Boarding School Magazine
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T. +44 (0)207 798 1580 bsa@boarding.org.uk
Editor
Lily Boyden, Communications Executive Lily.Boyden@boarding.org.uk
Advertising
Neil Rust, Head of Commercial neil.rust@bsagroup.org.uk
Laura Brain, Senior Sales Consultant laura.brain@bsagroup.org.uk
David Walker FTIOB Director BSA
This year marks the 60th anniversary of the BSA – a significant milestone for our community. For some schools in our membership, we may seem like a relatively recent presence; for others, we have been a constant companion throughout their entire history. Whatever your perspective, our mission remains unchanged: supporting excellence in boarding. As we celebrate six decades of service, we continue to work tirelessly to strengthen and advance the sector for the next 60 years and beyond.
This new Certified Supplier Magazine celebrates the incredible partnerships that support our schools every day. Our certified suppliers play a vital role in ensuring the quality, innovation, and safety that underpin excellence in boarding. In this edition, you’ll find insights from our trusted partners, success stories from schools, and updates on new initiatives designed to strengthen supplier-school connections across the sector.
At BSA, we’re proud to balance essential support for schools in areas such as safeguarding and compliance with those inspiring and joyful elements that make working in boarding so rewarding. As you explore this magazine, we invite you to reflect on your own experiences and find inspiration in the creativity, commitment, and excellence demonstrated by our certified suppliers and member schools alike.
Whether you’re seeking new ideas, innovative solutions, or simply celebrating shared achievements, we hope this edition offers something valuable for you.
David Walker FTIOB Executive Director, Boarding and
We educate students and parents, empower staff, restore culture, and help prevent online harm before it becomes a headline.
From in-school student and parent workshops and year-round staff CPD, through to world first online impact economics using human digital risk intelligence, we deliver with care and impact so your school leads with confidence, not crisis.
Trusted by 1,200+ schools globally.
Don’t wait for a digital crisis. Lead with CTRL+SHFT.
For a confidential conversation contact:
Kirra Pendergast - Founder and Chief Digital Safety Strategist kirra@ctrlshft.global www.ctrlshft.global
You posted it with pride. A moment of joy. A year group heading to camp, a prefect receiving an award, students smiling in uniform under the school crest. Shared on the school’s Facebook page for families to celebrate and the community to see. But in 2025, those same images can be scraped by AI tools in seconds faces cloned, bodies manipulated, and identities twisted into deepfake pornography or image-based abuse.
This isn’t hypothetical. It’s happening now. And in most cases, the harm begins not with a malicious hacker, but with a well-intentioned school post.
At CTRL+SHFT, we refer to this as “the hidden harm of helpfulness.” In a digital ecosystem designed to monetise attention and data, even the smallest action can ripple into legal, reputational, and emotional fallout for students and schools alike.
The UK and EU are no longer tolerating this blind spot. With the enforcement of the UK’s Age Appropriate Design Code (AADC) and the EU’s new AI Act, schools are now held to higher standards in how they use, store, and share children’s data. These laws also regulate AI profiling, with a specific focus on behavioural surveillance and high-risk systems in education. This raises the stakes and the standard for every school. Posting online is no longer a PR decision. It’s a safeguarding one.
My name is Kirra Pendergast I am a globally recognised leader in online safety education and governance. I have help author standards and have written the frameworks used by more than 1200 schools across five continents. I lead CTRL+SHFT in the UK/EU to help schools lead with clarity and courage in the digital age. We are the leaders in online and on-site delivery of world-class, up-to-date online safety education grounded in systems thinking, human insight, and lived experience.
OUR PROGRAMS DELIVER WHOLE-SYSTEM TRANSFORMATION:
Recently, I led an Australian school through recovery from a major deepfake incident. I uncovered 127 system-level failures in a 60 min call. From data governance lapses to escalation gaps, that had left the school and its leaders vulnerable to litigation and significant regulatory penalties. We rebuilt their risk architecture from the ground up training staff, restoring trust, and creating a governance model that’s now used nationally.
My work spans five key pillars: social intelligence, digital reputation, cyber resilience and education, behavioural economics, and digital wellbeing.
At CTRL+SHFT my team and I don’t just help schools manage risk; we help them lead in a world of ever moving digital chaos. In a world where every click has a consequence, digital trust isn’t optional. It’s a leadership standard.
Choosing the right furniture partner can make a huge difference in delivering a project on time, on budget, and to a high standard.
At Witley Jones Furniture, our tailored approach goes far beyond simply manufacturing and supplying school furniture. We support our clients at every stage of the process — from initial concept to installation and beyond — all with service, flexibility, and quality at the core at with no additional costs.
Every project begins with a noobligation consultation and site survey, provided free of charge. We believe that the best outcomes are achieved through early collaboration and a thorough understanding of your vision, needs, and space.
Our team will visit your school, listen to your requirements, and offer guidance based on years of experience in educational furniture design and fit-out.
Following the initial consultation, our inhouse drawing office works closely with you to develop a bespoke design of furniture and room layout.
Whether you’re refurbishing a science laboratory, library, or boarding accommodation, every design is tailored specifically to your school’s requirements.
We don’t charge additional design fees — it’s all part of the comprehensive service we offer. This ensures transparency and provides confidence from the outset that you’re working with a partner who values the integrity of the process as much as the final product.
In addition, all our quotations are itemised, allowing us to find a tailored solution to suit your budget.
We manufacture all furniture at our production and warehousing facility in Worcestershire. We are proud that 100% of our furniture is made in Britain, giving us full control over quality, production timelines, and delivery logistics — and allows us to respond quickly if things change, or if replacement parts for previously supplied furniture are required.
This year alone, we have invested in a significant six figure sum as part of our commitment to offering schools the best possible solutions. A new edgebander, beam saw and vertical drilling machine have been added to our extensive compliment of plant – as well as increasing efficiency and production capacity, this has opened up a much larger range of finishes that we can offer.
Once the project is underway, we continue to support you with free project management services. We liaise with your team and contractors to ensure our element of the scheme runs smoothly, helping to avoid delays or last-minute issues. By managing our part of the programme, we take a proactive approach to ensure furniture is installed on time, with minimal disruption and single point of contact.
Our dedicated in-house installation teams are used to working to tight deadlines and in live school environments. We take care of delivery, carry-in, and installation — freeing up your estates team and reducing stress during an already busy time. Every detail is handled with care, ensuring the finished result is exactly as promised.
Many of our clients have worked with us for decades, returning year after year because they trust in our service, products, and people. Whether you need follow-up support, additional items, or advice on future projects, we’re here for the long term.
In today’s rapidly evolving world, where education, sport, and technology converge, the School of Esports network is at the forefront, offering unparalleled opportunities for students across the UK. We’re excited to introduce our transformative partnerships with Skill Serve Experience and VTEC VR Tennis, creating a dynamic learning ecosystem that prepares students for the careers of tomorrow. School of Esports: Igniting Passion, Building Futures.
The School of Esports network is designed to engage and inspire students in new and exciting ways, moving beyond the traditional classroom. We believe in providing equal opportunity and inclusivity within both the virtual and real worlds, catering to all students, including those who are home-schooled.
Imagine a school day where learning is an immersive adventure:
• Learn the physics of a tennis serve in VR: Experience scientific principles in an engaging, interactive environment.
• Edit highlight reels for esports matches: Develop critical media and content creation skills.
• Manage live tournaments and engage in commentary: Gain invaluable experience in event management and public speaking.
With the School of Esports, in collaboration with Skill Serve Experience and VTEC VR Tennis, this isn’t a futuristic vision – it’s happening now!
Skill Serve Experience: Blending Learning with Real-World Impact
Skill Serve Experience, a UK-based education and employability platform, seamlessly merges sports and esports into dynamic, hands-on learning experiences. This innovative initiative is focused on equipping students with practical, industry-ready skills, providing
immersive opportunities in:
• Broadcasting
• Content Creation
• Event Management
• Digital Marketing
What truly sets Skill Serve Experience apart is its ability to transform learners into active participants in the booming media-sport-tech and esports ecosystem. Students don’t just learn about digital careers – they live them, producing real content for real audiences and gaining experience that employers genuinely value.
Partnering seamlessly with Skill Serve Experience, VTEC VR Tennis is a groundbreaking platform that brings virtual reality tennis into the digital age through an educational framework. Powered by Tennis Esports, VTEC VR Tennis allows students to step onto a virtual court and engage in competitive play, without the need for a physical court. But it’s more than just a game. VTEC’s core mission is to bridge the gap between physical activity, esports, and education. It encourages physical movement through immersive VR experiences while, in conjunction with Skill Serve Experience, building vital career
pathways in the rapidly expanding world of competitive gaming.
VTEC VR Tennis goes beyond simple play, actively promoting:
• STEM learning
• Health and wellbeing
• Career exploration
It’s fun, immersive, interactive, and engages students globally, effect.
Bringing this entire innovative ecosystem to life is Scan Computers, one of the UK’s leading providers of high-performance PCs, VR systems, and esports-ready hardware. As our official tech partner, Scan ensures that your classrooms, school halls, and esports hubs are equipped with cutting-edge technology, powering smooth, competitive, and broadcast-ready experiences for all students.
A NATIONAL OPPORTUNITY FOR THE SCHOOL OF ESPORTS NETWORK
"Partnering with the School of Esports is a natural step forward in our mission to empower students through immersive, future-facing learning," says Stuart Kosters, Company Director of Skill Serve Experience & UK Director, VTEC VR Tennis. "At Skill Serve Experience and VTEC VR Tennis, we believe that esports and emerging technologies like VR are more than just entertainment — they are powerful tools for education, inclusion, and career development. This partnership allows us to create real opportunities for young people to gain industry experience, stay active, and discover pathways into tech, sports and esports. It’s not just about playing the game — it’s about changing it.”
In a world where education must constantly adapt to the interests and future needs of modern learners, this collaboration is more than just an opportunity – it’s a movement. For schools looking to inspire, innovate, and truly include every student, partnering with the School of Esports, Skill Serve Experience, and VTEC VR Tennis, may be the next best serve.
ARE YOU READY TO ELEVATE YOUR SCHOOL’S OFFERING AND EMPOWER YOUR STUDENTS FOR THE FUTURE?
Contact
NICOLE ROBINSON - FORD Co - Founder at School of Esports TODAY to learn more about how we can transform learning at your institution.
nicole.robinson-ford@schoolofesports.co.uk
Dear Colleagues,
As a former food teacher, I’ve seen first-hand how food education can inspire and empower young people, helping them grow into confident, capable, and independent individuals. Whether it’s preparing students for a GCSE-equivalent qualification, teaching life skills for independent living, or supporting their Duke of Edinburgh Award journey, food education is an invaluable part of a well-rounded boarding school experience.
At Leiths Education, a world-renowned culinary school, we’ve been supporting schools for over 25 years. We believe in equipping teachers like you with the tools and skills to bring highquality food education to your students— whether during class, in after-school clubs, or as weekend activities.
We’d love to explore ways we can work together to enrich your school’s offering and enhance your students’ experience. If you’re interested in learning more, just email me at enquiries@leiths.com or stop by our stand at the Annual Boarding Conference on 28th - 29th January.
Maria Dunbar Director of Education, Leiths Education
“Students grow in confidence and their organisational skills improve. They love eating the results and it’s a brilliant skill for the rest of their lives.”
King’s College Taunton
“Leiths allows staff and students to explore much more than traditional GCSE qualifications and it is a great marketing feature for our school.”
Haberdashers’ Monmouth School
KS1 and KS2 primary curriculum - Practical cookery for your youngest learners with carefully selected recipes, including no-heat cookery. Designed to help them discover where food comes from, learn how to handle food and equipment, and create delicious recipes together with friends.
KS3 Life Skills Cookery course - Take young cooks around the world tasting new flavours, learning new skills to increase their independence and providing a chance to cook and share meals with friends. Includes 18 practical cookery lessons and 18 classroom based theory lessons.
Co-curricular lessons - A flexible cook-along course that’s ideal for after school clubs and weekend boarding activities. Delivered via tablet, mobile or laptop and designed to be led by any teacher. Includes 24 practical cookery sessions spanning foundation skills, dishes from around the world and vegetarian cooking.
Certificate in Culinary Skills (Level 2 CTH) - A five term course that fits into the GCSE timetable with a double practical lesson and one single theory lesson per week. It can be delivered flexibly both on and off timetable and covers food preparation skills using a range of ingredients, combined with modern themes including seasonality, sustainability and cultural influences.
Confident cookery (KS4 & KS5) - A practical course for students who want to learn key cookery skills ahead of university and leaving school. Global, modern and delicious, the course helps to instil a lifelong love in cooking and helps students to learn a broad range of skills from brunches, to afternoon tea, to celebratory dinners.
Extended Certificate in Professional Cookery (L3 CTH) - A five-term A level style course offering practical menus to build diverse culinary skills. It provides 12-36 UCAS points and strengthens personal statements or UCAS applications. This course can open doors to careers in hospitality and catering, including roles in cheffing, food teaching, cookery writing, food photography, recipe design, and food development.
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Fully onboard employees
Manage staff performance
Stay on top of absences
Offer employees an online self-service portal
Simplify risk and project management
Ensure regulatory compliance
Synchronise employee details
Manage multiple roles
Implement pay spines for staff
Offer key teacher pension schemes
Work with HMRC-recognised compliance
Integrate data seamlessly with the HR system
Scan the QR code to request more information.
Every department plays a vital role in the smooth running of an Independent school. But when it comes to managing and nurturing your workforce, your HR team is at the centre of it all. Supporting them with the right tools makes all the difference – especially when it comes to saving time, reducing risk, and improving staff experience.
While there’s a wide array of HR systems on the market, many aren’t tailored to the speci昀c needs of Independent schools - and relying on disparate systems can create more work, not less. That’s why an integrated HR and Payroll solution, designed with schools in mind, brings major bene昀ts.
One of the biggest bene昀ts of integration is better data accuracy. When systems are connected, there’s no need for duplicate entries or manual updates across multiple platforms. You can be con昀dent that there’s one single source of truth, and that any changes made in one place are re昀ected throughout.
That also means stronger data security. With a cloudbased system, data is encrypted, centrally stored, and only accessible by those who need it - a vital safeguard for the sensitive information schools hold.
Managing a school workforce is complex. With payroll alone being a monthly task, reducing manual admin is essential. Integrated systems automate repetitive processes, freeing up your HR team to focus on what they do best: looking after your staff.
By removing the need to input the same data across different systems, integrated software helps streamline key processes and gives your team more time for strategic priorities.
Every school is unique. So are its HR needs. That’s why 昀exibility matters - and integrated HR and Payroll software can adapt to your school’s evolving demands.
Whether you’re managing one site or multiple schools, the right system scales with you. It helps avoid the hassle of upgrades or replacements down the line, supporting sustainable growth.
HR software should serve your staff, not just your admin team. A positive experience with school systems helps drive engagement - and accuracy is key here too. Integrated software supports timely, error-free payroll and simple access to personal employment information. When issues do arise, fast, accurate data 昀ow makes them easier to resolve.
Integrated systems make it easier to access and understand your data. With better reporting tools, you can track performance, forecast accurately, and make informed decisions to support school growth.
Whether using built-in reports or integrating with third-party tools, you’ll bene昀t from a more complete picture of your HR and Payroll activity.
Choosing a single, integrated system also simpli昀es support. One supplier means one point of contact - making it easier to get quick help when you need it.
At iSAMS, we’ve worked with Independent schools for over 20 years. Our modular HR and Payroll solutions are built to integrate seamlessly and support the evolving needs of your school community.
Explore the latest updates to our HR system – from enhanced absence tracking to improved reporting – and see how we can support your team at the QR code below.
Scan the QR code to request more information
Selina knows better than anyone how it feels when social media takes over your life. During her treatment at Yes We Can, she found the strength to break free from her addiction, her depression and the constant feeling of never being good enough.
“Before Yes We Can, I was very depressed and isolated myself. I spent most of my time at home and stopped meeting up with my friends. Because I was constantly on social media, my world became very small. At some point, I also started self-harming, which eventually led to several suicide attempts. My life wasn’t a happy one.”
Selina had been struggling for quite some time. At school, she was heavily bullied because of her physical disability. Her journey towards recovery began in a place where she finally felt truly seen: Yes We Can. "At Yes We Can, I was confronted with reality for the first time. I already knew my social media use was a problem, but in the clinic I realised just how serious it had become.”
ESCAPING INTO A DIGITAL BUBBLE
"Social media was my escape, my own bubble where I didn’t have to feel anything. Where others might use alcohol or drugs to relax, I would scroll for hours on end. It made me incredibly insecure. On TikTok, I’d see girls who I thought were much prettier than me, all because of my low self-esteem. If they wore certain clothes or used certain makeup, I would rush out to buy the same. I did everything I could to fit in, because I was so unsure of myself. Social media influenced me so much that it became completely unhealthy."
FROM SURVIVING TO LIVING
"After my time at Yes We Can, I feel so much better in myself. I’ve started to enjoy things again, I no longer have social media, and I compare myself to others far less. As a result, my insecurities have really diminished. I no longer feel the need to fit in everywhere and live much more in the moment. The peace I experience now gives me the motivation to stay in recovery. I truly never want to go back to how I felt then, that thought keeps me grounded."
