PARENTS’ BOARDING HANDBOOK
Contents
Page 3: Statement of boarding principles and practice
Page 4: Management and development of boarding
Page 7: Boarding accommodation
Pages 8–9: Boarders’ health and wellbeing
Pages 10-11: Drugs, alcohol and tobacco
Pages 14-15: Safeguarding
Pages 16-17: Safety of boarders
Pages 22–31: Boarders’ induction and individual support
Pages 34-35: Contact and communication
Pages 36-37: Promoting positive behaviour
Pages 40-41: Activities and free time
Pages 42-43: The academic programme
Page 45: Staff recruitment and checks
Pages 46–48: Prefects and leadership
Page 50: Guardians
Page 51: Lodgings and host families
Statement of boarding principles and practice
At Sherborne Prep, boarding is underpinned by a commitment to the individual. We aim to create a warm, inclusive environment in which children feel supported, valued and encouraged to grow.
We provide:
• A holistic approach that recognises and celebrates the uniqueness of each child
• A culture of mutual respect and kindness
• A safe and nurturing community that fosters spiritual, moral, social and cultural development
• An environment free from abuse, intimidation, prejudice, teasing or bullying
• Equal opportunity for all, regardless of ethnicity, culture, gender or disability
• Provision for specific religious, dietary, language or cultural needs
• A respect for individual privacy and personal space
• Encouragement to reach academic and personal potential
• Positive partnerships with parents and guardians
We nurture:
• Physical and emotional wellbeing
• A strong sense of security and belonging
• Healthy self-esteem and growing self-awareness
In short, boarding at Sherborne Prep provides a secure and enriching home-from-home, where children can thrive and be themselves.
Management and development of boarding
Boarding house structure
Sherborne Prep offers a co-educational boarding environment. While routines may differ slightly for boys and girls, the values, expectations and care remain consistent. This ensures clarity for pupils, staff and families, and creates a safe and supportive structure in which children can flourish.
Boarding
team
• Mr Daniel Chiappa-Patching, Head of Boarding
• Mrs Jo Pepper, Assistant Housemistress
• Miss Gracie Forster, Resident GAP
• Miss Sian Brant, Matron
This experienced team provides daily pastoral care, supports academic progress, and ensures children feel secure, known and at home.
Gaps and Graduate Gaps
Our GAPs (including Graduate GAPs) are residential staff based across both Acreman and Netherton House. They support boarding routines and activities and also contribute to wider school life. Their working hours are co-ordinated by the Deputy Head (Co-Curricular) and Deputy Head (Pastoral), in conjunction with other senior staff.
Inclusion, equality and diversity
At Sherborne Prep, we are committed to creating a warm, inclusive boarding environment where every child feels valued, respected and at home. We believe that children should have the freedom to be themselves, enjoy an element of choice, and experience the care and encouragement they would expect in a family setting.
Our approach is underpinned by a clear and comprehensive Equal Opportunities Policy, which ensures that pupils and staff are treated fairly and without discrimination. We welcome and support all members of our community, regardless of gender, disability, race, religion or belief, cultural or linguistic background, special educational needs, sexual orientation, gender identity or academic ability.
The boarding team recognises that every child is different. We aim to reflect this in the structure and routines of boarding life, allowing space for individuality while fostering a strong sense of shared community. Children are encouraged to respect one another’s differences, look out for each other, and contribute positively to a diverse and inclusive culture.
All staff are expected to uphold the principles of equality in their daily practice and in their relationships with pupils, families and one another. By modelling fairness, kindness and respect, we help every child feel confident, supported and able to thrive.
For more information, please refer to the Sherborne Prep Equal Opportunities Policy.
Boarding accommodation
Dormitories
Boys and girls are accommodated in separate, secure areas of the boarding house. Each area is protected by key card access and is alarmed overnight. Dormitories are locked during the day, with access limited to authorised staff and pupils.
