Boarding School Magazine Summer 2024

BOARDING SCHOOL

THE MAGAZINE OF THE BOARDING SCHOOLS’ ASSOCIATION

The importance of sleep in boarding What makes a house a home

Building the bridge to boarding recruitment And so much more…

03.FROM THE EDITOR AND DIRECTOR

DAVID WALKER, DIRECTOR, BSA

LOTTIE ANDREWS, COMMUNICATIONS AND ENGAGEMENT MANAGER, BSA

05.FROM THE CHAIR

JO CAMERON, BSA CHAIR 2024 AND PRINCIPAL, QUEENSWOOD SCHOOL

06.HEADS ON THE MOVE

10.#ILOVEBOARDING

20.NEWS IN BRIEF

26.GOING FROM STRENGTH TO STRENGTH

30.BIG HELP OUT

36.BOARDING ORCHARD

BEN WALKER, HEAD OF MARKETING AND COMMUNICATIONS

ST SWITHUN’S SCHOOL

40.INTRODUCING IELA, THE INCLUSION AND EQUITY LEADERSHIP ASSOCIATION

GAELLE SULLIVAN, DIRECTOR RESEARCH AND INCLUSION, BSA GROUP, DIRECTOR, IELA

REBEKAH HAYWARD, RESEARCH AND INCLUSION OFFICER, BSA GROUP

44.THE IMPORTANCE OF SLEEP IN BOARDING

56.SUMMER STRATEGIES: KEY CONSIDERATIONS FOR STUDENTS VISA SUCCESS WITH BSA LEGAL

60.STAFF SPOTLIGHT:

LEE IRWIN, DIRECTOR OF BOARDING, THOMAS ADAMS SCHOOL

64.THREE SIGNS YOUR SCHOOL IS READY FOR COACHING MCKENZIE CERRI AND QUINN SIMPSON, GRAYDIN CO-FOUNDERS

68.BRIDGING THE GAP TO BOARDING RECRUITMENT

80.CLUEDO AT THE CASTLE PENNY NEALER, WHITE HOUSE RESIDENT TUTOR, KIMBOLTON SCHOOL

84.WHAT MAKES A HOUSE A HOME?

104.USING ART TO INSPIRE FUTURE GENERATIONS

MIROSLAV POMICHAL, HEAD OF ART TEACHER, SHERBORNE SCHOOL

108.TIOB WORLD BOARDING STAFF DAY

112.BOARDING HOUSE PETS

SIMON BARBER, HEADMASTER, LUDGROVE

114.TO ALL THE STAFF, THIS FOR YOU, DESPITE THE CHALLENGES, TAKE JOY IN THE EVERYDAY OF BOARDING LIFE

KELLY IVES, DIRECTOR OF BOARDING, WOODFORD

120.PARTNERING TO SHAPE SCHOOL RECRUITMENT

LEE GLASER, GROUP SERVICES DIRECTOR, BSA GROUP

122.BSA LEGAL AND OUR VERISIO PARTNERSHIP

124.AGENT AND GUARDIANS LIST

128.CERTIFIED SUPPLIER LIST

140.BSA SCHOOL LIST

David Walker Director BSA

Lottie Andrews Communications and Engagement Manager BSA

From the Director From the Editor

Sleep is a hot topic in this issue and whilst we’re all aware of the strong links to overall wellbeing, it is often an overlooked part of boarding life. So too is the care taken to make a boarding house a home and recruiting the best people for the job.

these three areas are intertwined. a boarding house which feels ‘homely’ will include many features which promote sleep. soft lighting, relaxing furnishings, and a gentle insistence on calming routines are all present in the most welcoming boarding houses. they are also features which promote better sleep.

recruiting good staff has always been a challenge and this continues to be the case. do your selection processes ask candidates about how they would promote good sleep with their boarders? of course, one of the challenges is to set a good example to young people in our care so this question could be flipped on its head: ask a candidate how they would ensure they are well rested in their role and reassure them about the school’s support for this. there are plenty of other ideas about recruitment in this issue and i would encourage you to read that section carefully.

we launched our new ‘sleep champions’ scheme on national sleep day in march. this initiative is intended to throw a spotlight on the importance of sleep and to help schools improve their provision around this. schools can and should be more aware of how they can support young people to get a good night’s sleep.

i hope you enjoy reading this issue.

The pages of this summer edition are just a snapshot of boarding life, a place for boarding practitioners to share their experiences, successes and stories.

Alongside our brilliant feature articles and thought-pieces, this issue will also bring you up to speed with our latest BSA Active news as we prepare for this year’s National Boarding Week and encourage entries to our upcoming competitions and exciting initiatives.

if you would like to contribute towards a future edition of this publication, do keep your eyes peeled for the feature list for our next autumn edition. we’re always pleased to consider guest articles from member schools too, so do contact the Bsa team via bsa@boarding.org.uk should this be of interest.

happy reading!

From the Chair

A warm welcome to the Summer 2024 edition of Boarding School, the official magazine of the BSA published termly.

Alongside the regular news highlights and successes, this edition celebrates the efforts made to create a culture of belonging in our boarding schools and the small touches which make the difference between a house and a home-away-from-home for students. It is quite often the small things which can make the biggest impact to an individual boarding experience.

At the time of writing, we are only a few short weeks away from the BSA Annual Conference for Heads, taking place at the Hilton Hotel, London Heathrow, Terminal 5 on May 7-8. I am very much looking forward to hosting as BSA Chair this year and reconnecting with fellow boarding leaders. Sessions will support schools as we adapt to new challenges, ride the rapidly evolving political wave and celebrate diversity in our boarding

communities beyond mere acknowledgment.

Following swiftly is the BSA/TIOB Annual Boarding Conference on June 4-5 and hosted by conference chair, Chris Wheeler, Principal Monkton Combe School. The needs of boarders and the world they navigate is fastmoving, so it is increasingly important to ensure the care we provide and the policies we implement reflect the very latest guidance. The Annual Boarding Conference is a unique opportunity to future-proof your boarding provision. Finding the time to attend conferences can be challenging, but there is much to be gained from connecting as a sector each year to network with colleagues, share insights and exchange best practice. I do hope many of you will join us in person at either conference this

year. In addition, BSA continues to offer a brilliantly varied training programme designed to support each of us as we grow within our boarding roles and adapt to new challenges. Whether you’re looking to upskill, go for a promotion, expand your knowledge or simply keep up to speed with best practice – BSA’s event calendar has it all covered. Visit the BSA website for the full list of upcoming webinars, seminars and conferences.

As with each publication, a reminder that the BSA team are here to support all member schools so please do not hesitate to get in contact with the team should you require guidance or advice.

I hope you enjoy reading this edition of the magazine.

Jo Cameron

BSA Chair 2024 and Principal Queenswood School

Mr John Maguire New head

Bishopstrow College

Taking over from Mr Mario Di Clemente September 2024

Mr Will Newman New head

Cranleigh Prep School

Taking over from Neil Brooks January 2025

Mr Christian San Jose New head

Wycliffe College

Taking over from Mr Nick Gregory September 2024

Mr Tom Morgan New head

Junior King’s School

Taking over from Emma Karolyi January 2025

Mr Kenneth Underhill New head

Westbourne School and Nursery

Taking over from Dr Gerard Griffiths January 2024

Ms Emma Karolyi New head St George’s School, Windsor January 2025

Ms Zeba Clarke New head

St George’s International School

Taking over from Ruth Norris August 2024

H e a

Mr James Kidd New head

DLD College London

Taking over from Irfan Latif September 2024

Ms Trudi Masterson New head Baobab College, Zambia August 2024

Mr Ross Wolverson New head

QEH Junior School, Bristol

Taking over from David Kendall September 2024

Ed B Interim

Pr Decemb

Mr Steph New Repton

Taking ov Simon O August

Ms Amanda Hardie New head

Newcastle High School for Girls September 2024

Mr

Taunton

s

ber 2023

Mr John Davies New head

Dauntsey’s School

Taking over from Mark Lascelles

September 2024 Burnett m head rep School

en Priest head

n Cairo ver from O’Malley t 2024

Mr Rick Clarke New head

St James Senior Boys’ School

Taking over from David Brazier

August 2024

Mr Alex Frazer New head

Bancroft’s School

Taking over from Simon Marshall

September 2024

Mr Mark Steed Interim head

Stamford School

Taking over from Will Phelan

September 2024

Mr Dominic Tomalin New head

Shrewsbury India Opening in January 2025

Mr Eugene du Toit New head

Haileybury UK

Taking over from Martin Collier September 2024

Mr Will Phelan New head

Clifton High School

September 2024

Ms Suzanne Lindley New head Minerva’s Virtual Academy August 2024

Ms Anne Wakefield New head St Mary’s Calne and St Margaret’s Prep Taking over from Diana Harrison September 2024

Kate Martin New head Sedbergh Prep School

Taking over from Will Newman

January 2025

Mr David Brown New head Weston Green School, Surrey Taking over from Sarah Evans September 2024

Ms

Witley Jones Furniture Invest in Cutting Edge 3D Drawing Software

Witley Jones Furniture Invest in Cutting Edge 3D Drawing Software

As part of Witley Jones’ investment in continuously improving our design and manufacturing capabilities, we have adopted state-of-the-art 3D drawing and design software, Vortek. This innovative technology has enabled us to significantly enhance the design process and allow schools to visualise a finished project.

The introduction of Vortek enables our drawing team to provide schools with a detailed, immersive insight into their future spaces

Whether it ’s a Boarding House, Science Laboratory, or Learning Resource Centre, clients can now visualise every detail with our improved rendering capabilities, ensuring that every aspect of the design is represented, from materials and textures to lighting and room layouts

One of the standout features of Vortek is its ability to create virtual walkarounds of a space, allowing clients to explore every nook and cranny before signing off a design and commencing production

Perhaps most notably, Vortek streamlines the design process by offering simple yet powerful tools for making adjustments quickly and easily This allows our team to work closely with schools to optimise their spaces according to their specific needs, helping maximize their investment in furniture

“We’re delighted to introduce Vortek software to our design capabilities and process, ” said Simon Downes “This innovative technology not only enhances the way we design school spaces but also instils confidence in our clients by providing a clear, realistic vision of the finished product from the outset ”

The investment in Vortek software aligns seamlessly with Witley Jones’ long-standing reputation as a leading provider of bespoke school furniture With a commitment to delivering highquality, long-lasting products, we have earned the trust of schools nationwide

As schools continue to evolve and adapt to changing educational needs, Witley Jones Furniture remains at the forefront of innovation, ensuring that every space is designed to inspire learning and creativity

“We understand that schools are increasingly looking to present a project’s viability to key stakeholders, and we hope that this software, allied to the fact that we manufacture to order in-house, sets us at the forefront of the market and differentiates us from our competitors.”

For schools seeking to transform their environments into vibrant hubs of education, the introduction of Vortek software represents a leap forward in the design process

i l o

# i l o v e b o a r d i n

Top HR software features for Independent schools

IN THE DEMANDING AND FASTPACED WORLD OF EDUCATION, THE TOOLS THAT WE RELy ON MUST EVOLVE TO MEET THE CHANGING NEEDS OF SCHOOLS AND THEIR STAFF. yOUR HR SOFTWARE SHOULDN’T BE HINDERING yOUR SCHOOL’S OPERATIONS. UPGRADING yOUR DAILy SySTEM CAN HELP TO MAxIMISE EFFICIENCy AND BOOST PERFORMANCE WITHIN yOUR HR DEPARTMENT, ULTIMATELy IMPROVING OUTCOMES WITHIN yOUR SCHOOL. BUT WHEN CONSIDERING A SWITCH, WHAT SHOULD yOU LOOK FOR?

EFFICIENCy AND AUTOMATION

The role of HR specialists in schools has evolved significantly over the years, requiring a more strategic approach that values output over paperwork.

The best HR software supports proactive decision-making and talent management by reducing the time consumption of manual daily tasks. Ensure your next HR system offers features like automation and workflows to boost efficiency.

COMPLIANCE AND SECURITy

Managing sensitive data in schools requires robust compliance measures and data security. Modern HR software recognises the risks associated with school data and has been built with those concerns in mind.

Your school’s HR system should automate compliance checks and ensure data security, helping you to keep your school’s information safe.

REAL-TIME INSIGHTS

To drive strategic decision-making, HR departments need access to real-time data and insights.

Your HR software should offer easy access to data, effortless reporting, and real-time analytics to inform critical decisions and drive performance in your school. More up-to-date and informed decision-making amplifies the opportunity for results.

EMPLOyEE SELF-SERVICE FUNCTIONALITy

In today’s digital age, employees expect instant access to their information. Investing in HR software with self-service features both boosts satisfaction in your body of staff and reduces the administrative burden on your HR team.

Offer your staff the ability to submit requests, read key documents, and manage tasks in their own time, providing them with autonomy over key elements of their employment.

EMPLOyEE ENGAGEMENT

Employee engagement and wellbeing are crucial in the education sector, where more and more school staff are facing increased workloads.

Making the switch to a more modern, purpose-built HR software can help you to prioritise the employee experience and drive their engagement, thus creating a more positive working environment.

Desirable features in tailored school HR software include sentiment surveying, performance management, payroll integration, and training modules. These software capabilities help to boost staff morale and productivity within schools.

SUPPORTING SCHOOL PAyROLL

HR and payroll work in tandem to ensure that each monthly run goes smoothly and your school staff are renumerated accurately and on time. The best HR software for schools should seamlessly integrate with a dedicated payroll system to boost the efficiency of your HR and payroll departments and provide employees with a positive experience.

DEDICATED HR SOFTWARE FOR MODERN INDEPENDENT SCHOOLS

Considering the switch to a bespoke and feature-rich school HR software is the first step towards enhancing efficiency, data security, and employee satisfaction. By investing in modern solutions that address school-specific challenges, you can streamline processes, drive strategic decision-making, and create a supportive and engaging work environment for both staff and students.

TO LEARN MORE ABOUT WHAT iSAMS CAN OFFER yOUR SCHOOL’S HR AND PAyROLL TEAMS, VISIT www.isams.com

Integrated HR & Payroll Solution designed for Education

Automate time-consuming, manual, and repetitive tasks by eliminating the need for duplicate data entry and provide your HR and Payroll departments with enhanced insights.

