The AEGIS Standard Autumn 2022

Photo credit to Sherborne School

Photo credit to Bryanston School

Welcome to the AEGIS STANDARD

It was wonderful to see so many of our member schools and guardianship organisations join us for our safeguarding update on 13th September.

Safeguarding over recent years has grown in prominence and I am continually impressed to hear examples of how guardianship organisations are helping their host families to be professionally curious in the way they care for students. It is also clear how many schools and guardians are working much more closely together, which is fantastic.

Guardianship organisations have trained DSLs, and this helps support the information sharing and collaborative approach that can be so crucial to the effective care of international students. Information-sharing has proven, through safeguarding reviews, to be one of those ingredients that is often found lacking.

In our safeguarding update we explored additional themes relating to the new National Minimum Standards for Boarding, and it is great to see that a panel has been put together to discuss this at the AEGIS Conference in May 2023. It will be wonderful to see many of you face-to-face at the conference, which has a fantastic line-up of speakers.

Adam Lubbock, AEGIS Chair

CONFERENCE 2023

The AEGIS team is delighted to announce that we will hold our first face-to-face conference since the pandemic, in London on 4th May 2023.

This will be an opportunity for guardians, schools and agents to connect in person, listen to some truly inspiring speakers, hear key updates from bodies such as the DfE and British Council and of course, meet with the AEGIS team. We are preparing a fantastic event and we look forward to seeing you there!

SPEAKERS AND PANELISTS

Treating Racism as

a

Safeguarding Concern

Jeffrey provides training for schools, universities and businesses on race, identity, masculinity and education.

Racism is something that needs to be seen and acknowledged before it is understood. And once understood, it can be tackled.

Online Safety

Sarah spent 20 years in publishing and newspapers, including 12 at The Daily Telegraph, before making the move to Breck Foundation

This session will include, an overview of Breck Foundation’s work with young people, Breck’s story, the signs of grooming, and where and how to get help.

Read More Read More

Jeffrey Boakye Author Broadcaster Educator

International Student Update

The British Council is the UK’s international organisation for educational opportunities and cultural relations.

Sarah Smith Head of Education & Partnerships Breck Foundation

Panel 22

A panel discussion around National Minimum Standard 22, Educational Guardians.

Independent Education Unit Representative DfE

Val Barnes, Martin Ayres QEG

2023

THE

VENUE

We have chosen Central Hall Westminster for its location and impressive facilities. The distinctive dome of Central Hall Westminster overlooks Westminster Abbey and Big Ben, and can be spotted from across central London.

COSTS

AEGIS Member: £220 plus VAT Non-Member: £300 plus VAT

• Edugo Guardian

•

•

• Carfax

• UKEC International Ltd

• Prima Guardian

• Education Guardianship UK Ltd

• Elitegate International

• AS Guardians

• Scottish Overseas Guardianship Association

• DANS Education and Guardianship

• See World Ltd

•

•

We are pleased to welcome the schools below as new members of AEGIS. If you are a school reading this and you are not yet an AEGIS member then please do get in touch with Sophie Lindsay, via sophie@aegisuk.net.

STATISTIC SCHOOLS

• Battle Abbey School

• Bootham School

• Brentwood School

• Concord College

• Framlingham College

• King Edward’s Witley

• King’s School, Rochester

• Prior’s Field School

• The Royal School

• Wycombe Abbey

Full list of AEGIS member schools

member school committed to safe guardianship

We thank all of our new members and accredited organisations for your hard work and support!

UPCOMING TRAINING

Wednesday 2nd November 09.30 – 12.00

Online Safety Training with Jonathan Taylor

Jonathan is an expert Online Safety & Social Media Awareness Consultant who works with schools nationally and internationally.

Specialising in child safeguarding and having spent 10 years as an undercover police officer identifying online predators, his unique experience, accompanied with his advanced knowledge and qualifications, allows Jonathan to offer and deliver the most exclusive, progressive, and current online safety workshops.