Learning to set boundaries was a topic that came up time and time again during my treatment. Eventually, I had to figure out for myself that I needed to speak up. That’s when it hit me. I had never done that in my entire life. I never stood up for myself and just let things happen. I also realised how strong my need to prove myself has always been. I constantly wanted to show that I could succeed. Thanks to Yes We Can, I now know how to set my boundaries."
a round-up of some of the stories
Led by Miya G, a sixth-form student at St Swithun’s, students are addressing period poverty by sewing reusable pads for refugees worldwide through The Pachamama Project. This volunteer initiative, initiated during lockdown by university student Ella Lambert and her mother, aims to alleviate menstrual challenges in refugee communities across Ukraine, Uganda, Pakistan, Lebanon, South Sudan, and beyond.
Miya leads a weekly lunchtime sewing club where students from Year 9 to Year 13 gather in the textiles classroom to create pads designed to last up to five years with antipill fleece lining. Supported by fabric donations from local businesses and community groups, Miya organised a
successful bake sale, raising over £200 for essential materials.
With over 20 students participating, the initiative has produced 30+ pads for its first shipment. According to participant Joanna M, involvement is accessible to all skill levels and contributes positively to global welfare. Headmistress Jane Gandee commended Miya for her impactful leadership, emphasising her role in inspiring others, while head of sixth form Nick Fyfe highlighted Miya’s exemplary dedication to social responsibility. Through The Pachamama Project, St Swithun’s students not only acquire new skills but also contribute significantly to addressing a global crisis affecting millions.
The Royal Hospital School (RHS) in Holbrook, Suffolk, has launched its Vision for Digital, a five-year strategy to boost digital literacy and equip pupils and staff with essential tech skills. As a Microsoft Showcase School for 2024–25, RHS is recognised for innovation in digital education.
Central to this vision is The Bridge, a new digital skills hub in Richard’s Library. Offering workshops and drop-in sessions, it supports the school community in building confidence with technology. Complementing this is The Bridge Online, a Microsoft Teams platform where pupils can access tutorials, ask questions, and take part in interactive challenges.
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To mark the launch, pupils designed and 3D printed their own AI avatars, with future plans including creative tech projects and Digital Most Valued Player recognition.
Headmaster Irfan Latif said, “The Bridge is part of our broader vision to equip pupils and staff with the knowledge and confidence to leverage technology in all aspects of their lives.”
RHS is also introducing a Sixth Form BTEC in Esports, supported by a dedicated suite of high-performance computers - further cementing its commitment to preparing students for a digital future.
Gordonstoun students recently took part in a realistic training exercise with the Scottish Fire and Rescue Service (SFRS), acting as “live casualties” in a simulated road traffic collision. The scenario involved two crashed cars, with students safely extricated by firefighters using cutting equipment.
Located by the Moray Firth, Gordonstoun is the only UK school with its own volunteer fire unit, Station R60, linked to the SFRS. Operated by trained staff and senior students, the unit responds to real emergencies, including a recent eight-hour gorse fire in Garmouth. Four students, wearing full PPE, joined Buckie firefighters
for the evening drill at a local recycling centre. “It was exciting being a casualty. I was the last one out after they cut the roof off, it was a fun evening,” said 17-year-old William Adam.
Founded in 1942 during WWII, the fire unit now includes around 40 students and five staff, training weekly and assisting with callouts. Station Commander Robert Griffiths highlighted the importance of hands-on experience, while SFRS Commander Ewen McIntosh praised the Gordonstoun crew’s commitment and contribution to local emergency services.
SHAPING A SUSTAINABLE FUTURE: ABBEY COLLEGE CAM
Ambitious students from Abbey College Cambridge hosted a successful sustainability conference, welcoming peers from local and international schools, including The Perse, St Bede’s, CAST, and Gymnazium Banska Bystrica in Slovakia.
Organised and led by students in Years 9, 12, and 13, the event featured 60 participants and three inspiring guest speakers: Ann Finlayson (CEO
of SEEd), Naheed of UWC Atlantic C Liggitt (RSPB). The collaboration, exp and student e addressing globa challenges. Students then w groups to explo issues and presen the wider audience consciousness,
Bardai (Principal College), and Bruce eir talks focused on eriential learning, mpowerment in al environmental
worked in mixed ore sustainability nted their ideas to e. To promote ecoAbbey College
students gave each attendee a plantable wildflower bookmark.
Principal Dr Elena Hesse praised the initiative, highlighting how the student led event encouraged critical thinking, leadership, and global engagement. “Our conferences offer a platform for students to collaborate with diverse peers, address global issues, and propose.”
Focus on your students. Let us focus on the operations.
We’re procurement partners, connecting businesses to the right suppliers and developing tailored solutions across merchant services, waste management and energy procurement.
WHY BOARDING SCHOOLS SHOULD PARTNER WITH PROCUREMENT EXPERTS FOR WASTE, ENERGY, AND PAYMENT SOLUTIONS
We understand that every hour matters in boarding schools. From early morning routines to ongoing classes, your team is managing a complex blend of teaching, welfare, facilities, and administration. The logistics of managing waste, energy contracts, and payment systems are core elements of smooth school operations, but they shouldn’t distract you from education.
As procurement specialists serving the UK’s independent education sector, we believe you should focus on your students and let us focus on the operations. Here’s why:
1. SUSTAINABILITY & REGULATION EXPERTISE:
Stay Compliant. Stay Responsible.
Environmental standards in the UK are evolving rapidly, particularly for institutions that operate 24/7. With strict regulations on waste handling, emissions targets, and netzero ambitions, schools are being increasingly asked to demonstrate environmental responsibility, not only to regulators but also to parents, governors, and the wider public. A procurement partner brings deep knowledge of regulations and sustainability considerations to your school.
2. DEDICATED ACCOUNT MANAGEMENT:
One Point of Contact, So You Can Focus on Education
With a procurement consultancy partnership, you gain access to a dedicated account manager who coordinates everything on your behalf. This streamlined approach reduces administrative burden, saving your team valuable time and effort. Instead of juggling multiple contacts and contracts, you can rely on one point of contact who understands your school’s needs and ensures services run smoothly. Whilst we’re working behind the scenes, your teams can stay focused on what they do best: running your school.
3. COST SAVINGS:
Get Savings, Without Compromising Quality
We understand that every school must balance educational ambition with budget accountability. That’s why working with a procurement consultancy supports this objective. Our consultancy leverages our supplier networks and market insight to reach cost savings across your service contracts. Whether it’s finding more competitive energy contracts, readjusting your waste collections, or reducing card transaction fees, we work to reduce your overheads whilst maintaining service quality.
4. Access to a Trusted Supplier Network:
Not Just a Supplier, the Right Supplier.
Unlike going directly to individual suppliers, we tap into a broad network of vetted, national and regional suppliers across the UK. This means we can secure bespoke services suited to the boarding school’s needs and location. We don’t just find “a supplier.” We find the right solution.
Great schools are not only built on academic excellence, but on the infrastructure that supports them. Lights are on. Smooth payments. Bins that get emptied on time. These seemingly “small” details shape the day-to-day experience of your students, parents, and staff
And perhaps most importantly, you gain peace of mind, knowing your core services are in expert hands.
If your school could use a waste, energy, or merchant services review, or you simply want to know whether you’re on a good value solution, we’d be happy to help.
ASHEVILLE SCHOOL, USA | COTSWOLD CHINE SCHOOL
INTERNATIONAL SCHOOL, BRUNEI | JOHN F. KEN
KING'S COLLEGE SCHOOL CASCAIS, PORTUGAL | LOUG
NINGBO BRITISH INTERNATIONAL SCHOOL, CHINA | PRIN
QUEEN VICTORIA SCHOOL | SHREWSBURY INTERNATI
THE MARIST SCHOOL | THE ISLAND PRIVATE SCHOOL | W
g schools have nce our last issue:
| DEERFIELD ACADEMY, USA | DULWICH PREP & SENIOR
NNEDY INTERNATIONAL SCHOOL, SWITZERLAND
GHBOROUGH HIGH SCHOOL | LUDERITZ BLUE SCHOOL
NCE OF WALES ISLAND INTERNATIONAL SCHOOL, MALAYSIA
ONAL SCHOOL INDIA | ST. STEPHEN'S SCHOOL, ROME
ELLINGTON COLLEGE INTERNATIONAL HANGZHOU, CHINA
Across the UK, schools are feeling the strain. Financial pressure, exacerbated by the introduction of VAT on independent school fees, has left many leaders making tough decisions about staffing. At the same time, workload is increasing, staff wellbeing is under threat, and recruiting high-quality candidates has become more difficult than ever.
The result? A workforce that feels stretched, and in some cases, ready to leave.
Yet even in challenging times, organisations can take meaningful steps to strengthen recruitment and improve retention. It doesn’t always take new budgets or bold strategies just a focus on people, and getting the basics right.
Many organisations are making necessary cost savings by streamlining teams or increasing class sizes. But without support and planning, this can lead to overworked staff and higher turnover. Research by the National Education Union has shown that teachers are increasingly taking on second jobs or considering leaving the sector altogether, often not for better pay, but for better balance.
While not every external pressure can be controlled, school leaders can shape the culture, communication, and clarity within their own teams. This is where real progress begins.
While the challenges are complex, the starting point for improving recruitment and retention doesn’t need to be. Many of the most effective strategies are rooted in simple, consistent leadership practices that build a positive staff experience.
Prioritise clarity and fairness
Ambiguity around roles and expectations often leads to frustration. Take time to review job descriptions and ensure workloads are reasonable and transparent. Involving the team in these conversations builds trust and helps uncover pressure points that may be fixable with small changes.
2. Strengthen your staff culture
Even under strain, a strong team culture can keep people engaged. Leaders who are visible, appreciative, and responsive help create an environment where people feel seen and supported. That could be as simple as a thank-you at the end of a long week, or as structured as regular one-to-one check-ins or wellbeing drop-ins.
3. Get early support right
Retention risks are highest in the first year of any role. Whether it’s an early career teacher or a new support team member, a strong start is critical. Organisations that invest in proper onboarding, mentoring, and peer support often see stronger engagement and lower turnover.
4. Plan for the future, not just the term ahead
It’s tempting to focus only on immediate cover needs, but building a resilient workforce means thinking longer-term. Use workforce planning to anticipate future gaps, nurture internal talent, and explore flexible staffing models that reflect your team’s needs. Organisations that develop their people from within often find recruitment becomes easier over time.
Our latest guide, A People First Approach To Recruitment and Retention in Challenging Times, shares practical strategies that any school can adopt, regardless of size or budget.
The full guide includes:
Real-life examples from educational leaders
Practical steps for smarter recruitment and sustainable retention Tips on managing workload without additional cost Guidance on futureproofing your staffing strategy
Whether you’re a head, deputy, or business leader, this guide is designed to support the decisions you make every day. Because putting people first isn’t just the right thing to do, it’s the smartest
way to build a strong, stable organisation in uncertain times.
SCAN TO DOWNLOAD THE GUIDE:
Most recently, I completed an internship with the communications team at the Boarding Schools Association (BSA). Robin, CEO of the BSA Group and an Old Rugbeian himself, shared the opportunity through the Rugbeian Community, and I decided to apply - reflecting the spirit of taking every opportunity that my school instilled in me.
During the internship I worked closely with Lily, Communications Executive, and Lottie, Communications and Engagement
Manager, gaining valuable insight into the work of a marketing team in an international organisation. I contributed to the launch of the 60th Anniversary campaign, created Canva designs, and drafted a press release announcing the new SACPA (Safeguarding and Child Protection Association) Director. The small size of the team meant that I was entrusted with independent responsibilities, while still receiving support. I also collaborated with the Legal team, which was especially valuable given my studies in Law. The BSA’s welcoming environment allowed me to develop a wealth of new skills and gain experience across a range of platforms and systemsskills I will carry forward into my future career in corporate law.
This opportunity was possible thanks to my years at Rugby School, which shaped
me both academically and personally. I joined Rugby in 2016 at age 11 from a state primary school and low-income background, supported by an academic scholarship and a full bursary. Without that support, I would not have had the chance to study the IB, join the CCF, or play hockey and netball. Being a day student in a boarding school setting gave me a unique perspective: I often spent 7:30am to 9pm at school, immersed in the community but returning home at night. My time at Rugby not only prepared me to study Law at LSE but also strengthened the confidence to seize opportunities like the BSA internship - experiences that continue to change my life in more ways than I can count.
Skye Slatcher Former Rugby Student
MONDAY: NATIONAL FUDGE DAY
ctivE
ctivE
TUESDAY: MINI GOLF COMPETITION
WEDNESDAY: BIG ART CHALLENGE
Queen Anne’s School
THURSDAY: HOUSE
TASKMASTER
WEDNESDAY: SUMMER SOLSTICE CAMP OUT
ctivE
SUNDAY:
SUNDAY St Lawrence College
Whilst focusing on our four pillars
All trips focus on at least one or two conservation projects that we’ve personally vetted to ensure they align with our values and ethics. Students get invaluable in-situ conservation experience, and develop a love and passion for the natural world.
By stepping out of our comfort zone and into new environments, we develop vital skills including communication, resilience, tenacity, inquisitiveness, courage, self-awareness, compassion, problem solving and critical thinking.
Our business operations meet the highest social and environmental standards, including B Corp and Travelife Sustainability certi昀cations. Trips are carefully designed to create a positive impact and connect students to global issues.
Being immersed in nature and disconnecting from the digital world has a signi昀cant positive impact on wellness and mental health, as documented via our pre and posttrip surveys. Evidence shows that time in nature lowers stress and boosts mood.
The word ‘trip’ doesn’t do it justice. Our study trips are so much more, they are an adventure, a life changing experience, a programme designed and delivered by passionate specialists with projects that incorporate social and environmental impact.
That’s because these experiences are built around connection, something we believe is essential for young people to truly grow.
At Flooglebinder, we’ve always believed that young people thrive when they feel connected, connected to themselves, to others, and to the natural world. And over the years, we’ve seen 昀rsthand how powerful that connection can be.
The wellbeing of the students we travel with is at the heart of everything we do. Our study trips are about more than just seeing new places, they’re about stepping outside of comfort zones, building resilience, and learning what it means to be part of something bigger. Whether it’s working on conservation projects, immersing in local cultures, or just being out in nature with a group of peers, each moment is an opportunity for growth.
There’s something really special about watching a young person light up as they realise they’re capable of more than they thought, whether that’s trying something new, making friends they didn’t expect, or simply spending time away from the usual pressures of everyday life. That shift, the boost in con昀dence, the sense of calm, the willingness to take on new challenges is what we’re always aiming for.
We also take the time to understand the impact of our work. Before and after each study trip, we
ask students how they’re feeling, how con昀dent they are, how connected, how resilient, and the results are always encouraging. Across the board, we see improvements in mental health and wellbeing, and not just in one area, but in everything from selfesteem to stress levels to sense of purpose.
You can see some of that impact in the diagram below. It’s a simple reminder that spending time in nature, working on something meaningful, and being part of a team really does make a difference.
We know we can’t solve every challenge young people face, but we can create spaces where they feel heard, valued, and supported. Sometimes, that’s exactly what they need.
Our hope is that everyone who joins us on a Flooglebinder study trip returns home a little stronger, a little braver, and a lot more sure of who they are and the kind of impact they want to have on the world.
At the heart of school life is the unique spirit of the Teddies community, stretching across generations and continents. Central to this is the House system, which celebrates its 100th anniversary in 2025. Introduced in 1925 by Warden Henry Kendall, the original seven Houses replaced the previous tutorial model. Though facilities have evolved greatly since then, all seven continue today, joined by six more, including the most recent, opened in 2019.
Today, each House is home to around 65 pupils from all year groups and is led by a Housemaster or Housemistress, supported by a residential team including an Assistant HM, a Tutor, and a Matron. Every pupil has a personal Tutor, who they meet with regularly for academic and pastoral guidance.
This core structure is complemented by an extensive wellbeing network: senior pastoral and safeguarding leaders, a dedicated Director of Wellbeing, a School Doctor, Counsellor, Psychologist, Chaplaincy team, and a Health Centre. School Prefects, Heads of House, and trained Peer Listeners all contribute to a supportive and inclusive environment.
Clare Hamilton
Sub-Warden, St Edward’s Oxford
Families can choose from 13 Houses, single-sex or co-ed, across a mix of architectural styles on either ‘quad-side’ or ‘field-side’. While the range of opportunities is vast, the school remains small enough that every pupil is known and valued.
Each House has its own character, traditions, and events, offering pupils a strong, supportive homefrom-home. This autumn, the school will reintroduce the inter-house ‘Bumps’ rowing competition on the Thames, last held in 1974 – a nod to tradition in the evolving boarding experience.
As Amber puts it: “The sense of community is incredible – I've found friends through every corner of school life.” Logan adds, “My House is like an extended family, and my Tutor really looks out for me.” And Olivia reflects, “There’s a warmth and closeness here I felt from the very beginning.”
From airport collectives to travel corridors, schools are delivering safer, smarter journeyspowered by I-GTM
Across the UK, boarding schools are working together to ensure they remain open and accessible to both international and domestic students. Access is key — and innovation continues, with shared airport greeting collectives and new travel corridors enhancing safety and coordination.
