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AUTUMN 2026 | ISSUE 6

theirfuture The BSA Guide to Boarding Schools

THE MAGIC OF FREEDOM Neil Tomlin, the new Headmaster of Belhaven Hill School, explains how sport, outdoor education and technical skills are crucial ingredients for today’s world. Pages 24 and 25. CHOOSING A HOME-FROM-HOME Shona Norman, Head of Woodbridge School, says a sense of belonging is a crucial factor that parents should be looking for in UK boarding. Pages 56 and 57. FAMILIES SEEKING MORE FLEXIBILITY Holly Keogh-Jones, Head of Boarding at Prestfelde School, part of the Shrewsbury School family, reports on how flexi boarding is becoming part of modern family life. Pages 70 and 71. HARMONY IN LEADERSHIP Nicola Smith and Tom Redmond, Joint Principals at Chetham’s School of Music, explain how vocational training balanced with high academic standards requires a nuanced approach. Pages 74 and 75.

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IN BOARDING & DAY SCHOOL CO-EDUCATIONAL 11-18

An adventurous education

Foreword

Dear parent

Chris Wheeler, BSA Chair 2026-27 and Head, Canford School

Robin Fletcher CEO, BSA and Abitas Group

In recent years, parents considering boarding education

If you’re flicking through the pages of this guide, it’s

will have seen headlines about the challenges impacting

likely because you’re considering a boarding education

schools and reshaping the educational landscape. Yet these

for your child. Choosing the right school is a significant

headlines tell only part of the story.

decision and one which should be made with your

The enduring strengths of a boarding education remain as relevant today as ever. In a world where young people face

child’s talents, ambitions, interests and personality at heart.

increasing pressures, persistent online connectivity and

For those well suited to boarding, the experience has the

unprecedented uncertainty, boarding schools continue to offer

power to be truly transformative. A boarding education offers

something distinctive: time, space and a nurturing community.

a unique and exciting opportunity for young people to grow in confidence, independence and resilience, while forming

The best boarding schools introduce the value of unstructured

lifelong friendships and discovering new passions.

time, the space to develop meaningful relationships and the opportunity for curiosity away from phone screens. Students are

Today’s boarding schools provide far more than academic

encouraged to participate in everything boarding life has to offer

excellence alone; they offer vibrant and inclusive

– sport, the arts, outdoor education, service or leadership… you

communities, outstanding pastoral care and a wide range of

name it, there’s a boarding school which excels in it.

environments to suit every child.

Importantly, today’s boarding sector is not a single model but a

You’ll quickly discover that each boarding school is unique

rich and diverse one. From full boarding to weekly and flexible

with its own character, ethos and specialisms. Whether your

arrangements, state boarding as well as independent options, the

child is inspired by sport, the arts, science, outdoor learning

key is not simply choosing a boarding school, but choosing what is

or a broad all-round education, there is a community to suit

right for your child and family circumstances.

everyone.

For families who find that fit, boarding education remains one

I hope you will find the pages of this Guide a useful support,

of the most rewarding investments, not simply in terms of

with valuable insights into the wide variety of boarding stories

examination results or university destinations, but in the qualities

and experiences. We’re delighted to support you on this

of character, curiosity and confidence that will serve them

exciting journey, and I wish you all the best in your search.

throughout their lives. I hope this Guide helps you navigate the choices ahead and discover the boarding community in which your child will flourish.

□ Chris Wheeler joined Canford in 2025 as Headmaster. Educated at Winchester College, Durham and Bristol universities with an MBA in Educational Leadership and Administration from UCL, he is currently Chair of the Education Committee as a governor at Stowe. He is the current Chair of the Boarding Schools’ Association (BSA) until December 2027 and has previously served as Vice Chair of HMC, Chair of HMC South West Division and as a member of the HMC Inspection Sub Committee.

□ Robin Fletcher has been CEO of BSA since 2014. BSA is now part of a wider Abitas Group which comprises several associations and subsidiaries specialising in safeguarding, wellbeing and inclusion. Robin is also CEO of Abitas Group and a director of subsidiaries BSA Legal and The Athena Programme. He is an elected Fellow of the Royal Society of Arts, an Honorary Fellow of Cardiff Metropolitan University and a governor of Millfield School. Before BSA, Robin was a journalist, editor and communications director.

Autumn 2026 | 1

Boarding is at the heart of life at St Catherine’s. It shapes our warm, inclusive community which allows girls to foster independence and build strong friendships. With weekly, full boarding, and flexi-boarding options, our on-site resident staff ensure every girl feels at home. Our boarders represent over 15 nationalities, creating a vibrant global community. We’re also a top choice for girls from Surrey, Hampshire, Greater London, and beyond.

To discover how our vibrant boarding community can support your daughter to thrive, join us at an Open Event: stcatherines.info/open-events or scan the QR code. Questions? Contact our Director of Admissions, Clare Woodagtes on +44(0)1483 899609 or admissions@stcatherines.info

St Catherine’s School, Bramley, GU5 0DF

stcatherines.info

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Contents

34 04

#ILOVEBOARDING

Latest news

The brilliance of boarding 18

Boarding schools beyond the classroom

What makes a good boarding school?

Junior boarding 24

The magic of freedom

A haven of stability

Striving for excellence

Education matters 72

Educating future-ready leaders

Harmony in leadership

Homework for the future

Choosing schools 78

Three questions for school visits

How boarding schools are inspected

BSA agents and guardians

Special educational needs 84

How CReSTeD helps boarding families

Finance State schools 34

Revealed: the ‘state secret’ of UK education

36 Life at a state boarding school 38 The benefits of sixth form boarding

School fee planning

Listings 90

BSA member schools

Useful contacts

Military families 40

A sense of belonging

Navigating the future

Choosing the right school

46 Improving the lives of others 48

Exceptional education, oustanding opportunities

Independent schools 50

The Northern Ireland advantage

Education without limits

Inspiring pupils to succeed

Choosing a home-from-home

TheirFuture, the BSA Guide to Boarding Schools is a trade mark owned by Abitas Group. Published by: Abitas Group 50 Princes Street Ipswich Suffolk, IP1 1RJ +44 (0) 20 7798 1500 bsa@boarding.org.uk bestboardingschools.org Chief Executive:

Boys and Girls

Robin Fletcher

Working it out together

Editor:

‘Welcome to Barbieland!’

Steve Dyson

Why co-education works

editor@boarding.org.uk Head of Commercial:

Today’s boarding world

Neil Rust

Upping our game in international recruitment

neil.rust@bsagroup.org.uk

A global understanding of education

Senior Commercial Consultant:

Families seeking more flexibility

Laura Brain laura.brain@bsagroup.org.uk

The information and views in this Guide were correct to the best of the Editor’s and Publisher’s belief at the time of going to press and no responsibility can be accepted for outof-date information, errors or omissions. While every effort has been made, it may not always have been possible to trace all copyright holders. If any omissions are brought to our attention, we will be happy to include appropriate acknowledgements in the next edition of the Guide. The BSA Guide to Boarding Schools is published twice a year by Abitas Group, which is a trading name of BSA Group Services Limited a company registered in England and Wales. Registered number: 4676107. All rights reserved. No part of this Guide may be reproduced, stored in a retrieval system or transmitted in any form without written permission from the Publisher. Front cover photo with kind permission of Ipswich School

Designed and Printed by Shelleys, Sherborne

Autumn 2026 | 3

#ILOVEBOARDING

‘Homely nature has helped me grow and adjust’ In every edition of TheirFuture, we highlight pupils’ stories of how much they love their boarding education, and some of the reasons why. LANCASTER ROYAL GRAMMAR SCHOOL

Leo, 2026 “I’ve been a pupil at LRGS since Year 7, and Sixth Form has provided new things to take part in. My roles in societies such as the Cadet Force, Armchair Generals, and History Society have progressed from being led to one of those leading. “This allowed me to use my experiences to serve as a role model for younger pupils, developing new skills from the responsibilities. Sixth Form has also allowed me to pursue my academic interests further, to continue studying Latin, a subject most other schools don’t offer at A-level, and undertaking an Extended Project Qualification, allowing me to hone my interest in the classical world.”

Wilfred, 2025

CHETHAM’S SCHOOL OF MUSIC, MANCHESTER

Fareeya, 2026 “My time at LRGS as an international student coming from Zambia has been the most fulfilling experiences. The homely nature of boarding, and the support and family I have found within Ashton House, has truly helped me grow and adjust. LRGS has provided me with many opportunities to give back to the community by assisting with open days, tours, parents’ evenings and OL dinners. I’ve my mind set on going into veterinary, which my biology class has assisted me with by enabling us to research and present projects. The school has also encouraged more post-18 options via MedSoc, the biology Olympiad and the chemistry analyst competitions, and numerous visits to different universities. The weekend boarding house trips to escape rooms, waterparks, theme parks, ice skating, mall trips, arts and crafts evenings and Great British Bake-off competitions have been fun, creating a warm and welcoming environment.”

“As an international student who joined boarding in Year 10, there’s not been a single moment where I’ve felt unsafe or vulnerable, thanks to the pastoral support from boarding staff. The rewarding friendships I’ve built with pupils in and out of boarding has helped me through barriers and challenges. My favourite thing is that our schedule always allows me to have plenty of free time to take in the amazing scenery on the local area. LRGS boarding is my home away from home that’s provided me with irreplaceable life skills and unforgettable camaraderie. It has truly inspired me for the future.”

Abbie, Year 12 “I love boarding school because it feels like a second home, where I’m surrounded by my friends in a very supportive and friendly environment. The staff are almost like family as-well as mentors, which makes it so much easier to settle in, talk to them and feel super supported. The common rooms are the best part about boarding, giving everyone a space to relax, chat and connect. Boarding school has massively helped me become more independent and confident, learning to manage my time and take responsibility, and knowing there’s always someone around to support me.”

Felix, School Vice Captain “Being in boarding’s great. It’s like having a really big second family. The staff are always happy to chat, and spending time with the other boarders is a great way to wind down after a long day.”

GORDON’S SCHOOL, SURREY

Annabelle Hayakawa, Year 11 “What I love about boarding is having sleepovers with my friends every single night! It’s such a nice environment, with amazing Houseparents and boarding staff that look after us and put on so many great activities, such as a trip to Thorpe Park. We always have cooking where we can make amazing food. We have so much pastoral support so if we do feel homesick or upset we always know we have somebody to go to.”

Jesse Agendia, Year 13 “I think the boarding experience was very useful for me for developing my independence. The weekends, having fun, not always being on your phone, doing different things, playing pool and table tennis. Now I am older I have realised the reason why boundaries were set, things like only having my phone for two hours over the weekend or at night. I think that helped me to sleep better, developed my working mind and helped me start revising early. This has got me to where I am right now and has made me realise how much the staff want what is best for us.”

Adekunbi Adebiyi, Year 13 “Being an international boarder means you don’t see your family a lot, so you build your own family here. They share your interests and understand your situation because you are all in the same year and going through the same exam struggles. There is so much boarders can do at Gordon’s, so many opportunities. An example is a casino night – and there is always something on at the weekends. If you are ever bored, you just bake in the House and everybody eats it! You are never alone.”

Fergus, a forces boarder, Year 12 “There are so many reasons why I like boarding at Ipswich School. A big positive is that I can meet people from around the world. I now have friends with people from countries like the Netherlands, Zambia, Ukraine and China, giving me the chance to learn about different cultures. Boarding means that at weekends, I can always hang out all the time with friends. I can also have the feeling of living by myself but still having the support network around me.”

Pelle, an international boarder, Year 13 “I’ve boarded at Ipswich for the past two years and have loved my time here. I’ve really enjoyed my independence, meeting great friends and living with them. I know they will be friends for life. Living away from home, I’ve learnt to rely on myself and have grown in independence. I have also massively improved my English and notice how quickly I’m able to respond positively to different situations. Boarding gives you a lot more opportunity to train independently and have access to the facilities for longer. I will look back on my time here with happiness.”

IPSWICH SCHOOL

Alice, Year 10 “I love the wide range of opportunities that boarding offers. Living here allows me to take part in activities like baking every Friday, going to the gym after school, and badminton club each week. This all makes boarding enjoyable and helps me try new things, especially doing them together with friends. As an international student, I feel well cared for both physically and mentally. Staff in the boarding house are always supportive, making boarding feel like a safe, welcoming and inspiring home.”

Autumn 2026 | 5

SHERBORNE BOYS SCHOOL, DORSET Harry, lower sixth “What I love most about boarding at Sherborne Boys is the sense of belonging. It feels almost impossible to be lonely or bored, as you’re always surrounded by mates and usually involved in something, whether planned or spontaneous. Living with peers creates camaraderie that’s difficult to find elsewhere. Friendships are built through shared routines, late-night conversations after lights out, sport, and general house life, rather than just through lessons. There’s a strong culture that pushes you, while still giving you independence to manage your time. Whilst it can be intense at times, that intensity helps you grow up and become more self-reliant and resilient.”

SHERBORNE GIRLS, DORSET Arabella, lower sixth “Being brave. That encapsulates my very first term at boarding school and every term since. The thought of boarding school had never even crossed my mind, so as a 12-year-old girl from rural Aberdeenshire to be thrown into a world of shared dorms, prep times, and house suppers, it required a great deal of courage. Over time, what initially felt unfamiliar soon came to feel like a place of belonging. Boarding has provided me with incredible friendships, a sense of independence, and the confidence to embrace new opportunities. My boarding experiences have shaped my character, prepared me for the future, and let me continue to be brave.”

WARWICK SCHOOL Tin Yau Chin, Year 9 pupil from China “Becoming a boarder is one of the best things I’ve ever done. Joining in September was scary, but I was made to feel welcome and supported as I settled in and found my place both in school and in the boarding house. The best bit about boarding would have to be the trips and activities we go on, as well as the functions for things like Christmas. We also get access to all of the school facilities and use the sports centre a lot in the evenings and at weekends.”

KING’S HIGH SCHOOL, WARWICK Annessa Lueng, Year 12 from Hong Kong “Boarding at King’s has been an incredibly positive experience. One of the things I value most is the small size of the boarding house, which creates a close-knit and homely atmosphere. Despite being thousands of miles away from where I originally live, I’ve always felt supported and cared for by both the staff and other students. The relationships between different year groups are particularly refreshing, as everyone gets along remarkably well. Whether it’s spending evenings gaming together or going on occasional weekend trips, boarding has allowed us to form strong friendships naturally. Overall, it has given me a real sense of community and belonging away from home.”

Adrian Lee, Year 13 from Hong Kong “As I prepare to leave the school after five years, I am grateful for everything I’ve gained from my time here. Not just some fantastic exam results, but experiences and opportunities that I would not have got at home. I’ve also made lots of friends who I know I will keep in touch with after school. As Head of House, I’ve also been able to support the younger boys as they join and settle in, and help the staff ensure that everything runs smoothly. My best memories would have to be playing in the house football and basketball teams against other boarding schools, and the stops for takeaways on the way home, win or lose!”

#ILOVEBOARDING

CAMPBELL COLLEGE BELFAST Padraig Carson, Year 14 “I love boarding at Campbell College because it has given me some of the best memories and friendships of my life. Some of my favourite moments are the late-night chats with friends, laughing and talking about everything and nothing at the same time. Boarding has also allowed me to meet people from different countries, and I know many of these friendships will last a lifetime. I hope to visit them around the world one day. The teachers at Campbell College are more than just teachers – they become like family, always supporting and caring for us. As I leave, I know I will miss boarding, the people and the community dearly.”

Daniel Fitzsimons, Year 14 “What I loved most about boarding at Campbell College are the people. Living with your friends means you were never really on your own and there is always something going on. The friendships you make in boarding are much stronger because you are with each other every day. The teachers are great too because they are not just there to teach you – they get to know you properly and are always around if you need help. Boarding has given me experiences and memories I will never forget.”

Affordable State Boarding School and Sixth Form A league-topping, Church of England, non-selective state day and boarding school for boys and girls aged 11-18. Weekly and Full Boarding available from £3,909 per term, located in Bruton, Somerset. Named the ‘Happiest School in Somerset’ by the Sunday Times.

For more information and to apply visit www.sexeys.somerset.sch.uk

Autumn 2026 | 7

NEWS Gordon’s teachers on Peak form FOUR teachers from Gordon’s School have raised nearly £5,000 for a bursaries fund after walking 37km and climbing 3,064 metres in the National Three Peaks Challenge. Houseparents Sam and Daisy Cooper, Creative Arts Director Kat Moore and Development Director Jemma Moreau scaled the three highest peaks in England, Scotland and Wales within 24 hours. The money raised is for bursaries so that more children can benefit from a Gordon’s education. Mr Cooper, who is also Head of Boarding at the school, said: “Every day we see bursary children benefiting from being at Gordon’s, where they are nurtured and provided with the stable environment they need to flourish. “As teachers, it is one of the most rewarding parts of our jobs. We wanted more children to benefit, which is why we embarked on this challenge.”

and One Day International cricket. Ms Pearson’s career in education includes serving as Deputy Head at Wellington College, leading the development of Cheadle Hulme School as Head, and most recently modernising the FA’s Education Division as Director of FA Education. She succeeds Henry Price, who left Oakham in the summer to become Principal of Rugby School, Dubai. Ms Pearson said: “Returning to Oakham feels incredibly special. The school opened doors for me, not least through the bursary support that made my education here possible, and the skills and values that have shaped every stage of my life. I feel privileged to be returning as Head, to lead a school that gave me so much.” Geraint Davies, Chair of Trustees at Oakham School, said: “We are delighted to welcome Lucy back to Oakham as our next Head. She brings not only exceptional experience but also energy, clarity of vision and a deep understanding of what makes Oakham special.

Shrewsbury’s new padel centre SHREWSBURY School has opened a new Pure Padel Centre with three floodlit courts for one of the world’s fastest-growing sports. The courts will be used by pupils as part of the school’s sport and co-curricular programme. The school also plans to allow the local community to use the facility. Headmaster Leo Winkley said: “We’d like to thank and recognise the generosity and leadership of the family who made an anonymous gift to wholly fund this new facility. “As we approach our 475th anniversary, we celebrate our proud sporting heritage, which include our role in the early development of cross-country running and association football. “The Shrewsbury School Pure Padel Centre reflects our determination to keep broadening opportunities for pupils through exciting, modern sports. We also look forward to sharing this excellent facility with the local and wider community.”

“As the school’s first female Head, Lucy

First female Oakham head LUCY Pearson has become the first woman to be appointed head of Oakham School in Rutland. An Old Oakhamian herself, Ms Pearson joined the school as a boarder in 1983, becoming Head Girl and later President

will honour our heritage while embracing the opportunities ahead, inspiring pupils and staff. I would also like to express our sincere thanks to Henry Price, who has led Oakham with distinction over the past seven years.”

New Sedbergh Schools Group launched SEDBERGH School, founded in 1525, has launched a charitable family of schools to be called the Sedbergh Schools Group.

of the Old Oakhamian Club.

The new group brings together a network

She went on to read English at Keble

international partnerships that will share

College, Oxford, where her passion for cricket developed into an international career, representing England in both Test

of schools, educational programmes and governance, expertise and investment plans, while retaining their own identity and ethos. >>>

>>> Rooted in the traditions of the Cumbria-

workshop led by a professional dancer

Alison Jury, Director of Music at

based Sedbergh School, the group

and listening to a talk exploring the

Dauntsey’s, added: “To have such a

will include Mulberry Bush Nursery,

science behind dance.

respected and dynamic institution as

Sedbergh Prep School at Casterton,

our Conservatoire in Residence is an

Sedbergh Fuzhou, Sedbergh Vietnam,

A school spokesperson said: “This was

Sedbergh Courses and the Sedbergh

an inspiring and memorable showcase,

exceptional opportunity for our pupils.

International Summer School.

marking a significant milestone for

“We look forward to nurturing this

As a charitable organisation, the group

the school’s dance programme, and

partnership in the years ahead as it

will reinvest all financial surpluses directly

the performance was praised as an

enriches our musical and performing

into teaching, facilities, bursaries and

outstanding success.”

arts provision in meaningful ways.”

Dauntsey’s new Conservatoire

Caterham’s ‘EDGE’ on AI

DAUNTSEY’S School in Wiltshire has

CATERHAM School in Surrey has

announced a new partnership with

launched a new GCSE equivalent

the Royal Welsh College of Music

qualification to fill an AI skills gap

& Drama (RWCMD) to create a

and prepare young people for a

Conservatoire in Residence.

technology-based future.

The RWCMD is internationally regarded

The Key Stage 4 course for pupils in

for its excellence in music, drama and

Years 10 and 11 has been developed

production arts training.

with Nottingham University Business

pupils. Dan Harrison, Executive Head, said: “The launch of the Sedbergh Schools Group represents a natural and exciting evolution of our 500-year story, bringing together like-minded schools, building on their strength, and creating a future that is both ambitious and sustainable.” The Sedbergh Schools Group is keen to welcome more like-minded schools into its family. More details can be found at www.sedberghschoolsgroup.org.

School and Enactus UK, the social The partnership aims to inspire and

Milton Abbey dancers shine

entrepreneurial education charity.

support young people interested in the arts, on stage or behind the scenes,

The qualification, named EDGE, has been

STUDENT dancers from Milton

and will raise awareness of careers in

designed to bridge the gap between

Abbey School impressed audiences

the creative industries.

traditional education and the rapidly

in Bournemouth with an original performance at the Origins event.

evolving world of work. The first cohort Dauntsey’s pupils will be able to access

of pupils will begin the course this

specialist mentoring, performance

September.

