SPG GUIDE AUTUMN 2025

theirfuture Service Parents’ Guide to Boarding Schools

NAVIGATING THE FUTURE

Irfan Latif, Headmaster at the Royal Hospital School, explains how his pupils are encouraged to embrace respect, honour and service. Pages 36 and 37.

EXCEPTIONAL EDUCATION, OUTSTANDING OPPORTUNITIES

Alex Foreman, Principal of The Duke of York’s Royal Military School, says there’s no limit to what students can achieve when they feel seen, understood and supported. Pages 38 and 39.

IMPROVING THE LIVES OF OTHERS

Andrew Moss, Headmaster of Gordon’s School, leads his school to embrace a valuable mixture of modern ideas and traditional values. Pages 40 and 41.

SUPPORTING MILITARY FAMILIES

Anne Megdiche, Director of Admissions at Sherborne School, provides valuable advice for military families looking for the right school. Pages 42 and 43.

Foreword

Dr Chris Pyle, BSA Chair 2025 and Head, Lancaster Royal Grammar School

Choosing the right boarding school is a big decision. Your child’s character, needs and interests – along with your family’s circumstances – will shape what really matters to you.

With so many excellent boarding options out there, beginning that search can feel like a daunting task. That’s where TheirFuture comes in. You might already have a few locations in mind, or perhaps it is the school, rather than the location which holds preference.

Boarding schools come in all shapes and settings – from peaceful countryside campuses to vibrant urban environments – each with its own unique character. It’s worth thinking about travel logistics and whether your child would thrive closer to home or in a setting that encourages independence.

Recent trends tell us that flexibility is high on many parent lists. Today’s schools offer a variety of boarding models: full, weekly, flexi and even occasional boarding. No two schools are exactly alike, so there’s bound to be an arrangement that fits your family lifestyle. If extracurricular opportunities are a priority, you’ll be pleased to know many boarding schools offer hugely rich and varied programmes – think sports, arts, clubs, outdoor adventure and community involvement. These activities support a well-rounded education and personal growth, all within a safe environment that provides 24/7 pastoral care.

And when it comes to choosing between independent and state boarding options, there’s a wide spectrum to explore there, too. Whatever your priorities, there’s likely a school out there that aligns with your values, financial position and goals.

We hope this Guide helps you navigate your choices and find a school that provides both a nurturing atmosphere and an enriching educational boarding experience for your child.

Dear parent

David Walker Director, BSA

We’re delighted to support you on this exciting journey, and we hope you find the pages of this Guide both helpful and inspiring.

Why choose boarding for your child? For some families, it’s about the independence and life skills boarding nurtures – young people learning to live alongside peers, preparing them for life in today’s interconnected world. Others are drawn to the rich mix of activities: early morning sports, after-hours drama rehearsals, music practice, and everything in between.

Many value the diversity of boarding communities, where students from all backgrounds come together, reflecting the global workforce they’ll one day join. And for some, boarding offers a welcome structure and balance in a world increasingly shaped by technology – providing a space for focus, real connection, and a more traditional rhythm of childhood.

Boarding also widens your options. Limiting your search to local day schools might give you a handful of choices nearby. But with around 650 BSA boarding schools across the globe – each with different strengths in academics, arts, sports and more – you suddenly have a much wider landscape to explore.

Of course, more choice can bring more questions. That’s where TheirFuture comes in – to help you navigate the possibilities and find the right fit for your child.

Whatever your reasons, and wherever this journey takes you, we hope it’s an exciting and rewarding experience for your whole family.

□ Chris has been Head of Lancaster Royal Grammar School since 2012. He was previously Deputy Head of the Perse School, Cambridge, and before becoming a teacher he completed a PhD in Geography at Cambridge University and worked in the water industry. He holds the NPQH and NPQEL qualifications in school leadership, and is Executive Lead of the NNW Maths Hub. He is a Fellow of the Royal Geographical Society, and regularly writes resources for schools on natural hazards and environmental change

□ David joined BSA Group in August 2023. He has over 20 years of experience in boarding schools and has worked in a range of schools in the UK and Africa, alongside being a prep school governor and a trustee of a multi academy trust. Before taking up his BSA post, David was Deputy Head Pastoral at a large co-ed independent school in the south-east.

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Chief

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

Senior

‘Friends I’ve made are like family’

In every edition of TheirFuture, we highlight pupil’s stories of how much they love their boarding education … and some of the reasons why.

BADMINTON SCHOOL, BRISTOL

Riley, Year 8

“Boarding has played a huge role in developing my independence, responsibility and communication skills. It offers so many opportunities that help us discover our passions and explore leadership roles we might not have considered before. Even though I sometimes miss home, I know that boarding has made me into a stronger, more capable person. It challenges me every day and prepares me for the future, which is why I love being here.”

Helena, Year 9

“My boarding house is like my second home. There’s always something fun happening, and the friends I’ve made are like family. We spend so much time together that it’s easy to feel comfortable and supported. One of the best parts is the trips we go on. They’re always exciting, whether it’s a day out in nature, visiting a shopping centre, or just doing something fun as a group. These outings help us bond and make school life even more enjoyable. On weekends, we go out, a nice break from the routine and a chance to relax, hang out with friends or go into town. It’s a good balance of independence and structure.”

Sasha, Lower Sixth

“Boarding has simply given me a second home, and a community that supports me at school. From arriving as a nervous Year 7 student to growing into a confident Sixth Former, boarding at Badminton has been filled with laughter, growth and unforgettable memories. I love boarding because of lifelong friendships, built through shared experiences like late-night chats, celebrating birthdays and supporting each other through exams. I’ve always felt surrounded by people who genuinely care.

“Whether taking part in trips to escape rooms, dancing the night away at silent discos, or sipping hot chocolate at the Bath Christmas Markets, every moment has strengthened our bond. Evenings are never dull: baking together in the kitchen, singing our hearts out during karaoke, or winding down with a movie night has made boarding feel warm, fun and full of life. Boarding allows us unique access to facilities like the gym, sports centre, library and music block right on our doorstep, which means I’ve been able to stay active, pursue hobbies and keep on top of my studies with ease.”

Teresa, Year 10

“Becoming a boarder has helped me so much in developing independence, resilience and courage. I’ve gained friendships that will last a lifetime, and valuable experiences that I will never forget. It has reminded to be grateful for things, like the memorable moments in life, and the care and support from the people around me including my friends and teachers. It is the most rewarding experience of my school life so far and I look forward to the many years of boarding ahead!”

Michelle, Year 11

“What I love most about boarding is the strong sense of community it creates. My friends have become such a big part of my life — we share everything, from prep nights to fun, spontaneous moments. Boarding has given me the chance to make so many memories I know I’ll cherish forever. One of the highlights is the range of weekend trips. My favourite was Thorpe Park, where we went on countless rides and enjoyed countless snacks! But honestly, it’s the small things that make boarding truly special – going out with friends at weekends or baking together in the kitchen. These moments shape all the unforgettable memories of boarding. I can’t imagine school life without it.”

Jaime, Year 9, from Spain

“I like the style of teaching and learning, and the fact that the teachers really support and help me. I also like the friendships and feeling of belonging between students. The amount of different sports and co-curricular activities are great, as I can try new things all the time.

“I felt very welcomed and comfortable from the moment I arrived, and all the other boys in the house supported me. We had an ‘adventure day’ in my first week, where the entire year group does activities in the Brecon Beacons, like hill walking and climbing. I made friends with lots of other students that day. I don’t just have friends from my house, but in other houses and year groups as well because the students and teachers are very friendly.”

Ben, Year 9, China

“My boarding house feels like family. The older boys really look after me and lead the house positively. Similarly, my houseparent is very caring and supportive. Everyone has been very welcoming, and I have made lots of good friends since arriving. My hope is to become a house leader in Year 13 and serve the school community. Orchard House is in my heart.”

Daniela, Year 10, from Spain

“It was very welcoming. All the teachers and other pupils really looked after me. If I didn’t know where I was supposed to be or what I was supposed to be doing, they took time to help me and made sure I was okay. It was obviously difficult in the beginning, but I felt really cared for.”

Lena, Year 12, from Germany

“The attitude to learning is really positive. I feel students really want to learn, and teachers really want to support that. The teachers here give their time up outside lessons to help.”

Mario, Year 13, from Hong Kong

Mario, Year 13, from Hong Kong

“The best thing is the boarding community, the friendships and the memories I have made. In Hong Kong I had friends from school, but we never had the same bond or sense of camaraderie as I have with other boarders here.”

Ava, Third Form

“I could be like every other boarder and say: ‘I enjoy boarding because it’s like a sleepover every night’. And yes, that’s true, but there’s so much more to boarding. For instance, the people around you who become a family, people you might never have spoken to if it weren’t for boarding, or the exciting weekend activities, or maybe the delicious meals each night. “The community here is so refreshing and kind. All the different year groups talk and get along, forming unexpected friendships. Manor creates so many new, beautiful bonds, and those bonds turn into long-lasting relationships. “I’m now about to leave Manor, and I will miss it, but I know it has prepared me for whatever comes next, and for so many exciting adventures. For me, boarding is like your favourite song: you can play it over and over again without getting tired of it. Even though the song gets older, you’ll always know and love it.”

Immy, Lower Sixth

“My parents gave me the choice to board or be a day student. I can confidently say that choosing to board is a decision I will never regret. Boarding is truly the heart of the school, and I know that because of the lifelong memories and friendships I’ve already made here. “Living with your friends creates a unique and welcoming community, making your house feel like a true home away from home. Weekends are especially fun – whether

CHRIST COLLEGE BRECON

DAUNTSEY’S SCHOOL, WILTSHIRE

Saturday nights at The 17 Club for Sixth Form, or Sunday morning bread-making workshops with the Head Master! The spirit and sense of belonging has been reinforced by the incredible and compassionate house staff, who work tirelessly to make everyone’s boarding experience the best it can be.”

DULWICH COLLEGE, LONDON

Owen, Year 10, Orchard Boarding House

“I’m able to share my interests with my friends, work together on projects and get help on academic studies. Spending my time with my friends every day motivates me to overcome challenges and put more effort into schoolwork. In my free time, whether it’s cooking, sports or making music, we learn from each other and grow together, enjoying the opportunities boarding life offers.”

David, Year 12, Blew Boarding House

“Boarding is unique for several reasons. Primarily, it’s the melting pot of cultures and ideas that open you up to new languages, ways of life and unforgettable people from all over the world. I’ve had the opportunity to play Polish card games, eat Armenian snacks and learn to order a sandwich in Cantonese – small things in the grand scheme of things, but incredibly beneficial in opening my eyes to a world beyond the British Isles.”

Gordon, Year 12, Ivyholme Boarding House

“I love my boarding house, a community built on friendship. As a keen chess player, I enjoy spending my free time in the common room, playing games and exchanging discoveries with friends. The relaxed environment makes it easy to connect and, over time, close bonds are knit through shared moments and conversations. A sense of belonging has been engraved in my heart through these shared experiences, celebrating our cultures, pursuing shared dreams, and working together to make our house welcoming for all.”

FRAMLINGTON COLLEGE, SUFFOLK

a PE teacher so we have extra support and access to PE and sports coaching. Our matron is always there to help with laundry or sewing.”

Millie M-O, Year 13 flexi-boarder

“The transition from being a day pupil at my previous school to boarding four days a week at Framlingham was definitely an adjustment. However, it was one of the best decisions I have made. My house mistress and all the other girls made me feel so welcome and there is a strong sense of belonging and ‘home-away-from-home’ feel.

“Managing academic with boarding life is easy to organise and balance. Our prep time from 7-8.45pm helps dedicate time to homework and revision, and you feel ready for the next day. There are also plenty of hubs after school to help transition from school to hobbies and social life, and plenty of activities for flexi-boarders in the evening. All boarders, flexi and full, come together for activities, such as friendly sports matches, movie night, crafting, or house competitions like dance and singing, which create a wonderful atmosphere.”

Zumi K, Year 11, full boarder

“Our house has lots of full boarders so there’s people to talk to and hang out with throughout the day. At the weekends we go on school trips, like go-karting, ice skating, or theme parks. We have fun competitions between the seven boarding houses, including dance, singing, rugby, cricket, hockey, football and tennis.

“There’s so much support – from your head of house and prefects to house master/mistress and matron. Every house master or mistress is also a teacher so you can get extra support from them in certain subjects. My HM is

Malou K-M, recent boarder from Demark

“I attended Framlingham for one term during 2024/2025. I had the best time, enjoying everything so much, and I miss it lots. The school is beautiful. From my daily runs around school grounds to attending morning chapel on Tuesdays and Fridays, and of course all my amazing friends. I still keep in touch with all of them and look forward to visiting soon. I can’t wait to see everyone again.”

Paula L, boarder from Germany in 2022/2023

“I went to Framlingham almost two years ago, but it feels like yesterday that Pembroke House was my second home, and it will always stay part of my heart. Now I’ve left, I am a proud Framlinghamian and feel very grateful to be part of this college. It gave me an incredible year and unforgettable memories.”

QUEEN’S COLLEGE, TAUNTON

Sudem, Year 9

“I chose Queen’s because it feels like a stage where I can grow both academically and artistically. Anyone can fit right into Queen’s. I’ve enjoyed the various cocurriculars as well as the student-led events. These show the students that anyone can achieve anything they want. I’ve always been drawn to the performing arts from a young age. Queen’s made me believe that it wasn’t all just in my head by providing various opportunities to partake in school productions.”

Sunny, Year 13

“I chose Queen’s College for its beautiful campus and outstanding academic results, and it has been one of the best decisions I’ve made. Coming from Hong Kong, I’ve had incredible opportunities here, becoming both a Sixth Form and boarding prefect, developing a love for sport, and preparing to study it at university with my teachers’ support.”

Royal coastguard launch

THE Princess Royal has opened a new coastguard centre at Gordonstoun School, a school where both her late father Prince Philip and her brother King Charles III were educated.

CHARACTER EDUCATION

Geoffrey Winthrop-Young, a mountaineer and educator, was instrumental in establishing Gordonstoun and later responsible for its renowned ‘character education’, which led to The Outward Bound Movement and the Duke of Edinburgh Award.

The new centre was funded thanks to the generous support of Antonios Mikellides and family, long-term supporters of the School, who donated around £600,000.

Gordonstoun Principal Peter Green said: “Gordonstoun founder Kurt Hahn, one of education’s greatest innovators, said ‘we make a living by what we get, but we make a life by what we give’.

“Like him, I firmly believe that students

need to encounter ‘compassion’ during the daily cycle of school life underpinned by our service to the community, where every senior student takes part in one of Gordonstoun’s nine community and rescue services.

“Those in the Coastguard Team are fully trained to help with search and rescue emergency incidents, a great example of how students at Gordonstoun are challenged to take part in activities outwith their comfort zone.

“It is fitting that The Princess Royal opened the new Coastguard Centre, which will support a service that Prince Philip and HM The King had fond memories of being involved with.”

COMPREHENSIVE SERVICE

Richard Cavaye, station officer of the Gordonstoun Coastguard Operational Support Team, said: “The Coastguard Centre has been fully fitted out with an interactive briefing room, hi-tech screen and maps. There is also a changing area with hard hats, boiler suits, hi-vis jackets, ropes and torches, providing

the students with everything they need to respond to emergency incidents at a moment’s notice.

“From September, Gordonstoun will appear as an active coastguard centre live on HM Coastguard’s system. The students will be equipped with emergency pagers and take it in turns to be on-call, ready to respond when an emergency call comes in.

“This is what the students have been training towards, to be on the frontline for these types of real-life incidents. We are delighted to have this new Coastguard centre, which will enable us to provide a more comprehensive service to the local community.”

Loughborough cadets win again

LOUGHBOROUGH Grammar School’s Combined Cadet Force (CCF) has once again proven itself as the nation’s best.

The team has won 1st place in the Royal Air Squadron Trophy (RAST) national finals at RAF Cosford, for the second consecutive year. Loughborough Grammar School’s RAF section, along with cadets from both Loughborough Grammar School and Loughborough High School, competed against top CCF RAF contingents from across the UK. Led by Sergeant H. Milner, the 14-member team, with 11 boys and three girls, excelled in several categories, including first-place finishes in the new ‘Space’ category and the ‘Leadership Command Task.’

The team also secured second place in ‘First Aid’ and third place in both ‘Aircraft Recognition’ and ‘Cyber.’ Their combined results overcame fierce competition from top independent schools such as Merchant Taylors’ and George Heriot’s. Major Ben Ward, Contingent Commander of the CCF, said: “What they have achieved is remarkable and I am so proud of Flight Lieutenant Smith, the cadets and staff of our RAF section.

“They all work incredibly hard to set high standards amongst themselves and are an inspiring group of young people. It is wonderful to see both male and female cadets thriving in this co-educational environment, working together, and learning from one another.”

Team leader Sergeant Milner added: We were all so happy to win again this year. It feels good to become double champions

and break the school record twice. The team worked hard over the past six months, and the win was well deserved. However, it means expectations are higher than ever for next year’s team.”

James Neville, Headmaster of Loughborough Grammar School, said: “This exceptional achievement is testament to the dedication, discipline, and teamwork of our cadets.”

Gordon’s Royal drumming STUDENTS in Gordon’s School Pipes and Drums performed at Windsor Castle for His Majesty The King, the school Patron.

The school, based in Surrey, is the National Memorial to General Charles Gordon, and year the Pipes and Drums are commemorating its 140th anniversary by performing in places associated with the General.

Windsor Castle holds General Gordon’s Bible, which was given to Queen Victoria by his sister Augusta in March 1885. The Bible, now on display in the castle, was given to General Gordon on the day of his birth by a relative, and on the flyleaf are the names and dates of each of his postings.

Drum Major Lucy Carter led the Pipes and Drums through the George IV Gateway and into the Quadrangle of the Castle, watched by hundreds of tourists, playing a number of traditional Scottish melodies including Drummers’ Beating, one of the King’s favourites. Two of the students, Harry Gordon and Logan Green, together with the Senior Pipe Major Iona Scotson, composed music for the bagpipes to mark the occasion, called

Gordon’s Crown, a copy of which was presented to King Charles. Other venues in the Pipes and Drums celebration for the school’s 140th anniversary include St Paul’s Cathedral, Westminster Abbey, Chatham, Gravesend and Rochester Cathedral.

Ratcliffe’s new prep head SHARON Boccaccini has been appointed as the new Head of Ratcliffe College Preparatory School in Leicestershire, starting in January next year.

Mrs Boccaccini currently leads the Preparatory School at St Joseph’s College in Reading, and has more than 25 years’ experience in independent education.

Her career has spanned academic, pastoral and co-curricular leadership, with previous roles including Head of Academic Studies and Director of Sport.

Mrs Boccaccini is a keen hockey player, winning European and World Cup medals as manager of the England Women’s Over 35s Hockey Team, and currently managing Reading Ladies’ 1st XI.

She said: “I am delighted to be joining Ratcliffe College in January and look forward to becoming part of the community, getting to know the children and their families.”

Jonathan Reddin, Headmaster of Ratcliffe College, said: “We are thrilled to welcome Mrs Boccaccini to Ratcliffe College. As an experienced leader and educationalist, she brings a wealth of knowledge to this crucial role.”

Small school, big family

Christ College Brecon is a supportive school with a big family feel. Our motto “they achieve because they believe they can” encourages self-confidence and a love of learning. With exceptional pastoral care, a warm welcome, and a compassionate community, pupils thrive in an environment where kindness, respect, and personal growth are at the heart of everything.

Service parents pay only 10% of our boarding fee in addition to CEA. Find out more at our Open Morning on Saturday 4th October 2025. Day from age 4+, full, weekly and flexi boarding for girls and boys aged 10-18 in the peaceful Brecon Beacons National Park.

Milton’s £9.4k swim and climb

MORE than 100 students and staff from Milton Abbey School in Dorest took part in the Oceans Seven and Peaks Challenge to raise £9,400.

The money will be split between the Tiny Miracles and Project Planet Earth charities, chosen by pupils, and the school’s 75th development fund.

The Oceans Seven Swim Challenge was inspired by the world’s most treacherous sea channels, similar to mountaineering’s ‘seven summits’. Students and staff replicated these swims in the school pool, covering distances from 15km to 41km, with Leila P of the Lower Sixth swimming 600 lengths.

In total, 27 team members swam 9,840 lengths (246km) from 8am in the morning until 9pm.

The Milton Abbey Peaks Challenge involved a gruelling 7km or 12km run around the school’s landscape, including climbs up Bulbarrow Hill, Bogey, King Eddie’s Drive and The Shute.

Benvenuto Cheltenham!

CHELTENHAM College is opening a new international school in the town of Varese, in the Lakes region of Northern Italy.

Cheltenham Lombardy will be a British curriculum, co-ed boarding school for pupils aged 13 to18.

The school is located 30 minutes from Milan International Airport, 40 minutes from Lake Como and an hour from the

Alps. The school will be operated by Edumaax and will be led by His Highness Tunku Yaacob Khyra, himself an Old Cheltonian.

Nicola Huggett, Head of Cheltenham College, said: “We are thrilled that a new and unique Cheltenham College International school will be developed in Italy.

“We will work with the team there to bring the best of our values and traditions to a whole new community in a completely new setting. This is the beginning of a long and exciting journey.”

Steven Geraghty, Founding Head of Cheltenham Lombardy, added: “We are delighted to be creating a brand new school, with all the opportunity that the location and facilities offer us, along with the centuries of combined expertise of Edumaax and Cheltenham College UK. “The journey is just beginning, and we look forward to creating an inspiring new International School for children from around the world.”

Students turn green

AMBITIOUS students from Abbey College Cambridge have successfully hosted a sustainability conference attended by local and international guests.

Sixty students took part, including representatives of The Perse, St Bede’s, Cambridge Academy for Science and Technology, and Gymnazium Banska Bystrica, a visiting school from Slovakia. Abbey College Cambridge students from Year 9, 12 and 13 took charge of every aspect of the event, from planning and organising to presenting and moderating.

Guest speakers included Ann Finlayson, chief executive of Sustainability and Environmental Education, Naheed Bardal, Principal of UWC Atlantic College, a school in Wales focused on fostering global understanding and sustainability, and Bruce Liggitt from the Royal Society for the Protection of Birds. The three speakers shared a clear message: tackling global environmental challenges requires partnership, not division.

Ann Finlayson emphasised that the role of learning in sustainability should be about real people, real opportunities and real responsibilities.

Naheed Barai championed experiential learning, diversity and student empowerment to inspire attendees to drive positive change in their communities. And Bruce Liggitt highlighted success stories from sustainable agriculture, biodiversity, conservation and environmental protection.

Each attendee received a sustainable bookmark which, when planted, will grow wildflowers.

Dr Elena Hesse, Principal of Abbey College Cambridge, said: “We are exceptionally proud of our diligent and passionate students for staging such a spectacular event. The engagement throughout the conference, especially during the group discussions and interactive tasks, was inspiring.

“Our student-led conferences are one of the many avenues for our students to develop their critical thinking and leadership skills. It is through these experiences that we are learning to lead not just within the college, but on a global scale too.”

Where every pupil creates their own story

BOARDING FROM YEAR 3 - 13 FULL, WEEKLY OR FLEXI OPTIONS AVAILABLE A WELCOMING HOME-FROMHOME FOR PUPILS TO GROW, ASPIRE AND ACHIEVE WE OFFER A SPRINGBOARD FOR INDEPENDENCE, FRIENDSHIP AND OPPORTUNITY

Boarding at Framlingham: A Home for Service Families

For families in the armed forces, boarding at Framlingham offers stability, continuity, and a welcoming home-away-from-home . We understand the unique challenges of service life and provide tailored flexibility to suit your family needs. From Year 3 to Year 13 , our boarding provision: Flexi, Weekly and Full , provides a vibrant, supportive environment where pupils can grow, thrive, achieve and aspire.

