BSA Boarding School Magazine - Spring 2023

BoArDinG S C H o o l

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 A T I O N

Gavin Horgan, BSA Chair 2023 and Head, Millfield School on ‘Making a Difference’ Ukrainian students supported by the boarding community Creative marketing in a fast-paced world Sustainability focus – how boarding is becoming greener And much more…

Lottie Andrews Communications and Engagement Manager Boarding Schools’ Association

From the editor

Welcome to the Spring edition of the Boarding School magazine. With the Christmas decorations back in their boxes and safely stored away again for another year, we hope you’ve had a wonderful festive break with some well-earned rest ahead of what we’re sure will be an action-packed Spring Term for us all.

Often, the New Year brings with it the opportunity for fresh perspectives as we return from our Christmas breaks, brimming with ideas and feeling motivated for the year ahead Incidentally, ‘fresh perspectives’ is our focus for this year ’s Annual Boarding Conference, for deputy heads, heads of boarding and senior boarding staff, taking place at Bristol City Centre Marriott across two days on June 6-7. This, together with our Annual

Conference for Heads taking place in the same venue a month earlier on May 2-3, will be keeping the team nice and busy as we work towards putting the wheels in motion to create another two unmissable headline conferences We hope many of you will join us!

On page 8, we welcome, Gavin Horgan, Headmaster at Millfield as our new 2023 BSA Chair As of January 1, Gavin took over from Headmaster of Strathallan, Mark Lauder, who had been acting as interim Chair following Andrew Rattue’s retirement over the summer, and Gavin will also be our host for the Annual Conference for Heads in May.

Within this edition we’ll be shining a light on sustainability in our schools as the boarding sector works harder to prioritise greener initiatives in the fight against climate change We’ll touch on themes around creative marketing, celebrate International Boarding Day and even introduce readers to our beloved BSA pets

We hope you enjoy browsing this latest edition of the Boarding School magazine and thank you for your continued support. Please do get in touch via bsa@boarding org uk if you would like to contribute towards any of our future publications

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Annual conference for Heads ~ Making a difference

HoSTEd By GAvin HorGAn BSA CHAir 2023 And HEAdMASTEr, MillfiEld SCHool

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Boarding –certainty in an uncertain world

on a school visit before Christmas, i met a charming young boarder in first year sixth form He explained that although he had not always been a boarder at his school, he had been a pupil since the age of three!

To have already clocked up 14 years at the same school by age 17 (82 per cent of his whole life) might be unusual, but it reinforces two positive forces in boarding education –continuity and stability

I had experienced five different schools by the time I arrived at my sixth as a boarder, aged 13 Everyone knows how turbulent, confusing, and hard the teenage years can be, so to settle down for five years at my final school was a rare moment of stability.

It’s many decades since the external world has seemed so uncertain Conflict, inflation, energy crises and industrial action are all competing for attention again in a way not seen since the 1970s.

Amongst this noise, it is important to recognise the strength and safety boarding continues to offer for our young people Clear term-time

routines with days structured by timetable, a secure home-from-home, good friends and a unique sense of community and togetherness We know the boarding experience to be grounding, developmental, supportive and positive – a beacon of calm in an otherwise turbulent sea

In particular, as you will read in this edition of our Boarding School Magazine, boarding schools have also provided stability and a safe haven for young people escaping the conflict in Ukraine Rossall School and Millfield School, on pages 20-29, are part of a whole line-up of boarding schools in the UK who have united to offer support to families fleeing from these extraordinary circumstances

As nations across the world grapple with the short-term pressures of prices, government spending and supporting a rising bill to keep its citizens healthy, leaders are also

navigating the longer-term challenges of societal change and climate survival

Against such a shifting domestic and world backdrop, it’s never been more important to stand tall and celebrate the value of boarding There has perhaps never been a better time for families to look to boarding school as a well-proven way to support their child, and, in some small way, protect them from the buffeting winds outside.

I hope you will enjoy reading this latest edition of the magazine

Robin Fletcher Chief Executive CEO, BSA and BSA Group

Gavin Horgan BSA Chair 2023 and Head, Millfield School

The boarding community –making a difference

f r o M T H E C H A i r

The boarding community is vast and diverse. With 641 boarding schools in membership of BSA, 485 are home to over 75,000 boarders in the uK, plus thousands more students and schools around the globe.

As practitioners working in this sector, we have the privilege of being a part of our young people’s journey to success, whatever success looks like for them

the resulting global strength of our sector also means we are uniquely placed to support refugees, vulnerable children, looked after children and those with special talents

But at the end of each day, we are home to children

Children from near or far, whose parents place them in our care to support, educate and nurture them to realise their potential and make a difference in their own local communities

As i begin my stewardship as BSA Chair for 2023, i have been reflecting on our communities and how we can better

support our local and global communities for the better

in the Autumn term BSA Boarding Forums feedback from members was consistent Whether state, independent, boys, girls, co-ed, prep, senior, sixth form or a variation on this, boarding colleagues report that one of their top concerns for their boarding students and general population of today is, sadly unsurprisingly, mental health

in our post-pandemic, digital world, are we doing enough to support our communities to be mentally healthy and strong? Are we at best responding to current crises or are we planning for a future that looks different with staff and student training and empowerment?

tracking the latest digital trend, providing appropriate interventions and support for those who are struggling and building a more resilient student body is arguably one of the most important areas in which boarding practitioners can support our young people

here at millfield School, we have invested heavily in supporting the mental health of not only our boarders but our boarding staff if our practitioners are not emotionally resilient, we are ill-equipped to support our children even so, we now look to work with universities and with families to define what the future will be rather than to only react to the present travails

in this issue of the Boarding School magazine, we hear from colleagues from across the sector who are addressing sustainability in their schools We have a visa and immigration update surrounding the subject of boarder crossing and sponsoring international students in the UK as well as interesting pieces on junior boarding, the political landscape and creative school marketing

As ever, the BSA team are here to support us in our roles with an extensive events and training programme including the annual digital safeguarding conference, a new mental health lead course and the annual international conference to name but a few

The following schools have joined the BSA since our last issue: Cistercian College Alliance Française d’Oxford Kaiyo Academy Polwhele House CATS Boston Amesbury School

N E W S in brief

#1

Woodlands House is one of the two boarding houses at ACS Cobham International school. With just over a hundred students in the house, it is an interesting challenge for the dedicated boarding staff members to really get to know each student At the start of each academic year, I try to get to know the students through a creative activity I’d like to give you some insight on our Cardboard Letter Project, with the title ‘My identity & My community’

I first invited boarding staff to decorate their letter and to put a bit of their own unique identity in the letters. I used these letters as examples when I pitched my project during a boarding dinner one evening I had spread the letters randomly in the dining hall and arranged for every single student to sit with students they would usually not sit with It was lovely to see how students engaged and how new connections were made

In the foyer we prepared a table with lots of craft items and we gave our students a couple of days to create their letters The students were asked to put their identity in their letters. Some students chose to highlight their favourite sport, their animal or they chose a more abstract design When all the students had finished their letters, a small group of students came together and created words that describe our community Words such as ‘international’, ‘friends’, ‘laugh’ and respect were formed Some words were chosen and were put on display in our entrance

I’ve always been creative, and I realised I wanted to do something with our students’ individuality as well as the community they would live in

Some responses from our students

Kyle: It was fun to sit with other people for dinner This was the first time in five years that we have done something like this

Kamilla: I’m thinking about my individuality, how to put it on my letter

George: I enjoyed the painting the most I haven’t painted in a long while

Liza: First I thought I was going to put in all my anger, but then, this is what I like everything to be The letter is a representation for calmness

i

A r d B o A r d l E T T E r S

Tips for other houseparents who are looking to organise this activity:|

• order your letters directly from a small independent company (such as Crafty Crocodiles)

• order a spare letter for each letter of the alphabet (there might be staff members, family members and/or visitors who want to join in These letters might be needed when the words are created)

• have the students subtly hide their first name in their design

Earlier this year, the community project in Woodlands was based on our student’s home countries We have students from the United States as well as Nigeria, from Italy to Japan, From Ukraine to France and from Mexico as well as local families in the United Kingdom

Similar to last year ’ s project, we had our students sit at random locations for dinner and write on a little magnet either their home country or countries, their hometown, the place where their family lives or where the students lived for a long time Every student has their own story and their own experiences

After dinner, our students were invited to attach their magnet to our large magnet wall in the foyer The world map was quickly filled and we still do spot students every day glancing at the magnets and the map and finding out where their peers are from

rob Surminski

Lead Houseparent, Woodlands House ACS Cobham International school

Work has started on the creation of a ‘Green Heart’ as part of a plan to provide an outdoor haven in the centre of Taunton School

The £360k plan will see the current asphalt roads and paths between the Pre-Prep, Prep and Senior schools transformed into an eco-friendly pedestrianised area for students to relax and enjoy their green surroundings

It will include trees, plants, seating and sensory areas to promote student wellbeing and provide a place to relax and socialise

Terry Harris, Head of Estates at Taunton School, said: “We’re excited to be starting work on the Green Heart phase of Taunton School’s development plan

“It will give students space in which to take a breather and relax in pleasant surroundings right in the heart of our beautiful 19th century campus ”

The Green Heart project is part of a multi-million pound campus development plan for the school, which also includes new sports facilities and a new £15 million international school The school has already opened a new Sixth Form Centre this term which will be followed by a redesign of the Prep School playground

TA u n T o n S C H o o l C r E AT E S ‘ G r E E n H E A r T ’ i n C E n T r E o f C A M p u S

The Awesome Book Awards is a marketing campaign with a clear brand reach that attracts pupils to Cranleigh senior school, fosters a love of reading and understanding of publishing in prep age children and improves our public benefit profile

Launched seven years ago, the Awesome Book Awards now has a recognisable brand and a life of its own with a wide range of branded materials and a dedicated website Intended to showcase the world of writing and literary events to a young audience, and foster a love of books for life, the Awesome Book Awards also champions new children’s authors

Each year, a panel (made up of our Librarian, Communications team, English staff and pupils) read a longlist of 15 and choose five books by debut children’s authors that will appeal to readers aged 7-11 Primary and Prep schools sign up to join in (each year around 100 schools in the South-East join the scheme), and they are sent packs for their libraries that include: shortlisting posters, scoring cards for pupils, bookmarks for pupils, postcards of all the shortlisted books, and stickers to put on library copies of the shortlisted books Local primary schools are additionally given sets of the books for their library to enable participation

The children read all five shortlisted books throughout the year and the ABA Team sends lots of updates, including monthly newsletters, teaching tips, interviews with all the authors, creative writing

tips, etc , all with the distinctive Awesome Book Awards brand In April voting opens and schools collect the votes of their pupils and vote online before the grand gala event where the winner is announced At the grand gala event, a number of pupils represent each school in the audience and our Speech Hall is transformed into a glittering literary reading, featuring all the shortlisted authors and with the prize announced and presented by the previous year ’ s winner

The events have run virtually for the last two years (as a result of covid) but will return to in-person gala ceremony format this year We will continue to record them to enable all participating pupils to join the fun of the event

The Awesome Books Awards are synonymous with the ethos and personality of Cranleigh Prep and Senior schools Our motto is Ex Cultu Robur (from culture comes strength) and all of our academics are enhanced by an approach to learning that retains the wonder and joy of discovery and the sheer enjoyment of reading and learning for pleasure

This year we partnered with the National Literacy Trust with their Young Reader Scheme, an ongoing pledge to bring reading and book owning to our local primary schools that encompasses teacher training, events, and senior school pupils volunteering for storytelling workshops and reading sessions

C r A n l E i G H S C H o o l' S A W E S o M E B o o K A W A r d S

The Leys Sixth Form Drama Scholar, Amira A, returns to Emmy-nominated Netflix drama ‘Bridgerton’ for Season three

Amira was fortunate enough to be given the opportunity to take a non-speaking role in Season two of ‘Bridgerton’, the Emmy-nominated Netflix drama based on Julia Quinn’s bestselling romance series This summer she had the privilege of filming for Season three, where she has been cast as a ‘Debutant’

Amira’s passion for drama is clear from the volume of school productions she has taken part in Her musical ability sees her perform weekly in the pupil-led music committee she helps to run, ‘Unplugged’, inspiring and encouraging all pupils to perform to peers, teachers, and parents.