The debut for the Dorset school’s new

support, workshops and opportunities

dance programme and involved months

to visit RWCMD.

dedicated preparation by the pupils.

Combining academic business theory with creativity and real-world problem

Origins, presented in partnership

Kevin Price of the RWCMD said: “We

solving, the course will see pupils design,

with Pavilion Dance South West, is a

want young people to understand that

develop and launch their own social

celebration of creativity and emerging

their passions and talents can lead to

enterprises.

young talent, giving young dancers the

fulfilling futures.

opportunity to perform on a professional stage.

They will work with business mentors “Many students may not be aware of

and industry experts to understand

the range of opportunities available

challenges faced by entrepreneurs,

The students premiered original

within the arts, or have the contacts

developing skills needed to create start-

choreography, as well as taking part in a

they need to explore them.”

ups. >>>

Autumn 2026 | 9

Little learners, big adventures Christ College Brecon is an 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 and a compassionate community, pupils thrive in an environment where kindness, respect, and personal growth are at the heart of everything. WINNERS of the Muddy’s Best Schools Award for ‘Inventive Extra-Curricular’ Open Morning on Saturday 3rd October 2026, or book a tour anytime. Day from age 4+, full, weekly and flexi boarding for girls and boys aged 10-18 in the peaceful Brecon Beacons National Park, Wales.

As seen on Channel 5 ‘Trading Places’

www.christcollegebrecon.com | admissions@christcollegebrecon.com | 01874 615 440

NEWS

>>> Ceri Jones, Headmaster of Caterham School, said: “As a school it is our responsibility to create opportunities for pupils to learn in ways that genuinely prepare them for a fast-paced, uncertain world.” Amy Brereton of Enactus UK added: “By developing these skills and behaviours in a safe environment, pupils gain the confidence to take them into the world and apply them as soon as they finish school.”

Belhaven hosts 348 runners Belhaven Hill School in East Lothian welcomed 348 young runners for the 40th annual Belhaven Cross-Country Championships. Competitors ran a course from Seafield Pond at Belhaven Bay, overlooked by the school, out to the John Muir Country Park and back. Eighteen schools from Scotland and the north of England ensured a late deluge

Sherborne U18’s Vase victory

of rain during the popular event. Runners

SHERBORNE Boys’ U18 Sevens were

9s, under 11s and under 13s completed

crowned U18 Vase rugby champions at the 2026 Rosslyn Park National Schools Sevens. The Rosslyn Park Sevens is a two-day tournament held annually in London and is thought to be the largest in the world, bringing together hundreds of teams from across the UK. Will Homer, an Old Shirburnian and former England and Great Britain Sevens international, has been working closely with the Sherborne team. He said: “It’s been a pleasure to work

in boys and girls’ groups for the under routes which cover 2.5, 3 and 3.5 km near the beach and through the woods. Noel Curry of Belhaven Hill School, who has organised the competition since 2017, said: “This course is the most challenging on the Scottish junior and prep schools’ calendar and is the highlight of the cross-country season.” This year, Belhaven Hill School and Strathallan took the team awards for the U9 boys and U13 girls. St. Mary’s and The Edinburgh Academy won the U9 girls’ and U13 boys’ races. And St. Mary’s and Lathallan won the U11s.

at Rosslyn Park and come away with the Vase is a brilliant achievement.” Chris Smith, Director of Rugby at Sherborne School, added: “Rosslyn Park is an incredibly competitive environment, and to come away as Vase winners is something the boys should be very proud of.”

‘hot spots’ before tackling a larger ‘out of control’ fire during the training exercise in forest near Ogston, close to Gordonstoun, using high-pressure hoses. Mark Witkowski, Station Commander for Aberdeen City, Aberdeenshire & Moray area, said: “The recent wildfire exercise carried out by the Gordonstoun Fire crew was a great success and challenged the crews in a realistic scenario. “It’s important for crews to have a full knowledge of how wildfires progress and how to respond to them. The Gordonstoun crew will provide valuable support and response with local crews to this type of incident.” The school-based service was established by students in 1942 to help put out fires during the Second World War and has continued ever since. Today, the 40 students in the service, aged between 17 and 19, are supported by five staff members. They respond to incidents 24/7 during term time as part of the Scottish Fire and Rescue Service. Last year, the students helped to put out an eight-hour gorse minutes from the school.

incredibly coachable and have taken on Sevens. To see them put it all together

18 and 19, dealt with several wildfire

fire in the village of Garmouth, around 20

with the boys this term. They’ve been board the detail required to succeed in

Dressed in full kit the students, aged

Gordonstoun fight wildfires STUDENT firefighters from Gordonstoun School sprang into action to put out several wildfires during a recent training exercise. Gordonstoun, situated set in 200 acres of countryside by the Moray Firth, is the only school in the UK to have its own volunteer unit linked to the Fire Service.

Autumn 2026 | 11

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NEWS

New Hanford Prep head SOPHIE Blewitt has become Head of Hanford Prep., part of the Sherborne Schools Group.

Dr Ruth Sullivan, Head of Sherborne Girls, said: “I have no doubt that Sophie will be an exceptional Head and am delighted to continue working with her, especially in this new role.”

Ardvreck and Terrington join Sedbergh ARDVRECK School and Terrington Hall Prep School have joined the Sedbergh Schools Group.

She was previously Director of Studies at Sherborne Girls as well as Head of Languages, Assistant Head of Professional Development, and a tutor to many pupils. Before Sherborne Girls, Ms Blewitt taught in both the Prep and Senior Schools at Ryde School with Upper Chine on the Isle of Wight, where she was a Head of Year with pastoral and academic responsibilities and part of the school’s management team. Hanford Prep is a day and boarding school for girls aged seven to 13 years set in the Dorset countryside. Ms Blewitt said: “I could not be more delighted. Hanford is an amazing school where a magical childhood and academic excellence go hand in hand. The girls here are curious, funny, kind and determined. As someone who cares deeply about all aspects of education, I can say that they are exceptionally well taught and cared for.” Ms Blewitt studied French and Italian with European Studies at the University of Bath and spent a year working in Italy before returning to the UK to teach English and EAL at Dauntsey’s School. After completing her PGCE at the University of Oxford, she taught French

Burgess Hill joins St Bede’s

Founded in 1883 and set in the heart

BURGESS Hill Girls School, founded

recognised as one of the UK’s leading

in 1906, has become part of St Bede’s School Trust in Sussex. Burgess Hill Girls will continue to operate as an all-girls school on its current site, retaining its name, traditions and ethos. The merger will see the school benefit from the wider expertise, resources and the long-term support of the trust. Nick Mercer, Chair of Governors of St Bede’s School Trust, said: “We are delighted to welcome Burgess Hill Girls into the trust. This is a merger built on shared values, mutual respect and a common commitment to providing students with a rich and ambitious education. Both schools will benefit from shared expertise, broader opportunities and the strength of a larger trust.” Simon Thornton-Wood, Chair of Governors at Burgess Hill Girls, said: “This is a significant and positive moment for Burgess Hill Girls. Throughout this process, Governors have been focused on the long-term interests of our students and the future strength of the school. Joining Bede’s Trust opens new opportunities and resources.”

of Perthshire, Ardvreck has long been prep schools, recently described by Tatler as the “best prep school in the land”. Terrington Hall is a thriving coeducational day and boarding prep school set in the beautiful Howardian Hills to the north of York, and was recently named as a ‘Top Independent School’ by Tatler. Sedbergh School is a co-educational full boarding school for pupils aged 13 to 18, set beneath the Howgill Fells in Cumbria. The school’s trust already includes Sedbergh Prep School in Casterton, two overseas schools in Vietnam and China, and an international programme of domestic and overseas courses. Ian Durrans, Sedbergh School Chair of Governors, said: “We are delighted to welcome Ardvreck and Terrington Hall into the Sedbergh Schools Group.” Katharine Lamont, Terrington Hall Chair of Governors, said: “Joining Sedbergh marks an exciting and carefully considered step forward for Terrington Hall.” Debbie Spens, Chair of Governors at

and English in the state-maintained

Ardvreck School, said: “This marks a

sector and went on to gain an MSc, also

defining and hugely exciting moment in

from the University of Oxford.

Ardvreck’s history.”

Autumn 2026 | 13

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Open Morning Saturday 19 September BSA_Autumn26_185x125.indd 1

25/06/2026 10:38

Sixth Form Boarding The perfect introduction to living and studying away from home.

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01952 953810 Autumn 2026 | 15

Bath’s ‘leadHership’ fest HIGH School Bath’s annual Festival of Ideas focused on contemporary female leadership this year, under the title of ‘LeadHership’. The two-week event saw students explore the experiences of influential women across science, politics, business, sport, the arts and social change. Pupils enjoyed talks and workshops to examine the qualities behind effective leadership, and considered structural barriers that have historically limited

researching a chosen leader to produce

Danielle Davis, founder of Soulful Skate,

women’s access to senior roles.

short films which premiered at the

and Alison Cartwright, operations

school’s Royal High Oscars.

director at CNG Services.

project for Year 8, delivered with the

The festival also featured talks from various women leaders, including:

Hadrian Briggs, Deputy Head Academic,

One Day Film School. This was led by business leader Laura Hagan, whose

entrepreneurs Claire Young and

career includes senior roles at Deliveroo,

Linda Plant, well known from BBC’s

Gymshark, Dyson and Fever Tree.

The Apprentice; Zhenya Shikil from The

Royal High students were joined by

Friends of Oleksandriya, a charity for

two of their sister schools, Howell’s

humanitarian aid in Ukraine; Major Emily

and Redmaid’s High, with groups each

Lawson of the British Army; and alumnae

The festival included a filmmaking said: “The festival embodied qualities we aim to nurture in our students — being brave, reflective, inquisitive, collaborative, kind and sparky, and encouraging pupils to think critically about what leadership means.”

Growing Minds. Building Character.

Open Morning | Saturday 10th October Book your place at kinghamhill.org.uk Co-Educational • Day & Boarding • Ages 11-18 • 105 acres of beautiful Cotswold countryside

BSA Sep 26 Schools Guide and Service Parents Guide.indd 1

28/07/2026 17:36:31

Upcoming Open Events

Aim high, stay grounded

Friday 25th September Preschool - Year 6 Friday 2nd October Sixth Form Saturday 3rd October Year 7 - Year 11

Clifton College is an independent co-educational boarding and day school nestled in the heart of Bristol, for pupils aged 3-18. Proudly offering a modern education set amongst historic grounds. An education that inspires We inspire every child to love learning and create a foundation to realise their full potential, embracing life with confidence, passion, integrity and resilience, all underpinned by a mindset that values the importance of making a positive difference in the world. Discover more at cliftoncollege.com

The Bristol school with a global reputation

Badminton School, Bristol A day and boarding school for girls aged 3-18 Full, weekly and flexi boarding available Book a private visit at a time convenient to you

Autumn 2026 | 17

THE BRILLIANCE OF BOARDING

Boarding schools beyond the classroom Photo with kind permission of St John’s School

Adaptability, resilience and global awareness are more important than ever. ROBIN FLETCHER, CEO, BSA and Abitas Group, explores how boarding schools help prepare young people for the workplace of tomorrow. MANY of the UK’s leading schools offer

wide range of countries and backgrounds

success often depends on the ability to

boarding provision. For some families,

helps young people build intercultural

adapt and persevere when faced with

the academic and boarding elements

understanding and empathy, enabling

obstacles.

are viewed as separate parts of the

them to work confidently in diverse teams.

same school experience. You may be

Exposure to different viewpoints also

DEVELOPING INDEPENDENCE

drawn to a school for its educational

stimulates creativity and fresh thinking,

Boarding schools encourage students to

reputation and simply regard boarding

both of which are essential in today’s

take responsibility for both their education

as an additional feature. However, as

interconnected economy.

and personal growth. Without the day-

the world continues to change at pace,

to-day support of home, they develop

more parents are recognising boarding

The Independent Schools Council Annual

important life skills such as organisation,

itself as a powerful way of preparing

Census 2025 reports that around 25,500

time management and effective decision-

children for the future.

pupils in UK independent schools have

making. This growing independence fosters

parents living overseas, with more than

accountability, initiative and self-discipline.

While academic achievement remains

half joining in the sixth form years. This

These qualities are highly sought after in

important, boarding schools provide

level of international representation

modern workplaces, where individuals are

distinctive opportunities to develop the

creates a genuinely multicultural learning

expected to work proactively and manage

skills and personal qualities needed

environment.

their own responsibilities.

world of work. What is it, therefore, about

BUILDING RESILIENCE

VALUE OF TIME

boarding education that gives students

Living away from home encourages

A boarding environment offers extensive

such a strong foundation for the future?

students to face new situations

opportunities for learning beyond the

independently and develop confidence in

classroom. One of its greatest advantages

GLOBAL PERSPECTIVE

overcoming challenges. Boarding school

is the gift of time. Evenings and weekends

Boarding schools create an international

life helps young people learn how to

provide space for students to explore

environment that encourages cultural

manage change, cope with pressure and

interests, deepen understanding and

awareness and flexibility, attributes that

recover from setbacks. These experiences

engage fully with challenges. Sports, clubs,

are highly valued by employers. Living

strengthen resilience – an increasingly

workshops and co-curricular activities allow

and studying alongside students from a

valuable quality in professional life, where

students to discover new passions, develop

to succeed in an increasingly complex

practical skills and work collaboratively

success. In a world where adaptability,

on real-world projects. Activities such as

resilience and global awareness are

‘hackathons’ promote creativity, teamwork

increasingly essential, boarding education

and problem-solving, capabilities that are

offers a transformative route to preparing

increasingly important in the digital economy.

young people for life beyond school. Through international exposure, personal growth,

COMMUNITY AND NETWORKS

independent living, extended learning

Boarding schools foster strong, supportive

opportunities and strong community

communities where meaningful friendships

networks, boarding schools equip students

and professional connections are formed.

with the mindset, skills and relationships

These relationships frequently continue long

needed to flourish in a rapidly changing

after students leave school, creating valuable

professional landscape.

networks that can support future ambitions. Many alumni communities offer mentoring,

As families consider the most effective

career guidance and networking opportunities,

educational pathway for their children,

demonstrating the long-term benefits of the

boarding school remains a compelling option.

connections established during boarding life.

This supports academic achievement while also helping students develop the confidence

THE RIGHT ENVIRONMENT

and capabilities required to succeed in the

Boarding also broadens the range of

wider world.

educational options available to families, making it easier to choose a school that aligns

with a child’s individual strengths, interests and goals. Whether focused on STEM subjects, the arts, leadership development or another specialist area, boarding schools provide tailored experiences that support a wide variety of pathways. By selecting a school that best matches their child’s aspirations, parents can create a personalised educational journey that prepares them for future

Photo with kind permission of Felsted School

Autumn 2026 | 19

STATE BOARDING IN SURREY

GORDON’S SCHOOL www.gordons.school

YEARS 7, 9 AND 12 BOARDING PLACES AVAILABLE

‘Students thrive and make excellent progress because of the genuine and nurturing relationships they have with boarding staff’. OFSTED BOARDING INSPECTION REPORT 2024

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Open Days

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Co-ed 3-18 | Boarding & Day | Jesuit, Catholic School stonyhurst.ac.uk/opendays

Join the school voted The Best Senior School for Boarding

OPEN MORNING

Saturday 3 October 2026 At The Pilgrims’ School we value character, kindness and the great outdoors as much as what happens in the classroom. With so many opportunities in sport, music, art and drama, alongside our extracurricular activities, we make sure school days really are the best days. A Day and Boarding school in the heart of Winchester where boys age 4-13 can shine.

THERE’S MORE TO A PILGRIM Personal tours available every Tuesday during term time. Find out more at: thepilgrims-school.co.uk

Reach thousands of engaged families through our 2027 Guides: Best Boarding Schools (5,000+ users) and the Service Parents’ Guide to Boarding Schools (10,000+ users). Advertising opportunities are now open ahead of our March distribution. Reach families actively searching for the right school, with our websites as their rst stop for enquiries and information. Schools can also boost impact with a personalised online prole for year-round visibility. Families have relied on our platforms for years to research and compare boarding schools condently and eﬀectively. To secure advertising or discuss available packages and discounts, please contact: Neil Rust, Head of Commercial | neil.rust@abitasgroup.com Laura Brain, Senior Commercial Consultant | laura.brain@abitasgroup.com

Autumn 2026 | 21

What makes a good boarding school? Integrity and humility, independence and ambition are just some of the qualities excellent boarding will bestow on its pupils. JAMES JOHNSON, Headmaster of Taunton School, explains more.

MANY key ingredients need to come

we have worked hard as a senior leadership

together to create an excellent

team to define what it is we do well and

boarding experience. A school where

to ensure we continue delivering the high-

students also live is at once a place

quality education our parents expect.

of inspirational learning and a child’s

We believe there are four key ‘pillars’

second home. It is where daily

underpinning everything we do and which

classroom demands and deadlines

prospective parents might find useful to ask

have to be balanced with space to

as they search for the right school. They are

unwind and time to explore extra-

as follows:

curricular interests. • Does a school foster a culture of That’s why boarding provides a unique

ambition?

educational experience. At its best,

• Does it cultivate a mindset for life?

boarding gives pupils an exceptional

• Do pupils feel a sense of belonging to a

opportunity to discover their true potential in a nurturing, supportive environment. But how can a parent assess whether a school

school community? • Does the school embrace a global outlook?

is not only doing a great job, but is also the

Every boarding school is different, but

right one for their child? At Taunton School

essentially students will thrive academically,

THE BRILLIANCE OF BOARDING

socially and emotionally if a school is

community – connections which last long

approach is working is in the students

delivering across these key categories.

after leaving school. Whatever a child’s

themselves. Integrity and humility,

At Taunton School, with its nursery,

story and their background, boarding

independence and ambition are just

pre-prep, prep, senior and international

schools should be special places where

some of the qualities excellent boarding

schools on the same site, we have a large

diverse communities come together

will bestow on its pupils, creating well-

boarding community of 450 pupils with

to make a greater and more powerful

rounded individuals who make a positive

very different needs. For many of our

collective.

impact on the world.

pupils it is often the whole family’s first experience of boarding. Parents need as

At their heart should be an outstanding

much regular contact and reassurance

pastoral care system. Students should

from committed house staff as their

feel supported by housemasters

children.

and mistresses, their teachers and counsellors in a wraparound approach.

Adapting to life in the UK for our

This enables them to thrive fully in the

international students is not just about

knowledge that there is always someone

mastering English, but getting to grips

to turn to.

with a new culture, its quirks and traditions. Staff go the extra mile to make

Of course, the best way to find out if a

sure pupils do not become homesick

school is measuring up to the promises

and instead settle in to a welcoming and

of its prospectus is to visit. For some

inclusive family, rooted in kindness and

parents, just walking through the front

compassion.

door is enough to convince them they have found the right school for their

Given that a boarding school is a pupil’s

child – or not, as the case may be.

home-from-home, access to a wide choice of extra-curricular activities is

There is no doubt that an inspiring

imperative to fill the hours outside

learning environment which celebrates

the classroom and allow students

each individual child is a compelling offer.

the freedom to find their true selves.

Talking to students and observing how

Whether it is on the sports pitches, on

they interact with one another and with

the stage, or in the music room, extra-

all staff – from the catering team to the

curricular activities after school and

headteacher – will tell you a lot about a

at the weekend help build a sense of

school. Do the children show respect for

belonging and develop resilience in the

all members of their community? Are the

long term.

boarding houses warm and welcoming, the teachers calm and engaged?

We have 150 extra-curricular clubs at Taunton. This wealth of opportunities

While schools might not be able to

unearths passions and hidden potential,

itemise the exact ingredients of a great

weaving strong connections across our

boarding experience, the proof that their

□ James became Headmaster of Taunton School in September 2022, having previously been Head of Senior School at Ardingly College, Sussex. He has spent more than 20 years working in boarding schools, firstly as an English teacher and boarding tutor at Cheltenham College, then as a Housemaster at Tonbridge School in Kent, before joining Ardingly in 2016.

Autumn 2026 | 23

JUNIOR BOARDING

The magic of freedom A PREP school education needs to

SPORT IS VITAL

have academic excellence at its core

A school’s sports and activities

so that its pupils are equipped for

programmes should not be an add-on

life and can secure places at their

but integral to a holistic education.

chosen secondary schools. This is

This is where children discover their

about learning to think critically,

passions, turn their talents into skills,

question intelligently and express

and learn that life’s richest experiences

yourself persuasively. It is also

often happen outside the classroom.

about developing a curious mind

Sport, outdoor education and technical skills are crucial ingredients for winning in today’s world, according to NEIL TOMLIN, the new Headmaster of Belhaven Hill School.

and having the confidence to use it.

At Belhaven Hill School, the prep school

An excellent education must also be

in East Lothian for four to 13-year-olds,

holistic and all-round, developing

the magic lies in a sense of freedom,

the whole child and giving every

and sports play a vital role in that.

pupil the opportunity to find ‘their

With more than 60% of pupils wanting

thing’.

to board, our school has something increasingly rare: more time for children

A great education should include

to develop deep interests outside

sport, outdoor education and

the classroom, not just sample them

technical skills. School days should be

superficially.

filled with adventure, challenge and opportunity with ample opportunities to enjoy success, learn from failure and overcome the occasional hurdle, while also nurturing the lifelong friendships that so often begin at school. The fullness of life at a school should celebrate individuality as well as teaching teamwork, empathy, emotional intelligence, openness and resilience. These human traits empower children to achieve their very best, knowing that they will be supported by family, friends and teachers, who can all act as mentors for life’s ups and downs.