START YOUR CHILD’S JOURNEY TODAY Spaces available for September 2025 and beyond. Discover Framlingham College on one of our Open Days or book a private visit today. Visit framlinghamcollege.co.uk or contact admissions@framlinghamcollege.co.uk, 01728 723789

Badminton’s perfect pitch

SCHOLA Cantorum, Badminton School’s chamber choir, sang the winning notes to become the Girls’ School Association’s (GSA) Senior Choir of the Year 2025.

Schools from across the country submitted video entries, with five Senior School choirs invited to compete in The Grand Final at King’s High School in Warwick this spring.

Schola Cantorum sang Lift Thine Eyes by Felix Mendelssohn and the Agnus Dei from A Little Jazz Mass by Bob Chilcott. The girls were directed by Jack LapthornGraham, Badminton School’s Director of Music, and accompanied by Ian Senior, Deputy Head and Teacher of Music.

Mr Lapthorn-Graham said: “I am so proud of Schola. They sang so beautifully and performed with real heart. I was so impressed with their blend, togetherness and wonderfully warm sound.

“The award reflects the girls’ talent, dedication to rehearsals, and the expertise of the whole Badminton Music Department. It is a privilege to work with such a committed group of young musicians who consistently strive for excellence.”

Aliza, in Lower Sixth and a member of Schola Cantorum, said: “It was such an honour and truly makes all the hours in evening and extra rehearsals feel worthwhile. It is an achievement which makes me proud to be a part of Schola.” Jessica Miles, Head of Badminton School, added: “Schola have represented our school exceptionally well, and their success is well deserved. The atmosphere in Warwick was electric and it was a huge privilege to be there to see the girls perform.”

Safe hands for college

FORMER goalkeeper and experienced coach Sam Launey has been appointed as Head Coach at Abbey College Manchester to strengthen its Football Academy.

Mr Launey, who has Level 2 FA badges in Goalkeeping and Outfield, began his football career as in goal in Portugal, and then joined Brentford FC’s academy for five years before playing for Aldershot Town. He then went to university to study Sports Coaching.

He has also coached at West Bromwich Albion and has played semi-professional football at several clubs including Camberley Town, Littleton, Cheshunt and most recently London Colney. Chris Randell, Principal at Abbey College Manchester, said: “We have progressively strengthened the offering for our footballers and are delighted to announce this latest landmark move. “Sam has a strong passion for development. He enjoys coaching the technical and tactical elements of football and teaching players how to better understand the game and get the upper hand for their team and individual performances.

“Sam is also avid about having fun and making sure players enjoy their football and have the freedom to express their creativity and abilities.

“Our football academy offers professional football training for students up to three afternoons a week, allowing them to study for qualifications to enter university alongside intensive football training which could lead to a career as a professional or semi-professional.” The Football Academy’s facilities including a 3G pitch and video remote controlled multi-view video recording of each

competitive match, helping the Head Coach to conduct post-match video analysis with the squad.

Medals for sporty siblings

SPORTY siblings Max and Elsie Smith from Barnard Castle Preparatory School both finished on the podium at a Diamond League competition in Hartlepool.

Year 2 pupil Max, aged six, took overall gold after winning the 300m sprint and long jump, and taking second place in the 60m and howler throwing competitions. Year 5 pupil Elsie, aged nine, was third in the 60m and 600m, and second in the howler throwing competition, taking the overall bronze. She also received a Diamond of the Meet Award for impressing the coaches.

“We are really competitive with each other which pushes us on,” said Elsie, who is a member of Darlington Harriers. Max, who is as fast as some eight-yearolds, added: “We both really love running. One day I hope to be the fastest man on Earth like Usain Bolt.”

Elsie is also a member of Darlington Gymnastics Club and Max is a top try scorer at Mowden Rugby Club.

Elsie added: “We’d both like to become athletes one day and compete for our country at the World Championships and Olympics, and I think Barney is a great place to start with all the brilliant coaching we get.”

Martin Burgess, Director of Sport at Barnard Castle Preparatory School, said: “Both children love their sport and are so committed that it is very easy to see them competing at the highest levels as they develop.”

Benenden’s eureka moments

BIOLOGY students from Benenden School in Kent have stretched their thinking to join international events that have brought science vividly to life.

Olivia, from year Six Two, is ranked one of the top four biologists in the UK and took part in the International Biology Olympiad in the Philippines, with 75 countries competing.

Meanwhile, Melanie, Six One, and Nicole, Fifth, were selected as finalists for the 4th European Nuclear Competition for Secondary Schools 2025, spending a week showcasing their work in Spain.

And Namsai, Six Two, was awarded the gold CREST certificate for her project on ‘How does pH affect the browning effect of the Maillard Reaction’. This is one of the highest levels of science certificates that can be achieved before university.

Three Beneden students also earned Gold medals in the British Biology Olympiad 2025, which saw 18,533 students from 1,053 schools taking part.

Amy (Six Two), Olivia (Six Two) and Imogen (Six Two) qualified for the next stage of selection for the International Biology Olympiad.

A school spokesperson said: “This is a huge achievement and a testament to the students’ dedication and the academic stretch offered in Biology at Benenden. We look forward to seeing what the next cohort achieves in 2026!”

THE boys’ tennis team at Bede’s Senior School is recording high achievements at county, regional and national levels.

The U18 squad includes Jack Ford (Year 12), Henry Hughes (Year 11), Pasha Hrytskiv (Year 10) and Harrison Clowe (Year 9). All four boys are currently representing Sussex in the County team and competing at regional and national levels. They hold the top four U18 ranking positions in Sussex – a remarkable accomplishment given that Pasha, Harrison and Henry are all still competing at U16 level.

As well as playing for the County, the boys are competing in national and regional tournaments. Pasha and Harrison reached the quarter finals in recent national tournaments, Pasha smashed impressive wins in European tournaments, and Henry and Harrison competed in the Under 16 Nationals. Meanwhile, at the Tennis Sussex Awards, Pasha was awarded the title of Most Improved Junior Player of the Year, while Jack received the prestigious Brian Edwards award for being an exemplary role model.

Francesca Byrne, Bede’s Director of Tennis, said: “This is the strongest boys’ team we have had in the last decade. There’s a real camaraderie amongst the team despite the differences in their ages.

“The boys are on court with me and the other coaches for around 12 hours each school week as well as training and competing in their holidays and weekends.”

Ben’s £2k swim for kids BISHOP’S Stortford College pupil Ben, who is severely visually impaired and registered as blind, has raised more than £2,000 for Great Ormond Street Hospital by swimming 8km.

Year 5 pupil Ben, diagnosed with the rare genetic Nance Horan Syndrome, completed his swimathon of 320 lengths through touch and sound.

The 10-year-old Ben has been treated at Great Ormond Street Hospital’s Neuro Disability Developmental Vision Clinic since the age of one.

Ben swims through sensory techniques including touch in the water and being guided by the voice of Laura Ager, his swimming teacher and coach at Bishop’s Stortford College.

His mother, Liz Hardy, said: “The college and its sports department have been such brilliant support for Ben. They all work with us creatively to find different ways for him to enjoy every aspect of his learning, including swimming and sport.”

Rachael Cox, Head of the Prep School at the College, said: “We’re so enormously proud of Ben for completing this incredible challenge. He’s an inspiration to us all, and we are so delighted to have him as one of our very first Neurodiversity Ambassadors in our Prep School.”

Bede’s ace team

Bromsgrove’s game, set and match

GINA Obrey and Grace Hadley from Bromsgrove School lifted the doubles title in the 113th Midlands Girls’ Schools Championships.

The top pairing secured six wins from seven matches in the group stages to earn their place in the final at the tournament, a distinguished and historic event in the school tennis calendar.

In the final, Gina and Grace made an impressive start to establish an early lead, before their opponents from King’s High levelled the match. The Bromsgrove pair then quickly took control to secure the title and lift the championship trophy.

A Bromsgrove School spokesperson said: “The result stands as a testament to the girls’ character, composure, and commitment, and adds a proud chapter to Bromsgrove’s rich sporting tradition.

“The tournament features a particularly strong field, but Bromsgrove’s girls approached the day with admirable preparation, professionalism and quiet determination. Composed and courageous, they navigated high-level opposition and the unpredictable nature of a fast-paced scoring format with real maturity.”

New Bryanston Prep Head

DOMINIC Floyd has been appointed as the new Head of Bryanston Prep in Dorset, to start in January 2026.

Mr Floyd joins from Mount Kelly Prep where he has been Head for more than

eight years. He was previously Assistant Head at Hazlegrove, Headmaster of Ashdown House, Head of Geography at Westminster Under School, Housemaster at Cothill, Humanities Teacher at Holland Park School and Assistant Housemaster at Pangbourne College.

Eric Benedict, Bryanston’s Chair of Governors, said: “The board was unanimous in its decision to appoint Dominic. His exceptional experience, vision for Bryanston Prep, along with his understanding of our ethos, makes him the perfect person for this role.”

Mr Floyd said: “I am extremely proud and excited to be taking on the Headship at Bryanston Prep. As a former Bryanston parent, I have a personal connection to the school and admiration for its global reputation.

My time at Mount Kelly has reinforced the advantages of an all-through educational environment and I am eager to bring that expertise to Bryanston Prep.”

Mr Floyd, along with his wife, Maria, a talented artist, will relocate to join the Bryanston community. Two of their three children are currently at university, and one of them is an Old Bryanstonian. Their youngest child will join Bryanston in Year 10.

Dominic was educated at the Dragon School, Farleigh School, (where his father was Headmaster) followed by Worth School. He studied at the University of London where he gained both a BA in Geography and a PGCE.

Felsted’s £11k run

STUDENTS and staff from Felsted School in Essex were among the 5,000 runners who took part in a charity half marathon at Hampton Court.

charity half marathon at Hampton Court. The school’s entrants raised more than £11,000 for their chosen charities as they crossed the finish line.

The Felsted students’ long weeks of training paid off as they completed the 13-mile course around the historic home of King Henry VIII. 17-year-old Taras P was the first of them to cross the line and secure donations for Felsted Mission, and Lola S, in support of Teach Uganda, was the fastest girl.

Chris Townsend, Felsted’s Head, who also took part in the race, said: “The amount raised for these charities which are all close to our hearts at Felsted is incredible. However, this was as much about personal challenge for the students, who had never attempted a race of this length before – they should be hugely proud of their achievement.”

BBC boss: ‘Get geeky’

STAYING true to yourself and taking as many opportunities as you can was the inspirational message in a speech at Harrogate Ladies’ College by Helen Thomas, the head of BBC Radio 2.

Addressing the college’s Upper 6 pupils, Miss Thomas said: “Make the most of this precious time in your life. Squeeze as much opportunity as you possibly >>>

<<< can out of the next few years. Go to gigs, museums and plays. Read books and papers.

“See films and art exhibitions. Play sport. Get geeky about food and cooking or computers. Take up crochet! Whatever it is that floats your particular boat, get out there and just do it.”

Miss Thomas, the keynote speaker at the annual Speech Day, added: “You are at the very beginning of your journeys and trust me when I say you don’t need to know the end point when you start out. This is your chance to flex and experiment, this is where the growth comes.

“You’ll like certain aspects of your university courses or jobs way more than others – that’s inevitable – but enter into everything with an open mind and an open heart.”

Old Barnardians return RUGBY star Tony Underwood was one of scores of former pupils who returned to their old Barnard Castle School to hear about its plans.

Former Lions, England and Leicester winger Tony joined old Barnardians from across the UK, America, the Philippines, Germany, Italy and Dubai for a weekend of remembering the past and looking to the future.

Headmaster David Cresswell thanked them for their continued support: “You’ve opened doors for our current students, helping them into internships, work placements and professional networks. These opportunities are lifechanging.”

Mr Cresswell explained it was a challenging time but the school was “keeping its head firmly above water”. He said: “We’ve been thinking carefully about what the ‘Barney way’ really means in three core values: community, character and ambition.

“We are here to transform lives. We’re proud to be at the forefront of initiatives like Springboard, which supports looked-after children with incredibly complex needs, and our pastoral team do an extraordinary job in giving them a new start. We’ve also strengthened our support for military families.”

He added that the school was rethinking how it operated financially: “We are looking to diversify our income, with the goal of keeping fees as affordable as possible, while expanding life-changing bursaries.”

This included exploring the creation of international schools with profits going straight into bursary provision, summer schools and even padel courts.

“We want to think globally and act locally. If we can increase bursary provision, we can remain accessible to families,” he said.

Tony Underwood said: “I love coming back as it reminds me what a special place this is – it’s unique. I’m hoping to work with the school more in the future.”

Five winning songs in a row

AN UPPER Sixth student at Leighton Park School in Reading school has won a national songwriting competition for the fifth year running.

Eliza has also been offered a full academic scholarship to study Music at the prestigious Berklee College of Music in Boston, USA, next year.

She has won her age group in the Independent Schools Association (ISA) national Composing Competition every year since 2020, her piece Break in the Loop this year winning 1st place in the senior category.

Eliza said: “I am so happy to have won and it is such a pleasant surprise. As I continue through higher education at Berklee, I plan to continue writing songs to continuously develop my skills so I can hopefully form a career out of my love for songwriting and performing.”

Eliza was one of three students celebrating success in the songwriting competition with Alana in Year 11 securing 2nd place in the junior age category and Micah coming Runner Up in the Instrumental category.

This follows Leighton Park students also winning 1st and 2nd place in the national ISA Young Musician Competition.

Rosemary Scales, Director of Music and Media at Leighton Park School, said: “I am so thrilled that the composition skills of three of our students have been recognised on a national stage in the ISA Composing competition. Each of them showed real originality, creativity and flair in their work. We are very proud of them all.”

A COEDUCATIONAL INDEPENDENT SCHOOL FOR NINE MONTHS TO 18 YEARS IN BATH Learn more and book a visit at kingswood.bath.sch.uk

Discover our Open Events on 19 & 20 September

Book your visit royalhighbath.gdst.net/whats-on For Girls. For

Bromsgrove backs military BROMSGROVE School has become a registered member of the Armed Forces Covenant.

This means the school is now committed to support Remembrance Day, Armed Forces Day and the Poppy Appeal. It will also back the Royal British Legion, with its Combined Cadet Force attending local parades.

A spokesperson for Bromsgrove School said it was “proud of its long association with military families”. They added:

“We currently have over 160 pupils from HM Forces and the Foreign and Commonwealth Office, from all ranks and military disciplines, across our Prep and Senior Schools.

“These families pay just 10% of boarding fees, with the full Continuity of Education Allowance entitlement.

“The school provides continuity of education from Pre-Prep to the end of Sixth Form, and pupils can join at any age across the Prep and Senior Schools.“We are sensitive to the desire of forces parents to keep families together and siblings will automatically go into the same House as their brothers and sisters.

“When not in the same House, they are welcome to visit each other during free time, and older siblings can visit the Prep Boarding House as well. “Bromsgrove School staff make every effort to accommodate the needs of serving parents to spend time with their children during their leave, and they remain in regular contact during term time.

“There are no exeats at Bromsgrove, meaning all boarders stay at School for the full academic year, taking part in activities and trips during weekends including cultural visits to London, theme park visits, and much more.

“During the holidays, the school offers a ‘Guardian Angels’ service to offer accommodation to children unable to return home, which means pupils remain in a comfortable and familiar environment, and experience minimal disruption and travel.

“We value our rich history of supporting forces’ families at Bromsgrove and look forward to continuing that relationship with new prospective parents in the future.”

Steyning Grammar School

Day and Boarding from Year 9 to Sixth Form

Local RAF Cadets 1140 Squadron and No.22 Platoon Sussex Army Cadet Force

Key Stage 4

A supportive and caring environment where students are happy, engaged and keen to learn

A three year Key Stage 4 curriculum, leading to excellent GCSE results

A focus on ‘Character Education’ to embed the skills needed for students to flourish both at school and in their ongoing lives

Sixth Form College

A wide range of courses

Bespoke progression and UCAS guidance

Tailored support for every student

A variety of teaching methods to suit your preferred learning style

State Boarding

Diverse International Community

Flexi, weekly and full boarding options

Ofsted Outstanding for Pastoral Care

No tuition fees (VAT exempt boarding fees)

A safe home-from-home to develop independence and build friendships

Volunteering and fundraising opportunities discount for Forces Families 10%

Comprehensive activities programme

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Brighton rocks The Trial BRIGHTON College has won ‘Best Play’ in the National School Theatre Awards for its Sixth Form’s production of The Trial.

The Trial is Steven Berkoff’s daring adaptation of Franz Kafka’s nightmarish vision on the absurdity of power, leaving the audience captivated long after the final curtain.

The winning play was performed earlier this year in the school’s Cairns Theatre, with the Middle School production of Harry Potter and the Cursed Child: Secondary School Edition also making the shortlist.

Steve Marshall-Taylor, Head Master at Brighton College, said: “It is an enormous honour for our production of The Trial to have won Best Play. It is a wonderful reward for the creativity, dedication and enthusiasm of our pupils and their teachers.”

Alex Kerr, Director of Drama at Brighton College, added: “I am immensely proud of our pupil cast and crew who brought this vital tale to life. It is wonderful to work at a school that values and understands the inspirational power that drama can have on young people.”

The drama award follows Brighton College being named Best Sixth Form in Britain by The Week for the range of opportunities offered to its pupils.

Pippa inspires creative pupils

CHILDREN’S author Pippa Goodhart visited Kimbolton Prep School in Cambridgeshire as part of the school’s KimFest festival – a biennial celebration of the Arts.

Pippa, best known for her beloved You Choose series, spoke to pupils about life as a writer and hosted a drama workshop delivered with the Shakespeare Schools’ Festival. Her visit was one of many creative highlights during the two-week KimFest, which showcased pupils’ creativity in Art, Music, Drama and English.

Pupils from the Upper Prep took part in an African drumming session featuring 100 drums. Other workshops included teddy bear making, mural painting of the Tree of Life, creative writing and Shakespeareinspired activities. The event concluded with a summer concert and an art exhibition.

The Senior School also enjoyed Shakespeare acting masterclasses, a themed picnic, art exhibitions, and a summer concert which included a production of Chitty Chitty Bang Bang. Meanwhile, Sixth Form staged a fast-paced and imaginative staging production of The 39 Steps.

Will Chuter, Kimbolton School’s Headmaster, said: “I believe that the Arts are more important for young people today than ever, providing space for joy, risk-taking, resilience, and fun. We’d like to thank Pippa Goodhart for taking part and inspiring our pupils with her wisdom and warmth.”

Eastbourne scholar becomes Field Marshal

A FORMER Eastbourne College pupil has been promoted to honorary rank of Field Marshal, the highest possible rank in the army.

Lord Richards was formerly the Chief of the Defence Staff, the professional head of the British Armed Forces. Lord Richards attended the Eastbourne College prep school, Ascham from 1963 to 1965, and then Eastbourne College from 1965 to 1970. Only last year, Lord Richards hosted a dinner on behalf of the Eastbournian Society to mark 75 years of the Combined Cadet Force (CCF) at Eastbourne College. The event, held at the House of Lords, celebrated the camaraderie, spirit and achievements of the CCF. Lord Richards said: “It is an enormous privilege to receive this honorary appointment. I remain deeply proud to be an Old Eastbournian.

“My time at Eastbourne College, and in the CCF, played a formative role in shaping the values and leadership principles that have guided me throughout my career.”

Tom Lawson, Headmaster of Eastbourne College, added: “We are immensely proud of Lord Richards and all that he has achieved. His promotion is a rare and fitting recognition of his lifetime of service and leadership. He continues to inspire generations of Eastbournians, both through his achievements and his enduring support of the College.” With just under 200 cadets across the Army, RAF and RN sections, Eastbourne College’s CCF is one of the largest contingents in the south-east.

More than 15 members of staff provide a varied training programme each week, as well as a Field Day per year and a four-day summer activity week. There are also voluntary overnight tactics exercises and range days, and the opportunity to participate in MOD-sponsored adventure training and military-based courses around the country.

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A co-educational school for students aged 11-18-years

CHOOSING SCHOOLS

What about boarding schools?

Adaptability, resilience, and global competence are paramount in today’s world. DAVID WALKER, Director of BSA, explains how boarding school education prepares pupils for the future world of work.

MANY of the best schools in the UK offer boarding. There are many parents who see the school and the boarding aspects as two separate, coexisting aspects of the same institution. You yourself might love a school and accept the boarding as something of an afterthought. But in today’s rapidly evolving world, parents are increasingly considering the boarding aspect itself as the best pathway to prepare their children for the future.

Beyond academic considerations, boarding schools offer unique opportunities to cultivate skills and characteristics crucial for success in the dynamic world of work. What is unique to a boarding education which equips students with the tools they need to thrive in the future?

INTERNATIONALISM

Boarding schools provide a global environment that fosters cultural understanding and adaptability—qualities essential in the modern workforce. By

living and learning alongside peers from diverse backgrounds, students develop intercultural competence and empathy, preparing them to collaborate effectively in multicultural settings. Exposure to different perspectives nurtures creativity and innovation, qualities highly valued in today’s global economy.

According to the Independent Schools Council Annual Census 2024, there are some 26,000 overseas students with parents living overseas in UK independent schools, with about half of those pupils coming in the 6th form. These groups of students show cultural diversity at its most authentic.

RESILIENCE

Living away from home challenges students to navigate unfamiliar situations and overcome obstacles independently. Boarding school life instils resilience, teaching students to adapt to change, manage stress, and bounce back from setbacks. These experiences build resilience muscles that are invaluable in

navigating the uncertainties and challenges of the professional world, where our ability to overcome obstacles often determines success in the face of adversity.

INDEPENDENCE

Boarding schools empower students to take ownership of their learning and personal development. Away from the immediate support of family, students learn self-reliance, time management, and decision-making skills. This independence nurtures a strong sense of accountability and initiative—traits essential for thriving in the workplace, where self-motivation and autonomy are highly prized.

MORE FREE TIME

Boarding school environments offer abundant opportunities for students to engage in longitudinal learning beyond the classroom. They offer the gift of time –evenings and weekends are opportunities to dig deep into problems and challenges. Workshops, sports and extracurricular activities provide platforms for students to explore their passions, develop new skills

Photo with kind permission of Lancing College

and tackle real-world challenges together. Participation in hackathons, for example, encourages new ideas, problem-solving, and teamwork – skills highly sought after by employers in the digital age.

CONNECTIONS AND COMMUNITY

Schools cultivate tight-knit communities where students form lasting friendships and professional networks. These connections extend beyond graduation, providing students with a lifelong support system and access to a diverse array of resources and opportunities. Alumni networks often serve as valuable career resources, offering mentorship, job referrals, and networking opportunities – a testament to the enduring bonds forged in the boarding school experience.

CHOOSING A BETTER FIT

A boarding school also opens doors to a wider range of educational opportunities, enabling parents to choose a school that best aligns with their child’s interests, talents, and aspirations. Whether it’s a specialized STEM academy, an arts-focused institution, or a leadership-oriented programme, boarding schools offer tailored educational experiences that cater to diverse learning styles and career paths. By selecting the right boarding school, parents can provide their children with a

customised educational journey that equips them for success in their chosen field. In a world where adaptability, resilience, and global competence are paramount, boarding school education stands out as a transformative pathway to preparing students for the future world of work. Through internationalism, resilience, independence, longitudinal learning and community connections, boarding schools equip students with the skills, mindset, and networks they need to thrive in the everevolving landscape of the professional world. As parents consider the best educational path for their children, boarding school emerges as a compelling choice. It not only prepares students academically but also empowers them to excel in the dynamic world beyond the classroom.

□ David joined BSA Group in August 2023. He has over 20 years of experience in boarding schools and has worked in a range of schools in the UK and Africa, alongside being a prep school governor and a trustee of a multi academy trust. Before taking up his BSA post, David was Deputy Head Pastoral at a large co-ed independent school in the south-east.

Photo with kind permission of Queen Anne’s School

What makes a good boarding school?

A good boarding school is a place to work hard, rest and, most importantly, play, in a space that values both freedom and responsibility. HENRY PRICE,

Headmaster

of Oakham School, reports.