A simple, exible, and scalable solution for HR professionals

Employee onboarding

Performance management

Absence management

Online self-service employee portal

Payroll reports

Integrated compliance

Integrated Payroll designed for Independent schools

Synchronised employee details

Multiple role functionality

Pay spines

Pension schemes

HMRC-recognised compliance

Seamless HR system integration

07-08 may 2024 10:30-17:00

Annual

HOSTED By JO CAMERON PRINCIPAL, QUEENSWOOD AND BSA CHAIR, 2024

UNDERSTANDS THE IMPORTANCE OF INCLUSIVE KIT

Leading school sportswear brand Limitless aims to inspire the next generation of athletes to be active, healthy and happy. To achieve this goal, they ensure they are listening to young people about what motivates them and what stops them from participating in sport Ensuring their kit is inclusive, varied and offers choice has become the most important idea behind their sportswear development.

Early this year, Limitless ran an online survey which received over 2500 responses, almost 2300 of which were from teenage girls (with the balance from coaches and parents of girls) The purpose of this survey was to find out what girls think about their kit and their barriers to being physically active

This followed the Limitless and Youth Sport Trust 2021 survey of over 1500 young people about their attitudes to PE and school sport At the time, this research showed that girls’ activity levels are likely to drop between the ages of 11 and 16; only 46% of 16-year-old girls said they were happy with the amount of activity they do, compared to 72% of boys Limitless used the information from the 2021 survey to create kit that reduces barriers; utilising female-fit garments that are more flattering, for example, and offering navy bottom halves that reduce period anxiety

The 2024 research has shown some interesting results Respondents were asked to define themselves as “girl who plays sport ” or “girl who doesn’t really play sport ” 95% of all girls surveyed agreed kit is important to how they feel when playing sport; 45% agreed that body image, or concerns over being

looked at, affected their enjoyment of sport Girls who don’t really play sport are significantly more concerned about body image than “sporty ” girls (62 5% vs 42%) Finding garments that girls are comfortable wearing in front of others is therefore still critical in kit design

When asked what they would most prefer to wear on their bottom halves, more sporty girls clearly preferred skorts, whereas less sporty girls preferred tracksuit bottoms or leggings Few girls in this survey chose shorts as their preferred garment Most importantly, the girls agreed that choice is paramount to enable them to feel comfortable while playing sport, and this choice reduces the likelihood of dropping out of sport Of the coaches and teachers that responded, the

general view seemed to agree that sports kit is still a bit outdated, but respondents were less clear on the solution, whereas the girls themselves were much clearer in their desire for a simple choice of bottom halves

Lastly, less sporty girls were significantly less likely to wear a sports bra, often while citing discomfort as a reason to reduce their sport The importance of wearing a sports bra – whether lowimpact like the Limitless bra, or higher impact like the PeBe Impact bra –therefore cannot be overstated

Since its inception, Limitless has been dedicated to enabling participation to keep young people in sport Their extensive knowledge of young people’s kit requirements, as well as the latest in fabric technology, has been used to create garments that truly fit and work for young people, removing the barriers to staying active Limitless will continue to listen to young people about their kit needs, and design garments that meet these needs

a round-up of some of the stories

ABBEy COLLEGE MANCHESTER SHOWCASES UNITy IN DIVERSITy DURING CULTURE DAy

Abbey College Manchester recently hosted its annual Culture Day, a vibrant event organised by the Student Council’s diversity sub-committee. The college was transformed with colourful displays, activities, and treats from various cultures. Decorations including handcrafts, paintings, and lanterns adorned the campus, symbolizing the diverse student body. Students wore attire representing their cultural heritage, from festival dress to sports jerseys.

The day focused on unity amidst diversity, encouraging students to share stories and explore different traditions. Activities included musical performances, a rugby competition, and crafting sessions led by teachers. Traditional food from around the

world was a highlight, featuring dishes like Nigerian suya wings and Iranian Shirazi salad. Year 13 student Reyhaneh described the day as a vibrant celebration of community and friendship, where students connected through shared stories and laughter over delicious global cuisine.

Principal Chris Randell praised the event for showcasing the college’s inclusive spirit and cultural richness. Abbey College Manchester, part of the Abbey DLD Group of Colleges, offers personalised learning in a supportive environment. With a focus on academic excellence and preparation for university, the college serves a diverse student body of 220 students, offering ALevel, GCSE, and International Foundation Programmes.

“It is heartwarming to witness the rich diversity and unity within our college community. This event exemplifies the spirit of inclusivity and mutual appreciation, showcasing the plethora of cultural traditions and heritage that our students and staff bring to Abbey College Manchester.”

ST GEORGE REMEMBERING AN INSPIRA

The young students at St George’s School Windsor Castle who are choristers of St George’s Chapel had the honour of singing at the Thanksgiving Service for the Life of His Majesty King Constantine II of the Hellenes in February, attended by members of the Royal Family.

The service was of particular and poignant significance to St George’s School Windsor Castle thanks to the school’s membership of Round Square, a vibrant network of over 250 schools in 50 countries which share a commitment to character education and experiential learning built around six ideals drawn from the theories of the educationalist Kurt Hahn: International Understanding, Democracy, Environmental

“It was an honour to sing at the Thanksg King Constantine

from across the boarding community

#1

Stewardship, Adventure, Leadership and Service.

His Majesty King Constantine chaired the first meeting of the seven schools that would form the Round Square movement, named after the building at Gordonstoun where the first conference took place in 1967. For half a century, His close involvement continued, first as Chair, and later as President of Round Square, and over that time, countless students have participated in international conferences, service projects, exchange visits, classroom collaborations and a range of other activities which St George’s School Windsor Castle continue to benefit from today.

giving Service for the Life of His Majesty II of the Hellenes.”

HARROGATE’S ASHVILLE COLLEGE BRINGING THE INSIDE ‘OUT’! HARROGATE LAUNCHES VLOG TO CHAMPION OUTDOOR LESSONS

A prominent Yorkshire independent school is emphasizing outdoor learning with the launch of a new video blog. Paul Oldham, who joined Harrogate’s Ashville College in 2022, aims to integrate outdoor education seamlessly into the curriculum. The fortnightly vlogs showcase how outdoor teaching can enhance traditional subjects like maths and history.

Oldham stresses the importance of meaningful educational experiences in shaping children’s understanding of the world and their future choices. Drawing from over 30 years of experience in education, including roles as a department head and deputy head teacher, he advocates for problem-solving and resilience through outdoor learning.

The school’s focus on outdoor education aligns with post-pandemic recovery efforts, recognising the positive impact of nature on mental health. Students are encouraged to engage in co-curricular activities to develop life skills essential for future success.

Rhiannon Wilkinson, Head of Ashville College, emphasizes the school’s commitment to preparing students for the future. She highlights the benefits of integrating outdoor learning into the curriculum, acknowledging that some students thrive in outdoor settings, which can open new opportunities for hands-on learning and personal growth.

“Some pupils shine in the classroom but our experience shows a significant number may come into their own in an outdoor setting, which opens up other opportunities or more hands-on methods of learning.”

“Aurelia’s story is truly inspirational to the entire SISD community. She is a credit to our school and her passion for charitable causes – including animal welfare and environmental issues – is infectious. Aurelia’s drive, kindness and selflessness epitomise what it means to be a Global Citizen at our school.”

SWISS INTERNATIONAL SCIENTIFIC SCHOOL DUBAI CANCER SURVIVOR STUDENT DONATES HAIR TO LITTLE PRINCESS TRUST

Aurelia Reeves, a Grade 5 student at Swiss International School Dubai, commemorated the anniversary of her stem cell treatment by donating 33cm of her hair to children with cancer. Diagnosed with Hemophagocytic Lymphohistiocytosis at four months old, Aurelia received 50 litres of blood during her treatment.

Inspired by Aurelia’s mission, her classmates Sofija, Alena, and Emma also donated their hair. Aurelia’s previous head shave in 2022, along with her teacher, raised funds for wig charity Little Princess Trust.

Together, they raised AED11,000, shared between the Al Jalila Foundation and Little Princess Trust. Head of Primary, Shona Gastaldi, praises Aurelia’s selflessness, highlighting her passion for charitable causes as an example of being a Global Citizen at the school.

Swiss International School Dubai fosters global citizenship through its IB curriculum and multilingual teaching. Aurelia’s actions reflect the school’s values of positivity, strength, and humility.

5 possible outcomes

1.

WELL THIS IS ALL VERy AMICABLE…

Our initial approach always leans towards a pre-legal settlement This is where we engage with the debtors to understand their situation and explore possible solutions

Why is there an overdue debt and what is the problem? Our aim here is not just to recover owed funds but to do so in a way that respects everyone’s circumstances Through multiple contact channels at varying times of the day and week, we strive for solid commitments to resolve the debt This could result in the debtors paying in full, reaching a full and final settlement, or agreeing to a mutually satisfactory instalment plan This method preserves school-family relationships and avoids the need for legal action Often a family will be ignoring the school and when a Debt collection agency (DCA) contacts them, they swiftly conclude that the ‘game is up’ and will look to pay

2. SUDDEN DISPUTE? STAy RESOLUTE

Naturally, amicable settlement is not always possible and disputes do arise Common disputes include parents believing they have given correct notice and therefore do not owe a term in lieu, or disputes relating to alleged educational shortcomings, discrimination or bullying In such delicate instances, collections activity will respectfully pause while the school considers the claims If disagreement remains and resolution attempts fail, the case will likely progress to a county court claim At this juncture, we introduce a solicitor to represent the school’s interests while continuing to serve as the school’s main point of contact If the court issues a County Court Judgment (CCJ) and the debtor still does not pay within 28 days, we can then move forward with enforcement actions

Grant Murray Head of Risk & Compliance at Redwood Collections

3.

HIGH ASSETS, LOW OFFER

In situations where a debtor ignores all attempts at communication, or is offering an unrealistic repayment proposal, yet is believed to hold significant assets, consider action under the Insolvency Act 1986, i e bankruptcy This involves a process server attending the home address and serving a statutory demand as a precursor to filing a bankruptcy petition If no solution is found still, a petition can be issued through the court If made bankrupt, the debtor ’s assets can be liquidated, with the debt and associated costs being deducted from the proceeds This is a last resort, employed only when a debtor completely disregards or fails to appropriately discharge their obligations to the school This approach is more common than many schools think Between 10 and 30 bankruptcy petitions for school fess are filed per month in the UK

4. SENSITIVE CIRCUMSTANCES

We’re acutely aware that each family ’s situation is unique, and some may face severe financial hardships or other very sensitive circumstances In these cases, we work closely with the school to consider options such as writing off part or all of the debt or accepting token payments until the family ’s situation improves Regular reviews ensure that any agreements remain appropriate to the debtor ’s current circumstances

5.

SELLING THE DEBT

Finally, there’s an option for schools looking to distance themselves from the collection process altogether: selling the debt. Our BRANCH service allows schools to sell their outstanding debts to us We then pursue the debt, sharing any recovered proceeds with the school This can provide a clean break from a difficult situation, allowing schools to focus on their primary mission of education

SqU

Co

HEATHSiDE SCHo

KNigHTSBRiD LoNDoN PAR

Ho

PRoSPECT Ho RADNoR H

Ho SANCToN Wo

UTNEy VALE

USE SCHooL

HoUSE SCHooL

MWooD

D PARK PREP SCHooL

HoUSE SCHooL

SE SCHooLS

UARE PREP

E ARTS CoLLEgE

oURT HoUSE

ooL HAMPSTEAD

DgE SCHooL

RK SCHooLS

SCHooL

HiLL PREP

oUSE SCHooL

oUSE SCHooL

oUSE PREP

oUSE SENioR

ooD SCHooL

ER SCHooL

How to cut missed school time from pupils’ trips to the Orthodontist

New developments in technology mean on-site orthodontics can now significantly cut pupils’ missed school time during treatment and minimise disruption to both parents’ and teachers’ days.

After listening to the concerns raised by parents and teachers, our founders, an orthodontist and a family dentist, devised a solution: School Teeth.

Orthodontic appointments disrupt pupils’ learning time, parents’ work and your school day. Approximately 90 hours of school time are often missed over an average 18 months treatment.

But demand amongst children and young adults for dentistry and orthodontic work is only on the rise.

We bring state-of-the-art dental equipment to your school on-board our specially adapted vehicle. All you need is a parking space on your school site – we take care of everything else.

To arrange a conversation about how we can help, please visit: schoolteeth.co.uk or email our operations director at tunisha@schoolteeth.co.uk

Olly Langton

Headmaster of Belhaven Hill School, independent boarding and day school for pupils aged five to 13, in Dunbar, East Lothian, Scotland

H E L P O U T

T H E VA L U E O F

V O L U N T E E R I N G

“

“Children learn that they can influen have that belief and attitude, and it is wherever they go in life, they will

When a group of our pupils baked cakes to bring to a “coffee and cake” morning at nearby Lammermuir care home last year, something unplanned and powerful happened.

There was a point during the visit when a pupil, Louise, noticed a piano in the corner of the room and began to play some of her Grade 8 pieces. An impromptu audience of residents drifted in, drawn by the music, to listen to her play; some were moved to tears.

This interaction and connection between generations is happening less but has never been more important.

Here at Belhaven Hill School, we have an approach of getting out there and getting on with it. Children are part of the Dunbar community because that is where the school is, whether their

families live 10 minutes away, four hours away or in a different country. When I heard about the Big Help Out 2023, a day of volunteering to mark His Majesty King Charles III’s Coronation, I loved the idea. It presented a great opportunity, to instil with every child, member of staff and member of the local community that we are all part of a bigger whole. Seven million people took part across the UK, making a huge contribution to a range of charities and organisations.

Big Help Out 2024 (June 7-9) which is again supported by The King, is a way for schools and pupils to be part of the real world. It is a way of making sure that children are learning to be people who give back to society, in whichever context they might find themselves in the future, which is a big part of what we, as schools, are trying to achieve.

nce their immediate context. If they s sealed in from a very early age, then lwant to be a positive influence.”

Each year group at Belhaven Hill engaged in a different volunteering activity during the Big Help Out last year. As well as the pupils’ visit to Lammermuir care home, a group spent the morning in the school kitchens making trays of meatball pasta bake to freeze and supply to Relay for Life Dunbar organisers to use at a fundraising event.

Our youngest children carried out a beach clean at Belhaven Bay, which is three minutes’ walk from the school. It rained for the entire morning but children, decked out in all-weather gear,

were so engrossed in their task, they didn’t seem to notice.

Form 2 also headed for the beach to sift for micro-plastics. Surveying the beach and then comparing it with another local area helped them to test a hypothesis as part of their geography fieldwork and reinforced the importance of trying to protect the local environment.

Through these kind of events and ongoing activities, the idea of service and helping others becomes second nature to pupils.

Teachers are now being invited to download Big Help Out 2024 assemblies and to help their students volunteer on The Big Help Out weekend (7-9 June). All resources available at thebighelpout.org.uk/schools

A D V E R T O R I A L

What are the benefits of modular construction versus traditional buildings?