Boarders’ possessions
Valuables should be handed to Matron for safekeeping. We advise that expensive or unnecessary personal items are not brought into school. Passports and visas are securely stored in the School Office.
Food and drink
All meals are eaten in the school dining hall unless a pupil is off site for a fixture or activity. Packed lunch options are available. The Catering Department can accommodate all medical and religious dietary requirements.
Tuck
A supervised tuck shop runs on Wednesday evenings. Pupils may also buy tuck during town visits on Saturdays.
Evening snack
Toast and milk are available in the boarding house on weekday evenings.
Drinks
Drinking fountains are located around the school. Any water not suitable for drinking is clearly marked.
Birthdays
If a pupil is celebrating a birthday, staff will supervise the sharing of any cake brought from home. Boarding staff can also purchase a birthday cake on behalf of parents if preferred, with the cost added to the school bill.
Food in dorms
Food must not be stored or consumed in the dormitories.
Boarders’ health and wellbeing
Sherborne Prep has robust procedures to ensure all boarders are well cared for. The school follows the Sherborne Prep First Aid and Medical Policy, which outlines the systems in place to support pupils who are unwell or need medical attention.
Medical provision and facilities
Sick Bay
The school has a dedicated Sick Bay with a consultation and isolation room. Pupils also have access to the Senior School Medical Centre for further care if required.
Emergency care
There is always a trained first aider on site, 24 hours a day. The Senior School Medical Centre is available for additional support, and we are close to both the Yeatman Hospital Minor Injuries Unit and Yeovil District Hospital.
Referrals
The Medical Centre can arrange non-emergency referrals for dental, orthodontic, optometric or specialist services where appropriate.
Storage and administration of medicines
All medication is securely stored in Sick Bay. Keys are held in a pin-coded safe.
• Prescribed medication must be handed directly to Matron and will be administered under her supervision.
• Non-prescribed medication (e.g. paracetamol) may be given by Matrons or senior boarding staff, following approved procedures.
• All medication is recorded in the Medication Book and logged on iSAMS.
Known medical conditions
Matrons ensure the Head of Boarding and boarding staff are aware of pupils with medical conditions. Key information is shared via iSAMS and during staff briefings.
Infectious illness
If a boarder presents with an infectious condition, such as chickenpox, parents or guardians will be contacted to agree next steps.
Immunisations
The school follows the guidance provided by the school doctor and Dorset Health Nurses.
Doctor appointments
Boarders may see the school doctor at the Senior School Medical Centre. This can be arranged by staff each morning. The school doctor is provided by Newlands Surgery.
Dental and optometric care
Parents and guardians are responsible for arranging their child’s dental and optometric appointments, unless there is an emergency.
Counselling
Any boarder who wishes to speak to a counsellor or independent adult is welcome to do so. Please speak to the Head of Boarding for more information.
Overnight illness
If a pupil becomes unwell during the night, a member of the boarding staff will provide care. Parents will be contacted if further action is required.
Drugs, alcohol and tobacco
Sherborne Prep takes a clear and firm stance on the misuse of drugs, alcohol and tobacco. These substances are not permitted under any circumstances.
Pupils
The use, possession, or supply of illegal substances, alcohol, tobacco or e-cigarettes is strictly prohibited. Any pupil found in breach of this rule will face serious disciplinary consequences. While our response is firm, it is also sensitive to the age and wellbeing of the child involved. The school’s approach will consider all relevant factors, including context and intent.
In cases involving drugs, a pupil is likely to be suspended immediately while a full investigation is carried out. Our priority is to ensure the safety and wellbeing of all pupils.
Education around the dangers of substance misuse is embedded within the Science and PSHE (Personal, Social, Health and Economic) curriculum. Pupils who have made a poor decision are supported through re-education and pastoral care to help them better understand the risks involved.
Staff
Staff are not permitted to smoke on school premises or in sight of pupils.
Alcohol may not be consumed during the working day unless approved by the Head in advance (e.g. at a formal school event). In such cases, intake must be moderate and undetectable by smell or behaviour.
