The wonders of teaching in boarding
Transforming lives
The fundamental role schools place in driving healthier outcomes for pupils Inside international boarding And so much more…
Lottie Andrews Communications and Engagement Manager Boarding Schools’ Association
I hope our members have enjoyed an opportunity to relax over the summer Whilst it is certainly good to get away from the hustle and bustle of school life for a short time, the happy buzz of a boarding house has a way of drawing us back in again. Hopefully this is a shared feeling for boarders when they return from their summer adventures to reunite with friends
As you flick through the pages of this latest edition of the magazine, you will find it full-to-bursting with staff and pupil voices, news and achievements, highlights from National Boarding Week and upcoming events Highlights also include our BSA Supporting Excellence award winners and showcase the work being done in schools to develop EDI provision in boarding.
Also featured are the winners and runners up of our BSA Photography Competition which took place in the summer term. Congratulations once again to our chosen winners and to all those who entered As you’ll see from the images, the competition certainly represents a true sense of how special and unique boarding house life can be.
As we look ahead now to the new autumn term, I hope many of you will join us in celebrating International Boarding Day on Saturday October 7, this year with a green and sustainable theme Do keep an eye on our regular newsletters each Friday morning and social media channels for details on how your school can get involved
Finally, a thank you as always, to all those who have contributed towards this latest edition Please do continue to share your news and editorial pieces with us Get in touch via bsa@boarding.org.uk if you would like to receive news of our feature lists for future publications
Education is perhaps underrepresented on television. Whilst the law (and its enforcement), medicine and even the clergy get plenty of airtime, the teaching profession must look back on the halcyon days of ‘Grange Hill’ and ‘Teachers’ for their fame.
Even then, the portrayal of our profession was somewhat, well, grey representation of boarding is even more sparse and antiquated (and the less said about St trinian’s, the better) A quick flick through this publication reveals a quite different world
one of joy, diversity, and, above all, colour A boarding education is loved by those fortunate enough to receive it But what is it that makes it so special?
I was in a boarding house a few weeks ago and was due to speak to a group of sixth form boys the meeting had been arranged some weeks previously and, by bad luck, our meeting coincided with the end of the Second test match between England and Australia All the boys were rivetted to the screen as I walked in, and it was obvious that this was the wrong time to drag them away for a chat. As I settled down to join them, it struck me that this short episode typified some of the wonderful things that a boarding education offers.
the first was time I didn’t need to interrupt an impromptu shared bonding experience because I could reschedule later in the day, knowing that the boarders would still be around and available Not being forced to crowbar all events into a few short hours is a real strength of boarding.
A second is comradeship It was clear that those students were having a shared experience that would be hard to replicate as naturally in other types of school this sort of thing occurs time and again and allows deep friendships to form that can last a lifetime.
relationships between staff and pupils are also naturally more collaborative By sharing a range of different experiences beyond the classroom, boarding schools foster a tremendously productive working relationship – one of the reasons that academic results can be achieved alongside all the other co-curricular activities on offer
David Walker Director BSAAdd to this the growth of independence, alongside a deep focus on caring for our physical and mental health and you have a winning combination.
Perhaps it wouldn’t make for a particularly riveting tv show, but thousands of students having a wonderful time whilst receiving a firstclass education is a great watch for those of us who are lucky enough to be involved in it
I hope you enjoy reading this latest edition of the magazine.
Gavin Horgan BSA Chair 2023 and Head Millfield School
Welcome to the Autumn 2023 edition of Boarding School, the official magazine of the BSA. This digital publication serves as a termly celebration of all that has been achieved in schools across the boarding sector, as well as a reminder of the work we do as boarding practitioners to continually develop and improve the boarding experience for both students and staff
In this edition you will read about the latest success stories and accomplishments in boarding, we reflect on the power boarding has to transform lives, and dive into the work being done to develop diversity and inclusion in our member schools We also look at how international boarding members are nurturing a positive culture
The pages of this publication shine a light on the joy and creativity which can be found in every-day boarding, from the celebration of dedicated staff members to a growing family of muchloved boarding house pets!
The BSA team are on hand to support you in your roles throughout the academic year ahead Whether it be guidance, advice or training - please do not hesitate to get in touch
There is a vast programme of webinars, seminars and virtual conferences taking place across BSA Group this autumn designed to support you and keep you up to date In early September, BSA are running a series of compliance webinars including NMS considerations, the latest KCSIE updates, as well as enrolment and induction guidance There is also plenty of support for those tasked with embedding a team of new boarding staff, preparing for inspection, or keeping up to speed with visa and immigration compliance To view the full programme of events, please visit the BSA website
This will be my final term as BSA Chair before Jo Cameron, Principal, Queenswood takes the reins from January 2024 I have enjoyed my time as Chair immensely, and as I prepare to hand over the boarding baton to Jo, I wish you all a successful autumn term and hope you enjoy reading this latest edition of the magazine
The start of the year at any school is exciting but it is especially so in boarding schools where so many invest so much Thank you for what you do
Severe allergic reactions (called ‘anaphylaxis’) can be fatal unless they ’re treated immediately with a dose of adrenaline from an auto-injector pen (AAI) But studies have found that almost half of those with allergies don’t carry their own pens - they ’re either forgotten or out of date.
On top of this, anyone can actually develop an allergy to anything at any time in their lives in fact, 20% of serious anaphylaxis incidents that occur in schools across the UK happen to children that didn’t know they had any allergies
After a student named Karanbir Cheema died as a result of a severe allergic reaction to cheese at his school in 2017, legislation in the UK changedallowing schools to purchase spare AAIs which can be used by anyone, for anyone, in an emergency However, they ’ve found that schools often struggle to purchase, keep up-to-date, store correctly, and provide training for AAIs
To try and combat these issues, allergy sufferer Zak Marks founded Kitt Medical - aiming to raise awareness about the severity of allergies and make sure life-saving anaphylaxis medication can be accessed by anyone who needs it in an emergency
Through their Anaphylaxis Kitt service, schools receive an award-winning all-in-one package, including:
• 2 X 300mcg and 2 X 150mcg spare adrenaline pens to be used in emergencies, with all replenishments taken care of for no extra fees regardless of usage or expiry
• Wall-mounted Kitts to be installed in accessible areas with 4 x keys, an emergency key box, and a lanyard
• CPD-accredited online video training for all staff members to access whenever they desire which can be tracked to see completion
• Access to the online Kitt portal for check-up reminders and incident report forms
They recently partnered with the Kent based Aquila Diocese of Canterbury Academies Trust, who’s CEO Annie Wiles said: “The Anaphylaxis Kitts and CPDaccredited training that has been installed across our 14 school trust has become an important part of our strategy, ensuring we can respond appropriately to incidents, including those which could be life-threatening, and that we’re committing to our responsibility to keep our children safe I am delighted that our schools can now react quickly and effectively if a child or adult has a severe allergic reaction ”
The Kitt team have recently launched in over 150 schools and academies across the country after running a successful pilot phase and winning multiple prestigious awards They already support many of our BSA members with their service and would love to work to establish a new standard of allergy care across all UK boarding schools
To find out more about Kitt Medical’s Anaphylaxis Kitt service for your school, take a look at their website www kittmedical com and place an enquiry directly through their contact page
“Like a defibrillator, but for allergies”
Dr Elena (Ellen) Hesse Head Abbey College Cambridge taking over in September 2023
Ms Niamh Green Head Roedean School taking over from Oliver Blond in September 2023
Mr Richard Thompson Head Leweston School taking over from Alanda Phillips in September 2023
Ms Liz Norris Head St Swithun’s, Winchester taking over from Jonathan Brough in September 2023
Mr Terry Wintle Head of Prep Jeddah Prep and Grammar School taking over from Mr Raymond Garnett in September 2023
Dr Deneal Smith Head Bootham School taking over from Chris Jeffery in September 2023
Mr Geoff Marsh Head Frensham, Australia taking over from Ms McGarry in May 2023
Mr James Watson Head Milton Abbey School taking over from Mrs Judith Fremont-Barnes in September 2023
Mrs Judith Fremont-Barnes Head St Paul’s Cathedral School taking over from Simon Larter-Evans in September 2023
Ed Venables Head Eagle House, Sandhurst taking over in September 2023
Mr Ada Interim Plymouth taking ov Jo Hay Septemb
Mr Damian Henderson Head King William’s College and The Buchan School taking over in September 2023
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Leighton Park’s annual KS2 celebration of Science, Technology, Engineering, the Arts, and Maths (STEAM), was a bright day this year as both the brilliant ideas of almost 300 KS2 pupils and the wonderful sunshine lit up the school field!
Seven schools brought their Year 5 pupils to Leighton Park on Thursday 25th May to discover how STEAM can help in a humanitarian crisis The students were
organised into three sessions with Katesgrove Primary f irst, followed by The Hill Primary, Emmer Green Primary and St Teresa’s Catholic Academy second and thirdly Caversham Prep, Waverley School and Maltman’s Green They tackled three challenges in teams of five: how to transport essential aid on a raft, how to transport water effectively, and how to build a storm proof shelter
This is our first year at STEAMfest and we had a really, really good time It’s given all the children the opportunity to work together and they’ve learnt lots about a humanitarian crisis
Forty girls from Roedean conquered their fear of heights in the name of animal charity when they abseiled down Brighton’s iconic i360 tower at night
The teens are on a quest to raise as much money as they can for the Sussex charity Raystede after hearing that the centre takes a whopping £6000 a day to run The schoolgirls have made the charity their
This is a once in a lifetime experience so animals and want them all to be safe and high up is an aw
a round-up of some of the stories
chosen benef iciary for all sorts of fundraising events and have so far brought in a whopping £8592 but hope that abseiling 450ft in the dark will boost the coffers even further
Leading the charge and kitted up for action was head of year 9 Nicky Shrubsole who declared that she would not ask her pupils to do anything that she wouldn’t do herself
o how could I not do it? Plus I really love well-cared for Dangling from a harness so wesome thought!
