Autumn 2023
www.aegisuk.net
CONTENTS AEGIS News
School News
05 Welcome to the AEGIS Standard
21 Repton Prep
06 New Members
22 Tonbridge School
08 Training and Conference 2024
24 Queenswood 25 St Swithun’s 26 Ardingly College
Opinion
27 King’s Bruton 28 Sherborne School 29 St Mary’s School, Cambridge
10 What Keeps Chinese Parents up at Night?, Susan Fang 12 Dandelions, The Military Child at Boarding School, Stacey Heartford
30 Downside 31 Winchester College 32 Sedbergh School 33 Aldenham
Guardianship Organisation News
Advertisers
14 UK Study Centre
35 ST Alphe Conferences
15 Bright World Guardianships
35 Inlocoparentis
16 White House Guardians 17 UKGuardianship 18 UK2LEARN 19 Victoria Guardianship
Cover photo credit to James Kimber for Sherborne School
34 No Fluff Fest
Photo credit to White House Guardians
Photo credit to Repton Prep
Welcome to the
AEGIS STANDARD A new academic year always brings new guidance, policies requiring update and staff training reviews. Many of you joined us for the Safeguarding Update on 25th September which focused on key safeguarding themes through KCSiE 2023, the ISI Framework 23 and important reminders from the NMS from last year. One of the key themes is student wellbeing, and we are aware of the great work that has already been put in place by many schools and guardians. We should also be considering digital wellbeing as part of our support for child resilience. With such a focus, we would love to hear about schools and guardians who are championing this area and how you are making a positive impact on the lives of international students.
Various consultations are taking place to review statutory guidance, such as Working Together to Safeguard Children (WTtSC), information sharing and mandatory reporting of child sexual abuse (IICSA recommendation). WTtSC will bring out wide-ranging changes that will affect all communities that support children and work with multi-agency arrangements. If you would like a copy of the slides from our safeguarding update, please contact the AEGIS team. Wishing you a successful start to academic year 2023-2024.
Adam Lubbock, AEGIS Chair
5
NEW MEMBERS We love working with and supporting our members, and our community is continuing to grow, with over 100 AEGIS guardians and 169 member schools.
Accredited Guardianship Organisations since our Spring Newsletter If you are interested in finding out more about accreditation, please do contact Sharon Sverdloff for more information, via sharon@aegisuk.net. Since our last newsletter we congratulate the following AEGIS members for passing accreditation:
GOLD STANDARD
Accreditation
• • •
• • • •
Re-accreditation • • • • •
BOSSS Guardians English Country Guardians Heritage Educational Planning London International Agency UK Study Centre
Full List of Gold Standard Accredited Guardianship Organisations
6
PRELIMINARY STANDARD
Accreditation Maryna Jenkins Limited Oxford Education & Services UM Education
STATIS
BrighterU Education Ltd iGo Youth Education Services Russell Global Education Ryugaku-Link
Re-accreditation • •
IQ Consultancy South England Exchange
Full List of Preliminary Accredited Guardianship Organisations
preliminary accreditation
New Member Schools since our Spring newsletter 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.
STIC
SCHOOLS • • • • • • • • • •
Denstone College Embley Gresham’s Lockers Park School Marlborough College Mayfield New Hall School Ryde School with Upper Chine Sherfield St Andrew’s Prep
A full list of AEGIS member schools can be found here
We thank all of our new members and accredited organisations for your hard We thank all of new members work andour support!
and accredited organisations for your hard work and support!
7
AEGIS NEWS
TRAINING FREE AEGIS Homestay Safeguarding Training
Designated Safeguarding Lead Training
AEGIS Quality Standards state that all main carers in homestays should have safeguarding training which is updated annually and renewed every 3 years.
18th and 19th October at 09.30
To help our member guardianship organisations fulfil this responsibilty, AEGIS now offers a bespoke online training facility via our Member Portal available exclusively to our member guardianship organisations for their homestays.
Click to see more details - only a few spaces left.
AEGIS will be offering this training for DSLs via Zoom.
By logging in to the portal, each guardianship organisation has access to a unique link to send to their homestays. Completion of the course is then easily monitored from within the portal and certificates can be issued by the guardianship organisation and sent to their homestays and/or to keep for their own records This is now live. Please contact info@aegisuk.net for further details.
AEGIS CONFERENCE 2024 Save the Date The AEGIS Conference will be held on Thursday 9th May 2024 at the Congress Centre, London. Keep an eye out for further details!
8
SUSAN FANG Founder and Director of UKGuardianship
What keeps Chinese parents up at night when considering sending their kids abroad? The mainland Chinese have been sending their children to the UK for independent secondary and primary education for years, and have definitely grown more sophisticated over time. They can easily recite the list of schools in the Clarendon Nine, the Rugby Six and the Eton Twelve. They are also able to memorise the A* to A percentage of A level grades of their target schools, as well as these schools’ university destination lists both in the UK and the U.S. However, the truth remains that while Chinese parents are good at gathering the hard facts by themselves, they spend so much effort on scrutinising and comparing the “headline” statistics that they forget to ask themselves, ‘How does this serve my children and family? How does it serve me?’