Amira commented: “Season two was my first acting job and it was incredibly nerve wracking, especially as I was the youngest there! However, I quickly learnt how things work on set and met the most inspiring people and even got to talk to the main cast!

One of the scenes I filmed was at Ascot Racecourse where we all got to watch the horses actually race, which was so much fun

“This summer I filmed for Season three and travelled to lots of amazing places; it was the experience of a lifetime!”

T H E l E y S d r A M A S C H o l A r , A M i r A A , r E T u r n S T o n E T f l i x d r A M A S H A r E

R O S SA L L ’ S

U K R A I N I A N P R O J E CT

Since our foundation in 1844, we have sought to respond to humanitarian crises with a healthy blend of compassionate pragmatism and radical kindness. in 1939, rossall provided a safe haven for a number of displaced children arriving in the UK as part of the Kindertransport. Eightythree years later, we have welcomed children from both Ukraine and Afghanistan.

Jeremy Quartermain Headmaster Rossall School

As internationally-minded communities, we are uniquely wellplaced to provide direct support for those compelled to flee their homelands due to persecution or conflict Like many schools within the sector, we believe that it is our responsibility to realise our extraordinary potential in this regard. We are living through a cost of living crisis and the vast majority of schools are operating under severe financial constraints.

Nevertheless, the cost of prevaricating or electing to avert one’s gaze may be measured in terms of human lives as opposed to pounds and pence

Those who join us from challenging contexts always enrich the cultural, social and intellectual dimensions of our schools and inspiring our young people to care about the world within which they live is hardwired into the DNA of our communities. The most enduring lessons that we share with children do not occur within the classroom but arise from the provision of meaningful opportunities to explore and engage with the lived experiences of others.

Here at Rossall, we are a diverse and inclusive community with children drawn from almost sixty countries. For our children and parents this constitutes a

fundamental strength of our school. Our response to the situation in Ukraine has gradually evolved over recent months. Initially, we focused upon collecting humanitarian supplies in support of those who had been displaced within Ukraine itself or to neighbouring countries However, we soon determined that the most powerful support we could provide was the opportunity for a small number of young people to continue their education here at Rossall with us.

Early on, my wife and I decided to sponsor a family from Kharkiv under the government’s Homes for Ukraine scheme. Within a few short weeks, the whole community had welcomed Yuliaa and her two young children to the Fylde coast. Parents, governors, members of staff and our children have all offered support, encouragement and friendship

Since April, we have welcomed an additional nine Ukrainian children to Rossall. They come from Kharkiv, Mariupol, Odessa and Kyiv

the youngest is just three whilst the oldest is seventeen Some arrived with an excellent level of english whilst others require intensive support from our excellent eAL department the generosity of the rossall Foundation has enabled us to provide a number of fully funded places for children displaced by the conflict Similarly, the fundraising activities of the rossall rose Society have provided additional support for children who have arrived with little more than the clothes that they were wearing on the day that they left

many of our Ukrainians have direct experience of shelling and, as i write, two of them have returned to Kyiv to visit family it is impossible for us to comprehend the emotional distress caused by separation, or the deep psychological turmoil which results from living in perpetual fear Perfectly happy lives have been destroyed and, as the months pass, the uncertainty only seems to deepen

inevitably, post-traumatic stress is a lived reality for some of our Ukrainian children and so we try to provide advance warning of potential triggers such as fire alarms, sirens, or other loud noises one of our children was caught in a direct blast that caused many fatalities and, for him, the sensation of wind against his face or the

sound of waves crashing onto the beach is still unsettling As time passes, the physical manifestations of trauma tend to subside, but it is much too early to even begin to quantify or understand the lasting impact

the provision of outstanding pastoral care and access to counselling and

trauma therapy are vitally important however, above all else, our Ukrainian children want a sense of stability and the opportunity to resume the daily routine of school life the social benefits of life in a busy boarding environment are incredibly positive within this context

Being busy and surrounded by friends who listen provides some relief from the inevitable stresses and worries of the situation

our Ukrainian children have settled into school life remarkably well their involvement in the cultural life of the school is very impressive Avid members

of the model United Nations, outstanding contributors within the performing arts, our Ukrainians have quickly become an essential and muchloved part of our community

Life without them is hard to imagine and yet we all hope and pray for the day when they can return to their families

and help build a positive future for their country they are courageous, resilient and determined they possess an energy and vitality that is undiminished by the hardships that they have endured

Additionally, we have become an important centre for Ukrainians living here on the Fylde coast our Ukrainian hub provides vital services for Ukrainian refugees which includes fortnightly social gatherings and support and guidance with regards to housing, education and employment opportunities Furthermore, we established a Ukrainian Saturday School for local Ukrainian children

We are incredibly grateful for the partnership funding provided by Lancashire County Council which helps ensure the long-term sustainability of these various projects

the future is uncertain but our commitment to our Ukrainian families is not time bound As winter approaches, our focus will return to exploring opportunities to provide direct aid for those who find themselves without warm clothes, food or the very basic necessities of life Collectively, we should feel proud of the contribution made by so many boarding schools across the UK but this is far from over

‘‘

The last word should go to lower Sixth former Anastasiia Bolkhovitina who joined rossall from a school in Kyiv during the Summer:

Being able to be a part of Rossall was life-changing for me. I was heartily welcomed and fully integrated into the school community with access to high-quality education without the necessity to think about air raid alerts and blackouts I am really grateful for this opportunity to grow as an individual, which Ukrainians like me will always remember. My biggest aim of becoming a “life-changer” for others will be possible, because of Rossall

Ukrainian Millfield students making the

Two Ukrainian students have spoken about their experiences of being welcomed into Millfield School after fleeing their country.

eir mark at

Ana, a 17-year-old pianist, guitarist, singer and songwriter, has found solace in Millfield’s music department, performing in multiple concerts, and 16-year-old Vitalii Klymenko has set up a water polo team to pursue his passion for the sport and has already entered the National Championships

As a result of the conflict in Ukraine, Millfield offered 10 free Ukrainian student places to enable children affected to safely continue with their education

Ana and her family left their home in Kyiv immediately at the start of the conflict for safety, moving to Montenegro She travelled to the UK on her own and her parents and younger sister Eva stayed in Montenegro, her guardian who lived locally heard about Millfield’s offer of places and Ana started in June Ana is studying BTEC music at Millfield, with aspirations of a career in music and the dream of one day singing at Wembley Stadium.

Ana said: “I came to England because of the war but I never thought that I could study in a school like Millfield All I want is to be in a safe place and continue my education. Millfield gave me lots of support when I joined the school, the teachers have helped me a lot with my language barrier and the Millfield community has helped me to continue to make my dreams come true ”

Ana began as a day student but was soon offered a boarding place so that she could spend more time participating at school events.

Millfield recently offered me a boarding place to give me the opportunity to take part in events and help more with volunteering as well. i’m happy about this because now i’m fully involved in school life, and i can give back to Millfield’s community as well. i really feel that i’m a part of Millfield’s community, and i’m proud to be here.”

Ana recently performed at the school’s Students International Dinner where she poignantly sang her mother ’s favourite song Океан Ельзи – Обійми, a Ukrainian song about freedom. She said: “The song that I sang at the International Dinner is very important to me, it is one of my mum’s favourite songs It talks about freedom, a new beginning after dark times and about the love of a person that helps you go through the most difficult times ”

The lyrics translate to ‘Hug me, hug me, so gentle Don’t let me go When a day will come and the war will finish, I will start from the beginning’

“I really miss Ukraine and my family, I feel sad about what is happening in my country now, that’s why I chose that song. I spend most of the time in the music department where I can write and produce my songs If I’m not in the music department - that means that it’s closed My biggest dream is to sing at a concert in Wembley Stadium so for now I’m performing at school as much as I can so that I am not to be afraid of being on stage. Millfield’s events help me with that a lot ”

After Millfield, Ana hopes to remain in the UK to go to university. “I think that I will go to university in the UK I want to connect my life with music so I will do as much as I can to achieve that I haven’t really thought too much yet about my future because it all changed in one day when the war began, and I need some time to get used to this rhythm of life now.”

Vitalii, a regular water polo player in his homeland, quickly settled into Millfield after leaving Ukraine’s capital Kyiv and moving to Italy at first His

mum, dad and younger sister remain in Kyiv. Vitalii is studying maths, computer science and physics at Millfield He said: “I found my transition to Millfield quite easy because of the relationships between teachers and other students, which are all very friendly. I have also received lots of support from them ”

Missing his sporting passion, he asked Millfield’s Director of Swimming Euan Dale, if he could set up a water polo team, which Vitalii now coaches three times a week in the school’s 50m pool “I really appreciate Millfield for giving me the opportunity to play water polo. In Ukraine I couldn’t do this during the war. I’ve been playing water polo for seven years, but I have never been a coach before, so it is a great experience for me to be in a coach role We started our team two months ago and we have already made great progress.”

Gavin Horgan Headmaster

Euan, who worked with Vitalii to reintroduce water polo at the school after a several decade hiatus, said: “Seeing Vitalii’s passion for water polo, I knew straight away we had to make something work We started a pilot boys programme and entered the National Championships! The team are looking great, they even managed to beat the 1st XI rugby team in a friendly match This is a fantastic example of student voice making a difference and adding value to the Millfield community ”

Vitalii’s favourite part about being at Millfield is the boarding. “Boarding is one of the best aspects for me at Millfield, I have a lot of friends in my house, and I really like joining in with all the house activities ” After Millfield, Vitalii hopes to attend university and continue playing water polo

it is heart-warming that both Ana and Vitalii have found their feet at Millfield in extraordinary circumstances, whilst they and their families continue to go through the trauma of war in their home country. i am very proud of them both and expect nothing less than the Millfield community supporting them in their passions. i am excited to see what they will achieve during their time in the Sixth Form and beyond.”

BoArderS CroSSiNG Bord SPoNSoriNG INTERNATION STUDENTS iN the UK

With more than 25,000 international students choosing to study at UK schools whilst their parents live overseas,1 Student and Child Student visa routes remain the primary immigration category for international boarders. Our schools know full well the benefits of student migration Indeed, UK Visas and Immigration (‘UKVI’) lists over 1,000 UK schools on their Register of Student sponsors,2 but what exactly does this title mean?

Student Sponsorship: a privilege, not a right

Prospective pupils who are not British, Irish or holders of another study-permitting UK immigration status, must obtain Student status (e.g. a Student or Child Student visa) before studying in the UK To make their visa application, an eligible UK education provider holding Student Sponsor status must be willing to ‘sponsor ’ them throughout their studies.

A key principle of the Student sponsorship regime is that sponsorship is a privilege and not a right, so those who benefit most directly from student migration (education providers) must help to prevent the system from being abused.