More than 90 students from St George’s School Windsor Castle have taken part in various volunteering activities across the community Organised by the school as part of its St George’s Award programme, the two ‘Active Service Days’ also raised more than £1,400 for the participating charities
“Some of our students will have aspirations to enter into positions of leadership and influence in later life,” explained William Goldsmith, Head at St George’s School
Windsor Castle. “If they are to use their positions for good, to ensure that ethical and sustainable decisions are at the heart of corporate, local and national policy making, there has to be core beliefs and a foundational understanding of the issues facing our society As part of our vision for students to be real world ready, we want to develop this shared understanding and I couldn’t have felt prouder to see our students so engaged and focused on what they were doing across the two days
Some of our students will have aspirations to enter into positions of leadership and influence in later life
A C S I n T E R n AT I o n A L S C H o o L , C o B H A M ACS CoBHAM SWAPS CLASSRooM LEARnInG FoR THE GREAT ouTDooRS
Almost 250 students (aged 4 – 14) from ACS International School Cobham celebrated National Outdoor Classroom Day, and enjoyed a range of exciting activities in the great outdoors, which included STEM classes, gardening sessions and drama workshops
The Surrey-based school challenged each class in Early Childhood, Lower School, and most of its Middle School to use different areas of the school grounds for at least one
of their lessons during the day to bring learning to life in subject such as Maths, Science, Drama, PE, Sustainability and English
Gwendoline Sandow, Science, Outdoor and Forest School Educator at ACS Cobham, said: “All over the UK, young people are spending less and less time outdoors, which is having a negative impact on their mental health, wellbeing and development ”
It’s really nice to spend time outside laughing with friends while making our community a better place
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Victory by th Lord was a experience cherish my the day for my life. however, th staff and m pupils at S and in the have suppor helped me amazing op
In 2022, current Upper Sixth pupil and CCF Cadet COP William W became the 1st Sea Lord’s Cadet, an incredibly prestigious position On 10 February William visited Portsmouth where he was invested with the badge of office by the First Sea Lord himself (Admiral Ben Key –former parent of the School) They met in the Great Cabin on board HMS Victory, before proceeding for a tour of the dockyard, a visit on board one of the Type 45 Destroyers, ahead of lunch in the wonderful HMS Nelson Wardroom
William is an outstanding ambassador for the RN section, the CCF more generally, and Sherborne School William seeks out and accepts responsibility, he is kind, interesting, personable, generous with his time with other cadets, displays absolute competence, and he is an exemplary role model for young people His knowledge of all things Royal Navy is frightening (!) and he is absolutely passionate about the CCF
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Reverend Drost joined Woodhouse Grove School last September Although a very experienced youth worker, this was Rev Drost ’s first appointment within a school We caught up with him to find out how his first year has been
Working within a school is quite different to my previous school work which involved popping in once every few weeks for assemblies and some class time Here, I am embedded in a daily routine which sees me interacting with all aspects of school life, including boarding
What do you like most about your new role?
I am firstly a Methodist church minister in a school that has its values embedded in Methodist teaching, share these teachings is a joy and privilege
I really enjoy being part of the PSHEE team, delivering on subjects that I know will add value to each individual pupil’s lives
I love seeing and hearing the boarders talk of their experiences on their school journey away from home Boarding adds so much depth to the students’ experiences of being at The Grove
Finally, I am involved with most of the charity work and it is lovely to chat with students as they drop off donations
Anything about the role that surprised you?
Compared to other schools I have worked in, I was struck very early on, what a generally happy place this is! In the staff room and in the playgrounds, staff and pupils are courteous, and excited about life at WGS, in both lessons and co-curricular activities
How do you like to spend any spare time?
I like to think I am handy with a hammer and screwdriver – my wife and father do not necessarily agree! I love pottering around the garden and we are enjoying the new walks and cycle rides locally around school
I am also a classic car enthusiast – my first 3 cars were all Morris Minors and my favourite was an old ‘wood’ framed estate car called ‘Ducks’ as its number plate was DKx 932F
Boarding life begins when school ends In the best of circumstances, teachers and students meet
a.why do you like working in boarding?
Around 4 pm, sometimes a little earlier, other times somewhat later, the school day ends Students and teachers go their separate ways and their other, “outside-of-school” lives begin So, field trips apart, what students and teachers see of each other during the eight hours they spend together is their “school selves”, different, perhaps more polished, versions of their home and family personalities
Boarding life begins when school ends In the best of circumstances, teachers and students meet in a setting that may not quite mean home or family but something very close to it That is the beauty of boarding: to transcend the boundaries often imposed by the school environment and to connect on a much more personal level To meet not just as teachers or students but as “whole” people who are sometimes happy, sometimes sad, sometimes nice and sometimes grumpy
what skills do you have that le school env
In the middle of last year ’s IB exam evening at 9 30 pm The HL English that day I was informed - not two da up from the couch I got, raced over started cracking Two and a half h before midnight, we had uploaded drill In the pouring rain In our pyjam chocolate And having a great old semblance of grace under press
Stephanie Wehner German bilingual teacher Swiss International School, Dubaiin a setting that may not quite mean home or family but something very close to it
end themselves to a boarding ironment?
s I received a call on a Wednesday h A essays had to be uploaded on ays later as previously assumed So, r to my students’ study hall and we hours later, at exactly one minute the last of the essays During a fire mas While eating huge amounts of time Maybe flexibility and some ure are skills worth mentioning?
why do you think boarding in Dubai is different / unique / an attractive place to board?
First of all, chances of having to upload an HL English A essay in the pouring rain are somewhat slim Secondly, you can go swimming A lot Also skiing Or kite surfing Hiking The possibilities are endless Thirdly, and I just looked this up, there are more than 200 nationalities living in the UAE A person boarding in Dubai is bound to bump into representatives of at least some of them And fourthly, but this one is more for worried parents than adventure-hungry teenagers: there is probably no safer place on earth you could send your child to! And trust me, being the parent of altogether five kids, I know what I am talking about
Our investment into cricket is paying dividends - new outdoor nets, inclusion in the Top 100 Cricketing Schools for the last 7 years, and a range of competitive fixtures for our girls’ teams has attracted promising cricketers to our school.
Our boarders have been integral in what has been a fantastic season for our first team cricketers; taking an MCC official side to the last over, followed by a last ball thriller with an Australian touring side
Boarders, Jaden and Kian, have been our top performers with the bat and Jaden is also top wicket taker
Boarder Adam, Year 9, has had a fantastic season and was presented with the match ball after scoring 100 earlier in the season
Gurman Randhawa Head of Cricket Woodhouse Grove School
Having worked as a Boarding Tutor for a number of years, I saw how special it was working with the boarders in a very different environment
Haberdashers’ Adams is delighted to introduce its new Junior Boarding Master, Dan Murray, who takes over at Longford Hall, the junior boarding house, in September 2023 Dan joined Adams in 2013 and has been an integral part of the PE department for the past 10 years
what inspired you to become Junior Boarding Master?
Having worked as a Boarding Tutor for a number of years, I saw how special it was working with the boarders in a very different environment You get to know the boarding pupils on another level This is a hugely privileged position where I now have the opportunity to lead a fantastic pastoral team and to play a crucial role in the lives of boys going through some of their most formative years
Do you have any new ideas/changes going forward which you would like to put in place within Boarding?
A real focus for me at Longford will be encouraging more integration between year groups and more time spent outside I also want the boys to develop life skills during their time boarding, so activities such as gardening, basic DIY/bike maintenance and cooking will be built into the activities programme
Dan Junior Boarding Master Haberdashers’ AdamsThis conference will enable delegates to hear directly from the experts on the latest in visas and immigration relevant to the education sector The update will address key issues from members at a crucial time of year for international student recruitment
BSA will facilitate questions directly from members to our experts throughout the day, including Home Office representatives. Delegates are welcome to send their questions in advance to bsa@boarding org uk to ensure these are answered during the session.
I went to quite a few different primary schools before I settled at Harrogate Ladies’ College and it’s been the best thing for me because I have made so many new friends
The great thing about boarding is that it makes you really independent – so I feel I got skills which will be really good if I go on a gap year or onto university
I’m studying psychology, business and PE at A Level and I hope to be able to go on to do a gap year. I’ve been at Harrogate Ladies’ College
since Year 7 because my dad is a serving officer in the British Army and his job meant we had to move quite a few times.
The best thing about boarding is the sense of independent it gives you, so I can sort my own washing, change my bedding when I want.
I’ve made loads of friends, many of whom are from different countries so you get to learn about other cultures too which Is really exciting and interesting Harrogate is a really pretty town and it feels safe so it’s lovely spending time here
There are lots of opportunities to do things here – you can have a go at so many things and I’ve really enjoyed the trips we have been on. We’ve been to Berlin, France, La Manga and next year we’re going on the lacrosse tour to the US which will be amazing.
Overall, I think it’s the friendships you make and learning to make new friends is a really great skill
Honestly, It is my first time being in a boarding school abroad When I came here, I was amazed by the house and its facilities inside Everything was super organised and all the staff were very kind and friendly I got used to the school very quickly, and I can actually say that it ’s like my second home now I made friends with so many students here and it is amazing just to think how many people from all over the world are together under one roof Moreover, I am very thankful that we have subject support in our boarding houses every day after school, so I can discuss any questions I have with my teachers and I don’t need to find any additional tutors as I used to do, going to Russian school
We also have many exciting activities during the free time or on weekends, the most memorable ones for me were cooking classes with our teachers from school and Atlantis waterpark
what skills have you learnt as Without any doubt I can say that I b can really prepare us for university li also have a time schedule in boardi up on time, doing our homework taught me good time managemen have my own room, I always keep it responsible and o
Without any doubts I can say t boarding can really prepare us
veta
al School, Dubai
b.a result of being in boarding? became independent and boarding fe in the future The thing is that we ng, which we should follow: waking , gathering for different events It t, not to be late Moreover, since I clean and I’m trying to be as much rganised as I can
c.why do you think Dubai is an exciting place to board?
Dubai is one of the most developed cities in the UAE, living here has a lot of advantages especially for boarding students We have different trips every weekend to attractions, and other interesting places
The most important fact that I like, is that here I can make friends from Italy, America, France staying in one country not even only at school
hat I became independent and for university life in the future. “
I graduated from eIS in May 2023, being the part of the first graduating high-school class there. I joined the school only for the last two years with the aim of enrolling to the political sciences college and universities programmes afterwards. In addition to that eIS opened the boarding in 2021, so I could not only study in the school, where I could focus on politics and economics, but also to live here.
I was accepted to Williams College, which is ranked #1 among the National Liberal Arts Colleges in the US for 2022-2023 I’ve chosen it partly for the fact that they give you first two years to study a variety of subjects from a wide range of liberal arts direction and only then you choose my major It would still give me some time to enjoy a freedom of classes choice I also enjoy the fact that the college is located in nature, far from larger cities, a peaceful lifestyle I discovered and enjoyed immensely in Latvija
The college is located in nature, far from larger cities, a peaceful lifestyle I discovered and enjoyed immensely in Latvija. “
Consequences that allow pupils of all ages to reflect on the impact of their actions have proven to be hugely powerful in a boarding community
Disciplinary sanctions in a boarding house are often punitive They can be ingrained in our behaviour policies and remain the status quo But a recent use of sanctions which allow the perpetrator to consider their actions, as opposed to simply punish, have had hugely succesful results Linking the sanction to the offence has created positive outcomes and not only has it reduced the number of incidents but also engineered opportunities for reflection Detentions still have their place yet there has been much success in proactive and reflective consequences For example, the writing of a research essay on how to stop vaping gave a reflective addition to the college sanction Indeed, a presentation to the Head of House about house values following disrespectful behaviour to a peer created time to consider positive behaviour Furthermore, a thoughtless comment was followed up with reading of a powerful article on white privilege, a presentation given afterwards to parents and tutor reinforced the powerful message All three examples give impactful consequences allowing opportunities for personal growth
Chris Best Bradfield College
The school has actively promoted diversity by celebrating different cultures and heritage through events and guest speakers.
As a new member of staff at the school this year, Piers has had the honour of leading on Milton Abbey ’s eDI portfolio, including setting up a representative student voice group.
