BOARDING SCHOOL, Spring 2022

Part of the BSA Group

Boarding School T H E M A G A Z I N E O F T H E B O A R D I N G S C H O O L S ’ A S S O C I AT I O N

Embedding a growth mindset What is ‘attitude’ and why is it important?

The importance of health and wellbeing in boarding life BSA acquires Guides to boarding

SPRING 2022

3

Andrew Gray Communications and Partnerships Manager BSA Group

From the editor Welcome to the spring edition of

But on a lighter note, our first edition

first edition of 2022. When I started

this issue, we hear from Rhiannon

Boarding School magazine – the

putting this issue of the magazine together, I thought I would be

writing about a busy start to the calendar year and the ongoing

impact of the COVID-19 pandemic. I certainly didn’t anticipate that I’d be talking about the deeply

of 2022 is one of our busiest yet. In

Sarah Wilson, Headmistress,

you’ve yet to book your place, please

‘Embedding a growth mindset’, while Heathfield School, asks a hugely

important question: ‘What is attitude and why is it important?’.

Ukraine in recent weeks, and our

experiences as new Houseparents at

everyone affected.

While we all hope for a swift and

peaceful solution to the situation, the BSA Team continues to liaise with a range of government departments regarding Ukraine and will provide any further relevant updates to

members as and when we receive

of the year: our Annual Conference

for Heads, which will be held on May

There’s a fascinating insight from Lucy

thoughts remain firmly with

soon be time for our showpiece event

Wilkinson, Head, Ashville College, on

concerning and upsetting events which have been unfolding in

Finally, a brief reminder that it will

3-4, 2022 at Oxford Town Hall. If

click on the link above, or if you need any further information, please don’t hesitate to contact the BSA Team via bsa@boarding.org.uk.

and Ryan Newman on their

Thank you for your continued support

Lockers Park. We take a closer look at

would like to contribute to future

Sherborne Preparatory School’s ‘Pupil listeners’ initiative with Annie Gent,

Deputy Head (Pastoral), and Hayley Robinson, Deputy Head Pastoral

(Designated Safeguarding Lead – DSL), The Royal School, gives us a timely

reminder about ‘The importance of

health and wellbeing in boarding life’.

of Boarding School magazine. If you editions, please email us at

bsa@boarding.org.uk. The summer

2022 edition of the magazine is due to be published in June – if you would like to send us any content for that edition, please send us your

contributions no later than Friday,

May 13, 2022.

them. Please do contact the BSA Team with any questions via

bsa@boarding.org.uk.

The Boarding Schools’ Association (BSA) champions boarding excellence and delivers boarding support worldwide. The BSA represents more than 600 independent and state boarding schools in the UK and overseas. BSA services include professional development, government relations, communications, media, publications, conferences and events.

Front cover:Anita Wyatt, Housemistress and Teacher of Art, Shrewsbury School and BSA Artist in Residence

Contents

03. From the editor

Andrew GrAy, CommUniCAtionS And PArtnerShiPS mAnAGer, BSA GroUP

07. the imPortAnCe oF exCellenCe roBin FletCher, Ceo, BSA And BSA GroUP

08. From the ChAir

Andrew rAttUe, BSA GroUP ChAir, 2022, And heAd, St ClAre’S, oxFord

11. BSA ACqUireS GUideS to BoArdinG 12. emBeddinG A Growth mindSet

rhiAnnon wilkinSon, heAd, AShville ColleGe

18. GoinG From StrenGth to StrenGth 21. FloUriShinG in the Co-CUrriCUlUm

lee GArwood, ASSiStAnt heAd, CUrriCUlUm, FArrinGtonS SChool

25. heAdS on the move

26. to ContinUe on At SChool into Sixth Form; StArt BoArdinG or Attend A Sixth Form ColleGe?

Andrew reeve, dePUty heAd, Gordon’S SChool

33. whAt iS ‘AttitUde’ And why iS it imPortAnt? SArAh wilSon, heAdmiStreSS, heAthField SChool

35. newS in BrieF #1 41.

A roUnd-UP oF Some oF the StorieS From ACroSS the BoArdinG CommUnity

deAdline extended For BSA SUPPortinG exCellenCe AwArdS SUBmiSSionS

42. teACher wellBeinG in BoArdinG SChoolS dUrinG the Covid-19 PAndemiC

JAmeS SinClAir, ACtinG heAd oF ShellS, St edwArd’S SChool, oxFord

48. mAkinG oUr mArk AS new hoUSePArentS lUCy And ryAn newmAn, hoUSePArentS, loCkerS PArk

50. workinG toGether to ChAllenGe oUrSelveS ChriS wheeler, PrinCiPAl, monkton ComBe SChool

56. BSA CertiFied AGentS And GUArdiAnS SChemeS 58. BSA CertiFied AGent SCheme

60. BSA CertiFied GUArdiAn SCheme

62. ChAnGinG CAre to CoPe with Covid-19 – A GUArdiAn’S tAle JoAnnA winStAnley, PrinCiPAl, enGliSh CoUntry GUArdiAnS

64. tellinG the riGht meSSAGe. live PodCASt over Uk edUCAtion And Covid SitUAtion in ChineSe

eve leUnG, direCtor, elite AnGlo ChineSe ServiCeS

66. StoP. BreAthe. tAlk. liSten.

AliSon dA CoStA, ASSiStAnt heAd, heAd oF BoArdinG, dePUty dSl, rAtCliFFe ColleGe

70. PUPil liStenerS

Annie Gent, dePUty heAd (PAStorAl), SherBorne PrePArAtory SChool

74. BoArdinG liFe in the new normAl

dAvid mCkeown, heAd oF BoArdinG, SwiSS internAtionAl SCientiFiC SChool, dUBAi

81. BSA CertiFied hoSt FAmily Provider SCheme

82. the imPortAnCe oF heAlth And wellBeinG in BoArdinG liFe

hAyley roBinSon, dePUty heAd PAStorAl (deSiGnAted SAFeGUArdinG leAd – dSl), the royAl SChool

86. newS in BrieF #2

more StorieS From the world oF BoArdinG

92. how to inSPire And enCoUrAGe PUPilS’ enthUSiASm For Stem ChArlotte wilde, heAd oF PhySiCS, wellS CAthedrAl SChool

96. CUltUrAl enriChment For overSeAS PUPilS

oliver PAterSon, dePUty heAd, ACAdemiCS, And direCtor oF StUdieS, woodCote hoUSe SChool

100. BSA memBer liSt

Boarding School Magazine

To subscribe: T. +44 (0)207 798 1580 E. bsa@boarding.org.uk Editor Andrew Gray, Communications and Partnerships Manager andrew.gray@boarding.org.uk

Advertising Neil Rust, Head of Commercial neil.rust@bsagroup.org.uk

Boarding Schools’ Association First Floor, 27 Queen Anne's Gate, Westminster, London SW1H 9BU

Image courtesy of Woodcote House School

Part of the BSA Group

03-04

CONFERENCE

MAy 20

Annual conference for Heads

09:00-1

22

7:00

BSA is delighted to welcome Heads from our member schools to our Annual conference for Heads, sponsored by InnerMedia and Schoolblazer. This year the conference is hosted by Andrew Rattue, Headmaster of St Clare’s Oxford, and BSA Chair 2022. The theme for the conference this year is Leading the way and the busy programme will consider this theme in the context of boarding leadership, but also more broadly, taking inspiration from other sectors. It will also inspire delegates to consider how boarding should be “leading the way” in raising standards worldwide, both internally across boarding, but also outwardly across the care and provision for young people.

Cost Full Member - £495, Affiliate Member - £740, Non-member - £990 Cost includes: two-day conference, conference refreshments and BSA annual awards dinner.

(Please note the cost does not include hotel accommodation for anyone wishing to stay over, although a list of nearby hotels can be supplied on request) Audience Head, Principal

Venue • Conference: Oxford Town Hall, St Aldate's, Oxford, OC1 1BX • Dinner and Awards Ceremony, sponsored by Engage: Oxford University Examination School, 75-81 High Street, Oxford, OX1 4BG

V

CliCk here For more INFORMATION And to BOOK

7

The importance of excellence

Robin Fletcher Chief Executive BSA and BSA Group

In January I wrote a New Year’s blog about the importance of

excellence. Sometimes the words you write are out of date the

‘meet’ regulations such as the

class status in any complex task.”

this case, I stand by them.

for Boarding in England.

statement is that if you have just

moment they are published, but in

National Minimum Standards (NMS)

The dangers of perfectionism and in

The problem lies in thinking that

young people are well documented.

sleeping accommodation is provided

particular the pressure it can put on In a 2019 online article, authors

Simon Sherry and Martin M Smith

wrote: “Perfectionism involves striving

for flawlessness and requiring perfection of oneself and others. Extremely

negative reactions to mistakes, harsh self-criticism, nagging doubt about

meeting Standard 5.1 (“Suitable

that committing ourselves to the

items while accommodated at school”) is the same as being excellent. Clearly it isn’t.

them have been NMS compliant. But I

it becomes damaging to oneself and

And its pursuit is a great way to stay sharp, particularly in boarding.

I have written before in this magazine

about the danger of schools aiming to

do better tomorrow what we did yesterday.

members either stop boarding or

also been excellent in their boarding provision.

book ‘Bounce’ that excellence takes

with the resources and time available.

excellence is almost bound to help us

would not say that 99 per cent have

But avoiding perfectionism and

achieving the best possible standard

journey, purpose and aim of

In a sector which over the past three

Author and former UK table tennis

things. Because excellence is about

years is not actually the point, rather

boarding houses and 99 per cent of

others its value is questionable.

avoiding excellence are two different

for you to achieve excellence.

necessary personal and stationery

demanding also define the trait.” in itself in striving for perfectionism, if

school it may take another nine years But whether it takes a year or 10

(“Boarders are able to obtain

I have visited hundreds of schools and

So while there may be nothing wrong

started your first role in a boarding

for boarders”) and Standard 9.2

performance abilities and a strong sense that others are critical and

The problem of course with this

champion Matthew Syed wrote in his

years has seen nearly 40 BSA UK close altogether, and where

inspection failures are currently rising, I would argue that the time for

excellence has never been more acute.

time: “So the question is: How long do

Maybe adopting an excellence

excellence? Extensive research, it turns

will make little difference in the face

you need to practice in order to achieve out, has come up with a very specific answer to that question: from art to

science and from board games to tennis, it has been found that a minimum of ten years is required to reach world-

mindset individually and collectively

of external forces beyond our control.

The risk however of not trying for excellence may be greater still.

Leading the Way

In May this year I will have the

great privilege of chairing the BSA’s Annual Conference for Heads, the

first such gathering in person since

Andrew Rattue Principal, St Clare’s, Oxford and BSA Chair 2022

the heady pre-COVID days of 2019.

The theme for this year’s conference

is Leading the Way which seems also a good hook for this introduction to the spring edition of Boarding Magazine.

Like you, I lose track of the

Underneath all this contradiction is

And when those young people

every day by those who believe their

initiatives and political policy shifts

care from boarding professionals,

thousands of opinions expressed

views on education are better than the next person’s.

something that despite new

remains consistent and good in

thousands of schools across the

receive the best possible pastoral

that package becomes iron strong.

world – boarding.

As BSA Chair for 2022, I’d like to

charge of schools invariably cannot

It is impossible to prove the

heroes and heroines of boarding for

structures, curricula, funding or

over another, unless you can split a

Countless politicians placed in resist the urge to tinker with

policies, sometimes making little or no positive difference in the long run.

It is easy to become bewildered by it all. We are told for instance that

parents prefer smaller class sizes (naturally) but cannot refute the

performance in subjects like maths

by students in some far east schools where classes are huge by British standards.

We are told that Finland has one of

the best state school systems in the world, but that does mean we

should copy it exactly and expect the same outcomes here?

advantage of one type of schooling

child in two and get them to try both

salute all the sung and unsung

your part in helping it to ‘lead the way’ in the education world.

at the same time! But those who

While others chatter and pontificate,

boarding, went to boarding school or

do best – helping young people

know boarding schools, work in

chose boarding for their children (or a combination of all these things),

realise that as an education system

boarding can truly claim to ‘lead the way’ in its benefit for young people.

Bringing young people together from all corners of the globe to learn and live, grow up, become more

confident, and try more new things

than they ever could otherwise, is a package of positives that boarding offers regardless of politics and policies.

boarding staff get on with what they develop through the unique experience of boarding.

GroUP Gold CertiFied SUPPlier 2022

11

Part of the BSA Group

BSA acquires Guides to boarding As part of our ongoing commitment to supporting member schools in all areas of

boarding, we are delighted to announce that the BSA has acquired ‘The BSA Guide to Boarding Schools’ and ‘The Service Parents’ Guide to Boarding Schools’ and their associated websites from Bulldog Publishing. We now also own 100 per cent of Schoolplaces.org.

We will be reviewing content, style, offering and distribution to strengthen your marketing efforts and as a first step we have secured a 25 per cent discount from the rate card prices across all guides/sites for BSA members.

Links to the updated media packs for ‘The BSA Guide to Boarding Schools’, ‘The Service Parents’ Guide to Boarding Schools’ and Schoolplaces.org can be found below – please click on the images to access each pack.

As part of this, we’re delighted to welcome Neil Rust, who has joined us from Bulldog Publishing as our Head of Commercial. Neil has worked in various publishing companies on a variety of

titles within the military and school sectors and brings considerable experience to the role. If you would like to discuss advertising opportunities in either of the Guides, or with Schoolplaces.org, please contact Neil via email at neil.rust@bsagroup.org.uk.

embedding a growth mindset Rhiannon Wilkinson Head, Ashville College

13

Why a ‘growth mindset’ is a crucial aspect in the culture of a successful school.

Parents – and teachers and

governors – are often impatient

for new Heads to reveal their plan for a school, as though there is

some sort of magic bullet that will resolve all difficulties. In reality,

I believe that there are far more important aspects to

if they are to be effective, have to

documents of elaborate plans. The heart of any school

plans take time to work out and, win backing amongst all of a

school’s significant stakeholders.

developing a school than simply producing glossy is to be found in its culture and the pattern of relationships that pertain within it.

SchoolPlaces

Schoolplaces.org is BSA’s dedicated live information resource for schools, parents, and education agents.

Schoolplaces.org is designed to help agents and families easily find available school places, all in one location. And it’s also the ideal platform for schools to showcase themselves and let parents and agents know what they are offering. if you’re interested in getting your school listed on Schoolplaces.org, please email hello@schoolplaces.org.

Click here to download a copy of the school places media pack.

15

>>>

Culture is a difficult word. Academic students of the term, such as Terry

Eagleton, argue that there are more

possible definitions of the word than of any other in the English language. So,

what do I mean by the word “culture”? I interpret it as “the way we do things round here”.

And how should we do things at

Ashville? In many ways, the foundation should lie in the qualities that enable

all human relationships to thrive. They are relatively easy to state, not always easy to put into practice, but they should be our lodestars in our

behaviour towards each other: staff to pupils and parents, the “school” to

parents and prospective parents, staff to staff, pupils to pupils.

Schools are said to be “in loco parentis” while children are in school. Clearly, schools like ours cannot actually be

parents to our pupils (although House parents come close to that role with

boarders in term time), but they ought

there is no absolutely agreed way of

with fixed mindsets believe that ability

qualities they embody. A good school

up). If there was, I suppose we would

academic or otherwise, is fixed – either

in many ways to act like parents in the should be trusted. It should lead by example. It should treat all its

educating children (or bringing them all be doing it.

members with kindness. It should have

There is one aspect of culture which I

of all who are members of its

which I have ever worked, even though

high standards and high expectations community. It should be supportive

and encouraging. From time to time, it will have to point out shortcomings

have tried to embed in every school in in my younger days I would not have described it in the way it is now.

and propose ways in which they can be

A Stanford University psychologist,

should also exercise humility and the

amount of supporting evidence for the

overcome. It should be consistent. It ability to listen. We are all human.

Schools deal with that most

challenging of factors - the variety of

people – and we all have to accept that

Carol Dweck, has provided a large efficacy of what she has called “a

growth mindset.” Put very simply,

Dweck proposes two mindsets, a fixed mindset and a growth mindset. Those

and the possibility of success, whether

you can do it or you can’t. If you have a fixed mindset, you tend not to try at

tasks you find difficult. Even if you are able but have a fixed mindset, you

dislike putting yourself to the test in

case you fail, and that failure suggests

that you are not as bright as you would like to think you are or as you believe

people think you are. Dweck produces convincing evidence that fixed

mindsets have notoriously deleterious effects, effects which, I am sure if we

think about it, we have seen, perhaps in ourselves and people we know.

>>>

>>> A fixed mindset can affect girls and

boys somewhat differently. Dweck’s evidence suggests that a significant number of girls who have always

been regarded as “clever” will not

take academic risks because they do

not want to be proved wrong and be seen as “failing” and, therefore, less

clever. Politically incorrect though it may be to say it, we all know

girls/women who are quick to say: “I am no good at Maths” / “I have

never been any good at Maths” (I am probably in that number myself!).