10
10
On that note, it was refreshing, and reassuring, to see the top eight most popular questions voted by 830+ affluent Chinese mums about study abroad for minors were not driven by the pursuit of hard facts. In this Tencent-powered charity WeChat live that took place over the summer, I was delighted to be able to help Chinese parents who questioned what defined a good school, and wanted to prioritise wellness of their children and themselves.
Would they know that back home, Chinese students can leave school after end-of-semester exams, and find it perplexing to be asked to stay for pantos and sports days? Joining a school that doesn’t learn how to welcome Chinese students is not what I consider a good school.
Here’s a summary of what keeps modern day, high networth Chinese parents awake at night when considering sending their under-18s abroad, and my candid and encompassing advice to them:
A: No. If this is the only objective, they may as well stay in China. Studying abroad is much more than getting a qualification. It’s about getting an educated life: appreciating different cultures; making friends from all over the world; becoming proficient in English and possibly other languages; becoming independent; having the confidence to say things differently and call things out…
Q: The study abroad journey is best embarked as early as possible?
Q: Studying abroad is for the purpose of getting a qualification and certificate?
A: If the purpose is to get the child seamlessly integrated into the British education system and society, then generally, yes. But this also depends on family circumstance. Key factors to consider: greater financial investment; challenge for less independent children; missing out on seeing your children grow; compromising with mother tongue proficiency.
Q: Studying in the UK will automatically make you a better English language user?
Q: Highly ranked schools are good schools?
Q: There is no pressure when studying abroad?
A: No. Rankings are often determined by exam results. An academic hothouse churning out A*s is not necessarily a good school. It just means the students there are highly proficient in sitting exams. To ensure that they remain top of the rankings, schools have to be super selective. Self-motivated, academically outstanding students do well in any school. Often, it’s students that make schools great, rather than schools that make students shine. On the other hand, if a school can help an F-grader to a B in a positive, non-pressure-cooker way, I would happily call that a good school.
A: No. Parents are disillusioned if they thought helping their kids escape “gaokao” (entrance exam to Chinese universities) would free them of all pressure. Competition is everywhere and certainly in the U.K. Especially if the aim is to get their children into the most academic schools and universities, not only would they compete with other Chinese kids (second-gen and international), but also many other internationals. The price is the same wherever you are if you want the best for your child.
Q: Parents can rest once kids are in good schools? A: No. For a child to achieve their potential, family education is just as important as school education. It’s all very well for the child to make their bed, proactively engage in conversations and not lock themselves in bedrooms playing computer games at night. If parents don’t instil the same habits at home, be it for guilt or convenience, then what’s been taught at school is in vain. Q: Schools with few Chinese are better? A: No. A school with few international Chinese may not have the expertise to care for such a cohort. For example, would they know Chinese students solve an equation in their head rather than writing out the process? Would they know Chinese students are brought up drinking hot water, so often carry a thermos?
A: Not necessarily. If students mingle outside the Chinese international circle, then yes, they would find their English proficiency levels up to a standard where speaking English would become as easy as breathing.
Q: You can choose whatever subjects without consequences when studying abroad? A: No. There are certain pre-profession degrees that require prerequisite school qualifications, and some A levels that ask for certain GCSE passes. Some Chinese parents think, because they are exiting the “gaokao” system, their kids can select ANY academic programme, course or subject. Trying new things as an extra-curricular activity is one thing, but choosing an academic subject is another. For example, a medical degree asks for A level Chemistry and sometimes Biology, with Maths to a certain standard at GCSE and above. To take A level Art, Music, Modern Foreign Languages, Design & Technology and Computing, most schools ask students to have done them at GCSE.
11
STACEY HEARTFORD Forces & FCDO Education Consultant, Panoba
Dandelions - The military child at boarding school Children of the armed forces are often described as Dandelions, bright and sunny, hardy, resilient. They spend their childhood blowing on the winds of change, putting down roots wherever they are taken. Most military children have experienced multiple postings, deployments and separations, stoically accepting disruption and change as the regular norm.
12
On the surface you might not even notice a military child is any different to his or her civilian counterpart. They appear outgoing, lively, enthusiastic, but their emotional needs will be much greater than you realise. They are used to moving at the drop of a hat and have extended family they rarely see. They miss relationships with grandparents and cousins, and they are used to going for lengthy periods without one of their parents, sometimes both. It is true, they make extremely valuable additions to a boarding environment. They are experienced at welcoming new friends, having lost and gained so many before. They are acutely aware of how it feels to be separated from immediate and extended family and readily lend themselves as an empathetic ear to a homesick friend. According to the 2023 Independent School’s Council (ISC) Report, there are currently 4570 HM forces students boarding in UK Schools. Of the 3442 British pupils with parents living outside the UK this year, many will be from military families stationed overseas. Although some military families will choose a guardianship company it is common to source a school near family or friends. Guardianship becomes the responsibility of a familiar person, trusted to be there when parents are not able. Just like their international friends, at the end of term, some of those students may even have to make the journey “home” alone. Have you considered that a military child’s’ “home” address is likely to change between 3 and 5 times in 10 years? This can make the return “home” from school during holidays an alienating and displacing experience. Harris is a boarder whose parents returned to the UK from their Cyprus base at short notice; the move took place while Harris was at school, almost 3000 miles away.