Member Fee: £100 / Non Member: £150 For more info: ONLINE SAFETY

Tuesday 15th November 09.30 – 16.00

Safer Recruitment Training with

Simon Snell

Simon served in the Police for 30 years. During this time he undertook a variety of roles in Safeguarding. Upon retirement, Simon continued his training and consultancy work in the safeguarding field. He has delivered training on behalf of several agencies, including the College of Policing, Devon & Cornwall Police, Barnardo’s, the NSPCC and the Football Association.

Member Fee: £150 / Non Member: £250

For more info: SAFER RECRUITMENT

AEGIS will be providing the following training sessions via Zoom this term.

Designated Safeguarding Lead Training for Guardians with

Adam Lubbock

Adam has experience in state and independent education and within the residential boarding environment. As a Safeguarding Practitioner, Adam delivers DSL training to school leaders and provides safeguarding training, support and auditing in schools. Adam is Chair of AEGIS which has given him great insight into the world of guardianship. Adam will be delivering guardianship focused training.

Member Fee: Member: £150, Non Member: £250 For more info: DSL

Wednesday 23rd November 13.00 – 14.00

Q&A Session for Schools on Guardianship & NMS

A chance to meet the AEGIS team who are here to support you and to clarify any queries you may have about Guardianship or the NMS.

Member Fee: Free for Member Schools

For more info: Q & A SESSION

All the great work done by AEGIS accredited consultants can only happen when a child has been confirmed as being accepted as a boarding pupil at their chosen school. But, prior to approaching a reputable guardianship company, how do parents make the all-important initial decision - which school is right for my child? Many parents do so in conjunction with educational consultancies and agents.

Photo credit to Millfield School

For such companies, the most vital first step is to better understand the child’s academic profile –not always an easy task when the only available information is presented by means of recent school reports which, to be blunt, sometimes offer little useful information about how the child’s current academic standing matches that expected of schools in the UK.

When an educational consultant or agent contacts a prospective school with information on an international applicant, Registrars and admissions teams first and foremost need to know whether the child will thrive within their community, with the academic fit being the key element. It is only then that the school will move to registration, formal assessment and interview and, as agents are only too aware, there is no one entrance examination used by every school. Schools are now assessing earlier and are starting to look closely at online and adaptive technologies to glean the information they require about an applicant. Old fashioned, ‘tailormade’ paper assessments rarely have a place in this dynamic and rapidly evolving area.

With all the above in mind, assessment expert, Alastair Montgomery, and former Headmaster, Jimmy Beale, put their heads together in 2020 to create the APT (Academic Profiling Test).

The APT was designed to provide a comprehensive assessment of a student’s academic skills, using the highest quality teacher-written test questions and adaptive technology. It is an evaluative measure used to demonstrate performance to future schools or monitor academic progress; candidates can be tested from 6 to 16 years old and the assessment tests academic potential by looking at core cognitive skills in English, maths, verbal reasoning and nonverbal processing, comparing performance against UK national standards.

Two years on, the APT is being used by some of the world’s leading educational school search placement consultants and agents. School admissions teams comment on the quality of the academic information given to them when an initial approach is made, and agents talk of how useful the objective data is when leading the parents towards making the best decisions for school choices – APTs information has been described as “gold dust”. An essential element of the APT is the post-assessment feedback session and the APT

team requires that any such session is delivered by a consultant who understands the results and is well-placed to interpret the data in the right way. Training is offered by APT to ensure that the integrity of the assessment is maintained – the APT is an assessment tool and is not a pass / fail test and it cannot be prepared for, or ‘beaten’.

In an interesting indication of the way that admissions and assessment is heading, several independent boarding schools have been working with the team at the APT to establish how the data and assessment can be adapted to create bespoke systems to aid their own admissions systems. There is little doubt that adaptive and online technologies are now recognised as being the way forward and agents and consultancies might well consider getting ahead of the game as the new academic year and admissions cycle kicks off.

If any schools, educational consultancies, agents or guardianships would like to know more about the APT, please contact info@aptonline.co.uk.