The fixed mindset also explains the attitude of many boys – and the evidence shows that it is mostly boys – who do not try hard at

academic work because they don’t

want to be seen to fail at it, and take refuge in, for example, becoming

the class comedian. We will all recall boys who have not revised properly and make that known so that they can think: “I’d be fine if I had revised.”

A growth mindset on the other hand does not see ability or levels of

success as fixed. Instead, it tries

hard to work out why she or he has

not succeeded in what they’ve been

trying to do and sets about trying to do better next time. If you read the

biographies of Nobel Prize-winning scientists, they often seem to

possess particularly strong growth mindsets. This capacity to learn from experience is labelled

“resilience” by Carol Dweck, and it is probably one of the most

important qualities a school can

instil in its pupils. This is not to say that anyone can become a scientific genius if she or he puts her/his

mind to it. But it does suggest that

17

many people can do very much better than you might at first

assume if they learn to work out where and why they have gone

wrong, as it were, and how they can improve. It also concurs with the ideas of psychologists like Eric

Andersson whose research was popularised into the idea that

10,000 hours of practice could make

someone into a concert violinist and Angela Duckworth who has argued, again based on extensive research, that “grit”, i.e. keeping at it and not being discouraged by apparent

failure, leads to success. Their ideas are somewhat more complex than

this summary suggests. They are not saying hard work alone will

transform you into Marie Curie,

Sarah Gilbert, Artemisia Gentileschi,

Albert Einstein, Cristiano Ronaldo, or Wolfgang Amadeus Mozart, but that hard work, determination and

focused practice will make you very much better than might have been the case without it.

Of course, few people will have

exclusively fixed or growth mindsets, but I am sure that we should

encourage all our pupils to develop a growth mindset and its essential element, resilience, the ability and willingness to work out where you have gone wrong with something

and how you might do it better next time.

I have no doubt that the

encouragement of growth mindsets in pupils (and teachers) is an

essential element in the culture of a successful school.

Going from strength to strength

Wellham Boy’s School, India

19

The following schools have joined the BSA this year.

We would like to extend a warm welcome to: • Bestepe College, Turkey • The Koc School, Turkey

• St Andrew’s College, South Africa • Atlantic Hall School, Nigeria • Assam Valley School, India

• The Lawrence School, Lovedale, India • The Lawrence School, Sanawar, India • The Mayo College, India • Pinegrove School, India

• Welham Boys’ School, India • Welham Girls’ School, India

• The Scindia School, Gwalior, India

• Wycombe Abbey School Changzhou, China • Wycombe Abbey School, Hangzhou, China • Wycombe Abbey School, Hong Kong

• Wycombe Abbey School Nanjing, China For more information on how to join the BSA

please visit our website www.boarding.org.uk or email bsa@boarding.org.uk

HEALTH IN EDUCATION ASSOCIATION

Part of the BSA Group

26

FRIDAy

APRIL 2

vIRTUAL TRAINING

09:30-1

022

2:30

Bereavement and breaking bad news

At certain times we may be involved in breaking bad news or dealing with someone who is newly bereaved. This course looks at the process and support available that could be utilised to help during this period. The holder will learn skills to be able to empathize with and manage the ongoing wellbeing of the affected person. The session will teach delegates how to have sensitive conversations that may well impact on how the affected person deal with their situation or loss.

Audience Healthcare professionals, medical providers, and those with a responsibility for wellbeing.

Training topics will include • Setting the scene preparing for the conversation • Communication skills • How does a patient feel?

• Role play – a variety of scenarios will be utilized to reflect the candidates’ backgrounds on the day.

Learning outcomes • Have an awareness of the impact of bad news • To have techniques to deal with conversations sensitively and kindly • To have practiced delivering bad news.

Trainer Jane Graham, Director, Hieda Cost • Member rate: £100 • Non-member rate: £200*

V

CliCk here For more INFORMATION And to BOOK *If you would like to become a member and access discounted rates for Hieda CPD and events, please click here.

21

Flourishing in the Co-Curriculum It is a rare school that does not at least make passing reference somewhere in its mission statement to educating the whole child. Never more has this uniquely independent school raison d'être been more important than in the midpandemic landscape.

Academic achievement matters, but parents know intuitively that happy, confident, and articulate young people will only emerge from our schools through having taken part in a rich and varied co-curriculum.

Lee Garwood Assistant Head, Curriculum Farringtons School

>>>

>>>

It is a rare school that does not at least make passing reference

somewhere in its mission statement to educating the whole child. Never

more has this uniquely independent school raison d’être been more

important than in the mid-pandemic landscape. Academic achievement

matters, but parents know intuitively that happy, confident, and articulate young people will only emerge from

our schools through having taken part in a rich and varied co-curriculum.

The Floreat Activities programme at Farringtons School in Chislehurst, Greater London, seeks to offer a

hugely diverse menu of creative,

sporting, more traditionally academic and wellbeing-focussed pursuits.

Farringtons packages this offering for all students in Years 7-12 within the

existing timetable structure of a busy London day and boarding school,

ensuring a tangible sense of equal

importance being placed upon the cocurriculum. From Beekeeping to

Mindfulness, Scuba Diving to Public Speaking, our aim was to create stretch and challenge for all by

ensuring students are exposed to a wealth of opportunities they might

not normally get outside of the school gates.

Floreat, translating as “let flourish”, came about following an extensive

curriculum review amid the 2020-21 COVID confusion. A new timetable structure became the catalyst for

deepening the school’s provision in the co-curriculum. Undertaking a

forensic analysis of the school’s core academic curriculum afforded the

opportunity to examine closely the net time afforded

23 to each subject and to eventually build

greater choice of subjects into the year Nine timetable, a year in which many

students have in some senses already tentatively pencilled in their GCSE

flightpath. This key change meant that,

no substantial curriculum time was lost by any subject area across the school, allowing Farringtons the scope to

reimagine what the co-curriculum might look like.

“This was not solely about

consolidating our already impressive

offering of clubs, societies, sport and creative arts and wrapping them up within the timetable” Headteacher David Jackson asserts. “This was a

chance to be bold and ambitious and

to give students something completely new as part of the school day.” The gamble has paid off in terms of student buy-in and parental

satisfaction. In a situation mirrored across the country, many parents report that the challenges they

continue to face in the context of the

become part of the language and

building a culture in which students

available time for them to enrich their

understand its value and look forward

inevitable mistakes that are made

pandemic has led to reduction in the child’s interests beyond school. They know that their children, now more

fabric of the school. Students to their chosen weekly slots”.

than ever, need to be engaged in

Tellingly, as part of this year’s extensive

souls (and let off steam!)

places for next academic year,

pursuits that broaden horizons, enrich years Seven and Eight spend two periods of 55 minutes, on Friday

afternoons immersed in their Floreat Carousel. Incorporating through half termly rotations the chance to try

activities as diverse as the STEM Crest Award, First Aid, Music Technology, Podcasting and Archery lessons,

Floreat Coordinator, Ruth Azulay,

elaborates further: “We were all too aware of the isolating effects of the

pandemic. Like lots of young people up and down the country, what our

students really missed was daily school life and the chance to be able to try new things. Floreat has so quickly

round of interviews for year Seven

prospective parents frequently cite

their interest in what Floreat might do

for their children in the years to come.

The Farringtons Floreat programme

offers a very real sense of choice and

of independence to students, a chance to make mistakes and to learn from

them in an environment which allows them to grow. At a time when, for

many, the school environment can feel more high stakes than ever, a good cocurriculum is more than just a list of clubs and societies. A good co-

curriculum is about developing the key skills of teamwork and leadership that will serve them well both at university and in the workplace. It is about

can acknowledge those vital and

along the way in finding out who they

are, and something they see, alongside their academic studies, as being very much part of the learning journey.

DO WE BLOW OUR OWN TRUMPET? OF COURSE WE DO!

AFTER ALL WE ARE THE DESIGN AND PRINT HOUSE FOR THE BSA

25

heads

on the move...

Dan Thornburn

Marius Carney

Ruth Burke

Chris Randell

Gareth Jones

Elaine Purves

Millfield Prep

Swiss International School Dubai

Bilton Grange

Katrina Handford

Kent College Pembury

Peter Middleton

Oswestry School

Tom Hadcroft

Berkhamsted Boys

Will Goldsmith

Bedales School

Glenstal Abbey

Abbey College Manchester

Queen Anne’s School

Antonia Lee

Winchester House

David Griffiths

The Mount School york

Rob Pavis

Kingsley School

?

To continue on at a school into Sixth Form; start boarding or attend a Sixth Form college To continue on at a school into Sixth Form; start boarding or attend a Sixth Form college? At first glance they offer the same but delve in further and the opportunities provided by Sixth Forms in school, particularly boarding schools are immense.

While Sixth Form colleges may offer more freedom along with A Level study, schools provide leadership opportunities, a rigorous timetable and chance to continue with team sports. As well as academic co-

curricular options available to Sixth Form students, those in schools

can seamlessly continue with the more adventurous pursuits such as the Duke of Edinburgh’s Award Scheme or Combined Cadet Force

while benefitting from a more controlled, disciplined environment.

Choosing to board in Sixth Form further enhances the experience by introducing independent living in a supportive environment – a preuniversity taster.

At Gordon’s, students are expected to dress as if for the workplace,

and arrive punctually, in the mornings at 8.15am and for the rest of their lessons and commitments. Study periods are just that, and an

extended school day – available for all students – allows them to study, if they wish to, until 9pm.

Andrew Reeve Deputy Head Gordon’s School

?

27

>>>

Each student is assigned a House –

By the end of year 12 the tutor meetings

They are actual houses! They’re

students are ultimately taken off

either a boarding House or Day House. somewhere to congregate at break

times, relax, play table tennis – a place where individuals become family and

are becoming more UCAS-focussed and

timetable to concentrate on writing their Cv.

the relationships formed last for life.

While the curriculum is characterised by

With opportunities to continue team

qualifications, it’s layered with

sports (and learn new ones!), take up leadership roles, perform in plays,

achieve their Gold Duke of Edinburgh

a core of rigorous academic

opportunities for students to build better versions of themselves.

Award or even study for an ILM (Institute

For students wishing to apply to Oxford

qualification, it’s not all focussed on

Oxbridge clinics, the school’s Super

of Leadership and Management) academia.

Leadership roles in Houses and across the school are plentiful and introduce

applicants to the world of work. If it’s a senior prefects job they’re after, the

process involves filling in an application form, asking their Head of House for a

reference and undergoing an interview process!

The thinking behind the extensive cocurricular options is that while the

results they achieve will earn them the

job interview or university offer, it’s the

stories they can tell that will get students that job or university place.

The ‘pre-university’ work begins in year 12 with a range of events for students

and their parents. Students start to build their Cv as well as embarking on their

EPQ (Extended Project Qualification). A

or Cambridge there are dedicated

Curriculum allows for an expansion of the core curriculum, offering

competitions (such as a life-changing allexpenses paid trip to Costa Rica to take

part in a conservation project). Would-be medical students have a dedicated tutor and the chance to explore medicine

through such schemes as Meducators.

For those planning a gap year, the

school arranges a discounted TEFL

course (Teaching English as a Foreign

Language). There are also safer driving

courses, drugs and gambling awareness and careers insight talks.

In their last year at Gordon’s, prior to

leaving for university, an apprenticeship or the workplace, students take part in

an open study programme giving them the chance to reflect on themselves,

organise their time, assess and improve themselves.

weekly Liberal Arts Programme is

All students are set up for life, whichever

of international affairs leading to global

the school.

timetabled, increasing their knowledge citizens.

Independent study is encouraged and enabled with private study rooms

however extra support and help is

always at hand with clinics in academic subjects and tutor meetings.

path they wish to pursue when leaving

While offering a disciplined, community

environment with the focus on being the best version of themselves and joining in, the Sixth Form is also characterised by caring for each other.

29

“ “I would recommend Sixth Form boarding to anyone. There are always extra activities and a structure that makes you do work on time!

“I love living with other girls. There is always someone there. They’re like family and some nights it’s like having a big sleepover!”

“There are really enjoyable things you can do, like going down to the sports hall and playing volleyball, the Sixth Form quiz – that was great fun.

“When I first arrived, I was in a dormitory with other girls but now I’m in Sixth Form, there are a group of us sharing a House. While the Boarding House staff nearby are always on hand and keep an eye on us, we have our own kitchen and living room, are responsible for our laundry and keeping the house tidy!

It’s really given us more freedom and more responsibility - and it sets you up massively for university.”

Shantilly Robertson, a boarder at Gordon’s for the past three years

BRITISH ASSOCIATION OF INDEPENDENT SCHOOLS WITH INTERNATIONAL STUDENTS

Part of the BSA Group

Part of the BSA Group

Boarding School Magazine / Media Pack 2015

WEBINAR

taking a word for a walk: strategies for teaching academic vocabulary in both depth and breadth

EDUCATION LIMITED

27

WEDNE

Part of the BSA Group

SDAy

APRIL 2 022 12:30-1 3:30

Course outline In all stages of education, vocabulary is central to learning content. yet knowing which words to teach and how to teach them can feel overwhelming and time-consuming for many subject teachers. This session will begin by helping those teachers to identify words that require explicit instruction. It will then explore strategies to develop vocabulary teaching in both depth and breadth. It will conclude with activities focused on developing students as autonomous learners of vocabulary.

Training topics • Pre-teaching vocabulary prior to tasks • The role of concept checking • What it means to know a word • The importance of spaced repetition • Reading and the role of vocabulary notebooks • The teacher as a creative source: modelling a love of words.

Audience - Any subject (content) teacher looking for strategies to teach academic vocabulary Trainer - Joanna Norton, EAP tutor, Applied Creativity tutor, Teacher-Educator

Cost - BAISIS member £40 / BSA member £60 / Member additional attendee £15 / Non-member £120

V

visit https://www.baisis.org.uk/training-and-events/taking-a-word-for-a-walkstrategies-for-teaching-academic-vocabulary-in-both-depth-and-breadth/ to book now.

?

What is ‘attitude’ and why is it important ?

?

33

Carl Gustav Jung, the Swiss psychoanalyst who founded analytical psychology described ‘attitude’ as an individual’s predisposed state of mind… a responsive expression towards something, which in turn influences the individual’s thought and action’. It is something over which we have an influence.

Attitude is such a crucial attribute for students – it determines how they

react to adversity, their ability to grow and learn, overcome challenges and create bonds with others. It has an

important role to play in defining a student’s destiny – how well they

perform in school, in the working world and on a purely personal level, so it’s important that they understand that they have control over it.

The old adage ‘stay positive and good things will happen’ doesn’t always

stand up to the test – there is much

more to it than that. It’s vital that we help students understand the

influence of their attitude, how

Sarah Wilson Headmistress Heathfield School

? responding and viewing things in the right way can positively impact their

future and success - not just in exams,

satisfying.

but in all areas of their lives.

In a school with pupils from a diverse

Some students arrive at school with

mix of attitudes that can influence

incredible baseline measures but

unless they have the right attitude their predicted grades cannot be

guaranteed. Likewise, students with apparently lower predictions can

achieve well beyond what this data

suggests. Students are so much more

range of backgrounds, there is a big

students. School is about giving them

the self-belief and confidence to raise their aspirations, to personally

and when to ‘think big’, has an attitude that will get them much further and is a far better indicator for success.

And similarly, the attitude of the school is important. Choosing a school that values each individual, finds each

pupil’s aptitudes and supports them in areas in which they need help is

important too. All young people need

not always going to be ‘plain sailing’ – have to face adversity and challenge and will need the resilience to keep going when things get tough. They

always make a student feel good but it’s typically momentary. Celebrating effort is much more enduring -

recognising you worked hard, tried a

new strategy and learnt something that

develop their own attitude.

sense of independence – they are in actions. Their success is not

determined by their friends or their future employers, it is up to them.

Students with the right attitude will

recognise that if they put in the effort they will go far.

middle of the road. But she had an

foster the attitude to consider others, choose to be kind and empathetic to

their peers, support one another and learn that being part of a team can

result in performing significantly better than is possible on their own.

determination and tenacity.

Celebrating 90 per cent in a test will

with confidence. This is how they

They can do it. Likewise, we must

to positive role models. It’s crucial to and to see these attitudes in action.

and to move on into the big wide world

I always remember a quiet year 8 pupil

knowing that if they do, they will be ok.