With an extraordinarily diverse student body, there is never a dull moment at Milton Abbey Despite being a purposefully small school of around 200 students, we currently have boarders from 26 different countries Without large cliques of students from any one country, we pride ourselves that their students from the UK and abroad truly integrate and make friendships that cross international borders
In their wider EDI programme this year, we have also focused on misogyny, racism, and, for staff, training on LGBTQ+ inclusive teaching strategies
The school has actively promoted diversity by celebrating different cultures and heritage through events and guest speakers We were delighted, for example, to welcome Maya Balfour, the niece of Michael Holding, who is following in her uncle’s footsteps in standing up to racism through her activism, writing and social media presence
We have held student surveys to gain greater insight into our students’ experiences, whatever our personal characteristics Open dialogue has been encouraged and workshops have been organised, fostering understanding, empathy, and respect among the student body and with staff We aim to not be reactive, but to cultivate a harmonious community that is based on kindness to one-another
Meet Dan Stirling, the Housemaster of Eagle Boarding House at Jerudong International School (JIS Brunei) Once a boarding student himself at St Lawrence’s College UK, Stirling found himself returning to boarding once again after not stepping foot in a boarding house for 14 years
Stirling's unique perspective as a former boarding student has undoubtedly shaped his approach as a Housemaster, allowing him to build strong empathetic connections with students His personal experiences serve as a testament to the transformative power of boarding schools, not only in the UK, but also abroad at international schools
Moving from a school in the UK to an international institution, Stirling discovered that some things remained constant: “Boarding offers a holistic experience which promotes independence, multicultural immersion and helps foster a close-knit community for students’ personal growth that will last a lifetime ”
Boarding offers a holistic experience which promotes independence, multicultural immersion and helps foster a close-knit community for students’ personal growth that will last a lifetime
Combined with the school’s fresh approach to ‘Learning Differently’, I have found at Milton Abbey the change and challenge I was looking for in the first place! I enjoy ensuring the students in my care are both happy and successful, whatever success may look like to them
I joined Milton Abbey School in July 2022 and have been a Housemaster here since January 2023.
I arrived at an independent boarding school via a slightly unconventional route! Following nine years of teaching in the state sector, including two years as a Head of Year, I felt that it was time for a fresh challenge and change in career, ideally one where my skills could be put to good use
Having previously spent a couple of years in a uniformed role, I joined the Metropolitan Police as a Trainee Detective Constable based in South East London, working in roles proactively safeguarding children, as well as some time on Burglary and Robbery Teams
The logistics of having a family in the South West, while commuting to work in London, became prohibitive, so I made the difficult decision to leave a job that I was enjoying and doing well at However, since starting at Milton Abbey, my decision to return to teaching has been validated Working with the students in an academic and pastoral capacity, I have utilised many skills that are at the heart of policing, such as good communication and operating as an effective team Far from being a diversion, my time in policing, I believe, has made me a better teacher
Nigel Le Gassick Housemaster Milton Abbey School
It’s great to see the pupils take up all the opportunities we offer, which range from our extensive programme of trips, inter-house competitions, outdoor firepit and our popular Boarders’ Festival.
Ireally enjoy working with our pupils, watching them grow in confidence, make new friends, learn from each other and settle into a home from home atmosphere It ’s wonderful to watch them get to know their new surroundings and relax in a space which makes them feel as comfortable and as welcome as possible
Miss Cook, joined the boarding team from the University of St Andrews and has been with the school since the start of the last Autumn term Getting to know pupils from different nationalities, different cultures and backgrounds was very rewarding and I enjoyed watching the pupils mix with new friends in a safe and caring environment
It would be amazing to play at Glastonbury in any band but getting the chance to play there with my family and my brothers, all who I am really close with, makes it even more special.
Year 8 pupil at Millfield Prep School performed on the world’s biggest festival stage this summer as part of the band The Entitled Sons, alongside his three brothers and father
The Somerset rock band were joint winners of the Pilton Stage competition and experience what many people can only dream of in their music career.
Laurie, aged 13, expressed his delight ahead of the weekend.
“It feels amazing. Ever since I started playing music it has been a dream to perform at Glastonbury Festival.” He added: "I am still quite baffled. It is the festival of all festivals, so it is a dream come true and I’m going to make sure I enjoy it.”
The Entitled Sons were formed two years ago during the pandemic, with their debut single ‘Break’ reaching the top 10 on iTunes In June, their single ‘These Days’, in aid of Cancer Research UK, peaked at number five on the UK singles downloads chart
Laurie and his three brothers: Raffey, Charlie and Billy, all attended Millfield.
Laurie described their style as “modern rock” and revealed how being in a family band will make it even more memorable.
“I was really excited about playing the Sunday slot after Elton John. There wasn’t a lot of live music on, so we were able to bring lots of people in!”
Glastonbury also coincided with Millfield Prep School’s annual Rock N’ Pop concert, which Laurie missed for the first time
“I’ve played at the Millfield Rock N’ Pop concert for the last five years and I wasn’t very happy about missing it this year. But Glastonbury is something you would never turn down.”
St Leonard
nne Pennycook
ousemistress
s School, St Andrews
Julianne loves influencing and learning from the students in her house, which is co-educational for boarders aged 10-16 “In teaching you get the opportunity to impart knowledge, but in boarding you truly get to know and be part of students’ lives It should never be underestimated the knowledge they can give to you Learning about their cultures, traditions and perspectives is equally as important as supporting them to grow as individuals ”
Her favourite time is the Summer Term, when activities take place outside: “Accessing our local beaches, evenings on the golf courses or toasting marshmallows on long summer nights are just some of the highlights in boarding,” she explains
Winning the BSA award for Boarding Research was welldeserved recognition for Julianne, who completed her Masters in Residential Education whilst working fulltime in boarding and being a mother to her own six children “To win the BSA award was hugely validating I love everything about boarding, working with young people from all over the world as they develop and make lifelong friends It ’s a career unlike any other ”
“It sounds like a cliché, but I always wanted to board as a child,” starts Julianne Pennycook, Housemistress at St Leonards. “It looked like so much fun. “
Budding student photographers capture the essence of boarding in BSA
Photography Competition
c
Click on camera ... P H O T O G R A P H Y
On Friday June 23, during annual National Boarding Week celebrations, the Boarding Schools’ Association (BSA) announced the winners and runners-up of its first #iloveboarding themed photography competition
Students residing in boarding schools both in the UK and internationally were invited to capture boarding life and what it means to them in one photograph, and the results were fantastic Entries depicted true moments of joy, friendship and togetherness, as well as a charming insight into life living in a busy, bustling boarding house
The competition received over sixty entries from twenty-four schools and welcomed submissions in two categories – junior (Year 8 and below) and senior (Year 9 and above) Competition sponsors, Gillman and Soame, judged each entry against a set criteria which considered how closely the entry followed the brief, the creativity involved, and whether the image demonstrated skill and thought process
Congratulations to the following winners and runners-up:
1 Junior winner: Embley School, Katrina M
2 Junior runner up: St Andrews Prep Eastbourne, Sophie T
3 Senior winner: Godolphin School, Issy M
4 Senior runner up: Wellham Boys School, Siddharth J
The images are a testament to the wonderful enriching experiences, and memories to be made, at boarding schools and we thank the boarding community for participating
The photography competition is part of the BSA’s newly launched BSA Active initiative, designed to celebrate all things boarding and engage boarders in a series of fun activities and competitions To find out more about BSA Active, and any future competitions and events, please visit https://www boarding org uk/bsa-active/
We have many tools for looking after pupils, however I wanted to explore how moving to proactive pastoral care could prevent issues from arising or escalating In my previous career as a physiotherapist much of my work involved the concept of ‘prehabilitation’, ensuring the athlete is fully physically prepared for competition, thereby preventing injuries This was the concept for my research questions: ‘How is pastoral care proactive?’ and ‘How could we make proactive pastoral care even more effective?’ I gathered qualitative and quantitative data through interviews and questionnaires with staff and pupils in order to analyse the effectiveness of proactive methods
‘Pastoral care should be as proactive as possible without removing student autonomy ’
‘It is important to have teachers who are very aware of the challenges that students face so that it is easier for them to open up and feel they are in a secure environment’
How has talking about wellbeing changed your experiences at school?
Staff were aware of over-saturating pupils with talk about mental health, so were looking for alternative ways to get this important message across through focusing on wellbeing in PHSE programmes and beyond Staff found that tailored wellbeing programmes helped pupils be more open, with a greater understanding and better responses to emotional situations
Do you feel that school encourages you to talk openly about wellbeing and mental health?
The data collected showed that pupils are willing to open up about their wellbeing, leading to positive outcomes and values being understood holistically This has been achieved by a number of different strategies, e g using pastoral tracking systems to gauge pupil feelings and understand better how they react Staff then used this data in conjunction with coaching conversations and mental health toolkits to provide effective holistic and proactive care After the identification process a lot of the action is actually led by the pupil, creating more autonomy and leading to better outcomes
Schools are seeing the benefit of providing proactive pastoral care as it strengthens the skills pupils need to maintain optimal wellbeing alongside academic success, whilst also providing the tools to withstand the pressures associated with being a young person of the 21st Century Of course, we will still need to be reactive in our approach as issues will arise without warning This is where excellent pastoral care finely balances both proactive and reactive methods What do you think the biggest impact of a focused and tailored wellbeing programme has been on pupils
‘There could be a danger of over focus on mental health explicitly. I feel that it needs to be considered and built into teaching strategies and pedagogy more now’
Most of us have been on that car journey where we see the fuel light come on. How often do we think we will sort it later and only fill up once our cars are running on vapours? Compare this to the first signs of declining mental health in children and how often our boarders ignore these warning signs that they need support.
It has never been more important to support pupils in the development of positive strategies for managing their mental health when the warning lights flicker on Social media, post-lockdown life and exam stress are just a few of the challenges boarders face, in addition to living away from home for periods of time
This was the motivation behind our research focusing on two key areas Firstly, what prep boarders actually do when they first realise their mental health is declining Secondly, what schools are doing to equip boarders with the ability to recognise that their mental wellbeing is decreasing and how they can combat this
We visited four prep schools of differing make-up, with children completing questionnaires and boarding staff being interviewed We were blown away by the range of excellent pastoral care and pupil-centred interventions The results were fascinating with three areas standing out
1 It was pleasing to see around 50% of the boarders teacher, friend or family member about any gener
Chart 1
How children would react when faced with general pr
Jess Porter Houseparent Clayesmore Prep Schools would always speak to either a al worries they had oblems
2 Rather shockingly, only 20% (that ’s 1 in 5 boarders), would act straight away when they first realised their mental health was declining In contrast, at least 50% and, depending on the circumstances, as high as 80% said they would not seek help at the first signs of a change in their mental health
Chart 2
What children would do when they felt their mental health first declining
3 Despite excellent pastoral care in every school, it was noted that there was no provision in place for pupils to independently learn about how to improve their own mental health – with most interventions and learning being teacher-led and traditional
P S
This prompted us to consider what we can do in prep boarding communities to change these statistics Some suggestions that have reaped benefits in our school include the following:
• Provide information in modern ways such as pupil-led podcasts with influential guests
• Pupil-led discussions – moving away from traditional teacher-led sessions, with pupils taking the lead, creating inclusive, modern and comfortable environments
• School virtual learning environments - with appropriate and safe supporting material which students can choose to access in their own time
• Being guided by pupil need and interest - facilitated by student councils, PSHE lessons and anonymous messaging systems
This list, by no means exhaustive, reflects the need for a constant cycle of developing strategies to support our pupils As preparatory schools we are preparing children for their futures, so supporting them in honing positive mental strategies is critical during this formative period in their lives – giving them the means to keep their mental wellbeing tanks filled to the brim We look forward to continuing our research into this ever-changing element of children’s lives
On behalf of the BSA Team, we would like to say a big thank you to everyone who joined our Annual Conference for Heads in Bristol on 02-03 May.