A GOOD boarding school is a warm, wonderful village – a community built not just to educate but to raise young people in partnership with their parents. It carefully weaves together rules, routines and rhythms that allow pupils to feel safe, supported and at home, while providing the structure they need to grow and thrive.

Boarding schools foster lifelong bonds – between pupils who live and learn together, and with staff who challenge, support and guide them, sometimes with exasperation, always with care. The shared experiences, from the everyday to the extraordinary, forge friendships and memories that last well beyond school years.

THE EXTRA MILE

While house systems differ from school to school, it’s the people within them who shape the experience. Housemasters and Housemistresses, resident staff, tutors, matrons, cleaners and others all contribute to the ethos and success of a boarding house. Training is important, but a genuine desire to care and go the extra mile for young people are essential. Great boarding staff understand the subtle balance between professional boundaries and personal warmth – the mix of structure and informality that makes school life feel both safe and joyful.

Facilities play their part, but there is no single blueprint. Single rooms and en suite showers have their place, but so

too does sharing in well-thought-out and well-maintained spaces. These must be age-appropriate and in line with National Minimum Standards, linking to the communal spaces where pupils and staff gather formally and informally, for roll calls and House meetings, but also to sit, chat, laugh, cook and connect.

ALWAYS CARING

The Latin phrase in loco parentis – in place of a parent – still holds true. At Oakham, the HM often takes on this role: advising, encouraging, cajoling, sometimes reprimanding, but always supporting and always caring. There may be a medical issue, such as appendicitis, where the school must act in loco parentis, but most of the time, boarding staff work cum parentibus –with parents – recognising that even when families aren’t physically present, they are deeply involved in their children’s lives.

Regular communication is vital, sharing academic and pastoral updates, celebrating successes, and working through challenges together. Whether parents are nearby or overseas, the connection is maintained through emails, phone calls, social media and newsletters – keeping them involved in the big and the small. Good schools strike the right balance with technology. They manage mobile phone use thoughtfully, encouraging connection with home, while prioritising healthy interaction, rest and sleep. One of

boarding’s strengths is the extended day and week. More time means more opportunity, but it must be used wisely. The academic, pastoral and co-curricular pillars of school life need to be integrated with space for downtime. Evening talks, plays, concerts and house events all enrich the experience, but pupils – and staff – also need time to unwind and recharge. Timetables matter, and great boarding schools shape them with care.

VIBRANT AND INCLUSIVE

Whilst fewer schools maintain Saturday School, a great boarding school, like Oakham, sees the weekend as intrinsic to the rhythm of all pupils, both day and boarding. Full lessons in the morning mean the whole school is on site, with a full programme of afternoon sport and activity, making the weekend a vibrant and inclusive part of the week. These days offer opportunities not just for competition and camaraderie, but for engaging with parents through sports events or discussions on academic choices, and important pastoral topics relevant to pupils’ wellbeing. Saturday evenings and Sundays are equally well-planned, with trips, social events, but also time to unwind, enjoy lieins and a slower pace before the new week begins.

STRONG VALUES

The best boarding schools build communities that are inclusive, diverse, and rooted in strong values. A mix of nationality, culture

and faith coming together is a powerful learning experience. But equally powerful is learning to adjust to different characters and interests. They cultivate and celebrate relationships, helping children learn to live in a group beyond their own family. When I was a Housemaster, I used to tell pupils: “You do not have to be best friends, but you do need to get along and to see each other’s strengths and weaknesses.” In truth, the firmest and longest of friendships are often found in boarding.

The old Mars Bar slogan ‘Work, rest and play’ still encapsulates a good boarding school. A place to work hard – yes academically, but also at music, sport, drama and relationships. A place to rest, where being on site allows for better sleep and a real sense of home. And, most importantly, a place to play: to have fun, try new things, and grow up in a space that values both freedom and responsibility.

□ Henry has been Headmaster of Oakham School since September 2019, bringing more than 30 years of experience in the boarding school sector. Prior to Oakham, he was Headmaster of Wellington School in Somerset, and a previous Housemaster at Rugby School. Henry is a lifelong advocate for boarding, and is passionate about its power to shape confident, wellrounded individuals. He champions the unique academic, social and personal opportunities that boarding provides, helping school years to be joyful and transformative.

The route to HAPPINESS and success

The rich tradition of family prep boarding at Windlesham House has been enjoyed by generations of children since 1837. Headmaster BEN EVANS reports.

THE benefits of boarding in standalone, family prep schools such as Windlesham House are many and varied. Above all is the ethos of ensuring children flourish in a kind, nurturing environment with the space and freedom to enjoy their childhood to the full. This is the route to happiness and success.

The best measurement of success for a boarding school is happy children who flourish in a warm, dynamic and inclusive environment. This is where they feel known, understood and valued as individuals, and are safe and well looked after. Pupil happiness must be at the heart of a boarding environment and should be visible in the strong and warm relationships between children and staff,

often seen in the easy and enjoyable conversations at mealtimes.

Although there are many tangible benefits to be had from boarding, the sector is constantly having to innovate to survive and remain relevant in today’s fast-paced world. The evolving needs of families today also means that one size never fits all, as everyone is looking for a personalised experience. A strong and cohesive community is made up of many individuals all with their own requirements and personalisation. As a stand-alone prep school, at Windlesham we are able to constantly review our boarding provision by listening to children and parents to ensure that we are meeting the personal needs of each and everyone in our community.

DYNAMIC AND INCLUSIVE

Boarding should be dynamic, inclusive and cater to children’s various needs and ages. Boarding at Windlesham House, for example, is far more than just a home away from home. Whether it is visits from Mutley, the school cat, tea and toast in the Grub Hub, a game of table football or simply Friday night treats with a big screen film surrounded by comfy furnishings, it is important to ensure that all children feel part of a special and kind community.

Boarding houses should be a home away from home with a warm and nurturing atmosphere. They should be comfortable, suitably furnished and decorated to cater for different age groups. They should have a good

balance of recreational areas so that everyone can find somewhere to relax, be with their friends or escape from the hustle and bustle of busy school life. The personality of each boarding house is largely determined by the adults who also live and work there. This is really what makes the biggest difference in terms of culture and the day-to-day atmosphere.

Windlesham House, which was founded in 1837 and is the oldest prep school in the UK, is a day and boarding school of 340 pupils aged four to 13. The boarding houses are full of vibrancy and spirit where children and staff work together and positive things happen. It is essential that a purposeful and busy boarding community is full of opportunity and engagement. It should be a place where children can flourish, grow and develop new skills both academically and personally using the additional time and space available. Boarding helps children to learn about themselves and others, while having fun in the process. The personal

growth and development evident in our boarding pupils is one of the school’s significant strengths.

HEARD AND RECOGNISED

Recent years have taught us to ensure that we provide a balance of both structured and unstructured time to ensure that boarders are able to relax and mix socially, but can also use their time with purpose and accomplishment. Part of our strong boarding culture is ensuring that every pupil voice is heard, recognised and acted upon. Even from a young age, children have a tremendous sense of justice, fantastic ideas and a keenness to play an active role in their school community.

Community and spirit must be the life blood of boarding schools today. The very culture of a boarding house dictates how adults and children behave and interact, and how the whole community treats one another. The respect and kindness shown will ultimately determine the happiness and overall

wellbeing of the children. Boarding in today’s modern world and at Windlesham is really all about passion, vibrancy, enthusiasm and the strong level of happiness and enjoyment that every child should feel.

A school such as Windlesham House with a strong boarding ethos and vibrant, busy full and weekly boarding community are very special places. Always open, welcoming and with family-centric atmosphere, they are great fun, full of energy, where positive and exciting things happen.

□ Ben Evans has been Headmaster at Windlesham House since September 2020. Before arriving at Windlesham, Ben was Headmaster at Edge Grove School (2012-20), Head of Junior School at the British School in Colombo, Sri Lanka (2008-12), Deputy Head at Bramdean School in Exeter, and Head of History at Brighton College Prep School.

ESSENTIAL VISA STEPS FOR INTERNATIONAL FAMILIES

If your child is not British, Irish, or does not already have permission from the UK government to live in the UK, they will need a visa to study in the UK. For children attending boarding school and living away from their parents during term time, this is typically a Child Student visa.

International students requiring a visa may apply to UK independent schools with a sponsor licence. Your school of choice can advise if they hold a sponsor licence. State boarding schools are not permitted to sponsor international students. There are a few things you can do to make your visa application as smooth as possible.

1. START EARLY TO AVOID DELAYS

Applying for a visa can feel overwhelming, especially if you are managing the process from overseas. Starting the process early helps to ensure you have enough time to gather the necessary supporting documents. The UK Home Office experiences high demand for visa applications during key periods, such as the summer holidays.

2. FIND A GUARDIAN

Most boarding schools require international students to have a UKbased educational guardian. Your school or education agent will be able to advise on specific requirements. BSA offers a Certified Guardian Scheme and a Family Guardian Scheme.

3. PLAN FOR VISA RENEWALS

Once your child has obtained their visa, staying organised is essential for renewals. This is particularly important if your family relocates internationally, experiences significant changes in circumstances, or your child changes schools.

NEED HELP?

BSA Legal offers parents three levels of support for Child Student visa applications, ranging from consultation and review services to full-service application management.

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Top questions

for school open days

What are the top questions for parents to ask as they explore the schools they’re considering for their children? JAYNE GRAY, Admissions Manager at Queen’s College Taunton, shares her experience.

CHOOSING the right school for your child can feel like such a huge decision. When you’re looking, it’s overwhelming with all the different options. And then you get bombarded with information from every direction – online searches leading to endless social media ads and well-meaning friends sharing opinions. There can be such a lot of conflicting advice. That’s why stepping foot inside a school at an open day is such a crucial step for parents.

Most schools are good about offering several open events throughout the year, and it’s highly recommended to go to one. It’s a great chance to meet key teachers and staff, and for a tour of the school buildings and grounds. What many find

particularly helpful is that these tours are often led by a current student, which gives you a genuine sense of the place. You can see how the students act and how they represent their school.

With all the information swirling around, it’s helpful to consider some of the top questions you might have for those open days.

UNIQUE SPARK

First of all, what makes this school really special? What’s their unique spark? Do they shine in sports, the arts, or maybe drama? Are they known for their amazing academic results? Or do they really focus on each child as an individual? Because let’s face it, every child is different. Even if a school has a certain reputation, it’s

worth digging deeper to see the full picture of what they offer – you might be surprised by the balance.

Another thing to explore is their co-curricular or club programme. Do they have options beyond the usual subjects? These kinds of activities can open up a whole new world for some children, things they might never have considered. From Model UN, where students represent countries and debate global issues, to mountain biking, or even something like crochet, it’s great to see if there are opportunities to really engage your child’s interests outside the classroom. This is especially important at boarding schools – you want to know your child will be busy and happy, not just stuck in their room.

PHONES ACCESS

This leads to a really important question: what’s the school’s policy on phones, devices and technology? Do the students need their own tablets for lessons? Are they allowed to have access to their phones during the day? With children having so much access to technology, it’s vital that schools teach them how to use it responsibly. School values are also high on many parents’ lists. Do their core beliefs line up with what’s important to your family? How do they put those values into practice? Words themselves are one thing, but seeing it in action is what really matters.

ENTRANCE CRITERIA

Then there’s the question of whether the school is selective or non-selective. What kind of entrance exams or criteria do they have? Are there any important dates for scholarship applications that you need to be aware of? The last thing you want is to find a school you love and then miss a crucial deadline. It’s also important to ask how the school prepares your child for the future. Most schools help with university applications, but what else do they offer? Are they teaching basic life skills, like sewing a button or managing a budget? And what about skills that help them stand out when they’re applying for university or jobs? Things are changing so fast, but is the school helping children stay ahead of the curve?

SCHOOL SCHEDULES

Getting a sense of the daily or weekly routines is also key. Does the school schedule fit with your family life? For example, are there Saturday classes? How much homework do they typically get? These are all things to think about with quality family time at the weekends in mind.

While this isn’t an exhaustive list, these questions should give you a strong foundation to explore the schools you’re considering. But above all, trust your instincts. The most important thing often comes down to the feeling you get when you’re there, talking to

the teachers and the students. That feeling of knowing your child will be safe, happy, and nurtured as they figure things out, grow into themselves, and become more independent – while still loving to learn.

□ Jayne joined Queen’s in 2021 and as Admissions Manager she finds real joy connecting with families as they explore possibilities for their children. She’s known for her thoughtful and professional approach, acting as a friendly and reliable guide for local and international families navigating the admissions journey. With her deep roots in school governance and administration, plus a genuine understanding of independent education, Jayne brings a warm and insightful perspective to what families truly need when choosing a school. What matters most to Jayne is ensuring that every student’s first steps at Queen’s are filled with confidence and excitement.

How boarding schools are inspected

ENGLAND

All UK boarding schools, state and independent, have boarding facilities inspected, prioritising outcomes for children and young people, and focusing on other key areas like premises, facilities, policies and procedures. DALE WILKINS, Executive Director at BSA and BSA Group, explains the details.

THE Independent Schools Inspectorate (ISI) now inspects all boarding schools that are members of one of the five independent school associations (GSA, HMC, IAPS, ISA, Society of Heads) every three years, under the framework introduced in 2023.

Boarding inspections are carried out by a specialist team of ISI boarding inspectors, and this takes place alongside the inspection of education provision. The framework is published on the ISI website, along with all current and future school inspection reports for each provider.

State boarding providers and all independent providers who are not members of one of the associations listed above have their boarding inspected by Ofsted, using Ofsted’s Social Care Common Inspection Framework (SCCIF). Boarding is inspected by a team of specialist social care inspectors. This is separate from the inspection of education provision by the relevant Ofsted team.

A small number of independent boarding schools are classified as special schools, and these have an annual social care inspection. Ofsted reports are publicly available, although most schools have separate reports for their boarding and education provision, and these can sometimes be difficult to navigate.

Common to both inspctorates are the National Minimum Standards for Boarding Schools, published by Department for Education (DfE) and last updated in 2022. Part A of the 2022 standards focuses on governance, leadership and management. The aim is that “the leadership, management and governance of the school enables a culture to thrive which is child-centred, safeguards children’s wellbeing and is ambitious for the progress of every child. Monitoring and accountability is strong and adds value.” Further sections of the standards highlight:

• boarding provision health and wellbeing

• safeguarding

• health and safety

• boarders’ rights, advocacy and complaints promoting positive behaviour and relationships

• activities and free time

• staff recruitment and checks on other adults, and lodgings and host families.

The other key document is Keeping Children Safe in Education, also published by DfE. This is updated every September and applies to all schools.

If a school is found to be non-compliant, DfE may direct the inspectorates to

conduct additional or progress monitoring inspections. The school may also be required to produce an action plan showing how the shortfalls identified will be rectified.

SCOTLAND

Education Scotland inspects all education provision in Scotland. The Care Inspectorate inspects boarding, using both the Health and Social Care Standards and its own quality framework. Schools are assessed against a six-point scale for: quality of care and support

• quality of environment

• quality of staffing, and

• quality of management and leadership.

Schools are also required to follow other guidance, such as the National Guidance on Child Protection.

WALES

Estyn, the education and training inspectorate, inspects the education provision of independent and state schools in Wales. Boarding schools in Wales have additional residential inspections from Care Inspectorate Wales, using the National Minimum Standards for Boarding Schools (Wales) as a baseline. At the time of writing, these standards are being reviewed and may change. Reports comment on wellbeing, care and support, leadership and management and the school environment.

NORTHERN IRELAND

There are very few boarding schools in Northern Ireland, and these receive visits from the Regulation and Quality Improvement Authority (RQIA). RQIA evaluates the degree to which care at the school is safe, effective, compassionate and well led.

ISLE OF MAN

The Isle of Man also has a separate set of boarding standards.

OUTSIDE THE UK

Boarding schools outside the UK can use BSA’s own set of voluntary accreditation standards.

SUPPORTING BOARDING SCHOOLS

BSA liaises closely with the relevant government department and with the inspectorates to support boarding

schools. BSA Group also provides targeted training and bespoke consultancy across the whole range of quality and compliance issues which boarding schools face.

This includes an extensive range of webinars, day seminars and conferences, both face-to face and virtual, with the majority now online. We have extended our reach to over 1,600 settings in more than 40 countries.

At the programme’s core is the groundbreaking series of certificate and diploma courses, which have been at the heart of best practice in the sector for 25 years. These are central to BSA Group’s mission to support excellence in boarding, safeguarding, inclusion and health education.

& Accredited/ Compliance). He worked in boarding for 31 years, with roles in junior, senior, boys’ and girls’ houses, and in senior leadership in both state and independent schools. He has been a boarding inspector and a local authority safeguarding trainer. He joined BSA in 2017 with responsibility for safeguarding and standards, having been a course tutor since 1998. He leads on all BSA safeguarding and inspection matters, including the Commitment to Care Charter. Dale has also developed BSA Accreditation for international members. He liaises with ISI, Ofsted and DfE on compliance and inspection standards, and oversees BSA Group’s work in Wales and Scotland. He has compiled the BSA Self-Assessment toolkit since 2002.

Photo with kind permission of Clayesmore School

□ Dale is the BSA’s Executive Director (Scotland/Wales

BSA Certified Agent and Guardian schemes

The BSA provides reassurance to schools and families that they are dealing with the best agents and guardians. DAVID WALKER, Director BSA Group, reports.

FINDING a suitable educational agent or guardian can be a time-consuming process for parents, but it is vital. Even when parents have a good knowledge of the UK education system, this may not be up to date and it is almost impossible to have an informed overview of all the different schools available.

This is where the BSA Certified Agent and Guardian schemes can help. We only certify agents and guardians who have the highest standards of safeguarding, safer recruitment and training of staff and host families, knowledge of the UK education system and careful liaison with schools.

Being a BSA Certified Agent is sufficient evidence for UK Visas and Immigration (UKVI), so schools do not need to do their own due diligence on these agents. The scheme also acts as parents’ due diligence, ensuring agents demonstrate a clear and current understanding of:

• the UK education system

• different types of schools getting to know a child’s and family’s needs

• recommending schools that are right for individual children, and

• maintaining the highest standards of integrity in placing and supporting each child.

For international pupils, an educational guardian who provides high quality support and guidance is invaluable.

Pupils are much more likely to reach their full potential if they feel emotionally and physically safe, and there is good communication and relationships between them and the adults looking after them. This is a vital aspect of a successful school experience.

Parents can choose a BSA Certified Guardian with confidence, secure in the knowledge that the guardian has met the high standards required through a rigorous inspection process. Knowing the guardian is committed to providing a high-quality service can really make a difference to their child’s school journey.

For more information about the BSA Certified Agent scheme and a full list of Certified Agents, visit https://www. boarding.org.uk/bsa-initiatives/bsacertified-agent-scheme/

For more information about the BSA Certified Guardian scheme and a full list of Certified Guardians, visit https://www. boarding.org.uk/bsa-initiatives/bsacertified-guardian-scheme/.

Lists of Certified Agents and Guardians are also on the opposite page.

BSA certified guardians BSA certified agents

Academic Families www.academicfamilies.com

Access UK Education www.access-edu.co.uk

Alderwood International (provisional) www.alderwood.io

Alina Yegorova (provisional)

Alpha Guardians www.alphaguardians.co.uk

Anglo International Student Centre www.sino-uk.cn

Amber Education www.amberedu.co.uk

Belgravia Guardians www.bg-london.com

Berkeley Guardians www.berkeleyguardians.com

British Guardianship (provisional)

Boarding Schools Ireland (provisional) www.boardingschoolsireland.com

Cambridge Guardian Angels (England) www.cambridge-guardian-angels.com

Boarding Schools Ireland (provisional) www.boardingschoolsireland.com

Cherry Education Consultancy (provisional) Chinese UK Study Company www.chineseukstudy.com

Clarendon International Education www.clarendon.uk.com

College Guardians www.collegeguardians.co.uk

Connexcel www.connexcel.co.uk/guardianship Convoy Education www.convoyedu.com/h-col-116.html

Cotswold Guardians www.cotswold-guardians.co.uk

Crown Guardians https://crownguardians.co.uk

Crown Guardians, Bath, (provisional) www.crownguardians.co.uk

Dreamline International (provisional) (UK wide) www.dreamlineinternational.co.uk

East Coast Guardians www.eastcoastguardians.co.uk

Eduexcellence Consulting Services (Provisional) www.eduexcellence.uk

Edukatus www.edukatus.co.uk

Edinburgh Guardian Angels www.edinburghguardianangels.co.uk

Education and Exchange in Europe (provisional) www.edex.ie

Educatius UK (Provisional) www.educatius.org/high-school-abroad/uk

Elite Anglo-Chinese Services www.eliteacs.com

English Country Guardians www.english-country-guardians.co.uk

Gabbitas www.gabbitas.com

Genesis Education Planning www.en.genesiseducation.co.uk

Great British Guardians www.gbguardians.com

Guardians International Support www.gis-uk.com

Guardians UK www.guardiansuk.com

Hebe Education (provisional) www.hebeeducation.com

High Schools International www.hsinet.org

Host-Link www.hostlinkuk.com

Hyde Global Education www.hydeglobaleducation.com

International Student Guardianship Ireland (ISGI) www.guardianshipireland.ie

IQ Consultancy (provisional) www.iqconsultancy.ru

Japan-London Study and Sport (provisional) www.jlss-ltd.com

JD Consultancy www.jdconsultant.co.uk

Kitt McArthur Education (provisional) www.kittmcarthur.co.uk

Maryadi Limited (provisional) www.maryadi.com

Orpington Education Group www.orpingtoneducation.com/en Overseas Personal Development Services www.opds.co.uk

Oxbridge Guardians oxbridgeguardians.co.uk

PJL Global Students (provisional) www.pjlglobal.com

Prestige Guardians (provisional) www.prestige-guardians.co.uk

Redoor Education (provisional) www.redoorguardianship.co.uk

Regent Guardians www.regentguardians.com

Robin Education www.robineduuk.com

Ruyang Guardian Service https://ruyang.co.uk

RV Sport and Education (provisional) https://www.rvgs.golf/education

Scottish Overseas Guardianship Association (SOGA) (provisional) www.scottishoverseasguardianship.co.uk

See World www.seeworldltd.com

St David’s International Education Limited (provisional) www.5icamp.com

St George’s Guardians www.stg-guardians.co.uk

Study Links www.studylinks.com

Test Education Centre testeducationcentre.com

The Guardian Family Network www.guardianfamilynetwork.com

Trusted Guardianship www.trustedguardianship.co.uk

UK Academics and Guardianship www.ukag.co.uk/welcom-to-ukag

UK Cloud Primary School (provisional) www.ukyxx.com

UK Guardians www.ukguardians.co.uk

UKGuardianship www.ukguardianship.com

UK Tuition www.uk-tuition.com

UM Education www.umeducation.com

VIP Guardians

Ying Lang Guardian, Glamour Edu Ltd www.glamouredu.com

@school-in-UK www.school-in-uk.com

Academic Asia China Ltd www.academic-asia.co.uk

Academic Families www.academicfamilies.com

Akademis www.akademis-internatsberatung.de/ internat-england Anderson Education www.andersoneducation.co.uk

Anglo International Student Centre www.sino-uk.org/school ApplyEasyPro www.aepcn.cn Aster Tuition www.astertuition.com

Aston Education www.aston.edu.hk

Baltic Council for International Education www.balticcouncil.org/en/sakums

Barbara Glasmacher Internationale Schulberatung www.glasmacher.de

Bridging British Education Virtual Academy (Worldwide) www.bbeva.com

Beach Education www.beacheducation.com

Be Education https://en.be.co/ Bespoke Education https://bespoke-education.com/for-students Better School! Internatsberatung www.betterschool.de BOSSS UK www.bosssuk.co.uk

Brains & Butter www.brainsandbutter.com

Bridgeway Education https://www.bridgeway.bm Brighteru brighteru.co.uk Britannia StudyLink www.britannia-study.com