Sport at a good prep school is about character as much as competition. Sport teaches pupils teamwork, resilience, courtesy, grace in victory and dignity in defeat. We balance team sports – rugby, hockey, cricket, netball and football – with individual pursuits like swimming, athletics, crosscountry running, tennis and golf. That means children can dream of playing representative sports or simply stay active and healthy, while developing their talents and interests. The trend towards mixed cricket, football and cross-country running, embraced by Belhaven, ensures that boys and girls develop a healthy respect for each other’s strengths, adding to the many life lessons they can learn from sport. The best prep schools go much further by giving pupils a broad co-curricular programme that balances sport with music, art, design and drama and outdoor education. OUTDOOR EDUCATION Outdoor activities build resilience and create memories that last a lifetime, which is why many prep schools offer a wonderfully wide variety. Activities can range from skiing and snowboarding, sailing and paddle-boarding, and surfing and coasteering, to rock climbing and abseiling, archery and orienteering, camping, bushcraft and mountain biking. Belhaven, located next to a sweeping sandy beach in East Lothian, has been recognised for its outdoor education, winning Best for Outdoor Pursuits in

MASTERING TECHNOLOGY

The Week Awards 2025. Pupils learn

Learning to master technology has

vital life skills from identifying flora and

never been more important, and today’s

fauna, cooking on camp stoves, playing

pupils need to be as comfortable in

outdoor games, building emergency

the digital world as they are in the

shelters, and learning how to light fires.

natural one. That is why Belhaven launched its new Makerspace in 2025,

Developing leadership skills is also

a modern technology facility with a

extremely valuable, and Belhaven

clean studio for conceptual design and

has a year-long Adventurous Leaders

digital creativity, and a workshop where

Programme for each year’s leavers. This

prototypes can be tested and built. The

aims to foster independent leadership

school’s STEM learning is inspired by

and resilience using the natural

the UN’s 17 Sustainable Development

resources on the school’s doorstep in

Goals to keep children engaged with the

Scotland.

world’s big challenges.

□ Neil recently moved to Belhaven Hill School in East Lothian after a successful headship at Hall Grove in Surrey, a large prep school. He enjoys leading expeditions and has championed outdoor learning. Neil previously had a 24-year career in the British Army from 1997 to 2021, which saw him commissioned into The Black Watch and commanding a Royal Regiment of Scotland Battalion, for which he was awarded the OBE. This experience has given Neil a personal and professional insight into the educational needs of service families.

Autumn 2026 | 25

#Gr eatSto ri e s Be gi n a t H a z l e grove

G R E AT S T O R I E S BEGIN HERE...

‘Prep school days don’t get much better than this.’ - The Good Schools Guide

Leading co-educational boarding and day prep school in Somerset for ages 2-13 01963 442 606 | www.hazlegrove.co.uk | admissions@hazlegrove.co.uk | Sparkford, Somerset, BA22 7JA

#GreatFut u re sK i n gsB r u ton

G R E AT F U T U R E S TA K E S H A P E H E R E

‘A small historical bastion of a school that is absolutely booming in the 21st century’ The Good Schools Guide

Inspiring co-ed boarding and day school for pupils aged 13–18 01749 814 200 | www.kingsbruton.com | admissions@kingsbruton.com | Bruton, Somerset, BA10 0ED

JUNIOR BOARDING

Autumn 2026 | 27

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,

THRIVING COMMUNITIES

where the emphasis on hands-on

As the demands on parental schedules

involvement is paramount, one might

continue to intensify, the appeal of full-time,

wonder about the enduring appeal of

flexible or weekly boarding options is on

prep school boarding. But in a world

the rise. This trend has cultivated thriving

characterised by rapid change, prep

communities within boarding schools,

boarding schools offer a haven of

where comprehensive development is

stability.

nurtured through the support of peers and mentors alike. We recognise this shift which

This stability is important because it

emphasises the crucial role of adaptability

allows children to revel in the simplicity

in addressing the changing dynamics of

of childhood. Here, amidst extracurricular

contemporary families. Providing wraparound

pursuits and enduring friendships, pupils

care alongside an inclusive, nurturing ‘family’

build the confidence and self-assurance

atmosphere is essential in assisting both

needed to navigate future challenges such

parents and pupils as they navigate the

as senior school and beyond.

complexities of modern family life.

JUNIOR BOARDING

Prep schools play a paramount role in

residential team available round the clock,

staff. I am a stalwart advocate for these

fostering a profound sense of self-assurance

parents can rest assured that their child’s

connections, highlighting their significance

and belonging in a society that can often

wellbeing is a top priority. Notably, the

in building a robust support system for each

leave children feeling lost. Prep boarding

inclusive approach extends beyond mere

pupil, as well as their families. Within the

schools serve as a refuge where young

communication. Parents are encouraged to

nurturing embrace of boarding life, enduring

individuals not only excel academically but

visit at their convenience, and pupils have

friendships take root, providing a bedrock of

also flourish emotionally and socially. In an

the flexibility to temporarily leave school for

emotional resilience for pupils. Here at All

era characterised by societal demands and

educational or personal reasons as deemed

Hallows, I lead a team of educators that focus

digital inundation, these schools offer a

fit by their families. This level of flexibility and

on equipping pupils with the confidence and

sanctuary where children can authentically

openness reflects a modern understanding

self-assurance needed to confront future

be themselves, afforded the opportunity to

of educational values, family dynamics and

challenges head-on. This means that your

prolong their childhood.

individual needs. As part of this partnership

child will have the necessary tools required to

at All Hallows, we continue to engage in

navigate the complexities of both childhood

VALUED AND SUPPORTED

regular conversations with the ScreenWise

and beyond. Who wouldn’t want that? Prep

Crucially, the sense of belonging begins long

group, a parent-led organisation within our

boarding schools such as All Hallows not only

before enrolment, with parents integrated

community who seek to support families in

provide a broad education but also equip

into every aspect of their child’s boarding

making informed decisions around children

students with the necessary tools to navigate

school journey. This comes via a multitude

and technology.

the complexities of childhood and beyond,

of channels including social media platforms,

making prep school boarding a compelling

bulletins, weekly newsletters, both ‘on-the-

Their resources include practical guidance on

cusp’ and planned emails, plus regular video

online safety, healthy digital habits, parental

calls with teachers and house parents.

controls, delaying smartphones and updated advice around giving a child a phone for

PROACTIVE PARENTS

the first time. Families can easily access this

There is also a proactive parent committee

collection of tried and tested resources,

with group chats and year group

designed to help them make informed

representatives, which means parents

decisions around tech for their children.

remain closely involved despite potentially being abroad. Pupils are given scheduled

EMOTIONAL RESILIENCE

time to video call home and can spend

Central to every prep boarding school is a

the evenings writing handwritten letters

dedication to nurturing warm relationships

to family and friends. With a dedicated

among pupils, parents and boarding

choice for modern families.

□ Trevor has served as Head of All Hallows Preparatory School in Somerset since 2017, with a longstanding association with the school spanning over two decades. He brings a wealth of expertise to his role, both as 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.

Autumn 2026 | 29

Striving for excellence A rigorous academic programme at prep school, coupled with a focus on personal development, ensures that graduates are well-equipped for future success. TOM ROGERSON, Headmaster of Cottesmore School, explains more.

LAST-MINUTE, whole-school water

faceted approach and philosophy

fights. Barbecues by the school’s

ensures that everyone is engaged.

lake. Impromptu tree-climbing

Cottesmore, a boarding prep school

competitions. Playing cricket until

founded in 1894, has a golf course on

the shadows lengthen across the

site, a paddle boarding lake – and even

square. These are the hallmarks of

a ten-pin bowling alley. The grass tennis

a boarding prep school experience –

courts get huge amounts of use in the

or at least they are at Cottesmore.

summer, and the beautiful gardens and grounds provide a glorious backdrop.

Boarding prep schools are second to none for providing huge opportunities

Boarding schools in the UK offer unique

for ‘self-actualisation’. Self-actualisation

and enriching experiences, providing a

is a concept derived from humanistic

blend of rigorous academic and holistic

psychology, primarily associated with

development in a pastoral environment.

Abraham Maslow’s hierarchy of needs. It

Cottesmore boasts outstanding

is a process of realising one’s potential,

academic results alongside a rich array

talents and abilities, achieving personal

of extracurricular activities, ensuring a

growth, self-awareness and fulfilment.

well-rounded education for all girls and

This may sound a little high-minded,

boys aged 8 to 13. The school’s ‘family’

but high levels of self-actualisation are

size allows for individualised attention,

at the crux of every excellent boarding

ensuring each student receives tailored

prep school’s success.

support and guidance, helping them to achieve their full potential.

ENGAGING EVERYONE Boarding is fun too. There is so much

The length of the day ensures that a

going on every day, and the multi-

detailed and broad curriculum is fully

JUNIOR BOARDING

serviced, allowing the teaching team

supported. Boarding prep schools

the time to foster a love for learning,

encourage independence and self-

intellectual curiosity and critical thinking

reliance. Living away from home,

skills. This bespoke environment

children learn to manage their time,

helps students build strong academic

take responsibility for their personal

foundations, preparing them effectively

space and navigate social relationships

for senior school entrance exams and

independently. These experiences build

future educational challenges.

character, fostering confidence and self-

Beyond academics, prep schools emphasise holistic development, giving generous amounts of time to a diverse range of extracurricular activities including sports, arts, music and drama. These activities allow children to explore their interests and talents, promoting creativity, physical health and emotional well-being. Such varied pursuits help the development of well-rounded personalities, teaching important life skills such as teamwork, effective communication, discipline and resilience. TRANQUIL AND INSPIRING The countryside setting of many UK boarding prep schools provides a tranquil and inspiring environment. Cottesmore exemplifies these benefits, but with effective transport links to London. Proximity to nature allows children to engage in outdoor activities such as mainstream team sports, gardening and animal care, which have been shown to enhance cognitive

discipline. The structured environment of boarding schools provides a balance of clear parameters and freedom, essential for the development of independent, well-adjusted individuals. Boarding prep school life builds a strong sense of community. With students living and learning together, close-knit bonds form quickly, leading to lifelong friendships. The shared experiences of boarding life create a supportive network, providing emotional and social support. This sense of belonging is vital for children’s social development and helps them feel secure and valued. WARM AND NURTURING As a family-owned school, Cottesmore

Cottesmore instils a love for learning

offers a warm, nurturing environment,

and a strong moral compass, preparing

where each child’s well-being is a top

students for the challenges of senior

priority. Staff members at Cottesmore

school and beyond. The school’s

understand the seriousness of their role

rigorous academic programme, coupled

in loco parentis and are expected to take

with its focus on personal development,

a genuine interest in the welfare of every

ensures that graduates are well-

student, creating a supportive, caring

equipped for future success.

function and emotional health. These

atmosphere that helps children feel safe

activities instil a sense of environmental

and valued.

stewardship and teach valuable lessons about the natural world.

Cottesmore places a strong emphasis on character education, instilling

Safety is a paramount concern for

values such as integrity, respect

parents, and countryside boarding

and responsibility. Through various

schools provide a secure environment,

programmes and activities, children

far removed from the frenetic whirlwind

learn the importance of these values,

of urban life. Boarding schools also

helping them become considerate and

have robust pastoral care systems and

responsible individuals. The school’s

sophisticated medical teams, ensuring

ethos encourages students to strive

each child’s emotional and physical well-

for excellence in all areas of their lives:

being is closely monitored and

social, sporting, spiritual and intellectual.

□ Tom has been working in the independent school sector for 35 years and is in his 18th year of Headship at Cottesmore School, on the border of Surrey and Sussex. His only other aspiration is to become a rock star and he hopes to pick up on this in retirement. He is in a rock band called The Replicant Saints who met at school. He would like to start a group made up of heads, but he can’t find a drummer. Tom’s wife wants him to get rid of some of his 24 guitars.

Autumn 2026 | 31

oak house RICHARD HUISH COLLEGE

The Royal School Wolverhampton

Gold Medal Standards “The Royal has been integral in providing the environment and opportunities for me to win Olympic Gold”- Matt Richards.

*State boarding provision* Award winning pastoral care *Elite athlete education programme *Extensive enrichment opportunities *Easy access to major UK travel hubs *Centrally located within the UK *Excellent GCSE & A Level results

Tel (UK): 0044 1902 341230 admissions@theroyal.school www.theroyalschool.co.uk

STATE SCHOOLS

Revealed: the ‘state secret’ of UK education 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.

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

continuity of education during children’s

done properly, this enhances educational

boarding schools are not subject to

crucial GCSE and A level years via an

outcomes on a significant scale. Good

any additional taxes, and parents

affordable and state-sponsored alternative

friends are crucial for teenagers, and

effectively ‘only’ pay for board and

to the independent sector.

having access to those friends in a

lodging – with the education provided free of charge by the state.

controlled community setting OASIS OF CARE

cannot be underestimated. What I call

There are more than 30 state boarding

the big brother or big sister syndrome is

Many state boarding schools have long

schools in the UK, and their benefits

equally important. I have lost track of how

histories, in Cranbrook’s case over 500

go far beyond the financial. Firstly, a

often an older boarder has acted as a

years. The original thinking behind offering

good boarding school often provides

mentor, tutor or listening ear to younger

boarding places to state educated pupils

much needed stability during what can

students in vulnerable situations, or who

was the need to educate students from

be complicated and stressful times for

simply need trusted advice about key

inaccessible, often rural settings, such

both child and parent. This oasis of care,

decisions on their educational journeys.

as the children of farmers, and those

compassion and calm is critical in the lives

Another indispensable benefit of boarding

whose parents served overseas as public

of young people.

is how the environment and culture help

servants in the foreign office or the

develop crucial soft skills in young people.

military. The rationale for these schools,

Boarding houses provide important

Boarders interact with each other and

mainly at secondary level, was to provide

structure and routines for teenagers and,

understand how they are expected to

‘get stuck in’ and connect deeply with the

boarding schools bring together children

hugely impressed with our students and

wider community. This helps to explain

who would not normally mix or interact.

the all-round education on offer.

why boarders usually leave school better

For example, more than 20 nationalities

prepared for life and better able to exhibit

from all over the world are represented

key qualities that are increasingly valued in

at Cranbrook amongst our 230 boarders.

society. All boarders learn to become more

As we coach students with facing up to

independent: how to do their laundry, how

the challenges ahead, this exposure to

to cook, how to manage money – all critical

people from other countries and cultures

for being able to cope after leaving home.

is essential in giving them a head start for a global future.

VOICES VALUED The student voice is also valued, with

Often forgotten in discussions about

boarders at Cranbrook expected to

boarding is the day element of any school.

negotiate and problem solve on a

We are proud that Cranbrook’s day pupils

regular basis to improve their day-to-

represent a truly broad cross-section of

day experience of living in a community.

local society who mix really well with their

With their voices valued, they are given

boarding counterparts. And we’re thrilled

more responsibility over themselves and

that our boarding provision has been

younger students and, slowly but surely,

judged ‘Outstanding’ in every category

they learn to be team leaders. To thrive

following a recent inspection.

in a boarding setting, students have to take their eyes off themselves and to

Being state educated is increasingly seen

focus on others – more critical than ever

as positive too – especially for universities

in the modern age. After all, this is the

and employers. State boarding schools

‘selfie’ generation, and the teenagers most

offer a unique hybrid that, I believe, give

vulnerable to suffering from anxiety or

their students an additional edge in

depression are those ‘on their phone and

enhancing their career and life chances.

on their own’ – which is almost impossible in a boarding school setting. Students

For parents considering a secondary

therefore develop unrivalled levels of

school for their child, I would strongly

emotional intelligence, an incredibly useful

recommend looking at one of the UK’s

additional dividend of state boarding

state boarding schools. I am confident

schools. By their very nature, state

that if you visit us at Cranbrook, you will be

□ 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

academies or free schools. These schools

In England there are 28 mainstream

boarding school may be an option. As

give priority to children who have a particular

members of the BSA State Boarding Forum

always, it is important to do your research

need to board and will assess children’s

(SBF), including academies and free schools.

and above all, see the school in action before

suitability for boarding. At state boarding

For more information on state boarding

you make any choice. State boarding schools

schools and academies, including sixth-form

schools go to

provide free education but charge fees for

colleges, parents pay between £12,000 and

www.boarding.org.uk/for-parents-

boarding. Some state boarding schools are

£23,000 per year for their children to board,

pupils/types-of-boarding-school/

run by local councils and others are run as

with an average of £15,000 per year.

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

Autumn 2026 | 35

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

creates a very special environment

LRGS, place a high value on thriving

have a very special place in our

where friendships and shared activities

Combined Cadet Force Army, Naval and

education system. They often

become for many the defining privilege

RAF sections as a mainstay of outdoor

have an ‘independent’ ethos and

of their teenage years.

and leadership programmes.

typically around a third of the cost of

Co-curricular opportunities are a

Academic results are a major factor

independent boarding schools with

particular strength. After-school

for parents in choosing a school, and

no VAT added.

activities flourish in a residential

the state boarding sector punches

community with no commuting

above its weight. ‘Value-added’ analysis

State boarding schools come in all shapes

required. Many pupils play competitive

shows our boarders tend to do better

and sizes, from non-selective schools

sport against independent schools,

than day pupils at GCSE, because

in rural settings to grammar schools in

and some schools offer outstanding

of the support and encouragement

towns and small cities. A few are single

debating and music. Others, including

from boarding staff who engage with

education is free. Boarding fees are

sex while others are co-educational.

academic challenges during and

Several are very ancient – Lancaster Royal

outside prep times.

Grammar School (LRGS) traces its roots back to the 13th century – while others

At LRGS, around half of our 120

have been established recently to meet

boarders live within an hour of the

demand in this vibrant sector.

school, but growing numbers are from London and elsewhere. We have about

All state boarding schools are united

50 overseas students, who must have

by a shared belief in the opportunities

UK passports or right of UK residence.

of boarding. There is a consistent

Bilingual or expat families from

concern for the wellbeing and personal

Europe to the Middle East, and from

development of young people in our

Hong Kong to West Africa are all well

schools. Wraparound pastoral care

represented.

STATE SCHOOLS

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.

of a secret society: boarders and day

overseas boarder told me recently –

pupils are indistinguishable in school,

although most teenagers struggle to

but boarders have the key to an extra

communicate quite so frequently!

world – while many day pupils face long journeys home.

A school’s website and reputation tells you a certain amount, but it is

In GCSE years, boarders normally

important to visit and meet staff and

share a dorm with another pupil, and

students if you can – at open days,

sixth form boarders share rooms

a tour on a normal school day, and

in lower sixth with the intention of

perhaps an evening taster session.

single rooms for upper sixth (not

Come and see what makes us special.

guaranteed). Revision season sees pupils working together – with

A recent Ofsted visit resulted in

occasional encouragement to head out

boarding at LRGS being awarded

for an impromptu barbecue or game of

‘Outstanding’. Inspectors said: “The

dodgeball to relieve pressure.

boarding experience at this school has a profound positive impact on the lives

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

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.

tutors supervise prep, with young sports grads and sixth-form mentors

State boarding is very much a shared

often on hand. Plenty of summer

enterprise between parents and

evenings are spent chasing either a

school, with open communication

ball or each other round the fields.

evolving quickly in recent years. “I

Junior boarding has the excitement

Facetime my dad twice a day,” one

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.

Autumn 2026 | 37

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. Sixth Form Colleges in the UK offer an extensive range of academic, vocational and professional courses, as well as apprenticeships.

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

Sixth-form colleges have a reputation

country. The combination of an

ALL WELCOME

for academic excellence, where

excellent state-funded education and

At Richard Huish College, based in

students achieve exceptional

a boarding community enables pupils

Taunton, the boarding house opened

progress and top national results.

to make the most of their talents and

its doors to pupils in September 2017.

However, they do not have a history

abilities. However, these schools offer

The house has 53 study bedrooms,

of offering boarding accommodation

Level 2 (GCSE) and Level 3 (A level)

all with ensuite bathrooms. The

– something we have changed at

qualifications and are for pupils aged

college has been welcoming pupils

Richard Huish College in Taunton.

11 to 18, while a sixth-form college

from the UK and around the world for

While state boarding schools are well

only has pupils who are aged between

many years. But it knew that while

established, boarding at a sixth-form

16 and 19 years.

homestay parents do an amazing job

college is a relatively rare concept.

of nurturing pupils to settle, there Whilst many sixth-form colleges offer

were also some pupils who would

Each year, state boarding schools

homestay accommodation, few offer

prefer the boarding experience.

regularly outperform other state

full boarding facilities operated by the

schools with a good number topping

college in the way that Richard Huish

The boarding house means the college

academic league tables around the

College does.

can offer choice and flexibility to

STATE SCHOOLS

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 and their parents – essentially

young person can expect plenty of home

offering an independent school sixth-

comforts and a warm welcome from

form experience at a fraction of the cost.

the houseparents. Their confidence

Sixth-form boarding at a state college is

and independence will be nurtured and

also an option for UK pupils who travel

the experience will give them essential

long distances daily. Flexi-boarding or

preparation for university life. Boarding

weekly boarding is a great option when

students make a great circle of friends in

a late sports fixture or exam preparation

the boarding house, often friends for life.

needs to take priority. Many of our pupils

A rigorous set of boarding standards is

live rurally – parents see the advantages

adhered to, ensuring the pastoral welfare

of flexi-boarding while pupils are excited

and academic development of all pupils.

by the opportunity of becoming more independent.