The event welcomed 250 delegates and guests, 40 plus chairs and brilliant guest speakers, generous exhibitor support and our glittering array of award winners A special thank you to our headline sponsors, Chartwells Independent and Schoolblazer, to Moore Barlow for sponsoring the pre-dinner drinks reception, and to Badminton School for the fabulous live musical entertainment
Our congratulations once again to this year ’s BSA Boarding Excellence Award winners.
Next year ’s confere by incoming BSA Headmistress, Que Jo Cameron
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The Boarding Schoo the winners of its Awards The winners the BSA Annual Con by Chartwells and Sc
Association has announced s annual Supporting Excellence of the awards were unveiled at nference for Heads, sponsored choolblazer, which took place in Bristol, on 02-03 May 2023.
First held in 2018, and now in it ’s sixth year, the BSA Awards celebrate the achievements, hard work, and dedication of schools and individuals within boarding
With over 145 submissions across 14 categories, it has been fantastic to see such a variety of impressive entries from across the entire boarding community and we thank all those who have taken the time to enter this year
Highlights of this year ’s awards include the highly deserving winner of this year ’s Stephen Winkley Award, Tom Murray, Houseparent at Port Regis According to Port Regis, Tom has made a significant impact to boarding with his “never waning patience, his warmth, and his unwavering commitment to giving the Port Regis boarders a home from.”
A former colleague and Senior Houseparent also described Tom to be “Utterly committed to the welfare of the boys in his charge and is always looking for the good in children and seeking what is best for every individual he looks after.”
Judges praised Tom Murray, saying “He is a great example of a committed, passionate, caring front-line member of the boarding community who puts the children he looks after first, every day of the week He is a credit to the sector and a role model for those who want to know and understand what being a boarding professional really means.”
The Best Artwork Project Award also saw entries which truly wowed our judging panel One judge said “The entries have been absolutely fabulous this year, all of a very high quality and demonstrating a diverse range of processes and techniques.”
Robin Fletcher, CEO of the Boarding Schools’ Association and BSA Group, said: “Our annual awards allow us such a fantastic opportunity to support excellence in our boarding community, and celebrate unwavering boarding staff commitment and everything they do to support boarders
“I am delighted to see another excellent response to our awards this year and our judging panel have once again been hugely impressed by the standard of entries –selecting winners was certainly no easy task!
“We wish all the finalists shortlisted the very best of luck. And special thanks to this year ’s award sponsors for their support ”
Best Community Work via BSA ‘On Board’ Initiative Award (sponsored by Chartwells)
WINNER: Wellington College
HIGHLY COMMENDED: ACS International School, Cobham and Sedbergh School
Boarding House Extension or Refurbishment Award (sponsored by Schoolblazer)
WINNER: Aiglon College, Switzerland
HIGHLY COMMENDED: Bromsgrove International School, Thailand and Shebbear College
Boarding Innovation Award (sponsored by Schoolblazer)
WINNER: Strathallan School
HIGHLY COMMENDED: St George’s International School, Switzerland and St Mary ’s Cambridge
Boarding Research Award (presented by the BSA Foundation and sponsored by Chartwells)
WINNER: St Leonards, St Andrews, Fife
Most Original Activity During National Boarding Week Award (sponsored by Schoolblazer)
WINNER: Denstone College
Wellbeing & Mental Health Initiative Award (sponsored by Chartwells)
WINNER: Canford School
HIGHLY COMMENDED: DLD College, London, Haileybury and Woodstock School, India
Supporting Junior Boarde Chartwells)
WINNER: Repton Prep Sch
HIGHLY COMMENDED: Cott King’s School, Canterbury
Supporting Internationa (sponsored by Schoolblaz
WINNER: Sedbergh Schoo
HIGHLY COMMENDED: Acad Peter ’s International School
International School of t (sponsored by iDAT)
WINNER: Kolej Tuanku Ja’a
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Working with Vulnerable Children Award (sponsored by Schoolblazer)
WINNER: Bede’s School
INDEX (Inclusion and Diversity Excellence)
Initiative Award (sponsored by Chartwells
WINNER: Gordonstoun School
Best New Artwork Project (sponsored by Shelleys the Printers, Sherborne)
WINNER: Mwangi Mungai, Malvern College
HIGHLY COMMENDED: Sofi Fateh, Aiglon College, Switzerland, Anastasiia Tian, Badminton School, Henry Yang, Dulwich College and Ayse Naz, Repton School
Khadija Saye Photography Award
WINNER: Sophie Watson, Gordonstoun School
HIGHLY COMMENDED: Jennifer Mobbs, Gordonstoun School and Ella Martin, King’s Ely
Stephen Winkley Award
WINNER: Tom Murray, Port Regis
HIGHLY COMMENDED: Kate Scott, Chetham’s School of Music
In May 2013, Founder ’s House opened its doors to boarders at Whitgift, marking the beginning of a new era for the school. The brainchild of then-Head of 25 years, Dr Christopher Barnett and Deputy Head Mr John Pitt (current Head of RGS Worcester), the new venture was led by current Assistant Head (Pastoral and Boarding) Mr Adrian Norris and founding Housemaster, Mr Richard Murray.
An initial intake of 13 pupils grew to 60 boys by the start of the Michaelmas Term in the same year and then to full capacity of just over 100 weekly and full boarders from all over the globe by the beginning of the 2014-15 academic year Following a successful first two years, an international Summer School quickly followed in July 2015
The establishment of boarding at Whitgift has served to underpin the globally minded ambitions that current Head Mr Chris Ramsey has for the school, as well as reinforcing the school’s position as one of the most culturally and ethnically diverse schools in the country Over the past 10 years,
boarding has become a fully established and integrated part of the Whitgift ecosystem
Will Chaloner Senior Boarding Housemaster Whitgift School
As we celebrate with all those pupils and staff who have done so much to help establish Founder’s House, we are excited to see what challenges and opportunities the next 10 years brings for Founder’s House.
Founder ’s House is nestled in amongst the oasis of Haling Park in South Croydon, where the sights and sounds of peacocks and flamingos relaxing in the stunning water garden come as no surprise to residents and yet delight and amaze visitors The introduction of boarding, social change and the challenges of the Coronavirus pandemic throughout the course of the first decade have meant that there has never been a dull moment and have provided landmark moments in the school’s 427-year history Bringing boarding to a school of such rich heritage and becoming a key part of its mission to transform students’ lives has been quite the journey
During the past decade we have welcomed boarders from over 30 different countries to Founder ’s House and provided educational opportunities to pupils by virtue of our partnerships with the Royal Springboard Foundation and Urawa School (Tokyo) and relief to students from the Ukraine Our alumni have gone on to top universities, musical conservatoires and careers in professional sport, including two Olympians
As we celebrate with all those pupils and staff who have done so much to help establish Founder ’s House, we are excited to see what challenges and opportunities the next 10 years brings for Founder ’s House
“In a world where turbulence and trauma are increasingly prevalent, and the less appealing aspects of human nature are ever more apparent as pressures increase, it is even more important that we focus on raising awareness and understanding of, and active engagement with, matters around equity, diversity and inclusivity If we want to build a world where mutual respect and a commitment to care for others are front and centre then this must remain a critical part of an education at Canford.”
Ben Vessey Headmaster, Canford SchoolAt Canford, we set our pupils on a journey of self-discovery
Whilst each individual forges their own path, our community seeks to guide them on their way Our main guiding principles, the four points on the ‘Canford compass’, are the core values we seek to instill in all Canfordians: Courageous Attitude, Purposeful Engagement, Humble
Ambition
and Gracious Leadership
Through our spiral curriculum, ‘Beyond the Gates’, we offer pupils varied opportunities to have challenging conversations about the world around us We embrace difference in all its forms through our Community Charter, our pupil voice groups and our EDI calendar of events Through a programme of external speakers, engaging activities, and pupil-based discussions we encourage pupils to express who they really are Canfordians pride themselves on building partnerships driven by mutual respect, trust and a willingness to work together for a better future
“Cranleigh is committed to driving EDI work internally through ‘positive action, partnerships and projects’ and lead externally by providing networking opportunities and support for EDI leads and pupil groups from other schools ”
At Cranleigh our aim is to prepare all Cranleighans for global citizenship and equip our pupils to operate effectively in an increasingly more diverse and inclusive wider society Our school motto is ‘Ex Cultur Robur ’ , meaning ‘from culture comes strength’, and today this is the beacon lighting our exciting journey towards achieving greater equity, diversity and inclusion both in our school community, and beyond
Cranleigh is committed to effecting change through our EDI work and significant quick wins include designating gender inclusive toilets, providing free sanitary products in toilets, ensuring access to a range of skintone plasters, and recording pupils names to aid teacher pronunciation There is much more work to be done as we strive in the pursuit of greater social justice and all pupils pledge to #bethechange and engage actively with EDI work through PSHE and pupil lead sub-groups each supporting individual protected characteristics Pupils are enabled to show allyship for minoritized groups and encouraged to advocate for positive change and challenge injustice in all it ’s forms, whenever we see it
“This year our pupils have led North African Amazigh celebrations, taught us about Islamic prayer, and joyfully thrown themselves into Japanese traditions.”
Mrs Madeleine Handaji Head of Upper School and Grosvenor House Parent Port Regis School
Port Regis believe strongly that diversity and inclusion should never be an afterthought or a tick-box but a way of life and an intrinsic part of school culture At Port Regis we aim to bring up our pupils to be open-minded and confident citizens of the world Joy, generosity of spirit, and courage are at the heart of everything we do Our values-led approach to pastoral care, global view of pedagogy, and commitment to charity and service mean that, from nursery to A Form, pupils have the confidence to share their religious beliefs, cultures, and personal values This year we have led Amazigh celebrations, taught students about Islamic prayer, and joyfully thrown ourselves into Japanese traditions We have tasted Sombi from Senegal, Indian delicacies, and cooked Moroccan batbout over an open fire As a consequence, we are proud of their differences as we share a common identity
On behalf of the BSA and TIOB Team, we would like to say a big thank you to everyone who joined at our Annual Boarding Conference in Bristol on 06-07 June.
We hope you found the conference worthwhile and enjoyable, with a valuable chance to connect with fellow boarding professionals and exhibitors.