“We’d been in Cyprus since I was 9 and it felt weird that I’d never go back. I didn’t get to say goodbye to our house or my friends. When I went to the new house at Easter everything was unfamiliar. It didn’t feel like home. I’d no one to hang-out with and nowhere to go. I’d lost my independence. I couldn’t wait to get back to school”. What you may not realise is that many of these military children began their boarding journey at just 8 years old. For parents whose moves are widespread and frequent, the need to provide a stable home from home for their child is paramount. Research conducted in 2018 by Winchester University on behalf of the Service Childrens Progression Alliance (SCiP) suggests that regular school changes can be damaging, leading to gaps and repetition in a child’s education. As a result of parental mobility, military children can struggle to progress in line with their civilian peers. The research also recognises that military children are more likely to hold on to their fears and emotional stress rather than share with another. My own military children aged 8 and 10 have just started their 4th Primary School. It’s been so hard for them to adapt and adjust each time they move, and it’s been heartbreaking for us as parents to witness. I completely understand why people choose to board their children at such a young age. Boarding school helps to give the best possible grounding on academic, social and emotional levels, and offers stability and continuity in an uncertain world. Stacey is a military spouse, mum and author of whenhomekeepsmoving.blog, a light-hearted look at life inside of a military family. She also works as the Armed Forces Families education specialist at Panoba.
“
13
UK STUDY CENTRE As a Gold Standard AEGIS member, we are required to undergo re-accreditation every four years. The topic of re-inspection frequently arises during conferences and conversations with other guardianship companies. Many anticipate the process to be quite stressful, similar to an Ofsted inspection, particularly for new members who are going through it for the first time. Which is why I think it is important to reassure those who are considering joining AEGIS or those with re-inspections due soon that the inspection experience is, in fact, very positive. Personally, we found it to be a straightforward process, thanks to the clear guidance and the support of the inspector assigned to us. She was efficient, helpful, and flexible, working in partnership with us rather than imposing strict deadlines. She seemed to understand that our main priority is to remain focused on our students, which is extremely important, especially for smaller companies where one staff member is handling the inspection while also looking after the students and managing other responsibilities. The process is organised in a way to encourage guardians to check everything thoroughly, and it becomes easier to maintain high standards between inspections. In fact, if all the processes are internally rechecked each year after the updated guidance is released, the actual re-inspection won’t take too much time at all.
“We want to express our gratitude to AEGIS for the wonderful job they are doing by hiring the best inspectors and helping members maintain a high level of care and safety. This greatly benefits international students and ensures their well-being.” MARIANNA SLIVNITSKAYA, HEAD OF GUARDIANSHIP, SAFEGUARDING AND MENTAL HEALTH LEAD
14
BRIGHT WORLD GUARDIANSHIPS More than just a safe place to stay, a host family can open new horizons A RICHER UK EXPERIENCE Spending the school holidays with a host family can provide a range of new experiences and cultural knowledge which students miss out on if they return home. When the right host family is matched with a student it also creates a bond that can last for years to come, adding an extra dimension to a students time in the UK. At Bright World, our Accommodation Team work really hard to match students with the right host family and it is so rewarding when we hear what a difference we have made. LIFE LONG CONNECTIONS Many students remain in contact with their host family for years to come. Isabel was hosted by Lisa McGowan and her family while studying at Elmhurst Ballet School. Isabel invited Lisa to the end of year show at Elmhurst last year and introduced her to her parents and sister. Lisa is in regular contact with Isabel’s mother and they meeting up again for Isabel’s final school show at the end of term. They plan to stay in touch as they have all got on so well. AN EASTER TO REMEMBER Julie spent three weeks with a host family during the Easter holidays and had an amazing time. During the course of her stay, she really started coming out of her shell. She was initially somewhat scared of dogs but within 2 days of her arrival at the Dunford family, she had grown to love them. As Julie neared the end of her stay, she mentioned that she had not been to London. Her host family sprang into action and arranged a trip to London to look at art galleries (Julie is a talented artist) as well as the London Eye and dungeons. They had an amazing last day before she returned to school. A HOST FAMILY CAN ADD COLOUR TO HOLIDAY TIMES “ Hey Debbie, I hope you and your family are well. I just want to let you know how grateful I am for your care and kindness during our stay. I feel extremely welcomed by every member of your family and living at your house has added so many colours to my first year of studying abroad. Though we’ll be busy preparing for university next year, hopefully we’ll stay in touch and I wish you all the best..” ARIEL & NATALIE, BRIGHT WORLD STUDENTS
bright world 15
WHITE HOUSE GUARDIANS The impact that a caring and supportive host family can have on an international student cannot be over-estimated.