We give our students planned

feel valued and to value other people

determine their own personal values

need the attitude to keep going,

to experience that enthusiasm and

inspiration at school and have access

find out about themselves, to

control and responsible for their own

there will be times when students will

knows when to laugh something off,

an instrumental time for children to

them.

attitude is a far greater predictor of

who is positive, has a sense of humour,

want to do in later life. School is such

We empower our students with a

and to grab the opportunities open to

Confidence is vital, but as we know, it’s

success than their IQ. A young person

consider how they sit with what they

determine where in life they wish to go

than data. They need to understand that the effort they apply and their

?

you can take forward is much more

opportunities to develop

Opportunities to try a host of new

things - even if they don’t think they are going to be successful - and to

understand that failure can be part of the process towards success. We

encourage them to reflect on their own values, how they fit with those of their friends and community and to

who was, on paper, academically

amazing attitude. Half way through the first term she decided she wanted to

become a vet and she went for it! Her positive attitude shone through, she

quietly and determinedly got stuck into everything, even if it didn’t come

naturally. Debating, drama, sport,

academic enrichment…she just kept

going. As time went on, she started to rise above her peers. She is now studying veterinary Medicine at

University having secured a place with 3 A*s, far exceeding what the data

suggested. More importantly, she is

still friends with her school peers and has made the most of all of her

opportunities. I know she will go far.

She has the right attitude.

35

NEWS in brief

#1

A round-up of some of the stories from across the boarding community

#1 >>>

NURSERY ExTENSION WORK GETS UNDER WAY

Work has begun on an extension to provide a new nursery space at Highfield and Brookham Schools in Liphook, Hampshire. The expansion is due to continuing strong demand for Early Years places over the last few years. The existing nursery space has been bulging at the seams, and the short-term fixes the school has made to house the extra children are not sustainable in the long term.

The new open-plan extension will enable the schools to accommodate all their nursery provision in one place and enable three-form entry throughout the pre-prep. It will measure around 100 square metres internally, with toilets for pupils and staff. It will also have a retractable wall to allow a space to be closed off for the youngest children when they are sleeping.

The building is expected to be completed in time for the start of the Autumn Term in September.

Brookham Headteacher Sophie Baber said: “These are exciting times for Brookham and I’m delighted that work on the extension is finally under way. It’s been several years in the planning but we know it will be very much worth the wait.

“The nursery children are already incredibly excited, and not just a little curious, about seeing all the new activity outside their window, and I’m confident that they will be just as excited come September when we move into our new space.”

#1

37

STRATHALLAN STUDENT RECRUITED BY HARVARD RUGBY SqUAD

Perthshire pupil Charlotte Gilmour will swap Scotland for Massachusetts this summer as she becomes the first student from Strathallan School to be recruited to the Harvard Women’s Rugby Team.

The 17-year-old will join the ranks of the oldest rugby club in North America when she starts the next chapter of her education at the Ivy League institution.

Charlotte, who first picked up a rugby ball when she was eight years old, said it felt surreal to be recruited for the prestigious team.

“I’m so excited to rise to the new challenge. They play a different brand of rugby in the United States so I can’t wait to head out there and get started.”

Charlotte, who was selected for the U18 Futures Scottish Rugby Squad in 2019, has balanced her love of sports with her interests in engineering

and sailing. She recently helped secure two School National Championships in goal for Strathallan 1st XI Hockey squad and has helped guide more girls into rugby and the Combined Cadet Force as the Captain of Girls Rugby and Head of the Navy Section respectively.

Off the pitch, Charlotte was awarded an Arkwright Engineering Scholarship in 2020 and as Captain of School she has taken a key leadership role at Strathallan.

Mark Lauder, Headmaster at Strathallan, said, “Charlotte’s drive and commitment makes it easy to see why she has been recruited across the pond to one of the world’s top universities.

“Ever since she joined us, Charlotte has been an outstanding student, leading on initiatives and exemplifying our core values and school motto: hard work conquers all. Well done, Charlotte, we cannot wait to see what you do next.”

>>>

#1 >>>

DAUNTSEY’S WELCOMES WORLD-LEADING PERCUSSIONIST DAME EVELYN GLENNIE

Dauntsey’s has welcomed Dame Evelyn Glennie to deliver the first of the School’s Mercers’ Lectures of 2022.

As one of the world’s leading percussionists, Dame Evelyn has received more than one hundred international awards; including an OBE, two Grammys, the Polar Music Prize, the Companion of Honour and a BAFTA nomination.

She is renowned for leading a thousand drummers in the Opening Ceremony of the London 2012 Olympic Games.

Dame Evelyn used her opening piece, Restless – played on a marimba – to introduce her topic of the difference between ‘translation’ and ‘interpretation’ in music. She gave an anecdote from her youth about a teacher’s improvisation exercise which required her to play how a tractor ‘feels’. She explained that a tractor could feel a variety of different ways, depending on its state and surroundings: there is no one way to play how a tractor feels.

Prior to the lecture, a group of Sixth Formers had the opportunity to meet Dame Evelyn for an informal question and answer session. The excitement among the students was palpable as they talked about their shared passion for music.

Caity, one of the students who attended the lecture and took part in the informal session, said; “It was a great privilege to spend an evening in Dame Evelyn’s company, and to listen to her perform on snare, marimba, and tam tam, amongst other percussion instruments. To hear her play Steve Reich’s clapping music as a solo piece, something that would normally require two performers, was astounding.

“It was truly inspiring to be in the presence of a woman of such undisputed talent, passion and integrity, and to hear her play and talk about her love of music.”

#1

39

MAIDWELL HALL TO MERGE WITH UPPINGHAM SCHOOL

From September 2022, Maidwell Hall Preparatory School (Northamptonshire) will be merging with Uppingham School (Rutland).

Maidwell Hall and Uppingham School are two schools wholly aligned in their values and this merger builds on their long-standing relationship.

Dr Richard Maloney, Headmaster of Uppingham School, said: “Uppingham and Maidwell Hall have a shared educational ethos and vision. Fundamentally, at the heart of both of our schools is a belief in the importance of a holistic education for our pupils. There will be strength in our union.”

Mr Crispin Holborow, Chair of Governors at Maidwell Hall, said: “Anthony Rendall will absolutely embrace the ethos and style of education that Maidwell has come to embody. As he takes over as Head, he will lead our new relationship with Uppingham School and take full advantage of the opportunities a future alongside them will bring.”

The merger will take effect from 1st September 2022, ahead of the beginning of the 2022-23 academic year.

Maidwell Hall will commence this new chapter in their history under the leadership of Anthony Rendall. Anthony, currently Deputy Head at the Elms Preparatory School (Herefordshire), was appointed in 2021 to succeed Robert Lankester who retires in the summer, after 21 years of dedicated service to Maidwell.

>>>

#1 >>>

SINGING SENSATION SET TO TAKE CENTRE STAGE

Brentwood School singing sensation Murray Peat has been awarded a coveted place as a vocalist in the National Youth Jazz Orchestra (NYJO) academy vocal team.

The 15-year-old Scholar, who has high musical aspirations, is now one step closer to his dream of taking the stage at the world-renowned Ronnie Scott’s Jazz Club in Soho.

As part of the NYJO team, Murray will hone his skills in everything from microphone technique to repertoire and reading and jazz interpretation.

Vocalists also have the opportunity to sing with the Academy Big Band and work in a jazz vocal ensemble.

Murray, who is in Year 11, said: “When I found out I had been awarded a place I was very pleased and also very excited as at the taster day I’d had so much fun. I really enjoyed the atmosphere and just making music there and meeting some amazing other jazz musicians.

“I started singing when I was young but it wasn’t until I became a student at Brentwood in Year 7 that I realised

how much I loved music and I think that’s due to being exposed to so many amazing opportunities. Brentwood has also meant I have experienced so many different genres of music. I really enjoy choral music and musical theatre, however, it’s jazz that I really love and performing with the School Big Band is one of the scariest and most exciting achievements I’ve ever experienced.

“The great thing about being a vocalist is that practice is so easily accessible. I personally think the best way to practice and to learn is through applying musical techniques to songs I’m genuinely considering performing, or practising with a goal/deadline in mind. I also really do love accompanying myself on the guitar and writing music and exploring music through the guitar.”

The NYJO place is another step along Murray’s road to stardom. He said: “In the long term, I want to be a jazz singer. I want to develop my theory knowledge and experience performing in a band setting; my biggest goal is to perform at Ronnie Scott’s and I want to perform with the Jools Holland Big Band.” And, who would bet against him!

Deadline extended for BSA Supporting excellence Awards

2022

We’ve extended the deadline to enter

Robin Fletcher, CEO of the Boarding

• Boarding Innovation Award

Awards, sponsored by Engage - you

said: “Our annual awards give us an

• Most original activity during National

April 1, to send us your submissions.

member schools, and recognise the

this year’s BSA Supporting Excellence now have until the end of Friday,

First held in 2018, the BSA Supporting Excellence Awards celebrate the achievements, hard work, and

dedication of schools and individuals to boarding, and reflect BSA Group’s

mission of ‘Supporting excellence in

boarding, safeguarding, inclusion and health and wellbeing’.

For 2022, the awards have again grown, with two new categories being

introduced: ‘Best New INDEX (Inclusion and Diversity Excellence) Initiative’ and

Schools’ Association and BSA Group,

opportunity to support excellence in our dedication of staff members and

everything they do to support boarders.

“Ever since our awards were launched, they’ve proved extremely popular with our member schools. In 2021, we

• Supporting International Boarders Award

• Supporting Junior Boarders Award

• Wellbeing & Mental Health Initiative Award

• Working with vulnerable Children

brand-new categories being introduced

• Khadija Saye Photography Award

almost 200 submissions. With two

this year, we hope 2022 will be our

biggest yet, and I’d like to thank Engage for once again sponsoring the awards.

We look forward to seeing your submissions.”

Full list of BSA Supporting Excellence

The winners will be announced at this

• Best Community work via BSA ‘On

Heads, which takes place on May 3-4.

Boarding Week Award

• Stephen Winkley Award

received a record number of entries:

‘Best Artwork Project’.

year’s BSA Annual Conference for

• Boarding Research Award

Awards categories for 2022:

Award

• International School of the year Award

• Outstanding INDEX (Inclusion and Diversity Excellence) Leadership Award

• NEW: Best New INDEX (Inclusion and Diversity Excellence) Initiative Award

• NEW: Best Artwork Project Award

Board’ initiative award

For more information on how to enter

Refurbishment Award

category, please visit the Awards page

• Boarding House Extension or

and the judging criteria for each award of our website.

Teacher wellbeing in boarding schools during the coVid-19 pandemic

As the recent emergence of the Omicron variant has demonstrated,

as a society and as a world at the start of 2022, we are sadly still very much grappling with the challenges of the COVID-19 pandemic. The effects of the virus, and the plethora of lockdowns and restrictions which have followed from it, have been manifold, not least on the education sector. In this context, the task of promoting the

wellbeing of teachers has never been more important. The objective of providing an outstanding education for young people depends entirely on both the recruitment and retention of outstanding members of staff, who alone can deliver this education.

Unfortunately, evidence from the last decade or so would suggest that early career teachers especially are increasingly leaving the profession within the first five years of teaching, and in many

subjects, it has become difficult to attract the right staff (Viac & Fraser, 2020). Moreover, very little if any research has been

completed examining directly the wellbeing of teachers in the boarding school setting in particular.

For these reasons, I decided to research teacher wellbeing in boarding schools during the COvID-19 pandemic, in completion of my Master’s

degree in education at the University of Cambridge. I aimed to collect data to discover: firstly, how teachers in the boarding school sector defined

their wellbeing; secondly, what the main factors were which influenced their wellbeing; and thirdly, what the impact was of the COvID-19

pandemic on their wellbeing. I interviewed ten teachers in May 2020, during the first lockdown, at an Oxfordshire boarding school. My

interviewees each taught a different subject, ranged from newly qualified teachers to those approaching retirement, and were equally split by

gender. These interviews were completed online, due to the restrictions in place at the time. I utilised a Grounded Theory approach (Charmaz, 2014) in my methodology of data collection and analysis.

43

James Sinclair Acting Head of Shells St Edward’s School, Oxford

Arising from my analysis of the data, I

Categories

Positive sense of

Negative sense of

happiness, in pursuit of their priorities

Performance and

Performing well in the

Performing badly in

emerge for this research question

job

obtained the following findings. The

teachers whom I interviewed defined their wellbeing as provisional

in life. The most significant themes to

included the importance of life outside

engagement in the

wellbeing arises job

wellbeing arises the job

of school and the individualised nature

Support from others

Feeling supported

Feeling unsupported

expressed it:

Dissociation of the

Sense that I have an

Sense that I have no

from the job

work

work

of wellbeing. As one of my interviewees “I think wellbeing is about having a

good balance between different areas of your life. So, making sure that you

have space for friends, that you have

space for interests outside your work.”

With regard to the most important

factors which influence the wellbeing of teachers, in my analysis of the

interview data, I derived a number of categories. Each category was

delineated on a positive to negative

scale, as expressed in the table below

teacher’s identity

identity outside of my

identity outside of my

Feeling of being

Feeling valued and

Feeling undervalued

Autonomy and

Feeling in control

Feeling no sense of

Altruism and

Sense of helping others

Feeling worse off than

without it

helping others

valued and trusted Empowerment

Awareness of others

trusted

both within job and

and lacking in trust control

others, and no sense of

by reference to the most significant categories:

>>>

>>>

For my third research question,

pertaining to the impact of the COvID19 pandemic on the wellbeing of

teachers, I discovered that the overall

impact of the pandemic was negative.

More precisely, my interviewees

suffered from the overreliance on

technology, reduced autonomy and

mood, the response to radical change and a perception of impoverished

pedagogy. One interviewee expressed these feelings succinctly:

“But it’s been really hard to with the pupils. i find that, as on quite a level of personal re really hard to send out a qu nothing back except silence, a really hard in this lesso

o not have actual interaction s a teacher, the way i work is elationships… Sometimes it’s uestion into the void, to get and you’re saying: ‘i’m trying on’… it’s been tough.”

45

These findings present a snapshot of life at a particular juncture in the

experience of the pandemic. Their

generalisability is limited by the smallscale, case study nature of the

research. However, they capture the lived experience of a collection of

teachers in the boarding school setting, and add to the literature in this area.

There is a kind of ‘fuzzy generalisation’ (Bassey, 1998) in a case study such as this, which allows the reader to

compare the findings of my research with their own circumstances.

I am particularly interested in the

findings for the most significant factors which influence the wellbeing of

>>>

>>>

teachers. I am fascinated to learn more about the categories of “support from others”, “dissociation of the teacher’s identity from the job” and “altruism and awareness of others”. It would seem to be vital that teachers feel

sufficiently supported, that they have a clear identity dissociated from their job, and that they feel motivated to

help others, both professionally and

personally. Those working across the

boarding school sector may well wish

to consider how they may foster these

positive attributes among staff, as well

as minimise their opposites. If we raise awareness of the major aspects of

teacher wellbeing, as well as shift our

perspective on it, I am hopeful that this should lead to action being taken to improve outcomes.

References:

Bassey, M. (1998, September 28). Fuzzy Generalisation: An approach to building educational theory.

British Educational Research Association Annual Conference, Belfast. http://www.leeds.ac.uk/educol/documents/000000801.htm

Charmaz, K. (2014). Constructing grounded theory (2nd edition.). SAGE Publications Ltd.

Viac, C. & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis (OECD Education Working Papers No. 213). https://doi.org/10.1787/c36fc9d3-en

SAFEGUARDING AND CHILD PROTECTION ASSOCIATION

Part of the BSA Group

virtUAl CONFERENCE:

themes and action 28 APRIL 2 022 points from the 09:00-1 7:00 iiCSA final research report into residential schools

THURSD Ay

Following our earlier one-day conference encouraging members to be proactive in their responses to the initial review of major themes and key learning points from the residential schools’ investigation as part of the Independent Inquiry into Child Sexual Abuse (IICSA), BSA and Sacpa, again in association with independent safeguarding expert, Marcus Erooga, have prepared an opportunity for members to focus and consider the final investigation report, scheduled for publication on March 01, 2022. This one-day conference has been put together to support members in their efforts to improve standards and provision, especially relating to areas of practice around responding and managing allegations of sexual abuse, and the wider safeguarding culture of the community. This one-day conference will be running virtually via Zoom. Joining details will be sent out to delegates 24-48hrs before the conference with clear instructions.

Audience Governors, Heads, SLT, DSL and other key safeguarding staff, of residential schools, and other professionals interested in learning from the findings of the enquiry into residential school settings.

Cost Member rate: £185 / Non-member rate: £370*

CliCk here For more INFORMATION And to BOOK

V

*If you would like to become a member and access discounted rates for Sacpa CPD and events, please click here.

making our mark as new houseparents Two terms in, two new Houseparents share how they’ve explored and established a successful boarding environment.

When we first joined Lockers Park as teachers, we both loved the

boarding element of the school, and how it gives our community an

international, family-like feel, not to

Lucy and Ryan Newman Houseparents Lockers Park

mention opening up amazing

opportunities for our pupils. It was only a matter of time before we

wanted to take on a Houseparent role.

In January 2021, shortly after hearing of our success in securing the role of Houseparents for Summer 2021, the

attributes which were important to us and the environment we would like to create.

opportunity arose to attend the BSA’s

Now almost a year on from attending

House’ run by BSA Senior Consultant,

running a Boarding House, we’ve learnt

course, ‘Taking on a new Boarding

Mark Robinson. The course proved to

be an invaluable source of professional development for those new to a boarding role.