IT’S AFFORDABLE Boarding at sixth form can be affordable if

Boarding at a sixth-form college, FE

you expand your search criteria to include

college or state boarding school, your

the state sector. Many state boarding

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 20 years.

Autumn 2026 | 39

MILITARY FAMILIES

A sense of belonging

FOR generations, boarding schools have played an important role in supporting military families. While the nature of military life has evolved, the fundamental challenges remain familiar: frequent relocations, overseas postings and periods of parental deployment can all create uncertainty

Boarding schools continue to be a natural choice for military families according to DR STEPHEN BURLEY, Head Master at King’s High School, which shares a campus with Warwick School.

and disruption during a young person’s formative years. In this context, the value of a high-quality boarding education has never been clearer.

academically, socially and personally. For military families, choosing the right school is one of the most significant decisions they will make. A boarding school that combines outstanding pastoral care with academic excellence can provide the continuity and reassurance that children need, regardless of where military service may take their parents. STABILITY AND BELONGING One of the greatest benefits boarding offers military families is consistency. While home

At its very best, boarding offers far more

locations may and family circumstances may

than accommodation during term time. It

change, a boarding school provides a stable

provides a genuine ‘home away from home’,

environment where friendships, routines

where young people are known, valued and

and support networks remain constant. At

cared for as individuals. It is a community

King’s High School and Warwick School, our

built on belonging, stability and shared

boarding community is intentionally close-

experience, where students can flourish

knit and welcoming, centred on a warm

sense of belonging. Students quickly

develop independence, resilience, self-belief

One of the strengths of boarding is that

become part of an extended family,

and confidence, qualities that will serve

students are surrounded by others who

supported by experienced house staff,

them throughout their lives. Importantly,

are experiencing similar questions and

teachers and fellow boarders who

this personal development complements

decisions. The shared nature of boarding

understand the importance of kindness,

academic achievement. Secure, supported

life encourages discussion, reflection and

empathy and community spirit.

and settled students are far better placed

mutual support. The skills developed

to realise their academic potential.

through boarding – independence,

For parents serving either at home or

resilience, adaptability, communication and

overseas, there is immense reassurance in

WELLBEING AT HEART

emotional intelligence – are precisely those

knowing their child is surrounded by adults

The importance of a positive wellbeing

that universities and employers increasingly

who genuinely care about their wellbeing

culture in a boarding environment enables

value. For children from military families,

and development. Many students from

students to thrive academically, socially

who often already possess a remarkable

service families also find comfort in being

and emotionally. When young people feel

degree of adaptability, boarding can further

surrounded by peers who understand the

safe, supported and valued, they are more

strengthen these qualities and prepare

realities of military life. Boarding schools

likely to engage fully in school life, form

them exceptionally well for life beyond

have long-standing connections with the

meaningful friendships and pursue their

school.

armed forces community, and activities such

ambitions with confidence.

as the Combined Cadet Force (CCF) help

At King’s High School and Warwick School,

foster a culture where service, resilience,

At King’s High and Warwick School, wellbeing

we see every day how boarding enables

leadership and teamwork are both

is embedded throughout the student

young people to flourish. It provides not

recognised and celebrated.

experience. Dedicated spaces such as the

simply a place to stay, but a place to belong.

King’s High Oasis and the Wellbeing Hub at

And for military families seeking both

BUILDING CONFIDENCE

Warwick School provide calm and welcoming

exceptional educational opportunities and

The boarding experience creates unique

environments for reflection, relaxation and

outstanding pastoral care, that sense of

opportunities for personal growth.

emotional support. Alongside specialist

belonging can make all the difference.

Confidence develops when young people

pastoral teams and wellbeing professionals,

are encouraged to contribute, lead and

they provide an additional layer of support

challenge themselves within a supportive

that helps students navigate challenges

environment. At King’s High and Warwick

such as homesickness, anxiety, stress or

School, boarders benefit from an extensive

uncertainty. The boarding environment itself

programme of co-curricular activities.

also plays a powerful role. Living alongside

Whether through sport, music, drama,

peers, sharing experiences and developing

outdoor pursuits, leadership opportunities,

close friendships creates a natural support

community service or the CCF, students

network.

are encouraged to discover and develop new interests and talents. The structure of

LIFE BEYOND SCHOOL

boarding life allows students to make the

As students progress, they begin to

most of these opportunities throughout

consider future pathways, university choices

the week and at weekends. The result

and career aspirations. These exciting

is an environment where young people

opportunities can also bring uncertainty.

□ Stephen joined King’s High in 2017 as Deputy Head (Academic) and was appointed Head Master in 2021. He has previously served as Head of English at Headington School, Oxford, and Assistant Head of English at Sevenoaks School in Kent. He has also worked as English teacher and resident tutor in a sixth form girls’ boarding house at The King’s School, Canterbury. Stephen is a passionate advocate for inspirational, forward-thinking education, and believes that wellbeing and happiness are central to every student’s success. He was named ‘Best Head of a Public School’ at Tatler Schools Guide Awards 2025.

Autumn 2026 | 41

Navigating the future

The Royal Hospital School’s new Headmaster STEVE DIXON explains how the school celebrates individuality, nurtures wellbeing and helps every pupil to thrive. STANDING proud on the edge of

RHS extends beyond conventional

history of welcoming pupils from service

the Stour estuary in Suffolk, the

learning paradigms. As a leading 11

families, including those in receipt of

Royal Hospital School (RHS) is a

to 18 co-education boarding and day

the Continuity of Education Allowance,

beacon of educational excellence.

school of 500 pupils, the school offers

offering tailored financial, academic and

With a legacy that dates to 1712,

a creative and inclusive curriculum

pastoral support.

when the school was established

that is globally oriented, diverse and

by Royal Charter by King William III

modern. It prepares pupils from all

WELLBEING

and Queen Mary II, RHS has evolved

walks of life to navigate the complex

A commitment to small class sizes

from its naval roots to become a

waters of the future with confidence.

allows for personalised learning

modern, outward facing school for

RHS’s maritime heritage is more than a

which ensures that pupils receive

the 21st century.

historical footnote; it is a living tradition

the necessary guidance and tailored

that continues to inspire its approach to

support they need to flourish. Sector-

Founded on the principles of

education and is continually evolving to

leading work in wellbeing and pastoral

discovery, exploration and challenge,

reflect society’s needs. RHS has a long

care sets RHS apart from other schools,

MILITARY FAMILIES

understanding that academic success

broad and balanced curriculum ensures

commitment to preparing pupils for

is intrinsically linked to a pupil’s overall

that every pupil has the opportunity

success.

wellbeing. This holistic approach ensures

to shine. However, at RHS, education

that every pupil receives personalised

extends far beyond the classroom. The

The school’s capital investment

support to foster their mental, physical

vast co-curricular programme that RHS is

programme is driving strategic upgrades to

and emotional health.

renowned for provides unique learning

facilities and infrastructure. This year has

opportunities. Sports, arts, music, drama,

seen the launch of a refurbished senior

A dedicated team of pastoral staff works

Duke of Edinburgh’s Award, world-class

boarding house, the RHS Clubhouse,

tirelessly to ensure that every pupil feels

sailing and community service are just

a new sailing hub, and a transformed

heard, valued and supported. Initiatives

some of the activities where pupils can

assembly hall, now the largest school

such as mindfulness sessions, wellbeing

explore passions and discover new talents.

theatrical venue in East Anglia. These

workshops, and peer support in close-knit

developments have been designed to

house communities are integral parts of

POSITIVE IMPACT

enhance pupils’ experience and support

the RHS philosophy. This is also reflected

Leadership development is another

the school’s growth.

boarding provision, where RHS offers

cornerstone of RHS’s educational

options to suit different needs, from full

philosophy. The school offers numerous

September also saw the opening of a new

boarding to flexible arrangements to meet

opportunities, from prefect roles to

Sixth Form Centre, a space that blends

the needs of modern family life. A later

positions on pupil committees. These

greater pupil autonomy with structured

start to the day also promotes wellbeing,

provide practical experience and help

support, helping to prepare young people

whilst tailored flexibility supports pupils to

pupils develop a sense of responsibility

not just for exams, but for life. The school

balance commitments and benefit from a

towards their peers and the wider

remains firmly committed to supporting

distinctive RHS weekend programme.

community.

pupils in thriving emotionally, socially and

WELCOMING AND HOMELY

The school has a strong tradition of

Boarding houses are designed to be

community engagement and social

welcoming and homely, providing pupils

responsibility. Pupils are involved in

with a safe space to grow, flourish and be

various charitable initiatives, learning the

themselves. Our house system evolves as

importance of giving back and making a

pupils move through the school, from the

positive impact on society. RHS’s provision

nurturing Year 7 House that supports the

continues to evolve and respond to the

transition to senior school, to our unique,

changing needs of its pupils. In 2025,

university-style Year 13 House, that

RHS launched its new ‘Super Saturdays’

promotes independence and prepares

programme, combining academic

pupils for life beyond RHS. The sense

enrichment, short courses focused on

of camaraderie and lifelong friendships

employability, Combined Cadet Force

forged in these houses is testament to

and subject clinics. Designed to develop

the school’s commitment to creating a

skills such as creativity, partnership,

supportive, loving community.

communication and critical thinking,

Rooted in high academic expectations, our

the programme reflects the school’s

academically in an ever-changing world.

□ Steve joined the Royal Hospital School as Second Master in 2013 and became Headmaster in 2026, having played a central role in the school’s leadership for more than 12 years. Previously, he was Housemaster of Edmonstone at Haileybury and taught chemistry and coached rowing at St Paul’s School, London. Steve studied Chemistry at Exeter College, University of Oxford. A strong advocate for boarding, co-curricular education and pupil wellbeing, he is married to Suzanne and has three children, all of whom attended RHS. Outside school, he enjoys rowing, travel and family life.

Autumn 2026 | 43

Choosing the right school When family life involves regular change and separation, the right boarding school provides the stability, care and opportunities children need to thrive. WILL MACKENZIEGREEN, Military Families Tutor and Senior Housemaster at Sherborne Boys, explains the Sherborne schools’ approach. CHOOSING the right school is

The Royal Marine Commando values

moves and saying goodbye to friends

always important, but for military

of integrity, self-discipline and humility

can be challenging. A full boarding

families it is mission critical to get

instilled in me when training as a young

school provides stability, continuity

it right, first time. Supporting them

officer are echoed in the ethos of all

and belonging. With a rich weekend

means more than simply offering

good schools. Both institutions aim

programme, a community that doesn’t

good pastoral care: it’s about shared

to develop character and service to

‘empty out’ and trusted adults always

values and mutual understanding.

others, embedding lifetime values. This

on hand, service children can truly feel

shared outlook helps military families

at home.

Schools that identify and support pupils from His Majesty’s Armed Forces know what a remarkable group of young people they are. Like any parent,

feel understood and reassured that their children are being shaped in an environment that reflects the principles

House staff are incredibly important. The steady guidance of a houseparent

they believe in.

accompanied by a warm House

teaching, outstanding co-curricular

PASTORAL FIRST

are an important combination. This

opportunities and a community that

When speaking with serving parents,

and a vertical House system offers

brings out the best in their children.

one priority always stands out:

a full family atmosphere, enveloping

From my experience, pupils from

pastoral support. A solid, full boarding

military children into a home from

service families often make the most of

community follows closely behind.

home. Flexibility is also essential.

everything independent schools offer.

Military families need to know their

Families cannot always control when

They are adaptable, resourceful and full

children will be cared for, guided and

deployments end or when rest and

of enthusiasm.

encouraged, particularly when one

recuperation leave falls. Schools that

Independent schools and the armed

or both parents may be deployed

can flex their usual routines to allow

forces share a strong cultural alignment.

for extended periods. Frequent

families to spend quality time together

serving families want strong academic

team and the much-loved matron

MILITARY FAMILIES

during these windows help to

communities. They want their children to

children bring so much to our community.

strengthen relationships and emotional

build friendships and grow up alongside

Their resilience, loyalty and sense of

balance.

peers from across the UK and overseas,

purpose often make them natural leaders

gaining wider perspectives and long-

and supportive friends. They are used

SUPPORTING THE FAMILY

term stability. A strong, full-boarding

to change, yet they approach it with

Deployments to demanding or

culture provides that breadth, ensuring

confidence, inspiring others and enriching

dangerous environments bring

every weekend offers purposeful activity,

the life of our schools.

understandable anxiety. The media

companionship and fun. Across all Sherborne schools, we feel

often highlights the risks, and children may carry that worry silently. Teachers

SHERBORNE APPROACH

and tutors need to recognise when a

As a former Royal Marines Commando,

pupil’s emotions are connected to these

I am deeply committed to supporting

concerns and respond with sensitivity

military families. Sherborne schools –

and understanding. Communication

including Sherborne Boys, Sherborne

is vital: good schools maintain regular

Girls and Sherborne Prep, along with

contact with parents and find creative

our sister prep school Hanford Prep

ways to stay connected. Providing

– all share that commitment. Many

updates on wellbeing and showing empathy for the pressures they face, livestreaming concerts and arranging extra phone calls when needed. Parents want reassurance that in loco parentis really means something, that someone will notice if their child looks tired, needs encouragement, or simply craves extra

privileged to welcome military families into our full boarding community. We understand the sacrifices and commitments that service life demands, and we are proud to offer places where children can thrive, feel secure, supported and surrounded by opportunity, wherever their parents’ next posting may take them.

staff across our schools have military backgrounds, particularly in pastoral roles, providing a genuine understanding of the complexities of service life. We know service children do not seek special treatment, they simply want to be understood. Honest communication,

attention.

empathy and consistency help build trust

BROADER COMMUNITY

Military Families Tutors work closely with

While some families prefer schools with

each family to ensure every child feels

a high number of military pupils, many

supported, whether a parent is away

parents tell me they value broader

or returning from deployment. Military

between school, pupils and parents. Our

□ Will was educated at Malvern College and studied Ancient History at the University of Nottingham. He joined the Royal Marines as an officer and served for eight years, including deployments to Afghanistan, India and America. After leaving the military he worked in the maritime security business before training as a teacher at Exeter University and becoming a history teacher at King’s College, Taunton. Will joined Sherborne Boys in 2019 and became Housemaster of The Green in 2022. He leads the Royal Marine Combined Cadet Force detachment, coaches senior rugby and enjoys surfing and long-distance running.

Autumn 2026 | 45

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

Our sixth-form pupils achieve three or

putting back. Each pupil is assigned a

memorial to General Charles

more A levels, with 88 per cent of entries

house and the interhouse competitions

Gordon, a British war hero,

graded A* to C. This puts the school

in sport, the arts, cooking, debating –

philanthropist and martyr. It was

in the top five per cent nationally for

even marching – are enthusiastically

built by public subscription more

academic achievement at A levels. But

contested with everyone encouraged to

than 100 years ago at the insistence

we also have successes in drama, the

‘have a go’.

of Queen Victoria, who become

arts, debating, public speaking, dance,

the first in an unbroken line of

sport and for the Duke of Edinburgh’s

Underpinning any participation is

sovereign patrons.

Award (DofE) and Combined Cadet

that high performance without good

Force (CCF).

character is not true success. These

Originally opened as a home for

inter-house competitions, together with

‘necessitous boys’, today Gordon’s is a

The original Gordon Boys’ Home was

competitive sport against other schools

successful non-selective, co-educational,

run along military lines. This is continued

and participation in DofE or CCF, take

day and residential state boarding

today with marching, parades and

pupils out of their comfort zone. Taking

school, set in 50 acres of Surrey

Pipes and Drums. Dressed in their

part builds pupils’ confidence and allows

countryside. It is listed as one of the UK’s

ceremonial Blues uniform, pupils parade

them to develop new skills as well as

outstanding schools by His Majesty’s

around eight times a year. We are the

leadership, perseverance, endurance,

Chief Inspector and was recognised

only school permitted to march along

teamwork and problem-solving ability –

as Boarding School of the Year by the

Whitehall and pupils carry out this

all necessary qualities for adult life.

Times Educational Supplement in 2022.

annual tradition in remembrance of General Gordon with pride.

While the school embraces modern

Around half the school’s residential boarders are from Service families,

ideas, General Gordon’s legacy of

THOROUGH PREPARATION

attracted by the location and the

traditional values remain – improving the

General Gordon’s life as a philanthropist,

school’s understanding of military life.

lives of others and championing those

leader, scholar, adventurer and soldier is

Military families are given priority for

less advantaged. As a school we strive

at the heart of our traditional character

places and counsellors and tutors work

to be one of the finest in the world, not

values of courtesy, integrity, diligence,

to plug any gaps in their education.

just for our achievements, but for the

enthusiasm and resilience. We strive for

Residential boarders coming into the

calibre of young people we develop –

more than the best possible examination

school aged 11 are housed together in

the progress they make, the lives they

results – we also want to give our pupils

a bespoke boarding house for a year

lead and the difference they make to the

a thorough preparation for life. The

before joining their senior boarding

lives of others.

emphasis is on working as a team and

houses. Houseparents have

MILITARY FAMILIES

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 under £8,500 per term. The school accepts Continuity of Education Allowance (CEA) and offers bursaries and scholarships in sport and the creative arts. 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

□ 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.

better place and lead happier lives.

Autumn 2026 | 47

Exceptional education, 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

of pupils moving onto university; 52% of

OUTSTANDING OPPORTUNITIES

School is a full-boarding school

which were Russell Group Universities. The

A good school is about much more than

offering high-quality, all-round

curriculum is constantly under review and

what is learnt in the classroom – sports,

education and excellent pastoral

staff respond positively to pupil feedback.

outdoor activities, the Duke of Edinburgh’s

care for pupils aged 11 to 18. Located

Award Scheme and the Combined Cadet

in Dover, Kent the school is an ideal

PASTORAL CARE

Force continue to play a leading role in

choice for those living in the UK and

By choosing to live and study here, your

the lives of all pupils. Vast co-curricular

Europe due to its proximity to the

child is choosing to become part of a

opportunities include more than 60 weekly

ferry port and Eurotunnel, and an

very special community. It’s extremely

clubs and societies, while all the key sports

hour’s train journey from London

important to staff that pupils enjoy

are played here including rugby, netball,

St Pancras. Set in 150 acres of Kent

boarding and are able to forge strong

hockey, cricket and athletics.

countryside, your son or daughter

friendships. Experienced housemasters

will thrive in our close-knit Dukie

and housemistresses offer excellent

£24.9m INVESTMENT

community.

pastoral care and support, alongside an

A recent £24.9 million build and

in-house team of tutors, pastoral leaders

refurbishment project included a new

EXCEPTIONAL EDUCATION

and housekeepers. It’s a busy and vibrant

sports centre, accommodation and

Founded in 1803, the school is ranked

place, especially on weekends, with around

teaching blocks, plus a performing arts

in the top 5% of schools nationally with

450 students (over 200 of which are

centre. Our facilities include an indoor

students making outstanding progress at

from Forces families) staying onsite and

heated swimming pool, Duke Box fitness

GCSE. The school offers a vast range of

partaking in various activities and trips

suite, flood-lit astro turf hockey pitches and

GCSE, A Level and BTEC options, with 88%

on offer.

squash courts. There are also hard and

MILITARY FAMILIES

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. lawn tennis courts, Olympic-standard

sports scholarships to pupils who excel in

For more information, contact

athletics track, band hall, dance studio

the school’s major sports.

admissions@doyrms.com or go to our website www.doyrms.com

with Harlequin flooring, and performing arts centre.

DUKIE EXPERIENCE We believe every pupil should be the

FEES & SCHOLARSHIPS

best they can be and have a pupil-

As the country’s only state full-boarding

centred approach, supporting, advising

school, parents can benefit from lower

and guiding pupils on their chosen paths.

fees that are outside the scope of VAT,

Being a Dukie is an amazing credential

as the government funds the education.

to have and pupils meet their friends

With flexi-boarding fees at £4,800 per

for life here. This is demonstrated

term, and full boarding at £7,700 per term

with hundreds of alumni returning to

for September 2026 to 27. Armed Forces

site every year for reunion dinners

families eligible for the MOD’s Continuity

and important Dukie events such as

of Education Allowance pay only 8 per

Remembrance Weekend. Pupils benefit

cent of the fee (£616 per term, there are

from a staffing team that work across

three terms per year). The school offers

the school, in classrooms and boarding

academic scholarships into sixth form for

houses, an on-site medical centre and a

pupils who excel in their GCSEs, and

fantastic catering provider.

□ 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!’.

Autumn 2026 | 49

INDEPENDENT SCHOOLS

The Northern Ireland advantage JONATHAN ANDERSON, Headmaster of Campbell College Belfast, explains why boarding in Northern Ireland offers pupils a unique UK education FOR families exploring boarding school

culture and highly competitive fees.

rigorous standards fully consistent with

options within the UK, the decision-

This presents a unique, high-value

the wider UK curriculum.

making process traditionally balances

opportunity within the broader UK

three main pillars: academic track

framework.

record, pastoral care, and financial

For boarders, this environment provides an exceptionally strong

value. While regions like the south

ACADEMIC EXCELLENCE

foundation for higher education.

of England have long dominated the

The cornerstone of Northern Ireland’s

Northern Ireland has well-established

conversation, an increasing number

appeal is its consistently high-

of local and international families are

pathways into top-tier universities,

performing education system. Year

turning their attention to Northern

including Russell Group institutions,

after year, students here achieve

Ireland.