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This conference focuses on mental health from a range of perspectives and with a particular focus on safeguarding and promoting coping strategies that are healthy and reduce vulnerability to escalation of risk
SACPA and HIEDA promise to bring a day packed with expert speakers from a range of disciplines and perspectives who aim to inform, challenge, and invigorate on the subject of mental health and safeguarding
Sacpa and HIEDA will facilitate questions directly from members to our experts throughout the day and encourage delegates to come prepared with questions for our panels
Cost: Member £215 | Non-member £430
this sports injury course covers types of injuries around the body, including their cause and treatments. the holder will gain a thorough understanding of how to prevent and minimise injuries that occur during sports pursuits.
Audience: this training conference is designed for sports staff, support staff and medical staff who are responsible for managing sports injuries in the school or club setting.
Cost: Member £215 | Non-member £430
Schools play a fundamental role in driving healthier outcomes for their pupils
Olivia Pratt
Senior Nutritionist
Schools play a fundamental role in driving healthier outcomes for their pupils, and the planet, while also fuelling their learning and helping them achieve their potential The daily demands on boarding school pupils are high yet vary from pupil to pupil While most children are aware they need to eat a healthy and balanced diet, sometimes it can be hard to understand what this means in practice
Offering a variety of plant-based foods on school menus, in innovative and interesting ways, can encourage pupils to diversify their diets and opt for healthier and more sustainable choices In addition, educating pupils to manage portion size is just as critical as eating the right foods and, by keeping an eye on the size of servings, can help to minimise food waste too
Only by achieving consistent messages from all voices - parents, teachers, catering teams, and external influences, can you reinforce positive eating habits and healthy, sustainable outcomes
T
A U N
Ui, student at TSI, said that “the party was such a great opportunity to unwind with friends The atmosphere was electric, and it was great to see friendly competition from all the competing nationalities across the school”
With more than 50 nationalities across Taunton School, global events allow our community to thrive and come together to appreciate occasions which unite all our students’ lives
The party was such a great opportunity to unwind with friends The atmosphere was electric, and it was great to see friendly competition from all the competing nationalities across the school.
This is Monika’s first expe She always wanted to go study somewhere abroad o running everyday routine, time-managing betwee
rience of living in boarding on her own to get this experience of independent life, en school and after-school activities on her own.
Despite being alone in Latvija, e boarding community at Exupery Monika fe
There are a lot of after-school activities offe representing my grade, where we can discuss community such as even
Monika is also a part of Model U took her last year to a huge co could share their views and vis such as restoring peace, env
ven staying in a room alone, the International School doesn’t let eel lonely
ered to us. I’m a member of student council, and implement improvements to our amazing ts and charity initiatives.
nited Nations club, a project that onference in Berlin, where they sions on most pending issues, vironment issues and more
For international students, learning to succeed in UK boarding is an addition to their home identity, not a replacement It is crucial for schools to celebrate the home cultures of their international students, to help them feel recognised and welcome The things schools can do to address this range from the more obvious, such as observing cultural
celebrations or organising a food week, to the more personal, such as finding ways to represent different voices in boarding decision-making and encouraging students to share their personal experiences and attitudes with peers and staff Pupils consistently report pride and satisfaction from opportunities like this, and it also supports a culture of representation and diversity, which strengthens a whole school community
It is crucial for schools to celebrate the home cultures of their international students, to help them feel recognised and welcome.
Rodean School
Harrogate Ladies’ College
Gill is filled with gratitude and nostalgia as she reflects on her 35 years at St Swithun’s. Gill began her St Swithun’s journey in 1989, and Sue followed suit a year later The world was dramatically different back then, and she immediately entered an era of rapid technical growth, with computers quickly making their way into classrooms.
But the most remarkable transformation was within the students themselves Every year, they saw a remarkable shift - an increased maturity, confidence, and resilience in the girls entering the school Throughout the years they have all settled into the boarding life with remarkable ease, forming close bonds with their fellow students and leaning on staff for guidance and support As Gill and Sue walk through these doors each morning, it feels as though they are returning to a loving, extended family
They cannot help but let their work take on an individualised touch, as they strive to meet the unique needs of each student. Gill had family commitments so found solace in the flexibility the job offered The camaraderie among the team has made every day a fun experience and she takes pride in fixing things for the girls and accompanying them on trips
For Sue, the trust the girls placed in her and the respect she garnered throughout the school became a driving force. Retirement should have come and gone, but she could not let go of the job that had become an integral part of her life
Through the years, they have revelled in the bits of the job we truly cherish. Starting as temporary staff, they never looked back at their previous occupations. Watching the girls flourish, getting to know them on a personal level, and witnessing their growth give them a sense of purpose and fulfilment
The end of each year brings with it a touch of mischief and laughter including once painting part of the school pink. Thankfully they have turned out to be pretty useful cleaners themselves over the years as they always help with the tidy up On one memorable Christmas, they donned elf costumes, spreading festive joy throughout the halls These moments remind them that education is not only in textbooks and exams but also joy, and creativity.
But it is the students themselves who’ve made their journey truly worthwhile. They take pride in being a part of the domestic team, knowing that our efforts contribute to the smooth functioning of the school. Witnessing their growth, from timid newcomers to confident young women has filled them with immense pride.
And not to forget the parents, whose kindness and support they have been fortunate to witness. Their trust in them all to care for their children reaffirmed our commitment to the girls and the school.
“These moments remind them that education is not only in textbooks nd exams but also oy, and creativity”
She fell into her 40 year bursarial career by accident and her quickly-built reputation ensured that throughout her career she rarely had to look for a job but was instead approached by prospective employers. Susan Meikle, Bursar of Gordon’s School, is a one-off, a trailblazer, described by colleagues as determined, no-nonsense, conscientious, scrupulous, principled and persuasive, but also kind, generous, supportive and selfless.
She broke the mould when she joined the profession in 1987 as a twenty something female, at a time when just two per cent of bursars were women (now it ’s 50 per cent), was on the Executive Committee of the ISBA (Independent Schools’ Bursars Association), going on to become Vice Chairman
The daughter of a Bishop, Mrs Meikle spent ten months volunteering in Botswana with Project Trust before going on to University of Kent to read Social Anthropology and Sociology
Her journey on the Senior Leadership Team of some of the country ’s leading public schools, began in Edinburgh, where she applied to St George’s School, an independent girls’ school, to be an assistant house mistress However, the Headmistress had other ideas and asked Susan to come back a year later to head up the domestic and estate services at the school During her stint there she introduced residential lettings in the two boarding houses, attended the Queen when Her Majesty visited for the school’s centenary, changed the storage of
Susan Meikle, Bursar of Gordon’s School with the Pipes and Drums. Mrs Meikle raised over £2,000 for the band from sponsorship by parents, staff and the school community by learning to play the chanter and passing her Level 2 Piping and Drumming qualification.
cleaning fluids from old wine bottles to plastic and the timing of the cleaners so the Chairman of the Governors, a senior Scottish Judge, didn’t continue to trip over their buckets and mops when he came into school for meetings!
At the North London Collegiate School, she introduced the daily coach services as well as overseeing refurbishment of the Science laboratories, extension to the Junior School, re-modelling the library and new swimming pool She walked the West Highland Way along with the Headmistress and a number of staff and students raising money for bursary funds Burns Suppers were also introduced, complete with renditions of Tam O’Shanter!
She joined Epsom College as it turned co-educational, worked alongside the new development office, contracted out the grounds maintenance and on-site school shop while dismissing the catering contractors, prepared for the Millennium bug, as well as becoming one of the first bursars to go on maternity leave!
She also worked at The King’s Canterbury School, Canterbury, negotiating the difficulties of building on a world heritage site together with
the diplomacy involved in liaising with both the ecclesiastical fraternity and the local planners At Wellington College, she worked alongside Sir Anthony Seldon in the regeneration of the college and again welcomed the Queen!
It was after a brief stint at The Rainbow Trust Children’s Charity that Mrs Meikle began to look for her last job as a school bursar, which led to Gordon’s, referred to as ‘that rather strange/odd school’ by a former colleague
Whether it was because she finished her presentation to her interviewers at Gordon’s with the British Army bagpipe song ‘A Gordon for Me’ or her vast experience as a Bursar that secured her employment, Mrs Meikle was appointed as the first female Bursar of the school, a post she has held for 11 years until her retirement this month
Having worked in a variety of independent, single-sex; co-ed; day and boarding schools, Gordon’s presented a whole new challenge as a state boarding school, albeit with the support of The Gordon Foumdation Without the historic endowment of many of the independent schools nor the substantial alumni base to be able to financially support the school, the onus was on her to work with the school and wider community to identify opportunities for fundraising So her role has involved applying to appropriate trusts and foundations for specific grants to provide bursaries to continue the Gordon legacy of providing for necessitous children and enabling hundreds of students to benefit from a Gordon’s education
She helped steer the school through the COVID pandemic as part of the Senior Leadership Team, but also joined support staff in running the lateral flow testing for colleagues and students While remembering this as a testing, difficult time, the friendships and camaraderie born out of the situation is what will remain with her
Another stand-out memory is being part of a Gordon’s visit to Khartoum to further links with the Khartoum International Community School (KICS) The party of students and staff also included Tom Gordon, the three times great nephew of General Gordon During the visit, believed to have been the first by a European school to the African capital, Mr Gordon shook the hand of a direct descendant of the Mahdi! As well as applying to trusts and foundations for school funding, Mrs Meikle has taken direct action to raise money for the school, rolling back her sleeves to embark on fundraising activities that have included two tandem jumps out of an aeroplane, sponsored karaoke and having paint sprayed over her as part of a colour run! More
recently, she has mastered the chanter (the part of the bagpipe used to create a melody) and passed her Piping and Drumming Qualifications Board Level 2 exam, which she has described as her toughest challenge to date Parents, staff and the school community sponsored her in this final test, so she could leave a lasting legacy to the school in the form of bagpipes for the school’s iconic Pipes and Drums Band Not only did Mrs Meikle pass her exam but the sponsorship money has allowed the school to buy five new sets of bagpipes for the students
A Trustee of the grant-making trust –NFL, Treasurer of the Educational Trust Forum and Governor of King Edward’s School, Witley, Mrs Meikle will continue in these roles and her involvement in education
Of her time at Gordon’s, Mrs Meikle said: “We are a non-selective state school but with independent school pastoral care, co-curricular opportunities and expectations I do get a buzz from helping young people and from making sure that a school’s resources are used to best effect It ’s been the right place to be – it ’s what I like”
She also cherishes the school’s reputation within Surrey and its standing, its links with Sudan and its heritage –“There can’t be many other Bursars that can say they have been to Khartoum and learned Arabic ” she laughed
As to what she will do at the start of the new academic year, when she finally hands over the reigns, she quickly retorts: “Go on holiday!”
