Service Parents Schools Guide Sept 2016 by Bulldog Publishing

www.serviceschools.co.uk

September 2016

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

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 to schools. n

General Sir Richard Barrons was commissioned into the Royal Regiment of Artillery in 1977, before 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.

September 2016 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: David Lidbury Design and production: CB Creative Limited Tel: 01223 750566 www.cb2creative.com Printed: by Warners Midlands plc Directors: Peter Threlfall (Chairman) Bruce Hodge (Managing) Roger Dalzell

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

Editorial Advisory Board

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

Adrian Underwood Adrian Underwood’s career has been in boarding education for over 40 years since 1971. From 1975 to 1997 he was Headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association. He was appointed OBE in 2007 for services to education. He now lives on the North Norfolk coast and is an educational consultant and a lead inspector for the Independent Schools Inspectorate (ISI) and the Education Development Trust (EDT). He is a governor of Wymondham College and enjoys sailing, golf, tennis and training ambulance drivers for a local day care centre.

4 Service Parents’ Guide to Boarding Schools September 2016

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

LEADERSHIP

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

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

Full and weekly boarding now available

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

Why choose us? • An independent school atmosphere at • Full and weekly boarding available. an affordable price. £3,940 per term* • Students enjoy an active lifestyle covers ALL the boarding costs, with the education paid for by the State.

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

• Graded ‘Good’ in all areas by Ofsted. • A £24.9m building programme has • Unique ethos helps promote just been completed to enhance our already impressive school site and facilities including new boarding houses, teaching blocks, drama studio, sports centre and climbing wall.

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• Frequent involvement in high

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

Enquiries: 01304 245073 admin.office@doyrms.com

www.doyrms.com *Fees are reviewed annually

Contents 03

Foreword

by General Sir Richard Barrons KCB CBE ADC Gen Commander Joint Forces Command

Education of Service children

Schools founded by the Military 54

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

A unique and iconic school

Introduction Education of Service children: the boarding option

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

Continuity of Education Allowance (CEA)

58 The Royal Hospital School reinforces a values-driven education

How to apply for CEA

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

What is the Pay and Allowances Complaints and Casework Cell (PACCC)?

The gateway to a technical career in defence

Continuity of Education Allowance: frequently asked questions

State boarding schools

CEA application process – a summary

What is Service Children’s Education (SCE)?

Childcare voucher scheme

Specific learning difficulties

An education that remains once school is completed

Education in Scotland

– Irfan Latif, Head Master of Sexey’s School

School despatches

68 State and independent school partnership with a military connection

Pupils and parents

– Peter Middleton, Principal of Welbeck Defence Sixth Form College

What provision do state boarding schools make for the needs of children from Service families? – Raymond McGovern, Headmaster of St George’s School

Mobility: a career necessity but an educational risk

– Paul Spencer Ellis, former Headmaster of the Royal Alexandra and Albert School

– Mike Milner, Principal of The Wellington Academy

Sixth-form boarding in an Academy

– Chris Liston, Head of Boarding at The Priory Academy LSST

The pupils

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

The parents

State boarding schools

– how boarding affects families

What can financial and educational organisations learn from each other?

– Nick Wergan, Headteacher of Steyning Grammar School

Choosing and assessing schools 32

What makes a good school?

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

Boarding or day?

What about boarding schools?

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

Boarding at an independent school 74

The merits of boarding at an independent school

Choosing the right school for your child

– Simon Morris, Head of the Kingswood Foundation

Out of the ordinary: realising the potential of every child

– Dr Joe Spence, Master of Dulwich College

The case for continuity

– Mark Turnbull, Headmaster of Giggleswick School

– Adrian Underwood, Educational Consultant and Lead Inspector

Globalism: What do schools and the Armed Forces have in common?

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

– Antony Spencer, Principal of St Lawrence College

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

Schools together in partnership

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

Selecting a school

Schools as communities in the widest sense

School visits: questions and answers

– Mark Wallace, Principal of Lincoln Minster School

Getting the best out of a school

League tables – just one measure of success

– Emma McKendrick, Headmistress of Downe House School

The importance of good governance

– Joe Smith, Head Master of The Oratory School

Inspections of boarding schools

– Graham Able, Group Deputy Chairman, Alpha Plus

Choosing a senior boarding school

How a boarding school uses agents – Elaine Purves, Head of Rossall School

PSHE? SMSC? The acronyms of a priceless education

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

How boarding schools and boarding parents can work together

– Louise Moelwyn-Hughes, Head of St Edmund’s School

Extra-curricular activities shouldn’t be an extra

– Mark Lascelles, Head Master of Dauntsey’s

The importance of character education

– Simon Reid, Principal of Gordonstoun

6 Service Parents’ Guide to Boarding Schools September 2016

Unlikely bedfellows and the alternative curriculum

– Keith Budge, Headmaster of Bedales Schools

100 Lessons for life learned through the CCF

142 Inspiring confidence in girls – Dr Felicia Kirk, Headmistress of St Mary’s Calne

– Antony Clark, Headmaster of Malvern College

102 The CCF – supporting character development in a boarding school

– Thomas Garnier, Headmaster of Pangbourne College

104 School sport: a head’s perspective

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

106 Girls’ sport: challenging, competitive and passionate

– Pauline Stott, Director of Sport at Kilgraston School

144 Girls and engineering and other STEM subjects – Olivera Raraty, Headmistress of Malvern St James Girls’ School 145 The role of the houseparent – Bex Tear, Headmistress of Badminton School

Specialist schools 146 Specialist schools – arts, drama, music

108 Boarding opportunities at independent sixth-form colleges

140 Boarding makes the difference: a girls-only perspective – Rhiannon Wilkinson, Headmistress of Wycombe Abbey

– Rachel Borland, Principal of DLD College, London

147 Specialist schools: nurturing special talents

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

Preparatory schools

148 Choristers sing for their supper

110 The advantages of starting boarding in a preparatory school

Special educational needs and disabilities

112 The popularity of prep school boarding

150 Educational provision for pupils with special educational needs and disabilities

– Simon O’Malley, Headmaster of Wellesley House School

114 Boys only? The case has never been stronger

– Rob Morse, Headmaster of Aysgarth School

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

– Sarah Wicks, Headmistress of Knighton House School

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

– Paddy Moss, Headmaster of Dean Close Preparatory School

119 Choosing a boarding prep school – in Scotland!

– Henry Knight, Headmaster of Belhaven Hill School, Dunbar

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

– John Baugh, Headmaster of the Dragon School, Oxford

122 Stability breeds success: the benefits of boarding young

– William Dunlop, Head of Clayesmore Preparatory School

124 The digital revolution in the prep school

– Simon Hitchings, Head of Swanbourne House School

Senior schools: single-sex or co-education?

– Jane Capon, Information Officer, Choir Schools’ Association (CSA)

– David Smellie, Partner at Farrer & Co

152 ‘Believe. Inspire, Succeed’

– David Quick, Headteacher of Slindon College

154 Specialist provision for pupils with dyslexia

– Stuart Hay, Headmaster of St David’s College

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

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

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

Curriculum choices 159 GCSEs and IGCSEs in a changing curricular landscape

– Charlie Hammel, Director of Studies at St Swithun’s School, Winchester

160 After GCSEs – what next?

– Richard Cairns, Head Master of Brighton College

162 Key post-16 curriculum choices

– Simon Smith, Deputy Head (Academic) of Haileybury

126 Single-sex or co-education? The pros and cons

164 Sixth-form programmes: the choice

127 Questions to ask your daughter

Paying the fees

– Sylvia Brett, Principal of Harrogate Ladies’ College

128 Can boarding make a positive contribution to our wellbeing?

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

165 Entitlement to CEA – the Bursar’s view – Bob Moorhouse, Bursar of Wymondham College

166 Paying the fees: a major financial commitment – David Woodgate, Chief Executive, Independent Schools’ Bursars Association (ISBA)

130 The benefits of boys-only boarding

– John Moule, Warden of Radley College

167 Fees – where do they go?

132 Choosing an all-boys’ boarding education

– Tim Haynes, Headmaster of Tonbridge School

168 Schools offering special awards for children of personnel serving in the Armed Forces

134 The advantages of co-education

– Peter Green, Head Master of Rugby School

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

– Lee Glaser, Headmaster of Taunton School

138 The best of both worlds – the ‘diamond model’

– Andrew Ashton, Bursar of Radley College

Appendix 172 Useful contacts 176 Boarding schools in this issue, by county

– Ian Davies, Headmaster of Brentwood School

September 2016 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 the Boarding Schools’ Association (BSA) or the Independent Schools Council (ISC) with a total boarding population of 70,642 pupils in January 2015. 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 January 2015, the Independent Schools Council’s Annual Census reported that the total number was 4,820 of whom 873 were new pupils, compared with 954 pupils in 2014 and 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 contributes to operational effectiveness by supporting family mobility and accompanied service and therefore there would be no changes to the key principles of CEA. These are: l current rates for parental contributions (a minimum of 10% of the school’s fees) would be maintained l parents would 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 l there would 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. 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). Boarding is one of the greatest strengths of British education. This Guide considers some of the key issues facing all Service parents. 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. n 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 1

Parents MUST contact CEAS before entering into any contractual agreements with schools.

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.

78 of the 128 students achieved 3 or more A* or A grades at A level. Last year’s rankings saw the College named the top school in the North of England and the second

Another year of exam success at top independent school The independent school at Thorpe Underwood, which had its two sixth form schools - the College and the Faculty ranked first and second in the North of England in last year’s Daily Telegraph independent school league table, welcomed a 100% pass rate for both schools. “The quality of this year’s results is wonderful and rewards our students’ hard work and conscientiousness with excellent university places and opportunities for the future. The strong partnership between staff and students is key to our success and I congratulate them all,” said QE Principal, Steven Jandrell.

Students in QE’s College, which follows a more traditional, academic curriculum, returned 85% of A level grades at A* or A and 98% of grades at A*to B. An impressive

placed co-educational day and boarding school in England based on A level results. Faculty pupils, who can take more vocational BTECs alongside A levels, celebrated 81% of A level grades at A* or A and 96% of grades at A*to B. 91% of BTECs taken in the Faculty were awarded a Distinction * or Distinction grade – the equivalent of A* and A grades at A level in UCAS points. Last year the Faculty was ranked as the second placed school in the North of England. “I believe our success is down to our individual approach to our students and the wide range and quality of our curriculum which allows students to find courses that capture their imaginations. Their courses offer a variety of ways forward for them and cater for their specific interests,” added Steven Jandrell. “This, along with the breadth of our extra-curricular programme which

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

96% of A level grades in the Faculty are A*-B

Wide choice of GCSEs, BTECs and A levels Confident, happy & successful students £30m Sports Village www.qesportsvillage.org www.qe.org | info@qe.org | 01423 333330 | Thorpe Underwood Hall, Ouseburn, York, YO26 9SS

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develops the wider skills necessary for success, gives us a winning combination,” added Steven Jandrell. Six students have secured Oxbridge places this year and a large percentage will be attending prestigious Russell Group and former 1994 Group Universities. The most popular destinations include: King's College London, University of Warwick, University College London, Imperial College London, University of Exeter, Durham University, University of Manchester, Queen Mary University of London and the University of Leeds. Particular mention should be made of Megan McEveley from Frodsham who achieved full marks on 18 of her modular examinations and Lucy Ferguson from Sherburn in Elmet who gained a full 400 out of 400 marks in French A level and an A* in her Extended Project. To find out more about Queen Ethelburga’s or to arrange a visit please call 01423 333330.

Jevan Simpson (left), from Boston posted an impressive four BTEC DIstinction*s, which will hold him in good stead as he joins the Army as an Engineer.

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: l help provide continuity of education for a child l 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 DBS PACCC 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.

CEA rates per term (w.e.f. 1 August 2016) CEA (Board) – Junior

£5,470.00

CEA (Board) – Senior

£7,245.00

CEA (Day) – Junior

£3,222.00

CEA (Day) – Senior

£4,353.00

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.

Independent and state boarding schools There are many types of boarding school to cater for different age ranges, different abilities and different interests. State boarding schools only charge for accommodation costs and not tuition costs. For more information on these schools go to the State Boarding Forum (www.stateboarding.org.uk). There are also many independent boarding schools and you can find out more about them by going to the Boarding Schools’ Association website (www.boarding.org.uk) or the Independent Schools Council website (www.isc.co.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. 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 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). Contact CEAS for further details (see page 11) and also see page 19 of this Guide for more information.

Guardian’s allowance

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.

If your child attends a day school while living with a relative or guardian, you may claim a guardian’s allowance. The allowance is not payable if your child is living at home with you.

Children’s visits to parents serving overseas Children up to the age of 18 years at school in the UK are entitled to six 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. n

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 How to apply for CEA

How to apply for CEA

hildren’sEducation EducationAdvisory AdvisoryService Service (CEAS) a Tri-Service hildren's (CEAS) is aisTri-Service organisationand andisispart partofofthe theMoD's MoD’s Directorate Children organisation Directorate of of Children and and Young People (DCYP). provides personnel with Young People (DCYP). CEASCEAS provides ServiceService personnel with essential essential information advice on educational, academic and school information and adviceand on educational, academic and school issues for issues forincluding children,supporting including supporting parents at meetings children, parents at meetings with schools,with local schools, local authorities, authorities, at tribunal etc. at tribunal etc. is the thefirst firstpoint pointofofcontact contactififyou youare areconsidering considering CEAS is applying for applying foris CEA. This is to that you have considered all the CEA. This to ensure that youensure have considered all the requirements of requirements of JSP 752, Chapter 9, and have been JSP 752, Chapter 9, and have been advised on the bestadvised optionson forthe the best options for the education of your child or children. All CEAS education of your child or children. staffCEAS have considerable experience of advising Service on a no longer approves entitlement to CEA (this parents responsibility widepassed rangetoofCEAGT issues regarding Service children’s has – see page 12) but on receipteducation. of your initial CEAS no longer approves to CEA (thisand responsibility enquiry, CEAS will record yourentitlement name, rank and number the names has passed PACCC – see page but you on receipt of yourorinitial and dates oftobirth of all children for12) whom are claiming, wish to enquiry, CEAS willwill record rank andserially number and the claim, CEA. CEAS thenyour postname, you a uniquely numbered namesEligibility and datesCertificate of birth ofApplication all childrenForm for whom claiming, CEA (CEAyou ECare – ‘the Form’) or awish claim, CEA. CEASpack. will then post you a uniquely serially in CEAtoEligibiity Certificate numbered CEA aEligibility Form (CEA EC – You must obtain CEA EC Certificate ApplicationApplication Form from CEAS: ‘thefor Form’) a CEA ● initialinclaims forEligibiity each childCertificate pack. Youon must obtain CEA after EC Application Form from CEAS: ● a change ofaschool the initial claim l at forthe initial claimsofforeach each child ● beginning new assignment (posting) l when on a change of school after the claimold ● your existing certificate is initial three years l on at the beginning each new■assignment (posting) ● change of PStatofCategory. l when your existing certificate is three years old l on change of PStat Category. n

CEAS CEAS helpline helpline

CEAS CEASruns runsaavery veryuseful usefulhelpline helplinefrom from08.45 08.45to to16.00 16.00Monday Mondayto to Friday. No question is too small or too large for the helpline operators Friday. No question is too small or too large for the helpline to deal with. If they don’t know the answer themselves they usually operators to deal with. If they don't know the answer themselves know someone who does. When the helpline is not available or if the theyisusually know who does. line busy, you cansomeone leave a message on the answer machine or via When the helpline not available if the line busy, email. Please leave your isname, the nameorand date ofisbirth ofyou the can child leave a messageand on the answer machine via email. Please ifleave (if appropriate) your contact details or (slowly and clearly leaving your name, the name and date of birth of the child (if appropriate) an answer machine message). and your contact details (slowly and clearly if leaving an answer Contact details machine message). Children’s Education Advisory Serviceexperience (CEAS) of advising Service All CEAS staff have considerable Trenchard Lines parents on a wide range of issues regarding Service children's Upavon education: Pewsey ● Vacant – Head of Service Wiltshire SN9 6BE ● Vacant – Deputy Head of Service ● Susan Wright, Flood and Sue Smyth – Parent Support Telephone: 01980Peter 618244 (civilian) Officers based in 8244 the Upavon office (9)4344 (military) ● Donna McCartney – Scotland Fax: 01980 618245 (civilian) Business Manager ● Lynne Dominy (9)4344–8245 (military) Email: enquiries@ceas.uk.com ● two Executive Officers Website: www.gov.uk/childrens-education-advisory-service ● ten helpline operators.

Further Further information information

You You can can find findfurther furtheradvice adviceand andinformation informationon onthe theCEA CEAEC EC application process in JSP 752 Ch 9. 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 T CEN RE

Tel: 01568 782000 Website: www.luctonschool.org E-mail: enquiries@luctonschool.org

September 2016 2015 Service Parents’ Guide to Boarding Schools 11

Education of Service children What is the Pay and Allowances Complaints and Casework Cell (PACCC)?

What is the Pay and Allowances Complaints and Casework Cell (PACCC)?

lthough CEAS still issues CEA EC Application Forms, the responsibility for checking and approving CEA ECs now lies with the DBS Pay and Allowances Complaints and Casework Cell (DBS PACCC). PACCC 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 the CEA EC has been completed, the Commanding officer must send it to PACCC 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.

DAY

BOARDING

Contact details PACCC has a Group Mailbox address for email: l Dii: DBS MilPers-MilOps-PACCC-Group l External: DBSMilPers-MilOps-PACCC-Group@mod.uk The postal address is: DBS PACCC MP 620 Kentigern House 65 Brown Street Glasgow G2 8EX. You may also fax documents to speed up the application process: l Civ: 0141 224 3846 l GPTN: 94561 3846

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 PACCC who will consider all the associated factors and seek to make consistent and fair decisions in accordance with the CEA policy. However, PACCC 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. n

SIXTH FORM OPEN DAY

for Reception-Sixth Form

Sat 1 Oct, 9.30 - 11.30am

BRIDGING THE GAP Year 6 Transition

Sat 12 Nov, 9 - 11.30am Sat 3 Dec, 9 - 11.30am

“We’re just like one big family” – Euan, Yr 4 • Boarding from Y3-Sixth Form • Competitive fees with 10% off for Forces families • School bus from Leeming and Catterick Garrison

INFORMATION EVENINGS for Sixth Form

Thurs 6 Oct, 7 - 9pm Wed 9 Nov, 7 - 9pm Fri 25 Nov, 4.30 - 6.30pm

Or arrange a visit at any other time, Tel: 01833 696030

BARNARD CASTLE SCHOOL

Barnard Castle Co Durham DL12 8UN www.barnardcastleschool.org.uk

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

Worksop College LIFE CHANGING. VISIT US AND EXPERIENCE LIFE AT WORKSOP COLLEGE OUR SUPERB COLLEGE AND SIXTH FORMPREPARING YOU FOR YOUR FUTURE High Academic standards: small class sizes with individual, targeted mentoring for each pupil Extensive Academic Enrichment Programme, including our prestigious Sixth Form Lecture Series with visiting University lecturers Masterclass programme with Oxford, Nottingham and Sheﬃeld Universities Outstanding boarding facilities for girls and boys with excellent pastoral care in a supportive, home-from-home environment Proud and long-standing association with the Armed Forces, with a well-established Forces boarding community

330 acres of stunning grounds and facilities on the edge of Clumber Park Indoor heated swimming pool, outdoor climbing wall and all-weather Astro pitches Fantastic music facilities including 120-seat recital room, 12 practice rooms, recording studio, Keats Organ in The Chapel College Pines 18-hole golf course Superb Extra-Curricular Programme including World Challenge, Sport, Music and Drama activities Large and active Combined Cadet Force comprising of all three sections: Army, Navy and Royal Air Force

Weekly, ﬂexi and casual boarding oﬀered at both The College and our Prep School. An extensive bus service available across the region. Generous Scholarships and Bursaries available.

www.wsnl.co.uk/youmatter FOR MORE DETAILS OR TO ARRANGE A VISIT, PLEASE CALL: THE COLLEGE, FOR AGES 13-18 Worksop College, Nottinghamshire S80 3AP Tel: 01909 537155 Email: admissions@wsnl.co.uk

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.

WELC

OMES

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. CEAS also needs 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: l for initial claims for each child l on a change of school thereafter l at the beginning of each new assignment (posting) for the claimant l when the certificate is three years old l 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.

MOD

MILIE ‘All-In S c Force lusive’ s Pack Schola age rships and B u also a vailab rsaries le • 64 Acres of Grounds • Small Class Sizes • Non Selective • Individual Focus

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.

• Broad Range of Additional Activities

• Close to Exeter & Bristol Airports • Supportive Boarding

An Independent Day and Boarding School for Boys and Girls aged 3 - 18 Years

Nursery • Preparatory • Senior • Sixth Form

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.

Stover School, Newton Abbot, Devon, TQ12 6QG registrar@stover.co.uk www.stover.co.uk

Tel: 01626 359911

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 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 pupil at a school that attracts the senior allowance (£7,245), the following contributions would be made: School fees per term CEA Parental contribution £7,500 £6,750 £750 £8,000 £7,200 £800 £8,500 £7,245 £1,255 £9,000 £7,245 £1,755 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 the purchase of school uniform? A: No.

Q: Can I claim for travel costs to take my child(ren) to school? A: If you are living overseas, you can claim for six free 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. n

Q: Can I claim for school trips, visits or holidays? A: No.

Leading HMC Co-educational Boarding and Day School for 11 – 18 Year Olds The Headmaster invites you to the following events:

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

September 2016 Service Parents’ Guide to Boarding Schools 15

Education of Service children 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

Contact CEAS for advice before making a commitment to a school.

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.

Allow 5 working days (longer if overseas)

8 9 10

PACCC checks the application (Part 4) and follows up any queries with you, the Assignment Authority or your CO.

PACCC updates JPA EC field to reflect authorisation and the CEA EC expiry date.

PACCC authorises the CEA EC and returns it to you to forward to your Unit HR staff.

Allow 10 working days

Read the CEA EC information pack and JSP 752 Ch 9. Complete Part 1 of the CEA EC.

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 1 working day

Allow 10 working days

Send the CEA EC to your Commanding Officer (CO). The CO completes and signs Part 3 of the CEA EC and submits it to PACCC. Allow 1 working day

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 5 working days

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 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: l Her Majesty’s Armed Forces l MoD Personnel l sponsored organisations stationed overseas. SCE aims to: l provide an effective and efficient education service, from Foundation Stage through to sixth form l provide a first-class system of schools and educational support services l 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.

LVS_ASCOT_SERVICE_GUIDE_AD_130x192.qxd:Layout 1

18/2/16

Whatever their ambitions in life,we’re here to help them achieve them. JUNIOR SCHOOL

SENIOR SCHOOL

SIXTH FORM

There are SCE schools in: l Belgium l Brunei l Cyprus l Germany l Gibraltar (FS1 setting only) l Italy l the Falkland Islands l 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. n

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■ ■ ■ ■ Patr on HM The Queen

■

LVS

■

Ascot

■ ■ ■

Day and boarding independent school for boys & girls aged 4-18 Impressive academic,sporting and creative record 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 Become part of a vibrant forces community

Find out more... www.lvs.ascot.sch.uk +44 (0) 1344 882770 LVS ASCOT • L O N D O N R O A D • ASCOT • SL5 8DR

reg is trar@ lvs.asco t.s ch.u k

September 2016 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.

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 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: l UK 0800 066 5075 l Cyprus 800 92421 l Canada 1 8669230125 l Germany 0800 1808980 l all other countries +44 (0)1276 418880. For further information go to www.MODChildcare.co.uk n

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 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 learning difficulty. The Special Educational Needs Addition (SENA) is payable for necessary extra tuition in English Language and 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.

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 such as a learning support provision plan. SENA will be awarded on a case by case basis. 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 may be able to 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 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. 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. n

September 2016 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 3–18 curriculum: l Nursery age 3 years–5 years l Primary age 5 years–12 years l Secondary age 12 years–18 years (minimum school leaving age is 16).

Children’s Education Advisory Key features of the Scottish system Service Learner entitlements

Learners are entitled to a range of features at the different stages of learning. The entitlements are: l a coherent curriculum from ages 3 to 18 l a broad general education – learning across all areas from the ages of 3 to 15 l 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 l 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 l skills for learning, life and work – support to develop skills used throughout life and in work l 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. 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 4.5 years and 5.5 years. 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.

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. Assessment at 16 Scotland has new national qualifications, the National 4 and 5 awards, followed by Higher and Advanced Higher.

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: l Curriculum for Excellence: www.ltscotland.org.uk/ understanding thecurriculum l CfE Communications Toolkit: www.ltscotland.org.uk/ understandingthecurriculum/ whatiscurriculumforexcellence/index.asp l 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 Scottish Qualifications Agency www.sqa.org.uk Scottish Council of Independent Schools www.scis.org.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: www.eacea.ec.europa.eu/ education/eurydice/index_en.php n

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

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

Scholarships:

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

Sixth Form Scholarship: (Entry age 16+)

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

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

For more information please contact: Felicity Legge Admissions Secretary T: 01738 815003 E: admissions@strathallan.co.uk

www.strathallan.co.uk Registered in Scotland as a charity number SC008903

Education of Service children School despatches

School despatches Royal Marines and Taunton Prep School pupils swim the English Channel

Hazlegrove pupils wow audiences with ‘The Britz!’

azlegrove Year 8 children wowed audiences with their final production ‘The Britz!’ – a celebration of 400 years of British theatre from Shakespeare to the current day. Different from the traditional musical productions which we have enjoyed in the past, ‘The Britz!’ gave many children an opportunity to share in the limelight without being limited by the number of roles available. The individual performances given by the children, whether spoken or sung, were quite stunning and the delight with which they executed the expertly choreographed songs was plain to see. To achieve such a high level of performance within two weeks of sitting their Common

Entrance exams was amazing. At Hazlegrove we are determined the stage should hold no fears and this group of 13 year olds certainly took to the stage with great confidence. The show was a compilation of monologues, sketches and songs which were put together by Head of Drama, Kimberley Arnold. The sketches included scenes from various Shakespeare plays and from Wilde’s The Importance of Being Earnest, Shaw’s Pygmalion (My Fair Lady) and Russell’s Educating Rita. Music included traditional music hall numbers such as Underneath the Arches and songs from the film Mary Poppins and the musical Matilda.

Pictured with Lewis Pugh are, from left, Emma Hounslow, Poppy Hutchins, Archie Sellick, Jonny Cole, Freya Tyler, Skyla Coate, Annabelle Lewes and Emily Lawton.

n September 2016 Taunton Preparatory School long-distance swimming club pupils are taking part in the English Channel Race. Three teams will leave Shakespeare’s beach near Dover en route for Cap Gris Nez in France. Starting in the early hours, the crossing will involve swimming in the dark and through the busiest shipping lanes in the world in sea temperatures of 16°C, almost half the temperature of swimming pools. The Royal Marines have picked up the gauntlet thrown down by TPS pupils to race across the Channel in aid of the Royal Marines Charity. Major Jim Lewis RM, the team captain, said he was very happy to accept the challenge of the brave boys and girls, especially as the school was supporting the Royal Marines Charity which works to help wounded Marines and the families of the bereaved. Earlier this year, Lewis Pugh, who has been dubbed the ‘Sir Edmund Hillary of swimming’, gave an inspirational talk to the young swimmers as part of their preparation. Lewis Pugh was the first person to complete a long-distance swim in every ocean of the world and he frequently swims in vulnerable ecosystems to draw attention to their plight. Last year Taunton Prep School pupils completed a swim across the Solent. Aged 11 and 12 at the time, they were the youngest ever group to succeed in the challenge and they recorded one of the fastest ever swim crossings.

If you have news you wish to share, please contact David Libury: tel: 01763 268120 email: david@serviceschools.co.uk

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

ince Queen Victoria established Gordon’s School as a fitting National Memorial to General Gordon after his death in 1885, HM The Queen has remained the school’s longstanding Patron. She last visited the school with HRH Prince Philip in 1985. In the run-up to The Queen’s ninetieth birthday celebrations, three members of the Gordon’s School Equestrian Team competed in the Land Rover HRH Services Class at Royal Windsor Horse Show in May. Gordon’s School had never competed in this class before and was selected as one of only four schools in the country to take part. The Gordon’s team finished second in their section (out of 16) and third overall (out of 30). Students rode with professionalism, maturity and class in front of HM The Queen and their success will remain a school legacy for many years to come. Celebrations continued at the school during The Queen’s birthday weekend with a

special Queen’s birthday parade attended by guest of honour Major General Tim Sulivan CB CBE DL. With a handful of staff members and parents, four students travelled to London to attend the Patron’s Lunch on The Mall outside Buckingham Palace. There were 10,000 other guests, all of whom were from organisations and charities HM The Queen supports as Patron.

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

Big Boarding Sing

n June 2016 conductor Dominic Peckham led the BSA Big Boarding Sing Choir at Victoria Embankment Gardens in London to a delighted audience of parents, staff and the general public. Pupils from state and independent schools took part in the largest ever choir of boarding pupils. The celebrations were part of National Boarding Week organised by the Boarding Schools’ Association (BSA) to celebrate its Golden Jubilee. During the week-long celebrations over 100 schools took part burying time capsules, raising thousands of pounds for the sector charity Barnardo’s, three schools reached the finals of the BSA and Barnardo’s Store Wars challenge, the BSA Boarding Orchard grew to 101 trees and the week ended with the Big Boarding Sing. With just four hours of rehearsal, no prior knowledge of the music they would be singing or the pupils they would be singing with, the Big Boarding Sing choir perfected a set of four circlesongs to perform

to their London audience. The choir performed ‘Wayfaring stranger’ an American spiritual song; ‘Azikatale’, a Zimbabwe wedding march; ‘Written in the Stars’ by Eric Turner; and a vocal mash-up of Pink Floyd’s ‘We don’t need no education’ and Adele’s ‘Rolling in the deep’. The choir drew a large crowd. At the end of their set Dominic brought parents and teachers of the choristers on stage—a true representation of the boarding community! National Boarding Week was an opportunity to celebrate why boarding is a great option for many pupils, increasing their confidence and independence, giving them the chance to explore and try new things and helping them to make deep friendships that will last a lifetime. The UK has the biggest boarding school market in the world with over 75,000 students and good, modern British boarding is deeply admired and widely imitated.

September 2016 Service Parents’ Guide to Boarding Schools 23

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.

Phoebe Potts, Year 5 pupil at Hanford School Phoebe’s father is a Brigadier I have just started Year 5 at Hanford. My two sisters Ella and Mary came here too so I have known Hanford for a long time. This is my third school and it’s definitely my favourite. I have made a lot of friends and am having great fun. We are lucky as we have really nice teachers who make learning interesting. I have already learnt lots of new things. My top five favourite things to do at Hanford are nature, riding, science, rollerblading and rounders. We have lots of ponies that we help look after. I have been riding Fudge and a real treat in the summer term is an early morning ride. I also love playing in Chestnut which is where we pretend to be ponies and make a jump course. We have also been doing lots of handstands and cartwheels on the grass and going to gardening club and art club. At the weekends, we can ride, climb the cedar tree, play outside, have camp outs, and have barbecues. There is always something to do and someone to play with. I know I am really lucky to be at Hanford and I do miss home but I have made lots of new friends and we all look after each other. I know I’m in a safe place. Being at Hanford means I can stay at one school while my family move around and that makes me happy. Hanford already feels like my second home and I love it!

Freddie Moore, Year 6 pupil at Horris Hill School Freddie’s father is a Brigadier I joined Horris Hill when I was seven as a junior boarder. It was easy to settle in quickly because everyone was so kind to me – now everyone at Horris Hill is like my second family. I also like being at Horris Hill because it means I don’t have to move around every time my daddy gets a posting. Boarding is great fun particularly the movie nights with popcorn but I also like other things like having my clothes put out on my bed for me like my mummy does at home, winning the dorm competition and getting post. There are so many activities to get involved with at Horris Hill. I love sports and enjoy rugby, cricket, crosscountry, tennis, golf, football and swimming. I love playing matches against other schools. We even had the rugby player Ben Foden come to talk to us and more recently a man who swam the channel. I love playing my guitar, going on school trips and helping Mrs Tollit in the kitchen garden where we grow fruit and vegetables. Food is great, especially the homemade biscuits. I also love fireworks night and birthday teas in the Headmaster’s house.

Katie Southwood, Year 7, and Georgie Southwood, Year 5, are pupils at Knighton House School Their father is a Lieutenant Colonel Katie: ‘I joined Knighton House when I was seven. I really love being a pupil at Knighton as there is always something to do. I love riding and playing in the school grounds – the uniform is red dungarees which is very useful when we are climbing trees. The animals are a big part of Knighton – we have chickens, bees, goats, ponies, guinea pigs and dogs. My little sister Georgie is also at Knighton and she too loved it from the minute she got here.’ Georgie: ‘This is my second year at Knighton House and I love it. My first day at Knighton House was amazing. We unpacked my stuff and met the other boarders in my year group and we all went off and played for the rest of the day. Next we had supper and then we said bye to our parents. As this was the first time I had left them I felt sad but I chatted to Miss Barnes and felt better. My teacher is very nice and I love listening and learning with her. I am very happy here and we have a lot of fun at Knighton House. My favourite is playing outside with my friends.’

Katie and Georgie with their sister Lucy, who was also at Knighton

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

Joe Baker, Year 8 pupil at Abbotsholme School Joe’s father is a Corporal in the RAF and is currently serving with Regiment 906 Expeditionary Air Wing. His permanent posting is at RAF Waddington with the Regiment Force Protection Flight I started at Abbotsholme in Year 6. Because I saw my sister Sophie enjoying it so much I wanted to come to Abbotsholme too. It’s great now that we are at the same school because we can always talk with each other if we need to about anything that makes us feel sad. Abbotsholme is a small school and so friendly and warm, that I feel really safe here, and if there are any problems that I have, or if I feel sad, I know I can go to the boarding staff and friends to talk through things. A lot of people say that boarding is a bad thing, but it isn’t for military families because it means we are not changing schools, and friends and catching up with work constantly, so even if life changes at home, school does not. It is always there – a warm, safe environment that never changes. Boarding is great – we have movie nights every week, we celebrate birthdays with cake and we have special boarding trips at the weekend to places like Alton Towers or go quad biking. I love all the activities that we do whether during the week or at weekends. Hikes are especially fun and I do a lot of orienteering too. Abbotsholme really does keep you busy and your mind – for the most part – off the worrying stuff. Abbotsholme School is a great place to be all the time because there is so much going on. They really do help to make every moment matter

Charlotte Rutherford, Year 8 pupil at Rookwood School Charlotte’s father is Lt Col David Rutherford AGC (SPS) Since I transferred to Rookwood School, my confidence has grown from strength to strength. At Rookwood I feel free to be myself and now find it easy to talk to anyone. The boarding house feels like a home, it’s a small house with a separate house for the boys next door. Though it’s not just at the boarding house that I feel happy and confident. This year, I’ve won competitions for writing and become Macebearer for the Mayor of Test Valley. I’ve made friend with everyone in my year. The teachers are also amazing because when I was still nervous at the beginning of the year, they coaxed me out of my shell. When you leave their lessons, you feel like you’ve learnt a hundred different things. Rookwood is an amazing school.

September 2016 Service Parents’ Guide to Boarding Schools 25

Pupils and parents The pupils Enam Anku, Year 9 pupil at Orwell Park School 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 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.

Wilf Fitzgibbon, Year 10 pupil at Dauntsey’s School Wilf’s father is in the Army and he is currently performing a diplomatic role in Belgrade. Wilf’s younger brother, Arthur, is in Year 8 I joined Dauntsey’s in 2014 as a boarder. Prior to that I had been at international schools where my parents were living; firstly in Kazakhstan and then in Estonia. Like lots of other Forces children, it made sense for me to continue my education in one place, rather than moving school each time my father’s job moved him. I wasn’t sure how I would cope with boarding as I hadn’t spent much time away from my parents. I have to say I have never felt homesick here, even in the first few months of joining. I am based at The Manor, which is the lower school boarding house for 11 to 14 year olds. This building is separate to the main school where we have our lessons, so coming back here each day feels like going ‘home’. In fact, I would say living at The Manor is like having one big family, particularly as teachers, their children and pets live here too. I share a dorm with three other boys. Girls also board at The Manor and after lessons we often enjoy a game of tennis or football or just have a laugh together. I would say to anyone starting boarding here for the first time not to be worried – of course there are things you miss about home (I miss my dog and, of course, my parents!) but having all my friends here and access to all the sports facilities is just great. My mother comes over for most exeats and I go back to Belgrade for the holidays and half terms. Of course we can keep in touch easily via phone calls and e-mail too. I would recommend Dauntsey’s to anyone – both my brother and I are very happy here.