British International Consulting Ltd www.ukbcic.com.cn

British United Education Services www.britishunited.net/en/about-us Cambridge Academic Tuition www.cambridgeacademictuition.co.uk Carfax Consultants www.carfax-consultants.com CEC Academy www.camedu.net Chamberlain Educational Services www.chamberlain-edu.com/traditional/ index.html

Cherry Education Consultancy www.ukcec.com Connexcel www.connexcel.co.uk Convoy Education www.convoyedu.com/h-col-116.html

Crest Education www.cresteducation.co.uk

CSF Educational Consultants www.csfeducation.co.uk

Dickinson School Consulting www.dickinsonboardingschools.com

Education Valencia www.education-valencia.com

EduExcellence Consulting Services www.eduexcellence.uk

Edugo Guardian www.edugoguardian.com

Edumap (Turkey) www.edumap.uk

EDU S.O.S Consulting www.edusos.it Edukatus www.edukatus.co.uk

EJC Eduction Consultancy (Worldwide) www.ejceducationconsultancy.com

Esta Educational Consultancy www.esta.uk.net

Fortis Education www.fortiseducation.co.uk

Future Perfect futureperfect.at

Genesis Education Planning www.en.genesiseducation.co.uk

Global Education Tumulka (GET) www.sprachreise.com/schulberatung

Golden Apple Tree www.ukjpg.com

Golden Future www.goldenfuture.ltd

HKIES Overseas Education Centre www.hkies.com.hk

Imega Culture and Education www.imegaculture.com/index Intake Education intake.education Intergreat Education Group www.intergreat.com IVYU Education www.ivyuedu.com

ITEC (Russia) www.itecgroup.ru/partners

IQ Consultancy www.iqconsultancy.ru

J3 Group Ltd www.j3education.com

JD Consultancy www.jdconsultant.co.uk

JMS Global Consultancy www.jmsglobals.com

KEW Learning www.kewlearning.co.uk

Kolumbix Ltd (Ukraine & Eastern Europe) www.kolumbix.co.uk

Kulturwerke Deutschland Sprachreisen https://www.kulturwerke-deutschland.de Leo Education https://www.leoedu.co.uk/ London Family Office (China) en.lfoedu.co

Maple Overseas Education Centre (Hong Kong) www.mapleedu.com.hk

Mark Brooks Education www.markbrookseducation.com Meridian Group www.meridian.lv/sakums Next Step Education www.nextstepeducation.group One School Group www.oneschool.co

Orpington Education Group http://orpingtoneducation.com

Overseas Personal Development Services www.opds.co.uk

Oxbridgecrew Education http://orpingtoneducation.com Panoba Ltd www.panoba.co.uk

Pen Students www.penstudents.com

Petra Heinemann Internationale Schulberatung heinemann-schulberatung.de Prime UK Education www.primeukedu.co.uk

QED Education Group www.qededucationgroup.com

Quest Tokyo www.questtokyo.com/welcome-1

Rise Smart Overseas Education Centre www.risesmart.com.hk

RV Sport and Education https://www.rvgs.golf/education

Sarah Jochums Internatsberatung www.sarah-jochums.de Say Languages (Spain) www.saylanguages.com

Sino-UK Arts & Cultural Bridge www.sino-uk.org

Test Education Centre testeducationcentre.com

The Independent Education Consultants www.independenteducationconsultants.co.uk Toechter and Soehne (Germany) www.internate.org

UKEI (China) www.ukei.org

UK Academics & Guardianship (UKAG) www.ukag.co.uk/welcom-to-ukag UCAC International www.ucac.info

UK Cloud Primary School www.ukcloudprimary.com

UK Education Guide Ltd www.ukeducationguide.com

UK Epsom Education en.ukepsomeducation.com

UK Schooling Experience

UK Pioneering Education

UK Tuition and Services www.uk-tuition.com

Ultra Education Services www.ultra-edu.com/en

UM Education www.umeducation.com

Unibridge International Education http://en.ubedu.com.cn

Watanabe Office www.woffice.jp

Which Boarding School www.which-boarding-school.com

Which British School – WBS www.whichbritishschool.com

Wonmillion Education www.wonmillionedu.uk/en

MILITARY FAMILIES

Navigating the future

Pupils are encouraged to embrace the values of respect, honour and service at the Royal Hospital School. Headmaster IRFAN LATIF reports.

STANDING proud on the edge of the Stour estuary in Suffolk, the Royal Hospital School (RHS) is a beacon of educational excellence. With a legacy that dates to 1712, when the school was established by Royal Charter by King William III and Queen Mary II, RHS has evolved from its naval roots to become a modern and outward facing school that meets the needs of the 21st century learner.

Founded on the principles of discovery, exploration and challenge, RHS extends beyond conventional learning paradigms. As a leading 11-18 co-ed boarding and day school, of 642 pupils, the school offers a creative and inclusive curriculum that is globally oriented, diverse and modern in its approach. It prepares pupils from all walks

of life to navigate the complex waters of the future with confidence and readiness.

RHS’s maritime heritage is more than a historical footnote; it is a living tradition that continues to inspire its approach to education and is continually evolving to reflect society’s needs. RHS has a long history of welcoming pupils from service families, including those in receipt of CEA, and offer tailored financial, academic and pastoral support. RHS cultivates a learning environment where tradition inspires originality.

WELLBEING

A commitment to small class sizes allows for personalised learning which ensures that your son or daughter receives the necessary guidance and tailored support

they need to flourish. Sector-leading work in wellbeing and pastoral care sets RHS apart from other schools – understanding that academic success is intrinsically linked to a pupil’s overall wellbeing. This holistic approach ensures that every pupil receives personalised support to foster their mental, physical and emotional health.

A dedicated team of pastoral staff works tirelessly to ensure that every pupil feels heard, valued and supported. Initiatives such as mindfulness sessions, wellbeing workshops, and one-to-one counselling are integral parts of the RHS philosophy, and this is also reflected in their boarding provision.

The boarding experience is central to the school’s educational philosophy – a moral compass for personal development. RHS offers boarding options to suit different needs, from full boarding to flexible arrangements to meet the challenges of modern family life. Boarding houses are designed to be welcoming and homely, providing pupils with a safe space where they can grow, flourish and be themselves. The sense of camaraderie and lifelong friendships forged in these houses is a testament to the school’s commitment to creating a supportive and loving community.

I firmly believe that education extends far beyond the confines of the classroom. The vast co-curricular programme that RHS is renowned for provides unique learning opportunities. Sports, arts, music, drama, Duke of Edinburgh’s Award, Model United

Nations, world-class sailing and community service are just some of the activities that ensure all pupils can explore their passions and discover new talents.

The co-curricular experience also reflects the World Economic Forum’s ‘Top 10 job skills of tomorrow’ by offering activities such as coding, leadership and enterprise. Having a ‘future ready’ focus will give our pupils that competitive edge which will enable them to thrive and compete in this rapidly evolving world long after they leave RHS.

POSITIVE IMPACT

Leadership development is another cornerstone of RHS’s educational approach and philosophy. The school offers numerous leadership opportunities, from prefect roles to positions on pupil committees. These not only provide practical experience but also help pupils develop a sense of responsibility towards their peers and the wider community. Service is equally important at RHS. The school has a strong tradition of community engagement and social responsibility. Pupils are involved in various charitable initiatives, learning the importance of giving back and making a positive impact on society.

RHS 3.0

RHS 3.0 marks a transformative new chapter for the school, reflecting an ambitious vision to elevate every aspect of the pupil experience. Launching in September 2025, the new Super Saturday programme will offer a dynamic series

of supra-curricular short courses and workshops, designed to develop key employability skills such as creativity, collaboration, communication, and critical thinking.

Looking ahead to the centenary of RHS at Holbrook, the RHS 2033: Capital Investment Programme will drive strategic upgrades to facilities and infrastructurerefurbishing senior boarding houses, the Assembly Hall, RHS Clubhouse, and Sailing Hub to support the school’s growth over the next decade and beyond.

September will also see the opening of a new Sixth Form Centre—a space that blends greater pupil autonomy with structured support, helping to prepare young people not just for exams, but for life. The school remains firmly committed to supporting pupils in thriving emotionally, socially, and academically in an ever-changing world.

□ Irfan joined the Royal Hospital School as Headmaster in 2024. He was previously Principal of DLD College London, Headmaster of Sexey’s School and Deputy Head (Academic) at Bedford School. Irfan studied Chemistry at King’s College, University of London and gained a Masters in Educational Leadership from the University of Buckingham. The son of a bus conductor, Irfan was awarded a scholarship at Emanuel School, London where he was an officer in the Combined Cadet Force, played representative rugby, cricket and enjoyed rowing. Married with two children, he now enjoys marathon running, cooking, ballroom dancing, travelling and supporting Arsenal.

Where exceptional education meets outstanding opportunities

When a student feels seen, understood and supported, there’ s no limit to what they can achieve, according to ALEX FOREMAN, Principal of The Duke of York’s Royal Military School. Here he explains his school’s commitment to unlocking the potential in every child.

THE Duke of York’s Royal Military School is a full-boarding school offering high-quality, all-round education and excellent pastoral care for pupils aged 11 to 18. Located in Dover, Kent the school is an ideal choice for those living in the UK and Europe due to its proximity to the ferry port and Eurotunnel, and an hour’s train journey from London St Pancras. Set in 150 acres of Kent countryside, your son or daughter will thrive in our close-knit Dukie community.

EXCEPTIONAL EDUCATION

Founded in 1803, the school is ranked in the top 5% of schools nationally with students making outstanding progress at GCSE. The school offers a vast range of GCSE, A Level and BTEC options, with 95%

of pupils moving onto university; 40% of which were Oxbridge and Russell Group Universities. The curriculum is constantly under review and staff respond positively to pupil feedback.

PASTORAL CARE

By choosing to live and study here, your child is choosing to become part of a very special community. It’s extremely important to staff that pupils enjoy boarding and are able to forge strong friendships. Experienced housemasters and housemistresses offer excellent pastoral care and support, alongside an in-house team of tutors, pastoral leaders and housekeepers. It’s a busy and vibrant place, especially on weekends, with around 450 students staying onsite and partaking in various activities and trips on offer.

OUTSTANDING OPPORTUNITIES

A good school is about much more than what is learnt in the classroom – sports, outdoor activities, the Duke of Edinburgh’s Award Scheme and the Combined Cadet Force continue to play a leading role in the lives of all pupils. Vast co-curricular opportunities include more than 60 weekly clubs and societies, while all the key sports are played here including rugby, netball, hockey, cricket and athletics.

£24.9m INVESTMENT

A recent £24.9 million build and refurbishment project included a new sports centre, accommodation and teaching blocks, plus a performing arts centre. Our facilities include an indoor heated swimming pool, Duke Box fitness suite, flood-lit astro turf hockey pitches and squash courts. There are also hard

and lawn tennis courts, Olympic-standard athletics track, band hall, dance studio with Harlequin flooring, and performing arts centre.

FEES & SCHOLARSHIPS

As the country’s only state full-boarding school, parents can benefit from lower fees that are outside the scope of VAT, as the government funds the education. With flexi-boarding fees at £4,360 per term, and full boarding at £7,400 per term for September 2025 to 26. Armed Forces families eligible for the MOD’s Continuity of Education Allowance pay only 8 per cent of the fee (£592 per term, there are three terms per year). The school offers academic scholarships into sixth form for pupils who excel in their GCSEs, and sports scholarships to pupils who excel in the school’s major sports.

DUKIE EXPERIENCE

We believe every pupil should be the best they can be and have a pupil-centred approach, supporting, advising and guiding pupils on their chosen paths. Being a Dukie is an amazing credential to have and pupils meet their friends for life here. This is demonstrated with hundreds of alumni returning to site every year for reunion dinners and important Dukie events such as Remembrance Weekend. Pupils benefit from a staffing team that work across the school, in classrooms

and boarding houses, an on-site medical centre and a fantastic catering provider.

APPLCIATIONS

The school welcomes applications throughout the year in Years 7, 8, 9, 10 and 12, from both serving and non-serving families. The school is nonselective until Sixth Form, when entry is based on a minimum GCSE requirement. All pupils are invited to a ‘suitability for boarding’ interview as part of the application process.

We encourage you to visit our extraordinary school and we look forward to welcoming you as your start your Dukie journey.

For more information, contact admissions@doyrms.com or go to our website www.doyrms.com

□ Alex gained his Theology & Philosophy degree from Surrey University, initially teaching PE and Religious Education at Uppingham School in Rutland. He became Head of Year at an allboys comprehensive in Leicester and then went on to become Assistant Headteacher and later Headteacher, at King’s School, an MoD school based in Germany. Alex joined the Duke of York’s Royal Military School in 2017. He has an indestructible attachment to Leicester Tigers and highlights of the year are playing the pupils’ First XIs at cricket and hockey, where he still thinks ‘he’s got it!’.

Improving the lives of others

A valuable mixture of modern ideas and traditional values is embraced at Gordon’s School, as Headmaster ANDREW MOSS explains.

GORDON’S School is the national memorial to General Charles Gordon, a British war hero, philanthropist and martyr. It was built by public subscription more than 100 years ago at the insistence of Queen Victoria, who become the first in an unbroken line of sovereign patrons.

Originally opened as a home for ‘necessitous boys’, today Gordon’s is a successful non-selective, co-educational, day and residential state boarding school, set in 50 acres of Surrey countryside. It is listed as one of the UK’s outstanding schools by His Majesty’s Chief Inspector and was recognised as Boarding School of the Year by the Times Educational Supplement in 2022.

While the school embraces modern ideas, General Gordon’s legacy of traditional values remain – improving the lives of others and championing those less advantaged. As a school we strive to be one of the finest in the world, not just for our achievements, but for the calibre of young people we develop –the progress they make, the lives they lead and the difference they make to the lives of others.

Our sixth-form pupils achieve three or more A levels, with 88 per cent of entries graded A* to C. This puts the school in the top five per cent nationally for academic achievement at A levels. But we also have successes in drama, the arts, debating, public speaking, dance, sport and for the Duke of Edinburgh’s Award (DofE) and Combined Cadet Force (CCF).

The original Gordon Boys’ Home was run along military lines. This is continued today with marching, parades and Pipes and Drums. Dressed in their ceremonial Blues uniform, pupils parade around eight times a year. We are the only school permitted to march along Whitehall and pupils carry out this annual tradition in remembrance of General Gordon with pride.

THOROUGH PREPARATION

General Gordon’s life as a philanthropist, leader, scholar, adventurer and soldier is at the heart of our traditional character values of courtesy, integrity, diligence, enthusiasm and resilience. We strive for more than the best possible examination results – we also want to give our pupils a thorough preparation for life. The emphasis is on working as a team and

putting back. Each pupil is assigned a house and the interhouse competitions in sport, the arts, cooking, debating –even marching – are enthusiastically contested with everyone encouraged to ‘have a go’.

Underpinning any participation is that high performance without good character is not true success. These inter-house competitions, together with competitive sport against other schools and participation in DofE or CCF, take pupils out of their comfort zone. Taking part builds pupils’ confidence and allows them to develop new skills as well as leadership, perseverance, endurance, teamwork and problem-solving ability –all necessary qualities for adult life.

Around half the school’s residential boarders are from Service families, attracted by the location and the school’s understanding of military life. Military families are given priority for places and counsellors and tutors work to plug any gaps in their education. Residential boarders coming into the school aged 11 are housed together in a bespoke boarding house for a year before joining their senior boarding houses. Houseparents have

considerable experience of caring for children from military families and pupils from similar backgrounds.

All pupils benefit from an extended school day, with day pupils staying for supper and prep with boarders. Charges are kept to a minimum, with boarding fees from £7,865 a term, around £800 a term with the Continuity of Education Allowance. Bursaries and scholarships in sport and the arts are also available.

A Gordon’s education is not an ordinary education; it does not aspire to be. Gordon’s is a school at the leading edge of holistic education, combining legacy with leadership and service, high expectations and standards in an inspiring environment. We are not the standard education model and we do not want Gordonians to be standard citizens. We want them to earn their success through hard work. We champion success based not on privilege or advantage, but on how hard people work for themselves and others. Such people are more likely to make the world a better place and lead happier lives.

□ Andrew Moss has been Headmaster of Gordon’s School since 2010. He started teaching in 1992 and has worked in a variety of boarding and day schools, including most recently a headship in a Cognita independent school. Before that he was a Deputy Head in Hampshire and Director of Studies and Housemaster at Wymondham College, also a state boarding school.

Supporting military families

Deciding on the right school can be daunting. But for military families, the decision is even more difficult. ANNE MEGDICHE,

Director of Admissions

at Sherborne School, explains how boarding schools can help.

SERVING military families want the same strong academic and cocurricular opportunities as other parents. But they also need to know that a school understands their additional concerns and demands.

When I ask serving military parents what is most important to them when choosing a school, pastoral support is always their number one priority. This is closely followed by a solid, full boarding community with enough to keep their children occupied and that doesn’t ‘empty out’ at weekends. Children of military families have experiences unlike most others. They frequently move home and therefore experience regular disruption

to schooling and friendships. A serving parent may be absent for extended periods. As well as the emotional absence, they can miss key school events, an issue for both parents if the family home is not near the school.

Full boarding is usually high on the agenda for Service families, plus a full programme of weekend activities. However, schools must also appreciate that serving parents cannot always choose when they return from deployment, or when rest and recuperation time falls. Offering them weekend flexibility to spend time together helps the family readjust, strengthening school-parent and parentchild relationships.

PROVIDING SUPPORT

Although the military offer families support, a comforting presence at school is essential for pupils. Postings for military personnel and their families can be anywhere in the world, sometimes at relatively short notice – unsettling for children and parents. Some deployments are to hostile environments, with the media regularly highlighting dangers, and so children have additional worries about their parent’s safety. This sometimes causes emotions to overflow at unusual times, perhaps in class when discussing particular topics. Parents need reassurance that staff will be aware of and sensitive to their child’s individual needs, and always on hand to provide support.

Schools can support Service families in many other ways. For example, they may contact the parent left at home, for updates on their child’s wellbeing and to find out how they themselves are doing, checking their partner is in contact and safe. Parents, particularly with children of prep school age, will need assurance that in loco parentis really means that. Are teeth cleaning and hair brushing checks happening? Will someone notice if their child looks particularly tired? Will they suggest early nights?

Not all schools allow unlimited access to mobile phones, and younger children might not have them at all. But enabling parents to remain involved in their child’s education is key. Examples include virtual bedtime reading, online access to parentteacher meetings, ensuring phone calls across world time zones are possible, livestreaming or recording concerts and plays, and short, regular emails to parents with active photos of their child. All this helps to build strong parent-school relationships.

Some families choose schools with high numbers of military children. But parents I speak to more often do not want their children at a school which is simply an extension of ‘the patch’. They want to break away from the military world and have their children at a school with a strong boarding community, where they can make stable friendships for life. They value pupils being from a wide geography, both the UK and beyond.

As an ex-servicewoman myself, supporting military families is something I am passionate about. Sherborne matches that passion. The husband of a valued member of my team is currently serving and some of our housemasters have experienced military life, either as former serving personnel or as children. We therefore appreciate the additional complexities of these pupils’ lives. We understand that the boys in our charge need to know we are there to support and reassure them when they feel anxious, without being singled out as ‘military kids’. Honest and open communication, plus acknowledging Service children’s additional concerns, are key to building trust and positive relationships with the boys and their parents.

What about the military children themselves? Quite simply, they enhance our school. Their personal experiences mean they tend to be seasoned boarders,

taking a move to senior school in their stride and supporting other pupils who might never been away from home before. They generally have a strong sense of purpose and loyalty, demonstrating great resilience. We feel privileged to have military children and their families at Sherborne and look forward to continue welcoming them to our full boarding community.

□ Anne Megdiche joined Sherborne School in 2022 and is responsible for the development and delivery of the pupil admissions strategy. Having worked in the independent education sector for many years, both at prep and senior schools, Anne has extensive experience in supporting prospective pupils and parents during the admissions journey. Anne’s military service was with the Royal Air Force where she served for five years as an Air Traffic Controller, both in the UK and in Germany.

STATE SCHOOLS

Life at a state boarding school

The best state boarding schools offer world-class teaching and keen pastoral care. They are also more affordable, as students only pay for boarding. DR CHRIS PYLE, Head of Lancaster Royal Grammar School, BSA Chair 2025, explains more.

ENGLAND’S state boarding schools have a very special place in our education system. They often have an ‘independent’ ethos and education is free. Boarding fees are typically around a third of the cost of independent boarding schools with no VAT added.

State boarding schools come in all shapes and sizes, from non-selective schools in rural settings to grammar schools in towns and small cities. A few are single sex while others are co-educational. Several are very ancient – Lancaster Royal Grammar School (LRGS) traces its roots back to the 13th century – while others have been established recently to meet demand in this vibrant sector.

All state boarding schools are united by a shared belief in the opportunities of boarding. There is a consistent concern for the wellbeing and personal development of young people in our schools. Wraparound pastoral care

creates a very special environment where friendships and shared activities become for many the defining privilege of their teenage years.

Co-curricular opportunities are a particular strength. After-school activities flourish in a residential community with no commuting required. Many pupils play competitive sport against independent schools, and some schools offer outstanding debating and music. Others, including

LRGS, place a high value on thriving Combined Cadet Force Army, Naval and RAF sections as a mainstay of outdoor and leadership programmes.

Academic results are a major factor for parents in choosing a school, and the state boarding sector punches above its weight. ‘Value-added’ analysis shows our boarders tend to do better than day pupils at GCSE, because of the support and encouragement from boarding staff who engage with academic challenges during and outside prep times.

At LRGS, around half of our 120 boarders live within an hour of the school, but growing numbers are from London and elsewhere. We have about 50 overseas students, who must have UK passports or right of UK residence. Bilingual or expat families from Europe to the Middle East, and from Hong Kong to West Africa are all well represented.

MODERN LIFE

Most of our families are ‘first generation’ boarders. They may not initially have considered boarding or even been aware that exceptional state schools offer this opportunity. Boarding fits modern life for many families living with the realities of commuting, travel commitments, divided families or older siblings away at university. A mother bringing up her son on her own told me how boarding allows her to manage her growing business, while her son benefits from positive role models. “We have the best weekends ever!” said the mother of another weekly boarder.

The boarding experience changes with age. Younger boarders are in light and airy shared dorms of four to six. The emphasis is on establishing excellent habits in boarding and the classroom. The housemaster and the matrons lead pastoral care. Their days include reuniting pupils with lost property and supplying toast! Evening tutors supervise prep, with young sports grads and sixth-form mentors often on hand. Plenty of summer evenings are spent chasing either a ball or each other round the fields. Junior boarding has the excitement of a secret society: boarders and day pupils are indistinguishable in school, but boarders have the key to an extra world – while many day pupils face long journeys home.

In GCSE years, boarders normally share a dorm with another pupil, and sixth form boarders share rooms in lower sixth with the intention of single rooms for upper sixth (not guaranteed). Revision season sees pupils working together – with occasional encouragement to head out for an impromptu barbecue or game of dodgeball to relieve pressure.

STEPPING STONES

Parents increasingly see sixth-form boarding as an excellent stepping stone to university. We encourage all our senior boarders to take on leadership positions and to engage with the local community – from planting trees to hosting our local residents’ Christmas party.

State boarding is very much a shared enterprise between parents and school, with open communication evolving quickly in recent years. “I Facetime my dad twice a day,” one overseas boarder told me recently – although most teenagers struggle to communicate quite so frequently!

A school’s website and reputation tells you a certain amount, but it is important to visit and meet staff and students if you can – at open days, a tour on a normal school day, and perhaps an evening taster session. Come and see what makes us special.

A recent Ofsted visit resulted in boarding at LRGS being awarded ‘Outstanding’. Inspectors said: “The boarding experience at this school has a profound positive impact on the lives of children. Boarders make exceptional progress because of the commitment of the staff team and their experiences of staying at the school.”