Any member of staff responsible for transporting pupils must not consume alcohol on that day and must be fit to drive.
The use of illegal drugs by staff constitutes gross professional misconduct and will be dealt with under the school’s disciplinary procedures.
Visitors and adults on site
All adults visiting Sherborne Prep – including parents, guardians, contractors and guests – are expected to comply fully with the school’s policy on smoking, alcohol and drugs while on school premises.
Safeguarding
At Sherborne Prep, safeguarding and promoting the welfare of children is everyone’s responsibility. All adults in school are expected to take appropriate action if they have concerns about a child’s wellbeing or safety.
The school’s full approach to safeguarding is outlined in our Child Protection Policy, which is reviewed annually by the Governing Body and available publicly on our website.
Sherborne Prep follows the statutory safeguarding guidance set out in Keeping Children Safe in Education (2025). In line with this guidance, we maintain clear leadership structures and accountability at all levels.
The following members of staff hold key responsibilities for safeguarding:
• Strategic safeguarding leads (Senior Leadership Team): Mr Alastair Bowden and Mrs Annie Gent
• Designated Safeguarding Lead (DSL): Mr Alastair Bowden
• Designated Safeguarding Lead for EYFS: Mrs Becky Horlock
• Deputy Designated Safeguarding Leads: Mr Andrew Treavett and Mrs Becky Horlock (EYFS)
The DSL has overall responsibility for managing concerns and deciding when further action or referral to external agencies (such as Children’s Social Care or the Police) is necessary. Further information about the DSL role can be found in Annex B of Keeping Children Safe in Education (2025).
Safeguarding governance
• Safeguarding Governor: Nicki Edwards
• Chair of Governors: Christopher Samler
• Boarding Governor: Sally Craig-McFeely
If you would like to view the Child Protection Policy or other safeguarding documents, please visit the Policies section of our website or contact the School Office.
Safety of boarders
Health and safety
All staff at Sherborne Prep have a shared duty to ensure the health, safety and welfare of every child in their care. Specific staff hold designated health and safety responsibilities, which are detailed in the Sherborne Prep Health and Safety Policy.
All new staff are required to read and understand this policy during their induction and to carry out their responsibilities with care and diligence.
Risk assessments
Risk assessments are completed for all boarding activities, trips, and for the boarding house itself. These are designed to identify and reduce any potential risks to ensure pupils’ safety and wellbeing at all times. Copies are held by the Bursar and are reviewed regularly.
For more detail, see the Sherborne Prep Risk Assessments Policy.
Physical intervention
Sherborne Prep follows statutory guidance on the use of reasonable force. In rare and exceptional circumstances, staff may intervene to prevent a pupil from harming themselves or others. Such action is only taken when absolutely necessary and by trained staff.
Further information is provided in the Sherborne Prep Use of Reasonable Force to Control, Intervene or Restrain Policy.
Search policy
There may be occasions when it is necessary to search a pupil, their belongings or their room. This is only carried out in line with safeguarding protocols and where it is deemed to be in the best interests of the pupil or the wider boarding community.
Full details are available in the Sherborne Prep Search Protocol and Policy.
Fire precautions and drills
Sherborne Prep takes the safety of our boarding pupils extremely seriously. We have clear procedures in place for evacuation in the event of a fire or civil emergency, and these are practised regularly.
Evacuation drills
The Head of Boarding ensures that fire evacuation drills are carried out once every term. At the start of term, a walk-through is conducted so that new boarders are familiar with the procedures. This is followed by an unannounced drill – usually early in the morning or during weekend free time – to test pupil readiness and conduct in a real-time scenario.
A roll call is taken at the official muster point by the duty member of staff, usually the Housemaster or Assistant Housemistress.
All boarders assemble on the upper netball court, and evacuation instructions are clearly displayed in every dormitory and on house noticeboards.
Further detail is available in the Fire and Fire Prevention Policy, which is on the school website.