Sophie Baker, Year 11 pupil at Abbotsholme School Sophie’s father is a Corporal in the RAF and is currently serving with Regiment 906 Expeditionary Air Wing. His permanent posting is at RAF Waddington with the Regiment Force Protection Flight I have been at Abbotsholme School now for over four years and I love this school. Abbotsholme for me is sometimes an easier place to be when dad is away because there is so much to do and keep your mind occupied with. I love horse riding and play a lot of sports especially hockey which is great now we have the new Synthetic Pitch. Being at Abbotsholme is also easier because there is a lot of support from the teachers, boarding parents and of course my friends, who are like a second family. Of course it is never going to be the same as having dad home all the time, but school and the activities and horses keep me going. Just being with the horses and riding makes me feel better if I feel sad. Animals have a great way of making me feel calm, and at Abbotsholme with the horses and the farm, they are everywhere and part of the family which is amazing. Doing GCSEs has also made it easier because I have got to focus on my work, and if I think about dad being away too much and worry too much, I could get really down and maybe fall behind with work, so I just keep going. Military life is hard, and I miss home sometimes, but Abbotsholme and the family I have here keeps me going. It was my choice to come to boarding school – and Abbotsholme is the perfect school for me with the outdoor education and the horses, and the warm, friendly, family environment 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

Pupils and parents The pupils

Mikayla Gray, Year 11 pupil at Rookwood School Mikayla’s father is a Captain in The Royal Welsh I have boarded for nearly all my time at Rookwood. It has really helped me become more outgoing and confident; I now feel that I could make friends with anyone and any age group. In my time at Rookwood, I have also been Head Boarder, which was a big responsibility, and living with younger children has taught me to be understanding and patient. It’s such a homely environment here, they are like my brothers and sisters. Being in boarding has created a stable environment for my younger brother and me, while my parents have more flexibility to concentrate on their work knowing that we are well taken care of here. The houseparents instil a sense of pride in us all as boarders, and we aspire to be organised and tidy. We work hard in the week and are given space to complete our studies and revision, but we also get involved in the fun activities with the younger children. I have really enjoyed my time as a Rookwood boarder, and it has given me the confidence and discipline to move on into the next stage of my life with ease.

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

Cadet RSM Charles Adams, Year 13 pupil at Barnard Castle School Before I joined the CCF at Barnard Castle I was a very shy and nervous young boy, lacking in self-confidence and afraid of confronting risk. I can honestly say the CCF is the best teacher I have ever had. In the five years since I joined, I have been part of remembrance parades, attended five summer camps, leading fellow cadets in three of them, and completed one of the most arduous courses available to school age men and women in the UK. I would never have come that far without the commitment and dedication of the CCF staff. To me, the benefits of such an organisation are immediately obvious. Cadets take part in many exciting and challenging activities such as fieldcraft, adventurous training, first aid, music, sports and shooting. Many cadets get the opportunity to go on expeditions to amazing places in the UK and sometimes even abroad. But these activities are just the start. Anyone who wants to take full advantage of the opportunities available to them will quickly progress through the ranks, taking on more responsibility and with it more opportunities. Senior cadets have responsibility for caring for and training the younger cadets, demonstrating to future employers their ability to command tasks; make decisions under pressure; plan and organise tasks and work as an effective team player as well as independently. The syllabus of the CCF transforms boys and girls nervously trying on their combat uniforms into proud and confident young men and women, with a skill set that is the envy of their peers. The cadets learn about the importance of leadership and teamwork, in the process forming closer friendships with each other. They are encouraged to have an open mind, and the self motivation and responsibility to carry the task they are given through to its completion. And in an age when all too many young people are criticised for being slovenly and unruly, the CCF instils a sense of discipline and direction in life, skills that equip you for life and add an extra string to your bow at a time of fierce competition for employment and university places. More important than all of these reasons, the activities laid on by the CCF are probably the most fun anyone will have during their time at school.

September 2016 Service Parents’ Guide to Boarding Schools 27

Pupils and parents The pupils Hattie Abbott, Year 13 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 school was so welcoming and warm. I have been at Dean Close for more than ten 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 13 pupil at Dean Close School Rory’s father is a Lieutenant-Colonel 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 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 here. n

Even better together Salisbury Cathedral School and Leaden Hall are now one school with one vision - to be the best independent co-ed day and boarding school from 3+ to 13+. 15% Forces discount on day and boarding fees

01722 555300 admissions@salisburycathedralschool.com www.salisburycathedralschool.com

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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

Pupils and parents The parents

The parents

– how boarding affects families Corporal Baker and his wife Sarah have a daughter, Sophie, and a son, Joe, at Abbotsholme School It wasn’t until we had to view secondary schools for Sophie that boarding education came to light. As a military family we have had many friends with children in boarding school who speak highly of the experience. However, as a family were very much opposed to the separation of our tight unit and could never imagine being apart from our children. Sophie, who always used to be quiet and cautious, changed our lives forever when she refused to enrol in our catchment area secondary school. She firmly stated that ‘If you send me there I will not go!’ What were we to do? After a sleepless night and much discussion, Sophie stated that she wanted to go to boarding school. Well, we thought she was joking, as this little girl had never even been away from home before. However, we thought we would give her the chance and started viewing boarding schools, in view of this venture falling through at the first hurdle. We narrowed our search to schools that offered horse riding education; horses are her passion and we felt that this should continue. Abbotsholme School was the third school we viewed with Sophie. As we drove up the narrow country lane to the school and saw the large stately house, nestled in the Weaver hills and the horse paddock came into in view, we all instantly felt that we had found the one! Moreover, after such a warm welcome from the Headmaster, as parents we were satisfied that our beautiful daughter would be well cared for here. The immense passion he had for the school and the dedication he expressed was endearing and made us feel proud, as parents, that are daughter would be given the opportunity in life to experience independence, adventure, education and virtue. As soon as we got back to the car Sophie pleaded to attend Abbotsholme. Therefore, to be certain of the commitment she attended a trial when she slept there for a night and attended lessons. It went so well that she even went back for another trial before her term started! The decision to send her to boarding school was immensely important for Sophie as she has seen many of her close friends leave primary school due to military postings and struggled through their loss. Therefore boarding school seemed to be a fantastic opportunity for her to be able to remain stationary and allow the family to move around her. Furthermore, as she was entering her secondary education, as parents it was very important for us to support Sophie through her education and have that continuity. However, after enrolment the reality hits hard that your family will be split and that your daughter will be sleeping under another roof. It is the hardest decision as parents that we have ever had to make but one that we have never regretted. Our decision has been questioned by many family members and friends who are unfamiliar with military life but our strength as a family unit has remained tight and grown stronger – as our reasons for Sophie attending was purely her own desire. This experience has made our family adapt to a new way of living, approach unfamiliar terrain and push us to our limits in terms of separation (there is only so much that can be said over the telephone) but as a family we have come together. We take great comfort from the fact that Sophie states that Abbotsholme is her home for learning and her home with the family is wherever her father is posted. We cannot thank Abbotsholme enough for the transformation in our daughter. The support, guidance and dedication the school continues to demonstrate is evident through the outstanding curriculum and ventures they offer. We have encouraged Sophie to accept

the unfamiliar and embrace the encounter to enable her to develop into a confident young lady. However, the venture starts all over again with our youngest, Joe. After watching by the sideline our son is at senior school there and has thrown himself in too!

Flt Lt Hamilton-Bing and his wife Rebecca have two sets of twin girls at King’s Ely – 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 6pm to spend quality time with them, which amounted to no more than frantically cooking a wholesome, vegetable-laden meal (not always achieved), while they were 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 amongst the buzz of ordered chaos was how cheerful the children were. The cynic may think this was some sort of St Trinian’s staging but it soon became apparent that this wasn’t the case. We took home a Yearbook to show the girls, and asked them to circle the pictures they thought looked interesting. This got them quite enthused, especially the Prep Boarding House, the Priory. This 11th century building was the original Cathedral’s Priors’ House and with its Gothic proportions, domed ceilings and gargoyles, it was enough like Hogwarts for the girls to want to take a look. Although a rather grand and imposing building, the Priory is a small House with a maximum of 20 or so residents. The Housemaster and family ‘live in’ and are generally aided by a couple of gap students and a tutor. This creates a lovely warm atmosphere where the kids feel safe and soon get used to their second home. This was particularly important to us as our younger set of twin girls were only just eligible (by two days) and boarded for a whole school year before turning eight. Academically, all four girls are performing ahead of the national average by at least 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 of these are aimed at making each child a 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

September 2016 Service Parents’ Guide to Boarding Schools 29

Pupils and parents The parents 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 at King’s Ely has done a most fantastic job and got her from 18 months behind to ahead of the Key Stage requirements. She even loves Latin! We still miss the girls each night and we’re sure they miss us. We know they are safe and well cared for, that they enjoy going to school (even double maths!) and are benefiting from a well-rounded curriculum delivered by transformational teachers.

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

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

Squadron Leader Jon Harrison and Christine Harrison have a son at Taunton School As a military family and the parents of a daughter and two sons we always knew there was the option of boarding school for our children. This was not something we envisaged doing as we were happily settled in our own home in Oxfordshire with very good primary and secondary education provision. However, the best laid plans often fall by the wayside and in our case it was the option for my husband to take up an exchange posting flying the Transall from North Germany. There was the opportunity for the children to be educated at least for a year at JHQ Rheindahlen but then we would be on the move and we would be returning three to four years later at a difficult time for our older children with exams. ‘Boarding school’ was mentioned and we said to ourselves that if the children (firstly our daughter) did not want to go, then we would decline the posting and stay in the UK. We talked to our daughter and as she was just finishing Year 6 and about to move to secondary school she said ‘Yes!’. Mum thought that ‘Harry Potter’ helped quite a bit in her decision.

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 Then the difficult process of looking for a suitable school started. Do we go for a prep school then move again for senior or a school that covers all ages; single sex or co-educational; facilities; location? The list is daunting. The prep school and move for senior was ruled out as to me it defeats the reasoning of ‘stability’; life to me is mixed so I preferred the co-educational option and we also wanted the option of all our children to go to the same school if possible. Location? Well as we were overseas we needed our family to act in loco parentis so the West Country was looming as a hot favourite as their grandparents live in Plymouth. So far we had made a few decisions without even visiting a school but now we need to visit some establishments. We received several brochures and they all looked marvellous. Taunton School not only looked lovely, when we visited it had a lovely ‘feel’, we also had personal recommendations from two families, both military, who had children at the school. Our daughter did a ‘taster’ visit and came back full of how brilliant it was. Decision made! Further down the line both her brothers joined her. Now, I would love to say that life in boarding school has been plain sailing, but I would be lying. There have been ups and downs. However, the prep school was brilliant at dealing with the dreadful bouts of homesickness that my daughter and youngest son had. I would also love to say that my children are paragons of virtue and discipline has not been an issue, however that is not so. Any disciplinary issues have been dealt with fairly but firmly, helped because we have been able to develop a good relationship with all of the houseparents in my children’s boarding houses. Fortunately these have been few! The school encourages you to take part in events where possible, although this is difficult when serving overseas. The pastoral care has been great and has helped our children develop into the young adults that they are today. The school seems to treat each pupil as an individual and helps to promote their stronger attributes, whether they are academic, sporting or artistic. There is a realistic goal set for each pupil and I consider Taunton School to be a good all round school. Now we only have our youngest son Sam, at Taunton School, he has been well supported academically: as he attended a German primary school for 3 years we assumed his difficulties in English were because of this. However, he was assessed and found to have dyslexia; this has meant he has had extra support and his English has improved markedly. He is in the fortunate position of taking German as an A level in a class of two pupils, something that would not happen in a state school. I believe the smaller class sizes in lessons mean that the children ‘do not get lost in the crowd’ and any difficulties are addressed promptly. Although I should add that class sizes are not normally that small. Socially Sam has thrived and he is a School Prefect, Cadet Warrant Officer in the Cadets and Head of his Boarding House. He has embraced singing and although not taking music as an exam subject, he loves to sing in various choirs, singing lessons and school productions and has represented the school in competitions. The music teacher even invited him along to a concert with the pupils who are taking A level Music to help extend his appreciation for music. Have we felt guilty about sending our children to boarding school? Yes! Have we missed them? Yes! Do the positives outweigh the negatives? Yes! Would we do it again? Yes!

Brigadier Alex Potts and Anna Potts have chosen Hanford School for their three daughters We have three daughters and when they were little we were lucky enough to be based in Scotland where we had a blissful family time. We knew that with our next posting a boarding school for our eldest Mary, then eight, would be inevitable, as it would offer her the educational stability she needed. Mary had already attended three different schools by the time she was eight and was experienced at moving. However, dealing with Colonel Alex and Anna Potts with their three change was difficult for her and our daughters, Ella, Mary and Phoebe other children. Particularly when it came to saying goodbye to established friends and facing the prospect of starting afresh all over again somewhere new. Choosing a boarding school is never an easy process and as service parents location is not necessarily the key issue – it’s about finding the ‘right’ place. There are lots of prep schools to choose from up and down the country and it’s simply not practical to see them all, especially when you live in Scotland. So to help us narrow it down we relied on the advice of friends and family and a few of them, including an army colleague of Alex’s, recommended the same school – Hanford. We set off from Scotland to look at a handful of schools not knowing really what to expect. From the minute we rolled down the drive at Hanford it was obvious this was the school for our family. Set in the heart of some of Dorset’s most beautiful countryside and housed in a fascinating Jacobean manor, Hanford, although being a great school, still manages to feel like a home. There are stables with ponies and chickens pottering around, a working kitchen garden, a walled garden full of flowers and happy children running around the gardens and climbing trees. We were shown round the school by a pair of delightful girls who chatted non stop about the school almost as if it were their second home pointing out, alongside the classrooms, places where they loved to spend time and play. The school seeks to nurture simple family values including kindliness and good manners, as well as developing confidence by nurturing success in both academic work and play. Hanford is firmly focused on drawing the potential out of the individual girls. I can honestly say it does just that. Seven years on, Mary and Ella have left and Phoebe is in Year 5. 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 all the 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 genuinely 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 academic, 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, handwork, but above all allowing them to cherish their childhood. We ask Mary and Ella what they miss about Hanford and there is an endless list focusing on friends, teachers, ponies, dares, committees, rollerblading, plays, music, art and sport. Phoebe couldn’t be happier – sadly for her Mummy! It is her third school and Alex and I really appreciate how important it is to select the right school to support our nomadic lifestyle. The girls would have really struggled without the stability and continuity that a boarding school provides. 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 of being able to help secure its future for other families in years to come. n

September 2016 Service Parents’ Guide to Boarding Schools 31

Choosing and assessing schools What makes a good school?

What makes a good school?

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

he most significant and long overdue change over the course of my career has been the toppling of the traditional divide between the self-contained institutional views that schools have tended to hold and the opinions and judgements of parents about their children’s experiences within those hallowed walls. That in a modern and dynamic twentyfirst century school there should be broad, if not identical, agreement between the teaching staff and the parents about the ethos and aims of the education on offer amounts to a revolution of stance and perception. It is a revolution that is even more refreshing in the way the very best schools’ leadership teams take the views and interests of the pupils seriously, anchoring much of the collective enterprise, particularly on the co-curricular side, in the activities and passions of young people.

This is especially so where these pursuits are relevant to the skill sets that young people will need in their future life. For a full boarding school like King’s Canterbury, it stands to reason that the strong sense of community will lend itself to this seemingly modern approach. Equally, as the oldest school in the country and part of the Foundation of Canterbury Cathedral, it has – like many of the nation’s most famous institutions – learned to adapt and change, growing stronger over the ages – not set in stone, however beautiful those stones or the aesthetic context of a UNESCO World Heritage site may be! A good school is much more than an educational opportunity; it can become a truly nurturing environment, for many akin to a second home. This is particularly relevant to Service parents: operations and postings mean that they are looking for

a good school which gives a strong sense of community to all its members, pupils and staff alike. Furthermore a good school encourages and gives support as well as celebrating success. It is then most likely to replicate, albeit in a more public forum, what a good family is able to achieve.

Atmosphere of the school One of the characteristics that parents should look out for on an Open Day is the atmosphere in the school. Particular reference should be given to the positivity of teacher-pupil interaction and the friendliness of pupils both to each other and towards visitors. Parents should gauge whether different pupils feel a sense of belonging in an equal way. Do they identify with the school’s values, seeing them as helpful and relevant to their lives and their own ideals? Would the school be brave enough

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 makes a good school?

to enable its pupils to develop qualities such as inventiveness, creativity and openmindedness? Does the school say ‘yes’ to pupil initiatives without falling into the trap of a child-centred pursuit of education? Good senior schools develop young adults into taking responsibility within a carefully laid down framework, one that gives the sense of freedom alluded to above.

High quality pastoral care For a school like King’s which specialises in the pursuit of the highest quality of pastoral care, this theme requires team work, dedication and careful planning by the adults. The results are just as tangible and obvious to the parents as other successes which often grab the headlines. The theme also actively contributes to the happiness of

the pupil body, a contagious force in the way a good school works. As a means to judge the effectiveness of a school in achieving these goals, experienced parents listen carefully to their own children’s feedback, as well as sounding out existing parents.

of school time dedicated to co-curricular pursuits, both those which champion development of character (the CCF, the Duke of Edinburgh’s Award, and outdoor pursuits spring to mind), and the range of activities which are either directly and indirectly linked to later life skills (the most obvious are in the fields of sports, music and drama). Lively and interesting adults who passionately believe in this wider view of a good school are likely to be inspiring presences in the classroom. There is ample space within a good school for scholarly teaching in parallel with all pupils believing in the pursuit of academic excellence, but surely it is the overall cultivation of mind, body and spirit that counts for most when we are still young? Particularly so, since the discipline of managing those other recreational and developmental pursuits alongside academic studies brings the ability to cope with the pressures that university and a career will ultimately impose. n

Co-curricular pursuits This main thread encourages young people to see school as fun as well as useful. This is a powerful message during the teenage years when behaviours can be reactive, if the adults are too controlling or base their assumptions on their own aspirations rather than a sound understanding of the real needs of the individual child. While many parents readily acknowledge that such principles lead to a well-balanced and healthy upbringing, perhaps not enough see the link with plenty

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

September 2016 Service Parents’ Guide to Boarding Schools 33

Choosing and assessing schools Boarding or day?

Boarding or day?

eciding as a family that the best option for a child’s education is to go to boarding school is a major step. If parents live near enough, choosing between boarding and day school can be even harder. Here are some more points to consider. l 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. l Boarding is better for those living in isolated areas. l Boarding helps develop inner resources and the ability to be selfreliant. l Boarding fosters interpersonal skills and develops team spirit. l Boarders can lean more heavily on the close friends they make at school and on the care of the staff. l 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. l 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. l Communication with home is also positively encouraged and Skype/Facetime, 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! l When children are at home, it becomes real quality time, with both sides appreciating the other more. l 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. l A good relationship with an adult who is not a parent can also be a very positive experience for a young person. l The school has a greater influence on the development of its boarders, particularly in the adolescent years.

Advantages l

l l

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.

Disadvantages l l

l l

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. n

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 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 5–16 has been rewritten and revised A levels and GCSEs are being introduced. 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 2016 ISC Census showed that 70,637 pupils board at ISC schools, making up 13.6% of total pupil numbers. A total of 487 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. Around 85% of boarders are full boarders, with the rest choosing weekly or flexi boarding. There are strong variations between different age groups. 16.8% of ISC

pupils board. At sixth form this proportion more than doubles to 51.3% of all pupils boarding. For junior pupils this proportion is significantly lower, 2.3%. Non-British pupils with parents living overseas made up 5.3% of the total ISC pupil population. The two parts of the world supplying the largest numbers of these overseas pupils are Hong Kong and China.

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 at 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 fees paid by parents at the British school. In return, the

September 2016 Service Parents’ Guide to Boarding Schools 35

Choosing and assessing schools What about boarding schools?

UK school provides advice and monitors the franchise school in a way which guarantees standards. In 2015, school fees showed the lowest annual increase, at 3.5%, since 1994. 160,216 pupils now receive help with their fees to a value of £858 million, up £22 million from the previous year. This reflects the long-term aim of our schools to increase the amount of bursary provision and widen access to our schools. Over the last 15 years there has been a consistent trend of schools providing fee assistance to increasing number of pupils. Almost 40,000 pupils receive meanstested bursaries, valued at £348 million, a slight decrease of 3.3% compared to the previous year. The average bursary is worth £8,730 per pupil per year. There are 5,404 pupils who pay no fees at all.

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

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 n

What about disadvantages? The boarding environment is not for everyone. l Pupils may not have the same level of privacy that they may have at home and some older pupils may find the loss of freedom quite irksome. l Boarding schools are wonderful for the outgoing and active pupil but perhaps less ideal for the shy child. l Some children get homesick and of course some parents dislike not being able to see their children every day. l Boarding requires substantial investment. 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

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.

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 Choosing a senior boarding school

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

he choice of a senior school is obviously an enormously important one: a major investment in both the literal and figurative senses. Here are some key points by way of a plan of action for parents as they visit potential senior schools. Ask questions You wouldn’t buy a car without a test drive, so with schools do the next best thing: ask questions. If there are particular boarding houses, departments, key members of staff or places you’d like to see, ask to see them. Figuratively speaking, turn over some stones. Don’t be ‘pushy’ but don’t be shy either. It’s a big investment and an important one. Take note of – but don’t be blinded by – facilities In inspector-speak, ask yourself, ‘impressive though it is, how will this new music school/ art department/sports hall affect the outcomes for my child?’ Some of the most inspiring pastoral care or teaching takes place in the most inauspicious surroundings, although facilities are important, of course. What are the displays like? Lots of interesting pupils’

work is a good sign, as are tidy and wellmaintained information boards for sports and activities. Are there posters advertising societies and clubs? Do these seem stimulating and fun? You can tell a lot about a school from its development priorities. Ask about plans for the future. Look at the school’s art, even if your child isn’t ‘arty’ I think you can tell a lot about a school’s ethos from its art. Is it vibrant and exciting? Is there a variety of method and medium? How good is the art produced by the pupils? What’s the ‘vibe’ of the department? Talk to pupils, both during your tour and around the school and the boarding houses Ask them what they like and what they don’t like. What are the pupils like? Are they open, cheerful and friendly or sullen and ‘too cool for school’? Do they say hello as you pass them? Talk to teachers They will be teaching your children – what could be more important? How engaging are

they? Are they clearly passionate about their subject? Can you hardly get away because they want to tell you about what they do (a good sign)? Will they inspire your child with a love for their subject and for learning itself? Talk to boarding staff Spend some quality time with the prospective housemaster or housemistress. Do they seem to have excellent pastoral skills? Will they take the time and make the considerable effort to understand, cajole, encourage, admonish, praise, stand up for your son or daughter? Ask the pupils in their House how much they see of them, or do the prefects run the show (not a good sign)? Ask if your child can spend a ‘taster night’ in the house. Listen to – and if possible, talk to – the Head Needless to say, a school’s leader is very important to its success and direction. Like any good teacher, observe Many of the most telling things in schools happen out of the corner of one’s eye, which is why the best teachers seem to have eyes in

September 2016 Service Parents’ Guide to Boarding Schools 37

Choosing and assessing schools Choosing a senior boarding school the back of their heads. How do the pupils interact with each other? If it’s a co-ed school, how do the boys and girls interact with each other? Peep through the window of the classroom door that’s closed when you look round. How do the staff and pupils interact with each other? Some staff might adopt a false bonhomie with a pupil guide on a showround: observe the pupil’s reaction – does it suggest that this is genuine and typical?

While not the most important criterion, don’t discount the importance of logistics Location is a very personal choice of course but if it’s a close call, logistics have to be a factor.

Ask the school about results, and look at them on the website Don’t be put off if a school doesn’t submit its results for league tables – this is often for laudable and noble reasons – but ask to see them. More importantly though, ask for the value added statistics: mention things like ALIS (value added performance based on A level results) and MIDYIS (based on GCSE results). Find out where the pupils go after school There should be a few going to Oxbridge and a good number to Russell Group universities, but also look for highly selective institutions such as the top art colleges and drama schools.

All-round excellence is aﬀordable and accessible Day and Boarding for Girls 11-18

Open Days

Read the inspection report, which should be on the school website, or can easily be searched for and downloaded from the ISI/Ofsted website Don’t expect perfection – in ISI terms ‘Good’ is good and is hard to achieve. Excellent is just that (there is also a grade of Exceptional available for pupil achievement only). Sound or Unsatisfactory should raise questions.

Don’t ignore the heart – in fact, pay great attention to it Don’t be embarrassed about asking yourselves, ‘Do we feel comfortable here?’ Are the other parents – albeit prospective ones – our sort of people? You may be spending a lot of time at the school and you need to feel relaxed there. You will probably know within the first five minutes if it’s not the right school for your son or daughter. If you think it might be, consider all the key points above. n

High levels of self-esteem – ISI

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

Excellent in every category ISI Inspection 2016

Exemplary attitude towards learning – ISI

Best ever A Level results in 2016 Best ever GCSE results in 2016

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

Astroturf pitch for 2017

Chaperoned train travel to London Victoria – 53 minutes

90% UK girls in Years 7-9

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

rom April 2016, all English accredited independent boarding schools will be inspected on a three-yearly cycle. If the boarding school is in membership of one of the five independent school associations (GSA, HMC, IAPS, ISA, Society of Heads) and, thus accredited by its association, the inspection of boarding is carried out by a specialist team of boarding inspectors from the Independent Schools Inspectorate (ISI). If it is an independent school but not a member of one of those associations or is a state boarding school, the inspection of boarding is carried out by a specialist team of Ofsted boarding inspectors. All accredited independent boarding schools will be inspected under the regulatory compliance inspections framework from April 2016. ISI and Ofsted inspectorates assess a school’s boarding provision against the Boarding Schools – National Minimum Standards, the first version of which was published in 2002. Full details of the Standards (the latest April 2015 version) can be found at www.gov.uk/government/publications/ boarding-schools-national-minimumstandards Ofsted also publishes the Inspecting Boarding Provision Framework which can be found at https://www.gov. uk/government/publications/theframework-for-inspecting-boarding-andresidential-provision-in-schools Over the last 20 years, good practice in boarding schools has developed significantly and schools have responded positively to national legislation in this area. The effect of this has been to raise the level of care and management in boarding schools. This, in turn, has supported the increased quality of the boarding experience for the 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 (DfE) 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 2013 and 2015. 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

National Boarding Standards The 20 National Boarding Standards cover the following areas: l 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. l 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. l 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 the end of this article). The ISI report includes comments on boarding throughout the report. The Ofsted report grades boarding in four categories. In both reporting

styles, reference is made to a school’s noncompliance to any of the National Minimum Standards for Boarding.

Update on ISI inspections of boarding The ISI has been consulting on a new Inspection Framework, currently entitled ‘Focused Compliance and Educational Quality’. The ISI aims for this to be the new Framework from January 2017. As currently proposed, the inspection of educational quality will concentrate on two aspects of provision and outcomes for pupils: achievement and personal development. Educational quality findings will be valuated and reported against a four-point scale. In respect of boarding schools, the inspection and the report will include the role of boarding in personal development. Further details can be found on the ISI website under The Future of Inspection. This article will be updated for the March 2017 issue, when full details of the new framework will be known.

The role of governors The Government through the inspectorates is putting an increasing emphasis on the role of governors in monitoring standards in schools. The 2015 version of the standards has a new standard: 13.1 The school’s governing body and/ or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary. On a boarding inspection, the chair of governors and any other governors who have responsibilities for boarding are interviewed about how they monitor the boarding provision and the 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 schools now have designated governors who monitor the quality of the school’s boarding life and

September 2016 Service Parents’ Guide to Boarding Schools 39

Choosing and assessing schools Inspections of boarding schools its safeguarding of pupils. These governors spend time in the boarding houses, meet regularly with the ‘designated senior lead’ (child protection officer – see below) and monitor the effectiveness of the recruitment checks on new staff and the quality of the single central register of staff appointments.

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. Understandably, parents are 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. A review by the full governing body of the school’s child protection policies must take place at least annually, including an update and review of the effectiveness of procedures and their implementation. 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 leads’ (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 (LSCB), 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 regularly. There is no longer a set frequency for staff refresher training. Schools consult with their LSCB to determine the most appropriate schedule, level and focus for training. 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

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

expected to know them and also to know the names and contact details (day and night) of the DSLs. 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 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 relatively rare, schools have robust policies and procedures for preventing abuse and for dealing with any incidents which are reported to them. n

Adrian Underwood’s career has been in boarding education for over 40 years since 1971 when he was appointed a housemaster and head of department. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s major boarding association, pioneering a professional development programme for boarding staff and engaging with the British government on a range of boarding issues including drafting the first set of National Boarding Standards. He was appointed OBE in 2007 for services to education. He now lives on the North Norfolk coast and is an educational consultant and a lead inspector for the Independent Schools Inspectorate (ISI) and the Education Development Trust (EDT). He is a governor of Wymondham College and Chairman of the English-Speaking Union’s USA-UK Secondary Schools’ Exchange. He enjoys sailing, golf, tennis and training ambulance drivers for a local day care centre.

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

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

– Alex Thomson, Deputy Chief Executive and Director of Training, Boarding Schools’ Association (BSA) ‘The boarders receive outstanding levels of support from a wide range of staff within the school…’ ‘The pastoral care is exceptional…’ ‘Parents provided overwhelmingly positive feedback.’ ‘This outstanding boarding community is a result of the (staff) fulfilling their vision to provide a safe, structured, nurturing environment.’ ‘Staff work collaboratively and are dedicated to delivering a high standard of care to the children…’

Recruiting the best Schools are always keen to recruit new staff with not just the right qualifications and experience but also applicants with the right attitude and outlook. In essence, they are looking for someone who wants to make a positive impact on young people and help them thrive in their ‘second home’. Recruitment and selection of the right new staff requires schools to produce not

only explicit job descriptions but also job specifications which identify the aptitudes and attitudes they see as key to creating a successful boarding team. This is not as simple as it sounds. Boarding schools are not like day schools or indeed any other form of child-focused care. Someone who has worked in social care, youth services or a day school may not understand the demands associated with the 24/7 nature

Photography from St John’s College, Southsea

hether these comments are from parents or found in school inspection reports, it is clear that successful boarding schools are very much the result of a dedicated and capable boarding and pastoral staff team. This does not come about by chance however – schools need to spend much time, effort and expensive to recruit, train and retain the very best staff.

September 2016 Service Parents’ Guide to Boarding Schools 41

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

Photography from St John’s College, Southsea

houseparents. So, next time you visit a boarding school make sure you ask about the background and interests of key staff and what programme of professional development is in place for boarding staff so that you can find out how this is helping to make the boarding experience so much more fulfilling for pupils.

of a boarding environment or the nature of the relationships which are essential for pupils to grow and develop. Indeed, there is a truism in boarding schools that 80% of learning occurs outside of the classroom setting. In addition, a boarding school is a little like a goldfish bowl where the whole community of pupils and adults live in close proximity and interact in so many ways that there can be little ‘downtime’. Not everyone is prepared for or can adapt to such an intense working environment, so schools must be very clear about the nature of a boarding role both before and at interview so that only right-minded people apply for such posts.

Professional development Caring about and for boarding pupils means all staff must keep up to date in terms of their professional knowledge and skills. From safeguarding to pastoral care, boarding staff can expect to constantly develop how they support pupils. Schools will have a wideranging and diverse continual professional development programme for all their staff. For example, teaching staff will need regular curricular and examination updating, pastoral and boarding staff may need training in the latest PSHE theme such as e-safety or emotional health, and support staff need to understand the latest in data protection or information sharing. Of course all staff need regular updates on safeguarding matters; most recently this has included the duties associated with the Government’s Keeping Children Safe in Education guidance which covers a wide range of topics including cyberbullying, ‘sexting’, FGM and sexual exploitation. Schools will update related policies and procedures on a

regular basis and often run workshops for key staff to ensure that best practice is cascaded down and implemented across the campus. New staff induction will certainly include safeguarding as well as health and safety. In the boarding context, an increasing number of schools are offering key staff accredited training such as the courses offered by the BSA. New boarding and pastoral staff may complete the online induction module. Junior staff may be on the university Certificate course – in 2016 more than 310 staff are completing this demanding course alongside their everyday teaching/ boarding duties. Senior staff may be on the Diploma course which equips them for their boarding leadership role. School nurses and matrons may attend BSA day workshops on topics as wide-ranging as mental health or administering medicines. They may also attend the BSA annual conferences where experts share the latest thinking on a wide range of subjects.

Retaining staff Of equal importance for schools is the retention of staff. All the time and effort spent in recruiting and training must not be wasted by staff leaving too soon. Building the boarding or pastoral team, indeed any team in our schools, is critical and headteachers and heads of boarding will be keen to sure that the right staff stay and continue to add value in caring for the day pupils and boarders. So they will consider how to grow talent within the boarding team, for example, taking a house tutor and preparing them to become the resident assistant housemaster, housemistress or houseparent, or supporting the assistants so that they become the next generation of

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

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 l

Prepare for entry and complete all essential paperwork Purchase school uniform and items on clothing list during the summer term or holidays before entry l Enter school l Receive school induction at beginning of the autumn term. l

School visits – what to look for l l l l l l

A guide to the school application process l l l l l l l l

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

F L A I R

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l l l l l

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

A C A D E M I C

R I G O U R

REGI

BROMSGROVE SCHOOL FOUNDED 1553

considering Bromsgrove? come and see the School at work For entry to Prep and Senior Schools in 2017, we will be holding small group open school events on Wednesday mornings - booking is essential. Please contact Admissions for information, or book your place via the website. ISI Inspection 2016 - Excellent in every category Oustanding results at IB and A level Academic excellence coupled with a wealth of sporting and extra-curricular opportunities

Generous Forces’ Bursaries available Co-educational, day & boarding 930 pupils aged 13 - 18, 500 pupils aged 7 - 13, 500 boarders Tel: 01527 579679 Email: admissions@bromsgrove-school.co.uk

www.bromsgrove-school.co.uk

September 2016 Service Parents’ Guide to Boarding Schools 43

Choosing and assessing schools School visits: questions and answers

School visits: questions and answers

chool visits can take a variety of forms. They can involve meeting the Head or perhaps attending an Open Day. 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, usually by the Head, sometimes hands-on 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/housemistress and a pupil. Above all, set out to enjoy your visit. You will find the vast majority of boarding schools make an excellent impression, and their pupils and staff will be in very good heart. Here are some useful questions to ask, particularly if you found the boarding school’s website, prospectus and accompanying information did not cover everything you wanted. 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: l academic issues l rules and regulations l boarding life and pastoral care l financial issues l the governing board l after your visit.

Academic issues

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: Larger schools may 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: GCSEs and A levels are being reformed. The reforms are being phased in, with the first group of revised syllabuses introduced in September 2015 for first examination in 2017. GCSEs and the full A level are to become linear programmes, with examinations at the end of two years. There is to be a standalone one-year AS qualification but it won’t count towards the full A level. A new National Curriculum is to 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 plans for these reforms. 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: 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. From June 2017 IGCSEs will no longer be included in the UK Government’s School Performance tables and so the tables will not reflect IGCSE performance. 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. 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: Our child has a particular interest in sport/music/drama/art. How will the school get the best out of them? 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 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 boarding 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. 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, health and economic education (PSHE) programme, its health and safety and disciplinary policies, to look into the medical and counselling services available, to discover what happens if serious offences 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 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.

Boarding life and pastoral care

Q: How can I be confident my child’s interests are protected at all times? A: Schools are subject to rigorous child welfare legislation, regulation and inspection, which is entirely right and proper. The interests of 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: How does the school work with children who are excluded by their peers? A: The school should be able to identify these children at a very early stage. Schools should be able to explain the measures they take to deal with this. Children are more likely to interact if they are near each other and 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 English-speaking child can find himself 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: 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. 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.