Beale Co-Founder and Director of APT

Jimmy

GRIEF AND LOSS

As we start the new Autumn term, it is important to acknowledge the impact of current world events on our international student community and the impact this has on student well-being. Our international students may be experiencing grief and different losses during this important transition back into school. Perhaps through the loss of a family member, loss of a country, loss of a home, and even loss of their cultural identity.

Langton Senior Manager - Designated Safeguarding Lead Living Learning English Living

Emma

As a result of our recent support work with refugees, we have been led to understand further the importance for connecting in your own language, and how this helps with the effects of cultural shock and dealing with grief and loss.

The recent national events in Britain, with the death of Her Majesty Queen Elizabeth II, may act as a trigger for many people, bringing back past experiences and the trauma of previous losses. This could be the loss of a family member through death or moving away, but it could also trigger more symbolic losses.

Whilst most people in the UK are experiencing collective grief in our own language, in our own country and with our family and friends around us, international pupils do not have this luxury. For British people, there are currently more opportunities to share our views, thoughts, and feelings more openly with people we feel comfortable with and trust. Now imagine having to grieve any loss in a different language, in a different country where not everyone understands your culture, without your friends and family around you. Just think how difficult and overwhelming that would be, and the effects it would have on your own mental health and well-being.

Feeling lonely and isolated can make dealing with existing mental health problems more difficult, it can exacerbate existing mental health problems and contribute to new conditions. Going through a period of culture shock is difficult to understand unless you’ve been through it yourself. So how can we help?

• Firstly, by ensuring we have enough staff resources to facilitate transitions and provide extra support during these times. We know transitions are coming, we need to be prepared.

• Secondly, having translators readily available to facilitate conversations in the student’s own language especially during transitions

• Thirdly, creating collective experiences with students who speak the same language, to create safe spaces and promote conversations.

• Fourthly, talk at the earliest opportunity and talk often about culture shock, experiencing loss and grief and homesickness. Model the English language and vocabulary, which international students need in order to be able to talk about these subjects in English. This needs to happen regularly and not only in the student’s induction at the start of term. Practising the language improves confidence.

So how does this work in reality? A Ukrainian student recently said to me:

“I don’t concentrate, I keep thinking about my country and everything I have left behind. It is not good. What will I have left? No one knows.”

Whilst I can’t even begin to fathom what this student has lost; I can support them in their grief by creating a safe non-judgmental space to listen to them regularly. I can facilitate our communication through a translator to reduce their cognitive load and I can model the important vocabulary they need in English to talk about these feelings at school. I can give the student a collective experience by arranging for them to speak with other Ukrainian students who are experiencing the same feelings, so they can communicate in their own language, and I can signpost the student to someone who is qualified to help further with mental health support.

As practitioners we will always need to transform and adapt our personal practice in response to world events to ensure we meet the needs of all international children.

Further information can be found on the links below:

NHS Bereavement & Loss

Young Minds

Winston Wish

Since joining AEGIS, we have been through several accreditations. The most recent started in June this year where we awarded our second gold membership reaccreditation.

We would just like to share our experience with everybody and some tips for anyone going through the same process.

We worked very closely with AEGIS during the planning stage when we obtained the up-to-date requirements from AEGIS. We spent some time during the summer term updating our documentation, that was the most time-consuming part of the process.

The appointed inspector was willing to work with us over the summer holiday. We found she had a very good understanding of the sector, what guardian duties are and the expectations of schools and parents as well. We found the interview stage to be a useful and friendly process so it then only took us a day to complete the final stage interview. We are now very proud to say we have completed our second gold membership accreditation.

Our first tip to everyone is to check your policies and documentation are up-to-date on a regular basis.

Secondly, good record keeping is important. We have our own in-house bespoke system to record everything. This has been really useful in providing evidence for the accreditation as we were able to screen share records during the interview without the need to print anything.

I hope this is helpful for everyone.

OPDS was formed in 1996 specialising in guardianship services and placements.

YES GUARDIANS

by Marc Harris.

Since embarking on this journey we have come to appreciate how vital guardians are for the smooth running and general success of an international student’s coming-of-age here in the UK. I think the following sums up nicely the ways we go above-and-beyond to support students, and I can’t believe all this happened in the first month of term.

