a school with the distinguished history of St Lawrence College.
Open Mornings Prep School (3-13) Saturday 7 March at 9.30am College (13-18) Saturday 14 March at 9.30am Generous UK Armed Forces discounts available Please contact the Admissions Office on 01242 265662 or visit www.cheltenhamcollege.org to register
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March 2015 Service Parents’ Guide to Boarding Schools 83
Boarding at an independent school The importance of partnerships between independent and state schools
The importance of partnerships between independent and state schools – Richard Harman, Headmaster of Uppingham School and Chairman of the Headmasters’ and Headmistresses’ Conference (HMC)
Photograph by Kilian O’Sullivan
The new Science Centre at Uppingham School
ll of us who lead independent schools in the UK believe in the importance of a liberal, holistic education. This includes the values that underpin our everyday work and the way we teach our pupils to communicate and to handle relationships with one another, and the way we nurture intellectual, emotional and spiritual awareness, and develop character, creativity and critical thinking. These are what contribute to the DNA that marks out our schools as exceptional. There are many definitions of education. But to me one of the key factors of educating is listening: listening before responding. What has been called ‘a conversation between generations’. This is particularly important in a boarding school. It’s because of the commingling of the personal and professional that our establishments succeed: that sense of community and belonging that we foster, where living and learning are one. That sense of relationship is one of the most precious things that we can convey to, and share with, the pupils in our care.
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Boarding is all about wellbeing Everything we do in a boarding school is about wellbeing. This has become a fashionable concept – along with mindfulness – but we’ve been doing it for years in our boarding schools. We pay great attention to the wholeness and health of each child, whether intellectual,
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physical or spiritual, and recognise that this is a vital element of their overall education. Boarding schools truly belong in today’s world. Quite apart from the parents in the UK who are making real sacrifices to send their children to our school, both day and boarding, there are also parents from Azerbaijan to Germany to China and beyond, looking to get the best education for their child in this country. There are now more than 68,000 boarders at the UK’s independent schools, a rise of 1% on the last two years. And in terms of attainment, the pupils coming out of those schools continue to win top places at university. But that excellent performance is not the only achievement of which we are proud. We are proud of their all-round skills, character and employability. Most of our schools’ parents are both working, many in demanding, customerfocused jobs and the armed forces. Jobs where you leave early, get home late, fly to overseas meetings at short notice or are posted abroad. Parents want the best provision for their children as well as a full involvement with their education even if, or maybe because, they cannot always be physically present. They want us to reassure them their children are safe, well taught, happily engaged and entertained, active and developing their own lives, making friends for life drawn from all over the world.
Sharing excellence and best practice I write as Headmaster of Uppingham School, a large co-ed boarding school in the middle of England, as well as Chairman of the Headmasters’ and Headmistresses’ Conference (HMC), which represents 270 of the leading independent schools. All of us who work in HMC schools have a powerful desire to share excellence and best practice wherever we can. We don’t just look after our own pupils. We do all we can to advocate for pupils across the country in all kinds of schools on a wide variety of issues. We scrutinise the work of Ofqual, the body which should guarantee justice in our public exam system. When Ofqual admits that 6% of its examiners are ‘inadequate’, as they did this summer, it means 950,000 scripts in 2014 could have been inadequately marked. We speak up on behalf of fairness for all candidates in all schools. We also have a wider role in promoting the general health of subject learning and its assessment – the humanities, science and modern foreign languages. All of these are vital for this country’s future international competitiveness. Schools like Eton and Harrow are excellent examples of independent schools in the UK but they are not typical. Our schools are diverse, serving different populations across the UK. Some are small, some are large; some are selective, some are not. Some are
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
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Boarding at an independent school The importance of partnerships between independent and state schools single-sex, some co-ed; some are in the countryside, some in the heart of our big cities. What marks us out is that we are all genuinely independent, not funded by the State or local authority. We are directly accountable to parents, with whom we have a specific written contract. With independent schools across the UK now more ethnically diverse than their maintained counterparts, we are enabling new models of social cohesion. With our diverse connections to, and partnerships with, the maintained sector, we support a huge range of activities and achievements which benefit us all. More than one in three pupils at our schools are on some form of financial assistance, totalling £365 million annually and rising.
Independent/state school partnerships Independent schools can choose how they meet the obligations laid down by the Charities Commission and confirmed by the courts in 2011. We work with maintained schools in a number of ways: providing qualified teachers in specialist subjects to state schools which do not have them; sharing expertise to help state school students get into top universities; running joint extra-curricular
programmes; GCSE and A-level revision classes; coaching in music, drama and sport. And most of our schools share their facilities with their local communities and are glad to do so. The Labour Party has recently made threatening noises about independent schools’ charitable status and their tax breaks. This is unhelpful and short-sighted. We are committed to independent/state school partnerships. But any partnership is about a
relationship, and relationships work best when each side enters it voluntarily and has an equal stake. We all have social responsibilities. But a ‘one size fits all’ solution imposed from the top down on independent schools is not, I believe, the right way to go about encouraging those. If the relationship between private schools and state schools is to be undermined by the continued class-based rhetoric of division, how can that possibly help us reach the goal of social mobility to which we all aspire? ■
Richard Harman has been Headmaster of Uppingham School since 2006. He was educated at The King’s School, Worcester, followed by Trinity College, Cambridge, where he read English. Having spent two years working for an academic publisher, he decided his real vocation was in teaching. After five years at Marlborough College teaching English and Drama, during which time he also completed his PGCE at Exeter University, he spent 12 years at Eastbourne College. Progressing from Head of English to Housemaster of a Sixth Form girls’ house to member of the senior management team, he then became Headmaster of Aldenham in September 2000 and from there moved to become Headmaster of Uppingham in 2006. He is married to Karin and has one daughter, Olivia. Richard is a keen follower and occasional practitioner of various sports and he loves music and the theatre. In another life he would have been a director at the RSC, the National, or in the West End, or possibly manager of Arsenal FC. While he awaits that call, however, he is much enjoying the challenges at Uppingham. He was Chairman of the Boarding Schools’ Association (BSA) for 2011–12. He is Chairman of HMC for 2014–15.
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March 2015 Service Parents’ Guide to Boarding Schools 85
Boarding at an independent school Schools as communities in the widest sense
Schools as communities in the widest sense – Clive Rickart, Principal of Lincoln Minster School ew people now subscribe to the notion of schools being a punitive experience, as portrayed by Dickens, Disney, Dahl and many more. More recently J.K. Rowling has revitalised interest in boarding schools – indeed I know of a prep school that ran highly popular boarding taster weekends along the lines of wizards’ conventions. And yet one detects a lingering perception that ‘sending children away’ to a boarding school is somehow still perceived by some as a diminishing of family life, a confinement or incarceration for the children, a narrowing of childhood. It is time to set the record straight, to show not just how inaccurate this is but indeed how the very opposite is the case: many boarding schools, and certainly Lincoln Minster School, constitute a carefully crafted, multi-faceted microcosm of our global society, far richer, and far more laden with opportunity and discovery than most families can hope to provide, unless they are in a unique position themselves or extraordinarily determined!
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Celebrating achievement Consider the environment in which a boarder at a thriving independent school will grow up: it is more than the ‘long sleepover’ vaunted by many schools. The somewhat unpleasant term ‘socialisation’ masks the rich web of occasions through which boarding pupils experience the give and take of living in a small community with regular meals round tables (and often a single television set!), board games, birthday parties and barbecues, formal dinners, occasional ‘takeouts’ and helping to host events. There are numerous occasions to celebrate achievement, whether their own, or – equally important, surely – to applaud the efforts and triumphs of others. Expectations of each boarder playing a role range from cleaning their own shoes on a regular basis, to being responsible for their own space and tidiness (often on a slightly more routine level than at home), arbitration in squabbles, initiating activities, and planning outings and events. Most schools develop leadership roles for their boarders, not only to help things along but to give them an additional sense of selfworth. The activities that extend beyond the usual curriculum, and even beyond the so-called extra-curriculum are often augmented for boarders who probably spend less time in front of a screen than their peers going home every night. Schools pride themselves on providing ample challenge for pupils, whether it is a climbing wall, the
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sailing club, polo or kayaking, singing in a cathedral, playing in a jazz band, making a newspaper, competing locally or even nationally in some discipline or interest, or fundraising for the school community project in a developing country. It is always heartening to hear pupils talk about their scariest moment when they were taken, or rather when they took themselves, out of their comfort zone. The point is, far from being disadvantaged by being a boarder, by ‘missing out’ on family life, our boarders reap huge advantages from the opportunities afforded to them. In their busy lives, they are engaging with others, not just at school but in the sports clubs, sharing interests, experiences, curiosity, discoveries. They learn what it is to be a member of a group, of many groups. They play at being mini citizens. Little wonder that these young people develop into self-sufficient, confident young adults poised to go forward on the next leg of their journey.
Intercultural understanding More often than not, their good citizenship, far from being restricted to a local or even national level, plays out on a wider platform. Schools are increasingly welcoming pupils from overseas more than ever before, with the result that British pupils grow up learning alongside youngsters from different cultures. With Education UK being held as the gold standard by parents in many nations, the clamour for places in UK boarding schools and at British universities is probably doing more for intercultural understanding than we realise. Some of us in the education world worry that the fervour with which parents from other countries seek to widen their children’s horizons and want their children to be comfortable in the English-speaking world as a route to professional success in later years, is not matched by our own interest in such schemes. For most children, the French/German or Spanish exchange, valuable as it is, still constitutes the main mechanism whereby pupils can see what it is like to be a foreigner and, more vitally, learn to appreciate that British is not the default nationality! Have schools exploited sufficiently the new global nature of their communities? Most have moved on from treating overseas boarders as pupils with a learning difficulty, but the proposition seems to be that such entrants come to learn English and experience the British system, a desire that leaves us a comfortable margin for remaining
ethnocentric in our approach, rather than embracing the potential geocentricity. A step too far you think? Well schools have become much more courageous in the twenty-first century, mindful of the need to bolster our pupils’ credentials as global citizens, fit to work in a global world; witness, for example, the rise in Mandarin options in schools. Undoubtedly PSHE, debates, assemblies and religious studies classes are enriched with the wider perspectives afforded by a multiracial mix in the classroom. One has only to wander into the art studios in schools today to see how the fusion of cultures is making colourful and thought-provoking inroads into our educational mindscape. Change is now engrained in the thinking of many schools and I suspect that we have but begun this journey towards the global perspective. Meanwhile, let us stand back and acknowledge just how far we have developed from the days of Dotheboys Hall, and continue bravely on our journey to give young people the life-enhancing experiences to enable them to fulfil that mission described by Woodrow Wilson: ‘You are not here merely to make a living. You are here in order to enable the world to live more amply, with greater vision, with a finer spirit of hope and achievement. You are here to enrich the world and you impoverish yourself if you forget the errand.’ ■
Clive Rickart has been a key figure in Lincoln since 1996 when three small independent schools merged under the new ownership and management of the United Church Schools Trust. Initially appointed as Headmaster of Lincoln Minster Preparatory School, he saw the school thrive and in 1999 was appointed Head of Lincoln Minster School, where numbers have nearly trebled under his leadership. Prior to Lincoln, Clive was boarding housemaster at Stamford School and head of Oswestry Junior School. Now Principal of Lincoln Minster School, he has seen significant investment and development, the latest being a magnificent £10 million music and sports centre. Married to Debbie, and with three children, Clive is a keen historian, enjoys walking in the Lake District, is a great sports enthusiast and has a deep love of music.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at an independent school When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
For more information or to order a prospectus contact Tel: 01492 875 974 Email: headmaster@stdavidscollege.co.uk
March 2015 Service Parents’ Guide to Boarding Schools 87
Boarding at an independent school The extra-curricular challenge
The extra-curricular challenge – Emma Taylor, Head of Christ College, Brecon
s the Inspecting Officer approached the First Aid stand at the CCF biennial inspection, ever louder groans were emitted by the 'casualty' whose leg oozed copious quantities of stage blood, and whose dramatic work clearly owed more to disaster movies than to Shakespeare. A senior cadet stepped forward, saluted and confidently explained to the officer what was being taught. These young people were clearly having an enormous amount of fun, while at the same time learning practical skills and gaining in confidence, both personally and as a team. Any measure of education that makes an assumption that what goes on in the classroom is essential, while other activities are peripheral, an optional bonus, fails entirely to take account of how many, if not all young people learn best, and of the skills and qualities they will need in the world beyond school. Indeed, the term 'extracurricular' is a misleading one at best; activities such as sport, music, drama and outdoor pursuits are a core part of what is on offer in independent schools, and particularly in the boarding environment, where so many extra hours in the day and week are available for the pursuit of skills and activities that promote much wider learning and character development than can ever be achieved in a narrow school day.
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Discovery outside the classroom Sometimes these other contexts for learning can produce a breakthrough even in the most academic areas of a pupil's development. On a recent trip for 3rd Form (Year 9) to the First World War battlefields, a colleague tells me she was delighted when one of our boys, who finds history difficult in the classroom, came rushing up to her, having found the name of a
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former pupil in the Book of Remembrance at Tyne Cot cemetery, and tracked down the inscription to him among the 35,000 names recorded there. This young man, son of an Army family, had shown that he could access and retain key facts, search for relevant information in a densely packed original source document, and apply his discovery in order to find the name of his school forebear among the thousands inscribed on that monument. How much longer would it have taken him to learn exactly the same skill in the classroom with a textbook, and how much less enthusiastically or permanently would he have established that particular skill in his repertoire? Such learning opportunities present themselves in the most unexpected places, and some of the very best learning is done when pupils are unaware that they are doing just that. And it can be almost taken as read that there will be plenty of opportunities of all sorts in a boarding school. So how to choose between these schools? Well, in the end choosing a school for a child is a matchmaking activity, and parents will want to know whether the activities on offer outside the classroom are likely to pique the interest of their particular child, or to build on an existing talent.
breadth of interest and involvement. Einstein is said to have written: 'Not everything that can be counted counts, and not everything that counts can be counted.' Exam results can be counted, of course, and they do count; they are critical for future success. However, so are initiative, creativity, leadership (and 'followership'), courage, determination, kindness and much more; these things may be learned in the classroom but much more so, in my view, in the many and varied activities and opportunities offered in boarding schools. Some of the most rewarding moments in my career have been when a pupil, perhaps a rather unconventional pupil, finds his or her niche; as a theatre technician, perhaps, or a crack shot, or a persuasive debater. Finding such a niche in the school community establishes enthusiasms and expertise for life and often affects a pupil's future choices significantly. For all these reasons, and for the sheer fun and camaraderie gained by 'doing things with friends', the so-called 'extra-curricular' life of a school should really be seen as central to what it offers. ■
A prize for ‘Thinking outside the box’ One way of finding out more about what a school cares about most is to ask for a copy of the prizes presented on Prize Day. Forgive the dreadful pun, but the school prizes are a clear indication of what the school prizes most. At a prep school where I gave away the prizes recently, there were prizes for citizenship and endeavour, as well as a wonderful prize for 'Thinking outside the box' – I think we will hear of the young man who won that one in the future! In my own school our breadth of interest results in prizes for debating and choral singing as well as outdoor pursuits and service to the community, in addition to all the usual academic prizes. Many schools also build their reward systems around some of the activities that happen outside the classroom, so that pupils are recognised publicly for excellence in sport, music, drama and leadership in the form of school colours or in some of the interesting diplomas and baccalaureates being developed to encourage and reward
Emma Taylor took up her post as Head of Christ College, Brecon, in September 2007. She joined from Dean Close, Cheltenham, where she was previously Senior Mistress and Admissions Tutor, and taught Economics, Philosophy and Religious Studies from 2001. She previously taught and was housemistress at both Stowe School from 1990 to 1996 and at Canford School, Dorset, from 1996 to 2001. She was educated at St Anthony’s-Leweston, Sherborne and Canford School, Dorset. She won an open exhibition to read Politics, Philosophy and Economics at New College, Oxford, graduating in 1988. She has a PGCE from Westminster College, Oxford. She is a keen walker, and is a regular newspaper reviewer on BBC Radio Wales.
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MAKE MAKE YOUR YOU O R FAMILY FAMILY Y PART PART O URS OFF O OURS LLike ike any any family, family, values values lie lie at at the the heart heart of of who we we aare. re. W elp tthe he bboys oys aand nd ggirls irls who Wee hhelp w ho live live in in o ur B oarding H ouses tto o llearn earn who our Boarding Houses tto o llive ive uup p tto o these these vvalues alues iin n aallll tthat hat tthey hey do both as children and throughout their adult lives.
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March 2015 Service Parents’ Guide to Boarding Schools 89
Boarding at an independent school Lessons in leadership through the CCF
Lessons in leadership through the CCF – Antony Clark, Headmaster of Malvern College
e are fortunate that at Malvern we have been able to maintain a large and active CCF section that not only teaches cadets some of the traditional military skills, but also imparts a range of other essential life skills, including leadership. Each Wednesday the familiar sounds of the cadet force at work resound around the campus while the RAF section travels to nearby RAF Cosford for practical flying
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experience. Life in the CCF at Malvern at the turn of the century, however, was very different. At that time there was great emphasis on military training: many leavers would be destined for the officer ranks of the Services at a time of war or would work for the Empire. Today our CCF cadets are trained in Military Skills and the art of leadership in the field. They plan well and their exercises are
carefully executed so that the experience of the CCF cadet at school remains an invaluable preparation for life ahead – in any career. Our CCF offers Tri-Service opportunities with three goal-sharing but very differently cultured sections: the Army, Royal Marines and Royal Air Force. Key events for the Army are the week-long exercise run throughout the country that allows the cadets to experience first-hand the activities of and equipment used by Regular units. The Marines journey to the West of Scotland for a challenging two weeks and the RAF have camps available in Cyprus and the UK which involve direct experience of many of the in-service air frames.
Pupils of all ages involved
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The CCF is part of the co-curricular programme at Malvern where its activities are closely linked with the Outdoor Pursuits (OP) programme. Our OP activities include a wide range of events, from kayaking on rivers and in the North Sea, to surfing on the Gower Peninsula and lead climbing in the Peak District. Pupils of all ages are involved. Parents MUST contact CEAS before entering into any contractual agreements with schools.
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Boarding at an independent school Lessons in leadership through the CCF able to train at the National Whitewater Centre in Cardiff. In the Peak District a group learned to lead climb making huge progress in a very short time, gaining both the skill and confidence to complete the tasks. The absolutely essential requirements for all these activities are good training, foresight, accurate planning and excellent organisation, skills that stay with the participants into adulthood.
Leadership training
Winter Mountaineering in the Cairngorms
Malvern, of course, runs a Duke of Edinburgh programme and always has a large number of pupils involved in this course, from Bronze to Direct Entry Gold Award level. Our expeditions range from kayaking and walking, and camping in Scotland, to CCF Winter Mountaineering training in the Cairngorms. Groups also travel up to Snowdonia and are involved in camps and exercises that are designed to stretch and test cadets in leadership and orientation. We have the Brecons in our back yard; this is an ideal location for outdoor activities. Boys and girls now take part in the annual Army Military Skills Competition and the Sir Steuart Pringle Royal Marine Cadet competition. In 2011, Malvern appointed its first female head of the CCF in Naomi Sharpe, an applied and committed member of the CCF who more than justified
Naomi Sharpe, first female head of the CCF at Malvern
her selection. Another followed in Emily Gray, who is now currently studying at Oxford University. Highlights have been Rupert Harris, our Head of School, winning a RAF flying scholarship, which he was able to take up in Scotland and, last summer, a group of boys learning to paraglide in the Alps where they quickly absorbed the skills that allowed them to make the glorious descent from the top. Ben Donaldson was selected to be the Lord Lieutenant Cadet and Natalie Kingdon was one of 12 cadets selected from the UK for a three-week project in Mexico. Our skiers too take up the challenge, undertaking some serious off-piste ski-ing in Chamonix under the guidance of professional instructors. Locally we regularly kayak and canoe on the rivers Teme, Severn and Wye where varying river levels provide challenges for the participants. We are also
Ben Donaldson, Lord Lieutenant Cadet
In terms of leadership training our younger pupils have the opportunity to study for the newly established Leadership Diploma that comprises tasks designed to encourage leadership qualities early on. Malvern has always done a significant amount of leadership training with the senior pupils and their programme includes lectures from visiting speakers who inspire by example. Major General Andy Salmon CMG OBE recently visited Malvern to speak to the Chapel Prefects, Heads of House and Deputies. He was able to draw on his 36 years of distinguished service as a troop commander in Northern Ireland and the Falklands War. Not for the first time has a visiting speaker with an impressive Service record inspired the pupils at Malvern. â–
Antony Clark was educated at St Andrew's College, Grahamstown, South Africa, and at Rhodes University, where he gained a BA and HDE. He went to Downing College, Cambridge, on a Douglas Smith Scholarship and in 1981 gained an MA. Antony taught at Westerford High School, Cape Town, from 1984 to 1990, then worked in investment management before being appointed as Headmaster of St Joseph's Marist College, Cape Town, in 1992 and subsequently of his own old school, St Andrew's College, in 1994. In 2002 he became Head of Gresham's School in Norfolk. He became Headmaster of Malvern College in 2008.
March 2015 Service Parents’ Guide to Boarding Schools 91
Boarding at an independent school Securing the future of the CCF
Securing the future of the CCF – Thomas Garnier, Headmaster of Pangbourne College ew people in the (Combined Cadet Force) CCF movement could have predicted that 2014 would prove to be such a turbulent year. Changes to funding arrangements proposed for consultation by the Ministry of Defence (MoD) in July caused storm-force winds to rage in schools as the consequences were considered. The very existence of the CCF seemed to have been threatened and heads across sectors were united in their objections. Responses to the consultation were robust and evidence-based and, thankfully, were heeded. As the year closed, the winds had apparently abated, although the Chancellor’s Autumn Statement suggested that there may yet be changeable weather ahead. Some understanding of the context in which CCF units operate is necessary to appreciate the issues at stake. In the UK there are about 120,000 young people involved in cadet activities, with about 43,000 doing so in the CCF within around 300 schools – about 100 of which are in the state sector. The remaining cadets are in community-based units: the Sea Cadet Corps, the Army Cadet Force and the Air Cadets. Successive governments have recognised the benefits to young people of the cadet experience, which develops character, confidence, resilience and leadership skills. In 2012, the Prime Minister launched the Cadet Expansion Programme (CEP) to establish 100 new CCF units in state schools by 2015. This was a joint Department for Education and MoD initiative and, from the start, there was an expectation that a per capita charge would be levied on the cadets in the new units; no such charge was to be levied on those in existing CCF units.
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At first sight, the principle of a charging regime for all seems reasonable – and indeed few disagreed with the argument for parity between the ‘established’ and ‘new’ units – but the government had conducted no research to find out the level of financial commitment already being made by schools before making their proposals. In Pangbourne’s case, which has an average-sized contingent of 165 cadets, that amounted to £49,000 per annum, and the proposed charge would have added a further £27,000 – a cost we could not have absorbed. A similar situation was faced by almost all the established units and, unsurprisingly, heads began to question the value of an activity which they had always considered to be a mutually-beneficial partnership between them and the MoD. Other means of delivering character and leadership training began to look attractive.
More controversial still was the proposal to cease remunerating CCF adult volunteers for their time and commitment, when no such intent existed towards their counterparts in the community-based cadet units who do the same job and who accept the same responsibilities. This was manifestly unfair and, if implemented, would have made recruitment of high-quality adult volunteers even harder than it already is. Many schools – state and independent – concluded that they would be forced to close their CCF units. Heads responded robustly and with unity. Exceptionally for a government consultation, the response rate exceeded 80%, with a very clear message about the consequences communicated to the MoD for the new Defence Secretary, Michael Fallon, to consider.
Proposed charging regime And then the ground shifted. In July 2014, just as schools were breaking up for the summer, heads received a letter from the MoD on the instruction of Philip Hammond, then Defence Secretary, outlining a proposed charging regime which would be phased in over four years. At the same time, the small amount of remuneration paid to cadet force adult volunteers – the staff who make CCF happen – would be withdrawn, as would the Contingent Grant, worth £20 per head, which is used to contribute to the costs of activities.
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Boarding at an independent school Securing the future of the CCF Decision not to change arrangements And he listened. Just before Christmas 2014, a second letter was received from the MoD informing heads that the proposed changes would not be implemented and that there would be no change to funding arrangements. Unexpectedly, but fairly, the new CEP schools will also not be charged but will be funded on the same basis as more established units. The decision was a clear statement of the value of the CCF movement and while it was regrettable that it required a set of poorly-drafted proposals and the subsequent storm to confirm this in Ministers’ minds, the turbulence of the last six months has also strengthened heads’ understanding of the value of their CCF units to their young people and relationships within the CCF movement itself. The CCF ended 2014 in a stronger position than it had started it.
What of the future? So, what of the future? Responsibility for the day-to-day running of the CCF has recently transferred from MoD Headquarters to the Army. Although MoD remains responsible for cadet force policy, day-to-day
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responsibility now rests with Major General Robert Nitsch at Army Support Command and his staff. This is a positive step forward which will hopefully simplify the way the MoD undertakes its daily business with schools. Any reduction in the current levels of bureaucracy involved with running a CCF unit will be welcome, and a further aim is to give greater clarity to the partnership between the MoD and schools through the establishment of a Memorandum of Understanding. These processes will be conducted in the context of the MoD’s stated commitment to the cadet experience but also against the background of the Autumn Statement which indicated further cuts in public funding to Departments such as Defence that are not ‘protected’.
Further change inevitable Further change is therefore inevitable but all those involved with CCF are clear that, as far as possible, the cadet experience must be preserved. The values of the Armed Forces and the opportunities offered by military training have the potential to change lives, as well as to ensure greater understanding of the military among the public. Cadets grow
visibly in their confidence as they engage in activities which take them safely out of their comfort zones, provide excitement and the chance to learn and practise leadership skills. The cadet experience works brilliantly and is worth protecting. ■ Thomas Garnier was educated at Radley College and then studied Physics at Bristol University. He was a Seaman Officer in the Royal Navy from 1987 to 1994. On resigning his commission he completed a PGCE at Oxford University before becoming a Physics teacher and housemaster at Abingdon School from 1995 to 2005. He has been Headmaster at Pangbourne College since 2005. He is the Representative to the CCF Association for the Headmasters’ and Headmistresses’ Conference (HMC) and the Independent Schools Council (ISC). He has a wife and two sons and his interests include his family, rowing, sailing and learning the piano.
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We are able to offer standard disc families from HM Forces or UK Diplomatic Services which leaves parents to pay 10% of published fees after taking into account full CEA entitlement. C all +44 (0) 1608 658999 or email admis sions@kinghamhill.org to r e q u e s t a p r o s p e c t u s o r a r r a ng e a v i s i t . Kingham Hill School, Kingham, Chipping Nor ton, Oxon, OX7 6TH
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March 2015 Service Parents’ Guide to Boarding Schools 93
Boarding at an independent school The Duke of Edinburgh’s Award Scheme: the cornerstone to a co-curricular programme
The Duke of Edinburgh’s Award Scheme: the cornerstone to a co-curricular programme – Chris Alcock, Headmaster of Queen’s College,Taunton n common with many other UK independent schools, three distinct groups make up the bulk of our boarding pupils: children whose parents have frantic professional lives, the children of Services families, and overseas students. What pupils from faraway countries want in a school is overwhelmingly academic excellence with a strong pastoral system. Armed Forces parents want those things too, but they are also always concerned about life away from the classroom: sport, outdoor pursuits, drama, etc. Because of their military working environment, leadership and teamwork are words that come up a lot when these mothers and fathers sit in my room and grill me about life at Queen’s. When I first took over the headship of Queen’s College I was aware and possibly slightly concerned that there was no CCF unit. After all, out of the 250 or so schools in the Head Masters’ and Head Mistresses’ Conference, over 200 of them have military cadet forces. During my time as a geography teacher and boarding housemaster at Stamford School I became very familiar with the CCF system. Around 70% of my boys were from RAF families and I served for ten years in the Royal Air Force section of the CCF. We had a great time visiting RAF bases and flying around in Chipmunk training aircraft.
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either way,’ he reflected. ‘I think DofE is at least as good as, and in many ways better than, the CCF. The cadets can seem overly military to many of us, although perhaps that looks different if you’re at the sharp end, say in an infantry regiment. Developing leadership, selfawareness and self-confidence is something that the cadet scheme will do for you, but so will DofE in just as many and perhaps more interesting ways.’
DofE is hugely popular The Cadet Force had a huge overall presence at Stamford and I was curious as to how that space would be filled in a school without a CCF. I needn’t have worried, as it took me only one preliminary visit to Queen’s to see that the large and hugely popular Duke of Edinburgh’s (DofE) Award programme more than filled the space vacated by rifles and ‘camo’ jackets. Queen’s is numerically the biggest centre for DofE in the south-west of the UK. Almost all of Year 10 (around 90 pupils) choose to begin their Bronze award and over the years well over 300 sixth formers have been to the Palace to receive the coveted Gold award, way more than any other centre in the region. While I remain personally convinced that our focus on DofE rather than CCF is the right way forward for a school that prides itself on being no slave to convention, I thought it might be wise to check the opinions of one or two parents currently serving in the Armed Forces. Mike Carter is an Army officer, who has had three sons at Queen’s. ‘When we were choosing a school for our boys I have to say that the existence or otherwise of a cadet force was totally unimportant to us,’ commented Mr Carter, whose current job is in the front line of officer training selection. ‘If Queen’s didn’t do DofE so well it would probably have been a different story. I don’t think there needs to be any element of military training to gain the benefits of outdoor activity, leadership skills and teamwork. Obviously we get quite a few candidates in for officer selection who have been through CCF, probably as much as 60%, and I can honestly say it is not remotely a factor in our decisions about who to choose for Sandhurst.’ Another parent, Paul Casson, has a son and a daughter at the school and is a Royal Navy engineer. ‘I joined the Navy from an oldstyle grammar school that had a cadet force, but I don’t think that’s really influenced my thinking on the subject of choosing a school
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Since becoming the Schools Advisor to the South West Regional Board I’m even happier to have it as the cornerstone of Queen’s cocurricular programme. What makes the key difference to me is the service element of DofE and I think that gives it a distinct edge over CCF as an activity. Whether it’s clearing gardens, working in charity shops or visiting older people in their homes, I think pupils gain a huge amount from volunteering and giving, and quite honestly that’s not something you get from square-bashing. On the relatively rare occasions when visiting families do ask me about Queen’s not having a CCF they almost invariably say ‘I suppose that’s because of it being a Methodist school?’ Actually there’s no link at all, and back in the mid-twentieth century Queen’s did have a CCF unit. It’s just that it is important to look forward and implement positive change – something that we strive to do at Queen's College. ■
Chris Alcock was educated at Sevenoaks School and Durham University. In 1982 he started his teaching career at Stamford School, where he taught geography, was a boarding housemaster and ran the rugby. In 1997 he became Deputy Head at King Edward’s Witley, and in 2001 was appointed Headmaster of Queen’s College Taunton. He obtained his NPQH in 2000, is an ISI Inspector and a member of Taunton Vale Rotary.
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Take a closer look Denstone College is situated in over 100 acres of rolling Staffordshire countryside, within easy reach of the motorway network and international airports. It has an excellent academic record, and first class sport, music and drama. Service families are very welcome indeed. Please come and see for yourself what a Denstone education can offer.