Speed and cost

Manufacturing can take place offsite whilst groundworks are undertaken This, along with the speed of construction, reduces time spent onsite by up to 70% versus a traditional build Once planning approval is attained, a smaller building can take just 6 weeks onsite from foundation laying to completion Furthermore, the modular process usually costs significantly less than traditional building methods

Disruption and quality control

Components are manufactured in a controlled environment which means they are kept dry and safe until they are delivered to site precisely as they are needed This also means less disruption as the building site can be self-contained and site access managed accordingly

Environmental impact

Modular construction uses less energy than traditional methods In addition, when timber is used as the primary material along with low impact foundations, it reduces the embodied carbon of the building resulting in a much lower environmental impact

Access to the outdoors and biophilic design

Easy access to the outdoors and nature is now more important than ever It helps with well-being and is proven to improve educational outcomes Deck areas and wide canopies can be easily accessed with large external doors

Modular design and build provider TG Escapes’ buildings are inherently biophilic, using predominantly natural materials and a design that provides huge amounts of natural light They can also feature more biophilic design elements such as living roofs and timber cladding

Energy efficient and healthy

To achieve an A+ energy rating, make use of sun pipes, solar PV, smart lighting, wood fibre insulation, reduced thermal bridging and airtight construction Adaptable ventilation systems can reduce heating bills by a factor of 3 as well as providing a healthy, hygienic interior air quality Living roofs also help to reduce water runoff

Buildings loved by staff and students alike

“Both children and staff love learning and working in the building due to the amount of natural light and space Free flow access to a covered deck is a huge advantage so that outdoor learning can take place in all weathers ”

Sam Patel - Director of School Development Bickley Park

TG Escapes have built over 800 Eco Buildings in 21 years and customers score 4 9 out of 5, based on 187 reviews

Aesthetically pleasing, ergonomic and highly practical but, just as importantly, the buildings are built to last 50 years or more with appropriate maintenance Single or double storey buildings range in price from £300k to over £5m

Modular timber framed eco buildings can be used not just for classrooms but for administration offices, staff rooms, studios, sports facilities, SEND and SEMH provision, canteens, accomodation and training centres

For more information or if you would like a free survey and building design call 0800 917 7726 or email info@tgescapes.co.uk www tgescapes co uk

10 Year A

ST SWITHUN’S SCHOOL IN WINCHESTER IS PROUD TO HAVE JOINED THE BSA’S BOARDING ORCHARD By PLANTING A PEAR AND APPLE TREE IN THEIR SCHOOL GROUNDS.

BSA BOARDI

“It was wonderful to visit St Swithun’s as they joined ‘the world’s largest orchard’. I enjoyed loo houses and meeting talented and committed boarding practitioners. Boarding is certainly in rud

DAVID WALKER, DIRECTOR, BSA

Aiversary

Ben Walker Head of Marketing and Communications St Swithun’s School

Headmistress, Jane Gandee, and Head of Boarding, Alice Ludlow, were joined by David Walker, Director, BSA, for the tree planting ceremony on the back field.

Commenting on the planting Jane said, “Despite challenging weather conditions, we were delighted to welcome David and to plant two beautiful trees as part of our ongoing commitment to sustainability and protecting our environment. We hope our students can enjoy watching the trees grow and see similarities in the positive impact they can have on the world over future generations.”

NG ORCHARD

oking around the excellent boarding de health at St Swithun’s!”

The Boarding Orchard was launched by the BSA in 2014 and is approaching its 10 year anniversary in September 2024. It aims to be the ‘largest’ orchard by geography in the world and encourages schools to involve their pupils in planting trees to support the environment. Since launch, schools across the UK – including Wales, Scotland and Northern Ireland –have joined the Boarding Orchard, and trees have also been planted at boarding schools in Switzerland, Russia and the USA. The initiative has also gained approval from HRH King Charles III..

Mount St Mary’s College partners with Govox Wellbeing to positively impact the entire school community.

As a Jesuit school we are always seeking to ensure that we live out the ‘cura personalis’ – the care of the individual As well being and mental health concerns for students grew post-Covid we were looking closely at how we could better serve all our students Govox – whose literal Latin translation is to ‘give voice’ was appealing to us as a way of hearing the voice of each person more clearly This concept is at the centre of everything we do to ensure that our students feel safe, happy and successful during their time at the Mount As with any good school we have always had a strong system of tutors and support but over the last two years, Govox has allowed us to monitor and inform our school’s approach, essentially leading to the subconscious becoming conscious, when it comes to mental health As a

result, we have seen a significant cultural shift within our staff and student body The monthly check ins are used for both and help us to monitor and respond to pupils needs in a way that is both purposeful and attentive The data insights that Govox provides has meant that we can have a comprehensive overview of the happiness of our pupils that goes beyond the regular student voice questionnaire, and which now translates into a commonality of language and the confidence to share concerns It is both a proactive and reactive approach that can be closely tailored, ensuring that it positively impacts the entire community

Mount St Mary ’s College was one of the first independent schools to be inspected under the new ISI framework earlier this year and

following a highly successful inspection report, we were delighted that our approaches to wellbeing, utilising the tools provided by Govox, were highlighted in the report ISI commented that ‘Pupils, including boarders, speak warmly about the support they receive They appreciate the online programme which they can use to check on their mental health and know that they can approach teachers with any concerns ’ At the Mount we are constant in our pursuit of excellence and, through the information Govox provides, we are well equipped to continue on our journey of providing students with high levels of pastoral support and maybe most importantly, we can ensure this is the right support and that it happens at the right time

Alexa Middleton

Associate Assistant Head (Pupil Wellbeing)

BSA Group, Director, IELA

BSA Group

Introducing IELA, the Inclusion and

We are excited to launch a new association as part of BSA Group. IELA, the Inclusion and Equity Leadership Association, will be formally launched in September 2024. BSA Group’s commitment to equity and inclusion has always been evident and is a consistent feature throughout all our associations. The diversity of its members as well as the diversity of the young people in our schools is vast. Inclusion in all its forms has been a key focus for the Group, its members and the societies we live in.

We now believe the time has come for a dedicated association which supports those key concepts of equity, inclusion, diversity and belonging. We are seeing more and more organisations, be they schools, charities, community or corporate organisations appoint EDI leaders. There is a growing understanding that inclusion work needs to go beyond being a tick-box exercise. Rather, inclusion must be an integral part of the organisation led by someone committed and passionate with access to continuous training. It is often not possible for one person to lead on every EDI initiative. Therefore, schools and organisations need to consider the support available for their EDI lead, both for the senior team and the wider staff body.

All these developments are positive. Nevertheless, it is worth remembering that schools and organisations are more than their policies. They are about people. An equitable and inclusive culture should be the goal and

will benefit everyone. Additionally, the Wo Forum is unequivocal; there is a strong bu diverse and inclusive organisations. We of schools talk about how ‘diverse’ and ‘vibra communities are and how many nationalit represented on roll. EDI work cannot and only be a numbers game.

Representation and numbers matter of co

However, a diverse school population with and belonging at the heart of the school’s ticking exercise, performative and unsusta importantly perhaps, people tend to see t approach is detrimental to inclusion. The be on authenticity and intention. As per M Hierarchy of Needs, belonging is what we aiming for so that all individuals in our com seen, heard, valued and psychologically sa

EDI work requires a high level of open-min introspection for schools and organisation analysing and evaluating current systems, community, truly seeking and listening to time. But it is absolutely critical in order to address the systemic barriers hindering c from achieving their full potential or, in so simply having a positive school experience

Diverse and inclusive recruitment across a be a strategic priority. In the words of Mar Edelman, ‘You can’t be what you can’t see’

Gaelle Sullivan Director Research and Inclusion

Rebekah Hayward Research and Inclusion Officer

Equity Leadership Association

rld Economic usiness case for ften see nt’ their ties are should not ourse. hout inclusion ethos is a boxainable. More through it. This focus should Maslow’s should be mmunities feel afe.

nded ns. Critically understanding feedback takes orecognise and ertain groups me cases, e. all roles should rian Wright ’. To ensure that

the young people in our schools have high aspirations and high self-esteem, they must feel represented and increase the chances to recognise themselves at all levels and in all positions in school.

Embracing diversity in schools exposes students to a variety of viewpoints and fosters a culture of mutual respect and understanding. It prepares them to navigate an increasingly diverse society and cultivates empathy, compassion and kindness.

Ultimately, the pursuit of equity, diversity, inclusion, and belonging is not just a moral imperative but also a strategic imperative for building stronger, more resilient schools, organisations and societies. By embracing our differences and harnessing the power of diversity, we can create a world where every individual has the opportunity to thrive, contribute, and belong.

This is where IELA comes in. IELA’s mission is to champion equity, diversity and inclusion and to highlight the importance and many benefits of inclusive organisations for all stakeholders. IELA will provide training, resources, networking and consultancy to individuals, schools and organisations and support them with their commitment to equity and inclusion.

We invite all who share our vision to become members. Join the IELA community in this crucial endeavour where diversity is celebrated, equity is a reality, and inclusion is the norm.

“Schools and organisations are more than their policies. They are about people.”

if you sign up before September.

Designed by experts to meet the social, emotional and educational needs of young people

Supporting the continuing professional development of educators

Constantly creating and adapting to meet the needs of families in an ever-changing world

Equips children with real-life tools to cultivate resilience and to help them thrive

Rebecca Jarrett Head of Boarding

Marlborough College Malaysia and Housemistress

Sleep: a magical solution

“WE

ACKNOWLEDGE WHEN yOU ARE OV

HAD A BUSy WEEKEND WITH THOSE FIxTURES,

Imagine having access to a chemical-free, organic potion that reduces your child’s risk of depression, anxiety, diabetes, and cardiovascular disease while enhancing mood, focus, memory, and academic performance. This magical solution is readily available and it’s called sleep.

Sleep is essential for our wellbeing. It involves various stages, including deep slow-wave sleep crucial for bodily restoration and REM sleep associated with dreaming. Adequate sleep supports heart health, cognitive function, and emotional regulation. Conversely, sleep deprivation impairs memory, focus, and mood, increasing the risk of mental health disorders and chronic diseases like obesity, diabetes, and cardiovascular conditions.

Children aged 6 to 12 require 9 to 12

“hours of sleep, with younger children needing more and adults at least 7 hours nightly. However, studies show that many teenagers don’t meet these recommendations.

Boarding schools often foster healthier sleep habits with set bedtimes and limited screen time. Implementing wind-down routines, creating a sleep-conducive environment, and avoiding electronics before bed can improve sleep quality. Additionally, practices

like taking a warm bath or wearing comfortable sleepwear enhance relaxation.

As educators, it’s our responsibility to instil good sleep habits in students. These habits set the stage for lifelong wellbeing. By modelling healthy behaviours and prioritising sleep, we equip students with essential self-care skills for their future independence.

ERTIRED AND TELL yOUR PUPILS

LET’S ALL AIM FOR AN EARLy NIGHT ON SUNDAy.

Helen Keevil Deputy Head (Pastoral) and DSL

Abingdon School and Abingdon Prep School

Why sleep is especially important for boarders

Research shows that teens have biologically different sleep patterns from adults, generally needing 9¼ hours of sleep a night.

Worryingly, a lack of sleep increases anxiety, depression and stress; reduces memory, concentration, judgement and immunity; and causes slower reactions - none of which is conducive to performing well academically or being far from home!

That’s why sleep is especially important for boarders. Abingdon’s newly renovated

boarding accommodation has rooms designed to maximise private space. Sleeping only 2 or 3 students (single rooms for sixth form) increases the chance for a good night’s sleep.

Space can be personalised to create a cosy and homely environment, helping our boarders relax. Electronic devices are prohibited after lights out reducing the chance of brains being over-stimulated. Finally, our House system and team of friendly staff are always on hand to lend an ear and help ease any worries our boarders may have.

here is a direct correlation between the amount of sleep students get and their academic performance. “

Rest, sleep,repeat: hmaintaining ealthy sleeproutines

Lipscombe Head of Boarding Slindon College

“Our routines are both consistent and personalised to individual boarder’s needs – we really know our boarders and can sense if they need 5 minutes for shared reflection, or simply a glass of milk to let their body and brain know it’s time for rest!”

Emily

At Slindon College, the boarding house’s evening routine is an effective strategy for ensuring quality sleep Supported by visual timetables, boarders hand in their devices for a screen-free end of the day, before having quiet-time to reflect and prepare for bed The predictability enables the boarders to feel secure and comfortable in preparation for a good night ’s sleep

It is not just the staff promoting our positive emotional environment; our boarders get to know each other too, which further promotes a cohesive and calming, family feeling for all

Boarders at Slindon have a busy schedule both academically and socially, with various evening activities during the week and off-site adventures at weekends quality sleep ensures they get the most out of their time at Slindon

A ‘ F R E S H ’ P E R S P E CT I V E O N S L E E P

Sutton Housemistress St Leonards

1

Here at St Leonards, we have the added benefit of an abundance of fresh sea air since we are located right next to the beach, which makes everyone sleep better! The latest research on ‘Blue’ or ‘Green’ Health emphasises the critical importance of our young people having access to nature in promoting good sleep and healthy lifestyles, which we heavily promote alongside lifelong healthy sleep habits

“Boarding nur growth: academ co-curricular en healthy habits. location and tow offer so much pos enhancing the all our youn

rtures holistic mic excellence, ngagement, and Our beach-side wn-centre setting sitive psychology, e wellbeing of ng people.”

A Summer Strategies: Key Co for Student Visa Success wi BSA Legal

s the academic year concludes, a pivotal period begins for sponsor schools welcoming new international students. How can schools make the international student journey as smooth and welcoming as possible, whilst staying compliant?

Firstly – the visa application itself. sponsor schools can play a crucial role in guiding families through the process, ensuring all the necessary documents are in place and requirements met. Mistakes can be costly and it’s in the school’s best interests that the application be approved.

Next on the checklist is keeping an eye on visa processing timelines. timely applications

onsiderations

are key and informing parents of expected application surges and priority processing options can avoid unnecessary stress. sponsor schools need to stay vigilant, monitoring the cas status as the application progresses and reporting any relevant changes via their sMs.

staying connected with new families over the summer is essential. sponsor schools become the go-to support, checking in on students and families, keeping tabs on visa decisions, and being aware of uK entry dates and travel plans. How and when are they travelling to the uK? Who will they travel with?

Maintaining a strong connection helps students navigate the pre-arrival phase confidently whilst supporting their welfare.