Oxbridge, and leading international

superior GCSE and A-Level results

campuses. The educational culture

compared to the UK national average.

here places a premium on academic

This success is underpinned by a well-

ambition, within a supportive

structured system, overseen by the

framework that encourages students to

Department of Education, maintaining

reach their individual potential.

Northern Ireland’s boarding provision offers a distinct blend of rigorous academic standards, a warm community

FINANCIAL ADVANTAGE

exposed to an elite coaching culture. This

fostering a strong sense of belonging and

One of the most compelling arguments for

focus helps boarders develop vital life skills

helping them to quickly integrate.

boarding in Northern Ireland is the financial

such as discipline, resilience and teamwork.

Campbell boasts an historical setting

advantage. While the quality of teaching,

that blends heritage with nature. Our

facilities and extracurricular provision

NURTURING CREATIVITY

striking Victorian redbrick architecture is

rivals any top-tier British institution, the

Northern Ireland’s schools also place

set within a 100-acre woodland estate,

cost of living and fees in Northern Ireland

an emphasis on a vibrant cultural life,

which arguably inspired former pupil C.S.

are often significantly lower. The region

viewing music, drama and the creative

Lewis’s The Chronicles of Narnia. We use

features a distinctive funding model

arts as essential to education. Students

our unique natural landscape to foster

and structures where the cost of top-

are encouraged to find their creative voice

personal development through sports, arts

quality tuition is highly competitive. This

through exceptional art studios, music

and outdoor activities. Northern Ireland is

regional affordability makes a premium

hubs and dedicated performance spaces.

also highly accessible, with boarders just a

UK boarding education accessible to a

This creative environment enables students

short flight away from many UK airports, as

wider demographic of families, without any

to explore everything from classical

well as direct routes to major international

compromise on the quality of the student

orchestras and theatrical productions to

destinations.

experience, campus facilities or resources.

contemporary digital media.

SPORTING ACHIEVEMENT

At Campbell College, alongside our music

has positioned itself as an exceptional

Northern Ireland boasts a proud heritage

department, we have our own historic

alternative to traditional boarding hubs,

in competitive sport, and schools regularly

Pipe Band, a distinctive tradition that

offering a unique opportunity that is

produce athletes who compete at regional,

connects students deeply to local heritage.

difficult to match elsewhere in the British

national, and international levels. Physical

Learning the bagpipes or drums requires

Isles.

activity, sport and competition are integral

immense focus, precision and teamwork.

components of the school culture and core

This offers boarders a unique musical

pillars of character building and resilience.

pathway rarely found in other UK boarding

At Campbell, we are proud of our sector-

institutions, allowing them to perform at

leading facilities, including extensive playing

major ceremonial events and international

fields, strength and conditioning suites and

gatherings.

For all the above reasons, Northern Ireland

professional coaching programmes. Our links with all of the key sports’ governing

SAFE AND CONNECTED

bodies is testament to the quality of our

Beyond the classroom and the balance

facilities strong reputation.

sheet, the environment in which a child grows is paramount. Northern Ireland is

Whether competing in historic

widely celebrated for its safety, compact

tournaments like the Rugby Schools’ Cup,

geography and the genuine warmth of

one of the oldest rugby competitions in

its hospitality. For international students,

the world, or excelling in cricket, volleyball,

this welcoming community culture eases

hockey, athletics and football, students are

the transition of moving away from home,

□ Jonathan became Headmaster of Campbell College last summer. He previously served as Headmaster of Merchiston Castle School in Edinburgh, Senior Deputy Head at Worksop College in Nottinghamshire, and Housemaster at Christ’s Hospital School in West Sussex. A native of Northern Ireland, Jonathan studied Geography at Queen’s University Belfast before embarking on a teaching career that has spanned nearly three decades at some of the UK’s leading independent schools. He is committed to academic excellence and has a deep understanding of pastoral care.

Autumn 2026 | 51

Education without limits PREP school and the start of senior school should be a time where students can, alongside their academics, try anything. They should have free reign to discover their passions, whether that’s academically, co-curricular, in the arts or on the sporting front. They should have the opportunity to find what they’re good at, and try everything in a supportive, nurturing and positive environment.

and musical theatre productions to inter-house

Academics is the bedrock of any school, it

Millfield Senior School, students are given the

is ultimately the reason why children are

A schooling which values the arts, co-curricular and sport, on par with academics, sets children in good stead for the future. GAVIN HORGAN, Headmaster at Millfield School, explains why.

there, but what’s just as important are the components that give children a well-rounded education which prepares them for senior

bake-offs, councils and camps. This is often where passions start to be discovered. Pupils are given the opportunity to try everything and find what they really love, and it’s absolutely fine, and actively encouraged, if this exploration continues into Year 9. SOMETHING NEW As part of the Nine at Millfield programme at opportunity to try a range of different activities through the Millfield Activity Programme (MAP) which occurs weekly. The relaxed format and environment allow students to try something

school and beyond.

new, such as mountain biking, pickleball or

DOING IT ALL

it long term. Recent parent feedback says it all:

A schooling which values the arts, co-curricular

“Bravo Millfield Prep School for truly supporting

and sport, on par with academics, sets children

children’s ambitions, irrespective of what they

in good stead for the future. Organising and

are. We could not be prouder to be a part of

keeping on top of a busy schedule are valuable

this school.”

beekeeping, with no commitment to continue

and essential life skills. At Millfield and Millfield Prep School, pupils can do it all, without

There are plentiful opportunities for academic

compromise. For children ages two to 13 at

extension. Small class sizes enable every

Millfield Prep, life beyond academics is rich

student to be stretched and supported.

and varied. With over 10 hours of sports and

Millfield’s Minerva Lecture Series runs two to

co-curricular sessions weekly, Year 7 and 8

three times per term and welcomes speakers

pupils dive into everything from team sports

who are disruptors in their industries to

INDEPENDENT SCHOOLS

broaden our students’ knowledge of the world. The Brilliance Breakfasts are student-led weekly lectures, with students volunteering to present to their peers on a topic of choice outside of the curriculum. These opportunities enable students to develop their knowledge and understanding outside of the classroom. TOP ACHIEVERS There is a clear correlation between good academic outcomes in the classroom being reflected on the sports field or in the arts, and vice versa. Olivia, one of last year’s top achievers, achieved A*A*A* in maths, economics and geography, and A in further maths. She played netball and was also

located in the Somerset market town of

told us: “Millfield was the only school that

captain of riding, representing the school

Glastonbury, with all facilities conveniently on

offered elite specialisation in sport, without

both locally and nationally.

campus. This minimises the need for families

compromising academics or social life. The

to be driving around to drop children off at

community and camaraderie have been a

Current student and international boarder

various different locations for early morning

highlight for us, there are so many events

Tilly is working towards A-levels in biology,

swimming, late football training and the like.

and opportunities to be involved in with

chemistry and maths whilst training to

Millfield.”

swim in the 2028 Olympics. She’s already

The school is a short, seven-minute drive

competed in the 2024 Paris Olympics for

away from Millfield’s campus which shares its

Grenada and might even take part in the

facilities with Millfield Prep. Millfield’s campus

2026 Commonwealth Games in Glasgow.

offers a further 250 acres of Somerset

These stories show that partaking in sport

countryside, as well as an Olympic-sized

and co-curricular activities, alongside

swimming pool, Music School and 400-seat

academic study, benefit one another to

theatre.

create successful outcomes for students. Full boarding schools take the strain away LOCATION, LOCATION

from parents having to chaperone children

Location is an important factor in choosing

everywhere. With activities all within walking

an appropriate prep and senior shool. Many

distance of boarding houses, children can

schools have facilities that are spread across

get plenty of rest and don’t have to factor in

various locations. Millfield Prep is ideally

commuting times. As another happy parent

□ Gavin became Headmaster of Millfield in September 2018. He was previously Headmaster of Worksop College in Nottinghamshire for six years, where he delivered an academic turnaround aligned with a substantial building programme and whole school restructure. Prior to Worksop College, Gavin’s earlier career included working internationally in schools in Sri Lanka and Argentina, before returning to the UK in 2009 as Deputy Head of The Glasgow Academy. Gavin also has extensive experience of the state sector at schools in Hampshire and Lambeth. Gavin has an MA (Oxon) in Classics from the University of Oxford.

Autumn 2026 | 53

Inspiring pupils to succeed

Full boarding is more than an educational model. It is a life-enriching experience that inspires and enables pupils to thrive. It is an engine of social mobility, equipping young people with adaptability, resilience and purpose. LEO WINKLEY, Headmaster of Shrewsbury School, reports. CHARLES Darwin, a former Shrewsbury

and deeply invested in pupils’ success.

creates a safe, trusting environment,

pupil, famously wrote: “A man [or

It promotes what I call ‘survival of the

where pupils can take risks and grow.

woman] who dares to waste one hour

kindest’, combining academic challenge

Boarding develops social maturity and

of time has not discovered the value of

with pastoral depth and co-curricular

emotional intelligence. Living in close

life.” As a schoolboy, Darwin struggled

richness in a caring and inclusive

quarters teaches cooperation, conflict

with Latin and preferred dipping for

community.

resolution and empathy. Pupils learn

newts to classroom routines. His

when to assert and when to yield, how

doodling in an atlas in our library

FULFILLED LIVES

to navigate differences and how to

hints at a restless, free-range mind

In a fast-paced, AI-driven world,

contribute to collective well-being. These

constrained by the rigid classical

preparing young people for fulfilled

skills underpin success at university, in

education of his day.

lives matters more than ever. Boarding

careers and in life. Alongside this, lifelong

schools are uniquely placed to be both

friendships are forged through shared

I like to think Darwin would relish

pro-tech and pro-human: managing

experiences, meals, sports, rehearsals

contemporary Shrewsbury, especially as

digital access, instilling values and

and late-night conversations.

a boarder. Why? Because boarding offers

educating for life beyond exams.

the fullest expression of whole person

Staff choose boarding as a vocation.

Shrewsbury is a member of the ‘500 club’,

education. It provides time, the greatest

Teachers are mentors, coaches and

schools have more than 500 boarders in

gift, to learn, grow and thrive. Today’s

guides, living examples of how to

school on a Saturday night, which means

boarding culture is inclusive, caring

be human. This ‘professional love’

a seven-day culture of learning. Idleness

INDEPENDENT SCHOOLS

is counter-cultural; participation is the norm.

homework, (or what we call ‘Top Schools’

Full boarding is more than an educational

Structured study, access to teachers beyond

at Shrewsbury), help and enrichment.

model. It is a life-enriching experience that

lessons and teamwork with peers accelerate

Boarding schools celebrate effort and

inspires and enables pupils to thrive. It

academic and personal growth. Pupils

progress across a technicolour spectrum

is an engine of social mobility, equipping

learn time management, goal-setting and

of achievement – academic, artistic, athletic

young people with adaptability, resilience

independence within a nurturing framework.

and altruistic.

and purpose.

allow deep focus, leading not only to strong

Our communities are diverse and

Boarders tend to achieve their goals with

grades but creating a genuine love of

global, fostering cultural understanding

hearts and minds, not elbows.

learning.

and a borderless mindset. Boarding

Consistent routines and fewer distractions

schools encourage pupils to think

Darwin’s five years on The Beagle were

BUILDING CONFIDENCE

beyond themselves, emphasising service,

a voyage of intellectual discovery, much

Boarding schools are still the global old

sustainability and leadership.

like the five-year journey of senior

standard of whole-person education. With

school boarding. It is about whole

evenings and weekends available, pupils

Independence is another transformative

person flourishing: Floreat, as we say at

immerse themselves in music, drama,

outcome: pupils learn to manage

Shrewsbury. We see this growth every

sport, debating and adventurous pursuits.

schedules, make decisions and advocate

day before our eyes. Just imagine what

These experiences build confidence,

for themselves. By the time they leave,

Darwin might have achieved if he’d been a

leadership, creativity and resilience.

boarders are well-prepared for life after

boarder!

Boarding can work for every personality,

school – and adulthood.

from the quiet thinker to the exuberant extrovert because contemporary boarding

CHARACTER AND CONFIDENCE

means being part of a caring, non-

These accelerator benefits endure long

hierarchical extended family.

after school. Former boarders speak of deep friendships, formative experiences

Pastoral care is woven into daily life.

and personal growth. Strong alumni

Housemasters, tutors and support staff are

networks provide mentorship and

always present, guiding and encouraging.

opportunity. Pupils leave not just with

Academic support is equally strong, with

qualifications but with the character and

teachers accessible outside lessons for

confidence to fully navigate life’s journey.

□ Leo has been Headmaster of Shrewsbury School since 2018. He was Chair of the Boarding Schools Association in 2017 when Headmaster of St Peter’s School in York. Leo grew up in a boarding school where his father was a Housemaster. He attended Cranleigh School as a boarder and has worked in boarding schools for 32 years.

Autumn 2026 | 55

Choosing a home‑from‑home What should parents should look for in UK boarding? SHONA NORMAN, Head of Woodbridge School, explains why a sense of belonging is crucial. FOR parents in the armed forces or in

The checklist is familiar: safety, pastoral

roles that require frequent relocation,

care, academic support, structure,

choosing a boarding school is one of

enrichment and a strong sense of

the most significant decisions you will

belonging. But for service families, these

make for your child. It is not simply

essentials carry particular weight. We

about finding a good school, it is about

recognise your child needs more than

finding a place where your child can

a school. They need a community that

build stability, form lasting friendships

understands the pressures of mobility,

and feel genuinely at home – even

the emotional demands of separation and

when family life is shaped by postings,

the importance of continuity.

deployments or long periods away.

REASSURANCE

INVALUABLE CLOSENESS

As Head of a co-educational boarding

At Woodbridge School, our boarding

and day school, I often speak with service

community is intentionally small: just

parents who want reassurance that

60 beds within a school of around 800

their child will be known, supported and

students. This scale is a deliberate choice,

grounded. My advice is always the same:

as small means known, small means

look for the places where boarding is

seen and small means held. While large

lived, not just delivered. Look for warmth,

boarding schools can be impressive,

connection and a culture that feels like

the power of small should not be

real family, not one that just says it’s a

underestimated. The closeness created

family. And most importantly, and one of

is invaluable. When a child walks into

our school’s values: look for a place where

breakfast and is greeted by name, when

boarders are an integral part of school life

staff instinctively know who needs extra

and the community.

reassurance, boarding becomes more than accommodation, it becomes family and

A boarding house can be impressive on

friends.

paper, but what I believe and know to matter most is the culture, the everyday

The atmosphere of the boarding house

interactions that show a school truly

matters deeply. At Woodbridge, mornings

understands the responsibility of caring for

begin with shared breakfast and relaxed

children.

conversation, students checking in on one

INDEPENDENT SCHOOLS

another with the ease of siblings. Staff are

STRENGTH OF CO‑ED

recognised at the UK’s happiest place to

present not just as supervisors, but as caring

Co‑educational boarding offers unique

live. Children of appropriate age can feel

adults who understand each child’s routines,

advantages. Living and learning alongside

safe to walk into town, enjoy local life

quirks and emotional rhythms. I myself

both girls and boys helps young people

and develop independence in a secure

thoroughly enjoy regular breakfast with our

develop confidence, communication

environment.

boarders.

skills and emotional resilience, essential qualities when life involves change. I

Boarding should be human and warm,

STABILITY AND BELONGING

have seen girls step into leadership

and boarders should experience genuine

Ages mix naturally, and our older

roles with assurance, and boys thrive

connection with their school family and

students help younger ones settle, while

in environments where empathy and

community. Their home-from-home must

younger students learn from older peers.

emotions are normalised. When the

be a place where they feel safe enough

This multi-layered dynamic mirrors family

culture is right, co‑education inspires

to grow, confident enough to explore and

life and gives children a sense of stability

both girls and boys to excel, not through

supported enough to thrive, even when

and belonging. For service parents,

competition, but through shared

duty shapes family life.

pastoral care is often the deciding

experience and mutual respect.

factor. You want to know that someone will notice if your child is struggling,

Service parents often ask whether

celebrating or simply needing a moment

boarders feel separate from day

of connection.

students, and our answer is that they shouldn’t. At Woodbridge, boarders

Strong boarding communities recognise

are fully integrated into school life,

the emotional landscape of living away

through classes and co-curricular clubs,

from home – managing separation,

rehearsals, sports fixtures, drama

coping with uncertainty, adjusting to new

productions, musical performances,

routines or navigating the challenges of

social events and friendships across year

a parent’s deployment. At Woodbridge,

groups.

these moments are met with warmth and attentiveness. A birthday becomes

SAFE AND WELCOMING

a house-wide celebration, a sudden

Our location amplifies this sense of

family change means additional academic

belonging. We are located in the heart

support and more regular check-ins.

of a safe, welcoming Suffolk town,

□ Shona joined Woodbridge in 2002 as an English Teacher, then housemistress, before becoming Deputy Head (Pastoral), and Senior Deputy Head. She was appointed Head in 2020. Shona graduated from the University of London with a BA (Hons) in English, and completed a PGCE in Secondary English at the University of Cambridge. She also holds a Masters in Educational Leadership and School Improvement from the University of Cambridge, when she visited schools across the UK and overseas to understand best practice. Shona has a strong background in leadership and development, mental health and wellbeing, and safeguarding.

Autumn 2026 | 57

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Autumn 2026 | 59

BOYS AND GIRLS

Working it out together WHAT it means to be a young man is firmly in the zeitgeist, with much recently said and written about masculinity. Louis Theroux’s 2026 documentary Inside the Manosphere followed hard on the heels of Adolescence, directed by Philip Barantini. Both amassed millions of views online, seeking to address aspects of the male experience for our current generation. This includes some of the provocations of ‘toxicity’ and the potentially tragic consequences for young men who fall

Great co-educational boarding schools can be places where young men and women can work it out together, according to JOHN DAVIES, Head Master of Dauntsey’s School.

victim to nefarious actors preying on their vulnerabilities.

narrative. Educators have a huge and urgent responsibility to help broaden and shift conceptions of masculinity, and femininity for that matter, so the next generation of adults respect one another’s differences. BEING CURIOUS As a teenage boy growing up in a northern steel town, loving both football and dancing, I know the challenges of finding comfort in expressions of masculinity that fly in the face of what’s culturally prescribed. It was partly women in my family and later my workplace who helped me find stability in a version of masculinity that’s uniquely mine. I had some

I recently attended a training session which

wonderful male role models, too. I did not

posited that for most people today, the

learn my version of masculinity from a lesson.

natural adjective placed in front of the word

I learned it from living and working alongside

‘masculinity’ is ‘toxic’. What an extremely

people different from me, and being curious

sad state of affairs. As an English teacher

about those differences.

with some socio-linguistics background, I’ve spent years explaining how our language

boarding is sharing teenage life with people

plays a significant role in defining our reality

different from you, and discovering those

– or, as Wittgenstein famously suggested,

differences are something to meet with

‘the limits of my language mean the limits

curiosity rather than fear. At Dauntsey’s, we

of my world’. If the only word we can think

take ‘progressive masculinity’ seriously – but

of to go with masculinity is ‘toxic’, we have

are equally engaged with what that means

already started to develop a perception of

for our girls. The cultural pressures that

young men shaped by a troubling, unfair

narrow the definition of what it means to be

a young man are matched by pressures that do the same for young women. I believe the antidote to both is the same: young men in boarding benefit immensely from living alongside young women, and vice versa. Not because one civilises the other, but because genuine proximity dismantles lazy assumptions each might otherwise carry. It is possible – and sadly common – for young people to mask their true identities throughout a school day, holding it together long enough to arrive home before letting their guards down. One of the aspects of co-educational boarding I love the most is that everyone, at some point, lets their guard down, and perhaps finds in those moments peers who share their insecurities and vulnerabilities.

tightrope between ‘zero tolerance’ responses

spaces for when young people are ready

to relational issues and letting young people

for the wondrous chemistry of adolescent

I have huge respect for single-sex boarding

learn in a restorative fashion. Perhaps

difference. There is no better antidote to

schools that deliver brilliant education, and I

strangely, I hope that all our pupils make

shallow stereotypes and distrust than living

look back on my own time working in single-

some mistakes in their relationships with one

together in community and truly coming to

sex environments with fondness. But we face

another, even though such moments can be

know one another.

a crisis of masculinity in our society, and I am

painful. There is no teacher like experience,

firmly of the view that great co-educational

provided trusted mentors are there when

boarding schools are uniquely placed to

things go wrong, with sufficient safety nets to

make a significant difference.

minimise hurt and maximise learning. At Dauntsey’s, we have invested in the

ALLOWING MISTAKES

culture and infrastructure to encourage

Co-educational boarding communities are

boys and girls to spend time together. Our

at their best when they allow young people

Houses are paired as siblings, with joint

to make mistakes. The worst preparation

competitions – the Sibling Cup – where

for a complex world full of identity politics

boys and girls compete in a spirit of joy

and inter-relational minefields is to cocoon

and mutual support. We have consciously

children in an environment lacking structural

created social spaces that deliver the best

similarities to the real world. Life is, for most

of both worlds: single-sex spaces for when it

of us, co-educational. School leaders walk a

feels right to retreat from the fray, and mixed

□ 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.