UKVI, part of the Home Office, issues Student sponsor licences to those education providers deemed to meet the requirements (NB academies and state-funded schools cannot hold a Student sponsor licence or sponsor students).

With great trust comes great responsibility

No, not a quote from a wellknown Marvel franchise but the foundation of an education provider ’s ‘partnership’ with UKVI. When a school is granted a Student sponsor licence, significant trust is placed in them With this trust comes a responsibility to act in accordance with UK immigration law and all parts of UKVI’s Student Sponsor Guidance.

Sponsors have a great many duties and responsibilities to discharge which by no means begin and end with a sponsored student’s visa application These include specific record-keeping duties, reporting duties (with strict timeframes to be met) and safeguarding duties, as well as more general duties.

UKVI must have confidence in a school’s ability to monitor and protect their overseas students Likewise, schools must be able to show that they can fulfil, and are fulfilling, their sponsor duties in order to gain and retain a Student sponsor licence.

Knowing

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UKVI

Whilst Sponsors are expected (and trusted) to maintain their own compliance, their rates of visa refusals, enrolment and course completion must be checked every 12 months via a Basic Compliance Assessment UKVI also carry out inspections, or audits, which can be announced or unannounced

the risks

ng and child s an all-toolinked to Child applications; the gration category ttractive option for to abuse legal e UK It is at Sponsors play ensuring that control is ncluding through due diligence on nts and the mselves if aged 16+ huge ramifications who fail to ir responsibilities, pose a risk to control These tions on having a Sponsor ed and potentially a from the Register onsors A ban can d on key personnel rella company of ting that Sponsors cted to meet wider with general UK cluding health and tions and laws. Employing h no right to work carry a Civil to £20,000 per harsher if an employer wingly

With in-person inspections having now been resumed ‘post-Covid’, it is good practice for Sponsors to review all systems, processes and standards to ensure continued compliance with UKVI requirements

Consider if your school is “auditready ” with our three top considerations:

File review: How accessible are the files and information you will need to show? Can you easily present an up-to-date list of your international students? How long will it take? Consider a central repository for all required information and records.

Staff knowledge: Who is best placed to manage an inspection? Do your SMS Key Personnel understand their roles? Remember, UKVI can ask to interview anyone, including boarding staff and sponsored students

Consider a BSA mock audit:

Test your readiness for an inspection with a health-check of all systems, processes and procedures We are here to support you.

Key takeways

UKVI compliance is a school-wide responsibility for Sponsors, so ensuring staff members – and not just those involved in the recruitment of international students – understand the wider risks and consequences of non-compliance is essential Carrying out due diligence at the outset of student recruitment is crucial Finally, have pride in your role as a Sponsor and, rather than fearing the risks, remember the bigger picture as to why UKVI compliance is so important

assessments: are you “audit-ready”?

Kate Hollyer

Legal and Public Affairs Director of BSA Legal Services Ltd

Sustai abil

Mr Phil Leamon Head of Sustainability and Environmental Education Cranleigh School

I am incredibly lucky to have been given the responsibility to lead Sustainability at Cranleigh and over the last year have been trying to learn how we can be as effective and empowered as possible, both as individuals and as a community, in addressing this most crucial of agendas.

We started with House Sustainability Strategies and a really strong push on waste and rubbish, and asking every subject to “ green season ” their curriculum to acknowledge climate change wherever possible A great opportunity to contextualise this had also appeared on the horizon in the guise of COP26

At Cranleigh, we marked this with a collaboration with all four Cranleigh Schools to explore the importance of COP and how we may rise to the challenges it sets Another way we prepared for COP26 was through the United Kingdom Schools Sustainability Network (UKSSN), of which Cranleigh is a member school and I am the staff lead for the Surrey Area We took 20 students from around the country and I am really proud to say that, as a result of our efforts at COP26, the UKSSN has been directly involved in the development of the DfE’s new Sustainability and Climate Change Strategy.

yin lity

featuring such eminent speakers as Caroline Hickman, Helen Forester, Force of Nature and Dr Dan O’Hare from the British Psychological Society

After Christmas we started to offer ‘Teracycle’ recycling – various forms of flexible plastic – in School Another collaboration going strongly is the outdoor work we are doing in the community – our vegetable garden in the Medical Centre Garden continues to thrive and be great fun but we also take pupils most weeks to our three local community sites where we plant, tidy and maintain. This year we embarked upon our first ever Outdoor Curricular Learning Week The Eco Council set out 20 different sites around the amazing resource that is Cranleigh’s outdoor space and asked teachers to take as many classes as they could outside to teach a curriculum lesson that otherwise would have been delivered in the classroom

The Sustainability Council has been busy with a raft of initiatives to drive us forwards and re-engage us with the planet that sustains and supports us all First, we moved from a Meat Free Monday to a Meat Free ‘One Day’ strategy, with plant-based meals being spread over a week The intention here is to reduce the one day ‘hit’ and to reflect the type of lifestyle that will be more common in the future. The end of Lent term also heralded Eco Week which was, like its first instalment last year, an incredibly positive and busy event

We had a whole week of: nature walks; star-gazing; environmental-themed lessons; seed-planting; talks for guest speakers; creative and essay competitions; PSHE sessions on the Sustainable Development Goals; eco film-screenings; Eco chapel; an air-quality testing event with CPS; and a fantastic UKSSN / SEAS meeting seminar on ‘Eco-Anxiety/Positivity’

I saw a huge range of lessons being taught, from mathematics calculating the flight of paper aeroplanes, to creative poetry classes, to geography surveys to art classes to music inspiration – it was incredibly inspiring and we are working to develop some of our spaces to be more usable as teaching environments all year round The positive effects on young people of engaging with nature and learning outside are clear and our grounds are too good a resource to not use

We’ve just begun a more strategic approach to Sustainability and Environmental Education after a year of experimenting and engagement Amongst other things, setting up a Sustainability Committee to draw on the experience, energy and knowledge of pupils, staff, governors, parents and OCs to consult on and shape strategy to help us achieve well-defined operational sustainability goals. We have much to do in the future, to ensure that the horizon in front of us is seen for exactly what it is – somewhere we will arrive at soon enough and something for which we must be ready

the 2021 United Nations Climate Change Conference (Cop26) in Glasgow shone a spotlight on sustainability for all sectors, including education. dollar Academy takes issues of sustainability very seriously and, in may 2021, introduced a ground-breaking learning platform with these issues at the core: FidA – the Futures institute at dollar Academy

What is fidA?

FidA is an open-access education platform that empowers young people to learn in new ways, through innovative courses, workshops, design challenges and competitions to date, more than 550 young people and teachers from across Scotland have taken part, either in person and / or via an online platform to enable the widest possible participation

FidA courses and projects share three key characteristics:

• they are rooted in at least one of the UN Sustainable development Goals

• they require pupils to think creatively and draw upon different areas of knowledge and learning in order to solve real-world problems

• they are co-designed and delivered with experts from industry and universities to ensure that the topics covered truly reflect current realworld issues

Why create fidA?

the launch of FidA was a significant step for dollar Academy and a way for us to tackle three key aims Firstly, rather than being a noisy bystander, we wanted to play an active role in the national debate about curricular reform by creating new types of courses and challenges that deal with real world issues in direct partnership with industry and academia our second aim was to probe sustainability issues and opportunities We recognise that we are living through a climate crisis, so each FidA course is linked back to the UN SdGs Finally, we wanted to do our bit in closing the attainment gap by providing equitable and free access to all of our materials

doLLAr ACAdemy SUStAiNABiLity iN SChooLS y

there is a move towards education models like FidA in numerous countries around the world When it comes to the complicated global problems that we face, climate change and the wider issues of sustainability being key examples, academics and industry leaders tell us that at least some of the solutions will come from breaking down subject silos this has serious implications for how we educate our pupils, with the importance of groupbased interdisciplinary working becoming more prominent

Ian Munro Rector Dollar Academy

We were delighted that Professor Ken muir, the independent advisor to the Scottish Government on the replacement of the Scottish Qualifications Authority, publicly endorsed FidA in may 2022: FIDA’s bold approach to education places the student experience at the centre, providing critical opportunities to engage with industry and stakeholders beyond the classroom. This aligns closely with some of the recommendations I made in my report to the Scottish Government on a future vision for Scottish education and I am highly impressed with what the initiative aims to do.

Why is it important that we get school pupils engaged?

young people are citizens of the world and will feel the impact of climate change during their entire lives We must help them become informed and empowered to take positive action Pupils today have a great social and environmental conscience and want to make the world better in so many ways - they can be powerful changemakers and should be supported to do so

What’s next?

New ways of working demand new kinds of learning space; and we are planning an ambitious new building – the Futures institute – which will become a physical home for FidA at the heart of the dollar Academy campus

the building has been designed by globally renowned architect, and former dollar pupil, Andrew Whalley oBe Andrew is the current Chairman of GrimShAW, and the architect behind many award-winning projects, including the eden Project in Cornwall his input has ensured that our new building will be one of the most sustainable in the world

you can learn more about FidA here and plans for the new building here

Moving towards a more sustainable future

Wherever possible and practical, Marlborough College looks to make more sustainable and energy efficient choices across all its operations and to consider its wider environmental impact.

As a busy full boarding school, the choices made for heating, lighting, transport and cooking can make a significant difference The College already sources electricity from 100% renewable contracts (wind, solar or hydro), has installed over 4,000 LED lights and is converting all its old boilers to new energy efficient condensing boilers.

In October, they took ownership of 13 zero emission small electric vans for daily usage around the campus. Next to be replaced are the larger vans used to transport catering and domestic supplies to the boarding houses and the nine-seater mini bus fleet Four electric carcharging points are available in the Water Meadows car park for use by staff and visitors

T H E S A P L I N G S

L A N T E D M A r l B o r o U G H

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A M U C H - LO V E D LO CA L L A N D M A R K W H I C H

One of the most energy demanding facilities is the swimming pool This year the pool roof has been covered with solar panels creating approximately 130 kwh of power which will be reused to heat the water and a new swimming pool cover is helping with heat loss, again reducing energy usage

As well as working on energy usage, there is an action plan to increase the biodiversity of the beautiful outdoor habitats across the campus and to improve the outcomes for nature The increasing number of wildflower beds are not only a welcome sight but have been designed to support a diverse insect population. Wooden fencing has been replaced with hedgerows and one large scheme will see 90 metres of fencing replaced around the Water Meadows sports pitch, creating additional habitat for birds and small mammals. The Grounds and Gardens Teams are engaged in a significant tree planting programme, driven in part by the impact of Ash die-back which will mean the loss of 120 trees Last December our pupils combined with those from Swindon Academy to plant 420 saplings of mixed tree varieties on Granham Hill as part of the Queen’s Green Canopy initiative

The saplings were planted above the newly restored Marlborough white horse, a much-loved local landmark which had unfortunately lost its sparkle The restoration project which was carried out largely by pupils returned the horse to its 1930s design

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and made it resplendent again for future generations Over an eightweek period, pupils deposited and compacted an amazing 14 tonnes of chalk into the new outline following the age-old tradition of scouring, which involves re-carving the shape of the horse, digging out the design, and laying new chalk

The College has commissioned a River and Wildlife Report As a result, the two College lakes are being dredged to clear the build-up of silt to improve water quality and oxygenation levels, and new reed beds are being planted to enhance the appearance of the lakes and encourage wildlife After three months of drying out, the silt will make excellent top soil

In reducing the College’s environmental impact, so much is about an awareness of our own actions. In the construction of our Beko Innovation Centre, an energy monitoring system was installed in the building that shows pupils the use of energy generated by the PV panels and breaks down the consumption of power in the building In the future, similar systems could be introduced to all of our boarding houses with the aim to support and challenge pupils to become the most sustainable house

As for the future, we have engaged with landscaping and biodiversity specialists to create a management plan for the campus that will look forward to achieving improvements over the next 5-10 years

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E H H A D U N F O R T U N AT E LY LO S T I T S S PA R K L E .