It quite quickly became clear from the

that course, and over two terms into

a huge amount, and are proud to have established a successful boarding

ethos, that is generating great results

for our Boarding House, and is popular with our pupils.

opening session of the course that our

Our take on the foundations of success

boarding ethos and discover what is

three categories: creating a family feel;

most crucial task was to create our

important to us. We were asked, ‘If I don’t know what you’re selling, why

would I buy it?’ We decided to research other Boarding Houses in the country to brainstorm and decide upon the

to boarding at Lockers Park fall into

building a pathway to independence; and, encouraging boarding for all.

A FAMILY FEEL

For boarders to thrive whilst living in school, they need the boarding staff and wider community to be their

family. We’re fortunate to have an

experienced team around us, and our purposefully small community means

that each child can get a great amount of personalised attention and support each day, just as they would at home.

This family feeling grew within our

House when we recently welcomed our

baby son, Kit, into the world, in our first term as Houseparents. We became

new parents in more ways than one!

Kit has quickly become a firm favourite in the House and on a recent weekend walk to the local park and sweet shop,

our boarders waited patiently for their turn to push the pram! It is so

important to us and our boarders, that

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49

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they feel that they are a part of our family, as well as the school community as a whole.

A PATHWAY TO INDEPENDENCE

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professional golf; and in professional

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Both of us have a background in

sport, goals and paving a pathway to success is necessary for continual

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improvement. So we have introduced a

2'0"16."5'1('$%7-0-%7-%8-'

our care develop their independence

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pathway system to help the pupils in and skills, whilst providing irregular and non-boarders with an exciting reason to give it a try.

Our Boarding Pathway is achieving

9%8()*"&$%&':("*7$%&'3(*'"44'

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Lockers Park BSA Article.pdf 2

22/02/2022 12:54

great results and generating much

enthusiasm from the pupils. Every boy in the school has their own Boarding

Passport and each year group contains seven goals or targets to get ticked off.

As an example, a year 8 pupil is tasked with leading a boarding meeting and hosting an event for younger boys.

When a pupil successfully completes all

#

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their targets by the end of the school

year, they are invited to our Boarding Bonanza event.

Alongside this, we have changed the

New events targeting different age

to include tangible prizes from our

popular and have attracted first time

reward system in the Boarding House Boarding Box when boarding stars are achieved for good behaviour,

citizenship and kindness, in line with our school’s code of conduct.

Winston Churchill said ‘to improve is to change, to be perfect is to change often’; these new initiatives have brought about excitement and

groups and interests have proven

and we will look to continually make

changes and bring new ideas to ensure we are ever evolving for our pupils.

After two terms, we have identified the

#

01%2,C#8,#'4,#(1-#91>);(@#,?,(;(@#'&5;?;5;,2#2%&9#'2#),='5;(@#'()#8'49'..,4#'2#-,>>#'2#=4;(@;(@# creating a family atmosphere, building # pupils in year 5 and above stayed ='&6#'#54';(#411.#-;59;(#59,#!1'4);(@#01%2,^'(#'&5;?;5"#-;59#@4,'5#9;2514"#'5#$1&6,42#7'46C#M9,2,# pupils’ independence, and introducing during the Autumn Term. # ,?,(52#'4,#;(#'));5;1(#51#59,#54');5;1('>>"#313%>'4#(;@952#1:#L_'46#M1-,4K#'()#LM9,#U,'25CK# a wide range of events to encourage #

‘House of Hogwarts’, ‘Halloween Havoc’

boarding across the school, have been

some of our popular nights, and

continue to succeed and develop? In

and ‘Battle of the Boys’ have been

opening up our weekend trips for all day pupils, has brought new life and variety to the House. We are now

holding evening activities such as

debating and Warhammer as well as

bringing back a train room within the

Boarding House—an activity with great

need to offer an extensive activity at Lockers Park. These events Lockersand Park BSA Article.pdfhistory 3 events programme to cater for all our

Feast.’

So far in our journey of leadership and boarders into the House as part of our L01%2,#1:#01@-'452K/#L0'>>1-,,(#0'?1&K#'()#L!'55>,#1:#59,#!1"2K#9'?,#=,,(#21.,#1:#1%4#313%>'4# management of a Boarding House, flexi programme. In fact, 82% of all (;@952/#'()#13,(;(@#%3#1%4#-,,6,()#54;32#:14#'>>#)'"#3%3;>2/#9'2#=41%@95#(,-#>;:,#'()#?'4;,5"#51#59,#

Lockers Park BSA Article.pdf 5

enthusiasm in the Boarding House,

popular nights of ‘Dark Tower’ and ‘The

Lockers Park BSA Article.pdf 4

are in addition to the traditionally

top of our priorities. But, how do we our case, two Houseparents may be 22/02/2022 12:54

better than one when it comes to

bringing ideas and making plans for the future. However, it is with the

teamwork and support of the wider

staffing body and community that a

plan can really be put into place, new ideas can be shared and an

environment can really flourish.

22/02/2022 12

Chris Wheeler Principal Monkton Combe School

In the world before COVID, ISC chief executive Julie Robinson and I were

discussing how to make it easier for busy independent school heads to engage

in partnership with our maintained sector colleagues. There seems to be consensus about the value of these relationships, but actually building them

is hard for many school leaders. Very quickly it drops down the list of things

that need to be achieved, the urgent trumps the important and as a sector we continue to be portrayable as selfish, aloof, or at worst, elitist.

t

Working together to challenge ourselves

51

>>>

>>>

Where some of our better resourced

your swimming pools’. This is a gross

other and the education system as a

who develop partnership work, for

misevaluation, of what we could offer

this group is made up from 500

colleagues can afford deputy heads many independent schools

progression is more challenging. Our maintained school colleagues are, in

many of our immediate surroundings, competitors; resources in ISC schools are very different from context to

context; many heads reach out to state school colleagues and find heads who are so overstretched that these

underestimation, and in many cases and that message did begin to get

through, but now we need massive

sector-wide evidence of what we are achieving. As long as we defend ourselves, rather than securing

advocacy of our value from those who have worked with us, we will never shift the narrative.

whole. A membership organisation, maintained schools across England and one independent school:

Monkton. It was a bit of a leap of faith.

The group operates through two

means; a local hub who meet, share

training and link staff members across schools and an annual quality assurance review.

approaches are ignored or rebuffed. At

Julie introduced me to the CEO of

The local hub is a good way into

advisor for education, the request

schools which supports collaboration

may be a little further than your

a meeting with Number 10’s special

again came for us to ‘allow us to use

Challenge Partners, a network of

between partners to improve each

engaging with other local schools who neighbour. Our local hub is 20 miles

53

away in Wootton Bassett but the

inspection. The experience, however,

questions in areas we felt more

communication has made it much

ISI might offer and takes us back to the

team explored these over three days.

advent of stronger technological

easier to be part of the group. They offer great training and support

programmes and teachers have

enjoyed working together on various projects.

was completely different to anything charming world of school inspector

Gervase Phinn, when observation of others was genuinely about school improvement and partnership sits central to making it work.

Even more powerful, however, was the

The review team was made up of a

review is not built into inspection in the

current school leaders from across

QA review. For state schools, peer

same way; for us, of course, it is the

norm through ISI. My senior team were inevitably a little uncertain about the idea of volunteering for additional

former Her Majesty’s Inspector and six England, each in their own unique

context. The key difference is that the

review is a collaborative exercise - done with not done to. We shaped some

feedback would be valuable and the The level to which they understood

who we are and what is important to us was impressive but perhaps even more so was how powerful it was to share common ground. This was

ground-breaking space - ditching the

stereotype of an independent school deigning to condone a local partner

with its tremendous resource, we were vulnerable with our partners, open to

their ideas and keen to learn from one another.

>>>

>>> This article first appeared on the Monkton Combe School website

55

The impact was extraordinary. In just three days our review team built

meaningful relationships with staff and

pupils, offered huge encouragement for the areas we are doing well and offered tailored and thoughtful solutions that

might make us ‘even better if...’. As they left the school the team were keen to keep in touch, to build further

partnership and to do more together; with a fair wind and a COvID-ly

cloudless sky, we are already planning to run pupil exchanges across the

country as well as begin discussing

curriculum development and how to support wider co-curricular

programmes in different contexts.

Our experience of Challenge Partners was so positive I would now

characterise our staff response in the

words of Gervase Phinn: “Well, that’s a rarity, I thought – a teacher actually

wishing to be inspected.” We have an

exciting list of what we might do next,

an enthusiastic team of senior leaders keen to go out on their visits and have built meaningful relationships with

maintained schools in other parts of the country who genuinely understand who we are and what we are about. We

might not be at advocacy yet, but I hope it won’t be long as we continue to build

relationships with an increasing number of schools who know that we are not

selfish, aloof or elitist and want to travel together. Because otherwise it can be a lonely road.

If anyone would like to know more, please do contact me at

principal@monkton.org.uk and I would be happy to share our

experiences and offer introductions to

the CP team. Based on our experience, it could be one of the most

transformative experiences you can

offer your staff, your pupils and your school.

BSA Certified Agent and Guardian schemes The BSa certified agent and guardian schemes continue to grow, providing reassurance for schools and families.

The schemes’ training and certification programmes

assure BSA boarding schools they are dealing with educational

guardians and agents who have the highest standards in the

safeguarding of children, safer

child, with 74% relying on an agent’s

certification. And that’s what our

and host families, knowledge of the

agent has integrity and knowledge of

Similar to the criteria agents are

recruitment and training of staff

UK education system and careful liaison with parents and schools.

The schemes are a clear

recommendation, so making sure the the school and family is what the scheme aims to do.

demonstration to BSA boarding

“With our Certified Agent scheme,

of the educational agents and

diligence on an agent that schools

schools of the quality and intention guardians who reach certified status.

With both schemes launching just over a year ago, currently 48 agents and 41 guardians have signed up, with more joining all the time.

Caroline Nixon, International and

Membership Director, BSA Group, said: “The importance of finding a suitable

we’re essentially doing the due

need to do to maintain their sponsor status, saving our members a huge

choosing the right school for their

parents, pupils, and show that they meet our strict assurance

requirements for all aspects of safeguarding.

guardians, as those who are certified

checks on parents; recommend

schools which are right for individual students, and maintain the highest

standards of integrity in placing and supporting each child.”

Group, said: “Again, looking at our

major influence when it comes to

around their interaction with schools,

the UK education system; carry out

demonstrate a clear understanding of

and parents, but it’s an absolutely vital last year told us that agents have a

demonstrate the highest standards

“Certification comes with many

Ammy Davies-Potter, Director of

one. Our survey of Chinese parents

required to meet, guardians have to

amount of time. We ensure agents

educational agent means it can be a

time-consuming process for schools

Certified Guardian scheme provides.

Guardianship and Inclusion, BSA

survey of Chinese parents, 82 per cent of respondents highlighted the

importance they placed in having assurance around a guardian’s

benefits for both agents and

get access to BSA membership, are listed on the BSA website, receive

regular updates from BSA on training and changes to legislation, and two

free places annually on BSA training

days, as well as discounted access to

other events such as BSA conferences,

events and training. Regular checks are

also undertaken to ensure the needs of schools and clients continue to be met.”

57

For more information about the

scheme, please visit the Certified Agent Scheme page of the BSA

website. For a full list of BSA Certified

Agents, please go to page xx (add page number).

For more information about the

scheme, please visit the Certified

Guardian Scheme page of the BSA

website. For a full list of BSA Certified Guardians, please go to page xx (add page number).

The following organisations have achieved BSa certified agent status since the last edition of the Magazine was published: HKIES Overseas Education Centre (Hong Kong) Prime UK Education (China)

A very warm welcome to the BSA family to you both.

59

BSa certified agents: Abby Plumb Education Guardian Service (China and Hong Kong) (Certified Agent and Certified Guardian) Academic Asia (China) Academic Families (worldwide) (Certified Agent and Certified Guardian) Akademis (Germany, Austria, Switzerland) Aston Education (Hong Kong) @School-in-UK (Russia) Baltic Council for International Education (Latvia, Lithuania, Estonia & Poland) Barbara Glasmacher Internationale (Germany) BeGo Education (China) Better School! Internatsberatung (Germany) Beyond Education (Spain) Blue Dot Education (South America and Italy) (provisional) BOSSS UK (China) Britannia StudyLink (Hong Kong) British United Education Services (Hong Kong) Carfax Consultants (Worldwide) Chamberlain Educational Services (Hong Kong and China) Cherry Education Consultancy (China) Connexcel (China) (Certified Agent and Certified Guardian) Crest Education (China) Dickinson School Consulting (Germany and worldwide) EduExcellence Consulting Services (China) Edukatus (China, Hong Kong, Singapore) Genesis Education Planning (China) (Certified Agent and Certified Guardian) Global Education Tumulka (GET) (Germany) Golden Apple Tree (China) HKIES Overseas Education Centre (Hong Kong) i-Learner (Hong Kong) InterGreat Education Group (China) IQ Consultancy (Russia) ITEC (Russia) J3 Group (HK) JD Consultancy (China) (Certified Agent and Certified Guardian) Mark Brooks Education (Ghana, Nigeria, worldwide) Meridian Group (Latvia) Overseas Personal Development Services (China) Prime UK Education Panoba (Nigeria and Saudi Arabia) Prime UK Education (China) QED Education Group (China) Rise Smart Overseas Education Centre (Hong Kong) Sarah Jochums Internatsberatung (Germany) School Britannia (France) Sino-UK Arts & Cultural Bridge Ltd (China) The Independent Education Consultants (worldwide) The Watanabe Office (Japan) UK Academics & Guardianship (UKAG) (China) UK Education Guide (Middle East, worldwide) UK Tuition Services (China) (Certified Agent and Certified Guardian).

For more information on the BSA Certified Agent scheme, please visit our website.

The following organisations have achieved BSa certified guardian status since the last edition of the Magazine was published: Carfax Guardians Hyde Global Education Robin Education

A very warm welcome to the BSA family to you all.

61

BSa certified guardians: Abby Plumb Education Guardian Service (Certified Agent and Certified Guardian) Academic Families (Certified Agent and Certified Guardian) Access UK Education Alpha Guardians Amber Education Belgravia Guardians Berkeley Guardians Boarding Schools Ireland Cambridge Guardian Angels Carfax Guardians Clarendon International Education College Guardians Connexcel (Certified Agent and Certified Guardian) Cotswold Guardians Edinburgh Guardian Angels Education and Exchange in Europe (provisional) Elite Anglo-Chinese Services English Country Guardians Gabbitas Genesis Education Planning (Certified Agent and Certified Guardian) Great British Guardians Guardians International Support High Schools International Hostlink UK Hyde Global Education International Student Guardianship Ireland (ISGI) (provisional) IQ Consultancy (provisional) (Certified Agent and Certified Guardian) JD Consultancy (Certified Agent and Certified Guardian) Overseas Personal Development Services (Certified Agent and Certified Guardian) Redoor Education (provisional) Regent Guardians Robin Education St George’s Guardians Scottish Overseas Guardianship Association (SOGA) (provisional) See World (provisional) Study Links The Guardian Family Network Trusted Guardianship UK Guardians UKGuardianship UK Tuition Services (Certified Agent and Certified Guardian) UM Education (provisional) ying Lang Guardian, Glamour Edu Ltd

For more information on the BSA Certified Guardian scheme, please visit our website.

Changing care to cope with COVID-19 – a Guardian’s tale

63

Guardians care for students when schools are closed.

Typically students will stay with a host family, but during the pandemic this has not always been possible. Good Guardians have made provision to ensure that their students always have safe accommodation available and excellent care when schools are closed.

Joanna Winstanley Principal English Country Guardians

Throughout the pandemic English

unique experience. I am sure none of

to work closely with Cobham Hall

2021!”

Country Guardians have been pleased School, Kent. The school has allowed

us will ever forget ECG Christmas

us access to their site so we can

As a standard procedure ECG take

place to stay during the major school

we became concerned on Day 2 when

guarantee ECG students have a good holidays if they cannot fly home. We aim to create a relaxed family

atmosphere, provide trips or optional

activities each day and encourage our students to relax, study and enjoy the unlimited access to sports and music

facilities. It has been wonderful to see our students coming together and building friendships with other

international students during their school holidays. Our parents have

been relieved that their children have spent a productive holiday in a beautiful, safe and secure environment.

To provide good care for students,

Guardians have had to adapt quickly to changes in the virus and government

regulations. On 14th December 2021 I

student temperatures twice daily, and we found raised temperatures in 2

students. Another LFT confirmed our

worst fears. Omicron had just arrived in the UK and now we had it in the

camp. Fortunately we had a COvID-19 Plan and were able to cope well with the situation. The COvID-19 positive

students moved rooms; Cobham Hall

kindly gave us access to further rooms for isolating close contacts; our

Chinese co-ordinator came and

prepared amazing home-made food

for our COvID-19 casualties who could not enjoy our main programme; we

introduced daily LFT for everyone; the ECG team spent a day arranging PCR

tests for the entire group to ensure we had captured all the cases. Within a

few days we had contained Omicron.

calls we managed to put all the ideas together.