“My name is Niels, I’m 13 years old and I’m from France. I had a huge chance with the organisational qualities of WHG to spend two wonderful weeks this summer in the South of UK, to Corfe Mullen close to Poole which is a beautiful area. I had an awesome stay with Janet and Jon, they were so welcoming and sweet. Janet was super friendly, an excellent cook and always interested in my welfare. I had lot of fun with their grandson and the other members of their family, without forgetting Teddy the puppy. We created lot of memories going to visit Dorset, we went to museums, castles, farms…Everything was fun and unforgettable. Last but not least I improved my English thanks to the immersive experience and learned new culture and habits. I would like to return with the same family in the future, they were more than stellar.”
16
UKGUARDIANSHIP Bahri has been in the UKG guardianship programme since Year 9 and it’s been wonderful to see his academic and personal growth over the past 3 years. When Bahri arrived in the UK, it was his first time living away from home. Through weekly phone calls and regular contact, we noticed his maturity and drive; he now has clear future goals and is working hard to achieve them. Bahri has had a unique journey in the UK. He is a talented footballer and joined a football academy where the main focus was training, rather than academic studies. However, we soon spotted Bahri’s academic potential and did everything we could to guide and support him to develop his abilities. Bahri is intelligent and capable, and it helped that he is a very conscientious student. Bahri worked extremely hard over the past 2 years and with help from our educational advisors and regular tutoring sessions with our subject specialists, he obtained excellent GCSE grades including grade 9s for maths and sciences and an A for additional maths. He also won the Principal’s Prize for Community Engagement and the Key Stage 4 Maths prize for high performance. Bahri was also a top player in his previous school’s football team. They were a strong team who won the ESFA (English Schools’ Football Association) Under 16 Schools’ Cup earlier this year, achieving a massive 5-0 victory! We are incredibly proud of everything Bahri has achieved and we can’t wait to see what the future holds for this talented young man. Bahri’s career goals are to study veterinary medicine or ecology at university, as well as being a professional footballer! We are looking forward to helping him through his A-levels, while continuing to work with his 2 younger brothers. With his dedication and 100% effort he puts into everything he does, we are sure Bahri will reach his goals! “I am grateful for the love that UKG has shown my child. They celebrate every step of his journey, and I am truly thankful. UKG has been an indispensable mentor in his growth and feels more like family.” BAHRI’S MUM
17
UK2LEARN UK2Learn Immersion Programmes – the best way to learn a language is to be surrounded by it, both while studying and socialising. Not only do UK2Learn provide guardianship services to international students while they are studying full time in the UK, but prior to Covid-19, UK2Learn regularly provided short-term immersion programmes for international students. With lifted travel restrictions, 2023 has been the right time to bring this opportunity back for young people. Flash back to earlier this year, we were contacted by an agency in Spain and were asked if we could support an immersion student who is looking for an exciting experience in the UK. Now we are supporting Alberto, a Year 11 student who is currently at a state secondary school in Surrey for the Autumn Term. What is an immersion programme? An immersion programme is an opportunity for international students to be fully immersed in a new setting for a period of time, meanwhile learning a new language, meeting new people, having new experiences, and creating memories. Where does an immersion student stay? At UK2Learn, we have a large range of fantastic hosts who are open to hosting immersion students. Our amazing, experienced host family in Guildford has been hosting Alberto throughout his time here in the UK, and they have been an essential part of the process in making his experience as smooth as possible. They have helped with his school lunches, school uniform, showing him how to navigate public transport and they have even taken him to London for the day. Memories for life. While Alberto has been at his immersion school, he has been given an insight into the UK school curriculum, he has learnt independence, gained confidence all while forming new friendships, he has participated in afterschool activities and has even been picked to play for the school football team attending an away match against another school in the area. When we asked Alberto about his Immersion experience, he said “The UK2Learn team have been so kind to me, and this is an experience that everyone needs to do”. We have thoroughly enjoyed supporting Alberto and we wish him all the best with his future endeavours. To find out more about our Immersion Programmes visit our website: www.uk2learn.com
18