□ Dr Chris Pyle has been Head of Lancaster Royal Grammar School since 2012. He was state-educated in Oxfordshire and went on to complete a degree and PhD in Geography at Cambridge University, before working in the water industry. He was previously Deputy Head at the Perse School, Cambridge. He is a Fellow of the Royal Geographical Society, and regularly writes resources for schools on natural hazards and environmental change.

Revealed: the ‘state secret’ of UK education

STATE boarding schools are that unusual combination of being maintained by the state whilst offering boarding places to their students. The attraction of state boarding is becoming increasingly compelling – especially now that VAT is being added to fees for independent boarding schools. State boarding schools are not subject to any additional taxes, and parents effectively ‘only’ pay for board and lodging – with the education provided free of charge by the state.

Many state boarding schools have long histories, in Cranbrook’s case over 500 years. The original thinking behind offering boarding places to state educated pupils was the need to educate students from inaccessible, often rural settings, such as the children of farmers, and those whose parents served overseas as public servants in the foreign office or the military. The rationale for these schools, mainly at secondary level, was to provide

There has never been a better time for parents to consider state boarding schools, according to DAVID CLARK, Headmaster of Cranbrook School. Here he reveals the unexplained ‘secret’ of UK education.

continuity of education during children’s crucial GCSE and A level years via an affordable and state-sponsored alternative to the independent sector.

OASIS OF CARE

There are more than 30 state boarding schools in the UK, and their benefits go far beyond the financial. Firstly, a good boarding school often provides much needed stability during what can be complicated and stressful times for both child and parent. This oasis of care, compassion and calm at a critical time in the lives of young people was especially the case during the post-Covid period, when mental health pressures grew at alarming rates.

Boarding houses provide important structure and routines for teenagers and, done properly, this enhances educational outcomes on a significant scale. Good friends are crucial for teenagers, and having access to those friends in a controlled community setting cannot be underestimated. What I call the big brother or big sister syndrome is equally important. I have lost track of how often an older boarder has acted as a mentor, tutor or listening ear to younger students in vulnerable situations, or who simply need trusted advice about key decisions on their educational journeys. Another indispensable benefit of boarding is how the environment and culture help develop crucial soft skills in young people.

Boarders interact with each other and understand how they are expected to ‘get stuck in’ and connect deeply with the wider community. This helps to explain why boarders usually leave school better prepared for life and better able to exhibit key qualities that are increasingly valued in society. All boarders learn to become more independent: how to do their laundry, how to cook, how to manage money – all critical for being able to cope after leaving home.

VOICES VALUED

The student voice is also valued, with boarders at Cranbrook expected to negotiate and problem solve on a regular basis to improve their day-today experience of living in a community. With their voices valued, they are given more responsibility over themselves and younger students and, slowly but surely, they learn to be team leaders. To thrive in a boarding setting, students have to take their eyes off themselves and to focus on others – more critical than ever in the modern age. After all, this is the ‘selfie’ generation, and the teenagers most vulnerable to suffering from anxiety or depression are those ‘on their phone and on their own’ – which is almost impossible in a boarding school setting. Students therefore develop unrivalled levels of emotional intelligence, an incredibly useful

additional dividend of state boarding schools. By their very nature, state boarding schools bring together children who would not normally mix or interact. For example, more than 20 nationalities from all over the world are represented at Cranbrook amongst our 230 boarders. As we coach students with facing up to the challenges ahead, this exposure to people from other countries and cultures is essential in giving them a head start for a global future.

Often forgotten in discussions about boarding is the day element of any school. We are proud that Cranbrook’s day pupils represent a truly broad cross-section of local society who mix really well with their boarding counterparts. Being state educated is increasingly seen as positive too – especially for universities and employers. State boarding schools offer a unique hybrid that, I believe, give their students an additional edge in enhancing their career and life chances.

For parents considering a secondary school for their child, I would strongly recommend looking at one of the UK’s state boarding schools. I am confident that if you visit us at Cranbrook, you will be hugely impressed with our students and the all-round education on offer.

□ David Clark was himself a boarder from the mid-1970s, which he recalls as “not a pleasant experience” at the time. He went on to study at both Exeter and Cambridge Universities. He is a teacher of history and politics and has worked in both the private and state sectors, with Cranbrook being his third boarding school. David loves the energy, humour and camaraderie of the classroom, where he still teaches across the age range. He is a keen supporter of school sport and all that takes place outside of the classroom and is passionate about enhancing his students’ boarding experience.

State boarding schools

If you are considering boarding, a state boarding school may be an option. As always, it is important to do your research and above all, see the school in action before you make any choice. State boarding schools provide free education but charge fees for boarding. Some state boarding schools are run by local councils and others are run as

academies or free schools. These schools give priority to children who have a particular need to board and will assess children’s suitability for boarding. At state boarding schools and academies, including sixth-form colleges, parents pay between £10,000 and £22,000 per year for their children to board, with an average of £14,000 per year.

In England there are 28 mainstream members of the BSA State Boarding Forum (SBF), including academies and free schools. For more information on state boarding schools go to www.boarding.org.uk/for-parentspupils/types-of-boarding-school/

Beechen Cliff School, Somerset, South West □ Brymore Academy, Somerset, South West □ Burford School, Oxfordshire, South Central

Colchester Royal Grammar School, Essex, East England □ Cranbrook School, Kent, South East □ Dallam School, Cumbria, North West

Exeter College, Devon, South West □ Gordon’s School, Surrey, South East □ Haberdashers’ Adams, Shropshire, West Midlands

Hockerill Anglo-European College, Hertfordshire, East England □ Holyport College, Berkshire, South East □ Keswick School, Cumbria, North West

Lancaster Royal Grammar School, Lancashire, North West □ Liverpool College, City of Liverpool Borough, North West Old Swinford Hospital, Metropolitan Borough of Dudley, West Midlands □ Peter Symonds College, Hampshire, South Central

Reading School, Berkshire, South Central □ Richard Huish College, Somerset, South West □ Royal Alexandra & Albert School, Surrey, South East

Sexey’s School, Somerset, South West □ St George’s School, Harpenden Academy Trust, Hertfordshire, East England

Steyning Grammar School, Sussex, South East □ The Duke of York’s Royal Military School, Kent, South East

The Royal Grammar School, High Wycombe, Buckinghamshire, South Central

The Royal School, Wolverhampton, Metropolitan Borough of Wolverhampton, West Midlands

The Thomas Adams School Shropshire, Shropshire, West Midlands □ Wymondham College, Norfolk, East England

Wymondham College Prep School, Norfolk, East England

The benefits of sixth-form boarding

SIXTH-FORM colleges provide high-quality academic education pupils aged 16 to 18, enabling them to progress to university, the workplace or higher-level vocational education. There are 270 colleges in the UK and 77 are designated as sixth-form colleges, offering an extensive range of academic, vocational and professional courses, as well as apprenticeships.

Sixth-form colleges have a reputation for academic excellence, where students achieve exceptional progress and top national results. However, they do not have a history of offering boarding accommodation – something we have changed at Richard Huish College in Taunton. While state boarding schools are well established, boarding at a sixth-form college is a relatively rare concept.

Each year, state boarding schools regularly outperform other state schools with a good number topping

Excellent state-funded education in a boarding community makes the most of pupils’ talents and abilities. EMMA FIELDING, Principal at Richard Huish College, reports.

academic league tables around the country. The combination of an excellent state-funded education and a boarding community enables pupils to make the most of their talents and abilities. However, these schools offer Level 2 (GCSE) and Level 3 (A level) qualifications and are for pupils aged 11 to 18, while a sixth-form college only has pupils who are aged between 16 and 19 years.

Whilst many sixth-form colleges offer homestay accommodation, few offer full boarding facilities operated by the

college in the way that Richard Huish College does.

ALL WELCOME

At Richard Huish College, based in Taunton, the boarding house opened its doors to pupils in September 2017. The house has 53 study bedrooms, all with ensuite bathrooms. The college has been welcoming pupils from the UK and around the world for many years. But it knew that while homestay parents do an amazing job of nurturing pupils to settle, there

were also some pupils who would prefer the boarding experience.

The boarding house means the college can offer choice and flexibility to pupils and their parents – essentially offering an independent school sixth-form experience at a fraction of the cost. Sixth-form boarding at a state college is also an option for UK pupils who travel long distances daily. Flexi-boarding or weekly boarding is a great option when a late sports fixture or exam preparation needs to take priority. Many of our pupils live rurally – parents see the advantages of flexi-boarding while pupils are excited by the opportunity of becoming more independent.

Boarding at a sixth-form college, FE college or state boarding school, your young person can expect plenty of home comforts and a warm welcome from the houseparents. Their confidence and independence will be nurtured and the experience will give them essential preparation for university life. Boarding students make a great circle of friends in the boarding house, often friends for life. A rigorous set of boarding standards is adhered to, ensuring the pastoral welfare and academic development of all pupils.

IT’S AFFORDABLE

Boarding at sixth form can be affordable if you expand your search criteria to include the state sector. Many state boarding colleges have specific areas of expertise you may wish to access, such as the links with Huish Tigers Basketball Club, Bristol Bears Rugby and Somerset Country Cricket Club at Richard Huish College.

Your child will have the best of both worlds. A dynamic college environment brings together talented and aspirational young people to explore their independence, while still providing a controlled and safe setting.

Admission to Richard Huish College is for pupils who hold a full UK passport, pupils

from UK military families based in the UK or abroad, or pupils who can meet the eligibility funding criteria of the ESFA, for example British Nationals Overseas, Dependents. For further information, go to www.huish.ac.uk/boarding.

□ Emma Fielding became Principal at Richard Huish College in August 2020, taking over from John Abbott who moved to become Chief Executive Officer of the Richard Huish Trust. Emma began her career in education as an Educational Researcher at the University of Cambridge before going on to train as a History and Sociology Teacher. She has since worked in the Post-16 educational sector for 18 years.

Schools together in partnership

INDEPENDENT schools have been connecting with their local communities and working with state schools for many years. Thousands of mutually beneficial partnerships now exist between independent and state schools, unlocking new educational experiences for all involved.

This work was reinforced in a ‘Joint Understanding’ with the Department for Education announced in 2018, outlining the commitment of independent schools to voluntarily develop mutually supportive collaborations with maintained schools.

CHARITABLE STATUS

There has been an amount of political interest in charitable status over the years. In April 2025, we were saddened to see independent schools with charitable status lose their business rates relief. There were - and still are - many misconceptions about charitable status, and the media often portray schools as having unfairly benefited from ‘tax breaks’. In fact, the allocation of bursary awards far exceeds the business rates relief that was granted to schools which are run by charities. Even schools that are not charities have taken steps to broaden access, with increased bursary assistance for those who might not otherwise have been able to afford independent school fees. In the 2024-25 academic year, ISC schools provided £547 million in means-tested fee assistance for pupils.

A 2011 judicial review ruled that education is of itself a charitable activity. The trustees of schools that are charities have a duty to report their school’s work for the public benefit to the Charity Commission. This work can include awarding bursaries on a meanstested basis for disadvantaged children, children on the edge of care and lookedafter children. It can also involve support for academies and partnership work to provide learning and development opportunities to children who would otherwise miss out.

Successful partnerships between independent and state schools help to give communities a deeper understanding of each other, supporting social cohesion. JULIE ROBINSON, Chief Executive Officer of the Independent Schools Council, reports.

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“Vulnerable subjects, such as modern foreign languages, Latin, music and physics are supported by partnership work.”

It is important that trustees retain flexibility to fulfil any school’s public benefit activity according to local needs, and in appropriate ways for schools according to individual capacities. Many schools do not have extensive facilities to share with state schools, plus there are geographic and other barriers to consider.

PARTNERSHIP ACTIVITIES

The Schools Together website, schoolstogether.org, details many excellent projects between independent and state schools, encouraging, showcasing and inspiring partnership working.

The website was launched in 2016 and, although involvement is voluntary, more than 5,500 projects have been featured. The projects span academia, drama, governance, music, teacher development, sport and design technology. Many different types of partnerships are underway, involving large and smaller schools that provide impressive and exciting educational opportunities for all pupils and staff involved. These range from full academy sponsorship, such as Harris Westminster and the London Academy of Excellence, to arts projects with local primary and special schools; and from careers guidance and university preparation, to inclusion in dramatic productions and sports tournaments.

WORKING TOGETHER

Schools can benefit from economies of scale and working together to procure services, including sharing specialist teachers and training. A visiting author or speaker can be enjoyed by pupils beyond the host school, and schools can share specific expertise and policies.

Partnership work can also support vulnerable subjects, such as modern foreign languages, Latin, music and physics. Pupils meeting each other can develop a new way of seeing the world. Inter-school visits can allow new subject areas, sports, musical instruments and experiences to be shared, broadening the horizons of all taking part.

Successful partnerships help to give communities a deeper understanding of each other and support social cohesion. The pooling of resources enhances the overall educational offer for all schools involved, and sharing experiences can provide teachers with effective professional development. Some schools work in pairs or small clusters, while others enjoy large partnership groups across areas such as York or Birmingham. These mutually supportive groupings develop initiatives over time and forge strong links for communities involved, with projects growing according to schools’ needs and strengths.

The School Partnerships Alliance (S.P.A.) is a charity that actively promotes best partnership practice across state and independent schools. The S.P.A. brings schools and other stakeholders together to create a national network, drawing on key examples of sustainable and meaningful partnership work.

THE FUTURE

The fast-tracked imposition of VAT on school fees from January this year has put partnership work under pressure, particularly in smaller schools with fewer resources. However, collaboration is an essential part of independent schooling and a valued aspect of the educational offer, so they will do all they can to preserve - and grow - their partnership programmes.

The 2025 ISC Census shows that 9,301 partnership activities took place last year, involving 1,079 ISC schools. This demonstrates the sector’s ongoing commitment to widening access to educational opportunities.

□ Before joining the ISC, Julie was a teacher, housemistress and Head of Ardingly College Junior School and then Vinehall Prep School in Sussex. After these headships, she was Education and Training Director for the Independent Association of Preparatory Schools. She is governor of a state school and an independent school.

Photo with kind permission of Canford School and Paul West Photography

A DISTINCT advantage

An independent boarding education in the UK offers distinct advantages for young people preparing for an uncertain future. JOHN DAVIES, Head Master of Dauntsey’s School, explains why.

CHOOSING a boarding school for your child is often guided by the strength and quality of its pastoral care, a cornerstone of any good boarding school. When parents entrust professionals to act in loco parentis, it’s natural to expect the ‘parentis’ element to be fulfilled with commitment, love, and compassion. As such, pastoral care should be a top priority in any school worth considering.

When evaluating top UK boarding schools, the curriculum’s shape can sometimes be overlooked. Many schools, including my own, leverage the freedom their independence provides to design and deliver a range of educational experiences that foster intellectual and character development, preparing young people for whatever the modern world may bring. Indeed, an independent school that fails to use its autonomy to offer a progressive, well-rounded curriculum is not meeting

society’s needs or fulfilling its raison d’être.

Most schools allow young people some choice in what and how they study. Typically, in UK boarding schools, by the end of Year 11, pupils will have made subject choices beyond the ‘core’ of English, Maths and Science as they prepare for GCSEs. In Sixth Form, they narrow their focus further, often taking three or four A Levels, or pursuing a broader path with the International Baccalaureate.

Making subject choices is inevitably a philosophical decision as we determine which aspects of human knowledge should take precedence. As most parents are motivated by what is ‘best’ for their child, these tough decisions often come down to an arm wrestle between ‘tactical’ and ‘strategic’ utilitarianism. Should my child choose subjects that may help secure a job in the future (tactical

utilitarianism), or those that foster joy, intellectual growth, and creativity (strategic utilitarianism)?

I believe ‘tactical utilitarianism’ is rarely the best approach. Exceptions exist: for example, if your child wants to be a doctor, Chemistry is essential; if an architect, Physics or Design may be advisable. Certain career paths require specific subject choices, and any good school will help families navigate these decisions.

However, most young people at 14 or 16 understandably have little idea about their future career paths which, in my view, can be a positive. The professional landscape is changing so rapidly that a tactical choice may lead to finding the ‘train’ has already left the station—or that the train no longer exists. Or, to use a different analogy, it’s hard to be tactical when the rules of the game keep changing.

In most cases, therefore, I would advise a ‘strategic utilitarian’ approach to subject choices: pupils should study subjects that build a rich, diverse foundation of knowledge and skills, equipping them for an uncertain future. In a world shaped by rapid technological change, climate challenges, and political instability, flexibility of mind and heart is everything. Students must learn to be creative, critical thinkers, equipped for a world where ‘truth’ is often complex. Such thinking is nurtured across traditional disciplines and at the intersections between them.

A UK independent boarding education offers distinct advantages for young people preparing for an uncertain future. The best boarding schools provide enhanced curricular options, so seek out those that supplement GCSE and A Level pathways with holistic, creative approaches. At Dauntsey’s, we’ve developed pathways using the EPQ accreditation to offer our pupils credit for creative work, particularly in the arts. We also have the William Dauntsey Award, where pupils earn points for engaging in intellectual, service, creative, and physical pursuits. Such initiatives embody the holistic essence of an independent boarding school curriculum, preparing pupils more strategically for life than short-term exam results alone. At Dauntsey’s, our vision for character

education is simple: the ABCs of the Dauntsey’s experience. We encourage our pupils and staff to be ambitious, brave, and compassionate in all they do. Boarding life uniquely fosters compassion – or empathy in action – a key element of emotional intelligence. In a future where AI may handle many tasks, our ability to connect with one another remains uniquely valuable. Living in a community teaches young people to relate to others, experience diverse perspectives, share in joy and pain, laugh over inside jokes, or settle who took snacks from the communal fridge.

This is the invisible, human curriculum beyond the classroom, nurtured best in a healthy boarding environment.

□ John Davies became Head Master of Dauntsey’s, Wiltshire, in September 2024. Prior to this, he was Senior Deputy Head and Vice Principal at Kingswood School, Bath, where he spent seven years. John has a wealth of experience within education, including serving as Director of Teaching and Learning at Abingdon School and Assistant Director of Studies at Shiplake College. In addition, he is an ISI School Inspector and a member of the HMC AI/Ed Tech Working Group. John read English Language and Literature at Oxford University and holds a Masters in Educational Leadership from Buckingham University.

Individual nurturing and development

By choosing boarding, you are adding to your family, with key individuals helping to guide and nurture your child alongside your own parenting. HELEN HARRISON, Head of Fettes College, explains more.

BOARDING schools provide students with the opportunity to develop important life skills in a supportive and nurturing environment. This enables them to leave school knowing themselves, looking out for others, capable of thinking critically and aiming high. Of course, we also need to be giving our students the confidence to perform at their best academically.

As the Head of Fettes College, I see every day the benefits that a boarding education can bring. For me, the key is that each pupil is truly known and therefore we can adapt and adjust our education and care to support each individual.

We are proud of our long history with the forces and these links are as strong today

as they ever were. We understand that many forces families want their children to board at the same school and, as Fettes is co-educational and caters for children aged from seven to 18, siblings can be educated together in this family environment.

SECOND HOME

A boarding house is like a family – a closeknit group of staff and students looking after each other, helping, encouraging and simply being there when needed. All teaching staff at Fettes do a duty night in a boarding house. This means that everyone is involved in the boarding experience and strong relationships are built up. The resident house staff forge strong bonds with the students and really get to know your child. By choosing boarding, you are adding to your family, with key individuals

helping to guide and nurture your child alongside your own parenting. It is very much a team.

A full-boarding ethos nurtures and develops each pupil so they leave school with confidence, prepared for all the world has to offer and ready to make a positive mark. Full boarding offers pupils a chance to embrace new opportunities, making the most of their individual talents while surrounded by their friends. This is achieved in a supportive environment where pupils learn to be responsible for their own belongings and routines, build independence, learn from mistakes and are taught self-reliance. Boarding houses are at the heart of school life where lifelong friendships are made, trust is fostered and loyalty forged.

A full-boarding ethos ensures weekends are vibrant and fun. For example, activities which took place over one weekend during our autumn term included a wide variety of sporting fixtures on the Saturday afternoon, followed by a whole-school ceilidh (everyone at Fettes learns to Scottish country dance!) in the evening.

A late Sunday morning brunch was followed by a walk up to Murrayfield to watch a rugby international. Some went on that day’s outdoor pursuits event in the hills, some trained for the Fettes Scottish Islands Peaks Race team, while others accessed the beautiful city of Edinburgh in a safe and controlled way.

QUESTIONS TO ASK

When considering boarding I would always ask a school these questions:

• What type of boarding is on offer? Flexi? Weekly? Full?

• What happens at weekends? This is clearly especially important if you are looking for the full-boarding experience.

• How is boarding staffed? Is there a separate team or is everyone involved?

A secondary education should be exciting and full of opportunity. Boarding pupils are encouraged to stretch and challenge themselves. They learn not be afraid of failure, of trying new things, of of forming their own opinions through informed choices. Pupils are encouraged to make the most of their talents and to discover talents they did not know they had.

At Fettes, a full sporting, music, drama, activity and outdoor education programme mean that opportunities abound. Just some of the wide range of co-curricular activities we offer include a climbing wall, a 25-metre swimming pool, fives courts, an Olympic standard water-based hockey astro pitch, mountain-biking tracks, robotics club, ceramics club and Fettes Radio. Our low ropes course provides a unique challenge in developing leadership skills, trust and the importance of working together as a team.

HEALTHY RELATIONSHIPS

Wellbeing is at the forefront of everything that we do – only happy and well-supported children truly flourish. We are proud of our proactive and forward-thinking Personal, Social and

Emotional (PSE) programme. The core components of the programme are healthy relationships, pressures of the modern world, resourcefulness, decisionmaking and emotional resilience. The programme is developed in consultation with pupils. By making the most of external contacts, for example guest speakers from charities and alumni, and harnessing the enthusiasm of pupils themselves through our peer-to-peer mentoring programmes, we endeavour to provide pupils with the knowledge and support to flourish.

□ Helen grew up in Edinburgh where she was educated at St George’s School for Girls. She gained her Geography degree from Jesus College, Cambridge, where she rowed for her university and college. She taught English as a Foreign Language in Portugal before her first teaching post at Clifton College, Bristol. From 1996 she was a Geography teacher and Deputy Head at Fettes College, Edinburgh, becoming the first female Head in 2019. Helen’s interests outside school being Chair of the BSA/SCIS Boarding Forum and a member of the Board of FetLor. She loves spending time in her cottage in the Moffat Hills with her family and two dogs.

TODAY’S WORLD

Phone control means genuine conversations

Young people are set to spend at least 25 years on smartphones, according to new research.

GARETH PARKER-JONES,

Head Master at Rugby School, explains how controlling access to phones results in more sociable students.

MOST of the tours of Rugby School for prospective parents are, as is the case at most independent schools, hosted by pairs of senior students. They are relaxed, unscripted sessions and the questions cover a wide range of issues. One of the most asked questions is about access to phones.

Parental approval of our strict limits on the use of mobiles is probably predictable, especially concerning children who are hoping to come to the school in Year 9 when, in their first term, access is only one hour a week. Perhaps less expected is the support shown by the students.

When we introduced a ban on phones in the classroom, and strict rules for use elsewhere, varying between year groups, we expected some grumbles. But very quickly everyone accepted the new situation. Rugby students are not acquiescent. They are expected, encouraged even, to (politely) challenge! Yet they realised they were all in the same

boat, at least while they were at school. There was no place for tricky arguments about different families’ views on screens and the cries of “everyone else has one”.

‘DIGITAL SERVITUDE’

Unregulated access to smartphones has done, and continues to do, significant damage to children, and it is reassuring that most schools in the UK have now imposed restrictions on them. Recent research conducted this year by Fluid Focus into young people’s screen time revealed that if their habits do not change, they can expect to spend at least 25 years of their life on their smartphones. This was described memorably by The Times as “two and a half decades of digital servitude”. The Journal of the American Medical Association (2025) has reported evidence of the level of children’s addiction to their mobile phones and their consequent anxiety. Any kind of addiction is worrying but, at a young age, its control over behaviour can only lead to problems. It is horrifying that a child can be afraid

of being left out of life unless they are gripping a smartphone.