When students arrive, a well-structured orientation is key for a smooth transition into school life. additionally, it is vital that teams collate any outstanding records for sponsor compliance purposes to confirm their students have the right to commence studies.

this may well be a vulnerable time for your new international students, so seamlessly weaving visa compliance into a warm and welcoming on-boarding process is critical.

of course, providing families with up-to-date guidance on the visa process whilst navigating the complex legal landscape is a huge undertaking. that’s where our experts at Bsa Group legal step in.

We support both schools and families with the full remit of uK immigration matters. From visa applications to sponsor compliance, you can be confident in obtaining expert and fully integrated advice, leaving you free to focus on providing a fantastic international student experience.

Contact us today to learn more about our School Support packages, Immigration Toolkit, visa application support and more. www.boarding.org.uk/ immigration-supportfor-schools/

Educational visits advice: medical needs on residential and overseas visits.

iF in Doubt, checK it out

Young people with medical needs, and their parents or carers, will often be apprehensive about overseas visits or residentials. You and your visit team may also be worried about how to manage individual needs, including: the use and storage of medication; symptom management; and the potential need for medical support when on a visit.

in this article, Jake Wiid from eVolVe aDVice, offers advice on what to consider in your planning and risk assessments.

thinK: inclusion First Start from a position of inclusion and you’ll find that rather than hitting barriers, you’re already identifying ways to enable participation from all your students.

aDVice For eVcs anD school leaDers

Know what you’re dealing with

• speak to the student and their parents/carers about their condition. Gather and record information that your staff team will need to help prevent and manage medical incidents during the visit.

• understand their expectations and be clear about roles and responsibilities on the visit, e.g. storage and administration of medication.

ensure your staff have appropriate training

• staff attending educational visits must have appropriate training, including on medical issues such as diabetes, asthma, and anaphylaxis; general first aid; and administering medicines

• the staff team should have appropriate awareness about the individual’s condition and how it is managed, as well as what to do in a medical emergency.

• don’t rely on just one staff member being trained – consider any lastminute changes to staffing carefully.

carry with you copies of medical details, care plans or medical management plans, at all times

• upload medical details and care plans to your visit management system (e.g. evolve) and ensure you have pdF copies in areas where accessing the internet may be an issue.

• if you are travelling ‘off-grid’, take printed copies in a secure folder or backpack; ensure that more than one member of staff has a set.

share medical and dietary information as appropriate

• the sharing of data to safeguard students and staff is imperative; this does not conflict with uK Gdpr or privacy requirements. a data protection impact assessment (dpia) may be required in advance.

• ensure that all relevant needs (medical, dietary, etc.) are shared with the provider or centre at which you are staying.

in most cases, the visit will go ahead with no problems, but it’s vital that you and your team are ready to respond in case of emergency.

Know how to manage any conditions for members of your group

• at the point a student becomes ill, regardless of their capabilities, a member of staff must take over the management of their condition.

seek medical support at the earliest opportunity

• When it comes to medical concerns, seeking a doctor’s advice as soon as possible is always recommended. don’t let lack of knowledge cause delays – know how you would access support for each part of your itinerary (phone numbers, medical centre locations, transport etc.).

• in a medical emergency, do not delay in calling the emergency services.

Your own approach will be adapted to the specific needs of your students, and the context of the visit. You should also ensure any decisions are in line with your employer’s educational visits policies. For support on this issue, or advice on other aspects related to educational visits, speak to your educational visits adviser.

one final mantra we always recommend to schools is: If in doubt, get it checked out.

Jake Wiid is educational visits adviser and director of legal and compliance at evolve advice, a company providing educational visits advice, support and training to schools across the uK and internationally. visit: www.evolveadvice.co.uk.

GUEST

“lee’s passion For boarDing

Lee Ir

StaffDirectorspotligh of

lee irwin has just taken residency of thomas adams Boarding facility as director of Boarding. He has charted a diverse and fulfilling career in education, straddling the realms of state and independent schooling, with a pronounced focus on pastoral care and an extensive background in boarding education. His journey commenced with a love of art and design, as he pursued his studies at Bournemouth university and portsmouth university. However, his true calling beckoned, and he embarked on a path that would lead him to become a teacher.

lee’s unwavering commitment to boa family to undertake a significant reloc this move underscored their dedicat and thomas adams school. in the he lee’s steadfast partnership with his w art teacher at thomas adams schoo and intellectually stimulating environ 16 and oliver aged 9, complemented beloved dog, Betty, who already has a Wem as the new boarding dog.

Director of Thomas Ada

n is always eViDent in his Daily liFe.”

rwin

ht: Lee Irwin, f Boarding

arding education led him and his cation of nearly 300 miles to Wem. tion to the adams Boarding House eart of this transformative journey is wife, Jo, who shares his vocation, as an l.together, they create a nurturing ment for their two sons, James aged d by the cheerful presence of their a large social media following within

lee’s passion for boarding education is always evident in his daily life. He revels in the warm and familial atmosphere that permeates adams House, recognising it as the place in which lasting friendships are forged, and young hearts and minds are moulded. lee is ensuring that adams House maintains its ethos of being the ‘biggest family in shropshire’ with warmth, dedication, and a genuine love for the transformative power of boarding education.

THREE SIGNS YOUR SCHOOL IS READY FOR COACHING

A key purpose of education is to nurture resilient, autonomous and empowered students—quite a tall order for educators and schools. For those that offer boarding, this challenge spans 24 hours a day, seven days a week. But what if we flipped the script? What if students shared the load, instead of educators carrying this enormous responsibility?

Shifting this weight from the educator to the educated is one of many ways coaching can transform a school. But how do you know your school is ready?

McKenzie Cerri & Quinn Simpson, Graydin Co-Founders

Here are three signs your school is ready for coaching, based on our 12 years of experience working with boarding schools around the world.

1YOUR STUDENTS ARE WORKING HARD BUT NOT THINKING FOR THEMSELVES

If your student body is overly reliant on sta , coaching can create a refreshed dynamic in which sta empower students to find their own answers—in your tutoring programme, boarding houses and beyond. Students begin to recognise that the answer is often within them, and they build trust in their own wisdom and insight. Great coaching builds a sense of confidence that they can take with them into their postsecondary lives.

“As more of our community adopt coaching and become more coach-like, we are seeing a culture of re ection being embedded. This is spilling over into the classroom. Students are starting to think for themselves, aware of their strengths and weaknesses leading to greater ownership and engagement. Teachers are becoming less didactic and are using coaching skills as a standard communication method.”

LARA HAMPTON DEPUTY HEAD, RUGBY SCHOOL & GRAYDIN SCHOOL PARTNER

YOUR STAFF ARE FEELING DISEMPOWERED AND WANT AGENCY

When sta are motivated and given the opportunity to take charge of their own professional development, the entire school community flourishes Implementing a coaching-based strategy for sta growth makes this possible. This is because coaching is about exploring what someone wants—not about creating targets. Moving beyond just setting and reviewing sta objectives, coaching helps sta clarify their vision, establish goals and identify steps to achieve them.

“As a result of coaching, we redesigned our PDR and now each person has three goals: a school goal, a departmental goal and an individual goal. The school and HoD will set the rst two and then the staff member works with their coach to clarify their vision, goals and steps to achieve them. It’s been transformative.”

KATE GOLDBERG ASSISTANT HEAD OF STUDENT FUTURES, WHITGIFT SCHOOL & GRAYDIN SCHOOL PARTNER

YOUR SCHOOL CULTURE IS IN NEED OF GREATER CONNECTION AND COLLABORATION

E ective boarding schools strive to be inclusive communities where every individual experiences a sense of belonging, transcending their traditional role of imparting knowledge. When a school community knows how to support one another, everyone can learn, grow and thrive; coaching can help establish an essential foundation of trust to improve relationships between all parties. By o ering a practical framework, coaching creates unity.

“When I joined as Head in January 2018, I wanted to get the heart of our school in the right place. I believed the only way to do this was to implement a coaching culture. Since introducing coaching, the impact has been profound on our students, both academically and pastorally, but we’ve also seen a positive shift in our staff on a personal level.”

IRFAN LATIF PRINCIPAL, DLD COLLEGE LONDON & GRAYDIN SCHOOL PARTNER

If one or more of these signs resonate with you, your school is ready for coaching. To learn more, visit graydin.com. We are pleased to offer BSA readers 15% off our foundational coaching course called The Anatomy with the code BSA15.

There’s never been a better time to seek a remedy for students’ mental health. Research* shows that young people’s happiness and confidence are at an alltime low. Expedition tours give students the perfect opportunity to start afresh, gain a different perspective, make new friends and improve their mental fortitude – ready for whatever life brings.

FINDING PURPOSE AND IDENTITY

Expedition leader and mental health advocate Stu Skinner experienced PTSD, anxiety, and depression as a teenager. He’s now the Director of the mental health charity Changing Horizons – and his road to recovery began with a 4,500-mile cycle through Asia. Reflecting on the lasting impact of that overseas trip, he says: “I found passion and joy; but most importantly, I found my purpose and identity. I created a new identity for myself.”

MENTAL HEALTH FIRST AID

In 2017, World Challenge made mental health first aid training mandatory for expedition leaders, alongside physical first aid. Stuar t Morris, World Challenge’s Global Operations and Product Director, runs this important coaching. Morris notes the increasing number of travellers with mental health challenges, particularly in remote areas. “Having leaders who understand and suppor t individuals in such situations is vital for a positive experience,” he says.

A mental health first aid training course gives leaders the confidence to have conversations to suppor t young people with their mental health – from anxiety disorders to depression. While abroad, there can be anxiety surrounding food, toilet hygiene and becoming sick. Trip leaders learn how to navigate these challenges.

A CLEAN SLATE

One of the benefits of an overseas trip is that students arrive with a clean slate. “When you’re thrown together on an expedition, it doesn’t matter what maths set you’re in or whether you got into the school football team. On expedition tours, everyone joins as equals,” Skinner says. “There’s a Russian expression ‘tabula rasa’, which means ‘clean slate’. It’s exactly that on an expedition. People can become the person they want to be, not the person they think they are.”

PUSHING BOUNDARIES

The physical aspect of expeditions can also have a positive impact. Pushing boundaries – both physical and mental – and working as a team has far-reaching benefits. Skinner explains: “On expeditions, students push themselves harder and further than they thought possible. They break what they thought was their limit. Things they want to achieve become more attainable. Seeing someone pick themselves up after being down is the most inspiring par t of being an expedition leader.”

TRANSFORMING THROUGH TRAVEL

Travel can be deeply transformative. “I’ve seen people heal from grief on expeditions,” Skinner says. “One student was at a low point after his mother’s death. He found a family on that trip with his fellow participants. His Spanish was also so good that he became like our translator – and his confidence flourished in this role. The transformation was mindblowingly powerful.”

An overseas trip may not be a miracle cure for mental health challenges – but it’s a good place to start.

“Expeditions give young people memories to carry through life,” Skinner says. “These trips open doors, expand students’ horizons and nourish resilience –so they’re better able to face life’s challenges.”

*A 2022 study by The Prince’s Trust found that 48% of all young people have experienced a mental health problem.

Debbie Freeman-Griffith Head of Marketing and Communications Mowden Hall School

Navigating the Path to Bo Recruitment Success

“In the vibrant tapestry of a boarding school, domestic and international students intertwine to create a rich and diverse learning community. Each thread, however, requires its own unique approach to weave seamlessly into the fabric of your school.”

in the competitive world of boarding schools, attracting the right students transcends borders

International students bring diverse perspectives, enrich the school community, and contribute to a thriving learning environment But success requires a well-crafted bridge built on patience, cultural understanding, and strategic outreach.

While the allure of international enrolment is undeniable, neglecting domestic recruitment risks creating an imbalanced tapestry, one that loses the richness of its local community So, how do you build bridges that attract both domestic and international boarders, ensuring a harmonious blend that benefits everyone?

understanding the unique tapestry

domestic and international students arrive with aspirations and concerns as distinct as the threads they represent domestic families often prioritise factors like academic excellence, extracurricular offerings, and proximity to home their concerns naturally lean towards maintaining connections with familiar communities and ensuring their child’s smooth integration into the school environment international families, meanwhile, seek not just the academic thread but also the immersive tapestry of cultural experiences, language

acquisition, and a supportive environment away from home their concerns delve deeper into navigating unfamiliar territory, adapting to cultural nuances, and feeling welcomed and supported throughout their journey recognising these distinct threads is crucial to crafting targeted messaging that resonates with each audience, weaving their individual needs into the broader tapestry of your school community

oarding

2

understanding the international landscape international students come seeking academic prowess, cultural immersion, or language fluency. tailor your message to their unique aspirations. acknowledge the complexities they face in visas, applications, and cultural adjustments. show your support through clear guidance, resources, and a welcoming environment. remember, cultural nuances extend beyond the surface. adapt your communication, decision-making processes, and messaging to resonate with their diverse backgrounds and build trust. By seeing and understanding them, you pave the way for a thriving international community.

building your international recruitment bridge

don’t wait for the starting gun – international recruitment requires an early sprint. Factoring in specific application deadlines for international students. think beyond your immediate reach and forge global partnerships. collaborate with educational consultants, agencies, and overseas schools to build trust and expand your network. remember, authenticity is key. let international students and alumni tell their stories through testimonials, painting a vibrant picture of your inclusive community. Break down language barriers, not bridges. translate key information and marketing materials into relevant languages, ensuring everyone feels welcomed and understood.

weaving a tapestry of shared experience

Building a thriving boarding school community is an ongoing process. it’s about creating a space where domestic and international students learn from and enrich each other, their individual threads intertwining to create a richer, more beautiful whole.

the art of tailoring your bridge

While the principles of understanding unique needs and crafting targeted outreach remain constant, remember that each boarding school boasts its own distinct character, strengths, and offerings. a "onesize-fits-all" strategy simply won’t do. Building a vibrant boarding community is an ongoing conversation, not a static monologue. By actively listening to your diverse audiences, tailoring your approach to your school’s unique strengths, and continuously refining your strategies, you can create bridges that attract students who not only fit in, but thrive within the tapestry of your unique learning environment.

A L I G N I N G M A R K E T I N G , A D M I S S I O N S , A N D B OA R D I N G

T E A M S F O R

E F F E CT I V E

R E C R U I T M E N T

Carla Lamb

Head of Marketing and Communications

Truro School

Researching and understanding the desires of current and prospective boarders and their parents, along with cultural and competitor awareness, is also vital for a successful strategy. It allows schools to understand their unique offering alongside common themes such as a nurturing environment and academic excellence.

This narrative must also extend through all communication channels. At Truro School, we aim to share image and video content generated by the boarding teams alongside marketing-produced content and messaging to ensure authenticity.

Once an enquiry is made, aligning marketing and admissions efforts is crucial. For example, if a school is marketing a nurturing environment, academic excellence and personalised care, admissions practices need to be characterised by these same traits, as do the boarding teams.