VICTORIA GUARDIANSHIP As a parent who made the decision to send my child to the United Kingdom for their education, I can’t express enough how grateful I am to UKVG (Victoria Guardianship Ltd). It has been an incredible journey filled with warmth, support, and countless heartwarming moments. The moment we entrusted our child to a UKVG host family, we felt a profound sense of relief. The welcoming atmosphere and genuine care provided by the host family made it evident that our child would be in good hands. The transition to a foreign country can be daunting, but the UKVG host family made it feel like a seamless and heartwarming experience. The effectiveness of the UKVG team is truly remarkable. They go above and beyond to ensure that every aspect of a child’s life, from academic support to emotional well-being, is taken care of. The high standards set by this organization are evident in the academic progress and personal growth we’ve witnessed in our child. One of the aspects that touched our hearts the most was the sense of equality within the UKVG team. Our child was treated as a member of their host family, not as a guest. This sense of belonging and inclusivity has had a profound impact on our child’s character and outlook on the world. In sending our child to the UK and choosing UKVG, we made a decision that we will forever cherish. It’s heartwarming to see our child thrive in a foreign land, thanks to the loving and supportive environment provided by their host family. The United Kingdom’s education system, paired with the UKVG team, has truly exceeded our expectations and given our child an incredible opportunity for growth and development. We couldn’t be more grateful for this exceptional experience. CLAUDIA’S MUM, CHINA
AEGIS Conference 23
19
BEST START EDUCATION A spotlight on an inspiring young artist. Meet Miron, one of the wonderful students we look after as guardians. He is a boarder at Bedford School. During the past few years, we have been watching how his creativity developed. He tried music lessons and then discovered the enchanting world of art. He found solace in sketching, painting, and bringing his imagination to life on paper. He finds joy in the creative process. His family, his school and we, as guardians, encourage Miron to pursue his passion. The school’s art department is very supportive and helps him try different techniques, like clay modelling and print making. Miron developed various artistic skills, and during this year’s school exhibition, he decided to share his achievements and display his work. Miron’s participation in the school exhibition was not just a personal triumph; it was a reminder to all of us that a boarding school is a place where talents can flourish and dreams can take shape. We are proud of Miron’s achievements and look forward to watching his artistic journey continue to unfold and inspire us all in the years to come. .
AEGIS Conference 23 20
REPTON PREP Being There: Why residential staff dedicated to supporting international boarders make all the difference. Repton Prep, in Derbyshire, has always been proud of its boarding provision. Winners of the BSA Supporting Junior Boarders award, dedication to the very best support for young people studying away from home is fundamental to the school’s approach. Pupils can board at Repton from the age of seven in a beautiful environment with all the excellent in-loco-parentis care one would hope for. Yet for international boarders, the support goes even further, and Repton Prep employs Rachel Wantling, a qualified EAL teacher dedicated not only to working with pupils on their understanding of the English language, but to their full immersion in Repton Prep’s rich boarding programme. Most importantly, Rachel is resident full time on campus to support our international pupils round the clock. The impact on pupil confidence is striking. Last year one of our Year 7 Spanish boarders created a puppet show to highlight endangered languages for International Mother Language Day. A full-time boarder from Hong Kong developed his musicianship, becoming a finalist of the School’s Young Musician of the Year competition and winning a music scholarship to Repton School at 13+. Another pupil via the Homes for Ukraine scheme took full advantage of the language support on offer and was soon confident enough to perform in the school play, Disney’s The Lion King, also furthering her passion for dance. She graduated from Repton Prep with exam grades placing her in the top 20 academically. The support international pupils receive is included in school fees, so there is no barrier to access for any of our international pupils, and this is further reminder that Repton Prep is committed to the best experience possible for international boarders. We believe they strengthen the diversity of school life and are emblematic of our inclusivity. This is true whatever the length of a pupil’s stay with us; we have recently introduced short-term immersive programmes for international pupils where they can sample boarding school life for one or two terms, or a year –with full experience of boarding trips, the school community and outstanding facilities, following our academic timetable plus specialist English teaching.
21
Autumn colours at Tonbridge School 26
TONBRIDGE SCHOOL Catalin, from Moldova, left Tonbridge this summer after completing his A-levels and is now enrolling at the prestigious New York University Abu Dhabi to study Liberal Arts. He looks back upon the last five years, reflects on what he’s learned and looks to the future too. WHICH SUBJECTS DID YOU ENJOY MOST? I especially enjoyed Further Mathematics, as it makes us understand the world at a more profound level. WHAT ARE YOUR CAREER ASPIRATIONS? My intention is to work in quantum analysis at a corporate company in London. Afterwards, I want to open a branch in my hometown of Chisinau. I would also love to travel the world, especially South American countries. WHAT WERE YOUR BEST MOMENTS AT TONBRIDGE? Activities such as the Science Conference, The Arcana Maths Society trip, House Swimming competitions and paddle boarding helped me to enrich the bonds with boys in my year and made me feel part of the community and culture. IS THERE ONE HIGHLIGHT? Giving a Saturday Chapel Talk about Moldovan national dishes! It felt amazing to walk down the Chapel, applauded by my peers, after finishing my speech. WHAT HAS TONBRIDGE TAUGHT YOU, DO YOU THINK? To structure my time across academic and co-curricular activities. I managed to learn a new Computer Science topic, do a Maths talk, work on my Physics investigation and have swimming training … all in a single day! WHAT ADVICE WOULD YOU GIVE TO A FIRST YEAR? There are a lot of things to do but be patient, things will work out, and you are on the right path: the Tonbridge path.