Traditionally, schools managed travel using a patchwork of emails, spreadsheets, and
disconnected systems. This outdated approach is time-consuming, error-prone, and lacks the visibility needed for safeguarding and oversight.
With I-GTM, all student travel data is captured in one place and used to coordinate real-world services — from airport pickups and taxis to chaperone support — giving schools control, clarity, and con昀dence.
Avatar conducted interviews for schools to view
Results show how 'ready' a student is for the mainstream classroom
Conducted securely online with video proctoring
Character self-assessment to show motivations, aptitudes and attitudes
Diagnsotics to guide future teaching and learning
IDAT
Comprehensive admissions assessments for competitive or inclusive schools to support learning and development.
IDAT FOR IB
Assessment to ascertain if students are prepared for IB rigour at a secondary level.
IDAT CONCISE: ENGLISH & TOTAL TEST
A bespoke product for schools looking for students to fit their scholarship criteria and school values.
IDAT FOR SCHOLARSHIP STUDENTS
A concise alternative providing economical and secure ways to assess all incoming students.
UNISUS, in Kelowna BC Canada, has been using the IDAT for international student admissions since 2023 and was the first Canadian school to work with IDAT.
UNISUS School is a co-educational International Baccalaureate Boarding School in the Okanagan Valley, British Columbia. It offers an exceptional education experience from early childhood to Grade 12. Its Academics+ program empowers students to pursue their own path to success, with academics always at the core.
Students coming to boarding schools are about so much more than their academics. The IDAT uses multiple-choice questions of preference and affinity to assess students’ executive skills. The skills chosen are based on desired and essential behaviours identified for success in a global education environment.
Students are assessed in terms of the following behaviours and skills:
• self-awareness
• risk-taking, adaptation, and resiliency
• creativity and problem solving
• communication and empathy.
Further, the Global Knowledge component of the IDAT (Stages 3-6), demonstrates a student’s ability to think critically, reason and deduce logically, and make reasonable assumptions and inferences.
Every student who applies to UNISUS School completes the IDAT as part of the admissions process. The data collected means the school can assess each student’s level of understanding in English language, mathematics, and global languages. By using the IDAT, UNISUS is able to gain a holistic view of potential students, ensuring better alignment between the school and the student.
Like many schools, UNISUS School’s academic excellence is complemented by three key elements that provide a fully comprehensive educational experience that goes far beyond the classroom to shape well-rounded, open-minded, and resilient individuals. Its boarding environment teaches essential life skills; its broad range of sport and outdoor activities foster passion and preparedness for a rapidly changing word; and its multicultural student cohort develops global perspectives.
By using the IDAT they more they know about a student including English language and literature, mathematics, critical thinking, logic, and character. This information helps UNISUS to support their boarding students in a more effective way from their first day of classes.
With the IDAT Concise available at an affordable price and with the IDAT Secure 360 proctoring system making it available all over the world in a completely secure, proctored environment, UNISUS has improved its admissions processes.
By using the IDAT, UNISUS School can identify those applicants who possess curiosity and adaptability; are ready to contribute meaningfully; and have the foundational skills needed for success. IDAT looks forward to continuing its support of UNISUS School in its mission by providing a reliable admissions tool for not only assessing academic abilities but also the key student qualities beyond academics.
“The IDAT provides valuable insights into a student’s character and preferred learning style, enabling us to make informed decisions and provide tailored support to help each learner succeed.”
Danielle Timmer Admissions Manager UNISUS School
THANK Y ALL THO JOINED ANNUAL CO FOR H IN YO ON MAY 6
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Our Annual Conference for Heads 2026 will take place at Crowne Plaza, Stratford-upon-Avon on May 05-06, hosted by incoming chair Mr Henry Price MA (Oxon), Headmaster, Oakham School.
This two-day conference will bring together boarding leaders to reflect, challenge and support across a range of topical matters within the sector.
Booking is already open for next year, and UK full members receive one ticket to the conference.
BSA was proud to announce the winners of its annual Supporting Excellence Awards during the Annual Conference for Heads in May, sponsored by Schoolblazer.
This year saw a record-breaking number of entries across 14 categories, highlighting outstanding contributions within the boarding community. From over 300 entries, 45 finalists were shortlisted, each exemplifying the dedication and hard work prevalent in boarding schools and individuals.
The awards ceremony was hosted by Alice Phillips, Head of St Catherine’s, Bramley, serving as the conference after-dinner speaker.
One of the evening’s highlights was the joint presentation of the Emma Pattison Award for Compassionate Leadership to Lotte Tulloch, Head of Denstone College, and Dr. Mary Plint, Deputy Head of Learning and Wellbeing at Cheltenham College. Judges praised their exemplary leadership, making them equally deserving of this prestigious accolade.
Rochester Independent College celebrated a double win, securing awards in both the ‘Boarding House Extension or Refurbishment’ category for their innovative Northbank campus, and the Khadija Saye Photography Award, won by Lorenzo Yang for his outstanding cityscape portfolio.
Culford School was recognized with the ‘Wellbeing and Mental Health Initiative Award’ for their impactful initiative benefiting the entire school community, particularly focused on fostering emotional intelligence and coping strategies among boys.
The evening concluded with the presentation of the Stephen Winkley Award, honoring Tim Head of Wellington College for his unparalleled dedication to boarding over 39 years. Tim Head’s legacy in pastoral care and support has left an indelible mark on generations of boarders.
Re
flecting on the awards, David Walker, Director of BSA, expressed his delight at the exceptional quality of this year’s submissions and the continued growth of the awards in celebrating excellence within boarding schools.
Congratulations to all finalists and winners for their remarkable achievements this year.
THE WINNERS AND HIGHLY COMMENDED FINALISTS FROM THIS YEAR’S BSA SUPPORTING EXCELLENCE AWARDS ARE:
Best Community Work via BSA ‘On Board’ Initiative Award sponsored by Schoolblazer
WINNER: WELLINGTON SCHOOL
FINALISTS: Abbey College, Cambridge and Tonbridge School
Boarding House Extension or Refurbishment Award sponsored by Witley Jones
WINNER: ROCHESTER INDEPENDENT COLLEGE
FINALISTS: Bredon School, Handcross Park School and Sevenoaks School
Boarding Innovation Award sponsored by Schoolblazer
WINNER: THOMAS ADAMS SCHOOL
FINALISTS: Earlscliffe and TASIS The American School in England
Sustainability in Boarding Award sponsored by Schoolblazer
WINNER: TONBRIDGE SCHOOL
FINALISTS: Kingsley School, Devon and Wellington School
Wellbeing and Mental Hea sponsored by Yes We Can
WINNER: CULFORD SCHOO
FINALISTS: ACS Internationa
Queen Anne’s School
Supporting Junior Boarder by Schoolblazer
WINNER: DAUNTSEY’S SCH
FINALISTS: Milton Abbey Sch
School and Summer Fields S
Supporting International sponsored by Schoolblaze
WINNER: EARLSCLIFFE
FINALISTS: Abbey College, C Webster, DLD College, Lond
Supporting International Guardians and Agents spo Schoolblazer
WINNER: ELITE ANGLO-CH
FINALISTS: ApplyEasyPro an Guardianship, Ireland Ltd
alth Initiative Award
Youth Clinics
OL
al School, Cobham and
rs Award sponsored
HOOL
hool, Queenswood
School
Boarders Award
r Cambridge and Scott
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Boarders Award –
onsored by
INESE SERVICES
nd International Student
International School of the Year Award sponsored by Schoolblazer
WINNER: MARLBOROUGH COLLEGE, MALAYSIA
FINALISTS: Jerudong International School and Swiss International School, Dubai
Belonging and Inclusion Initiative Award sponsored by Schoolblazer
WINNER: CHARTERHOUSE
FINALISTS: Cheltenham College, Villiers School and Wellington College
Best Artwork Project Award sponsored by Schoolblazer
WINNER: TAMARA E, HEATHFIELD SCHOOL
FINALISTS: Nicole Tan, Bootham School and Andy Wu, St Joseph’s College
Khadija Saye Photography Award sponsored by Schoolblazer
WINNER: LORENZO YANG, ROCHESTER INDEPENDENT COLLEGE
FINALISTS: Kinan Solh, Charterhouse, Wang Jyun
Siang (Jeff), Concord College and Anna Kris-tofa, DLD College
Emma Pattison Award for Compassionate Leadership sponsored by Schoolblazer
JOINT WINNERS: LOTTE TULLOCH, DENSTONE COLLEGE AND DR MARY PLINT, CHELTENHAM COLLEGE
Stephen Winkley Award sponsored by Schoolblazer
WINNER: TIM HEAD, WELLINGTON COLLEGE
FINALISTS: Jacqui David, Dean Close School and Tom Cheney, Pangbourne College
Executive
The UK’s immigration landscape continues to evolve, and complying with Child Student visa rules has become more complex and more critical than ever. For independent schools acting as sponsors, the pressure to get it right grows daily.
Recent changes to UKVI policies, stricter sponsor duties, and increased Home Office inspections demand that schools juggle day-to-day operations while meeting detailed immigration obligations. Add the intricacies of agent and guardian checks, BCA and CAS allocations, and ensuring every overseas pupil holds the correct visa, and it is no surprise that many schools seek a reliable partner to share the load.
That’s where BSA Legal steps in.
Solicitor and immigration expert Kate Hollyer leads the BSA Legal team, which represents the boarding sector at the Home Office Education
Advisory Group. This direct involvement enables the team to p tailored, up-to-date guidance that reflects the challenges schoo
We do not offer generic solutions. Schools choose BSA Legal fo bespoke, flexible packages that align with their needs. Whethe need ad hoc advice, a full compliance audit, sponsor licence su help with visa applications for international families, we delive assistance, when and how you need it. From tailored UKVI train acting as your SMS representative, our team supports every ste your compliance journey.
Outsourcing immigration compliance does not mean giving up but gaining peace of mind. Our services support schools in stay ahead of legislation, managing risk, and demonstrating excelle through initiatives like the BSA Legal Sponsor Compliance Exce Award.
rovide ols face. r r you pport, or er expert ning to ep of control ying nce ellence
At BSA Legal, we understand the challenges you face. You do not have to manage them alone. Join the growing community of BSA member schools that trust our expert, practical, and compassionate support to strengthen their compliance and free up time for what truly mattersyour pupils.
Partner with BSA Legal because compliance should not be a burden. It should be a shared responsibility.
Contact BSA Group Legal legal@bsagroup.org.uk
Telephone: +44 (0)207 798 1583
One year on since starting here. Since she first stood in this room, alone with the ghosts of those who’d formerly passed through. Strange to her, once, this dorm; but soon as good as home to her, as good as new. How familiarity must start somewhere; and here, it began with her suitcase dropped on the sheets of a strange bed; in the clearand deliberate act of unpacking her life, without any haste into empty cupboards; the careful placing of childhood books on bare shelves. How every rite of passage encourages goodbye as a gracing of change. That mum and dad were not themselves pulling away in the car that day waved off in the morning mist. How uncertainty hangs for a spell, the way it does in unfilled silences or the motion to or from a kiss but only as a mist, which quickly clears and never reappears the same
As Head of Boarding, I am honoured to recognise and celebrate the exceptional work of the Boarding Staff Team on World Boarding Staff Day.
Their unwavering dedication, excellent work ethic, and compassionate care transform our boarding house into a home away from home for our students.
Their commitment to creating an inclusive, welcoming, and safe environment is nothing short of extraordinary. They play an integral role in shaping the lives of our students, and I am profoundly grateful for their invaluable contributions.
Today we celebrate #WorldBoardingStaffDay a global celebration to recognise the hard work, dedication and continuous contributions made by our boarding staff team. It's an opportunity to celebrate the incredible team that who always go above and beyond, working evenings, weekends, and outside of school hours to ensure our boarding students feel safe, happy, and supported on their journey to success.
Today, we celebrate the incredible dedication of boarding staff who create a safe, nurturing, and enriching home away from home for students.
Your hard work, care, and unwavering support shape young lives in ways beyond the classroom—providing not just academic guidance, but emotional support, life skills, and a true sense of community.
Thank you to all those who joined World Boarding Staff Day celebrations 2025 in recognition of the amazing boarding staff communities who show commitment and passion towards boarding each day! 20 25
Happy #WorldBoardingStaffDay! Standing ready to provide an engaging, supportive and transformative experience for our students right around the clock, our wonderful team have our heartfelt thanks for all that they do.
With guidance from our expert consultants, you can streamline your cleaning operations, cut unnecessary costs, and make better use of your team and budget.
Getting started is easier than you think—once you take the first step, the rest takes care of itself.
Parfitt Consultancy Director
Far beyond just maintaining hygiene, cleaning teams in boarding houses frequently play an important pastoral role - offering daily support and interaction that contributes to pupils’ overall wellbeing. Yet despite this significance, many schools haven’t taken a step back to evaluate whether their cleaning provision is properly structured, efficiently managed, or delivering the best possible value. Joe Parfitt, Consultancy Director at the Litmus Partnership, discusses how schools can review and professionalise their cleaning operations - improving service quality, building resilience, and identifying opportunities for greater efficiency.
In boarding schools, cleaning isn’t just about hygiene - it plays a vital role in student wellbeing and pastoral care. Yet, despite its importance, cleaning operations in many boarding environments have grown organically over the years, often without any objective assessment of whether labour levels are the right size or whether resources are being used to their full potential.
At Litmus, we’ve worked with a wide range of boarding schools to conduct what we call a ‘best value review’ of their cleaning provision. In many cases, this reveals a lack of clarity around the true cost of cleaning, especially in boarding houses where the line between cleaning and pastoral support can be blurred.
Cleaners in boarding schools often go above and beyond their core duties. They’re a regular presence for students, offering a friendly face, checking in on wellbeing, sometimes even helping with laundry or making beds. These contributions are incredibly valuable - but this also makes it difficult to accurately calculate how much time is spent on actual cleaning versus other tasks.
This is where structure and benchmarking come in. The British Institute of Cleaning Science (BICSc) provides a robust methodology for assessing cleaning needs, including specific guidance for boarding environments. Mapping the current labour model against what is actually required can highlight areas of over or under resourcing
and creates a clearer picture of how cleaning is managed across a whole school.
For example, even if your school has the right amount of labour overall, it may not be deployed correctly; redistributing this labour in line with the labour mapping will result in a more balanced and consistent service. In some cases, we’ve identified significant potential savings, or recommended that excess hours be used to create a more resilient staffing model, with floating cleaners available to cover absences or peak periods.
Importantly, this review provides schools with a stick in the sand; a clear view of what they could achieve in terms of productivity and service quality. For some, the outcome may be a decision not to replace staff when they leave. For others, it might highlight an opportunity to professionalise the service further, whether through
improved in-house management or by partnering with an experienced contractor. With labour typically accounting for 80-85% of cleaning costs - and with the ability to reclaim VAT - schools must weigh their options carefully. Outsourcing isn’t right for everyone, particularly where the pastoral element of in-house cleaners is so valued. However, a hybrid model may offer the best of both worlds: keeping boarding house cleaners on the school payroll while outsourcing the school building cleaning and the training and technical advice to a specialist provider. This ensures pastoral support is maintained while benefiting from professional standards, consistency, and scalability.
Hygiene and consistency are especially crucial in boarding settings. A wellmanaged cleaning operation contributes directly to the wellbeing of students - an area that’s rightly a top priority for schools. And where there’s a need for capital investment, such as new equipment, a professional contractor can often fund this upfront, repaid over the life of the contract, easing pressure on school budgets.
Cleaning in boarding schools is complex, but with the right insight and support, it can be more efficient, resilient, and above all, better for the students who call the school home.
For further information on our best value reviews, and to help you find out what matters most to your community, email joeparfitt@litmuspartnership.co.uk
Kieran Jones Director Boarding
Oxford
International College
Boarding at Oxford International College provides students with a unique opportunity to thrive in a vibrant, intellectually rich environment. However, with several boarding houses spread across the city, accommodating our ambitious international cohort presents unique challenges, particularly in ensuring a balanced lifestyle.
Recognising the vital role sleep plays in academic achievement and mental health, OIC adopted the BSA’s Sleep Champion initiative to strengthen student wellbeing. This served as a catalyst for a comprehensive review of our boarding provision.
Together with my Assistant Head of Boarding and wider boarding team, we conducted a detailed audit of our boarding sites, producing a thorough report of action points to enhance sleep hygiene and overall wellbeing.
“By placing student wellbeing at the heart of our boarding philosophy, we are empowering students to build resilience, embrace self-care, and achieve their full potential.”
Earlier curfews, structured ‘quiet’ periods, and designated ‘own room’ time were introduced across houses. These subtle changes supported more consistent sleep patterns, encouraging a culture of rest and balance.
In our larger houses, dedicated Night House Parents now provide overnight support. They monitor noise, discourage unhealthy study habits, and offer pastoral care throughout the night.
3. Healthy nutrition
A selection of sleep-friendly snacks, including fresh fruit, cereals, herbal teas, and juices, was made available in houses. A particular success was the introduction of eggs, which students enjoyed using to create their own recipes. These ideas were inspired by expert advice from Dr Lindsay Browning, a leading sleep expert, psychologist, neuroscientist, and founder of Trouble Sleeping, who emphasises the importance of healthy food in promoting quality sleep.