With increasing numbers of neurodiverse pupils being educated in mainstream schools, Dr Emma Mahoney, Clinical Advisor to Govox and a Chartered Clinical Psychologist with over 20 years’ experience working with neurodivergent children, parents and families, explains how independent and boarding schools can safeguard their mental health.

it is now estimated that around one in seven people in the UK are neurodivergent many neurodivergent students can achieve well within mainstream provisions if they are properly supported With most mainstream classes now likely to have multiple neurodivergent pupils within them, it ’s vital that schools are as inclusive as possible to help them thrive and to benefit from their unique perspective on learning

this, in the first instance, requires a clear understanding of neurodivergence Put simply, everyone's brain works and interprets information differently No two people in the world are the same, and this can lead to many positive abilities for neurodivergent pupils including problemsolving, hyper-focus, great attention to detail, and visual thinking difference does not mean a disorder, deficit, or difficulty Neurodivergence specifically refers to people with diagnoses or traits of conditions including autism, Adhd, dyslexia, dyscalculia, dypraxia, dysgraphia and tourette’s syndrome

it is also important to understand the specific issues that neurodivergent pupils face, especially with regards to their mental health most neurodivergent people have had the experience of

feeling different in some way Perhaps a dyslexic pupil may see non-dyslexic classmates reading or writing with relative ease whilst it is difficult for them An autistic child may communicate and interact in ways that are different from their non-autistic peers A sense of difference can lead to isolation during adolescence, when finding your ‘tribe’ is so important, isolation can lead to mental health difficulties

many neurodivergent people mask their difficulties and young people especially often want to fit in masking and compensatory strategies can be useful at times, but take effort and mean the young person often doesn’t feel that they can really ‘be themselves’

many neurodivergent people, particularly those who have received a late diagnosis, may have developed negative self-beliefs to explain their sense of difference For some neurodivergent people, there can be difficulties with change of routine, such as the transition between home and school Sometimes the routine and consistency of boarding schools can really help here

Some conditions such as autism are associated with differences in experiencing, recognising and talking about emotions this means that they may not recognise that they are struggling, it might not be apparent from the outside, and they may find it difficult to talk about one autistic client of mine uses outcome measures to let himself know how he is feeling – it ’s hard for him to describe his mood in general terms but he can answer clear, concrete questions which give him a score and allow him to track progress over time

technology can now help apply this same method to larger groups of students too For example, one such platform i have advised on is Govox, which identifies those struggling this is useful for all pupils, but particularly neurodivergent pupils who may find it harder than most to communicate how they are feeling this technology was formed in collaboration with experts at King’s College London, NhSx and psychologists such as myself

With Govox, very simple ‘check ins’ are completed – on a computer, phone or tablet – where, twice a term, pupils answer short questions, analysing their overall mental health and providing an ongoing personal ‘wellbeing score’ the findings highlight those who may need extra attention and support

As well as monitoring pupil’s wellbeing, schools must welcome neurodivergent pupils in i would encourage schools that excel in this area to highlight it in marketing materials Parents sometimes worry that neurodiversity could impact their child’s likelihood of receiving a place, which may make them less forthcoming with potentially useful information about their child this is always at the detriment of the child, who needs it recognised there must be discussion between school, parent and pupil about adjustments that may need to be made and what will work best for them from the earliest stage of the admissions process and onward i find parents are often keen to hear about adjustments that have been made for other pupils to help guide them

Schools can also try a whole-school approach to creating a neurodiverse friendly environment which accommodates many different ways of learning there are many adjustments for neurodivergence that benefit most students such as regular movement breaks there is an opportunity for schools to be innovators in this space And above all else, i would encourage schools to celebrate and value difference

Govox is a Gold partner of the Boarding Schools’ Association (BSA) and is working with leading UK independent Schools, supporting their student and staff mental health & Wellbeing strategies Govox believes it is crucial that educational settings get hands-on in supporting student ’s mental health But with teaching provision often stretched, that isn’t always guaranteed, and it can be difficult for teachers and staff to instigate conversations and provide much-needed support Govox helps teachers put a discreet lens on student ’s mental health and, in a non-intrusive way, encourage them to open up

Proactive Mental Health and Wellbeing support for Independent Schools

According to NHS Digital, one in six children aged between six and 16 in England are likely to have a mental health condition1 Could you spot that child? Govox exists to help those in a position of trust identify pupils (and sta ) who may be struggling and o er meaningful – sometimes life-saving – support.

A digital-first, proactive programme, helping to improve Happiness & Wellbeing in Independent Schools

Could your school be healthier and happier? Email us at hello@govox.com or visit govox.com/schools

Trusted by many, including:

BSA invited our boarding community to celebrate international Boarding day on october 8 by sharing their #iloveboarding videos. There’s certainly plenty to love about boarding - greater independence, lots of time spent with friends and the snacks to name but a few! Click on the video links to hear what boarders love the most about boarding…

Clickonme international Day Boarding i ❤boarding

#

iloveboarding

School uniform & sustainability

Since the inception of School blazer in 2004, sustainability has been at the forefront of their development as a company. Knowing that they operate within one of the worstoffending industries for pollution in the world, the fashion industry, only reinforced the school uniform company 's focus on the environment, and ensuring their impact on the planet was as small as possible.

The company adopts a 'Durability = Sustainability ' approach at every step of a garment's development By making products last longer, parents and pupils need fewer items, which in turn means there are fewer items wasted. Schoolblazer achieve this by researching fabrics, submitting garments to rigorous wash-testing and being firm on fabrics which won't

Tim James Co-Founder Schoolblazer

work for their schools Garments are made to last 200+ washes, allowing all of our garments to be worn for at least three school years.

The critical environmental issue facing the world is global warming due to CO2 emissions Schoolblazer are working hard to reduce the CO2 produced in their garments and operations, actively seeking our lower emission suppliers and adopting lower carbon approaches. However, this takes time In the meantime, they offset all of the carbon emissions they are responsible for; not only the operational CO2 but also the carbon created during garment production itself The company focuses on legitimate carbon offsetting projects within the countries that produce their garments, such as supporting a geothermal energy plant in Indonesia

A focus on recycled materials is also a major part of the Schoolblazer sustainability

approach, as an additional way to protect against further waste The Buying team at Schoolblazer research alternative fabrics each year, looking at new technologies and the breakdown of fabrics at the end of a garment's life Not willing to compromise on durability, the company has moved almost all of their Limitless sportswear for 2023 to recycled polyester, and have almost removed single use plastics from the supply chain

To find out more, please visit their website: www.schoolblazer.info/wecare

BSA takes steps towards Net Zero

BSA Group is pleased to have planted a total of 210 trees in 2022, which amounts to offsetting 35 tonnes of Co2 emissions.

trees over

Robin Fletcher, CEO

BSA Group promises to develop this work further and remains committed to increasing its efforts to become Net Zero.

over 200 trees planted by BSA Group in 2022

“By planting more than 200

the past year we have taken the first steps towards Net Zero. But we still have further to go and look forward to working with our customers and suppliers on our carbon reduction journey.”

“Be Brave,

KTJ lEo brings back Go Bald!”

Many went bald on the day of the parent-teacher meeting on october 22, 2022, as the lEo Club held their first ever Be Brave, Go Bald event since the Covid-19 pandemic.

Every year, over 400,000 children are diagnosed with childhood cancer globally. It is an issue that is associated with LEO’s five global causes (Childhood Cancer, Vision, Hunger, Diabetes and the Environment), and thus, the club has decided to host this event to raise awareness and funding for affected children and families.

A total of 26 students and teachers participated in the shaving and hair-donation event 20 of whom went completely bald, whilst the remainder of the girls cut six inches off their hair to be made into wigs for patients undergoing chemotherapy. This included the club’s very own president, Miao Miao

Carolyn Lee KTJ Leo Club

“Many people found it shocking that I would cut six inches off my already shoulderlength hair,” says Miao Miao. “But honestly, losing these six inches of hair is nothing in comparison to what chemotherapy patients go through on a daily basis. And I am more than happy to be able to help them in these simple ways that I can. I’d do it again in a heartbeat.”

Ryan Lim, one of the board members also notes, “Running this event with the LEO Club team was definitely a journey to be remembered It was the first time we managed such a large-scale event The main shaving event may have only been a day, but behind the scenes, it took us weeks to coordinate our plan into reality,”

He continues, “It brought the team closer together and– as cliche as it sounds– made us realise the importance of teamwork and communication We couldn’t have done it without each member helping out. It was truly all hands on deck ”

Through this event, the KTJ community had raised over RM10,000 for the Sarawak Children’s Cancer Society (SCCS), who will be using those funds to support families battling childhood cancer If you would like to make a donation, do visit https://sccs org my/.

Every penny has the power to bring change to someone’s life.

KTJ lEo hopes to conduct more events like this in the future. Stay tuned for more from the KTJ lEo Club.

BSA Boarding orchard

The BSA began its Boarding Orchard initiative nine years ago in 2014 and, to date, has pl anted around 244 and counting If you would like to participate and help grow the Boarding Orchard, here are some handy tips

plAnTinG in THE Ground

QuiCK TipS for BEGinnErS

Lottie Andrews Communications and Engagement Manager Boarding Schools’ Association

BEforE plAnTinG THErE ArE A nuMBEr of THinGS To ConSidEr:

• Choose a species that is suitable in size for the area you are planting.

• Avoid planting if there’s a frost –place roots into moist soil until conditions improve

• Bare-root fruit trees can be planted late autumn to early winter as this is when the tree is in its dormant stage

• Dig a hole up to three times the diameter of the root system and break up the surrounding soil with a fork before planting If you are planting on land that is turfed, chop the turf up that was removed and layer in the bottom for extra nutrients.

• Place the tree in the hole and carefully refill, placing soil around all the roots to eliminate air pockets Check for the collar of the tree (the mark where it originally grew out of the soil, make sure its level with the top of your hole. Too deep and the stem might rot, too shallow and the roots above the ground will die.

• Hold the tree upright and firm the soil gently by stepping on it Do not compact too much as you want air and water to still be able to circulate

• Add a stake for support and a protective sleeve and/or a barrier to protect your new tree from rabbits, deer etc as it grows

• Many fruit trees produce beautiful blooms as well as tasty fruits Apple trees, pear trees, and beloved cherry trees all create gorgeous flowers that are an absolute treat

• Unless your tree is self-pollinating (peaches, nectarines, some cherries), then you should be planting a pair of trees to ensure the growth of any produce. Many fruit trees, such as apple and pears, need their flowers to be pollinated by bees and as such, in order to grow produce, plant a different cultivar of the same fruit nearby your first tree. Ensure they flower at the same time, or they won’t bear fruit.

We are proud to be supporting the Boarding Schools’ Association (BSA) 2022 ‘Boarding orchard’ initiative.