Worksop College LIFE CHANGING. VISIT US DURING OUR OPEN DAY AND EXPERIENCE LIFE AT WORKSOP COLLEGE 9.30AM - 11.30AM THE COLLEGE, FOR AGES 13-18 Worksop College, Nottinghamshire S80 3AP Tel: 01909 537155 Email: admissions@wsnl.co.uk
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UÊ Ê ` Û `Õ> Ãi`Ê i>À }Êi Û À i Ì UÊ - > ÊV >ÃÃÊÃ âiÃ]ÊÕ µÕiÊi Û À i ÌÊ> `Ê focussed teaching UÊ ÝVi«Ì > ÊÛ> ÕiÊv ÀÊ iÞ UÊ - > ]Ê ÕÀÌÕÀ }]Êv> ÞÊi Û À i ÌÊÜ Ì Ê traditional values UÊ 7i ÊiÃÌ>L Ã i`Ê i>À }Ê-Õ«« ÀÌÊ
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March 2015 Service Parents’ Guide to Boarding Schools 95
Boarding at an independent school School sport: a head’s perspective
School sport: a head’s perspective – Richard Biggs, Headmaster of King’s College, Taunton with his studies. We moved him to a prep school, where he discovered he was good at rugby, and his whole sense of who he was suddenly changed. He’s also doing much better in class.’ One of the great things about teachers being involved in the management of teams is that they and the pupils get to see a completely different side, and so gain a more rounded appreciation, of each other. This is lost when we hand all coaching over to the professionals.
Team spirit Hackneyed, I know, but there is nothing like going through the ordeals, disappointments and triumphs of a team sport together with your mates to cement long-lasting friendships, mutual support and respect. There is no better way to engender a sense of camaraderie than in sharing the emotional highs and low that go with competitive sport. saw a lovely sight a few weeks ago. Our U15B rugby team won its match against a local rival school. They haven’t won many and this was a scrappy nail-biter, with our boys clinging to a slender lead in the dying moments and then exploding in joy. There was much leaping about and whooping and yelling and backslapping. And that was just the parents. In assembly the following Monday I dwelt more on the ebb and flow of this one match than on the overwhelming victory of our 1st XV. It seemed to embody, for me, what school sport is all about. It isn’t universal, this phenomenon of school sport. There are countries where it doesn’t exist. Even here, the home of rugger and footie and jolly hockey sticks, it is patchy, varying hugely from state to independent, from boarding to day, from crowded city to country estate. A school I once taught in had an annual hockey exchange with a school in Hamburg. When we went to Germany we played club sides – very good club sides. The only time the host school ever played as a team was when we visited them. In German schools there is little notion of school sport at all. And that model does work on one level: the sporty types play for clubs and are well cared for. We usually lost the annual match. Heavily. Why do schools like King’s College spend so much money, energy and (that most precious of commodities) time running
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a programme of sport? There are certainly other calls on that time and money. We could sell off our fields to developers and retreat into the fancy concrete facilities we would build on the proceeds. We choose not to, though, and for good reason: sport at schools is worth doing. Far from being a peripheral extra it is, I firmly believe, a fundamental part of the curriculum and the educational experiences of our children. Here are just a few good reasons.
Sport for life We need to be realistic and accept that very few pupils become professional sportsmen and women. A few go on to make a living out of sport in one way or another. But all could, potentially, play sport for the rest of their lives. If a pupil leaves King’s and continues to play his or her hockey at university and beyond then I think we’ve done a good job. We lay down a foundation of sporting enthusiasm that, if it is well done, can last for life.
A chance to shine Sport provides an opportunity for children who may not excel in other areas. It boosts self-confidence and esteem, and can have a profoundly positive effect on other aspects of school life, including the academic. A naval man thinking of sending his son to King’s said to me: ‘Charlie was struggling
A healthy body Self-evident, I imagine. Sport is healthy. Anything that gets children away from their computers and running around in the fresh air must be good. Again, something of a cliché, but those boys and girls who have spent their afternoons charging up and down the pitches will probably concentrate better on their studies. Obesity is a national problem in young people; exercise is a large part of the answer. Again, this is a benefit that stays with children throughout their lives if they keep playing.
A sporting attitude If it’s done properly there is a tremendously civilising benefit to playing sport at school. Modesty in victory, graciousness in defeat, a stoic acceptance of occasional bad luck (or poor refereeing decisions); the notion of hosting a visiting team and looking after them well, of calling close line decisions honestly; those occasions when you lend one of your spare players to the opposition or agree to reduce your team’s numbers to match theirs: this is all good stuff and its importance should not be underestimated. I like the little rituals too: the three cheers, shaking hands, thanking the umpire. It sounds hopelessly Victorian, I imagine (believe me, Rudyard is not leaning over my laptop as I write this), but I’ll say it
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Boarding at an independent school School sport: a head’s perspective nonetheless: the ability to remain polite and generous even under the most trying of circumstances is surely a life skill worth learning.
Fun I’ve kept the most important reason to last. We play sport for one reason only, really: it’s good fun. The five years that our pupils stay with us at King’s are, in themselves, a large chunk of their lives. They should enjoy those years and look back on them with fondness. And, boy, they’ll remember their sport. When I coach a hockey team (admittedly at a fairly lowly standard – it used to be the seconds at my previous school, now it’s the U14Cs), I always start the season by saying ‘There’s only one reason we’re here, and that’s to enjoy ourselves. It’s more fun if you win, so we’ll try to do a lot of that. But losing is OK, provided you tried hard and enjoyed yourself.’ Having said all that, what should parents be looking for in a school’s sporting provision? What does this all mean for how sport is organised at a school? This is a personal view, and certainly debatable, but this is how I think it should be …
There should be sport for all. And by that I mean proper coaching and competitive fixtures for as many pupils as possible, not just the elite. If we believe the above benefits apply to all pupils (as I do) then they should be widely available. There should be a good variety of games. The smaller, boutique sports like fencing or fives or sailing often provide a wonderful haven for those less enamoured of the main juggernauts of rugby, netball, cricket, hockey etc. There should be widespread staff involvement. Quite frankly, the more the teachers are involved with coaching or managing the sports teams the better. They bring perspective, sanity, humour and experience to what can otherwise become a rarefied, rather joyless and over-pressurised world of professional coaches, dieticians and personal trainers. Finally, there should be a strong emphasis on the old-fashioned virtues of good manners and sportsmanship, of playing the game hard but never losing perspective, one’s temper or sense of humour. We should value those old school traditions – dressing smartly to arrive and leave, the quick whisky in the common
room for the staff, the feast of beans and sausages afterwards, the singing on the coach and the war stories, each gaining in colour as it is re-told. There is an uncomplicated, oldfashioned, honest joy to be had in sport. You should have seen the delight in the eyes of those U15B rugby players … ■
Richard Biggs was born and raised in South Africa; he won a Rhodes Scholarship to Pembroke College, Oxford, to read Maths and Philosophy. He won a half blue at fencing, and remains a keen hockey and tennis player. He started his teaching career at Magdalen College School, Oxford, and was Second Master at Lancing College before becoming Headmaster of King’s College, Taunton.
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March 2015 Service Parents’ Guide to Boarding Schools 97
Boarding at an independent school Boarding opportunities at independent sixth form colleges
Boarding opportunities at independent sixth form colleges – Rachel Borland, Principal of DLD College, London
oarding has featured strongly throughout my educational career over the past 35 years. Having been involved in further education, higher education, sixth form colleges, and secondary school boarding both within the UK and various overseas postings has given me a unique insight into what boarding can add to a student’s success, both personally and academically. As a parent myself, when faced with making school choices for my children, I looked at the obvious factors when narrowing down my search: examination results, welfare systems, extra curriculum activities and inspection reports are all important, but to me, the sign of a successful school is in the happiness of the pupil.
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Supportive and nurturing For many, the choice of boarding during the sixth form is a challenging one: by this
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stage a young person knows his or her mind and feels the need for independence. Independent boarding schools have a long history of creating well-rounded pupils with excellent results. However, independent sixth form boarding colleges are sometimes overlooked as direct competitors in the field. This is partly due to the fact that quite often the actual accommodation is not on site, and as a consequence the pupils have to travel, sometimes fairly extensively, from one site to another.
International diversity The very essence of boarding brings about lifelong friendships, friendships which have been cemented through tolerance, co-operation and empathy. These are the building blocks of relationships throughout life, and to acquire and develop these skills pre-university is indeed a huge advantage
to young people. Any sixth form boarding provision throughout the UK today contains a strong element of international diversity. Students from around the globe are found in every corner of independent schools in the UK, and within sixth form boarding schools this mix tends to increase even further. Those of us fortunate enough to be able to invest in the future will be making informed decisions in terms of placing boarding at the cornerstone of the educational experience. For DLD College London, which I am privileged to lead, this means a move in 2015 to purpose-built premises in the heart of London’s Westminster. The premises will be unique in being the first college in London to house teaching and learning, student accommodation and extra curricular facilities within a single building. The 32,000m2 steel and glass structure standing
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Boarding at an independent school Boarding opportunities at independent sixth form colleges
adjacent to Waterloo Station and directly overlooking Westminster across the River Thames, has stunning views of The Shard, The Gherkin and St. Paul’s Cathedral on the skyline to the East. The new college will feature purpose-built educational facilities in the basement and on the ground, mezzanine, first and second floors, standing below 15 floors of secure student accommodation. Positive outcomes in time management and overall student efficiency will surely be celebrated.
Independent and responsible learners Greater efficiency can only lead to better academic results and thereafter better university destinations. However, by the very nature of boarding in a highly supportive environment, young people are encouraged to push themselves out of their comfort zone more and more; that is when real learning takes place. Sixth form boarding colleges allow young people to make mistakes and move on in life well equipped to deal with the demands of higher education. UK university drop-out statistics are a fairly frightening read. Who
would not want their son or their daughter not to struggle through university in the first year but to have that peace of mind that their offspring has the maturity to meet the various challenges they will be faced with. Within my current role as Principal of DLD College London, I spend a lot of time advising students of the need for attendance, punctuality and in meeting deadlines. I would hope that a percentage of this advice sinks in, to make the desired impact in becoming an independent, responsible learner. Walk into any common room of an independent sixth form boarding college and see the multitude of international students alongside home students clearly displaying confidence, strong friendships, happiness and contentment. This boarding experience stands them in excellent stead for future successes. For one, I am part of privileged few that can boast of the merits of boarding education as a child, mother and leader. To be part of the destiny of young people, while facilitating co-operation, understanding and respect, is not only a privilege but also a joy. â–
Rachel Borland read Education at Leicester University and then gained a Diploma in Applied Linguistics and later an MA in Language and Communication Skills from Cardiff University. Rachel joined DLD as Principal in May 2013 bringing with her a portfolio of international teaching and educational leadership experience. She has also worked extensively within the university sector in the UK. Most recently, Rachel completed five years in Nigeria as Principal of Capital Science Academy in Abuja, one of the leading international boarding schools in West Africa. Rachel writes EAL, EFL and other advisory publications, to support the international English language community.
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March 2015 Service Parents’ Guide to Boarding Schools 99
Preparatory schools The advantages of starting boarding in a preparatory school
The advantages of starting boarding in a preparatory school here are 605 members of the Incorporated Association of Preparatory Schools (IAPS) in the UK and Eire, with a combined total of around 150,000 pupils. In addition, there are some 39 overseas schools in membership, with 7,500 pupils. IAPS schools include boys’, girls’ and co-educational; boarding, day and mixed; urban and rural schools; individual and with senior schools attached. The size varies from over 400 to under 100, with the majority between 150 and 250, considerably smaller than their senior school counterparts. Most schools are charitable trusts, some limited companies, and a declining number are proprietorial. In choosing a prep school, above all visit a number before you finalise your choice. Preparatory schools generally take children from the age of 7 to 13, unless they have a pre-prep section. They are normally prepared to accept entry at any age in between, with 7, 8, and 11 the most popular and convenient. They can offer full, weekly and, on occasions, flexible boarding, which allows parents rather more access to their children at weekends, something that can be appreciated by the dual-career parent. Entry is usually dependent on an interview with the head, and a satisfactory report from the previous school. Some schools set verbal and written tests in English and mathematics. Details on the entrance requirements can be obtained from the individual schools. Almost all preparatory schools prepare pupils for the Common Entrance Examination, which is used for transfer to their own senior school or other senior schools at the ages of 11+, 12+ and 13+. The syllabuses are devised and monitored by an Examinations Board, which comprises members of the Headmasters’ and Headmistresses’ Conference, the Girls’ Schools Association and the IAPS. The papers are set by the board, but are marked by the first-choice school for which the pupil is entered.
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Preparatory schools also prepare pupils for scholarship examinations to senior schools. There a very wide range of entrance scholarships – Musical, Choral, Art, and Design and Technology and other educational awards and bursaries available, and details are summarised in the Independent Schools Yearbook, which can be found in most public libraries. Full details can be obtained from each individual school.
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A smaller individual preparatory school is set up to prepare its students for entry into any one of a number of senior schools in totally different locations. It allows the parents to delay the choice of a senior school, and crucially to have more appropriate advice and evidence on the kind of senior school most suitable for their child. It also gives parents more flexibility on where to live in relation to the postings they have at the time, and whether the child should board or be a day pupil. The individual prep school, because of its relatively smaller size and setting, will tend to have a more family and friendly atmosphere than its larger-school counterparts. There will also be more opportunities to be a bigger fish in a smaller pond, and to be prepared more effectively for the greater competition there is going to be eventually for places in teams, plays, orchestras, and choirs in a senior school. Many of the essentials of an all-round education are instilled at prep school, and cannot be left until it is too late in adolescence. ■
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Preparatory schools When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
Horris Hill PREP SCHOOL FOR BOYS
Independent boarding and day school for boys aged 7-13 Excellent academic, musical and sporting record Convenient rural location to London Set in 75 acres in Berkshire Full weekend programme for boarders For further details or to arrange a visit please contact us on T : 01635 40594 or E : fiona_b-m@horrishill.com www.horrishill.com
March 2015 Service Parents’ Guide to Boarding Schools 101
Preparatory schools The popularity of prep school boarding
The popularity of prep school boarding – Simon O’Malley, Headmaster of Wellesley House School hildren who go to boarding prep schools can suffer psychological damage on the same scale as those who have been taken into care according to an article in The Times. Having been to boarding school myself, and worked in boarding schools for many years, this is not my experience at all. The reality today is very different indeed. Here at Wellesley House, where the vast majority of our pupils board, we focus above all on ‘opening up a world of possibilities’ which to me seems to be at the heart of why boarding for prep school children continues to be so popular. Essentially, there is so much for the children to do, and all the time they are doing these things they are surrounded by their closest friends. The opportunities are immense and there is no end to what the children participate in, not just in their free time, but also during organised activity time. It’s part of the culture. Activities in all good schools these days range from archery to water polo to Zumba; music facilities are always open; sports fields beckon; art rooms are available out of hours and drama is the biggest team game of all. The idea that all this is happening in an emotional void with no parental contact is not at all the case. New technology has allowed for much greater parental access and it is not at all unusual for children to Skype their parents overseas, email at morning break with the results of a test, or news of a match that afternoon, and telephones are always available – we even write letters! Individual schools will have their own policies on the use of mobile phones. At Wellesley we only allow mobiles for overseas students, and then only at certain times. Generally speaking, the younger the child, the less likely they are to be allowed a mobile, the idea being that immersing themselves in the ‘here and now’ at school means that they will get the most from the experience.
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Better quality of life Another crucial element in the popularity of the boarding prep is that parents find security and a better, less frantic, quality of life. Their children are able to participate in so much, and live in a community where they are given the independence to think for themselves and take their own decisions with the safety net to catch them when they fall. This is both convenient and mightily reassuring. Invariably, they get a jolly good education too. I haven’t deliberately left this
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point till last, but it is true to say that our schools provide the best education in the world for this age group: if a child is unhappy it will come to nothing at all. One thing that has certainly changed in the last 20 years is that, in the majority of cases, it is not the parents alone choosing a boarding prep school; the child is also involved in the decision-making process. One of the reasons why unhappy boarders are very rare is that the children have chosen to board in the first place and, quite frankly, their parents wouldn’t keep them there if they weren’t enjoying it.
Parents are involved The relationship between schools and parents is also very different. Parents are involved and we, as schools, embrace this. With boarding becoming more localised in many cases, notwithstanding overseas and forces parents who still live far away, parents are frequent visitors to matches, concerts, plays, etc. This means there is regular communication, feedback of information, discussions about progress and any concerns can be dealt with swiftly. We aim to develop a triangle of communication between child, parent and school. The days of a shock in the end of term report are gone. Any issues will certainly have been raised, and probably dealt with, as they happen, bringing us back to the support network I mentioned earlier. In a boarding prep school, staff are less like ‘teachers’ and more akin to the elders in a traditional community: caring, dispensing wisdom and overseeing, and, in a boarding school, fully involved. For forces parents, in particular, for all the above reasons, the boarding prep school is fundamentally important to their careers, the development of their children and their relationship as a family. Having this security as a parent is enormously reassuring, and knowing that a school will be flexible if plans suddenly change and parents need to visit (or not) means that parents have peace of mind. Much of what I am saying here is to do with security and care, not in a ‘health and safety’ way, but 'in loco parentis’. We don’t pick up the phone for every minor scrape, but we keep parents informed, and we feel it is our responsibility to take the trip to the local hospital should that be required and to keep parents fully briefed. On the games field, however, and in other areas such as school trips, health and safety is taken very seriously indeed. Qualified sports coaches
supervise physical contact sports; coaching and training sessions are structured and safe, and fixtures are only played between teams of appropriate levels – schools now regularly communicate between each other to ensure this is the case. It is in no one’s interest to dish out, or receive, a 50-nil hammering. Despite this, we want our pupils to take risks and learn about themselves in the process, not only when everything goes to plan, but also, and certainly more importantly, when it does not. Team building exercises at the beginning of the year, tree climbing, adventure holidays and Outward Bound excursions, all foster this culture. After all, it is not our task to offer all the answers now, but rather to equip the adults of the future with the strength to deal with everything life throws at them: to be, as Michael Gove remarked, ‘The authors of their own life stories’. In my experience, children leaving a boarding prep school aged 13 are mature, independent of thought, prepared to question, know how to work with other people and have a genuine concept of living in a community. They have also had a vast array of different experiences – they have interests, are interesting and are fully prepared to ‘give it a go’. Above all they have a strong sense of values. If the above hasn’t convinced you, you probably won’t be interested to know that another article recently reported in the press pointed out that, at about £15–£20,000 per annum, boarding prep schools are also half the cost of a top nanny – food for thought! ■
Simon O’Malley attended The Oratory School, Reading, Aberdeen University and Westminster College, Oxford (MA Hons English, PGCE Secondary English). Prior to Wellesley, he taught at The Banda School, Nairobi 1987–1994, Newland House, Twickenham 1994–1997 and Beaudesert Park, Gloucestershire 1997–2006. He has been headmaster at Wellesley House School, Broadstairs, since 2006. A keen sportsman, he plays golf and cricket. He is married to Katy and has two children.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Preparatory schools When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
“The quality of boarding provision is excellent. An excellent range of activities is provided beyond the school day.. and at weekends.� ISI Report, 2011 I I
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March 2015 Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools 103
Preparatory schools Where ‘boys can be boys’
Where ‘boys can be boys’ – Anthony Goddard, Headmaster of Aysgarth School ysgarth School is near Bedale, North Yorkshire, and is one of the leading Prep schools in the country, where ‘boys can be boys’. As the only all-boys boarding Prep school in the north of Britain, Aysgarth sends more boys to selective schools such as Eton and Harrow than any other school in the north, as well as to senior schools nearby. It is a northern school with a national focus; the school is full boarding focused, with around 90% of boys boarding. Weekends are packed with exciting activities and many boys are from forces families. When speaking to parents in the UK and further afield, I often point out the advantages of sending their child to us in the north. Aysgarth’s position in the foothills of the Yorkshire Dales offers boys the opportunity to experience a traditional childhood, specifically providing for boys’ needs and enthusiasms. We endeavour to encourage children’s development of independence and taking responsibility for themselves but we’re sheltering them from the hurly-burly of modern day life. Boys thrive on adventure – seemingly quiet children will do far more than they thought they could when given the opportunity to enjoy a variety of activities such as climbing, sailing and camping, as well as challenging classroom assignments, and the more energetic boy will keep focused for longer.
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Slower pace of life The pace of life in the north is somewhat slower and this translates into fewer demands to hothouse children, a process from which few benefit and which detracts from a child’s natural development and enjoyment of life. However, our aspirations for the boys in our care are no different than those of schools elsewhere – to identify and develop their full potential in every respect and to aim high in the schools for which we prepare them. In the north, there is more space, less traffic, the days are longer in the summer, and northerners are inherently welcoming and friendly, more prepared to pass the time of day than might be the case in the hustle and bustle of the south-east. The other factor, seldom mentioned but largely true, is that value for money is better in the north of England compared to the south-east. Fees are lower, extras are
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more moderate and yet the quality is as good. Perhaps more significantly, house prices are significantly lower, allowing more of a parent’s wealth to be invested in their children’s education.
Good connections The connections in the north-east of England are good; the East coast rail line enables the journey from London to York to be completed in just over two hours (many of our parents weekly commute to London), and there are international flights into Newcastle and Leeds Bradford airports (each about 1 hour away) as well as connections to international hubs such as Amsterdam, Dubai and of course Heathrow. Manchester Airport is about 2 hours away. Our pupils come from across the UK as well as from overseas. For weekends out (exeats) and half terms, we escort boys on the trains to and from London and Edinburgh, allowing boys to experience a top-class education in a rural setting. We also offer a forces discount as well as means-tested bursaries and scholarships. The school has had a remarkably constant strategy since it started in 1877, focusing on boys boarding and preparing boys for the country’s leading senior boarding schools, and that is still what we do. In recent years, about 75% of the boys have gone on to senior schools in southern England – top of our league of destination schools is Harrow, with Eton close behind and other southern schools such as Radley,
Shrewsbury, Uppingham, Rugby, Winchester and Oundle all being well up the league table. In the north, Ampleforth and Sedbergh are the main destinations, with a few boys heading north of the border to schools such as Fettes, Merchiston Castle and Gordonstoun. Over the last 12 years, the school has grown by 50% at a time when boarding numbers in the prep age range were in decline, and Aysgarth’s facilities and the opportunities they provide are a match for most southern prep schools. ■
Before taking on his role at Aysgarth, Headmaster Anthony Goddard worked for ICI for 20 years and Accenture for four years. Although this may be an unusual career path for a headmaster, he has always been interested in education and before taking up the post, he was a governor of Aysgarth and of a girls’ boarding school near Oxford, Tudor Hall. The combination of leadership, management and commercial experience and skills acquired during his business career have been very valuable for the role of leading an independent school, especially one with outstanding teaching and pastoral staff already in place.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Preparatory schools ‘Girl heaven’
‘Girl heaven’ – Sarah Wicks, Headmistress of Knighton House School girls-only prep school can be described as ‘girl heaven’ – a place where girls can really benefit and thrive as individuals – but at Knighton House School it’s not all about ponies, pianos and pink tutus. With its 30 acres of gardens and paddocks and with immediate access to the rolling hills of North Dorset, it is the perfect setting for girls to embrace an outdoors lifestyle. In their iconic uniform of red dungarees and wellies, the girls are not worried about a bit of mud. Girls spend their free time clambering amongst the branches of the Greenwood or Spinney, building camps and dens or helping out with the animals. Ponies do feature strongly: there are 14 of them boarding in the on-site stables, but you don’t need to have your own to be able to ride, as they are all on working livery. When the ‘pony bell’ rings at 7.30 am, an enthusiastic team heads out to the fields with head collars in hand, while other girls let out the pygmy goats or check the henhouse for eggs. Seniors will be heading for early morning music practice. Piano and flute are popular, but we also have keen cellists, brass players and drummers; girls can even learn the bagpipes.
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A ‘home away from home’ Founded 65 years ago by John and Peggy Booker with the vision of providing a ‘home away from home’, Knighton House is a school where girls flourish in an atmosphere of security, encouragement, space and freedom. We believe in the power of hands-on experience, so whether that is searching for newts in our environmental pond, observing the rise and fall of the River Stour on its floodplain, or picking apples in our orchard to press or make into crumble, the girls’ learning is constantly enhanced by the school’s environment. But what about academic standards? I believe strongly in the saying that ‘it is not success that creates happiness but happiness that creates success’, and this is borne out by the school’s record of achievement at 13+ Common Entrance, with pupils going on to Marlborough College, Bryanston, Canford, Downe House, Sherborne Girls, Cheltenham Ladies’ College amongst other schools, many with academic, art, music or all-rounder scholarships. Knighton House is a non-selective school and these results are achieved by a team of dedicated teachers who
are all passionate about their subjects and who believe in the school ethos of nurturing talent, challenging the most able, supporting those who need extra help and, most of all, building confidence.
Building confidence It is this confidence building that is at the heart of all we do at Knighton House. From the youngest age children are encouraged to perform to their peers and parents in assemblies, concerts and productions. The supportive ethos of the school allows children to express their ideas and opinions, experiment and make mistakes, without the fear of ridicule. In this girls-only environment, there are no preconceptions about what girls are good at or what they should enjoy: there are enthusiastic mathematicians, passionate scientists and computer whizzes, alongside talented writers, artists and musicians. In fact, many girls are all of the above! Our aim is to open their minds to all possibilities and to cultivate in them the courage and independence to make the most of whatever gifts and opportunities life presents to them. The girls in the prep school are charmingly unselfconscious and you are as likely to find a Year 8 cartwheeling across the front lawn on a summer’s day as a Year 3. However, they are also fiercely competitive, as demonstrated on the hockey pitch, and if you want to see bravery, determination and skill in action watch a 10 year old steer a galloping pony around a show jumping course! And if your daughter loves ballet, cooking and fashion design? Well, she can do all those things too.
A warm and supportive community Inspectors recognise that ‘the school’s caring environment is a major strength; pupils feel valued and know that their independence is fostered’. Central to this is the boarding experience and, whether they are full boarders, weekly or flexi, the girls relish the fun of being with their friends as part of a warm and supportive community. For me, one of the most rewarding times is when Saturday morning school is finished, afternoon matches are over and my husband and I become the parents of a close-knit (if rather large) ‘family’ of full-boarders. There is a change of pace from the hectic round of lessons and activities
which fill the week and this is a time we can all relax together and share experiences such as campfires, stargazing and wildlife watching. Taking full advantage of our location with scavenger hunts in the local woods, a tramp to the nearest hillfort or a trip to the Jurassic Coast, as well as activities such as ice-skating or trampolining, makes Sundays busy, but there is always time to write a letter home, Skype parents and play. When the Bookers opened their school in 1950, the world was a different place and expectations for girls have changed, but the principles of scholarship, responsibility and sensitivity to the needs of others which they established are still at the core of our ambitions for our pupils. We want them to embrace the world of the twenty-first century but with character strengthened by traditional values; we prepare them for the challenges of that world while keeping them protected from the pressures of it for as long as possible; we allow them to enjoy being girls while they can, because all too soon they will be young women. ■ Sarah Wicks became Headmistress of Knighton House in 2014. She came to Knighton House 20 years ago and served as Deputy Head from 2005. She previously taught at the Royal Masonic School in Hertfordshire.
March 2015 Service Parents’ Guide to Boarding Schools 105
Preparatory schools Pastoral care in the blink of an eye?
Pastoral care in the blink of an eye? – Roger Jones, Headmaster of Dean Close Preparatory School n article in one of the national daily papers not that long ago caught my eye. ‘Forget clicking your mouse and tapping the keyboard,’ it began. ‘Soon, a wave of the hand will turn on your computer, a snap of the fingers will change tracks on your iPod, and the blink of an eye will bring up your emails.’ Microsoft is working on hands-free technology, Cloud technology has allowed Internet access to everything from anywhere, and Apple is still leading the way via the iPhone and iPad as more and more capacity and function continues to be crammed into our ever-expanding personal devices. On many levels these advances are wonderful and in the educational environment have a huge potential for innovative teaching and learning. What can be demonstrated in the classroom by way of interactive white board technology today, will be an increasing reality for home and personal use in the days ahead. Truly it is an exciting time to be alive. There is however, as we know, another side to the story. It concerns how as a society we enable our children to reap the benefits of such technology, while at the same time protecting them from the more negative aspects. In short, adults – whether parents, teachers, or indeed those responsible for the technology itself – have the challenge of how to enable ongoing generations to become discerning users. Pastoral care in a boarding school environment can be given many helpful definitions. In a prep school setting, when one is dealing with quite young children, there is of course the need for some distinction from, say, a senior school setting as to how that pastoral care is delivered and, perhaps just as importantly, what areas are of most concern. Any good and effective care of young children in boarding schools needs to ensure that they are safe and secure, that they are nurtured and stimulated, that they have a balanced diet, not just of food but of activities and downtime, and that they have set in place the foundations of a strong moral compass to enable them to make the most of every opportunity that comes their way, which inevitably will involve being able to discern the good from the bad as well as the best from the good. It is entirely appropriate to talk in terms of showing a loving compassion and care for those in our charge. In our own school
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setting it is a love that springs from the firm belief that each child is supremely valued because they are created, loved and valued by God.
Lifeskills programme One of the ways we seek to construct such a moral compass, is by way of our Lifeskills programme which runs throughout the year and throughout the school, and is set to expand in the future. Aimed at complementing much of what goes on in the subject lessons, as well as our assemblies and services, we deal with all the obvious aspects of growing up to be good citizens, living in community and becoming aware of the world beyond ourselves. The latest research into brain function would seem to confirm that time spent reflecting on the world around us in a secure environment helps enormously when we come to actually living it out and maximising our opportunities. That is why any such programme is not primarily about imparting information – rather it is about building meaningful relationships, relationships that will sustain enhance and hopefully bring fulfilment in life. Which brings us back to the technologies currently at the fingertips of us all, including our children. The potential for all the right sorts of stimulation and information and wonder and enjoyment is clear. So, unfortunately, is the potential negative impact of such instant access to all sorts of images, sounds and words – especially if they not only expose young hearts and minds to inappropriate things, but at the same time also undermine that so precious moral compass. The statistics make interesting reading. More and more time is being spent in front of computer screens and hand-held devices, where social networking sites are non-negotiable aspects of living, and news and events are viewed via YouTube rather than any more traditional media outlet. Perhaps the real challenge in all this is the movement towards a more virtual world, where friendships are developed and often formed at a distance, and actual face-to-face contact stands in danger of receding.
Safety and security That is one of the reasons why we very deliberately limit the amount of time our pupils spend in such activities, have important filter and blocking systems in
place, and in an appropriate way also monitor their usage – and see such an approach as a vital part of our pastoral care. There is a fine line between necessary protection from misuse and a Luddite approach to new ways of being in touch and accessing the world around us. We want to harness all that is good and wholesome, while creating an environment where everyone can learn to walk such a pathway safely and securely, so that in time they can do so unaided. Time with one another in real-life, flesh-and-blood situations is irreplaceable by any other means. As we learn to be in the community, and cope with success and failure, joy and disappointment, then we are best placed to make the most of all that is on offer beyond those authentic actual relationships. If we are to believe the recent press releases this has to be a route that educators of the young persist with, as all could change with the blink of an eye. ■
Roger Jones has been Headmaster of Dean Close Preparatory School since September 2014. He has worked in independent preparatory schools for some 37 years and as a Headmaster for 23 years. He began his professional career at The Junior King’s School in Canterbury and went on to be Headmaster of three such schools – Belmont in the Surrey Hills, Davenies School in Beaconsfield and more recently St George’s School, Windsor Castle. Before joining Dean Close, Roger had been involved in consultancy work for a range of schools including curriculum development, marketing and head teacher appraisals. He is a serving governor at two schools and has previously been an Independent Schools Inspector. Roger is married to Sue, an ex-professional dancer, and a teacher of dance and drama.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Preparatory schools When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
OPEN DAY
OLD BUCKENHAM HALL Independent Suffolk Day & Boarding School for Boys & Girls 3-13 years
An Extraordinary Suffolk Prep School • • •
Thriving Boarding Community with exceptional activities Regular Open Mornings with individual visits welcome Military Bursaries available
B E PA RT O F T H E D I S C O V E R Y
Friday 1st May —10 am arrival Please contact us to reserve your place Co-educational day & boarding: ages 2 –13 telephone: 01823 285921 > www.kingshalltaunton.co.uk
01449 740252 | obh.co.uk
An outstanding education with time to play
Independent Schools Inspectorate November 2014
SUMMER OPEN MORNING Saturday 6 June 2015 Boarding and day for boys and girls, 4 to 13 years Dragon School, Oxford
INVITATIONS T: 01865 315405 E: enquiries@dragonschool.org www.dragonschool.org
March 2015 Service Parents’ Guide to Boarding Schools 107
Preparatory schools Choosing a boarding prep school – in Scotland!