Our unplanned exeat was frantic but successful with lots of appreciation as usual. We hosted four students ourselves which is always a pleasure - it forces me to keep my cooking on-point, learn new food skills, and encourages our kids to embrace these foods too. The only drama was some black hair dye on a carpet – but to our relief it came out.

Other than exeats, we’ve settled back into the general day-today running of guardianship. Constantly being in touch with all of our students and parents, and putting any concerns to bed. The title above – we have had many students pull £50 notes out of cupboards, mattresses, shoes – which of course is an issue as they ceased being legal tender from 30th September. We’ve been helping with bank accounts, and changing these notes so that they are not lost. We also invested considerable time trying to find another student’s expensive coat – they were already cold in August being from the Middle East so it was vital. However many emails and calls later, it unfortunately is lost forever.

Other than that the seemingly endless conveyer-belt of school uniform being delivered, returned or altered – and then labelled. Meeting our students with welcome-packs, and receiving lovely messages from parents is humbling – and why we do this.

Finally, a lovely moment. One of our students has been very homesick. We have visited her regularly, and sent her food from her home country. She arrived with us last night. Her father had flown from America and driven to us, just to spend the weekend with her. He arrived, thanked us for looking after her, and their hug was incredible – it radiated so much energy, I think we all had a little tear.

As always, thank you to AEGIS for being that vital part of the support chain. We love being an AEGIS Guardian.

£50 notes and lost designer coats

ELITE ANGLO CHINESE SERVICES

Elite Anglo Chinese Services Hong Kong visits Summer 2022.

Elite Anglo Chinese Services Director, Eve Leung, went to Hong Kong this summer to meet all new students who are joining our guardianship. Eve has been in Hong Kong every summer since the pandemic began, offering a personal introduction to the UK boarding experience and talking about what to expect for the new school year.

We offer one to one sessions to all our new students and parents to meet the director in person, going through the parent and student handbook and explaining everything in detail. We also answer any questions they might have about British schools and hosting for holidays. We do this as a part of our guardianship service, and we continued to offer the one-to-one meeting even during the pandemic (with 14 days quarantine!).

In addition to meeting our new students and parents, Eve was invited for interviews to talk about her job as a guardian, and about studying in the UK. She spoke to a local newspaper MingPao, and online media outlet, Babykingdom. Her two interviews about UK education and guardianship are available on youtube.

The MingPao interview talks about our student university destinations, and some of EliteACS’s students contributed to the article, discussing their experience of studying at UK universities and how they chose their subjects. It was good to know that the majority of these students stayed on in the UK for further study.

EDUCATION GUARDIANSHIP UK

When establishing Education Guardianship UK Ltd, our guiding principles were inspired by our own experiences as parents. We asked ourselves: “how would we like our children supported and cared for if they were studying abroad?” and, as parents, “what would we look for in an education guardian?” The answers were simple. Firstly, we would want guardians that had our child’s happiness and well-being at the centre of what they do, and secondly, we would want to have the security of knowing that we had entrusted our child to an accredited, professional guardianship whose knowledge and experience was world class.

Having worked in the education sector extensively we knew that AEGIS accreditation was essential; their high standards, code of practice and professionalism reflect our own values. Having initially contacted AEGIS at the beginning of the year, their support and guidance in the accreditation process, policies and procedures, training and safeguarding has been invaluable. The rigorous procedure to gain accreditation and the on-going support ensures we are up to date with the latest legislation and provides peace of mind and assurance to those who use our service.

We are delighted to receive our accreditation and to be welcomed into the AEGIS community. We are extremely proud that our high standards and experience have been recognised by AEGIS, as well as what is at the very heart of Education Guardianship UK - an unshakable belief that guardianship is student-centred and individual so that young people may be nurtured and thrive in all they do.

‘Education Guardianship UK have a clear vision that places the students’ wellbeing and care at the centre of all that they do…they are well placed to meet their aim to support all students to fulfil their potential.”

At Education Guardianship UK Ltd we place the student’s individuality at the centre of everything we do, underpinning the care, support and guidance to enable success in everything they do.