Lockdown
Sherborne Prep also maintains a practical and age-appropriate Lockdown Policy in the event of a serious incident. This protocol is designed to keep children and staff safe while emergency services are contacted and the situation is assessed.
For more information, please refer to the Lockdown and Serious Incident Protocol.
Boarders’
induction and individual support
Boarders’ induction and individual support
Boarding induction programme
Induction and individual support
Further detail is available in the Boarders’ Induction and Support with Personal Problems document.
At the start of each term, all new boarders follow a structured induction programme to help them settle into school life with confidence. This process ensures every child is introduced to key staff, supported by their peers, and given time to adjust to new routines and surroundings.
At the start of their first term at Sherborne Prep, all new boarding pupils take part in an induction programme designed to help them settle quickly and confidently into school life.
Key elements include:
• Meeting the Head of Boarding, boarding staff and, where possible, their Form Teacher before term begins
The main objectives are for pupils to:
• Forming early connections with other new pupils and current boarders
• Familiarising themselves with their accommodation and the wider campus
• Completing any administrative tasks, such as submitting health forms, confirming travel details, storing pocket money or tuck
Meet the boarding staff in their house and, where possible, be introduced to their Form Teacher before term begins Get to know other new pupils and begin to build friendships with existing boarders
• Purchasing any remaining uniform or equipment required
• Become familiar with their accommodation and the wider school campus
• Complete any necessary administrative tasks, such as health forms, pocket money arrangements or tuck storage
• Obtain any essential clothing or equipment not yet purchased
The programme also assigns a named pupil Buddy to each new boarder to support their transition and ensure they feel part of the Sherborne Prep community.
Induction aims
The aims of the induction programme are to:
• Provide a familiar face for every new pupil from their first day
• Create a welcoming and inclusive environment
• Prevent feelings of isolation or confusion during the first few weeks
• Build confidence and encourage friendships
• Support a smooth transition into the academic and boarding routines
Induction aims
The induction programme is designed to:
• Ensure each new pupil has a named Buddy to support their transition into school life
• Provide a point of contact for advice and guidance from within the pupil body
• Prevent new pupils from becoming isolated or overwhelmed during their first few weeks
• Support the ongoing integration of each new pupil throughout the year
This supportive approach reflects Sherborne Prep’s commitment to ensuring every child feels known, safe and included from their first day.
Boarders’ Handbook
Before term begins, all new boarders and their families are given access to the Boarders’ Handbook. This child-friendly guide helps pupils understand what to expect, from daily routines to House life and activities. It is also a helpful reference for parents, outlining key procedures and pastoral care structures.
Buddy system
Each new pupil is paired with a Buddy – an experienced boarder who understands the rhythm of school life. Where possible, contact is made before the start of term.
Buddies are asked to:
• Meet and welcome their new peer on arrival
• Show them around the campus and explain how things work
• Check in regularly throughout the first week
• Notify a member of staff if they notice a concern or if their Buddy seems unsettled
• Continue offering support throughout the term if needed
The Buddy system is designed to foster kindness, inclusion and pupil leadership.
Supporting international pupils and those with additional needs
Sherborne Prep welcomes pupils from a wide range of backgrounds and nationalities. We recognise that children joining us from overseas, or those with additional religious, dietary, cultural or language needs, may need extra support during their transition.
We are committed to:
• Promoting equality of opportunity and access
• Challenging prejudice or discrimination
• Celebrating diversity within our community
• Making reasonable adjustments for individual needs
• Providing translated materials or interpreters where appropriate
• Offering tailored religious, dietary and cultural support
These values are embedded across school life and closely supported by the boarding team.
For more information, please see Particulars of the Educational and Welfare
Provision for Pupils with whom English is an Additional Language.
Boarders’ induction and individual support
Boarding induction programme
At the start of each term, all new boarders follow a structured induction programme to help them settle into school life with confidence. This process ensures every child is introduced to key staff, supported by their peers, and given time to adjust to new routines and surroundings.
