Local schools open up about the magic of boarding – and how a family-led approach has made a significant impact on pupils
When it comes to the way boarding schools are perceived, the legacy of Harry Potter and Hogwarts has a lot to answer for. Sorting hats, haunted staircases, owl-delivered post and amazing banquets make the whole idea of staying at school not just appealing – but enviable. Enid Blyton’s enduringly popular Malory Towers and St Clare’s series of books, with their more traditional depictions of midnight feasts and dorm rivalries, really haven’t done a bad job either.
WORDS BY CHARLOTTE PHILLIPSWhile many of the familiar aspects of boarding remain – there’s plenty of friendly rivalry between houses, and midnight feasts aren’t unknown either – there have also been some welcome changes for the better.
Boarders these days actually get a say, something that would have been unheard of in previous generations – and that starts with the decision to board. As Gresham’s School points out: “The choice of whether your child attends boarding school rarely sits with the parent alone. It is now much more frequently a family
decision that can be almost solely led by the child.”
There’s a similar pattern at other schools. “We’re increasingly seeing that the pupils themselves will ask to board because they see the advantages – the fun and the educational benefits – and so say to their parents: ‘I’d like to have a go at that!’” reports George Masters, senior deputy head at Felsted School.
There are other changes, too. Gone are large dorms with rows of metal beds and draught-friendly windows. Today, it’s rare to find more than a handful
of pupils sharing a room, and at the top end of the school, senior pupils are often afforded their own space or share with just one other student.
The way boarding accommodation looks does still vary substantially by school and heritage, depending on the vintage and character of the building. Some boarding houses are historic, with high ceilings and wooden panelling, others are purpose-built or even offer certain refinements such as en-suite bathrooms.
At Stoke College, it’s beauty and tradition all the way – part and parcel of an ambience that stems from the school’s history dating back to the 15th century. Its setting right in the heart of the Suffolk countryside is ‘absolutely magical’, says head of boarding Omar Khan. And that includes the boarding houses – one in the former stable block, the other in the main house. “Boasting massive spaces, high ceilings and panelled windows, both have stood the test of time.”
The two boarding houses at the Stephen Perse Foundation – home to students aged 15-18 – are set in equally stunning surroundings near the Cambridge University Botanic Garden, designed with modernity in mind. It’s all about making boarding feel like a home from home; helped by situating the boarding houses a short walk from the school. “Boarders like the fact they are not ‘at school’ 24/7 and ‘come home’ at the end of the day,” comments the school.
For boarders at Felsted, there’s an appealing mix-and-match approach. “Some boarding houses are that bit older, others are purpose-built,” states George Masters. However, all have their charms, enhanced by regular reinvestment and upgrades.
But regardless of age, fixtures and fittings increasingly have a high-quality feel to them – some schools have invested huge amounts in high-end design. Constants include a cosy common room in each house and comfortable sofas for lounging in, making it a place to relax once the academic day is done.
At St John’s College School, boarding accommodation is in what head teacher
Constants include a cosy common room in each house and comfortable sofas for lounging in© FELSTED © GRESHAM’S
Neil Chippington describes as ‘a really charming boarding house, which has been beautifully put together’. Delights include a generously sized sitting room/playroom, complete with table football, TV, library and kitchen. Adding some cultural substance, there is even a piano (much used, it is safe to assume, as many of the boarders are choral scholars).
Food, unsurprisingly, is a major focus, and schools put a lot of effort into ensuring they get it right – from the little touches to the formal meals. Boarders at Stoke College enjoy an à la carte menu with up to 12 different dishes for dinner Monday to Friday, ‘and further options for the weekend’, according to Omar Khan. He points out that, by ensuring boarders have food they actually enjoy, extensive choice reduces food waste and creates a balanced diet for all.
The cuisine has a cultural dimension. Many international boarders are drawn by the area, as well as schools’ stellar
results (students regularly secure places at top universities; the 10% of students at the Stephen Perse Foundation gaining offers in the last round of Oxbridge applications are a case in point), and so a priority is to ensure the food does more than tick the nutritional and quality boxes.
Not only are students consulted in menu choices, but schools are conscious of the need to provide food that is ‘culturally informed’, says Richard Girvan, principal at the Stephen Perse Foundation. “Food is such a big part of feeling at ease.”
Involving boarders in decision making is routine in a way that would have been unheard of previously. At St John’s College School, boarders regularly meet a house parent to discuss everything from activities to the menu. “The children certainly have an input,” says Neil Chippington.
Another big change is when pupils board. Just 2% of junior school pupils in independent schools now board, compared with around a third of sixth-formers.
The amount of time boarders spend in school is also different now. In the old days, children could expect to be at school for most of the term, interspersed with occasional weekend visits by friends and relations. Today, boarding comes in just about any way that works for the family.
For older pupils, that often involves full boarding, and this remains an essential option for international pupils and those
whose parents are working overseas. But other pupils may stay at school Monday to Friday, board for two or three nights a week, only occasionally for extra revision when exams are approaching, or when there’s a late rehearsal or training. Some schools also ensure day pupils don’t miss out by offering an extended day, meaning they can be part and parcel of just about everything on offer to boarders – without the overnight stay.
They are called home boarders at The Leys School or day boarders at Stoke College, and it is a godsend to working parents. It’s a chance for children to be fully immersed in all aspects of school life, returning home in the evening with their prep done, evening meal eaten and plenty of time to enjoy relaxing with their friends. “Pupils participate in boarding routines, eating supper in school, doing homework and taking part in evening activities. To all intents and purposes, they are fully fledged members of boarding houses, balancing busy school life with quality family time,” explains The Leys School.
Some schools ensure day pupils don’t miss out by offering an extended day