Our first new fruit tree – an Opal Plum – has been planted in the rewilding area that we have created near to the assault course

Aileen Kane, Deputy CEO and COO, visited us to plant the Opal Plum with Principal of King’s Ely, John Attwater, and our Grounds and Gardens Manager, Will Temple

King’s Ely supports BSA ‘Boarding Orchard’ initiative

We think trees are fantastic. They provide a major solution to the climate crisis by capturing and storing carbon, whilst also mitigating and maybe preventing flooding, soil erosion and providing habitats for plants and animals. By planting fruit trees, we are providing a food source that pupils can easily recognise.

Aileen Kane, deputy Ceo and Coo

St Teresa’s School Boarding Orchard

Tree Planting

St Teresa’s School welcomed Boarding Schools’ Association representative, Jane Graham, and some of our international boarding community to plant a crab apple tree in their school grounds as part of the ‘Boarding orchard’.

The Boarding orchard was launched by the BSA in 2014. it aims to be the ‘largest’ orchard by geography in the world and encourages schools to involve their pupils in planting trees to support the environment. Since launch, schools across the uK - including Wales, Scotland and northern ireland - have joined the Boarding orchard, and trees have also been planted at boarding schools across the world.

The crab apple was chosen as a symbol of knowledge.

Zoe Wragg Head of Boarding St Teresa’s School

on a beautifully sunny and bright october morning dignitaries and students gathered in Thornton’s stunning grounds to plant an oak n memory of Her Majesty Queen Elizabeth ii as part of the Queen’s Green Canopy platinum Jubilee project. The project encourages every community across the uK to plant a tree to help the environment. oak trees in the uK support an estimated 2,300 species and a mature tree can absorb up to 150 kg of Co2 a year.

Vice Lord-Lieutenant, Mr Alexander Boswell attended the event and planted the tree alongside Mya, a student who has grown the Oak from a local Buckinghamshire acorn in memory of her grandfather, Mr Baggs. MK Mayor, Amanda Marlow attended the occasion alongside Sr Helen, Chair of Governors at Thornton College.

Dr Louise Shaw, Head Teacher at Thornton, welcomed guests at the start of the morning and shared details of the history of the school ncluding that it was once a horticultural college for girls

Mrs Jennifer Walker, Development and Marketing Director, shared with guests the efforts of Eco Club and Eco Committee students who achieved Eco Green Flag status for Thornton in 2021 as part of the international Eco Schools programme.

Sr Helen welcomed guests at the tree planting site and talked about how much Thornton is part of our local community and that “the tree is a symbol of how we at Thornton thrive and how we are proud to be part of a thriving county, Buckinghamshire, and a thriving new City, Milton Keynes”.

Vice Lord-Lieutenant, Mr Alexander Boswell, addressed the Eco Committee student representatives gathered for the occasion and spoke with them passionately about how important the Queen’s Green Canopy project is, especially in light of the current climate change challenge that we all face globally He also shared his love for trees and King Charles’ love for trees and wildlife He said, “in future girls, if you ever need reassurance, you can come back and visit this tree and see that life has not changed too much. you will remember this day and that you planted this tree and helped to fight climate change”.

May N a student at Thornton College, donated the oak tree for planting on this occasion May, alongside her family, said a few words in memory of her grandfather:

“Thornton means so much to me that i decided i wanted to donate this oak tree in memory of my grandpa John Baggs He was the treasurer of The friends of Thornton and loved working with the school He was also a royalist, so it seems very fitting that it’s also the tree that represents the Queen’s Green Canopy Tree planting project”.

All Eco Committee representatives in attendance helped to plant the tree by spading in soil and Mr Mayhew, Head of Grounds, positioned the official Platinum Jubilee, Queen’s Green Canopy plaque Vice Lord-Lieutenant, Mr Alexander Boswell closed the formalities with some words of thanks

The Eco Committees will now log the new tree on the Queen’s Green Canopy virtual map for all to see and continue their work to look after our local and global environment.

The morning was a wonderful experience for all involved and Thornton is proud to plant a tree in memory of Her Majesty Queen Elizabeth II for the Queen’s Green Canopy project.

How You Can Stay Sane In An Insane World

Since co-producing the Emmy award winning Stephen Fr y documentar y on bi-polar, Jeremy has been delivering talks to schools, staff, and parents for the last nine years. During each talk, he shows how he overcame his own serious mental health problems Then, using the dashboard below, he builds a raft of practical tips in which to stay mentally a oat - prevention is better than cure

His talks are authentic, funny, poignant, passionate Whatever age you are, Jeremy makes the whole subject of good mental health both interesting and something to be embraced

Jeremy enjoys giving talks in person or via Zoom. But realising the need, since lockdown, for accessibility and the potential to reach a larger range of people he has had three talks professionally lmed. To provide post talk back up, he has also produced six thirty-minute workshops focusing on issues such as depression, stress and anxiety, resilience, and self-esteem Included in the online package, an exclusive revised edition of ‘The A-Z Guide to Good Mental Health ’ “Ever ything you always wanted to know about mental health but were afraid to ask ” Stephen Fry.

They will be available to stream or purchase through the website www jeremythomastalks co uk

“Jeremy spoke with engagement about keeping mentally well- his own life stor y made his talks impactful Jeremy spoke to a variety of age groups in school and pitched the content just right- all of our students found the talk useful and it complemented our Wellbeing Week perfectly Parents, staff and students all left his talks armed with a mental health toolkit to apply to their daily lives, which ever yone felt was needed to help get through lockdown ”

Wendy Fox, Deputy Head, Head of Classics Brighton Girls GDST February 2021

“Jeremy’s Visit to BGS has been a great success He is a compelling speaker with considerable experience and wisdom drawn from his professional and personal life…he shared how own stor y with parents and pupils and gave advice on practical measures to combat poor mental health and deal with depression, anxiety and stress The feedback has been excellent ”

Jane Chapman Assistant Head (Pastoral), Bradford Grammar School

“We were delighted that Jeremy could speak for us He was ver y popular with our delegates, in fact we overheard one delegate describing his talk as the best she has seen in 4 years!”

Tessa Newton Independent Schools’ Bursars Association

“We were lucky to have Jeremy talk to our staff as part of an awareness week around men’s mental health Jeremy took us on an emotional roller coaster and used humour to talk though his own honest, frank and informative experiences of mental ill health Jeremy’s advice on how to stay healthy was well received and brought hope for the recover y and management of mental illness. I highly recommend his talks.”

Francoise Wooly, ACAS, Head of Mental Health and Well Being

“Jeremy delivers a compelling talk which is uent, serious - but never solemn. At a time of the alarmingly increased prevalence of mental and emotional disorders in both adolescents and adults in the UK, we desperately need to be thinking of preventative strategies, and ways of encouraging healthy emotional development of people in the community and work place Jeremy’s talks could not be more timely.”

FRCP

Christopher Cordess,

, FRCPsych, Emeritus Professor of Forensic Psychiatry, University of Shef eld, UK Psychoanalyst S C A N M E F O R O N L I N E W O R K S H O P F I L M S

“How to Stay Sane in an Insane World” JEREMY THOMAS TALKS

Aw a r d w i n n i n g J e r e m y T h o m a s d e l i v e r s t a r g e t e d K e y n o t e t a l k s a n d w o r k s h o p s t o s t u d e n t s, s t a f f, p a r e n t s a n d c o m p a n i e s o n s u b j e c t s i n c l u d i n g :

H o w t o S t a y S a n e i n A n I n s a n e Wo r l d H o w t o S t a y S a n e W r i t i n g A B o o k D e p r e s s i o n , B i p o l a r D i s o r d e r S t r e s s, A n x i e t y a n d Tr a u m a R e s i l i e n c e A d d i c t i o n S e l f - E s t e e m A n g e r

D r a w i n g o n h i s p e r s o n a l e x p e r i e n c e w i t h d e p r e s s i o n , a d d i c t i o n a n d b i p o l a r d i s o r d e r h i s t a l k s a r e a u t h e n t i c, f u n n y, p o i g n a n t , p a s s i o n a t e a n d a t t i m e s h a r d h i t t i n g J e r e m y c a n d e l i v e r h i s t a l k s i n p e r s o n o r l i v e s t r e a m e d I d e a l f r o m Ye a r 1 0 t h r o u g h t o t h e S i x t h Fo r m , a s w e l l a s t o S t a f f a n d a l s o, w h e r e a p p l i c a b l e, t o Pa r e n t s.

“Jeremy’s life and talk was inspiring. He had the students engaged from the ver y rst minute to the last. Students were given practical tips of recognising mental illness and he offered simple tips to help cope or deal with mental illness that will ser ve them well moving forward into the most stressful times of their lives.”

“I was utterly drawn in to Jeremy’s refreshingly open talk about his own experiences about good and bad mental health. Jeremy engages his audience, his deliver y of stor y-telling generating many a heart-warming laugh-out-loud moment, the light humour carefully balancing the seriousness of the darker shade of being mentally unwell His appeal will be across the board A boss struggling to understand their role, when to get involved, when to get others involved, and to the remaining community Jeremy will show them that it is not to be feared, it is okay and will be okay The most compelling thing of all is that he is a living testament to all this.”

S C A N M E F O R O N L I N E W O R K S H O P F I L M S

S T O P P R E S S : T h r e e p r o f e s s i o n a l l m s o f J e r e m y ’s k e y n o t e t a l k a r e n o w a v a i l a b l e A d d i t i o n a l l y a s e r i e s o f e i g h t t h i r t y m i n u t e w o r k s h o p s l m e d a n d f o c u s s e d o n e a c h d i a l o f t h e d a s h b o a r d . I d e a l i f y o u h a v e a t i g h t s c h e d u l e a n d g e t t i n g t h e a u d i e n c e t o t h e s a m e p l a c e a t t h e s a m e t i m e i s p r o v i n g i m p o s s i b l e E a c h v i d e o w i l l b e c h a p t e r e d a n d c o m e s w i t h a d i g i t a l c o p y o f a n u p d a t e d ‘A t o Z G u i d e o f M e n t a l H e a l t h ’ w r i t t e n b y J e r e m y T h o m a s a n d D r To n y H u g h e s J e r e m y w i l l b e a v a i l a b l e t o i n t r o d u c e t h e l m s / w o r k s h o p s l i v e a n d p a r t i c i p a t e i n a Q & A s e s s i o n a f t e r w a r d s F i n d o u t m o r e w w w. j e re my t h o ma s t a l k s . c o. u k o r e m a i l e n q u i r i e s @ j e re my t h o ma s t a l k s . c o. u k www.jeremythomastalks.co.uk

Mr Jonathan Cantrill, Head of History, Ratcliffe College

Stacey Lambert, Vice President Human Resources, Pearson PLC

BSA irish Boarding Conference

Delegates from more than 20 boarding schools in the republic of ireland and northern ireland gathered on november 22 for the fifth Boarding Schools’ Association (BSA) irish Boarding Forum Annual Conference in Dublin.

Conference host and The King’s Hospital School Head, Mark Ronan, was joined by senior staff from the BSA team and a range of external speakers

Delegates discussed themes including chaplaincy in boarding, the impact of covid on leadership and management, gender identity issues, student learning and finished with an informative child protection and safeguarding update from BSA Senior Director, Dale Wilkins

This was the forum’s fifth consecutive conference and was a brilliant chance to come together and catch up with colleagues in the Republic of Ireland and Northern Ireland. Our thanks go to The King’s Hospital School for excellent and generous hosting

robin fletcher BSA Group CEO

digital Safeguarding Conference

This year ’s Sacpa digital safeguarding conference promises to bring you the latest from experts in the field, perspectives on practice, support and resources for prevention and those affected by online harms and progress updates to help you stay ahead of the curve.