Key elements include:
• Meeting the Head of Boarding, boarding staff and, where possible, their Form Teacher before term begins
• Forming early connections with other new pupils and current boarders
• Familiarising themselves with their accommodation and the wider campus
• Completing any administrative tasks, such as submitting health forms, confirming travel details, storing pocket money or tuck
• Purchasing any remaining uniform or equipment required
The programme also assigns a named pupil Buddy to each new boarder to support their transition and ensure they feel part of the Sherborne Prep community.
Induction aims
The aims of the induction programme are to:
• Provide a familiar face for every new pupil from their first day
• Create a welcoming and inclusive environment
• Prevent feelings of isolation or confusion during the first few weeks
• Build confidence and encourage friendships
• Support a smooth transition into the academic and boarding routines
Boarders’ Handbook
Before term begins, all new boarders and their families are given access to the Boarders’ Handbook. This child-friendly guide helps pupils understand what to expect, from daily routines to House life and activities. It is also a helpful reference for parents, outlining key procedures and pastoral care structures.
Boarders’ induction and individual support
Buddy system
Each new pupil is paired with a Buddy – an experienced boarder who understands the rhythm of school life. Where possible, contact is made before the start of term.
Role of Buddies
Each new boarder is paired with a Buddy – a current pupil who supports them through the early stages of settling in. Wherever possible, contact is made before the start of term.
Buddies help by:
• Introducing the new pupil to the routines of boarding life and the school day
• Familiarising them with key locations around school and in the boarding house
• Staying in touch during the first week to ensure the new pupil feels included, supported and able to ask questions
• Monitoring that the new pupil is integrating with their year group, and is feeling organised and happy
Buddies are encouraged to maintain contact throughout the first term and beyond, to help:
• Promote social integration
• Offer a point of contact if challenges arise
• Identify and report any signs of bullying or exclusion
• Support the new pupil in adjusting to the expectations of boarding life
Boarders’ induction and individual support
Inclusion, integration and support for international pupils and those with specific needs
See also Particulars of the Educational and Welfare Provision for Pupils with whom English is an Additional Language.
Sherborne Prep has a long history of welcoming pupils from a wide range of countries, cultures and backgrounds. We celebrate difference and promote a school culture that values diversity, mutual respect and kindness.
We recognise that integration is a personal process, especially for international pupils. It can involve cultural, social and emotional adjustments – and must be supported with care, consistency and empathy.
Sherborne Prep does not operate in isolation from the wider world. We reflect the diversity of modern society and see this as a source of enrichment, providing pupils with a broad range of perspectives, experiences and learning opportunities.
We are committed to ensuring that all pupils feel recognised, respected and fully included.
Sherborne Prep will actively:
• Promote racial equality and positive relationships
• Champion equal access and opportunity
• Oppose prejudice and discrimination in all forms
• Provide opportunities for worship where possible
We do this by:
• Meeting specific religious, dietary, language or cultural needs
• Recognising religious and cultural dress requirements
• Providing translated information and interpreters when needed
• Supplying appropriate hair and skin care products
• Ensuring dietary needs are met on a daily basis
• Celebrating religious festivals as appropriate
• Valuing the beliefs and customs of all pupils and families
• Offering a broad and balanced curriculum and co-curricular programme
We work closely with parents and guardians to ensure that each child’s identity, heritage and needs are supported throughout their time at Sherborne Prep. The Head of Boarding oversees all reasonable adjustments to ensure every pupil feels at home and able to thrive.
Contact and communication
Contact with parents and guardians
Regular, open communication between school and home is essential for each boarder’s wellbeing. We are committed to working closely with families to support every child’s development, happiness and progress.
The boarding team is available to speak with parents and guardians when needed. We will always be in touch if we have concerns about your child’s behaviour, health or wellbeing, or if there are any significant developments you need to know about.