4. Upgraded sleep facilities
Following a thorough review, we upgraded selected houses with new mattresses, bedding, and linen to significantly enhance sleep comfort for our students.
5. Dimmable lighting
Modern, dimmable bedside lamps and tables were installed, creating calm and restful environments conducive to quality sleep.
Life skills curriculum integration
In collaboration with our PSHE and RSE programmes, we introduced sessions focused on healthy sleep habits, screen time, and balanced diets, empowering students to make informed lifestyle choices.
7. Enhanced pastoral structure
Each student is now supported by both a Strategy Tutor and a Boarding Mentor, promoting holistic care and stronger links between academic and boarding life.
8. Local community engagement
We worked closely with local authorities and businesses to reduce nighttime noise around our sites, fostering stronger community relations and a more peaceful atmosphere.
Through these measures, OIC has embedded sleep hygiene into our core pastoral approach. Achieving the BSA Sleep Champions Award validates our efforts and motivates us to continue developing innovative wellbeing strategies.
By placing student wellbeing at the heart of our boarding philosophy, we are empowering students to build resilience, embrace self-care, and achieve their full potential, academically and personally.
Will
Bridges Assistant Head (Teaching and Learning) Bryanston School
Fis a culture of continu innovation in which t Method and its indiv learning remain cons
In the 1960s, pupils a queued with punch c while the early 1980s computers into scho
or more than six decades, Bryanston School has treated every technological shift not as a threat, but as an opportunity to evaluate 24hour boarding life. The result uous experimentation and tools evolve, yet the Bryanston idual, relationship-based stant.
at British boarding schools cards for remote mainframes, s brought humming ol libraries. Databases
gradually replaced handwritten mark books, freeing tutors to mentor pupils.
Fibre-optic cabling transformed boarding house rooms into study-bedrooms, and email, online research, and a bespoke virtual learning environment reshaped how boarders studied and submitted work. Behind the scenes, digital admissions, bursary software, and algorithmic timetables delivered ‘invisible’ efficiencies across the school.
Today, secure Wi-Fi, iPads, and cloud storage are routine. Bryanston’s eChart dashboards track submission, effort, and attainment in real time,
giving teachers early insight and parents instant transparency. Generative AI is not banned but taught, with pupils learning to craft informed prompts, cross-check against trusted sources, and use outputs ethically, accepting that some tasks should remain human.
Bryanston’s overall message is methodological, stay curious, stay critical, measure impact, and keep people at the centre. By maintaining that balance, we prepare our pupils to thrive in an AIaccelerated world where relationships, not machines, define success.
“We see AI as a partner, rather tha Effective learnin
‘effortful thinking’ amplify curiosity a never ghos
an educational an a replacement. ng still demands ’. Technology must and autonomy but st-write it.”
Paul Gardner
Deputy Head of Secondary Swiss International School Dubai
“Technology should serve people, not the other way around. AI in schools must enhance relationships, not replace them—that’s where true transformation lives.”
Over the past 60 years, technology in boarding schools has evolved from chalkboards and cassette tapes to AI-driven platforms and immersive digital environments. What hasn’t changed is our core mission: enabling young people to thrive - academically, socially, and emotionally. As a school leader in Dubai, I’ve seen how technology can enhance, but not replace great teaching and pastoral. At SISD, we’ve championed the thoughtful
use of educational technology. From adaptive learning platforms to wellbeing trackers, tech is now embedded into every layer of school life. Beyond academics, innovations such as AI-powered timetabling systems are beginning to reshape how schools operate - streamlining the day-to-day experience for staff and students alike.
Looking forward, AI offers exciting potential - provided
we stay anchored in pedagogy and pastoral care. It can personalise learning, support early intervention, and give students more agency over their progress. But no algorithm can replace the intuition of a teacher who truly knows their pupils. The future lies in balance: empowering schools to use emerging tools without losing the heart of what makes boarding so powerfulrelationships, routines, and real connection.
Brookes Head of Boarding
Ladies’ College
Over the past 60 years, technology has revolutionised how boarding schools operate. From the introduction of overhead projectors in the 1960s, computers into classrooms in the 1990s, to the introduction of AI in the 21st century.
“ Here at H Ladies’ Coll robust pract (both techn pastoral) to boarders are and th
“
At the crux of a boarding school experience are personal connection and positive experiences for both boarders and their families. Here at Harrogate Ladies’ College, we have robust practices in place (both technological and pastoral) to ensure our boarders are safe, happy and thriving. Technologically, we use programmes like CPOMS to monitor child protection, safeguarding and welfare concerns, which has seen an increase in organisation and efficiency among staff members. Pastorally, our multi-disciplinary welfare team (led by our Designated Safeguarding Lead) discuss every pupil each week, which forms the foundation of our pastoral offering, ‘Flourish’, and provides families – whether in the UK or internationally – confidence and belief we are doing everything we can for their child. For boarding schools, AI has the potential to revolutionise
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efficiency and ensure boarding pupils are prepared for an increasingly digital future. Despite arguments around AI decreasing the level of human interaction, the use of AI in time-consuming tasks like planning trips and extra-curricular activities facilitates an increased level of human engagement between boarding staff and boarders.
We need to be aware of the benefits of AI and how it can enhance our boarding experience. We must, however, also find the balance between implementing AI without renouncing the key component of what makes boarding here so special: creating a family, something that AI can’t replicate, like knowing exactly when to offer comfort, conversation or cake.
By addressing the complexities of smartphone use, boarding schools can create a healthier, more supportive environment that prioritises both mental wellbeing and online safety.
As schools increasingly integrate technology into daily life, the role of smartphones has become a double-edged sword. On one hand, these devices facilitate communication and access to information; on the other, they pose significant challenges to mental health and online safety.
The constant connectivity offered by smartphones can exacerbate feelings of isolation and anxiety among students, especially in a high-pressure environment like boarding school. Many students find it difficult to disconnect, leading to sleep disturbances and decreased focus on academics. Social media can amplify issues of comparison, FOMO, and bullying, further affecting emotional wellbeing.
To try and mitigate these risks, at Marlborough College Malaysia we are adopting comprehensive policies that balance tech use with mental health considerations, including the use of a schoolwide Acceptable Use Policy in which pupils are asked to sign that they agree to adhere to our online code of conduct.
Rebecca Jarrett Head of Boarding
Marlborough College Malaysia
The Wellbeing programme includes sessions on digital literacy and digital footprints, navigating online interactions responsibly, and regular workshops on mental health awareness and coping strategies to help equip students to manage stress and foster resilience. Parents are always delighted to hear that boarders’ devices are locked away overnight, with varying degrees of freedom depending on age.
Needless to say, robust online safeguarding measures are essential. As with all schools, we are trying to find the balance between implementing monitoring systems such as Lightspeed to ensure safe internet usage whilst promoting a culture of open communication and responsible use.
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Anna Peak
Deputy Head (Pastoral) and DSL Shrewsbury School
At Shrewsbury School, Mental Health
Awareness Week 2025 was more than a calendar event, it was a powerful reminder of the strength found in boarding communities. Under the tagline ‘The Power of Community’, the week brought together pupils and staff in a shared commitment to wellbeing.
The programme was thoughtfully curated to blend education, empathy, and action. From early morning mindfulness walks along the River Severn to lunchtime yoga sessions, mattress dominoes, and human pyramids, the week offered a diverse range of opportunities for reflection and connection. Staff also contributed daily by sharing their own thoughts on mental health with their boarding houses before evening duty. Reading the evening duty reports during the week was a humbling experience, as I got to see just how brilliantly the staff had taken on this challenge and the range of stories they shared.
However, in a school environment where mental health awareness is already deeply embedded, there’s a risk that pupils may feel they’ve “heard it all before.” Striking the right balance between meaningful engagement and message fatigue was key. By inviting pupils to shape the week’s activities themselves, we hoped the campaign would feel fresh and relevant. Inspired by the viral success of the Ice Bucket Challenge, each of our 12 houses devised their own creative ways to raise awareness, ranging from physical challenges to collaborative art projects, giving students ownership and voice in how the message was delivered.
One of the most impactful events saw staff and pupils within Oldham's Hall each record a single word to camera. These clips were then skilfully edited into a powerful message of support and unity, which the house only saw in full upon release, a moving reminder that we are all part of something bigger than ourselves.
Several pupils reached out for help because of something that resonated during the week, showing that even with excellent pastoral care in place, reopening conversations in new ways is always worthwhile.
Shrewsbury’s approach to Mental Health Awareness Week exemplifies the ethos of modern boarding: a place where academic excellence is matched by emotional literacy and support, and where every pupil is known, valued, and heard. As the week concluded, the message was clear - together, we are stronger.
“This week reminded me why community is our greatest strength in boarding. Watching pupils and staff come together sharing stories, supporting one another, and creating moments of real connection was a powerful reminder that we all thrive when we feel seen and supported.”
Henry Exham Oldham’s Hall Housemaster and IC Boarding
sales@switchshop.co.uk
www.switchshop.co.uk
01438 831870
As boarding schools adapt to evolving student safety and technology needs, finding a reliable, comprehensive security solution is paramount. Switchshop's My Switchshop Security Provider (MySSP) offers a robust, education-focused platform to address these challenges.
At the heart of MySSP is cutting-edge web filtering and key word alerting enhanced by integration with the Internet Watch Foundation (IWF) and the wider cybersecurity community. This granular, user-based filtering keeps students safe from inappropriate content and emerging threats. Automated reports and keyword alerts provide designated safeguarding leads (DSLs) and IT teams full visibility into network activity, enabling prompt action.
With SSL inspection performance optimised for high-capacity internet connections, MySSP ensures non-blocking security regardless of encrypted traffic volumes. This allows schools to leverage advanced firewall, intrusion prevention, and anti-malware capabilities without compromising speed or functionality.
Delivering secure remote access is also a key focus. MySSP provides hundreds of highperforming VPNs, enabling reliable remote working.
Switchshop's dedicated service desk provides further assurance, assisting staff during standard business hours. 24/7 proactive monitoring also ensures rapid response to any connectivity or service issues, minimising disruption.
For multi-site organisations like boarding school groups, MySSP's SD-WAN functionality unlocks additional benefits. This softwaredefined networking approach can reduce
connectivity costs, improve cloud application performance, and enhance resilience - all without hardware or software upgrades.
MySSP has been successfully implemented at St George's School in Harpenden. The web filtering, remote access, and network optimisation features have transformed how the school keeps students safe and productive, whether they're on campus or learning remotely.
With its comprehensive safeguarding, remote access, and network optimisation capabilities, MySSP empowers boarding schools to deliver a secure, high-performing digital experience for students and staff. By partnering with Switchshop, schools can focus on their core mission while ensuring the online safety and productivity of their community.
To learn more about how MySSP can transform your boarding school's technology landscape, contact the Switchshop team at sales@switchshop.co.uk or 01438 831870.
BSA On Board is a community action programme that celebrates and supports the positive impact boarding schools have in their local communities, and we are delighted to welcome Milton Abbey as the newest member of BSA On Board.
Originally established by students, the Environmental Committee has become a popular Wednesday afternoon activity, drawing students from all year groups. Jimmy L, in Middle Sixth, has spearheaded efforts to create gardens in every boarding house, fostering community through gardening competitions. Today, Hambro, Athelstan, and Hughie's houses each boast thriving gardens.
Alongside Mr Burnham-Slipper, Head of Land Based Studies, the committee also planted 600 stunning black and gold tulips, our brand colours, in anticipation of their bloom. In addition, Lower Sixth Countryside Management students got hands-on with tree planting during National Tree Week, enhancing biodiversity and managing woodlands affected by ash dieback.
Other highlights include the Lower Sixth Hospitality student afternoon tea assessment attended by guests from the Milton Abbey community and Hughie's House raising £649 through a Vinted clothes sale for Shelter. Damer students supported Dementia UK with Krispy Kreme Doughnut sales and Housemaster Mr Treadaway furthered the cause by running the London Marathon to raise additional funds.
Finally, Milton Abbey hosted an exhilarating day of challenges to support the school's 75th Fund and two chosen charities: Tiny Miracles and Project Planet Earth. The campaign raised an impressive £9,407, with more donations pouring in!
The Milton Abbey Peaks Challenge offered a gruelling 7km or 12km run around the school's scenic landscape.
The Oceans Seven Swim Challenge, inspired by the world's toughest sea channels, saw our students and staff replicate these epic swims in the school pool, covering distances ranging from 15km to 41km. Teams of two to six swimmers tackled distances between 4km and 21km each, showcasing incredible endurance and teamwork. Special recognition goes to Leila P, a Lower Sixth student, who swam 600 lengths, Mrs Burg who completed 15km, and Mr Hanney who completed 20km! In total, 27 team members swam over 9,840 lengths (246km) from 08:00 to 21:00!
Our students' determination and resilience throughout the day were truly inspiring. They pushed through fatigue and discomfort, demonstrating remarkable perseverance and camaraderie. We were delighted to welcome former students back, adding a special touch to the event and reconnecting with the school community.
Heartfelt thanks to students, parents, former students, staff, and friends of the school for their incredible generosity in supporting the 75th Fund and our chosen charities.
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“The website offers excellent functionality. Its intuitive design ensures effortless navigation and ease of use. The real-time bus tracking feature provides invaluable benefits, allowing you to monitor bus arrivals and departures, ultimately streamlining our transport management system for us and parents.
Peter Goodyer, Headmaster & CEO Bede’s School
Some of the best ways to streamline and improve school’s admissions processes do not involve finding new ways to reinvent the wheel, but to effectively use the tools they already have.
In this article, I will be focusing on the role of school transport in the admissions process and how a strategic blend of compelling marketing, thoughtful forward-planning and responsiveness can support parents in their decision-making process to join your school. When considering the importance of a school’s accessibility to parents, particularly dualworking families, the question of transport becomes central to this discussion.
“Since working with Vectare to launch our school bus service three years ago, the network has gone from strength to strength, enhanced by their attentive and fantastic team who have now grown our network from two to ten routes.
Miles MacEachern, Bursar Exeter School
Based on bus usage across more than 200 Independent Schools in the UK, the demand is rising, thus increasing the importance of publishing clear information to prospective parents. It is essential that information is available and not buried within your school website or behind a contact email address. Simple changes such as making route names clearly identifiable to the areas they serve and by publishing route timetables can help parents make informed decisions. If you have a bus network, shout about it!
Don’t allow parents to wrongly assume that they can’t get to your school on one of your buses, when you in fact have a direct bus route to their village. By displaying your network on a map, you can make it easier for parents moving into the area to understand bus routes at a glance, rather than relying on a list of towns and villages.
contact@vectare.co.uk
vectare.co.uk
@vectareltd
In addition to visual changes, open mornings are a great opportunity to ‘sell’ your bus network to parents, handing out brochures and giving pupils the opportunity to meet a bus driver or a transport representative can be a great way to make parents and pupils alike to feel more comfortable with a potential change to their life.
Whilst it is great to shout about your current bus network, there is also a crucial role in adaptability when using buses as a marketing tool. It is important to see a bus network as a fluid object with the emphasis on supporting the needs of the current parent demographic, with the ability to adapt to potential new areas or pockets of demand.
An effective way to manage network changes can help to both reassure parents and reduce the risk of failing to consider operational factors.
To improve this process, open bus bookings as early as possible for the next academic year. Instead of waiting until the summer holidays to plan for September, use the Easter period or even earlier, when parents accept their offers in February and March to start organising transport. Reminding parents to book a bus when they accept their place gives you valuable time to plan ahead and make any necessary operational adjustments.
Dominic Kalantary Managing Director
Vectare offers custom bus guides, an interactive portal for parents, and efficient network management to streamline school transport.
To learn more, visit vectare.co.uk
“AT
THE
HUNDRED AND FIRST BLOW, IT WILL SPLIT IN TWO—AND I KNOW JACOB THAT QUOTE CAPTURES THE SPIRIT OF OUR WORK - C
When I stepped into the role of Houseparent at Sutton House, I did so with confidence built over a decade in boarding schools as Head of Sixth Form, Deputy DSL, Head of Department, and Assistant Housemaster. That range of experience proved vital in navigating the demands of the role. It’s deeply rewarding, but also relentless. Leadership, communication, problem-solving, and pastoral instincts are tested daily. I’ve been lucky to learn from exceptional colleagues who shaped my values-driven approach. Early on, I committed to being a sponge soaking up insight from those around me. That mindset has stayed with me. What I hadn’t anticipated was the impact of becoming a parent. It brought a kind of “superpower” a
deeper empathy, sharper instincts, and more authentic connections with both pupils and their families.
At Sutton, we’ve built a shared ethos with the Upper Sixth around the acronym "SUTTON": Sincere, Understanding, Trustworthy, Team Players, Optimistic, and Never Give Up. These values guide house life, not just slogans, but lived principles. They appear on walls, in conversations, and in the form of our house tie, awarded to Upper Sixth and to Lower Sixth pupils who contribute meaningfully, often through acts of care like Mental Health First Aid training or peer mentoring. We value character over status, integrity over position. A defining moment was sharing Gareth Southgate’s Dimbleby
Lecture with th message about models struck influenced by t the "manosphe visible, positive intentional abo PRESENCE OV
Yes, there’s adm logistics and co communication this role is pres knowing each b and showing u moment. My co shapes how I w is a teaching m success a share conversations meaningful wo
Yates Wandsworth College
IT WAS NOT THAT BLOW THAT DID IT, BUT ALL THAT HAD GONE BEFORE.”