I brought my tree from home, the

students enjoyed making home-made decorations and in no time the

boarding house was transformed!

Thanks to support from Cobham Hall

School, ECG could deliver an incredible

and unforgettable Christmas Day. After some students attended a morning

service in the beautiful village church,

we dressed for dinner. We had formal drinks in the library followed by the most amazing Chinese family style

dinner in the beautiful Gilt Hall. We had planned to eat hotpot in London but instead the restaurant prepared a

delicious home style take away meal specially for us. After a post dinner

rest, the students had a lot of fun and laughter playing “Stations” which

involved running a relay race in the

corridors, before ending the day with a traditional English tea in the oak lined

dining room with twinkling fairy lights.

welcomed our students to the English

Over Christmas we had planned to go

As our youngest year 7 student from

with the following words:

students understood that this was no

for taking care of us over the holiday. I

Country Guardians Christmas Camp

“This may not be the Christmas any of us expected. Some of you planned to fly home, some of you hoped your

parents would join you in the UK. We are sorry that COvID-19 has altered

things for us all - but we can’t change

this. What we can do, is relax and enjoy this break with friends old and new.

Spending Christmas together will be

to London for a five-day minibreak. The longer possible, so we quickly

cancelled everything and held

Christmas at Cobham Hall School

instead. We asked the students to

contribute ideas for making the day

special, which for many consisted of a family celebration dinner with many

Chinese dishes on the table. We had 3 days to get organised, but with

incredible teamwork and many phone

China wrote: “I want to say “thank you” really enjoyed the trip to Canterbury

and the Christmas Day. We get to feel

the Christmas atmosphere. At the end we felt safe staying with ECG family

because you really protect us well. We all had a great time here and it all felt like a big home. Thank you for everything.”

>>>

>>>

Telling th right mes Live podc over UK education COVID situation Chinese

65

he ssage. cast

Many guardianship companies and schools are all constantly finding ways to tell parents and students that UK is still the number one place to study. And for Elite Anglo Chinese Services, Director Eve Leung has been using Zoom to communicate with parents, since March 2020, around 2-3 times a term on special issues, such as quarantine procedures, testing regimes, how TAG works and other topics where parents might find the information hard to find or digest. Eve has been doing this over 18 months and received very positive feedback.

She has also been uploading her live podcast on YouTube hoping other parents who is interested in the latest developments would find it useful, for someone in UK to tell them on the ground what is happening.

During the two lockdowns, Eve also used

GMT, she would be broadcasting focusing

update parents on the latest government

how schools been doing in pandemic, and

Facebook to do a weekly live podcast to guidelines, and advice on studying

remotely from home. This reassured

parents and some eventually returned in March 2021 after the third lockdown.

These podcasts also help with retaining

n and

students and building confidence when

the news over in Asia often focuses on the infection numbers rather than how the policy evolves.

In December 2021, when there were many rumours about locking down after the

in

Eve Leung Director Elite Anglo Chinese Services

New year in 2022, Eve decided to go public with her live podcast, rather than only doing the podcast via Zoom to her

students and parents. Every Wednesday at 1:30pm

on UK education, boarding school policies, tips in working with students abroad such as how to attend parents evening in her

weekly broadcast. Roughly around 1,000

viewers per week watch her videos. There are many positive comments on Eve’s live podcast, and she would answer Q&A

during the session. A subtitled version is also available in Chinese to help those

who speak Mandarin understand as well.

Eve is planning to continue her live

podcast and is working on different areas, such as videos with boarding schools, and advice on sending students abroad.

Live podcast website:

www.facebook.com/eliteacsuk Subtitled videos:

https://www.youtube.com/channel/UCJ 8Rjq_VjHrK-mivmRsCp1g

The pandemic threw some incredible curve balls at boarding schools and we were no exception here at ratcliffe college. despite the distance, the fear and the worry that the whole world was feeling, we found some delightful silver linings to being in lockdown – the biggest being the reminder to

Stop.

Breathe.

Talk. listen.

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Naturally, we felt really rather

fortunate to be locked down on site with incredible facilities to keep us entertained. Initially we were

enthusiastic at the prospect of “a little bit of time off” and we relished the opportunity to go to the gym, go

swimming, have remote control car races around the grounds and

massive games of foot golf. And

although all those activities remained key features of our rather privileged lockdown, after a few weeks we

started to slow down and reflect.

Alison da Costa Assistant Head, Head of Boarding, Deputy DSL Ratcliffe College

Once we realised that some boarders

Before the pandemic, if you had asked

been true. But in that moment,

we saw the death rates rising, and

boarders I would, frankly, have been

running of everyday life: between

weren’t going to get home at all; when when we realised the only thing we

really lamented during lockdown were

the people we cared about, we started to take time to talk to each other.

I remember quite keenly sitting on the field in a circle looking at a group of

faces I thought I knew well and asking them to take it in turns to tell me

me how well my staff know the

quite insulted at someone needing to even ask - I would have happily

pontificated about the intimate

relationships boarding creates and how the boarding tutors know the

tutees inside out and back to front. I

would have bragged at our incredible community. And all of it would have

I released that in the day to day

Registrations, Co-Curricular, Options Evenings, Inspire Talks, UCAS

statement writing, room checks and electronic hand-ins, we had almost lost the time to sit in a circle and

honestly listen and open up to each other.

three things they liked about

themselves. If you haven’t ever asked a group of teenagers to openly say

nice things about themselves to other people then you have never seen a squirm in the truest sense of the

word. In that one innocuous, off-thecuff moment, I learned more about my boarders than I had in a year.

After the initial discussion about how easy it would have been if I’d asked them to tell me three things they

didn’t like about themselves and how

sad it is that we all feel like that we all started to open up and really started to listen to what we thought about ourselves.

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Part

BRITISH ASSOCIATION OF INDEPENDENT SCHOOLS WITH INTERNATIONAL STUDENTS

of

the

BSA

Group

To join BAISIS

CONFERENCE

Safeguarding international students

SAFEGUARDING AND CHILD PROTECTION ASSOCIATION

Part of the BSA Group

To join SACPA

16

THURSD Ay

JUNE 20 22 09:00-1 6:00

It has always been understood that children who travel great distances from their homes for their education are vulnerable and merit specific thought when developing safeguarding child protection policies within schools. From a safeguarding perspective there can be added complications relating to the responsiveness of your local authority in supporting international students, and perhaps even corresponding with an overseas agency.

Recent events around the world have highlighted how important it is that schools are prepared to recognise and respond to the safeguarding needs of their international students.

Cost: £185 members • £370 non-members

#sacpaconf2022

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to book: https://www.sacpa.org.uk/event/sacpa-baisis-virtual-conference-safeguarding-international-students/

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>>>

subjects you’re taking”, what “CoCurricular you have signed up” to and w

Stepping away all the “added extras” of school life actually meant we had time

your “next steps are” are all valid but are not the true essence of who we are

to stop, talk and listen. We found that the small group around a firepit toasting marshmallows gave all

personalities a chance to shine. The

So we thank the Pandemic for making us remember how to connect with e

disappearance of everyday life tasks like ironing uniform; popping to the

other and for reminding us that community really is about lots of individu

shops; taking driving lessons and

arranging medical appointments had

with our idiosyncrasies and quirks, coming together to celebrate

afforded us the time to learned

snippets of information about each

differences. The Pandemic made us remember that talking is essen

other that we forgot it was important

to know. Since coming back to school

Stopping is essential. So we thank the Pandemic for reminding us to add

we have grown this activity into

something really fun. We now have

“Time to really chat” into our new boarding routine.

house speed dating. We have candles,

nibbles, drinks and a timer. We have a

mission to ask tricky questions, we take the time to listen and learn different

...we thank the pandemic for making us remember how to connect with each other and for reminding us that community really is about lots of individuals...

things about each other. Every time we speed date we have a different theme.

One might be all about fears, one

might be all about our strangest habits and one might explore what we love about our family. Every time it is

different and every time we learn more about each other; invest more in each other and every time we remember that “what subjects you’re taking”,

“what Co-Curricular you have signed

up” to and “what your next steps are” are all valid, but are not the true essence of who we are.

So, we thank the pandemic for making us remember how to connect with

each other and for reminding us that community really is about lots of

Ratcliffe College pix.pdf individuals, with our idiosyncrasies and

quirks, coming together to celebrate

our differences. The pandemic made

us remember that talking is essential.

Stopping is essential. And we thank the pandemic for reminding us to add in “Time to really chat” into our new boarding routine.

5

23/02/2022 09

Pupil listeners At the end of a long 2020-2021 pandemic academic year, we made a proposal to our outgoing year 6 cohort: to be pupil listeners for the children in the junior end of the school. The spec: to support and play with children in our Pre-Prep, to assist the teachers at break times and to help the younger pupils understand our Dragon Values.

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As with most prep schools, we are filled with enthusiastic, keen pupils who are keen to seize any opportunity thrown their way, so we expected to have a few volunteers. The role, as it was planned, carried a degree of responsibility so children who were interested were asked to either write to or talk with their personal development teachers to explain why they were keen.

By the end of the day, of their own volition, every single child in year 6 had written a letter – both remarkable and somewhat overwhelming, it must be said! These letters were heartfelt.

Comments such as ‘I remember when the big children played with me and it

Annie Gent Deputy Head (Pastoral) Sherborne Preparatory School

made it the best day ever,’ and ‘I want to help the teachers who helped me’... littered the letters, everyone wanted the opportunity to give back to their school community. Logistics of managing this aside, of course, we would give everyone the chance to wear their badge with pride and make a difference.

So, it came to be that at the start of our new academic year, I sat with an entire year group of children talking to them about what our Sherborne Prep Pupil Listeners would do over the year.

Through discussion of what was

There is a group per term that work

The highlight so far was the Christmas

important – consistency, building strong

together as the ‘Active Pupil Listeners’

craft extravaganza. Our pupil listeners

relationships and learning both for the

for the duration. This allows the

spent the afternoon working with their

younger and older children (the

‘important things’ that our Year 7s so

buddies on creating cards and gifts for

children’s thoughts, I hasten to add).

eruditely concurred to really develop

our local charity – they returned

The new Year 7s themselves agreed on

and embed. Firm friendships are made.

bedazzled with glitter, proud of stepping

how best to plot the way forward. By

Our Pupil listeners learn patience,

up to the challenge and having ‘never

offering ownership of the role to the

negotiation, and mediation skills and are

laughed so much!’ Our next troop have

pupils they were able to plan the year

rewarded with adoration and a touch of

the ‘Eggcellent Easter Hunt’ to prepare

ahead and work out the plan of how

cheekiness from our youngest members!

for and the summer team will play host

everyone could participate and have the

to the children on our move up

most rewarding experience.

mornings.

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These are friendships that will last and as our year 2s take the step to ‘big’ school that spark of excitement as they walk to the big blue door will shine a little brighter, knowing that already some of those giants in the senior school are their friends who will always look out for them.

It takes a community to bring up a child and this is exactly our ethos at SPS.

David McKeown Head of Boarding Swiss International Scientific School Dubai

Boarding life in the new normal Swiss International Scientific School Dubai (SISD) offers international and bilingual programmes for boys and girls ages 3-18, alongside international boarding school options for boys and girls ages 11-18. As the education sector slowly returns to normal, we are certainly seeing what’s being widely called the ‘new normal’, and this is certainly impacting how parents prioritise and plan their children’s education.

Parents seem less keen than they were, pre-pandemic, to send their children ‘longhaul’, from Europe and the UK, for example. The trend appears to be for a greater focus on safety, and more importantly, accessibility to their children. Travel has

become more complex, and fraught with worry – so to send children to a short-haul destination, or to countries that have been seen to handle the pandemic well is becoming more of a priority.

Here in Dubai, there has been an enormous, concerted effort to deal with the

pandemic, with great success to date. Education has continued pretty much as

normal (with no lengthy lockdowns) and has resolutely returned to in-school every day again this academic year, for the second year in succession.

There also appears to be no imminent threats of a new lockdown currently in the UAE, unlike Europe and the UK, where there is a prevalent sense of nervousness

regarding looming lockdowns, with figures rising in certain nations. This of course, amplifies parental concerns about sending their children overseas.

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High vaccination rates (especially

among teenagers) mean that UAE

schools have been able to focus on

teaching, but also inherently increased the respect for teachers.

learning and educational goals, rather

Since the pandemic, parents have

boarding school environment this is

importance of education, but also the

than ‘firefighting’ COvID-19. Within the more important than ever, and all the boarding students at SISD have been

undoubtedly re-evaluated the

importance of skill sets, life skills and

giving their children an education that

boarding schools in Switzerland, with top-tier innovation labs in

programming, 3D printing, robotics, and more. SISD offers a compelling

case for parents who want nothing but the best international education for their children.

is future-proof.

SISD pays close heed to what’s

Education came to the fore during the

The SISD International Baccalaureate

because of our international student

of us having to adapt to having our

global universities, with bilingual

vaccinated.

pandemic as a major issue, with many children at home. Of course, a positive

side effect of that was not only greater parent involvement in day-to-day

Programme prepares students for

instruction in English and French or

German. The school features state-ofthe-art facilities to rival those of

happening across the world, not only cohort, but because IB is a global

qualification. We ensure our pupils

aren’t learning in a vacuum; contextual learning means, today, we view our skills-based teaching as a way to

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ensure our pupils are armed with the

But with awareness of the ongoing,

from-home. And at SISD, every pupil’s

global citizens – and that means full

with us can experience heightened

an active member of our growing

skills they’ll need to become truly

factual awareness of the effects of the pandemic.

What became apparent during the

pandemic was the vital, urgent need for global cooperation – not only in tackling the pervasive virus, but in

creating a vaccine. We are proudly

creating future globalists – via the gold standard of international education, the IB programme.

unfolding situation, children boarding anxiety. We have a team of wellness

experts in place, and we certainly see this a growing trend in education.

Boarders are offered outstanding

‘new normal’ is the chance to become campus community, where we foster a willingness to take risks and explore new interests.

levels of pastoral care, reflecting our

Those new interests include a wide

‘home away from home’. Parents can

screen time in minimised. SISD has

commitment to creating a genuine

rest assured pupils are in safe hands,

with each house adopting a comforting family atmosphere, where boarders are actively encouraged to be

themselves, to share their problems

and feel like they are living in a home-

array of extra-curricular activities, while already honed a reputation for

sporting excellence, with pupils given the chance to try a wide range of

sports to see which they might enjoy or excel in most. A daily routine ensures pupils are active, and encouraged to

>>>

>>>

manage their leisure time as well as

UAE is centrally situated for global

both during school and afterwards,

boarders are never bored!

the world’s busiest, most futuristic

place to study – it’s a place for students

their homework and duties. Our

And in terms of the wider community,

travel, with Dubai serviced by one of airports.

Dubai has always been one of the

With global staff and students, we

place to bring up children, with plenty

multicultural environment that fosters

safest cities in the world. It’s a fantastic of safe, wide, sandy beaches, and allyear round great weather. There are

water parks, theme parks, vast acres of desert to explore, museums, art

galleries and of course, malls. And the

believe we have created a truly unique development on a variety of levels.

SISD provides an incredible campus

experience, with playing fields, sports

halls, gyms, and even an Olympic-sized swimming pool for students to use

even on weekends. SISD isn’t just a to call home, too.

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BSA Group Certified Host Family Provider - 2022/2025

BSA Certified host Family Provider scheme The BSA Certified Host Family Provider scheme is available to organisations which provide host family accommodation.

It is widely acknowledged that organisations accommodating young people

away from their family homes have a particular duty of care towards them, but that standards, regulations and expectations within the sector can be variable.

The BSA Group Certified Host Family Provider scheme aims to give providers

the support and resources they need to operate effectively and safely and with the best interests of the young people at heart.

We are delighted to announce that Hosts International is the first

organisation to join the BSA Certified Host Family Provider scheme. Welcome to the BSA Family!

For more information on the BSA Certified Host Family Provider scheme, please visit our website.

83

The e c n a t r impo h and t l a e h of n i g n i e wellb ng life i d r a o b n Robinso Hayley ral to s a P Head – DSL) L Deputy g in ead feguard a S d te a l (Design al Schoo The Roy

over the last decade, wellbeing in education has received a lot of attention and publicity. With the evolution of mobile phone technology providing a solid foundation for the everdeveloping social media platforms, what used to encompass ‘wellbeing’ has grown, due to the nature of our global environment. The coronavirus pandemic has challenged societies and cultures in an unprecedented fashion, which has provided us all with an opportunity to reflect on what it means to be ‘happy’ and how we encourage that sense of self-worth. in a school setting, especially one which involves boarding, these issues have been at the forefront of discussion.