Principal ESMS

took over from Interim Principal, David Girdwood June 2022

H e a d

Mrs Carol Chandler-Thompson Head

St George’s Edinburgh joined following the departure of Alex Hems August 2022

Mr

Principal Padworth College took over from Lorraine Atkins September 2022

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Headteacher Slindon College joined following the departure of Mr Mark Birbeck November 2022

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Mr Anthony Simpson

Crispin Dawson

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Jenny

Head Godolphin School took over from Emma Hattersley January 2023

Warden Glenalmond College joined following the departure of Dr Michael Alderson January 2023

m o v e . . .

Price

Mark Mortimer

Ed Benbow Head Hazlegrove Prep School took over from Mark White September 2022

Annie Gent Head Sherborne Prep School took over from Natalie Bone January 2023

It’s Ok N ot To B e Ok

Dr Tamara Scully, Clinical Psychologist & Expert - The Wellbeing Hub

This appears to be one of the central messages in recent years. it’s been spotted in tube stations, on buses, in telephone boxes and repeatedly in our twitter feed

So, what does it actually mean – it ’s oK not to feel oK?

As young children, we were repeatedly told to cheer up or to calm down So much so that many of us have internalised a script about which emotions we can and can’t express And although the field of psychology has long championed the benefits of positive emotions on our wellbeing, we (staff, parents, students) can often feel overwhelmed with the unrelenting pressure to embrace positivity

Fortunately, what we now know is that we actually need all of our emotions – not just those that make us feel good like gratitude and joy, but also the ones that really don’t feel so great, like anger and anxiety the reason our emotions are so important is because they act as our internal compass and draw our attention to the important things that are happening in our lives – feeling anxious in response to a threat, feeling angry in response to an injustice, feeling grateful in response to kindness So, it is not only oK to not feel oK it ’s actually fundamental for our wellbeing

Feeling anxious in any threatening situation is helpful When we see a large dog coming our way, we need our bodies and minds to respond automatically, to activate the fight/flight/freeze response that makes our bodies strong and our minds focused to keep ourselves safe When we feel stresses that stick around for the long game, our bodies stress response is always on, and the physiological response remains active this means that stress is no longer helping us to feel energised and alert but is in fact becoming hugely unhelpful to our physical and emotional wellbeing

We need to allow ourselves to acknowledge and accept the tough emotions we are feeling it ’s oK to have days when we feel despair, it ’s oK to have days when we feel intense sadness, it ’s oK to have days when we feel joy What ’s helpful to remember is that generally these emotions will arrive, stay for a while and eventually move off again to be replaced by the next emotion And although incredibly hard to do in the moment it can often be helpful to just remind ourselves that this is how we feel “for now ”

right now, it ’s our own resource bucket that matters When we look after ourselves we have so much more resource to manage the big feelings and when we are managing our own big feelings, our capacity to look after the other people in our care is so much greater So, what are the things that help each one of us cope with difficult situations and how can we ensure we are making space for these things, because ultimately these are the things that are going to pull us all through this is not about adding to our current load and giving ourselves yet another thing to feel guilty about – it ’s about thinking about the smallest, tiniest steps we can take to look after ourselves Small manageable steps feel so much more achievable and we need things that feel achievable this might be a five minute walk, a six minute kitchen disco, a four minute chat, three minutes outside, a six second hug, an early night difficult emotions will come and go; let these emotions do their job and guide our attention to what is important And let ’s all remember the importance of self care and give ourselves permission to put our own oxygen mask on first

tamara is an experienced chartered clinical psychologist with over 15 years of clinical experience in the NhS tamara specialises in working with children, young people and their families and is passionate about building resilience and wellbeing in young people tamara is available for 1-2-1 parenting consultations in the Wellbeing hub on via our specialists help page Get in touch to find out more info@teentips co uk

A proactive approach to mental health and wellbeing

"The Wellbeing Hub enables us to support parents and therefore work in partnership, to identify potential concerns and react quickly to promote positive mental health in each pupil, both at School and at home.

We are also excited to be able to offer the package to a local maintained school to develop further, our existing relationships with local schools and have a positive impact on the wider Sherborne community."

A SHEFFIELD DEPUTY HEAD (PASTORAL) SHERBORNE

Schools are expected to support the mental health and wellbeing of the whole school community, The Wellbeing Hub can help; find out how here.

Get in touch to find out about our platform, partnerships, gifting model, package and price.

Arrange a virtual tour and free 2 week trial of The Wellbeing Hub.

info@teentips.co.uk

C r E A T i V E M A r K E T i n G

C o T T E S M o r E S C H o o l

Marketing is innately creative and fluid Keeping up with the speed of change is essential. Keeping your ear to the ground and understanding the zeitgeist is important, although sometimes you will want to kick against it or ride the wave. it was Thomas Jefferson who is alleged to have coined the maxim, ‘in matters of style, swim with the current; in matters of principle, stand like a rock ’ with caveats, he had it right. He was born in 1743 our rock-like values are, quite rightly, challenged every day but it is fundamental to know where one stands in order to provide consistent and clear messaging.

Tom Rogerson Headmaster Cottesmore School

in the world of ‘communications’ in 2022 one is working with an ever-changing set of rules created by an illusive customer base who are reviewing their own social attitudes and values daily

despite these shifting sands, one has to find one’s ‘rock’ and the first rule is that one has to have a fantastic product, which is obviously the most difficult, but fruitful, part of the game

then you have to know all of the other products that exist within your market And there the dynamism begins, as there are so many extraordinary products within the UK’s independent Schools sector and so much with which to keep up

this next idea sounds aggressive and to some extent it is if you are looking to gain, or regain market share, you need to market like you mean it do things that make the competition sit up if they are not sitting up, (a) your campaign hasn’t reached far enough (b) you haven’t had the impact you need Sometimes this can be achieved simply by using a talented videographer or photographer to show off the schools’ facilities that you yourself may take for granted

i can’t tell you how many times guests walk around Cottesmore and say ‘wow - it is so extraordinary to have a nine-hole golf course’ or ‘it ’s amazing that you can go paddle-boarding on the Cottesmore lake’

or ‘what an unusual thing it is to have a ten-pin bowling alley ’ For us it is normal, but to the world outside Cottesmore it is not take beautiful images of things that, to you, are ordinary things - they won’t be ordinary to the outsider, the prospective parent or the guest Never underestimate the power of ordinary things done extraordinarily well

From a wider perspective, one needs to find one’s own path think of the painters of the 20th Century At one extreme you have American abstract expressionist jackson Pollock splashing paint onto a canvas and during the same era, you also have Andy Warhol, the pop artist creating ‘ready-made’ graphic images often incorporating iconic logos from brands of the era they were both hugely successful artists in their own lifetimes, yet their methods and products were dissimilar

they both found their own aesthetic and intellectual pathways and made history in the process this is how one should view the act of marketing a school - as an opportunity to document, interpret and project outwards an authentic, idiosyncratic idea the privilege and responsibility of being given the job of expressing the true purpose and beauty of a school is enormous A communicator even has the ability to change or consolidate how young people feel about themselves in a particular environment and that is a powerful position in which to be

the great challenge for a school like Cottesmore is that this environment is always acutely multifaceted there is never any one message that could sum up a Cottesmore experience We, in fact, don’t try to do that, as we feel it reduces the authenticity of the brand however, one can pick out themes and general feelings that are second nature to the school

in our case the t academic endea and this summe motto, ‘be kind

Be true to yours

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themes are family, avour, finding a passion d up our often used , work hard, have fun’.

elf and then stand firm he obvious place to be tesmore was an early s a big presence gital airwaves have ely crowded and noisy me to re-explore some ditional methods and erhaul instead of r eggs into the

The BSA Foundation launches: an opportu to apply for research grants

The BSA foundation officially launched at the BSA Heads’ conference in oxford in May, this new philanthropic venture – a charity - which the BSA Board was keen to launch in support of great educational practice in education, and the boarding sector in particular. The foundation’s focus will be on offering grants to practitioners to research into best practice approaches to inclusion, safeguarding, community engagement and wellbeing in boarding/residential education … so, on behalf of the new BSA foundation Board, let me tell you about it

My entire teaching and leadership career was in boarding schools, and so I felt honoured and delighted last year when Robin Fletcher asked if I would consider becoming the Chair of the BSA Foundation, to help create and lead this new charity. It felt important to me to volunteer to help

support a sector which has provided –and continues to provide – so much, to so many children, staff and parents. It was a pleasure to accept the invitation.

A year ago, the BSA Foundation was just a concept; over the course of these past twelve months, however, we have created a strong Board of Trustees who have worked together to hone a set of focused objectives and to develop a comprehensive Constitution

This Constitution has now just been lodged with the Charities Commission The bank account is up and running, and we have started to approach potential sponsors, including organisations and companies who work with the sector; the BSA Foundation, subject to any last-minute amendments and approvals from the Charities Commission, is ready to go.

One of the (many) things I have learned since moving on from my 13 years of Headship in boarding schools is that governance is a lot harder than it looks! Luckily, we have some excellent Trustees who will be familiar names: Martin Reader (Head of Cranleigh), Wendy Griffiths (Chair of ISEB, former Head of Tudor Hall), Andrew Nott (Chair, IAPS) and Matthew Robinson (Head of Boarding, West Buckland School) We also benefited in the early stages of our development from input from Richard Harman, (AGBIS)

We will be looking for new Trustees over the next few months, and we will also be looking for people who are willing to support the charity, perhaps through becoming involved in the grant-awarding process, and perhaps through fundraising, so please do contact me directly if you are interested – we would welcome your support.

So .. a quick guide to what the BSA Foundation is …

What is the BSA foundation?

It is an independent charity which is being funded initially by the BSA Group It was launched in 2022 as part of the philanthropic commitment of the BSA Group to support educational practice in the UK and internationally

What is its purpose?

Its main focus, as set out in its charitable objectives, is “the advancement of education for the public benefit to improve the lives of children and young people in residential educational settings by the funding of research”. This will include research into any area of residential life which might benefit from research, and might include any of the following – or, indeed, other areas:

t h e B S A G r o u p

What does it do?

Once the charity is fully operational, we will – hopefully early in 2023 – be setting up a process to provide grants to practitioners in residential education in the UK and internationally There will be an application and selection process, obviously, and we will be looking for proposals for projects which will make a difference to pupils’ lives

improving and enhancing anti-racism, diversity, equality and inclusion education; sexual consent education; the provision of mentoring, training and other assistance; mental health in residential educational settings; or the benefits of the provision of physical, educational, mental health and other activities. These are examples only, included here only to start people thinking – we really want to encourage research into residential education which can be shared widely, for the benefit of children and young people. We are very grateful to the BSA Group for enabling us to forge ahead in doing this.

These grants are intended to be used to cover the costs of research into activities and practices, and could cover materials, time, travel and other expenses etc. We will consider each application on its merits, and will aim to make a number of grants, of varying sizes, each year.

How can you apply for a grant?

Our inaugural grant funding programme will begin in the calendar year 2022-2023, and more details will be available through communications to schools who are part of the BSA Group network Watch this space

I am sure that you will agree that this is a great new initiative If you think you might be interested in applying for a grant to do some research, then start thinking now about the basic outline – the why, what, how, where, when You will then be well on the way to putting together an application when the details are announced!

unitynA T I O N B R I T I S H A S S O C I A T I O N O F N D E P E N D E N T S C H O O L S W I T H I N T E R N A T I O N A L S T U D E N

Dr Helen Wright MA (Oxon), MA, EdD, PGCE, MIoD, FRSA

Chair, BSA Foundation International Education Advisor, Executive Leadership Coach

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 recruitment and training of staff and host families, knowledge of the uK education system and careful liaison with parents and schools The schemes are a clear demonstration to BSA boarding schools of the quality and intention of the educational agents and guardians who reach certified status

With both schemes launched in 2020, currently 56 agents and 46 guardians have signed up, with more joining all the time.