Autumn 2026 | 61

‘Welcome to

Barbieland!’ In girls-only boarding, girls truly can be anything. Because of that freedom, they grow into women who go on to do everything. JENNY PRICE, Head of Boarding at Prior’s Field School, explains why all-girls boarding is the pinnacle of the boarding experience. JULIA Huxley, founder of Prior’s Field

it. Not only did it resonate deeply, but

SPACE TO LEARN

School, established her vision with

it contributed to my pastoral approach.

It is well-documented that girls and boys

admirable clarity: “To educate girls to

And it even served as the inspiration for a

often approach learning differently during

become strong, compassionate women

whole-school assembly I led in September

adolescence. In co-educational settings,

who are ready to make their mark on

that year with the theme of self-respect.

this can unintentionally lead to comparison,

the world.” Over a century later, that

Now, as Head of Boarding at Prior’s Field

with girls sometimes adapting their

vision remains at the heart of what

School, I often return to a conversation

approach to fit a ‘boy-centred’ learning

all-girls boarding schools continue to

with a fellow educator who described

model.

achieve – and will continue to do for

leaving an all-girls school as “leaving

generations to come.

Barbieland”. This analogy struck a chord.

This is not a criticism of teachers or male

Within the safety and support of an all-girls

students, it is an observed pattern from the

The summer of 2023 brought with it a

environment, young women develop an

recognised research.

cultural phenomenon: the Barbie film. As

unshakable confidence, a quiet expectation

a Housemistress at the time, I approached

that they will be respected and treated

Girls are more likely to speak up and

the film with some trepidation. Would

as equals in all spheres of life. Whether

take initiative when not competing, or

watching it make me appear anti-feminist?

or not this reflects the broader reality of

sharing attention, with boys. This lack of

Would I be doing a disservice to the girls

the modern world is another question

comparison allows for open conversation

in my care if I enjoyed it? One week and

entirely, but one thing is certain: an all-girls

and development of self-esteem away from

two viewings later, I had my answer. I loved

education is an exceptional place to begin.

the constant need to ‘measure up’ to boys.

BOYS AND GIRLS

In contrast, within an all-girls environment,

sixth forms. At Prior’s Field School,

settings. However, this trait appears far

students are free to learn, speak and

however, we are proud to be bucking this

more widespread in all-girls environments.

grow without competing for the different

trend. Our Lower Sixth intake this year

To return to the analogy that inspired this

types of attention often needed for boys

has surpassed recent figures, with 75%

reflection, and to quote the Barbie film

and girls. They take risks, find their voices,

of the cohort choosing to board, whether

itself: “Because Barbie can be anything,

and develop self-assurance unclouded by

full, weekly or flexi. This step towards

women can be anything.” In girls-only

this need to “measure up”. In boarding,

independence is clearly recognised as a

boarding, girls truly can be anything. And

this effect is magnified. Boarding houses

valuable part of personal development.

because of that freedom, that unfiltered

become homes, places where girls’

Within an all-girls environment, boarders

belief in possibility and, more importantly,

voices are heard, where their needs are

experience genuine sisterhood, a

in themselves, they grow into women who

prioritised, and where emotional safety

shared journey through adolescence,

not only can be anything, but who go on to

allows them to flourish both academically

strengthened by mutual support,

do everything.

and personally.

understanding and laughter.

ROLE MODELS

BEYOND STEREOTYPES

Vertical boarding structures allow

One common misconception about

older pupils to serve as role models

all-girls boarding is that it reinforces

and mentors to younger students. This

gender stereotypes. In truth, it does the

responsibility is taken very seriously. Sixth

opposite. Freed from the pressures of

Formers relish leadership opportunities

societal expectations, girls can explore

and model confidence, integrity and

every aspect of their identity – academic,

empathy. In all-girls settings, leadership

creative, athletic or otherwise – without

roles need not be divided by gender; every

constraint. Having worked in both single-

position of responsibility is open to every

sex and co-educational environments, I

girl.

can attest to the uniquely calm, assured confidence of girls leaving all-girls boarding

Girls’ schools often face the challenge of

after a seven-year journey. This is not to

retaining students beyond GCSEs, as some

dismiss individual cases of the same self-

families are tempted by co-educational

assurance among girls from co-educational

□ Jenny became Head of Boarding at Prior’s Field School in September 2025. Her first experience of boarding was as a pupil, albeit as a day pupil, at Bloxham School. After completing her undergraduate degree in Theology at the University of Birmingham, Jenny worked as a graduate assistant at Rye St Antony School. She then completed her PGCE with the University of Buckingham while teaching Religious Studies (RS) and being an assistant housemistress at Downside School. Before Prior’s Field, Jenny was housemistress at Wycliffe College. Alongside leading boarding, Jenny teaches RS at Prior’s Field and oversees the PSHE education programme.

Autumn 2026 | 63

Why co-education works Last year, Christ College Brecon marked the 40th anniversary since a single courageous girl stepped into what had been a boys’ school for more than four centuries. ALEX WALLACE, the new Head of Christ College Brecon, explains why co-education works. EVERY October, I head to Portugal with eight university friends for our annual golf tour. The weather’s kind, the food and drink excellent, the company entertaining (mostly). And the golf is generally pretty woeful! At the end of four days, we’re all more than ready to return to our better halves. They make us better versions of ourselves, keep us grounded, more balanced, thoughtful and, ultimately, more complete. HONEST CONVERSATIONS I genuinely loved spending more than a decade teaching at an outstanding all-boys school. The students were competitive, driven, good-humoured and kind. If they occasionally stepped out of line, I stood up in front of 1,400 boys, reminded them of expected standards, and they would nod, take it on board and move forward stronger. It was wonderfully straightforward. Yet when I look back, was really inclusive? Did every student feel comfortable being their authentic self? Did they have honest conversations? Did everyone find their tribe? Or were they missing perspectives and relationships

that might have enriched their experience? I’ve also greatly enjoyed my return to co-education. Last year, was Christ College Brecon’s 40th anniversary of co-education. It was a boys’ school for more than 400 years before co-education began in 1985, when a single brave, pioneering sixth former called Sally Stewart arrived. She was not only the first but the only girl, marking a profound cultural shift. Soon after, the first girls’ boarding house opened, new houses were then established and existing ones adapted. Traditions like the House Music competition, once performed almost exclusively to male audiences, evolves as girls stepped onstage. Anniversaries do more than stir nostalgia. They prompt reflection on what we have learned and what those lessons mean for the future of boarding. Over time, co-education moved from an initiative to become the school’s natural and defining rhythm. This journey has shaped my own understanding of why co-education works so powerfully.

MIRRORING REALITY Boarding schools are immersive. Pupils learn, eat, socialise, celebrate, debate and sometimes disagree together. Their world mirrors reality far more closely than any timetable can show. Making it co-educational, undoubtedly, strengthens it, with partnership across genders an everyday reality, not an occasional, engineered experience. In classrooms, mixed groups bring broader perspectives and varied approaches to problem-solving. In activities, boys and girls support each other’s ambitions, challenging stereotypes. In house competitions, concerts and social events, pupils experience the richness of a community genuinely interacting rather than separated. RAISING ASPIRATIONS In short, co-education contributes to a healthier academic culture. Mixed classes lift expectations: pupils see subject choices, leadership roles and academic pathways unbounded by gender. Boys thrive in areas once stereotyped ‘for girls’, and girls flourish in traditionally maledominated fields. This encourages inquiry,

BOYS AND GIRLS

confidence and the freedom to explore passions. Boarding schools have profound pastoral responsibilities. Pupils do not simply attend, they belong. Co-education deepens that sense of belonging by requiring young people to develop a broader emotional intelligence naturally. In adolescence, when friendships, identity and confidence all take shape, learning to interact respectfully and supportively across genders is invaluable. Pupils understand a wider range of perspectives, challenge assumptions and build meaningful, mutually respectful relationships. CONSISTENT LEADERSHIP A striking aspect of our 40-year coeducational journey is the continuity of purpose across successive heads and staff teams. Each generation’s decisions built upon the last: new houses, expanding opportunities for

girls, appointing the first female head, and embedding co-education until it was unquestioned. This continuity shows co-education not as a quick transformation, but as a cultural one requiring vision and patience.

connection and teamwork are essential.

The world our pupils enter – universities, workplaces and communities – is unequivocally co-educational. Young people learning and living alongside one another become adults who can listen, mediate, empathise and lead. They are comfortable in diverse teams and recognise talent before gender, communicating without stereotype. These qualities have never been more important.

□ Alex joined Christ College Brecon as Head in September 2026. He was formerly Deputy Head Academic at Leighton Park School in Reading. A passionate geographer, Alex studied at the University of Birmingham before completing his PGCE at the University of Bath. Alongside his academic interests, Alex is a keen sportsman, having played rugby at semi-professional level, and both cricket and rugby for the University of Birmingham 1st teams.

LOOKING AHEAD

Pictures: (clockwise from far left) an early informal picture of girls and boys together in 1989; girls and boys enjoying a recent day trip; Sally Stewart, the first girl to attend Christ College Brecon when she joined the Sixth Form in 1985 ; out on the river; and college grounds.

Co-education is a philosophy, asserting that boys and girls flourish not in parallel, but in partnership. It enriches academic life, strengthens pastoral care and prepares pupils for a future where

If the past four decades have taught us anything, it’s that boarding schools are among the best environments to nurture this philosophy, shaping the lives of our young people.

Autumn 2026 | 65

TODAY’S BOARDING WORLD

Upping our game in international recruitment Over the past decade, UK boarding schools have had to up their game to impress more discerning and actively demanding international parents as customers. NICK GREGORY, Head of Ipswich School, and his wife HELEN GREGORY, who leads international admissions, report. WE MADE our first international

enough due diligence to know we are

tend to get on? How else can my child

boarding recruitment trips, visiting

an 80%-plus establishment for A* to B

set themselves apart? What links do you

Russia, Nigeria and Hong Kong, in

grades at A-level before deciding to even

have with local universities? What activities

2015 and 2016. Therefore, an apposite

include us on their shortlist. What they

might my child be able to get involved with,

question for us to consider is: ‘What

really want to hear about when we meet

including during school holidays? And on

changes in international pupil

face-to-face are first-hand accounts of

the competitive front, do you help secure

recruitment have you seen over the

what recent boarders have gone on to

work experience opportunities for overseas

last ten years?’ Our response will not

do. Know your QS-Top 100 universities,

pupils, for example to support veterinary

be an exhaustive one; there’s been just

not just your Russell Group ones. Know

or medicine applications, so they are not

too much change in the past decade to

what recent alumni and alumnae are now

disadvantaged when competing with UK-

cover everything.

studying. Know what extra support and

resident peers?

advice you gave them to get there. Know Instead, we will focus on two key themes.

your stuff about universities in other parts

ANSWER QUESTIONS

Firstly, it is not just by evidencing that

of the world, like the USA, Canada, The

And then details, details, details. If you

you secure top-class exam results, as

Netherlands and Australia. And be aware

are going to assert your co-curricular

destinations and additional competitive

that for some families and pupils, the

programme includes, say, tennis, basketball

advantage both now matter too, as

destination of choice – regardless – is to

and golf, and not just traditional team

you’ll see below. Secondly, an ever-more

end up in London.

sports, be ready to answer questions on

discerning set of potential customers

the quality of coaching, number of fixtures,

around the world are going to know their

There’s also an increasingly competitive

nature of facilities and venues, number

stuff. Hence details and substance really

edge to overseas families that ought to be

of pupils involved and likelihood for

matter, and no school should expect a

a wake-up call to us all, including our own

expansion. Claims that food and catering

shiny prospectus document and smart new

children, about the drive and motivation

provision – three meals per day, seven

website to be enough on their own.

required to thrive in the globalised world

days a week, of course – listens to pupils’

of work. Will there be opportunities to

feedback, responds to specific requests

ACADEMIC EXCELLENCE

take part in national and international

and addresses criticism needs to be backed

Let’s take those two points in turn. On

competitions like Maths challenges, Science

up with concrete examples, and probably

academic excellence, visiting families to

Olympiads, debating and public-speaking

confirmed when touring with a boarding

Ipswich School will already have done

events? How do pupils from your school

pupil later in the visit. What have

those actual improvements been? And – especially for younger boarders – if you talk proudly of a “fun, busy and engaging programme of weekend activities” (and you really should have one), make sure you know what’s gone on in the past three weeks, what’s coming up in the next month, and ideally show photos or – better still – have video footage readily available. EXPERIENCED CUSTOMERS The truth is that more and more parents we now deal with had a British boarding school experience themselves – which was ‘bad’ for some as well as ‘good’ for others. They therefore know exactly what questions to ask and what answers they expect to hear to assess just how committed, caring, expert and truly genuine you are as a school. And even if they did not have direct experience, someone in their professional or social network in their home country will advised them based on the experiences of their own – slightly older – children. Remember, they are super-successful people, or how else might they be affording the fees? Over the past decade, we have seen that schools have had to up their game to satisfy and impress a more discerning and actively demanding set of international parents as customers. If we want to retain and continue to enjoy the prestige of offering a globally recognised, world-leading education, then upping our game year-in, year-out is the only way to survive and thrive.

□ Nick and Helen have 20-plus years of boarding experience. Nick was a Housemaster at Old Swinford Hospital, one of the nation’s top state boarding schools, from 2004 to 2008, when two of their three sons were born. More recently, Nick’s first headship took them to Wycliffe College in Gloucestershire, with 200-plus boarders, from 2015 to 2024. He was then invited to become Head at Ipswich School, which he attended as a pupil. Helen leads Ipswich School’s international admissions. They previously both worked in banking.

Autumn 2026 | 67

A global understanding of education How can you manage a school’s ethos across a variety of boarding approaches in a multi-school and international group? NEIL HAMPTON, Chief Executive of Rugby School Global, explains what is a shared endeavour.

SINCE opening Rugby School Thailand

SUSTAINED ENGAGEMENT

in 2017 and Rugby School Japan

The question we faced early on was

in 2023, we have seen first-hand

whether such an approach could translate

the challenge and opportunity of

effectively across different cultures.

establishing a distinctive educational

Experience has shown that it can, but

ethos across very different cultural

not without careful explanation. A good

and regulatory environments. In

example of this is boarding. In some

both countries, education systems

markets, ‘boarding’ is understood primarily

have traditionally been shaped by

in functional terms: the provision of

examination performance, with a

accommodation and meals. Our model is

strong emphasis on written work and

fundamentally different. It is about creating

memorisation. Co-curricular activity,

a structured, supportive environment

pastoral development and boarding

in which young people develop

are often less familiar concepts. Our

independence, resilience and social

task has been not just to establish new

confidence. Explaining this to families,

schools, but to communicate clearly

and building trust in it, requires time and

what a Rugby education stands for and

sustained engagement.

why it matters. At Rugby, full boarding remains central to The framework ‘The whole person is the

the student experience, with the majority

whole point’ is not an abstract statement

choosing to board in a house-based

of intent; it shapes how our students

system that provides both continuity and

learn, live and develop. Academic rigour

community. Internationally, however, we

remains fundamental, alongside a broader

have adapted this offer. In both Thailand

commitment to character, creativity and

and Japan, we provide a mix of full,

partnership. Students are expected to

weekly and flexible boarding to reflect

think independently, engage actively in

local expectations. This flexibility has

the classroom and contribute to a wider

been critical in supporting adoption while

community through sport, the arts and

remaining true to our underlying principles.

enrichment.

TODAY’S BOARDING WORLD

Parental expectations differ as well. In Japan, families tend to take a highly analytical approach, seeking clear evidence of outcomes and long-term value. Engagement can take place over several years, with trust built gradually and deliberately. In Thailand, initial perceptions of boarding as a purely practical solution had to be reshaped. Increasingly, families are choosing boarding not out of necessity, but because they recognise the structure, opportunities and sense of belonging it offers their children. CULTURAL CONTEXT Across all of our schools, one principle remains constant: our international schools should closely reflect the character and standards of Rugby School in the UK, while also respecting local cultural context. This is not a matter of exporting a fixed model, but of applying a clear set of values with sensitivity and intelligence. In practice, this means, for example, ensuring strong provision in sport and the arts, while also embedding local history and national context within the curriculum. Maintaining consistency across a growing group requires active and ongoing engagement. Our involvement does not end with opening a school. We work closely with our partners through regular visits and shared governance structures. Shared planning, staff recruitment, development and exchange are all critical to this process, as is the opportunity for senior leaders to spend time at Rugby to understand our approach in depth. Reputation cannot be sustained passively. As more British schools expand internationally,

SHARED ENDEAVOUR

the distinction between those that remain

The success of our approach lies in its

closely engaged and those that operate

adaptability without losing what defines us.

at arm’s length will become increasingly

The phrase ‘The whole person is the whole

apparent. For Rugby, credibility depends on

point’ resonates across cultures because

sustained commitment, not simply brand

it reflects a universal understanding of

association.

education at its best. Our role as a global organisation is to ensure that this principle

We also recognise that ‘British’ is not a

is delivered consistently and in ways that are

guarantee of quality in international markets.

meaningful within each local context.

Families are looking for an education that prepares their children for an increasingly

As we continue to grow, including the

complex global environment. Our focus,

opening of Rugby School Nigeria in

therefore, is not on tradition alone,

2025, the process remains a cooperative

but on how our model evolves to meet

one. International education is a shared

contemporary needs, whether through

endeavour, and our role is to ensure that

expanded co-curricular provision, global

wherever Rugby School operates, our ethos

perspectives in the curriculum, or an

is understood, applied in practice and

emphasis on transferable skills.

continues to evolve in meaningful ways.

□ Neil read Natural Sciences at Oxford University, completed his PGCE at Queen’s University, Belfast, and studied for his PhD in Neuroscience at Cambridge University. He taught at Campbell College, Belfast, and Loughborough Grammar School before becoming Head of Biology at Rugby School in 2001. He has held various senior roles at Rugby, including Housemaster, before becoming Deputy Head (Pastoral), then Deputy Executive Head of Rugby School Group in 2021. He was appointed Chief Executive of Rugby School Global in 2024.

Autumn 2026 | 69

Families seeking more flexibility Flexi boarding is finding its place in modern family life. HOLLY KEOGHJONES, Head of Boarding at Prestfelde School, part of the Shrewsbury School family, explains why. FOR many parents, one of the quiet

traditional terms: fixed structures and

When children board regularly during

tensions of modern family life is

clear distinctions between school and

these years, they begin developing

wanting to give children every

home life. Yet increasingly, families

habits and capacities that cannot

opportunity without feeling that

seek flexibility – not because they value

always be taught directly. They learn to

family life itself has to become

boarding less, but because they value

organise themselves, manage routines,

fragmented in the process.

both boarding and home life and want to

contribute meaningfully to family life,

Children’s worlds are fuller than

preserve the benefits of each.

navigate friendships beyond the school

ever. Expectations feel higher

day and become comfortable in a wider

and the skills they will need in

CONTINUITY AND CONNECTION

community. These experiences may

adulthood extend far beyond

At its best, flexi boarding does not dilute

appear small in isolation, but together

academic achievement. At the

boarding; it repositions it. It allows

they create something more lasting than

same time, family life has changed.

children to experience the independence,

independence alone. Children begin to

Many households are balancing

community and rhythm of boarding while

trust themselves. They learn how to move

two careers, hybrid working

maintaining the continuity and connection

between different environments, build

patterns, caring responsibilities

of home. Rather than asking children

relationships beyond immediate family

and increasingly complex family

to move sharply between two worlds, it

and still feel secure within them. There is

dynamics.

creates a gentler, often more meaningful

something important in that.

bridge between them. What feels

We often talk about preparing children

Against that backdrop, parents are

particularly significant is the role this can

for adulthood as though resilience is built

increasingly looking for educational

play during prep school years, which sit in

through challenge alone, when in reality

experiences that support children’s

a unique developmental window. Children

children become more confident when

growth, working with, not against,

remain deeply connected to family life, yet

they are held by strong networks around

the realities of modern life. Perhaps

they are beginning to stretch outward –

them. For generations, children were

that is why flexi boarding has become

to seek independence, establish identity

raised within wider communities. While

such an important conversation. Too

and develop confidence beyond the

modern life looks different, the principle

often, boarding is still imagined in

immediate reassurance of home.

remains remarkably relevant:

TODAY’S BOARDING WORLD

children thrive when they are known,

for reasons beyond preparation for

Children often describe boarding in

supported and encouraged by more

senior school. For some, it creates

remarkably simple terms: not being

than one trusted environment. At its

balance during periods of illness or

away from home, but having another

best, flexi boarding can become one

changing work commitments. For

place that feels like home. Perhaps

part of that wider village – offering

others, it provides consistency during

that captures the shift better than

children another place where

the week while preserving valuable

anything. For generations, boarding

they are recognised, cared for and

family time at weekends. Sometimes

was preparing children to leave

gradually given room to grow.

children choose it themselves

home. Increasingly, flexi boarding

because evenings with friends,

suggests something different: that

MORE ABOUT OPPORTUNITY

activities and shared experiences

the best preparation for the future

For children likely to move into

become an enriching part of their

may begin by giving children more

full boarding later, that gradual

week. What these examples have

places where they feel they belong.

preparation can be particularly

in common is not convenience, but

powerful. Senior school boarding

intentionality.

can represent a significant transition – not because children

LAYER OF SUPPORT

are incapable of managing it, but

At Prestfelde School, our fully flexible

because adolescence already brings

boarding model has evolved in

so much change. Children who

response to this changing landscape

have experienced boarding during

and the needs of families we serve.

prep years often arrive differently.