If you have questions or would like an update on your child’s experience in boarding, please do not hesitate to contact the Head of Boarding or Assistant Housemistress.
Listening to boarders
Pupil voice is a valued part of boarding life. We regularly encourage boarders to share their thoughts, celebrate successes and suggest ways to improve their experience.
We offer several ways for boarders to express their views:
• Staff announcements and check-ins at breakfast and supper
• A house meeting every three weeks to recognise achievements and raise any group concerns
• A catering suggestion box in the Dining Hall
• Worry boxes in the Junior Wing and outside the Deputy Head (Pastoral)’s office for private concerns
Boarders are also encouraged to speak to any member of the boarding team, their Form Teacher or their Buddy if they have something they would like to share.
Complaints
We take all concerns seriously and are committed to resolving issues fairly and supportively. If a pupil or parent feels that a concern has not been handled appropriately, we encourage them to use our formal complaints procedure.
Our complaints policies are available on our website:
• SPS Pupil Complaints Policy
• SPS Parental Complaints Policy
We aim to maintain a culture of openness, safety and respect, where all members of our community feel heard and supported.
Promoting positive behaviour
Boarding expectations
The boarding houses at Sherborne Prep follow the same behaviour expectations as the wider school. Children are encouraged to show respect for others, take responsibility for their actions, and live out the school’s Dragon Values throughout boarding time.
While there is no separate list of boarding rules, the emphasis is on fostering a culture of kindness, honesty, teamwork, and responsibility.
The Housemaster, in collaboration with the Head and Form Teachers, ensures that behaviour is consistent and age-appropriate.
Where necessary, distinctions are made between behaviours that may be sanctionable during the academic day and those relevant to the boarding environment.
For more detail, see the SPS Aims, Ethos and Mission Statement.
Boarding Points
Positive behaviour is recognised and rewarded. Duty staff can award Boarding Points for meritorious conduct, helpfulness, kindness or effort. Points are tallied each evening and celebrated during the boarding house meeting every three weeks.
The boarder and flexi-boarder with the most points receive a certificate and reward.
Strikes
Strikes may be given for low-level disruption or repeated tardiness. If a child receives three strikes in an evening, this results in an early bedtime, beginning at 7.30pm with showers.
Strikes are issued by the duty staff and monitored on a nightly basis. They do not normally carry over to the following day unless they occur after lights out or as part of a wider behaviour pattern.
Record-keeping
Sanctions and incidents are recorded in the staff handover notes (OneNote) and logged on CPOMS, the school’s electronic pastoral system. More serious matters are referred to the Deputy Head (Pastoral).
Preventing bullying
Sherborne Prep is committed to providing a safe and inclusive environment where every child feels respected, valued and able to thrive. We aim to foster a caring and homely atmosphere in which individuality is celebrated and pupils can grow in confidence and character.
The school does not tolerate bullying of any kind. Incidents are taken seriously and addressed promptly in accordance with the SPS Anti-Bullying Policy.
Promoting good relationships
Positive relationships are at the heart of the boarding experience. Our boarding staff model respectful, kind and responsible behaviour, and our senior pupils are expected to lead by example. We actively promote a culture of ‘leadership through service’, encouraging older pupils to support, mentor and include younger boarders.
Our core expectations are built around the Dragon Values, which underpin all areas of school life. In boarding, we pay particular attention to developing responsibility and respect – both for others and for the boarding community as a whole.
Activities and free time
The Extra-Curricular Dimension
Overview and philosophy
At Sherborne Prep, extra-curricular activities are considered an integral part of a child’s education. These opportunities extend learning beyond the classroom and are designed to support pupils’ all-round development.
Most activities take place on Saturday mornings, as well as after lunch and after school during the week.
Our programme offers a wide variety of recreational clubs and experiences that complement Sport, Music and Drama. They reinforce key skills such as teamwork, coordination and resilience, while also offering valuable alternatives for those who may find traditional team sports more challenging.