23
QUEENSWOOD SCHOOL Embracing Diversity: a warm welcome to one of our newest Queenswood students from China We are delighted to share an inspiring tale of cultural exchange and personal development. Queenswood School takes immense pride in embracing a student from China who was born and raised in Munich, Germany, and who has embarked on a transformative journey within our school. Emily (aged 16) is an intelligent and eager individual who has recently become a valued member of our Queenswood community. Emily is currently pursuing A-Levels in Mathematics, Further Mathematics, Latin and French. Her arrival not only brings a wealth of diverse perspectives to our student body but also exemplifies the power of global education. From the moment Emily set foot on our campus, she demonstrated a remarkable passion for learning and a keen interest in embracing new experiences. Adjusting to life in a foreign country and adapting to the unique dynamics of a boarding school can be a daunting task, but Emily has met every challenge with determination and grace. We had the privilege to sit down with Emily and hear about her journey so far. She shared her excitement about the opportunity to study at Queenswood and expressed her gratitude for the warm welcome she received both from fellow students and the supportive staff. “I am so happy to be here to study, I have made some lovely new friends, and I am excited to make the most of everything Queenswood School is offering me. I really enjoy all the sport facilities.” In addition to her academic pursuits, Emily has also been actively engaged in exploring the co-curricular activities, demonstrating a remarkable interest in the vast number of sporting activities available. We are committed to creating an inclusive environment where every student can thrive, and Emily’s presence will be a shining example of the diverse and vibrant community we aspire to cultivate at Queenswood School. We look forward to witnessing Emily’s continued growth and ongoing progress as she embarks on this exciting chapter of her academic journey. Her unique perspective and cultural background enrich the qualities of Queenswood, reminding us again of the power of enriching global perspectives in a British education.
24
ST SWITHUN’S 2023 St Swithun’s Graduate and former Head Girl Jamie S undertook the trip of a lifetime in February as she travelled to Geneva as one of the three representatives of the UNICEF UK Youth Advisory Board (YAB) Jamie was selected by her peers on the board to represent the group, and UNICEF, at the meetings with the UN Committee on the Rights of the Child. These meetings were a critical part of the UNCRC Periodic Review Process, during which the UK Government is reporting on how children’s rights are respected in the United Kingdom. Jamie moderated the Children’s meeting. Topics discussed included the importance of recognising the individual systematic inequalities apparent in terms of education – for example the disproportionate negative impact of the Covid pandemic on educational opportunities for young people in some communities. The Committee is a body of 18 independent experts that monitors implementation of the Convention on the Rights of the Child (UNCRC) by its States’ parties. It also monitors implementation of the Optional Protocols to the Convention, on involvement of children in a number of areas including armed conflict and on the sale of children, child prostitution and child pornography and the negative impact of the internet within all of these areas. Off the back of the meetings, the UN Committee will provide a set of recommendations to the UK Government later this year. Speaking about the trip, Jamie said, “I am honoured and grateful for the opportunity to represent children’s views across the UK and Jersey. I hope the UN Committee will consider our perspectives and make appropriate recommendations to the UK government.” St Swithun’s Headmistress Jane Gandee added, “Since her arrival at St Swithun’s, Jamie has been notable for her sense of community and for her concern for others. I cannot think of anyone better suited to represent the UNICEF UK Youth Advisory Board. I’m sure she was thoughtful and clear-thinking in her contributions.”
25
ARDINGLY COLLEGE Timi’s UK educational journey began in 2017 when he joined Ardingly College as a full boarder from Abu Dhabi. During his time at Ardingly he seized every opportunity on offer and, in recognition of his leadership and other personal qualities, in his final year he became Head of School. While academics were a priority, Timi didn’t limit himself to the classroom. A passionate footballer, he excelled on the pitch and captained the 1XI team. His athletic talents extended beyond the pitch; he won gold medals in sprinting at national competitions and then went on to represent Team GB at the World Junior Championships in Colombia. Timi’s academic journey was equally impressive, boasting an A*/A profile. However, despite his stellar record, he initially faced rejection from his top three UK university choices. He was supported by his tutor to consider the various options for his next steps: “I recall a conversation in which we talked about life and its ability to surprise us in abnormal ways”. Opting for a gap year, Timi gained professional experience through an internship at Lubbock Fine, working in accounting and audit. During this time, he was supported by the College to apply to US universities and he received a lifechanging offer from Harvard University. Beyond academics and athletics, Timi is a talented pianist who shared his music globally through social media. His musical journey led to international events, collaborations with artists, and a captivating debut piano show in August 2023, performed under the moniker ‘Timikeys.’ Timi’s story exemplifies resilience, adaptability, and unwavering determination. As he embarks on his Harvard journey, we are confident he will make his mark on the world stage. “Ardingly has bettered my patience, instilled resilience, and given me boundless ambition. But what it has taught me most is independence and the courage to make my own decisions, which truly opened doors to the endless opportunities in store.”