Financial issues

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 fees during 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 extra-curricular 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 in fees for periods of study leave – you may well ask why. 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 the governors have the ultimate responsibility for all aspects of the school. Although they may delegate the day-to-day operations to senior leaders of the school (for example, the Bursar and finance team usually manage financial matters), in law the governors are regarded as having overall accountability for the management of the school. This is why most governing bodies have sub-committees to monitor specific areas of the school. The most common of these committees are education, finance, welfare and health and safety. Governing bodies may also have committees for boarding, governor succession, investments and audit.

Governing bodies are also required to monitor all policies (and their implementation) in regard to the National Minimum Standards for Boarding Schools and, for independent schools, the Independent Schools’ Standards Regulations. Governing bodies increasingly delegate governors for specific areas of the school. It is common to have a Safeguarding (Child Protection) governor, a Staff Appointments governor, a Boarding governor and a Health and Safety governor.

Governors give their time and specialist expertise voluntarily and a good rapport between governors and the Head and the senior management team is essential for a well-run school. When inspecting governance, inspectors will expect governors to know the school well and have strategies for understanding the school beyond reading reports from senior leaders.

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: l What views did you form of the Head? Why? l What sort of leadership was provided? l How did the aims and objectives of the boarding school appear in practice? l Was there a good rapport between pupils and staff? l How was the eye-to-eye contact? l Were the pupils well-mannered and enthusiastic about their school? l Did the school have policies, procedures and rules to make it a civilised and caring community? l 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? l Were the buildings well-maintained and the grounds neat and attractive? l Was there a generally positive atmosphere about the community? l Finally, and crucially, will the school meet your child’s needs? n

September 2016 Service Parents’ Guide to Boarding Schools 45

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 rigorous 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?

School and parents work together 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 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 housemaster or housemistress 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 equally 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 will, eventually, serve them in good stead in the future.

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 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 that just under 40% of the total boarding population is non-British with parents overseas. They come from a wide range of countries, religious beliefs, languages and customs. Boarders 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.

A realistic approach

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 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. n

Getting the best out of a school l l l l

l l

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 of day colleagues and their parents; how this one is resolved is a

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.

September 2016 Service Parents’ Guide to Boarding Schools 47

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

League tables – just one measure of success – Emma McKendrick, Headmistress of Downe House School

ne of the great joys and benefits of a boarding education is the fact that there is the time and the space to offer a rich array of opportunities which enable young people to grow and develop and explore the person they are. They develop passions and interests, they develop their character and they learn to play a positive part in a community – all things that will help them to lead a happy and fulfilled life. Putting a numerical value on such an education and measuring how well a school delivers its objectives can be challenging but it is not unreasonable for parents, governments and professional associations to want to see levels of accountability and to assess how a school is performing. League tables measure examination performance and, at first sight, it might seem they would and should provide an objective, simple and straightforward measure of academic success. But the first challenge for those constructing and reading league tables is the myriad of qualifications they need to measure and compare. At 18 there are the A levels (at the moment this includes a mixture of legacy modular A levels and new linear ones), the Cambridge Pre-U qualification, the International Baccalaureate (IB), as well as a range of valuable vocational qualifications. A similar picture can be found at 16. There are vocational qualifications, GCSEs and IGCSEs.

A number of newspapers publish league tables each year. Some separate out the qualifications and have a table for schools offering the IB, for example, but for those who do not, there continues to be ongoing debate about whether the grades equivalences across the qualifications are as accurate and fair as they should be. When interpreting the league tables it is also important to recognise that the way in which they are constructed can vary from

agency to agency and newspaper to newspaper. For example, newspapers are at liberty to choose the criteria upon which they base their performance tables, and close reading of the small print is necessary to ascertain who is doing what. One newspaper may rank schools according to the percentage of pupils who gain three A levels or equivalent at AAB grade; others may use the average number of A-level points gained per candidate, or A-level points per subject. Some newspapers

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 League tables – just one measure of success

may attribute a financial value to each A grade using the school fees charged to cost the grade. Others will try to use some sort of value added measure, which is widely recognised as fairer. In future, Government league tables will move towards a value-added system. There are two points for consideration when interpreting the future Government league tables – the value-added measure that is being applied and the fact that IGCSEs will no longer be included. Independent school pupils will not take the tests that enable a value-added score to be given. As IGCSEs do not qualify for inclusion in these tables, it will be perfectly possible to see very good schools, which were once at the top of a league table, at the bottom. This is a great shame as these rigorous and challenging qualifications are recognised by universities and prepare pupils well for the next stage of their studies. Does all this mean that league tables have no value? No, but their value is limited. They must be read with caution and, to have any meaning, their omissions and variances must be well understood. It is also worth noting that a number of very well-known schools have opted out of league tables. At Downe House we took this step when we embarked on offering a mixed economy of Pre-U and A-level qualifications and found that the Pre-U was not recognised by many newspapers in their tables. When looking at

examination results, you need to look at five years’ worth of data, rather than just one, and consider a school’s admissions policy and how selective it is. Highly able students should do well. Accepting that league tables have some value, I would still argue that what is far more interesting and relevant for your daughters and sons, especially when they are away from home, is whether a school provides an exciting learning environment, has high aspirations, has high levels of university entry success and supports the development of happy, well-rounded individuals. Do look at the information provided by the school on examination results on a school’s website. Alongside that, consider the information about where the pupils go next and what sort of courses they embark on at which universities. Consider the information on the lecture programmes, the academic enrichment available and the clubs and societies offered. These are all helpful indicators of the state of the academic health and vibrancy of a school. Inspection reports also provide useful information on the quality of teaching and learning. Above all, take into account the unquantifiable – the character and values of the school and its pupils. These will have the strongest influence on your child’s development and these have no numerical value. n

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

September 2016 Service Parents’ Guide to Boarding Schools 49

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! In a boarding context, it is particularlty important to note that governors are also ultimately responsible for safeguarding and health and safety. 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.

‘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. 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. In many boarding schools, one governor will have a special responsibilty for liaison with the boarding houses, and it is helpful if this person has some relevant experience of boarding education.

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.

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 receive sufficient training where appropriate. 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. n

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

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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We combine the traditions of a leading public school with unrivalled modern facilities and inspirational teaching. With boarding from Year 4 through to Year 13, Clifton College provides the perfect environment for building confidence and nurturing talent. To secure your place at our next Open Day or to arrange a personal visit, please call the Preparatory School on 0117 405 8396 or the Upper School on 0117 405 8417. To find out more visit www.cliftoncollege.com/admissions

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Choosing and assessing schools How a boarding school uses agents

How a boarding school uses agents – Elaine Purves, Head of Rossall School

hoosing the right school for your child is one of the biggest challenges any parent faces. This is where a good agent can be invaluable. Like a financial adviser, it’s their job to match a customer with a product that’s perfect for them – in this case finding a school that meets a child’s needs. From a school’s perspective, an agent acts as their representative, and has in-depth knowledge of each school with which they work. Ideally, the agent will have visited each school they represent to gain a clear understanding of their aims and ethos, and will have met pupils at these schools so they have an insight into the sort of pupil who will fit in there. Agents also provide support to boarding schools by setting up fairs and exhibitions where families can meet with schools. This is a great way for parents to view a number of schools at the same time without travelling to the country they wish their child to board in. For example, the British Council runs fairs in a number of locations worldwide and can be an excellent source of help and advice. A good agent will work hard to build strong relationships with schools and parents alike to ensure they develop and maintain a good reputation. Placing pupils at schools that are unsuitable for them or having a large number of pupils leave a school can be damaging and suggests a lack of understanding of what a school can offer and what a child needs.

Support for parents From a parent’s point of view, the agent should act not only as a broker, who can present a shortlist of schools which meet their criteria, but also as a support to help them make the right choice for their child. A good agent will be totally focused on the child’s needs and happiness and try to support parents into considering the right school for their child. An agent only has one chance to help parents make the right decision. Getting

to know a family so they can find a school that’s a perfect fit for child and parent alike should be the agent’s main goal. An agent should be in constant contact with the schools they represent and be able to offer parents literature and a good outline of the schools they’re interested in and not just rely on websites for information. They should also provide excellent customer service, from the parents’ first meeting to helping them create a shortlist of schools throughout the admissions process and for a while after your child has started at the school. You may have friends or other family members who are considering a school abroad, and a good agent will rely on recommendations from families they help successfully. An agent should see their relationship with you as something long-term and concentrate on building that relationship rather than securing new clients and focusing on their fees.

record, but if the support system, ethos and attitude don’t suit your child, there may be little point in sending them there. l Always include your child in the decision making process. After all, they’re the ones who will be attending the school. l Do your own research. Don’t rely on what the agent tells you. Spend time as a family looking at websites, prospectuses and the social media feeds of schools to get an idea of what life is really like there, and form your own opinions. Your child’s education is a huge investment, and the time you take to look into the schools an agent has suggested really will pay off. l Finally, always visit a school if possible. At Rossall we advise parents to visit as many times as it takes to make sure they’re happy with their decision. Visiting the place where your child will be living, studying and spending their free time can really help to reassure you about the big step you’re about to take. n This article does not imply a recommendation of any agents by either Bulldog Publishing or The Boarding Schools’ Association.

Guidance for parents When you are choosing an agent, there are a number of points you should consider. l Ask prospective agents whether they have any former clients you can speak to about their own experiences of choosing a school. l Always ask prospective agents how many pupils they have placed who have stayed on the full length of the course they signed up to. Make sure the agent does not use the tactic of suggesting to parents a change of school in order to get more money from the school. If the agent has a number of clients who have switched schools, it may be that their main concern is financial profit rather than your child’s education. l Be honest. An agent can only make recommendations to you based on the information you give them, so it’s important to be open about the type of school you’re looking for, and your child’s preferences, talents and aspirations. A school may have an outstanding academic

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

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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“Dauntsey’s is ... Fab”

The Good Schools Guide

Boarding & Day School Co-educational 11-18 www.dauntseys.org West Lavington, Devizes, Wiltshire SN10 4HE T. 01380 814500

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 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.

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.

Co-educational and tri-Service

Games and outdoor activities

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 to education system, according to their families’ postings. Because tuition and boarding costs,

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 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 n

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 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)

A unique and iconic school

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

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.

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.

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.

Military ethos

Full and weekly boarding

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, self-reliance, spirituality, leadership and respect for others, as we believe it helps our students

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 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.

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 The Duke of York’s Royal Military School (Kent)

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.

So many opportunities A good school is about much more than what is learnt in the classroom; sport, outdoor activities and the Duke of Edinburgh’s Award 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. We work in partnership with a range of different schools locally, nationally and internationally. A notable example 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 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 £12,495* 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.

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. n

Contact details The Registrar, DOYRMS, An Academy with Military Traditions Dover, Kent CT15 5EQ Civ: 01304 245073 www.doyrms.com *Boarding fees are reviewed annually.

Why choose us? l l

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 £1249.50 for 2016–17*. 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.

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

September 2016 Service Parents’ Guide to Boarding Schools 57

Schools founded by the Military The Royal Hospital School (Suffolk)

The Royal Hospital School reinforces a values-driven education

– Simon Lockyer, Headmaster of the Royal Hospital School, Holbrook they choose, we provide a safe environment in which young people can step outside their comfort zones, learn to take risks, foster self-belief and self-awareness and develop skills such as collaboration, initiative and resilience. The result is a values-driven education based on both breadth and academic aspiration. Pupils develop to become focused, well-balanced, well-mannered, self-confident and unpretentious. They emerge from school with the personal skills necessary to take their place in society as responsible and decent adults able to make a difference in a positive way. RHS is ambitious for its pupils and for itself; it has the experience and environment to steer young people towards happy, healthy and productive lives, preparing them to be the leaders of the future. To find out about more about the school contact the Registrar on 01473 326136 or kevers@royalhospitalschool.org n

he Royal Hospital School was established by Royal Charter in 1712 with a remit to ‘improve navigation’ through education. By the late nineteenth century, it had become affectionately known as the ‘Cradle of the Navy’ as it prepared boys for a life at sea, many of whom went on to become explorers and pioneers of their time. Just over 300 years later, discovery, exploration and challenge continue to shape the ethos of the school, and we place great importance on the traditional values of loyalty, commitment, courage, respect, service and integrity. In the school’s most recent Independent Schools Inspectorate report it states: ‘Pupils show strong moral and social awareness and their sense of British values is highly tuned as a direct result of the School’s links with the Royal Navy’. The RHS of today is a modern, forwardlooking school for 720 11 to 18 year olds from a wide range of backgrounds, but its links with the Royal Navy and indeed the other two Armed Services remain strong. All Year

7 pupils are taught to sail in their first term; pupils take part in ceremonial Divisions on special occasions; the choir has the wonderful opportunity to perform annually at the National Seafarers service at St Paul’s Cathedral and the Admiralty Carol service in St Martin’s in the Field; and Trafalgar Night is celebrated in fine style.

Challenging pupils We aim to challenge pupils both inside and outside the classroom, whatever their interests. This may be through our academic enrichment or stretch and challenge programmes; involvement in the Combined Cadet Force (CCF); attending Model United Nations conferences; public speaking and debating; the Sailing Academy; writing for the school blog or contributing to RHSTV; the Duke of Edinburgh’s Award Scheme; the Devizes to Westminster canoe marathon; playing a part in the full and varied musical performance programme; Tall Ships voyages or overseas volunteering trips. Whatever

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

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

Welbeck Defence Sixth Form College (Leicestershire)

The gateway to a technical career in defence – Peter Middleton, Principal of Welbeck 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, purposebuilt 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 MoDsponsored 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 military experiences and leadership opportunities.

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

September 2016 Service Parents’ Guide to Boarding Schools 59

Schools founded by the Military Welbeck Defence Sixth Form College (Leicestershire) the Defence Technical Undergraduate Scheme Squadron. They receive a bursary of ÂŁ4,000 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 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 so 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 collegeâ&#x20AC;&#x2122;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 also single-service visits, giving students opportunities to get a close look at working and training units. The unique leadership opportunities are 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.

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 Defence Sixth Form College (Leicestershire) The outstanding facilities include a multifunctional sports hall, fitness rooms, tennis and squash courts, swimming pool, allweather 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 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 £19,000 per year including VAT for 2016–17. To find out more about the college go to www.dsfc.ac.uk n

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.

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

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

Wednesday Afternoons

08 October 2016

28 September 2016

05 November 2016

12 October 2016

26 November 2016

25 January 2017

10 December 2016

08 February 2017

WELBECK

14 January 2017 25 February 2017 11 March 2017

DEFENCE 6TH FORM

COLLEGE

September 2016 Service Parents’ Guide to Boarding Schools 61

State boarding schools What provision do state boarding schools make for the needs of children from Service families?

What provision do state boarding schools 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 you are exploring and that needs careful consideration. Most people assume that boarding education means independent education. It may therefore be something of a surprise to learn that this is not necessarily the case. There are currently 40 maintained or state-funded boarding schools including academies and free schools in England providing high-quality education and boarding. In these schools and academies, parents pay only for the boarding element and the government pays for the education. This means that parents pay about £9,000 to £15,000 per year for a state boarding school. For some affordability may be a factor. For others it might be location, accessibility to guardians and other family members or ease of transport – being close to Service establishments or locations where there is an understanding of the demands on Service families. For some there may be a philosophical dimension to their choice of school: they may prefer a state education to an independent one. However, for most it really comes down to where their child feels happiest and is likely to ‘fit in’ well with the ethos and values of the school. So are there any catches when choosing a state boarding school? 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, state boarding 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. We don’t see ourselves as being competitors with our independent brothers and sisters. We work in a collaborative manner to achieve high quality boarding and we look to complement each other. We will even recommend each other’s schools if we think they would be a better match for the child’s and family’s needs. Many state boarding schools 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, if those are the measures that are important to an individual family. Some families may value other measures of quality such as sporting achievement, music, pastoral care, personal and social development and the extracurricular offer. Whatever the measure there will be a state boarding school to suit.

Additional places Demand for places is high, so in recent years additional places have been created in existing schools and several new schools have opened with boarding provision, giving more parents the opportunity to send their children to these schools wherever they live. There is real diversity and choice in the state boarding sector, with schools ranging from single-sex grammar schools to the largest mixed boarding school in Europe. There is even a school that specialises in rural technology and attracts 50% of its pupils from the world of farming. This means families can find a school that suits them and will help their children realise their potential.

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.’ The same applies throughout the sector, and parents may want to find out more when they visit schools by asking the question, ‘What provision do you make for the needs of children from Service families?’ The State Boarding Forum website (www.stateboarding.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. n

Living and working together Living and working together is part of the adult world, so boarding schools can rightly claim that they prepare their students for real life and, of course, real work. The facilities at state boarding schools do match many of those found in the independent sector, but it is the ethos that we share that is even more important. 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 state boarding 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,

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.

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

State boarding schools When responding to advertisements please mention Service Parents’ Guide to Boarding Schools ING 6 ENber 201 V E o

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September 2016 Service Parents’ Guide to Boarding Schools 63

State boarding schools Mobility: a career necessity but an educational risk

Mobility: a career necessity but an educational risk – Paul Spencer Ellis, former Headmaster of the Royal Alexandra and Albert School

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.

‘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. l Does the school have lessons on Saturday mornings? l Do many boarders stay at the weekends?

l l l l l

Are there many boarders in your child’s year group? 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

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? n

A State Boarding Schools’ Association (SBSA) survey of 1,530 boarding parents (including more than 150 who said they were claiming the Continuity of Education Allowance (CEA)) revealed that their top two reasons for choosing the boarding school their child attended 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 the State Boarding Forum has an excellent website www.stateboarding.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 Sunday Times list of

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. He became Headmaster of Royal Alexandra and Albert School in 2001 and under his leadership the School grew from 530 pupils to over 1000 and boarding numbers rose from 330 to 460. He retired as Headmaster in summer 2016.

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

State boarding schools When responding to advertisements please mention Service Parents’ Guide to Boarding Schools

Shaftesbury School Why not use your son’s CEA on an experience to last a lifetime?

100% of our parents would recommend Brymore!

Bespoke education for boys aged 11 to 17. Homely boarding environment Small class sizes (average 16-20) Top 5% of schools nationally for pupil progress English and maths in top 15% nationally Fantastic range of activities Focus on traditional manners and respect Exceptional results in Engineering and DT Proud sporting tradition Engineering workshops with forge and foundry 110 acre farm and one acre walled garden

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• Boarding for boys and girls aged 11-18 from £9,750 per year • GCSE and A Level courses offered including maths, sciences, languages, English, art, IT, graphics, economics and business • Family run boarding house with modern, comfortable facilities • Academic support and development of independence • Beautiful rural surroundings, only 2 hours from London • Excellent academic and sporting facilities • Students go on to study at all top UK universities

For further information, contact Admissions Tel: +44 1747 852469 E-mail: tracey.dunn@shaftesburyschool.co.uk Web: www.shaftesburyschool.com

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Brymore, Cannington, TA5 2NB 01278 652369 / www.brymoreacademy.co.uk

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WYMONDHAM COLLEGE

One Of the tOp 20 state schOOls in england Co-educational state boarding and day school for students aged 11-18

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

“The Academy is a multi-cultural and inclusive environment, where young people’s individuality is celebrated and equality of opportunity is promoted. ”

Open daYs BOaRdeR tasteR eVening 30 septeMBeR 2016 | fROM 5.45pM

Main schOOl Open MORning 1 OctOBeR 2016 | 9.00-11.00aM

siXth fORM Open eVening 12 OctOBeR 2016 | fROM 5.00pM

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

www.thewellingtonacademy.org.uk

enquiries@wymondhamcollege.org | 01953 609000 | www.wymondhamcollege.org

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

September 2016 Service Parents’ Guide to Boarding Schools 65

State boarding schools An education that remains once school is completed

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

visit, exclaiming, ‘I really want to come here!’.

Value for money fees

o coin a much-used phrase in 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 and safe 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 passport or, at present, an EU passport, and charge only for the boarding element – with pupils’ education received for free. State boarding school fees are therefore typically around a third of the cost of the independent sector, where 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 (clubs, 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

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 leave from boarding) for pupils to visit family or guardians. Our recent sixth-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 – then based in Ramstein, Germany – around Sexey’s. The daughter, a girl who was naturally reserved, lit up by the end of her

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, dissect 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 Forum (SBF) (www.stateboarding.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). n

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

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

Unlocking potential Inspiring futures An outstanding day and boarding school for students aged 11 â&#x20AC;&#x201C; 18

Burford School Founded 1571

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

State boarding schools 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 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 (CCF) 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 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 around 200 students with good results and employment outcomes. 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.

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

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

State boarding schools State and independent school partnership with a military connection 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 longlasting 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.

Wide variety of backgrounds 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. n

Mike Milner became Principal of The Wellington Academy in 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 2014.

BOARDING AT

ReSiDeNtiaL bOaRDiNG pLaCeS avaiLabLe fOR SeptembeR 2017 01276 858084 www.gordons.surrey.sch.uk

September 2016 Service Parents’ Guide to Boarding Schools 69

State boarding schools Sixth-form boarding in an Academy

Sixth-form boarding in an Academy

– Chris Liston, Head of Boarding at The Priory Academy LSST

he Priory Academy LSST opened 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.

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 high-quality teaching and wide range of courses. Furthermore, with RAF 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. n

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 more than ten 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 MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

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State boarding schools State boarding schools

State boarding schools

f you are considering boarding, a state boarding school may be an option. As always, it is important to do your research 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 others 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 boarding schools and academies, including sixth form colleges, parents pay between £9,000 and £15,000 per year for their children to board. In England there are 38 mainstream members of the State Boarding Forum (SBF), which is part of the BSA, including academies and free schools. For more information on state boarding schools go to: www.stateboarding.org.uk n Duke of York’s Royal Military School students Trooping the Colour

State boarding schools School

County

Region

Boarding places

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

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

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

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

Information from the Sate Boarding Forum, May 2016

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

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

What can financial and educational organisations learn from each other? – Nick Wergan, Headteacher of Steyning Grammar School

t first glance there seems to be little similarity between the worlds of finance and school leadership. They might both be about investment – the first more literal and the second more holistic – but if we put aside the obvious difference in purpose and outcome, there is much the two sectors can learn from each other with regard to leadership and success. Successful teams in industry set clear goals, monitor progress and intervene to ensure the project is delivered. In schools we also need to do precisely this – set out our a clear vision for success for all our pupils, use data meaningfully to identify where students are falling behind, and step in to support them individually. In an educational setting data is not just numbers – it is about pupil progress, wellbeing and enrichment, and the rigorous implementation of standards of social care. At Steyning Grammar everything is about our core business – teaching and learning. Our core vision is ‘effective learning for every student’. Every development plan in the school is built around this aim – and if it does not deliver this, we question why we are doing it.

Brave decisions Schools can also learn from the measured risk-taking in industry – to change outcomes you must be willing to take brave decisions while building on the strengths of your school. An example is the ongoing friction between education and business about the skills students should leave school with. At its worst, business doesn’t define what it needs, and schools don’t take responsibility for workability skills. At its best, education and business work alongside each other to ‘co-produce’ their curriculum. At Steyning Grammar we have redesigned our curriculum to embed the skills students need to flourish and succeed. We teach growth-mindset, grit, self-control, gratitude, understanding others, curiosity and zest. Our academic curriculum and reporting system develop from these key learning characteristics, identified as crucial to pupils’ wellbeing, success as learners and employability. Our teachers, parents and employers all agree that these are the holistic outcomes our school vision should deliver.

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

Business can learn from education Business can also learn from successful educational leadership. At its worst, the world of education can mirror some of the ‘shorttermism’ of financial institutions, with reactive rather than proactive leadership. At its best, there is much the City can learn from schools. It is vital to build a sustainable, long-term model of success. This requires an investment in the leadership, continuing professional development of every member of the team, a sharing of best practice, and a determination to improve that is built on confident selfevaluation rather than any fear-based model. Schools need to invest significantly in leadership development training, creating pathways of leadership courses that support colleagues in successfully planning and implementing the school vision. Every Steyning teacher is a member of a ‘Professional Learning Community’, engaged in action research to further develop their teaching ‘craft’. Our first school development plan aim is ‘effective learning for every student’. To deliver this, aims 2 and 3 are ‘high quality professional development’ and ‘effective leadership at all levels’. We have to prepare our pupils for their futures, not our pasts – to do this we need to invest heavily in the skills and in the

distributive leadership capacity of our teams. This provides sustainability to the delivery of the school vision, and real leverage for its implementation. Bill Gates wrote that ‘leaders will be those who empower others’ and Steve Jobs declared ‘innovation distinguishes between a leader and a follower’. Sharing the best practice between education and industry enables us to empower and innovate – both key to sustainable school improvement. n

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

September 2016 Service Parents’ Guide to Boarding Schools 73

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: l small classes with individual attention l high standards of education and examination results l good discipline l encouragement of a responsible attitude to school work l development of social responsibility l extra-curricular activities – sport, music, drama, etc.

l l

Advantages l

Independent schools offer diversity – boarding and day, co-educational and single sex, choice of location, differing ethos and philosophy. l Independent schools are accountable to parents. If parents do not think their children are being educated properly they can 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 Research from the Independent Schools Council (ISC) showed that 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’ wellbeing; 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 areas about which parents should feel confident: l academic l extra-curricular activities.

Academic Figures from ISC show that for 2014: l At A level, 51% of entries from pupils at ISC schools were awarded at least an A grade, compared to 26% nationally. l Independent schools account for 14.6% of A-level entries, but 27.7% of A/A* grades and 32.0% of A* grades.

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

OPEN DAY

Strong academic results Warm and Supportive Ethos Full weekend programme for boarders Generous Forces Bursaries Junior School Open Day: 30 September 2016 Senior School Open Day: 1 October 2016

T: 01843 572931

E: admissions@slcuk.com

St Lawrence College, Ramsgate, Kent CT11 7AE

www.slcuk.com

B E PA RT O F T H E D I S C O V E R Y

Saturday 1st October —1O am arrival Please contact us to reserve your place

Co-educational day & boarding: ages 13–18 telephone: O1823 3282O4 > www.kings-taunton.co.uk

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 When responding to advertisements please mention Service Parents’ Guide to Boarding Schools

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

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

“Rossall is a warm, inclusive and remarkably happy place to be.” - G o o d S cho o l s G u i d e -

A C O - E D U C AT I O N A L D AY & B O A R D I N G S C H O O L FOR 2 - 18 YEAR OLDS

Offering full, weekly and flexi-boarding from seven years old

To find out more visit: Rossall offers military discounts September 2016 Service Parents’ Guide to Boarding Schools 75

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

At GCSE and IGCSE 90.9% of entries from pupils achieved five or more A* to C grades including mathematics and English. l At GCSE and IGCSE 77.7% of entries from pupils achieved five or more A* to C grades including mathematics, English, a science and a modern foreign language. l Most (92%) ISC pupils progress to higher education and the majority attend Russell Group universities. Four per cent go on to non-UK universities.

Extra-curricular activities Independent schools aim to develop a pupil’s whole personality by: l encouraging the imaginative, practical and physical as well as the academic l fostering and developing music, art and drama l 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.

The case for the independents l l l

l l l l

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, mathematics, languages; and have a reputation for innovations. They encourage facilities for gifted children – music, drama, etc. Many are religious foundations. Their average class sizes are much smaller. Some independent schools offer singlesex education. Maintained schools have largely removed the choice of single-sex schools. Finance: they save the maintained sector the cost of educating more than half a million pupils in ISC schools; earnings from overseas students helps. n

ROOKWOOD SCHOOL

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

A school with a "strong vision for providing excellent educational opportunities for all pupils." ISI 2015

OPEN MORNINGS

22nd September 2016 and 26th January 2017 9.30am-12.30pm ISI rated “excellent” full and flexi boarding provision | Long association with military families Excellent GCSE results | Scholarships and bursaries available

To arrange a visit call 01264 325910 | Weyhill Road, Andover, Hampshire | www.rookwood.hants.sch

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

here potential is realised

School fees fixed at CEA +10% of the school fees – there is no more to pay.* * Terms and conditions apply ** We accept Childcare Vouchers

Wycliffe Nursery, Preparatory, Senior School & Sixth Form Co-educational day and boarding school for 2-18 Please contact: Charlotte Phillips (Senior) on 01453 820412 or Wendy Robertson (Preparatory) on 01453 820471.

wycliffe.co.uk

Taunton School is a co-educational, nonselective independent school set in a spacious 56 acre campus in Somerset, surrounded by beautiful South West England coast and countryside. •

Vibrant boarding community from 7-18 years

•

Forces families receiving CEA pay only 10% of boarding fees

Founded 1882

•

An IB World School with a choice of A Levels, IB or BTEC at Sixth Form

•

Extensive subject choice and option combinations

•

High expectations of effort and achievement in every area of school life

•

Performance Sport Programme and state of the art facilities

•

Huge co-curricular programme including CCF, Duke of Edinburgh, music, dance, drama

•

Focus on wellbeing and excellent pastoral care

01823 703700

www.tauntonschool.co.uk

September 2016 Service Parents’ Guide to Boarding Schools 77

Boarding at an independent school Choosing the right school for your child

Choosing the right school for your child â&#x20AC;&#x201C; Simon Morris, Head of the Kingswood Foundation

ith such a range and diversity of boarding schools to consider, the choice of the right school for an individual child can be a particularly daunting one. So how can you best go about finding the right school, a school which can provide the right environment for your child to be challenged, inspired and supported to be the very best they can? What defines all really good schools, and how does one really know whether a particular child is suited to a particular school? Good boarding schools come of course in widely different shapes, sizes and styles, but they all have some common defining features. They provide a strong sense of togetherness and belonging and they actively encourage individuality within a community of shared values and aspirations underpinned by a clear commitment to outstanding pastoral care. They are absolutely committed to both academic and co-curricular excellence.

What is a good school? There should be no doubt in a good school of the prime importance of striving for academic excellence both in the classroom and beyond, but there should equally be no doubt that the wider aspects of an all-round education such as sport, music, drama, adventure training and service to others are integral to the schoolâ&#x20AC;&#x2122;s ethos. Good schools also offer a clear sense of progression, encouraging increasing independence and providing opportunities to take on

responsibility. Good schools take very seriously their responsibility for equipping young people with the leadership skills to make a real difference in their lives beyond school. Good schools should feel at ease with themselves and know themselves, but they should also be open to challenge, change and innovation; there should be an ease of relationship between pupils and teachers and between teachers and parents, so that open communication is both encouraged and welcomed. Good schools find ways of celebrating individual achievements for pupils of all aptitudes and abilities, but are also confident in enabling young people to build up important qualities such as

resilience and perseverance. Good schools are outward-looking, offering all pupils the opportunity to experience the wider world through relevant trips, exchanges, work experience and community service programmes.

Finding the best fit So how do you get to know the schools and, most importantly, how do you find the best fit? No two children will have precisely the same needs, so it is crucial to have a detailed understanding of your childâ&#x20AC;&#x2122;s personality, interests, strengths and weaknesses, gleaned both through your own observations and most helpfully through dialogue with the

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 Choosing the right school for your child

head teacher of their current school. Not all head teachers will have an in-depth knowledge of boarding schools, but many will, and their professional guidance should be sought wherever possible. Look at a school’s website and prospectus; these will give a strong indication of style, emphasis, priorities and values. Do these match with your own values and aspirations? Certainly take note of the most recent inspection reports; although these can only ever represent snapshots of a school, assessments are based largely on objective criteria and they offer an important third party insight into the culture of the school. You may already know other families with children at the school – take the opportunity to find out what you can, but do remember that each perspective is personal. Many good schools will offer you the opportunity to speak to current parents before making such an important decision. I would take up this offer. Having established that a school might be a good fit, the next step is to visit the school. Although open day visits are extremely helpful for gauging the general atmosphere of a school and getting a better feeling for facilities and location, a personal visit with the opportunity for both parents and child to engage with key people is essential. What should you try to achieve from this visit? I would certainly focus on the people and their attitudes. Do the pupils seem happy and purposefully involved? Do the teachers engage with you and your child, and come across as openminded and interested; do they feel like the type of adults you would wish to have

teaching your particular child? Does the Head have a clear vision for how individuals are encouraged to develop their existing interests and to discover new ones? Does the Head lead with purpose and with a clear belief and trust in their staff? Are the pastoral staff welcoming and can you see your child entrusted to their care? Do they have experience of looking after the children of Services families and are they sensitive to the needs of children whose family circumstances may well change during their time at the school? There are, of course, many more specific questions which relate to specific individual circumstances. Good schools will want

you to ask these questions and will want to answer them fully and honestly. They are, after all, also seeking the right match between school and child, and indeed school and parent. Meeting and talking to senior pupils can often provide real reassurance to parents as they navigate the complexities of this particular journey. Those at the end of their school career are a rich resource for those seeking to start a school career. If you like what they say, you like the way they present themselves and you would be pleased to see your child presenting himself or herself in a similar vein in the future, then you might very well have hit on the right school! n

Following a Cambridge Modern Languages degree, house mastering at The Leys School in Cambridge and Deputy Headship at St John’s, Leatherhead, where he was responsible for boarding, in 2008 Simon Morris was appointed to the headship of Kingswood School, a co-educational boarding and day school in Bath.

September 2016 Service Parents’ Guide to Boarding Schools 79

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

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

eeply embedded in articles on what makes a good school you may find a short paragraph on its provision for the ordinary pupil, but that genus deserves further attention. Some of the hardest work a school has to undertake is to care for the pupils who are seen, or perceive themselves, as ‘nothing special’. Independent schools celebrate the plethora of opportunities available to their pupils but don’t always work hard enough to interrogate who is taking them up. Many a school will take too great a pride in what is achieved by the prodigies (who would have done well anywhere), and every decent school looks after its strugglers, but it’s in ‘the middle of the middle’ that there is most value to be added and most to be done. Schools are getting better at understanding the problems posed by the coasting or professedly unexceptional pupil. There are six key questions for parents to ask of a school to make sure that it is alert to the issue. Does the school have a motivational reward system? Commendations need to be accessible not only to the elite, but for the improving pupils too, with the focus on effort over attainment. Pupils must be able to feel a pride in the progress they make in all their enterprises – the creative, sporting, charitable and adventurous as well as the academic. And schools should not underestimate the value of a mention in assembly or in the school magazine of somebody who doesn’t usually feature in despatches. A good school will employ strong tracking systems to distinguish the real middle from the false middle (i.e. the merely indolent or disengaged) and to establish aspirational target setting as a basis for conversations between tutors and all their pupils. How integral to the school’s ethos is good tutoring? Pupils need to be sponsored by committed tutors and be well known to their Housemasters and Year Heads. When you visit a school check that they know all their pupils well – and not just their stars or strugglers. A good tutor teases out the hopes and fears of every pupil and nudges the reluctant pupil towards engagement. A good tutor respects every pupil for who he or

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 Out of the ordinary: realising the potential of every child and lead activity. Peer mentoring creates opportunities for boarders to learn from each other’s struggles and achievements. In a boarding setting particularly pupils can ably support each other’s learning. A key to success in a boarding house as in a school is the scope of its prevailing culture. So, if there is a belief that hard work and enthusiasm is at the heart of success, the middle group will accept that.

she is. Pupils want to feel cherished for who they are, not what the school wants them to be. The best tutors are also great role models: adults engaged in and supportive of the school and its ethos (albeit sometimes as critical friends). Form structure is important too; as many children as possible should have access to promotion on merit and there should be evidence that the school is cognisant of the danger of sink forms. Is there a breadth of activities available to and taken up by all pupils? Parents might check up on just how many matches the lower ability teams play, how inclusive music and drama really is and how much the school’s clubs and societies engage all rather than some. I reflect on the boys at Dulwich who have found their platforms and niches at one remove from the mainstream: the boy with a love of reading who has led the book club and creative writing groups; the boy who struggles with ball sports but who in rowing has found a social life as well as a sport to enjoy; the boy who loves the theatre, not as an actor but in doing the lighting or sound. At an early age, there should be an opportunity for everyone to ‘be and do everything’. Junior School sport is judged by 100% participation rather than by the win:lose ratio of A teams, while all boys in Years 3 and 4 learn to play a

stringed instrument and a wind instrument. Meanwhile, at the top of the school, you might want to check that school colours are awarded to those who shine in community service or the CCF as well as in sport and that the school’s senior prefects represent a cross-section of the school population.