Activities are structured to boost selfesteem, encourage new interests, and allow every child’s unique talents to shine – whether in chess or cookery, robotics or reading.
Above all, we aim for participation to be meaningful, inclusive and enjoyable.
Trips and outings
Boarders enjoy regular weekend trips and outings, which are organised by the Housemaster and published in advance each term.
If your child will be boarding at the weekend, please ensure they inform the boarding staff by the Thursday before the planned trip. This enables us to organise appropriate supervision and, where necessary, secure tickets or bookings in advance.
The boarding team aims to be as flexible as possible and appreciates timely communication from families to support planning.
Recreational activities
Each evening, a structured activity is organised by the boarding staff. These range from indoor games to outdoor play, offering a valuable opportunity for boarders to unwind, build friendships, and enjoy shared time together.
All boarders are expected to attend the evening activity between 6.45pm and 7.30pm. Where pupils have scheduled music practice during this time, they are supervised and supported by the member of staff on duty.
Enrichment
Boarders benefit from the full Sherborne Prep Enrichment programme, with a wide range of activities available at lunchtime and after Form Time.
While participation is encouraged, at least one Enrichment session per week should provide time for academic study or Prep, helping pupils manage their commitments and workload effectively.
Additional commitments
We recognise that some pupils may have external commitments, such as elite sports or music tuition, which place additional demands on their time.
In these cases, we work closely with parents to provide appropriate support. This may include late meals, extended Prep time or additional periods of rest and relaxation. Our priority is always to maintain balance and ensure pupil wellbeing.
The academic programme
Overview
We understand that boarding pupils may not have the same access to parental support with homework and revision as their day peers. Boarding staff are sensitive to this and are on hand to provide encouragement and support where needed.
Access to the Computer Room is available each evening, and pupils can request extra time to complete ICT-based work. Availability is shared during notices each day.
Monitoring academic progress
Class teachers are responsible for monitoring and marking pupils’ work in line with the school’s subject schemes, marking policy and presentation guidelines. Should concerns arise, the form teacher is responsible for ensuring good practice is maintained and may liaise with the Director of Studies or the Head where necessary.
Form teachers monitor overall pupil workload, assess progress, and act as the main point of contact for parents regarding general academic matters. They also liaise with the boarding team when appropriate.
Academic support for boarders
Form Time is a quiet study period, supported by staff who are available to offer help where needed. Some boarders receive additional support through the Learning Support Department, and adjustments to evening routines can be made to accommodate this.
Boarders are also expected to dedicate one Enrichment session per week to academic study or Prep.
Assessment and examinations
Pupils are formally assessed twice per term. Dates for these assessments are set by the Director of Studies and published in the School Calendar.
Internal examinations take place towards the end of the academic year for most year groups. Year 8 pupils sit two sets of exams as part of their preparation for senior school.
Staff recruitment and checks
Boarding access and accommodation
All members of the boarding household must read, understand, and sign the School’s Boarding Access and Accommodation Policy. This ensures that everyone living or working in the boarding environment is aware of their responsibilities and of safeguarding expectations. See the SPS Boarding Access and Accommodation Policy for full details.
Staff training and professional development
All boarding staff at Sherborne Prep complete a robust programme of induction and training. This includes safeguarding and child protection, fire safety, and first aid, as well as specialist boarding training.
Additional professional development opportunities are offered through discussion with the Deputy Head.
The School is committed to ongoing learning and improvement. Staff have access to current resources from the Boarding Schools’ Association (BSA), including newsletters, publications and reference materials. Relevant information is also shared with the Matron to support best practice in pastoral care.
Prefects and leadership
Year 8 responsibilities
At Sherborne Prep, our Year 8 pupils are recognised as role models and leaders within the boarding community. Many take on formal responsibilities as Boarding Ambassadors, helping to set a positive tone across the school and encouraging younger pupils through their example.
Others hold specific roles in their dormitories, and some are appointed as Head Boarders. These pupils are expected to uphold the highest standards of behaviour and attitude, and to lead with kindness, maturity and integrity.