B RIIS CHANGE IS CUMULATIVE. EVERY MOMENT MATTERS.
he house. His t strong male role a chord. In a culture oxic masculinity and ere," boys need examples. We’re out providing those.
VER PAPERWORK
min, safeguarding, onstant n but the heart of sence. It’s about boy, guiding them, p at the right oaching background work: every mistake moment, every ed win. It’s in quiet where the most rk happens.
This year, our focus as a school has been on unconditional positive regard and trauma-informed practice, an approach that resonates with me. Change doesn’t come from one conversation. It’s slow, steady, patient work, built on consistency, compassion, and belief in the person behind the behaviour.
To stay balanced, I rely on sport and the outdoors - staff football, walking the touchlines, catching up with boys and parents outside formal settings. These moments are sacred and keep me grounded. Surprisingly, I’ve also found joy in writing the weekly newsletter and updating Instagram, sharing the
small, meaningful stories that define Sutton House.
ALWAYS LEARNING
Growth is non-negotiable. I draw on thinkers beyond education, Goleman on emotional intelligence, Fullan and Kotter on leadership, and Ryan Holiday’s Stoic philosophy, which now features daily on our house whiteboard. These ideas challenge and inspire us all.
This job is exhausting but it’s the most fulfilling work I’ve ever done. Walking alongside young men during such formative years is a privilege built on trust, presence, and the power of small moments.
Discover Beijing’s Forbidden City, the Great Wall, and the iconic Beijing Opera. Connect with local students, explore cultural museums, and shop vibrant markets. In Shanghai, enjoy the magic of Disneyland and the historic charm of the City God Temple. This itinerary promises an enriching adventure blending tradition www.gateway-education.com and modernity across two incredible cities.
This immersive Gateway to China programme proudly offers a transformative 8-day journey through China, designed for students eager to broaden their horizons, combining culture, education, adventure, and personal growth into an experience that is both inspiring and unforgettable, with students guided and cared for by our experienced team from beginning to end to ensure a journey that is safe, seamless, and deeply enriching.
An adventurous tour for 13-17 year olds in one of the world’s fastest-growing economies.
A 1:8 staff-to-student ratio ensures personalised attention.
AEGIS Gold Accredited Provider – meeting the highest safeguarding standards.
24/7 bilingual supervision to keep your child safe and supported.
18% of alumni achieve Grade 9 in GCSE Mandarin – a proven track record of academic success.
Day 1: Arrival in Beijing — Begin your child’s cultural journey with a warm welcome.
Day 2: Forbidden City guided tour — Explore imperial history with expert guides.
Day 3: Traditional culture museum — Discover ancient Chinese arts and Olympic marvels.
Day 4: Dumpling-making with local buddies — Bond over authentic culinary traditions.
Day 5: Universal Beijing Resort — Experience global entertainment with thrilling attractions.
Day 6: City God Temple in Shanghai — Immerse in Shanghai’s vibrant Old Town heritage.
Day 7: Shanghai Disneyland — Dive into magical adventures across six themed parks.
Day 8: Return to London — Depart with memories and newfound global perspectives.
Jonathan Sisokin
Before departure, families receive detailed briefings on travel logistics, cultural expectations, and language basics. During the trip, our trained leaders oversee every element — from meals to excursions — ensuring your child feels safe, supported, and inspired.
Give your child the chance to explore China’s rich heritage, gain new educational perspectives, and build international friendships in a safe and supportive environment.
Short Courses Coordinator & Business Development Lead jonathan@gateway-education.com +44 7955 286 854 | www.gateway-education.com
Jonathan brings extensive experience in guiding international students on enriching educational tours across the UK.
Lee Irwin Director of Boarding, Thomas Adams School
boarding schools, effective evaluation is key to excellence, driving both academic and holistic student development. Peer assessment, particularly via a "triad inspection model," has proven highly successful in enhancing this development across participating schools. This approach addresses the challenge of insularity in boarding settings by providing an objective lens, fostering collaboration, and promoting continuous improvement. As Dylan Wiliam (2011) stated, "Evaluation should not be seen as judgment but as an opportunity to learn and improve together," a principle that underpinned our approach.
ScOur successful bid for the BSA Boarding Innovation Award 2025 centred on the transformative impact of our peer assessment "triad inspection model" on participating schools. As Director of Boarding at Thomas Adams School, I am deeply indebted to the expertise and commitment of Alex Large from The Royal
Wolverhampton School and Sam Obeng-Asare from Haberdashers Adams. Their work on the initial trial was instrumental in proving the model's efficacy and paving the way for its broader implementation and our award win.
Boarding schools often rely on internal evaluations, which, while valuable, can lack objectivity. Staff are immersed in daily routines, making it difficult to maintain critical distance. Peer assessment provides a fresh
chools have ported greater bjectivity, mproved actices, and ronger llaboration
perspective by engaging experienced professionals from other schools to review boarding provision against consistent benchmarks, such as the National Minimum Standards (NMS). This ensures rigour and alignment across different settings.
The model also fosters a culture of collaboration and shared learning. As Frances Cole Jones noted, “As with any endeavour, you will improve if you play with people whom you feel have a stronger ‘game.’” The triad format encourages schools to challenge and support one another, creating partnerships rooted in mutual respect and improvement.
Another major benefit of peer assessment is its professional development value. Boarding leaders gain exposure to different models of practice, broadening their understanding and enhancing their leadership. It also promotes accountability and transparency, key drivers of continuous improvement.
Of course, implementation wasn’t without challenges. Maintaining objectivity was essential. To ensure this, we introduced rigorous training for assessors, focusing on evidence-based observation and minimising bias.
Transparency was balanced with confidentiality through clear protocols for data sharing and communication.
The impact has been impressive. The three founding schools have reported greater objectivity, improved practices, and stronger collaboration. Crucially, student voice has become more central to boarding development. External perspectives have driven innovation, while peer-to-peer accountability has helped embed change.
Following the initial success, the framework and inspection documents are now being used by schools across the West Midlands. We are eager to see this model adopted more widely and welcome contact from schools interested in launching their own triads. Peer assessment is a powerful tool for boarding development. It replaces isolation with partnership, introspection with constructive challenge, and static practices with dynamic growth. By embracing this reflective and collaborative approach, boarding schools create a richer, more supportive environment - one where, to paraphrase Dylan Wiliam, improvement is not imposed, but pursued together.
If you would like to contact me regarding Triad Inspections or would like to see how it could benefit your school. Please contact me on Lirwin2015@gmail.com
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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 105 agents and 73 guardians have been certified, with more joining all the time.
David Walker, Executive Director, Boarding & Education and Director, BSA/TIOB, said: “Finding a suitable educational agent can be a timeconsuming 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.
“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 134.
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 136.
AS WITH MANY MARKETS, THE INSURANCE MARKET IS CYCLICAL. FOR MANY YEARS, SCHOOLS SOURCING INSURANCE HAVE HAD THE BENEFIT OF A “SOFT” MARKET, WHERE INSURERS COMPETE AGGRESSIVELY TO WIN BUSINESS BY REDUCING PREMIUMS, LIGHTERTOUCH RISK MANAGEMENT LEVELS AND WIDER COVER.
Understandably, the long-term result of these soft market conditions is that claims costs rise compared to premiums, reducing insurers’ underwriting profitability. This trend has been aggravated in recent years by the pandemic and claims inflation, putting even more pressure on margins.
Insurers are now reacting to this with stricter underwriting standards, reduced cover and higher levels of premium. On some occasions, insurers have withdrawn from unprofitable insurance classes or sectors altogether. We are now seeing the insurance market harden across most classes of cover.
Your approach to your insurance renewal can make a big difference. Here are some tips which may help you secure a cost-effective programme and be confident that the assets and reputation of the school are protected.
START YOUR RENEWAL REVIEW EARLY
Be prepared to look at alternative solutions
Changes in policy terms, claims and increases in premiums will most likely void any current long term or fixed rate undertaking, so be prepared to consider alternatives, particularly if you are only being offered a single insurer option.
Towergate Insurance have a wide range of markets for independent schools, and we can provide an easy to follow comparison of the terms being offered to you currently, against what policies we can offer.
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In the competitive landscape of student recruitment, boarding schools must continuously innovate to captivate prospective families. Video ads have emerged as one of the most effective digital tools, helping schools convey their unique value and strengthen emotional connections with parents and students.
Video allows schools to showcase their distinctive atmosphere, campus life, and educational ethos vividly and authentically. By presenting engaging visuals and narratives, schools can evoke emotional responses that resonate deeply with prospective families, making their institutions stand out in a crowded marketplace.
Visual Storytelling: Compelling narratives that connect emotionally. Increased Engagement: Videos capture attention and sustain viewer interest far more effectively than static content.
Enhanced Trust: Testimonials and genuine student experiences build credibility and foster trust among families.
Virtual Tours: Allow prospective families to experience your campus remotely, capturing its unique features.
Testimonials: Authentic stories from students, alumni, and parents build credibility and trust. Event Highlights: Showcase vibrant school events, allowing viewers to envision participating.
Keep Content Short and Engaging: Aim for concise, high-impact videos that hold viewer attention. Optimize for Mobile: Ensure clarity and quality on all devices, particularly smartphones. Focus on Storytelling: Prioritize narratives that authentically represent your school's identity and values.
Data-Driven Results: Leveraging analytics helps refine targeting, making your video ads more effective. Understanding viewer engagement patterns allows schools to enhance their strategies continually. Integrating Video Ads into Your Marketing Strategy: Incorporate video into your broader digital marketing strategy, ensuring consistent messaging across multiple platforms. This approach amplifies reach, reinforces your school's unique identity, and maximizes enrollment outcomes. Embrace the Future of Recruitment: As digital strategies evolve, video marketing remains a vital tool. Schools that effectively employ video advertising will remain competitive, attracting and engaging prospective families more effectively.
The following organisations have achieved BSA Certified Guardian status since the last edition of the magazine was published:
Dreamline International
Kitt Mcarthur Education
Maryadi Limited
St David’s International Education Limited
A very warm welcome to the BSA family.
For more information on the BSA Certified Guardian scheme, please visit our website.
Academic Families
Access UK Education
Alderwood International (provisional)
Alina Yegorova (provisional)
Alpha Guardians
Anglo International Student Centre (provisional)
Amber Education
Belgravia Guardians
Berkeley Guardians
British guardianship (provisional) (uk wide)
Boarding Schools Ireland (provisional)
Cambridge Guardian Angels
Cherry Education Consultancy (provisional) (England)
Churchill Education Services
Chinese UK Study Company
Clarendon International Education
College Guardians
Connexcel
Convoy Education (UK Wide)
Crown Guardians (England, Wales)
Dreamline International (provisional) (UK wide)
East Coast Guardians (East England)
Eduexcellence Consulting Services (provisional) (England)
Education and Exchange in Europe (provisional)
Edukatus (provisional) (England)
Edukatus (provisional) (UK wide)
Edinburgh Guardian Angels
Elite Anglo-Chinese Services
English Country Guardians
Gabbitas
Genesis Education Planning
Great British Guardians
Guardians International Support
Guardians UK (South UK)
Hebe Education (provisional) (Ireland)
High Schools International
Hostlink UK
Hyde Global Education
International Student Guardianship Ireland
IQ Consultancy
Japan-London Study and Sport (provisional) (England)
JD Consultancy
Kitt Mcarthur Education (provisional)
Orpington Education Group (England)
Overseas Personal Development Services
Oxbridge Guardians
Maryadi Limited (provisional)
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
See World (London and Southern England)
St David’s International Education Limited (provisional)
St George’s Guardians Study Links
Test Education Centre
The Guardian Family Network
Trusted Guardianship
UK Academics and Guardianship (England and Wales)
UK Cloud Primary School (provisional) (UK wide)
UK Guardians
UK Guardianship
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:
Athena Tuition Limited
Beatrix Woodhead
BEC Education
Bridging British Education Virtual Academy
Buckell & Srew Education Management llp
Edumap
EJC Education Consultancy
Epsom uk education
Kolumbix Ltd
London Family Office
Maple Overseas Wducation Centre
Say Languages
UKEI
UCAC international
UK Cloud Primary School
A very warm welcome to the BSA family to you all.
For more information on the BSA Certified Agent scheme, please visit our website.
Academic Asia (China)
Academic Families (Worldwide)
(Certified Agent and Certified Guardian)
Akademis (Germany, Austria, Switzerland)
Anderson Education (Middle East, Africa, Military)
Anglo International Student Centre (China)
ApplyEasyPro (China and Taiwan)
Aster Tuition (China, Worldwide)
Aston Education (Hong Kong)
Aathena Tuition Limited
@School-in-UK (Russia)
Baltic Council for International Education (Latvia, Lithuania, Estonia and Poland)
Barbara Glasmacher Internationale (Germany)
Beach Education (Bermuda)
Beatrix Woodhead (UK & International)
Be Education (China, Hong Kong, Singapore)
BEC Education (south korea)
Bespoke Education (Kazakhstan, Uzbekistan)
Better School! Internatsberatung (Germany)
BOSSS UK (China)
Brains & Butter (Nigeria)
Bridgeway Education (Bermuda)
Bridging British Education Virtual Academy (Worldwide)
Britannia StudyLink (Hong Kong)
Brighteru
British International Consulting Ltd (China)
British United Education Services (Hong Kong)
Buckell & Drew Education Management llp (Senegal, Gambia and Sierra Leone)
Cambridge Academic Tuition (Worldwide)
Cec Academy (South Korea)
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)
Education Valencia (Spain)
EduExcellence Consulting Services (China)
Edugo Guardian (South Korea, Worldwide)
Edu S.O.S Consulting (Italy)
Edumap (Turkey)
Edukatus (China, Hong Kong, Singapore)
EJC Education Consultancy (Worldwide)
Epsom UK Education (UK)
Esta Educational Consultancy
Fortis Education (Middle East, China,Russia, Europe)
Future Perfect
Genesis Education Planning (China)
(Certified Agent and Certified Guardian)
Global Education Tumulka (GET) (Germany)
Golden Apple Tree (China)
Golden Future (China)
Imega Culture & Education (China, Singapore, Spain, Italy)
HKIES Overseas Education Centre (Hong Kong)
Imega Culture and Education (China, Singapore, Spain, Italy)
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)
Kolumbix Ltd (Ukraine & Eastern Europe)
Kulturwerke Deutschland Sprachreisen (Germany)
Leo Education
London Family Office (China)
Maple Overseas Education cCentre (Hong Kong)
Mark Brooks Education (Ghana, Nigeria, Worldwide)
Meridian Group (Latvia)
Next Step Education (Worldwide)
Orpington Education Group
One School Group (China)
Overseas Personal Development Services (China)
Oxbridgecrew Education
Panoba (Nigeria and Saudi Arabia)
Pen Students (Iran, Turkey, Emirates)
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)
Say Languages (Spain)
Sino-UK Arts & Cultural Bridge Ltd (China)
Test Education Centre
The Independent Education Consultants (Worldwide)
The Watanabe Office (Japan)
Toechter and Soehne (Germany)
UCAC International (Pakistan, Afganistan)
UK Academics & Guardianship (UKAG) (China)
UK Cloud Primary School (China)
UK Education Guide (Middle East, Worldwide)
UK Epsom Education (China)
UK Schooling Experience (China)
UK Tuition Services (China)
(Certified Agent and Certified Guardian)
UKEI (China)
Ultra Education Services (China)
UM Education
Unibridge International Education (China)
Which Boarding School (Spain, Italy, Germany)
Which British School - WBS (China)
Wonmillion Education (China)
Maximum Security
Safe, protected premises
Critical communication
Detect vaping, smoking, bullying, abnormal sounds
Instant door entry access
Advanced AI-powered analytics
In today's unpredictable environment, managing extensive and private areas in a school presents significant challenges. Faculty and staff are tasked not only with delivering high-quality lesson plans and cultivating a welcoming atmosphere for students but also with maintaining highsecurity and preparing for emergencies. Whether it is tackling school violence, student mental health issues, severe weather or active assailant threats, it is crucial that the school's security technology supports its primary priorities of safeguarding students and fostering growth.
IF YOU NEED HELP WITH OUR SOLUTION PROVIDES
Keeping school staff and security teams informed with important details
Improving school operations efficiency
Quick communication between parents and staff when incidents happen
Unified communication and integrated systems at every level, from the school perimeters to the classrooms
Task management and automated workflow features to facilitate seamless operations and enhance student learning
Mass notifications and alerting systems to keep parents informed in any situation
Integrated security technology to help keep your school secure
Instantly launch actions in critical times
Panic buttons empower faculty and staff to instantly contact authorities with the simple push of a button.
Gives real-time situational awareness and precise location for more accurate dispatch and faster response times.
Improve visibility with video security
AI-powered video analytics help identify banned individuals, vehicle license plates, weapons or unusual activity.