By grasping the unique needs and expectations of students and parents, and actively showcasing and portraying them, schools can construct a recruitment pathway that not only attracts but also facilitates a smooth transition into the enriching world of boarding education.

“In opin bridgi boargap recrui requi tru collabo effortmarkb admis and bo teams, in sh

n my nion, ing the p to rding itment ires a uly orative between keting, ssions, oarding united hared als.”

ADVERTORIAL

HOW HPE ARUBA NETWORKING UXI SENSORS

REVOLUTIONISE BOARDING SCHOOL NETWORK EXPERIENCES

As a boarding school, providing a positive and enriching experience for students is a top priority. In today's digital age, a reliable and efficient network infrastructure is crucial to support learning, communication, and recreation. That's where HPE Aruba User Experience Insight (UXI) Sensors come in, and partnering with Switchshop can help you make the most of this innovative technology.

Imagine this: It's a weekend, and your students are enjoying their well-deserved free time. Some are gaming online with friends, others are streaming their favourite shows, and a few are video calling their families back home. With HPE Aruba Networking UXI Sensors in place, you have a tool that can validate network health, application performance, and troubleshoot the problems that affect day-to-day user experience.

These smart sensors continuously monitor your network performance, providing real-time insights into potential issues. When issues are detected, the sensors go through a rigorous troubleshooting and root cause analysis process. By analysing this data using the intuitive and simple-to-use dashboard, your IT team will benefit from end-to-end visibility over performance and health, enabling them to evaluate the connectivity and responsiveness of network infrastructure and applications.

The benefits of UXI sensors go beyond just recreational use. They can also support and enhance the various extracurricular activities that take place on weekends. Whether it's a debate club conducting online research, a language exchange program hosting video conferences, or a drama society streaming its performances, UXI sensors will provide proactive user experience insights to gain first-hand intelligence over network health from a user perspective.

How can I get started?

Now, you might be wondering how to get started with implementing UXI sensors at your boarding school. That's where Switchshop comes in as your ideal partner. With their expertise in network solutions and their deep understanding of the unique needs of educational institutions, Switchshop can guide you through every step of the process.

From assessing your current network setup to designing a tailored solution, Switchshop's team of certified professionals will work closely with you to ensure a seamless integration of UXI sensors into your infrastructure. They'll help you determine the optimal placement of sensors, and help configure the monitoring platform. As an authorised HPE Aruba Networking Support Partner with their ongoing support services, you can have confidence knowing that expert help is always just a call away.

In today's interconnected world, a robust and reliable network is no longer a luxury but a necessity. By investing in HPE Aruba UXI Sensors and partnering with Switchshop, you can elevate the digital experience for your students, faculty, and staff. From optimising recreational time to supporting extracurricular activities, UXI sensors contribute to a more enjoyable and fulfilling boarding school experience.

So why wait? Take the first step towards enhancing your network infrastructure and empowering your students with the digital tools they need to thrive with a Free Wi-Fi Assessment.

Contact Switchshop today and discover how HPE Aruba UXI Sensors can transform your boarding school's technology landscape. Your students will thank you for it!

FREE WIFI ASSESSMENT FOR YOUR SCHOOL

Gain insight into how your school’s Wi-Fi is performing, with a free WiFi Assessment using HPE Aruba’s User Experience Insight Sensors.

Learning Village

learning Village: the global eal platForm For schools. expert-leD anD immersiVe - For multilingual learners oF any language bacKgrounD.

the learning Village provides a worldrenowned, image-based blended learning platform for teachers supporting eal learners, senD and low-level literacy learners (6 to 16 years old) in schools across the globe.

the learning village is a vocabulary, language structure and reading programme for learners in english-medium schools. it follows a blended approach, encompassing online teaching and learning and offline customisable and scaffolded resources. the learning village can be used for independent learning, small group teaching and differentiation in class.

it is suitable for learners of any language background and it is also ideal for learners

who are not yet literate. the programme is divided into two parts: the village, for learners aged 6 to 12 years, and the islands, for learners aged 11 to 16 years.

the programme has three strands. it teaches everyday survival language, helping learners with functional social language and the language of learning. it includes a full phonics programme to support learners with segmenting and blending the english script, leading on to teaching the first 2,000 high-frequency words. additionally, it includes academic and technical curriculum language to support learners with accessing the curriculum (primary and secondary) through curriculum content vocabulary and language structures.

the village and the islands include:

● 20,000+ words and phrases to support improving speaking, listening, reading and writing skills in english

● image-based learning, to assist learners who are unable to read in their mother tongue

● excellent support for seNd and lowlevel literacy learners

● techniques to help learners support themselves

● support for blended learning and for self-study

Are you looking for a robust and comprehensive English pro ciency assessment tool designed for English language learners? Sign

easy to administer

can be used for admissions testing or as a summative English language pro ciency assessment suitable for learners aged 7+ through to adults approximately aligned to BELL, CEFR and other levels covers all four language skills including reading, writing, speaking and listening includes carefully designed speaking and writing marking criteria aligned to BELL to help you assess writing and speaking skills

GUEST

Clu at the

“staFF anD pupils wholehearteDly entereD into the spirit. From the costumes to th

Penny White House R Kimbolto

edo Castle

he canDlelit Dinner, it’s a genius way to bring the boarDing community together”

Neale Resident Tutor on School

SEUG

imagine a chilly night in march…the full moon is reflected in the windows of an imposing castle, an owl hoots from a nearby tree. suddenly, a bloodcurdling scream echoes from inside the castle. it can only mean one thing – a game of live cluedo at Kimbolton castle.

at Kimbolton school, the spring term heralded the most talked about and anticipated date in the girls’ boarding house (White House) calendar – live cluedo the idea of bringing the popular board game to life came about during lockdown, after all, what do you do when you have a boarding house full of girls to entertain, and you are lucky enough to have a historically significant castle at your disposal? this hugely popular evening has now become an annual event and is run along the lines of a murder mystery evening Boarding staff and other willing staff volunteers, dress up (having secretly planned and assembled their costumes) and assume the character of well-known cluedo personalities the girls arrive, exquisitely turned out in formal attire, keen as (colonel) mustard to get the game underway

as they mingle with pupils in the castle’s state rooms, the cluedo characters (aKa the staff) act out their parts (extremely convincingly in most cases) over drinks and then a formal candlelit dinner, subtly setting the scene and dispensing valuable nuggets of information along the way

a terrifying scream signals the beginning of the game transformed into detectives, the pupils embark on a ‘live’ team rendition of the timeless board game, navigating the labyrinthine corridors and state rooms of Kimbolton

BOAR

castle With each roll of the dice, they move closer to solving the mystery, questioning the cluedo characters who are strategically placed throughout the castle’s rooms after several ‘moves’, time is up and each team submits their conclusions as to who did it (or is that ‘who dunnit?’}, where they did it, and with what murder weapon We can reveal that on this occasion it was colonel Mustard (resident House tutor), in the Green room with the candlestick!

Both our boys and girls boarding houses benefit from a fun-packed calendar of events and activities throughout the year including themed dinners, trips to the theatre, adventure centres and theme parks With full, weekly, flexi and occasional boarding on offer at Kimbolton, there’s always the opportunity to get in on the action Boarding is becoming an increasingly popular choice as our flexible options are well suited to families with busy lives, as well as pupils who enjoy the home from home, family feel of Kimbolton

thanks to its rich and fascinating history, stunning interior and sweeping grounds, Kimbolton castle is perfectly suited to hosting school and private events located in the historic market town of Kimbolton, cambridgeshire, the castle was the family seat of the dukes of Manchester from 1615 to 1950 as well as being the home of Kimbolton school, it is famous as the final home of King Henry viii’s first wife, Queen Katharine of aragon who reportedly died in what is now the Headmaster ’s study and if that doesn’t make it the perfect setting for a game of live cluedo, nothing does!

RDING

t m a K e a h o u s e a h o m e ?

Julia Hodgson Head of Boarding Marlborough College

A home-from-home at Marlborough

l i K e m a n y b o a r D i n g

s c h o o l s w i t h a l o n g

h i s t o r y , o u r b o a r D i n g h a s

D e V e l o p e D r a t h e r

o r g a n i c a l l y o V e r t h e

y e a r s . m a n y o F o u r h o u s e s

h a D a l i F e b e F o r e

b o a r D i n g a n D h a V e t h e i r

i n D i V i D u a l s t o r i e s t o t e l l .

m a i n t a i n i n g a s e n s e o F

h i s t o r y a n D i D e n t i t y i n

t h e h o u s e i s i m p o r t a n t .

The boarders have a home that is unique to them, just as their family home would be, with pictures and memories of the previous generations that have made up the families in the House that have gone before.

Of course, of equal importance are comfortable spaces to relax, socialise and create new memories But as important as these physical features are, what really makes a House a home is the sense of belonging and acceptance The feeling that pupils are part of a community that values and supports them will make any House a home

As

important as the physical features are, what really makes a House a home is the sense of belonging and acceptance.

“ “

Fostering a nurturing environment at Truro

“Witnessing the bonds that build within these walls is a testament to the true spirit of home.

in our boarding house, the essence of ‘home’ is carefully crafted through a unique blend of friendships, shared experiences, and a profound sense of belonging our dedicated boarding team ensure the smooth functioning of the house, but a clean, wellmaintained building is just the beginning

at truro school, we strive to foster a nurturing environment where children from diverse cultural backgrounds are celebrated for their individuality. weekly activities such as yoga, cookery and arts and crafts prioritise our boarders’ wellbeing, ensuring they are happy, settled and cared for. excursions, including surfing and sailing, not only leverage our unique cornish environment but also create shared experiences that bind our boarders together.

David McKeown Head of Boarding Truro School

Home-cooked meals enjoyed in a communal dining setting, and delightful birthday cakes prepared by our resident houseparent, cultivate a familial atmosphere. shared living spaces serve as the backdrop for late-night conversations, laughter, and the mentorship of house staff, forming a genuine sense of home for our boarders.

Head of Boarding, david McKeown, commented, “we strive to create a genuine home for our boarders. it goes beyond the buildings; it’s about shared laughter, friendships, and the supportive environment that defines family. our goal is to cultivate a sense of belonging,

where each boarder feels valued and encouraged. as a boarding housemaster, witnessing the bonds that build within these walls is a testament to the true spirit of home – a place where individuals grow, learn, and find friendships that extend far beyond their time here.”

u Purchasing Solutions

u Consumer Insight

u Tender Management

u Contract Monitoring

u Benchmarking

u Strategic Reviews

u Catering Design & Planning

Learn more

We would be delighted to meet up informally to understand your challenges and to put forward a range of solutions for your consideration.

A dynamic Catering and Facilities Management

Consultancy – Litmus helps improve the health and wellbeing of students through better food and nutrition

Litmus have been providing catering and FM consultancy in schools for over 30 years. It’s one of the rst sectors we started in and we are very proud of our track record.

We understand that every school has its own identity. Its own culture. Its own community and its own challenges.

We’re here to help schools flourish by helping to create the best possible support services infrastructure whether contracted or managed in-house.

Community

Great, healthy food should be a given, efficient and cost-effective housekeeping, cleaning, grounds and security services the norm.

Our goal is to help schools get the best from their budgets and make time at school a pleasure for everyone in your community.

In-house/Contracted

Whichever arrangement exists we’re comfortable because, in the end, it’s the service that matters, not who delivers it.

Boarding

Living somewhere isn’t the same as visiting somewhere. Boarding schools are different, and we have learned that any experience that boosts pupils’ happiness and comfort in a secure environment is central to every school we have worked with.

Contact

Joe Par tt is our Education Consultancy Director, his contact details are below, or scan the QR code.

M: 07837 759 198

E: joepar tt@litmuspartnership.co.uk

W: www.litmuspartnership.co.uk

X: @litmussolutions

What matters most to your community?

customer satisfaction surveys have been around a long time Feedback systems show that schools care and should help them improve the service provided unlike in day schools, where the success or otherwise of a catering service can be measured by pupil uptake or sales through the till, boarding schools have captive audiences, and so seeking their views is vital But do surveys deliver the intelligence needed? do the outputs help things improve? Was pupil and staff satisfaction increased as a result?

Food committees and school councils are commonplace Whilst these forums allow pupils to give school leaders feedback on what works well and what could be better, the views are often those of the most outspoken pupils Furthermore, individual likes and dislikes (more chips!) are discussed rather than insights into broader service issues and an understanding of whether the opinions are those of the many or just the few the inspectorate also requires that staff views are heard, and their wellbeing promoted a more structured approach is needed and one that results in schools prioritising change on matters that have the greatest chance of improving the customer experience

Before launching a survey, schools need to understand what issues matter most to their community asking questions on relatively trivial matters can be a distraction and diverts focus to areas that will have limited impact on the overall experience For this reason, focus groups and individual interviews

with key stakeholders are a great way to know what you should be asking You can’t ask everything, as respondents will quickly switch off, so remain focused on the truly important issues

the best survey outputs are achieved by measuring satisfaction gaps - the differences between the importance and satisfaction ratings for elements of a service by each respondent everyone’s different and each of us has our own priorities and preferences the skill is determining what actions will have the greatest impact respondents are presented with statements such as “the quality of the non-meat options” and they give that statement two scores Firstly, the importance of the topic / service outlined in the statement and, secondly, how satisfied they are with the delivery of the topic / service people will typically rate differently on both counts and that is the satisfaction gap

these surveys can be repeated at set intervals and be key performance indicators for both in-house and outsourced services if there is House dining then surveys can be set up to show performance by House and introduce healthy competition the data can be cut and sliced to show the opinions of sub-set groups across the school

Getting responses is a feat in itself; survey fatigue can be a big problem if respondents know why they are being asked for feedback, they are more likely to respond For example, if your school is planning to refurbish the facilities, survey responses can help shape the scheme letting them know this and how you’re going to use and share the results will also help Make it easy for them to participate – a Qr code they scan or a link that is texted or e-mailed to them means the survey can be completed from their smart phone, there and then and we’ve found that rewarding the House with the greatest number of responses with a pizza night can be a great incentive!

acting upon well executed and well analysed consumer insight programmes can transform services, and not just for catering Just small changes can make a big difference to pupil and staff contentment on issues that matter most to them

For further information visit https://litmuspartnership.co.uk/se rvices/consumer-insight/

Joe Parfitt Education Consultancy Director

Echoing a fam in the boar

Lindsa

Head of B Cargilfiel

house a home?

mily dynamic rding home

“Ultimately, it is the people, the shared moments and the consistent support that turn a boarding house into an authentic home.”