How good is the teaching – and do the best teachers teach all the pupils? Only excellent and flexible teaching can ensure that all pupils are equally challenged. The best teachers are those who can portray academic struggle as a learning opportunity, ensuring that pupils do not seek to hide in the anonymous middle ground for fear of getting things wrong. Embracing free learning rather than creating a curriculum that is wholly exam focused also ensures that middling pupils are engaged, by creating different fields in which they can be noticed. Good schools tend to have more parents’ evenings that allow for the discussion of the progress and wellbeing between the teachers, parents and the pupils themselves. Every child matters; every child differs. Of course, it’s inevitable that some teachers will be drawn to those who shine brightest. A school has to work hard to draw out the ‘middle of the middle’ so they can excel too, but it’s always worth the effort. n

Does the school offer pupil voice opportunities to a broad cross-section of pupils? Tutors should be sending a variety of pupils to school council meetings or learning forums and sometimes sending the more reluctant, those out of their comfort zone, as representing ‘the middle voice’. It is also important to enable leadership opportunities for the nonstellar pupil; to find an alternative engagement for those disappointed not to become prefects. How well-developed is the school’s house system and what is the culture and ethos of the boarding house? A good house system, like a good Housemaster or Housemistress, can elicit a strong sense of community and co-operation and provide an opportunity for all to shine through a wide range of competitions (cultural as well as sporting). In a good house, strong peer relationships and the right kind of peer pressure encourage all boarders to engage

Dr Joe Spence has been the Master of Dulwich College since 2009. He was previously Master in College at Eton College, from 1992 to 2002, and Headmaster of Oakham School, a co-educational day and boarding school of more than 1,000 pupils aged 10 to 18. Dr Spence has also governed 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.

September 2016 Service Parents’ Guide to Boarding Schools 81

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

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 Heads 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-curricularly, 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

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 The case for continuity the 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 a 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. n

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

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Boarding at an independent school Globalism: What do schools and the Armed Forces have in common?

Globalism: What do schools and the Armed Forces have in common? – Antony Spencer, Principal of St Lawrence College

There are naturally operational limits on how far the Armed Services want to globalise their manpower. However, there are distinct advantages in recruiting from a wider pool in the experience of independent schools.

Gurkha families

ow here is a topic that can leave us worried about treading on eggshells. A debate about diversity can get rather heated, not least no doubt in the Armed Services. Boarding schools are also facing the opportunities and challenges that come from greater globalism, so it is interesting to compare the experiences of two traditional but evolving parts of British society. Boarding schools are becoming increasingly diverse in their mix of pupils. The Armed Forces themselves are actually part of the cause of this, as the numbers of ’Forces Kids‘ in the UK boarding community are falling, so schools have looked favourably at the growing international demand for a UK boarding school education. There are more than 27,000 non-British pupils whose parents live abroad, plus a further 17,000 foreign pupils whose parents live in the UK. In the former group, mainland China has now outpaced Hong Kong as the biggest source of international boarders in UK schools, followed by Russia, European countries and Nigeria. Data on the Armed Forces is a little harder to come by, but according to the answer to a Freedom of Information request, by 2012 there were over 12,000 soldiers from overseas in the British Army, or around 12% of total troops at the time. Significant among these numbers were the Gurkha brigade, which at the time numbered around 3,700, and around 2,000 soldiers from Fiji. The

total numbers had increased considerably, from just 600 in the mid-90s. In my business career before entering teaching, I was involved in a project that tried to increase the number of new recruits into the Armed Forces. Recruiting the most able from around the world was a natural solution, and there is an obvious similarity to UK boarding schools. The ‘Be the Best’ concept isn’t just a strapline in an Army advert, but also the approach taken by many schools to attract talented pupils from around the world. I am not of course expecting the Armed Services to follow the pattern of independent schools in recruiting from China and Russia!

In my own school we are privileged to have a number of Nepalese pupils because of our proximity to a Gurkha garrison, and they represent one of 26 different nationalities in the school. This diversity means my British pupils are prepared from a young age for the modern world of work, which is increasingly globalised; they have an appreciation of different cultures and languages, and how to work in teams across national barriers. It is also noticeable that many international pupils come from a culture where education is very highly esteemed, where high aspirations and work ethic have something to teach us in the UK. Anecdotally I can also understand why the Gurkhas have been such a fixed part of our Armed Services for so long, given the tenacious way their sons and daughters work hard in class and compete ferociously on the games pitch. The biggest challenge for schools when embracing the benefits of globalism is to foster integration. The key to this is ensuring a mix of pupils from different countries. It is always a good question to ask on a boarding school visit as a prospective parent, what the mix of students is per year group. In the past, some parents have asked

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 Globalism: What do schools and the Armed Forces have in common? this with a rather parochial perspective, wanting to be reassured that the boarding house is full of similar children from similar backgrounds. I sense something of a change now, with a greater awareness of the positive opportunities offered by a more diverse international community of boarders, as long as no one country dominates. In my opinion, a school that is positive about the virtues of globalism but careful about its nationality make up and takes integration seriously offers the best mix.

healthy dose of cross-cultural understanding will certainly help this. Furthermore, I would suggest that the academic education of a more diverse community is inherently better than that from a monoculture. I was recently chatting to two pupils, one Ukrainian and the other Russian, about events in Crimea and eastern Ukraine. Needless to say, the breadth of perspective available to other pupils in the ensuing debate went well beyond what one would find in a textbook! Overall then, what do schools and the Cross-cultural Armed Forces have in common? They are understanding both cherished institutions which have When I look around my school, national and played a distinguished part in British history. ethnic boundaries are very fluid: the Gurkha They are widely regarded as leading the children are British (with thanks to Joanna way internationally in their quality, and Antony Spencer has been Principal of St Lumley!), many Nigerian children have dual are a source of national pride in the way Lawrence College since 2013. Before this he was nationality and live as often in London as they represent the best of British values to Academic Deputy at Clifton College in Bristol. in Lagos, while some children with Polish the world. They are also in a state of flux, After graduating from Oxford with a degree in Philosophy, Politics and Economics he very parents have only ever known a British adapting to a changing global environment nearly entered the Army, with an offer to go to education. I believe that this environment andPage different Service Parents Schools Sept 2015_Schools 03/09/2015 14:01 85 demands for their services. Sandhurst. Instead he worked in finance for a is the best preparation for the future, for a They will, Iâ&#x20AC;&#x2122;m sure, continue to be beacons number of years before entering teaching. He is world where national barriers become ever of best practice well into the future, their married to Suzanne, also a teacher, and their more fluid, and where required skills will future success determined in part by their Boarding at independent school four an children all attend St Lawrence College. involve creating and working in teams from success in harnessing diversity towards the an When ever moreresponding diverse pool of workers. A goal of excellence. n to advertisements please mention Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools

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September 2016 Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools 85 A vibrant, happy,

Boarding at an independent school Schools together in partnership

Schools together in partnership

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

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

and the ISC has lobbied to hold off further legislation that might impose duties on schools to undertake particular activities demonstrating public benefit. It is important that trustees retain flexibility to fulfil a school’s public benefit activity according to local needs and in ways that are appropriate for the school. For example, some schools do not own superior facilities that can be shared with state schools and there are geographic and other barriers to be taken into account.

Charitable status

Encouraging partnership activities

A certain amount of political interest has been generated in connection with charitable status debates over the years. The media often berates fee-charging schools for the tax breaks that come with charitable status. In fact, we believe that the allocation of bursary awards far exceeds business rates relief enjoyed by schools that are charities. Even schools that are not charities have taken steps to improve accessibility for families who might not otherwise be able to send their children to an independent school, by providing increasing amounts of bursary assistance in recent years. A judicial review in 2011 ruled that education is of itself a charitable activity. The trustees of schools that are charities have a duty to report to the Charity Commission their school’s work for the public benefit. This work can take the form of awarding bursaries on a means-tested basis for those in poverty, support for academies, and collaborative work which benefits under-privileged people. A minimum requirement with respect to public benefit has not been set in England

The Independent/State School Partnership forum (ISSP) is a Department for Education (DfE) group formed of independent and state school representatives and chaired by

Deborah Leek-Bailey OBE. This group answers to the Minister of State for Schools. With the DfE and the ISSP, ISC has helped to establish a website with the express purpose of encouraging, showcasing and inspiring partnership working. You can find out more at www.schoolstogether.org The website was launched in January 2016 and although involvement is voluntary, over 1,200 projects have been displayed there already, showing a wide range of types of partnership activities. The projects are allocated categories: academic/CCF/drama/ governance/music/sponsorship/sport/design technology. They are mapped and displayed sharing increasing levels of detail. It is clear from the website that a wide range of types of collaborations are underway and different kinds of schools and sizes of schools are included. They include: l full academy sponsorship of Harris Westminster and London Academy of Excellence l arts and craft projects with local primary and special schools l careers guidance and university preparation l inclusion in dramatic productions and sports tournaments. The website draws together a range of impressive and exciting educational opportunities for pupils and staff. It demonstrates what is already in place, providing insight into the value of collaboration.

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 Schools together in partnership Why work together? There are economies of scale to be struck when schools join together to procure services, including the sharing of specialist teachers and training. A visiting author or speaker can be made available to a range of pupils outside the host school. Schools can share specific expertise, for instance, in fundraising or tracking. They can share and develop policies. Not only is this an economic way to share resources, there are huge gains for participants. Pupils meeting each other might develop a new way of seeing the world. Inter-school visits might allow new subject areas, new sports and musical instruments and experiences to be shared, broadening the horizons of all involved.

Sucessful partnerships Successful partnerships help to bring communities together in deeper understanding and thereby support social cohesion. The pooling of resources enhances the overall educational offer for all schools involved and merely by sharing experiences, teachers can benefit from effective professional development. Some schools are working in pairs or

small clusters and others are working in large collaborative groups across an area such as York or Birmingham. These groupings allow successive years to develop the projects on offer and forge strong links across communities involved in joint projects. The projects grow according to schools’ needs and strengths, building mutually supportive communities.

The future The Charity Commission will be reporting back on progress made with cross-sector school partnerships in 2016–17. We are happy to report that almost all ISC schools are already engaged in partnership activities. Most are involved in sporting and academic partnerships of some kind and around half are engaged in music and drama partnerships. This is alongside the community work and charitable giving that our schools support. The ISC census report for 2015–16 shows that the facilities of 1,337 independent schools are shared with state schools and approximately 160,000 state school pupils benefit from these partnerships. We expect this work to continue to grow and partnerships to thrive. n

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

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September 2016 Service Parents’ Guide to Boarding Schools 87

Boarding at an independent school Schools as communities in the widest sense

Schools as communities in the widest sense – Mark Wallace, Principal of Lincoln Minster School

chools today have a much wider focus within their communities. Whether that is because they want to be seen simply as a ‘good neighbour’ or they actually want to make a contribution or difference is down to the leadership. Certainly, independent schools, and particularly those with a boarding element, take their responsibility to the community very seriously, both internally and externally. A wide international mix of pupils helps to broaden horizons in the classroom and in the boarding houses, and small ‘sleepy villages’ can come alive during term-time with the mix of pupils passing through the local shops.

A rich environment Schools like Lincoln Minster benefit wholeheartedly from the experience of a multi-faceted microcosm of our global society. The classroom environment is far richer and far more laden with opportunity and discovery than ever before, both for teachers and pupils. Consider the environment in which a boarder at an independent school will grow up. It is much more than the ‘long sleepover’. Taking responsibility for their own space and tidiness, initiating activities or games and planning outings and trips are just some examples of how boarding gives leadership opportunities to pupils as well as a sense of self-worth.

The activities that extend beyond the usual curriculum are often augmented for boarders who will spend less time in front of a screen than their peers who go home every night. And the activities are different too – these are often discussed and then initiated by the pupils at their Boarders’ Council meetings. Examples initiated at LMS include polo, a trip to the ‘Clothes Show’ or the finals of the British Basketball League. Because these opportunities are presented to boarders, the demand in weekly and flexi boarding is on the rise.

An active role in the community More and more boarding schools are playing an active role in their communities whereby they are adopting a local charity to support over the course of an academic year through visits and fundraising initiatives. I know a school where during a particularly harsh winter, the boarders borrowed a number of shovels from the maintenance team and then cleared the snow from their neighbours’ driveways. The local newspaper loved this story as did the neighbours! Far from being disadvantaged by missing out on family life, boarders reap huge advantages from the opportunities offered to them – they are, in essence, part of another large family. They are engaging with others, not just in school but in co-curricular clubs, sharing interests, experiences, curiosity and

having new adventures. They learn what it is to be a member of a group, of many groups, and they are forming friendships for life. It is little wonder that these young people develop into self-sufficient, confident young adults who are poised to make a difference in this ever-changing world. n Mark Wallace became Principal of Lincoln Minster School in September 2015. His previous leadership roles have been at Kingston Grammar School, where he was Principal Deputy Head as well as Acting Head for a period of time, and Caterham School (part of the same United Learning Group as LMS), where Mark was Head of Boys’ Boarding and Head of Sixth Form. Mark’s academic background is Mathematics and he had a spell working in the banking sector. He enjoys all sports, in particular golf and hockey, and has held a number of Board positions of local associations and societies including Chairman. In hockey, Mark has enjoyed regional, provincial and national levels of representation at all age levels. Mark enjoys charitable fundraising and has been in the Guinness Book of World Records on two occasions. Mark is married to Cathriona 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.

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September 2016 Service Parents’ Guide to Boarding Schools 89

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

PSHE? SMSC? The acronyms of a priceless education – Delyth Lynch, Deputy Head (Pastoral and Wellbeing) of Wellington College Holistic education

hen I was 17, I spent three weeks of my summer holiday planning and delivering a holiday to a group of children who had severe learning difficulties from a school in Cheshire. They travelled annually to my boarding school in North Wales where they experienced their first ever holiday without their parents. It is one of the strongest memories I have of my school career; in today’s terms this is SMSC (spiritual, moral, social and cultural) education ‘in action’ – the idea that school is far more than learning the curriculum. SMSC is, quite simply, the term used to embrace this broader dimension – not just through Religious Education (RE), PSHE (personal, social, health and economic) education, wellbeing lessons or even through planned projects like the experience I mention above. No, these vitally important elements of life and growth infuse themselves across everyday life in boarding schools and, for many years, our schools have been promoting themselves on the basis of providing a holistic education for their pupils; a philosophy of education based on the premise that each individual will find identity, meaning and purpose in life as they develop their intellectual, emotional, social, physical, creative and spiritual potentials. Independent Schools Inspectorate (ISI) inspection reports always include detail of the schools’ commitment to SMSC, but what does SMSC actually mean? As there is no requirement for independent schools to have a separate SMSC policy, what should you be looking for when searching for a school that genuinely provides a holistic education?

Boarding schools devote a lot of time and resources to activities outside of the classroom in order to develop character, resilience and skills which will equip pupils for their adult world. You will not find a prescribed checklist of what a school will be providing under the SMSC or holistic education umbrella. It is about how a school: l enables pupils to develop self-knowledge, self-esteem and self-confidence l enables them to distinguish between right and wrong l encourages them to accept responsibility for their behaviour and to show initiative l shows them how they can contribute positively to the lives of others l encourages respect and tolerance of different cultures. Analysing each component in more detail, the spiritual element of SMSC requires that schools allow pupils to be reflective about their own beliefs – religious or otherwise – and allow this to inform their perspective on life and their respect for others people’s faiths and values. Spirituality is one of the eight aptitudes that Wellington College promotes among the pupil body; yes, we have weekly chapel services and assembly where faith is explored, but for some it is equally important to recognise that their spiritual moment might come on the hockey pitch when they score that winning goal in a cup game or in the orchestra when performing a piece of beautiful music. At Wellington we encourage pupils to stand still sometimes and appreciate the awe and beauty around them and we find that this encourages them to be imaginative and creative in their learning. I believe a level of a pupil’s spiritual development is reflected by their curiosity, so look for schools where the pupils are inquisitive about the world around them and where they are nurtured to demonstrate a captivation about knowledge – not just for the sake of examinations, but because it is interesting and inspiring. There is no better environment than a boarding school to develop a young person’s moral compass. Living in close proximity with others where they have to share their space (often with others who they might not ordinarily choose to be friends with) means that they develop their social intelligence through understanding the consequences of their behaviour and action.

Schools which encourage approaches such as restorative justice and mediation when dealing with matters of discipline enable the understanding of others to flourish and, in turn, levels of respect to grow. Young people in boarding schools quickly learn to appreciate the viewpoint of others, to listen and to value them. Schools that get it just right don’t have a long list of rules; the pupils get it right because they simply want to.

Service to others Service to others is a long tradition in boarding schools. We are no longer talking Tom Brown’s School Days where this ideology might have, at best, meant polishing a prefect’s shoes. A boarding school which excels at service allows ample opportunity for the young people to participate in the local community, volunteering across a wide range of projects from working with children in primary schools or in charity shops or raising money for local or distant projects such as an allotment scheme or sponsoring a school in Africa. Teamwork and cooperation are developed, as well as a heightened sense of wellbeing from knowing that you are helping others. Wellbeing lessons at Wellington focus on the idea that helping others improves an individual’s positive emotions and we hope to engender a sense of intrinsic motivation to do this naturally and not because it ‘might look good on their CV’. Likewise, if a school allows its pupils to interact and socialise with individuals from different backgrounds – religious, ethnic or socio-economic – they are giving them the opportunity to understand that everyone has their own strengths and weaknesses

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Boarding at an independent school PSHE? SMSC? The acronyms of a priceless education and all should be listened to; a vital skill if those young people are to go forward and contribute positively to their own communities in later life. Finally, the cultural aspect. This is not just about providing opportunities for pupils to paint a picture or learn a musical instrument, it is much more how a school develops a pupil’s understanding and appreciation of their own heritage and the heritage of others. Society as a whole is a diverse place and our young people are helped to recognise this through opportunities to participate in cultural experiences, for example, celebrating Chinese New Year, Yom Kippur or Thanksgiving, or contributing to a mock general election so that they develop an understanding of a democratic parliamentary system. Schools where pupils develop their cultural side provide ample opportunities for their young people not only to participate in artistic, music and sporting activities but also to watch and appreciate others taking part. Drama productions, concerts, live debates, opportunities to go on the school history of art trip all provide occasions for individuals to enrich their lives and develop interests

which may remain with them for the rest of their lives. SMSC is done well when you cannot tell it is even happening. There is a synergy between the ethos of the school and the opportunities it provides; personal development is imbued within every lesson, every activity and within the boarding house. It is a school where: l pupils say they are listened to and everyone is known as an individual l pupils are happy and comfortable working together in groups, showing tolerance and respect for each other l every pupil feels they belong l pupils are trusted l young adults leave having gained skills in positive interdependence, equal participation, individual accountability and social interaction. As Jean Piaget wrote: ‘The principal goal of education is to create people who are capable of doing new things, not simply repeating what other generations have done.’ Our boarding schools aim to bring out all the capabilities and sensitivities of pupils, allowing them to live purposefully, creatively and morally in today’s complex world. This is indeed a priceless education. n

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

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September 2016 Service Parents’ Guide to Boarding Schools 91

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

How boarding schools and boarding parents can work together – Louise Moelwyn-Hughes, Head of St Edmund’s School

n choosing a boarding school for their child, parents are signifying the greatest possible level of trust in that institution. It is an investment that no good boarding school takes for granted, seeking instead to ensure that parents know they will be able to communicate quickly and directly with the school and that the school will understand its role in closing the distance between pupil and parent. By considering the ways that boarding schools can work with boarding parents, a greater level of care is achieved and boarders are happier and more successful. I believe there are two key areas in which schools can achieve a close working relationship with boarding parents: l ensuring open communication l being consistent.

Open communication

a particular time of day (helping, of course, with communication across time zones). A quick email or phone call, even to say ‘I am just checking that this is the best way to make contact’, should always be greeted warmly by the school. As well as contact lists, many schools provide timetables for the school day as well as extra-curricular activities and boarding routines. These may also be on the school website. In addition to helping parents gain a sense of what their child will be doing, this reassures parents about when they can expect to be able to contact, or hear from, their child. Although parents should remember that no news is often good news (with boarders quickly becoming so busy and engaged with the many opportunities available to them that they forget important matters such as checking in with home), boarding staff understand the

need to facilitate communication between parent and child. A good understanding of how the school day – and evening – is structured means parents can make the most of the opportunities for communication if they need to. I would always advise parents to contact the school early if there is something they wish to discuss. A member of the boarding team should reply with an email to let them know the matter has been acknowledged and to provide a timescale for a fuller response, at the very least. At St Edmund’s we value prompt and direct communication as a means of ensuring our boarders receive our best possible care. We also believe if a parent considers something to be an emergency, then it should be treated as such; like all boarding schools, we have staff available throughout the day and night. Likewise, parents can

This is perhaps the most important aspect for any boarding school–parent relationship. Boarding schools want to be able to communicate readily with parents and parents should expect to hear regular news about their child. Schools usually make contact with parents shortly after a boarder has settled in, partly to update them and partly to check that email addresses and telephone numbers are correct. Most schools also provide parents with a list of useful contacts. Parents should feel free to ‘test out’ these lines of communication as soon as they like. This will help parents know they have the correct email address for the boarding house their child is in or know which telephone number to call before or after

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 How boarding schools and boarding parents can work together expect early contact from the school, including notifying them of their child’s most recent accomplishments in the classroom, on the sports field or in the boarding community.

Consistency is key While boarding schools must cater for a variety of boarders, and rules will be carefully designed to ensure the safety and wellbeing of all pupils, a parent might want to know

that behaviour that would be recognised and rewarded at home will also be picked up in a boarding school. Once open lines of communication between school and home are established, it allows both parties to project a consistent message to boarders. All boarding schools should have a statement of boarding principles and practice and this should be made available to parents, staff and boarders. These principles should match parental expectations. Parents should be familiar with this document and expect it to be fulfilled; in this way, parents can work with the school to reinforce the principles. Boarding schools will have clearly stated rewards and sanctions and parents benefit from knowing the ways that positive behaviour is encouraged and what measures are likely to be taken to address behaviour that falls below expectations. For many Service families, boarding schools with a Combined Cadet Force (CCF) can provide a useful touchstone, helping to establish a consistent set of ideals that are referenced to a familiar background. Many children of Service families find they excel in the CCF and in doing so they build closer links with their lives at home. n

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

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September 2016 Service Parents’ Guide to Boarding Schools 93

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

Extra-curricular activities shouldn’t be an extra – Mark Lascelles, Head Master of Dauntsey’s

usiness leaders are calling for the UK’s education system to better prepare young people for the world of work. Academic qualifications are certainly important but surely attitudes and behaviours are as important as grades? I believe that extra-curricular activities – from drama, music and sport through to adventure and volunteering – play a central role in developing those attitudes and behaviours. With the ever-increasing pressures on family life, ferrying children to and from dance classes, hockey practice and football fixtures can fall to the bottom of the list of parents’ priorities. After-school clubs can offer some scope but I would argue that independent schools are uniquely placed to provide the best possible chance to get involved. For boarders and day pupils, the day is longer and there is greater opportunity. With more than one third of children aged 10 to 11 years being overweight or obese, instilling a positive attitude towards exercise in children from an early age isn’t just a ‘nice to have’, it’s a life-saver. Physical exercise should be fun, challenging and open to everyone. As well as improving fitness and coordination and teaching new skills, it’s a great way to build confidence, resilience and mental toughness. Team sports in particular give pupils a real sense of achievement. They also help develop leadership, teamwork and self-discipline. The range of sports open to pupils of all abilities in most boarding schools is immense – there is something for everyone to enjoy. Just as importantly, boarders have time to

train and participate in these sports after school or at weekends. As a Head, one of my greatest pleasures is to see the enthusiasm with which our boarders use our sporting facilities whenever they have the time, whatever the weather. Day pupils often choose to stay on, well beyond the ‘normal’ finishing time! But it’s not just sport where pupils can gain advantage in a boarding situation. Dance has become a real feature of life at Dauntsey’s and I have come to learn that it can benefit everyone – in the classroom as well as on the stage or dance floor. Selfconfidence blossoms, shy people can become outgoing, nervous people are suddenly up for taking a risk – it’s great to see. For example, we never had a problem persuading girls to dance but the boys could be more reluctant. Staging Matthew Bourne’s Lord of the Flies changed all that. The all-boy cast of 30, aged from 11 to 18, transformed dance at the school – it’s now considered ‘cool’ for boys to dance and they realise that dancers are in fact élite athletes.

part. Such opportunities help pupils think beyond their own experience and the formal curriculum to decode the world around them, gain cultural awareness and prepare them for a future in a global society.

Not an optional ‘extra’ Extra-curricular activities should not be an optional ‘extra’. They enable pupils to explore their personal limits and push themselves beyond what they might have thought possible. Activities outside the classroom create a platform for pupils to set themselves apart and develop into the person that they aspire to be. Every day I see the consequences, both in our school community and in classrooms. Pupils have a deeper understanding of how they function, greater self-esteem and a renewed energy and confidence in their abilities. In short, what you learn outside the classroom can have a profound effect on the development of your character and your entire future. n

Understanding risk Understanding risk and not shying away from it is an important life skill. Pupils can develop this through being exposed to risk in the security of a school environment. Dauntsey’s has a strong emphasis on adventure – we see it as an opportunity to demonstrate and adopt behaviours that will help pupils lead a fruitful and interesting life, in which they take risks that they understand, work towards goals and learn from experience. Whether pupils are tackling an expedition to Wales or Bhutan, taking on the challenge of crewing our Tall Ship, the Jolie Brise, kayaking from Devizes to Westminster, or simply camping in the school grounds, we want them to acquire new skills and attitudes that will stand them in good stead in the classroom and beyond. The children of Service families adjust well to this approach. The other side of the coin is that life as a boarder can become very safe, something of a ‘bubble’. It’s vital, therefore, that pupils are encouraged to keep in touch with the ‘real world’ through volunteering in the local community and elsewhere. This gives them a sense of perspective that they could not gain otherwise. Some of our recent expeditions, including a project working with Romanian orphans and a trip to Bhutan, were lifechanging for many of those who took

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

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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September 2016 Service Parents’ Guide to Boarding Schools 95

Boarding at an independent school The importance of character education

The importance of character education – Simon Reid, Principal of Gordonstoun

rit, resilience, enthusiasm and zest, confidence and ambition, self-control and adaptability, humility and sensitivity to global concerns are some of the attributes the CBI used when outlining what businesses of the future will need from the people they employ. The recent World Education Forum (WEF) focused its conference on ‘The Fourth Industrial Revolution’, in which the workplace is becoming increasingly digitised and automated. This begs the question: does our current educational system prepare the youth of today for the workplace of tomorrow? The answer, I would argue, is no. Our current educational system and society as a whole are conditioned to evaluating children and young people on a very narrow set of assessments. Academic rigour is crucial and its importance must never been underestimated, but this cannot and should not be the sole focus for schools. Our educational system should aim to foster and develop the skills that young people will clearly need in the future. So we should focus on nurturing attributes such as those outlined by the CBI, attributes we are increasingly calling ‘character’. How do we define ‘character’? Put simply it is the ability to pursue long-term goals, to persevere when the going gets tough and to bounce back from setbacks. It is also about building self-worth so you can swim against currents when it is right to do so. We are all individuals with unique and personal needs and an educational system which focuses on a ‘one size fits all’ approach to assessing pupil progress is surely too narrow a focus. Most parents want their children to be happy and fulfil their potential and as educators we know that pupils

develop at different rates and it is our duty to recognise this and bring out the best in each of them. As Guy Claxton and Bill Lucas argue persuasively in their book Educating Ruby – what our children really need to learn (2015), nurturing ‘character’ is instinctively what most parents and teachers aspire to and I am convinced this should be an area of much greater focus in the future.

Character education A character education aims to prepare young people for university but also for work and family life and for being responsible citizens. Gordonstoun’s founder, Kurt Hahn, once wrote: ‘There is more in us than we know; if we could be made to see it, perhaps, for the rest of our lives we will be unwilling to settle for less.’ Eighty years ago, Kurt Hahn’s focus on character education was ahead of its time and it has become increasingly relevant in the modern context. Tony Little, former Head of Eton and Honorary President of the BSA, 2015–16, has recently been quoted as saying, ‘The only ones who worried me, as I shook hands and said my farewells, were the boys and girls who had gilded school experiences. The golden school children, for whom it had been very straightforward, always good at exams, always popular, always found the flow easy to deal with. They never really had anything significant to bump up against. I think it behoves all schools to make sure all their children fail.’ I couldn’t agree more. We have a duty to teach children to pass exams but also to educate them and prepare them for life and what lies ahead. Character education can be delivered within many different educational environments. For example, outdoor

education (teaches tenacity, leadership, resilience and adaptability); sail training (teaches communication skills, tolerance and a consciousness of other people’s needs); and encouraging pupils to contribute to their community through service (nurtures compassion and the importance and reward of contributing to society). Sport, music, drama and dance all develop self-confidence and teamwork. Ensuring pupils have opportunities to take responsibility and initiative, even on a small scale, are also very important and deliverable within any school. I would also argue that character education broadens pupils’ horizons and contributes positively to their academic performance as well as their development as people. Character education encourages a broader and deeper level of personal understanding and provides an excellent platform to help individuals learn how to look after themselves, make sound judgements and decisions and take responsibility for their actions. The role of schools to help pupils develop character is not ‘extra-curricular’. It must be at the heart of our educational system. n

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

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 Unlikely bedfellows and the alternative curriculum

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

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

Creativity and innovation Given the Government’s apparent appetite for creativity and innovation in its support for academies and free schools, one could be forgiven for thinking that such initiatives would be celebrated and their successes built upon. In fact, Bedales is not alone in finding its non-national curriculum qualification results omitted

from the relevant league tables, despite support from universities and UCAS. Why such distaste? Well, it is possibly instructive that if you Google ‘alternative curriculum’ your eye is likely to be caught by discussions of educational provision as an alternative for young people who have rejected conventional schooling in one way or another. A 2005 report from the National Teacher Research Panel found that alternative programmes can

re-engage disaffected young people and move them into post-16 activity, with the creation of a supportive school context, and encouragement and acknowledgement of student achievement key. Educational programmes would typically see young people given choice and responsibility and might be individualised. Teaching and learning would take place both at school and off-site at further education, work and community locations.

September 2016 Service Parents’ Guide to Boarding Schools 97

Boarding at an independent school Unlikely bedfellows and the alternative curriculum Importantly, the researchers reported that the better programme designers got to know the students and listened to them, the easier it was to design a programme that would work for them. Young people and their parents appreciated the approach, and the flexibility to try things and change if they didn’t work out. I can see why it would show results. What I don’t understand is why it is pursued as a last resort – my guess is that most innovators in the independent sector will tell you that this is in line with their aspirations for all their students. It is a fact that disproportionate numbers of top jobs in all walks of life are occupied by those who have been independently educated. A recent report by the Sutton Trust suggests that one of the reasons for this may be the attraction to recruiters of ‘soft’ attributes such as teamwork, interpersonal and communication skills. For all of this, such skills are currently out of favour with policy makers. They may need to rethink this, and what might be required for such a breadth of education to be available to all. I believe that the key factor in all of

this is time. Whereas the typical grantmaintained school day is seven hours long and mainly limited to the academic curriculum, the independent sector day is typically around two hours longer, also with Saturday morning school and sports matches on Saturday afternoons – overall, around an additional 40%. If you compare boarding schools with these two categories, the difference is even more stark: days at boarding schools will be typically at least 13 hours of lessons, pastoral guidance and extra-curricular activities, with many pupils also involved in weekend activities. It is this additional time that allows us to take our foot off the formal academic gas – to talk, reflect, get outside and smell the flowers. Slowing things down a little is an educational essential, and this understanding perhaps makes unlikely bedfellows of the more innovative independent schools and those teaching ‘remedial’ version alternative curriculums in the state sector. Nonetheless teachers and policy makers seeking fresh impetus for education provision might do a lot worse than looking to both examples for inspiration. n

Keith was educated at Rossall School before attending University College, Oxford where he read English, followed by a PGCE. At Oxford he gained three Blues at rugby. He began his career teaching English at Eastbourne College, moving on to Marlborough where, after a year’s teaching exchange in California, he became a Housemaster. He became Headmaster of Loretto School in 1995, overseeing the introduction of co-education, and Bedales in 2001. He is married with three adult children.

At Monkton we look at schooling differently. Come and see us and find out how.

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September 2016 Service Parents’ Guide to Boarding Schools 99

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

Lessons for life learned through the CCF – Antony Clark, Headmaster of Malvern College

he Combined Cadet Force (CCF) not only teaches traditional military skills but also develops a range of other essential life skills including organisational skills and leadership. At Malvern College we have a large and active CCF section. Each Wednesday the familiar sounds of the cadet force at work resound around the campus, and the RAF section heads off to nearby RAF Cosford to gain practical flying experience. The Malvern Development Plan offers pupils in all year groups the chance to widen their experience of life beyond the classroom. It encompasses the work undertaken by the CCF, the expeditions and training that take place on the Duke of Edinburgh’s (DofE) Award programme, and a wide range of outdoor pursuits. These activities are designed to allow pupils to explore their strengths and capabilities in challenging situations. Life in the Malvern College CCF in the nineteenth century was, however, a very different experience. Military training was then a more substantial part of the curriculum and those leaving school could often expect to take up administrative roles abroad on behalf of the British government. In 1914 these same leavers were destined to join the Armed Services as the First World War began. The need to bolster a small army singled them out as obvious recruits to

100

the Officer Classes. Most of them became Junior Officers or Platoon Commanders and they were destined to lose their lives in large numbers. Today’s CCF cadets are still trained in military skills and the art of leadership in the field but they now acquire skills that can be applied not only in the Services but to any career they choose. Cadets plan and conduct field exercises and take part

in training and logistical exercises giving them a range of essential life skills that can be applied in collaborating with others, developing resilience and planning ahead. Our cadets go to Scotland to learn winter mountaineering, take part in RAF and Army camps at home and abroad and for some there are opportunities to do things that are out of the ordinary. Malvern’s Outdoor Pursuits (OP) programme

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 Lessons for life learned through the CCF

offers a range of activities from kayaking in the North Sea and in the Stockholm Archipelago, to walking on Dartmoor for the DofE Gold Level award, and climbing in the Peak District and in the Cairngorms. Cadets surf on the coast of the Gower Peninsula and ride the rapids on the rivers in Pembrokeshire. In the heights of the Snowdonia National Park senior pupils scale the north face of Tyfan and Crib Goch and the north arête of Mount Snowdon, both of which were used as training routes by Mallory, Irvine and Hillary. To mark Malvern’s 150th anniversary in 2015 the school staged around 40 events in the UK and abroad, including a momentous canoe expedition in the Canadian Arctic down the Coppermine River. Fifteen pupils and four specialist expedition staff navigated the challenges

of the river to reach the Inuit settlement of Kugluktuk where the river meets the Arctic Ocean. This was a trip that had not been undertaken before by a British school and we were delighted to attract the interest of HRH, The Duke of York. Prince Andrew met our expedition group at Buckingham Palace before they left and again on their return. He had made a similar trip out on the river when he was at school in Canada and brought his expedition leader and then Headmaster along to meet our pupils. Nothing would quite prepare the pupils for the isolation of the northern Arctic and all that awaited them. Masterin-Charge of Outdoor Pursuits, Justin Major, described how the chemistry of the pairings in the boats was a vital part of establishing trust and teamwork which they needed to get them through a series of white

water challenges, and the euphoria they experienced when the biggest challenges had been met. ‘Everyone pitched in for the routine tasks too so this was a group that was learning self-regulation and developing a sense of altruism.’ During this expedition the group had become a team. The personal development of each member of that team was palpable; their life experience had changed them forever. Their need to operate cohesively as a group, the requirement to work in teams on the water and on land with personal integrity, and the challenge of the task had made them different people. These were lessons for life. n

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.