Choosing a boarding prep school – in Scotland! – Innes MacAskill, Headmaster of Belhaven Hill School, Dunbar with staff who offer excellent pastoral care mean that pupils are allowed to grow and flourish in a warm and supportive community. There are many good boarding prep schools and although the majority have adapted to weekly or flexi boarding to meet demand and the needs of parents in their local area, there are still ‘traditional’ schools that offer full boarding which at the weekends are awash with busy, happy and contented children making the most of the opportunities on offer – not least in enjoying the company of their fellow boarders.
Playing golf at Belhaven Bay
hoosing an appropriate school for your child is always a daunting prospect that every parent faces at one time or another, especially when considering the option of boarding. However, if you are in the Forces and based abroad, this problem is further exacerbated by the worries and practicalities related to sending one’s child so far away, often to another country. There is much one can say to allay such fears with regard to the modern boarding prep school, which has certainly enjoyed a bout of ‘Hogwarts’ popularity since the ‘Harry Potter’ films; many children now envisage boarding as a ‘magical’ time spent with friends while enjoying many adventures. In today’s modern boarding school this is nearer the truth than one might imagine and the friendships that boarding pupils make can, and often do, last a lifetime. However, today’s boarding schools are not ‘Hogwarts’ and, in sorting out myth from reality, it is important to remember that they serve an important purpose, especially for those who find themselves living a life where the stability of home life is not guaranteed. Moving every two years or so can mean that your child’s education is constantly disrupted and with it the chance of forming meaningful relationships with either children or staff. Whatever the reason that parents embark on the boarding route there is no doubt that such schools are much changed from how they were often portrayed in popular culture 30 or so years ago. Nowadays one is met with bright, confident children, gainfully employed and perfectly at ease in the company of their peers and adults. Good teaching in small classes
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There is much to be said for schooling in Scotland. Much of the country is well served by airports, such as Glasgow, Aberdeen or Edinburgh, there are ample railway and motorway connections, and there is a tradition of boarding that has not been as readily eroded as in some areas of the south. One of the greatest attractions is the ‘traditional’ style of schooling. Scottish prep schools are normally smaller in size, resulting in many more children enjoying the opportunity of playing in teams, singing in choirs, acting on stage and being given more responsibility than is possible in some larger schools, while there is still an emphasis on ‘traditional’ values, such as everyday courtesy, manners and service. The pace of life is a little ‘slower’ than in some other schools, with an emphasis on the individual and the belief in opportunities outside the classroom. There is not the need to grow up too quickly, nor are they as ‘streetwise’ as some, while the need for mobile telephones or electronic gadgetry and games is not seen as essential as elsewhere. Pupils can of course communicate with parents and friends by phone, e-mail or Skype – but it is not an overriding necessity that drives a child’s day.
Europe’s most popular centres of culture. The school has a long and proud history, having been founded in 1923 as an all-boy boarding preparatory school. Now a co-educational boarding school, where 80% board full time, it has seen many recent developments to ensure its facilities are as one would expect; outside its back gate are a golf course, the beautiful Bass Rock and the sandy Belhaven Bay beach. For the boarders there are ample common rooms and games available to play in their ‘free time’, while extra-curricular opportunities abound – from skiing, surfing, riding and golf, to drama, music and art, not to mention the traditional pursuits of reeling, gardening, model making and board games to mention a few! With scholarships won to the top senior schools in England and Scotland (approximately 70% of the school’s pupils head south), in fields as diverse as academia, music, art, sport and all-rounders, the school is proud of all that its pupils achieve. However, more often than not the children are just as happy to play with their friends, enjoying each other’s company and friendship. Indeed, such is the children’s perception of boarding that many children believe that they are ‘missing out’ by not boarding and so many local children, who could easily be day pupils, elect to board. For further details please email secretary@belhavenhill.com or visit the school website www.belhavenhill.com ■
Beauty and culture on the doorstep Not least, Scotland is awash with beauty and culture on its doorstep. One is never far from some of the most beautiful scenery in the world, while a healthy outdoor life is often seen as a natural progression of everyday school life. Children are 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
Innes MacAskill is Headmaster of Belhaven Hill School in Dunbar, Scotland. He and his wife, Sandy, have worked and lived all of their teaching life in boarding prep schools. Innes was formerly the Deputy Headmaster of Caldicott Prep School in Buckinghamshire, before moving to be Head of Beeston Hall in Norfolk for 11 years.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
KNIGHTON HOUSE HOME FROM HOME Day & Boarding for girls 7-13 / Pre-prep for boys and girls 3-7 ] ] ] ] ]
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:DWFK RXU VFKRRO ÂżOP DW www.knightonhouse.co.uk, : DWFK RXU VFKRRO ÂżOP DW www.knightonhouse.co.uk, then come and see this magical place for yourself. &DOO 01258 &DOO 01258 452065 or email admissions@knightonhouse.co.uk. admissions@knightonhouse.co.uk. Knighton House School, Durweston, Dorset DT11 0PY.
â&#x20AC;&#x153;Becoming part of this wonderful school is like extending your family and putting down roots for your children.â&#x20AC;? Brigadier Tim Robinson
Preparatory schools Junior boarding: a positive experience for younger children – and their families
Junior boarding: a positive experience for younger children – and their families – John Baugh, Headmaster of the Dragon School, Oxford espite the happy experiences of thousands of children at excellent schools, there are still myths to demolish in any discussion about boarding. So I am happy to report that boarders are not ‘sent away’, denied contact with their families or subjected to cold showers – very far from it as you will see throughout the pages of this Guide. When it comes to boarding at junior school age however, there can be deeper negative perceptions to overcome: in our society there is far less acceptance of younger children living at school or being away from home than for past generations. Strong beliefs about what is good for a child lie at the centre of this feeling and understandably so. But for parents of children from 8 to 13 whose professional lives mean that boarding at school is a good solution to frequent moves, postings abroad and changes of school, this means there can be guilt and anxiety to deal with alongside all practical considerations. So from the standpoint of both boarding school Headmaster and parent, I hope I can allay some of these doubts. The Dragon School is a boarding and day preparatory school for boys and girls aged 4 to 13, with boarding from age 8. The whole emphasis of junior boarding at a school like the Dragon is on pastoral care and working in partnership with parents for the wellbeing of the child. We would not, nor would any good boarding school, accept a boarder unless the child, the parents and our staff agree that it is right for the boy or girl concerned; it is all three parties that ensure a happy and successful boarding experience. What underpins this success in every way are the adults who care for the children and the physical surroundings for the boarders.
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Welcoming and homely Boarding facilities for younger boarders today are universally welcoming, homely and full of personal possessions. At the Dragon, as elsewhere, boarding children have cosy shared bedrooms, space for games and comfortable areas to relax, read and watch TV. There are gardens for football, conkers and barbeques, and all the space of the fields when school has ended which give boarders scope for traditional childhood play. Above all, it is the House Parents who make the boarders feel at home. Living with their own children in attractive family homes, the junior boarding House Parents at a school like the Dragon provide a
genuine home life at school for the children; they are indeed in loco parentis. Boarders come back to house during the day and the house parents get to know them well and very quickly. There is frequent communication with home about personal and school matters and a very well-established system of support for any troubles or bouts of homesickness. Boarders identify with their house family and their friends and from my many years’ personal experience I can say they are cheerful and productively occupied the vast majority of the time. Experienced boarding parents of those who started young will tell you equally of some initial misgivings and how quickly their offspring became confident and settled. They also know how family time together is more appreciated – and ultimately how well the experience prepares children for boarding at their senior schools. In fact one of the best things any prospective junior boarding parents can do is speak to other parents who have ‘gone before’; current parents will tell you how they overcame exactly the same doubts and managed their feelings for the sake of their children. They will tell you that their young boarders are happy at school in the daytime, busy with prep and friends in the evenings and can email and call as much as they like.
Many day pupils ask to board For Service parents there is further reassurance in ‘full’ junior boarding which is the knowledge that at weekends their children are with many others, enjoy the attention of dedicated adults and have a host of fun activities to try. It should also be noted that 'full' boarding also means regular exeats, weekend leave outs, long half-terms and holidays – all of which help families have time together. At the Dragon, the proof of children’s approval of this regime is the number of day pupils who request to board themselves. So despite what others may tell you who have not tried it, I would urge you to come and look at junior boarding for yourself and I believe you will be very pleasantly surprised. ■ After spending his early years in Africa, John Baugh became a boarder at an English school at the age of six. Having turned down a career in professional football for a career in education, he taught at Haileybury before becoming Headmaster of Solefield School in Kent at only 29. Subsequently Headmaster of Edge Grove in Hertfordshire he came to the Dragon in 2002. His two daughters attended boarding schools and he was Chairman of the Boarding Schools’ Association (BSA) in 2007.
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Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Preparatory schools When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
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March 2015 Service Parents’ Guide to Boarding Schools 111
Preparatory schools Stability breeds success: the benefits of boarding young
Stability breeds success: the benefits of boarding young – William Dunlop, Head of Clayesmore Preparatory School t is impossible to overstate the importance of continuity in education. Surprisingly few attempts have been made to quantify it, but a major study led by Professor Maurice Galton in 1999 gives some idea of the scale of the problem: Galton found that 40% of pupils failed to make expected progress in the year after a change of schools. Children of Service personnel might easily find themselves having to change schools every two or three years; at Clayesmore we regularly see children who have been in at least three or four primary schools. The educational impact of this is obvious. Without boarding, Service children can be in serious danger of missing out on a proper education, significantly harming their chances of happiness and success in adult life. This is not just because of a lack of continuity in teaching but perhaps even more significantly because of the disruption to the social and emotional aspects of learning. The situation is further complicated by the undoubted fact that Service life is stressful. Parents often have to work long hours and are away from home for extended periods, postings are frequent and the future is usually uncertain. In these circumstances it is very hard to be the kind of parent one would want to be, and this is stressful in itself. The impact is most severe on younger children, for whom stability is paramount. Service parents can avoid all this. The Continuity of Education Allowance (CEA) gives Service children the opportunity to board from as young as Year 3, and parents who take up this opportunity are almost invariably surprised and delighted by the effect that it has on their children. One Service parent at Clayesmore describes the experience like this: The children settled very quickly and seem to embrace all the opportunities offered to them.They seem to have melted into the fabric of the place and are very comfortable. They have grown in confidence and have achieved academic success. A lot of this is because they feel that they are at Clayesmore for the long haul and enjoy all that is invested in them. Before they joined they were looking forward to having friends that they could keep. Children who are happy and comfortable with their relationships thrive!’
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Outstanding pastoral care Boarding schools offer outstanding pastoral care for Service children. At Clayesmore as at many other schools we make our boarding environment as homely as we possibly can. Our dormitories are colourful and spacious, but not so large as to be impersonal. Our boarding staff is led by a married couple who have children in the school (as do Celia and I). Homework – or prep, as we call it – is done in small groups with adult support on hand, and there are plenty of activities to help children unwind after a long day. Most importantly, there is always someone the children know and trust to check that they are happy, to listen to them, to see them through bedtime and to sort out their laundry. This does not mean that parents become redundant; the children are in regular phone contact, and we encourage parents to visit whenever they can. Our standing invitation to chapel, lunch and matches on a Saturday is always popular, not least because of the quality of the food! Many of our Service parents find that by letting us take on the day-to-day business of education they actually bring their families closer together, as they can concentrate on their relationships rather than on the routine. At Clayesmore our pastoral care is enhanced by long experience of supporting Service families and by the fact that several of our staff have experience of Service life themselves. The presence of a large number of fellow Service children is also a help, particularly as we often have several families stationed in the same place. With Prep and Senior Schools on the same site, siblings can stay together throughout their education.
for those who value a healthy, balanced lifestyle as much as Service parents do. One new Service parent told me recently that her daughter had done more sport on her first day than she would have done in a week in her previous school, and of course children are encouraged to combine this with music, art, drama and many other activities. Most importantly, boarding at an early age affords children a period of stability when they do not have to worry about anything, and when their concerns can swiftly and easily be answered. This gives them an unrivalled opportunity to experience the joy of childhood, an opportunity that might easily elude them otherwise. It is worth noting that many schools, my own included, offer a Service discount and meanstested bursaries to make this opportunity available to all Service families, whatever their rank or background. ■
A supportive environment Stable relationships and a comfortable, supportive environment give young children the confidence to try new things, both in the classroom and outside it. Young boarders thrive on an engaging curriculum taught by teachers to whom they can relate. Many children actually prefer making educational discoveries with people other than their parents, as any parent of a reluctant reader will affirm! Moreover, preparatory schools offer some of the best sporting and extracurricular opportunities in the world, ideal
William Dunlop is the son of a Royal Marine and boarded from the age of eight. He served nine years in the Devonshire and Dorset Regiment before moving into teaching. He became Head of Clayesmore Preparatory School in September 2014. He married Celia, a teacher, while still in the Army, and they have two children at Clayesmore. He has particular interests in dyslexia and in outdoor education.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Preparatory schools When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
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For more information or to arrange a tour please call Mrs Caroline Lukic on Tel: 01428 728000 www.highfieldandbrookham.co.uk
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Newton-le-Willows, Bedale, North Yorkshire 01677 450 240 enquiries@aysgarthschool.co.uk www.aysgarthschool.com
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March 2015 Service Parents’ Guide to Boarding Schools 113
Senior schools: single-sex or co-education? Single-sex or co-education? The pros and cons
Single-sex or co-education? The pros and cons Girls’ schools – what are the benefits? ●
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Girls’ schools dominate the top of the examination league tables. Boys and girls mature at different rates – they learn in different ways. Boys and girls are less self-conscious if educated in single-sex schools. Boys are more likely to participate in activities that might otherwise embarrass them. There are greater opportunities for boys to express themselves artistically, and boys can follow a diverse range of interests and talents in the artistic sphere of such pursuits as music and drama. Boys and girls can be overly aware of their appearance when they are adolescents. This pressure is reduced in a single-sex environment. Girls can benefit from being in schools that recognise these differences and can provide an education geared specifically to their needs. The girls of today will be tomorrow’s leaders, there should be no limitation on promoting these ambitions, either professionally or personally, while at school. Women are expected to balance many roles during their lives, and their paths to future success will require leadership, confidence, independence, integrity and an instinct to achieve. The girls’ school of the twenty-first century can offer a modern, relevant, exciting and challenging environment. Girls’ schools prepare girls for the complex and rapidly changing world they will face. Parents want their girls to feel confident and comfortable about who they are. Girls’ schools don’t just offer equal opportunities but every opportunity. All single-sex schools arrange plenty of joint activities with brother and other boys’ schools, covering curricular, extracurricular and social links. Also, many are based in towns or cities rather than the country, so that in a variety of ways the girls have regular contact with boys – their lifestyle, therefore, is a natural and normal one.
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The best exam results tend to come from single-sex schools. Boys approach their learning in a different way to girls and are therefore best taught separately. Research shows that boys and girls react quite differently to classroom discipline, long-term coursework assignments and examinations. There is less gender stereotyping. In co-educational schools boys are much less likely to opt for subjects that are traditional strengths of girls, such as English and French, and girls are less likely to opt for physics or chemistry. Boys are often short on self-confidence during teenage years and worry about their ability to cope with conflicting pressures. They respond well to direct teaching to work on short-term objectives and explicit guidelines. Some teenage boys feel that they cannot outperform girls in some subjects and this fear of perceived failure has a negative effect on their self-esteem.
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Boys and girls are less self-conscious if educated in single-sex schools. Boys are more likely to participate in activities that might otherwise embarrass them. There are greater opportunities for boys to express themselves artistically, and boys can follow a diverse range of interests and talents in the artistic sphere of such pursuits as music and drama. Boys and girls can be overly aware of their appearance when they are adolescents. This pressure is reduced in a single-sex environment. Starting at the adolescence stage, the girlfriend/boyfriend factor can become more than just a minor distraction, and can be detrimental to academic progress. The ‘laddish’ or ‘macho’ culture has become an increasingly adverse influence on boys. Central to this culture is a rebellious, anti-learning attitude, which means it is simply ‘not cool’ to show a real interest in academic work. This macho culture seems to be more in evidence in co-educational schools: without the girls, the boys seem far less likely to succumb. Team sport is usually stronger in single-sex schools. All single-sex schools arrange plenty of joint activities with sister and other girls’ schools, covering curricular, extracurricular and social links. Also, many are based in towns or cities rather than the country, so that in a variety of ways the boys have regular contact with girls – their lifestyle, therefore, is a natural and normal one.
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Boys and girls learn to mix easily socially with each other. Pastoral care as well as spiritual life are strengthened by co-education. Both girls and boys should be able to benefit from the high quality of teaching, excellent resources, strong pastoral care and extra-curricular programmes schools can offer The intellectual and cultural life is far richer, and the sporting and the social dimensions have broadened dynamically. Art, drama, music and debating in particular can benefit from the mix. Co-educational schools can take brothers and sisters. In the co-educational classroom there are more different academic strengths and weaknesses, and a wider variety of approaches to academic challenges. Less stereotyping develops. Career opportunities can widen. Boys’ and girls’ strengths are in many respects different from each other, but they need to be given the same opportunities and horizons. Co-education provides a better preparation for a co-ed world. Men and women, boys and girls, must work side by side throughout their lives. A school’s major commission is to prepare young people for becoming the adults, parents, employees and leaders of the next generation. Co-education presents itself as more ‘balanced’ and, often, less narrowly focused on academic results to the exclusion, or minimisation, of all else. ■
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Senior schools: single-sex or co-education? ‘The key is the child and what the child will want’
‘The key is the child and what the child will want’ – Sir Anthony Seldon, Master of Wellington College
et’s get some facts clear at the outset. There is absolutely no – repeat absolutely no – firm academic evidence to suggest that boys and girls do better academically when taught apart. Even if there was (which there isn’t) there are powerful and compelling arguments for having boys and girls in the same school for social and emotional reasons. The key is the type of school that a child attends – private school, grammar school or comprehensive school, selective or non-selective, for a start. The following statements have all been made by real parents to me, and indeed they will echo the views of many of the readers of this guide. It is rarely a good thing to disagree with prospective parents. But it is, I fear, what I am about to do!
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‘Girls must be taught in single-sex schools because boys are a terrible distraction.’ ‘Boys need to be boys; that means they must go to all-boys’ schools where they can play rugby, take part in the CCF and do the kinds of things they can only do when girls are not around.’ ‘If you want your daughters to be leaders, or scientists, send them to an all-girls’ school. There is plenty of time for boys later!’ One has to appreciate that, in co-ed schools, boys and girls spend an enormous amount of time apart from each other, particularly in boarding schools. Houses are (almost always) single sex, so in the evenings pupils are with those of their own gender. Games are single sex, as are a variety of other activities. A problem with co-ed
schools is that there are too many activities, not too few, when boys and girls are segregated. So girls have ample chance to grow up, be on their own and be with other girls when they want to, as do boys. In their houses, the young will see the older pupils of their own sex acting as the role models who they will want to emulate. In good co-ed schools, men and women will share the top positions, again giving both boys and girls an abundance of figures of their own gender to admire. And, by the way, in co-ed schools, girls join in both rugby and CCF, and boys take part in lacrosse and horse riding. I would argue that far more healthy relationships can be formed if boys and girls grow up alongside each other and learn to accept each other as human beings first and foremost, rather than fantasise about each other as distant sex objects. Helping young people to form natural and affectionate relationships with those of the other sex is a core part of what a school should be doing, and I think this is easier in a co-ed school. All that said, the plain fact is that some of the best schools in Britain, and indeed the world, are single sex. Their contribution to this country over the last 200 years has been immense. Single sex schools, whether for girls or boys, also offer some of the most economical and affordable education in the country. The Girls’ Day School Trust operates many such schools, which bring superb and reasonably priced education to many who could not afford the more expensive boarding schools. These schools not only excel in league tables, but also offer sport and the arts at a very high standard.
March 2015 Service Parents’ Guide to Boarding Schools 115
Senior schools: single-sex or co-education? ‘The key is the child and what the child will want’
The key is where the child will flourish I am a passionate believer in the continuation of single-sex schools. They are absolutely right for some boys and some girls (though parents, please let your children decide, rather than yourself, based perhaps on outdated notions of your own schooling). To my mind, the key is the child and where the child will flourish. If a child has a sense that they would sooner be just with children of their own gender, it is important to listen. In recent years, there has been a sense that co-education is the poor relation academically, because a number of largely male single sex schools that were struggling to fill their places with their traditional market took the commercial decision to open their doors to girls too. This was undeniably the case and perhaps has led to a legacy of doubt and mistrust about the academic viability of these schools. But it is time that parents, teachers and the whole educational establishment rethought this position and challenged these preconceptions. It is no longer true. There is no reason at all why single sex should be synonymous with academic excellence and co-education should not. Wellington and other great co-educational schools seek to offer an academically outstanding educational alternative to the single sex route. It should be taken seriously. Co-ed or single sex is a debate that has raged for centuries. Plato, in Ancient Greece, argued that educating the sexes together would develop both personality and a sense of comradeship. In a world that is competitive, where men and women work alongside each other in every sort of environment including in the Services, surely it is important that girls and boys learn these same life skills at one of the most important stages of development in their lives. What I believe is needed is an environment where mixing is quite normal, where girls and boys work and socialise together, where reality puts paid to fantasy.
Girls and boys have time in their own groups In a co-ed environment, it is important to remember that girls and boys do have time on their own as groups. As mentioned above, they, by and large, have separate games sessions and separate boarding houses. At mealtimes they may choose to eat together or in groups of girls or boys. They are never together every minute of every day. There is ample space for them to grow and develop, both together and with those of their own gender.
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However, is single sex versus co-ed the most important question parents should be asking? There are more important, broader questions to consider. What is the quality of teaching, the focus of the school, the curriculum on offer, the universities and courses that pupils go on to and, most importantly, is it a school where your child will be happy? Do the aims of the school include helping children to form comfortable relationships, be they young or old, black or white, boy or girl? Will children fulfil their potential in music, in sport, in art and on the academic front? Will it prepare children for their place in the outside world as well-rounded human beings? It is true that single-sex schools have made a huge contribution academically, and this should be applauded. As has been said, many indeed are at the very top of the league tables. Is this purely, however, as a result of being single sex? Selection at entry plays a huge part for many of these schools. If we could all select the cream, we should then expect to be at the top. Long may diversity flourish. Single-sex schools have a unique selling point, and if they moved more onto the front foot and championed their own virtues, rather than trying to attack co-ed schools on false grounds, they would flourish even more. That would be a very good thing for independent education.
The move to co-education at Wellington The move to co-education at Wellington has been one of the significant changes over recent years. Our connections to the Services remain cherished and celebrated, even though the number of families from the military has naturally reduced over many decades. This could be a trend set to continue unfortunately, as the boarding allowance is limited in numbers and amount, and the amount moves further and further away from the market level for boarding fees. Even so, the pupils we have with links to the military of any sort would experience frequent positive reminders of those connections, with a range of activities including the popular CCF, the Field Gun Run, our involvement in the British Military Tournament, and the excellent military drumming band that plays at many of our events. I lead an annual trip to the Trenches, and last year produced the moving play ‘Journey’s End’ about World War One. A high point of the school year has been the week dedicated to Remembrance, which included services, candlelit poetry readings and music in memory of our 1,200 war dead and 15 holders of the Victoria Cross.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Senior schools: single-sex or co-education? ‘The key is the child and what the child will want’ It is also the case that girls are increasingly powerful and influential in the CCF in Wellington. For example, girls have held the highest position a pupil can reach – Wellington’s Junior Under Officer – and been in command of all other CCF pupils. We also have girls competing and represented in the gun run and in the drum corps. This emphasis is a true reflection of our history: in its first hundred years, Wellington College more than justified its foundation in providing men for the Armed Forces. Although sons of civilians were added to the early intake of sons of Army officers, both deceased and living, even before World War Two some two-thirds of fathers were military, with many others in the public service. The number of Old Wellingtonians joining for regular service was steady at just below 50 per cent for some 60 years. Many other Old Wellingtonians were first to volunteer in 1914 and 1939 – knowing their duty in time of national emergency.
Foundation places Since 1945 the College has remained a school of choice for sons and daughters of Service men and women, because of its reputation as the memorial to the Duke of Wellington. The offer of a Foundation place for the son or daughter of a parent killed in the line of duty remains as a matter of faith, as instituted by Queen Victoria in 1853, and has now expanded to include service beyond the military, such as the police and fire services. Another significant development with a strong military underpinning has been the establishment of our state school in Wiltshire, The Wellington Academy. This school provides families
Join us on Saturday 25th April 2015 for our
open morning
within its catchment area – which includes a huge number of military personnel – with fine educational opportunities. Unusually, this is a state school with boarding facilities which we introduced: we believe boarding brings the best out of Service children and many are already taking advantage of this option. Wellington College is very proud of its military roots and continues to support the Services both in spirit and in action as a core part of its ethos. ■
Sir Anthony Seldon has been Master of Wellington College since 2005, having been Headmaster of Brighton College from 1997 to 2005. Sir Anthony has written or edited many books and is a political commentator best known as a biographer of prime ministers, including The Blair Effect, Blair, Blair Unbound, and Brown at 10. He has also written Trust: How we lost it and how to get it back. His next two books are on happiness and the politics of optimism.
TO FIND OUT MORE AND BOOK YOUR FAMILY’S PLACE, PLEASE CALL OUR DIRECTOR OF ADMISSIONS ON 01234 362216 OR VISIT bedfordschool.org.uk
March 2015 Service Parents’ Guide to Boarding Schools 117
Senior schools: single-sex or co-education? Questions to ask your daughter
Questions to ask your daughter – Sylvia Brett, Principal of Harrogate Ladies’ College sk your daughter if she has ever worried about posing a question in class for fear of what the boys will say or whether she has been anxious about making a mistake because she should have known better and can only expect ridicule from her peers. Ask her if she thinks that some subjects are for boys and that she might be considered unusual to want to study them. Ask her if she worries about what to wear in the morning and how much she feels that she needs to wear makeup – even subtly – in order to maintain an acceptable image. Ask her if she feels that she has an equal voice to the boys in her class and if the teachers pay as much attention to the girls as to the boys in lessons. You might see a flicker of recognition as she admits that even the most sensible, confident, intelligent and grounded girl can feel that she behaves differently in a class with boys. One of the many joys of working in an all-girls school is seeing my pupils flourish through a process of making mistakes, investigating new ideas, challenging their preconceptions about themselves and finding out who they are with the minimum of distraction and a sense that there is no area of study or life that they cannot investigate. Last year, girls from my school went on to study subjects as diverse as Anglo Saxon Norse and Celtic, War Studies and Philosophy, Mechatronics and Robotic Systems, International Management for Business and Fashion Media and Communication. Each subject was chosen because it reflected the interests of the individuals and no pupil felt inhibited about pursuing a particular career because her peers disapproved. In an all-girls environment each girl or young woman is free to find their own personal joys and passions. The individual drives the subject
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choice, rather than the subject appearing to preclude certain people from studying it because of the assumptions of others. Thus we all seek a school in which our children can flourish – where – as we often say at my school – they can seek to be the best that they can be. An all-girls environment enables young women to pursue a multi-layered process of discernment about who they are and where their academic passions lie. The most worrying female role models when I was a pupil were those who wore very large shoulder pads and displayed an intimidating lack of empathy. Our daughters today are flooded with information about what women can be, should be and should not be. They are bombarded with seemingly unarguable and diametrically opposed absolutes about what it is to be female in the twenty-first century.
Ready to embrace life Perhaps more than ever before, young men and women have to tread through a minefield of expectations far more confusing and potentially damaging than those that their parents grew up with. Single sex education does not isolate young people from the ‘reality’ of life, rather it can ensure that the focus of the pupils is outward looking because it is unclouded by the dynamics of a co-educational classroom; it is a challenging way of educating young people because there is nowhere to hide from the journey of learning; it demands maturity but growth which reflects the pace of the individual. When girls who have been educated at allgirls schools arrive at University they are often more confident than their peers because they have tested their identity and selfconfidence with integrity and arrive ready to embrace all that life has to offer.