Video management software Aware enables remote management and allows operators to quickly launch actions.
Control access to all entry points
Immediately contacting first responders in emergencies
Detecting vaping, smoking, bullying or vandalism
Security technology for public safety coordination provides intelligence to the authorities and improves emergency responses
Smart sensors that provide realtime alerts when chemicals and changes in temperature and noise levels are identified
Access control system secures entry points and automatically sends alerts when a door is propped open or breached.
Set automatic schedules to allow access during operational hours and lock doors after working hours.
Take your school security to the next level with these key components
MOTOTRBO radios
Ensure seamless and fast communication between school security teams, staff and bus drivers, and stay updated with the latest information with advanced digital two-way radios.
Durable and easy to use
Pristine, high-quality audio
Long battery life
HALO Smart Sensor
Integrated with the Avigilon video management software, the smart sensor can detect vape, smoke, chemicals and unusual noise levels, and quickly identifies bullying incidents, fighting and smoking
Provides real-time alerts when an anomaly is detected
Helps detect vandalism, trespassing, gunshot and THC
All-in-one intelligent device to keep schools safer and cleaner
Since 2006, allmanhall have been helping schools innovate and thrive.
Good food shouldn’t cost the Earth!
P Food cost savings and risk mitigation
P Enhanced quality and retained 昀exibility
P Admin e ciencies and greater visibility
P Hands-on support and consultancy
P Allergen, nutrition and compliance training
P Sustainability assessments and advice
“In partnership with our excellent in-house catering team, allmanhall helps us provide fresh, nutritious and tasty food of a high quality and with a persistent focus on sustainability and value for money”.
Neil Cu昀ey Director of Operations & Finance Royal Russell School
Watch the video case study here
The UK Spring Statement 2025 continued to build upon measures introduced in the 2024 Budget. Together those fiscal choices carry significant implications for the food sector, the impacts of which are already visible. Combined with unpredictable local and global factors, you may be finding that your school’s food spend isn’t stretching as far as it did even just a few months ago...
These outputs of the Statement are increasing the cost of producing, growing and supplying food production:
• Rate and threshold changes to employer National Insurance Contributions and a 6.7% increase in the National Living Wage are impacting the food service sector, which has a high proportion of lower-income workers.
• Changes to farm inheritance tax continue to raise concerns about the viability of familyowned farms and risk reducing domestic production, increasing farm consolidation, and creating a greater reliance on food imports.
• Closure of the Sustainable Farming Initiative, which pays farmers to manage their land in an environmentally sustainable way. This is a vital source of income, and its abrupt closure is creating anxiety and uncertainty.
• All goods now imported into Great Britain from the EU must be covered by an Entry Summary Declaration which
aligns EU imports with existing protocols for non-EU countries. Additional customs checks for imported goods is increasing both time and cost in food supply chains.
What other unpredictable factors are forcing up food prices?
• Climate change. Extreme weather events, droughts, and shifts in growing seasons make it difficult to predict yields, contributing to price volatility.
• Spread of plant or animal diseases. Poultry outbreaks of avian influenza have led to trade restrictions and widespread culling of poultry, resulting in increased production costs, product shortages, and therefore significant price pressure for poultry meat and eggs.
• An extension of the Energy Profits Levy. Higher energy costs - especially for cold-chain logistics and food processingmay further pressure profit margins and lead to price increases for energy-intensive foods such as dairy, frozen, and chilled goods.
• Geopolitical uncertainties. From the impact on wheat
prices as a result of the war in Ukraine, to recent tariff changes as a result of both US trade negotiations and negotiations with the EU
ahead:
Food inflation currently sits at around 3% and is forecast to rise to 4-5% by the end of this year. The volatile pricing landscape has been caused by challenges in the supply chain, both at a global and local level, and the impact of factors discussed above. Whilst there is turbulence there are steps that can be taken, to help your school retain control and to ensure your food spend is as effective, controlled and responsible as possible.
Read on for more from food procurement experts, allmanhall, here:
Top tips on making your school’s food spend go further.
After all, your school’s food shouldn’t cost the Earth. And quality doesn’t need to be a trade-off for good value.
Arabella Northey, Partnerships Manager at Seqrd Technology, explains why boarding schools are switching to innovative forms of technology to support their students online.
Today's boarding students navigate a uniquely complex digital landscape within the 24-hour residential school environment. From morning registration through to evening prep, weekend activities, and house-based social time increasingly assume constant connectivity.
Ofcom research indicates that 91% of young people are actively using social media. Your phone might be locked away, but your adolescent brain is constantly thinking about who has seen your TikTok story and are you as popular as you would like to be, all of this is creating a ‘tired and anxious generation’. What is perhaps more disconcerting is that 45% have encountered inappropriate content.
Every school has detailed policies about the safeguarding and protection of their students. Much of this is related to digital spaces and the systems used to keep your students safe.
We get it — when it comes to smartphones, your students are away from home and need to contact their parents. The answer cannot be about banning them or removing technology during the school day. They need to learn to use their phone safely away from adult oversight and intervention.
Sadly, personal devices can often come with downsides:
1. Device addiction leading to a lack of social interaction
2. Chasing students to return their phone
3. Time-consuming policing to help them develop healthy habits
If you're looking for a simple, flexible, and effective way as 'in loco parentis' to keep students positively engaged with technology, SchoolsMobile from Seqrd is a seamless digital solution that builds positive tech habits, not resistance and cuts down staff policing.
Forget about magnets, lockers, dummy phones or constant teacher oversight. Physical pouches can’t allow access to approved educational tools on tablets, school laptops, or phones – thankfully that is no problem for our app. Each school can tailor the SchoolsMobile policies to meet their specific needs and exceptions for health monitoring apps like glucose trackers.
Outside of lesson and prep hours, you can preserve the benefits of technology and smartphones allowing students to access payment apps, travel info and communicate with their parents. Setting controls on social media or streaming services helps students build healthier habits and budget their tech time effectively.
Safeguarding children digitally doesn't stop at the boarding house, and we know that digital wellness is only going to work when it is a coordinated approach between home and school. SchoolsMobile stops traffic on and off the school site without monitoring individual student activity. Parents can be reassured that this will bring peace of mind and not affect their child's privacy.
Our aim is to decrease supervision and interventions related to inappropriate device usage, allowing house staff to focus on positive pastoral support rather than reactive enforcement measures. Improved sleep patterns and sustained attention is well-documented as digital distractions are removed.
Whether you are struggling with school managed devices, smartphones or tablets - we have a solution.
SchoolsMobile is our common sense, seamless digital platform that addresses boarding staff and parental concerns about smartphone and personal device use amongst young people.
CUSTOMISABLE VIRTUAL POUCH POLICY
Tailor SchoolsMobile to meet your school’s specific needs. Set exceptions for health monitoring apps like glucose trackers.
PRESERVE THE BENEFITS OF SMARTPHONES OUTSIDE TEACHING HOURS
Allow access at lunch or after-prep or during weekends — we hel p you design a policy that works best for your schedule and students.
SUPPORTS ESSENTIAL SCHOOL DOMAINS
Give access to approved educational tools on tablets, laptops o r phones
DEVELOPING HEALTHY TECH HABITS
Set weekly limits on social media or streaming services to help s students budget their tech time effectively.
NO EXTRA INFRASTRUCTURE OR TECH-POLICING NEEDED
Forget about magnets, lockers, dummy phones or constant teacher and house staff oversight.
For further information: info@seqrd.com 0333 242 3163
Gold Member 2025/2026
Schoolblazer / Limitless
School uniform and sports kit supplier.
Witley Jones
Designers, manufacturers and installers of quality school furniture for BSA boarding schools.
Engage
A powerful and flexible platform delivering effective communication, control, reporting and insight across your school.
Govox
Wellbeing and mental health platform.
I-GTM
Compliance and Travel.
Allmanhall: Food and Nutrition / Procurement / Catering / Catering Advisors
Allergy Team: Wellbeing
Charlie Waller Trust
Dorms & Digs Design: Furniture suppliers
EcoSync Energy Management: Smart temperature control systems
EVOLVE Advice Ltd: Advice / guidance / training
Flooglebinder: Travel
Gateway Education
Hays: Recruitment
HEM Education Marketing Solutions: Advice and digital marketing
Hihilulu
Howden: Wellbeing / Compliance / Advice / Insurance
IDAT: International Diagnostic and Admissions Test
Idemasport UK LTD: Facilities management and Interactive
International SOS Assistance UK Limited: Risk Management
iSAMS: School Management Solutions / MIS / Management System
Innermedia: Website design / digital marketing
Jeremy Thomas Talks: Wellbeing
K9 Deployment: Drugs search dogs and patrol dogs
La Suzy
Leiths Education: Health wellbeing and Food Education
· Noble + Eaton: Environmental and Design
Opus Pharmacy: Accredited medicines training
Pavocat: Compliance
PsycApps Limited: Wellbeing / Health and Wellbeing
· PRS Training Ltd: Martial Arts Training
Reach Student Life: Wellbeing / Compliance / Safeguarding / Health and Wellbeing
Redwood: Debt collections
Rivervale Minibus Ltd: Travel / Bus / Transport Services
· Schoolblazer: Nniform and sports supplies
School of Esports: Technology and Esports
School Teeth: Orthodontic and dental treatment
SDS Group: Archives / history / development / alumni
· Shelleys: Print and design
SWJ Consulting
Switchshop: IT networking and cyber security
TG Escapes: Construction
· The Awareness Key: Supporting people and organisations
The Divergent School Group
The Litmus Partnership Ltd: Catering and facilities management
The Manager’s Training Company Ltd: Supporting people and organisations
· The Wellbeing Hub: Wellbeing
Towergate: Insurance broker
Unyfi: Energy broker / renewable energy / Waste Management / facilities management / Merchant services
Utility Aid: Energy broker
Vectare: Transport management
Welcomm Communications Ltd: IT Communications and Cyber Security
Witley Jones: Furniture supplies
World Challenge: Travel
Yes We Can Youth Clinics: Mental healthcare
Great schools don’t happen by accident; they’re built on values, vision, and environments designed with intention.
Schools are exceptional places They are places of growth, of thriving, and of connection they are intrinsically caring places that are central to the community and those they support every day.
Boarding schools don’t just connect people to learning experiences; they connect people with people and their collective learning experiences This combination, where the learner is at the centre, is the magic This powerful notion of a deep connection with spaces is not new. Remember that feeling you get when everything just 昀ows? Those inspirational moments? Those are the schools where their culture is embedded in their architecture
policy adjustments and reimplementation where necessary.
Our most recent research into the ‘State of Boarding Spaces’ showed that boarding schools are best placed to improve wellbeing. However, wellbeing and cognition are not mutually exclusive; they go hand in hand, and one drives or supports the other We can only begin to realise the high potential and turn it into high performance when we link these together
This complex web of emotions and subsequent learning is tied to your environment Your perception, your mental maps of the world around you unconsciously draw upon, are tied to your experiences We, therefore, need to be intentional with the design of those experiences; thoughtful about what we want to do and how we want to go about doing it
An inclusive school recognises the e昀ect that light, sound, temperature, ventilation, and access to nature have on its learners and designs with these and other sensory features in mind. The impact of not doing so is poor visual organisation and stimulation, leading to an ine昀icient organisation and poor learning behaviours
Do your school values and your school spaces align? Do they facilitate connection? Are they sustainable? Do your spaces have energy and life? Do they foster a love of learning?
Boarding schools are well-positioned to help those in their care not only discover their ‘why’ but also design experiences that will help ful昀l their dreams. Experts around the clock provide guidance and supervision, planned and timed to work with you and for you. It is, therefore, no surprise that those within boarding communities thrive
In the current climate, this is a di昀icult business model for some schools to justify and maintain. How can schools justify this level of a琀ention to detail? I would turn this question around and ask, why wouldn’t they? I remember my grandad always saying, “If you look after the pennies, the pounds will look after themselves,” a琀ention to detail counts. When you consider education and ‘people’ within this model, when you use the lens of sustainability and of carbon footprints, the a琀ention to detail outweighs the cost as it reduces all associated risks
An e昀ective strategy to ensure that boarding school models pay a琀ention to detail is, therefore, essential. The design of these strategies begins with a deep understanding of context and culture, and rerouting (or ‘rerooting’) occurs through
At Noble + Eaton, we capture the feelings of a space and use those feelings to design spaces and deliver exceptional results In essence, we work with schools to design learning experiences to support human 昀ourishing. Whether you are designing a new building or carrying out major or minor refurbishments, make sure you consider how to achieve the desired impact through intentional design.
In our next research project, we’re going to publishing insights into the impact of sixth form spaces If your school has a sixth form, you’re welcome to anonymously participate and become part of the research! A free appraisal of your current sixth form space is included for free, in addition to free entry at the ‘Future of Sixth Form Spaces’ launch event on the 5th February 2026 We look forward to hearing from you.
Joanne Ladds Noble + Eaton
Associate Education Consultant
h Form Spaces
Gain access to valuable insights by participating in the research which is shaping the future of Sixth Forms in independent schools globally.
Discover ROI & Retention Strategies
Uncover your untapped potential
Access global insights from our team
“
This
Early access to research 昀ndings
research is incredibly valuable, and comes at a crucial time for school leaders as we challenge ourselves to make our education the best it can be.
County lines is when criminals befriend children, either online or offline, and manipulate them into drug dealing.
They control the young person using mobile phoneshence ‘lines’ as in phone line.
The victim is coerced into delivering drugs, often to towns outside their home county.
K9 Deployment are working with teachers across the country to reduce the amount of drugs in schools.
Using drugs dogs in schools and colleges for random searches is a powerful and preventative measure. This includes:
Scanning students as they come into the school and as they go about the day.
Searching classrooms, toilet blocks, lockers, boarding houses, and sports centres.
Searching shrubbery or woodland areas as these tend to be the most convenient places for students to hide substances and contraband.
Supporting schools with prevention initiatives
K9 Deployment is enthusiastic about reducing illegal drugs, especially in educational settings. Many schools have Drug Awareness strategies to ensure they create a safe environment for their students. We support schools with their programmes and help them spread the message through our presentations and demos. This can be delivered in an assembly or year group setting.
Highly trained detection dogs A bespoke service We’re there when you need us ? ?
Having our drugs dogs visits can function as a high visual deterrent and reduce illegal substances from being brought into your school or college ? ? ? ? ? ?
Facilities for up to 108 students at Edgeborough School
FOR MEMBERS OF THE BSA, THE ULTIMATE GOAL IS TO CREATE MORE THAN JUST AN EDUCATIONAL INSTITUTION; IT IS TO BUILD A NURTURING, SUPPORTIVE, AND INSPIRING ‘HOME AWAY FROM HOME’. THIS REQUIRES AN ESTATE THAT PRIORITISES STUDENT WELL-BEING AT EVERY TURN. A GROWING NUMBER OF BSA SCHOOLS ARE TURNING TO THE INNOVATIVE BUILDING SOLUTIONS OFFERED BY TG ESCAPES, WHICH COMBINE THE EFFICIENCY OF MODULAR TIMBER-FRAME CONSTRUCTION WITH THE PROFOUND BENEFITS OF BIOPHILIC DESIGN.
Biophilic design is a philosophy centred on connecting people with nature through the built environment. By utilising natural materials like timber, maximising natural light, and ensuring views of surrounding greenery, these buildings are proven to reduce stress, improve concentration, and enhance overall well-being. For boarding students who spend the majority of their time on campus, the impact cannot be overstated.
TG Escapes off-site fabrication means projects are delivered in a fraction of the time of a traditional build, with significantly less disruption, a critical advantage for a busy boarding campus. Furthermore, these timber-frame buildings are inherently sustainable and net-zero in operation, offering cost savings that can be redirected into core educational and pastoral programmes.
ACADEMIC EXCELLENCE AT RATCLIFFE COLLEGE
A testament to this approach is the award-winning English Classroom Block at Ratcliffe College. Needing to expand its teaching space, the college chose TG Escapes to deliver a statement facility towards the entrance of their campus that was both functional and inspirational. Large windows flood classrooms with daylight, creating an atmosphere of calm. The project, lauded as ‘Project of the Year’ at the 2023 MMC Awards, demonstrates how biophilic design can directly support and elevate the academic experience.
The impact of biophilic design extends beyond the classroom, as shown by the new changing facilities at Edgeborough School. Often, ancillary buildings are purely functional, yet TG Escapes delivered a space that actively contributes to student well-being. The warm, timber structure creates a welcoming and comfortable environment, transforming a utilitarian space into one that supports the school’s pastoral life; a powerful reminder that every
part of a school’s estate has a role to play in crafting a positive boarding experience.
Bursar Sarah Riley says: “The new changing rooms have been met with fantastic feedback from pupils, parents, and staff alike. Pupils are loving the fresh, modern space, which offers a much-improved experience before and after games. Parents have expressed their appreciation for the high-quality facilities, recognising the investment in enhancing school life. Staff have also praised the design and functionality, highlighting how the upgraded space makes managing sports sessions smoother and more efficient. Overall, they have been a hugely positive addition to the school!”
TG Escapes offers BSA members a powerful tool to enhance their estates. By creating buildings that are quick to install, sustainable to operate, and specifically designed to improve student well-being, they provide a solution that aligns perfectly with the core mission of a modern boarding school: to create the optimal environment for students to live, learn, and thrive.