BRIGHT WORLD GUARDIANSHIPS

The Bright World team were introduced to the term ‘Professional Curiosity’ this year in our annual safeguarding training update. Although It is new to us as an expression, we have in fact been using the principles for many years.

The term is now being adopted and used in the 2022 Keeping Children Safe in Education guidance (KCSIE). As guardians, we reference this guidance and realise the need to delve deeper into situations with a questioning mind in order to ensure that our students are listened to and any of their concerns are dealt with thoroughly.

Professional curiosity is a skill that all those who work with children are encouraged to develop. A key feature of professional curiosity is to not make assumptions or to accept things at face value. Professional curiosity can require you to think ‘outside the box’ and to think wider and more contextually.

For us as guardianship staff and for host families, professional curiosity is key to safeguarding children. When caring for the children we are supporting, we should fully explore any concerns they have or disclosures that children make to us rather than make assumptions. We all need to be mindful of our own values that could affect our judgement and perhaps lead us to assume that all is OK when it is not.

For Local Coordinators or guardianship staff, being professionally curious involves us engaging with our students and host families through visits, conversations, observations and asking relevant questions to gather historical and current information. It is part of the ongoing vigilance that is key within safeguarding.

“We try to be professionally curious for our students to make sure that their voice is always heard. For example, if a child were to tell us that they had been left alone in the host family house for several hours yet the host family denied this, we would never take this at face value and would delve deeper”

LANA FOSTER, MANAGING DIRECTOR

bright world

What is Professional Curiosity and why are we thinking about it?

WESTBOURNE HOUSE SCHOOL

The Alice Rose Award is a very special award, in memory of Talk Education’s co-founder Alice, who sadly died in 2022. Talk Education is an independent guide to the world’s best independent schools.

Talk Education said: “In honour of Alice, the judges selected two schools that embody the qualities Alice was most passionate about - a school where children are allowed to be children, one that supports growth and learning but allows them to climb trees and get muddy knees, where confident, nurtured, happy children enjoy their childhood. The winner was chosen by the whole Talk Education team, as well as Alice’s husband James and their three young boys.”

Westbourne House School Headmaster, Martin Barker, said: “I am incredibly proud that Westbourne House has won the Talk Education Alice Rose Award in their inaugural Talk Education Awards for Innovation in Education. This is a wonderful award to win for several reasons, but most of all because we didn’t apply for this award – rather we were selected based on the Talk Education team’s experience of Westbourne House School. “We are really proud of the wonderful sense of freedom that children have at Westbourne House. Alongside this we have a broad and exciting curriculum and our children are eager to come to school each day to see all the opportunities the day brings. We encourage anyone looking for a school to come and meet us - staff and children - and get a feel for the buzz, joy and the special atmosphere at Westbourne House.

a visit to the beach, a close cricket match, meeting an author, a poetry recital, experiments in science, art in the woods, drama performance or concert –expands their interests, encourages them to follow their passions and develop self-belief.”

“For our children each enriching experience –

Chichester school, Westbourne House, has won a special national award – the Alice Rose Awardin the Talk Education Awards for Innovation in Education.

TAUNTON SCHOOL

Work has begun on a new state-of-the-art sixth-form centre and library for the school which celebrates its 175th anniversary this year, followed by proposals for enhanced sports facilities and a brand new international school.

The project also includes the creation of a green and sustainable pedestrianised hub linking boarding houses, teaching and dining blocks.

Proposals encompass moving Taunton’s current international school from its current site to the main campus; as well as developing two new Astroturf pitches, benefitting both the school and local community.

“These exciting developments are a reflection of our success locally, and globally” said

“The project marks the start of a very exciting and important new chapter in Taunton School’s

These plans follow the completion of a new dining hall in 2020, officially opened by HRH Princess Anne a year ago.

Taunton School unveils plans to invest in a £20million world-class campus development.