What has been most noticeable is not

Boarding feels familiar. They

simply increased interest in boarding,

understand routines, recognise the

but a shift in how families think

value of shared living and already

about it. Increasingly, boarding is not

trust their ability to thrive away

viewed as an all-or-nothing decision.

from home. The transition becomes

Instead, it’s becoming another layer

less about adjustment and more

of support around family life, where

about opportunity. Yet families are

children feel known, challenged and

increasingly choosing flexi boarding

secure.

□ Holly is Head of Boarding, Head of Wellbeing and the Deputy Designated Safeguarding Lead at Prestfelde School. With almost two decades’ experience in education and pastoral leadership, she sits at the intersection of education, wellbeing and safeguarding, focusing on creating environments where children feel known, supported and able to thrive. Holly has led the development of Prestfelde’s fully flexible boarding approach and is a proud advocate for holistic education and the role boarding plays in preparing children both for senior school and an increasingly complex and connected world

Autumn 2026 | 71

EDUCATION MATTERS

Educating future-ready leaders Schools must review their curriculum offerings for students to develop micro-credentials with short, targeted qualifications in key areas such as financial and digital literacy, leadership, communication and presentation skills. RACHEL REES, Principal at Westbourne International, explains more. EDUCATION has remained largely

far greater value. Artificial intelligence

TARGETED QUALIFICATIONS

unchanged for more than two decades.

has automated many of the analytical

Future-ready education means embedding

Classrooms may look sleeker, and

and procedural tasks once reserved

opportunities for students to develop micro-

textbooks may have shifted to screens,

for humans. Entire industries are being

credentials. This means short, targeted

but the fundamental structure of

redefined, and new careers are emerging

qualifications that build competency in

rows of desks and exam-driven

faster than universities can create degree

key areas such as financial literacy, digital

learning has stood still, while the

programmes. The World Economic

literacy, leadership, communication and

world has surged ahead. Today, our

Forum predicts that by 2030, more than

presentation skills. These are not peripheral

global landscape is more complex,

a billion people will need to reskill due to

extras, they are fundamental to thriving in

unpredictable and interconnected

technological disruption.

today’s global economy. Education, at its

than ever before. Political tensions,

best, should be about empowering young

economic uncertainty and the rapid

Meanwhile, the global political and

people to become changemakers capable

integration of artificial intelligence into

economic landscape continues to evolve,

of addressing real-world problems with

the workplace are reshaping how we

demanding global-minded citizens who

creativity and confidence.

live and work.

can navigate diversity, uncertainty, and ethical complexity. Students must not

At Westbourne School, our vision is clear:

If schools are to remain relevant, they

only understand the world, they must be

to develop future-ready leaders with the

must evolve, urgently, to prepare students

ready to shape it. Yet, while the world races

curiosity, creativity and capability to shape

not just for today’s challenges, but for a

forward, too many schools remain stuck

a rapidly developing world. Innovation is

future that is constantly being rewritten.

in the past. Traditional curricula continue

not an add-on, it’s embedded in everything

The answer lies in building future-ready

to prioritise repetition and recall over

we do. Digital technology plays an integral

learners: individuals who are adaptable,

creativity and collaboration. The education

role in how we deliver learning, connect our

innovative and equipped with the skills to

system must now become as dynamic and

communities, and empower our students.

thrive in a rapidly changing world. Education

agile as the world it serves.

Our Global Classroom enables learners

must move beyond traditional notions of

to collaborate seamlessly with peers and

success, beyond rote memorisation and

Being future-ready isn’t just about

teachers across our international schools,

standardised testing, towards developing

integrating technology, it’s about

breaking down geographical barriers and

thinkers, creators, and problem-solvers.

reimagining what and how we teach.

broadening perspectives. We’ve brought

Schools must review their curriculum

the future into our classrooms through

SHAPING THE WORLD

offerings to ensure they are not only

hologram teachers and speakers – live,

In the past, knowledge itself was power.

meeting examination requirements but also

interactive experts who can teach, inspire,

Today, the ability to apply, interpret and

equipping students with the skills they need

and engage with students in real time,

innovate with that knowledge holds

to make a difference beyond the classroom.

regardless of location. This global access

to expertise ensures that every learner experiences world-class education, every day. Our commitment to innovation was recently recognised at the Independent School of the Year Awards where we picked up the prize for Best Use of Technology in Education for our pioneering KnowvaCoach App. Designed specifically for IB students, the app uses higher-order thinking strategies to support personalised revision and reflection, helping students develop critical and metacognitive skills essential for success in an AI-driven world. QUESTIONING TRADITION Schools that are open to change, questioning tradition, embracing innovation and taking risks, will be the ones that truly stand out. These institutions will be the differentiators, shaping a generation of learners ready to lead with purpose and vision. The responsibility of educators today is not simply to deliver content, but to cultivate mindsets: the curiosity to question, the courage to experiment, and the confidence to act. As we look to the future, it is clear that standing still is no longer an option. Education must be bold, forward-thinking, and relentlessly studentcentred. The future belongs to those who are ready for it and it is our collective responsibility, as educators and parents, to ensure our learners are not only prepared for what lies ahead but capable of shaping it.

□ Rachel became Principal at Westbourne School Penarth in September 2025, having previously been Head of Senior School at Haberdashers’ Monmouth School. She began her career in Bromley, teaching at The Ravensbourne School and Langley Park School for Boys, before moving back to South Wales where she grew up. She has 25 years’ educational experience teaching modern foreign languages and has held a variety of senior management roles including Deputy Head (Pastoral) and Director of Sixth Form. Rachel completed a MEd in Educational Leadership and Management at Buckingham University in 2022.

Autumn 2026 | 73

Harmony in leadership In specialist education settings, the demands of vocational training balanced with high academic standards requires a nuanced approach. NICOLA SMITH and TOM REDMOND, Joint Principals at Chetham’s School of Music, explain their approach. CHETHAM’S School of Music is the

POWERFUL MESSAGE

partnership ensures that the school’s

UK’s largest music school, where

The decision to implement our joint

musical direction isn’t secondary to its

we needed to carefully balance the

leadership model at Chetham’s was

academic management, nor vice versa.

born out of a practical necessity to

In a specialist setting, the leadership

balance two distinct worlds. Let’s

must reflect the students’ reality. Having

discuss ourselves: Nicola, with

a Music Director and a School Head on

two decades of experience in the

the same tier sends a powerful message

maintained sector leading performing

that music and academic rigor go hand-

arts and school-wide operations,

in-hand.

demands of vocational training with high academic standards. We evolved our leadership team specifically to address this dual challenge by developing a nuanced approach. The successful partnership we now have is an example of how a leadership based on cooperative partnership can foster an environment where creativity, wellbeing and academic excellence not only coexist, but thrive equally.

brings the pedagogical and structural backbone required to run a high-

SHARED EXPERTISE

performing school. Tom, formerly of the

Specialist schools allow students to

Hallé and a seasoned performer with

immerse themselves in a subject that

world-class orchestras like the London

truly matters to them. This immersion

Symphony Orchestra, provides the

is facilitated by leaders who understand

musicality and industry connection. Our

the nuances of a musician’s journey,

CURRICULUM EDUCATION MATTERS CHOICES

from the technical demands of a

and creativity, both skills that the Future

CIVIC MISSION

masterclass to the anxiety that can come

of Jobs Report 2023 identifies as the

Ultimately, we hope to demonstrate to our

from auditions and the exam period.

most vital for the modern workforce. Our

students that when people combine their

Furthermore, this teamwork model

alumni include world-renowned musicians,

strengths and work together, the result can

attracts high-calibre staff. World-class

neuroscientists, journalists, politicians,

music tutors, who are experts in their

teachers and more.

be extraordinary. This cooperative culture of

fields, are drawn to work at a school where the leadership speaks their language, and the same goes for academic staff. One of the greatest challenges in specialist education is the tension between the vocation and the curriculum. At Chetham’s, making this a shared endeavour ensures the balance is managed effectively. The school timetable – roughly three hours of music alongside four hours of academics – is a logistical feat that requires constant communication between teams. Because the leadership is so collaborative, we set an example that academic staff and music tutors shouldn’t

teamwork extends well beyond the school gates. We’re proud to have partnered with

WELLBEING A PRIORITY

organisations like the BBC Philharmonic and

In a high-pressure environment where

we engage with local communities through

students are constantly in a loop of

performances in care homes, other schools

feedback, wellbeing cannot be an

and public spaces. Sharing the enormous

afterthought. Our joint leadership

benefits of music is central to our mission,

approaches health through a musical,

and it happens because we put so much

physical and emotional lens. We champion

emphasis on building positive relationships

the profound effect on quality of life that

and working in collaborative ways.

music provides, and we make sure we have the practical infrastructure such as a fully equipped gym, specialised exercises for instrumentalists, and 24-hour support from professional house parents.

work in silos, and this integrated approach

By having two leaders who model mutual

leads to exceptional results, including a

respect and cooperation, we also create

99% pass rate at GCSE and A-level. We

a safe and supportive environment for

use music to teach analytical thinking

students to live and learn in.

□ 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.

Autumn 2026 | 75

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

HIGH-INTENSITY TASKS

in which Bart’s teacher sends a

At Sherborne Girls, we have adopted a

letter home complaining that Bart

new approach to homework for pupils

has not done his homework. Homer,

aged 11 to 14. In a nutshell, they have

Bart’s father, in an uncharacteristic

less homework, with nothing scheduled

moment of strict parenting, not

for completion between Friday and

only decides that Bart should do

Sunday. Importantly, what homework

this homework, but do more. Mum

involves has changed too. In the world

Marge, meanwhile, is worried that

of fitness, high-intensity training (HIT)

completing this homework could

workouts have long been popular. The

dampen Bart’s enthusiasm for

key idea is that short bursts of HIT can

learning. Homework is clearly a

produce better results than longer,

‘wedge issue’, dividing people who

less-focused exercises. We’ve adopted

otherwise agree. Should children do

the same approach with homework,

homework at all? Why? And what

with girls completing high-intensity tasks

should it look like?

(our version of HITs) in their academic subjects. These activities take 15 to

In a recent academic study of

20 minutes and require a high level of

homework, it was argued that:

engagement from pupils. Tasks might

“Teachers should not abandon

include learning new verb endings for

homework. Instead, they should

French, completing five tricky algebra

improve its instructional quality.” When

questions for Maths, or evaluating an

homework is used effectively, it benefits

experiment for Chemistry.

pupil outcomes. Exemplary homework should be purposeful, challenging but

Hand-in-hand with this and at the very

not too difficult. And an appropriate

heart of our homework strategy are

quantity of homework should be set,

our matrix tasks. Pupils complete one

not taking pupils away from other co-

project per subject each term, and can

curricular and social activities.

select their projects from a menu of

EDUCATION MATTERS

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

transition to their GCSE study and

focusing on the impact of the global

A-level study. HIT preps help the girls

fashion industry. Teachers have

to develop strategies for learning

commented on how pupils are really

content, enable them to focus on tricky

going above-and-beyond in their matrix

questions for maths and science, and

tasks, routinely producing work which

to be familiar with excellent analysis in

showcases first-rate thinking and effort.

English and the Humanities. Teachers continue to set HIT preps in Year 10

And whilst homework is sometimes

and beyond, confident in the efficacy

accused of stifling creativity, our

and importance of these bursts of

matrix tasks have done the opposite.

concentrated work. Through the matrix

Creative subjects including Music and

tasks, pupils develop independence,

Drama, previously excluded from the

confidence in their own abilities and

homework rota, have set tasks too.

interests, and a lasting sense of pride in

Pupils have produced a silent film for

their work.

Drama and created documentaries outlining the orchestral instruments

Adopting the right approach to

and their families for Music. Importantly,

homework is so important, helping our

by embracing a mantra of quality not

pupils by meeting the needs of future

quantity when it comes to homework,

employees. To quote one girl in Year

students have more time to read, to

9: “Matrix tasks are better than normal

socialise and to spend time outside.

homework because they make you think critically, solve problems, and apply

CONCENTRATED WORK

knowledge in creative ways. They make

Our homework policy is also designed

preps more engaging and impactful. I

to help our pupils make a smooth

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.

Autumn 2026 | 77

CHOOSING SCHOOLS

Three questions

for school visits

What are the crucial questions that all parents need to ask when choosing a boarding school for their child? TOM LEIGHTON, Head of Boarding at Oxford International College (OIC) Brighton, explains.

WHETHER you are in pursuit of a high-quality education, want to encourage your child’s personal growth or build their independence, there are many reasons why you might consider a boarding school for your child. Finding a school that suits your child’s individual needs is a significant factor in how enjoyable your child’s experience is. It goes beyond academics and should focus on identifying the environment where your child will personally thrive.

Q. What’s the school’s approach to teaching? Understanding what curriculum the school offers, and whether that is the National Curriculum or an international programme of education such as IGCSE, will help you to understand how it will support your child to achieve their aspirations and interests. In addition to exploring the curriculum, it is useful to ask about the school’s pedagogical approach to teaching and learning. For instance, is there an emphasis on independent study, exam results or a combination of both?

Attending a school’s ‘open house’ or booking a tour will help you gauge whether

You will also want to know what the

the school is where your child will flourish,

teacher-to-student ratio is and typical

both personally and academically. Below

class sizes. Often, smaller class sizes can

are three key questions you should be

mean more contact time with a teacher,

prepared to ask during your visit.

which many children find beneficial. At

OIC Brighton, our college day is

for students who find being away

students’ rooms can also provide

structured to ensure our students’

from home challenging. Our wider

useful insights into the types of social

personalised pathways feature three

wellbeing programme focuses on

activities offered at a school through

pillars: academic excellence, personal

helping students learn to cook and

the display of photographs and other

growth and career preparation. All our

care for themselves, which encourages

mementoes.

students benefit from classroom time,

independence and agency.

one-to-one mentoring with a strategy

A peek into students’ rooms also

tutor, independent study time and

Q. What does a typical day look

shows how they are building

university preparation sessions.

like when students are not in the

relationships with their peers and

classroom?

whether they are encouraged to create

Q. How will my child be supported

This question will help you understand

a physical space they feel comfortable

in the evenings and weekends?

how well a school encourages a

in. This is especially important for

At boarding school, time spent outside

balanced lifestyle and supports your

those students who are living away

of the classroom is just as important as

child to develop healthy habits. Our

from home for the first time, as it can

time spent within the classroom. How

Super Curricular programme ensures

support with the transition from home

your child’s evenings and weekends

that students can participate in clubs

life to school.

are structured is crucial for their

and societies that interest them

wellbeing, as they need opportunities

beyond their daily studies, and this is

Choosing the right school for your

for rest and recreation outside of their

scheduled into their timetable.

child is a significant decision and,

academic pursuits.

whilst academic success is important, To balance our school day and

you should consider more than this.

You should consider the balance of

independent evening study, students

The right school will also support

weekend activities available as well as

can take advantage of our rural

your child’s emotional wellbeing and

the flexibility for downtime. Will your

surroundings with regular walks, runs,

personal growth to prepare them for

child have time to pursue hobbies and

paddleboarding and kayaking planned.

a successful future. By asking the right

interests outside of studying? Will they

Regular visits to Brighton also provide

questions during your visit, you will

have opportunities to form friendships

opportunities for relaxation and

select a school that meets you and

with classmates? How will they be

forming friendships.

your child’s needs and expectations.

supported if they feel homesick? In addition to asking questions, open Bedtime is often when feelings of

days and school tours enable you to

homesickness can be prevalent,

meet current students to see whether

so this question will help you learn

they feel comfortable and relaxed

how the pastoral team will support

with the staff showing you around the

your child with their feelings. At the

school.

college, we closely monitor students’ wellbeing using a data-driven approach

It can be particularly beneficial to see

to monitor any changes over time,

their relationships with house parents

and we have a counsellor available

and classroom teachers. Seeing

□ Tom has more than 14 years’ experience in independent schools across the UK and has been at OIC Brighton since April 2025. He is a member of the Institute of Boarding and a Boarding School’s Association Level 4 Practitioner.

Autumn 2026 | 79

How boarding schools are inspected 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 Abitas Group, explains the details. ENGLAND 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.

Common to both inspctorates are the

conduct additional or progress monitoring

National Minimum Standards for Boarding

inspections. The school may also be

Schools, published by Department for

required to produce an action plan showing

Education (DfE) and last updated in 2022.

how the shortfalls identified will be rectified.

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,

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:

Boarding inspections are carried out by a

safeguards children’s wellbeing and is

specialist team of ISI boarding inspectors,

ambitious for the progress of every child.

and this takes place alongside the

Monitoring and accountability is strong

inspection of education provision. The

and adds value.” Further sections of the

framework is published on the ISI website,

standards highlight:

• quality of care and support

• boarding provision

• quality of environment

• health and wellbeing

• quality of staffing, and

• safeguarding

• quality of management and leadership.

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

• health and safety

above have their boarding inspected

• boarders’ rights, advocacy and complaints

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

• promoting positive behaviour and

guidance, such as the National Guidance on Child Protection.

relationships • activities and free time • staff recruitment and checks on other adults, and • lodgings and host families.

schools are classified as special schools, and these have an annual social care

The other key document is Keeping Children

inspection. Ofsted reports are publicly

Safe in Education, also published by DfE. This

available, although most schools have

is updated every September and applies to

separate reports for their boarding

all schools.

and education provision, and these can sometimes be difficult to navigate.

Schools are also required to follow other

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

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.

Photo with kind permission of Clayesmore School

CHOOSING SCHOOLS

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.

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

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

virtual, with the majority now online.

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

At the programme’s core is the

We serve 4,500 organisations and individuals in more than 50 countries.

ground-breaking series of certificate and diploma courses, which have been at the heart of best practice in the sector for 25 years. These

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

are central to BSA Group’s mission to support excellence in boarding,

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

safeguarding, inclusion and health education.

Autumn 2026 | 81

BSA Certified Agent and Guardian schemes The BSA provides reassurance to schools and families that they are dealing with the best agents and guardians. ROBIN FLETCHER, CEO, BSA and Abitas 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.

CHOOSING SCHOOLS

BSA certified guardians

BSA certified agents

Academic Families www.academicfamilies.com

Guardians International Support www.gis-uk.com

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

Guardians UK www.guardiansuk.com

Al-cademic (provisional) (South East England)

Hebe Education (provisional) www.hebeeducation.com High Schools International www.hsinet.org

@school-in-uk (Russia) www.school-in-uk.com Academic Asia China Ltd www.academic-asia.co.uk Academic Families (Worldwide) 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 Aston Education www.aston.edu.hk Athena Tuition Limited (China, Hong Kong, Usa, Europe) www.athenatuition.co.uk Baltic Council for International Education www.balticcouncil.org/en/sakums Barbara Glasmacher Internationale Schulberatung www.glasmacher.de Beach Education (Bermuda) www.beacheducation.com Beatrix Woodhead (Uk & International) www.beatrixwoodhead.com Bec Education (South Korea) www.beckorea.com Bridging British Education Virtual Academy (Worldwide) www.bbeva.com Be Education https://en.be.co/ Bespoke Education www.bespoke-education.com/for-students Better School! Internatsberatung www.betterschool.de BOSSS UK www.bosssuk.co.uk Brains & Butter www.brainsandbutter.com Bridgeway Education www.bridgeway.bm Brighteru www.brighteru.co.uk Brighteru (China) www.brighteru.co.uk Britannia Studylink (Hong Kong, China, Malaysia) www.britannia-study.com British International Consulting Ltd www.ukbcic.com.cn Britannia Studylink (Hong Kong, China, Malaysia) www.britannia-study.com Buckell & Drew Education Management Llp (Senegal, Gambia And Sierra Leone) www.buckell-drew.com/about-us Cambridge Academic Tuition (Worldwide) www.cambridgeacademictuition.co.uk 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 (Military Families) www.csfeducation.co.uk Dese Advisory Limited (Nigeria) www.deseadvisory.com Dickinson School Consulting (Germany, Worldwide) www.dickinsonboardingschools.com EduExcellence Consulting Services www.eduexcellence.uk Edugo Guardian (South Korea, Worldwide) 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 Epsom Uk Education (Uk) en.ukepsomeducation.com Esta Educational Consultancy www.esta.uk.net Explore Consulting (China) www.exploredu.co.uk Fortis Education www.fortiseducation.co.uk Future Perfect (Austria, Switzerland, Germany) www.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

Alderwood International (provisional) www.alderwood.io Alpha Guardians www.alphaguardians.co.uk Amber Education www.amberedu.co.uk Anglo International Student Centre www.sino-uk.cn Aurora Education and Guardianship (provisional) (UK Wide) www.auroraeduguardianship.com Bec Education (provisional) (UK Wide) www.beckorea.com Belgravia Guardians www.bg-london.com Berkeley Guardians www.berkeleyguardians.com Boarding Schools Ireland (provisional) (Ireland and Northern Ireland) www.boardingschoolsireland.com

Hyde Global Education www.hydeglobaleducation.com International Student Guardianship Ireland (ISGI) www.guardianshipireland.ie Interlead Education Ltd (provisional) www.interlead.co.uk 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 Kolumbix Ltd (Provisional) www.kolumbix.co.uk

Brit Education & Travel Ltd (provisional) www.brit-education.co.uk

Maryadi Limited (provisional) www.maryadi.com

British Guardianship (provisional)