For more information visit tgescapes.co.uk, call 0800 917 7726 or email info@tgescapes.co.uk
Training the mind is a po success, it is proactive a powerful, and using the m into a positive, and a succe and recollection
Students learn the perfect mind skills to equip themselves in todays’ fast paced, ever changing world of high expectations they are moving quickly towards. Being able to manage daily challenges from the students environment, feelings of desperation and preventing suicidal thoughts is paramount.
ositive day-to-day activity to achieve and not reactive. Keeping the mind ind proficiently, turns a major concern ess. Our training guarantees retention making it highly successful.
Changer” & d Suicide Prevention
rvice 2025”
Mental Strength Programme in place has made a huge difference. This proactive nts, staff and parents, has allowed numerous obstacles to be overcome.
Natalie – School Teacher
edtech
The world of work is rapidly transforming due to tech advancements and evolving skill demands. For educators and employers, understanding this shift is crucial, especially as we embrace digital learner profiles (DLP) and microcredentialing to prepare students for success.
There's a surging demand for specific skills, particularly in AI, cybersecurity, and cloud technologies. AI-related jobs in the UK are expanding 3.6 times faster than other roles. Employers are increasingly "hiring for potential," prioritising willingness to learn. This signals a move towards a skills-first approach, where demonstrable abilities and a growth mindset are key. Beyond technical proficiencies, core skills like communication and collaboration are highly valued. The ability to articulate these digitally is increasingly essential in view of the new Statutory Guidance for state schools.
Digital Learner Profiles and Microcredentialing in Action
Find
Despite the urgent need for skills, a disconnect persists. Many young people are uncertain about their careers, and 48% in the UK feel unprepared for their future after compulsory education (OECD). Lord Jim Knight, former Minister of State for Schools, advocates for an education system that fosters a love of learning, resilience, and a comprehensive skill set, moving beyond mere content recall. DLPs and microcredentialing offer powerful solutions. globalbridge allows students to build rich, multimedia digital profiles showcasing academic achievements, practical skills, volunteering, and extracurricular activities. This addresses the need for students to better understand and articulate their talents and readiness for the workforce.
For schools, this is invaluable. These profiles are dynamic, rich with evidence of personal development, demonstrating engagement and skill acquisition for inspection reports. Schools gain access to granular data and tracking on student pathways and skills development, offering robust evidence of impact and readiness.
Microcredentialing complements this by offering verifiable recognition for skills gained through short, focused learning experiences, enabling faster upskilling, For example, a student could earn microcredentials in "Python for Data Analysis" or "Digital Marketing". globalbridge further connects students with real-world opportunities, allowing them to apply and earn recognition for developing skills, fostering a deeper understanding of various sectors.
Schools must embrace digital tools and flexible learning pathways; cultivating critical thinking and adaptability. DLPs are ideal for showcasing evolving capabilities, while verifiable microcredentialing offers skill validation. Ultimately, preparing young people for the future means empowering them to continuously learn, adapt, and showcase skills through comprehensive profiles, enabling them to shape their future.
5 Proven Education Marketing Strategies to Increase
globalbridge and HAYS in partnership empowering educators with
data-driven insights to:
Equip students with digital learner profiles
Track wider achievement
Showcase all forms of talent in an inclusive way
Measure personal development
Bridge the gap to real-world connections
Parent and carer access
Fiona Long
Education Manager
Email Address
fiona.long@myglobalbridge.com
Phone Number
+44 (0)7865 217642
Even the best-maintained estates can suffer sudden structural issues from weather damage, or slow-developing defects like large cracks in ceilings, or walls beginning to bulge. Whatever structural issue you are faced with, whether it’s a failed canopy, crumbling masonry, unsafe walkways or decaying roof timbers, structural engineers should be your first port of call to investigate and advise.
RECOGNISING THE WARNING SIGNS OF A STRUCTURAL FAILURE
Not every structural issue starts with a dramatic collapse, early identification that there might be an issue is key. Subtle signs include cracks in walls, sagging ceilings, water ingress, or unusual floor movement. For example, cracks wider than 2mm, on external walls and ceilings should always be investigated by a structural engineer. Cracks on external walls may be letting in water, causing further damage and ceiling cracks can be an indication of structural failures. These symptoms may indicate structural or subsurface issues such as failing foundations, timber decay, or soil subsidence.
Staff, caretakers, and site managers should be trained to recognise these signs, take photos and report any unusual changes in buildings or outdoor infrastructure. Establishing regular inspection routines, even informal walkarounds, can help spot potential problems early on.
How Structural Engineers can help in emergencies
If a structure or element of a building suddenly fails, or you suspect an immediate risk (e.g., due to a storm, collapse, or subsidence) contact a structural engineer to assess the damage quickly and determine the cause and severity of structural issues.
A qualified structural engineer can provide immediate and ongoing support, including:
• Site assessment and risk analysis: determining whether an area is safe to occupy and identify any immediate hazards.
• Temporary works design: Recommend, or design, temporary supports or shoring to prevent further damage or collapse.
• Root cause diagnosis: Identify where the problem stems from, whether it is a structural failure, poor workmanship, water damage, or freak external forces.
• Specification for repairs: Design permanent repairs, oversee any remedial works, and coordinate with architects and contractors.
At SWJ Consulting, we work closely with schools to provide calm, clear advice and practical solutions, helping you maintain continuity with minimal disruption.
Emergency repairs often uncover long-standing issues that weren’t previously identified. That’s why we strongly advocate for regular structural condition surveys as part of a school’s estate strategy, regardless of the age of the buildings. These surveys can provide clear, prioritised recommendations and allow schools to manage maintenance budgets more effectively. They also reduce the likelihood of sudden failures that require costly emergency repairs and possible building closures.
With the right planning, swift professional support, and a culture of vigilance, boarding schools can manage risks effectively. If you have concerns about your school’s buildings or would like to review your risk management strategy, get in touch with our experienced team at SWJ Consulting. We’re here to support you with expert advice, clear reporting, and practical design solutions that put student safety first.
Rhys Skym is Managing Director of SWJ Consulting. www.swjconsulting.co.uk based in Witney, Oxford and Southampton.
Educational visits are a highlight of school life, but they also carry specific health and safety responsibilities. First aid provision must be factored into your risk assessment and planning to protect both staff and students.
Under the Health & Safety (First Aid) Regulations 1981, schools must provide adequate first-aid equipment and facilities not only on-site, but also during off-site visits. This includes ensuring staff are trained appropriately and equipped to manage incidents away from the school environment.
First aid should be considered at the very start of your planning. Include it in your visit risk assessments, considering:
• The nature of the activity (e.g., sports, water, hiking)
• The environment (urban, rural, remote)
• Group size, age, and medical needs
• Proximity to emergency services
Each visit is unique—your first-aid provision should reflect that.
STAFF TRAINING: WHAT’S REQUIRED?
Not every trip needs a qualified first-aider, but all staff leading visits should have working first-aid knowledge. This enables them to manage minor injuries and know how to escalate effectively. Higher-risk or remote visits often require a qualified firstaider, with skills relevant to that environment.
OUR FIRST AID FOR EDUCATIONAL VISITS TRAINING helps prepare staff for real-life scenarios and is tailored to school settings. Learn more at: www.evolveadvice.co.uk/firstaid
FIRST-AID KITS: WHAT AND WHERE?
Kits should be tailored to the activity and group. For remote trips, ensure kits are more comprehensive and stored in waterproof bags if needed.
Always keep kits accessible. If groups are splitting up, each sub-group should carry their own kit. Remember: all minibuses must legally carry a first-aid kit.
All incidents must be recorded and reported, including via systems such as EVOLVEaccidentbook. This ensures accurate records, accessible from anywhere, and supports compliance with RIDDOR and school policy.
Follow the same procedures you would onsite—if a bump on the head warrants a call home during school hours, the same applies off-site.
Clarify first-aid responsibilities in advance. Ensure providers have adequate first aid procedures and qualified staff. Even then, you may still need to provide additional support based on group needs. If a provider administers first aid, they should complete their own record and share a copy with you.
For activities in remote areas—such as Duke of Edinburgh’s Award expeditions—it’s vital to plan for limited access to emergency services. These visits often involve remote supervision, meaning young people may be managing injuries without immediate adult support. Ensure participants are equipped with the necessary first-aid knowledge, appropriate supplies, and clear emergency protocols.
For further tailored guidance, consult your Educational Visits Adviser.
First Aid for Educational Visits training: www.evolveadvice.co.uk/firstaid EVOLVEaccidentbook: www.evolveadvice.co.uk/eab
OEAP National Guidance: 4.4b First Aid; 4.4d Medication; 6o FAQs: Allergies and Anaphylaxis; 7.2a Sepsis; and 7.2e Bites and Stings (all available at oeapng.info).
Jake Wiid is Director of EVOLVE Advice, which provides educational visits advice, guidance and training to over 4,500 schools worldwide www.evolveadvice.co.uk
£49.99
Reusable Period Bed Mat HASSLE-FREE SLEEP. PERIOD. No more messy sheets from period leaks. No more bedtime anxiety.
Use code BSA20 to get 20% off your first order TRAVEL
Whether girls board full-time or return home after the last bell, there’s one thing they all deserve: dignity during their period. But for many young people, managing menstruation is still a quiet struggle—especially when leaks happen. From sports kits to classroom chairs, and yes, even overnight bedding for boarders, period leaks often lead to shame, silence, and the awkward dance of hiding stains.
Many schools now offer sanitary products in bathrooms—an important step forward. But what happens when a girl leaks overnight on her mattress and is too afraid to ask for help? Girls often internalise the shame. They avoid sleepovers, sports, or overnight trips. They try to handle stained sheets alone, wash them in sinks, use towels, or suffer in silence to avoid embarrassment.
As schools deepen their focus on student wellbeing, some are beginning to explore discreet, practical solutions to support girls through the challenges of menstruation.
One such solution being quietly introduced in some schools is the newly launched UK brand La Suzy Reusable Period Bed Mat - a soft, slim, super-absorbent bed mat designed to catch night-time leaks discreetly. It lies flat on top of the bedsheet (not under it), stays put overnight, and can be removed, washed, and reused easily. And here’s the game-changer: La Suzy folds up small and comes with a travel bag, making it ideal for day girls, flexi-boarders, school trips, sports camps, and overnight stays, offering the same peace of mind wherever she is.
NORMALISING PERIODS, ONE MAT AT A TIME
We believe that when schools offer La Suzy as part of the boarding house setup, they’re doing more than solving a problem. They’re sending a message: we see you, we understand, and there’s nothing to be ashamed of. Boarding schools are uniquely placed to lead the conversation around modern period care— just as they have with mental health, diversity, and inclusion. This is another chance to walk the talk.
PERIOD DIGNITY AND STUDENT WELLBEING
The La Suzy development is part of a wider shift in how schools approach period care. Recent initiatives across the independent sector have focused on period dignity, inclusive PSHE content, and access to sanitary products—but the conversation is expanding. The need now is for tools that fit real life—especially for girls navigating early menstruation at home or away from home. Whether for boarders or day students, offering practical period solutions is becoming less of an extra and more a natural part of safeguarding and care. And for girls, that can make all the difference. Today, La Suzy is being welcomed by schools across the UK—as part of period dignity initiatives, wellbeing kits, and even as starter packs for Year 7 girls. Because when we get the small things right, we empower girls in big ways.La Suzy, it’s time for a new period.
A SMARTER APPROACH TO MANAGING RISK
PARENTCHECK+ IS A PRACTICAL TOOL DEVELOPED FOR INDEPENDENT SCHOOLS TO HELP MANAGE FINANCIAL AND REPUTATIONAL RISK. IT PROVIDES A STRAIGHTFORWARD WAY TO SCREEN PARENT OR FEE-PAYER INFORMATION IN BATCHES, SUPPORTING COMPLIANCE AND SAFEGUARDING YOUR SCHOOL’S REPUTATION. IT LOOKS FOR FINANCIAL AND REPUTATIONAL RISKS BY CHECKING GLOBAL DATABASES FOR ADVERSE MEDIA, POLITICAL EXPOSURE, SANCTIONS AND LINKS TO MONEY LAUNDERING. REPORTS ARE FULLY CONFIDENTIAL AND GDPR COMPLIANT. A NAME IS ALL THAT’S REQUIRED TO BEGIN, THOUGH INCLUDING A DATE OF BIRTH AND NATIONALITY SIGNIFICANTLY REDUCES THE RISK OF FALSE POSITIVES. PARENTCHECK+ PROVIDES A DISCREET, DEPENDABLE WAY TO MANAGE RISK AND MOVE FORWARD WITH CONFIDENCE.
Adverse Media - ParentCheck+ monitors over 35,000 news sources in more than 50 languages. It uses a comprehensive global database to identify individuals linked to high-risk activity, helping your school avoid potential red flags.
Politically Exposed Persons (PEPs) - With access to a database containing more than 1.4 million politically exposed persons, including their family members and close associates, ParentCheck+ helps identify individuals who may present financial or reputational risk.
Sanctions - We check key international sanctions lists, including those from the EU, UN and FBI. This ensures you meet legal requirements and avoid interactions with individuals who are subject to official restrictions.
Money Laundering Links - The system flags individuals with known links to money laundering. This helps protect your school from legal consequences and reputational harm.
Detailed Reporting for Informed Decisions - Each screening includes a clear, detailed report showing any potential matches between your parent or fee-payer list and adverse findings. These insights support confident decision-making and help your school meet any obligations to the National Crime Agency (NCA).
Schools can benefit from ParentCheck+ in different ways, highlighting its flexibility to suit varying risk thresholds and internal policies. Some schools screen all parents, while others focus on new applicants or international fee-payers. The timing also varies, with checks carried out at the application stage, termly or annually. Although sanctions risks are a concern for all schools, priorities differ. Some
focus on the source of funds and anti-money laundering, while others are more concerned with adverse media and potential reputational damage.
For one school, we’ve carried out over 70 ParentCheck+ screenings since 2021.These have ranged from one-off applicants such as mid-term admissions, to termly reviews of selected parent groups. While we’re not involved in final admissions decisions, our checks have flagged several highrisk individuals, including sanctioned persons and relatives of dictators or other controversial political figures linked to human rights violations. This has helped the school avoid reputational damage and unwanted media attention.
ParentCheck+ is part of Redwood Collections’ commitment to helping independent schools manage risk and protect their financial wellbeing. With decades of experience supporting the education sector, we provide practical, dependable solutions that reduce uncertainty and support decision-making. For schools that want greater control over their relationships, ParentCheck+ offers an effective way to safeguard resources and plan ahead.