September 2016 Service Parents’ Guide to Boarding Schools 101

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

The CCF – supporting character development in a boarding school – Thomas Garnier, Headmaster of Pangbourne College

here has always been a strong connection between boarding schools and the Combined Cadet Force (CCF). The CCF has its roots in the Volunteer Corps which were established in six public schools (all boarding schools) in 1859 and 1860: Felsted, Rossall, Eton, Harrow, Hurstpierpoint, Rugby and Tonbridge. The number of these school cadet corps grew steadily and became amalgamated into the Officer Training Corps in 1908 as the Junior Division and then into the newly-formed Combined Cadet Force in 1948, which also included schoolbased units of the Sea Cadet Corps and the Air Training Corps. Until 1969 Pangbourne College was a nautical college with the specific aim to educate future officers in the Merchant and Royal Navies. It had no need of a CCF unit until 1975 when it was seen as desirable to support the College’s new aim to provide an excellent all-round education to boys (and from 1990, to girls). Most boarding schools have a broad view of education, recognising that intellectual growth is just one aspect of human development. Other aspects flourish through participation in extra-curricular activities such as sport, music, drama and other clubs and societies, and through a well-developed rhythm of community life which fosters

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strong relationships and social, moral, cultural and spiritual awareness. The CCF programme helps build pupils’ leadership and teamwork skills and develops the character of the individual. As nearly all teaching staff in boarding schools are expected to play a full part in school life outside the classroom, there is also usually strong support for staff who wish to become Cadet Force Adult Volunteers (CFAVs) – they benefit because the training they undergo and their experience of CCF gives them transferable skills, just as is the case with the cadets themselves. At Pangbourne, the programme is strongly supported at senior level not least because it actively embraces the college’s flag values

of kindness, selflessness, moral courage, initiative, industry, resilience and integrity. Pangbourne’s large campus provides the ideal environment for CCF activities – facilities include a purpose-built CCF Headquarters, 25m indoor range and low- and high-ropes courses. More than half the pupils are involved in challenging and enjoyable activities which nurture their interests and enthusiasms. The CCF is compulsory for pupils in Year 10 and the first two terms of Year 11, after which it is a voluntary activity. This means around 220 pupils are involved in the CCF – approximately 140 in the Army section, 55 in the Royal Marines detachment and 20 in the Royal Navy. In other schools, some have an

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 The CCF – supporting character development in a boarding school element of compulsion whereas most schools now operate entirely voluntary contingents. The CCF and Duke of Edinburgh’s (DofE) Award work alongside each other at the college with pupils often combining the two and taking part in DofE expeditions as part of their CCF training. These opportunities and resources are shared through partnerships with Luckley House and a local state school, Denefield Academy, whose pupils join the Pangbourne CCF for weekly activities and field days – to the mutual benefit of all. Such partnerships are now quite common. CCF adventurous training and militarybased activities take place once a week on Thursday afternoons with those in the RN Section able to, for example, sail and dive, RM cadets taking part in bushcraft and shooting, and the Army engaging in field work and other military skills. The activities are diverse and range from gaining skills in something as simple as achieving a miraculous shine on polished boots and ironing perfectly pressed trousers to learning field craft, navigation, survival skills and a host of other useful skills for life. A key strength of the CCF is the development of

Open Day

senior cadets, who gain valuable leadership experience by instructing and overseeing their juniors. There are also opportunities to attend camps and courses run by HM Forces which enable progression towards nationally recognised qualifications, for example in sailing (RYA), open water diving (BSAC) and lifesaving (National Pool Lifeguard). A field day is arranged each term where pupils visit a military unit, such as HMS Raleigh, or training areas like Bramley, Longmoor and Bisley to carry out training with RN or Army personnel. Major Colin Hearn, formerly a Royal Marines RSM and Pangbourne’s Contingent Commander, explains: ‘The CCF takes pupils out of their comfort zones and gives them fresh challenges outside the classroom. It makes them better people and better citizens as it challenges their perceptions and encourages them to take part in activities they would not normally engage in. I strongly believe it gives them an edge in preparation for their future life. CCF not only helps our pupils to develop, reason, question and enquire, but also assists them with their future education and careers.’ n

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 is married with two sons and his interests include his family, rowing, sailing and music.

1st October 4th February

Igniting passion life and learning Igniting passion for life andfor learning

We are able to offer standard discounts to families from HM Forces or UK Diplomatic Services. This leaves parents to pay 10% of published fees after taking into account full CEA entitlement.

Kingham Hill service parent guide 125 x 185.indd 1

Boarding and day school for girls and boys aged 11-18 Kingham, Chipping Norton, Oxfordshire, OX7 6TH T: +44 (0) 1608 658999 or E: admissions@kinghamhill.org to request a prospectus and arrange a visit. www.kinghamhill.org.uk 02/08/2016 12:06

September 2016 Service Parents’ Guide to Boarding Schools 103

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

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

saw a lovely sight recently. Our U15B rugby team won its match against a local rival school. They haven’t won many and this was a scrappy nail-biter, with our boys clinging to a slender lead in the dying moments and then exploding in joy. There was much leaping about and whooping and yelling and backslapping. And that was just the parents. In assembly the following Monday I dwelt more on the ebb and flow of this one match than on the overwhelming victory of our 1st XV. It 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 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.

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.

Sport for life

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 lows that go with competitive sport.

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 with his studies. We moved him to a prep

Team spirit

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 Kipling is not leaning over my laptop as I write this), but

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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

Boarding at an independent school School sport: a head’s perspective I’ll say it nonetheless: the ability to remain polite and generous even under the most trying of circumstances is surely a life skill worth learning.

Good 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 overpressurised world of professional coaches, dieticians and personal trainers. Finally, there should be a strong emphasis on the oldfashioned 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, old-fashioned, honest joy to be had in sport. You should have seen the delight in the eyes of those U15B rugby players … n

WHOEVER YOU WANT TO BE

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.

Close to the city of Bath, Stonar excels academically, in the arts and sports. Boys and girls habitually exceed their ambitions. Our leading national equestrian facilities form part of the exciting opportunities on offer, including strong links to schools overseas. In this environment your child will build confidence, develop leadership skills and become globally minded, as they discover how amazing they can be.

CO-EDUCATIONAL SIXTH FORM FROM 2017 stonarschool.com | 01225 701 741

September 2016 Service Parents’ Guide to Boarding Schools 105

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

Girls’ sport: challenging, competitive and passionate – Pauline Stott, Director of Sport at Kilgraston School

he past two years have seen women’s sport reach greater levels of coverage and achievement than ever before. After 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 over 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 self-enforcing 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, 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.

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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 create 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 soon-to-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 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. n

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

Parents MUST contact CEAS before entering into any contractual agreements with schools.

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happy days *Independent day and boarding education* * Nursery to Sixth Form*

* Happy culture of celebrating success of each and every pupil*

* 50+ extra-curricular clubs including the popular surf club*

*New Headmaster, Mr Pete Last, joins in January 2017 (currently Deputy Head at Stowe School)*

Kingsley School, Northdown Road, Bideford, Devon, EX39 3LY t: 01237 426200

Outstanding achievements, outstanding individuals.

www.kingsleyschoolbideford.co.uk Member of the Methodist Independent Schools Group

nursery | pre school | junior school senior school | sixth form

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

Boarding opportunities at independent sixth-form colleges â&#x20AC;&#x201C; 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 studentâ&#x20AC;&#x2122;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-curricular activities and inspection reports are all important, but to me, the sign of a successful school is in the happiness of the pupil.

Supportive and nurturing For many, the choice of boarding during the sixth form is a challenging one: by

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this 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 has meant a move in 2015 to purpose-built premises in the heart of Londonâ&#x20AC;&#x2122;s Westminster. The premises are 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 adjacent to Waterloo Station and directly overlooking Westminster across the River

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 Boarding opportunities at independent sixth-form colleges Thames, has stunning views of The Shard, The Gherkin and St. Paulâ&#x20AC;&#x2122;s Cathedral on the skyline to the East. The new college features 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. n

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.

The spirit and heart of this very special community ensures every pupil across all ages and abilities is nurtured to reach their full potential. Excellent academic results and a high standard of facilities.

Forces families receiving CEA pay only 10% of boarding fees. Financial help for talented pupils.

01823 340830

registrar@queenscollege.org.uk www.queenscollege.org.uk

ONE COLLEGE â&#x20AC;&#x201C; FOUR SCHOOLS

September 2016 Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools 109

Preparatory schools The advantages of starting boarding in a preparatory school

The advantages of starting boarding in a preparatory school

ore than 16,000 pupils board in schools in membership of the Incorporated Association of Preparatory Schools (IAPS). Preparatory schools generally take children from the age of 7 to 13 and boarding options can range from full to weekly to flexible. Almost all prep 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+. 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 Common Entrance papers are set by the Board but are marked by the first-choice school for which the pupil is entered. A small number of prep schools have developed a Prep School Baccalaureate that focuses on a broader range of assessment areas, including teamwork, leadership and extra-curricular activities. This is marked internally on a rolling basis rather than as a single examination.

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

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Prep school boarding gives parents flexibility on where to live in relation to their own commitments. Career opportunities can take individuals abroad, to different parts of the country and parents can find themselves living apart and no longer able to provide the support they would like to give to their children. In these and similar situations prep school boarding provides flexibility and educational consistency. The relatively smaller size and setting of a prep school means it will tend to have a more family and friendly atmosphere than its larger-school counterparts. There will be more opportunities to shine in sport, music, and drama. Prep school boarding prepares pupils for entry to senior school. Prep schools are able to offer appropriate advice on the senior boarding school most suited to the pupil. Many of the essentials of an all-round education are instilled at prep school, and particularly in boarding life. Prep school boarding can offer a wide range of leisure activities including ‘fun weekends’ and school trips. n

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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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.

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 point till last, but it is true to say that our schools provide the best education in the world for this age

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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! n

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

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September 2016 Service Parents’ Guide to Boarding Schools 113

Preparatory schools Boys only? The case has never been stronger

Boys only? The case has never been stronger – Rob Morse, Headmaster of Aysgarth School

ingle-sex education is often misunderstood. Critics are quick to lay claim to discrimination and to suggest that it produces individuals who lack confidence around the opposite sex. Nothing, however, could be further from the truth. Singlesex education is not about pitting boys against girls – it is centred on providing environments where boys and girls can thrive in a setting that is best suited to them, allowing them to develop belief in their own ability and to enter the world as confident individuals.

The right setting for boys to thrive Let’s take boys as an example. There is no doubt that most boys benefit from regular and vigorous exercise and that they achieve their very best in a competitive situation. This is why the traditional preparatory school (and to a lesser extent, senior independent school) timetable is based on lessons in the morning, with a daily games period following lunch, before the children head back into lessons before supper. Should we be surprised that Chris Robshaw, the current England rugby captain, was educated at a boys-only prep school? What about Alastair Cook, Captain of the England cricket team, who spent his formative years in a boys-only senior school (where he was a music rather than sports scholar)? That is not to say all boys will go on to such heady heights but in a world where we seek a good ‘work–life balance’ the opportunity to indulge in traditional games on a daily basis is, in my view, too good to miss.

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I am a firm believer in the phrase mens sana in corpore sano – ‘a healthy mind in a healthy body’ – and never is this more important than when we are young. But what about those boys who do not thrive on the sports field? Boys’ schools, by their very nature, tend to appoint many male staff with an interest in games and therefore children with less developed sporting ability are offered excellent coaching and therefore opportunities to improve.

in these single-sex schools than they did in the co-educational schools, the single-sex advantage was greater for the boys than it was for the girls (information from National Association for Single Sex Public Education (NASSPE), now called the National Association for Choice in Education (NACE)). The Daily Telegraph league tables for GCSE results in 2015 revealed that the top ten state schools and the top ten independent schools were all single-sex.

The creative curriculum

Where boys will be boys

It is perhaps in the creative subjects where the greatest discrepancy between single-sex and co-educational establishments can be found. As I write, the Senior Choir (some 24 boys aged between 11 and 13) are rehearsing for this Sunday’s Chapel service and the refrains of choral anthems and hymns are echoing along the corridor. Later this afternoon the Junior Choir will meet and this evening the Concert Choir will have their opportunity to raise the roof. Only last week, more than 80 boys travelled to Ripon Cathedral for the Macmillan Cancer Research Carol service. This service raises a sizeable amount of money (last year more than £30,000) but it also provides the opportunity for more than half the boys in the school to sing in front of an audience of more than 850 people. I am not suggesting that similar events do not take place in co-educational schools but I do question whether such a high percentage of boys would take part in a co-educational setting. Evidence suggests that in a co-educational setting, more than half the choir will be female. Why might this be? Simply because boys can feel pressure to ‘look cool’ in a mixed environment, and music, drama and art may not be seen as ‘cool’ in the eyes of a 12-year-old boy.

Some people argue that this academic success comes by ‘hot-housing’ the children or by forcing them into adulthood more quickly. Nothing could be further from the truth. As Tony Little, former Head of Eton College and Honorary President of the BSA, 2015–16, has said, ‘What does strike me is that in a single-sex environment, there is an opportunity for both boys and girls to be themselves for longer. To be “boyish” for longer, to be young girls.’ Perhaps most importantly is the fact that a single-sex education builds confidence and self-belief. It is no wonder that the boys here at Aysgarth are thriving in the classroom, throwing themselves into their sport, singing in the choir, playing musical instruments, acting upon the stage and enjoying every moment of their time at school. Single-sex education? The case has never been stronger! n

Single-sex schools top the league tables This leads me to the crux of the matter and to the most significant reason for choosing single-sex education. Very simply, boys and girls do better when they are in singlesex environments and there is a great deal of evidence to support this. For example, Graham Able’s study of the performance of girls and boys in 30 single-sex and co-educational schools in England found that, although both girls and boys did better

Rob Morse became headmaster of Aysgarth Prep School in September 2015. Before taking on the role he spent six years as Headmaster of Perrott Hill, where he also taught and coached games. In his early career he worked at S Anselm’s Prep School in Derbyshire and Mount House Prep School in Tavistock. He is married to Lottie, a qualified teacher who specialises in art and drama. They have two children, Daisy and Harry.

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

Why an all-girls’ prep school is ‘girl heaven’ – Sarah Wicks, Headmistress of Knighton House School

Positive role models

In recent years, the world has changed and so have expectations for girls. Girls grow into women who are expected to balance many different roles later in life. I believe that we can give girls the best start by educating them in the right way as they grow up, giving them a secure, free environment in which to develop and learn at their own pace, with the right level of challenge and support. In a single-sex prep school such as Knighton House, our job is to celebrate how girls do things, ensure they are valued, and affirm them as individuals regardless of all the other elements around them. We work hard to achieve the right balance of healthy active outdoor lifestyle and strong academic results to develop charming, brave and passionate pupils within a warm and supportive community.

Girls in the modern world The vision that has sustained us for the last 65 years has been around providing a ‘home away from home’, where girls can flourish in an atmosphere of security, encouragement, space and freedom. An all-girls’ environment allows us to do this without the pressure, social distraction and anxiety that a mixed environment can create. The girls can grow at their own pace, free from stereotypical notions. It is often said that a single-sex education allows pupils to be themselves until later in life. A girls’ school is often smaller than its co-ed counterpart and this in itself enables more tailored education. Girls in all-girls’ schools are free to pursue academic excellence in any area they choose, including in the ‘gender atypical’ areas of science, technology, engineering and maths (STEM). Statistics show that

girls from all-girls’ schools are more likely to study STEM at school and pursue university studies and careers in STEM fields. From a teaching perspective, an all-girls’ environment allows a real understanding of how girls learn. Research has shown that girls can be more passive and accommodating when learning in a mixed environment. Boys often need a more active approach, whereas girls need more reassurance. In a single-sex school the teaching staff don’t need to compromise on their approach but can give real focus to nurturing talent in the right way and give the girls the confidence in all subjects, free of any gender stereotypes.

The learning environment – where happiness creates success The pastoral perspective of any prep school is very important. We pride ourselves on having great experience of understanding girl-related pastoral issues and creating a warm and supportive ‘family’ around the pupils. Over 25 years’ experience of working in an all-girls’ boarding environment has shown me that between the ages of 11 and 13 girls are particularly vulnerable to friendship issues, as they learn to deal with new emotions and sensitivities. Girls at this age can vary enormously in both physical and emotional maturity, and guiding pupils through this sometimes difficult transition is a key part of the tutor’s or matron’s role. Through gentle and sympathetic understanding, girls learn how to resolve conflict in a calm and reflective manner. A crucial part of a boarding school education is learning how to live comfortably with other people.

In a single-sex environment there are no expectations that pupils should fulfil traditional gender stereotypes in the subjects they study, the activities they participate in or the careers they pursue. For example at a girls’ school, a girl occupies every role: every part in the play, every seat on the student council, every position on every team. Pupils are surrounded by positive female role models, on the staff, in the parent body, including our first female Chair of Governors, and among the alumni. At our 65th anniversary celebrations, it was a great thrill to talk to former pupils – dynamic young women, successfully pursuing a broad spectrum of careers in medicine, law, technology, land management and theatre production, among many others. That is not to say that our leavers are not prepared for life beyond an all-girls’ prep school. More than half of our leavers go on to large co-ed senior schools and have no issue coping with the transition. Instead they have the confidence to continue to be themselves, not to be distracted from their goals or persuaded from their passions; a confidence which has been nurtured in a loving and supportive environment. Success comes from giving them leadership, building confidence, independence, integrity and an instinct to achieve. We want our girls to embrace the world of the twenty-first century but with character strengthened by traditional values. We prepare them for the challenges but try to keep them protected from the pressures of it for as long as possible. We allow them to enjoy being girls while they can, while developing in them the qualities and ambitions to become successful young women. n

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.

September 2016 Service Parents’ Guide to Boarding Schools 115

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

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

uality pastoral care is key to the personal development of children. A happy and secure child is more likely to succeed in the full range of experiences offered to them during their formative years. In a successful school, pastoral care and academic life work together effectively in both the formal and informal aspects of the school. All good schools claim to have excellent pastoral care but not all schools can demonstrate this through genuinely caring and supportive relationships which act as a filter for all events taking place in a busy school. Not all schools are fortunate enough to have a multi-layered blanket of staff covering all pupils and preventing anyone from falling through the gaps. The key has to be found in the relationships developed within and surrounding the school and from an individual knowledge of each child. When prospective families visit a school, they can quickly sense the tone of those

relationships through the respect shown by pupils and staff towards each other. This mutual respect creates a self-perpetuating culture that can be built on through regular reminders in assemblies, chapels and form times. It should be reinforced by staff, supported by parents and engrained in the ethos of the school. At Dean Close, the whole prep school works on the key value of the ‘Dean Close Hello’, where all pupils are encouraged to greet adults appropriately and vice versa.

A culture of mutual respect In a boarding environment, a culture of mutual respect and care is particularly important. The quality of the boarding house staff and their ability to champion the culture makes the difference here. Resident matrons, house tutors and houseparents and other staff members are key to a happy boarding experience. Open and regular communication is

vital. For example, at Dean Close, after the terrorist attacks in Paris in November 2015, close knowledge of the pupils whose families were in France allowed immediate contact with parents and a reassurance of their safety. This reassurance could then be shared with worried youngsters and further support given. It is now commonplace for boarding houses to have Twitter feeds, blogs and weekly newsletters keeping parents abreast of events in their children’s boarding houses. These regular communications are personal and informal with observations of everything from purchases on a recent shopping trip to

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September 2015 2016 Service Parents’ Guide to Boarding Schools 105 117

Preparatory schools Home from home – the key to quality pastoral care in a boarding environment the naming of the new house pet. At Dean Close, all staff are required to make contact with parents in their form group in the first few days of term simply to ask ‘How’s it going?’ This staff–parent bond is particularly important in our boarding community. Parents require a vivid sense of the adults overseeing their children’s welfare while they are away from home and the aim is to provide individual attention to each child according to their needs. Parents’ trust in the boarding house staff to ensure their children are both nurtured and stimulated can only be achieved by proactive houseparents who are willing to share their extended home. The boarding experience does not suit all children and the period of transition for new pupils is crucial. However, we find that more often than not, new pupils are quickly infused with the supportive and caring culture of the school and they adapt their behaviour accordingly and thrive. From my experience, the most successful boarding houses are those where the houseparent’s unique character is evident. Whether it be the football team they support or their passion for bike racing, their interests and enthusiasms are shared and enjoyed by

their temporary family and known about by far-flung parents too. Although safety and security in a boarding environment are a given, a balanced diet of age-appropriate activities and downtime distinguishes boarding from other types of education provision. Experienced boarding houseparents often find the healthy balance of separating the academic side of school life and their boarding home life. Although prep or homework may be expected to be completed in the boarding environment, the expectation is that boarding houses are places for rest and play, rather than work. The boundary setting and expectations of behaviour remain the same, but the atmosphere will be different. Houseparents display great ingenuity in the vast range of games and activities on offer both during weekdays and weekends. At Dean Close these include go-karting, Kapla modelling, foodie theme nights, board game extravaganzas, sports in the gym – to name just a few. So much so that the boarding experience seems more like an adventure camp than a typical home. It is little wonder that boarding places are in such high demand. n

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

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Preparatory schools Choosing a boarding prep school – in Scotland!

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

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 will 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 among those for whom 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 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. 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.

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, and sport, 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 n

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 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

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

September 2016 Service Parents’ Guide to Boarding Schools 119

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

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.

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 emphasis of junior boarding is now very much on pastoral care and working in partnership with parents for the wellbeing of the child. No good school would accept a boarder unless the child, the parents and the staff agree that it is right for the boy or girl concerned; it is all three parties that ensure

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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.

Welcoming and homely Boarding facilities for younger boarders today are universally welcoming, homely and full of personal possessions. 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 houseparents who make the boarders feel at home. Living with their own children in attractive family homes, the houseparents 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

Many day pupils ask to board With ‘full’ junior boarding pupils enjoy the weekends with the attention of dedicated adults and have a host of fun activities to try. ‘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. n

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.

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

MAIDWELL HALL

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

More than just a school An environment that ignites the imagination A co-educational country prep school in a stunning setting combining a passion for the outdoors, outstanding academic and extra-curricular results with a culture of kindness.

T: +44(0)1584 876 061 | head@moorpark.org.uk www.moorpark.org.uk Moor Park,CLASSROOM Richard’s Castle, Ludlow, Shropshire SY8 4DZ horris hill 125h x 85 17/6/16 22:13

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

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

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

Where boys can be boys Aysgarth Prep School aged 8 to 13 years • The only all-boys boarding prep school in the North of England • Unmatched in the North for sending boys to the top UK schools • Day boys most welcome, bursaries available • Co-ed Pre-prep 3-8 years • Forces and sibling discount

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

Newton-le-Willows, Bedale 01677 450 240 admissions@aysgarthschool.co.uk www.aysgarthschool.com

‘Best Prep School’ runner up Tatler 2015

Aysgarth School is a registered charitable trust (charity number: 529538). Company Number: 898078.

September 2016 Service Parents’ Guide to Boarding Schools 121

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.

CEA 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

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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!’ 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.

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 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, Clayesmore included, offer a Service discount and meanstested bursaries to make this opportunity available to all Service families, whatever their rank or background. n

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 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

Prep School Day & Boarding 8 -13 Years | Pre-Prep & Nursery 3 - 7 Years

Swanbourne House is a place where you will find: • High academic standards

A First-Rate Education

• Extensive sports coaching

ISI 2014

Boarding is Excellent The Good Schools Guide

• Exciting activities programme • A myriad of music, art and drama opportunities • Mud, smiles, friends and fun A place in the country - only 20 minutes from Central Milton Keynes. Come and visit; You can be assured of a warm welcome. Buckinghamshire MK17 0HZ 01296 720264 • office@swanbourne.org www.swanbourne.org

Less than 1 hour from London

IAPS, Co-education, Boarding and Day School for children aged from three to thirteen years.

UK Forces Discounts Available For more information please call 01428 728000 www.highfieldschool.org.uk | Liphook, Hampshire GU30 7LQ

Service Schools Guide v6.indd 1

NEXT OPEN MORNING

Saturday 15th October, 10am - 12.30pm For details contact Mrs C Hollowday

26/01/2016 09:47:34

Ludgrove

Where learning goes hand in hand with discovery Co-education Boarding & Day Prep School for 2-13 year olds, based in 90 acres of Worcestershire countryside. Two hours from London, an hour from the Cotswolds and Birmingham Airport. A: Abberley Hall School, Worcester, WR6 6DD | T: 01299 896275 abberleyhall.co.uk

• 100% full boarding boys’ prep school • Fortnightly exeat weekends • Glorious rural setting • Excellent academic record • Bursaries available Ludgrove, Wokingham, Berks RG40 3AB · 0118 978 9881 registrar@ludgroveschool.co.uk · www.ludgrove.net

04/02/2016 September 2016Ludgrove_Adert_85x125_v1.indd Service Parents’ 1Guide to Boarding Schools 123 09:10

Preparatory schools The digital revolution in the prep school

The digital revolution in the prep school – Simon Hitchings, Head of Swanbourne House School

uch has been written about the many exciting projects which schools have embarked on in recent years as new technologies have been embraced and brought into the classroom. No-one can doubt the significant impact of tablets in the teaching and learning of pupils across a wide range of ages, from the use of apps aiding initial literacy and numeracy acquisition in Early Years, to the sophisticated presentations created by older pupils in history, science, RS and geography. The benefit of tablet technology has been brought to classrooms at Swanbourne House in the last four years since the school first acquired a set of iPads. For boarders, the accessibility of tablets and the embedding of technology in the infrastructure and culture of the school open up new routes of maintaining communication with parents. It is commonplace at Swanbourne House for boarders and houseparents to Skype parents in the evenings or at weekends, and for the pupils to maintain contact with their parents via their school email account.

Different ways of thinking Anyone who has used a tablet is aware of the speed of access to information (provided the internet connection is good and the broadband width sufficient for all that is going on in school at the time – a serious issue for those of us in rural locations but worth the expense to address properly). The ability to collaborate on work, to share ideas

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in a brainstorming session, to combine media in presentations – all these are enhanced by the use of a tablet. The intuitive interface of tablets and their apps engages children’s brains swiftly and leads to different ways of thinking. Children’s experiences with devices out of school mean that many of them are already advanced in their use and the school’s job becomes one of both piggybacking on the skills the children already have and teaching wisdom, safety and direction in their use. Some people have worried about what happens when the initial excitement of a device wears off and it is just one more part of the classroom scenery that children are accustomed to. However, part of the teacher’s responsibility at all times is to keep learning engaging and this challenge is far from insurmountable. The key is in the use of the tool in interesting and effective ways. This is a challenge for the modern teacher no less than keeping the interest of children in learning algebra and Latin participles has been for generations of teachers.

Robust filtering A significant concern for boarding parents will naturally surround the regulation of devices, the amount of screen time allowed, and the controls on the school network. Robust filtering systems are an essential part of managing pupil access to the internet and open decisions need to be made by schools about the availability of social media via the school network. It is right that schools make judgements in these areas and present them in a reasoned fashion to parents. And here is surely the key. Technology continues to present us with new and exciting tools to enhance children’s learning and boarding experience, but technology itself is not the promise of a better educational world. Critical pedagogy and pastoral care are based on the school’s choices about curriculum and boarding routines. Teachers’ choices about how best to deliver the education we want to provide allows us to use technology to achieve the successful outcomes for children we are all working towards. Without a teacher to guide the way in which tablets are being used, or without a curriculum which is incorporating new devices in a planned manner, the technology cannot deliver

educational growth.

‘Mixed economy’ Many schools are seeking to use these tools in the most effective way while recognising that the old tools are still the best for many tasks. There are times when it remains right for the teacher to talk and children to listen and engage in a discussion, when the written task in the exercise book is the best way to allow a child to show and develop their understanding. With an ICT curriculum that embraces e-safety, touch typing and programming, and a broad curriculum in which key software as well as the capabilities of the tablets are used, a range of technology can be engaged to complement traditional teaching methods. In the boarding house we must ensure that children are not perpetually face down in their screens. The health of a close community relies on giving children the tools and opportunities to learn how to live and build relationships and that requires time where children are playing and chatting together without technology anywhere near. I am excited by this ‘mixed economy’ where the range of tools available for teachers and children is so broad. A well-resourced school will ensure that all the tools are available, and a well-planned school will aim to guarantee that the right tools are being used at the right times. n

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

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

Knighton House – home from home Day & Boarding for girls 7-13 / Pre-prep for boys and girls 3-7 ] ]

] ] ]

A home from home for children of military families

Excellent scholarship and Common Entrance results to top senior schools including Bryanston, Canford, Downe House, Marlborough, Sherborne Girls and St Mary’s Calne. Nurturing and inspiring atmosphere

Full weekend programme of activities School fees fixed at CEA + 10%

Watch our school film at www.knightonhouse.co.uk, Call 01258 452065 or email admissions@knightonhouse.co.uk. Knighton House School, Durweston, Dorset DT11 0PY.

“Becoming part of this wonderful school is like extending your family and putting down roots for your children.” Brigadier Tim Robinson

September 2016 Service Parents’ Guide to Boarding Schools 125

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? l l l l

l l

Girls’ schools dominate the top of the examination league tables. Boys and girls mature at different rates – they learn in different ways. Girls are less self-conscious if educated in single-sex schools. 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.

Boys’ schools – what are the benefits? l l

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. Boys 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.

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Boys 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.

Co-education – what are the benefits? l

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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. 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. n

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? 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.

Where girls can flourish One of the many joys of working in an allgirls’ 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. In 2015, 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 allgirls’ environment each girl or young woman

is free to find their own personal joys and passions. The individual drives the subject 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.

have tested their identity and self-confidence 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. n

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

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.

September 2016 Service Parents’ Guide to Boarding Schools 127

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

Can boarding make a positive contribution to our wellbeing? Photograph courtesy of Cheltenham Ladies’ College

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

s a society, we are beginning to take our mental and emotional wellbeing more seriously than we have done in recent years, both as individuals and collectively. This is true right across the spectrum of communities, from the government and private sector employers to our family relationships and our local neighbourhoods. We are reassessing our values to reflect what really matters to us, following the reverberations of the financial crisis of 2008, political upheaval and regimerelated conflicts, and the devastating impacts of largely unpredictable natural events. We have known for some time that our lives are becoming more interdependent globally, and that events which occur in one part of the world simply do not occur in isolation. The generation of young men and women in our schools is one which has no first-hand experience of life before the transforming revolution brought about by communication and technology. They are a generation who will face unprecedented challenges but they are also potentially the best-informed generation that has ever lived, and they will be key in shaping the decades to come. Our boarding schools present a unique opportunity for young people to live and learn together in a shared environment, building deep and lasting insights and being exposed to a wider range of different perspectives than would be possible in a day school. Typically, terms are a little shorter and holidays longer, because of the teaching which can be scheduled for Saturdays, so a good balance is possible between school and home life, and the issues of separation from family and old friends have been very significantly mitigated by the ease of modern communication. With such concerns considerably lessened in recent years, there are also many elements of boarding that make a positive impact on

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pupils’ wellbeing. Three benefits are identified most often by the pupils and parents of the boarding communities that I have been part of for the past 20 years. Firstly, the structure provides guaranteed educational and social stability for families who may be geographically relocating for different reasons at any point during these school years. Pupils can return home to a different part of the UK or a different country abroad without the disruption of changing their school and their friendships. This consistency can provide peace of mind for both the pupils and their parents, reduce the anxiety around such a move for the family, and perhaps open up more opportunities for parents to consider. Secondly, boarding brings the benefit of learning independence in an age-appropriate and structured way. Support is on hand to ensure that daily commitments and schedules are adhered to, but with sufficient impetus for self-sufficiency and self-reliance to be gradually strengthened, both in practical and emotional terms. Small decisions about when to get up, do laundry, leave the house for school, tidy a room, finish prep and generally get organised are made by the pupils themselves within a benign but firm structure. This enables an empowering feeling of control and confidence to develop in those who are taking responsibility for themselves, while also benefiting from attention and encouragement from pastoral staff teams who are close at hand for expressly this purpose. These lessons in how to grow and mature beyond a state of dependency on others, and how both to provide and to access sources of support when needed, are wonderful foundations for life. Thirdly, boarding offers pupils the ability to form meaningful and often long-lasting supportive relationships, beyond their family

unit, with members of the house community. These extend beyond friendships of their own age, to other older and younger pupils as well as boarding staff. Learning to share spaces, events, hospitality, amenities, joys and sorrows together day by day helps to develop a deep and powerful understanding of how the needs of the individual and the needs of a wider community can find a positive and mutually enhancing balance. At CLC the pupils also benefit from in-house dining so there are many opportunities to work with the catering, domestic and pastoral support teams as they mature and take on leadership and pupil representative roles in the boarding houses. When the time comes to move on to university and the world of work, we invariably see a greater degree of self-confidence in being at ease with people from different backgrounds and across the age spectrum. For those of us who are vocationally committed to supporting these young people, it is also a pleasure and a privilege to share the journey. n

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.

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

St Margaret's School

Independent Day and Boarding School for girls aged 4 to 18

VISIT US

Welcoming you to our beautiful 60 acre campus on the following dates: £5M JUNIOR SCHOOL REDEVELOPMENT • Specialised teaching rooms: – Well equipped Science laboratory – High spec Computer laboratory – Fully-fitted Food Technology room – Dedicated Speech and Drama studios – Bespoke Art studio • Spacious Classrooms • Large Library with ample seating area n • Exciting, new indoor- to-outdoor Play Bar

SCHOOL OPEN MORNING Saturday 24th Septembe r 2016 09:15–12:00

AY YEAR 7 TASTER D ls) (for Year 5 & 6 pupi vember 2016 Thursday 10th No ch 2017 Thursday 2nd Mar

ER DAY YEAR 9 TAST 8 pupils) (for Year 7 & mber 2016 e v o N th 0 1 y Thursda SCHOOL-AT-WORK MORNINGS Thursday 3rd November 2016 Thursday 23rd February 2017 Thursday 4th May 2017 09:15–12:00

Merry Hill Road, Bushey, Hertfordshire WD23 1DT 020 8416 4400 | www.stmargaretsbushey.co.uk

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

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

am not a single-sex zealot. That might seem odd coming from the Warden of Radley College, one of the great bastions of boys-only boarding, but it’s true. I get a little fed up with evangelical statements, backed up by supposedly incontrovertible statistics, that girls do better in this environment, boys in that. We all know that we can find the statistics we want. What really matters is whether a school is good or not: there are mediocre single-sex schools and excellent co-educational schools and I know which of these I would recommend. And what matters next, once you have defined and verified ‘good’ – different criteria can apply – is whether your child will be happy: if they are, they are much more likely to succeed. On exactly the same grounds, however, I am also irritated when people presume that somehow single-sex might be invalid as a form of education in the ‘modern world’ or that boarding is outdated. And heaven forbid that one might think single-sex and boarding might be the right option. Surely not? Won’t the boys – in my school’s case – turn out to be emotionally deprived, socially inept and some sort of boorish rugby thugs? So I become an advocate for the sort of school I happen to lead. Fortunately, this is not difficult for me.

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Key benefits In the classroom – my experience is that: l a competitive approach that might not work for girls can be used – as appropriate – much more easily to incentivise and drive boys forward in their learning l the speed and level of emotional development is much more even and this allows more effective discussion l materials can be tailored to boys including the texts and topics that are studied l the very real danger in early teenage years of male under-achievement compared to their female peers is negated. Culture – ironically, in a boys’ school, boys are much more likely to play the violin

or the flute, be happy singing, painting and acting and, importantly, they will be happy with their peers doing the same. I suggest a counter-tenor is much more likely to be admired in a single-sex school than in a co-educational one. Good single-sex education widens the definition of what is acceptably ‘male’. Spare time – I look out of my window and see countless boys throwing or kicking a ball around – playing. One of the great sadnesses of recent decades is accelerated ‘maturity’ and the loss of innocence. I would not be as bold as to say that an all-boys’ boarding school can eradicate this but it can temper it. The boarding community – the depth of relationships and strength of friendships are

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 benefits of boys-only boarding the great hidden benefits of boarding. When done well, a boarding education breeds the sort of community in which successes and failures are shared and learned from. The elongated week in which ‘school’ happens is hugely invaluable. Is that better when it is single-sex? Possibly not. Is it easier to create and maintain? Certainly. Image – boys care about their image in front of each other, of course. But I think they care more when there are girls around. I remember when I was a Housemaster in a co-educational environment there was a boy who was always behind because of the time spent grooming himself. He left his room – already late – and without fail he would take one last look at his reflection in the panel around his door handle. I like to think that is less likely in my school.