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Sp on s by or ed

Part of the BSA Group

Boarding School Magazine / Media Pack 2015

CONFERENCE

8 07E-0 2022 JUN

-16:00

09:00

Annual BSA Boarding Conference We’re looking forward to welcoming Deputy Heads, Heads of Boarding and Boarding House staff from our member schools to our Annual Boarding Conference, which takes place at on February 1-2, 2022 at the Hilton, London Heathrow. Hosted by Jo Cameron, Principal of Queenswood School, the theme for the conference this year is ‘The Boarding Balance’. Over the two days, we’ll be looking in detail at a range of related subjects including ‘The adolescent brain: balancing hormones and risk’; ‘The safeguarding balance’; ‘Balancing online vs real world’; ‘Balancing UK vs International’, and much more. A full programme, including all of the exciting guest speakers who’ll be joining us for the event, will be announced soon. This will be our first face-to-face conference since 2019, so we do hope you can join us.

Cost Full Member - £450, Affiliate Member - £675, Non-member - £900 Cost includes: two-day conference, conference refreshments and formal dinner.

(Please note the cost does not include hotel accommodation for anyone wishing to stay over, although a list of nearby hotels can be supplied on request) Audience Deputy Head, Head of Boarding, SLT/SMT, Boarding House staff, Pastoral staff Venue • The Hilton, London Heathrow

Strategic thinking to achieve the perfect boarding balance • The boarding in-tray • Balancing the business of boarding • Strategic planning of boarding: operational vs strategic • Balancing UK vs International • The political landscape • The perfect balance: whole community in marketing strategy and content delivery • Embedding EDI into boarding • Prep boarding • Balancing the boarding team.

CliCk here For more INFORMATION And to BOOK

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Balancing the health and wellbeing of all in boarding • The boarding balance • Striking the right balance • The adolescent brain: balancing hormones and risk • The safeguarding balance • Balancing the conversation around Mental health • Balancing online vs real world • Boarding fellowship.

V

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The Royal School provides a full and flexi-boarding environment for our pupils. With regards to health and wellbeing, we have to see these

aspects of life holistically. We do not see wellbeing as something to

compartmentalise or a one-off lesson to integrate. Wellbeing is seen as an

underpinning of the way we do things

here. Our young people know that our role as staff is to facilitate their sense of self-respect, self- understanding, self-awareness and self-belief.

In order to do this, we listen. We

provide the space for our pupils to

have a voice. We believe very strongly

immersion. Our students learn to cook,

and where their mental or physical

building. In school, we recognise and

completing prep on time and to the

right people on site: the medical staff,

in family, community spirit and team appreciate our students for they are and what their individual needs are: the relationships between our

boarders and their families are

precious demonstrated from the time

they understand the importance of best of their abilities, but they also

know that downtime and relaxing and learning about who they are as individuals, are important too.

health might take a knock, we have the the school counsellor, house parents,

tutors and teaching staff – the students have a wide range of people they know they can go to for help.

on the phone to ensuring home

At The Royal School we believe that

The importance of health and

childhood teddies are ever-present.

paramount for our young people to

highlighted through our happy children

comforts such as blankets and

Expectations and boundaries are high and clear – our young people know

that they belong, they understand the importance of our school values and they learn how to look after

themselves and one another. They know this because our staff are

excellent role models. All of this adds to an inclusive feel, where our young

people can learn, have fun and enjoy routine in a calm and stable environment.

Day students and staff are still very much a part of the boarding

community. The Head of Boarding has an infectious enthusiasm which

permeates the school, creating a

keenness for staff to be involved in our programme of weekend events,

sporting opportunities and cultural

having the freedom to make choices is grow. Their perception through

constantly making choices, as we all

do, aids their sense of independence

wellbeing therefore is off the scale if

who want to try their best. This is all we can ask of them; we just have to show them how to go about it.

NEWS in brief

#2 More stories from the

world of boarding

#2

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MILLFIELD STUDENTS SECURE PLACES AT TOP US UNIVERSITIES

Two Millfield hockey students have accepted places to attend highly prestigious American universities.

Upper Sixth Tottie Taylor has signed to attend Stanford University, California, on a Sport Scholarship when she finishes her studies and Kitty Chapple, who left Millfield last year, has signed to attend Ivy League Harvard University in Cambridge, Massachusetts.

Seventeen-year-old Tottie has played hockey since Year 3 at Millfield Prep School, she decided to focus on it as her main sport in Year 11, with hopes to secure a place at a US university.

Tottie said: “I am super excited to have the opportunity to be studying, competing, and experiencing university life in California. My coaches Reggie Keates (Director of Hockey), Alan Richardson (Director of Athletics), Zach Harrop and Jack Oaten (Strength and Conditioning Coaches) have been great in helping me with my application, and training to prepare me for the demand of collegiate field hockey in the US, I can’t thank them enough.”

Recent leaver Kitty joined Millfield in Year 9 and left last summer having achieved three A*s in Biology, Music and Italian A levels. While at Millfield, Kitty represented England Hockey at U16, U18 and U21 levels, and was selected for the GB Elite Development Programme. Kitty also played for the Bristol Club Clifton Robinsons in the Women’s Hockey Premier League for three seasons, making her debut aged just 15, becoming the youngest player in the Premier League at the time. Kitty played for the Millfield first team for three seasons and was captain in her last year.

Kitty said: “I am so excited to be going to Harvard as a student athlete. At Harvard I will be able to pursue my sporting ambitions while also benefiting from the very best academic environment and opportunities. My sporting journey would not have been possible without Reggie Keates and I’m extremely thankful for all of the support, kindness and advice he gave me over the last five years – not just on the hockey pitch but off the pitch as well. My time at Millfield was a fantastic experience and I left with some great friendships and so many amazing and unforgettable sporting memories.”

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WELLINGTON SCHOOL STUDENT DISTRIBUTES 500 MEALS TO LOCAL COMMUNITY

Wellington School is delighted to be helping to provide meals for the needy with the splendid charity Feeding Communities. A Year 10 student, Dulcie Harding raised over £500 from the sale of a beautiful calendar which she produced using her own photography of Exmoor. The Thomas Franks Foundation have generously more than matched the amount, taking the total to £1000.

This money has been used to create 500 meals, which have been produced at Exeter Cathedral School, (and the boarding students there helped to make them) – where catering outfit Thomas Franks provides the catering services. As a result of Dulcie’s brilliant fund raising, the team at Feeding Communities will distribute 500 meals to a group of organisations within the Wellington community.

#2

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TAUNTON SCHOOL UNVEILS PLANS TO INVEST IN A £20MILLION WORLD-CLASS CAMPUS DEVELOPMENT

Work has begun on a new state-of-the-art sixthform centre and library for the school which celebrates its 175th anniversary this year, followed by proposals for enhanced sports facilities and a brand new international school.

The project also includes the creation of a green and sustainable pedestrianised hub linking boarding houses, teaching and dining blocks.

Proposals encompass moving Taunton’s current international school from its current site to the main campus; as well as developing two new Astroturf pitches, benefitting both the school and local community.

“These exciting developments are a reflection of our success locally, and globally” said Headmaster Lee Glaser.

“The project marks the start of a very exciting and important new chapter in Taunton School’s long history.”

These plans follow the completion of a new dining hall in 2020, officially opened by HRH Princess Anne a year ago.

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ORGANS GIVE SCHOOL DOUBLE REASON TO CELEBRATE A school chapel reverberated to the sounds of two organs in a double celebration of heritage and generosity.

World-renowned organists enchanted a packed audience with a 90-minute repertoire of classical music in Barnard Castle School’s chapel.

Director of Music at Pembroke College, Cambridge, Anna Lapwood and organist at St Paul’s Cathedral, London, William Fox played the 100-year-old Henry ‘Father’ Willis organ and also a brand new Johannus LiVE 3P digital practice instrument, donated by the family of Old Barnardian John Renney, who boarded at Barney in the 1930s.

The new organ is the first of its kind in the United Kingdom and can switch from a ‘French’ to a ‘German’ organ using recorded sound from the original instruments.

Mr Renney died in September 2020 and the concert was attended by family including his sons David and Paul, daughter Joyce De La Guerra and their cousins Anne Clarke, Jill Harris, Christine Hill and Rosie Clive-Smith, who all contributed to the cost of the digital organ.

David said: “My father was from Sunderland and boarded at the school. He got a great deal from being at Barney and the opportunity to play the organ which he loved. It was a lovely concert and I was so pleased that it ended with Elgar, one of his favourite composers. He was always talking about his time at Barnard Castle School so we thought it would be lovely to give current pupils the opportunity to do what he did when he was there.”

The chapel organ was originally assembled in 1860 by the celebrated builder Henry Willis, a 26 stop, three manual and pedal instrument, with an ornate case said to have been shown at the Great Exhibition of 1851.

#2

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INNOVATIVE MOVE

Claudia Hindle joined Milton Abbey in January as Deputy Head (Academic), from her previous role as Head of Classics at Roedean. She will lead the school’s academic programme and oversee its Learning Development provision. In an innovative move by the school, she is also Head of Admissions, an approach that brings academic enrichment to the heart of the admissions approach and will help cement Milton Abbey’s reputation for providing excellent education to children who learn differently.

We hope to be speaking to Claudia in a future edition of Boarding Magazine to find out how her new, combined role is benefiting students.

HEALTH EDUCATION PROFESSIONALS ASSOCIATION Part of the BSA Group

Part of the BSA Group

GROUP

Part of the BSA Group Part of the BSA Group

SAFEGUARDING AND CHILD PROTECTION ASSOCIATION

Part of the BSA Group

ASSOCIATION OF EDUCATION AND GUARDIANSHIP OF INTERNATIONAL STUDENTS

a rrt oo u f p the BSA Group P a r t o f t h e B S A PG

EDUCATION LIMITED

Part of the BSA GPraor tu o p OF BRITISH ASSOCIATION f the BSA Group INDEPENDENT SCHOOLS WITH INTERNATIONAL STUDENTS

Part of the BSA Group

Part of the BSA Group

SAFEGUARDING ANDASSOCIATION OF BRITISH EDUCATION INDEPENDENT SCHOOLS CHILD PROTECTION WITH INTERNATIONAL STUDENTSLIMITED ASSOCIATION

BRITISH ASSOCIATION OF INDEPENDENT SCHOOLS WITH INTERNATIONAL STUDENTS

EDUCATION LIMITED

BRITISH ASSOCIATION OF INDEPENDENT SCHOOLS WITH INTERNATIONAL STUDENTS

Part of the BSA Group

HEALTH IN EDUCATION ASSOCIATION Part of the

Part of the BSA Group

Part of the BSA Group

BSA Group

how to inspire and encourage pupils’ enthusiasm for STEM

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Whilst the accepted wisdom for any school wishing to encourage more pupils into STEM is that you must provide excellent teaching,

relatable role models and real-

world experience, there is a greater intangible which is crucial for encouraging young people to

engage with the STEM curriculum.

Research into participation in STEM

Charlotte Wilde Head of Physics Wells Cathedral School

emphasises the importance of a school’s ‘culture’. In fact, at one

recent physics conference a wellmeaning researcher berated the

delegates by telling us that all our

Secondly, we are proud of our passion

school did not have a scientific

allow pupils to engage enthusiastically

efforts would be useless if our

culture. For a teacher at a specialist music school, this could be seen as discouraging - surely such a

creative environment cannot be a place where scientific endeavour

will thrive. But why not? Creativity

is a core tenant of STEM disciplines

into a wall. In their enthusiasm, they

for science. Time is taken in lessons to

will develop the essential STEM

in the implications of what they are

broke! What can I do to keep it intact

learning. Whilst few pupils will

remember Newton’s second law of motion by the time they get to

university, most will remember the

lesson where they smashed a trolley

discipline of trial and error - my egg next time? By allowing pupils to

express their curiosity and explore

their ideas we develop a culture which breeds enthusiasm for STEM.

and asking questions which no one dares to ask leads to great

discoveries. So how do we develop this creative, engaging culture?

Firstly, we encourage all pupils to

become the best that they can be.

This holds an implicit acceptance that scientific achievements require hard work whether through constant

practice, to ensure that mathematical techniques are second nature, or

through the time needed to think

through a challenging concept and

understand it. However, hard work

does not need to be a lonely activity.

Here at Wells, we encourage pupils to work collaboratively, seek help and

support each other so that the hard

work of scientific understanding can be a sociable, rewarding endeavour.

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vIRTUAL ONE-DAy CONFERENCE

Part of the BSA Group

Boarding School Magazine / Media Pack 2015

VENUE: ZOOM (ONLINE)

visa and immigration summer term update

22

WEDNE

SDAy

JUNE 20 22 09:30-1 6:30

This conference will enable delegates to hear directly from the experts on the latest in visas and immigration relevant to the education sector. The update will address key issues from members at a crucial time of year for admissions. BSA will facilitate questions directly from members to our experts throughout the day and encourage delegates to come prepared with questions for our panels.

Audience Admissions, Marketing, Deputy Head, Head of Boarding, Head, Bursar, Education Guardians, Agents.

Training topics will include • Key sector issues relating to visas and immigration • CAS • Compliance and sponsor responsibilities • Updates to the student and child routes.

Learning outcomes • Increased awareness of the visa process for schools as sponsor license holders • Increased understanding of the CAS application process • Increased understanding of the wider visa and immigration process, timelines and services.

Cost Full Member – £185 / Additional Full Member – £95 / Affiliate Member – £280 Additional Affiliate Member – £120 / Non-member – £370 / Full Member Whole School Rate – £400 V

CliCk here For more INFORMATION And to BOOK

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natural world. To be able to ask a question which leads to another

question which leads to a concept

which few minds have thought of, is a great privilege. Science gives us an

insight into the fundamental workings of the universe and we encourage our pupils to take time to appreciate the beauty of what they are learning.

Whether through organising trips to

‘wonder at the moon’ or taking the time in each lesson to say a simple ‘wow’; a

culture of marvel encourages pupils to see the potential in STEM and develop their desire to engage in this fascinating field.

So, how do we at Wells support a creative scientific curriculum? quite simply we aim to live the words of Rebecca Elson:

“

“We are industrious.

“We breed enthusiasms, “Honour our responsibility to awe.”

“

Thirdly, we embrace the wonder of the

Cultural enrichm overseas pupils Oliver Paterson Deputy Head, Academics, and Director of Studies Woodcote House School

At Woodcote house School, we have a wonderfully diverse pupil base with boys joining us from many different parts of the world. All our boarders enjoy a home from home experience with exceptional pastoral care and a fantastic activity programme to keep them entertained at the weekends. We offer a graduated approach to boarding, where boys from Years 3 and 4 are encouraged to board one or two nights per week. This can then be stepped up to more nights in Years 5 and 6, with the aim of becoming a weekly or full boarder by Year 8.

However, we tailor this graduated approach very much to the individual, what school a particular boy is going to, and what suits each family. This

flexibility, coupled with a constant dialogue between our Head of Boarding and the parents, means that the boarding experience is never overwhelming but still breeds resilience and independence. Evening activities such as cooking and regular lectures give the opportunity for even more independent development. We run a range of evening clubs, from air fix modelling to Judo, fencing, archery and fitness. Above all, we create a family environment where the boys can work, rest and play as part of a team and we send them off to their senior schools ready to face the challenges and opportunities that boarding on a larger scale can bring.

ment for

97

>>>

>>> The parents of our international pupils

choose to send their children to British

prep schools for a number of reasons, the most likely being that they want their

children to improve their English and to

experience a traditional British prep school education. Outstanding pastoral care and

weekend entertainment are expected in all schools and so we wanted to create

something that would really enhance the British experience for our international boarders. Whilst we know

that we are able to deliver on these with an excellent English as an Additional

Language (EAL) provision, gaining strong

not be separate entities but rather

that we could offer something a little

well-rounded linguistic and cultural

results at Cambridge exams, we decided

different to give the boys a broader British experience. To achieve this, we have

introduced an International Language Programme.