www.redwoodcollections.com enquiry@redwoodcollections.com 020 4519 5469
Abbey College, Cambridge
Abbey College, Manchester
Abbotsholme School
Abingdon School
Ackworth School
ACS International School Cobham
Adcote School
Aldenham School
Aldro School
All Hallows School
Alliance Francaise
Amesbury School
Ampleforth College
Appleford School
Ardingly College
Ardvreck School
Ashfold School
Atlantic College
Aysgarth School
Badminton School
Barnard Castle School
Barnardiston Hall Preparatory School
Bath Academy
Battle Abbey School
Beachborough School
Beaudesert Park School
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
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
Brighton College Prep Handcross
Brambletye School
Bredon School
Brentwood School
Brighton College
Brockhurst And Marlston House Schools
Brockwood Park School
Bromsgrove School (incl Prep)
Bruern Abbey School
Bryanston School
Brymore Academy
Buckswood School
Burford School
Burgess Hill Girls
Caldicott Preparatory School
Campbell College
Canford School
Cardiff Sixth Form College
Cardiff Sixth Form College, Cambridge
Cargilfield Preparatory School
Carsterton Sedbergh Preparatory School
Caterham School
CATS College, Cambridge
CATS College, Canterbury (Worthgate School)
CATS College, London (Guildhouse School)
Chafyn Grove School
Charterhouse School
Chase Grammar School
Cheam School
Cheltenham Ladies’ College
Cherwell College Oxford
Chetham’s School of Music
Chigwell School
Christ Church Cathedral School
Christ College, Brecon
Christ’s Hospital School
City of London Freemen’s School
Claremont School
Clayesmore Preparatory School
Clayesmore School
Clifton College
Clifton College Preparatory School
Cobham Hall School
Colchester Royal Grammar School
Concord College
Copthorne Preparatory School
Cundall Manor School
Dallam School
Darul Uloom Dawatul Imaan
Darul Uloom London School
Dauntsey’s School
David Game College
Dean Close Preparatory School
Dean Close School
Dean Close St John’s
Denstone College
DLD College, London
Dollar Academy
Dorset House School
Dover College
d’Overbroeck’s
Downe House School
Downside School
Dragon School
Dulwich College
Durham School
Earlscliffe
Eastbourne College
Edgeborough School
EF Academy Oxford
Ellesmere College
Elmfield Rudolf Steiner School
Elmhurst Ballet School, Birmingham
Elstree School
Embley
Epsom College
Eton College
Exeter College
Fairview International School
Farleigh School
Farlington School
Farringtons School
Felsted School (incl Prep)
Feltonfleet School
Fettes College (incl Prep)
Foremarke Hall, Repton Preparatory School
Forres Sandle Manor School
Framlingham College
Frensham Heights School (Incl Junior)
Frewen College
Fyling Hall School Trust LTD
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
Handcross Park School
Hanford School
Harrogate Ladies’ College
Harrow School
Hatherop Castle Prep School
Hazlegrove Preparatory School
Headington Rye Oxford
Heath Mount School
Heathfield School
Hereford Cathedral School
Highfield and Brookham 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, Canterbury
Kent College, Pembury (Incl Prep)
Keswick School
Kimbolton School
Kimichi School
King Edward’s School, Witley
King William’s College, Isle of Man
Kingham Hill School
Kings Bournemouth
King’s College, Taunton
King’s Hall School
King’s High School, Warwick
King’s School , Rochester (Incl Prep)
King’s School, Bruton
Lambrook School
Lancaster Royal Grammar School
Lancing College
Langley School
Lathallan School
Leighton Park School
Leweston School (Incl Prep)
Lime House School
Liverpool College
Llandovery College
Lockers Park School
Lomond School
Longridge Towers School
Lord Wandsworth College
Loretto School (Incl Junior)
Loughborough Grammar School
Luckley House School
Ludgrove School
LVS Ascot
Maidwell Hall School
Malvern St James
Marlborough College
Marlborough House School
Marlborough House Vinehall 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
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 College Worcester
New Hall School
North London Grammar School
Northbourne Park School
Oakham School
Old Buckenham Hall School
Old Swinford Hospital
Orwell Park School
Oswestry School
Oundle School
Oxford International College
Oxford International College Brighton
Oxford Sixth Form College
Packwood Haugh School
Pangbourne College
Papplewick School
Perrott Hill School
Peter Symonds College
Pinewood School
Plymouth College
Pocklington School (Incl Prep)
Port Regis Preparatory School
Prestfelde School
Prior Park College
Prior’s Field School
Queen Anne’s School
Queen Ethelburga’s Collegiate
Queen Margaret’s School
Queen Mary’s School
Queen Victoria School
Queen’s College, Taunton (Incl Prep)
Queenswood School
Radley College
Ratcliffe College (Incl Prep)
Reading School
Reddam House Berkshire
Reed’s School
Rendcomb College
Repton School
Richard Huish College
Rikkyo School in England
Rishworth School
Rochester Independent College
Rockport School
Roedean School
Rossall School
Royal Alexandra & Albert School
Royal High School, Bath
Royal Hospital School
Royal Russell 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
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 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 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 Abbey School
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
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 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 Montessori Place, Hove
The Mount School
The National Mathematics and Science College
The New Beacon School
The Oratory Preparatory School
The Oratory School
The Pilgrims’ School
The Prebendal School
Cothill House School
Cottesmore School
Cranbrook School
Cranleigh School (Incl Prep)
Culford School (Incl Prep)
Cumnor House School
King’s School, Ely (Incl Junior)
Kingsley School
Kingswood Preparatory School
Kingswood School
Kirkham Grammar School
Kitebrook Prep School
Rugby School
Ruthin School
Ryde School with Upper Chine
Rye St Antony School (Incl Prep)
S.Anselm’s Preparatory School
Saint Felix 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
Thornton College
Tonbridge School
Trent College
Tring Park School for the Performing Arts
Trinity School
Truro School
Tudor Hall School
Twyford School
Uppingham School
Walhampton School
Warminster School (Incl Prep)
Warwick School
Wellesley House School
Wellington College
Wellington College Prep (Eagle House)
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)
Wisbech Grammar School
Whitgift School
Winchester College
Windermere School
Windlesham House School
Witham Hall School
Woldingham School
Woodbridge School
Woodcote House School
Woodhouse Grove School
Worth School
Wrekin College
Wychwood School (Oxford) Ltd
Wycliffe College (incl Prep)
Wycombe Abbey
Wymondham College
Wymondham College Prep School
Yehudi Menuhin School
Bassett House School
Broomfield House School
Broomwood
Chiswick & Bedford Park Prep School
Devonshire House School
Dukes Education
Eaton House Schools
Eaton Square Prep
Hampstead Fine Arts College
Hampton Court House
Heathside school Hampstead
Knightsbridge School
London Park Schools
Loughborough High School
Lyceum School
Notting Hill Prep
Orchard House School
Prospect House School
Radnor House Prep
Radnor House Senior
Sancton Wood School
St George's British International School, Germany
The Ladies College
The Pointer School
Thomas Putney Vale
Amadeus International School, Austria
St Gilgen International School GmbH, Austria
St John’s International School, Belgium
Open Gate Boarding School, Czech Republic
Apex 2100, France
Ecole Jeannine Manuel, France
Berlin Brandenburg International School, Germany
Cologne International School
Bandon Grammar School
Blackrock College, Ireland
Clongowes Wood College, Ireland
Glenstal Abbey School, Ireland
Kilkenny College, Ireland
Midleton College, Ireland
Rockwell College, Ireland
St Columba’s College, Ireland
The Kings Hospital, Ireland
Villiers School, Ireland
Wilson’s Hospital School
Cabella International Sahaja School, Italy
International School of Milan
Exupery International School, Latvia
International School Eerde, Netherlands
Hamelin Laie International School
King’s College, The British School of Madrid, Spain
Sage College
SEK International School El Castillo
Sotogrande International School, Spain
International School San Patricio Toledo
Lundsbergs Skola, Sweden
Sigtunaskolan Humanistiska Läroverket, Sweden
A+ World Academy, Switzerland
Aiglon College, Switzerland
Brillantmont International School, Switzerland
College Alpin Beau Soleil, Switzerland
College Champittet, Switzerland
College du Leman International School, Switzerland
Institut Montana Zugerberg, Switzerland
La Garenne, Switzerland
Leysin American School, Switzerland
Lyceum Alpinum Zuoz, Switzerland
Préfleuri International Alpine School
Saint Charles, Switzerland
St George’s International School, Switzerland
Surval Montreux, Switzerland
American Collegiate Institute, Turkey
The Koc School, Turkey
Aga Khan Academy
Aitchison College
Benenden Bilingual School Guangzhou
Braeburn Garden Estate School
British International School Lagos
Bromsgrove International School, Thailand
Charterhouse Lagos
Deerfield Academy, USA
Episcopal High School, USA
Epsom College in Malaysia
Fettes Guangzshou
Frensham, Australia
Haileybury Bhaluka
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
Hulli School Nantong
Idyllwild Arts Academy, USA
International School Brunei, Brunei
Jerudong International School, Brunei
Kaiyo Academy
Kincoppal-Rose Bay, Australia
King’s Academy
King Henry VIII College, Malaysia
Kolej Tuanku Ja’afar, Malaysia
Lady Eleanor Holles International School Foshan, China
Luderitz Blue School
M-PESA Foundation Academy
Marlborough College, Malaysia
Michaelhouse, South Africa
New Summit Academy Costa Rica
Nord Anglia Guangzhou Panyu School
North London Collegiate School, Jeju, Korea
NUCB International College, Japan
Oldfield’s School
Peponi School, Kenya
Prem Tinsulanonda International School, Thailand
Planet Spiti Boarding School
Pymble Ladies’ College, Australia
Regents International School Pattaya, Thailand
Repton Dubai, Dubai
Ridley College
Rugby School, Japan
School of Leadership, Afghanistan (SOLA)
Shenzhen College of International Education, China
Shenzhen International Foundation College
Shenzhen Merchiston International School, China
Shenzhen Foreign Languages GBA Academy
Shrewsbury International School India
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 Constantine’s International School
St George’s College
The Sultan’s School
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, Bangalore, India
The Island Private School
The King’s School, Australia
The Regent Secondary School, Nigeria
The Sultan's School, Oman
Toowoomba Anglican School, Australia
United World College South East Asia, Singapore
Wellington College International Tianjin, China
Wellington College International Pune
Wellington College International Hangzhou
Westlake International School, Malaysia
Woodcreek School
Woodstock School, India
Wuxi United International School, China
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
Xi’an Liangjiatan International School
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
PRS Training teach:
✓ Situational Awareness
✓ Conflict De-escalation
✓ Safety on Public Transport
✓ Harassment Management and Bystander Intervention
✓ Holidays and Travelling
✓ Relationship Red Flags
✓ Simple and Effective Self Defence
Empowering young people with lifelong positivity and resilience:
✓ Delivering and developing a ‘Streetwise’ mentality.
✓ Structured courses for 13–18-year-olds.
✓ Customisable content by age, requirement, or location.
✓ Over 97% of young people would recommend PRS courses to their peers.
Sign up now for a free demo at your school!
To see how well your students will engage with our courses, our instructors will deliver a taster session free of charge.
‘A thoroughly enjoyable course and experience for the students, which offered them challenge and learning throughout, and will benefit them all in their future lives beyond school. It was expertly delivered, with the pre and cost course admin being first class, making it easy for our school staff.’
Andrew Towse (Deputy Head Pastoral & DSL)
Queen Anne’s Caversham
KEEPING STUDENTS SAFE – ON AND OFF CAMPUS
In the independent school sector, safeguarding no longer stops at the school gate. With students frequently travelling independently, navigating urban centres, attending social events, and exploring the world, the risks they face have evolved—and so must our response.
PRS Training delivers modern self-protection programmes tailored specifically for boarding students aged 13 to 18. Our mission is to equip young people with practical safety skills, sharp situational awareness, and a grounded understanding of how to stay safe in an unpredictable world.
CONFIDENCE PARENTS CAN SEE. SKILLS STUDENTS CAN USE.
In the competitive world of independent education, wellbeing isn’t just about pastoral care—it’s a differentiator. When parents ask, “Will my child be safe when they’re off campus?” schools with proactive, practical answers stand out.
PRS Training’s sessions cover essential topics like phone safety, understanding the psychology of violence, dealing with confrontation, and making safer decisions in unfamiliar places. Students are engaged physically and mentally, with high-energy self-defense techniques and real-world scenario discussions.
The result? A boost in confidence that parents notice and inspectors recognise. In an age where parental satisfaction influences league tables and open-day decisions, practical safety education is a visible asset.
REAL-LIFE SKILLS FOR REAL-WORLD RISKS
Resilience isn’t taught in textbooks—and in today’s world, it’s more important than ever.
From managing adrenaline to identifying pre-conflict warning signs, our sessions go beyond the traditional selfdefence class. We draw on behavioural psychology and decades of real-world experience to give students a toolkit they’ll actually use.
Our instructors work with some of the UK’s most prestigious boarding schools. Sessions are age-appropriate, DBS-checked, and delivered with professionalism, energy, and care.
As one safeguarding lead told us recently, “This is one of the most relevant and useful sessions we’ve ever offered our students.”
If your school is committed to preparing students not just for university, but for life—PRS Training can help.
Book a free strategy call and discover how our bespoke self-protection courses enhance safeguarding, bolster parental confidence, and keep your students safer—on and off campus.
I’m shaped, not moulded
I’m a reflective thinker
I’m confident, not overbearing
I’m a leader, and a team player
I’m curious
I’m empathetic
I’m poised and empowered
I’m imaginative
I’m inspired
I’m a guide
I’m ready for what’s next
I’m a Beacon Boy
Throughout the years, the boarding school crest has stood as a salient symbol of identity, a meaningful mark of tradition, prestige, and belonging. It has been stitched into blazers, embossed onto letterheads, and even engraved in stone.
Ed Smallman Business Development Director, Studio Certain
But in today’s more connected and fluid world, it goes without saying that a boarding school brand can’t live on heraldry alone. Of course, the crest should honour the heritage and aspiration of the sector, but the brand must also tell a living, breathing, more encompassing story to create a sense of belonging and inclusion.
So how do you celebrate history and tradition while informing the future, expressing it in the now and not just looking back?
The heart of the modern boarding school brand lies in its narrative, in the stories it tells. What’s the history, why does it matter today, and what does your boarding school offer that no one else does? Delving into these questions will help you understand internally if your values and principes ring true to your institution and the priorities of today’s students and parents.
Once defined, how do you articulate this externally?
life, enabling prospective students and their families to see how life on campus can shape character, foster resilience, and help build lifelong connections.
Translated digitally, the story extends beyond the campus gates and onto the social feeds of prospective students and parents, giving them a taste of the experience before they even set foot on site. It needs to be able to move effortlessly between situations, audiences, and channels, from the formality of academic ceremonies to the energy of student-led initiatives.
The real differentiator in a boarding school brand therefore lies beyond the crest. The crest is still there, respected and intact, but surrounded by a brand ecosystem that feels dynamic, fun, and human and unites past, present, and future.
If you’d be interested in finding out how Studio Certain build strong, confident and modern boarding school brands, please contact Ed Smallman at ed.smallman@studiocertain.com or on +44 78887 54106
From your crest or logo to the colour palette, photography and videography, a successful brand needs to demonstrate its values and principes at every single touchpoint. It needs to authentically capture life on campus, whether it’s quiet study in the library, the intensity of the sports field, or the hive of activity in hallways between classes. Fundamentally, it’s the opportunity to create a window into everyday boarding
Ultimately, building a modern boarding school brand is about earning trust and sparking connection, making students and parents feel like they’re part of something. Because the true brand isn’t just worn, it’s lived and breathed across all of the school’s touch points.
This mindset was the foundation of our brand work with The Beacon School and Clifton College. From refining visions and values to redefining brand articulation, we kept these education brands rooted and relevant.
THE INSTITUTE OF BOARDING Part of the BSA Group
Next year’s ANNUAL BOARDING CONFERENCE will take place from Tuesday 27 - Wednesday 28 January 2026.
Join colleagues from across the boarding and education sector for a dynamic two-day, face-toface event designed to inform, inspire, and connect.
Booking is already open for next year. Click here to reserve your place.
For nearly three decades, the Charlie Wa resources to those with responsibility fo and employers to equip them with the s
The Waller family set up the Trust in 1997 that better education and understanding
Our expert trainers deliver fully funded mental health training in schools, colleges and universities. Wherever possible, they use a ‘whole organisation approach’ involving teachers, learners and, in schools and colleges, often parents and carers too. This helps create a mentally healthy community which is sustainable. It can include innovative ways of working, such as emotion coaching, a technique which helps school staff support children to regulate their emotions in the classroom and outside it.
Our trainers are often involved in education-based projects and research. In 2024, these included the Whole School and College Approach (WSCA) Toolkit developed by the University of Sussex and funded by NHS England to enable schools to track their progress in applying the whole school approach.
Find out more about our schools training and register your interest here
aller Trust has delivered proven, practical and positive mental health training and or young people. We work with schools, colleges and universities, parents and carers, skills, knowledge and confidence to help the young people in their care thrive.
7 in memory of Charlie, who died by suicide at the age of 28. It was founded in the hope of young people’s mental health might prevent similar tragedies in the future.
Parents and carers have a vital role to play in children’s mental wellbeing. Supporting a child or young person with mental health issues can be incredibly challenging. Often, the best way for parents and carers to get support is to connect with others who have been through something similar. This is known as parent carer peer support (PCPS) and evidence shows not only how much it helps the mental health of the parent/carer but often leads to improvements in the mental health of their young person.
We deliver PCPS training courses, which offer parents and carers supported by local services the opportunity to become PCPS workers. Having PCPS workers within local mental health services is hugely valuable and means parents and carers are more likely to get the support they and their children need.
We also offer eating disorder workshops for parents and carers supporting a loved one with an eating disorder. The workshops give parents and carers the skills, communication tools and techniques to help support their loved one with compassion and understanding.
Charlie Waller Workplace supports leaders, managers and staff in creating mentally healthy workplaces through expert training, consultancy and focused wellbeing sessions. Our evidence-informed approach to training equips individuals with the right skills and knowledge, giving them confidence to support mental health at work. This part of our delivery is a paid offer. The income that it generates is invested in the training and resources we provide free of charge to support the wellbeing of children and young people in schools, colleges and universities.
Our booklets, posters and other resources have always been a core part of our charitable work. They are available as text on our website and as downloads, and some we can send out as printed versions as many young people, parents, carers, teachers and youth workers find them helpful to use and to share.
One of our most popular resources is the Wellbeing Action Plan for Children Designed for teachers of Key Stages 2 and 3, it helps them work with students to create their own wellbeing toolkit. Our free mental health book club gives schools books that help staff support the mental wellbeing of the children and young people they work with.
OUR LIVED EXPERIENCE PARTNERS
Working with lived experience partners is vital because it puts the voice of young people, parents and carers at the heart of our work.
Our parent carer lived experience partners champion lived experience and bring perspective to our work. Among other things, they play a vital role in ensuring our training and resources are responsive to parents’ and carers’ needs. Our youth ambassadors, aged 16 to 25, help us ensure the voice of young people is heard throughout our work. They are involved in many different ways, from helping to shape our strategic business plan to reviewing resources, influencing policy and recording podcasts. Meet our 2025/26 youth ambassadors here
THE CHARLIE WALLER INSTITUTE
All our work is informed by sound clinical evidence. Central to this is our sister organisation, the Charlie Waller Institute, part of the School of Psychology and Clinical Language Studies at the University of Reading. The institute undertakes innovative research and trains hundreds of psychological practitioners each year.
Find out more about the work of the Charlie Waller Trust and how you can support us at charliewaller.org
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