When girls join year 7 at Harrogate Ladies’ College, they all learn to play Lacrosse. My girls are some of the kindest, most polite and gracious young women you will meet – indeed recent school inspectors described them as ‘disarmingly charming’ – but when they are learning how to ‘growl’ at their opponent in Lacrosse and they are speeding up and down the pitch in the freezing rain working closely with their team mates to secure victory, I know that these girls have a fierce heart and determination to do their best. These are some of the qualities which – alongside academic achievement – will equip and empower our young people to embrace a future which, if geneticists are to be believed, may include from this generation of children the first person to live to the age of 200. In your choice of school look for the environment and ethos which reflect your own values and which will challenge our children to be their very best selves. ■
Sylvia Brett is Principal of Harrogate Ladies’ College, a boarding and day school for girls aged 11–18 and girls and boys aged 2–11. Before coming to Harrogate Sylvia was for five years Deputy Head at Roedean School in Sussex. Sylvia began her teaching career, after working in University fundraising, as a Housemistress at the Royal Masonic School in Hertforshire. She went on to Caldicott, a boys’ preparatory school where she worked as Lay Chaplain, and then moved to Downe House where she was Housemistress, RS teacher and Head of Lower School. Sylvia was educated at South Hampstead High School GDST and the Universities of Durham and London where she pursued her academic passion for Theology and Philosophy.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
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Senior schools: single-sex or co-education? School life and home life should complement and reinforce each other
School life and home life should complement and reinforce each other – Emma McKendrick, Head of Downe House
or over 100 years, Downe House has been one of the UK’s leading girls’ boarding schools, with an outstanding track record in nurturing girls and helping them to flourish in every possible way. There isn’t a Downe House ‘type’, or if there is, she’s likely to be her own woman and proud of it! Boarding at Downe House is specifically tailored to meet the needs of girls in the Lower School (11+ and 12+), the Senior School (13+–15+) and the Sixth Form, but irrespective of when a girl joins us, we’ll be there to support her on her journey through the different stages of her school career. One of the cornerstones of our success in turning out confident, self-possessed young women, well equipped to face the challenges of life beyond the school gates, is our partnership with parents. We believe that school life and home life should complement and reinforce one another. In order for this to work to the best advantage, communication is key. Whether parents are based in this country or abroad, we are committed to looking after their daughters and making sure they are fully supported. It’s important to remember that many children worry about their parents when they’re not seeing them every day. Our highly experienced pastoral team understands this, and parents can rest assured that there will always be someone on hand to help their daughters manage their worries. It’s amazing what a cup of hot chocolate and a chat can do! Our aim is not only to allow girls the space to voice their quite understandable concerns about their parents, but also to encourage them to develop the kind of emotional resilience
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that will help them to cope, no matter what life throws at them. So how is the partnership going to work? Well, there are lots of ways we keep in touch with parents. For example, a variety of publications, including the calendar of events and our House newsletters are sent termly, or on a more regular basis. There’s also the weekly bulletin, 'The Olive Branch'. For more personal information about girls, a password allows parents exclusive access to their daughters’ profile on the Extranet, our secure website for parents. Parents can view their daughters’ reports there and take care of other business, like signing up for extra-curricular activities. Parents can even receive SMS messages keeping them posted about fixtures and so on. As well as receiving regular formal reports, parents are invited to attend annual parents’ meetings to discuss their daughters’ progress with academic and pastoral staff. In addition, we have a fairly unique and wonderfully effective one-to-one tutor system and our tutors work hard to build a relationship with their pupils and their parents. Tutors contact parents regularly and, if they have any questions about their daughters’ progress, parents are encouraged to get in touch with tutors directly. At the end of the day, it’s the relationship between parents and House Staff that’s going to make all the difference. At Downe House, we work hard to forge strong relationships with parents and no enquiry, pastoral or academic, is too insignificant for a girl’s Housemistress or Housemaster (yes, we do have them!) to deal with. When it’s not easy to find the time to (continued on page 122)
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Senior schools: single-sex or co-education? When responding to advertisements please mention Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools
ST MARYâ&#x20AC;&#x2122;S CALNE A TOP INDEPEND INDEPENDENT DENT BOARDING & DAY SCHOOL FOR GIRLS AGED 11-18
â&#x20AC;&#x153;The Sixth Form at Calne gave me some amazing opportunities.â&#x20AC;? Holly, 2012 Leaver & Oxbridge student
Sixth Form Bursaries and Scholarships Available Tel: 01249 857200 Contact: admissions@stmaryscalne.org www.stmaryscalne.org
St Maryâ&#x20AC;&#x2122;s Calne, Wiltshire, SN11 0DF s te ire ou dsh r s or n bu rtf do ive t He Lon s n te ou rth Ex ugh No o d r th an
$ OHDGLQJ LQGHSHQGHQW GD\ DQG ERDUGLQJ VFKRRO IRU SXSLOV DJHG ² Independent boarding and day school for girls aged 11 to 18
Open Days Friday 24 April 2015 9.30-11.30am Wednesday 6th May 2015 9.30-11.30am Come and tour the school, and meet staff and girls. Numbers are limited so please contact our Registrar, Mrs Heather Baim on 01462 443888 or registrar@princesshelenacollege.co.uk to book a place.
www.princesshelenacollege.co.uk Registered charity number 311064
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March 2015 Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools 121
Senior schools: single-sex or co-education? School life and home life should complement and reinforce each other telephone, a quick email is a great way of staying in touch and House Staff respond as quickly as possible. Email will more than likely be the girls’ preferred means of keeping in touch with their parents and each girl has her own School email address. Mobile phones are marvellous, especially if parents are abroad, but if a parent needs to get in touch with his/her daughter urgently and she’s not answering her mobile, parents can phone the House and ask the member of staff on duty to pass on a message. Houses are manned 24/7 and even if parents have to leave a voicemail message, answering machines are cleared frequently. Looking after girls is our job and we love doing it. Boarding school can never be a substitute for family life but it can be an incredible experience for children and an invaluable resource for parents. At Downe we have a longstanding tradition of welcoming Forces families into our community. More recently we have collaborated with Radley College and St Mary's Calne to provide special bursaries to children of Forces personnel through the Radley Armed Forces Fund. Finally, our promise to families is that, although your daughter will be part of a community, she will always be an individual to us. In partnership with parents, at Downe House we support girls to fulfil their academic potential but, more importantly, they also learn to be themselves, which is as much as any parent or any school can ask. ■
Katie Taylor, aged 14, daughter of Major Neil Taylor I started as a full boarder at Downe House in September 2013. I had been a full boarder for four years at Abberley Prep school, but this did not stop me worrying about starting at a new school. My earlier visits with my parents, the assessment days and the new girls’ day gave me a feel for the everyday running of the school and what it would be like. I moved at the 13+ stage along with about 60 other new girls in my year. To ensure we get a warm welcome, the school assigns a buddy (girls who have been here longer) for us to link up with and tutors and teachers to help us find our way around. I am now in my second year at Downe House and have started doing my GCSEs. My House is great; it is like being part of another family. My new Housemistress is lovely and it is great to have her family living within the house and to have pets as well, it all makes it feel more like home. There are lots of activities and sports to keep me busy when I am not in lessons, but even if I do feel a bit homesick, which is rare with such a busy day, there is always a hot chocolate and chat available to make you feel better. Of course there is a much more grown up approach to school life in general – I am expected to use my own free time and prep sessions to complete my prep and hand it in on time. Thankfully, I am really well supported by my subject teachers and a personal tutor. I really enjoy my languages and Downe House has worked with my parents to make sure I am happy with my lessons and enjoying my studies, I am even hoping to do my French GCSE and Spanish IGCSE early. I am really enjoying being a Downe House girl.
Major Neil Taylor
Emma McKendrick studied German and Dutch at Liverpool University and obtained postgraduate qualifications 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 in Newbury. She is a governor of King’s School Canterbury and Radley College and a number of prep schools. For many years she was Chairman of the Languages Committee of the Independent Schools Examination Board and she is a Fellow of the RSA.
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I am the same as every parent I have met and discussed boarding school with, academic achievement is important, it is probably the primary motivation when considering any school. Nevertheless, as a service parent I believe this must take place
in a stable environment, where my daughter is happy as a full boarder and therefore able to achieve her full potential, irrespective of where the family home is currently located or where I am serving. From our very first visit to Downe House, everyone involved has listened to our comments and addressed any questions or concerns we have had. Since our daughter joined the school in September 2013, the level of communication and support has continued to grow. This has not only been from the House Staff; we have also worked closely with academic staff to refine timetables and subjects including crucial GCSE selections, with her Individual Tutor as a focal point for all studies, with the Heads of Departments when we have felt it necessary to escalate a concern and with the nurses in the medical centre when the inevitable ‘lurgy’ strikes. No matter how trivial the issue, the House Staff, Academic Staff and the Management Team have all engaged us as parents and helped us resolve it. Regular newsletters from the House Mistress keep us up to date with in-house activities, the weekly 'Olive Branch' informs us of whole school events, and emails or the occasional phone call keep us directly informed about our daughter. The Parents Zone is great for tracking reports, seeing any rewards earned, checking the various sports matches and occasionally booking appointments for peripatetic teachers or tickets for the latest school production. We have also been very fortunate this year to attend the Silver Ball, a really magnificent charity event in aid of the Armed Forces Fund, raising money to provide an education for the sons and daughters of service men and women killed or seriously wounded while serving their country. The whole school is hugely encouraging of the individual. Now that our daughter has started her GCSEs she has a unique timetable to match her academic abilities and interests, with extra classes and teachers added to support her passion for languages. The wide choice of extra-curricular activities, clubs, weekend trips and social ties with Radley College guarantee there is always something fun and enjoyable to be involved in. No matter where I am serving or wherever my career takes me, I am confident that our daughter is in a stable and happy environment, one that will challenge her to do her best and give her an incredible foundation for the future.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Senior schools: single-sex or co-education? When responding to advertisements please mention Service Parents’ Guide to Boarding Schools
Who do you want to be? Places still available for Year 7 entry 2015
A WORLD CLASS EDUCATION IN THE HEART OF BRISTOL Badminton encourages intellectual curiosity and provides a fun and stimulating environment in which individual talents are nurtured. 20% fee discount for Forces Families.
No. 3 for Girls’ Boarding in the UK (ISC & Guardian data 2014)
Open Mornings Saturday 6 June & Saturday 3 October 2015 Forces discounts available Full, weekly & flexi boarding from Year 3
The Boarding and Day School for Girls aged 4 - 18
e: admissions@badmintonschool.co.uk
t: 0117 905 5271
badmintonschool.co.uk
March 2015 Service Parents’ Guide to Boarding Schools 123
Senior schools: single-sex or co-education? Boarding makes the difference: a girls-only perspective
Boarding makes the difference: a girls-only perspective – Rhiannon Wilkinson, Headmistress of Wycombe Abbey
any people may still think of boarding schools as intimidating places with harsh regimes and cold showers but the reality of modern boarding could not be more different. Today, boarding schools offer an unrivalled lifestyle and a ready-made community enabling young people to feel supported, explore their talents and develop deep friendships. We all know that humans are social beings. We need to feel connected to other people in order to feel happy and secure and to lead a flourishing life. Communities play a crucial part in allowing a person to give and receive support and interact positively with others. Girls in particular, we know, thrive when they are emotionally connected to others. Boarding naturally and deeply develops pupils’ social skills. Community living teaches a great deal about tolerance, being sensitive to other people’s needs, and the importance of compromise. At my own school pupils care deeply for one another and there is no evidence of the ruthless competition which can sometimes be seen
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among youngsters at similarly high achieving day schools. We know that girls can be very competitive, comparing their achievements to others and wanting to outdo each other and to be ‘perfect’. Being in a boarding environment really does help with this as pupils live and work so closely together that they genuinely want to help and support one another. Girls form lifelong friendships at boarding school. Having lived in close proximity with each other for many years, sharing one another’s highs and lows, deep personal connections are inevitably made. Most girls who leave my own school retain friends for life.
House ‘mothers’ and ‘daughters’ The girls are also in positions where they are looking out for younger girls – in my own school every girl is a ‘house mother’ and is responsible for helping her ‘daughter’ to settle in and find her feet. Houses often have their family trees on display, showing the connections between girls in the house such as who is the ‘house great grandmother’ of a
younger girl. Girls are proud of these connections and are quick to tell you who is their ‘mother’. We also have senior girls responsible for small year groups of girls in house and in school generally. These leaders receive training and know when to flag up an issue to an adult. Pupils have a lot of people looking out for them and taking an interest in their wellbeing. A girls-only environment also offers some relief from the highly sexualised world in which teenage girls live today. Girls’ schools like ours offer a liberating environment where girls can remain girls for longer and become comfortable with their own identities and aspirations without feeling the pressure to conform to gender stereotypes. We focus on girl-centred education, which enables us to implement educational strategies to suit girls of all interests and talents. Such an appropriately focused education produces confident young women who go on to do marvellous things with their lives and are more than ready to hold their own in the outside world. Medicine, Engineering and Law are among
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Senior schools: single-sex or co-education? Boarding makes the difference: a girls-only perspective the most popular university courses chosen by leavers. At Wycombe Abbey usually a third of the Upper Sixth year group will receive Oxbridge offers. Of course, a single-sex education does not mean a single-sex life and socialising with boys is also very important. At Wycombe Abbey there are frequent socials with local boysâ&#x20AC;&#x2122; schools including Eton, Radley, Harrow and the Royal Grammar School in High Wycombe. They meet for dinner, dancing, a joint management conference, interview exchanges, and academic forums. They therefore get to know a particularly varied group of boys and very wide friendships groups are widened. Todayâ&#x20AC;&#x2122;s pastoral care in boarding schools is second to none. Pastoral staff are well trained specialists and for many of the staff their key role is to oversee and monitor a pupilâ&#x20AC;&#x2122;s wellbeing and champion her interests to ensure she is happy and progressing well. They are usually in close contact with parents and they work in partnership with them. Inspectors frequently extol the high standards of pastoral care they find in boarding schools. Pastoral care is truly at the heart of modern boarding schools.
Preparing girls for adult life Boarding schools are joyfully busy places and young people engage in many different and varied activities in a day. The phenomenal day-long co-curricular life of my own school, and many boarding schools, ensures that there are opportunities in sport, drama, music, art as well as many societies (led by pupils themselves) and other enrichment activities. The sheer choice available far exceeds that which is possible in life outside of a boarding environment. Pupils learn early in life how to transition between the pursuits they enjoy and to take a holistic approach to their learning, to manage a lifestyle where different aspects of their life overlap. Girls at my own school are experts at finding the gaps in their daily schedules and filling them with the things
they love such as a street dance practice, film-making, running a society, or even having a â&#x20AC;&#x2DC;spa afternoonâ&#x20AC;&#x2122; at the weekend. This is all invaluable preparation for managing a busy and rewarding life as an adult. Girls can accomplish much more at a boarding school than they would if they were commuting to school or to after-school or weekend activities when so much time is lost in travelling. In a world where families and parents are much busier working longer hours, it is not always easy to provide children with the opportunities and support they need. Boarding schools stand out and can do this as they offer 24/7 wrap-around care. Boarding offers a breadth and depth of education in its truest sense which is simply not possible in day schools. Boarding really does make the difference. â&#x2013;
Rhiannon Wilkinson was appointed Headmistress of Wycombe Abbey in 2013. She read History at Oxford and has also completed an MEd in Educational Leadership and Management at Manchester University. She has worked in the maintained, international and independent sectors. Prior to Wycombe Abbey, she was Principal of Harrogate Ladiesâ&#x20AC;&#x2122; College. Rhiannon is married to Donald Wilkinson, also a Headmaster.
A WIDER CHOICE FOR ALL Whatever your daughterâ&#x20AC;&#x2122;s interests and talents, Headington School Oxford will give her the skills and conďŹ dence she needs to succeed. ÇŠ Â&#x161;Â&#x2122;Â&#x2DC;Â&#x2122;Â&#x2020;Â&#x201C;Â&#x2030;Â&#x17D;Â&#x201C;Â&#x152; Â&#x2030;Â&#x2020;Â&#x17E; Â&#x2020;Â&#x201C;Â&#x2030; Â&#x2021;Â&#x201D;Â&#x2020;Â&#x2014;Â&#x2030;Â&#x17D;Â&#x201C;Â&#x152; Â&#x2DC;Â&#x2C6;Â?Â&#x201D;Â&#x201D;Â&#x2018; Â&#x2039;Â&#x201D;Â&#x2014; Â&#x152;Â&#x17D;Â&#x2014;Â&#x2018;Â&#x2DC; Â&#x2020;Â&#x152;Â&#x160;Â&#x2030; ȢÇ&#x2020;Č Č§ ÇŠ Â&#x2020;Â&#x201C;Â&#x2030; Â&#x160;Â&#x203A;Â&#x160;Â&#x2018; Â&#x201D;Â&#x2022;Â&#x2122;Â&#x17D;Â&#x201D;Â&#x201C;Â&#x2DC; Â&#x17D;Â&#x201C; Â&#x2122;Â?Â&#x160; Â&#x17D;Â?Â&#x2122;Â? Â&#x201D;Â&#x2014;Â&#x2019; ÇŠ Â&#x160;Â&#x2020;Â&#x201C;Â&#x2DC; Â&#x2122;Â&#x160;Â&#x2DC;Â&#x2122;Â&#x160;Â&#x2030; Â&#x2021;Â&#x161;Â&#x2014;Â&#x2DC;Â&#x2020;Â&#x2014;Â&#x17D;Â&#x160;Â&#x2DC; Â&#x201D;Â&#x2039; Â&#x161;Â&#x2022; Â&#x2122;Â&#x201D; Č Č&#x;Č&#x;Ę&#x203A; Â&#x201D;Â&#x2039; Â&#x2039;Â&#x160;Â&#x160;Â&#x2DC; ÇŠ Â&#x2014;Â&#x2122;Ç Â&#x2019;Â&#x161;Â&#x2DC;Â&#x17D;Â&#x2C6; Â&#x2DC;Â&#x2022;Â&#x201D;Â&#x2014;Â&#x2122;Â&#x2DC;Ç Â&#x2030;Â&#x2014;Â&#x2020;Â&#x2019;Â&#x2020; Â&#x2020;Â&#x201C;Â&#x2030; Â&#x2020;Â&#x2C6;Â&#x2020;Â&#x2030;Â&#x160;Â&#x2019;Â&#x17D;Â&#x2C6; scholarships also available
Come and visit us Contact admissions@headington.org or call 01865 759861 to arrange a visit or book a place online for an open event.
www.headington.org Headington School is a leading educational charity. Registered Charity No. 309678 (1942)
March 2015 Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools 125
Senior schools: single-sex or co-education? Girls shine in science
Girls shine in science – Eve Jardine-Young, Principal of Cheltenham Ladies’ College
he girls in our schools today have grown up in an era where Hermione outsmarts Harry Potter in the ‘potions’ lessons on a regular basis, confidently analysing and defying the laws of physics, and this summer’s GCSE data reveals that the national figures for the numbers of girls and boys sitting GCSE Sciences were broadly similar. Having originally trained as a structural engineer before moving into teaching, I feel there is a great deal to be excited about as regards the future for jobs and employment in science, technology, engineering, and mathematics (STEM). Emerging developments in materials science, nanotechnology and research physics point to a future which will feature new and currently unimagined jobs, requiring creativity and strong communication skills alongside an understanding of increasingly intriguing and sophisticated scientific theory. To meet our shared global challenges for the future, it is vital that women are able to play an equal role in all sectors of the world economy, and STEM-related careers are at the forefront of the drivers of economic growth. Academic studies suggest that girls benefit from strong and early advice dispensed by careers advisers and teachers, so it is important to ensure that we provide the tools necessary
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for girls to make an informed choice regarding furthering their studies in science. Prejudices that suggest Physics and Chemistry are subjects for boys must be challenged at every opportunity; if allowed to go unquestioned, these assumptions can become self-fulfilling. There is no substitute for accessing female role models who are passionate about what they do.
three science subjects has increased to 48% of the curriculum, with over 50% of our current sixth form (300 girls) choosing to study Chemistry. The excellent results achieved by our girls provide wonderful higher education opportunities in both science and non-science degrees, but College is not an exam factory. It is a place to nurture curiosity, creativity and confidence, all of which are achieved via our innovative science programmes. The teaching of science is deeply embedded in the pioneering history of this College. Indeed, until our second Principal, Dorothea Beale, broke with tradition and began teaching science lessons (initially under the socially acceptable banner of ‘physical geography’), it was taught to very few girls anywhere in the world. As strange as it seems today, schools were reluctant to offer the subject for fear it would harm a girl’s prospects of finding a husband! Despite pressure from social norms, Dr Clara De Brereton Evans (CLC 1884) became the first woman to take a doctorate in Chemistry, and Dr Helen Mackay (CLC 1906) was the first woman fellow of the Royal College of Physicians. Some decades later, Dame Mary Archer (CLC 1962) has won awards for her work on renewable energy, Dr Liz Miller (CLC 1968) was voted Mind Champion of the Year in 2008, and Belinda Swain (CLC 1974), currently at Rolls-Royce, received the Lifetime Achievement Award at the WISE Women of Outstanding Achievement Awards in 2012.
Dorothea Beale’s vision Our medSTEM Conference We invite other schools to join our annual MedSTEM Conference, at which we welcome dozens of leading scientific figures and organisations who provide a day of inspiring advice for senior pupils. Girls are given a free choice of seminars and can access expert speakers drawn from across industry and academia, helping them to make informed choices unburdened by expectation. The quality of teaching by our passionate members of science staff results in irrepressible enthusiasm at A Level and International Baccalaureate, where the College’s achievements are notable. Nationally, girls have tended to opt out of science subjects at 16+, but the number of classes being taught at the College continues to rise. In the past five years, the proportion of sixth form pupils taking at least one of the
Dorothea Beale’s empowering vision for women’s education continues to endure, with science remaining at the heart of the College curriculum today, with contemporary and innovative lessons supported by a rich programme of exciting activities that would perhaps be considered unusual elsewhere. Girls who may be considering a career in biomedical surgery, as a medic, vet or dentist have a specific programme to help them prepare, including working on their skills of observation and dexterity in the popular Facial Reconstruction Club. Our Engineering Society has made regular visits to the building site of our new boarding house, and the Synthetic Chemistry group gives girls a chance to delve into real wet chemistry, and use modern analytical techniques to probe their synthesised molecules. On a slightly more contemporary (continued on page 128)
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Senior schools: single-sex or co-education?
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IS R A CO CE va U ila N S bl e T
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LEWESTON
Situated just outside Sherborne in 46 acres of beautiful Dorset parkland, Leweston School offers a challenging and inspiring education to girls aged 3 months to 18 years and boys aged 3 months to 11 years. Boarding packages are available for girls from age 7 and local transport links are provided for day pupils.
Leweston offers a challenging, creative and inspirational environment in which all are encouraged to reach their full potential. For more information please contact the Admissions Team on 01963 211010 or email: admissions@leweston.dorset.sch.uk
www.leweston.co.uk
A Catholic Foundation which welcomes pupils of all denominations
Leweston School Trust is a registered charity number 295175
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HANFORD
Independent boarding and day school for girls aged 7 to 13
Open Morning Saturday 21st March 9.45am - 1.00pm
This is one of the nicest, if not the nicest girls’ boarding school in the country Good Schools Guide
office@hanford.dorset.sch.uk Child Okeford, Blandford, Dorset DT11 8HN 01258 860 219 www.hanfordschool.co.uk
Q
ueenswood
Character
make us different
A Midsummer Night’s Dream Barbican Hall, London | December 2014
A leading boarding and day school for girls aged 11–18, in a beautiful 120-acre estate close to London
Tel: 01707 602500 O Open pen M Mornings ornings 6t 6th hM March arch aand nd 4 4th th M May ay 2 2015 015 SUNN Y HILL t BRUTON t SOMER SE T T 0 01749 174 9 814 8 1 4 4 0 0 W BRUTONSCHOOL B R U T ON S C HO OL ..CO.UK CO.U K o a r d i n g school s c h o o l for Day D a y and and b boarding fo r girls g i r l s aged a g e d 7-18 7-18 D a y sschool c h o o l for fo r ggirls i r l s aand nd b o y s aged a g e d 2-7 2 -7 Day boys
www.queenswood.org admissions@queenswood.org Shepherd’s Way, Brookmans Park, Hertfordshire AL9 6NS Queenswood is a registered charity (311060) dedicated to girls’ education
March 2015 Service Parents’ Guide to Boarding Schools 127
Senior schools: single-sex or co-education? Girls shine in science theme, a game of real-life large-scale Angry Birds entertained and educated girls about equations of motion on a wintry Saturday morning in the quad. They all agreed that using combustible gases was a lot more fun than stroking the screen of an iPad! Our Wildlife Gardening Club helps girls to pursue their passion for conservation and biodiversity. The girls have built a bug hotel in a secluded corner of the College grounds to encourage key pollinating species, undertaken a spring bulb planting programme, volunteered with the local Wildlife Trust and are monitoring wildlife in and around the College site. Girls studying Physics visited the CERN lab in Switzerland within days of the discovery of the Higgs boson particle and also have the chance to study two College planetariums in Astronomy Club; the giant inflatable Starlab is a particular favourite, allowing for the heavens to rotate without light pollution even on a sunny day! In one of our most innovative projects of recent times, the department has joined forces with the South Devon Chilli Farm and the University of Oxford for Red Hot Science. Girls grow their own chilli plants to test for capsaicin – the substance that causes hot flavours in food.
This project puts College at the very cutting edge of school science teaching and, alongside many of the other co-curricular activities, exposes girls to science usually only experienced at university level. Given all this innovation inside and outside of the classroom, it is no surprise that College continues to shine in the field of science. Our exam results are excellent, but they do not tell the full story. Girls win an array of hotly contested awards each year. These range from Gold medals in the Olympiad competitions to successes at international essay challenges. They also show a creative and courageous approach to their own projects. In Biology, these are as diverse as testing the effect of peppermint oil on intestinal muscle contraction, the inhibitory effect of pine needle extract on seed germination and the influence of colour on human ability to recall words/phrases. We are justifiably proud of the impact this College continues to have on the wider world, and of the way our teaching has helped girls to excel in an area not traditionally popular with women. Our commitment to science signals our clear intent to give girls an unparalleled opportunity to explore the physical and natural world around them. ■
Eve Jardine-Young became Principal of Cheltenham Ladies’ College in September 2011 having been a pupil at the College. Eve has a degree in Engineering Science from Cambridge and started working for Ove Arup & Partners, Structural Engineers, before following her heart into the teaching profession. She began her career at Radley College teaching Economics and subsequently spent 10 years at Epsom College where positions held included Housemistress and Head of Sixth Form. Most recently, Eve was Director of Studies at Blundell’s School in Devon before returning to the College as Principal. She is married to James, is widely travelled and has a broad range of interests including theatre, music, horticulture and sustainability initiatives.
Please contact the Bursary for information regarding the service families’ discount
Independent Catholic boarding and day school for 400 girls aged 3-18 (and day boys aged 3-8)
Pullen’s Lane, Oxford O OX3 X3 0BY 0B BY
01865 762802 enquiries@ryestantony enquiries@ryestantony.co.uk .co.uk www.ryestantony.co.uk www.ryestantony.co.uk
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Big enough to challenge: small enough to care
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Senior schools: single-sex or co-education? Strong role models in boys’ boarding schools: former Service personnel bring an extra dimension
Strong role models in boys’ boarding schools: former Service personnel bring an extra dimension – Clive Dytor, Head Master of The Oratory School, South Oxfordshire
fter the flurry of several single-sex schools becoming co-educational in the last few years, it’s time to take stock and consider a major reason why the few remaining boys’ boarding schools continue to flourish in the face of the trend towards mixed schools. Our particular mission in education is how boys are better enabled to thrive as rounded, uninhibited individuals in a boys-only environment where they are keen to play rugby and cricket, but also enthusiastic about performing on stage and singing in the choir. At The Oratory School it’s not uncommon to see boys at choir practice who are wearing their rugby kit, having just come off the field! However, a significant common thread among boys-only boarding schools is that we have been ahead of the curve when it comes to acknowledging how former Armed Forces personnel can play an essential part in providing strong role models in a boy’s education. We have a number of ex-Services officers and NCOs among our masters.
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Ex-Service people heartily underpin my unofficial motto, which should apply to any school: ‘a busy boy is a happy boy’. The community of boarding schools is second nature to former Forces staff, where they readily deal with the need to keep boys busy and motivated, be it between prep and supper, or on a rainy Saturday when fixtures are cancelled. Most staff live ‘on the patch’ too, and this creates that strong community that is a hallmark of the Forces. It’s at boys’ boarding schools that you find a strong calling to teaching for former Servicemen. Briefly looking at The Oratory School as an example, in recent years we’ve taken on a former Army Major who teaches mathematics. He joined our established staff, among whom is a retired Army senior NCO, who has coached our target rifle shooting team to perform consistently well at national level. Another master is a Queen’s Medallist! One of our senior masters is a Reservist pilot – made an MBE for his services to air cadets – and Contingent Commander of our Corps.
A strong Corps Ex-Services staff bring leadership skills These members of staff bring leadership skills, unique experiences and a driving force to every boys’ school ethos, where a high-activity diet should be in the blood. Of course, former Forces personnel complement the breadth of expertise that is necessary and superbly provided by the other staff, but they bring an extra dimension unique to their uniformed life.
Of course, a strong Corps offers a huge opportunity for boys to gain fantastic opportunities and experiences in Army, Navy and RAF Cadets, and, clearly, former Service personal have much to offer with their skills, knowledge and enthusiasm. From what I know of them, I’d guess they would each say, too modestly, that they are just trying to do the best they can in their duty to young people, and will give little or no regard to
the full-time dedication they give to this vocation. Our Catholic ethos remains at the heart of The Oratory School and we happily accommodate boys from other faiths and traditions. Today among our parents are officers of all three Services and the school is full; that must be because this boys-only school is fulfilling the wishes that many parents still have for their sons’ education! ■
Clive Dytor MC MA(Cantab) MA(Oxon) is Head Master of The Oratory School, South Oxfordshire. He read Oriental Studies at Cambridge University and, as a commissioned officer in the Royal Marines, saw active service in Northern Ireland and the Falklands, where he was decorated with the Military Cross, aged 25. He then went on to study theology at Oxford University and was Anglican Chaplain at Tonbridge School. Much influenced by John Henry, Cardinal Newman, he converted to Catholicism and in 2000 became Head Master of The Oratory School, founded by Newman in 1859.
March 2015 Service Parents’ Guide to Boarding Schools 129
Senior schools: single-sex or co-education? The best of both worlds – the ‘diamond model’
The best of both worlds – the ‘diamond model’ – Ian Davies, Headmaster of Brentwood School
here is a conventional wisdom that single-sex schools are better academically and co-educational schools are better socially. However, I don’t see this as an ‘either-or’ debate. Actually, at Brentwood School, we provide both. Along with nine other schools in the country, we follow what is known as the ‘Diamond Model’ whereby girls and boys are taught together up to age 11, separately from 11 to 16, and together again in the Sixth Form. In this way boys and girls are taught in separate classes during the crucial and formative teenage years but have many social opportunities to mix together outside the classroom on a single campus. Essentially the benefits of the Diamond Model result from the ability to tailor academic teaching and pastoral care more acutely and sensitively to meet the genderspecific needs of young people. A single-sex classroom structure from Year 7 helps pupils develop with peers going through similar changes – emotional, physical, hormonal and social. It gives them space to focus on their studies without, what can often be, immense peer pressure to perform in mixed classes. By the time they reach the Sixth Form, students have sufficiently matured and established themselves academically. They can cope with
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a mixed gender classroom environment and become better prepared for their life at university or in the world of work.
Advantages From both a teacher’s and a pupil’s perspective, there are distinct advantages to teaching adolescent boys and girls separately. It is generally acknowledged that girls and boys have different learning styles and different interests, particularly in adolescence. In Diamond schools teachers are able to adopt a more sophisticated and focussed approach, tailoring their teaching accordingly. At the risk of generalising again, I would argue that girls often find spatial awareness quite difficult and so teachers can orientate their lessons with girls to improve this. Similarly, communication skills are not naturally so obvious in boys and teachers can actively promote these skills in boys’ classrooms. There are more subtle, but just as significant, advantages too. At Brentwood, the same curriculum is taught to both teenage boys and girls, and because the classes are single-sex, their experience of subjects is gender neutral. In this way we avoid the risk of certain subjects becoming gender-labelled. There are no ‘boys-only’ or
‘girls-only’ subjects. In fact the issue of gender preference for subjects just does not come up. Many of our girls thrive in the traditional male-dominated subjects such as physics, chemistry, biology and maths, while many of our boys enjoy cookery, the arts,
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Senior schools: single-sex or co-education? The best of both worlds – the ‘diamond model’ modern foreign languages and music. Indeed, when it comes to subject options at GCSE level, we find no obvious gender trends to subject selection and the university destinations of our Sixth Formers reveals a similar collection of budding scientists or artists among the girls and boys.
Social mix But it’s not all about the academic side of school life – the social side of school is equally important. A major part of what any good school should do is to help their pupils form respectful relationships with those of the opposite sex. For obvious reasons this is more difficult to support in single-sex schools. In Diamond schools, however, although teenage boys and girls are taught separately, because they share the same campus, they have many opportunities to develop in this way. By rubbing shoulders with each other at break and lunchtimes and participating together in a wide range of extra-curricular activities, they learn to have mutual respect for each other and, first and foremost, to treat each other as human beings. At Brentwood School the extracurricular programme includes music, drama, trips and excursions, the Duke of Edinburgh’s Award and the Combined
Cadet Force; the latter being just as popular with girls as with boys across all divisions – army, navy and air force. Leadership roles within the Combined Cadet Force and generally within school are awarded on merit and achieved equally by girls and boys. These positions, including praepostors (prefects), heads of houses and head of school, provide important role models to younger pupils of successful young men and women across many aspects of school life. As with all schools, teachers are also important role models for pupils and in Diamond schools; as with co-educational schools, there is usually a high preponderance of high profile men and women among the staff.
The benefits of Diamond schools are not confined to just teachers and pupils, however. Parents often comment on the advantages of having a single ‘drop off’ point for their sons and daughters, that the school run is less frazzled since brothers and sisters can share the same school bus, or in the case of boarding that their sons and daughters are living close to each other. In addition to this, there is a certain familiarity and understanding that parents develop over time about a school; an understanding about the reporting system, how the parents’ evenings work or who to contact for certain matters. This knowledge helps parents, particularly those working away or with long hours, to get the best out of their partnership with teachers, the senior management team and the head teacher. Indeed, this experience becomes a vital ‘currency’ in their relationship with the school to ensure the best education for their child. If that same currency can be put to good use for all their children, regardless of whether they are boys or girls, then so much the better! ■ After reading Theology at St John’s College, Oxford, and a PGCE in Cambridge, Ian Davies taught for ten years in the maintained sector before becoming Head of the Lower School at Latymer Upper, and the Headmaster of St Dunstan’s College in London in 1998. He has been Headmaster of Brentwood School since 2004. He served for ten years as Independent Schools’ Advisor to the Duke of Edinburgh’s Award Scheme, is a Governor of St Aubyn’s Preparatory School in Woodford Green, and is Chairman of his local theatre. In his spare time he enjoys the occasional game of cricket and golf.