What helps make a boarding house feel like a home: A comfy bed and open fires in the library? The chance to personalise your own space and use your own bedding? A place to relax and be yourself? These might be the start. Cargilfield’s boarding community encourages children to connect with children across various

year groups, echoing the dynamics of the family.

While there are lots of children around for evening activities so that you can choose to do the same as your friends, more informal collaborative activities for the boarders respond to how everyone

is feeling that night and encourage you to leave behind the routines of the day. A nurturing atmosphere and a team of enthusiastic staff of different ages encourage camaraderie and a sense of belonging, even if you only board just one night a week.

Ros Nairne Director of Communications

Bede’s

Building a sense of belonging

building a sense of belonging is a core part of our mission at bede’s, and nowhere is that truer than within our boarding community. this can only be achieved within a boarding house, by ensuring that pupils feel safe, listened to and valued.

A house should be warm, comforting and welcoming place. Our staff carve out time to mentor, coach and inspire our pupils and of course, build positive relationships with parents and

guardians to build a bigger picture about each pupil and create relationships which are truly based on trust and empathy.

Stuart Brown who is a housemaster in Camberlot House, explained further: "There is no substitute for spending time with a student, getting to know them; their likes and dislikes, their family background and culture. And of course, for teenage boys, a happy home must also include lots of food!"

A happy home must also include lots of food! “ “

The key for a brilliant boarding cultur

“True comfort and belonging in the boarding house go beyond material provisions and resources - strong pastoral cultures are underpinned by three essential elements.”

William Chaloner Senior Boarding Housemaster Whitgift School

In his collection of essays, the celebrated English paediatrician Donald Winnicott (former boarding student of The Leys, Cambridge) alludes to the importance of a ‘facilitating environment’ in enabling young people to mature, thrive and become healthy individuals.

Educators in boarding schools globally tirelessly pursue this type of environment and strive to cultivate brilliant cultures in which their pupils engage in that ever so slightly counterintuitive practice of living at school! Even with the resources to deliver exceptional curricula, teaching, facilities and boarding accommodation, schools must never neglect three key factors when building a safe and homely environment for their students:

How do you u s e t h e s e ingredients t o

m a k e y o u r

boarding

h o u s e a h o m e ?

Relationships

The quality and security of relationships are a fundamental building block of making any boarding house feel like a home. Whether it is positive peer to peer interactions, older students setting the example to younger ones, boarding staff truly knowing their students and promoting their development or a 5-minute phone call home, relationships should always be viewed as a priority.

Ritu

As in family life, rituals give priceless o shared identity amongst the commun house trips, group sporting or cultur powerful vehicle to create bel

uals pportunities to connect and develop a nity. Be it a weekly tutor group dinner, ral activities, harnessing tradition is a onging in any boarding house.

Respect

Championing the expression of diverse talents, abilities and characteristics is not always straight forward. Creating platforms whereby the full breadth of a community can be recognised and appreciated are essential when inculcating a culture of tolerance and respect.

Sam Cooper Head of Boarding Gordon’s School

A term-time home at Gordon’s

“The boarding house is underpinned by ‘positive education’, kindness and understanding that mistakes are made so that learning can occur

For all those starting their boarding journey at Gordon’s, aged 11, their ‘term-time home’ is a bespoke junior mixed boarding house, complete with soft toy camels on every bed! the boarding house is underpinned by ‘positive education’, kindness and understanding that mistakes are made so that learning can occur. it’s run as part of houseparents sam and Daisy cooper ’s family home – the kitchen door is always open and their children and dog running around.

As well as encouraging independence, the Coopers read to the young boarders every night And while there are exciting and varied weekend activities, there are also Saturday morning pancake traditions in the Cooper ’s kitchen, film nights and hot chocolate before bed, in handcrafted mugs the children have made themselves! In the Summer the BBQs come out and evenings are enjoyed around fire pits chatting with a plentiful ‘smores!

Students’ photographs and handprints adorn the walls A large world map shows places associated with each child to reinforce the boarding House as a place where they belong Often, they will discover others in the House who also attended the same school in another country where their parents have been posted!

GUEST Using FutureArtGe

it is always a privilege to impart knowledge to future generations; but i do feel that art has a very particular place in the curriculum. From a very early stage, our desire is for pupils to ‘own’ their projects and coursework, to truly find their own aesthetic path. In other subjects, there is a set material to learn, the challenge being on how it is used. In art, the material itself, topic and subject matter is a free choice. I over-generalise, of course, but there is a marked difference in teaching Art to, let’s say, even History of Art (I teach both, incidentally). In the former, one-to-one discussions predominate from GCSE onwards, and pupils are nudged to exploit their own expressive potential. There are specific workshops and segments of the year to introduce specific skills, such as painting, printmaking, sculpture or ceramics, and it is thrilling to see a pupil naturally take to a particular method and run with it.

BOAR

Miroslav

History of A

Sherborn

to Inspire enerations

My work as an artist slots into that perfectly. I am mostly a painter, but have in the past worked in sculpture, installation, digital art, and even performance. I have exhibited internationally, but most of my exhibitions take place in London. I think the benefit of being a practising artist and teacher is essentially twofold: the response from the pupils, and the way it benefits my role as a teacher. The enthusiasm with which pupil’s respond to “sir doing a show” is, I must admit, always very flattering and surprising. I think it drives home to young people the fact that they are not living and studying in an isolated bubble, that we are connected, linked to the world, and that our (and their) decisions and actions count. It also elevates their own identity as artists; no longer is it a “subject”, but an endeavour which perpetuates its values and is a lifetime adventure. I have had, as a result, extraordinary conversations where I become the ‘pupil’ and I face a barrage of challenging questions about my practice. That table-turning helps the pupils become so much aware of their own

RDING

Pomichal

Art Teacher

School

“ “

It is always a privilege to impart knowledge to future generations; but I do feel that art has a very particular place in the curriculum.

relationship to their artwork, and helps them formulate the ideas and concepts which underpin their coursework and exam units

The exhibitions are in many ways even more useful for my History of Art A Level pupils, leading to many exciting conversations about the contemporary art world that enrich their knowledge and fit well into that particular specification. Although mostly the class just insists on including errant artworks of mine into their art history Powerpoint presentations!

The second benefit I can see is the way it keeps me sharp and in tune as a teacher. Art is in so many ways a sensory activity, and we must refine our own physical abilities and responses to our materials. Every teacher (and technician) in the department spends considerable time exploring their own practices, in the evenings or during the holidays, and that passion and excitement for a particular method or process shines out of them on a daily basis. I need to keep up with them!

Part of the BSA Group

WoRlD BoaRDinG staFF Day

Reflecting on #WorldBoardingstaffDay

that took place on Monday March 4 –thank you to all those who joined the celebrations in recognition of the amazing boarding teams who work so hard to support boarders each day!

GoRDon’s school

Thank you to all our amazing Houseparents and staff in the Boarding Houses for their enthusiasm, dedication and kindness and for making each boarding house a home. Today, #WorldBoardingstaffDay, we salute you!

Happy World Boarding Staff Day!

Looking back on some amazing boarding trips and activities that wouldn’t be possible without the hard work from our Boarding Staff!

#WorldBoardingstaffDay

st laWRence colleGe junioR school

We could not deliver such an enriching boarding experience to our boarders without the commitment & dedication of our staff. So today, on World Boarding Staff Day, we say a huge thank you to our boarding Housemasters & Housemistresses and their teams.

#WorldBoardingstaffDay

anD alBeRt

Today is #WorldBoar celebrated our fantas colleagues and all the contribute to our com special brunch this m you for all your hard dedication #Respect

BaDminton school

Royal alexanDRa

scho

a ol dingStaffDay! We stic boarding ey do and mmunity with a morning. Thank work, care, and t

Today is #WorldBoardingstaffDay! Our staff are the backbone of boarding at The Grove! We’re so grateful for them!

school

This #WorldBoardingstaffDay, we’re celebrating our custodiansfrom caterers to cleaners, Housemasters to Matrons, we thank you for keeping St Margaret’s, Westminster and Sutton boarding houses such well cared for homes away from home. ��������

sheRBoRne GiRls

Today we celebrate #WorldBoardingstaffDay and our amazing house teams who make our girls feel at home in Sherborne. Today and every day, we are truly grateful for their unwavering support and commitment to creating a nurturing environment. We couldn’t do it without them! My years working in a boarding house have been a complete education for me. I now know there is no such thing as a bad child …they are literally all lovely. Some may be getting things wrong and some find friendships or learning more difficult than others but the spirit and endeavours of the young we have in our care never cease to amaze me. Helping these children along their path to adulthood, to have fun, make the most of their time at school and to fulfil their potential is such a privilege. I have the best job out there!

WooDhouse GRove school

sutton valence

RE-IMAGINE

In a rst for a British public school: Fettes College has pioneered linking travel record keeping to travel management and journey execution.

This visionary approach, in partnership with I-GTM, has revolutionised how the school handles student travel logistics, bene ting parents, staff, and, most importantly, the students themselves. View the case study: https://i-gtm.com/fettes-case-study/

Sue Bruce, Head of Wellbeing at Fettes College

“I-GTM has provided us with a system that intelligently gathers the travel records for our entire boarding contingent and seamlessly books taxis with Central Taxis, our preferred Edinburgh Black cab eet, thus freeing up considerable resource for pastoral care and improving our transport solution to students and parents.”

Solution

Effortless Parent Involvement: Parents can now record essential travel information with ease, thanks to syncing with school systems.

Student and Fellow Student Engagement: Students and their ride-sharers can seamlessly track their taxi in real-time.

Enhanced Security Measures: From the end of 2023 the security team will have full visibility of arriving taxis and the passengers they carry.

Intuitive Travel Dashboard: A centralised travel dashboard offers a comprehensive overview, empowering house staff and security personnel with the data they need.

Automated Billing: The solution automates the charging and billing process, streamlining administrative tasks.

Streamlined, Managed Parent Communication: System automation sends out templated reminders to record & book travel, keeping a log of laggards as travel day approaches.

Impact

Fettes College experienced a profound transformation in its approach to travel record keeping and logistics.

House Staff Relief: House staff, whose days were once consumed by travel data collection, can now dedicate more time to pastoral aspects of their roles. This once relentless task now happens seamlessly and ef ciently.

Parents Empowered: Parents appreciate the streamlined process, which leverages the school’s existing data, reduces data entry, and offers a clear overview of transportation plans. It alleviates the hassle of redundant data submission and eases concerns about their children’s travels.

Centralised travel dashboard: satis es house and school staff while also complying with minimum standards as per UKVI and NMS regulations for boarding schools.

If you’d like to discuss how these innovations can bene t your school, please don’t hesitate to get in touch.

David Williams on dw@i-gtm.com T. 020 3355 2413.

Simon Barber Headmaster, Ludgrove

as a full, fortnightly boarding prep school, ludgrove prides itself on its family atmosphere, providing a home-awayfrom-home for its 186 boys. Quila is as much a part of this ‘ludgrove life’ as sunday Funday and stories with mrs Barber. she is always one of the first to greet you at the front door – be it as a prospective family or a boy returning to school.

She is often found front of house where she will sit with a boy making a call home or waits patiently with them waiting to go on a school visit. Every afternoon she makes the rounds with Mrs Barber on a walk around the playing fields to see the boys playing sport. Quila is such a well-loved member of the team that she was immortalised on the specially commissioned Ludgrove Christmas bauble!

Although ‘top dog’, Quila is not the only four-legged friend at the School. With many staff living on site, there are lots of other dogs who enjoy joining in the fun. Two new recruits, puppies Truffle and Waffle, have recently joined House Parents, the Pinchin-Hughes’s, spaniel Fudge and can already be found cuddling up with the boys on hot chocolate night while they watch a film. For those boys missing a bit of canine company back at home, there’s an opportunity to enjoy Welly Walks with Indie the labrador during Thursday Afternoon Activities and Libby the spaniel can always be found supporting the boys from the sidelines on Wednesday match days.

Four-legged fri

Dogs add to the family feel of the School. It is important that our boys feel this is their home during term time and living alongside our muchloved School dogs are an important part of their Ludgrove life.

“

iends at Ludgrove

GUEST

Kelly Ives Director of Boarding Woodford

To all house staff, this is for Despite the challenges, in the everyday of boarding

anna moved from pangbourne college, a co-educational day and boarding school in Berkshire, to teach at Woodford house, a girls’ boarding and day school in new Zealand. over lunchtime conversations with kelly ives, Director of Boarding at Woodford house, the similarities and differences in the two schools’ boarding structures were explored.

At Pangbourne College, all boarding and day pupils, belong to one of the school’s seven boarding houses. These act as a base for the day pupils when they are not in lessons, or at activities, as well as being the boarders’ home. This creates a strong sense of community and identity within the school. All houses are staffed by a resident housemistress or housemaster (HOM) and a resident

assistant (AHOM) are also members staff. The Matrons to the happy runn providing support overseeing domes as laundry, and as with daily routines play an important to assist the youn routines and beha expectations with house. The wides

‘Reach’ through w staff to monitor p and absences.

Woodford House boarding school, w of students being girls live across six houses and Kelly by a team of 12 st staffed overnight are referred to as

you, , take joy g life

-both of whom s of the teaching s are fundamental ning of the house, t for students, stic matters such ssisting the HOM s.The Y13s also role as mentors ger years in the aviour in the boarding pread use of wrist bands allows upils’ locations

is a day and with almost 70% boarders. The x individual Ives is supported taff. All houses are by Matrons, which Boarding

Supervisors. These women care for the needs of the girls from the moment they return after school, through to breakfast the next day. Boarding staff get to know the students and their families (whanau) very closely. Requesting leave is similar to Reach at Pangbourne, but is called ORAH. Senior students also play a pivotal role in helping guide our younger students. The Y13s are housed in apartments, separate from the main boarding houses, where a high trust model is operated. Students can leave site after school with no written permission but must return by dinner.

Accompanying this article is a heartfelt poem which is a love letter to boarding, crafted by a teacher who reminisces fondly on her weekly night duties.

Dear Boarding

You are the reason I couldn’t make a fri But I ensured the girl who was homesick you let out the loudness of students in d

Thank you for the many round wonderful catch ups in the ho

You taught me more ab improved my classr

To the long evenings with fir safeguarding disclosures, which ta I didn’t know I c

Boarding you go hand in hand thank you, pleas

Oh boarding, you are the way core mem evening exploits and

You teach them self ma tolerance and prepare

You gave me a deeper resilience from teaching most of the next day as if nothi my capabilities to function on le

The season of life to do weekly du but I won’t forget ever

iends birthday party on a school night.

k had someone to talk to. I love the way dance parties and house competitions.

ds of toast, hot chocolate and use living room and kitchen.

bout my students and room relationships.

e alarms, hospital trips and aught me resilience and strength ould draw upon.

d with large cups of coffee –se stay friends.

mories of school are made with pranks, d sleepovers galore.

anagement, teamwork, them for university.

the faster busy nights so I could be ing happened. You made me stronger in ess sleep and keep a cool head.

uties might have paused for now rything you gave me.