LIVELY HOUSES

Controlling access to phones is much easier to do in a boarding school, especially a ‘full’ boarding school like Rugby where we have no weekly or flexi arrangements. Our day students are often here until after supper, doing their prep, using the school facilities and socialising with the boarders. Boarders are

accustomed to living in a community.

Our boarders live in Houses of about 50, with around 10 from each year group so that they enjoy friendships across the ages of 13 and 18. They eat all their meals in their Houses, joined by House staff, teachers and visitors so that they quickly become accomplished hosts. The Houses socialise at weekends so that the boys and girls can be with each other outside the classroom. Houses are lively, sometimes rowdy places, with lots of talking, laughing and sometimes squabbling. But there are quiet times too. The concentration of a game of chess is a preferable silence to that of a room of children passively scrolling.

ADVENTUROUS PLAY

Many children born in this millennium have experienced a childhood where the perceived

risks in the real world have been greatly exaggerated, while the genuine risks of the online world have been ignored. At a boarding school students are safe. There is usually lots of space for the activities, especially outside, that constitute an important part of what we all offer under the heading of ‘co-curricular’. These include sport, of course, as well as Duke of Edinburgh’s Award expeditions, organised visits to museums and galleries, service programmes, music and drama. Not only do they learn to manage the dynamics of group performances and team games, but they have the chance to take part in adventurous play, or to seize opportunities where an element of risk is involved.

GENUINE CONVERSATION

At a boarding school there is time and space to take part in informal

games or enjoy free time with each other, forging real-time friendships, discovering what they are good at and what they like doing without other-world distraction. Face-to-face communication helps people to live together successfully, with kindness, respect, curiosity and tolerance. These are skills and attitudes that are needed in most workplaces and certainly ensure happy personal relationships and social confidence. Being interested in people is how we start to communicate, talking to them and, importantly, listening –genuine conversation.

Perhaps the greater difficulty is persuading adults to control their own dependence on the smartphone. How many conversations – engaged, sensitive, funny, important – are destroyed by the words “Just got to take this call”?

□ Gareth went to school in Bristol, boarding for his last two years. He studied History at Pembroke College, Oxford, and remained at Oxford to complete his PGCE. His first teaching job was at Harrow where he taught History, coached Rugby, Hockey and Cricket, and was a Deputy House Master. He then moved to University College School, where he was responsible for the school’s academic enrichment programme. While working at UCS, he also completed a Masters Degree in Colonial and PostColonial Societies with the University of London. Gareth moved to Sevenoaks as Head of History, then in 2015 to Rugby as Deputy Head (Academic), becoming Head Master in 2020.

Making a difference to young people’s lives

It’s a huge mission: to help young people build belief in themselves, take on challenges, follow their passions and discover unknown talents.

RUTH MARVEL, Chief Executive of The Duke of Edinburgh’s Award, explains more.

SINCE The Duke of Edinburgh’s Award (DofE) was founded in 1956, it has helped generations of young people to develop the skills, resilience and self-belief they need to overcome whatever life throws at them. Prince Philip himself described it as a ‘do-ityourself growing up kit’.

Nearly 70 years later, our mission remains the same: to help all young people build lifelong belief in themselves, supporting them to take on their own challenges, follow their passions and discover talents they never knew they had. In 2024 to 25, more than 340,000 young people, the highest in our history, started their DofE journey – having fun, gaining skills to enhance their employability, and growing in independence and resilience. To date, more than seven million young people in the UK have completed their DofE, an Award recognised as a significant accomplishment.

The Duke of Edinburgh’s Award is open to any young person aged 14 to 24. Participants build their own programmes – choosing activities and a cause to volunteer for in order to achieve a

Bronze, Silver or Gold DofE Award. In 2024 to 25, DofE participants gave 5.2 million hours of volunteering to their local communities, 10% higher than the previous year.

The DofE has evolved and expanded to reflect young people’s changing lives. In 1958, the Award – originally only open to young men – was extended to girls. In 1988, The Duke of Edinburgh’s International Award, now in its 27th year, was established to bring the DofE to more young people globally, and this is now offered in 130 countries.

We know that the disruption of the past few years has had a huge impact on young people’s mental health, education and job opportunities. But time and again, young people have shown that – with the right tools – there are no limits to what they can achieve. Indeed, at times like this, the unique benefits of enrichment opportunities like the DofE come to the fore.

The DofE pushes young people to the next level, giving them skills and experiences they cannot learn in classrooms or from

textbooks, and readying them to move from adolescence to adulthood. DofE programmes provide an opportunity to excel and achieve regardless of a young person’s interests or abilities. They choose their own challenges, follow their passions and discover new skills. It provides a chance to escape, have fun and make friends for life – while working towards a highly respected award.

There is clear evidence that co-curricular learning boosts academic achievement, improves wellbeing and employment opportunities. Data shows that young people who take part in the DofE, experience positive impacts on their wellbeing, skills development, community ties and physical activity levels. DofE participation also helps to counteract some of the negative trends seen in young people’s wellbeing during adolescence.

Employers see so-called ‘soft skills’ as essential – and participants tell us their DofE gives them transferable skills like teamwork, problem-solving, communication and time management, invaluable as they start their careers. This makes a DofE Award a highly respected and widely recognised mark of achievement that can help young people stand out and thrive during that challenging transition from education to employment.

Even more importantly, activities like the DofE broaden young people’s horizons. Young people step out of their comfort zone, learn through practical experience, give time to causes they care about, and meet people they might never have met otherwise. They prove to themselves they can achieve things they never thought possible.

Since I joined DofE, we have strived to make it more accessible and appealing. We now reach more marginalisedn young people through partnering with community organisations, prisons, and organisations supporting young people with additional needs.

In 2021, we set ourselves an ambitious target of reaching one million young people across the UK with the Award by 2026. Incredibly, we’ve achieved that target two years ahead of schedule.This is a fitting legacy for our Founder, and an ambition shared by HRH Prince Edward, The Duke of Edinburgh, who became our new Patron in 2023.

Those first Award achievers back in the 1950s could not have dreamt of doing e-sports or coding for their DofE – or updating their progress on smartphones with the DofE app, as happens today. But they would still recognise the heart of the DofE – a ‘do-ityourself growing-up kit’ to help young people get the most out of their lives, whoever they are and whatever they choose to do.

For more information, visit DofE.org/run or email DofE.org/contact-us or call 01752 727400.

□ Ruth joined The Duke of Edinburgh’s Award in 2019. She was previously Acting CEO at Girlguiding and before that was Director of Strategy and Innovation at the disability charity Scope. Ruth is passionate about social justice and has a particular interest in advancing opportunities for young people, social innovation and the power of design thinking to solve social problems. Ruth is a Trustee of GoodGym, and a Fellow of the Clore Social Leadership Programme. Ruth was awarded an OBE for services to young people in 2024.

PhotoDuke of Edinburgh’s Award (DofE) Jonny Sanders

PhotoDuke of Edinburgh’s Award (DofE) Rachel Palmer food bank

PhotoDuke of Edinburgh’s Award (DofE) Rachel Palmer

MUSIC IN BOARDING

Specialist music schools

A shared sense of purpose and passion makes it natural for pupils at specialist music schools to meet and form friendships, be themselves and thrive. NICOLA SMITH and TOM REDMOND, Joint Principals at Chetham’s School of Music, explain more.

THE benefits of boarding have been written about plenty of times: there’s no commute or effort required to go home and do homework, exercise or eat meals. All facilities are on site and available to students, who receive outstanding care from dedicated and highly trained house teams, medical staff and tutors. But what’s distinct about boarding at a specialist music school?

With a shared sense of purpose and passion, it’s easy and natural for pupils at specialist music schools to meet

and form friendships, and everyone has a sense of belonging. This helps to create a home away from home where pupils can be themselves and thrive. The wonder of music is that it can have a profound effect on quality of life. Singing, playing or listening to music is shown to improve wellbeing, and there is an abundance of this in music schools. Walk through Chetham’s grounds at any time of the day and you might hear one of Prokofiev’s piano sonatas coming from a practice room, or choristers rehearsing harmonies together in the

garden after classes. It’s a wonderful and unique environment to learn and live in.

At Chetham’s, a typical school day includes around three scheduled hours of music alongside academic learning. There are individual lessons on study instruments, performance classes and ensemble rehearsals as well as aural training, choral work, academic music, community arts programmes, supported practice, composition and music technology.

A series of ‘masterclasses’ provides rare behind-the-scenes insights into the craft of professional musicians and emerging artists, which is inspirational. There are also opportunities to discover and explore new musical avenues, from jazz to composition. The pupils’ journeys develop as their tastes and interests do – one of our pupils joined as a chorister and is leaving as an up-andcoming recorder player. The path is not rigid.

Emphasis is also placed on academic excellence and every year our pupils go on to study a variety of subjects at top universities. It is fantastic to see former pupils thrive in the musical world and beyond, with our alumni community including neuroscientists, journalists and politicians.

Academic learning also gives musicians the practical skills to succeed as performers and influencers, and a deeper understanding of the world in which they play, helping them to interpret and explore society through their art.

Specialist music schools typically host hundreds of performances per school year to make sure every pupil begins playing to audiences early, learning to present music, listen back, review and improve. Performance is an important skill for many different careers and there’s no better place to hone this than at a music school. By the time they leave, pupils are extremely well versed in getting on stage and building a rapport with peers and audiences.

should not be confined to the school, and music schools help pupils to share their gift. For example, there are opportunities to give back to the local community by performing in care homes, other schools and public spaces. At Chetham’s, we invite new audiences in to see student performances and take part in workshops. The mission is to bring people together and ensure as many people as possible have access to music and the wellbeing it brings. It is important that pupils are at the heart of this civic mission as they develop into well-rounded individuals.

Although music unites everyone at Chetham’s, pupils come from diverse backgrounds. Entry to the school is based solely on musical ability and potential, never on background or ability to pay, thanks to generous bursaries through the government’s Music and Dance Scheme. Minds are constantly being expanded and pupils are encouraged to ask questions and engage in debate.

Music teachers are committed to educating new generations of musicians and thinkers and equipping pupils with the skills they need to make a success of their adult lives, whatever they choose to do. We believe in the power of music to unite people, and this makes specialist music schools truly unique and inspirational places to live, learn and make connections.

□ Nicola worked in the maintained sector for 18 years as a performing arts specialist, and in school leadership roles responsible for safeguarding, curriculum, assessment, pastoral care and wellbeing. Tom was a member of the Hallé for 14 years and has performed across the world with ensembles including the Philharmonia, City of Birmingham and London Symphony Orchestras.

Talent

How boarding helps music practice

Working in groups can be especially valuable in a boarding environment where musicians quickly become comfortable in each other’s company.

ALEX LAING, Director of Music at Wells Cathedral School, reports.

MUSIC practice can sometimes feel like a chore, yet another task in a busy day. It can too easily become mundane, and one can slip into routines that lack imagination, thought or care. Practice can become a lonely experience, with pupils trying to remember and work on individualised bespoke plans devised by their teacher. However, the boarding school environment can provide the perfect antidote, creating a healthy, collegial approach to practice where everyone helps.

In a boarding school, music practice can happen first thing in the morning, during breaks or after school. And there are many opportunities for collective

endeavour, pupils working together to achieve common or different goals. Creating this sense of togetherness requires nurturing. The goal is not just to improve pupils’ playing but to develop participants’ critical listening and thinking.

KEEPING POSITIVE

A typical performance class will feature three or four pupils performing to peers, so often more stressful than any other audience. The class needs careful handling as it is crucial to make it a positive experience. I ask pupils to highlight aspects they appreciated – musical, emotional or technical. Everyone must notice something good and express it clearly, making the atmosphere collegial and supportive. Performers tend to focus

on things they could have played better, so it is encouraging to hear what peers felt went well.

Pupils may, of course, voice opinions you disagree with or which are not expressed clearly. It is important not to undermine them. If a pupil has a genuine reaction or well thought out idea, it cannot be dismissed. I do, however, like to be at least as demanding of the audience, making the discussion an open one. I may question an audience opinion, but always positively, keeping the whole room focused. A shared view arrived at via discussion then becomes reinforcing for all.

Only after the class has explored positives do we turn to aspects the audience felt

needed work, which also needs careful handling. As performers, we tend to be our own worst critics, so any criticism must be constructive. I ban words like ‘bad’, ‘awful’, ‘screeching’ and ‘painful’. The audience must try to make points constructively with phrases like: “I think it may have worked better off the string” or, “What was your idea in the middle section? Is there a way to put it across more convincingly?”

This leads to group discussions and the absence of direct criticism means the performer is more comfortable addressing issues. Technical criticism always leads to interesting discussions as we all have aspects we struggle with, often blocking how we communicate the message of our music. When pupils recognise technical deficiencies in others, it is often because they have had the same weakness themselves. There is empathy with the performer and their advice can often come across better than a teacher’s.

With new ideas flying around, it is important for performers to have the space to try them out. I try to identify suggestions that are the quickest to implement. For example, I suggest the player starts on a simple technical matter, such as changing the part of a string player’s bow being used, releasing the weight in a pianist’s arms or trying out a

new sound or character. The performance then becomes like a public lesson, where everyone acknowledges development. The camaraderie flowing from this type of class is striking, especially valuable in a boarding environment where musicians quickly become comfortable in each other’s company. The best players acknowledge that those with less experience may have unique observations. Indeed, the most pertinent points are often made by less able players, who discover they are superior observers. The pupils are happy to ask each other for advice outside classes during their own time, trying each other’s studies and pieces, talking and laughing. This gives pupils an increased ownership of their improvement. In this way, not only does practice becoming self-teaching but, in group work, practice becomes peerto-peer teaching. If you can explain an aspect of technique or music to someone else, then you truly understand it for yourself.

□

Alex is a violinist, conductor, teacher, adjudicator, presenter and writer. He coaches musicians of all ages and stages, from beginners to professionals and adult learners with the Benedetti Foundation. He is Director of Music at Wells Cathedral School, one of the few specialist music schools in the UK.

CURRICULUM CHOICES

Children and parents face multiple acronyms and jargon when choosing exam subjects at school. MICHAEL RANDALL, Interim Head at Downside School, explains the detail and provides top tips on choosing what to study.

What your child will be studying

THE UK education system includes studying a broad range of usually between seven and 11 subjects for examination in Year 11, at the aged of 16. This remains a highly valued way of assessing children’s education and a uniform platform for assessment, while at the same time preparing pupils for the world of work or higher education. GCSEs are recognised across the world as rigorous examinations which indicate pupils’ abilities across a range of subjects and skillsets fundamental to life beyond school.

The classic boarding school education, including studying for GCSEs, is much valued internationally, and is one of the reasons for the continued popularity of UK boarding schools with pupils and parents from the UK and all over the world. GCSEs are seen as academically rigorous across the world and they stand

up well internationally. The US High School Diploma roughly equates to five GCSE passes (at grade 5) and GCSEs are similar to the Chinese High School Entrance Exam (HSEE or Zhongkao), although the UK continues to offer a wider range of optional subjects.

Compulsory subjects for GCSEs and IGCSEs are English, Mathematics and the Sciences (either taken as three separate GCSEs, Biology, Chemistry and Physics, or as two GCSEs called Combined Science). There is a huge range of optional subjects on offer. At Downside, most pupils take nine or ten GCSEs with Modern Foreign Languages being popular, as well as Humanities, Music, PE, Computer Science, Art and Design. Downside is a Roman Catholic school and, as such, all pupils take Religious Studies. Other subjects taken include Russian and First Language Chinese. IGCSEs traditionally cater for international pupils and so there are a

wider range of subjects globally, offering everything from Accounting to Swahili.

EXPLAINING JARGON

Terminology and acronyms surrounding education are ever-increasing, and GCSEs and IGCSEs have not escaped this. The Department for Education sets the content to be studied at GCSE. The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications and examinations across England and aims to maintain confidence in GCSE qualifications. It is a non-ministerial department and is independent of government, reporting to parliament. There are four different awarding bodies or examination boards: AQA, OCR, Pearson and WJEC/ Eduqas. These awarding bodies provide specifications for subjects offered at GCSE, and they are all members of the Joint Council for Qualifications (JCQ). JCQ helps to ensure parity between the different awarding bodies and aims to allow for

common administrative arrangements for schools.

Because of the international nature of the IGCSEs, the awarding bodies set their own content and methods of assessment. The qualifications are mostly taken in independent schools or countries across the world, but the JCQ rules broadly apply.

CHOOSING SUBJECTS

As always, pupils choosing GCSE optional subjects should select the subjects they are good at, but that they also enjoy. It is also worth remembering some higher tariff universities require higher grades in Mathematics and English than the nationally accepted Grade 4 pass. GCSEs offer a wonderful chance for pupils to gain a really broad education, but this is not without significant challenge for pupils.

We now wait with anticipation, or trepidation, to see how the GCSE and IGCSE will evolve given the growth of artificial intelligence (AI) and ChatGPT, the language processing tool. Will these render the setting of independent work redundant? Will the rise of AI make coursework obsolete? These questions will demand much attention over the next few months and years.

But in the meantime the GCSEs and IGCSEs remain robust, academically rigorous, highly valued and are, in part, one of the reasons for the UK’s rise up the Organization for Economic Cooperation and Development (OECD)’s Programme for International Student Assessment (PIZA) rankings.

□ Michael is currently Interim Head of Downside following the retirement of Andrew Hobbs. He has been Deputy Head at the school since August 2018, and was previously Deputy Headteacher at Abbeyfield School from 2013 to 2018. Michael was educated at The Oratory School and graduated from Manchester University with a degree in Molecular Biology and Genetics in 1996.

The acquisition of any modern foreign language expands linguistic capability, enhances employability, enriches cultural understanding and helps to overcome communication barriers.

RACHEL REES, Head of Senior School, Haberdashers’ Monmouth

School, reports.

PEOPLE in the UK are renowned for not speaking modern foreign languages. A survey published by the European Commission has revealed that 62 per cent of Brits are unable to speak any other language apart from English, proving them to be Europe’s worst language learners. The number of pupils in the UK taking GCSE languages has been in decline since its removal from the core GCSE curriculum in 2004.

However, the introduction of a new government programme is set to change the landscape, with schools selected to lead on boosting language interest in the UK. The benefits of learning a foreign language are plentiful. As well as economic benefits in terms of improved trading between countries worldwide, languages help us to meet new people, learn new skills and expand career opportunities, plus they make foreign travel easier.

Schools therefore have a responsibility to ensure pupils understand the advantages of studying a foreign language.

The benefits of modern foreign languages

In a boarding community where diversity is valued and different cultural backgrounds are celebrated, the study of modern foreign languages is more important than ever. It is important to ensure that pupils receive a broad linguist diet by choosing a linguistic focus and rationale upon which to base the curriculum. In UK schools, this focus is very often on Europe, with French, German and Spanish on the curriculum (although many independent schools also offer Russian, Mandarin, Arabic or Japanese). The aim is to equip pupils with a basic understanding and knowledge of the two main language systems of Europe – the Romance languages of the south and the Germanic languages of the north.

It is hoped that such a rationale will enable pupils to have a positive, enjoyable and informative experience of modern language teaching, encouraging an awareness of the communities at large, around the world, which share the target languages and cultures. In 2021, the British Council reported that French is still the most commonly taught language in

English secondary schools at Primary and Key Stage 3, with Spanish being the most popular A level choice.

CELEBRATING CULTURE

Language learning celebrates the cultural traditions and history of the target language while learning about the lifestyle and issues associated with young people today. In modern foreign language departments throughout the UK, it is important to enthuse and inspire pupils by offering a stimulating learning environment within the classroom. The emphasis should also be on learning beyond the classroom to allow full engagement and ultimately a love of the language, the country, its people and culture.

Visits or exchange programmes provide students with the opportunity to immerse themselves in the language and culture of a country. Competitions are also a great way to get pupils involved with language. From poetry recitations and designing Christmas cards to songs and inter-school

debating competitions, there are no limits to what schools can offer pupils in language activities outside the classroom.

The Dresden Scholarship programme is an excellent initiative, where selected Year 13 students are sent to the University of Dresden to follow an academic programme, living and immersing themselves in student life in the city. The Oxford German Olympiad is another popular competition that gives students the opportunity to extend their subject knowledge and compete against other like-minded linguists at a national level. These opportunities enrich students and build confidence, giving them the chance to use their language in creative and imaginative ways.

Work experience abroad is also a fantastic addition to any CV and a great way to build confidence, learn new skills and improve communicating in the target language. It certainly benefited me as a sixth-form student and cemented my desire to follow a career in modern languages. Such initiatives also develop vocabulary and a firm grasp of grammar, enabling pupils to achieve their potential in external examinations.

I am always amazed by the creativity of pupils when coming up with ideas to promote languages. There is nothing more satisfying than seeing pupils getting enthused and excited by something for which you share a mutual love. Pupils should be taught the benefit of language learning from an early age. They need to know that the acquisition of any language can expand linguistic capability, enhance employability, enrich cultural understanding and help to overcome communication barriers.

□ Rachel is the Head of Senior School at Haberdashers’ Monmouth School, having previously been Acting Head and Senior Deputy Head (Pastoral) at Monmouth School for Girls. She has also previously held the post of Director of Sixth Form. Rachel has also taught at Langley Park School in Beckenham and The Ravensbourne School in Bromley. She has more than 23 years’ experience teaching Modern Foreign Languages throughout the key stages in both state and independent schools. Rachel completed a MEd (Educational Leadership and Management) at Buckingham University in 2022.

Homework for the future

What can we learn from Homer and Marge’s reaction to Bart’s teacher complaining about his lack of homework in The Simpsons? KATE SCORER, an Assistant Head at Sherborne Girls, explains how it should be purposeful, challenging but not too difficult.

THERE’S an episode of The Simpsons in which Bart’s teacher sends a letter home complaining that Bart has not done his homework. Homer, Bart’s father, in an uncharacteristic moment of strict parenting, not only decides that Bart should do this homework, but do more. Mum Marge, meanwhile, is worried that completing this homework could dampen Bart’s enthusiasm for learning. Homework is clearly a ‘wedge issue’, dividing people who otherwise agree. Should children do homework at all? Why? And what should it look like?

In a recent academic study of homework, it was argued that: “Teachers should not abandon homework. Instead, they should improve its instructional quality.” When homework is used effectively, it benefits pupil outcomes. Exemplary homework should be purposeful, challenging but not too difficult. And an appropriate quantity of homework should be set, not taking pupils away from other cocurricular and social activities.

HIGH-INTENSITY TASKS

At Sherborne Girls, we have adopted a new approach to homework for pupils aged 11 to 14. In a nutshell, they have less homework, with nothing scheduled for completion between Friday and Sunday. Importantly, what homework involves has changed too. In the world of fitness, high-intensity training (HIT) workouts have long been popular. The key idea is that short bursts of HIT can produce better results than longer, less-focused exercises. We’ve adopted the same approach with homework, with girls completing high-intensity tasks (our version of HITs) in their academic subjects. These activities take 15 to 20 minutes and require a high level of engagement from pupils. Tasks might include learning new verb endings for French, completing five tricky algebra questions for Maths, or evaluating an experiment for Chemistry.

Hand-in-hand with this and at the very heart of our homework strategy are our matrix tasks. Pupils complete one project per subject each term, and can select their projects from a menu of

four tasks, each one linking to one of the four Cs (Communication, Collaboration, Critical Thinking and Creativity), identified by the World Economic Forum as the set of skills 21st century employers consider most important in prospective employees, and skills which underpin learning at Sherborne. These tasks are designed to be open-ended, to stretch and challenge the most able pupils whilst allowing every girl to select options which engage and excite them.