Caroline Nixon, International Director, BSA Group, said: “The importance of finding a suitable educational agent means it can be a time-consuming process for schools and parents, but it’s an absolutely vital one. Our recent survey of Chinese parents tells us that agents have a major influence when it comes to choosing the right school for their child, with 82% relying on an agent’s recommendation, so making

sure the agent has integrity and knowledge of the school and family is what the scheme aims to do.

“With our Certified Agent scheme, we’re essentially doing the due diligence on an agent that schools need to do to maintain their UKVI sponsorship status, saving our members a huge amount of time. We ensure agents demonstrate a clear understanding of the UK education system; carry out checks on parents; recommend schools which are right for individual students, and maintain the highest standards of integrity in placing and supporting each child.”

Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA Group, said: “Again, looking at our survey of Chinese parents, an increasing number of respondents this year highlighted the importance they placed in having assurance around a guardian’s certification. And that’s what our Certified Guardian scheme

provides. Similar to the criteria agents are required to meet, guardians have to demonstrate the highest standards around their interaction with schools, parents, pupils, and show that they meet our strict assurance requirements for all aspects of safeguarding.

“Certification comes with many benefits for both agents and guardians, as those who are certified 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 ”

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 80.

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 82

The following organisation has achieved BSA Certified Guardian status since the last edition of the Magazine was published:

Prestige Guardians (provisional)

Alderwood International (provisional) East Coast Guardians (provisional)

A very warm welcome to the BSA family.

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

BSA Certified Guardians:

Abby Plumb Education Guardian Service

Academic Families

Access UK Education Alderwood International (provisional)

Alpha Guardians

Amber Education

Belgravia Guardians

Berkeley Guardians Boarding Schools Ireland (provisional)

Cambridge Guardian Angels Carfax Guardians

Clarendon International Education College Guardians Connexcel

Cotswold Guardians East Coast Guardians

Edinburgh Guardian Angels Education and Exchange in Europe (provisional)

Elite Anglo-Chinese Services English Country Guardians Gabbitas

Genesis Education Planning

Great British Guardians

Guardians International Support High Schools International Hostlink UK

Hyde Global Education International Student Guardianship Ireland (ISGI) (provisional)

IQ Consultancy

JD Consultancy

Overseas Personal Development Services

Oxbridge Guardians

Prestige Guardians (provisional)

Redoor Education (provisional)

Regent Guardians

Robin Education

Scottish Overseas Guardianship Association (SOGA) (provisional)

See World St George’s Guardians

Study Links

The Guardian Family Network

Trusted Guardianship

UK Guardians

UKGuardianship

UK Tuition Services

UM Education (provisional)

Ying Lang Guardian, Glamour Edu Ltd

The following organisations have achieved BSA Certified Agent status since the last edition of the Magazine was published: Aster Tuition IvyU Education Unbridge International Education Empowering Students

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

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

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)

Anglo International Student Centre (China)

ApplyEasyPro (China and Taiwan)

Aster Tuition (China, Worldwide)

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)

Convoy Education (China)

Crest Education (China)

Dickinson School Consulting (Germany and worldwide)

EduExcellence Consulting Services (China)

Edukatus (China, Hong Kong, Singapore)

Empowering Students

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)

Intake Education (Worldwide)

InterGreat Education Group (China)

IQ Consultancy (Russia)

ITEC (Russia)

IvyU Education

J3 Group (HK)

JD Consultancy (China) (Certified Agent and Certified Guardian)

Kulturwerke Deutschland Sprachreisen (Germany)

Mark Brooks Education (Ghana, Nigeria, worldwide)

Meridian Group (Latvia)

Overseas Personal Development Services (China)

Prime UK Education

Panoba (Nigeria and Saudi Arabia)

Petra Heinemann Internationale Schulberatung (Germany)

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)

Unibridge International Education (China).

The Institute of Boarding (TIOB) was officially launched by the BSA Group in September 2022. The growth in its membership has been phenomenal TIOB is a new networking, training and professional recognition organisation aimed at individual boarding staff. TIOB’s mission statement is ‘supporting excellence for professional boarding staff ’ . TIOB is working with boarding professionals and organisations across the globe to achieve this

“meeting people who are passionate about boarding and making a positive difference to the pupils in their care has been an absolute pleasure” says the Lorraine Atkins, director, tioB, “it is an honour to champion the dedicated work that boarding professionals do day in and day out ” “it takes a special person to work in boarding, they will be empathetic, motivating, organised, adaptable and superb in their communication with all stakeholders whilst being responsive to change”

the membership of tioB have been able to drive the issues that they want to discuss and develop strategies to create an even better boarding experience in their schools tioB is flexible in its approach and dynamic in

sourcing experts for the membership the tioB website has a full CPd, training and events programme, the subject areas range from helping you with your career, embedding legislation into best practice in your boarding house/school, to marketing your boarding house and developing coaching strategies to use with your students the topics covered show the myriad of areas that boarding staff juggle every day

if you would like to become a member of tioB, apply via the website https://www tiob org uk membershi p/ We would very much like you to join us at the BSA/TioB Annual Boarding Conference – fresh perspectives june 6-7, 2023

Lorraine Atkins Director, TIOB

Witley Jones Furniture celebrate 25th Anniversary

on Wednesday, november 23 Witley Jones furniture celebrated 25 years in business. during this time, they have worked with schools across the uK in the design, manufacture, and installation of school furniture.

From creating the first business plan in the dining room of the family home, Chris and Jane Jones have grown the family business to where it is today with 30 staff, welcoming Simon Downes, Managing Director, in 2007, followed by their children Matt and Lucy some years later

Witley Jones Furniture has developed a strong reputation within the independent education sector as a reliable and innovative school furniture partner, resulting in long term relationships with a number of schools including Radley College, Bromsgrove School, Winchester College and Marlborough College

Alongside Chris and Jane, Simon Downes has worked tirelessly to implement structure, processes and develop people to drive the growth of Witley Jones, which has culminated in the past 12 months being the best performing year to date.

Witley Jones Furniture look forward to the next stage of our growth in the education and other complimentary sectors, the continued investment in improving manufacturing processes and enhancing our environmental credentials.

“Jane and I are very proud of what we have created from beginning with four members of staff, to now employing 30 people, with a strong, well respected brand in our market place ”

Designed for the Next Generation

“My focus over the past five years, has been on diversifying the business slightly whilst maintaining our really high standards and loyal customer base in independent education, we are expanding into working with local authorities and academies and producing a range of subcontract work for companies in other sectors

"I am most proud of the strong and well-known brand within the independent sector and number of long-serving employees. For me, our greatest achievement is when developing our staff from within, helping them to progress through the company ”

Chris Jones, Chairman

Boarding Leadership Conference

This conference promises to ensure that individuals in boarding can reflect on their performance in a range of spheres within their role You will be presented with a range of perspectives, support and inspiration from experts in the field. By the end of the conference, you should be able to evaluate and develop a strategic plan allowing you to be more effective and focused in your role.

The power of great food and positive dining experiences cannot be underestimated.

Experts in the Independent school sector, we don’t just put food on a plate, we provide pupils with healthy, nutritious, and delicious food to fuel them to perform at their peak and fully capitalise on all the opportunities of a busy day at school Yet we also understand that the boarder needs that something extra – that food has the power to further enhance the boarder’s experience where school is the term-time home and the staff the termtime family Food is not only the provider of nutrition and energy but becomes a key provider of fun and innovation, especially at suppertime and weekends

Supper

Arguably the most important meal for every boarder our aim is to create a home-from-home feel in our supper service with a little more of an indulgent and casual meal, albeit still very much nutritionally balanced Like an actual festival, our Feastival Wednesdays are an experience for all the senses one that is beyond just the amazingly authentic and delicious food Colourful and vibrant menus, props and styling attract attention and a sense of excitement Feastival is a true celebration of taste and the joy that eating provides!

A significant proportion of the boarding community is international, and we also know that they don’t want us to poorly replicate international cuisine! our Global Grazing concept leverages our extensive network of culinary talent to deliver truly authentic global dishes in our schools, using traditional recipes and methods, partnered with the finest ingredients As a result, every day we serve up familiar favourites evoking feelings of home, no matter where home may be

weekends full of wonder

Weekends are something to look forward to and we ensure our pupils have every reason to look forward to their meals at the weekends too, whether that means special themes or movie nights, heading out for a picnic in the grounds, or even taking the food truck down to the Boat Club for a BBQ the weekend meals are a chance to reinforce bonds and socialise with friends, so the ambience of the dining hall and style of food should contribute to creating an amiable environment our Saturday Sharing Night where we host the latest shared dining concepts fresh from the metropolis always prove super popular With pupils seated, our chefs bring out a wonderful array of food, all designed to be passed around and shared out amongst friends

Sunday Brunch

We all love a slower, relaxed start to Sunday mornings; it’s tradition after all our culinary team have created brunch menus that encapsulate the feeling of a homely Sunday morning, full of wholesome, fresh, and uplifting dishes to set pupils up for the day and keep them filled until supper time our chefs love this meal as there are so many fantastically diverse dishes and trends popping up all the time

At Chartwells Independent we pride ourselves on creating strong partnerships with our clients, taking time to truly understand their unique challenges and ambitions so we can work together towards achieving a shared vision It is this approach, combined with our considerable industry expertise, that allows us to transform our client’s catering to the benefit of the school and its pupils

N E W S in brief

#2

Robin Fletcher, CEO of the Boarding Schools’ Association (BSA) officially opened the new boarding house at Bede’s Senior School this morning Although the new boarding accommodation, Dorms House, opened its doors to the very first students at the start of this term, Bede’s were delighted to welcome Mr Fletcher to the official ribbon-cutting event The grand opening welcomed both current and alumni pupils from old Dorms House, contractors, Sunninghill, Bede’s Estates team, Governors and house staff for this very memorable occasion

Bede’s has a reputation for its outstanding boarding provision – boasting five stunning boarding houses, two of which have been

recognised by the Institute of Chartered Surveyors for their Outstanding Design and Innovation The latest addition to the boarding portfolio was a project started before the pandemic and whilst delayed, the finished result is testament to the hard work and dedication of both external contractors and Bede’s own Estates team

The stunning new development features inspiration from its location next to the South Downs and includes modern facilities, accommodating 70 beds with scope for higher capacity, as well as a 170 square meter atrium, learning spaces, flexible spaces for meetings and conferences, offices, kitchen facilities, and storage

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 C E o o

areas It also uses an eco-friendly heat source as part of the Trust’s pledge to reduce its carbon footprint and create a greener environment for their community There is a focus of nature and the environment throughout the house, featuring wood finishes and floor to ceiling windows.