26
KING’S BRUTON It was hard at first when I arrived here in England. The idea of coming to a new country and boarding an airplane for the first time was a bit overwhelming, but mostly exciting, as I had never been out of Fiji before in my life until now. I was so fortunate to receive a sports scholarship to King’s School Bruton, and grateful to be part of this great school which has been around for over 500 years. Before I joined King’s School Bruton, I was in a catholic school in Fiji called Marist Brothers High School. My previous school was also a boarding school, like King’s Bruton, so boarding was something that was not new to me when I first got here. I was the captain of my under 16 rugby team back in Fiji and aspire to be the captain for King’s 1st XV team. Playing rugby in England was challenging at first as the weather was a lot different from the beautiful weather in Fiji. At one point it started to snow, but that didn’t stop me from playing the sport that I love, as I acclimatised to the weather here and played to the best of my ability. Since I have been here in England, I have learnt a lot of new things academically and in sport, but also a new way of life. Coming straight from the village of Saunaka in Fiji to King’s was a dream come true for my family and I. King’s as a whole has been accepting and inclusive in the activities that I take part in such as rugby, house activities, lessons and the EDI committee. I have found everyone at King’s to be friendly and kind - from my teachers, to fellow pupils, and at this juncture I would like to thank the Headmaster, Mr Wilmshurst for enabling me to have the opportunity to attend this amazing and inclusive school and for giving me the opportunity to come and be part of the King’s Bruton community. Niko, from Fiji
27
SHERBORNE SCHOOL Sherborne School was recently selected by The Week in their Best of the Best Schools’ Awards, for co-curricular provision. Fifth Formers Ryan, Josh and Gabriel compared notes on their experiences beyond the classroom. Ryan is an all-rounder, who throws himself wholeheartedly into many of the opportunities offered at Sherborne: “My most favourite activity is playing tennis with my friends. Last year I played a tournament with both doubles and singles matches and ended up as the overall winner of the regional finals. I also love other racket sports, such as badminton. And we get very competitive about table tennis in my boarding house. I’ve done lots of outdoor activities – including a really fun CCF trip to Scraesdon Fort. I am currently doing my Silver DofE and I learnt camping, navigation and map-reading skills while completing an expedition through forests and heathland. Finally, I have just started playing the cello and am enjoying the opportunity to use the amazing music facilities. When I get better, I might be able to play in concerts with the orchestra.” Gabriel and Josh are passionate climbers and therefore delighted with the climbing wall in the brand new sports centre. Gabriel comments: “As an adrenalin junkie, I get naturally drawn to activities such as Parkour, skiing, and cliff diving. But as of right now, I am really focused on climbing and able to hone my skills on the fantastic climbing wall. We have both a bouldering wall and a top rope wall and they provide a wide range of difficulty gradings. As someone who has been climbing for 6 years, I can tell you the hardest ones really are challenging. During the summer term, the school brings us to Portland to climb the cliffs outdoors, and, honestly, it’s a very enjoyable experience as it gives you a feeling of escaping into nature.” His brother, Josh, adds: “What I like most is the amount of support the school provides in helping you develop your individual passions and talents. I’m also a keen climber and we have very experienced and competent coaches. Thanks to their guidance and encouragement, I reached 15th place in an Under 18 schools’ tournament with about 150 competitors. I enjoy how much the staff motivate you to achieve your personal goals”. Ryan L, Gabriel C and Joshua C are all in the Fifth Form at Sherborne School, Dorset. .
28
ST MARY’S SCHOOL, CAMBRIDGE In a world where talent knows no borders, St Mary’s School, Cambridge stands as a beacon of girls’ education that nurtures global aspirations St Mary’s international students come from diverse backgrounds, ignite their passions, and embark on journeys that span continents and industries. Habiba’s remarkable journey from Maiduguri, Nigeria, to becoming a trailblazing energy and climate change researcher exemplifies the spirit of St Mary’s. She achieved straight A* grades in her A levels in Maths, Further Maths, Physics and Chemistry, and her Extended Project Qualification (EPQ) that looked at the possibility of a world powered entirely by renewable energy sources. St Mary’s paved the way for Bachelors and Masters degrees, and eventually a PhD in energy systems and climate change research. Today, Habiba is a driving force in the field, working with organisations such as the Rocky Mountain Institute and the Energy for Growth Hub. That success story is just one of many. Another alumna, who studied Maths, Chemistry, and Geography at St Mary’s, became a Radio Producer at Bloomberg. She studied Chemistry at Cardiff University and then a Masters in Journalism at the University of Hong Kong. She has collaborated with Sky News and Vice, and is already making an impressive impact on the world of journalism. St Mary’s School extends its support far beyond graduation. Recent alumnae reunions are a testament to the enduring bonds forged here. Now a Junior Specialist at Christie’s Hong Kong, another alumna recently hosted the Asian Pastonian Society, where a strong sense of community, support and mentorship was evident. The success stories continue with Cally, who recently won an International Design & Architecture Award for her company, Coltex Furnishing. Her time at St Mary’s was instrumental in shaping her creative career. “The support at St Mary’s has made me who I am. Unlimited resources to expand my ideas created a solid foundation to study at Chelsea College of Art and Design and start my creative career.” Cally In a world where talent knows no borders, international students at St Mary’s School are equipped with the skills and confidence to make their mark on the global stage. St Mary’s is not just a school; it’s a launchpad for international greatness.