The new programme will see the boys

heading off to London to visit Buckingham Palace & the Houses of Parliament, the

Tower of London, St Paul’s Cathedral, the Bank of England, the Greenwich

Observatory & Cutty Sark, Tate Modern,

and Kew Gardens. Other excursions will

complement each other and facilitate a experience. We know that, if boys are

enjoying themselves, they will learn better so the programme will be run in

conjunction with our usual weekend

activity programme so that the boys have a good balance of activities, cultural visits and time to relax. On successful

completion of this programme, boys will be awarded the ‘Woodcote House

International Diploma’ alongside their Cambridge certificates.

include trips to Windsor Castle, Oxford

Unquestionably, boarding at Woodcote,

HMS victory in Portsmouth’s Historic

international students, is a unique

University, Stonehenge, the Roman baths, Dockyard and Eton College. Boys will enjoy guided tours of these famous British

places of interest with an exclusive tour of the historic and iconic buildings of Eton

College, where our Deputy Head, Oliver Paterson, was a pupil. These cultural

activities will complement the academic

work the boys do each week in their EAL lessons and on these trips, they will be

expected to demonstrate their improving

English by booking tickets, ordering meals and speaking with tour guides. Our

specialist EAL teacher will tailor her

language classes to fit in with these

excursions so that lessons and outings will

whether for indigenous boys or

experience. Boys make life-long friends from walks of life very different to their

own and one of the most valuable lessons we teach our boys is to live with different people, a skill that will benefit them

throughout their future lives. Our aim is for all Woodcote boys to be honest,

confident, respectful and trustworthy,

together with a sense of humour and a balanced perspective on life. The

International Language Programme will

help to give our international boarders a richer cultural experience with greater

exposure to British culture, history and traditional values.

wh

99

Unquestionably, boarding at Woodcote,

hether for indigenous boys or international students, is a unique experience.

membersmembersmembersmembersmembersmembersmembersmembersmembersmembers

UK Abberley Hall School Abbey College, Cambridge Abbey College, Manchester Abbotsholme School Abingdon School Abrar Academy Ackworth School ACS International School Cobham Adcote School Al Jamiatul Islamiyyah Aldenham School Aldro School Aldwickbury School All Hallows School Ampleforth College Appleford School Ardingly College Ardvreck School Ashfold School Ashford School Ashville College Atlantic College Aysgarth School Badminton School Barnard Castle School Barnardiston Hall Preparatory School Bath Academy Battle Abbey School Beachborough School Beaudesert Park School Bedales (incl Prep) Bede's Preparatory School Bede's Senior School Bedford School Bedstone College Beech Grove School and Academy Beechen Cliff School Beechwood Park School Beechwood Sacred Heart School Beeston Hall School Belhaven Hill School Bellerbys College Brighton Bellerbys College, London Belmont School Benenden School Berkhamsted School Bethany School Bilton Grange School Bishop's Stortford College (incl Prep) Bishopstrow College Bloxham School Blundell's School Bootham School Bosworth Independent College Boundary Oak School Bournemouth Collegiate School Box Hill School Bradfield College Brambletye School Bredon School Brentwood School Brighton College Bristol International College Brockhurst And Marlston House Schools Brockwood Park School Bromsgrove School (incl Prep) Brooke House College Brookes United Kingdom Bruern Abbey School Bruton School for Girls (Incl Prep) Bryanston School Brymore Academy Buckswood School Burford School Burgess Hill Girls Caldicott Preparatory School Cambridge Tutors College Campbell College Canford School Cardiff Academy Sixth Form College Cardiff Sixth Form College Cargilfield Preparatory School Casterton Sedbergh Preparatory School Caterham School CATS College, Cambridge CATS College, Canterbury CATS College, London Chafyn Grove School Charterhouse School Chase Grammar School Cheam School Cheltenham College (incl Prep) Cheltenham Ladies' College Cherwell College Oxford Chetham's School of Music Chigwell School Christ Church Cathedral School

Christ College, Brecon Christ's Hospital School City of London Freemen's School Claremont School Clayesmore Preparatory School Clayesmore School Clifton College Clifton College Preparatory School Cobham Hall School Colchester Royal Grammar School Concord College Copthorne Preparatory School Cothill House School Cotswold Chine School Cottesmore School Cranbrook School Cranleigh School (Incl Prep) Culford School (Incl Prep) Cumnor House School Cundall Manor School Dallam School Darul Uloom Dawatul Imaan Darul Uloom London School Dauntsey's School David Game College Dean Close Preparatory School Dean Close School Dean Close St John's Denstone College DLD College, London Dollar Academy Dorset House School Dover College d'Overbroeck's Downe House School Downside School Dragon School Dulwich College Dulwich Preparatory School, Cranbrook Durham School Eagle House School Earlscliffe Eastbourne College Edgeborough School Ellesmere College Elmfield Rudolf Steiner School Elmhurst Ballet School, Birmingham Elstree School Embley Epsom College Eton College Exeter Cathedral School Exeter College Fairview International School Farleigh School Farlington School Farringtons School Felsted School (incl Prep) Feltonfleet School Fettes College (incl Prep) Five Islands Academy Foremarke Hall, Repton Preparatory School Forres Sandle Manor School Framlingham College Frensham Heights School (Incl Junior) Frewen College Fulneck School Fyling Hall School Trust LTD George Watson's College Giggleswick School Glenalmond College Godolphin School Godstowe Preparatory School Gordon's School Gordonstoun (Incl Junior) Great Ballard School Gresham's School (incl Prep) Haberdashers' Adams Haileybury Hall Grove School Handcross Park School Hanford School Harrogate Ladies' College Harrow School Hatherop Castle Prep School Hazlegrove Preparatory School Headington School Heath Mount School Heathfield School Hereford Cathedral School Highfield School Hockerill Anglo-European College Holmewood House School Holmwood House School (incl Prep) Holyport College Horris Hill School Hurstpierpoint College

Hurtwood House School International School of Creative Arts Ipswich High School Ipswich School Jamea Al Kauthar Jamia Al - Hudaa Jersey College for Girls Junior King's School, Canterbury Kensington Park School Kent College Nursery, Infant and Junior School Kent College, Canterbury Kent College, Pembury (Incl Prep) Keswick School Kilgraston School Kimbolton School King Edward's School, Witley King William's College, Isle of Man Kingham Hill School Kings Bournemouth King's College School, Cambridge King's College, Taunton King's Hall School King's School , Rochester (Incl Prep) King's School, Bruton King's School, Ely (Incl Junior) Kingsley School Kingswood Preparatory School Kingswood School Kirkham Grammar School Kitebrook Prep School Lambrook School Lancaster Royal Grammar School Lancing College Langley School Lathallan School Leighton Park School Leweston School (Incl Prep) Lime House School Lincoln Minster School Liverpool College Llandovery College Lockers Park School Lomond School Longridge Towers School Lord Wandsworth College Loretto School (Incl Junior) Loughborough Grammar School Luckley House School Lucton School (incl Prep) Ludgrove School LvS Ascot Maidwell Hall School Malvern College Malvern St James Marlborough College Marlborough House School Marymount London Mayfield School Merchiston Castle School Mill Hill School Foundation Millfield Preparatory School Millfield School Milton Abbey School Monkton Combe Preparatory School Monkton Combe Senior School Monmouth School for Boys Monmouth School for Girls Moor Park School Moorland School More House School Moreton Hall School Moulsford Preparatory School Mount Kelly School (Incl Prep) Mount St Mary's College Mowden Hall School Moyles Court School MPW London Myddelton College New Hall School North London Grammar School Northbourne Park School Oakham School Old Buckenham Hall School Old Swinford Hospital Orwell Park School Oswestry School Oundle School Oxford Sixth Form College Packwood Haugh School Padworth College Pangbourne College Papplewick School Perrott Hill School Peter Symonds College Pinewood School Plymouth College Pocklington School (Incl Prep)

Port Regis Preparatory School Prestfelde School Prior Park College Prior's Field School Queen Anne's School Queen Ethelburga's Collegiate Queen Margaret's School Queen Mary's School Queen victoria School Queen's College, Taunton (Incl Prep) Queenswood School Radley College Ratcliffe College (Incl Prep) Reading School Reddam House Berkshire Reed's School Rendcomb College Repton School Richard Huish College Riddlesworth Hall Preparatory School Rikkyo School in England Ripon Grammar School Rishworth School Rochester Independent College Rockport School Roedean School Rookwood School Rossall School Royal Alexandra & Albert School Royal High School, Bath Royal Hospital School Royal Russell School Rugby School Ruthin School Ryde School with Upper Chine Rye St Antony School (Incl Prep) S.Anselm's Preparatory School Saint Felix School Saint Ronan's School Salisbury Cathedral School Sandroyd School Scarborough College Scarisbrick Hall School Seaford College (Incl Prep) Sedbergh School Sevenoaks School Sexey's School Shaftesbury School Shebbear College Sherborne Girls Sherborne Preparatory School Sherborne School Sherfield School Shiplake College Shrewsbury School Sibford School Sidcot School Slindon College St Andrew's Preparatory School, Eastbourne St Andrew's School, Pangbourne St Bees School St Catherine's, Bramley St Christopher School St Clare's, Oxford St David's College, Llandudno St Edmund’s School, Surrey St Edmund's College & Prep School, Hertfordshire St Edmund's School, Canterbury (Incl Junior) St Edward's Oxford St Francis' College St George's School, Ascot St George's School, Harpenden St George's School, Windsor St George's, Edinburgh St Hugh's Prep School, Lincolnshire St Hugh's Prep School, Oxfordshire St John’s College School, Cambridge St John’s College, Southsea St John's Beaumont Preparatory School St John's School, Leatherhead St John's School, Sidmouth St Joseph's College (Incl Prep) St Lawrence College (Incl Junior) St Leonards School, Fife St Margaret's School, Bushey St Mary's Calne St Mary's Music School St Mary's School, Ascot St Mary's School, Cambridge St Michael's School St Paul's School, London St Peter's Prep School St Peter's School, york (incl St Olave's) St Swithun's School St Teresa's School Stamford Endowed Schools

smembersmembersmembersmembersmembersmembersmembersmembersmembersmembe 101

Stamford Junior School Stephen Perse Foundation Stewart's Melville College Steyning Grammar School Stoke College Stonar School Stonyhurst College Stonyhurst St Mary's Hall Stover School (Incl Prep) Strathallan School (Incl Prep) Summer Fields School Sunningdale School Sutton valence School (incl Prep) Swanbourne House School Talbot Heath School (Incl Junior) TASIS, The American School in England Taunton Preparatory School Taunton School Teikyo Foundation School Terra Nova School Terrington Hall School Tettenhall College The Chorister School The Downs Malvern The Duke of york's Royal Military School The Elms School The Hammond School The King's School, Canterbury The Leys School The Mary Erskine School The Montessori Place, Hove The Mount School The National Mathematics and Science College The New Beacon School The Oratory Preparatory School The Oratory School The Pilgrims' School The Prebendal School The Purcell School for young Musicians The Read School The Royal Ballet School The Royal Grammar School, High Wycombe The Royal Masonic School for Girls The Royal School, Armagh The Royal School, Dungannon The Royal School, Surrey The Royal School, Wolverhampton The Thomas Adams School The Wellington Academy Thetford Grammar School Thornton College Tonbridge School Trent College Tring Park School for the Performing Arts Trinity School Truro High School for Girls (Incl Prep) Truro School Tudor Hall School Twyford School Uppingham School victoria College, Belfast vinehall School Walhampton School Warminster School (Incl Prep) Warwick School Wellesley House School Wellington College Wellington School Wells Cathedral School (Incl Prep) West Buckland School West Hill Park School Westbourne House School Westbourne School Westminster Abbey Choir School Westminster Cathedral Choir School Westminster School, Westminster Westonbirt School (Incl Prep) Whitgift School Winchester College Winchester House School Windermere School Windlesham House School Wisbech Grammar School Witham Hall School Woldingham School Woodbridge School Woodcote House School Woodhouse Grove School Worksop College (Incl Prep) Worth School Wrekin College Wychwood School (Oxford) Ltd Wycliffe College (incl Prep) Wycombe Abbey Wymondham College Wymondham College Prep School yehudi Menuhin School Correct at time of publication

EUroPE

A+ World Academy, Switzerland Aiglon College, Switzerland Alexandra College, Ireland Amadeus International School, Austria American Collegiate Institute, Turkey Apex 2100, France Berlin Brandenburg International School, Germany Bestepe College, Turkey Blackrock College, Ireland Brillantmont International School, Switzerland Cabella International Sahaja School, Italy Clongowes Wood College, Ireland College Alpin Beau Soleil, Switzerland College Champittet, Switzerland College du Leman International School, Switzerland Complejo Educativo Mas Camarena, Spain Ecole Jeannine Manuel, France Exupery International School, Latvia Glenstal Abbey School, Ireland Institut Montana Zugerberg, Switzerland International School Eerde, Netherlands International School of Milan International School San Patricio Toledo John F Kennedy International School, Switzerland Kilkenny College, Ireland King's College, The British School of Madrid, Spain The Koc School, Turkey La Garenne, Switzerland Laude Lady Elizabeth School, Spain Leysin American School, Switzerland Lundsbergs Skola, Sweden Lyceum Alpinum Zuoz, Switzerland Midleton College, Ireland Open Gate Boarding School, Czech Republic Préfleuri International Alpine School Rathdown School, Ireland Rockwell College, Ireland Schule Schloss Salem, Germany Sigtunaskolan Humanistiska Läroverket, Sweden Sotogrande International School, Spain St Columba's College, Ireland St George's International School, Germany St George's International School, Switzerland St Gilgen International School GmbH, Austria St John's International School, Belgium St Louis School Milan St Peter's International School, Portugal Surval Montreux, Switzerland The International School of Paphos, Cyprus The Kings Hospital, Ireland villiers School, Ireland

rEST oF ThE World

Assam valley School, India Atlantic Hall School, Nigeria Avi-Cenna International School, Nigeria Brisbane Grammar School, Australia British International School Lagos Bromsgrove International School, Thailand Chinquapin Preparatory School, USA Dalian American International School (Nord Anglia Group), China Day Waterman College, Nigeria Dulwich College Suzhou, China Episcopal High School, USA Epsom College in Malaysia Fay School, USA Frensham, Australia Greensteds International School, Kenya Hangzhou Greentown yuhua School, China Harrow Innovation Leadership Academy Chongqing Harrow Innovation Leadership Academy Nanning Harrow International School Shenzhen Qianhai Harrow Innovation Leadership Academy Zhuhai Harrow International School Bangkok, Thailand Harrow International School Haikou Harrow International School, Hong Kong Idyllwild Arts Academy, USA Jerudong International School, Brunei Kincoppal-Rose Bay, Australia King Henry vIII College, Malaysia Kolej Tuanku Ja'afar, Malaysia Lady Eleanor Holles International School Foshan, China The Lawrence School, Lovedale, India The Lawrence School, Sanawar, India Letovo School, Russian Federation Marlborough College, Malaysia Merchiston International School, China Methodist Ladies' College, Australia Michaelhouse, South Africa Miles Bronson Residential School, India MIT Pune's vishwashanti Gurukul, India New School Georgia Nord Anglia Chinese International School, Shanghai, China Nord Anglia School, Beijing, Fangshan Nord Anglia School, Foshan Nord Anglia School, Guangzhou, Panyu Nord Anglia School Jiaxing, China Nord Anglia School, Nantong Nord Anglia School, Ningbo, Fenghua Nord Anglia School, Shenzhen Nord Anglia School, Suzhou North London Collegiate School, Jeju, Korea NUCB International College, Japan Peponi School, Kenya Pinegrove School, India Prem Tinsulanonda International School, Thailand Pymble Ladies' College, Australia Regents International School Pattaya, Thailand Rong Qiao Sedbergh School Rugby School Thailand School of Leadership, Afghanistan (SOLA) The Scindia School, Gwalior, India Sela Qui International School, India Shattuck-St Mary’s School, Malaysia St Andrew's College, South Africa St Andrew's Prep School Turi, Kenya St Andrew's Senior School Turi, Kenya St Christopher Schools, Kenya St George's College, Argentina Swiss International Scientific School Dubai, UAE The British School of Lome, Togo The Doon School, India The Forman School, USA The Hill School, USA The Hun School of Princeton, USA The International School of Penang (Uplands), Malaysia The International School, Bangalore, India The King's School, Australia The Mayo College, India The Regent Secondary School, Nigeria Toowoomba Anglican School, Australia United World College South East Asia, Singapore Wellington College International Tianjin, China Welham Boys' School, India Welham Girls' School, India Westlake International School, Malaysia Windsor High School at Albany, Bahamas Woodstock School, India Whanganui Collegiate School, New Zealand Wycombe Abbey School Changzhou, China Wycombe Abbey School, Hangzhou, China Wycombe Abbey School, Hong Kong Wycombe Abbey School Nanjing, China yew Chung International School of Qingdao, China yew Wah International Education School of Guangzhou, China yew Wah International Education School, Zhejiang Tongxiang Campus, China yew Wah School of Shanghai Changning, China yew Wah International Education School of Shanghai Lingang, China

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ƚŽ ĐŽŵďĂƚ ƚŚĞ ƌŝƐŬ ŽĨ Ɖ ďĞŶĞĮƚ ƐĐŚĞŵĞƐ ƚŽŽŬ ƉůĂĐĞ ŝŶ ϮϬϭϴ͕ ƐĐĂŵŵĞĚ͕ ƚŚĞ ƚǁŽ ƌĞŐ ũŽĂŶŶĞ͘ĞLJŶŽŶ͘ΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌLJ͘ĐŽ͘ƵŬ We can assistĞƋƵĂƟŶŐ ƌŽƵŐŚůLJ ƚŽ άϯϰ ďŝůůŝŽŶ͘ schools in explaining and understanding theirǁĞůů ĞƋƵŝƉƉĞĚ ƚŽ ǁŽƌŬ pension obligations in The Teachers’ Pension Scheme (TPS) This follows the pensions freedoms Monitor transfer a and any otherŝŶƚƌŽĚƵĐĞĚ ďLJ ƚŚĞ ϮϬϭϰ ƵĚŐĞƚ͘ ,ŽǁĞǀĞƌ͕ pension arrangements they may have.