March 2015 Service Parents’ Guide to Boarding Schools 131
Senior schools: single-sex or co-education? Girls’ sport: challenging, competitive and passionate
Girls’ sport: challenging, competitive and passionate – Pauline Stott, Director of Sport at Kilgraston School
he past two years have seen women’s sport reach greater levels of coverage and achievement than ever before. In the wake of the 2012 London Olympics, where the women’s events brought passion, drama, and a rather impressive haul of medals for Team GB, those of us immersed in the sporting scene felt that the time for women’s sport had well and truly arrived. I’m always taken aback when I come across the assumption that sport at an all-girls school will be a rather gentle, refined affair – somehow lacking in the excitement, passion or fierce spirit of competition you would expect in a mixed or boys’ environment. My family and I moved to Kilgraston six years ago from a mixed school, so I could take up a newly created role of Director of Sport – along with my two daughters who joined the school as pupils. And yes, we found the sport in a girls’ school to be different, but perhaps not in the ways we might have expected. In a mixed school, boys’ physical strength and the greater likelihood that they’ve grown up immersed in sport means that they’re likely to rise more quickly to the upper ranks of school sporting achievement and to dominate many of the traditional school sports. In a selfenforcing cycle, girls who believe they are unlikely to excel at sport are less likely to get involved in the first place – perpetuating the notion that ‘girls aren’t really sporty’. By contrast, in a girls-only environment, the very best sportspeople are – and can only be – female, creating a culture where female role models in sport are very much the norm,
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rather than the exception. Our girls quickly lose their self-consciousness, and are more likely to take risks, push themselves, and really throw themselves into their sport.
Sports Leader Awards Sports Leader Awards, where girls use their PE lessons to develop skills in coaching, encourage sporting excellence to be passed down through the year groups of the school, and creates a culture where girls who excel at sports like hockey and football are utterly commonplace. It’s true, of course, that some girls (and some boys) simply aren’t ‘sporty’ in the traditional sense of team and ball sports. However I’m yet to meet anyone – of either gender – who can’t be supported to find some sort of exercise that they enjoy. From the youngest pupils in the Nursery, to our soonto-be university girls in the Upper Sixth, sport at Kilgraston is compulsory and taught exclusively by specialist sports staff. From the age of 14 upwards, girls choose which sports they participate in, which means they are more likely to really throw themselves into activities, instead of slogging through a session in which they’re simply not interested.
Inspiring positive habits There really is nothing like taking part in a sport you love to inspire young people to develop positive habits for the rest of their life. Those habits aren’t just about getting off the sofa and going for a run, but are also about ensuring girls are able to win (and lose) with
grace and resilience, helping them to develop a spirit of adventure, an ability to push their boundaries, and a willingness to throw themselves into whatever opportunities come their way. These issues are so much bigger than school PE lessons, which is why it’s so vital that we encourage and inspire our girls to get involved in sport. Something like 94% of our girls participate in our annual cross country run – some to compete and excel, others to dress up, paint their faces, and join in with the sense of community and excitement. Each year, as I watch close to 300 girls, aged from 3 to 18, turn out for the run in all weathers, often smiling through the rain and encouraging each other across the finish line, I really couldn’t be prouder. And judging by the quality of school sports for girls right now, the future of women’s sport is in safe hands. Whether our girls are focusing on the discipline of ballet, the clashes on the hockey pitch or the exhilaration of tennis, they’re grasping with both hands the opportunity to truly excel in the sporting arena. As our girls stand triumphant on a medals podium, collapse across a finish line, battle for a goal or complete the perfect clear round, the notion that ‘girls aren’t really into competitive sports’ is well and truly quashed. ■
Pauline Stott became Director of Sport at Kilgraston in 2009. A former Scotland and Great Britain International hockey player, Pauline captained the British Ladies Hockey team at the Sydney Olympics in 2000, and also captained the Scottish Ladies team for over seven years over a 12 year career. Pauline retired having gained 203 International caps at Senior level. In addition to her role at Kilgraston, where she leads 17 members of staff in championing sporting participation and excellence at the school, both through the school day and evening, Pauline delivers ‘Champion in Schools' talks to schoolchildren across Scotland, motivating them to be the best they can be.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Senior schools: single-sex or co-education? Inspiring confidence in girls
Inspiring confidence in girls – Dr Felicia Kirk, Headmistress of St Mary’s Calne
t is an obvious but crucially important point that girls need confidence to do well. I have long held the belief that confidence plays a pivotal role in unlocking girls’ potential. In fact, it matters just as much as knowledge, skills and competence. However, it was not until I read Katty Kay and Claire Shipman’s article, The Confidence Gap (http://www.theatlantic.com/features/arc hive/2014/04/the-confidencegap/359815/), that I understood the full extent of this issue. Kay and Shipman argue convincingly that there is a serious crisis of confidence for women in our time which hugely limits potential – it effectively leads to inaction and stifles progress. Research in the field of neuroscience has shown that both brain chemistry and social conditioning mean that, generally, girls lack confidence in comparison to boys. A boarding school provides a perfect environment for girls, a holistic education where they can be challenged and offered opportunities to grow and fulfil their potential, becoming more confident as they do so. Sport plays a pivotal role in this and studies have shown that girls who play team sports are more likely to graduate from university, find a job and be employed in male-dominated industries. Sadly, girls are still six times as likely as boys to drop out of sports teams during their adolescence. Sport England have recognised this issue and in October 2014 launched ‘This Girl Can’ – a national campaign to inspire more women and girls to participate in sport. Here at St Mary’s Calne, we encourage competition via a huge range of competitive sports – lacrosse, netball, athletics, tennis, swimming, hockey, fencing, to name just a few – and we offer sport at all levels. The girls learn to own victory and survive defeat in sport, and this is excellent training for owning triumphs and surviving setbacks at work. Sport helps them to build their self-worth, determination and resilience.
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It is not just on the sports field that their confidence grows. At St Mary’s we have a unique relationship with RADA and offer the Sixth Form girls a RADA Advanced Communication Course ‘Speak Out!’. The programme offers classes in individual vocal and physical techniques, as well as classes ranging from political oratory and speaking with passion on emotive issues. All visiting practitioners on the course are RADA experts whose career profiles include the training of legal, medical and business professionals as well as people in the civil service and government. One of the girls who completed the course last year commented, ‘we agreed we started the course as curious girls but left it as confident career women, ready to take on anybody in the city!’ Girls also have the opportunity to increase their confidence and leadership skills through the Duke of Edinburgh’s Award, Model United Nations and the Young Enterprise programme.
No ‘stereotypically’ boys subjects Some of these programmes are also available to girls at co-educational schools; however, there is a difference as at single-sex boarding schools, the girls have all these opportunities open to them, they are not deterred from choosing subjects or courses which are seen as ‘stereotypically’ boys subjects and they are not distracted by the presence of boys. In research conducted by Mungo Dunnett Associates (involving 47 independent girls’ schools and 250 parents) one of the key reasons cited by parents for choosing a single-sex school was the issue of how the presence of boys can impact on a girl’s self-confidence: ‘she had a huge confidence boost when she arrived and didn’t have to worry about her appearance.’ Former St Mary’s Calne girls have referred to the importance of learning how to be confident at school and have attributed this to
their later success in life. Earlier this year, former Calne girl and Olympian, Laura Tomlinson MBE (née Bechtolsheimer) came back to St Mary’s to talk to the girls. Laura, who won a team gold and an individual bronze medal in dressage at the London Olympics, told the girls ‘the support and security I got at St Mary’s Calne gave me the confidence to go and do what I did later on.’
Being unafraid A key factor in encouraging confidence in girls, is encouraging them to take risks, to speak out and not to be afraid of getting things wrong. The one-to-one tutor system we have here focuses on personalised learning and ensures that each individual receives the attention they need. Being a boarding school, the girls have access to teachers out of hours and this support system is key in helping them to achieve their personal goals and to encourage them to aim high. In a recent inspection report, it was noted that ‘the girls ask interested, informed questions and are unafraid to challenge or to offer a slightly unconventional answer… Deep learning is developed by asking girls to explain concepts to the class, and teachers encourage the girls to evaluate their own work and that of their peers.’ Being unafraid and taking these ‘risks’ whether in the classroom or on the sports field, is an important skill for a girl to learn. Confidence is not something that develops overnight, but I truly believe that girls at a single-sex boarding school are in the best place to learn how to become stronger, how to challenge and speak out and not to be afraid of making mistakes. This will serve them well as they move on to university and into their careers. As Katty Kay and Claire Shipman correctly point out following their extensive research, ‘success, it turns out, correlates just as closely with confidence as it does with competence.’ ■
Dr Felicia Kirk has been Headmistress at St Mary’s Calne for two years and is a passionate advocate for girls’ education. She has 20 years’ experience of teaching and managing at a senior level in independent day and boarding schools in the UK (Ipswich High School for Girls where she was Head of Sixth Form, Director of Higher Education at Wycombe Abbey and Head of Modern Languages at Royal Hospital School, Suffolk). An American citizen, Dr Kirk was educated in Maryland, USA and has a BA Summa Cum Laude in French and Latin (University of Maryland), an MA in French Studies with Latin (Brown University, Rhode Island) and a PhD in Romance Languages and Literature. Dr Kirk is a keen equestrian and, along with her husband John and their dog Lily, she also enjoys the English countryside.
March 2015 Service Parents’ Guide to Boarding Schools 133
Specialist schools Specialist schools – arts, drama, music
Specialist schools – arts, drama, music he specialist schools programme is a UK government initiative that encourages secondary schools in England to specialise in certain areas of the curriculum in order to boost achievement. The Specialist Schools and Academies Trust is responsible for the delivery of the programme. Currently there are nearly 3,000 specialist schools, or 88% of the state-funded secondary schools in England. The government plans that eventually all schools in England will specialise. In the independent sector the term ‘specialist’ tends to focus more on developing outstanding talents mainly in a range of extra-curricular activities such as drama, music and the arts. The principal independent boarding schools in music, dance and drama are covered below.
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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. 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) The CSA represents 46 schools attached to cathedrals, churches and college chapels around the country. Pupils have unlimited access to firstclass 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 7–13; 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 Day or boarding? Choristers at about 20 choir schools are day pupils. These days only a dozen or so require all choristers to board. Others offer the choice if parents can demonstrate they can get their children to and from school in time for choir practice and services. The choir schools offering boarding are listed in the table below. ■
School
City
Website
Northern England The Chorister School Lincoln Minster Prep School Chetham’s School Ampleforth College St James’ School
Durham Lincoln Manchester York Grimsby
head.teacher@thechoristerschool.com enquiries.lincoln@church-schools.com chets@chethams.com admissions@ampleforth.org.uk enquiries@saintjamesschool.co.uk
www.choristers.durham.sch.uk www.lincolnminsterschool.co.uk www.chethams.com www.college.ampleforth.org.uk www.saintjamesschool.co.uk
Central England Dean Close Preparatory School Hereford Cathedral School Lichfield Cathedral School Christ Church Cathedral School Magdalen College School St George’s School
Cheltenham Hereford Lichfield Oxford Oxford Windsor
sabell@deanclose.org.uk schoolsec@hcsch.org thepalace@lichfieldcathedralschool.com schooloffice@cccs.org.uk admissions@mcsoxford.org registrar@stgwindsor.co.uk
www.deanclose.org.uk www.herefordcsch.org www.cathedralchoir.org.uk www.cccs.org.uk www.mcsoxford.org www.stgwindsor.co.uk
London St Paul’s Cathedral School Westminster Abbey Choir School Westminster Cathedral Choir School
London London London
admissions@spcs.london.sch.uk headmaster@westminster-abbey.org office@choirschool.com
www.st.pauls.co.uk www.westminster-abbey.org www.choirschool.com
Eastern England King’s College School St John’s College School King’s Ely
Cambridge Cambridge Ely
office@kingscam.demon.co.uk admissions@sjcs.co.uk admissions@kingsely.org
www.kcs.cambs.sch.uk www.sjcs.co.uk www.kingsely.org
Southern England St Edmund’s School The Prebendal School The Cathedral School King’s Rochester Preparatory School Salisbury Cathedral School Polwhele House School Wells Cathedral School The Pilgrims’ School
Canterbury Chichester Exeter Rochester Salisbury Truro Wells Winchester
juniorschool@stedmunds.org.uk secretary-prebendal@btconnect.com hmsec@exetercs.org prep@kings-school-rochester.co.uk admissions@salisburycathedralschool.com info@polwhelehouse.co.uk admissions@wells-cathedral-school.com hmsec@pilgrims-school.co.uk
www.stedmunds.org.uk www.prebendalschool.org.uk www.exetercs.org www.kings-school-rochester.co.uk www.salisburycathedralschool.com www.polwhelehouse.co.uk www.wells-cathedral-school.com www.thepilgrims-school.co.uk
Wales The Cathedral School
Llandaff
registrar@cathedral-school.co.uk
www.cathedral-school.co.uk
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Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Specialist schools Special schools: nurturing special talents
Specialist schools: nurturing special talents – Stefan Anderson, Principal of Tring Park School for the Performing Arts ardly a day goes by when we are not confronted by a tale in the press of yet another young person who has won a ‘talent’ competition and is about to become the next big star of the West End. There is often a perception that these young performers have ‘come from nowhere’. There is sometimes truth in this, but more often it is the result of hard work and dedication from an extremely young age. We are all familiar with the small child who is desperate to start ballet lessons or burning to play the violin. This might be a whim or it could be the first step in a process that may lead to the stage or the concert platform many years later. It is a process that requires enormous dedication and commitment from the child – and sensitive support from parents and teachers. If a child shows a particular talent in any of the performing arts, great care must be taken to find the best and most appropriate teacher who can support and develop the child’s particular skills. In the case of dance or music it is vital that early technical training is of the highest standard; many young people have had their hopes of achieving their goals dashed because poor technical training has hampered their development to such a degree that it becomes impossible to catch up at a later stage so demanding are the rigours and the competition. It is sad but true that many highly talented youngsters feel like outsiders (and are often bullied) in mainstream education because they are perceived as ‘different’ by their peers. These youngsters have to spend hours of their day practising and taking classes, which makes it harder for them to maintain a broad circle of friends.
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Strong academic education If you are the parent of a child aged eight or over who is showing signs of exceptional talent in any of the performing arts, you should consider a school that provides her/him with access to the highest standard of vocational training. Full account should be taken of the fact that these professions are precarious and fraught with the risk of injury or the whims of casting agents and audition processes. This means that the vocational training should be accompanied by a strong academic education, which will provide the balance required to maximise your child’s potential and develop him/her as a wellrounded individual who is also equipped for life outside the artistic world.
Choir schools play a significant part in the musical life of the nation. The Choir School Scholarship Scheme was set up in 1991 to help boys and girls from lower-income families wishing to train at any of the 36 independent choir schools in England. The scheme facilitates access by talented children to the opportunities available, while maintaining Britain’s renowned choral heritage. For each child who has a unique talent, there is a specialist school to train, educate and support them. It is an education that will give them the confidence and the versatility to achieve at a high level – either within or outside the world of the performing arts. ■
Music and Dance Scheme If your job takes you away at a moment’s notice to a country where access to this specialist training is at best limited or at worst nonexistent, then it makes sense to consider one of the boarding schools that are supported by the government’s Music and Dance Scheme (MDS), which was started in 1981. The diversity of these schools means that parents and children can choose between schools that specialise in a single discipline (e.g. music schools like Chetham’s or the Purcell School for Young Musicians), ballet schools such as the Royal Ballet School or Elmhurst School for Dance, or schools that offer broader performing arts options such as Tring Park School for the Performing Arts, which offers vocational training in dance, drama, musical theatre or commercial music. These schools vary in size and location – some are in rural settings, while others are embedded in the heart of a city centre. Many are also day schools and all are co-educational.
Stefan Anderson has been Principal of Tring Park School for the Performing Arts since 2002. He was previously Director of Music at the King’s School, Canterbury, and before that Assistant Director of Music at Wellington College. His musical specialism is choral conducting.
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Specialist schools Choristers sing for their supper
Choristers sing for their supper – Jane Capon, Information Officer of the Choir Schools’ Association (CSA) ‘
e no longer sing and dance. We don’t know how to. Instead, we watch other people sing and dance on the television screen. Christmas, which was once a festival of active enjoyment, has turned into a binge of purely passive pleasures,’ says Tom Hodgkinson, a writer and co-founder of The Idler Magazine. Some of what he says is true. Indeed, it is borne out every Christmas Eve when millions worldwide tune in to watch or listen to King’s College Choir, Cambridge, getting the festive season underway with their festival of lessons and joyous carols. Both at Christmas and Easter there will be opportunities to enjoy broadcasts from New recruits at Christ Church Cathedral, Oxford (Photo by K T Bruce) other choral foundations. However, ‘live’ shows, be it regular sung services or concerts, go on daily, giving members of the congregation or audience Alastair Cooke and Lawrence Dallaglio have both publicly declared what they owe to their time as choristers. Other well-known former a chance to participate. Many choristers are also actively engaged in choristers include Aled Jones, actor and comedian Alexander promoting singing in primary schools. Armstrong, and actor Simon Russell-Beale. Boy choristers have sung the daily liturgy in our cathedrals and Back in 1928, only 14 of the 32 schools in the Choir Schools’ collegiate chapels for fourteen hundred years but it was only in 1990 that girls began to have the same opportunities as their brothers when Association insisted that their choristers (all boys then) should be boarders. By 1986 three-quarters of the CSA’s member schools Salisbury Cathedral introduced the first girls’ ‘top line’ in an English required them to board. Twenty-first century choir schools are more cathedral. flexible. Some still insist on all choristers boarding and many only Some 1,200 boy and girl choristers are educated in the 45 choir admit day choristers. However, a growing number are offering the schools belonging to the Choir Schools’ Association (CSA). They are choice. part of this country’s centuries-old choral heritage which is the envy of the world. Each year 200 seven- to nine-year-olds take their places in the Help with fees choir stalls for the first time – embarking on some of the finest Most choristers qualify for financial help with fees from the school musical training in the world. At the same time they benefit from a or its foundation in return for the singing. Combine this with the first-class academic and all-round education in the choir school. They Continuity of Education Allowance (CEA) and choir school for the acquire self-discipline and a passion for music that stays with them young singer in the family becomes an attractive option. Choir for life, whatever career path they choose to follow. Sportsmen schools are part of the government’s Music and Dance Scheme
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Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Specialist schools Choristers sing for their supper (MDS) which helps talented young musicians and dancers with additional means-tested financial support at specialist schools. Being a chorister demands time and energy from child and parent alike, but it is rare to find any regrets. If a child can sing, and enjoys doing so, there is no finer training. Choristers revel in the regular broadcasts, recordings and concerts they take part in during the year, on top of their daily workload. During term time the routines of each day are carefully structured to enable choristers to get the maximum out of their work, their free time and their choral and instrumental duties. But there is a downside. Remember the choristers are contracted to work on Christmas Day and Easter Sunday. The children love the preparation and thrive on the additional challenges these very special times in the church’s calendar present. It does, however, make it even more important that family members or friends are nearby to support them.
Great fun As Roger Overend, Chairman of CSA and Headmaster of King’s Rochester Preparatory School says: ‘Boarding at Christmas and Easter time is great fun, with not only wonderful music to sing, but parties, trips and entertainment just for the choristers. A boarding chorister really does have an excellent chance to make long-lasting friendships with children who share their interests.’ To be a chorister is the most fabulous opportunity for a youngster who enjoys music and singing. For many, it opens doors that would otherwise be far beyond a child’s wildest dreams. Singing, in itself, is one of the most natural acts in the world, and
choristers learn naturally. They learn by experience the importance of teamwork, of self-discipline, of concentration and of managing their busy lives – quite apart from learning specific musical skills to an extremely high level. Anyone who has sung in a choir will recognise these facets, and choristers develop them as easily as blinking. Visit our website www.choirschools.org.uk to read more about choir schools, look at the checklist of what is required and then we hope you will contact the school or schools of your choice directly. ■ Jane Capon is Information Officer of the Choir Schools’ Association (CSA). As well as supporting the day to day work of choir schools, CSA also promotes chorister outreach programmes, using choristers to boost singing in primary schools. The Government adopted the Association’s model as part of its National Singing Programme from 2007–10 and Jane managed 45 Cathedral and Choir School projects on their behalf. The good news is that most of the projects are continuing with local funding. Her career began at one of the country’s leading PR firms before she moved ‘in house’ to set up the press office for the Independent Schools Information Service (ISIS). On becoming freelance she worked for a variety of educational organisations before concentrating on choir schools.
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Special educational needs schools All change for children and young people with SEN and disabilities?
All change for children and young people with SEN and disabilities? – Sarah McKimm, specialist education lawyer hese are anxious times for parents of children and young people with special educational needs and disabilities. New law underpinning the rights of these children and young people in England came into force on 1 September 2014 along with a new SEN and Disability Code of Practice and new regulations. The latter documents were not released until the summer holidays, leaving no formal time to prepare before they came into force. Unsurprisingly, there has been a little turbulence as schools and local authorities (LAs) have rushed to update their practices and parents to find out more. So what do we know about what is new and what is going to stay the same under the new SEN system, and how are children of service personnel likely to be affected?
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New principles Perhaps the most interesting new development is the introduction into law of four new overarching principles about how LAs must carry out their duties towards children and young people with SEN and disabilities. Parents will need to be aware of these and may want to gently direct attention towards them! In fulfilling its duties towards children and young people, an LA in England must by law have regard to: ● the views, wishes and feelings of the child, and his or her parent, or the young person (a ‘young person’ is newly defined in this context to someone aged 16 to 25 years) ● the importance of them all participating as fully as possible in decisions ● the importance of their being provided with information and support to enable them to participate in decisions ● the need to support them to facilitate the development of the child or young person and to help him or her achieve the best possible educational and other outcomes. These principles are found in Section 19 of the Children and Families Act 2014. Of course, it is yet to be seen how the courts will interpret and apply these new duties.
Definition of SEN and special educational provision stay the same The law defining when children or young person have SEN and disabilities stays at least the same, and is possibly slightly wider. It also now extends SEN rights up to age 25, for those young people who need them and who stay in education. Likewise, the legal definition of ‘special educational provision’ stays essentially the same. Any child or young person on the SEN register should therefore remain on it unless something changes for them personally which means that they no longer need special educational provision. But in the new regime the drive is towards greater joining-up across education, health and social care services to ensure that each child’s or young person’s needs will be properly met through holistic assessments and through closer working not only between professionals but also between professionals and parents, children or young people. To this end Statements of SEN are to be phased out
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over a period of four years and replaced by new wrap-around ‘Education, Health and Care plans’ (EHC plans). Guidance from the Department of Education to LAs is very clear that no child or young person with a Statement should lose their Statement and have it replaced with an EHC plan simply because the system is changing.
Children of Service personnel Unlike previous incarnations of the SEN Code of Practice, the 2014 Code expressly considers the additional challenges faced by the children of Service personnel when they have SEN. These include Service-induced mobility, and anxiety or emotional difficulties which may affect a child’s educational performance when parents or siblings are deployed to operational areas. The relevant guidance is at paragraphs 10.100 to 10.106 of the Code. Service parents would be well advised to read these sections and be ready to draw attention to them if their child’s class teacher or the school SENCO has not noticed them tucked away at the back of Chapter 10. As regards what action to take, attention is drawn to the Armed Forces Covenant – all those with statutory responsibilities are directed to ensure that Service children with SEN are not disadvantaged by their policies, processes or patterns of provision. For example, in respect of Service children with SEN, schools and other education providers should: ● ensure that mechanisms are in place to enable effective and timely exchange of educational records between schools in the UK and overseas to enable effective planning in advance of a child’s arrival in their next school ● ensure that all reviews for Service children with SEN explicitly consider any Service-related issues relevant to the outcomes of the Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Special educational needs schools All change for children and young people with SEN and disabilities? review (such as Service-induced mobility) ensure that access to assessments and provision is determined solely by the nature, severity and complexity of the needs presented by children and not to how long they have left in a particular school ● consider how funds received through the Service Pupils’ Premium might be used to improve their overall approaches to meeting the SEN of Service children. Meanwhile, LAs should: ● have the needs of local Service children with SEN and disabilities in mind when commissioning support services ● consider the likely impact of Service-related issues on the needs of individual Service children and special educational provision made for them ● seek advice from CEAS (Children’s Education Advisory Service) when carrying out an assessment of a Service child’s needs or making an EHC plan ● transfer EHC plans from an old to a new LA within 15 days when children move home across LA boundaries ● work with each other and with CEAS to ensure that special educational provision is made as soon as a child arrives in a new authority (anticipated moves should not be used to delay provision of appropriate support for children or the carrying out of needs assessments) ● draw on all relevant evidence when considering provision for Service children, including Statements made in Wales or Northern Ireland or Co-ordinated Support Plans from Scotland and the Service Children’s Assessment of Need (SCAN) completed for Service Children’s Education (SCE) ● when personal budgets are agreed with mobile Service parents, work with LAs and parents to ensure continuity of any services provided via those arrangements. It is clear in the new draft Code that Service personnel have the same right of access to the SEN and Disability tribunal as other parents. In turn the tribunal is asked that, when reaching decisions about appeals from Service parents, they consider on the basis of the evidence available to them, the extent to which Service-induced mobility will affect the effectiveness of any special educational provision offered by local authorities or requested by parents. ●
Personal budgets and direct payments Many parents are happy to see the introduction in principle of personal budgets and direct payments into special education. Personal budgets and direct payments are already available in the context of transport, social care and, more recently, continuing healthcare. Some parents value the control they hope to gain from being able to directly commission and manage aspects of their child’s provision themselves. From September 2014, parents are able to request a personal budget and direct payments when an EHC plan is being prepared. However, for some this opportunity may not arise for some time, depending on when their child’s statement is transitioned to an EHC plan. Whether their LA will agree to a request will depend on factors which are laid out in regulations. These range from issues concerning the reliability of the recipient to whether releasing funds direct to parents would adversely affect the viability of public services.
So why the great anxiety? So with so many good intentions, what is there to worry about? Here are some of the possible issues for parents: 1 The rights of parents, including rights of appeal to the tribunal, in relation to their children with SEN and disabilities now cease when the children become ‘young people’ at the end of Year 11 (age 16), unless the young person can be shown to lack mental capacity. This could present very real problems for many families and young people with SEN and make it harder for appeals to be brought in relation to older pupils and students. 2 As regards the extension of young people’s rights to age 25, this does not yet appear to be supported by additional funding. This may mean that existing services become ever more stretched. 3 There are grave concerns about how far the new ‘rights’ in relation to health, social care and direct payments will actually be enforceable in practice. 4 Although much of the law is staying the same, the 2014 Code seeks to push many local authority duties on to schools in practice and the new in-school processes are circular which may hinder schools from accessing support from LAs. 5 The legal complexity of the new EHC plans threatens to make them unworkable. Some of these questions are unanswerable at present until test cases are brought to the courts via the First-tier Tribunal. However, the hope within the Department for Education is that the operation of the four underlying principles will engender a new culture of respect and co-operation. It remains to be seen how realistic this is! ■
At the time of writing this article, Sarah was Principal Solicitor for IPSEA (Independent Parental Special Education Advice), a national charity which advises parents of children with special educational needs and disabilities. She is now Head of Regulation and Policy at the Independent Schools Inspectorate (ISI) but writes in her private capacity.
Further information and advice ●
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SSAFA Forces Help CHSS 19 Queen Elizabeth Street London SE1 2LP Tel: 0207 403 8783 Direct Line to Special Needs and Disability Advisor (SNDA): 0207 463 9234 www.ssafa.org.uk Council for Registration of Schools Teaching Dyslexic Pupils (CReSTeD) (more details on page 142) www.crested.org.uk Independent Parental Special Education Advice (IPSEA), Hunters Court Debden Road Saffron Walden Essex CB11 4AA Advice line: 0800 018 4016 www.ipsea.org.uk
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Special educational needs schools SEN provision in the independent sector
SEN provision in the independent sector ost independent schools should be able to do a good job with children who are bright, above average or average. But what about children who have a special learning need such as dyslexia, dyspraxia or dyscalculia? Many parents of children with special educational needs (SEN) take them out of the state sector because class sizes are too big and there is not enough individual support. These children need schools where the ethos is to educate the whole child and for that child to reach his or her potential whatever that might be. There are schools in the independent sector that provide additional support units for pupils with SEN; some schools specialise entirely in providing the additional help needed.
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Independent schools providing support for pupils with SEN Specialist Provision Schools (SPS) are approved for specific learning difficulties, and associated language difficulties, dyspraxia and ADHA. Category SPS SPS SPS
School Appleford School More House School Northease Manor
Town Salisbury Farnham Lewes
Website www.applefordschool.org www.morehouseschool.com www.northease.co.uk
Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia. Category DSP DSP DSP DSP DSP DSP DSP DSP
School Bruen Abbey School Frewen College Mark College Moon Hall School Moon Hall College Nunnykirk Centre Shapwick School St Davidâ&#x20AC;&#x2122;s College
Town Chesterton Rye Highbridge Dorking Dorking Morpeth Bridgwater Llandudno
Website www.bruenabbey.org www.frewencollege.co.uk www.priorygroup www.moonhallschool.co.uk www.moonhallcollege.co.uk www.nunnykirk.co.uk www.shapwickschool.com www.stdavidscollege.co.uk
Some mainstream boarding schools have a designated Unit or Centre providing specialist tuition. School Barnardiston Hall Preparatory School Bedstone College Bethany School Bloxham School Bredon School Clifton College Preparatory School Cobham Hall School Ellesmere College Fulneck School Hazlegrove Preparatory School Holmwood House Preparatory School Hordle Walhampton School Kingham Hill School King's School Kingsley School (The Grenville Dyslexia Centre) Kingswood House School Lavant House School Lime House School Mayville High School Millfield School Millfield Preparatory School Moyles Court School Newlands School Ramillies Hall School Sidcot School Slindon College St Bees School Tettenhall College Wycliffe College Preparatory School Wycliffe College
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Town Barnardiston, Suffolk Bucknell, Shropshire Cranbrook, Kent Banbury, Oxfordshire Tewkesbury, Gloucestershire Bristol, Avon Cobham, Kent Ellesmere, Shropshire Leeds, West Yorkshire Yeovil, Somerset Colchester, Essex Lymington, Hampshire Chipping Norton, Oxfordshire Bruton, Somerset Bideford, Devon Epsom, Surrey Chichester, West Sussex Carlisle, Cumbria Southsea, Hampshire Street, Somerset Glastonbury, Somerset Ringwood, Hampshire Seaford, Sussex Cheadle Hulme, Cheshire Winscombe, North Somerset Arundel, Sussex St Bees, Cumbria Wolverhampton, West Midlands Stonehouse, Gloucestershire Stonehouse, Gloucestershire
Website www.barnardiston.com www.bedstone.org www.bethanyschool.org.uk www.bloxhamschool.com www.bredonschool.org www.cliftoncollegeuk.com/prep www.cobhamhall.com www.ellesmere.com www.fulneckschool.co.uk www.hazlegrove.co.uk www.holmwood.essex.sch.uk www.hordlewalhampton.co.uk www.kinghamhill.org.uk www.kingsbruton.com www.kingsleyschoolbideford.co.uk www.kingswoodhouse.org www.lavanthouse.org.uk www.limehouseschool.co.uk www.mayvillehighschool.com www.millfieldschool.com www.millfieldprep.com www.moylescourt.co.uk www.newlands-school.com www.ramillieshall.co.uk www.sidcot.org.uk www.slindoncollege.co.uk www.st-bees-school.org www.tettenhallcollege.co.uk www.wycliffe.co.uk www.wycliffe.co.uk
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Special educational needs schools My child has dyslexia. How do I find the right school?