ST PETER’S SCHOOL YORK

Sunflower Power - St Peter’s 2-8

Raise Funds to Welcome Ukrainian

Refugees to York

We are so proud of Kate in St Peter’s 2-8, who showed compassion and entrepreneurship by selling sunflower seeds to raise money for the new Sunflowers Kids Club - a new nurturing space for Ukrainian refugee children and young people aged 0-17 to support their mental health and wellbeing. The kids club, which will support Ukrainian children with language skills, and help them to settle in York, welcomed its first visitors on July 13, following a launch.

Ukrainian teachers and psychologists are part of the staff team, after the disruption in the lives of these children has led to a disrupted education. St Peter’s School is supporting this worthy cause, by appealing to our community for donations for the club’s wish list, and offering school minibuses to take children on trips. Staff members took three St Peters 2-8 student council pupils along for the launch.

Kate (who thought of the sunflower idea), Hamish and Nina proudly presented the £93 they had so far raised from sunflower seed sales and were interviewed by local radio. Pupil Kate, 7, said: “I was planting sunflowers in my garden, and I thought it was a good idea to have a school competition as sunflowers are the symbol of Ukraine and face the sun and wobble.”

Phil Hardy, Head Teacher of St Peter’s 2-8, added: “This is an essential club providing a safe space for children and young people who may have experienced trauma, and have an uncertain future, and we are delighted to support it. Our pupils never fail to amaze me. I’m incredibly proud of Kate on the student council who thought of this lovely idea and raised funds so quickly.”

Lina Henderson, Sunflowers Kids Club Founder, added: “We are so excited to open our doors to children and young people 0-17 who have faced such challenges and trauma, and often can’t plan six months ahead. We will offer therapy but also practical skills like learning English quickly and cultural informationsuch as the fact that people in the UK have milk in their tea, and that it rains here in summer. We are also a space for women who have had no choice but to leave their men behind, or are grieving, to support each other.”

For more information and to donate please visit www.sunflowersinyork.org

REDDAM HOUSE SCHOOL

Enrolling in Reddam was a swipe change in my life. It was not only about changing school, but also about meeting new cultures, using different language and making a home far away from home.

My first days here could be considered challenging; however, welcoming staff and students tried their best to help me adjust to a different lifestyle from the one I had back home. Committed teachers and support from tutors have helped me evolve academically and mentally over the past year. After only one year spent here, I have a variety of skills in areas I could never assume I would be competent in.

Having said that, there were some obstacles I had to face since I became a member of the Reddam community. Being a passionate archer has been an indispensable part of my life since I became an adolescent. Although Reddam does not offer archery as a sport fixture, I had a support from the school to pursue my archery career. With some help, I managed to find a club nearby, and after what seemed like ages, I visited an archery range. I was introduced to some of the coaches who helped me improve my technique, and far more important, I was able to enjoy the sport I am enthusiastic about.

To sum up, even though moving abroad was difficult, it helped me shape into the person I am today who is much more independent, confident and emotionally mature than one year ago.

Year 13 student Sofija from Serbia describes the experience of coming to Reddam House and settling in to boarding school life……

SHERBORNE SCHOOL

On 24 August, Mack Rutherford, a 17-year-old British-Belgian pilot and student at Sherborne School in Dorset, completed his mission and became the youngest person in history who has flown solo around the world in a small aircraft. He has landed in Sofia, Bulgaria, where his sponsor ICDSoft is based. His journey lasted 5 months and 1 day. With his flight, Mack wanted to show that young people can pursue their dreams and achieve amazing things. It might not be easy or smooth sailing, but with grit and perseverance chances of success are on your side. He hopes he will inspire youngsters to pursue their dreams, who in turn, will inspire more youngsters to do the same. Hopefully, creating a virtual domino effect of youngsters making a difference.

Since the age of three Mack has wanted to be a pilot. He qualified for his pilot license in September 2020, which at the time, made him the youngest pilot in the world at the age of 15 years and two months. Mack has flown hundreds of hours with his dad, who is a professional pilot.

Since he became a pilot, he has been planning his solo flight around the globe. In the meantime, his sister Zara became the youngest woman to fly around the world, which gave Mack an additional spur to set off.