ƚŚĞƌĞ ĂƌĞ ƌŝƐŬƐ ƚŚĂƚ ŵĞŵďĞƌƐ ĂƌĞ ďĞŝŶŐ dWZ ŚĂƐ ĂƐŬĞĚ ƚƌƵƐƚĞĞƐ experience in taking employers through the poorly advised or that members are ŽĨ ƚƌĂŶƐĨĞƌ ĂĐƟǀŝƚLJ͕ ŝŶĐ tĞ ŚĂǀĞ ŽĸĐĞƐ ŝŶ ŵĞƌƐŚĂŵ͕ ŝƌŵŝŶŐŚĂŵ͕ ƌŝƐƚŽů͕ ĂƌĚŝī ĂŶĚ >ŽŶĚŽŶ͘ 'ŝǀĞ ƵƐ Ă ĐĂůů ƚŽ ƐĞĞ • Are changesTafoot for ŚĞ WĞŶƐŝŽŶƐ ZĞŐƵůĂƚŽƌ ;dWZͿ ĞƐƟŵĂƚĞƐ ƚƌĂŶƐĨĞƌƌŝŶŐ ƚŚĞŝƌ ďĞŶĞĮƚƐ ŝŶƚŽ ƐĐĂŵ ǀĞŚŝĐůĞƐ͘ process of changing their pension arrangements and ,ĂǀŝŶŐ ĂůƌĞĂĚLJ ůĂƵŶĐŚĞĚ Ă ũŽŝŶƚ ĐĂŵƉĂŝŐŶ advisers and receiving ŚŽǁ ǁĞ ĐĂŶ ŚĞůƉ ǁŝƚŚ LJŽƵƌ ƉĞŶƐŝŽŶ ĂŶĚ ĞŵƉůŽLJĞĞ ďĞŶĞĮƚ ĐŚĂůůĞŶŐĞƐ͘ ,ŽƵƐŝŶŐ ƐƐŽĐŝĂƟŽŶƐΖ ƉĞŶƐŝŽŶ ƟŽŶ Ͳ Ă ƚŚĂƚ ŽǀĞƌ ϭϬϬ͕ϬϬϬ ƚƌĂŶƐĨĞƌƐ ŽƵƚ ŽĨ ĚĞĮŶĞĚ ƚŽ ĐŽŵďĂƚ ƚŚĞ ƌŝƐŬ ŽĨ ƉĞŶƐŝŽŶ ƐĂǀĞƌƐ ďĞŝŶŐ Stuart Price Rhidian Williams ƌĞƉŽƌƚ ĂŶLJ ƐƵƐƉŝĐŝŽƵƐ Ă explaining the changes to staff. arrangements? er?

Cypress House ^ƚ DĂƌLJ͛Ɛ ŽƵƌƚ͕ dŚĞ ƌŽĂĚǁĂLJ /Ŷ ůŝŐŚƚ ŽĨ ƚŚĞ ĂďŽǀĞ͕ ƐĞǀĞƌĂů ŵĞĂƐƵƌĞƐ ďĞŶĞĮƚ ƐĐŚĞŵĞƐ ƚŽŽŬ ƉůĂĐĞ ŝŶ ϮϬϭϴ͕ ƐĐĂŵŵĞĚ͕ ƚŚĞ ƚǁŽ ƌĞŐƵůĂƚŽƌƐ ĂƌĞ ĂůƌĞĂĚLJ ƚŚĞ & ĂŶĚͬŽƌ ĐƟŽŶ WĂƐĐĂů ůŽƐĞ͕ ^ƚ DĞůůŽŶƐ Amersham ͻ WW&ͬ džƉĞƌŝĂŶ Ͳ ĐĂƐĞ ƐƚƵĚLJ͘​͘​͘ ĂƌĚŝī &ϯ Ϭ>t ƵĐŬƐ ,Wϳ Ϭhd ŚĂǀĞ ďĞĞŶ ĂŶŶŽƵŶĐĞĚ ƚŽ ƉƌŽƚĞĐƚ ŵĞŵďĞƌƐ ĞƋƵĂƟŶŐ ƌŽƵŐŚůLJ ƚŽ άϯϰ ďŝůůŝŽŶ͘ ǁĞůů ĞƋƵŝƉƉĞĚ ƚŽ ǁŽƌŬ ĐŽůůĂďŽƌĂƟǀĞůLJ͘ ϬϮϵ ϮϬϴϯ ϳϵϬϮ Ϭϭϰϵϰ ϵϮϳ ϴϴϬ When it comes to staff we are so passionate about helpingƐŚŽƵůĚ ŚĂǀĞ ƉƌŽĐĞƐƐĞƐ to ŽŶΖƚ ůĞĂǀĞ ŝƚ ƚŽŽ ůĂƚĞ͊ ĂŶĚ ĂƐƐŝƐƚ ƚŚŽƐĞ ƌĞƐƉŽŶƐŝďůĞ ĨŽƌ ƌƵŶŶŝŶŐ ƐƚƵĂƌƚ͘ƉƌŝĐĞΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌLJ͘ĐŽ͘ƵŬ ƌŚŝĚŝĂŶ͘ǁŝůůŝĂŵƐΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌLJ͘ĐŽ͘ƵŬ ons... ǁŚĞƚŚĞƌ ƚƌĂŶƐĨĞƌƐ ĂƌĞ educate them pension in a simple and concise way about the ͻ ŚĂƌŝƚLJ ƵƉĚĂƚĞ This follows the pensions freedoms schemes.

Stuart Price Robert Palmer Monitor transfer activity ĚŽƵďƚ͕ ĂůĞƌƚ ƚŚĞ ŵĞŵď Broad Quay House importance of saving for ^ƵŝƚĞ ϭϬϳ͕ 'ƵŝůĚŚĂůů ƵŝůĚŝŶŐƐ their retirement. ŝŶƚƌŽĚƵĐĞĚ ďLJ ƚŚĞ ϮϬϭϰ ƵĚŐĞƚ͘ ,ŽǁĞǀĞƌ͕ ͻ YƵĂŶƚƵŵ ĐŚƌŽŶŝĐůĞƐ ŚĞŵĞƐ WƌŝŶĐĞ ^ƚƌĞĞƚ ϭϮ EĂǀŝŐĂƟŽŶ ^ƚƌĞĞƚ ĚŝůŝŐĞŶĐĞ ĐĂŶ ďĞ ĐĂƌƌŝĞ ƌŝƐƚŽů ^ϭ ϰ : ŝƌŵŝŶŐŚĂŵ Ϯ ϰ d Regulators warn the public of ƚŚĞƌĞ ĂƌĞ ƌŝƐŬƐ ƚŚĂƚ ŵĞŵďĞƌƐ ĂƌĞ ďĞŝŶŐ dWZ ŚĂƐ ĂƐŬĞĚ ƚƌƵƐƚĞĞƐ ƚŽ ŬĞĞƉ ƌĞĐŽƌĚƐ Ϭϭϭϳ ϵϬϱ ϴϳϲϲ ϬϭϮϭ ϳϮϲ ϳϬϲϭ poorly advised or thatƐƚƵĂƌƚ͘ƉƌŝĐĞΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌLJ͘ĐŽ͘ƵŬ members ƌŽďĞƌƚ͘ƉĂůŵĞƌΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌLJ͘ĐŽ͘ƵŬ Finally, weare can also help educate your students about the dƌƵƐƚĞĞƐ ƐŚŽƵůĚ ƌĞǀŝĞǁ ŽĨ ƚƌĂŶƐĨĞƌ ĂĐƟǀŝƚLJ͕ ŝŶĐůƵĚŝŶŐ ĚĞƚĂŝůƐ ŽĨ pension scam tactics ƚƌĂŶƐĨĞƌƌŝŶŐ ƚŚĞŝƌ ďĞŶĞĮƚƐ ŝŶƚŽ ƐĐĂŵ ǀĞŚŝĐůĞƐ͘ advisers and receiving schemes andĐŽŵŵƵŶŝĐĂƚĞ ƚŚĞ ƚƌĂŶ Phil Farrell importance of saving whilst in employment so they are able to ŽŶ ϭϲ ^ƚ DĂƌƟŶ͛Ɛ ůĞ 'ƌĂŶĚ ĐĂŵƉĂŝŐŶ ƚŽ ƚĂĐŬůĞ ƉĞŶƐŝŽŶ ƐĐĂŵƐ ĂŶĚ ƌĞƉŽƌƚ ĂŶLJ ƐƵƐƉŝĐŝŽƵƐ ĂĐƟǀŝƚLJ ƚŽ ƚŚĞŵ͕ members as good proc ^ƚ WĂƵů͛Ɛ enjoy a comfortable retirement when they finish work. /Ŷ ůŝŐŚƚ ŽĨ ƚŚĞ ĂďŽǀĞ͕ ƐĞǀĞƌĂů ŵĞĂƐƵƌĞƐ >ŽŶĚŽŶ ϭ ϰ E ƌĂŝƐĞ ĂǁĂƌĞŶĞƐƐ ŚĂƐ ďĞĞŶ ůĂƵŶĐŚĞĚ ďLJ ƚŚĞ & ĂŶĚͬŽƌ ĐƟŽŶ &ƌĂƵĚ͘ dƌƵƐƚĞĞƐ ĐŽŵŵƵŶŝĐĂƟŽŶ ǁŝůů Ɖƌ ϬϮϬ ϯϬϬϴ ϳϭϵϳ ͘​͘​͘ ŚĂǀĞ ďĞĞŶ ĂŶŶŽƵŶĐĞĚ ƚŽ ƉƌŽƚĞĐƚ ŵĞŵďĞƌƐ ƉŚŝů͘ĨĂƌƌĞůůΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌLJ͘ĐŽ͘ƵŬ ƚŚĞ &ŝŶĂŶĐŝĂů ŽŶĚƵĐƚ ƵƚŚŽƌŝƚLJ ;& Ϳ ĂŶĚ ƐŚŽƵůĚ ŚĂǀĞ ƉƌŽĐĞƐƐĞƐ ŝŶ ƉůĂĐĞ ƚŽ ĐŚĞĐŬ poor transfer decision Please do contact us for an informal chat to see if we can help. ĂŶĚ ĂƐƐŝƐƚ ƚŚŽƐĞ ƌĞƐƉŽŶƐŝďůĞ ĨŽƌ ƌƵŶŶŝŶŐ ^ƉĞĐŝĮĐ ŝŶĨŽƌŵĂƟŽŶ ĨŽƌ ĚĞĮŶĞĚ dWZ͘ dŚĞ ĐĂŵƉĂŝŐŶ ĂůĞƌƚƐ ƚŚĞ ƉƵďůŝĐ ƚŽ ƚŚĞ ǁŚĞƚŚĞƌ ƚƌĂŶƐĨĞƌƐ ĂƌĞ ůĞŐŝƟŵĂƚĞ ĂŶĚ͕ ŝĨ ŝŶ DB ďĞŶĞĮƚ ;ĮŶĂů ƐĂůĂƌLJͬ Z Ϳ pension schemes. ŵŽƐƚ ĐŽŵŵŽŶ ƚĂĐƟĐƐ ƵƐĞĚ ďLJ ĨƌĂƵĚƐƚĞƌƐ͘ TPR urges scheme ĚŽƵďƚ͕ ĂůĞƌƚ ƚŚĞ ŵĞŵďĞƌ ƐŽ ĂĚĚŝƟŽŶĂů ĚƵĞ ƉĞŶƐŝŽŶ ƐĐŚĞŵĞƐ YƵĂŶƚƵŵ ĐƚƵĂƌŝĂů >>W͕ ƚƌĂĚŝŶŐ ĂƐ YƵĂŶƚƵŵ ĚǀŝƐŽƌLJ͕ ^ƚĂƟƐƟĐƐ ƐŚŽǁ ƚŚĂƚ ǀŝĐƟŵƐ ůŽƐĞ ĂŶ ĂǀĞƌĂŐĞ ZĞŐŝƐƚƌĂƟŽŶ EƵŵďĞƌ͗ K ϯϮϲϲϲϱ͕ ƌĞŐŝƐƚĞƌĞĚ ŝŶ ŶŐůĂŶĚ ĚŝůŝŐĞŶĐĞ ĐĂŶ ďĞ ĐĂƌƌŝĞĚ ŽƵƚ͘ values ĂŶĚ tĂůĞƐ͘ YƵĂŶƚƵŵ ĐƚƵĂƌŝĂů >>W ŝƐ ĂƵƚŚŽƌŝƐĞĚ Regulators warn the public ofάϵϭŬ ĞĂĐŚ ĂŶĚ ƚŚŽƐĞ ŝŶ ƚŚĞ ĂŐĞ ŐƌŽƵƉ ĂŶĚ ƌĞŐƵůĂƚĞĚ ďLJ ƚŚĞ &ŝŶĂŶĐŝĂů ŽŶĚƵĐƚ ƵƚŚŽƌŝƚLJ͘ ZĞŐŝƐƚĞƌĞĚ ŽĸĐĞ͗ LJƉƌĞƐƐ ,ŽƵƐĞ͕ WĂƐĐĂů ůŽƐĞ͕ ^ƚ Stuart Price dƌƵƐƚĞĞƐ ƐŚŽƵůĚ ƌĞǀŝĞǁ ŚŽǁ ƚŚĞLJ ^ŽŵĞ ƐĐŚĞŵĞƐ ƚŚĂƚ Ğdž DĞůůŽŶƐ͕ ĂƌĚŝī &ϯ Ϭ>t͘ pension scam tactics ϰϱͲϲϱ ĂƌĞ ŵŽƐƚ ĂīĞĐƚĞĚ͘ ,ŽǁĞǀĞƌ͕ ŝƚ ŝƐ ^ƉĞĐŝĮĐ ŝŶĨŽƌŵĂƟŽŶ ĨŽƌ ĚĞĮŶĞĚ DC ůŝƐƚ ŽĨ Ăůů ŵĞŵďĞƌƐ ŝƐ ĂǀĂŝůĂďůĞ ĨŽƌ ŝŶƐƉĞĐƟŽŶ Ăƚ ŽƵƌ 07747 712328 ĐŽŶƚƌŝďƵƟŽŶ ;ŵŽŶĞLJ ƉƵƌĐŚĂƐĞͿ ƌĞŐŝƐƚĞƌĞĚ ŽĸĐĞ͘ also believedĐŽŵŵƵŶŝĐĂƚĞ ƚŚĞ ƚƌĂŶƐĨĞƌ ŽƉƟŽŶ ƚŽ that onlystuart.price@quantumadvisory.co.uk a minority of scams ǀŽůƵŵĞƐ ŽĨ ƚƌĂŶƐĨĞƌ ĂĐ WORKING IN PARTNERSHIP WITH YOU ƉĞŶƐŝŽŶ ƐĐŚĞŵĞƐ ĐĂŵƉĂŝŐŶ ƚŽ ƚĂĐŬůĞ ƉĞŶƐŝŽŶ ƐĐĂŵƐ ĂŶĚ members as good processes and clear ĂƌĞ ƌĞƉŽƌƚĞĚ͘ dŚĞ & ĂŶĚ dWZ ĂƌĞ ƵƌŐŝŶŐ Ă ůĞƩĞƌ ĨƌŽŵ dWZ͘ dŚĞ www.quantumadvisory.co.uk ƌĂŝƐĞ ĂǁĂƌĞŶĞƐƐ ŚĂƐ ďĞĞŶ ůĂƵŶĐŚĞĚ ďLJ anyone who ĐŽŵŵƵŶŝĐĂƟŽŶ ǁŝůů ƉƌŽƚĞĐƚ ŵĞŵďĞƌƐ ĨƌŽŵ believes they may have been ƚŽ ƌĞǀŝĞǁ ƚŚĞ ĂƐƐƵŵƉƟ ƚŚĞ &ŝŶĂŶĐŝĂů ŽŶĚƵĐƚ ƵƚŚŽƌŝƚLJ ;& Ϳ ĂŶĚ poor transfer decisions. targeted to come forward.

I ƚŚĞ ĐĂůĐƵůĂƟŽŶƐ͕ ŝŶ ĐŝƌĐ 'ĞŶĞƌĂů ŝŶĨŽƌŵĂƟŽŶ ͻ ĞƐƟŶĂƟŽŶ ƋƵĂůŝƚLJ ^ƚƌĞĞƚ

Getting in contact We have much

IN EDUCATIONHEALTH EDUCATION ASSOCIATION LIMITED Part of the BSA Group

Part of the BSA Group

Part of the BSA Group

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virtUAl CONFERENCE

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