BSA and BAISIS are delighted to announce our fourth online university event aimed specifically at international and ex-pat pupils on Wednesday 27 September 10:00-16:00. This FREE event is for international students and the staff who advise them on university entrance. A range of speakers from UK universities and other providers will give presentations on key challenges faced by these students
The event addresses feedback from international pupils at BSA schools on their concerns about entering university and is aimed at Year 10, 11, 12 and 13 international students as well as Heads of Careers, HE Advisors and Heads of EAL. The day is completely free of charge and schools may send as many members of staff and students as they wish
Audience - Year 10, 11, 12 and 13 international students; Heads of Careers; HE Advisors; Heads of EAL
Cost - Full Member – free of charge, Non-member – £430
To book - book one staff member and later you can add as many staff and students as you wish
Every September, BSA and BAiSiS run an International Student University Day bringing together UK universities with international students in British boarding schools and British curriculum schools abroad This annual event is completely free of charge for our members and is aimed at international students in Years 10-13 and the staff who support them with their university applications, such as Heads of Careers and Heads of EAL The day offers a wide range of presentations from universities and other providers on topics of interest to international students and was sponsored this year by Password English Language Testing and Avernus Education
Why is there a need for such an event? It was set up to address feedback from BSA and BAiSiS schools and students, who had attended our earlier events on supporting international and expat students as they transition from school to Higher Education A survey we sent out showed a high level of concern among international students moving from school to university that they would not be able to cope academically
Other BSA events put on through the year bring together our member schools and UK universities so that they can collaborate on the recruitment of international students and on academic and pastoral strategies to support them once here
For further information, contact
Caroline nixon , International and Membership Director, BSA GroupThe ethos in the boarding house at Liverpool College is “We learn by living together” One way in which they are able to promote and achieve this is through our efforts to empower students to make a difference through our charity and community action work As a team they try to create a positive impact in our local community and our remarkable young people are active in deciding what projects we undertake
One of the remarkable initiatives undertaken by the students is their collaboration with the renowned charity organization, Dogs Trust Recognising the plight of abandoned and neglected dogs, the school has forged a bond with this esteemed organization The students regularly volunteer their time at the local Dogs Trust shelter, assisting with dog walking, grooming, and providing muchneeded love and attention to the canines in need as well as spending their time raising money to the cause Not only does this partnership benefit the animals, but it also teaches the students the values of empathy, responsibility, and animal welfare
This has been our first year partnering with Vinny ’s Kitchen and we have plans to expand our involvement This remarkable charity not only provides an opportunity for the students to showcase our culinary skills but also serves as a hub for nourishing and connecting with the local community Under the guidance of our fabulous local chef, the students prepare nutritious vegan meals using surplus food donations from local businesses and members of the community These delicious meals are then distributed to individuals in need, fostering a sense of togetherness and promoting healthy eating habits occasionally brought to the boarding house for our Head of Boarding and House Parent to sample
Another vital aspect of the school’s community-focused efforts involves supporting local food banks With an understanding that many individuals and families within our community struggle to meet our basic nutritional needs, the students take part in our annual shop for the food bank This activity teaches our young people important skills like budgeting In teams we are given a specific amount of money with the goal of getting the most items/ best value for money of essential items
Our most recent charity activity has been walking 100 miles each for Cancer Research We are asking our boarders to aim for 7,000 steps per day and will be keeping track of everyone’s progress to track the winner and how many steps we reach collectively
Children at Terrington Hall Prep School in North Yorkshire waved a fond goodbye to beloved boarding dog Merlin in July, when the eight-year-old French Spaniel moved on to a new posting in the UAE.
They have quickly found a new pal, though, in the form of Flossie, a one-year-old Golden Retriever who is full of love and energy. Flossie already knew the children in Year 4 teacher Mr Sigsworth’s class, where she enjoyed snoozing under his desk during lessonsand waking up to play at break-time.
If you would like to feature in our Spring 2024 issue, please email photos of your boarding pet to bsa@boarding.org.uk. Don’t forget to let us know their name, age, breed and favourite activity!
Now Flossie has moved into the boarding house, along with Mr Sigsworth, his wife Tori and toddler son Monty, and is getting lots of love and attention from the boarders every day Boarders have to make sure they ’ve changed out of uniform before they join in with Flossie’s favourite activity – finding the biggest muddy puddle to jump in! Flossie also loves to steal snacks from Monty, and when their parents aren’t looking, she also sits in his pram fingers crossed she doesn’t do the same with the boarder ’s beds!
Dogs are very much a fixture at Terrington Hall School: the Headmaster, Simon Kibler, has two black Labradors and a Dachshund which children often take for walks Some of the teachers bring in their dogs for day visits, too Their ability to calm children down and to offer comforting cuddles if they ’re feeling out of sorts is very much valued Boarders, especially, can find ‘tummy troubles’ melt away when the boarding dog is around
Luna Epsom College
Zennor Queenswood School
Duck and Skegness Gram
Mabel Bootham Boards
Ducklings mmar Boarding
Crumpet Queen Anne’s School
Coco Queen Anne’s School
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
Both schemes launched in 2020 and currently 60 agents and 50 guardians have been certified, with more joining all the time.
Caroline Nixon, International & Membership director, BSA Group, said: “Finding a suitable educational agent 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 85% 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 doing the due diligence on an agent that schools need to do to maintain their UKVI sponsorship status. If an agent is BSA certified, schools don’t need to do their own checks so this saves 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 ”
“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
The BSA Certified Agent and Guardian schemes continue to grow, providi
“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. We can also support agents and guardians with free specialist advice and attendance at their events.”
For more information about the agent scheme, please visit the Certified Guardian Scheme page of the BSA website For a full list of BSA Certified Agents, please go to page 131.
For more information about the guardian scheme, please visit the Certified Agent Scheme page of the BSA website. For a full list of BSA Certified Guardians, please go to page 129.
The following organisations have achieved BSA Certified Guardian status since the last edition of the magazine was published:
Crown Guardians (England, Wales) Guardians UK (South UK) ruyang Guardian Service (England) rV Sport and Education (Scotland, England, Wales)
A very warm welcome to the BSA family.
For more information on the BSA Certified Guardian scheme, please visit our website.
Abby Plumb Education Guardian Service
Academic Families
Access UK Education
Alderwood International (provisional)
Alpha Guardians
Anglo International Student Centre (provisional)
Amber Education
Belgravia Guardians
Berkeley Guardians
Boarding Schools Ireland (provisional)
Cambridge Guardian Angels
Carfax Guardians
Clarendon International Education College Guardians
Connexcel
Convoy Education (UK Wide)
Cotswold Guardians
Crown Guardians (England, Wales)
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
Guardians UK (South UK)
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
ruyang Guardian Service (England)
rV Sport and Education (Scotland, England, Wales)
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:
Be Education (China, Hong Kong, Singapore) Bespoke Education (Kazakhstan, Uzbekistan)
A very warm welcome to the BSA family to you all.
For more information on the BSA Certified Agent scheme, please visit our website.
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)
Be Education (China, Hong Kong, Singapore)
BeGo Education (China)
Bespoke Education (Kazakhstan, Uzbekistan)
Better School! Internatsberatung (Germany)
BOSSS UK (China)
Britannia StudyLink (Hong Kong)
British International Consulting Ltd (China)
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)
Edugo Guardian (South Korea, Worldwide)
Edukatus (China, Hong Kong, Singapore)
Genesis Education Planning (China) (Certified Agent and Certified Guardian)
Global Education Tumulka (GET) (Germany)
Golden Apple Tree (China)
HKIES Overseas Education Centre (Hong Kong)
i-Learner (Hong Kong)
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)
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)
rV Sport and Education (Provisional) (worldwide)
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)
Schoolblazer / Limitless School uniform and sports kit supplier
Witley Jones
Designers, manufacturers and installers of quality school furniture for BSA boarding schools
Engage
A powerful and flexible platform delivering effective communication, control, reporting and insight across your school.
Innermedia
Award-winning website design, digital marketing, and measurement.
Govox
Wellbeing and mental health platform.
Boarding software: Orah
Boarding software: Reach
Bus and transport services: Zeelo
Career programmes: Hays Education
Careers software: Unifrog
Community builder social network: Classlist
Compliance: Povocat
Energy Management: Cost Advice
Anaphylaxis kits: Kitt Medical
Market research: MTM Consulting
Management Systems: WCBS
Printing and design: Shelleys
Renewable energy: Powerful Allies Limited
Safeguarding: Corporate Safeguarding Ltd
Document scanning: SDS Group
School expeditions: True Adventure
Utilities and Energy: Utility Aid
Water: ConservAqua
Wellbeing: Jeremy Thomas
Wellbeing: The Wellbeing Hub
International student tours: World Challenge
Verisio info@verisio com verisio.com
BSA diligence@bsagroup.org.uk boarding.org.uk
ew Due ervice in Verisio is a for UK ch recruit this new xpertise in ional due g of UKVI compliance requirements in independent schools to ensure best practice in knowing who your school is doing business with. We can provide you with the security knowing who your international parents are, how they their money, who their business associates are and the of their funds for further information, visit w.boarding.org.uk/immigration-support-for-schools/
H O W T O G E T T H R O U G H
T O C H I L D R E N W H E N
T E A C H I N G O N L I N E
S A F E T Y W I T H B R E C K
F O U N D AT I O N
Do you know what the young people in your school are doing when they ’re online? What games they are playing? What social media they use? Who are they talking to? If you are anything like the thousands of other teachers, parents and safeguarding professionals that we talk to every year, you will be feeling a familiar pang of worry
Young people’s online worlds are rapidly changing bringing a whole host of associated threats that even the most tech-savvy adults struggle to keep up with, this can make teaching online safety a constant battle
At Breck foundation we are at the forefront of efforts to safeguard children and young people online our organisation was founded in 2014 in response to the tragic loss of Breck Bednar, a 14-year-old boy from Surrey, who was groomed and murdered by an online predator We reach thousands of young people in schools every year - our talks and educational materials teach young people how to spot, report and avoid online grooming, exploitation, and abuse as well as help teachers fulfil UK curriculum requirements surrounding esafety
What teachers, and pupils, tell us again and again is that the power of a real-life
story is what drives the engagement and attention for young people; we use Breck’s story as the base of all our educational sessions Psychologists refer to information shared in stories as “psychologically privileged,” because our minds treat stories differently than plain information, they are easier to understand and remember this is why Breck’s story is so powerful and effective when trying to get through to children, especially those shut off to online safety messages that they perceive to be ‘boring’ and ‘unnecessary ’ Breck’s story allows young people to absorb safety lessons without feeling lectured to or patronised Breck’s story is also good for blowing stereotypes out of the water lots of people believe online harms only happen to girls, social loners, people without realworld interests and those struggling at school However, Breck was a smart boy with lots of friends, doing well at school and with interested, attentive parents But the predator ’s grooming was insidious and done while playing video games, so it was hard to detect, and equally hard for Breck’s parents to convince him that something was wrong lorin lafave gordon, Breck’s mum, who set up our foundation, believes that if Breck had heard the kind of talks we now do in schools, he would still be alive today
there are many approaches to online safety for young people, and not one of them is perfect Rather, we need to ensure we have a layered approach that includes big tech regulation (as the online Safety Bill is attempting to do), appropriate filters and parental controls on devices (such as the solutions offered by our tech partners Schools Mobile), and even the use of AI technology to spot keywords and alert parents that something may be wrong
However, the only safety barrier that is with a child 100% of the time is themselves: their critical thinking, their understanding, and their decision-making the most important and effective layer in protecting young people is their own education If young people understand the risks and can spot quickly when something is wrong, then they have the best chance to keep themselves safe and smart online
that is why we do what we do to find out more about the range of different sessions we offer or to book us to attend your school, please contact admin@breckfoundation.org
WWW.BRECKFOUNDATION.ORG
BOOK A SESSION FOR YOUR SCHOOL
sessions can cover:
Breck's Story
Understanding Predators
Fake News
Digital Wellbeing
Photo Sharing
Radicalisation
@breckfound
@thebreckfoundation
Compliance:
Record boarders' travel easily with the involvement of parents and/or students, while ensuring compliance with UKVI regulations, National Minimum Standards (NMS), and best safeguarding practices Leverage TransitTech to enhance compliance, monitoring and reporting, keeping your school in line with regulatory requirements
Safety:
Prioritise students' safety with taxi tracking, robust whereabouts, and a comprehensive travel management system that integrates with iSAMS, WCBS and Wonde Flag special requirements and have a school-wide view of all travel plans, ensuring relevant permissions are granted and delivering the utmost safety and security for your students.