“I have been fortunate to have had a family that has been able to help me progress in my flying. But no matter what background you have, I believe it is never too early to work towards your dreams and you shouldn’t limit yourself by others’ expectations.” – adds Mack.

Mack has claimed two Guinness World Records. He is the youngest person to fly around the world solo – this title was held previously by Travis Ludlow who was 18 at the completion of his attempt last year. Mack has also become the youngest person to circumnavigate the world in a microlight, the title held previously by his sister Zara, who completed her own circumnavigation in January this year.

Mack Rutherford, 17, becomes the youngest person to circumnavigate the globe solo in a small aircraft

As an all-through school, it offers a seamless education within a spacious 26 acre site that includes Infant & Junior School, Senior School and Sixth Form Facilities as well as four Boarding Houses, located in Berkshire, close to London and the neighbouring county of Surrey.

Just 30 minutes from Heathrow and an hour from Gatwick, LVS Ascot provides modern, comfortable and extensive facilities for a thriving boarding community of 180 students from a range of backgrounds in the UK and internationally.

LVS Ascot facilities include: Infant & Junior School environmental garden, indoor swimming pool, fully equipped 250 seater theatre, learning resource centre, astro pitch, fitness centre and wellbeing hub. A full range of planned activities and outings keep students stimulated and entertained during the evenings and weekends.

Proud of its excellent academic & pastoral care, staff across the school work together to ensure that every student’s personal development is nurtured, believing that encouragement and support are essential to help young people become confident citizens for the future.

LVS Ascot is an award winning, all-ability, independent day and boarding school that inspires boys and girls from 4 to 18 to exceed their expectations and become independent adults, through a rounded education that delivers academic rigor alongside sporting, performing and creative opportunities.

MOOR PARK SCHOOL

Each of the above are central to a happy and settled international boarding community. In today’s topsy-turvy, fast-paced, and constantly changing world where working hours and family time seem constantly negotiable, prep boarding in the English countryside is an oasis of calm and reliability.

Childhood is a time in life where we are free of the daily grind, commutes, bills, and financial stress. A prep boarding experience protects and nurtures childhood, especially country prep boarding where children have the freedom to explore and interact with nature.

Direct exposure to nature is essential for healthy childhood development and for the physical and emotional health of children and adults. Society is teaching young people to avoid direct experiences in nature. Country boarding schools buck that trend and welcome children from around the globe who want to be actively involved in nature as part of their everyday lives, encouraging an intense interest in preserving nature and hence the planet and their own identities.

Boarding develops independence, good work habits and the ability to live and work with others. I am fortunate enough to be head of a school where exceptional individual pastoral care, personal mentoring and academic tutoring are a given for our international community. They find that education is about more than school, it’s about life.

Brendan has come to Moor Park from South Africa, where, during the last 30 years, he was Head of St Andrew’s Prep, Applewood Prep, Clifton Prep and St Charles’ College Prep

There is an opinion that prep school boarding is terminally in decline. It is true that society has changed – and continues to change.

What is constant, however, is what children need to thrive. Consistency, boundaries, clear expectations and bucketfuls of love!

Brendan Brady, Head of Moor Park

RUTHIN SCHOOL

Supporting student wellbeing through a diverse activities programme

Ruthin School is a high achieving, academically focussed boarding school with a mix of UK and international students. We support our students to succeed by having an adaptable activities programme that helps them achieve balance between their studies and their wellbeing.

Activities at Ruthin are broad and diverse. Although we play traditional sports such as football and netball, we have an adaptable co-curricular programme and offer other sports like competitive badminton, basketball and climbing to help our overseas students feel at home and excel at sports that they enjoy.

We host an annual event, the ‘Country Games’ every September with quintessentially British ‘fun’ races like egg and spoon and welly throwing. This event complements our traditional sports day by providing an opportunity to be active and compete, but in a more relaxed setting, helping our new intake get to know each other.

We also encourage participation in activities that are gentler paced and truly inclusive, which promote wellbeing and mindfulness.

Lego Robotics, Uno club, chess and backgammon club develop cognitive skills but also promote relaxation and social engagement among our international students. Welsh Woodland Culture is one of our bespoke weekly wellbeing activities for lower school students, which includes forest bathing and woodcraft in a beautiful forest setting.