Links with all-girls’ schools Of course, even in a world where the advent of social media guarantees more contact with the opposite sex – a point in itself to combat the stereotype – it is important to make sure

we are not some sort of female-free zone. There needs to be natural and meaningful interaction with girls in school time. Not the slightly outdated Saturday night ‘dance’ alone; there should be cultural and academic events as well as social, and the social events should be varied and civilised. At Radley, we have links with lots of schools: drama, music, societies, conferences, debating, curriculum co-operation, and leadership training are a few examples of joint ventures which work. A final point is somewhat prosaic. Every single penny of our school fees is spent on boys – developing expertise, facilities, and opportunities for boys. It does not take an economist to tell us that this is more efficient, presuming, of course, that boys and girls are different – which they are. Boys need to be educated well. Good education is built on core values, and seeks to develop a rounded, civilised citizen for life beyond school. Someone who cares about things and for things, about people and for people; someone who is able to engage with the world in which they live. Please don’t tell

me that that it can’t happen in an all-boys’ boarding school. As long as it’s a good one, that is. n

John Moule has been Warden of Radley College since September 2014, and was Head Master of Bedford School from 2008 to 2014. Before Bedford, he was Head of History and Senior Housemaster at Stowe. He is a former scholar of Lady Margaret Hall, Oxford and would list his interests as avid sports spectating (armchair and otherwise), reading (theology, political biography and P G Wodehouse), directing plays, and playing golf and real tennis badly.

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September 2016 Service Parents’ Guide to Boarding Schools 131

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

Choosing an all-boys’ boarding education – Tim Haynes, Headmaster of Tonbridge School

y views on the subject of single-sex education are very much shaped by my time spent as Headmaster of Monmouth and, for the last ten years, as Headmaster of Tonbridge – both are well-regarded allboys’ boarding schools. Although all-boys’ schools were once commonplace, there are now only a few of comparable size and reputation to, for example, Tonbridge, with most of them having become co-educational. I am often asked why Tonbridge has stayed as an all-boys’ school and what I think the advantages of a single sex education are. Firstly, I would say that co-educational schools can and do provide an excellent education, so there is not only one way to go if you are in the process of considering schools for your son or daughter. I do however believe that single-sex schools have certain advantages. Young people are under enormous pressure these days. Indeed there have been studies suggesting teenagers are experiencing stress and anxiety more than ever before. This can be academic pressure or social pressure – to look or behave in a certain way. These issues have only been exacerbated by digital and social media. In a single-sex school, boys or girls can feel less self-conscious and a little more comfortable in their own skins. They are not afraid to try new things and are given the space to make mistakes within a supportive environment. Simply put, they are encouraged to relax and be themselves.

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This approach also allows boys and girls to take full advantage of the co-curricular opportunities that are often provided – for example, there is nothing to stop a boy enjoying his rugby or cricket, but taking his music or drama just as seriously. Pupils feel able to experiment with a broad range subjects and interests. It is also widely recognised that boys and girls develop physically and emotionally at very different rates. especially in their teenage years. Clearly being in an all-boys’ or all-girls’ school helps to deal with this, particularly in terms of pastoral care.

a boy’s house or through our clubs and societies and we have many joint musical and drama productions. So it is not the case that the boys in an all-boys’ school have no social interaction with girls – but we believe our approach offers the best of both worlds. In the end the best way to decide whether a single-sex boarding school is right for your child is to visit the school. Spend time at the school, go on a tour and ask questions. Only then will you get a sense of whether it feels like the right environment for your child. n

Boys and girls learn differently There is also plenty of evidence that boys and girls learn differently and so there are advantages in teaching them separately. It is of course a generalisation, but boys and girls can react quite differently to classroom environments, project deadlines and exams. However, I don’t believe that the boys at Tonbridge, or pupils at any single-sex school, should lead some sort of monastic existence – this would only serve to cut them off from the world around them and limit their experiences. At Tonbridge, we value our relationship with the wider local community and the boys meet a range of different people from varying backgrounds through their voluntary work at local organisations and in many other ways. Regular events take place with all-girls’ and co-educational schools, either through

Tim Haynes became Headmaster of Tonbridge School in September 2005. Before Tonbridge he was the Headmaster of Monmouth School for ten years. He taught History at St Paul’s School for 13 years and was Surmaster from 1992. Tim was educated at Shrewsbury School and Reading University. He took his PGCE at Pembroke College, Cambridge.

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 advantages of co-education

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

uring 2015, when the UK hosted the Rugby World Cup, Rugby School was visited by thousands of people from all over the world – rugby enthusiasts, journalists and tourists. They came to see the 1823 birthplace of the game of rugby (or rugby football as we call it; we call the other game soccer). Many of the overseas visitors were surprised to see girls walking around the school grounds. But Rugby School has been co-educational for nearly 40 years. We are aiming at a 50:50 ratio and we are nearly there. While I understand that there are some children who flourish in a single-sex environment and parents who prefer it – and, of course, I believe in choice in education as in so many other important matters – I am firmly in the co-educational camp. And not just because it makes sense for brothers and sisters to attend the same school if only to minimise diary difficulties when it comes to exeats and holidays. At Rugby the boarding houses are split between girls and boys, each with no more than 60 pupils. So, while the boys and girls may not live together, they work together and play together. That is the world we live in as adults (until we choose with whom we want to live) and it seems to me healthy to learn to get on with each other, to understand and enjoy our differences as well as our similarities, and to take people as they are, whatever their background, gender or nationality.

Home away from home I believe passionately in the house system which is central to a strong sense of community, provides the ideal social environment for children who do not live at home during the school term, and allows an uncompromised care plan for every child. At Rugby, pupils are attached to the same house for their entire school career. All meals are eaten in house, including lunch (so pupils walk ‘home’ from school), in order to emphasise the sense of family. Any parent looking at a boarding school for their children should ask to visit two or three boarding houses in order to get a feel of the place. The boarding house will be their children’s home away from home. The atmosphere of the common rooms and dormitories should be comforting and comfortable, a place where the children can

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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

Senior schools: single-sex or co-education? The advantages of co-education study, read on their beds, listen to music, chat, lounge about, make toast, or watch films in a huddle on a sofa. It is a sad commentary on twenty-first century life that there is now so much evidence of mental instability among teenagers. It can take many forms, including depression, self-harm, eating disorders, bullying and gender uncertainty. There are many reasons – parental anxiety about academic performance (yes, it’s a problem), exam stress, celebrity culture proclaiming that how you look is all-important, and the 24-hour invasive pressures of social media. Sometimes the problems are obvious, sometimes they are hidden. Boarding schools have a particular duty to be on the look-out for the slightest signs of unhappiness. I believe that the whole school should be involved in recognising early signs of anxiety or distress in their pupils. Not just among teachers and pastoral staff but between pupils too. The house system certainly helps. No school nowadays can say ‘We have no problems like that here.’ Even

if they don’t, which is unlikely, they might have next week. Each of our houses has a resident housemaster or housemistress, usually with a spouse but not always; sometimes with children of their own, but not always; sometimes with a dog but not always; and – always – a matron. They are all trained in safeguarding issues and know the best way to pass on concerns so that they are dealt with quickly and sensitively. Boarding schools in particular have a serious responsibility in their role in loco parentis. Each of our houses also has an assistant housemaster or housemistress who is usually a resident tutor. Let’s not forget that pupils are at school to learn. I’m particularly keen on this as an ingredient of the house staff composition as it shows the pupils that the man or woman in front of them as an authoritative Latin teacher by day is the relaxed, friendly and approachable person watching television and having supper with them in the evening. And sometimes it’s easier to talk to him or her about any school

difficulties in the house than during class. A co-educational boarding school has the time to offer all kinds of extra-curricular opportunities for their pupils so that, after the rigours of the classroom, boys and girls can enjoy together a range of activities – singing, acting, debating, going on school trips, working together in the art and design rooms, playing tennis, painting scenery. Parents are more demanding than they used to be. Quite right, too. They want to know what they’re getting for their fees and they want frequent contact with their children and the school. This is particularly true of parents serving in the Armed Forces who move around a great deal, often to dangerous places, and for whom continuity for their children is important. I am keenly aware that when Service children read the newspapers or watch the television news, they will be reacting to developments in a much more personal way. It is so important that at school they feel secure, cared for and trusting of the people around them. All parents whose children are at boarding schools want to be reassured that their children are safe; learning to grow up with confidence; taking advantage of all the extra-curricular opportunities that a boarding school has to offer; being taught by inspirational teachers; having fun; and making lifelong friendships with girls and with boys. Co-educational boarding schools can and should do all that. n

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

September 2016 Service Parents’ Guide to Boarding Schools 135

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

Co-education or single-sex? – look for a school where individuality is valued – Lee Glaser, Headmaster of Taunton School

and how it may shape your child’s outlook. Is it selective or non-selective, does it demonstrate co-curricular breadth or is it focused on one particular specialism like music or sport? Is it large or small, does it have a full boarding or weekly boarding, does it have a diverse range of pupils?

Social inclusiveness

M ‘

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

Individuality The word I like best in these findings is ‘individuality’. As Headmaster of a co-educational school, I am acutely aware that many boys and girls approach learning in different ways. Indeed, we take pride as a school in implementing strategies to improve attainment for both boys and girls. But there are no neat, gender-specific answers to learning. Each individual has their own learning style, often described as visual, auditory, kinaesthetic or tactile, independent of their gender. Finding a school that can address the learning style of your child or children may be an important factor in overall achievement. As well as accommodating your child’s learning style, think about the type of school it is, whether it will suit your child

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There are powerful and compelling arguments for having boys and girls in the same school for social and emotional reasons. Far healthier relationships can be formed if boys and girls grow up working, learning and playing alongside each other and learn to accept each other as human beings first and foremost. In a world that is competitive and increasingly global, where men and women work alongside each other in every sort of environment, it is important girls and boys learn these same life skills at one of the most important stages of development in their lives. Many parents, particularly those working in the armed services, prioritise keeping brothers and sisters together at boarding school so they can provide sibling support to each other even when their parents are overseas.

Part of a group Despite the fact that we are all clearly individuals, boys and girls (in fact all of us) generally resist the idea of total individuality. People – girls and boys, women and men – are attracted to the idea that they are part of a group of like-minded others. Whether it’s family, nation, religion, the football team you support, the political views you hold, the music you prefer dancing to, or the sort of clothes you wear, it’s all about sharing your values with like-minded people. Girls often like being with girls; boys like being with boys. In a co-ed environment, it is important to remember girls and boys do have time on their own as groups, particularly in boarding schools. Houses are almost always single-sex, so in the evenings pupils are with those of their own gender. Sport is usually split into boys and girls too although there are plenty of opportunities for mixed teams as well – athletics, tennis, swimming to name but a few. Pupils 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. So girls have plenty of chance to grow up, be on their own and be with other girls when they want to, as do boys. In their houses, younger pupils see the older pupils of their own sex acting as the role models. In good co-ed schools, men and women share the top posts, again giving both boys and girls figures of their own gender to admire and emulate.

Diversity So, 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 respect different opinions, cultures and backgrounds? 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 wellrounded human beings? Long may diversity flourish. n

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

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?

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September 2016 Service Parents’ Guide to Boarding Schools 137

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’ where 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, pupils have sufficiently matured and established themselves academically. They can cope

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with a mixed gender classroom environment and become better prepared for their life at university or in the world of work.

Advantages From both a teacher’s and a pupil’s perspective, there are distinct advantages to teaching adolescent boys and girls separately. It is generally acknowledged that girls and boys have different learning styles and different interests, particularly in adolescence. In Diamond schools, teachers are able to adopt a more sophisticated and focused 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

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 best of both worlds – the ‘diamond model’ 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, 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 lunchtime 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! n

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.

September 2016 Service Parents’ Guide to Boarding Schools 139

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 among youngsters at similarly highachieving 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

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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 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

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 with boys is also very important. At Wycombe Abbey there are frequent socials with local boys’ 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. Today’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 pupil’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 lives 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 ‘spa afternoon’ 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. n

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

Please contact the Bursary for details of the Service families’ discount.

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September 2016 Service Parents’ Guide to Boarding Schools 141

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/ archive/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 has 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. For example, our Tennis Academy caters for beginners through to elite players. In 2016 three girls have played in the England Lacrosse U19 teams, and a 2014 leaver, Jessica Mendoza, was in Great Britain’s showjumping team at the Rio Olympics. 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. 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

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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. In 2014, 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.’ n

Dr Felicia Kirk has been Headmistress at St Mary’s Calne for nearly four years and is a passionate advocate for girls’ education. She has more than 20 years’ experience of teaching and managing at a senior level in independent day and boarding schools in the UK (Ipswich High School for Girls where she was Head of Sixth Form, Director of Higher Education at Wycombe Abbey and Head of Modern Languages at Royal Hospital School, Suffolk). An American citizen, Dr Kirk was educated in Maryland, USA and has a BA Summa Cum Laude in French and Latin (University of Maryland), an MA in French Studies with Latin (Brown University, Rhode Island) and a PhD in Romance Languages and Literature. Dr Kirk is a keen equestrian and, along with her husband John and their dog Lily, she also enjoys the English countryside.

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September 2016 Service Parents’ Guide to Boarding Schools 143

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

Girls and engineering and other STEM subjects – Olivera Raraty, Headmistress of Malvern St James Girls’ School

ccording to Dame Professor Ann Dowling, President of the Royal Academy of Engineering, UK plc has a major skills shortage – by 2022 we will need at least 1.82 million new engineering, science and technology professionals. And what about women? Currently women make up less than 15% of engineering graduates, under 5% of engineering apprenticeships and only 7% for those professionally registered in engineering employment. These are sobering statistics, and it is clear that something needs to be done to make STEM (Science, Technology, Engineering and Maths) degrees and careers more appealing to females. As Headmistress of an all-girls’ boarding school, this is something I care passionately about. I want to make sure that our pupils explore STEM subjects fully and realise that STEM is creative and compelling, and can be a superb career path. Women such as Roma Agrawal, one of the structural engineers who built The Shard, bear witness to these creative possibilities. I am pleased to say that we have more girls studying STEM subjects at A level, and more girls going on to read STEM at university, than ever before. Engineering, mechanical engineering, biochemical engineering, aviation engineering, mathematical science, computer science and architecture are all choices that recent leavers have made. Nationally numbers are picking up in the independent sector, and the Government has launched an initiative to increase girls’ engagement in the maintained sector. It could be argued that in a girls’ school, switching female pupils on to STEM subjects is easier because there is no gender stereotyping, and science is not seen as the preserve of men. Younger girls see the older ones as STEM subject mentors, setting up STEM-related clubs and societies, and

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participating in national STEM challenges and olympiads. All of this creates a ‘can-do’ attitude towards the sciences, but there is more to it than that.

‘Real-world’ situations The key I believe is to start girls young, to teach creatively and to ensure that there are plentiful enrichment opportunities where girls get to apply their knowledge in ‘realworld’ situations. So, for example, we have our own MSJ ‘Dragons’ Den’ competition, run in conjunction with two local engineering companies – Morgan Motor Cars and Malvern Instruments – where girls design a motor car and ‘bring it to market’, complete with a build and design spec, business and marketing plan, and budget. Young Enterprise is another platform for our budding STEM pupils and entrepreneurs of the future. Ideas like these provide excellent platforms for building pupils’ selfconfidence and know-how through hands-on applications. Although guided by teachers and professional mentors, the idea is to give pupils the independence to work things out for themselves.

doll’s house. They take part in the National Science and Engineering Week, where the whole school goes off curriculum to enjoy interactive workshops and all kinds of handson scientific challenges. Girls should not feel put off by the fact that the STEM careers landscape is so sparsely populated by women. We use appropriate alumnae as STEM ambassadors and evidence of where a STEM career can take you. Most recently Dr Caroline Copeland, a neuroscientist at Imperial College, London, came back to school to champion a career in science. This kind of insight into what a STEM career involves is hard for teachers to replicate. We have also forged links with local engineering companies to provide work placements for girls in Year 11 and above to see STEM in action. Most companies are keen to offer placements to girls in particular as they are acutely aware of the need to attract more women into their workplace. Whether it’s cybersecurity tasters at GCHQ, Blue Fusion days at IBM, or Chemistry Days at Warwick University, up and down the country there are many opportunities for pupils to get the whole STEM experience, and for girls to see other girls participating. I firmly believe that even in my generation, we will witness a sea change in the number of women opting for a life in engineering and STEM. This is great news: having more of the best minds in the sector will ultimately benefit us all. n

Engaging children early It is said that children are naturally miniengineers. They are strong on creative problem solving, building and tinkering, but formal classroom education doesn’t allow them the scope to make the most of their natural attributes. It is important for schools to aim to preserve this natural curiosity by engaging children early. Much of the work done at senior level can be translated, with a few tweaks, to younger girls. Our prep girls (aged 4 to 11) have done a Mini Young Enterprise challenge, as well enjoying a STEM club where they have programmed robots and created circuits to light up a

Olivera Raraty became Headmistress of Malvern St James Girls’ School in September 2016. Previously she was Deputy Head (Academic) at Notting Hill and Ealing High School in London and enjoyed a long career at Wycombe Abbey School as Head of History and Politics and Assistant Director of Studies.

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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Senior schools: single-sex or co-education? The role of the houseparent

The role of the houseparent

– Bex Tear, Headmistress of Badminton School hand-makes every girl that leaves the house their own personalised, embroidered ‘House Bear’ to take with them on the next steps of their journey. For older pupils, who often feel ready for more personal space, the interactions need to be different – mutual respect and trust is key.

Motivating and uplifting

oarding school life is a rich and varied tapestry full of shared experiences that create a strong network of friends for life and a wonderful set of memories. One of the most vital ingredients for these golden years is a boarder’s houseparent. Every boarding house will have its own micro ethos within the greater school community. This could be an age-appropriate climate created by horizontal boarding (similar age groups in one house, progressing to another house once they become older) or the family atmosphere of vertical boarding (mixed age house in which boarders stay and grow, often taking on increasing responsibility as role model for younger boarders). Beyond the logistical set-up and the characteristics it brings to the common rooms and dorms (or study bedrooms), the houseparent will bring their character to the activities and atmosphere around the house. Most importantly, they will have their own unique way of making themselves available as a listening ear without appearing to intrude on the pupils’ privacy. They may be in the house kitchen baking and encouraging boarders to join in. There might be a running club or video club they enthuse about and encourage everyone to try. It might simply be that they always read the newspaper in the house common room after supper. Boarding staff are gifted at recognising the strengths of an individual boarder and ensuring they feel special and valued, particularly at times when they face challenges or tough choices. Behind the scenes they are very much the champion of their boarders in the staff common room. They will be tenacious in pursuing opportunities on behalf of their boarders and also facilitating support when it’s needed. A good houseparent has a wealth of experience of what the norms and patterns are during a child’s journey through their house and this gives them a really useful

perspective when dealing with challenges that arise. This makes them a gold mine of information for parents. Don’t be shy to contact your child’s houseparent if you have a query or concern. Issues are better dealt with as they arise.

The small things houseparents do It is often the small things that houseparents do that pupils notice and feel comforted by. It’s amazing what alumni remember and share when they come back to reunions. This will vary from houseparent to houseparent, according to their strengths and talents. For example, one very special houseparent in the Junior House at Badminton is an absolute arts and crafts queen. Her special touches for girls in her care range from hand-sewing labels into clothing to shortening or lengthening uniform as the need arises (on the spot!). This is often done in the duty room with the dual benefit of providing a calm presence where girls can drop in for a chat while not having to worry too much about eye contact from the industrious seamstress! She also notices what goes on, not just in house but around school and around the world, compiling a fantastic weekly news slip for the girls full of relevant and interesting facts. A good houseparent will always ensure there is plenty of real-world context and experiences for boarders. The Junior House houseparent mentioned earlier organises a host of in-house events from brain-bending quizzes to ‘scavenger hunts’ and ‘you choose’ suites of activities to allow the boarders freedom of choice. She has also re-worded the school’s vision, values and aims into a childfriendly format, does extra study support with girls who are struggling academically, finds novel ways to reassure girls who are anxious or homesick (for example with lavender pillow sprays to make a more homely bedtime), and

A houseparent may be fortunate to have a strong resonance with the subjects studied and so conversations can be sparked by debating a key text or recent academic trip. Equally, if there is no academic cross-over, it’s great to be inspired by a boarder’s natural enthusiasm for a book, play, science research or piece of art. A major privilege of being a houseparent is the motivating and uplifting aspect that working with young people brings – it is never dull! Being a houseparent is more than a job, it’s a way of life. Parents trust their child’s care to a school and the houseparent is at the heart of that care. Taking on a ‘live in’ role, where their days have to be adapted to the needs of the important individuals they care for is a challenge, but houseparents are special individuals who are passionate about their vocation and recognise the significance of their role for not just the pupils, but also the pupils’ families. n

Bex Tear has been Headmistress of Badminton School for four years. She read Chemistry at Exeter University before taking a PGCE at the UCL Institute of Education where she also completed an MA in Educational Leadership. She enjoyed seven years at St George’s School, Ascot, where she held several academic and pastoral responsibilities. She then spent seven happy years at Wycombe Abbey, firstly as resident Head of Sixth Form and then as Deputy Head. Bex is passionate about helping girls develop a broad and balanced set of skills and interests and is supportive and understanding of boarding – not only has she run a sixth form boarding House, but she has also boarded herself, as have her sons.

September 2016 Service Parents’ Guide to Boarding Schools 145

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.

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

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

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

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

Choir schools offering boarding School

City Email

Website

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

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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 Specialist 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.

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. n

Stefan Anderson has been Principal of Tring Park School for the Performing Arts since 2002. He was previously Director of Music at the King’s School, Canterbury, and before that Assistant Director of Music at Wellington College. His musical specialism is choral conducting. Stefan also represents the Independent Schools Association (ISA) on the BSA Executive Committee. New_OD_General_ad_2016_85x125mm.qxp_Layout 1 12/07/2016 14:54

Strong academic education If you are the parent of a child aged eight or over who is showing signs of exceptional talent in any of the performing arts, you should consider a school that provides them with access to the highest standard of vocational training. Full account should 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 them as a well-rounded individual who is also equipped for life outside the artistic world.

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.

OPEN DAYS 7, 13, 14 OCTOBER Apply online at www.tringpark.com/opendays

www.tringpark.com info@tringpark.com or tel. 01442 824255 Registered charity no. 1040330 Image: www.gentlevisions.co.uk

September 2016 Service Parents’ Guide to Boarding Schools 147

Specialist schools Choristers sing for their supper

Choristers sing for their supper

– Jane Capon, Information Officer, 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. At Christmas and Easter there will be opportunities to enjoy broadcasts from other choral foundations. However, ‘live’ shows, be it regular sung services or concerts, go on daily, giving members of the congregation or audience a chance to participate. Many choristers are also actively engaged in promoting singing in primary schools. Boy choristers have sung the daily liturgy in our cathedrals and collegiate chapels for fourteen hundred years but it was only in 1990 that girls began to have the same opportunities as their brothers when Salisbury Cathedral introduced the first girls’ ‘top line’ in an English cathedral. Some 1,200 boy and girl choristers are educated in the 44 choir schools belonging to the Choir Schools’ Association (CSA). They are part of this country’s centuries-old choral heritage which is the envy of the world.

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New recruits at Christ Church Cathedral, Oxford (Photo by K T Bruce)

Each year 200 seven- to nine-year-olds take their places in the choir stalls for the first time – embarking on some of the finest musical training in the world. At the same time they benefit from a first-class academic and all-round education in the choir school. They acquire self-discipline and a passion for music that stays with them for life, whatever career path they choose to follow. Sportsmen Alastair Cooke and Lawrence Dallaglio have both publicly declared what they owe to their time as choristers. Other well-known former choristers include Aled Jones, actor and comedian Alexander Armstrong, and actor Simon Russell-Beale. Back in 1928, only 14 of the 32 schools in the Choir Schools’ Association insisted that their choristers (all boys then) should

be boarders. By 1986 three-quarters of the CSA’s member schools required them to board. Twenty-first century choir schools are more flexible. Some still insist on all choristers boarding and many only admit day choristers. However, a growing number are offering the choice.

Help with fees Most choristers qualify for financial help with fees from the school or its foundation in return for the singing. Combine this with the Continuity of Education Allowance (CEA) and choir school for the young singer in the family may become an attractive option. Choir schools are part of the government’s Music and Dance Scheme (MDS) which helps talented young

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 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. As Roger Overend, 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.’

Fabulous opportunity 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. n

Jane Capon is Information Officer of the Choir Schools’ Association (CSA). As well as supporting the day to day work of choir schools, the 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 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. On becoming freelance she worked for a variety of educational organisations before concentrating on choir schools.

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September 2016

SERVICE PARENTS’ GUIDE TO BOARDING SCHOOLS TM

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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

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

Earnings/rate

Parents applying for Continuity of Education Allowance (CEA) MUST contact CEAS to obtain a uniquely numbered CEA Eligibility Certificate (CEA EC) application form.

September 2016 Service Parents’ Guide to Boarding Schools 19

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

CEAS contact details: Email: enquiries@ceas.uk.com Website: www.gov.uk/childrens-education-advisory-service

September 2016 Service Parents’ Guide to Boarding Schools 149

Special educational needs and disabilities Educational provision for pupils with special educational needs and disabilities

Educational provision for pupils with special educational needs and disabilities – David Smellie, Partner at Farrer & Co

he Equality Act 2010 has made significant changes to the law on discrimination as it affects pupils with special educational needs and disabilities (SEND), and in particular the extension of duties on schools to include the provision of auxiliary aids and services, which came into place on 1 September 2012. Further guidance can be found in the Equality and Human Rights Commission (EHRC) Code of Practice on ‘Reasonable Adjustments for Disabled Pupils – Auxiliary Aids Technical Guidance’: www.equalityhumanrights. com/sites/default/files/publication_pdf/ Reasonable%20adjustments%20for%20 disabled%20pupils%20%281%29.pdf Although securing support for pupils with SEND via an EHC (Education, Health and Care) Plan (formerly a Statement) remains an enormous challenge for many families, the intention of legislation over recent years has been to make schools much more welcoming and accessible to children with SEND. As a matter of public policy this is clearly a good thing and as a matter of practice there is no doubt that schools have made huge progress – which is not to say they could not do even more in future. Parents should always seek to work with (not against) schools in addressing their child’s needs. In my experience, there is little a school finds more unhelpful than parents not being transparent about their child’s needs. In the end, everyone is united in seeking to ensure the child’s needs are met and their best interests are promoted. In this article I have set out a summary of the law relating to educational provision for pupils with SEND. For more information, go to: www.gov.uk/topic/schools-collegeschildrens-services/special-educationalneeds-disabilities

are, however, specific exclusions for substance dependency, seasonal allergies, and tendencies to steal, start fires or physically/sexually abuse.

Disability

The duty to make reasonable adjustments is only triggered when a pupil suffers a ‘substantial disadvantage’ which would include: having to put in extra time/effort to do something, inconvenience, indignity, discomfort, loss of opportunity and/or diminished progress.

The definition of disability for pupils is the same as for disability discrimination in employment. In brief, a pupil with SEND is someone who has a physical or mental impairment which has a substantial, longterm and adverse effect on his or her ability to carry out normal day-to-day activities. (In employment this definition has been the subject of voluminous litigation.) Disabilities may include epilepsy, learning and behavioural difficulties, as well as the ‘traditionally’ recognised disabilities. There

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Reasonable adjustments As for employees, schools have an obligation to make reasonable adjustments for disabled pupils. l Where something a school does places a pupil with SEND at a disadvantage compared to other pupils, the school must take reasonable steps to try and avoid that disadvantage. l Schools are under a duty to provide ‘auxiliary aids and services’ as part of the duty to make reasonable adjustments and as such are prohibited from charging fees for auxiliary aids and services which constitute reasonable adjustments. Failure to make reasonable adjustments free of charge amounts to disability discrimination and cannot be justified. Schools are not required to remove or alter physical features (such as historic buildings) in order to comply. Instead, schools have a duty to plan better access for pupils with disabilities generally, including in relation to the physical environment of the school.

Scope The Equality Act requires schools to make reasonable adjustments in connection with: l admissions l the provision of education l access to benefits, services and facilities l exclusions, and/or l subjecting the pupil to any other detriment.

Triggers

What is an ‘auxiliary aid or service’? The EHRC Guidance states that an auxiliary aid is ‘anything which provides additional support or assistance to a disabled pupil’ and

gives the following examples: l a piece of equipment l a sign language interpreter, lip-speaker or deaf-blind communicator l extra staff assistance l electronic or manual note-taking l induction loop or infra-red broadcast system l videophones l audio-visual fire alarms l readers l assistance with guiding.

Consequences The inclusion of ‘auxiliary aids and services’ within the duty to make reasonable adjustments for pupils with SEND has clear consequences for independent schools. One obvious area is the provision of learning support for pupils with special educational needs, which is sometimes subject to an additional fee, in much the same way as music lessons. Essentially, if a pupil with SEND is ‘disabled’ for the purposes of the Act and the support provided for his or her SEND is an ‘auxiliary aid or service’, the school is not permitted to charge for the learning support if it is a reasonable adjustment.

What is a ‘reasonable adjustment’? There are no hard and fast rules about what constitutes a reasonable adjustment and the decision ultimately rests with the First Tier Tribunal (formerly the Special Educational Needs and Disability in Schools Tribunal or ‘SENDIST’). Sometimes adjustments will be suggested by external advisors such as the child’s doctor or an educational psychologist. In other cases, parents may request a change on behalf of their child. Schools should also themselves consider whether there is an adjustment that might overcome a substantial disadvantage suffered by a pupil. Once the potential adjustment has been identified, the school has to decide whether or not it is reasonable taking into account the following factors set out in the EHRC guidelines: l whether it would overcome the substantial disadvantage l practicability l the cost of the disability on the pupil l cost

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

Special educational needs and disabilities Educational provision for pupils with special educational needs and disabilities l

whether it will be provided under an EHC (Education, Health and Care) Plan from the local authority l the school’s resources l health and safety requirements; l The need to maintain academic, musical, sporting and other standards; and l The interests of other pupils (and potential pupils). Failure to make a reasonable adjustment cannot be justified, whereas under the old law it could be. The only question therefore is whether the adjustment is reasonable. Schools are not expected to make adjustments that are not reasonable. In addition to having a duty to consider reasonable adjustments for particular individual pupils with SEND, schools also have to consider potential adjustments which may be needed for pupils with SEND generally as it is likely that any school will have a pupil with SEND at some point. However, schools are not obliged to anticipate and make adjustments for every imaginable disability and need only consider general reasonable adjustments, such as being prepared to introduce large font exam papers

for pupils with a visual impairment even though there are no such pupils currently admitted to the school. Such a strategic and wider view of the school’s approach to planning for pupils with SEND links closely with its planning duties.

Exceptions Schools are: l not required to remove or alter physical features to comply with the reasonable adjustments duty (although their duties in connection with Accessibility Plans remain unchanged and are contained in Schedule 10 of the Act) l still allowed to apply a ‘permitted form of selection’ (i.e. an entry test) although they will need to make reasonable adjustments to such tests, for example, by allowing them to be completed on a computer rather than by hand in particular cases.

Claims of disability discrimination Parents of a child (note not the child him or herself) can bring a claim of disability discrimination against a school. There is a

Examples of reasonable and unreasonable adjustments l

A prospective pupil with moderate learning difficulties applies for entry to a school but fails the entrance examination. His parents argue for a reduced pass mark in his case. However, the school is not satisfied that the pupil has sufficient literacy skills to benefit from the education on offer. In these circumstances it may be reasonable for the school not to adjust its entry requirements to accommodate the pupil. The parents of a prospective pupil with dyslexia claim he should be allowed extra time and the use of a personal computer during his entry examinations. However, there is no evidence to sustain this claim. It may be reasonable for the school to reject this request. A sixth-form pupil who has been diagnosed with dyslexia finds it difficult to read long texts and ideally would like all his books on audio tape. However his A-level courses have very long reading lists which change every year, and the school deems it impractical to provide every book in tape form. This is likely to be deemed reasonable provided the school has researched other ways for him to access the reading list. A pupil with learning difficulties finds it difficult to follow the more theoretical parts of classroom teaching and her parents ask that teachers go very slowly over the parts she finds difficult to make sure she has understood them. However, the slow pace of delivery would prevent the other pupils finishing the syllabus and put their grades at risk. It is likely to be reasonable for the school not to make this adjustment, although other alternatives should be considered, such as extra tuition outside classroom hours, as might be offered to any other struggling pupil. A small school has little experience of pupils with SEND and is considering admitting a pupil with a rare syndrome involving moderate learning difficulties, poor muscle tone and speech and language difficulties. The Head consults the child’s parents and a local voluntary organisation and devises a series of short staff training events drawing on available expertise. This is likely to be a reasonable adjustment. A secondary school has a special unit for children with special educational needs and disabilities including pupils with a visual impairment. The school is already equipped for providing enlarged text and braille versions of documents. When working in the unit children are always provided with information in a range of formats before the lesson. This is rarely the case when the same children are working in the mainstream classes in the school. Not providing the information in time is likely to be a failure to make reasonable adjustments, leaving pupils with SEND at a disadvantage.

time limit of six months from the date when the parents think the discrimination occurred. Such claims are heard by the First Tier Tribunal (Special Needs and Disability). If the Tribunal upholds a claim of unlawful discrimination it will not be able to award financial compensation. It could order any other remedy, such as: l an order to admit a disabled pupil who had previously been refused (while certainly the case in state schools there is some doubt as to whether such an order could be enforced in the case of independent schools) l an order to make reasonable adjustments such as training for staff, extra tuition, review or alteration of policies or relocation of facilities.

Planning duties Schedule 10 of the Equality Act 2010 sets out the accessibility arrangements schools must implement for pupils with SEND. These are also known as schools’ ‘planning duties’. An independent school is obliged to draw up accessibility plans to improve access to education over time. Such plans should concentrate on three specific areas: l improvements in access to the curriculum l physical improvements to improve access to education and associated services l improvements in the provision of information in a range of formats for disabled pupils. Independent schools are required to prepare these plans in writing, and implement and review them as necessary. Accessibility plans are subject to review as part of an Ofsted inspection. n

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

September 2016 Service Parents’ Guide to Boarding Schools 151

Special educational needs and disabilities ‘Believe. Inspire, Succeed’

‘Believe. Inspire, Succeed’

– David Quick, Headmaster of Slindon College known as attention deficit disorder (ADD), and it can sometimes go unnoticed because the symptoms may be less obvious.

Dyslexia Dyslexia is a common learning difficulty that mainly affects the way pupils read and spell words. Dyslexia is a spectrum disorder, with symptoms ranging from mild to severe. Pupils with dyslexia have particular difficulty with: l phonological awareness l verbal memory l rapid serial naming l verbal processing speed.

Dyspraxia

t Slindon College we provide specialist learning support for approximately 100 boys with SEND. The boys are aged between 8 and 18 and include day boys and boarders (boarders from age 11). With a staff-pupil ratio of one to five we provide a carefully structured and tailored education for boys who cannot thrive in a mainstream environment. Pupils require learning support in a variety of areas including attention deficit hyperactivity disorder (ADHD), dyslexia and dyspraxia but by far the majority of our pupils are diagnosed with autistic spectrum disorder (ASD). However, we do not take severely autistic children or those officially designated as having emotional and behavioural difficulties (EBD). Our approach is specific to each pupil and includes regular individual education plans (IEPs) and continual assessments in both academic and social contexts. The aim is to provide the pupil with strategies to compensate for the constraints that their condition imposes on them, promoting their positive abilities in a lifeskills context at the same time as maximising their academic potential. In line with this individual approach, the academic pathway is not set in stone but is tailored to the needs and potential achievement of each boy. Hence our school motto: ‘Believe. Inspire, Succeed’.

people’s emotions and feelings; it can also include delayed language development and an inability to start conversations or take part in them properly. l restricted and repetitive patterns of thought, interests and physical behaviours – including making repetitive physical movements, such as hand tapping, and becoming upset if these set routines are disrupted.