Orpington Education Group www.orpingtoneducation.com/en

Cambridge Guardian Angels (England) www.cambridge-guardian-angels.com Cherry Education Consultancy (provisional) Churchill Education Services (England) www.churchilleducationuk.com Chinese UK Study Company www.chineseukstudy.com Clarendon International Education www.clarendon.uk.com Compass Culture And Education (UK Wide) www.compassedu.co.uk Connectia Education Ltd (Provisional) www.connectiaedu.com Connexcel www.connexcel.co.uk/guardianship Convoy Education www.convoyedu.com/h-col-116.html Cotswold Guardians www.cotswold-guardians.co.uk Cotswold Wind Academy (provisional) www.cotsaca.com Coventry Street Advisors (UK and Europe) www.crowninternationalguardians.co.uk Crown Guardians www.crownguardians.co.uk Crown Guardians, Bath (provisional) www.crownguardians.co.uk Crown International Guardians (UK Wide) www.crowninternationalguardians.co.uk Divine Guardianship (UK Wide) www.divine-guardian.com Double Wings International Ltd (bbeva) (Provisional) (UK Wide) www.global.bbeva.com Dr Jasmine Murray (provisional) (UK Wide) www.jmapsychology.com/dr-jasmine-murray Dragon Education Ltd (provisional) Dreamline International (provisional) (UK wide) www.dreamlineinternational.co.uk East Coast Guardians www.eastcoastguardians.co.uk ECA Education (provisional) www.ecaeducation.com 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 Greatway Guardianship and Educational Services www.greatwayeducation.com Guardians Etc. (UK Wide) www.guardians-etc.com

Overseas Personal Development Services www.opds.co.uk Oxbridge Guardians www.oxbridgeguardians.co.uk PJL Global Students (provisional) www.pjlglobal.com Prestige Guardians (provisional) www.prestige-guardians.co.uk Prime Guardians Ltd / Alpha Capital Education (Uk Wide) www.alphacapitaleducation.com/en Redoor Education (provisional) www.redoorguardianship.co.uk Regent Guardians www.regentguardians.com Robin Education www.robineduuk.com Ruyang Guardian Service www.ruyang.co.uk RV Sport and Education (provisional) www.rvgs.golf/education Sable Guardians (UK Wide) www.collegeguardians.co.uk Schoolsgroup Education (provisional) (UK Wide) www.schoolsgroup.com Scion Mastery (provisional) www.scionmastery.co.uk Scottish Overseas Guardianship Association (SOGA) (provisional) www.scottishoverseasguardianship.co.uk See World www.seeworldltd.com Sishu Connect www.sishu-chinese.com Smartpath Education Technology Ltd www.hamptoneducation.org 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 www.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 Education IV Consulting UK Epsom Education Ltd en.ukepsomeducation.com UK Guardians www.ukguardians.co.uk UKGuardianship www.ukguardianship.com UK Tuition www.uk-tuition.com UM Education www.umeducation.com VIP Guardians Yb Student Services Ltd (provisional) (UK Wide) www.ybss4u.com Ying Lang Guardian, Glamour Edu Ltd www.glamouredu.com

HKIES Overseas Education Centre www.hkies.com.hk Imega Culture and Education www.imegaculture.com/index Intake Education intake.education Intake Education (Worldwide) www.intake.education Intergreat Education Group www.intergreat.com ITEC (Russia) www.itecgroup.ru/partners IQ Consultancy www.iqconsultancy.ru J3 Group Ltd www.j3education.com JD Consultancy www.jdconsultant.co.uk Kens Cube (Japan & Asia) www.kensacademic.com KEW Learning www.kewlearning.co.uk Kolumbix Ltd (Ukraine & Eastern Europe) www.kolumbix.co.uk Kulturwerke Deutschland Sprachreisen www.kulturwerke-deutschland.de Leo Education 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 Navigator Education Consultancy (Hong Kong, China, Japan) www.navigatoreducationasia.com 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 www.orpingtoneducation.com Panoba Ltd www.panoba.co.uk Pen Students www.penstudents.com Petra Heinemann Internationale Schulberatung www.heinemann-schulberatung.de 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 www.rvgs.golf/education Sarah Jochums Internatsberatung www.sarah-jochums.de Say Languages (Spain) www.saylanguages.com Schoolsgroup Uk (Grandvision Education) (China & Uk) www.schoolsgroup.com Sino-UK Arts & Cultural Bridge www.sino-uk.org Sovereign Education UK (China) www.sovereigneducation.com Sishu Connect (China) www.sishu-chinese.com 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 UK Boarding Schools Admissions Service (UKBS) (China, Hong Kong & Singapore) www.ukboardingschools.org.uk 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 Pioneering Education Ultra Education Services www.ultra-edu.com/en UM Education www.umeducation.com Watanabe Office www.woffice.jp Which Boarding School www.which-boarding-school.com Which British School – WBS www.whichbritishschool.com

Autumn 2026 | 83

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 the Registration of

attention deficit disorder (ADD), as well

majority of schools on the Register

Schools Teaching Dyslexic pupils

as pragmatic and semantic language

are mainstream, offering a wide range

(CReSTeD) is a charity set up in

difficulties.

of teaching styles, environments and

1989. It aims to help parents and

facilities. The Register is free of charge

those who advise them to choose

The CReSTeD Council includes

schools for children with Specific

representatives from a wide area of

Learning Difficulties (SpLD). It is

SpLD provision including Dyslexia

a valuable resource for parents,

Action, the British Dyslexia Association,

educational advisers and schools,

Helen Arkell Dyslexia Centre, the

• Dyslexia Specialist Provision (DSP)

acting as a source of information

Dyslexia-SpLD Trust and schools.

schools established primarily to

for parents.

THE REGISTER

to parents. SpLD provision is divided into six broad categories. Of these, five are for schools:

teach pupils with Dyslexia.

The main SpLD is dyslexia, but dyslexia

CReSTeD publishes the Register,

• Learning Support Centre (LSC)

rarely exists in isolation. The latest

an annual list of both state and

schools with designated units

research demonstrates a high level of

independent schools and centres

providing specialist tuition on a

co-occurrence with other difficulties

accredited for their provision for pupils

small group or individual basis,

including dyspraxia, dyscalculia,

with one or more SpLD. The vast

according to need.

• Maintained Schools (MS),

CRESTED CRITERIA

local authority schools able

Every school and centre on the

to demonstrate an effective

CReSTeD Register has been

system for identifying pupils

independently verified for

with dyslexia.

SpLD provision by CReSTeD

• 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

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.

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.

The criteria include the provision of relevant and high quality information technology resources, and Joint Council for

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

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.

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

an Assessment Practising Certificate should offer

During a visit to a school or

cause for concern about a

parents guidance on the

centre, the consultant checks

particular school.

level of provision their child

whether this information is

requires.

accurate and ensures the

For example, a child at the

school or centre meets the

severe end of the dyslexia

criteria set by CReSTeD Council.

spectrum may require a DSP

Schools and centres are

school, whereas a child with

visited on a three-year cycle,

only some slowness in spelling

with possible earlier visits if

skills may be suitably provided

there are substantial changes,

for in a school from the WS

which should always be swiftly

category. The Register includes

communicated to CReSTeD. If

a checklist to help parents

the head of a CReSTeD school

decide whether a school or

changes, the school must

centre can meet their child’s

inform CReSTeD and the new

educational needs in relation

head must confirm that the

to SpLD. It also provides a

school intends to continue with

For further information email

geographical index.

the SpLD provision in

admin@crested.org.uk.

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

□ 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.

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.

Autumn 2026 | 85

Provision in the independent sector for pupils with special educational needs and disabilities Pupils with SEND continue to be very well educated within the

Dyslexia Specialist Provision Schools (DSP) are established primarily

independent sector and this is undoubtedly one of the sector’s

to teach pupils with dyslexia. There are also mainstream boarding

strengths. Many parents of children with special educational needs

schools with designated units or centres providing specialist tuition

and disabilities take them out of the maintained sector because the

on a small group or individual basis. In January 2015, 66,026

class sizes are too big and they feel there is not enough individual

pupils (33,311 boarders) were identified as having SEND. The

support. The independent sector offers a range of choice not

most common SEND is dyslexia (321,169) followed by information

available within the maintained sector. Specialist Provision Schools

processing (9,053), dyspraxia (5,459), gross and fine motor skills

(SPS) are approved for specific learning difficulties, with associated

(3,720) and Asperger’s syndrome (3,597). The table below lists

language difficulties, such as dyspraxia and attention deficit

independent boarding schools on the CReSTeD Register providing

hyperactivity disorder (ADHD).

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

SPS

Appleford School

Salisbury

Website 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

Newbury, Berkshire

www.brockmarl.org.uk

Clayesmore Preparatory School

Blandford Forum, Dorset

www.clayesmore.com

Clayesmore School

Blandford Forum, Dorset

www.clayesmore.com

Cobham Hall School

Cobham, Kent

www.cobhamhall.com

Ellesmere College

Ellesmere, Shropshire

www.ellesmere.com

Kingham Hill School

Chipping Norton, Oxfordshire

www.kinghamhill.org.uk

King’s School

Bruton, Somerset

www.kingsbruton.com

Kingsley School

Bideford, Devon

www.kingsleyschoolbideford.co.uk

Lime House School

Carlisle, Cumbria

www.limehouseschool.co.uk

Millfield School

Street, Somerset

www.millfieldschool.com

Millfield Preparatory School

Glastonbury, Somerset

www.millfieldprep.com

Slindon College

Arundel, Sussex

www.slindoncollege.co.uk

Walhampton School

Lymington, Hampshire

www.walhampton.com

Wycliffe College Preparatory School

Stonehouse, Gloucestershire

www.wycliffe.co.uk

Wycliffe College

Stonehouse, Gloucestershire

www.wycliffe.co.uk

FINANCE

School fee planning

Photo with kind permission of St George’s School Windsor Castle

There are many things to consider when sending your child to boarding school and, understandably, one of the biggest is finance. Investing in education can be one of the most important decisions a parent makes, and it is right to want clarity and reassurance about the costs involved and support available. GILES BRAND, Bursar at St Mary’s School Ascot, sets the scene and highlights the help that might be available.

OPERATING a school is expensive. Around two-thirds of costs relate to staff – the most valuable resource any school has. Money is also needed to pay for facilities, utilities, insurance, network services, food and teaching resources. Since the introduction of VAT on independent school fees in January 2025, schools and families have adapted to a new financial landscape. As schools have responded in different ways, it is increasingly important for parents to understand both the published fees and the wider costs associated with their chosen school. There will be a range of school fees charged by the schools you might be considering for your child. It is therefore important, when reviewing fees, to ensure you are comparing ‘apples with apples’ rather than ‘apples with

PLANNING AHEAD Parents should also feel comfortable asking schools about payment arrangements, financial assistance and any additional costs that may arise during the school year. Schools are generally happy to discuss these matters openly and an early conversation can often help families plan with greater confidence. Planning early and taking professional advice can make school fees significantly more manageable and help families avoid unnecessary pressure later on. SPREADING COSTS Commercial schemes can help spread fee payments over a longer period. In addition to traditional borrowing arrangements, some families choose to use specialist school-fee finance providers. Independent financial advice should always be sought before entering into any borrowing arrangement.

oranges’. For example, some schools vary fees between age groups whilst others take

LUMP SUMS

a ‘one size fits all’ approach. Some schools

Early investment reduces the need to use

charge separately for certain items whilst

earnings to pay fees in later years. Some

others operate a more inclusive model. It is

schools offer fees-in-advance schemes or

important to ask what ‘extras’ may appear

other payment arrangements which may

on the school fee invoice so there are no

provide financial benefits for families. The

surprises.

details vary considerably between schools and should be explored carefully.

Autumn 2026 | 87

Photo with kind permission of Woodbridge School

fall due.

FINANCIAL ASSISTANCE • Scholarships: many schools offer scholarships to attract talented pupils in academic, artistic, musical, sporting and other fields.

PAYMENT PROTECTION

• Bursaries: many schools offer bursaries

circumstances and aspirations for your

It is important to ensure fee payments

to help parents pay fees. Parents should

child. Independent schools understand

can continue in the event of a change

not assume that bursaries are available

that every family’s situation is different

in circumstances. Families may wish to

only in cases of significant financial

and will often be able to guide parents

consider life insurance, income protection

hardship. Schools assess applications

towards the most appropriate sources of

and other appropriate arrangements.

individually and support may be available

support and assistance. Planning early and

across a range of circumstances where

seeking professional advice can make a real

there is demonstrated need.

difference.

REGULAR SAVING Regular saving should start as soon as possible. The longer you save, the less reliance there will be on earnings when fees

There is much to consider, but there is also a great deal of financial help available. Do take time to read this guide carefully and explore the websites of the schools you are considering. Above all, do not hesitate to speak with schools about your

TRUST PLANNING Trust planning can be useful in some circumstances and may offer inheritance tax

• Grants and other awards: Charitable

benefits. Professional advice should always

trusts and some schools may offer

be sought.

additional support for eligible families.

□ Giles was educated at Stonyhurst College, the University of Leeds and the Royal Military Academy Sandhurst. His first career was as an army officer in the Corps of Royal Engineers. He has now been an independent school bursar and clerk to the governors for 20 years – currently at St Mary’s School Ascot.

Why Girls? Why Not. Open Events

Sixth Form Friday 25 September Whole School Saturday 26 September

For Girls. For Life. Boarding & Day School for girls aged 9-18 royalhighbath.gdst.net | +44 (0)1225 313877

BSA member schools UK MEMBERS

A Abbey College, Cambridge Abbey College, Manchester 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 Atlantic College Aysgarth School B 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 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 C 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) Charterhouse School Cheam School Cheltenham Ladies’ College Cherwell College Oxford Chetham’s School of Music Chigwell School Christ Church Cathedral School Christ College, Brecon Christ’s Hospital School City of London Freemen’s School Claremont School Clayesmore Preparatory School Clayesmore School Clifton College Clifton College Preparatory School Cobham Hall School Colchester Royal Grammar School

Concord College Copthorne Preparatory School Cothill House School Cotswold Chine School Cottesmore School Cranbrook School Cranleigh School (Incl Prep) Culford School (Incl Prep) Cumnor House School Cundall Manor School D 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 Dulwich Prep & Senior Durham School E 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 F Fairview International School Farleigh School Farlington School Farringtons School Felsted School (incl Prep) Feltonfleet School Fettes College (incl Prep) Finborough School Foremarke Hall, Repton Preparatory School Forres Sandle Manor School Framlingham College Frensham Heights School (Incl Junior) Frewen College Fyling Hall School Trust LTD G Giggleswick School Glenalmond College Godstowe Preparatory School Gordon’s School Gordonstoun (Incl Junior) Gresham’s School (incl Prep) H 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 Hurstpierpoint College Hurtwood House School International School of Creative Arts I Ipswich High School Ipswich School J Jersey College for Girls Junior King’s School, Canterbury

K Kensington Park School Kent College, Canterbury Kent College, Pembury (Incl Prep) Keswick School Kimbolton School Kimichi School King Edward’s School, Witley King William’s College, Isle of Man King’s College School, Cambridge 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 L Lambrook School Lancaster Royal Grammar School Lancing College Langley School Lathallan School Leighton Park School Leweston School (Incl Prep) Lime House School 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 M Malvern College 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 MPW London Myddelton College N New College Worcester New Hall School North London Grammar School Northbourne Park School O Oakham School Old Buckenham Hall School Old Swinford Hospital Orwell Park School Oswestry School Oundle School Oxford International College Oxford International College Brighton P 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 Q Queen Anne’s School Queen’s College, London Queen Ethelburga’s Collegiate Queen Mary’s School Queen Victoria School Dunblane

Queen’s College, Taunton (Incl Prep) Queenswood School R Radley College Ratcliffe College (Incl Prep) Rawdhatul Ilm Wal Huda RGS Surrey Hills Reading School Reddam House Berkshire Reed’s School 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 Rydal Penrhos School Ryde School with Upper Chine Rye St Antony School (Incl Prep) S 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 Leonards School, Fife St Margaret’s School, Bushey St Mary’s Calne St Mary’s Music School St Mary’s School, Ascot St Mary’s School, Cambridge St Michael’s School St Paul’s Cathedral School St Paul’s School, London St Peter’s 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 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 T 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 Marist 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, Wolverhampton The Thomas Adams School Thomas’s College Thornton College Tonbridge School Trent College Tring Park School for the Performing Arts Truro School Tudor Hall School Twyford School U Uppingham School V Vinehall School W 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 Westerfield College Westminster Abbey Choir School Westminster Cathedral Choir School Westminster School, Westminster Westonbirt School (Incl Prep) Whitgift School Winchester House School Windermere School Windlesham House School Wisbech Grammar School Witham Hall School Woldingham School Woodbridge School Woodhouse Grove School Worksop College Worth School Wrekin College Wychwood School (Oxford) Ltd Wycliffe College (incl Prep) Wycombe Abbey Wymondham College Wymondham College Prep School Y Yehudi Menuhin School

EUROPEAN MEMBERS

A A+ World Academy, Switzerland Aiglon College, Switzerland Amadeus International School, Austria American Academy Private School Limassol, Cyprus Apex 2100, France B Bandon Grammar School Berlin Brandenburg International School, Germany Blackrock College, Ireland Brillantmont International School, Switzerland C Cabella International Sahaja School, Italy Canadian College Italy (CCI), Italy Clongowes Wood College, Ireland College Alpin Beau Soleil, Switzerland College Champittet, Switzerland College du Leman International School, Switzerland E Ecole d’Humanité, Switzerland Ecole Jeannine Manuel, France Exupery International School, Latvia G Glenstal Abbey School, Ireland H Hamelin Laie International School Haut-Lac International Bilingual School, Switzerland I Institut Montana Zugerberg, Switzerland International School of Bremen, Germany International School Eerde, Netherlands International School of Milan International School San Patricio Toledo J John F. Kennedy International School, Switzerland K Kilkenny College, Ireland King’s College School Cascais, Portugal King’s College, The British School of Madrid, Spain L La Garenne, Switzerland Leysin American School, Switzerland Lundsbergs Skola, Sweden Lyceum Alpinum Zuoz, Switzerland M Midleton College, Ireland O Open Gate Boarding School, Czech Republic P Préfleuri International Alpine School R Rockwell College, Ireland S RTU International School of Science and Technology, Latvia Sage College Saint Charles, Switzerland Sigtunaskolan Humanistiska Läroverket, Sweden Sotogrande International School, Spain St Columba’s College, Ireland St George’s British International School, German St George’s International School, Switzerland St Gilgen International School GmbH, Austria St John’s International School, Belgium St. Stephen’s School, Rome, Italy Surval Montreux, Switzerland T The Island Private School of Limassol, Cyprus The Kings Hospital, Ireland The Koc School, Turkey V Verbier International School, Switzerland Villiers School, Ireland W Wilson’s Hospital School

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WORLDWIDE MEMBERS

Pymble Ladies’ College, Australia R Regents International School Pattaya, Thailand Repton Dubai, Dubai Ridley College Rugby School, Japan S School of Leadership, Afghanistan (SOLA) Shenzhen Foreign Languages GBA Academy Shenzhen International Foundation College Shenzhen Merchiston International School, China Shrewsbury International School India St Andrew’s College, South Africa St Andrew’s Prep School Turi, Kenya St Andrew’s Senior School Turi, Kenya St Christopher Schools, Kenya St Constantine’s International School St George’s College Swiss International Scientific School Dubai, UAE T 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 U United World College South East Asia, Singapore W 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, Hangzhou, China Wycombe Abbey School, Hong Kong X XCL American School of Bangkok, Thailand Y 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

A Aga Khan Academy Asheville School, USA B Braeburn Garden Estate School Branksome Hall, Canada Bromsgrove International School, Thailand C Charterhouse Lagos D Deerfield Academy, USA E Episcopal High School, USA Epsom College in Malaysia F Fettes Guangzshou Frensham, Australia H 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 I Idyllwild Arts Academy, USA International School Brunei, Brunei IQanat High School of Burabay, Kazakhstan J Jerudong International School, Brunei John F. Kennedy International School K Kaiyo Academy Keystone Academy, China Kincoppal-Rose Bay, Australia King Henry VIII College, Malaysia King’s Academy Kolej Tuanku Ja’afar, Malaysia L Lady Eleanor Holles International School Foshan, China Luderitz Blue School, Namibia M Marlborough College, Malaysia Michaelhouse, South Africa N 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 P Peponi School, Kenya Planet Spiti Boarding School Prem Tinsulanonda International School, Thailand Prince of Wales Island International School, Malaysia

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

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) British Dyslexia Association (BDA) www.bdadyslexia.org.uk

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

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

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

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

Independent Schools Show www.schoolsshow.co.uk

Dyslexia Action www.dyslexiaaction.org.uk

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

Disability Rights UK www.disabilityrightsuk.org

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

SSAFA www.ssafa.org.uk

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

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

OVERSEAS PARENTS AND BOARDERS BSA Certified Guardians https://www.boarding.org.uk/bsa-initiatives/bsacertified-guardian-scheme/ BSA Certified Agents https://www.boarding.org.uk/bsa-initiatives/bsacertified-agent-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

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

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

OPENING DOORS

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Where every pupil creates their own story BOARDING FROM YEAR 3 - 13

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Boarding at Framlingham: Where Individual Stories Begin Boarding at Framlingham offers stability and continuity in a welcoming home-away-fromhome environment. Our Flexi, Weekly and Full boarding options are tailored to suit the needs of the modern family. From age 7 (Year 3) at our Prep School to 18 (Year 13) at our Senior School, our boarding provision provides a vibrant, supportive environment where every pupil can grow, thrive, aspire and achieve. START YOUR CHILD’S JOURNEY TODAY 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