These activities are hugely popular with our international students and allow for a quieter form of relaxation, complementing their core studies and the many academic competitions and activities they take part in.

FULNECK SCHOOL

Barbora Keprdova Fulneck School Boarder.

When I decided to go to boarding school I actually wasn’t worried. My mother wasn’t sleeping though, worrying about moving my things to England, not doing my laundry, or ironing my shirts. Even at seventeen, I don‘t know how to do these things, so I understood! I told her that we’ll figure it out, it wasn’t a big deal. Yet when I thought about it, I started worrying too, of forgetting something. But it turned out that Fulneck has everything I need.

Boarding was the only option as I come from the Czech Republic. When I arrived, I thought there would be really strict rules. What scared me the most was talking with others, as English is a second language. Upon arival, that all changed. I immediately felt incredibly welcome after playing Uno and laughing at a joke someone had made. Since then, I haven’t had time to be sad that I am 1786 kilometers away from family and friends.

Boarders always have time for studying, for ourselves, and each other. There is always someone to chat to, we all get together there to make noodles or egg toast. My favourite part of the day is talking and laughing whilst we cook.

I am loving my time here, not just boarding, but at school. Fulneck is small, so everybody knows everyone. Our Principal has created a very open and safe space for everyone; pupils, and members of staff. I’m studying three subjects and I couldn’t have chosen better. My English is improving and I am learning the culture of England. I have never been happier in school.

I would completely recommend boarding in another country. It’s an opportunity to be independent, make new friends and learn the language, and Fulneck is the best choice I could’ve made.

“I immediately felt incredibly welcome after playing Uno and laughing at a joke someone had made. Since then, I haven’t had time to be sad that I am 1786 kilometers away from family and friends.“

RATCLIFFE COLLEGE

Boarding is at the heart and soul of Ratcliffe College

Our boarders are fortunate to have use of world class facilities, which not only include the athletics track, Astro pitches and the new fitness suite, but also, the brand-new English Centre and project of refurbishments that have taken place over the summer holiday. These have included the Sixth Form Centre Café and Lounge, Refectory Servery, and numerous boarding rooms. All of this is designed to give our students the best possible experience at Ratcliffe College, allowing them to achieve to their potential, whilst ‘Encouraging Big Ideas’.

Our boarders lead busy lives, focusing on their academic work, whilst also enjoying the depth of the co-curricular programme, evening activities programme and the weekend trips and visits programme.

“Boarding at Ratcliffe has been great, and I’ve really enjoyed it since joining. The evening and weekend activities have really helped me to settle in and make friends. The best trips so far have been indoor skydiving and go-karting!”

Boarding at Ratcliffe provides our boarders with a fun place to live, learn and grow.

BRYANSTON SCHOOL

The initiative, set up by Global Education Destinations, has a motto of ‘Think Globally, Act Locally’. At Bryanston, we encourage our pupils to experience that international mindedness is best learned through cross-cultural friendship and global citizenship. We work tirelessly to ensure that each pupil not only achieves the results they deserve, but also learns to think independently, be self-reliant and explore new interests.

Buddies without Borders is an excellent example of how we encourage independent learning, with two of our sixth formers setting up the club, encouraged by our International Universities Advisor.

The BWB school club meets weekly online with other students aged 12-18 around the world. Students are grouped as equal global citizens into teams, assigned a country as their joint identity and together they will debate and co-author recommendation papers to solve challenges. It’s an ideal extracurricular activity for those pupils at Bryanston considering international applications.

At Bryanston we are proud to be different from other independent schools. Inspired by over 90 years of innovative practice, our approach to education and our distinctive culture nurtures purposeful, curious and well-rounded individuals.

We welcome applications from international pupils into Years 9 and 12 and occasionally Year 10 and would love the opportunity to help you and your child take the first steps towards joining us. Please visit bryanston.co.uk for more information.

Bryanston School in Dorset is the only school in the UK to offer ‘Buddies without Borders’, a new extra-curricular offering.

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