Efficiency:
Get students in and out of school seamlessly By automating scheduled booking reminders and other processes, I-GTM takes the strain from staff and parents, creating a seamless travel experience for everyone involved.
Orchestration:
Access full travel data and optimise transport and greeting provision Streamline transport arrangements, leverage intelligent traffic management solutions, and optimise resource usage, leading to cost savings and improved operational efficiency
Visit our website at i-gtm.com, call us at +4 4 20 3355 2858, or email David Williams, co-founder, at dw@I-gtm. com to book your demonstration and experience the transformative potential of I-GTM.
Take the first step towards streamlined compliance, efficient transpor t, and enhanced safety.
Discover the ultimate whereabouts, travel record keeping and management solution for UK boarding schools.
With I-GTM, ensure compliance, prioritise safety, and streamline travel processes as boarders come and go
Don't miss out - book a 10-minute demonstration now and experience the transformative power of I-GTM.
As travellers, we are merely guests abroad – so we must make a positive impact on the people and places we visit. Responsible tourism conserves cultural heritages and fragile ecosystems and maximises the benefits to local communities.
Here are ten easy ways to travel better.
Hotels are energy intensive to run, so staying in one will increase your carbon footprint Choosing an eco-lodge, homestay or camping will not only reduce your footprint, but it will also give you a more authentic experience Many campsites and eco-lodges are small, independent businesses, so you’ll also be boosting the local economy
Before choosing a travel operator, research the work they do and find out whether they prioritise environmental protection and sustainability Ask questions about their environmental regulations and how they mitigate their impact, so you can be assured that minimal harm is being done to the planet throughout your travels
If you want to volunteer and are using a travel operator, ensure they have par tnerships with community and conservation projects that meet stringent ethical requirements Help local communities through these initiatives rather than giving money and gifts to begging children who could be exploited
Follow ‘the three Rs’ (reduce, reuse and recycle) Reduce your consumption of new items – instead, try charity shops or ask family and friends for what you need Choosing second-hand clothes reduces your carbon footprint because it’s energy and resource intensive to create new clothes Recycle anything you no longer need so it can be turned into something else!
5. GET ON YOUR BIKE!
When getting around on your trip, ask yourself: is the distance doable by foot? Or by bicycle? Train? If so, choose these over a taxi or private car – it will reduce carbon emissions, you’ll see more of the sites and it’s cheaper!
6. PREVENT POLLUTION
Responsible travellers have the environment at the forefront of their minds Never leave litter If you see someone else’s litter, pick it up (provided it’s safe) and take it to the nearest bin When waste ends up in nature, it can affect natural habitats and enter waterways, which will pollute water and affect marine life
7. AVOID SINGLE-USE PLASTIC
Plastic has detrimental effects on the planet, affecting both land and water ecosystems Avoid single-use plastic where possible and use reusable water bottles Put food in reusable pouches so you don’t need to bin packaging on your trip
8. RESPECT COMMUNITIES
Be respectful of the communities and destinations you are visiting Do your research – find out about local customs and traditions and about the type of lifestyle and environment you’ll be in Discovering this in advance allows for a more culturally immersive experience
9. LOWER-IMPACT ACTIVITIES
Choose local activities that don’t harm the environment For instance, traditional dance classes are authentic and leave a positive impact on the community Experience nature through outdoor activities like hiking and kayaking Avoid elephant rides – instead, try walking tours to see them in their natural habitat.
10. CHOOSE LOCAL
Whether you’re after souvenirs or snacks, look for small, independent shops so you directly benefit the local economy Choose a travel operator that employs local guides to ensure your trip contributes toward local livelihoods Local guides also know the area inside out and can take you off the beaten track
Enhance are in a particularly strong position to lead the way to supply staff to schools requiring high level safeguarding processes. We are proud to be the first recruitment agency delivering this to the industry.
With the combination of recruitment and industry experience, our team can understand specific client requirements
We have handpicked the team, focusing on their attention to detail and appreciation for extremely stringent compliance processes
With offices in the South, Midlands, Hertfordshire, and london, we certainly have a vast geographical presence and ability to service some challenging locations our staff are industry professionals who have trained and now spent many years in recruitment the combination of these two key skills naturally delivers passionate and empathetic customer service
the Enhance team all hold a clean Enhanced DBS check, allowing them to be ready, at any given moment to step in to help a client on site if required As a business we are also committed to treating all our staff correctly and we thrive on celebrating theirs and our client ’s successes. Honesty and transparency are key drivers in our business We believe by embracing these attributes alongside strict compliance, recruitment and safeguarding can be done right
for more information on how we can support your schools catering staff needs please visit enhancecatering.co.uk or email info@enhancecatering.co.uk
Developing talent, providing urgent cover, and supporting long term solutions to staffing within catering. We bring safeguarding, people, and catering together, to give you peace of mind in both quality and safety.
Professionals in the catering sector have had to adapt to a whole new way of delivering service with a wide range of challenges, particularly in staffing Providing the best food in both quality, nutritional value, and presentation, relies hugely on the right people and their passion.
UK DBS clearances are as important as right -to-work documents once we have both in place, then, and only then do we provide you with staff DBS clearances are applied for and processed through first Advantage and can be updated and reviewed on request, providing compliance and peace of mind for clients and businesses
Auditing is second nature to us, and we not only welcome, but encourage all clients to audit our processes and documents By working together on these features, we can build trust and confidence in each other ’s businesses and understand expectations Working to bespoke and tailored client service levels, we ensure we are adhering to every compliance criterion, that is important to you and your business
We understand that last minute requirements can happen and will always try our upmost to
accommodate changes in bookings, times, and locations We will always use your candidate feedback to ensure the very best candidates, that fit your brand are booked
All workers will have completed a certified course including, Adult Safeguarding and Child Safeguarding Module, food Safety level 2, and Allergen training. they will have a certificate to reflect the level and accredited issuing body
We recruit and supply the following categories of staff:
Chefs (All grades) | Catering Assistants
Cleaners | Kitchen Porters food Service Assistants
talk to us about how we can support your objectives to create safer environments for your children to enjoy quality food with exceptional service, we will work with you on solutions and advice to make those key improvements
enhancecatering.co.uk
The issue of how to initiate more cross-gender participation and the implications for sports kit has been raised by a number of schools in recent years. As part of Limitless’ drive to improve, they partnered with the Youth Sport Trust to conduct a detailed research project across independent schools looking at the drivers and barriers to participating in sports
the number of young people taking part in sport and activity drops in adolescence and girls’ participation in particular drops significantly after the onset of puberty limitless believes that this is the single most important issue to address in designing sports kit: how to ensure that everyone, regardless of body type, feels confident and comfortable in their kit and can join in with enthusiasm
At the same time there is a growing move towards gender neutrality in both sports and clothing It is the job of those organising the sports, and kit designers like limitless, to walk a clear path between what are often competing objectives
Across all ages, both boys and girls understand the importance of an active lifestyle, but girls are much less happy with the amount of physical activity they do: 58% overall vs 71% for boys In ages 16+ just 46% of girls are happy with the amount of physical activity they do, vs 72% of boys
In both genders, the desire to “have fun”, “be healthy ” and “spend time with my friends” are the top three motivators for
being active girls and boys both clearly understand the need to be active, see activity as fun, and want to be active, but there are barriers to participation, particularly for girls
It ’s no secret that puberty drives physiological changes for girls which make sport less comfortable and more difficult limitless has developed rules for designing kit to drive participation these include a move towards garments which can be worn across sports, and encouraging a series of cross school designs to bring consistency to the playing field, irrespective of which sports are being played offering choice, particularly for girls, is highly important as one size cannot fit all; the solution is to offer a range of options against a general rule – a variety of bottom half garments, for instance
female biological needs should also be considered to actively remove barriers limitless has introduced navy blue girls' cricket trousers to address concerns here; teamwear can be any colour chosen by the school to further mitigate this issue flexibility regarding wearing
sports kit to school has been proven to drive participation, which solves the problem girls have with changing during school time in front of their peers longer wear, moisture control and odour management have to be considered during garment design Boys experience no such barriers to participation during puberty and are in fact more inclined to be active the main problem that faces boys is a concern about their lack of confidence and skill in various sports, meaning they specialise in single disciplines earlier this is best tackled by providing a multi-sport shirt, as for example those playing squash won’t want to wear a heavy rugby shirt
limitless believes in designing kit that every pupil, irrespective of their skills, body type or ability can wear and feel confident in they will continue to build their body of research in this area to ensure responsiveness to changing needs
IN THIS ARTICLE, WE’LL TELL YOU ALL ABOUT OUR PSYCHOMETRIC TESTING TOOLS, WHICH YOU CAN USE FOR FREE WITH A UNIFROG SUBSCRIPTION! BUT FIRST, HERE’S A LITTLE INFORMATION ABOUT UNIFROG, AND WHAT TOOLS AND SERVICES WE OFFER SCHOOLS
Unifrog is the universal destinations platform used by over 50% of all secondary schools and colleges in the UK We bring all the available information into a single, impartial, user-friendly platform to help students make the best choices, and submit the strongest applications, with information on over 50,000 undergraduate programmes taught in English around the world
We empower teachers and careers advisers to make sure that Unifrog has a genuine impact in each of the 3,000 schools that we work with We have an impressive track record of increasing access to oxbridge, Russell group universities, prestigious universities in the US, and other international universities And our tools and management systems can help reduce staff admin time by more than 40%
We offer:
• 600+ careers profiles and 100+ Subjects library guides, which includes regional and national lMI data
• A placements tool to streamline the work experience admin process and create a database of employers to support students with finding future placements
• A ready-made careers year plan containing 130+ plug-andplay lessons designed to fit in with the time and It that you have available
• Skills recording to help students reflect on their personal development throughout their time at school, and use these examples in later applications
• 80+ pShE lessons to support you in meeting both the Department for Education and the PSHE Association learning objectives
• Application Management and Destinations tools to keep track of your references, personal statements, and alumni network, in one place
• Access to bespoke staff training and strategic support, as well as unlimited access to CPD throughout the year
Unifrog tool spotlight: psychometric testing
our psychometric testing tools are included on Unifrog for free, and offer an enjoyable way for students to explore their interests, strengths, and how their results relate to future careers and subject choices
our tools cover the three key areas of psychometric testing (personality, aptitude, and abilities) through four quizzes, three tests, and one profile tool: personality:
• our Interests quiz is based on John Holland’s theory of personality and job choices
• our Personality quiz is based on the theory behind the MyersBriggs personality framework
Aptitude:
• our Skills quiz asks students to self-evaluate their level across 22 different skills by considering specific scenarios where they would need to use these skills You can also highlight which key skills that you’d like your students to focus on, and get them to record their own examples
• our Work environments quiz is based on the oNEt ‘Work contexts’, and gets students to consider different work settings, activities, and situations to get a sense of what they would be most happy with
Abilities:
• We have three Unifrog Skills tests:
• A ‘numbers’ test which covers sums, interpreting charts, and numerical problems
• A ‘words’ test which covers vocabulary, grammar, and reading
• A ‘reasoning’ test which involves logic and pattern sequences
• our Quiz profile brings the results of these quizzes together, and suggests the most relevant next steps for each student, whether that ’s exploring creative careers in our Careers library, or comparing science-based subjects in our Subjects library the results are available straight away, and come with actionable next steps Students can also share their results directly with family and teachers via their results page, and careers advisors can use this to inform their interviews too!