Love Anna

ADVERT

SAFEGUARDING LEARNING IN TURBULENT TIMES: UNDERSCORING THE IMPORTANCE OF RESILIENCE FOLLOWING A RISE IN SECURITY REQUESTS AND EVACUATIONS

to mark international Day of education, international sos, the world’s leading health and security risk services company, underlines the essential role of proactive measures in promoting the health, security and wellbeing of the global education community. this focus is increasingly crucial as educational exchanges and trips resume amidst an increasingly complex geopolitical context and the enduring effects of the global crises.

Despite ongoing challenges, UNESCO and the Institute of International Education reported that in 2023, the total number of globally mobile international students at the tertiary level remained consistent at 6.4 million1. As students participate in educational excursions and exchange programmes, their exposure to diverse environments also brings potential risks. From unexpected illnesses and accidents to security threats and cultural challenges, institutions must be prepared to mitigate these risks and ensure students’ wellbeing throughout their journeys.

A heightened need for resilience is also reflected in International SOS’ data, which saw a 20.2% increase in security advice and assistance requests and a 29% increase in evacuations and repatriations from scholastic clients. This surge underscores the growing complexities and uncertainties faced by students and staff, underlining the crucial role of proactive risk management in ensuring their safety and wellbeing.

“HENNING SNYMAN

Security Director at International SOS, said The past few years have challenged educators and inst on multiple fronts, from navigating immediate demand online learning and supporting students through pand related anxieties to managing the ever-present risks of changing world. While the resumption of internationa mobility within the education sector offers exciting opportunities, this pursuit must be coupled with risk management strategies. Navigating the complex interp between academic freedom and risk management pres significant challenge for educators and institutions in globalised education landscape.

Partnering with overseas providers with local expertise help educational institutions navigate the dynamic trav landscape and strengthens on the ground support for participants. Institutions must, however, clarify shared responsibilities for support and emergencies, ensuring seamless integration with their own plans and procedu Leveraging expertise from the ISO 31030 framework, International SOS is actively involved in the developm the new ISO 31030 standard - Risk Management for Yo School Trips. This document will provide guidance for managing risk for youth and school trips for both dom and international travel and include guidelines for cre emergency response plan.

titutions ds of demica al lay sents a today’s e can vel trip g ures. ment of outh and mestic ating an

iaBout the inteRnational sos GRoup oF companies

The International SOS Group of Companies is in the business of saving lives, protecting your global workforce from health and security threats. Wherever you are, we deliver customised health, security risk management and wellbeing solutions to fuel your growth and productivity. In the event of extreme weather, an epidemic or a security incident, we provide an immediate response providing peace of mind. Our innovative technology and medical and security expertise focus on prevention, offering real-time, actionable insights and on-the-ground quality delivery. We help protect your people, your organisation’s reputation, as well as support your compliance reporting needs. By partnering with us, organisations can fulfil their Duty of Care responsibilities, while empowering business resilience, continuity and sustainability.

Founded in 1985, the International SOS Group, headquartered in London & Singapore, is trusted by more than 9,000 organisations, including the majority of the Fortune 500, as well as mid-size enterprises, governments, educational institutions and NGOs. 13,000 multicultural medical, security and logistics experts stand with you to provide support & assistance from over 1,200 locations in 90 countries, 24/7, 365 days.

To protect your workforce, we are at your fingertips: www.internationalsos.com

inteRnational sos oFFeRs pRoactive stRateGies FoR eDucational institutions to ensuRe the health, WellBeinG, anD secuRity oF theiR communities:

1. Conduct thorough pre-travel risk assessments for all educational trips: consider the destination’s security and medical landscape, students’ unique profiles and potential cultural challenges. Consider whether particular requirements are necessary for individuals with special needs.

2. Provide students and staff with pretravel health and safety briefings: educate them on local customs, cultural sensitivities health and safety protocols, and emergency procedures. Equip them with resources and communication tools to navigate diverse environments.

3. Invest in comprehensive infection control plans for campuses and travel programmes: implement hygiene protocols, prepare for outbreak scenarios, and ensure access to proper medical resources.

4. Equip trip leaders with incident management protocols and 24/7 assistance and support capabilities: ensure they have appropriate coordination with local providers, access to trusted information and resources to handle unexpected situations.

5. Improving mental health literacy and addressing stigma: training school staff, teachers and peer groups in psychological first aid.

In recent y been focus standards can align w Parents ex schools to drop. Scho ensure tha their powe teachers. But is not j teaching p recruitmen concerning many nontroublesom schools co employers that are off for fewer h

We must a of a board recruitmen

Lee Glaser Group Serv

BSA Group

vices Director

rding schools continue to face significant lenges when aiming to recruit, and retain, ll complement of high-quality staff.

ears schools have rightly sed on improved and ensuring teachers with those standards. pect excellence and hold account if standards ools must therefore at they do everything in er to recruit high calibre

ust filling a tricky ost late in the nt season that is g leadership teams. Filling -teaching roles is me. How can boarding mpete with other local , such as supermarkets, ffering better rates of pay hours?

lso consider the culture ing school. It is vital that a nt process provides

potential candidates with a clear understanding of a school’s culture. There is no point gathering 50 applications for a teaching role if they are unaware, and unwilling, to work on a Saturday.

Schools are therefore faced with the double-headed challenge of increasing the reach of their job adverts whilst reducing costs due to impending financial headwinds.

The BSA has been working on this challenge and has delivered a solution by partnering with recruitment experts Hays Plc. Our platform, jobsforschools.org.uk, launched recently and has three key elements:

For a one year subscription fee schools can advertise an unlimited number of roles;

• The platform covers all types of roles across a huge range of specialisms;

• Access to the platform is reasonably priced with packages starting at £4,000pa.

We are convinced this platform will change the landscape of staff recruitment for schools and will challenge current providers.

If you would like to hear more please contact lee Glaser lee.glaser@bsagroup.org.uk or laura Brain laura.brain@bsagroup.org.uk

j o b s f o r s c h o o l s . o r g . u k

verisio info@verisio.com verisio.com

Bsa diligence@bsagroup.org.uk boarding.org.uk

GROUP LEGAL SERVICES LTD

BSA’s Due Diligence Service in partnership with Verisio is a bespoke service for UK boarding schools which recruit international students. This service will couple Verisio’s expertise in ethical and effective international due diligence with BSA’s understanding 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 rce of their funds. For further information, visit w.boarding.org.uk/immigration-support-for-schools/

BSA Certified Agent and Guardian schemes

The BSA Certified Agent and Guardian schemes continue to grow, providi

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 75 agents and 62 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 89% 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.

ing reassurance for schools and families.

“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 128.

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 128.

The following organisations have achieved BSA Certified Guardian status since the last edition of the magazine was published:

Chinese uK Study Company

Eduexcellence Consulting Services (provisional) (England)

Edukatus (provisional) (England)

Edukatus (provisional) (uK wide)

PJL Global Students (provisional) (England)

uK Academics and Guardianship (England and Wales)

VIP Guardians (England and Wales)

A very warm welcome to the BSA family.

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

BSA Certified Guardians:

Abby Plumb Education Guardian Service

Academic Families

Access uK Education

Alderwood International (provisional)

Alina Yegorova (provisional)

Alpha Guardians

Anglo International Student Centre (provisional)

Amber Education

Belgravia Guardians

Berkeley Guardians

Boarding Schools Ireland (provisional)

Cambridge Guardian Angels

Carfax Guardians

Churchill Education Services

Chinese uK Study Company

Clarendon International Education

College Guardians

Connexcel

Convoy Education (uK Wide)

Cotswold Guardians

Crown Guardians (England, Wales)

Eduexcellence Consulting Services (provisional) (England)

Education and Exchange in Europe (provisional)

Edukatus (provisional) (England)

Edukatus (provisional) (uK wide)

East Coast Guardians

Edinburgh Guardian Angels

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

IQ Consultancy

Jd Consultancy

overseas Personal development Services

oxbridge Guardians

Prestige Guardians (provisional)

PJL Global Students (provisional) (England)

redoor Education (provisional)

regent Guardians

robin Education

ruyang Guardian Service (England)

rV Sport and Education (provisional)

Scottish overseas Guardianship Association See World

St George’s Guardians

Study Links

Test Education Centre

The Guardian Family network

Trusted Guardianship

uK Academics and Guardianship (England and Wales)

uK Guardians

uKGuardianship

uK Tuition Services

uM Education (provisional)

VIP Guardians (England and Wales)

Ying Lang Guardian, Glamour Edu Ltd

The following organisations have achieved BSA Certified Agent status since the last edition of the magazine was published:

Beach Education (Bermuda)

CSF Educational Consultants (Military Families)

Edu S.o.S Consulting (Italy)

JMS Global Consultancy (Hong Kong and South East Asia)

Kew Learning (China)

one School Group (China)

Quest Tokyo (Japan)

Toechter and Soehne (Germany)

uK Epsom Education (China)

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

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

BSA Certified Agents:

Abby Plumb Education Guardian Service

(China and Hong Kong)

(Certified Agent and Certified Guardian)

Academic Asia (China)

Academic Families (worldwide)

(Certified Agent and Certified Guardian)

Akademis (Germany, Austria, Switzerland)

Anglo International Student Centre (China)

ApplyEasyPro (China and Taiwan)

Aster Tuition (China, Worldwide)

Aston Education (Hong Kong)

@School-in-uK (russia)

Baltic Council for International Education(Latvia,

Lithuania, Estonia & Poland)

Barbara Glasmacher Internationale (Germany)

Beach Education (Bermuda)

Be Education (China, Hong Kong, Singapore)

Bespoke Education (Kazakhstan, uzbekistan)

Better School! Internatsberatung (Germany)

BoSSS uK (China)

Britannia StudyLink (Hong Kong)

Brighteru

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)

CSF Educational Consultants (Military Families)

dickinson School Consulting (Germany and worldwide)

EduExcellence Consulting Services (China)

Edugo Guardian (South Korea, Worldwide)

Edu S.o.S Consulting (Italy)

Edukatus (China, Hong Kong, Singapore)

Esta Educational Consultancy

Future Perfect

Genesis Education Planning (China)

(Certified Agent and Certified Guardian)

Global Education Tumulka (GET) (Germany)

Golden Apple Tree (China)

HKIES overseas Education Centre (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)

JMS Global Consultancy (Hong Kong and South East Asia)

Kew Learning (China)

Kulturwerke deutschland Sprachreisen (Germany)

Leo Education

Mark Brooks Education (Ghana, nigeria, worldwide)

Meridian Group(Latvia)

orpington Education Group

one School Group (China)

overseas Personal development Services (China)

oxbridgecrew Education

Panoba (nigeria and Saudi Arabia)

Petra Heinemann Internationale Schulberatung (Germany)

Prime uK Education (China)

QEd Education Group (China)

Quest Tokyo (Japan)

rise Smart overseas Education Centre (Hong Kong)

rV Sport and Education

Sarah Jochums Internatsberatung (Germany)

School Britannia (France)

Sino-uK Arts & Cultural Bridge Ltd (China)

Test Education Centre

The Independent Education Consultants (worldwide)

The Watanabe office (Japan)

Toechter and Soehne (Germany)

uK Academics & Guardianship (uKAG) (China)

uK Education Guide (Middle East, worldwide)

uK Epsom Education (China)

uK Tuition Services (China)

(Certified Agent and Certified Guardian)

uM Education

unibridge International Education (China).

Governors are an integral part of the education system

By Helene Usherwood, Anderson Quigley

GOVERNORS ARE AN INTEGRAL PART OF THE EDUCATION SYSTEM. THEIR HARD WORK AND IMPACT ACROSS THE COUNTRY SHOULD NOT BE UNDERESTIMATED. AND YET, WE ARE SEEING SO MANY BOARDING SCHOOL BOARDS STRUGGLE TO ATTRACT, NEVER MIND RECRUIT A DIVERSE RANGE OF THESE IMPORTANT VOLUNTEERS. ACCORDING TO A RECENT SCHOOL GOVERNOR SURVEY FROM GOVERNORHUB, THERE IS OFTEN POOR AWARENESS AND VISIBILITY ABOUT THE OPPORTUNITIES, OFTEN RESULTING IN A LACK OF DIVERSE TALENT COMING THROUGH IN APPLICATIONS.

So much has been written about the benefits of a diverse governing body, not least that as a global society, the intersectionality of your governing body can create unique dynamics and have a powerful effect overall on organisational performance So, what can be done to tackle the challenge and ensure a broader, more diverse, and representative group of volunteers are attracted to these important roles?

Have you created your own barriers to recruitment?

Have you done everything you can to extol the benefits of being a Governor? Have you promoted the role to the widest audience that you can? Are the timings of your meetings acting as a barrier to those committed during normal business hours? Have you spoken to local community groups or religious leaders? Have you written job adverts with inclusive and modern language? Is your application onerous and long winded?

Develop your own talent

More and more boards are offering the opportunity for younger people to join them, with clear training programmes and mentorship in place to help develop the skills and expertise to make an effective contribution. This can only be successful when boards are ready to accept people whose experiences and backgrounds might be different to their own.

Engage with your community

Don’t rely on your personal connections to get the job done Have you taken visible action to promote the role of Governor? Have you extolled the values of the school as well as the value you place on your governing body for their contribution?

To attract an inclusive board, schools need to be proactive By being creative, and not relying on traditional routes to market, schools will not only see a higher level of interest and participation in governor roles but a wealth of talent, expertise and insights which can only be invaluable to the institution’s own development and progress Governor roles are for everyone; they are an opportunity to be an active participant in a community, supporting the development of young people By taking positive action, adopting an uplifting narrative about your own school and the role of Governor, the sky ’s the limit in terms of building a dynamic, inclusive, and effective Board.

A B O U T

A N D E R S O N Q U I G L E Y

Anderson Quigley is a supplier of recruitment services to the Schools sector and has a well-established Board Practice. With networks across the UK, Anderson Quigley has worked creatively and proactively with organisations to ensure greater levels of representation on Boards. A B O U T H E L E N E U S H E R W O O D

Helene Usherwood is a senior partner at Anderson Quigley with over 20 years experience She has appointed senior roles within education, the arts, and health fields as well as central and local government.

Hult’s

Independent Schools are facing a challenging time, so why let debt collection add to the ever-increasing worry for schools?