My child has dyslexia. How do I find the right school? – Brendan Wignall, Headmaster of Ellesmere College and Chair of CReSTed he Council for Registration of Schools Teaching Dyslexic Pupils (CReSTeD) is a charity set up to provide guidance and assurance to parents who are seeking a school for their child with specific learning difficulties (SpLD) – of these the main difficulty is dyslexia. CReSTeD works with support from the British Dyslexia Association and Dyslexia Action, and is the key reference point and a symbol of quality when seeking a school with SpLD provision. The MoD accepts CReSTeD registration as a guide for designating schools as Specialist Provision (SP) or Dyslexia Unit (DU) for the purposes of the Continuity of Education Allowance (CEA). It is this registration that may enable parents to claim the Continuity of Education Allowance, Special Educational Needs Addition (Specialist Provision) (CEA SENA (SP)). Parents should contact CEAS on 01980 618244 for further advice about claiming CEA SENA. CReSTeD acts as a source of school names that parents can use as their first step towards making a placement decision, which will be critical to their child’s educational future and is a valuable resource for parents, educational advisers and schools. The CReSTeD Register covers all levels of provision for Dyslexic (SpLD) pupils. Although there are several lists of schools offering such provision, only CReSTeD actually visits schools to ensure they meet the basic criteria set by the Council. Schools are subsequently revisited every three years to ensure the criteria are maintained. It is this ongoing review of provision which provides the MoD with the assurance they
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ROUTE 1 I AM NOT SURE IF MY CHILD HAS DYSLEXIA (SpLD) OR MAY HAVE SOME OTHER SPECIAL EDUCATIONAL NEED. WHAT SHOULD I DO? Approach your child’s teacher. This may lead to School Action or Action Plus, which are programmes within the school to help. If this is not enough, then you may decide with the school SENCo (Special Educational Needs Coordinator) to apply for an assessment by an educational psychologist. Phone the Services’ Special Needs and Disability Advisor on 0207 463 9234, who will talk you through the whole process.
ROUTE 2 I KNOW MY CHILD HAS DYSLEXIA (SpLD). I NEED TO FIND AN INDEPENDENT SCHOOL THAT IS SUITABLE FOR HIS OR HER LEVEL OF NEED.
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Special educational needs schools My child has dyslexia. How do I find the right school? require to include a school on their list of establishments that may attract CEA SENA (SP) for eligible children. The main activity of CReSTeD is to produce this Register of schools that provide for SpLD pupils, and provide this Register free of charge to parents.
Specialist Provision Schools – SPS The school is established to teach pupils with dyslexia (SpLD) and other associated difficulties. The curriculum and timetable are designed to meet specific needs in a holistic, coordinated manner, with a significant number of teaching staff holding nationally recognised qualifications in teaching dyslexic pupils.
Which school should I choose? The levels of provision at schools are divided into six broad categories, labelled Dyslexia Specialist Provision, Specialist Provision, Dyslexia Unit, Withdrawal System and Maintained Sector. These categories are not a hierarchical grading of the quality of provision – they are there because children have different needs, and the categories go some way towards matching the level of the pupil’s needs to the level of provision at the school. An educational psychologist’s report should offer guidance as to the level of provision relevant to the child. As an example, a child at the severe end of the dyslexia spectrum will probably require a Category SPS school, whereas a child with, say, only some lag in spelling skills may be suitably provided for in a school from Category WS. The categories enable CReSTeD to offer this guidance.
The categories Dyslexia Specialist Provision Schools – DSP The school is established primarily to teach pupils with dyslexia. The curriculum and timetable are designed to meet specific needs in a holistic, coordinated manner, with a significant number of teaching staff holding nationally recognised qualifications in teaching dyslexic pupils.
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Dyslexia Unit – DU The school has a designated unit or centre that provides specialist tuition on a small-group or individual basis, according to need. The unit or centre is an adequately resourced teaching area under the management of a senior specialist teacher, who coordinates the work of other specialist teachers and ensures ongoing liaison with all mainstream teachers. This senior dyslexia teacher will probably have Head of Department status, will hold nationally recognised qualifications in teaching dyslexic pupils, and will certainly have significant input into the general school curriculum design and delivery. Withdrawal System – WS Schools where dyslexic (SpLD) pupils are withdrawn from appropriately selected lessons for specialist tuition from a teacher with a nationally recognised qualification in teaching dyslexic pupils. There is ongoing communication between mainstream and specialist teachers. Maintained Sector – MS Maintained schools where the school supports dyslexic (SpLD) pupils to access the curriculum; where there is an effective system of identifying dyslexic (SpLD) pupils; where there is a withdrawal system for individualised literacy support. There is positive ongoing communication between mainstream and special needs staff and the senior management team. This is a new category because lots of maintained ‘state’ schools want our validation to prove their support for dyslexics. The Register includes a checklist to help parents decide if a school can meet their child’s special educational needs, and a geographical index of schools. The CReSTeD Register is published annually and is available direct from the CReSTeD Administrator. It may also be obtained from the British Dyslexia Association and Dyslexia Action. Full information is also published on the website: www.crested.org.uk CReSTeD was founded to help parents. It has had and will continue to have influence on the standards of provision for SpLD pupils.
Further information For more information about CReSTeD or for a copy of the Register: Tel: 0845 015013 Email: admin@crested.org.uk Website: www.crested.org.uk ■ Brendan Wignall has been Headmaster of Ellesmere College since 1996 and is currently Chair of CReSTeD. After teaching English at Oakham and Christ’s Hospital, he became Head of English and Registrar of Denstone College. His main interests are his family, Ellesmere, Liverpool FC, gardening and culture in the broadest sense (excluding only country music!).
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Special educational needs schools Young people with dyslexia take ‘the same roads by different steps’
Young people with dyslexia take ‘the same roads by different steps’ – Adrian Wylie, Interim Headteacher of Shapwick School t Shapwick, our motto ‘the same roads by different steps’ rings true throughout school life. The approaches to learning and teaching, together with our holistic ethos are inspired by this and are very different from those used in mainstream schools. Our staff are flexible, creative and pupil-responsive, individualising learning to ensure pupils make progress. Our teaching is tailored to be responsive to our pupils and through this approach their potential is maximised.
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Dyslexia is an entirely natural condition Often first identified through a delay or difficulty in achieving age appropriate skills in literacy or numeracy, dyslexia can involve a multitude of issues that are more than the common impression of jumbled letters and poor handwriting. Learners with dyslexia can indeed exhibit strengths common to many: visual-spatial skills, artistic ability, athletic skills, creativity and entrepreneurial inclination. If taught in the appropriate way, pupils can achieve high competency levels in reading, spelling, writing and numeracy, and that is where multi-sensory learning comes into play. Dyslexia is an entirely natural condition. Teaching that meets the challenges presented by dyslexia should be celebrated for the rewards it brings both to the individual and to society itself.
Dyslexia at Shapwick School As the country's first, and one of the largest specialist schools for children with dyslexia, dyspraxia and dyscalculia, Shapwick has at its fingertips more than 40 years' experience of understanding the challenges that these conditions present. Tailored support is given to help overcome individual weaknesses. Small classes are a positive start, in which balanced, appropriate and dynamic curricula are delivered, sympathetic to the specific demands that dyslexia presents. We employ an integrated team of specialist teachers, speech and language therapists and occupational therapists.
‘If children can't learn the way you teach, then teach the way they learn’ Shapwick uses a multi-sensory and holistic approach including auditory, visual and kinaesthetic methods across the whole curriculum, academic and pastoral. Most mainstream teaching is done, almost in default mode, using either sight or hearing. Young people with dyslexia may have difficulties with either visual or auditory memory, or both, despite having perfectly satisfactory hearing and sight. Vision may be affected by difficulties with tracking or visual processing. For example, some find it hard to follow a sequence of words on one line and may lose their place, others are amazed when they are told that there are gaps between the words, particularly in telephone directories! Research suggests that involving more of the senses, especially touch and movement, gives the brain of a child with dyslexia more memories supporting the visual and auditory ones. Occupational therapists support the development of motor skills, balance and coordination, while speech and language therapists support communication, verbal dyspraxia and associated difficulties. They work with other staff to embed new and developing techniques for progress.
Self-esteem plays a huge part in a child’s success At Shapwick, a child sees and feels less difference between themselves and their peers. Not having to ‘compete’ against pupils without dyslexia means that self-esteem and confidence grow. Our pupils feel happy and fulfilled. Giving young people who may have felt previous failure a role such as Prefect, House Captain, Head of School or School Council Representative can be part of the process to boost self assurance, if the tools are there to support the process. Holistically young people need encouragement and specific support with tasks and responsibilities. They are given the same opportunities at Shapwick as children who do not have specific learning difficulties so the opportunity for success can be great ... not without issues, not without struggles along the way. Tutors, houseparents, therapists and teaching staff collaborate to co-ordinate each young person’s education and ensure that it is adapted as each child makes progress.
Shapwick fosters independence Shapwick focuses on creating and promoting a safe, supportive teaching and learning environment, so that our pupils respond with creativity and hard work. The key elements at Shapwick are strong values, skilled teachers, embedded Therapy, excellent teacher/pupil relationships, motivated pupils and supportive parents. The challenges that are faced in the classroom, on the sports field or in the boarding house are supported with scaffolded strategies to overcome difficulties, for example, due to memory, processing or motor skills weaknesses. Pupils are encouraged to push themselves; being in a ‘safe’ environment means that their risk of failure is low, so that we see positive outcomes all the time. Watching pupils with dyslexia and dyspraxia successfully change their beds, sort their laundry, catch a ball, score a goal, cook a meal, write a letter, organise their belongings and pack their kit are among the skills that can be acquired by young people with specific learning difficulties if they are in the appropriate environment. ■
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Special educational needs schools Why early intervention matters
Why early intervention matters – Nick Goodman, Principal of Frewen College
visiting boy sits in my office and blurts out, ‘I’m stupid!’ He is 14-years-old and cannot effectively read or write. He explains how he copes at his present school by engaging in disruptive behaviour in the classroom; in this way he spends his time in the corridor without the shame in front of his peers of failing to read from the board or write an essay. For him the goal was survival not success. Parents want their children to be successful and hold high hopes for their future but a special educational need may be evident from an early age or emerge gradually as the demands of school become greater through reception, pre-prep and in to the junior years. For those whose special needs are underplayed or not recognised at all the fate of my young visitor is too often repeated. It is imperative that these scenarios of failure are prevented by early intervention.
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What is early intervention? Early intervention is practice which seeks to minimise the effects of a child’s special needs through support which is additional to or different to that offered to normally developing children and delivered as early as possible. Extensive research shows a child’s development is most rapid during the pre-school years and problems identified here and in the first years of education by parents, GPs, health visitors, specialist paediatricians and early years (EYFS) practitioners can be addressed to greatest effect. This is the basis for the government’s proposals on early screening in the Green Paper, Support and Aspiration: a New Approach to Special Educational Needs and Disability (March 2011). Dyslexia and literacy difficulties cannot be properly identified until the junior years, though the indications may be there, and without intervention, speech and language difficulties, dyscalculia and dyspraxia continue to have an impact on learning at Key Stage 1
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and 2. The term ‘early intervention’ can and must be extended in a relative sense to include special provision before the start of secondary education. Where a pattern of minimal improvement is repeated year on year in reading and writing skills, speech or motor proficiency, the curriculum can quickly become inaccessible. Does your child struggle to follow the teacher’s instructions through a language difficulty and find it equally hard to express themselves in speech or writing, with word finding difficulties or poor memory? The class work can move on too quickly if processing is slow and auditory memory limited. Organisational problems are common for children with dyslexia or other specific learning difficulties. Lost books, forgotten homework or untidy writing may lead to discipline for supposed laziness or disobedience. Underperforming is frequently ascribed to lack of effort and the consequence of poor behaviour. Reports which read, ‘Jack must listen more, revise more’ and so on may be indicators of deeper problems. Children with special needs have to expend a great deal of effort to keep up which affects motivation, breeding frustration, boredom and fatigue.
Why is early intervention important? Early intervention can spare your child from developing poor behaviour and lowered school attendance. Home Office statistics reveal that children with special needs are more likely to suffer school exclusion, and anxiety, and stress and mental health issues are common even among children of junior age. When a younger brother or sister brings home a harder reading book or writes a letter to Grandma with comparative ease the child with special needs can find this unbearably painful and parents have to expend more time and personal resources to support flagging morale. Action taken early can restore self-confidence that has already been
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Special educational needs schools Why early intervention matters dented. Shortly after her son joined us at Frewen one Mum declared, ‘I’ve got my son back.’ The gap between potential and performance can be narrowed with appropriate interventions. New parents are often keen to tell me how bright and clever their children are, yet this is not reflected in their school performance. Why is it that they can discuss the plot of Romeo and Juliet with real insight but cannot tell the time on the classroom clock? Early intervention can improve the functional skills of reading and writing but should do much more. It aims to identify the deficits in the child’s executive functions which regulate the mental processes of planning and organising flexible, strategic, appropriate actions. It will help them to set their own goals, teach the skills to reach them and develop the determination and resilience necessary for life-long achievement. It encourages children to ask, ‘Who am I? What is my unique contribution?’ Having a child with special needs affects the well-being of every member of the family, sapping the energy of parents and isolating siblings. Early intervention can support and restore family life. This was best expressed by one of our parents at a parent consultation evening, ‘Our family life is completely changed – we feel we have won the lottery’. Often as the stress reduces and parents change their attitudes towards their child, family life becomes more manageable. Knowing that their son or daughter is at a school where their special needs are properly understood and addressed, where they feel integrated and on a level with their peers makes a significant difference to parents with demanding jobs. As the special needs are remediated there is more time to spend with the other children and enjoy time together. By intervening early your child can be given the best opportunity to enhance their future employability and economic independence, increasing their contribution to the wider society. Past pupils from Frewen College who entered with limited skills and poor self-image now run their own businesses, exhibit at Chelsea, perform in the theatre at Disneyland, Paris, hold university degrees and fly aeroplanes.
What are the key features of an early intervention approach? Intervention needs to be individually designed, intense, well structured and delivered across the curriculum. Government research has established that specialist teachers make a greater contribution to enhanced performance than the deployment of learning support assistants; the greater proportion of teachers in the school should be qualified in special needs, with some at Masters level. Enhanced provision makes possible the use of oneon-one support or direct or indirect therapy for the child, with onsite therapists for an integrated, holistic approach. As well as building a positive academic self-concept early intervention fosters the development of strong social skills which provide a platform for later independence. The adoption of technology at a young age can bypass processing weaknesses in cognitive and motor skills, freeing the child to express themselves in writing or film-making, photography or graphic representation. Look for a school which is approved by CReSTeD, a charity set up to provide guidance and assurance to parents about the quality of provision for pupils with specific learning difficulties. Also very important is the involvement of the child’s parents themselves. Although the ability of families to be involved in their child’s education will vary, frequent communication and
collaboration will lead to more educational benefit. How is the child supported to cope with their own personal difficulties and those caused by separation from their serving families? The wonderful, deep sofa of Matron’s room can be an effective intervention when life gets too much. Above all early intervention should lead to happy children. And what of my downcast visitor? Though at Frewen College we are keen advocates for early intervention, those who arrive later are cared for with the same passion for the individual by staff able to see what each child could be. A confident young man left Frewen with a clutch of examination passes, including an A grade for ICT, and he is now studying music technology at his local FE college. ■ Nick Goodman took over as Principal of Frewen College in 2014, having undertaken a wide range of senior leadership roles including Vice Principal of an international college in Canterbury, Assistant Head and Director of Specialism at a large and highly successful comprehensive school in Kent, and Head of Creative and Performing Arts at Munich International School. His interests include local history, graphic design, and experimental music.
S LINDON L I N D O N COLLEGE COLLEGE ““HAPPY HAPPY P PUDDING” UDDING”
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Sixth form choices After GCSEs – what next?
After GCSEs – what next? – Richard Cairns, Head Master of Brighton College a set of poor results, a set of good results in less academic ‘soft’ subjects and a set of good results in traditional academic subjects. First of all, the poor results. Bluntly, doors to most good universities are slammed shut unless a student is prepared to have another stab at their GCSE exams. So students should consider re-sitting their subjects if they genuinely have university aspirations and also possess the intellectual potential to make a success of a degree course. Do be aware, however, that universities and employers will know that a student sat their GCSEs twice, so they need to have a plausible explanation ready. Furthermore, students should not waste their time re-sitting GCSEs that universities hold in low regard. They should use the time to perform better in the core subjects that universities really want to see. And if a student really doesn’t want to repeat their GCSEs, they must face up to the fact that further study is not for them. They can use that time instead to consider vocational courses or an apprenticeship. This country needs skilled workers as much as it needs university graduates and we all know people who have made a great success of their lives without a degree.
Good results in the wrong subjects?
fter a summer of nervous anticipation, the GCSE results finally came out in mid-August and every sixteen year old started asking – what happens now? Should I retake any of my GCSEs? Should I carry on into the sixth form and study for A levels? If so, what A levels should I be doing? Should I opt to study those subjects in which I achieved my best GCSE grades? And what other factors should I take into account when choosing my A-level subjects? Most students and their parents will already have considered these questions and made their choices. But GCSE results offer an important opportunity to reflect on earlier decisions in the light of the grades actually received. The first place to start is with the results
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themselves. GCSE grades really do matter because, unlike most other countries, university offers are made before students have actually completed their final qualifying exams – their A levels. This means that university admissions departments place enormous importance on GCSE grades and leading universities will be looking for a significant number of A* and A grades. Universities will also be looking very closely at the particular subjects taken. GCSEs are not regarded as of equal value. Mathematics, English, Biology, Physics, Chemistry, History, Geography and a language are rated much more highly than Business Studies, Media Studies or Sociology. Let us consider three possible scenarios:
What about the second scenario: good results but in the wrong subjects? An array of GCSEs in Ceramics, Citizenship and Communication Studies will sadly close almost as many doors as a set of poor results in a string of academic subjects. The initial ill-advised set of choices is often through no fault of the student concerned who may well have been advised to embark on softer options at GCSE to help the school’s league table position. This is a particular problem in certain parts of the state sector where pupils are seven times more likely to take media studies than independently educated children and half as likely to take a modern language. The focus in these schools is also overwhelmingly on students on the C/D borderline such that the gifted and talented are not stretched and challenged, ending up with B grades rather than the A* and A grades of which they are capable and which top universities demand. This is why only 21% of GCSE grades in the state sector last year were at A*/A. Compare that with 87%
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Sixth form choices After GCSEs – what next? History – History and a further essay writing subject or a language ● Languages – the relevant language ● Law – at least one essay writing subject ● Maths – Maths and Further Maths ● Medicine – Biology, Chemistry and Maths or Physics ● Physical Sciences – Maths, Physics and Chemistry ● Veterinary Science – Biology and Chemistry And if you are still undecided about your degree or career aspirations, the following subjects would be good subjects to take at A level, in order to keep your options open: Biology, Chemistry, Economics, English Literature, History, Languages (Ancient or Modern), Mathematics (and Further Maths), Physics. The message is clear. Amidst the postGCSE euphoria, it is wise for every prospective sixth former to pause just for a moment to check that the A-level courses upon which they are about to embark will genuinely enthuse them and, in the fullness time, ensure that they are well placed to apply for the course of their choice at the university of their choice. I promise them that it will be time well spent. ■ ●
at my own school, Brighton College. And what about the sunnier third scenario? What should students with a clutch of A*, A and B grades at GCSEs do next? How should they go about choosing the right A levels for them? Here I have three pieces of advice for students. Firstly, choose subjects you are passionate about. You will be devoting an enormous amount of time to the four subjects you study and it is essential that you enjoy them and want to discover more about them. And don’t simply opt for the subjects you did best at in GCSE. If you got an A grade in GCSE Physics but actually have no enthusiasm for it, don’t do it for A level. Secondly, choose subjects that universities genuinely respect. Cambridge University has historically been very helpful in this area, providing a list of A-level subjects which ‘provide less effective preparation for our courses’. Their advice is that candidates should certainly do no more than one of the following subjects to A level: ● Accounting ● ICT ● Art and Design ● Leisure Studies ● Business Studies ● Media Studies ● Communication Studies ● Music Technology ● Dance ● Performance Studies
Design Technology Performing Arts ● Drama/Theatre Studies ● Photography ● Film Studies ● Physical Education ● Health and Social Care ● Sports Studies ● Home Economics ● Travel and Tourism Other leading universities would concur and emphasise in their prospectuses the value of studying subjects like Mathematics, Physics, History and English. Sadly, many young people in poorer areas are not even offered the opportunity to study these subjects. Statistics from 2007 show that 247 comprehensive schools did not enter any pupils for A level Physics, 187 did not enter any pupils for Chemistry and 96 schools did not enter any for Mathematics. Thirdly, choose subjects that are of direct relevance to the actual course you wish to study and the career upon which you will wish to embark. These are the most relevant A-level choices for a number of popular degrees: ● Biological Sciences – Biology and/or Chemistry; Maths preferred ● Dentistry – Biology and Chemistry ● Economics – Maths; Economics preferred ● Engineering – Maths and Physics; Further Maths preferred ● English – English and a further essay writing subject ● ●
Richard Cairns is Head Master of Brighton College. He graduated from Oxford University with a First in History and worked as a trainee solicitor in Sydney, Australia, and as a volunteer teacher in a refugee camp in the Gaza Strip. He then taught at The Oratory School, Stewart’s Melville College in Edinburgh, and Magdalen College School, Oxford, where he was Usher (Deputy Head). In 2005 he became Head Master of Brighton College. In 2008, he was named one of the 1,000 most influential people in England by the Evening Standard and in 2009, he joined Debrett’s list of People of Today 2010. In 2012, he was named England’s Public School Headmaster of the Year by Tatler. In 2013 Brighton College was named UK Independent School of the Year at the Independent Schools Awards.
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Sixth form choices Key post-16 curriculum choices
Key post-16 curriculum choices – Simon Smith, Deputy Head (Academic) of Haileybury uch has been written about the relative virtues of post-16 qualifications and as we draw closer to September 2015 and the start of a phased reform of A Levels, it is certainly worth revisiting the issue of the differing Sixth Form curricula. A Levels remain the most popular, recognised and arguably respected of all post16 qualifications and if, as promised, the reforms bring about greater challenge and depth of study, they will be even better and remain a qualification welcomed by universities, colleges and employers. The new A Levels are returning to something more akin to those seen before 2000; linear with all exams taken in the Upper Sixth and the end of the old AS exams at the end of the Lower Sixth. A Levels will be less bite size and offer more time for studying a subject in real detail. Some schools will return to their pupils studying just three subjects over two years. Others will continue with the four to three model after one year of study. The A* grade has already brought about an opportunity for academic ambition and differentiation. The removal of exams in the Lower Sixth provides more time for learning and less time needed for exam drilling. The A Level option offers the chance to really specialise with subject choices. For those wishing to study Engineering at university or college, for example, Mathematics and three sciences would provide a good foundation.
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Further enrichment Cambridge's Pre-U is another linear, rigorous alternative to A Level offered in some schools providing an unashamed academic preparation for university, one which the new A Level largely models. Even more encouraging is the opportunity for further enrichment through the Extended Project Qualification (EPQ) for example. At Haileybury all A Level pupils have the opportunity to study the IB Theory of Knowledge course or write an Extended Essay – a 4,000 word research paper on a subject and topic of the student’s choice; I call this A Level +. A quality education is one that also fuses the curricular and the co-curricular together. For example, resilience in Latin Prep can be learned through violin practice; discipline and organisation nurtured in the Combined Cadet Force can improve self-study skills; while Physics might be better understood through application in cricket.
International Baccalaureate (IB) The fact that we are about to start another round of A Level reforms (the third in the last 14 years and to be implanted subject by subject over the next three years) highlights the strength of an alternative post-16
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qualification – the International Baccalaureate (IB) Diploma. Since the Diploma's inception over 40 years ago the IB has not deviated from its basic principles of global acceptance, transferability and breadth across six key subject areas: English, a second language, a humanity, a science, mathematics and then either a creative subject or an elective to specialise. Pupils must also focus on research and critical thinking, through the 4,000 word Extended Essay and Theory of Knowledge courses, and have an appreciation of a healthy balanced lifestyle through the Creative Action and Service (CAS) programme. The IB also espouses ten qualities or virtues which must be explicitly taught through the programme – these include being Caring, Principled and Open-Minded. The Diploma has also remained largely immune from grade inflation with a consistent global average of 29 points (out of a possible 45) – Haileybury’s average is typically closer to 37 points. Even when there is subject reform it is part of a carefully scheduled programme and involves teachers rather than politicians – one of our Housemasters is currently part of the History curriculum reform group redesigning the course for 2021. Reform is, therefore, bottom up rather than top down upon the whim of the in-post Government or Secretary of State for Education. Much is made of the opportunity for breadth in the Diploma and how it suits the all-rounder. One must be careful here. Certainly the opportunity to continue with the study of a larger number of subjects is a strength and through the Higher and Standard Level combinations (three of each) students can still specialise. Higher Level Mathematics, Physics and Chemistry can prepare a pupil for the most demanding Undergraduate Science Degrees in the same way that Higher Level English, History and Philosophy could prepare one for a Humanities based Degree. Higher Level Mathematics is regarded as more challenging than A Level Further Mathematics and when one adds in the Extended Essay, it is easy to understand why universities are keen to offer places to Diploma applicants. It has been argued that the IB Diploma is not for everyone and the compulsory Mathematics course or the requirement to take a second language prevents access for all. However, the Maths Studies option or the ab initio (beginner) language courses mean pupils are only challenged to a GCSE+ level and, more importantly perhaps, have the opportunity to develop and improve their confidence in subjects which otherwise might be abandoned at 16 with later regret. The IB Diploma is therefore just as much a
preparation for university study in terms of its academic rigour as it is a philosophy of education for life beyond secondary and tertiary education. For those seeking an alternative to traditional schooling the IB also offers a more vocational option –the IB Careers Related Certificate which combines academic study (at least two IB Diploma subjects) with career preparation training and more vocational qualifications such as BTECs e.g. a Level 3 BTEC in business or art.
BTECs BTECs, another post-16 curriculum option, have fewer formal examinations but instead continuously assess the pupils as they develop skills and knowledge in practical, real life situations such as Sports Science, Construction or Engineering. Such courses offer much more hands on, possibly outdoor, learning opportunities and proactively support future employment through apprenticeships or otherwise but without restricting Higher Education entry. I conclude by making a point I have made many times when talking to current or prospective parents. The very best schools, like Haileybury, offer students the chance to flourish, embrace opportunity and challenge while nurturing sporting or cultural interest. Choice is excellent (over the next few years schools will increasingly offer a mixed diet of post-16 qualification), it is what we are used to in modern society, qualifications are important too but ultimately inspirational teaching, experiences and positive relationships make far more of a difference than the type of certificate one leaves school with. ■ Simon Smith is Deputy Head (Academic) at Haileybury. After graduating from York with a BA (Hons) in History and Economics, he completed his PGCE, also at York, before teaching History at Hurstpierpoint College. He then moved to Worth School where he was Head of History, IB Diploma Coordinator and finally as Director of Academic Administration sat on the school's Senior Leadership Team during which time the school moved from all boys to fully co-educational. In 2010 he moved to Haileybury, an 11–18 years boarding and day school in Hertfordshire. As well as managing the College's provision of teaching and learning, Simon is a Tutor in Bartle Frere Boarding House and is working on his NPQH Headship qualification.
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CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Sixth form choices Sixth form programmes: the choice
Sixth form programmes: the choice tudents entering the sixth form have a range of options to consider. Some schools may be able to offer a choice between two programmes, usually between A Level and IB or A Level and Pre-U. However, most schools have to commit themselves to one of those summarised below.
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A Level (AS and A2)
International Baccalaureate (IB)
Cambridge Pre-U
AQA Baccalaureate
Who is it for?
16 to 19 year olds
16 to 19 year olds
16 to 19 year olds
16 to 19 year olds
What can you study?
From September 2015 most students will study three or four A Levels.
Six subjects (three at Higher Level and three at Standard Level). All students must study literature, a foreign language, a humanities subject, a natural science and mathematics.
Free choice of three separate and distinct principal academic subjects from a list of 25.
Three A Level subjects in any academic discipline.
How does it work?
A new two-year linear A Level will be introduced for first teaching in September 2015. Students can take a freestanding AS Level but it will no longer form part of the A Level. The A Level will be assessed after two years of study.
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, action, 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.
What is it worth?
The A* grade is worth 140 UCAS points; A = 120; B = 100; C = 80 AS level: A = 60; B = 50; C = 40
The top score of 45 IB points is worth 720 UCAS points. A top grade (7) in a Higher Level subject is worth 130; a Standard Level grade 7 is worth 70. The minimum score required for the Diploma is 24 points
The top grade, Distinction 1, marks achievement above Alevel A* grade; Distinction 2 (145 points) is aligned to A* at A Level, and Distinction 3 (130) to A grade
Maximum 550 points for three A* A levels, grade A* Extended Project (70 points) and the AS Level at grade A (60)
Where can you study it?
Schools and FE colleges.
203 schools and colleges in the UK offer the IB.
Most interest has come from a small number of highly selective independent schools.
UK schools which recognise that 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.
Internationally recognised and valued. Heavier workload than A Levels and more independent learning. The percentage of candidates achieving the different grades has remained constant over the years.
Designed specifically to provide universities with a means of differentiation from A Level A grade students by offering a more rigorous and stretching academic programme assessed on a series of higher grades.
AQA Baccalaureate is derived in large part from the spirit of the IB Diploma Programme: depth, some breadth, thinking and research skills, and extracurricular experience.
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Paying the fees Entitlement to CEA – the Bursar’s view
Entitlement to CEA – the Bursar’s view – Bob Moorhouse, Bursar of Wymondham College he recent review into the entitlement to the Continuity of Education Allowance (CEA) carried out by the Ministry of Defence (MoD) has been a worrying time for many families who claim CEA. I am sure that I am not the only Bursar of a boarding school to have had calls from distraught parents saying that they have just heard that the MoD has removed – or is about to remove – their entitlement to claim CEA and what can the school do to help them put forward an appeal to retain it. I have been involved in several cases where I have provided supporting information to parents to help in the case they submit to the MoD to retain CEA eligibility and to keep their children at their chosen school. In all but one of these cases the children have been at a crucial stage of their education (i.e. already on GCSE or A level courses) and the news that they can no longer retain the allowance has been extremely distressing for the parents and children alike.
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Retaining CEA eligibility So what can be done in such circumstances? In my experience, there are three important areas to consider. 1
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Parents must engage with their unit admin office. Any case they put forward will be input from their unit specialists if it is to stand a chance of success. They will be also able to access the Service support networks and organisations such as CEAS (Children’s Education Advisory Service, enquiries@ceas.uk.com). The unit will be able to provide the military perspective to any case they put forward i.e. future postings, detachments, welfare issues. For information on CEAS and CEA rates go to page 10 of this Guide. The school must provide evidence on the education aspects of the case. This must include information such as the stage of the pupil’s education, whether or not they have started their GCSEs/A Levels, and so on. As I noted above, the majority of cases that I have been involved with have been when a child is in the final formal stages of their education. The impact on the child’s education at this stage cannot be understated especially when they are already several terms into their courses and a change to another school would be clearly detrimental to them. There are any number of practical challenges to be overcome if a school change is to take place midway through an examination course. Not the least of these is exam board compatibility – parents will have to find a school that not only delivers the same subjects that the child has previously studied but also with same exam board. Moreover, if the child has to move to a state day school, parents may well find that the school has no room to admit their child or they will have to go through the admissions appeal process. From the date of submission of an admission appeal, a school has 30 school days in which to hear that appeal. If notice has been given to a parent that they will lose eligibility for CEA towards the end of the Summer term, for example, the parent may face a summer of uncertainty not knowing where their child will be educated from the beginning of the Autumn term, as the admission appeal may not be heard until September. And if the appeal is unsuccessful, the family may face more uncertainty while the Local Authority tries to find a place for the child at another school. And whether the school that is ultimately identified is suitable for the child is yet another thing.