Guests to the opening event heard emotional speeches from Bede’s Chair of Governors, Mrs Watkins and Headmaster and CEO, Peter Goodyer, before the official ribbon cutting after which guests were invited to tour the facilities, now very much home to the boarders

This opening event recognised all of the hard work that has gone into the three-year plan and

build of the stunning new boarding house It also marks the beginning of a new chapter for Bede’s pupils – particularly those in Dorms House who have a new home from home

robin Fletcher, CEO from the BSA remarked: “It was an honour and privilege to be invited to open Bede’s new boarding house, Dorms, see such excellent facilities, meet the dedicated members of the house boarding team and some of the boarders Dorms is a great example of first-class, 21st century boarding accommodation which I am sure will be appreciated by all current and future students ”

o f f i C i A l l y o p E n S n E W B o A r d i n G H o u S E

Christ’s Hospital was awarded the School/College of the Year Gold Award at the UK Social Mobility Awards in London on Thursday 13 October, in recognition and celebration of outstanding commitment to social mobility This was only 48 hours after receiving the Judges’ Special Award for Contribution to Social Mobility at the Independent School of the Year 2022 awards!

The winners of the 2022 UK Social Mobility Awards (SOMOs) were announced at an Awards Fundraising Gala held at The Royal Lancaster London Hotel on Thursday 13 October The gala returned as an in-person event for the first time in three years, and saw organisations and institutions committed to advancing social mobility across the UK come together to celebrate their work and share best practice

The UK Social Mobility Awards were set up to recognise organisations that are prioritising social mobility, for example through recruitment processes and progression programmes, outreach

within the local community, or by developing innovative ways to create change This year ’ s judges included a panel of esteemed leaders chaired by Sir Kenneth Olisa OBE

The 2022 awards received the highest number of entries since they were launched in 2017 Entrants came from a range of industries including education, finance, law, media and retail Business professionals from all over the UK attended the Awards Fundraising Gala in London to watch as the winners were announced

Christ’s Hospital was Highly Commended in the ‘School/College of the Year’ category The school supports a large number of less advantaged pupils, with 678 of the 888 students receiving free or reduced cost boarding places During the pandemic, Christ’s Hospital undertook a range of activities to address socio-economic and educational challenges facing young people This benefitted more than 1,500 students and over 65 primary schools

C H r i S T ’ S H o S p i TA l C E l E B r AT E S W i n n i n G T W o

“Christ’s Hospital school is honoured to be a winner amongst so many organisations that are making such a difference to social mobility in the UK As the UK’s leading charitable school, we have a deep commitment to driving social mobility through first class education and care for pupils from less advantaged backgrounds We are determined to enhance our impact and are keen to work with employers and other organisations to support more young people and their families ”

“The UK Social Mobility Awards is a vehicle to raise awareness of social mobility and showcases the individuals and organisations who are dedicated to its advancement The number and quality of entries we received for this year ’ s awards is an indication of the increasing significance of social mobility to UK business I would like to congratulate Christ’s Hospital for achieving a Gold Award in the School/College of the Year category and for the inspiring work they are doing to further this important movement ”

Simon reid, Head Teacher at Christ’s Hospital commented:

Tunde Banjoko oBE, Founder of The UK Social Mobility Awards, added:

G i r l S G E T C o o K i n G W i T H p r u E

Prue visited the School on Friday, September 23 to cut the ribbon, meet some of the girls cooking in the state-of-the-art new facilities and enjoy afternoon tea with a selection of sixth formers and staff in Headington’s Creativity & Innovation Centre: the Hive

She spent time with each group of girls who were cooking before touring the centre and meeting representatives from Kitchen Architecture, who designed and fitted out the kitchens Wafting through the kitchens were the smells of a range of different delicious meals cooking – salmon with soy, ginger and noodles, chicken, chorizo and chickpeas with rice, and sweet potato, spinach and chickpea curry with garlic flatbreads

Prue said: “It’s just so lovely to see the girls really enjoying cooking proper, healthy food They obviously love it, which is the trick – if you can get people to love cooking good food, they will end up eating healthy food and it’s lovely to have such nice facilities too ”

Prue has a long-standing connection with the School as a Headington parent Her adoptive daughter Li-Da Kruger attended the School and is the newest member of the Governing Body LiDa was also in attendance on Friday

She said: “Learning how to cook is so important The biggest thing my mother taught me about food, which will stay with me forever, is how important it is to sit down and eat together and all the many additional skills you learn when cooking – Maths, Science, timing and so on

“You walk around this school today and you feel you can do anything, be anything, and I almost wish I could be 12 again and be able to come here now ”

Chef, restaurateur and TV presenter Prue Leith was the guest of honour for a special opening ceremony for Headington’s new Food and Nutrition Centre.

BSA and BAISIS International Conference

The annual BSA and BAISIS international conference will feature sessions on conflict management in an international student body, biliteracy, vocabulary development, use of social media for recruitment in China and a visa and immigration update The event is suitable for SMT, SLT, Heads of EAL, Marketing and Admissions teams, as well as agents and guardians.

Why a focus on careers education is more important than ever

The pandemic has had a detrimental impact on the education of young people around the world, and severely depleted work experience opportunities for students. A skills supply mismatch is also being magnified by the rapid pace of innovation, and as technology continues to permeate an increasing number of roles, there is a widespread need to ensure that those entering the employment market are equipped – as much as possible – with the skills needed to tackle talent shortages

How Hays inspire

In response, in partnership with leading employers such as Amey and Computacenter, we have launched Hays Inspire, a free-ofcharge learning programme that will provide pupils with an informative and realistic insight into possible career pathways, with advice from leading employers regarding the skills needed to succeed in the workforce of tomorrow.

can help

The lesson plans – consisting of comprehensive guidance notes, video content and student worksheets – are initially targeted at year groups 6, 9 and 10/11, helping schools to achieve the Gatsby Benchmarks and deliver effective, unbiased information to pupils on their post-16 opportunities We hope that by harnessing the potential of the collaborative role educators and

organisations can play in providing career insights for future generations, students will be armed with the knowledge they need to make informed choices, avail themselves of opportunities and realise their future ambitions.

So what can educators do to foster inspiration amongst students regarding the world of work, and how can careers education be used to empower positive change?

• Contextualise the work students do. Students are much more likely to engage with teaching if it is given some wider contextual meaning. The link between what they are learning and possible routes into the world of work is not only motivating, but will help them understand how theoretical concepts can be applied to practical, real-world contexts

• Ask students about their aspirations Needless to say, a ‘onesize-fits-all’ approach is not the right fit when it comes to career guidance, and the aspirations and dreams of all students will be different Approaching the subject individually with learners should take the form of open questioning, and could include questions such as:

• What do you feel you’re good at, and what do you enjoy?

• Have you thought about what job you’d like to do in the future?

• Would you like to find out more about your intended career?

• Emphasise different paths. To make careers education as inclusive as possible, and help learners envision themselves in a job, you should make it clear that there is not always one route or pathway to the career they aspire to. It’s important that students don’t feel alienated by conventional routes to work, and understand that there are a multitude of non-academic possibilities, such as vocational courses, apprenticeships and internships, that they can take

• Soft skills are key. The knowledge and capabilities we develop throughout our time in education are not necessarily the only things that will bring us career success Much of the time, our education helps us to develop the competencies needed to perform certain tasks, such as mathematics or foreign languages While these are extremely valuable, the most prevalent gaps often lie in the development of ‘soft skills’, such as critical thinking and problem solving. Having work experience or training while earning can enhance these skills

• Break it down. Try to incorporate careers education into the curriculum wherever you can, even if it’s for ten minute ‘bitesize’ sessions Inspire was created specifically to be easily adapted to a range of timeframes and audiences, whether for a short video watch for Year 6, or a 45 minute lesson, including worksheets and plenaries for Year 11

Inspire is a completely free platform available for all primary and secondary school’s – with a number of schools and MATs who have already signed up.

Leading infrastructure services and engineering company, Amey, who have already provide content for Hays Inspire, say: “Amey are proud partners of Hays Inspire, to help provide career advice, inspiration and insights into our world of work. We see the true value and importance of bringing education and employment together, to help solve the engineering skills shortage and inspire our next generation As a large Engineering and Infrastructure company, we have an important role to play in giving young people direct exposure to the innovative and thriving engineering industry, promoting the various career paths and ultimately for young people to aspire to work in this industry”

Sarah Hale, Social Value Manager, Amey

To get started with Inspire and begin raising aspirations and inspiring future careers, visit our inspire page or reach out to your local consultant

B oardi ng

Paw-rents

Pets are an important part of boarding life and many anim Meet the BSA pets who bring loads of joy to our lives and

Pet name: haggis (the oG BSA dog!)

Breed: Cavalier king charles spaniel Age: 5 years

Favourite activity: running through the woods with the wind in my ears and chewing sticks i am also partial to an afternoon nap

Owner: Aileen Kane

Pet name: roarie

Breed: Cockerpoo Age: 2 years

Favourite activity: roarie loves nothing more than barking at the cat next door, chasing squirrels, going on long walks with his girlfriend Boo and lazing around all day on the sofa he is also partial to chewing dirty socks and old slippers

Owner: robin Fletcher

Pet name: Buddy Breed: Bachshund (Beagle cross dachshund) Age: 3 years

Favourite activity: i love chasing squirrels (even if i can’t catch them) and sleeping on the sofa!

Owner: jess harris

Pet name: dora (left) & Sha

Breed: Goldador Age: 4 years and 1 ye

Shadow ’s favo Playing with her who she sees e digging and cha Dora’s favouri Playing with her she sees every d anything she ca socks!

Owner: Lorraine Atkins

mals

become a much-loved part of the boarding house family. keep us company.

adow (right) ear

ourite activity: r daughter (dora), very day and loves sing wildlife

te activity: r mum (Shadow), who day and retrieving n find - particularly

Pet name: Blu

Breed: German shepard cross malamute Age: 3 years

Favourite activity: Big hugs, pretending i’m a lap dog and playing with my human little sister

Owner: Abbey Adams

Pet name: Luna and Sirius [aka Bonkers Burmese]

Breed: Burmese cats Age: 6 and 2 years

Favourite activity: We like walking on the keyboard when our human is working and bringing her our favourite toy like dogs do and birdwatching

Owner: Claire dan

Pet name: mia Breed: Labrador Age: 4 years

Favourite activity: i adore running on the beach and playing with my ball Summer and Autumn are my favourite seasons as i LoVe helping myself to blackberries from the hedgerow!

Owner: ellie reed

I can train any do It’s training the own Barbara

Pet name: Kenny

Breed: mix breed Age: 10 years

Favourite activity: Barking, snacking and being King of the house!

Owner: danielle Cuthbert

Pet name: Winston Breed: French bulldog Age: 1 and 1/2

Favourite activity: Going on adventures to the beach and camping, eating out and loads of cuddles!

Owner: Lily Boyden

Pet name: Bella Breed: Greyhound Age: 7 years

Favourite activity: running in circles on a beach at 40 mph (i am an ex-racing greyhound) and then dozing for the rest of the day

Owner: Caroline Nixon

Pet name: Briar

Breed: Working cocker sp Age: 9 years

Favourite activit mother of 10, love and be brushed

Owner: jane Graham

og in f ive minutes. ner that takes longer.

aniel

s to chase birds

Pet name: Coco Breed: Boarder collie Age: 14 years

Favourite activity: Coco thinks she’s human and loves to sneak upstairs when no one is looking and get into everyone’s beds to mess up the sheets!

Owner: jane Graham

Pet name: Aida

Breed: Labrador Age: 9 weeks

Favourite activity: exploring my new home and curling up on my human’s lap for a little snooze

Owner: Lottie Andrews

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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 (YCIS -QD) China

Yew Wah International Education School of Guangzhou (YWIES-GZ) , China

Yew Wah International Education School Zhejiang Tongxiang Campus (YWIES-TX) China

Yew Wah School of Shanghai Changning (YWIES - GB), China

Yew Wah International Education School of Shanghai Lingang (YWIES - SHLG) China