how can teachers use psychometric testing in the classroom?
We know that all schools are different, and that ’s why we’ve made sure that our psychometric tests are as flexible as possible to deliver
for example, in a 15-minute form time session or one-to-one with students, you could:
• get students to complete one of the psychometric quizzes or tests
• get students to check out their Quiz profile and recommended Careers and Subject library profiles once they ’ve completed all of the individual quizzes
• get students to start making their first university or apprenticeship shortlists
If you’ve got more time, then you can check out our psychometric testing lesson plans these lesson plans range from 15 minutes up to 2 hours, and can be used both online and offline
how can i find out more?
If you don’t work with us already, scan the QR code to request a demo, or call us on +4420 3372 5991
The Wellbeing hub supports whole school communities to look after the mental health and wellbeing of the young people in their care We know we are making a difference from the impact research we carry out and the feedback we receive learn more and see some of our case studies here
The new iSi framework places the responsibility of the school’s leadership, management and governance to actively promote the wellbeing of pupils at the centre of ISI’s evaluation of the school the Wellbeing Hub provides a platform for schools to do this; areas covered include pupil’s voice, safeguarding, parenting support, staff training, carers and much more
the courses for staff include our award-winning Mental Health and Wellbeing CPD course which is designed to give all school staff a thorough understanding of the developmental stages of childhood and adolescence, along with the skills and strategies required to support the social and emotional needs of your pupils the course has 10 modules and is supported by a downloadable workbook, with an exam at the end to receive a CPD certificate
100% of staff who completed the Mental Health & Wellbeing CPD course on the Wellbeing Hub agreed that:
Deborah lovill, Specialist teacher Pre-Prep learning
Enhancement:
“I enjoyed doing the Mental Health and Wellbeing CPD Course as it was easily accessible. Each module was well explained with interesting examples I only wish this course had been available when I had done my teaching practice and firmly believe every trainee teacher should do it”
Helping young people develop self-awareness, selfmanagement, healthy self-esteem and self-efficacy is essential for mental health and wellbeing Creating healthy cultures of learning builds growth mindsets and allows young people to succeed without putting them under undue pressure
Senior lecturer Rosie Moore, University of Brighton: “These resources are superb; they are accessible, evidence-based & draw on a wealth of professional experience Developing this understanding should be the foundation of every teacher’s training and professional development in order to understand how to respond appropriately to the social & emotional needs of their learners ”
When we understand the developmental journey and changes to brain structure that occur through childhood and adolescence, we can adapt our practice to meet their needs Being able to spot the signs of mental distress is vital for early intervention and the prevention of long-term illness
Everything presented in our CPD course is supported by the latest ideas and evidence available from the therapeutic and neuroscience communities and is designed to give you greater choice, control and confidence in your work with young people
this highlighted staff course is just one of the ways the Wellbeing Hub can support your school community get in touch to arrange a virtual tour so we can show you all that the Wellbeing Hub has to offer; hub@teentips.co.uk or 01273 093 940
“This course has helped me make positive changes to the way I support pupils with their mental health and wellbeing”
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.
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
“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.”
Mr Jonathan Cantrill, Head of History, Ratcliffe College
“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.”
Stacey Lambert, Vice President Human Resources, Pearson PLC
Strathallan School (Incl Prep)
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Swanbourne House School
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TASIS, The American School in England
Taunton Preparatory School
Taunton School
Teikyo Foundation School
Terra Nova School
Terrington Hall School
Tettenhall College
The Chorister School
The Downs Malvern
The Duke of York s Royal Military School
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The Montessori Place Hove
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The National Mathematics and Science College
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The Oratory Preparatory School
The Oratory School
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The Purcell School for Young Musicians
The Read School
The Royal Ballet School
The Royal Grammar School, High Wycombe
The Royal Masonic School for Girls
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The Royal School, Dungannon
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Thornton College
Tonbridge School
Trent College
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Truro High School for Girls (Incl Prep)
Truro School
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Warminster School (Incl Prep)
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Wellesley House School
Wellington College
Wellington School
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Westminster Abbey Choir School
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Westminster School, Westminster
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Winchester College
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Worth School
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Wychwood School (Oxford) Ltd
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Wycombe Abbey
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Wymondham College Prep School
Yehudi Menuhin School
A+ World Academy Switzerland
Aiglon College Switzerland
Alexandra College Ireland
Amadeus International School, Austria
American Collegiate Institute, Turkey
Apex 2100, France
Bandon Grammar School
Berlin Brandenburg International School, Germany
Bestepe College Turkey
Blackrock College Ireland
Brillantmont International School Switzerland
Cabella International Sahaja School Italy
Ciscertian College
Clongowes Wood College, Ireland
College Alpin Beau Soleil, Switzerland College Champittet, Switzerland
College du Leman International School, Switzerland
Complejo Educativo Mas Camarena Spain
Ecole Jeannine Manuel France
Exupery International School Latvia
Glenstal Abbey School Ireland
Institut Montana Zugerberg Switzerland
International School Eerde Netherlands
International School of Milan
International School San Patricio Toledo
John F Kennedy International School, Switzerland
Kilkenny College, Ireland
King s College, The British School of Madrid, Spain
The Koc School Turkey
La Garenne Switzerland
Laude Lady Elizabeth School Spain
Leysin American School Switzerland
Lundsbergs Skola Sweden
Lyceum Alpinum Zuoz Switzerland
Midleton College, Ireland
Open Gate Boarding School, Czech Republic
Préfleuri International Alpine School
Rathdown School, Ireland
Rockwell College, Ireland
Saint Charles Switzerland
SEK International School El Castillo
Sigtunaskolan Humanistiska Läroverket Sweden
Sotogrande International School Spain
St Columba s College Ireland
St George s International School Germany
St George s International School, Switzerland
St Gilgen International School GmbH, Austria
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St Louis School Milan
St Peter s International School, Portugal
Surval Montreux Switzerland
The International School of Paphos Cyprus
The Kings Hospital Ireland
Villiers School Ireland
Assam Valley School India
Atlantic Hall School Nigeria
Avi-Cenna International School Nigeria
Braeburn Garden Estate School
Brisbane Grammar School Australia
British International School Lagos
Bromsgrove International School Thailand
Chinquapin School
Dalian American International School (Nord Anglia Group) China
Day Waterman College Nigeria
Dulwich College Suzhou China
Episcopal High School USA
Epsom College in Malaysia
Fay School USA
Fettes Guangzshou
Frensham Australia
Greensteds International School Kenya
H Farm International School
Haileybury Bhaluka
Hangzhou Greentown Yuhua School, China
Harrow Innovation Leadership Academy Chongqing
Harrow Innovation Leadership Academy Nanning
Harrow International School Bengaluru
Harrow International School Shenzhen Qianhai
Harrow Innovation Leadership Academy Zhuhai
Harrow International School Bangkok, Thailand
Harrow International School Haikou
Harrow International School, Hong Kong
Harrow Appi Japan
Heritage Girls School
Huawei-Tongman Foreign Language School
Idyllwild Arts Academy, USA
ISA Science City International School
Jerudong International School, Brunei
Kincoppal-Rose Bay, Australia
King Henry VIII College, Malaysia
Kolej Tuanku Ja afar, Malaysia
Lady Eleanor Holles International School Foshan, China
The Lawrence School, Lovedale, India
The Lawrence School, Sanawar, India
Letovo School, Russian Federation
Marlborough College, Malaysia
Merchiston International School, China
Methodist Ladies College, Australia
Michaelhouse South Africa
Miles Bronson Residential School India
MIT Pune s Vishwashanti Gurukul India
New School Georgia
Nord Anglia Chinese International School Shanghai China
Nord Anglia School Beijing Fangshan
Nord Anglia School Foshan
Nord Anglia School Guangzhou Panyu
Nord Anglia School Jiaxing China
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Nord Anglia School Ningbo Fenghua
Nord Anglia School Shenzhen
Nord Anglia School Suzhou
North London Collegiate School Jeju Korea
NUCB International College Japan
Peponi School Kenya
Pinegrove School India
Prem Tinsulanonda International School Thailand
Pymble Ladies College Australia
Regents International School Pattaya Thailand
Rong Qiao Sedbergh School
School of Leadership Afghanistan (SOLA)
The Scindia School Gwalior India
SEK International School El Castillo
Sela Qui International School India
Selborne College
Shattuck-St Mary ’s School Malaysia
Shenzhen International Foundation College
St Andrew s College South Africa
St Andrew s Prep School Turi Kenya
St Andrew s Senior School Turi Kenya
St Christopher Schools, Kenya
St George s College, Argentina
Swiss International Scientific School Dubai, UAE
The British School of Lome , Togo
The Doon School, India
The Forman School, USA
The Hill School, USA
The Hun School of Princeton, USA
The International School of Penang (Uplands), Malaysia
The International School, Bangalore, India
The King s School, Australia
The Mayo College, India
The Regent Secondary School, Nigeria
Toowoomba Anglican School, Australia
United World College South East Asia, Singapore
Wellington College International Tianjin, China
Welham Boys School, India
Welham Girls School, India
Westlake International School, Malaysia
Windsor High School at Albany, Bahamas
Woodstock School, India
Whanganui Collegiate School, New Zealand
Wycombe Abbey School Changzhou, China
Wycombe Abbey School, Hangzhou, China
Wycombe Abbey School, Hong Kong
Wycombe Abbey School Nanjing China
Y K Pao School
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