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Parents do need to be realistic about the situation. Parents will clearly want to keep their child in boarding at the present school if they can, but at the same time as submitting an appeal to the MoD to retain CEA, they should also make provision in case they lose that appeal. The one case that I have helped with that was not successful was, I thought, one of the stronger cases that I had seen. However, for a variety of reasons, the appeal to retain CEA was unsuccessful. In the meantime, the parents had made provision for their child’s education should they lose the appeal and although moving to another school was not at all what they wanted, when they received the news they had not won their appeal, their child was able to move to the new school relatively seamlessly. They had made the best of the bad situation the family had found itself in. The present climate of uncertainty about CEA is unsettling for Service families (especially their children) and for schools. But making the right representations in the right way to the right people can make a difference. ■ 3
Bob Moorhouse is the Bursar and Clerk to the Governors at Wymondham College, a large state-boarding school in Norfolk. Before joining the College in 2007, he served as an officer in the Royal Air Force between 1990 and 2007 at a variety of postings both in the UK and overseas. An administrative officer by specialisation, his background in the Royal Air Force included tours in estate management, personnel policy, budget and financial management, management planning and corporate communications.
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Paying the fees Paying the fees: a major financial commitment
Paying the fees: a major financial commitment – Mike Lower, General Secretary, Independent Schools’ Bursars Association (ISBA) aying school fees is a major financial commitment for parents and is not to be undertaken lightly. Apart from a mortgage it is probably the largest expenditure parents can make. The opportunity to spread the payment load is limited as most schools require settlement of the previous term's fees before allowing a pupil to return for the next term. Consequently, new cars and holidays often have to take a back seat and both parents may need to work to cover even the basic fee. Independent education is therefore, by any standards, a large financial commitment.
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College. Alternatively, there are some state boarding schools where fees (or part of them) are covered by the government, including Cranbrook, Gordons and Sexeys There are a number of charities that will help families in need. Some are specific to certain professions and others are more widely available. Full details of financial help provided can be found via the Educational Trusts Forum at the Independent Schools Council (ISC). For more information go to www.educational-grants.org/
The school Terms and conditions All schools will send prospective parents a copy of the school’s Terms and Conditions and ask them to sign an Acceptance Form agreeing to them. This is in effect a contract between the parent and the school in which certain arrangements are set out – one of which covers the payment of fees. School fees are normally due for payment on the first day of term. However, most schools offer the opportunity for staged payments of the annual fees over 10 or 12 months either arranged by the school or through a third party broker. How a family pays the fees will, no doubt, have been the subject of a considerable amount of planning and preparation. In addition to family funds, there are two key sources of finance: ● government and charities ● the school.
Government and charities The government plays its part in two ways. First, for military families, there is an already well-established system whereby the Continuity of Education Allowance (CEA) may be claimed for qualifying individuals. Second, there are schools founded by the Military – the Queen Victoria School, Dunblane, The Duke of York’s Royal Military School, Dover (now an Academy), the Royal Hospital School, Holbrook, and Welbeck, the Defence Sixth Form
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Start planning early – it is a major financial commitment. Talk with the school about what exactly the financial commitment will be, including ‘extras’. It is also worth discovering whether staged payment schemes are available and how to access both scholarship and bursary funding. Be aware that each school has different funds available to assist parents and that if one school cannot help, another school might be able to. However, don’t forget that the most important thing is to find the right school for your child rather than the one offering the best discount. Don’t be shy – schools need pupils, and Heads and Bursars will always be happy to talk with prospective parents, not only about the academic and pastoral aspects of their school but the financial ones as well.
When a parent applies to send a child to an independent school, there will usually be a selection procedure. While filling in the application form, there will also be a page asking whether parents are seeking assistance in paying the fees. After the selection process is complete, the school may offer the family a place for their child with a discount on the normal fees. This can be: ● A scholarship – many schools may offer a scholarship to a particularly talented child for a period of education – perhaps the two-year GCSE or A-level study period. Such scholarships could involve a percentage reduction in the fees, but this is unlikely to exceed 20% of the full fees and is often less. ● A bursary – it is possible that a school would like to offer a place to the child and, noting the previously completed request for financial assistance, may then ask the parents to fill in a means-testing form and, based on this, offer a percentage reduction in the fees. In particularly deserving cases, this could be as much as a 100% reduction. Once a child is established and settled in a school, if the family circumstances change and the expected income is no longer there, it is important for the family to talk with the school. Many schools have hardship funds and these may be able to help a family keep a child at the school at least to the end of an academic year and perhaps to the end of a stage in education. ■
Mike Lower was educated at Dauntsey’s School and the Royal Military College of Science. He also attended the Australian command and staff course in 1986. After 26 years in R EME, he left the Army early to pursue a second career as the Bursar of Eastbourne College. Following a move to Christ’s Hospital School in 2007 he assumed the appointment of General Secretary of the Independent Schools’ Bursars Association (ISBA) in 2011. He is married to Sonia, and has three adult children. His interests are tennis, squash and ‘fair weather’ golf.
March 2015 Service Parents’ Guide to Boarding Schools 151
Paying the fees Schools offering special awards for children of personnel serving in the Armed Forces
Schools offering special awards for children of personnel serving in the Armed Forces Armed Forces awards Looking specifically at grants and awards for children of those in the Armed Forces the ISBI website (http://www.isbi.com/) lists some 200 schools. The following list has been specifically researched from the Independent Schools’ Yearbook and from schools who advertise their grants and awards in this Guide or in the Directory of UK Boarding Schools found at http://www.army.mod.uk/welfaresupport/education/default.aspx. For full information, contact the schools direct, particularly for information on their definition of ‘generous’, and how discounts and percentages are applied to fees – there is no common interpretation. The list in alphabetical order is as follows. Abberley Hall – Service bursaries available Abbotsholme School – HM Forces bursaries available Adcote School, Shropshire – bursaries are available for children from Armed Services’ families
Bethany School – members of HM Forces receive a 10% discount on the published fees Bishop's Stortford College (and Prep School) – Financial support is available to children of serving members of the Armed Forces Bloxham School – generous support is offered to children of Armed Forces’ parents Blundell’s School – awards available to the sons and daughters of serving members of the Armed Forces Box Hill School – will offer 20% discounts to sons and daughters of Armed Forces personnel. When used in conjunction with the CEA, the member of the Armed Forces will only have to pay the 10% contribution on the discounted fee Brambletye School – offers generous discounts of 15% for children of those in the Armed Services.
Appleford School – MoD pays SENA
Bredon School offers a 10% discount on fees for service families.
Ashford School – Discounts are offered from the boarding fees of children of forces personnel.
Brighton College (and Junior School) – one or two Memorial Scholarships for children of regular Army officers (serving or retired)
Ashville College – Armed Forces’ boarding allowance
Bromsgrove School and Preparatory School – generous Armed Forces’ bursaries are available, 20% discount from Years 9–13
Aysgarth School – Armed Forces’ discounts Badminton School, Bristol – 20% discounts for children of Service personnel Barnard Castle – Service bursaries awarded Bearwood College – a special fees package is available for HM Forces Beeston Hall School – Offers very generous financial awards to Armed Services families. Scholarships and bursaries also offered. Bedford School – groundbreaking meanstested Access Award & Scholarship system offered in recognition of academic, music or sporting potential to talented boys, irrespective of background Bedstone College – Forces’ discounts available
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Bruton School for Girls – 10% discount to full boarders with a parent serving in HM Forces Buckswood School – East Sussex International school offering boarding and day pupil placements. Service bursaries available for all Armed Forces families Scholarship opportunities based on individual child Ages 11-18years Cambridge Arts & Science – HM Forces’ families receive a 10% discount on parental contribution to fees Canford School – Two scholarships at 13+, each worth not less than 20% of the fees, to be awarded to the highest placed academic and non-academic award winners who are children of serving members of the British Armed Forces.
Cargilfield School, Edinburgh – fee concessions for children of members of the Armed Forces Casterton School – offers very generous financial awards for Armed Services families Caterham School – bursaries for the sons and daughters of Armed Forces personnel Chafyn Grove School – a 10% discount for all new day children of Armed Forces parents Cheltenham College – generous Forces' discounts available Chilton Cantelo School – Nursery to Sixth Form, boarding from Year 3, discounts for Forces families. Christ’s College Brecon – 10% bursaries are available for sons and daughters of personnel serving in the Armed Forces Clayesmore School – generous Forces’ Bursaries. A full range of academic, music, sports, all-rounder and sixth form scholarships available Clifton College – the Birdwood Award for sons and daughters of serving members of HM Forces is awarded on the results of the entrance scholarship exam; 20% discounts for Service families Cobham Hall – 20% fee discount for Service families Cranleigh School – additional consideration may be given to sons or daughters of members of the Armed Forces Culford School – a Forces’ allowance is available to parents who are serving members of the Armed Forces Dean Close School (and Prep School) – scholarships and bursaries for the children of those serving in HM Forces Denstone College – bursaries available for the sons and daughters of Armed Forces Dover College – Service bursaries are automatically awarded; members of HM Armed Forces who are eligible for the CEA allowance pay a parental contribution of 10% of the full boarding fee
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Paying the fees Schools offering special awards for children of personnel serving in the Armed Forces Duke of Kent School, Ewhurst – special discounts are available for Armed Service boarders to supplement the CEA Durham School – special bursaries are available for the children of Service families, on top of the CEA(Board) allowance Eastbourne College – 10% off boarding for Service children Farleigh School – 15% discount for full or weekly boarders of Service families Farlington School – This discount is designed to attract members of the regular Armed Forces of the United Kingdom who may be eligible for Continuity of Education Allowance (CEA). This discount does not apply to members of the reserve Armed Forces, even if actively serving. A discount of 10% of the tuition fee (but not boarding fees) is offered. This award is discontinued for the term following the last date that an individual is an active member of the regular Armed Forces. In appropriate circumstances, a pupil may also qualify for a bursary or scholarship. Farringtons School – 25% discounts Felsted School – special bursaries for children of those in the Armed Services Fettes College – one scholarship is available annually for sons and daughters of regular officers in HM Forces; bursaries are available that automatically provide a 12.5% reduction in the fees Finborough School, Suffolk – bursaries are available for families of military personnel
Godstowe Preparatory School – offers a 10% remission to Armed Forces’ families Gordonstoun School – bursaries available for children of serving Armed Forces’ families Gosfield School – Service bursaries available
Kent College Pembury – offers 20% discount on fees for Armed Forces’ personnel
Gresham’s School – HM Forces’ bursaries available on top of the CEA. Contact registrar@greshams.com for further details.
King Edward’s School Witley – 10% discounts for the sons and daughters of Armed Forces personnel
Haberdashers' Monmouth School for Girls – Service bursaries are available for the daughters of serving members of HM Armed Forces eligible for the CEA, thus guaranteeing no more than the minimum of 10% of fees is payable by the parents.
Kingham Hill School – generous Armed Forces bursaries for sons and daughters of UK Service personnel
Haileybury – specially founded scholarships and bursaries awarded as they fall vacant Hampshire Collegiate School – discounts are offered from the boarding fees of children of Forces personnel Handcross Park School – Generous awards are available for the sons and daughters of Armed Forces and Diplomatic Service families. Hanford School – offers generous financial bursaries for Armed Forces Families Hazlegrove School – support is available to parents who are serving members of the Armed Forces Heathfield St Mary’s School – Forces bursaries available
Foremarke Hall, Repton Prep School – Means tested bursaries are available to Forces families
Hethersett Old Hall School – bursaries available to daughters of HM Forces personnel who satisfy the requirements of the entrance exam
Framlingham College – special bursaries available for the sons and daughters of HM Forces
Horris Hill School – 10% fee discount for HM Forces children in receipt of CEA; bursaries also available
Frewen College – generous Services’ bursaries
Howell’s School – exclusive for Service families – fees fixed at CEA plus 10% and £500 per term contribution towards extras and enrichment lessons (riding, drama, music, etc.)
Giggleswick School – Forces bursaries are available for all children of HM Forces entering either the Junior or the Senior School – 10% in the Junior School and 20% in the Senior School Glenalmond College – bursaries available for the children of serving Armed Forces’ families Godolphin School – HM Forces’ discounts available
Kent College Canterbury – an awards system for the children of HM Forces whereby the parents pay a set fee, normally 10% of the inclusive fee
Hurstpierpoint College – a limited number of external bursaries available for the children of serving members of the Armed Forces Kelly College – sons of Naval Officers are eligible for certain reductions in fees; sons/daughters of naval officers killed on active service may be offered Foundationerships
King’s Bruton – a 20% Forces allowance is available to parents who are serving members of the Armed Forces King's School Canterbury – bursaries are available for the children of Service families
King’s School Ely – a 10% discount for children in receipt of the CEA King’s School Rochester – Armed Services’ personnel are allowed a 20% reduction in tuition fees for the first two years, 10% for the next two years King’s School Taunton (and King’s Hall) – reduced fees for Service families Kingsley School, Bideford – awards a bursary to families who are eligible for Continuation of Education Allowance such that the parents pay 10% of the full fees Kingswood School – HM Forces families receive a reduction in boarding fees of 20% for each child King William’s College, Isle of Man – a generous reduction is allowed for service members of the Armed Forces Kirkham Grammar School – HM Forces discounts and bursaries available. Knighton House School – MoD discounts Lavant House – New 11+, 13+ & Sixth Form scholarships available for Service families in addition to generous military & sibling discounts Leweston Preparatory School – offers further discounts on boarding fees for daughters of serving military personnel Licensed Victuallers’ School – up to 20% discount on fees to HM Forces’ personnel
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Paying the fees Schools offering special awards for children of personnel serving in the Armed Forces Lime House School – Armed Forces’ bursaries are available Llandovery College – Armed Forces’ bursaries available; Services families pay no more than 10% of fees Lockers Park School – bursaries available to boys in Years 3–6 Longridge Towers School, Northumberland – offers bursaries to members of HM Forces who are in receipt of the CEA (boarding), so that parents pay only 10% of the gross fees, the minimum required by the CEA scheme Loretto School – a number of bursaries are available to sons and daughters of Armed Forces personnel Loughborough Grammar School – a 25% boarding fee remission to sons of HM Forces Lucton School – bursaries available for Service children Malsis School – Service bursaries offered Malvern College – Service discounts Malvern St James – discounts available for Armed Forces Maidwell Hall – 30% services bursary available Marlborough College – closed awards for children of officers in HM Forces Merchiston Castle School – 10% remission is given to sons of serving members of HM Forces
Mount House School – Excellent discounts available for eligible HM Forces families Mount St Mary’s College – bursaries are available for children from Service families
Queen's College Taunton – offers generous discounts for Forces families
Moyles Court School – special Forces’ discounts
Queen Ethelburga’s College – 20% remission on boarding fees only available for the children of serving members of the Armed Forces
New Eccles Hall School – offers very generous financial awards for Armed Services families
Queen Mary’s School, Thirsk – special bursaries for children of those in the Armed Forces
New Hall School – HM Forces discounts
Ratcliffe College – members of HM Forces receive a 10% discount in the published fees
Norman Court Preparatory School – discounts available on boarding fees for serving members of HM Forces
Rendcomb College – scholarships are available for Forces personnel
Old Buckenham Hall School – 10% discount for children of Service personnel
Repton School – Means tested bursaries are available to Forces families.
Orwell Park School – Armed Forces’ bursaries available
Riddlesworth Hall Preparatory School – bursaries for daughters of Servicemen
Oswestry School – generous awards are available for children of Services personnel (when the child is in full-time education)
Rishworth School – Service discounts available
Packwood Haugh School, Shropshire – boarding fees discounted by 50% on the difference between the termly rate and the CEA
Rossall School – Service bursaries are awarded for the children of members of HM Armed Forces and may be up to 30% of the basic fee
Perrott Hill – generous bursaries for the Armed Forces
Royal Masonic School for Girls – discounts available for Forces’ families
Pipers Corner School – bursaries available for the daughters of Service personnel
Royal School Bath – 10% discount for boarders
Pocklington School – discounts available for the children of Service personnel
Rydal Penrhos School – bursaries for sons and daughters of serving members of the Armed Forces
Polam Hall – 10% Forces’ discount Ryde School – Forces’ bursaries
Millfield – members of the Armed Forces are entitled to a military discount and may apply for additional bursaries where appropriate Mill Hill School – HM Forces discounts and bursaries available. Moffats School – fees tailored for the advantage of Service families Moira House Girls School, Eastbourne – Members of HM Forces who are eligible for the CEA pay a contribution of 10% of the full fee Monmouth School – Service bursaries are available for the sons of serving members of HM Armed Forces eligible for the CEA, thus guaranteeing no more than the minimum of 10% of fees is payable by the parents. Moorland School – generous Forces’ bursaries
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Port Regis School – has a wealth of experience in dealing with HM Services Families (approx 15% of pupils), offers special discounts to children of HM Services families Princess Helena College – bursaries available for daughters of Armed Forces' personnel Prior Park College – HM Forces bursaries are available of up to 20% of fees Prior’s Field School – the fees for pupils who have a parent serving in the Armed Forces are 10% of the total boarding fee plus the boarding schools allowance Queen Anne’s, Caversham – HM Forces personnel in receipt of CEA pay only 10% of boarding fee
SABIS International School UK – Generous bursaries and sibling discount available for Forces families S. Anselm’s Preparatory School – Discounts are available for Forces Families St Andrews Eastbourne – 20% off boarding for Service children St Bees School – 20% discount for boarders from service families. All weekend activities included in boarding fees St David’s College Wales – Services’ discounts, scholarships and bursaries are available St Edmund’s College Ware – reductions offered to sons and daughters of serving members of the Armed Forces
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Paying the fees Schools offering special awards for children of personnel serving in the Armed Forces St Edmund’s School Canterbury – bursaries and fee concessions are granted to the children of members of the Armed Forces St Edwards’s Oxford – a bursary for the children of serving RAF personnel St Felix School – allowance for Forces’ families St Francis’ College – discounts are offered to the daughters of Service families in addition to the CEA(Board) allowance
Stonyhurst School – discounts of 22% available for sons and daughters of serving members of Her Majesty’s Forces Talbot Heath School – offers financial awards for Armed Services families Taunton School – special bursaries for children of those in the Armed Services Taverham Hall Preparatory School – discounts are available for the sons and daughters of HM Forces
Wellington School, Somerset – generous bursaries are awarded to the sons and daughters of serving members of the Armed Forces Wellow House School – discounted fees for children of HM Forces personnel. West Hill Park School – bursaries are available for sons and daughters of Armed Services personnel
St Hugh’s School, Woodall Spa – bursaries for the children of Service personnel
Terrington Hall School – automatic 10% discount for Armed Services personnel. Further means tested bursaries available.
Westonbirt School – offers a very generous discount to the families of UK Armed Services personnel and members of the UK Diplomatic Services
St John’s-on-the-Hill Chepstow – HM Forces’ bursaries available
Tettenhall College – reduction in fees for the children of members of HM Forces
Windermere St Anne’s School – discounted to full boarding schools’ allowance
St Lawrence College, Ramsgate – children of serving members of HM Forces will be considered for bursaries, parents pay the Services’ Boarding Allowance plus 10% of the main boarding and tuition fees St Olave’s School York, Prep School to St Peter’s School – automatic discount for Forces families; means-tested bursaries available up to 100% of tuition fees
The Elms School, Worcester – bursaries are available for sons and daughters of Armed Services personnel
Windlesham House School – Armed Forces’ bursaries are available.
St Peter’s School, York – automatic discount for HM Forces families. Music awards. Honorary subject scholarships. Means-tested bursaries available up to 100% of tuition fees
The Royal Hospital School – discounts are are available for children from Armed Services’ families
Seaford College – bursaries are available to pupils whose parents are in the Armed Forces Sedbergh School – generous Forces’ bursaries Shebbear College – discounts available for the children of HM Forces personnel Sherborne Prep School – offers generous financial awards for Armed Services families. Sherborne School – a Raban Exhibition of 10% of fees for the sons of serving or ex-service officers; a Nutting Exhibition of 10% of fees for the sons of RN Officers; exhibitions for the sons of serving or ex-Service Officers Slindon College, West Sussex – some bursaries/discounts available for Armed Forces’ families Stamford Endowed Schools – discounts for Service families Stonar School – HM Forces’ bursaries available on top of the CEA, for boarding places, at 10% and 20% per annum for the Senior and Prep School respectively
The Leys School – special consideration is given to the sons and daughters of members of HM Forces The Oratory School – Armed Forces bursaries available
The Royal Masonic School for Girls – discounts for full time serving members of HM Forces The Royal School Hampstead – bursaries available for children of Armed Forces’ personnel The Royal School Haslemere – HM Forces bursaries are available for Service families (5– 15%, depending on circumstance)
Woldingham School – offers special discounts for daughters of serving members of HM Forces Woodhouse Grove School – special assistance to boarders who are sons and daughters of serving members of HM Forces Worksop College – special bursaries for children of those in the Armed Forces. Wrekin College – special bursaries are available for sons and daughters of serving members of the Armed Forces Wychwood School – generous discounts for daughters of HM Forces, plus additional bursaries where appropriate. Wycliffe College – School fees fixed at CEA + 10% of the school fees ■
Tonbridge School – bursaries are available for the children of Service families on top of the CEA(Board) allowance Trent College – discounts are available for children from Armed Services' families Warminster School – generous Forces’ discounts Wellesley House School – automatic 15% Forces’ discount Wellington College, Berkshire – places reserved for the children of deceased officers, who apply to be Foundationers
All the information listed is contained in either the Independent Schools Yearbook, this Guide or the MoD Directory. If there are any omissions or amendments please contact David Lidbury at Bulldog Publishing on 01763 268120, or email david@serviceschools.co.uk
March 2015 Service Parents’ Guide to Boarding Schools 155
Paying the fees The SpringBoard Bursary Foundation
The SpringBoard Bursary Foundation – Ian Davenport, Chief Executive Officer of SpringBoard he SpringBoard Bursary Foundation (SpringBoard) is an independent and state boarding schools-led initiative which came into being in 2012. The charity provides, along with the schools involved, 110% funded bursaries to a significant number of children from disadvantaged backgrounds who benefit from a boarding education. It is unique in two ways: ● it is schools-led ● it works with partner organisations that are already involved with such children. A significant number of schools, more than 70 at the last count, from both sectors, have enthusiastically embraced this new and exciting endeavour. The SpringBoard Bursary Foundation is based on the impressive work of the Arnold Foundation, Rugby School's bursary programme, which has been an inspiration to many boarding schools. All schools involved have agreed to participate in a rigorous accreditation process. This affirmation will have numerous benefits. Partner organisations can be certain that the leadership of the school is committed to providing a rich and rewarding environment for the bursary pupils. They can also be assured that the leadership has considered, reflected upon, and where necessary, implemented changes in order to provide the best possible opportunity for the SpringBoard Bursary pupils.
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an emphasis on social mobility; experience tells us there are a significant number of these. It also engages the governors and provide for them a useful opportunity to demonstrate good governance through the review of this process in their schools. SpringBoard provides professional development involving schools, partner organisations and other interested groups and bodies, thus having significant advantages for the boarding community within the school as a whole. SpringBoard is working with ‘partners’, who are educational and youth charities, mentoring groups and state schools who recommend pupils for example, IntoUniversity and EYLA; the number of partners is growing all the time. The advantages of working with these partners are many. They provide a direct link to pupils who are genuinely disadvantaged. They provide an extra pastoral dimension during the holidays and term time; they have a deep understanding of the pupils and their immediate circumstances. They will build a strong relationship with the schools, which will bring considerable benefit to both communities. The ripple effect will be considerable. Barriers are being shaken, and the pace will increase as SpringBoard develops. All parties concerned have a serious desire to see this initiative flourish and grow.
schools, leaders from various charities and other organisations, and CEOs from our partner organisations. I have encountered enthusiasm from just about every quarter; endorsements have been enthusiastically and willingly given by all the schools’ associations, by politicians from both sides, philanthropic individuals and foundations, by partners, by other charities both likeminded and distant in principle, and by the Heads and governing bodies of many boarding schools, both state and independent, both junior and senior. We have created something very special, and it seems to me that all the right forces are aligned, both macro and micro. It will not always be easy, but given the determination and commitment in evidence thus far, we will get there. In ten years we will have transformed the nature of bursary provision in boarding schools, we will have made it possible for a significant number of pupils to have been given a lifetransforming opportunity and we will be part of a wider social dynamic. ■ For contact details, go to page 158.
Making a difference Funders, parents and the pupils can be reassured that the leadership of the school is determined to play its part in the social mobility debate, one which is even more relevant today with income inequalities widening and with too many children finding the socio-economic barriers to success almost impossible to hurdle. In short, schools and partner organisations want to make a difference. It has already become apparent that this affirmation process is an enriching one. It is an opportunity for schools to explore boarding principles and it provides a mechanism to reflect on existing good practice, something which in itself will be viewed as a positive development by the ISI inspectors. It also provides an opportunity to engage with parents, both current and prospective, who increasingly wish to be associated with schools which are placing
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Enthusiasm from all quarters We have placed more than 70 pupils in a wide range of schooles, e.g. Rugby, Eton, Lord Wandsworth College, King Edward's Witley, Uppingham, Oundle, Wellington Academy, Bede's, Sedbergh, Repton, Bradfield, Wymondham and Marlborough. We have surveyed many bursary pupils and built their views into our assessment processes. I have met some extraordinary people who have committed themselves unconditionally to improving the lot of those for whom home life can be complex. I have been impressed by the determination and kindness of those who joined the Advisory Board, including Lord Adonis, Sir Peter Lampl, Professor Michael Arthur and Damon Buffini, not to mention Heads from independent and state boarding
Ian Davenport is the first CEO of The SpringBoard Bursary Foundation. From 2004 he was Head Master of Blundell's School in Devon. He began his career working in the City for Morgan Stanley and Kleinwort Benson before moving to become Head of Economics and Housemaster at Radley College and a part-time tutor at Oxford University. He governs various senior schools and was Chair of Trustees at The Royal Academy for Deaf Education.
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Appendix Useful contacts
Useful contacts This section provides contact details for a selection of organisations that will be able to provide you with further information about boarding schools and studying in the UK. The information below is based on information on each organisation’s website. GENERAL INFORMATION Naval Families Federation (NFF) Castaway House 311 Twyford Avenue Portsmouth Hampshire PO2 8RN Tel: +44 (0)23 9265 4374 Email: admin@nff.org.uk Web: www.nff.org.uk
ISCis Ireland 5 Sandycove Avenue East Sandycove County Dublin Republic of Ireland Tel: 00 353 1280 95454 Email: palmercarter@eircom.net Regional Director: Palmer Carter Welsh Independent Schools Council (WISC) 2 Glenview Rise Newbridge Gwent NP11 4HZ Tel: +44 (0)779 189 1593 Email: info@welshisc.co.uk Web: www.welshisc.co.uk General Secretary: Emma Verrier
Army Families Federation (AFF) IDL 414, Floor 2, Zone 3 Ramillies Building Marlborough Lines Monxton Road Andover SP11 8HJ Tel: +44 (0)1264 382327 (Mil: 94391 2327) Email: us@aff.org.uk Web: www.aff.org.uk
Scottish Council of Independent Schools (SCIS) 61 Dublin Street Edinburgh EH3 6NL Tel: +44 (0)131 556 2316 Email: office@scis.org.uk Web: www.scis.org.uk/ Director: John Edward
RAF Families Federation 13–15 St Georges Road Wittering Peterborough PE8 6DL Tel: +44 (0)1780 781650 Web: www.raf-ff.org.uk Independent Schools Council information and advice service (ISCias) St Vincent House 30 Orange Street London WC2H 7HH Tel: +44 (0)20 7766 7070 Email: information@isc.co.uk Web: www.isc.co.uk ISC offers free and impartial advice about the sector Independent Schools Show Held every autumn in Battersea Park, London 2015 dates: November 14 and 15 The Education Theatre at ISS London Battersea Evolution, Chelsea Bridge Entrance, Battersea Park, London SW11 4NJ Tickets: +44 (0)20 7836 1035 Email: info@schoolsshow.co.uk Web: www.schoolsshow.com
Independent Schools Careers Organisation (ISCO) The Inspiring Futures Foundation St George’s House Knoll Road Camberley Surrey GU15 3SY Tel: +44 (0)1276 687500 Email: helpline@isco.org.uk Web: www.isco.org.uk Provides information and advice on careers and higher education choices for pupils in ISCO member schools Independent Schools Examinations Board (ISEB) The Pump House 16 Queen’s Avenue Christchurch BH23 1BZ Tel: +44 (0)1202 487538 Email: enquiries@iseb.co.uk Web: www.iseb.co.uk Administers exams for pupils transferring to independent senior schools (at ages 11–13+) Independent Schools Inspectorate (ISI) CAP House 9–12 Long Lane London EC1A 9HA Tel: +44 (0)20 7600 0100 Email: info@isi.net Web: www.isi.net ISI ensures high standards among ISC member schools by carrying out inspections every six years
State Boarding Schools’ Association (SBSA) c/o The Boarding Schools' Association 4th Floor 134–136 Buckingham Palace Road London SW1W 9SA Tel: +44 (0)20 7798 1580 Email: info@sbsa.org.uk Web: www.sbsa.org.uk OTHER USEFUL CONTACTS Department for Education (DfE) Sanctuary Buildings 20 Great Smith Street London SW1P 3BT Tel: +44 (0)370 000 2288 Typetalk: 18001 0370 000 2288 Contact form: www.education.gov.uk/help/contactus/dfe Web: www.education.gov.uk
International Baccalaureate Organization (IBO) Peterson House Malthouse Avenue Cardiff Gate Cardiff, Wales CF23 8GL Tel: +44 (0)29 2054 7777 Email: ibca@ibo.org Web: www.ibo.org The IBO administers the International Baccalaureate in schools in over 100 countries around the world
March 2015 Service Parents’ Guide to Boarding Schools 157
Appendix Useful contacts Universities and Colleges Admissions Service (UCAS) Rosehill New Barn Lane Cheltenham Gloucestershire GL52 3LZ Tel: +44 (0)871 468 0468 (applications) or +44 (0)1242 222444 (enquiries) Email: enquiries@ucas.ac.uk Web: www.ucas.com UCAS receives and processes applications for undergraduate admission to UK universities and university-sector colleges
UK Council for International Student Affairs (UKCISA) 9–17 St Albans Place London N1 0NX Tel: +44 (0)20 7288 4330 Advice line: +44 (0)20 7788 9214 Textphone: 18001 020 788 9214 Web: www.ukcisa.org.uk UKCISA looks after the needs and interests of international students; offers free information and advice to international students already in the UK, and to prospective international students around the world. Provides advice by telephone only. The advice line is open 1pm to 4pm Monday to Friday.
Educational Grants Advice Independent Schools Council c/o Royal National Children's Foundation Sandy Lane Cobham Surrey KT11 2ES Tel: +44 (0)1932 865619 (answered between 9am and 11.00am weekdays) Web: www.educational-grants.org/
SPECIAL NEEDS INFORMATION British Dyslexia Association (BDA) Unit 8 Bracknell Beeches Old Bracknell Lane Bracknell RG12 7BW Tel: 0333 4054555 Email: helpline@bdadyslexia.org.uk Web: www.bdadyslexia.org.uk Offers information and help to families, professionals and dyslexic individuals. The helpline is open 10am to 12pm and 1pm to 4pm Monday to Friday, closed on Wednesday afternoons.