ADHD The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised into two sets of behavioural problems: l inattentiveness l hyperactivity and impulsiveness. Most pupils with ADHD have problems that fall into both these categories, but this is not always the case. For example, some pupils with the condition may have problems with inattentiveness, but not with hyperactivity or impulsiveness. This form of ADHD is also

Pupils with dyspraxia may have problems with movement and co-ordination including difficulties: l with playground activities such as hopping, jumping, running, and catching or kicking a ball – they often avoid joining in because of their lack of co-ordination and may find PE (physical education) difficult l walking up and down stairs l writing, drawing and using scissors – their handwriting and drawings may appear scribbled and more childish than other children their age l getting dressed, doing up buttons and tying shoelaces l keeping still – they may swing or move their arms and legs a lot and find it hard to sit still.

Individual programmes of support Pupils with SEND need individual programmes of support provided by a multidisciplinary team. These programmes

ASD ASD can present with a wide range of symptoms, which are often grouped into two main categories: l problems with social interaction and communication – including problems understanding and being aware of other

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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

Special educational needs and disabilities ‘Believe. Inspire, Succeed’ enable pupils to thrive and have a positive learning experience. At Slindon programmes include the following.

developing metacognitive executive function skills, poor memory functioning skills, organisational skills and concentration.

SEAL

Occupational therapy (OT)

The Social Emotional Aspects of Learning (SEAL) programme at Slindon College provides vital support to enable pupils to develop social and emotional skills within a safe, structured and progressive framework curriculum. The aim is to help them in the following areas: l self-awareness l managing their feelings l motivation l empathy l social skills. The programme builds self-esteem, confidence and motivation, all vital if barriers to learning are to be removed. This work may be on a one-to-one basis or in small groups.

Speech and language therapy Speech and language therapists work with pupils with a range of communication difficulties. Children are assessed both formally and informally. These assessments include attention and listening skills, social interaction, understanding receptive language skills, expressive language skills, speech sounds, fluency and voice. Once these assessments have been undertaken, the results are analysed and a therapy programme is established. Therapy is carried out during oneto-one sessions, paired sessions, small group work and at a functional level by supporting the pupil in class to monitor generalisation of skills.

Wave 3 literacy and numeracy Staff work with children with specific learning difficulties to assess, plan and deliver appropriate programmes to support pupils on a one-to-one basis. This may include phonological training, alphabet work, reading, writing, spelling and numeracy, and using the teaching reading through spelling (TRTS) strategy. A multisensory and holistic approach is used across the curriculum. Pupils are supported in

FREWEN FREWEN

COLLEGE COLLEGE

The Dyslexia Specialists since 1910 The Dyslexia Specialists

Occupational therapists take a holistic approach, working with pupils who have co-ordination, sensory, organisational and behavioural issues. Assessments establish how their needs can be best met and intervention usually takes the form of one-to-one sessions in our new well-equipped sensory/ OT room. For example, purposeful activities challenge the boys to: l strengthen their core muscles to gain better balance for PE l practise fluent movements with their hands to have legible handwriting for examinations l create a ‘sensory diet’ of activities that help them to stay focused in class. n

FREWEN

COLLEGE

The Dyslexia Specialists

Prep School Prep

•

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David Quick started his career in finance but then went on to qualify as a teacher in 1990 from Swansea University. He has worked in a number of secondary schools both in the UK and overseas. His last two posts were Assistant Headteacher at Windsor School (an MOD Boarding School in Germany) and Vice Principal (Student Support) across the federated schools of St John’s and King Richard School in Cyprus. He has been a member of the BECTa Science working group and an Assistant Examiner in GCSE Physics and A level Chemistry for OCR. He has set up and run the Duke of Edinburgh’s Award and has also been a rugby coach. He enjoys cooking, orienteering, skiing and travelling. David is married to Michaela and they have three children.

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Daily minibus services to Tunbridge Wells, Frewen College, Ryeand Road, Ashford, Tenterden, Battle Hastings DailyNorthiam, minibus services to Tunbridge Wells, East Sussex, TN31 6NL Ashford, Tenterden, Battle and Hastings www.frewencollege.co.uk Daily minibus services to Tunbridge Wells, Ashford, Tenterden, Battle and Hastings

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September 2016 Service Parents’ Guide to Boarding Schools 153

Special educational needs and disabilities Specialist provision for pupils with dyslexia

Specialist provision for pupils with dyslexia – Stuart Hay, Headmaster of St David’s College

pages of text or concentrate for long periods of time and so lessons need to be engaging and creative. A kinaesthetic approach often yields the best results and well-trained staff understand how best to deliver this. Free from academic pressures, the emphasis in specialist provision schools is placed on teaching the whole person and creating specific coping strategies not only for the school years but also for the professional career ahead. In a specialist supportive environment the focus is not only on achieving in the classroom, but also on inspiring a confidence so that every pupil is aware of their strengths and able to use these to overcome weaknesses.

Outdoor education

ndependent education in the UK is highly regarded around the world, with many schools attracting pupils from across the globe. But as a parent what are your options if your child has a specific learning difficulty such as dyslexia? Children with dyslexia may struggle to access a traditional curriculum. Many parents consider independent education to find the right support for their child. There are estimated to be 35,000 pupils with dyslexia in independent education. Families often come to St David’s College frustrated by the lack of support they’ve had in their current school and they are sometimes disillusioned by education entirely. But specialist schools like St David’s can offer the correct support for a dyslexic pupil and understand that every individual child needs a unique approach.

schools provide the teacher pupil ratios and the learning environment to allow this kind of individual attention. Classroom teaching is combined with one-to-one sessions to concentrate on specific areas that require extra support. This combined approach offers a seamless learning experience and support system. Areas of weakness discovered in the classroom can be improved upon in individualised teaching sessions. Dyslexic learners often struggle to read

Outdoor education plays a large role in taking learning beyond the classroom. Though this may seem a distraction from the curriculum, the skills and experiences gained from such activities help to improve confidence and strengthen resilience, aiding pupils in their day-to-day school life. Staff ability and skills sets are also vital; the needs of a dyslexic pupil can be varied and complex, therefore teachers need to be qualified and experienced to deal with this. Many specialist schools run a comprehensive staff training programme, often bringing in specialists to share best practice and develop new teaching techniques. This level of support is often best taken advantage of in a boarding environment.

Unlocking potential Specialist Dyslexia provision schools offer the best opportunity for a child with dyslexia to achieve success and fulfil their potential. So what is it that these schools can offer dyslexic pupils? Every dyslexic person has their own individual learning style and only highly trained specialist teachers have the ability and teaching practice to discover this. Dyslexia specialist

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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

Pupils parents Special educational needs andand disabilities Thedyslexia parents Specialist provision for pupils with from the number of Old Victorians return for many the briefly discussed it with St David’s pupil Jack’s well-publicised Dyslexics arethat often told what theyof can’t parades and each Grand Day. The after-school activities will also Jordan we went along. experience is proof of this. After being do, but with the right support at the right enhance their future and provide valuable learning skills as well My first impression was rejected from 30 different schools and school you’d be amazed at what they can as fun interaction. one of very pleasant struggling to even spell his own name, Jack do. n Queen Victoria surprise and satisfactory started St David’s College disillusioned with has an excellent and ever-growing reputation and, with pipes, drums and dancers, the opportunities afforded amazement on how we his education. Six years on Jack hasthe gained to the children have enabled participation in the Edinburgh Tattoo were greeted. The nine GCSEs, is working toward his A levels and many other across the world. Rhys in the year prior to children, at only 10 and and has won a Welsh National award for displays his joining, while watching the school perform at the tattoo, 11, were happy, smiling GCSE Design and Technology project. Jack confidently stated that he would be there one day, playing the and greeting adults they is proof that finding the right school with pipes or leading the band. He is now a full member of the band, had never met, with Squadron Leader Nobby (Neil) Clark joined the RAF the right support can unlock potential that in February 1986 at the age of 16½. Serving all round playing the pipes, and his dream could be coming to fruition. With manners and utmost lies buried beneath the banner of Dyslexia. the world he took his commission in 1999. Having his older brother also in the band as a tenor drummer, there is confidence. The With access to teaching staff during ‘out more about Jack’s story here: married Sue in 1992 they You finally can settledread the family nothing prouder than a parent seeing their children realising their headmaster was greeting home in Fife in 2003. Currently serving as OC of office’ hours boarding pupils can engage http://www.getreading.co.uk/news/ Personnel Management Squadron at RAF Kinloss in dreams and ambitions. This is certainly something that Queen every child by name, with their teachers in a more informal local-news/ascot-explorer-jack-harleyForres, he continues to enjoy life serving in Scotland. Victoria strives for, and with an overall cadre of Service children as and they were setting. The benefit to this level access walsh-speaks-9316354 BothofSue and Nobby are active members of Queen pupils the school staff also realise the extra stresses and strains that responding in kind but Victoria’s Parent Liaison Group and with both Jordan is the ability to speak with subject teachers For parents who discover their child Stuart Hay haswhen been parents at St David’s College on and Rhys they aim to continue their close affiliation Service life brings and what it means are deployed with absolute respect. about areas of concern outside of a is dyslexic there are some great resources with the school. for nine years, having previously worked ops.and The pupils bond together as a family, no matter what rank or Nowsetting that both classroom at any point in the school to help find the right school also in a variety of independent, boarding and Service their parents are in, or what background they are from. Jordan and Rhys have week. Boarding also allows staff to truly get useful advice. CReSTeD produces a maintained schools. Before working in Both the boys are thriving academically and enjoying every enrolled in the school we have never looked back, and while both to know and understand each individual Register of specialist schools and can give education he was a Higher Professional school activity they are involved in and that theMoD, school affords. Sue and I miss them daily, we know that they are being well looked pupil and their unique abilities. A wellparents guidance and reassurance. The Technical Officer for the based at Without doubt it is the best decision we as a family have made and after and getting the best start in life possible. Currently stationed established and effective pastoral system British Dyslexia Association’s website is Portsmouth Naval Base. He is an outdoor future proud and grateful forinwhat the ingo Cyprus, bring extra concerns with also distance and travel; can a long this way can to helping a dyslexic an excellent resourcefor fortheir advice and we are immensely enthusiast and passionately believes school is offering both Jordan and Rhys. We will never stopoutbeing a however the school understands and supports the children even educating the whole child, both in and pupil achieve their full potential. information. of the classroom. Stuart lives on site at Queen St close-knit family despite the separation, but we know that more to ensure they remain active yet in contact with parents. Finding the right school can be a The best advice I can offer to parents David’s College with his wife and three Victoria is helping towards their future, and providing the stability Providing Skype has been a godsend. The friends that they have frustrating and difficult experience but is to do your research and visit a school to school-age children. andoffer ever-lasting that they have been seeking. ■ made I know remain for life, that‘aisfeel’ alsofor evident once thealready right school is will found a child’s life and get what they can in termsfriendship can change in a profoundly positive way.

of both academic and pastoral support.

SLI ND ON C OLLEGE “HA PPY PUDDING ”

www.crested.org.uk www.crested.org.uk

Ingr edients: 100 boys a ged 8- 18 (m ixed ba g) 20 dedic a ted tea c her s (F inest r a nge) 1 la r ge bunc h of f r iendly & helpf ul Lea r ning Suppor t A ssista nts 1 down- to- ea r th Hea dm a ster (f ir m , f a ir & f un) 3 jolly c hef s (yum - yum r a nge) 1 kind a nd m other ly Ma tr on (hea r t of gold v a r iety) 1 bea utif ul m a nor house with stunning sea v iews La r ge ha ndf ul of pr a c tic a l subjec ts A spr inkling of f a r m ya r d a nim a ls 14 a c r es of r olling gr een c ountr yside – to ga r nish Sea son with ha ppiness a nd sec ur ity in equa l m ea sur es. Method: Mix boys a nd sta f f thor oughly until a bsor bed. Gently f old in a gener ous ha ndf ul of under - a c hiev ing or sensitiv e boys a nd a dd a f ur ther la r ge sc oop of those r equir ing lea r ning suppor t. Ca r ef ully m ix m a king sur e not to c r ush in the pr oc ess. Div ide a nd ea se into v er y sm a ll c la sses a nd a dd tea c her s, lea r ning suppor t a ssista nts a nd pa stor a l sta f f liber a lly a s needed. B lend a nd lea v e in a wa r m pla c e to r ise. B a ke on the top shelf (or a s high a s you c a n get) until r ea dy f or c onsum ption by the a dult wor ld. Ser v e dr edged with c onf idenc e.

Council ffor or tthe he R egistration of Council Registration Schools Teachi ng Dysl exic pupi ls Schools Teaching Dyslexic pupils

W e give give you We IInformation nformation & C hoice Choice O ur advice advice is is independent independent Our b ut well well informed informed but Choosing a school is one of the biggest decisions you make for your child and it is not easy You need all the help you can get Our Register is available to download from our website: www.crested.org.uk www. .crested.or t d All the e information informat you need is right there there.

PECKISH ? T elephone Jenny Da v ies (Registr a r ) on 01243 814320 to a r r a nge a “ta ster ” or ta ke a look a t our website on www. slindonc ollege. c o. uk. Slindon College, Slindon, A r undel, West Sussex. Em a il: r egistr a r @slindonc ollege. c o. uk

Contact CReSTeD via email: admin@crested.org.uk www.crested.org.uk

SLIN DON COLLEGE IS A Cr eST eD CA T EGORY DU SCHOOL

Council for for o the the Registration Registration of S chools Teac hing D yslexic P upils Council Schools Teaching Dyslexic Pupils

Registered charity charity no. 1052103 Registered

March 2015 Service Parents’Guide GuidetotoBoarding BoardingSchools Schools155 35 September 2016 Service Parents’

Special educational needs and disabilities My child has dyslexia. How do I find the right school?

My child has dyslexia. How do I find the right school? – Brendan Wignall, Headmaster of Ellesmere College and Chair of CReSTeD

he Council for Registration of Schools Teaching Dyslexic Pupils (CReSTeD) is a charity set up to provide guidance and assurance to parents 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.

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.

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 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.

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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.

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 and disabilities My child has dyslexia. How do I find the right school? Which school should I choose? The categories The levels of provision at schools are divided into six broad categories, labelled Dyslexia Specialist Provision, Dyslexia Specialist Provision Schools â&#x20AC;&#x201C; DSP Specialist Provision, Dyslexia Unit, Withdrawal System and Maintained The school is established primarily to teach pupils with dyslexia. The Sector. These categories are not a hierarchical grading the quality curriculum and timetable are designed to meet specificofneeds in a of provision â&#x20AC;&#x201C; they are there because children have different needs, holistic, coordinated manner, with a significant number of teaching and categories go some way towards matchinginthe level ofdyslexic the staffthe holding nationally recognised qualifications teaching pupilâ&#x20AC;&#x2122;s needs to the level of provision at the school. An educational pupils. psychologistâ&#x20AC;&#x2122;s report should offer guidance as to the level of provision relevant to the child. Schools â&#x20AC;&#x201C; SPS Specialist Provision As an example, a childtoatteach the severe ofdyslexia the dyslexia spectrum The school is established pupilsend with (SpLD) will probably require a Category SPS school, whereas a child and other associated difficulties. The curriculum and timetablewith, are say, only some lagspecific in spelling skills be suitably provided for in a designed to meet needs in amay holistic, coordinated manner, school Category WS.of The categories CReSTeD with a from significant number teaching staffenable holding nationallyto offer this guidance. recognised qualifications in teaching dyslexic pupils.

TheThe Register includes a checklist to help parents decide if a school Register includes a checklist to help parents decide if can meet their childâ&#x20AC;&#x2122;s special educational needs, and a geographical a school can meet their childâ&#x20AC;&#x2122;s special educational needs, and a index of schools. geographical index of schools. The published anddirect is available The CReSTeD Register is Register updated is annually andannually is available from the direct from the CReSTeD Administrator. It may also be obtained CReSTeD Administrator. It may also be obtained from the British from the British Dyslexia and Dyslexia Action. Full Dyslexia Association and Association Dyslexia Action. Full information is also information alsowebsite: published on the website: www.crested.org.uk published onisthe www.crested.org.uk CReSTeD CReSTeDwas wasfounded foundedto tohelp helpparents. parents.ItIthas hashad hadand andwill will continue to have influence on the standards of provision for SpLD continue to have influence pupils. pupils.

Further information For For more more information information about about CReSTeD CReSTeDor orfor foraacopy copyof ofthe theRegister: Register: Email: admin@crested.org.uk Email: admin@crested.org.uk Website: Website:www.crested.org.uk www.crested.org.ukâ&#x2013; n

The categories Dyslexia Unit â&#x20AC;&#x201C; DU The school has a designated unit or centre that provides specialist Dyslexia Provision Schools â&#x20AC;&#x201C; DSP tuition onSpecialist a small-group or individual basis, according to need. The school is established primarily to teach pupils with area dyslexia. The The unit or centre is an adequately resourced teaching under curriculum and timetable are designed to meet specific needs in a the management of a senior specialist teacher, who coordinates the holistic, coordinated manner, with a significant number of teaching work of other specialist teachers and ensures ongoing liaison with staff holding nationally recognised qualifications in teaching dyslexic all mainstream teachers. This senior dyslexia teacher will probably pupils. have Head of Department status, will hold nationally recognised Specialist Provision Schools â&#x20AC;&#x201C; SPS qualifications in teaching dyslexic pupils, and will certainly have The school is established to teach pupils curriculum with dyslexia (SpLD) significant input into the general school design andand other associated difficulties. The curriculum and timetable are delivery. designed to meet specific needs in a holistic, coordinated manner, with a significant number of teaching staff holding nationally Withdrawal System â&#x20AC;&#x201C; WS recognised qualifications in teaching dyslexic pupils. from Schools where dyslexic (SpLD) pupils are withdrawn appropriately selected lessons for specialist tuition from a teacher Dyslexia Unit â&#x20AC;&#x201C; recognised DU with a nationally qualification in teaching dyslexic pupils. The school has a designated unit orbetween centre that providesand specialist There is ongoing communication mainstream specialist tuition on a small-group or individual basis, according to need. The teachers. unit or centre is an adequately resourced teaching area under the management of a senior specialist teacher, who coordinates the work Teaching Centres â&#x20AC;&#x201C; TC of other specialist teachers and ensures liaison all Centres providing specialist tuition for ongoing small groups orwith individuals, mainstream teachers. This senior dyslexia teacher will probably in an adequately resourced teaching area, managed by a teacher have with Head of Department status, will(AMBDA hold nationally recognised BDA-recognised qualifications or APC), who coordinates qualifications in teaching dyslexic pupils, and will certainly have the work of other specialist dyslexia teachers. significant input into the general school curriculum design and delivery. Maintained Sector â&#x20AC;&#x201C; MS Maintained schools where the school supports dyslexic (SpLD) Withdrawal System â&#x20AC;&#x201C; WS pupils to access the curriculum; where there is an effective system Schools where dyslexic (SpLD) pupils; pupils are withdrawn of identifying dyslexic (SpLD) where there is afrom withdrawal appropriately selected lessons for specialist tuition a teacher system for individualised literacy support. There isfrom positive ongoing with a nationally recognised qualification in teaching dyslexic pupils. communication between mainstream and special needs staff and There is ongoing communication between mainstream and specialist the senior management team. This is a new category because lots of teachers. maintained state schools want our validation to prove their support for dyslexics. Maintained Sector â&#x20AC;&#x201C; MS Maintained schools where the schoolMark supports dyslexic (SpLD) BDA Dyslexia Friendly Quality Schools pupils to access the curriculum; where there is an effective system CReSTeDâ&#x20AC;&#x2122;s Maintained Sector (MS) Register now includes the of identifying dyslexic (SpLD) pupils; where there is a withdrawal British Dyslexia Associationâ&#x20AC;&#x2122;s Dyslexia Friendly Quality Mark. system individualised literacy support. There is positive ongoing Schoolsfor awarded the Quality Mark have demonstrated a high communication between mainstream and special needs staff and the commitment to dyslexic learners and undergone rigorous scrutiny. senior management team. This is a new category because lots of the They hold the award for three years before being re-verified by maintained â&#x20AC;&#x2DC;stateâ&#x20AC;&#x2122; schools want our validation to prove their support British Dyslexia Association. These schools are identified on the for dyslexics. CReSTeD Register with the BDA Dyslexia Friendly Quality Mark logo.

Brendan Wignall hashas been Headmaster of Brendan Wignall been Headmaster Ellesmere College since since 1996 1996 and isand is of Ellesmere College currently Chair of of CReSTeD. After currently Chair CReSTeD. After teaching English at at Oakham and Christâ&#x20AC;&#x2122;s teaching English Oakham and Christâ&#x20AC;&#x2122;s Hospital, he became Head of English and Hospital, he became Head of English Registrar of Denstone College.College. His main and Registrar of Denstone His interests are his family, main interests are his Ellesmere, family, Ellesmere, Liverpool FC, gardening andand culture in Liverpool FC, gardening culture theinbroadest sense (excluding only country the broadest sense (excluding only music!). country music!).

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September 2015 2016 Service Parentsâ&#x20AC;&#x2122; Guide to Boarding Schools 145 157

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

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

upils with SEND continue to be very well educated within the independent sector and this is undoubtedly one of the sector’s strengths. Many parents of children with special educational needs and disabilities take them out of the maintained sector because the class sizes are too big and they feel there is not enough individual support. The independent sector offers a range of choice not available within the maintained sector. Specialist Provision Schools (SPS) are approved for specific learning difficulties, with associated language difficulties, such as dyspraxia and attention deficit hyperactivity disorder (ADHD). Dyslexia Specialist Provision Schools (DSP)

are established primarily to teach pupils with dyslexia. There are also mainstream boarding schools with designated units or centres providing specialist tuition on a small group or individual basis. In January 2015, 66,026 pupils (33,311 boarders) were identified as having SEND. The most common SEND is dyslexia (321,169) followed by information processing (9,053), dyspraxia (5,459), gross and fine motor skills (3,720) and Asperger’s syndrome (3,597). The table below lists independent boarding schools on the CReSTeD Register providing support for pupils with SEND .

Independent boarding schools on the CReSTeD Register providing support for pupils with SEND Specialist Provision Schools (SPS) are approved for specific learning difficulties, and associated language difficulties, dyspraxia and ADHA. Category SPS SPS SPS SPS

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

Town Salisbury Farnham Lewes Llandudno

Website www.applefordschool.org www.morehouseschool.co.uk www.northease.co.uk www.stdavidscollege.co.uk

Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia. Category DSP DSP DSP DSP DSP DSP DSP DSP

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

Town Tewkesbury Chesterton, Oxfordshire Rye Highbridge Dorking Dorking Morpeth Bridgwater

Website www.bredonschool.org www.bruernabbey.org www.frewencollege.co.uk www.priorygroup www.moonhallschool.co.uk www.moonhallcollege.co.uk www.nunnykirk.co.uk www.shapwickschool.com

Some mainstream boarding schools have a designated unit or centre providing specialist tuition. School Barnardiston Hall Preparatory School Bedstone College Bethany School Bloxham School Brockhurst & Marlston House Schools Clayesmore Preparatory School Clayesmore School Clifton College Preparatory School Cobham Hall School Ellesmere College Finborough School Fulneck School Hazlegrove Preparatory School Hordle Walhampton School Kingham Hill School King’s School Kingsley School (The Grenville Dyslexia Centre) Kingswood House School Lime House School Millfield School Millfield Preparatory School Moyles Court School Sidcot School Slindon College Tettenhall College Walhampton School Wycliffe College Preparatory School Wycliffe College

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Town Website Barnardiston, Suffolk www.barnardiston.com Bucknell, Shropshire www.bedstone.org Cranbrook, Kent www.bethanyschool.org.uk Banbury, Oxfordshire www.bloxhamschool.com Newbury, Berkshire www.brockmarl.org.uk Blandford Forum, Dorset www.clayesmore.com Blandford Forum, Dorset www.clayesmore.com Bristol, Avon www.cliftoncollegeuk.com/prep Cobham, Kent www.cobhamhall.com Ellesmere, Shropshire www.ellesmere.com Stowmarket, Suffolk www.finboroughschool.co.uk Leeds, West Yorkshire www.fulneckschool.co.uk Yeovil, Somerset www.hazlegrove.co.uk Lymington, Hampshire www.hordlewalhampton.co.uk Chipping Norton, Oxfordshire www.kinghamhill.org.uk Bruton, Somerset www.kingsbruton.com Bideford, Devon www.kingsleyschoolbideford.co.uk Epsom, Surrey www.kingswoodhouse.org Carlisle, Cumbria www.limehouseschool.co.uk Street, Somerset www.millfieldschool.com Glastonbury, Somerset www.millfieldprep.com Ringwood, Hampshire www.moylescourt.co.uk Winscombe, North Somerset www.sidcot.org.uk Arundel, Sussex www.slindoncollege.co.uk Wolverhampton, West Midlands www.tettenhallcollege.co.uk Lymington, Hampshire www.walhampton.com Stonehouse, Gloucestershire www.wycliffe.co.uk Stonehouse, Gloucestershire www.wycliffe.co.uk

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

Curriculum choices GCSEs and IGCSEs in a changing curricular landscape

GCSEs and IGCSEs in a changing curricular landscape – Charlie Hammel, Director of Studies at St Swithun’s School, Winchester

ny parent considering a boarding school for their child at 11+ or 13+ entry is certain to discover that changes to the main curriculum options at ages 14–16 (Years 10 and 11) – GCSEs and IGCSEs – will become relevant for their son or daughter in the coming years. This is an exciting stage of education for many reasons, not least because it is when most pupils have their first opportunity to begin selecting some subject options and determining their own academic programme. As it also leads to formal qualifications in the shape of (I)GCSEs, an understanding of what schools offer currently and how that is likely to be affected by ongoing changes to the curricular landscape is useful information for parents and pupils alike. International GCSEs (IGCSEs) are long-established qualifications, originally developed as equivalent to GCSEs for international schools. Their structure has remained essentially ‘linear’, which means that assessment takes place by examination at the end of the two-year course. By contrast, until recently GCSEs had evolved differently and become more ‘modular’, with courses subdivided into relatively discrete units. This ‘modularisation’ was matched by more piecemeal assessment, with opportunities to complete coursework (or ‘controlled assessment’) and take some examination papers throughout the course. Over the past decade independent boarding schools, and independent schools generally, have helped drive a proliferation of IGCSEs within the UK. In 2015 IGCSEs accounted for over 43% of examinations taken by Year 11 pupils in independent schools, a percentage that has quadrupled in just five years, from 11% in 2010. This has happened because independent schools have perceived a number of advantages in IGCSEs: l greater emphasis on breadth and depth of knowledge, in addition to cultivation of skills l a higher degree of academic rigour l more insulation from political change l the opportunity to devote more curricular time to teaching than to formal assessments l and, consequently, the chance for pupils’ intellectual maturation to occur with less interruption over a two-year course.

What schools offer More than 75% of leading independent schools now offer a mixture of GCSEs and IGCSEs. This is the approach we have adopted at St Swithun’s, where each subject department has autonomy to select the course that provides the most appropriate blend of academic rigour, accessibility and progression to further study at A level. Some schools prefer either GCSEs or IGCSEs exclusively, and these approaches are also legitimate. It is worth underscoring that both qualifications are respected, valued and understood by universities and employers. There are advantages to the mixed economy of GCSEs and IGCSEs favoured by so many independent schools. During the summer examination period, IGCSE papers tend to both begin and end a couple of weeks earlier than GCSEs. Therefore, in a demanding time for Year 11 pupils, those studying for a mixture of the two can find that their examinations are spread over a slightly longer time period, which can be beneficial in managing final revision and preparation. There are positives for schools as well. The surging interest in IGCSEs, current reforms to GCSEs and corresponding revisions to IGCSEs mean that for most subjects schools are increasingly able to choose from several up-to-date linear specifications.

in IGCSEs. They are being adjusted to reflect additional content in the new GCSEs, and at the time of writing it is clear that at least some IGCSEs will adopt the new 9 to 1 grading system. There would appear to be a convergence taking place, though much remains to be worked out in the detail of the reforms and their implications.

Advice for parents and pupils Parents and pupils should feel able to ask informed questions about the (I)GCSE courses offered by a school, and the school should be able to explain how it is responding to curricular changes and the rationale for the combination of courses it offers. More specific questions can be posed, often on a subject level, about how each course helps to meet the needs and interests of pupils at that school. Just as it is important to be aware of curricular reforms, in making subject choices pupils are always best advised to play to their own strengths and select the subjects they find most interesting and enjoyable. The finer details of structure of any (I)GCSE course should not be a deciding factor because after all the qualification itself only lends a structure, albeit an important one, for pupils’ learning at this level. n

Changes on the horizon Phased, national reforms to GCSEs have recently begun, with the stated aim of making them more rigorous. The first of these new examinations will be taken in summer 2017 in English language, English literature and mathematics, and all subjects will be reformed by summer 2019. In practice, the new GCSEs would seem to be taking on many characteristic features of IGCSEs. Assessment will be linear, with examinations taken at the end of the two-year course, and other forms of assessment, including controlled assessment, are being removed or significantly reduced. One of the most noteworthy changes in the reformed GCSEs is the introduction of a new, numerical 9 to 1 grading scale to replace the A* to G system. At the top end of the scale, the new grades 7 to 9 will be awarded to the same proportion of candidates as currently achieve grades A and A*, with the top 20% of those differentiated by the highest grade, 9. These changes are already being reflected

Charlie Hammel has been Director of Studies at St Swithun’s School, Winchester, since September 2014. He was previously Head of History at King Edward VI High School for Girls, Birmingham. Before that he was Head of Scholars at Warwick School, where he taught History, Politics and Latin. He read History and Medieval Studies at Princeton University and completed a postgraduate Master’s in Mediaeval History at the University of St Andrews before embarking on a teaching career in independent schools.

September 2016 Service Parents’ Guide to Boarding Schools 159

Curriculum 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 16 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%

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

Curriculum choices After GCSEs – what next? writing subject or a language Languages – the relevant language l Law – at least one essay writing subject l Maths – Maths and Further Maths l Medicine – Biology, Chemistry and Maths or Physics l Physical Sciences – Maths, Physics and Chemistry l 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 post-GCSE 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. n l

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 GCSE do next? How should they go about choosing the right A levels for them? Here I have three pieces of advice for students. First, 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. Second, 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: l Accounting l ICT l Art and Design l Leisure Studies l Business Studies l Media Studies l Communication Studies l Music Technology l Dance l Performance Studies l Design Technology

Performing Arts Drama/Theatre Studies l Photography l Film Studies l Physical Education l Health and Social Care l Sports Studies l Home Economics l 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. Third, 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: l Biological Sciences – Biology and/or Chemistry; Maths preferred l Dentistry – Biology and Chemistry l Economics – Maths; Economics preferred l Engineering – Maths and Physics; Further Maths preferred l English – English and a further essay writing subject l History – History and a further essay l

Richard Cairns is Head Master of Brighton College. He graduated from Oxford University with a First in History and worked as a trainee solicitor in Sydney, Australia, and as a volunteer teacher in a refugee camp in the Gaza Strip. He then taught at The Oratory School, Stewart’s Melville College in Edinburgh, and Magdalen College School, Oxford, where he was Usher (Deputy Head). In 2005 he became Head Master of Brighton College. In 2008, he was named one of the 1,000 most influential people in England by the Evening Standard and in 2009, he joined Debrett’s list of People of Today 2010. In 2012, he was named England’s Public School Headmaster of the Year by Tatler. In 2013 Brighton College was named UK Independent School of the Year at the Independent Schools Awards.

September 2016 Service Parents’ Guide to Boarding Schools 161

Curriculum choices Key post-16 curriculum choices

Key post-16 curriculum choices

– Simon Smith, Deputy Head (Academic) of Haileybury

uch has been written about the relative virtues of the different post16 qualifications. Now that we are coming towards the end of the phased reform of A levels, it is certainly worth revisiting the issue of the differing sixth-form curricula. The programme of reform will, however, take three years to take effect in full. A number of subjects such as History and English have started as linear courses, others such as Philosophy or Spanish start teaching in September 2016, while some linear courses such as Mathematics and Classical Civilisation will begin first teaching in September 2017. Until linear courses are introduced the current modular courses remain in place. A levels remain the most popular, recognised and arguably respected of all post-16 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. The removal of compulsory exams in the Lower Sixth provides more time for learning and less time is needed for exam drilling. As the Girls’ Schools Association (GSA) succinctly explained: ‘Freeing up Year 12 will allow students to focus on

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wider and deeper learning, not just exam preparation’. Some schools may continue to offer the new AS examinations at the end of the Lower Sixth but the AS is a separate qualification from the final A level achieved 12 months later. New 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 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. Many schools are also looking at ways to enrich the Alevel offer further. A pupil might study, for example, three A levels and take an in-house course in Creative Writing or Ethics. Some schools are also looking at the International A level qualification offered by Cambridge. These qualifications are less prone to Government interference and so provide a genuine alternative specification, as the three UK exam boards (Edexcel, OCR and AQA) are obliged to provide similar content.

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, for example, through the Extended Project Qualification (EPQ). This is equivalent to roughly half an A level and provides excellent preparation for the type of reading and research work that is common undergraduate practice. In August 2015 nearly 35,000 students submitted an EPQ. 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) Diploma The fact we are in the middle of another round of A-level reforms highlights the strength of an alternative post-16

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

Curriculum choices Key post-16 curriculum choices qualification – the International Baccalaureate (IB) Diploma. Since the Diploma’s inception more than 45 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 Creativity, Activity, 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 OpenMinded. The Diploma has also remained largely immune from grade inflation with a consistent global average of 29 points (out of a possible 45) – the UK schools average is around 33 points, Haileybury’s average is typically closer to 37 points. Even when there is subject reform it is part of a carefully scheduled programme and involves teachers rather than politicians – our Director of Professional Development is currently part of the History curriculum reform group redesigning the course for 2021. Reform is, therefore, bottom up as part of a six-year cycle rather than top down upon the whim of the in-post Government or Secretary of State for Education. 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. Currently available in just four schools in the UK it offers a distinct alternative to its more academic counterpart with a mix of external and internally assessed components.

BTECs BTECs, another post-16 curriculum option, have fewer formal examinations 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 will close with a point I have made many times to current or prospective parents. The very best schools 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 qualifications), 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. n

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

September 2016 Service Parents’ Guide to Boarding Schools 163

Curriculum 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 Diploma or A level and Pre-U. However, most schools have to commit themselves to one of those summarised below. Scotland has a different programme.

A level (AS and A2)

International Baccalaureate (IB) Diploma

Cambridge Pre-U

AQA Baccalaureate

Who is it for?

16 to 19 year olds

What can you study?

From September 2015 most students will study three or four A levels.

Six subjects (three at Higher Level and three at Standard Level). All students must study literature, a foreign language, a humanities subject, a natural science and mathematics.

Free choice of three separate and distinct principal academic subjects from a list of 25.

Three A level subjects in any academic discipline.

How does it work?

The linear A level was introduced for some subjects for first teaching in September 2015. Students can take a freestanding AS level but it will no longer form part of the A level. The A level will be assessed after two years of study.The move to linearity is being phased in from 2015 to 2017 when all subjects will become linear.

Over two years, in addition to their six subjects, students complete a 4,000-word Extended Essay and a Theory of Knowledge course, and participate in the Creativity, Activity, Service (CAS) programme. All exams are taken at the end of the second year of study; there are no modules. Conceived as a holistic integral programme bound by a clear philosophy.

Besides their three subjects studied over two years, students also complete an Independent Research Report and a Global Perspectives Portfolio. Exams are taken at the end of the second year of study; there are no modules.

In addition to their three A levels, students complete an Extended Project Qualification that aims to make them responsible for their own learning; achieve breadth through an AS level in Critical Thinking, Citizenship, General Studies, Science in society or World development; and undertake enrichment activities outside the curriculum such as the Duke of Edinburghâ&#x20AC;&#x2122;s Award.

What is it worth?

There is a new UCAS tariff. It will apply to students making applications for admission to higher education from September 2016 â&#x20AC;&#x201C; that is for courses starting from September 2017. The table below shows the UCAS tariff points awarded for the old (modular) A levels and the new (linear) A levels, with first examination in 2017.