Head Boarders wear a badge of office and receive a written role description. They meet regularly with the boarding team to discuss ideas and help shape the boarding experience for all.
All Year 8 boarders are given responsibilities on a rota. This helps them build independence, gain confidence and develop a deeper appreciation of their environment and community.
Head Boarders
Head Boarders are appointed by the Head of Boarding in consultation with the boarding staff and the Head.
While they are not required to be School Ambassadors, they are expected to embody the core values of Sherborne Prep – kindness, perseverance, awareness, generosity, honesty and independence – and will often work alongside the ambassadorial team.
Reporting
Head Boarders report to the Head via the Head of Boarding.
Position objectives
• To lead by example within the boarding house
• To demonstrate independence, responsibility and reliability
• To liaise with the Head of Boarding on boarding matters
• To support the wellbeing of fellow boarders
• To assist in the organisation of activities, trips and events
Key tasks
• Be a positive role model to others
• Help with the day-to-day running of the boarding house
• Flag up any issues or concerns requiring attention
Expectations
Head Boarders are expected to:
• Wear their uniform smartly and with pride
• Offer advice and support to younger boarders
• Demonstrate exemplary behaviour and strong work habits
• Show excellent time management and personal organisation
• Be punctual and reliable in carrying out duties
• Take initiative when staff are not present
• Support boarders who may need help or reassurance
• Play an active role in school and boarding events
• Welcome and assist visitors to the boarding house
• Help organise and lead boarders’ assemblies
• Support the boarding staff with activities, trips and parent events
• Take part in formal services, where appropriate
The Head Boarder role is both a privilege and a responsibility, providing valuable leadership experience at the end of a child’s prep school journey.
Prefects and leadership
Our Head Boarders play an important role in the life of the school. They are chosen for their leadership potential, strong moral compass and ability to set a positive example to others.
Below is an outline of the expectations and responsibilities they take on during their time in post:
• Be a role model to others in manner, behaviour, dress and attitude
• Promote and live out Sherborne Prep’s values: kindness, perseverance, awareness, generosity, honesty and independence
• Offer care and support to fellow boarders and help others feel safe, settled and welcome
• Support the smooth running of daily routines, including duties in the dining room and after school
• Assist with ushering responsibilities during chapel and services at The Abbey
• Help show new boarding families around the school and boarding houses
• Take part in readings during chapel, The Abbey, boarders’ assembly or other school events
Head Boarders are expected to report any problems to a member of the boarding staff or, where appropriate, to the Deputy Head. They are not expected to intervene in disagreements and are reminded never to act beyond their authority or assume disciplinary roles.
Through ongoing conversations with senior staff, Head Boarders are supported in developing the skills they need to care for others, recognise when someone might need help, and respond in an appropriate and compassionate way.
Guardians
All pupils whose parents are living abroad — including children of Service families — must have a UKbased guardian. The guardian must be either a close family member or friend, or be appointed through a reputable guardianship organisation that is approved by the BSA (Boarding Schools’ Association) or AEGIS (Association for the Education and Guardianship of International Students).
The role of the guardian includes:
• Providing accommodation and care during exeat weekends and half-terms
• Assisting with transport to and from airports at the start and end of term
• Acting as the first point of contact in the event of an emergency
• Supporting the child’s school life where possible — for example, by attending plays, concerts or matches
While Sherborne Prep cannot recommend any specific agency, we can provide a list of approved organisations that meet our safeguarding standards.
For more information, please contact Mrs Victoria Puzey (Admissions Registrar) or Miss Sian Brant (Matron), who liaise directly with guardianship agencies.
Lodgings and host families
Sherborne Prep does not arrange lodgings or host families directly. However, where pupils are staying with a host family arranged by a guardianship agency, we take care to record and monitor the child’s experience.
This helps us ensure that appropriate safeguarding measures are in place and that pupils continue to feel safe and supported while off school grounds.