MATRIX TASKS

At the time of writing, pupils in Year 7 are completing matrix tasks in History. These range from creating labelled illustrations of a medieval village at the time of the Black Death, to writing an essay assessing how whether the medieval pandemic had a positive impact on society. Year 8 pupils are grappling with Macbeth in English, preparing presentations, and reenacting the story from the perspective of Macduff. Meanwhile, Year 9 pupils are completing tasks for Geography focusing on the impact of the global fashion industry. Teachers have commented on how pupils are really going above-and-beyond in their matrix tasks, routinely producing work which showcases first-rate thinking and effort.

And whilst homework is sometimes accused of stifling creativity, our matrix tasks have done the opposite. Creative subjects including Music and Drama, previously excluded from the homework rota, have set tasks too. Pupils have produced a silent film for Drama and created documentaries outlining the orchestral instruments and their families for Music. Importantly, by embracing a mantra of quality not quantity when it comes to homework, students have more time to read, to socialise and to spend time outside.

CONCENTRATED WORK

Our homework policy is also designed to help our pupils make a smooth

transition to their GCSE study and A-level study. HIT preps help the girls to develop strategies for learning content, enable them to focus on tricky questions for maths and science, and to be familiar with excellent analysis in English and the Humanities. Teachers continue to set HIT preps in Year 10 and beyond, confident in the efficacy and importance of these bursts of concentrated work. Through the matrix tasks, pupils develop independence, confidence in their own abilities and interests, and a lasting sense of pride in their work.

Adopting the right approach to homework is so important, helping our pupils by meeting the needs of future employees. To quote one girl in Year 9: “Matrix tasks are better than normal homework because they make you think critically, solve problems, and apply knowledge in creative ways. They make preps more engaging and impactful. I love them!”

□ Kate is currently Assistant Head (Academic Enrichment and Aspiration) at Sherborne Girls, where she also teaches History and Sociology. She was previously Head of History at Bruton School for Girls, and is a vocal advocate of the merits of single-sex education. Kate read Modern History at Keble College, Oxford, and she also holds a Masters in Educational Leadership. Kate’s professional interests are driven by her desire to see every pupil find their métier and take pride in their academic achievements, with particular focus on homework, academic scholarship and tutoring.

GIRLS IN BOARDING

W hy girls - only boarding matters

Girls-only schools encourage bold, curious and compassionate pupils, where belief is built early and lasts for life. HEIDI-JAYNE BOYES, Head of Royal High School Bath, explains.

IN A WORLD that’s constantly evolving, the question of how best to educate and empower young women remains as relevant as ever. As Head of a girls’ boarding school, I see every day the transformative impact of girls-only education, particularly when combined with the unique opportunities that boarding provides.

Girls’ schools are often misunderstood as protective bubbles. In reality, they are launchpads. In these environments, girls are free to lead, question, and explore without the social pressures or gendered expectations that can arise in co-educational settings. They are more likely to take on leadership roles, speak up in class, and pursue subjects like physics, computing and engineering – areas where women remain underrepresented.

The Girls’ Day School Trust (GDST), of which Royal High School Bath

is proudly a part, has conducted extensive research into the impact of girls-only education. The findings are compelling: GDST girls are significantly more confident than their co-educated peers by age nine. By Sixth Form, they feel more prepared for the future and are less restricted by gender stereotypes. They are more likely to take risks, challenge ideas and believe in their ability to achieve their goals.

UNIQUE OPPORTUNITY

Add boarding into the mix, and the benefits multiply. Boarding offers a unique opportunity for girls to develop independence, resilience and emotional intelligence in a supportive, structured environment. It’s not just academic, it’s about learning how to live with others, manage time and navigate life’s challenges with confidence.

At Royal High School Bath, our boarders come from 17 different countries, creating a rich, inclusive community where diversity is

celebrated. They share dorms, meals and experiences, forming friendships that often last a lifetime. Freed from long commutes, they have time to pursue passions – whether that’s music, sport, art or robotics – before coming together in the evenings to reflect and grow.

Tatiana, a recent leaver who boarded with us from Year 7, put it beautifully: “Boarding is a great place to be. It makes you such a well-rounded person and you become so independent. A really important skill I’ve learnt is time management. Boarding really helped me structure my day so I could enjoy sports after school and keep up with my studies.”

SELF-BELIEF

One of the most powerful aspects of girls-only boarding is the absence of gendered comparison. In co-ed environments, girls often self-censor or underperform due to social dynamics or fear of judgement. In contrast, girls in single-sex schools report higher

levels of confidence and self-belief. They are more likely to speak up, take on challenges, and support one another in a spirit of sisterhood.

This is not ancdotal, it’s backed up by data. GDST girls participate more actively in lessons, challenge others’ views and collaborate more effectively with peers. They are not held back by the pressures of conformity that can be felt in mixed-sex classrooms.

FLEXIBLE BOARDING

Gone are the days of rigid, traditional boarding. Today’s boarding schools offer flexibility to suit modern family life. At Royal High School Bath, we welcome full, weekly and occasional boarders. For many families, weekly boarding offers the perfect balance, allowing parents to focus on work during the week. They know their daughters are thriving in a safe, stimulating environment, before reuniting for quality time at the weekend.

And what better place to board than Bath? Just over an hour from London, it offers the best of both worlds: the culture and vibrancy of a World Heritage city, and the calm, green space of the surrounding countryside. It’s a place

where girls can breathe, grow and flourish.

FUTURE ENGINES

We still live in a world where women are under-represented in leadership, where the gender pay gap persists, and where outdated stereotypes continue to shape expectations. We teach girls lifeskills to combat this. Our careers advice reaches far beyond pathway choices and includes practical support including ‘How to negotiate a pay rise’ and ‘How to be heard in a meeting’. Girls-only schools are not relics of the past, they are engines of the future. They offer a space where girls can learn without limits, lead without hesitation and live with purpose.

They are places where empowered women empower women. Where girls are encouraged to be bold, curious and compassionate. Where belief is built early – and lasts for life.

□ Heidi-Jayne is Head of Royal High School Bath, a leading independent day and boarding school for girls aged from three to 18. She has worked in both co-educational and single-sex schools. With over 23 years’ experience in education, Heidi-Jayne is a passionate advocate for girls’ empowerment, emotional intelligence and inclusive leadership. She believes deeply in the transformative power of girls-only education and is committed to nurturing the next generation of confident, compassionate changemakers.

Defining a BESPOKE education

A bespoke education responds and reacts to the needs of each girl, nurturing their unique potential, fostering independence, and allowing them to discover their own strengths and passions. JO CAMERON, Principal at Queenswood School, reports.

ALMOST all independent schools proudly assert that they offer a ‘bespoke education’. As the Principal of a girls’ boarding and day school, I am often asked what this means in practice. Small class sizes are of course a crucial factor. Many parents are justifiably alarmed by the ever-increasing class sizes in state schools. It’s no wonder that the considerably smaller class sizes in independent schools are a real attraction.

Consider just how far-reaching those benefits are. In an average class of around 15, a child will receive twice as much individual attention from the teacher, who will soon develop an understanding of how he or she learns

best. There will be greater support for children with special educational needs, and further opportunities to stretch the gifted and talented.

PUPILS’ PASSIONS

Freedom from the constraints of the National Curriculum in the independent sector means that at Key Stage 3, the range of subjects on offer – and the schemes of work and syllabuses delivered within those subjects – can be tailored to pupils’ own genuine interests and passions.

The range of modern foreign and classical languages taught in independent schools is a case in point. While language learning is in decline in the state sector, Mandarin, Arabic, Latin

and Ancient Greek are all thriving in private schools.

Independent schools generally place considerably greater emphasis on the creative arts. Curriculum time for subjects such as music, drama and dance is being squeezed nationally, and no provision for the arts is made in the Department for Education’s EBacc (the set of eight recommended GCSE subjects). However, pupils at independent schools are very fortunate to enjoy the advantages of an education that values creativity, originality and resourcefulness. Boarding pupils are especially able to enjoy all the activities and opportunities on offer during the school day and in the evenings and weekends.

CREATIVE EDUCATION

Beyond the sheer satisfaction of selfexpression, a creative education offers many benefits to pupils. Research has shown that regular and sustained participation in musical activities stimulates the brain to form new neural networks. This leads to better working memory (vital for mental arithmetic and reading comprehension), improved linguistic ability, and improvements in attention span, emotional resilience, empathy and self-confidence.

Likewise, studying drama and dance helps young people to improvise, think laterally, and become adaptable problem-solvers. Drama students grow into confident and articulate public speakers, and working together on performance projects encourages engagement with others’ viewpoints, helping to develop qualities such as compassion and tolerance. These skills and qualities are highly prized by employers.

As pupils progress, the degree of personalisation increases still further. They are able to take advantage of the extensive resources available –including, crucially, the wide-ranging expertise of the teaching staff – to conduct their own research projects or take up elective courses. For example, in the sixth form at Queenswood, girls are able to augment their A level studies with seminars on topics such as personal finance, forensic psychology, philosophy and politics, and to attend lectures from prominent authors, politicians, entrepreneurs and philanthropists.

INDIVIDUAL LEARNING

At the heart of a bespoke education is a recognition that each pupil develops at their own pace, and in their own learning style. For example, while kinaesthetic learners favour practical and hands-on experience, auditory-musical learners benefit from mnemonics, rhythms and background sounds. Increasingly, independent schools are working to differentiate their teaching methods to suit individual learners.

At Queenswood, we have established a Personalised Learning Centre. Pupils use it as a drop-in centre to seek advice on planning study and revision schedules, play flashcard games to boost working memory, discuss recommendations for non-fiction reading with staff and peers, or for structured tutorials to address specific learning issues. Meanwhile, academic scholars meet with staff for one-to-one and group sessions, to explore options for stretch and challenge and to discuss current affairs.

Ultimately, every pupil deserves to be recognised as an individual. A bespoke education responds and reacts to the needs of each child, nurturing their unique potential, fostering independence, and allowing them to discover their own strengths and passions in a safe and supportive environment.

□ Jo became Principal of Queenswood School in 2016, having previously worked as Deputy Head at Ipswich High School for Girls. She began her teaching career as a science teacher specialising in biology at St Mary’s, Wantage, before becoming Head of the Science Department. She has extensive experience in all girls’ schools and champions the unique opportunities that single sex education offers.

Preparing girls for success

Co-ed boarding encourages girls to become more self-reliant and confident. VICKY CODLING, Head of Boarding at Langley School, explains how a positive and inclusive community includes all genders, races, ages and nationalities.

CO-EDUCATIONAL boarding offers a real-life environment. It reflects family dynamics, with a mix of different ages and genders, making it a home from home setting. With pupils and students coming from all corners of the world, every boarder instantly becomes part of the fabric of the school. Given the cultural richness of the group, it comes naturally to boarders to integrate with a real diverse mix of individuals, across age groups, nationalities and genders. Picking up the basics of other languages is a happy by-product.

Co-ed boarding encourages girls to become more self-reliant and confident. Living away from home in a supportive environment allows them to develop independence, resilience, and problem-solving skills. Co-ed boarding also allows girls to interact with inspiring female and male faculty members, fostering a solid environment for personal and academic growth. Having diverse role models encourages girls to explore their interests and envision a future where they can excel in any chosen field. It also prepares girls for real-world dynamics by instilling a sense of inclusivity, respect, and understanding.

Langley is a co-ed day and boarding school which is lucky enough to boast two campuses nestled in the Norfolk countryside, in the east of England. In Taverham, just outside the historic city of Norwich, you will find Langley’s Nursery, Pre-Prep and Prep School. Loddon is home to Langley Senior School, Sixth Form and its international boarding family. Community, opportunity and excellence encapsulate the Langley education across the whole school.

Values of kindness, confidence, curiosity and integrity are the basis from which the Langley education flows and, importantly, from which the culture and ethos flow too. The boarding experience at Langley sees these values being lived every day.

As Head of Boarding, I offer pastoral support to all the pupils and students. Having female leaders at the school means there are strong role models for our girl boarders. Langley is proud to be described as a safe and secure environment, a haven for our boarders who, in many cases, are thousands

of miles from home. From a practical standpoint, there are separate wings for girls and boys in the Langley boarding house, allowing privacy for the respective groups. The division also helps to support close friendship networks among the groups respectively, while the extensive activity programme allows that healthy co-ed mix.

Co-ed boarding at Langley School creates a diverse learning environment that mirrors the real world. In classrooms, girls engage with their male counterparts, gaining exposure to different perspectives and approaches to problem-solving. This prepares them for a future where teamwork and understanding between genders are vital.

The close-knit community at Langley ensures that girls feel secure, with their own social area and ensuite bathrooms, and girls-only activities. Interaction with boys in the common areas then enhances social skills and facilitates the development of meaningful friendships. We prioritise creating a positive

and inclusive community, fostering friendships that can last a lifetime. Learning to work and socialise with individuals of different genders prepares girls for success in a globalised society.

Our advice would be to actively encourage families to consider coeducational boarding. The advantages of co-ed boarding at Langley School extend far beyond the classroom, shaping confident, independent, and well-rounded individuals ready to make a positive impact on society.

□ Vicky has spent her career working with children, in a variety of roles. Before joining Langley, she was a fulltime mum to her two daughters, while running a local dance and performing art school, which she still runs today. Vicky is on the Langley safeguarding team and is Head of Boarding. She oversees all the pupils and students, which means that, essentially, she is mum to around 50 teenagers! Vicky’s role involves everything that a parent does, plus keeping up with all the day-to-day tasks that ensure the boarding house runs safely and smoothy.

JUNIOR BOARDING

‘The

best years’

An email from an ex-pupil has reminded WILLIAM GOLDSMITH, Head of Packwood School in Shropshire, of the longer-term impact of his school’s focus on character, adventure and high performance.

LOOKING back at my first day in post at Packwood in September 2024, I was eager to discover what constituted a Packwood education. I didn’t have to wait long. An email pinged into my inbox from an ex-pupil who had just finished her secondary schooling in Bali.

She wrote: “I feel immense gratitude for the foundation that was laid during my time at Packwood. The values, skills and character that Packwood instilled remain pivotal to who I am. The dedication of the teachers, the nurturing environment, and the emphasis on both personal character and academic growth, were amazing. I feel extremely fortunate to have been a pupil at this school.”

I was naturally delighted to have such ringing endorsement as I set out to devote that first autumn term to outlining my vision for Packwood. Her words reinforced the longer-term impact of a focus on character, adventure and high performance for prep-school aged children. These three broad areas form the basis of what I believe to be a relevant education, and therefore what underpins our approach at Packwood.

CHARACTER

Phillips Brooks, one time Bishop of Massachusetts, once commented that: “Education is manifested in the great moments, but it is made in the small ones.” And it is in this spirit that character, adventure and high performance are woven into the fabric of Packwood life. Character education, as a fully embedded and intentional strand across school life, is more relevant now than ever before. We are grappling with the juxtaposition of human vs AI, global uncertainty, a rapid change in societal trends and increasing pressures and expectations on young people. Therefore, acquiring virtues, attributes and attitudes from a young age are crucial for our pupils to flourish – both for themselves and as contributors.

ADVENTURE

The development of character co-exists with another important facet of growing up: adventure. This term conjures up images of the outdoors, campfires and pursuits requiring self-resilience and collaboration. And yes, this is our part of our vision: nights spent in Shrewsbury School’s bothy in Snowdonia having

climbed mountains, kayaked lakes and cycled in the Welsh hills. Engaging in exchange trips with our partner schools in countries like India, Cambodia and Thailand. Adventure also relates to the smaller, day-to-day experiences. A child’s time at school and, in particular, in the classroom, needs to be magical, engaging and memorable for life. Our outstanding academic record doesn’t mean dull, rote learning. It is, in fact, the product of an adventure in relevant learning experiences.

PERFORMANCE

Which then leads to soaring performance. Settling for mediocracy simply won’t cut it in an AI-integrated way of living and working. It should be every educator’s passion to unleash the brilliance in every child, in whatever field or interest and with whichever personality trait. Largely through an outdated education system, the western world encourages a certain type to emerge from our education system, where through an obsession with grades and measuring potential, our children’s true abilities and passionsare capped. It is our job to challenge this through a

culture whereby each child develops a strong understanding of who they are and what they can achieve. And, as with character and adventure, this isn’t just the “great moments, but it is made in the small ones too”. From our spot in idyllic Shropshire, I think I have found what constitutes a Packwood education, which was once described by another ex-pupil as “the best years of my life”.

IT’S OUR HOME

Packwood is a co-educational, day and boarding prep school for children aged 4 to 13 years old, set in 65 acres of beautiful Shropshire countryside. Our amazing site and facilities make Packwood a truly special place for children to grow and develop, whilst enjoying an extended childhood. We have a national and international reputation for academic strength combined with a focus on all-round education in a genuinely caring environment. Small class sizes and dedicated, specialist teachers help to ensure that every child makes the very best academic progress. Our co-curricular programme plays a central role in school life. All pupils enjoy lessons in the creative and performing

arts every week as well as playing sport almost every day. We encourage all of our pupils to discover new passions and talents as well as further develop their existing strengths. All pupils, whether boarders or day pupils, benefit from the close-knit community – it is so much more than a school, with many staff and pupils calling Packwood “home”.

□ William Goldsmith became Head of Packwood School in September last year. He was previously Head of St George’s School Windsor Castle for nearly six years, and Head of Leonards Junior School, St Andrews. William is passionate about a skills and mindset-based learning philosophy. He has a background in emotional wellbeing and mental health, and strongly believes in the value of learning outside the classroom. He has a Masters in Learning and Teaching from the University of Oxford, is a founding fellow of the Chartered College of Teaching, and fellow of the Royal Society of the Arts. He is also Chair of the Education Committee of an HMC School, a board member of ISEB and Vice-Chair of the Executive Board of The Institute of Boarding, part of the BSA Group.

READY FOR THE REAL WORLD

Boarding at prep level is very special, fun, and a distinctive experience for many children. EMMA KÁROLYI, Head of St George’s School Windsor Castle, reports.

PREP schools are special, formative places where our students grow and mature at their own pace in a safe and known environment. By the time they are 13 years old, they have become condent teenagers, ready to take on the opportunities at senior level. More importantly, they can then develop greater maturity to manage the signicant pressures that inevitably lie ahead, both socially and academically, from Year 9 onwards.

Here at St George’s, boarding contributes to our ‘real world ready’ vision in developing our students for the future. The advantages of boarding are clear: our students’ personal, social and emotional skills develop quite signicantly, and they gain greater selfcondence and responsibility. Boarding also develops independence and resilience, and our students learn to live alongside each other, to be diplomatic, empathetic and ready to compromise.

STUDENT VOICE

Our boarders feel valued and show pride in their boarding house. At St

George’s we value the student voice right across the school, including within boarding, where they are encouraged to share their ideas and make a difference to each other and the wider community. In fact, our three boarding values of ‘friendship, adventure and independence’ were democratically elected by the boarders themselves. Following our extensive recent refurbishment, the boarders also chose names not only for each individual dormitory but for the boarding house overall: Castle Boarding House. Opportunities such as these are key not only for building a sense of belonging, but also in developing life skills such as decision-making and accountability.

Boarding at prep level is very special, fun and a distinctive experience for many children. It is a community that sits alongside the busy day school, and provides a special, home-from-home experience. Small and cosy dormitories with domestic-style carpets and highend washrooms were all deliberately chosen for Castle Boarding House to create a homelier feel. As was the modern, calming yet fun colour scheme.

The boarders’ kitchen features a kitchenette, an oversized L-shaped sofa facing a widescreen TV and a large communal table enthusiastically used for prep, board games, puzzles and other activities. A second communal area, the boarders’ common room, provides space for different uses and interests, enabling boarders to pursue their own passions in their free time, as well as take part in those of others.

BEAUTIFUL SURROUNDINGS

When school ends, the boarders also have full use of the school’s facilities and beautiful surroundings in the evenings, including the playing elds in the private grounds of Windsor Castle. Spending time in school beyond the normal school day means they can pursue more activities, clubs and outdoor pursuits than their day school counterparts, as well as having more time with their friends.

These friends may differ from those they spend most time with during the school day, as boarders lose the sense of being in different year groups. Students mix socially and learn to get

along with each other, whether they are close friends or not. The boarding house becomes a support network with strong bonds created across the year groups, also crossing into the day school.

The benets for the students are clear, but they are for parents too. Boarding supports family life and busy work schedules. It frees up time for parents to focus on other priorities, knowing their children are in safe hands, that their time is structured and their mobile use is regulated. They also know their children are encouraged, through an extensive enrichment programme, to be outside in the natural world and socialise, rather than spending long periods of time on screens. When a child returns home, the time spent with family is more special.

Boarding has many positives and helps to build life-long relationships and friendships. Our choristers stay a minimum of three nights a week, alongside exi boarding non-choristers. At Christmas and Easter, they have the advantage, as a group, of enjoying many

trips and specic events around their busy rehearsal schedules.

Our well-trained and dedicated staff have a privileged pastoral role in a boarder’s life: they get to know all the boarders very well, ensure that they are happy and ourish, and they support and guide them to develop and grow, in close liaison with parents. This enables all the boarders to feel both secure and relaxed, away from home.

� Emma became Head of St George’s School Windsor Castle in September 2024, following seven years as Head of Junior King’s School in Canterbury. She has a wealth of prep school knowledge gained over 30 years in the sector, including eight years as Deputy Head and Director of Studies (Academic) at Loretto Junior School in East Lothian. A published author, Emma holds an MA in Classical Studies and Ancient History from the University of St Andrews.

A haven of stability

The evolving dynamics and timeless virtues of prep school boarding underpins its popularity in contemporary society. DR TREVOR RICHARDS, Head at All Hallows Preparatory School, reports.

IN THE landscape of modern parenting, where the emphasis on hands-on involvement is paramount, one might wonder about the enduring appeal of prep school boarding. But in a world characterised by rapid change, prep boarding schools offer a haven of stability.

This stability is important because it allows children to revel in the simplicity of childhood. Here, amidst extracurricular pursuits and enduring friendships, pupils build the confidence and self-assurance needed to navigate future challenges such as senior school and beyond.

THRIVING COMMUNITIES

As the demands on parental schedules continue to intensify, the appeal of full-time, flexible, or weekly boarding options is on the rise. This trend has cultivated thriving communities within boarding schools, where comprehensive development is nurtured through the support of peers and mentors alike. We recognise this shift which emphasises the crucial role of adaptability in addressing the changing dynamics of contemporary families. Providing wraparound care alongside an inclusive, nurturing ‘family’ atmosphere is essential in assisting both parents and pupils as they navigate the complexities of modern family life.

Prep schools play a paramount role in fostering a profound sense of selfassurance and belonging in a society that can often leave children feeling lost. Prep boarding schools serve as a refuge where young individuals not only excel academically but also flourish emotionally and socially. In an era characterised by societal demands and digital inundation, these schools offer a sanctuary where children can authentically be themselves, afforded the opportunity to prolong their childhood.

VALUED AND SUPPORTED

Crucially, the sense of belonging begins long before enrolment, with

initiatives such as introductory days and heartfelt correspondence from peers facilitating a seamless transition for new boarders. This, coupled with ongoing communication with families, serves not only to bridge physical distances, but also to nurture a profound sense of belonging, ensuring that each boarder feels valued and supported within the All Hallows community.

In today’s hyper-connected world, families are more connected than ever before … despite being thousands of miles away!

The traditional image of prep school boarders being dropped off and picked up only at the end of term has evolved significantly. At All Hallows, parents are integrated into every aspect of their child’s boarding school journey. This comes via a multitude of channels including social media platforms, bulletins, weekly newsletters, both ‘on-the-cusp’ and planned emails, plus regular video calls with teachers and house parents.

PROACTIVE PARENTS

There is also a proactive parent committee with group chats and year group representatives, which means parents remain closely involved despite potentially being abroad. Pupils are given scheduled time to video call home, and can spend the evenings writing handwritten letters to family and friends. With a dedicated residential team available round the clock, parents can rest assured that their child’s wellbeing is a top priority. Notably, the inclusive approach extends beyond mere communication. Parents are encouraged to visit at their convenience, and pupils have the flexibility to temporarily leave school for educational or personal

reasons as deemed fit by their families. This level of flexibility and openness reflects a modern understanding of educationally values, family dynamics and individual needs.