The table below shows the new UCAS tariff points awarded for the IB Certificate in Higher Level. Certificates in Extended Essay and Theory of Knowledge also attract UCAS tariff points when the certificates have been taken individually.

The Pre-U Diploma itself does not attract UCAS tariff points. However, the constituent qualifications of the Diploma do. The new tariff points for a Pre-U Diploma can be calculated by adding together the tariff points for each of its components.

Maximum 216 new UCAS tariff points for three A* A levels, grade A* Extended Project (28 points) and a standalone AS level at grade A (20 points).

Grade Current New tariff tariff points points A* 140 56 A 120 48 B 100 40 C 80 32 D 60 24 E 40 16

Grade New tariff points H7 56 H6 48 H5 32 H4 24 H3 12 H2 0 H1 0

Where can you study it?

Schools and FE colleges.

138 schools and colleges in the UK offer the IB Diploma.

Most interest has come from a small number of highly selective independent schools.

UK schools which believe 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. Some schools will offer the Extended Project Qualification in addition to A levels.

Internationally recognised and valued. Heavier class-based workload than A levels and more independent learning. The percentage of candidates achieving the different grades has remained constant over the years.

Designed specifically to provide universities with a means of differentiation from A level A grade students by offering a more rigorous and stretching academic programme assessed on a series of higher grades.

AQA Baccalaureate is derived in large part from the spirit of the IB Diploma Programme: depth, some breadth, thinking and research skills, and extracurricular experience.

Grade New tariff points D1 56 D2 56 D3 52 M1 44 M2 40 M3 36 P1 28 P2 24 P3 20

To find out more, go to www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/new-tariff

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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

Paying the fees Entitlement to CEA – the Bursar’s view

Entitlement to CEA – the Bursar’s view – Bob Moorhouse, Bursar of Wymondham College

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 my experience, there are three important areas to consider. 1 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. 2 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. 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. M oreover, 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. 3 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. n

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.

September 2016 Service Parents’ Guide to Boarding Schools 165

Paying the fees Paying the fees: a major financial commitment

Paying the fees: a major financial commitment

– David Woodgate, Chief Executive, 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.

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: l government and charities l 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 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’ (ETF) at the Independent Schools Council (ISC). For more information go to www.educationalgrants.org

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 meanstesting 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. n l

The school 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: l 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.

Key advice l

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. l 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. l 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. l

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David Woodgate is Chief Executive of the Independent Schools’ Bursar Association (ISBA). Before that he was the group strategy consultant to the Institute of Public Accountants (Australia) and he has previously held the post of Chief Executive of the Institute of Financial Accountants as well as heading up the Institute of Administrative Management.

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

Paying the fees Fees – where do they go?

Fees – where do they go?

– Andrew Ashton, Bursar of Radley College

arents contemplating school bills have often found them difficult to fathom. Increases in school fees have several causes. First, there are the inevitable salaries and employee benefits for academic and administrative staff. Second, and most recently, national insurance increases and employer teachers’ pension increases have added significantly to costs. Schools must also maintain buildings and facilities and absorb increases in the costs of books, materials and utilities. Even schools with endowments and trust fund investments have rarely found income matching inflation. These are all survival factors, but schools wish to maintain and improve standards. This means attracting bright children, good teachers and providing facilities which answer the needs of the decade. At the same time most, but by no means all, schools try to avoid the temptation to expand, to avoid affecting their character and tradition. Schools that have changed to co-education have tested their ability to cope with extra numbers and the changes which accompany them. Pupils require provision for academic interests and recreational and social pursuits. Many schools have maintained numbers by expanding their preparatory and pre-prep intakes.

An investment Parents are looking at a good education as an investment with a high potential long-term return. They place the highest emphasis on academic results. Before choosing a school for their child they want to know if individual tutoring is available, the numbers of pupils per class, examination results, positions in the various league tables, and if teachers are easily accessible. They ask about information technology, bullying, health and hygiene, drugs, and the boarding houses. The importance of A levels and the International Baccalaureate leading to entry to a good university, and a demanding degree course, has never been greater, particularly as universities have had their share of financial cuts and are more competitive, and for many careers a second degree now has to be seriously considered.

A balancing act Schools will attempt to balance the materialistic with the vocational, pointing out that today’s teenagers may well have

10 to 12 different jobs in their lifetime as they adapt to change and mobility. There is therefore an emphasis on matching the talents of the individual with a wide range of facilities and opportunities. These in turn lead to the provision of recreational facilities, sixth-form centres, information technology units and craft and design centres. Administrative systems need to be technologically up to date. The teaching staff also require IT, updated laboratories, resource centres, and equipment and materials to stay ahead in their disciplines. There will be criticism if the minority subjects are not offered, and there must be a proper emphasis on music and art. All this is costly.

people’s eyes a degree course, where travel expenses, living expenses, costs of books and equipment and tuition fees have to be funded. In short it is important for every parent to realise and appreciate the full extent of the investment they are making. Yet an investment it is, and, in retrospect, the most important decision any parent can make on behalf of their children. n

Further information SFIA Schools Fee Planning Tel: 0845 4583690 webenquiry@sfia.co.uk www.schoolfeesadvice.org

Total costs The total costs of five years’ boarding education from 13 to 18 could amount to anything from £125,000 (or possibly half this in a state boarding school) to more than £200,000. In boarding schools, on average, about 55% of that amount will be staff costs – good staff are after all the most valuable resource in any school. After that, about 18% goes on premises costs – by their very nature, boarding schools have a lot of buildings that need ongoing maintenance. The next biggest categories of cost (all typically around 5% of the total) are teaching resources, food and utility costs. After adding the various other cost categories such as IT, laundry, medical, professional charges, and general expenses, together with the cost of scholarships and bursaries, there is not much left for further development, which is normally left to fundraising. Schools with endowment income are fortunate, as are those with well-established traditions and reputations. Location also helps and schools within easy reach of airports, motorways, intercity rail services or parental homes have advantages over those in more remote areas, attractive though their locations may be. That said, staff costs will inevitably be higher for schools in the south-east of England. Travel costs to and from school are unavoidable extras not always considered, nor are the costs of uniform, warm clothing, equipment for leisure activities, field trips, holidays and exeats, and everything connected with applications and interviews for the next stage in the education process. The next stage is, of course, in many

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

September 2016 Service Parents’ Guide to Boarding Schools 167

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 (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 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 Appleford School – MoD pays SENA Ashford School – Discounts are offered from the boarding fees of children of forces personnel. Ashville College – Armed Forces’ boarding allowance Aysgarth School – Armed Forces’ discounts Badminton School, Bristol – 20% discounts for children of Service personnel

Bethany School – members of HM Forces receive a 10% discount on the published fees

Casterton School – offers very generous financial awards for Armed Services families

Bishop’s Stortford College (and Prep School) – Financial support is available to children of serving members of the Armed Forces

Caterham School – bursaries for the sons and daughters of Armed Forces personnel

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. Bredon School offers a 10% discount on fees for service families. Brighton College (and Junior School) – one or two Memorial Scholarships for children of regular Army officers (serving or retired) Bromsgrove School and Preparatory School – generous Armed Forces’ bursaries are available, 20% discount from Years 9–13 Bruton School for Girls – 10% discount to full boarders with a parent serving in HM Forces

Bearwood College – a special fees package is available for 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

Beeston Hall School – Offers very generous financial awards to Armed Services families. Scholarships and bursaries also offered.

Cambridge Arts & Science – HM Forces’ families receive a 10% discount on parental contribution to fees

Bedford School – groundbreaking meanstested Access Award & Scholarship system offered in recognition of academic, music or sporting potential to talented boys, irrespective of background

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.

Bedstone College – Forces’ discounts available

Cargilfield School, Edinburgh – fee concessions for children of members of the Armed Forces

Barnard Castle – Service bursaries awarded

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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 ulford School – a Forces’ allowance is C 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.

Godstowe Preparatory School – offers a 10% remission to Armed Forces’ families

Kent College Pembury – offers 20% discount on fees for Armed Forces’ personnel

Gordonstoun School – bursaries available for children of serving Armed Forces’ families

King Edward’s School Witley – 10% discounts for the sons and daughters of Armed Forces personnel

Gosfield School – Service bursaries available Gresham’s School – HM Forces’ bursaries available on top of the CEA. Contact registrar@ greshams.com for further details. 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. 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

Farringtons School – 25% discounts

Handcross Park School – Generous awards are available for the sons and daughters of Armed Forces and Diplomatic Service families.

Felsted School – special bursaries for children of those in the Armed Services

Hanford School – offers generous financial bursaries for Armed Forces Families

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

Hazlegrove School – support is available to parents who are serving members of the Armed Forces

Finborough School, Suffolk – bursaries are available for families of military personnel Foremarke Hall, Repton Prep School – Means tested bursaries are available to Forces families Framlingham College – special bursaries available for the sons and daughters of HM Forces Frewen College – generous Services’ bursaries 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

Heathfield St Mary’s School – Forces bursaries available Hethersett Old Hall School – bursaries available to daughters of HM Forces personnel who satisfy the requirements of the entrance exam Horris Hill School – 10% fee discount for HM Forces children in receipt of CEA; bursaries also available 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.) Hurstpierpoint College – a limited number of external bursaries available for the children of serving members of the Armed Forces 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

Kingham Hill School – generous Armed Forces bursaries for sons and daughters of UK Service personnel 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 ing’s School Ely – awards a discount to K boarding children eligible for CEA such that the parental contribution is limited to 10% of the boarding fees 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 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 Lime House School – Armed Forces’ bursaries are available Llandovery College – Armed Forces’ bursaries available; Services families pay no more than 10% of fees

September 2016 Service Parents’ Guide to Boarding Schools 169

Paying the fees Schools offering special awards for children of personnel serving in the Armed Forces 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 Ludgrove – Armed Forces’ bursaries are available. 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 Kelly – HM Forces discounts are for children of all serving parents (not only those in receipt of CEA). 10% discount for Yr 3 to Yr13 or a 20% discount for full boarders from Yr 9 to Yr 13. Mount St Mary’s College – bursaries are available for children from Service families Moyles Court School – special Forces’ discounts New Eccles Hall School – offers very generous financial awards for Armed Services families

Queen’s College Taunton – offers generous discounts for Forces families Queen Ethelburga’s College – 20% remission on boarding fees only available for the children of serving members of the Armed Forces Queen Mary’s School, Thirsk – special bursaries for children of those in the Armed Forces Ratcliffe College – members of HM Forces receive a 10% discount in the published fees

New Hall School – HM Forces discounts

Rendcomb College – scholarships are available for Forces personnel

Norman Court Preparatory School – discounts available on boarding fees for serving members of HM Forces

Repton School – Means tested bursaries are available to Forces families.

Old Buckenham Hall School – 10% discount for children of Service personnel

Riddlesworth Hall Preparatory School – bursaries for daughters of Servicemen

Orwell Park School – Armed Forces’ bursaries available

Rishworth School – Service discounts available

Oswestry School – generous awards are available for children of Services personnel (when the child is in full-time education) Packwood Haugh School, Shropshire – boarding fees discounted by 50% on the difference between the termly rate and the CEA Perrott Hill – generous bursaries for the Armed Forces

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 Royal Masonic School for Girls – discounts available for Forces’ families Royal School Bath – 10% discount for boarders Rydal Penrhos School – bursaries for sons and daughters of serving members of the Armed Forces

Millfield – members of the Armed Forces are entitled to a military discount and may apply for additional bursaries where appropriate

Pipers Corner School – bursaries available for the daughters of Service personnel

Mill Hill School – HM Forces discounts and bursaries available.

Pocklington School – discounts available for the children of Service personnel

Rye St Antony – discounts are offered for children of Service personnel

Polam Hall – 10% Forces’ discount

SABIS International School UK – Generous bursaries and sibling discount available for Forces families

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 Monkton Prep and Monkton Senior School – Bursaries available for Armed Service families of up to 20% 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

170

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

Ryde School – Forces’ bursaries

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 St Hugh’s School, Woodall Spa – bursaries for the children of Service personnel St John’s College Southsea – Fee discount to military families who receive CEA funding. A military discount of 10% provided for military families who do not qualify for CEA funding. St John’s-on-the-Hill Chepstow – HM Forces’ bursaries available 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 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 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

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 Stonyhurst School – discounts of 22% available for sons and daughters of serving members of Her Majesty’s Forces Stover School – offers very generous financial discounts for Armed Forces children Talbot Heath School – offers financial awards for Armed Services families Taunton School – Forces families with children aged from 7-18 years receiving Continuity of Education Allowance (CEA) pay no more than 10% of boarding fees at Taunton Preparatory School or Taunton School. Taverham Hall Preparatory School – discounts are available for the sons and daughters of HM Forces

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 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 Westonbirt School – offers a very generous discount to the families of UK Armed Services personnel and members of the UK Diplomatic Services

Terrington Hall School – automatic 10% discount for Armed Services personnel. Further means tested bursaries available.

Windermere St Anne’s School – discounted to full boarding schools’ allowance

Tettenhall College – reduction in fees for the children of members of HM Forces

Windlesham House School – Armed Forces’ bursaries are available.

The Elms School, Worcester – bursaries are available for sons and daughters of Armed Services personnel

Woldingham School – offers special discounts for daughters of serving members of HM Forces

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 Hospital School – discounts are are available for children from Armed Services’ families 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)

Slindon College, West Sussex – some bursaries/discounts available for Armed Forces’ families

Tonbridge School – bursaries are available for the children of Service families on top of the CEA(Board) allowance

Stamford Endowed Schools – discounts for Service families

Trent College – discounts are available for children from Armed Services’ families

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 n

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

September 2016 Service Parents’ Guide to Boarding Schools 171

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

State Boarding Forum (part of BSA) 134–136 Buckingham Palace Road  London SW1W 9SA Tel: +44 (0)20 7798 1580  Email: info@stateboarding.org.uk  Web: www.stateboarding.org.uk

Army Families Federation (AFF) IDL 414, Floor 1, Zone 6 Ramillies Building Marlborough Lines Monxton Road Andover SP11 8HJ Tel: +44 (0)1264 382326 (Mil: 94391 2326) Email: us@aff.org.uk Web: www.aff.org.uk 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) First floor 27 Queen Anne’s Gate London SW1H 9BU 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 2016 dates: November 12 and 13 The Education Theatre at ISS London Battersea Evolution Chelsea Bridge Entrance Battersea Park London SW11 4NJ Tickets: +44 (0)203 301 0299 Email: info@schoolsshow.co.uk Web: www.schoolsshow.co.uk

Boarding Schools’ Association (BSA) The BSA is the UK association promoting and serving boarding education in both the independent and maintained sectors BSA 134–136 Buckingham Palace Road London SW1W 9SA Tel: +44 (0)20 7798 1580 Email: bsa@boarding.org.uk Web: www.boarding.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 ISCis Ireland 5 Sandycove Avenue East Sandycove County Dublin Republic of Ireland Tel: +353 1280 95454 Email: palmercarter@eircom.net 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 Scottish Council of Independent Schools (SCIS) 61 Dublin Street Edinburgh EH3 6NL Tel: +44 (0)131 556 2316 Email: info@scis.org.uk Web: www.scis.org.uk/

172

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 Independent Schools Careers Organisation (ISCO) Inspiring Futures Careers Ltd The Fountain Building  Howbery Park  Wallingford OX10 8BA Tel: +44 (0)1491 820382 Email: helpline@inspiringfutures.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) Endeavour House Crow Arch Lane Ringwood BH24 1HP Tel: +44 (0)1425 470555 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 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 Universities and Colleges Admissions Service (UCAS) Rosehill New Barn Lane Cheltenham Gloucestershire GL52 3LZ Tel: +44 (0)371 468 0468 Email: enquiries@ucas.ac.uk Web: www.ucas.com UCAS receives and processes applications for undergraduate admission to UK universities and university-sector colleges

The Educational Grants Advice Service 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 11am weekdays) Web: www.educational-grants.org 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

September 2016 Service Parents’ Guide to Boarding Schools 173

Appendix Useful contacts 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. SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) INFORMATION British Dyslexia Association (BDA) Unit 8 Bracknell Beeches Old Bracknell Lane Bracknell RG12 7BW 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. Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) c/o Helen Arkell Dyslexia Centre  Arkell Lane  Frensham  Farnham  Surrey GU10 3BL 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 Dyslexia Action House 10 High Street Egham Surrey TW20 9EA 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

174

SSAFA Forces Help, CHSS 4 St Dunstan’s Hill London EC3R 8AD 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 RELIGIOUS SCHOOLS INFORMATION 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) Laetare Ashampstead Rd Aldworth Reading RG8 9RY Tel: +44 (0)1635 578817 Email: johnshinkwin@cisc.uk.net Web: www.cisc.uk.net

Parents MUST contact CEAS before entering into any contractual agreements with schools.

CEAS Tel: 01980 618244 email: enquiries@ceas.uk.com

Appendix Useful contacts 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). 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 Boarding Schools’ Association is an associate member of ISC. The constituent associations of ISC are listed below. Association of Governing Bodies of Independent Schools (AGBIS) The Grange 3 Codicote Road Welwyn Herts AL6 9LY Tel: +44 (0)1438 840 730 Email: gensec@agbis.org.uk Web: www.agbis.org.uk AGBIS represents the interests of the governing bodies of ISC schools Council of British International Schools (COBIS) 55–56 Russell Square   London WC1B 4HP Tel: + 44 (0)203 8267190 Email: ceo@cobis.org.uk Web: www.cobis.org.uk COBIS represents accredited British Schools abroad, anywhere in the world Girls’ Schools Association (GSA) Suite 105 108 New Walk Leicester LE1 7EA Tel: +44 (0)116 2541619 Email: office@gsa.uk.com Web: www.gsa.uk.com GSA is the main association to which heads of girls’ senior independent schools belong

Independent Association of Prep Schools (IAPS) 11 Waterloo Place Leamington Spa Warwickshire CV32 5LA Tel: +44 (0)1926 887833 Email: iaps@iaps.org.uk Web: www.iaps.uk/ IAPS represents the heads of more than 570 boys’, girls’ and co-educational preparatory schools for children aged from 2 to 13 Independent Schools Association (ISA) ISA House 5–7 Great Chesterford Court Great Chesterford Essex CB10 1PF Tel: +44 (0)1799 523619 Email: isa@isaschools.org.uk Web: www.isaschools.org.uk/ ISA members include heads of some 300 preparatory, senior and all-through schools Independent Schools’ Bursars Association (ISBA) Bluett House Unit 11–12 Manor Farm Basingstoke RG25 2JB Tel: +44 (0)1256 330369 Email: office@theisba.org.uk Web: www.theisba.org.uk ISBA represents the bursars of over 800 senior and junior schools The Society of Heads 12 The Point Rockingham Road Market Harborough Leicestershire LE16 7QU Tel: +44 (0)1858 433760 Email: gensec@thesocietyofheads.org.uk Web: www.thesocietyofheads.org.uk The Society of Heads represents the heads of independent schools of all sizes, many of which have a long tradition of boarding

Headmasters’ and Headmistresses’ Conference (HMC) 12 The Point Rockingham Road Market Harborough Leicestershire LE16 7QU Tel: +44 (0)1858 469 059 Email: info@hmc.org.uk Web: www.hmc.org.uk HMC represents the heads of over 240 independent senior schools

September 2016 Service Parents’ Guide to Boarding Schools 175

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 School

Lansdown, Bath. BA1 5RG

01225 734210

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

www.kingswood.bath.sch.uk

Monkton Senior & Prep School

Monkton Combe, Bath, Somerset BA2 7HG

01225 721133

Bo(7-18), D, M, 2-18

www.monktoncombeschool.com

De Parys Avenue, Bedford MK40 2TU

01234 362216

Bo, D, B, 7-18

www.bedfordschool.org.uk

131

Horris Hill School

Newtown, Newbury, Berks RG20 9DJ

01635 40594

Bo, D, B, 7-13

www.horrishill.com

111

Ludgrove

Wokingham, Berkshire RG40 3AB

0118 978 9881

Bo, B, 8-13

www.ludgrove.net

123

LVS Ascot

London Road, Ascot, Berks SL5 8DR

01344 882770

Bo, D, M 4 /2-18 www.lvs.ascot.sch.uk

Pangbourne College

Pangbourne Reading RG8 8LA

0118 984 2101

Bo, D, M, 11-18

www.pangbourne.com 15

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, 2-18

www.cliftoncollege.com

BEDFORDSHIRE Bedford School

BERKSHIRE 17

BRISTOL 143 51

BUCKINGHAMSHIRE Stowe School

Stowe, Buckingham MK18 5EH

01280 818000

Bo, D, M, 13-18

www.stowe.co.uk

Swanbourne House School

Swanbourne, Milton Keynes MK17 0HZ

01296 720264

Bo, D, M, 3-13

www.swanbourne.org

The Old Palace, Palace Green, Ely, Cambridgeshire. CB7 4EW 01353 660707

(Bo 8-18), D, M, 1-18

www.kingsely.org

Llandudno, Conwy. LL30 1RD

01492 875974

Bo, D, M, 9-19

www.stdavidscollege.co.uk

Newgate, Barnard Castle

01833 690 222

Bo(7-18), D(4-18), M(4-18), 4-18 www.barnardcastleschool.org.uk

Stanedge Road, Bakewell, Derbyshire. DE45 1DP

01629 812734

Bo(8-13), D, M, 2-13

Blundell’s School

Blundell’s Road, Tiverton EX16 4DN

01884 252543

Bo(9-18), D(2-18), M(2-18), 2-18 www.blundells.org

Kingsley School

Northdown Road, Bideford EX39 3LY

01237 426200

Bo(8-18), D, M, 0-18

www.kingsleyschoolbideford.co.uk

Plymouth College

Ford Park, Plymouth

01752 203300

Bo, D, M, 11-18

www.plymouthcollege.com

Stover School

Stover, Newton Abbot, Devon. TQ12 6QG

01626 354505

Bo, D, M, 3-18

www.stover.co.uk

West Buckland School

West Buckland, Barnstaple EX32 0SX

01598 760281

Bo(11-18), D, B, G, M, 3-18

www.westbuckland.com

Clayesmore School

Iwerne Minster, Blandford Forum, Dorset. DT11 8LL

01747 812122

Bo, D, M, 2½-18 www.clayesmore.com

Hanford School

Childe Okeford Blandford Forum DT11 8HN

01258 860219

Bo, D, G, 7-13

www.hanfordschool.com

143

Knighton House School

Durweston, Blandford Forum, Dorset DT11 0PY

01258 452065

Bo(7-13), D(3-13), B(3-7),

www.knightonhouse.co.uk

125

www.leweston.co.uk

137 116

123

CAMBRIDGESHIRE King’s Ely

CONWY St David’s College

COUNTY DURHAM Barnard Castle School

DERBYSHIRE S. Anselm’s Preparatory School

www.sanselms.co.uk

DEVON 91 107 14

DORSET

G(3-13), M(3-7), 3-13

Leweston School

Bo, D, G 3 months-18 yrs,

Sherborne, Dorset DT9 6EN

01963 211010

M (3 months-8)

Port Regis

Motcombe Park, Shaftesbury, Dorset SP7 9QA

01747 857 800

Bo(7-13), M, 3-13

www.portregis.com

Shaftesbury School

Salisbury Road, Shaftesbury SP7 8ER

01747 854498

Bo, D, M, 11-18

www.shaftesburyschool.com

FOR FURTHER DETAILS VISIT

www.serviceschools.co.uk

KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed

176

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

EAST SUSSEX Frewen College

Rye Road, Northiam, East Sussex TN31 6NL

01797 252494

Bo, D, M, 7-18

www.frewencollege.co.uk

153

Mayfield School

The Old Palace, Mayfield TN20 6PH

01435 874600

Bo, D, G, 11-18

www.mayfieldgirls.org

137

Roedean School

Roedean Way, Brighton, East Sussex BN2 5RQ

01273 667500

Bo, D, G, 11-18

www.roedean.co.uk

www.deanclose.org.uk 89

GLOUCESTERSHIRE Dean Close Preparatory School

Lansdown Road, Cheltenham, Gloucestershire GL51 6QS

01242 258001

Bo, D, M, 3-13

Dean Close School

Shelburne Road, Cheltenham, Gloucestershire GL51 6HE

01242 258044

Bo, D, M, 13-18 www.deanclose.org.uk

Rendcomb College

Rendcomb, Cirencester, Gloucestershire GL7 7HA

01285 831213

Bo, D, M, 3-18

www.rendcombcollege.org.uk

Westonbirt School

Tetbury, Gloucestershire. GL8 8QG

01666 880333

Bo(8-18), D, G, 3-18

www.westonbirt.org

Wycliffe College

Stonehouse, Gloucestershire GL10 2JQ

01453 822432

Bo, D, M, 2-18

www.wycliffe.co.uk

Boundary Oak School

Roche Court, Wickham Road, Fareham, Hampshire PO17 5BL 01329 280955

Bo, D, M, 2-16

www.boundaryoakschool.co.uk

Forres Sandle Manor

Sandleheath. Fordingbridge. SP6 1NS

01425 653181

Bo(7-13), D(2-13), M(2-13), 2-13 www.fsmschool.com

118

Highfield & Brookham Schools

Highfield Lane, Liphook, Hampshire GU30 7LQ

01428 728000

Bo(8-13), D, M, 3-13

123

Moyles Court School

Moyles Court, Ringwood, Hampshire. BH24 3NF

01425 472856

Bo, D, M, 2 /2-16 www.moylescourt.co.uk

Rookwood School

Weyhill Road, Andover, Hampshire. SP10 3AL

01264 325900

Bo(8-16), D, M, 3-16

www.rookwood.hants.sch.uk

Sherfield School

Sherfield-on-Loddon Hook Hampshire RG27 0HU

01256 884 800

Bo(8-18), D(0-18), M, 0-18

www.sherfieldschool.co.uk

St John’s College

Grove Road South, Southsea, Hampshire PO5 3QW

02392 815118

Bo, D, M, 2-18

www.stjohnscollege.co.uk

Walhampton Preparatory School

Walhampton School, Lymington, Hampshire, SO41 5ZG

01590 613300

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

01568 782000

Bo, D, M, 5-18

www.luctonschool.org

HAMPSHIRE www.highfieldschool.org.uk

75 125

HEREFORDSHIRE Lucton School

Lucton, Herefordshire HR6 9PN

HERTFORDSHIRE Bishop’s Stortford College

Maze Green Road, Bishop’s Stortford CM23 2PJ

01279 838575

Bo(7-18), D(4-18), M(4-18), 4-18 www.bishopsstortfordcollege.org

Haileybury

Hailey Lane, Hertford, Hertfordshire SG13 7NU

01992 706353

Bo, D, M, 11-18

Queenswood

Shepherd’s Way, Brookmans Park, Hatfield, Hertfordshire AL9 6NS 01707 602500

Bo, D, G, 11-18

www.queenswood.org

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(11-18), 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

01442 824255

Bo, D, M, 8-19

www.tringpark.com

Tring Park School for the Performing Arts Tring Park, Tring, Hertfordshire. HP23 5LX

www.haileybury.com 143 63 129 147

KENT Duke of York’s Royal Military School

Dover, Kent CT15 5EQ

01304 245023

Bo, M, 11-18

www.doyrms.com

St Edmund’s School Canterbury

St Thomas Hill, Canterbury, Kent CT2 8HU

01227 475601

Bo, D, M, 3-18

www.stedmunds.org.uk

St Lawrence College

College Road, Ramsgate, Kent CT11 7AE

01843 572931

Bo, D, M, 3-18

www.slcuk.com

LANCASHIRE Rossall School

Broadway, Fleetwood FY7 8JW

01253 774201

Bo (7-18), D (2-18), M (2-18)

www.rossallschool.org.uk

Stonyhurst

Nr Clitheroe, Lancashire. BB7 9PZ

01254 827073

Bo(8-18), D, M, 3-18

www.stonyhurst.ac.uk

01509 891700

Bo, M, 16-18

www.dsfc.ac.uk

LEICESTERSHIRE Welbeck - The Defence Sixth Form College Forest Road, Woodhouse, Loughborough LE12 8WD.

FOR FURTHER DETAILS VISIT

www.serviceschools.co.uk

KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed

September 2016 Service Parents’ Guide to Boarding Schools 177

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

Monmouth School

Monmouth, Monmouthshire NP25 3XP

01600 710433

Bo, D, B, 7-18

www.habs-monmouth.org

St John’s on-the-Hill

Castleford Hill, Tutshill, Chepstow, NP16 7LE

01291 622045

Bo(7-13), M(4-13), 4-13

www.stjohnsonthehill.co.uk

Wymondham, Norfolk NR18 9SZ

01953 609000

Bo, D, M, 11-18

www.wymondhamcollege.org

01604 686 234

Bo(8-13), D, M, 7-13

www.maidwellhall.co.uk

Worksop. S80 3AP

01909 537155

Bo, D, M, 3-18

www.wsnl.co.uk

Burford School

Cheltenham Road, Burford, Oxfordshire OX18 4PL

01993 823303

Bo, D , M, 11-18

www.burford.oxon.sch.uk

Dragon School

Bardwell Road, Oxford. OX2 6SS

01865 315405

Bo(8-13), D, M, 4-13

www.dragonschool.org

Kingham Hill School

Kingham, Chipping Norton, Oxfordshire OX7 6TH

01608 658999

Bo, D, M, 11-18

www.kinghamhill.org.uk 103

Rye St Antony School

Pullens Lane, Oxford OX3 0BY

01865 762802

Bo(9-18), D(3-18), B(3-11), G(3-18) www.ryestantony.co.uk

Uppingham Rutland LE15 9QE

01572 820611

Bo, M, 13-18

Erskine Stewart’s Melville Schools

Queensferry Road, Edinburgh, Scotland. EH4 3EZ

0131 311 1000

Bo(10-18), G(12-18), M(3-12), 3-18 www.esms.org.uk

Queen Victoria School

Dunblane, Perthshire FK15 0JY

0131 310 2927

Bo, M, 10½ /11-18

www.qvs.org.uk

Strathallan School

Forgandenny Perth Perthshire PH2 9EG

01738 812546

Bo, D, M, 9-18

www.strathallan.co.uk

Bedstone College

Bucknell, Shropshire SY7 0BG

01547 530303

Bo(9-18), D(4-18), M(4-18), 4-18 www.bedstone.org

Moor Park

Richards Castle, Ludlow, SY8 4DZ

01584 872342

Bo(7-13), D(0-13), M(0-13), 0-13 www.moorpark.org.uk

121

Packwood Haugh School

Ruyton XI Towns, Shrewsbury

01939 260217

Bo(7-13), D, M, 4-13

117

Shrewsbury School

The Schools, Shrewsbury, Shropshire. SY3 7BA

01743 280552

Bo(13-18), D(13-18), M(13-18) www.shrewsbury.org.uk

Brymore Academy

Cannington, Bridgwater. TA5 2NB

01278 652369

Bo, D, B, 11-17

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

King’s Hall School

Kingston Road, Taunton, Somerset TA2 8AA

01823 285921

Bo, D, M, 2-13

www.kingshalltaunton.co.uk

117

Queen’s College

Trull Road, Taunton, Somerset TA1 4QS

01823 340830

Bo(7-18), D(0-18), M(0-18), 0-18 www.queenscollege.org.uk

109

Sexey’s School

Cole Road, Bruton, Somerset. BA10 0DF

01749-813393

Bo(11-18), D(11-18), 11-18

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

Wellington School

Wellington, Somerset. TA21 8NT

01823 668800

Bo, D, M, 10-18

113

NORFOLK Wymondham College

NORTHAMPTONSHIRE Maidwell Hall

Maidwell, Northamptonshire. NN6 9JG

121

NOTTINGHAMSHIRE Worksop College and Ranby House

OXFORDSHIRE 67 117 141

RUTLAND Uppingham School

www.uppingham.co.uk

SCOTLAND

SHROPSHIRE www.packwood-haugh.co.uk

SOMERSET

FOR FURTHER DETAILS VISIT

www.brymoreacademy.co.uk

65 113 74

www.sexeys.somerset.sch.uk www.wellington-school.org.uk

www.serviceschools.co.uk

KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed

178

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

STAFFORDSHIRE Abbotsholme School

Rocester, Uttoxeter, Staffordshire ST14 5BS

01889 590217

Bo, D, M, 2-18

www.abbotsholme.co.uk

Old Buckenham Hall School

Brettenham, Ipswich, Suffolk. IP7 7PH

01449 740252

Bo, D, M, 3-13

www.obh.co.uk

117

Orwell Park School

Nacton, Ipswich, Suffolk IP10 0ER

01473 659225

Bo, D, M, 3-13

www.orwellpark.co.uk

111

The Royal Hospital School

Holbrook, Ipswich, Suffolk IP9 2RX

01473 326136

Bo, D, M, 11-18

www.royalhospitalschool.org

180

Gordon’s School

West End, Woking, Surrey GU24 9PT

01276 858084

Bo, D, M, 11-18

www.gordons.surrey.sch.uk

Royal Alexandra and Albert School

Gatton Park, Reigate, Surrey RH2 0TD

01737 649000

Bo, D, M, 7-18

www.raa-school.co.uk 63

Woodcote House School

Snows Ride, Windlesham, Surrey GU20 6PF

01276 472115

Bo, D, B, 7-13

www.woodcotehouseschool.co.uk

Penn Road, Wolverhampton. WV3 0EG

01902 341230

Bo(11-18), D, M, (4-18)

www.theroyalschool.co.uk

Top Road, Slindon, Arundel, West Sussex. BN18 0RH

01243 814320

Bo, D, B, 8-18

www.slindoncollege.co.uk

155

Ashwicke Hall School, Bath UK

Ashwicke Hall, Marshfield, Nr Bath, SN14 8AG

01225891841

Bo, D, M, 11-18

www.ashwickehallschool.sabis.net

Chafyn Grove School

Bourne Avenue, Salisbury, Wiltshire SP1 1LR

01722 333423

Bo (7-13), D, M, 3-13

www.chafyngrove.co.uk

Dauntsey’s School

West Lavington Devizes SN10 4HE

01380 814500

Bo,D,M, 11-18

www.dauntseys.org

Salisbury Cathedral School

1, The Close, Salisbury, Wiltshire. SP1 2EQ

01722 555300

Bo, D, M, 3-13

www.salisburycathedralschool.com

St Mary’s Calne

Curzon Street, Calne, Wiltshire SN11 0DF

01249 857200

Bo, D, G, 11-18

www.stmaryscalne.org

137

Stonar School

Cottles Park, Atworth, Wiltshire. SN12 8NT

01225 701741

Bo(9-18), D, M, 2-18

www.stonarschool.com

105

The Wellington Academy

Tidworth, Wiltshire SP11 9RR

01264 405060

Bo, D, M, 11-18

www.thewellingtonacademy.org.uk

Warminster School

Church Street, Warminster, Wiltshire BA12 8PG

01935 210100

Bo, D, M, 3-18

www.warminsterschool.org.uk

SUFFOLK

SURREY 133

WEST MIDLANDS The Royal School Wolverhampton

WEST SUSSEX Slindon College

WILTSHIRE 23 111 53 28

WORCESTERSHIRE Abberley Hall School

Worcester. WR6 6DD

01299 896275

Bo(7-13), D, M, 2-13

www.abberleyhall.co.uk

Bromsgrove School

Worcester Road, Bromsgrove, Worcestershire B61 7DU

01527 579679

Bo, D, M, 7-18

www.bromsgrove-school.co.uk

123

Malvern College

College Road, Malvern, Worcestershire. WR14 3DF

01684 581515

Bo, D, M, 13-18

www.malverncollege.org.uk

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

01684 544100

Bo, D, M, 3-13

www.thedownsmalvern.org.uk

Ashville College

Green Lane, Harrogate, North Yorkshire. HG2 9JP

01423 566358

Bo(8-18), D( 3-18), 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

Barnard Castle School

Newgate, Barnard Castle

01833 690 222

Bo(7-18), D(4-18), M(4-18), 4-18 www.barnardcastleschool.org.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

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

43 143

YORKSHIRE 95 121

FOR FURTHER DETAILS VISIT

www.serviceschools.co.uk

KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed

September 2016 Service Parents’ Guide to Boarding Schools 179

GENEROUS DISCOUNTS & BURSARIES FOR SERVICES FAMILIES