I have been fortunate enough to visit a vast array of Independent schools throughout the UK and over the years, things seem to have remained steady, however this changed in 2020 and there has been a noticeable shift with Bursars, Finance Managers and senior Finance at schools, all seemingly burdened with similar concerns, namely an alarming drop in pupil numbers, some as bad as 30% reductions and short notice withdrawal

If we then consider the VAT issue, which seems to raise its ugly head whenever a change in reform is even mentioned, plus liquidity seemingly ‘drying up’ for a lot of parents, times are indeed a challenge

The message I am currently putting out to all schools, of all sizes, is that they simply do not need another thing to be concerned with and that pertains to unpaid fees and fees in lieu of notice The times of writing off debt balances quickly or declining to pursue fees in lieu of notice needs to be a thing of the past

I am meeting with a lot of schools at present and offering various ideas to help the school manage cashflow and meet these challenging times head on

Now more than ever, a capable, professional and transparent debt collection partner is required to lift this burden from schools and allow the school to do what they do best –nurture and teach

If you are at all concerned about any of the topics I have touched on, I implore you to contact me directly There is no obligation to use my company ’s service, however making sensible plans and taking the right steps now, may have lasting benefits for the future of your school

Simon Handley Managing Director

enquiry@recoverablsolutions.co.uk

Abbey College Cambridge

Abbey College, Manchester

Abbotsholme School

Abingdon School

Abrar Academy

Ackworth School

ACS International School Cobham

Adcote School

Aldenham School

Aldro School

Aldwickbury School

All Hallows School

Alliance Francaise

Ampleforth College

Amesbury School

Appleford School

Ardingly College

Ardvreck School

Ashfold School

Ashford School

Ashville College

Atlantic College

Aysgarth School

Badminton School

Barnard Castle School

Barnardiston Hall Preparatory School

Bassett House School

Bath Academy

Battle Abbey School

Beachborough School

Beaudesert Park School

Bedales (incl Prep)

Bede s Preparatory School

Bede’s Senior School

Bedford School

Bedstone College

Beech Grove School and Academy

Beechen Cliff School

Beechwood Park School

Beechwood Sacred Heart School

Beeston Hall School

Belhaven Hill School

Belmont School

Benenden School

Berkhamsted School

Bethany School

Bilton Grange School

Bishop s Stortford College (incl Prep)

Bishopstrow College

Bloxham School

Blundell s School

Bootham School

Bosworth Independent College

Boundary oak School

Bournemouth Collegiate School

Box Hill School

Bradfield College

Brambletye School

Bredon School

Brentwood School

Brighton College

Bristol International College

Brockhurst And Marlston House Schools

Brockwood Park School

Bromsgrove School (incl Prep)

Brooke House College

Brookes united Kingdom

Broomfield House School

Broomwood

Bruern Abbey School

Bryanston School

Brymore Academy

Buckswood School

Burford School

Burgess Hill Girls

Caldicott Preparatory School

Cambridge Tutors College

Campbell College

Canford School

Cardiff Academy Sixth Form College

Cardiff Sixth Form College

Cargilfield Preparatory School

Casterton Sedbergh Preparatory School

Caterham School

CATS College, Cambridge

CATS College Canterbury

CATS College, London (Guildhouse School)

Chafyn Grove School

Charterhouse School

Chase Grammar School

Cheam School

Cheltenham College (incl Prep)

Cheltenham Ladies College

Cherwell College oxford

Chetham s School of Music

Chigwell School

Chiswick & Bedford Park Prep School

Christ Church Cathedral School

Christ College Brecon

Christ s Hospital School

City of London Freemen s School

Claremont School

Clayesmore Preparatory School

Clayesmore School

Clifton College

Clifton College Preparatory School

Cobham Hall School

Colchester royal Grammar School

Concord College

Copthorne Preparatory School

Cothill House School

Cotswold Chine School

Cottesmore School

Cranbrook School

Cranleigh School (Incl Prep)

Culford School (Incl Prep)

Cumnor House School

Cundall Manor School

dallam School

darul uloom dawatul Imaan

darul uloom London School

dauntsey ’s School

david Game College

dean Close Preparatory School

dean Close School

dean Close St John s

denstone College

devonshire house school

dLd College, London

dollar Academy

dorset House School

dover College

d overbroeck s

downe House School

downside School

dragon School

dulwich College

dulwich Preparatory School Cranbrook

durham School

Eagle House School

Earlscliffe

Eastbourne College

Eaton House Schools

Eaton Square Prep

Edgeborough School

Ellesmere College

Elmfield rudolf Steiner School

Elmhurst Ballet School Birmingham

Elstree School

Embley

Epsom College

Eton College

Exeter Cathedral School

Exeter College

Fairview International School

Farleigh School

Farlington School

Farringtons School

Felsted School (incl Prep)

Feltonfleet School

Fettes College (incl Prep)

Five Islands Academy

Foremarke Hall, repton Preparatory School

Forres Sandle Manor School

Framlingham College

Frensham Heights School (Incl Junior)

Frewen College

Fulneck School

Fyling Hall School Trust LTd

George Watson s College

Giggleswick School

Glenalmond College

Godolphin School

Godstowe Preparatory School

Gordon s School

Gordonstoun (Incl Junior)

Gresham s School (incl Prep)

Haberdashers Adams

Haileybury

Hall Grove School

Hampstead Fine Arts College

Hampton Court House

Handcross Park School

Hanford School

Harrogate Ladies College

Harrow School

Hatherop Castle Prep School

Hazlegrove Preparatory School

Headington School

Heath Mount School

Heathfield School

Heathside school Hampstead

Hereford Cathedral School

Highfield School

Hockerill Anglo-European College

Holmewood House School

Holmwood House School (incl Prep)

Holyport College

Horris Hill School

Hurstpierpoint College

Hurtwood House School

International School of Creative Arts

Ipswich High School

Ipswich School

Jamea Al Kauthar

Jamia Al - Hudaa

Jersey College for Girls

Junior King s School Canterbury

Kensington Park School

Kent College nursery, Infant and Junior School

Kent College Canterbury

Kent College, Pembury (Incl Prep)

Keswick School

Kilgraston School

Kimbolton School

King Edward’s School Witley

King William s College, Isle of Man

Kingham Hill School

Kings Bournemouth

King s College School, Cambridge

King s College Taunton

King s Hall School

King s School rochester (Incl Prep)

King s School Bruton

King s School, Ely (Incl Junior)

Kingsley School

Kingswood Preparatory School

Kingswood School

Kirkham Grammar School

Kitebrook Prep School

Knightsbridge School

Lambrook School

Lancaster royal Grammar School

Lancing College

Langley School

Lathallan School

Leighton Park School

Leweston School (Incl Prep)

Lime House School

Lincoln Minster School

Liverpool College

Llandovery College

Lockers Park School

Lomond School

London Park Schools

Longridge Towers School

Lord Wandsworth College

Loretto School (Incl Junior)

Loughborough Grammar School

Luckley House School

Lucton School (incl Prep)

Ludgrove School

LVS Ascot

Lyceum School

Maidwell Hall School

Malvern College

Malvern St James

Manchester City Football Club

Marlborough College

Marlborough House School

Marymount London

Mayfield School

Merchiston Castle School

Mill Hill School Foundation

Millfield Preparatory School

Millfield School

Milton Abbey School

Monkton Combe Preparatory School

Monkton Combe Senior School

Monmouth School for Boys

Monmouth School for Girls

Moor Park School

Moorland School

More House School

Moreton Hall School

Moulsford Preparatory School

Mount Kelly School (Incl Prep)

Mount St Mary s College

Mowden Hall School

Moyles Court School

MPW London

Myddelton College

new Hall School

north London Grammar School

northbourne Park School

notting Hill Prep

oakham School

old Buckenham Hall School

old Swinford Hospital

orchard House School

orwell Park School

oswestry School

oundle School

oxford International College Brighton

oxford Sixth Form College

Packwood Haugh School

Padworth College

Pangbourne College

Papplewick School

Perrott Hill School

Peter Symonds College

Pinewood School

Plymouth College

Pocklington School (Incl Prep)

Polwhele House

Port regis Preparatory School

Prestfelde School

Prior Park College

Prior s Field School

Prospect House School

Queen Anne s School

Queen Ethelburga’s Collegiate

Queen Margaret s School

Queen Mary s School

Queen s College Taunton (Incl Prep)

Queenswood School

radley College

radnor House Prep

radnor House Senior

ratcliffe College (Incl Prep)

reading School

reddam House Berkshire

reed s School

rendcomb College

repton School

richard Huish College

rikkyo School in England

ripon Grammar School

rishworth School

rochester Independent College

rockport School

roedean School rookwood School rossall School

royal Alexandra & Albert School

royal High School, Bath royal Hospital School

royal russell School rugby School ruthin School ryde School with upper Chine rye St Antony School (Incl Prep)

S Anselm’s Preparatory School

Sancton Wood School

Saint Felix School

Saint ronan s School Salisbury Cathedral School

Sandroyd School

Scarborough College Scarisbrick Hall School

Seaford College (Incl Prep)

Sedbergh School

Sevenoaks School

Sexey s School

Shaftesbury School

Shebbear College

Sherborne Girls

Sherborne Preparatory School

Sherborne School

Sherfield School

Shiplake College

Shrewsbury School

Sibford School

Sidcot School

Slindon College

St Andrew ’s College Cambridge

St Andrew s Preparatory School, Eastbourne

St Andrew ’s School Pangbourne

St Bees School

St Catherine s, Bramley

St Christopher School

St Clare s, oxford

St david’s College Llandudno

St Edmund’s School Surrey

St Edmund s College & Prep School, Hertfordshire

St Edmund s School, Canterbury (Incl Junior)

St Edward’s oxford

St Francis College

St George s School, Ascot

St George s School Harpenden

St George s School, Windsor

St George s, Edinburgh

St Hugh s Prep School Lincolnshire

St Hugh s Prep School, oxfordshire

St John s College School Cambridge

St John s College Southsea

St John s Beaumont Preparatory School

St John s School Leatherhead

St John s School, Sidmouth

St Joseph’s College (Incl Prep)

St Lawrence College (Incl Junior)

St Leonards School, Fife

St Margaret s School Bushey

St Mary s Calne

St Mary ’s Music School

St Mary ’s School Ascot

St Mary s School, Cambridge

St Michael’s School

St Paul s Cathedral School

St Paul s School, London

St Peter ’s Prep School

St Peter s School, York (incl St olave s)

St Swithun s School

St Teresa’s School

Stamford Endowed Schools

Stamford Junior School

Stanborough Secondary School

Stephen Perse Foundation

Stewart’s Melville College

Steyning Grammar School

Stoke College

Stonar School

Stonyhurst College

Stonyhurst St Mary’s Hall

Stover School (Incl Prep)

Strathallan School (Incl Prep)

Summer Fields School

Sunningdale School

Sutton Valence School (incl Prep)

Swanbourne House School

Talbot Heath School (Incl Junior)

TASIS, The American School in England

Taunton Preparatory School

Taunton School

Teikyo Foundation School

Terra nova School

Terrington Hall School

Tettenhall College

The Chorister School

The downs Malvern

The duke of York’s royal Military School

The Elms School

The Hammond School

The King’s School, Canterbury

The Leys School

The Mary Erskine School

The Montessori Place, Hove

The Mount School

The national Mathematics and Science College

The new Beacon School

The oratory Preparatory School

The oratory School

The Pilgrims’ School

The Pointer School

The Prebendal School

The Purcell School for Young Musicians

The read School

The royal Ballet School

The royal Grammar School, High Wycombe

The royal Masonic School for Girls

The royal School, Armagh

The royal School, dungannon

The royal School, Surrey

The royal School, Wolverhampton

The Thomas Adams School

The Wellington Academy

Thetford Grammar School

Thomas’s Putney Vale

Thornton College

Tonbridge School

Trent College

Tring Park School for the Performing Arts

Trinity School

Truro High School for Girls (Incl Prep)

Truro School

Tudor Hall School

Twyford School

uppingham School

Vinehall School

Walhampton School

Warminster School (Incl Prep)

Warwick School

Wellesley House School

Wellington College

Wellington School

Wells Cathedral School (Incl Prep)

West Buckland School

West Hill Park School

Westbourne House School

Westbourne School

Westminster Abbey Choir School

Westminster Cathedral Choir School

Westminster School, Westminster

Westonbirt School (Incl Prep)

Whitgift School

Winchester College

Winchester House School

Windermere School

Windlesham House School

Wisbech Grammar School

Witham Hall School

Woldingham School

Woodbridge School

Woodcote House School

Woodhouse Grove School

Worksop College (Incl Prep)

Worth School

Wrekin College

Wychwood School (oxford) Ltd

Wycliffe College (incl Prep)

Wycombe Abbey

Wymondham College

Wymondham College Prep School

Yehudi Menuhin School

REST OF THE WORLD EUROPE

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

Blackrock College, Ireland

Brillantmont International School, Switzerland

Cabella International Sahaja School, Italy

Ciscercian 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, Switzerland

St Gilgen International School GmbH, Austria

St John’s International School, Belgium

St Louis School Milan

St Peter’s International School, Portugal

Surval Montreux, Switzerland

The Kings Hospital, Ireland

Villiers School, Ireland

Assam Valley School, India

Benenden Bilingual School Guangzhou

Braeburn Garden Estate School

British International School Lagos

Bromsgrove International School, Thailand

Episcopal High School, uSA

Epsom College in Malaysia

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 Shenzhen Qianhai

Harrow Innovation Leadership Academy Zhuhai

Harrow International School Bangkok, Thailand

Harrow International School Bengaluru

Harrow International School Haikou

Harrow International School, Hong Kong

Harrow Appi Japan

Heritage Girls School

Huawei-Tongman Foreign Language School

Hulli School nantong

Idyllwild Arts Academy, uSA

Jerudong International School, Brunei

Kincoppal-rose Bay, Australia

King Henry VIII College, Malaysia

Kolej Tuanku Ja’afar, Malaysia

Lady Eleanor Holles International School Foshan, China

The Lawrence School, Lovedale, India

The Lawrence School, Sanawar, India

Marlborough College, Malaysia

Merchiston International School, China

Michaelhouse, South Africa

new School Georgia

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

Sela Qui International School, India

Selborne College

SEK International School El Castillo

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

Thailand KIS reignwood Park School

The British School of Lome’, Togo

The doon School, India

The Forman 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, nigeriaToowoomba Anglican School, Australia

united World College South East Asia, Singapore

Wellington College International Tianjin, China

Wellington College International Pune

Wellington College International Hangzhou

Welham Boys’ School, India

Welham Girls’ School, India

Westlake International School, Malaysia

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