EMOTIONAL RESILIENCE

Central to every prep boarding school is a dedication to nurturing warm relationships among pupils, parents, and boarding staff. I am a stalwart advocate for these connections, highlighting their significance in building a robust support system for each pupil, as well as their families. Within the nurturing embrace of boarding life, enduring friendships take root, providing a bedrock of emotional resilience for pupils.

Here at All Hallows, I lead a team of educators that focus on equipping pupils with the confidence and selfassurance needed to confront future challenges head-on. This means that your child will have the necessary tools required to navigate the complexities of both childhood and beyond. Who wouldn’t want that?

Prep boarding schools such as All Hallows not only provide a broad education but also equip students with the necessary tools to navigate the complexities of childhood and beyond, making prep school boarding a compelling choice for modern families.

□ Dr Trevor Richards has served as Head of All Hallows Preparatory School in Somerset since 2017, with a longstanding association with the school spanning over two decades. Trevor brings a wealth of expertise to his role, as both an educationalist and child psychologist. He attended the University of Liverpool and the University of Bath, culminating in a Doctorate of Educational Psychology from the University of Bristol.

SPECIAL NEEDS

How CReSTeD helps boarding families

CReSTeD is a valuable resource for parents, educational advisors and schools. KOEN CLAEYS, the Principal and Education Director at Cavendish Education and the new Chair of CReSTeD, reports.

THE Council for th e Registration of Schools Teaching Dyslexic pupils (CReSTeD) is a charity set up in 1989. It aims to help parents and those who advise them to choose schools for children with Specific Learning Difficulties (SpLD). It is a valuable resource for parents, educational advisers and schools, acting as a source of information f or parents.

The main SpLD is dyslexia, but dyslexia rarely exists in isolation. The latest research demonstrates a high level of co-occurrence with other difficulties including dyspraxia, dyscalculia,

attention deficit disorder (ADD), as well as pragmatic and semantic language difficulties.

The CReSTeD Council includes representatives from a wide area of SpLD provision including Dyslexia Action, the British Dyslexia Association, Helen Arkell Dyslexia Centre, the Dyslexia-SpLD Trust and schools.

THE REGISTER

CReSTeD publishes the Register, an annual list of both state and independent schools and centres accredited for their provision for pupils with one or more SpLD. The vast

majority of schools on the Register are mainstream, offering a wide range of teaching styles, environments and facilities. The Register is free of charge to parents. SpLD provision is divided into six broad categories. Of these, five are for schools:

• Dyslexia Specialist Provision (DSP) schools established primarily to teach pupils with Dyslexia.

• Learning Support Centre (LSC) schools with designated units providing specialist tuition on a small group or individual basis, according to need.

• Maintained Schools (MS), local authority schools able to demonstrate an effective system for identifying pupils with dyslexia.

• Specialist Provision (SPS) schools specifically established to teach pupils with dyslexia and other related SpLDs.

• Withdrawal System (WS) schools which help dyslexic pupils by withdrawing them from appropriate lessons for specialist tuition.

The remaining category is called Teaching Centre (TC), noting a designated centre providing specialist tuition on a small group or individual basis, according to need.

The categories give guidance on the type of provision offered by a school. One category should not be seen as ‘better’ than another. Children have different requirements and personalities and the categories help to match each child to the type of provision needed. A report from an educational psychologist or a specialist teacher who holds an Assessment Practising Certificate should offer parents guidance on the level of provision their child requires.

For example, a child at the severe end of the dyslexia spectrum may require a DSP school, whereas a child with only some slowness in spelling skills may be suitably provided for in a school from the WS category. The Register includes a checklist to help parents decide whether a school or centre can meet their child’s educational needs in relation to SpLD. It also provides a geographical index.

CRESTED CRITERIA

Every school and centre on the CReSTeD Register has been independently verified for SpLD provision by CReSTeD consultants, which is not the case for all other lists. Schools must complete the CReSTeD registration form and provide supporting documentation, such as dyslexia policies. This form covers staff development, admission policy, organisation of the school week, specific arrangements for SpLD pupils, and examination results for the whole school. For SpLD pupils in particular, the form cover resources and includes parents’ details so the consultant can gain feedback about the school or centre.

The criteria include the provision of relevant and high quality information technology resources, and Joint Council for Qualifications (JCQ)-approved training qualifications for teachers. Also included is the awareness of dyslexic pupils’ needs on the part of non-specialist staff, and arrangements to obtain and provide special provision for examinations.

During a visit to a school or centre, the consultant checks whether this information is accurate and ensures the school or centre meets the criteria set by CReSTeD Council. Schools and centres are visited on a three-year cycle, with possible earlier visits if there are substantial changes, which should always be swiftly communicated to CReSTeD. If the head of a CReSTeD school changes, the school must inform CReSTeD and the new head must confirm that the school intends to continue with the SpLD provision in

Council for the Registration of Schools Teaching Dyslexic Pupils

Our aim is to help parents, and also those who advise them, to choose an educational establishment for students with Specific Learning Difficulties (SpLD).

Schools and centres listed in the CReSTeD Register are accredited for their SpLD provision.

We offer:

• For schools / teaching centres, a visit by a consultant to assess your provision against our specific criteria.

• For parents, a free Register of schools and teaching centres approved for their SpLD provision.

For further information regarding accreditation or for a free copy of our Register please contact CReSTeD via email: crested.admin@crested.org.uk

Registered charity no. 1052103

accordance with the CReSTeD criteria. This enables CReSTeD to retain the school’s details in the Register without the need for an extra visit.

CReSTeD Council initiates ‘responsive’ visits if it has any cause for concern about a particular school.

ONLINE HELP

The CReSTeD website www. crested.org.uk contains all the information in the Register. It is updated when new information is received, or when new schools are approved. It also contains links to registered schools and centres’ websites, ands to other websites that may be helpful to parents of children with one or more SpLDs.

For further information email admin@crested.org.uk

□ Koen was elected the new Chair of CReSTeD in March 2025. At Cavendish Education, he oversees strategic leadership and operational management, and leads a project to develop AI to secure best outcomes for learners. Koen was born and educated in Belgium, where he started his teaching career. He moved to the UK in 2002 to teach languages, spending 13 years at St James’ Senior Boys School, where he became Deputy Head. He was then Headmaster of Bredon School in Gloucestershire, a dyslexia specialist school. Koen has been an ISI Inspector since 2017 and became a Reporting Inspector in 2023.

Provision in the independent sector for pupils with special educational needs and disabilities

Pupils with SEND continue to be very well educated within the independent sector and this is undoubtedly one of the sector’s strengths. Many parents of children with special educational needs and disabilities take them out of the maintained sector because the class sizes are too big and they feel there is not enough individual support. The independent sector offers a range of choice not available within the maintained sector. Specialist Provision Schools (SPS) are approved for specific learning difficulties, with associated language difficulties, such as dyspraxia and attention deficit hyperactivity disorder (ADHD).

Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia. There are also mainstream boarding schools with designated units or centres providing specialist tuition on a small group or individual basis. In January 2015, 66,026 pupils (33,311 boarders) were identified as having SEND. The most common SEND is dyslexia (321,169) followed by information processing (9,053), dyspraxia (5,459), gross and fine motor skills (3,720) and Asperger’s syndrome (3,597). The table below lists independent boarding schools on the CReSTeD Register providing support for pupils with SEND.

Independent boarding schools on the CReSTeD Register providing support for pupils with SEND Specialist Provision Schools (SPS) are approved for specific learning difficulties, and associated language difficulties, dyspraxia and ADHD.

Category School Town Website

SPS Appleford School Salisbury www.applefordschool.org

SPS More House School Farnham www.morehouseschool.co.uk

Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia.

Category School Town Website

DSP Bredon School

Tewkesbury www.bredonschool.org

DSP Bruern Abbey School Chesterton, Oxfordshire www.bruernabbey.org

DSP Frewen College Rye www.frewencollege.co.uk

DSP St David’s College Llandudno www.stdavidscollege.co.uk

Some mainstream boarding schools have a designated unit or centre providing specialist tuition. School Town Website

Barnardiston Hall Preparatory School

Barnardiston, Suffolk www.barnardiston.com

Bethany School Cranbrook, Kent www.bethanyschool.org.uk

Brockhurst & Marlston House Schools

Clayesmore Preparatory School

Clayesmore School

Cobham Hall School

Ellesmere College

Finborough School

Kingham Hill School

King’s School

Kingsley School

Lime House School

Newbury, Berkshire www.brockmarl.org.uk

Blandford Forum, Dorset www.clayesmore.com

Blandford Forum, Dorset www.clayesmore.com

Cobham, Kent www.cobhamhall.com

Ellesmere, Shropshire www.ellesmere.com

Stowmarket, Suffolk www.finboroughschool.co.uk

Chipping Norton, Oxfordshire www.kinghamhill.org.uk

Bruton, Somerset www.kingsbruton.com

Bideford, Devon www.kingsleyschoolbideford.co.uk

Carlisle, Cumbria www.limehouseschool.co.uk

Millfield School Street, Somerset www.millfieldschool.com

Millfield Preparatory School

Slindon College

Walhampton School

Wycliffe College Preparatory School

Wycliffe College

Glastonbury, Somerset www.millfieldprep.com

Arundel, Sussex www.slindoncollege.co.uk

Lymington, Hampshire www.walhampton.com

Stonehouse, Gloucestershire www.wycliffe.co.uk

Stonehouse, Gloucestershire www.wycliffe.co.uk

School

fee planning

There are many things to consider when sending your child to boarding school, and a big subject is finance. ANDREW ASHTON, the Bursar at Radley College, highlights the various helps that is available.

DECIDING to invest in education can be the most important decision a parent makes. But operating a school is expensive. Around two-thirds of the cost is in staff, the most valuable resource a school has. Money is also needed to pay for facilities, utilities, food and teaching resources.

Schools and parents are also now having to adjust to the impact of VAT which has been added to school fees since January 2025. There can be a wide range in fees to cover this cost according to age group, the school and what it offers. Extras add to the bill and schools have different approaches to this, so it is worth checking.

PLANNING FEES

Fees for a boarding education from 13 to 18 vary from around £60,000 (in a state boarding school where tuition is paid by the state, and

where no VAT is charged on the boarding fee) to more than £250,000, including VAT. In 2024 to 25, the Independent Schools Council census reported that the average termly boarding fee was £14,365 excluding VAT.

It is therefore important to prepare for paying fees. Financial planning can help reduce the burden, so do take professional advice. Planning should consider the following.

SPREADING THE COST

Schemes can help spread fee payments over a longer period to make them more affordable. One way of doing this is against the equity in the family house to spread fees over the term of the mortgage.

LUMP SUMS

Early investment reduces the need to use earnings for fees in later years. This approach can be tailored to individual

Photo with kind permission of Bedales School

requirements. Some schools offer schemes for advance fee payment. If you have a lump sum available, this is worth exploring, especially given recent volatility in interest rates.

REGULAR SAVING

Regular saving should start as soon as possible. The longer you save, the less the reliance on earnings when fees fall due.

PAYMENT PROTECTION

It is important to ensure the payment of fees can continue in the event of a change in circumstances. A lump sum can be provided by life insurance. Income protection plans can provide income in the event of specified illnesses or accidents. Fees refund schemes can provide cover in the event of absence through illness or accident.

TRUST PLANNING

Trust planning can be useful to make provisions for school fees and achieve inheritance tax benefits. Financial advice should be sought when establishing trusts..

FINANCIAL ASSISTANCE

• Bursaries: many schools offer bursaries to help parents pay fees. These are awarded after a ‘means test’ of family income. Bursaries may be awarded in addition to a scholarship where financial need is demonstrated, and the child

would otherwise be unable to enter the school. Parents will usually be asked to complete an application, providing details of their financial circumstances with supporting evidence.

• Grants: charitable trusts can help in cases of need. For example, the Royal National Children’s SpringBoard Foundation (RNCSF) supports children in the UK who are from challenging circumstances. The charity helps by providing grants and boarding school places for children who have suffered trauma, tragedy or neglect in their young lives. Details can be found at www. royalspringboard.org.uk or through the Directory of Grant Making Trusts at www. dsc.org.uk

• Scholarships: many schools offer scholarships to attract talented pupils. A scholarship is awarded for academic promise or based on ability in music, art or another specialism or all-round merit. They are usually awarded after a competitive examination and interview and take no account of financial need. Scholarships vary in value – they may be honorary accolades that come with no fee discount. In general, schools limit the value of scholarships, such that any extra funding being awarded is strictly subject to financial need.

• Other educational awards: many schools offer awards to children of members of the Armed Services, clergy, teachers or other professions. Some support children of former pupils, singleparent families and orphans, or offer concessions for siblings.

There is much to consider and a great deal of financial help available, so if fees appear unaffordable it is certainly worth investigating what help may be available. Read this guide thoroughly and explore schools’ websites. Above all, do not be afraid to ask schools how they can support your family. It can be a lengthy task, but potentially very worthwhile. Plan early and seek advice.

FURTHER INFORMATION

SFIA School Fees Planning Tel: 0845 4583690 webenquiry@sfia.co.uk www.schoolfeesadvice.org

□ Andrew Ashton was educated at Newcastle Royal Grammar School and Oxford University. After a career at Barclays and in consulting, Andrew has been Bursar at Radley College since 2008. Andrew has also served as a governor at a number of schools.

Photo with kind permission of Oakham School

BSA member schools

UK MEMBERS

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

Bedales (incl Prep)

Bede’s Preparatory School

Bede’s Senior School

Bedford School

Bedstone College

Beech Grove School and Academy

Beechen Cliff School

Beechwood Park School

Beechwood Sacred Heart School

Beeston Hall School

Belhaven Hill School

Benenden School

Berkhamsted School

Bethany School

Bilton Grange School

Bishop’s Stortford College (incl Prep)

Bloxham School

Blundell’s School

Bootham School

Bosworth Independent College

Boundary Oak School

Bournemouth Collegiate School

Brambletye School

Bredon School

Brentwood School

Brighton College

Brighton College Prep Handcross

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 College (incl Prep)

Cheltenham Ladies’ College

Cherwell College Oxford

Chetham’s School of Music

Chigwell School

Christ Church Cathedral School

Christ College, Brecon

Christ’s Hospital School

City of London Freemen’s School

Claremont School

Clayesmore Preparatory School

Clayesmore School

Clifton College

Clifton College Preparatory School

Cobham Hall School

Colchester Royal Grammar School

Concord College

Copthorne Preparatory School

Cothill House School

Cottesmore School

Cranbrook School

Cranleigh School (Incl Prep)

Culford School (Incl Prep)

Cumnor House School

Cundall Manor School

d’Overbroeck’s

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

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

Haberdashers’ Monmouth School

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

King Edward’s School, Witley

King William’s College, Isle of Man

King’s College, Taunton

King’s Hall School

King’s High School, Warwick

King’s School , Rochester (Incl Prep)

King’s School, Bruton

King’s School, Ely (Incl Junior)

Kingham Hill School

Kingsley School

Kingswood Preparatory School

Kingswood School

Kirkham Grammar School

Kitebrook Prep School

Lambrook School

Lancaster Royal Grammar School

Lancing College

Langley School

Lathallan School

Leighton Park School

Leweston School (Incl Prep)

Lime House School

Lincoln Minster School

Liverpool College

Llandovery College

Lockers Park School

Lomond School

Longridge Towers School

Lord Wandsworth College

Loretto School (Incl Junior)

Loughborough Grammar School

Luckley House School

Ludgrove School

LVS Ascot

Maidwell Hall School

Malvern College

Malvern St James

Marlborough College

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

Moor Park School

More House School

Moreton Hall School

Moulsford Preparatory School

Mount Kelly School (Incl Prep)

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 Mary’s School

Queen’s College, Taunton (Incl Prep)

Queenswood School

Radley College

Ratcliffe College (Incl Prep)

RGS Surrey Hills

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

Rugby School

Ruthin School

Ryde School with Upper Chine

Rye St Antony School (Incl Prep)

S.Anselm’s Preparatory School

Saint Felix School

Saint Ronan’s School

Salisbury Cathedral School

Sandroyd School

Scarborough College

Scarisbrick Hall School

Seaford College (Incl Prep)

Sedbergh School

Sevenoaks School

Sexey’s School

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 Beaumont Preparatory School

St John’s School, Leatherhead

St John’s School, Sidmouth

St John’s College School, Cambridge

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 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

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 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

Vinehall School

Walhampton School

Warminster School (Incl Prep)

Warwick 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)

Whitgift School

Winchester College

Winchester House School

Windermere School

Windlesham House School

Wisbech Grammar School

Witham Hall School

Woldingham School

Woodbridge 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

EUROPEAN MEMBERS

A+ World Academy, Switzerland

Aiglon College, Switzerland

Alexandra College, Ireland

Amadeus International School, Austria

American Collegiate Institute, Turkey

Apex 2100, France

Bandon Grammar School

Berlin Brandenburg International School, Germany

Blackrock College, Ireland

Brillantmont International School, Switzerland

Cabella International Sahaja School, Italy

Clongowes Wood College, Ireland

College Alpin Beau Soleil, Switzerland

College Champittet, Switzerland

College du Leman International School, Switzerland

Cologne International School

Ecole Jeannine Manuel, France

Exupery International School, Latvia

Glenstal Abbey School, Ireland

Hamelin Laie International School

Institut Montana Zugerberg, Switzerland

International School Eerde, Netherlands

International School of Milan

International School San Patricio Toledo

Kilkenny College, Ireland

King’s College, The British School of Madrid, Spain

La Garenne, Switzerland

Leysin American School, Switzerland

Lundsbergs Skola, Sweden

Lyceum Alpinum Zuoz, Switzerland

Midleton College, Ireland

Open Gate Boarding School, Czech Republic

Préfleuri International Alpine School

Rockwell College, Ireland

Sage College

Saint Charles, Switzerland

SEK International School El Castillo

Sigtunaskolan Humanistiska Läroverket, Sweden

Sotogrande International School, Spain

St Columba’s College, Ireland

St George’s International School, Switzerland

St Gilgen International School GmbH, Austria

St John’s International School, Belgium

Surval Montreux, Switzerland

The Kings Hospital, Ireland

The Koc School, Turkey

Villiers School, Ireland

Wilson’s Hospital School

WORLDWIDE MEMBERS

Aga Khan Academy

Asheville School

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 Appi Japan

Harrow Innovation Leadership Academy Chongqing

Harrow Innovation Leadership Academy Nanning

Harrow Innovation Leadership Academy Zhuhai

Harrow International School Bangkok, Thailand

Harrow International School Bengaluru

Harrow International School Haikou

Harrow International School Shenzhen Qianhai

Harrow International School, Hong Kong

Hulli School Nantong

Idyllwild Arts Academy, USA

International School Brunei, Brunei

Jerudong International School, Brunei

John F. Kennedy International School

Kaiyo Academy

Kincoppal-Rose Bay, Australia

King Henry VIII College, Malaysia

King’s Academy

Kolej Tuanku Ja’afar, Malaysia

Lady Eleanor Holles International School Foshan, China

M-PESA Foundation Academy

Marlborough College, Malaysia

Michaelhouse, South Africa

New Summit Academy Costa Rica

Ningbo British International School, China

Nord Anglia Guangzhou Panyu School

North London Collegiate School, Jeju, Korea

NUCB International College, Japan

Oldfield’s School

Peponi School, Kenya

Planet Spiti Boarding School

Prem Tinsulanonda International School, Thailand

Prince of Wales Island International School, Malaysia

Pymble Ladies’ College, Australia

Useful contacts

GENERAL INFORMATION Boarding Schools’ Association (BSA) www.boarding.org.uk

Independent Schools Council (ISC) www.isc.co.uk

Department for Education (DfE) www.education.gov.uk

Independent Schools Show www.schoolsshow.co.uk

OVERSEAS PARENTS AND BOARDERS

BSA Certified Guardians

https://www.boarding.org.uk/bsa-initiatives/bsacertified-guardian-scheme/

BSA Certified Agents www.boarding.org.uk/bsa-initiatives/bsa-certifiedagent-scheme/

British Council www.britishcouncil.org

Children’s Education Advisory Service (CEAS)

Email: RC-DCS-HQ-CEAS@mod.gov.uk

Council of British International Schools (COBIS) www.cobis.org.uk

UK Council for International Student Affairs (UKCISA) www.ukcisa.org.uk

UK National Information Centre for international qualifications and skills (UK ENIC) www.enic.org.uk

SPECIALIST SCHOOLS

Choir Schools’ Association (CSA) www.choirschools.org.uk

Music and Dance Scheme www.gov.uk/music-dance-scheme

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 Foreign Languages GBA Academy

Shenzhen International Foundation College

Shenzhen Merchiston International School, China

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

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 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 Hangzhou

Wellington College International Pune

Wellington College International Tianjin, China

Westlake International School, Malaysia

Whanganui Collegiate School, New Zealand

Woodcreek School

Woodstock School, India

Wuxi United International School, China

Wycombe Abbey School Changzhou, China

Wycombe Abbey School Nanjing, China

Wycombe Abbey School, Hangzhou, China

Wycombe Abbey School, Hong Kong

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 of Shanghai Lingang (YWIES - SHLG), China

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

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

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND)

British Dyslexia Association (BDA) www.bdadyslexia.org.uk

Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) www.crested.org.uk

Dyslexia Action www.dyslexiaaction.org.uk

Disability Rights UK www.disabilityrightsuk.org

SSAFA www.ssafa.org.uk

OTHER USEFUL CONTACTS

Welsh Independent Schools Council (WISC) www.welshisc.co.uk

Scottish Council of Independent Schools (SCIS) www.scis.org.uk

Independent Schools Examinations Board (ISEB) www.iseb.co.uk

Independent Schools Inspectorate (ISI) www.isi.net

International Baccalaureate Organization (IBO) www.ibo.org

Universities and Colleges Admissions Service (UCAS) www.ucas.com

Educational Trusts’ Forum www.educational-grants.org

Royal National Children’s SpringBoard Foundation (Royal SpringBoard) www.royalspringboard.org.uk

ISC CONSTITUENT MEMBER ASSOCIATIONS Association of Governing Bodies of Independent Schools (AGBIS) www.agbis.org.uk

Girls’ Schools Association (GSA) www.gsa.uk.com

Headmasters’ and Headmistresses’ Conference (HMC) www.hmc.org.uk

Independent Association of Prep Schools (IAPS) www.iaps.uk

Independent Schools Association (ISA) www.isaschools.org.uk

Independent Schools’ Bursars Association (ISBA) www.theisba.org.uk

Society of Heads www.thesocietyofheads.org.uk

RELIGIOUS SCHOOLS

Methodist Independent Schools Trust www.methodistschools.org.uk

Catholic Independent Schools’ Conference (CISC) www.catholicindependentschools.com

AFFILIATED ASSOCIATIONS

Naval Families Federation (NFF) www.nff.org.uk

Army Families Federation (AFF) www.aff.org.uk

RAF Families Federation www.raf-ff.org.uk

Holmewood House Prep School Boarding for Years 3–8 (ages 7–13) located in Tunbridge Wells: Just 50 minutes from London, with easy access to airports.

With 80 years of boarding heritage and a tradition of service, Holmewood House is trusted by a growing number of military families. We fully support the CEA and offer generous military discounts to help with fees.

At Holmewood, your child becomes part of a warm, vibrant boarding community. A true home from home, children feel a deep sense of belonging. Our experienced staff understand the unique challenges faced by military families, providing support for not just the child, but parents too.

• Full boarding in a safe, inclusive environment

• Evening and weekend activity programme

• Door-to-door chaperone service for weekly boarders

• Consistently high academic standards and outstanding co-curricular opportunities

• Excellent preparation for leading independent senior schools

Discover how Holmewood House could be the right fit for your military family admissions@holmewoodhouse.co.uk holmewoodhouse.co.uk