The SpringBoard Bursary Foundation Portland House Bressenden Place London SW1E 5RS Tel: +44 (0)20 7869 8141 Email: admin@springboardbursary.org.uk Web: www.springboardbursaryfoundation.org.uk INFORMATION FOR OVERSEAS PARENTS AND BOARDERS Association for the Education and Guardianship of International Students (AEGIS) Yasemin Wigglesworth/Janet Bowman AEGIS The Wheelhouse Bond’s Mill Estate Bristol Road Stonehouse Gloucestershire GL10 3RF Tel: +44 (0)1453 821293 Email: info@aegisuk.net Web: www.aegisuk.net British Council Bridgewater House 58 Whitworth Street Manchester M1 6BB Tel: +44 (0)161 957 7755 Email: general.enquiries@britishcouncil.org Web: www.britishcouncil.org Children’s Education Advisory Service (CEAS) Trenchard Lines Upavon Pewsey Wiltshire SN9 6BE Tel: +44 (0)1980 618244 (Mil: 94344 8244) Email: enquiries@ceas.uk.com Web: www.gov.uk/childrens-education-advisory-service The helpline is staffed 8.30am to 3.30pm Monday to Friday; an answer phone is available at all other times National Academic Recognition Information Centre (UK NARIC) Oriel House Oriel Road Cheltenham Gloucestershire GL50 1XP Tel: +44 (0)871 330 7033 Web: www.naric.org.uk Provides advice on overseas qualifications accepted by UK institutions; queries should be sent in writing
Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) Old Post House Castle Street Whittington Shropshire SY11 4DF Tel: 0845 601 5013 Email: admin@crested.org.uk Web: www.crested.org.uk CReSTeD provides a free list of schools approved for its SpLD (dyslexia) provision. Forces children attending schools listed under categories DSP, SPS and DU may qualify for help with fees from the CEAS Dyslexia Action House 10 High Street Egham Surrey TW20 9EA Tel: 0300 3038357 Email: info@dyslexiaaction.org.uk Web: www.dyslexiaaction.org.uk Carries out assessments of children and adults who may be dyslexic, provides tuition, trains specialist teachers, develops teaching materials and conducts research Disability Rights UK Ground Floor CAN Mezzanine 49–51 East Rd London N1 6AH Tel: +44 (0)20 7250 8181 Email: enquiries@disabilityrightsuk.org Web: www.disabilityrightsuk.org SSAFA Forces Help, CHSS 19 Queen Elizabeth Street London SE1 2LP Tel: +44 (0)207 403 8783 Direct Line to Special Needs and Disability Advisor: +44 (0)207 463 9234 Web: www.ssafa.org.uk SPECIALIST SCHOOLS INFORMATION Choir Schools’ Association (CSA) CSA Administrator 39 Grange Close Winchester Hampshire SO23 9RS Tel: +44 (0)1962 890530 Email: admin@choirschools.org.uk Web: www.choirschools.org.uk An association of UK boarding and day schools attached to cathedrals, churches and college chapels Music and Dance Scheme Web: www.education.gov.uk The UK government’s Music and Dance Scheme provides funding for exceptionally talented children to study at specialist schools
158
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Appendix Useful contacts RELIGIOUS SCHOOLS INFORMATION Church of England Woodard Schools Head Office High Street Abbots Bromley Rugeley Staffordshire WS15 3BW Tel: +44 (0)1283 840120 Email: jillshorthose@woodard.co.uk Web: www.woodard.co.uk A corporation of 45 Church of England schools in England and Wales Methodist Independent Schools Trust 25 Marylebone Road London NW1 5JR Tel: +44 (0)20 7935 3723 Email: admin@methodisteducation.co.uk Web: www.methodisteducation.co.uk An umbrella organisation for the 14 independent Methodist schools in the UK Catholic Independent Schools’ Conference (CISC) John Shinkwin General Secretary 11 Osler Close Bramley Tadley RG26 5QG Tel: +44 (0)1256 880209 Email: johnshinkwin@cisc.uk.net Web: www.cisc.uk.net ISC CONSTITUENT MEMBER ASSOCIATIONS The Council provides a single, unified organisation that speaks and acts on behalf of the associations of governing bodies, heads and bursars by which it was constituted (listed below and on the next page). ISC promotes member schools’ common interests at the political level by making representations to government ministers, politicians of all parties, civil servants and the media. It also has overall responsibility for the Independent Schools Inspectorate, which ensures high standards among ISC schools, teacher recruitment campaigns, the ISC teacher induction panel, which enables several hundred newly qualified teachers in ISC schools each year to obtain Qualified Teacher Status, and other matters. The eight constituent associations of ISC are listed below. Association of Governing Bodies of Independent Schools (AGBIS) AGBIS represents the interests of the governing bodies of ISC schools AGBIS The Grange 3 Codicote Road Welwyn Herts AL6 9LY Contact: Stuart Westley, General Secretary Tel: +44 (0)1438 840 730 Email: gensec@agbis.org.uk Web: www.agbis.org.uk/ Council of British International Schools (COBIS) COBIS represents accredited British Schools abroad, anywhere in the world COBIS St Mary’s University College Strawberry Hill Twickenham TW1 4SX Tel: +44 (0)208 240 4142 Email: executive.director@cobis.org.uk Web: www.cobis.org.uk Girls’ Schools Association (GSA) GSA is the main association to which heads of girls’ senior independent schools belong GSA Suite 105 108 New Walk Leicester LE1 7EA Contact: Sheila Cooper, Executive Director Tel: +44 (0)116 2541619 Email: office@gsa.uk.com Web: www.gsa.uk.com/
Headmasters’ and Headmistresses’ Conference (HMC) HMC represents the heads of over 240 boys’ and co-educational independent senior schools HMC 12 The Point Rockingham Road Market Harborough Leicestershire LE16 7QU Contact: William Richardson, General Secretary Tel: +44 (0)1858 469 059 Email: info@hmc.org.uk Web: www.hmc.org.uk/ Independent Association of Prep Schools (IAPS) IAPS represents the heads of more than 570 boys’, girls’ and co-educational preparatory schools for children aged from 2 to 13 IAPS 11 Waterloo Place Leamington Spa Warwickshire CV32 5LA Contact: David Hanson, Chief Executive Tel: +44 (0)1926 887833 Email: iaps@iaps.org.uk Web: www.iaps.org.uk/ Independent Schools Association (ISA) ISA members include heads of some 300 preparatory, senior and all-through schools ISA 1 Boys’ British School East Street Saffron Walden Essex CB10 1LS Contact: Neil Roskilly, Chief Executive Tel: +44 (0)1799 523619 Email: isa@isaschools.org.uk Web: www.isaschools.org.uk/ Independent Schools’ Bursars Association (ISBA) ISBA represents the bursars of over 800 senior and junior schools ISBA Bluett House Unit 11–12 Manor Farm Basingstoke RG25 2JB Contact: Mike Lower, General Secretary Tel: +44 (0)1256 330369 Email: office@theisba.org.uk Web: www.theisba.org.uk The Society of Heads The Society of Heads represents the heads of independent schools of all sizes, many of which have a long tradition of boarding 12 The Point Rockingham Road Market Harborough Leicestershire LE16 7QU Contact: Dr Peter Bodkin, General Secretary Tel: +44 (0)1858 433760 Email: gensec@thesocietyofheads.org.uk Web: www.thesocietyofheads.org.uk AFFILIATED ASSOCIATIONS Boarding Schools’ Association (BSA) The BSA is the UK association promoting and serving boarding education in both the independent and maintained sectors BSA 4th Floor 134–136 Buckingham Palace Road London SW1W 9SA Tel: +44 (0)20 7798 1580 Email: bsa@boarding.org.uk Web: www.boarding.org.uk/
March 2015 Service Parents’ Guide to Boarding Schools 159
Appendix Boarding schools in this issue, by county
Boarding schools in this issue, by county Name of school
Address
Telephone Type
Website
Page
BATH & NORTH-EAST SOMERSET Kingswood Prep School
Lansdown, Bath. BA1 5RG
01225 734210
Bo, D, M, 3-11
www.kingswood.bath.sch.uk
111
De Parys Avenue, Bedford MK40 2TU
01234 362200
Bo, D, B, 7-18
www.bedfordschool.org.uk
117
Newtown, Newbury, Berks RG20 9DJ
www.horrishill.com
101
BEDFORDSHIRE Bedford School
BERKSHIRE Horris Hill School
01635 40594
Bo, D, B, 7-13
LVS Ascot (Licensed Victuallers' School) London Road, Ascot, Berks SL5 8DR
01344 882770
Bo, D, M 4 /2-18
www.lvs.ascot.sch.uk
17
Pangbourne College
0118 984 2101
Bo, D, M, 11-18
www.pangbourne.com
15
Pangbourne Reading RG8 8LA
1
BRISTOL Badminton School
Badminton School, Westbury-on-Trym, Bristol. BS9 3BA
0117 905 5271
Bo(9-18), D, G, 3-18
www.badmintonschool.co.uk
Clifton College
32 College Road, Clifton, Bristol, BS8 3JH
0117 315 7000
Bo, D, M, 3-18
www.cliftoncollege.com
Tockington Manor Prep School
Tockington, Bristol, BS32 4NY
01454 613 229
Bo(7-14), D, M, 2-14
www.tockingtonmanorschool.com
www.stowe.co.uk
123 13
BUCKINGHAMSHIRE Stowe School
Stowe, Buckingham MK18 5EH
01280 818000
Bo, D, M, 13-18
Swanbourne House School
Swanbourne, Milton Keynes MK17 0HZ
01296 720264
Bo, D, M, 3-13
www.swanbourne.org
The Royal Grammar School
Amersham Road, High Wycombe. HP13 6QT
01494 524955
Bo, D, B, 11-18
www.rgshw.com
Wycombe Abbey
Abbey Way, High Wycombe, Bucks. HP11 1PE
01494 897008
Bo, D, G, 11-18
www.wycombeabbey.com
Trumpington Road, Cambridge, Cambridgeshire CB2 7AD
01223 508904
Bo, D, M, 11-18
www.theleys.net
Llandudno, Conwy. LL30 1RD
01492 875974
Bo, D, M, 9-19
www.stdavidscollege.co.uk
113 67 121
CAMBRIDGESHIRE The Leys School
CONWY St David's College
87
COUNTY DURHAM Barnard Castle School
Newgate, Barnard Castle
01833 690 222
Bo(7-18), D(4-18), M(4-18), 4-18 www.barnardcastleschool.org.uk
Durham School
Quarryheads Lane, Durham City, County Durham DH1 4SZ
0191 3864783
Bo, D, M, 11-18 (Prep 3-11)
www.durhamschool.co.uk
12
Windermere, Cumbria. LA23 1NW
01539 446164
Bo, D, M, 2-18
www.windermereschool.co.uk
97
Foremarke Hall Preparatory School
Milton DE65 6EJ
01283 707100
Bo(7-13), D, M, 3-13
www.foremarke.org.uk
39
Repton School
Repton Derby DE65 6FH
01283 559222
Bo, D, M, 13-18
www.repton.org.uk
39
S. Anselm's Preparatory School
Stanedge Road, Bakewell, Derbyshire. DE45 1DP
01629 812734
Bo(8-13), D, M, 2-13
www.sanselms.co.uk
Blundell's School
Blundell's Road, Tiverton EX16 4DN
01884 252543
Bo(9-18), D(3-18), M(3-18)
www.blundells.org
Kingsley School
Northdown Road, Bideford, Devon, EX39 3LY
01237 426200
Bo(8-18), D, M, 0-18
www.kingsleyschoolbideford.co.uk
Plymouth College
Ford Park, Plymouth
01752 203300
Bo, D, M, 11-18
www.plymouthcollege.com
Shebbear College
Shebbear, Beaworthy, Devon EX21 5HJ
01409 282001
Bo, D, M, 3-18
www.shebbearcollege.co.uk
83
Trinity School
Buckeridge Road, Teignmouth, Devon TQ14 8LY
01626 774138
Bo, D, M, 3 months -19 yrs
www.trinityschool.co.uk
77
CUMBRIA Windermere School
DERBYSHIRE
DEVON 74
DORSET Clayesmore School
Iwerne Minster, Blandford Forum, Dorset. DT11 8LL
01747 812122
Bo, D, M, 2½-18
www.clayesmore.com
Hanford School
Childe Okeford Blandford Forum DT11 8HN
01258 860219
Bo, D, G, 7-13
www.hanfordschool.com
Knighton House School
Durweston, Blandford Forum, Dorset DT11 0PY
01258 452065
Bo(7-13), D(3-13), B(3-7),
www.knightonhouse.co.uk
81 127 2
G(3-13), M(3-7), 3-13 Leweston School
Sherborne, Dorset DT9 6EN
01963 211010
Bo, D, G 3 months-18 yrs,
www.leweston.co.uk
127
M (3 months-11) Shaftesbury School
Salisbury Road, Shaftesbury SP7 8ER
01747 854498
Bo, D, M, 11-18
Thornlow Preparatory School
Connaught Road, Weymouth, Dorset, DT4 0SA
01305 785703
Bo(10-13), D(3-13), M(3-13), 3-13 www.thornlow.co.uk
FOR FURTHER DETAILS VISIT
www.shaftesburyschool.com
65
www.serviceschools.co.uk
KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed
160
Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Appendix Boarding schools in this issue, by county
Name of school
Address
Telephone Type
Website
Page
EAST SUSSEX Frewen College
Rye Road, Northiam, East Sussex TN31 6NL
01797 252494
Bo, D, M, 7-18
www.frewencollege.co.uk
141
GLOUCESTERSHIRE Bredon School
Pull Court, Bushley, Nr Tewkesbury
01684 293156
Bo(7-18), D, M, 3-18
www.bredonschool.org
Cheltenham College
Bath Road, Cheltenham, Gloucestershire GL53 7LD
01242 265600
Bo, D, M, 13-18
www.cheltenhamcollege.org
83
Bo, D, M, 3-13
www.cheltenhamcollege.org
83
Cheltenham College Preparatory School Thirlestaine Road, Cheltenham, Gloucestershire GL53 7AB 01242 522697 Dean Close Preparatory School
Lansdown Road, Cheltenham, Gloucestershire GL51 6QS
01242 258001
Bo, D, M, 3-13
www.deanclose.org.uk
103
Dean Close School
Shelburne Road, Cheltenham, Gloucestershire GL51 6HE
01242 258044
Bo, D, M, 13-18
www.deanclose.org.uk
103
Wycliffe College
Stonehouse, Gloucestershire GL10 2JQ
01453 822432
Bo, D, M, 2-18
www.wycliffe.co.uk
79
HAMPSHIRE 3
Boundary Oak Prep School
Roche Court, Wickham Road, Fareham, Hampshire PO17 5BL 01329 280955
Bo, D, M, 2 /4-13 yrs
Farleigh School
Red Rice, Andover, Hampshire SP11 7PW
01264 710766
Bo(7-13), D(3-13), M(3-13), 3-13 www.farleighschool.com
www.boundaryoak.co.uk 111
Highfield & Brookham Schools
Highfield Lane, Liphook, Hampshire GU30 7LQ
01428 728000
Bo(8-13), D, M, 3-13
www.highfieldschool.org.uk
113
Moyles Court School
Moyles Court, Ringwood, Hampshire. BH24 3NF
01425 472856
Bo, D, M, 3-16
www.moylescourt.co.uk
95
St John's College
Grove Road South, Southsea, Hampshire PO5 3QW
02392 815118
Bo, D, M, 2-18
www.stjohnscollege.co.uk
79
Walhampton Preparatory School
Walhampton School, Lymington, Hampshire, SO41 5ZG
01590 613303
Bo(7-13), D(2-13), M(2-13), 2-13 www.walhampton.com
West Hill Park
St Margarets Lane, Titchfield, Hampshire. PO14 4BS
01329 842356
Bo(7-13), D, M, 2-13
www.westhillpark.com
100 44
01568 782000
Bo, D, M, 5-18
www.luctonschool.org
11
Bo(7-18), D(4-18), M(4-18), 4-18 www.bishops-stortford-college.herts.sch.uk
HEREFORDSHIRE Lucton School
Lucton, Herefordshire HR6 9PN
HERTFORDSHIRE Bishop's Stortford College
Maze Green Road, Bishop's Stortford CM23 2PJ
01279 838575
Haileybury
Hailey Lane, Hertford, Hertfordshire SG13 7NU
01992 706353
Bo, D, M, 11-18
www.haileybury.com
Princess Helena College
Preston, Hitchin, Hertfordshire SG4 7RT
01462 432100
Bo, D, G, 11-18
www.princesshelenacollege.co.uk
121
Queenswood
Shepherd's Way, Brookmans Park, Hatfield, Hertfordshire AL9 6NS
01707 602500
Bo, D, G, 11-18
www.queenswood.org
127
St George's School
Sun Lane, Harpenden, Hertfordshire. AL5 4TD
01582 716277
Bo, D, M, 11-18
www.stgeorges.herts.sch.uk
St Margaret's School
Merry Hill Road, Bushey
020 8416 4400
Bo(14-18), D(4-18), G(4-18), 4-18 www.stmargaretsbushey.co.uk
The Royal Masonic School For Girls
Rickmansworth Park, Rickmansworth, Herts WD3 4HF
01923 725354
Bo(7-18) D(2-18) G(2-18) Boys (2-4)
www.royalmasonic.herts.sch.uk
Queen's Road, Ryde. PO33 3BE
01983 562229
Bo(7-18), D, M, 3-18
www.rydeschool.org.uk
Duke of York’s Royal Military School
Dover, Kent CT15 5EQ
01304 245023
Bo, M, 11-18
www.doyrms.com
Kent College Canterbury
Whitstable Road, Canterbury, Kent CT2 9DT
01227 763231
Bo(7-18), D, M, 3-18
www.kentcollege.com
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
Wellesley House
Ramsgate Road, Broadstairs, Kent CT10 2DG
01843 862991
Bo, D, M, 7-13
www.wellesley.kent.sch.uk
www.kirkhamgrammar.co.uk
76
119
ISLE OF WIGHT Ryde School
KENT 5 77 113
LANCASHIRE Kirkham Grammar School
Ribby Road, Kirkham, Lancashire PR4 2BH
01772 684264
Bo, D, M, 3-18
Lancaster Royal Grammar School
East Road, Lancaster, Lancashire. LA1 3EF
01524 580542
Bo, D, B, 11-18
www.lrgs.org.uk
67
Rossall School
Broadway, Fleetwood FY7 8JW
01253 774201
Bo (7-18), D (2-18), M (2-18)
www.rossallschool.org.uk
75
01509 891700
Bo, M, 16-18
www.dsfc.ac.uk
61
65
LEICESTERSHIRE Welbeck - The Defence Sixth Form College Forest Road, Woodhouse, Loughborough LE12 8WD.
LINCOLNSHIRE De Aston School
Willingham Road, Market Rasen, Lincolnshire LN8 3RF
Lincoln Minster School
The Prior Building, Upper Lindum Street, Lincoln LN2 5RW 01522 551300
St Hugh's School
Cromwell Avenue, Woodhall Spa, LN10 6TQ
The Priory Academy LSST
Cross O'Cliff Hill, Lincoln LN5 8PW
FOR FURTHER DETAILS VISIT
01673 843415
Bo, D, M, 11-18
www.de-aston.lincs.sch.uk
Bo(7-18), D, M, 2-18
www.lincolnminsterschool.co.uk
01526 352 169
Bo(7-13), D, M, 2-13
www.st-hughs.lincs.sch.uk
01522 889977
Bo(16-18), M, 11-18
www.prioryacademies.co.uk/lsst
71
www.serviceschools.co.uk
KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed
March 2015 Service Parents’ Guide to Boarding Schools 161
Appendix Boarding schools in this issue, by county
Name of school
Address
Telephone Type
Website
Page
MONMOUTHSHIRE Haberdashers’ Monmouth School for Girls
Monmouth, Monmouthshire NP25 5XT
01600 711104
Bo, D, G, 7-18
www.habs-monmouth.org
38
Monmouth School
Monmouth, Monmouthshire NP25 3XP
01600 710433
Bo, D, B, 7-18
www.habs-monmouth.org
38
St. John’s-on-the-Hill School
Castleford Hill, Tutshill, Chepstow, Monmouthshire NP16 7LE 01291 622045
Bo, D, M, 3 months -13 + yrs
www.stjohnsonthehill.co.uk
The New Eccles Hall School
Quidenham, Norfolk NR16 2NZ
01953 887217
Bo(9-18), D(6-18), M, 6-18
www.neweccleshall.com
Wymondham College
Wymondham, Norfolk NR18 9SZ
01953 609000
Bo, D, M, 11-18
www.wymondhamcollege.org
65
01909 537155
Bo, D, M, 3-18
www.wsnl.co.uk
95
NORFOLK NOTTINGHAMSHIRE Worksop College
Worksop. S80 3AP
OXFORDSHIRE Bloxham School
Bloxham, Near Banbury, Oxfordshire. OX15 4PE
01295 724301
Bo, D, M, 11-18
www.bloxhamschool.com
Dragon School
Bardwell Road, Oxford. OX2 6SS
01865 315405
Bo(8-13), D, M, 4-13
www.dragonschool.org
107
Headington School
Oxford, OX3 7TD
01865 759861
Bo(9-18), G, 3-18
www.headington.org
125
Kingham Hill School
Kingham, Chipping Norton, Oxfordshire OX7 6TH
01608 658999
Bo, D, M, 11-18
www.kinghamhill.org.uk
Rye St Antony School
Pullens Lane, Oxford OX3 0BY
01865 762802
Bo(9-18), D(3-18), B(3-8), G(3-18) www.ryestantony.co.uk
128
Shiplake College
Henley-on-Thames, RG9 4BW
0118 940 2455
Bo(13-18), D, B, G(16-18), B(11-18) www.shiplake.org.uk
77
Brecon, Powys LD3 8AF
01874 615440
Bo, D, M, 11-18
www.christcollegebrecon.com
40
Uppingham Rutland LE15 9QE
01572 820611
Bo, M, 13-18
www.uppingham.co.uk
93
POWYS Christ College
RUTLAND Uppingham School
SCOTLAND Erskine Stewart’s Melville Schools
Queensferry Road, Edinburgh, Scotland EH4 3EZ
0131 3111000
Bo(10 -18), M(3-12), B,G (12-18) www.esms.edin.sch.uk
Kilgraston School
Bridge of Earn, Perthshire. PH2 9BQ
01738 812257
Bo(8-18), D, G, 3-18
Queen Victoria School
Dunblane, Perthshire FK15 0JY
0131 310 2927
Bo, M, 10½ /11-18
www.qvs.org.uk
55
Strathallan School
Forgandenny Perth Perthshire PH2 9EG
01738 812546
Bo, D, M, 9-18
www.strathallan.co.uk
21
69
/www.kilgraston.com
89 123
SHROPSHIRE Adams' Grammar School
High Street, Newport, Shropshire. TF10 7BD
01952 386300
Bo, D ,B,11-18 (G 6th Frm&day only)
www.adamsgs.org.uk
Packwood Haugh School
Ruyton XI Towns, Shrewsbury
01939 260217
Bo(7-13), D, M, 4-13
www.packwood-haugh.co.uk
Bruton School For Girls
Sunny Hill, Bruton, Somerset. BA10 0NT
01749 814400
Bo, D, B(3-7), G, 3-18
www.brutonschool.co.uk
Chilton Cantelo School
Chilton Cantelo, Yeovil, Somerset. BA22 8BG
01935 850555
Bo(8-18), D, M, 3-18
www.chiltoncanteloschool.co.uk
SOMERSET 1
127
Hazlegrove Preparatory School
Sparkford, Yeovil, Somerset BA22 7JA
01963 440314
Bo, D, M, 2 /2 -13
www.hazlegrove.co.uk
King’s College Taunton
South Road, Taunton, Somerset TA1 3LA
01823 328204
Bo, D, M, 13-18
www.kings-taunton.co.uk
103
King’s Hall School
Kingston Road, Taunton, Somerset TA2 8AA
01823 285921
Bo, D, M, 2-13
www.kingshalltaunton.co.uk
Sexey's School
Cole Road, Bruton, Somerset. BA10 0DF
01749-813393
Bo(11-18), D(11-18), 11-18
www.sexeys.somerset.sch.uk
Taunton School
Staplegrove Road, Taunton, Somerset TA2 6AD
01823 703703
Bo(7-18), D(0-18), M(0-18), 0-18 www.tauntonschool.co.uk
85
Wellington School
Wellington, Somerset TA21 8NT
01823 668800
Bo, D, M, 10-18
www.wellington-school.org.uk
87
01889 590484
Bo, D, M, 11-18
www.denstonecollege.org
95
77 107
STAFFORDSHIRE Denstone College
Denstone, Uttoxeter, Staffordshire. ST14 5HN
SUFFOLK Old Buckenham Hall School
Brettenham, Ipswich, Suffolk. IP7 7PH
01449 740252
Bo, D, M, 3-13
www.obh.co.uk
107
Orwell Park School
Nacton, Ipswich, Suffolk IP10 0ER
01473 659225
Bo, D, M, 3-13
www.orwellpark.co.uk
101
The Royal Hospital School
Holbrook, Ipswich, Suffolk IP9 2RX
01473 326210
Bo, D, M, 11-18
www.royalhospitalschool.org
164
FOR FURTHER DETAILS VISIT
www.serviceschools.co.uk
KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed
162
Parents MUST contact CEAS before entering into any contractual agreements with schools.
CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com
Appendix Boarding schools in this issue, by county
Name of school
Address
Telephone Type
Website
Page
SURREY Gordon’s School
West End, Woking, Surrey GU24 9PT
01276 858084
Bo, D, M, 11-18
www.gordons.surrey.sch.uk
King Edward’s Witley
Witley, Nr Godalming, Surrey GU8 5SG
01428 686700
Bo, D, M, 11-18
www.kesw.org
Royal Alexandra and Albert School
Gatton Park, Reigate, Surrey RH2 0TD
01737 649000
Bo, D, M, 7-18
www.raa-school.co.uk
63 62
WEST MIDLANDS Old Swinford Hospital
Heath Lane, Stourbridge, West Midlands DY8 1QX
01384 817325
Bo, B(11-18), D(11-18), Girls Day (16-18) www.oshsch.com
67
Tettenhall College
Wood Road, Tettenhall, Wolverhampton WV6 8QX
01902 751119
Bo, M, D, 2-18
www.tettenhallcollege.co.uk
53
The Royal School Wolverhampton
Penn Road, Wolverhampton. WV3 0EG
01902 341230
Bo(10-18), D, M, 0-18
www.theroyalschool.co.uk
89
Cottesmore School
Buchan Hill, Pease Pottage, RH11 9AU
01293 520648
Bo(7-13), M, 4-13
www.cottesmoreschool.com
Lavant House School
West Lavant, Chichester, West Sussex, PO18 9AB
01243 527211
Bo, D, G, 4-18
www.lavanthouse.org.uk
Slindon College
Top Road, Slindon, Arundel, West Sussex. BN18 0RH
01243 814320
Bo, D, B, 10-18
www.slindoncollege.co.uk
145
The Prebendal School
52-55 West Street, Chichester PO19 1RP
01243 520970
Bo(7-13), D, M, 3-13
www.prebendalschool.org.uk
110
Windlesham House School
London Road, Washington, Pulborough, West Sussex RH20 4AY 01903 874700
Bo(8-13), D, M, 4-13
www.windlesham.com
WEST SUSSEX 101 41
WILTSHIRE Chafyn Grove School
Bourne Avenue, Salisbury, Wiltshire SP1 1LR
01722 333423
Bo (7-13), D, M, 3-13
www.chafyngrove.co.uk
Dauntsey's School
West Lavington Devizes SN10 4HE
01380 814500
Bo,D,M, 11-18
www.dauntseys.org
111 79
Godolphin School
Milford Hill, Salisbury, Wiltshire. SP1 2RA
01722 430500
Bo(8-18), D, G, 3-18
www.godolphin.org
14
Leaden Hall School
70, The Close Salisbury SP1 2EP
01722 334700
Bo(7-11), D, G, 2-11
www.leaden-hall.com
111
St Mary’s Calne
Curzon Street, Calne, Wiltshire SN11 0DF
01249 857200
Bo, D, G, 11-18
www.stmaryscalne.org
121
The Wellington Academy
Tidworth, Wiltshire SP11 9RR
01264 405060
Bo, D, M, 11-18
www.thewellingtonacademy.org.uk
73
Warminster School
Church Street, Warminster, Wiltshire BA12 8PG
01935 210100
Bo, D, M, 3-18
www.warminsterschool.org.uk
97
WORCESTERSHIRE Bredon School
Pull Court, Bushley, Nr Tewkesbury
01684 293156
Bo(7-18), D(3-18), M(3-18), 3-18 www.bredonschool.org
Bromsgrove School
Worcester Road, Bromsgrove, Worcestershire B61 7DU
01527 579679
Bo, D, M, 7-18
www.bromsgrove-school.co.uk
45
Malvern College
College Road, Malvern, Worcestershire. WR14 3DF
01684 581515
Bo, D, M, 13-18
www.malverncollege.org.uk
99 123
Malvern St James Girls’ School
15 Avenue Road, Great Malvern, Worcestershire WR14 3BA 01684 584624
Bo, D, G, 4-18
www.malvernstjames.co.uk
The Downs Malvern
Brockhill Road, Colwall. WR13 6EY
Bo, D, M, 3-13
www.thedownsmalvern.org.uk
01684 544100
YORKSHIRE Ashville College
Green Lane, Harrogate, North Yorkshire HG2 9JP
01423 566358
Bo(8-18), D, M, 4-18
www.ashville.co.uk
Aysgarth School
Newton-le-Willows, Bedale, DL8 1TF
01677 450240
Bo(8-13), D, B, G(3-8), 3-13
www.aysgarthschool.com
75 113
Barnard Castle School
Newgate, Barnard Castle
01833 690 222
Bo(7-18), D(4-18), M(4-18), 4-18 www.barnardcastleschool.org.uk
12
Fulneck School
Fulneck, Pudsey, Leeds. LS28 8DS
0113 2570235
Bo(9-19), D, M, 3-19
89
www.fulneckschool.co.uk
Fyling Hall School
Robin Hood's Bay, North Yorkshire YO22 4QD
01947 880353
Bo(7-18), D(4-18), M(4-18), 4-18 www.fylinghall.org
87
Giggleswick School
Settle, North Yorkshire BD24 0DE
01729 893000
Bo, D, M, 3-18
95
Harrogate Ladies' College
Clarence Drive, Harrogate, North Yorkshire HG1 2QG
01423 504543
Bo(11-18), D(11-18), G(11-18), www.hlc.org.uk
www.giggleswick.org.uk
121
M(2-11), 2-18 Pocklington School Foundation
West Green, Pocklington, York, YO42 2NJ
01759 321200
Bo(8-18), D, M, 4-18
www.pocklingtonschool.com
Queen Ethelburga’s College
Thorpe Underwood Hall, York YO26 9SS
01423 33 33 30
Bo, D, M, 3-19
www.qe.org
Queen Margaret's
Escrick Park, York
01904 727600
Bo, D, G, 11-18
www.queenmargarets.com
Queen Mary's School
Baldersby Park, Topcliffe, Thirsk YO7 3BZ
01845 575000
Bo(8-16), B(2-8), G, 2-16
www.queenmarys.org
The Read School
Drax, Selby, North Yorkshire YO8 8NL
01757 618248
Bo, D, M, 2-18
www.readschool.co.uk
FOR FURTHER DETAILS VISIT
89 9
82
www.serviceschools.co.uk
KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed
March 2015 Service Parents’ Guide to Boarding Schools 163