29
DOWNSIDE Founded in 1614 and based just 25 minutes from the World Heritage City of Bath, Downside is one of England’s oldest and most well-recognised Catholic schools. Maria joined Downside from Poland in 2021. She was a pupil who embraced all the opportunities offered to her and thrived in a truly international community which welcomes individual cultures and heritage. ‘When I joined Downside, I was struck by the number of international pupils from all around the world. Becoming Deputy Head of School in the Upper Sixth made me realise that everyone, even those who came just for a term, added so much to our community and diversified it. The way numerous cultures merged fascinated me, and together with discovering different traditions from various countries all around the world, I have been inspired to work in international relations in the future. As I began my Spanish A Level studies, I became immersed in the culture and the language, which I always tried to practice with my Spanish or South American friends. My fabulous language teachers encouraged me to go further and consider studying abroad; currently, I am applying to universities in Spain. Now, my biggest dream is working in diplomacy. The education at Downside not only influenced my future at university, but also inspired me to explore various subjects and read more. At school I learned to appreciate art and became fascinated by American history and religious studies. Downside truly shaped me as a person, being a place where people feel comfortable sharing their different experiences, interests, and views seeking to find the truth.’
30
WINCHESTER COLLEGE CATALYST’s International Ripple Effect: one change project, one community at a time Winchester College’s CATALYST initiative has a clear goal: to help young people to become active change-makers in their communities. Through our Foundations and Horizons programmes, we coach pupils from around the world to develop Change Projects that, so far, have affected positive change in over 23 countries worldwide — one community at a time. A SPARK IN ETHIOPIA Joining CATALYST from Ethiopia, Elizabeth wanted to address the energy poverty afflicting 55% of her country’s populace. Backed by the knowledge and the global outlook acquired in the CATALYST Horizons programme, she devised a project that taps into the raw power of lightning, to generate electricity that could provide energy to rural communities. Channeling the potential of naturally occurring phenomena into a force for good is no small feat. Through a meticulous and analytical process — honed by the critical thinking exercises embedded in the CATALYST curriculum — she is on a path to unravel the mechanics of converting lightning into a sustainable energy source, exploring modern techniques such as laserinduced plasma channels (LIPC).
“I have started thinking critically, become more aware of the world around me, become more hopeful about my generation, and feel so accomplished that I am doing something.” ELISABETH, ETHIOPIA
INDIVIDUAL EFFORT, GLOBAL IMPACT Within a vibrant network that stretches across more than 20 countries, CATALYST students like Elisabeth are encouraged to create projects that are anchored in complex, real-world problems, and transcend traditional academic boundaries. Their collective efforts form a global mosaic of Change Projects each with a commitment to community uplift. Elisabeth’s Change Project is a tangible display of what happens when young individuals apply their knowledge, innovating and adapting to carve out pathways of substantial, influential change. It stands as a testimony to the meaningful change that can be achieved when young minds are given the space to innovate. Elizabeth’s Change Project paints a picture of the potential held in educated young minds, ready to shape their communities and, perhaps, even influence greater landscapes globally. Through CATALYST, the learning journeys of international students converge in a collaborative framework, promoting shared progress and underscoring the mutual growth of global communities and aspiring young minds — one project, one community at a time.
31
SEDBERGH SCHOOL Maria, BSc Architecture (Hons), MPhil Cantab, ARB
There is huge difference in the weather between the UK and a lot of the home countries of many of our international pupils. Maria, who started at Sedbergh in year 10, came from a Spanish city in the African continent where, on the two days a year that it rained, PE classes were cancelled. So, transitioning from there to hard-core running in the fells regardless of the weather, but often in hail/snow/rain, was a new experience! Maria is now working in London as an architect and, inspired by the running and sports that she pursued at Sedbergh, is training for the Thames Path, her first ultramarathon (100km). “My years at Sedbergh School have been some of the best memories of my life, and the friendships I made through my time there are by far made up of some of the most influential people in my life, who are like family nowadays.” After leaving Sedbergh Maria read architecture at UCL. While she describes her time at UCL as an extremely challenging time, she believes that the endurance she developed at Sedbergh, whether running up the fells or when facing academic courses in her second language, was vital to getting on top of her university course. After graduating and working in London for a year as a part 1 architect, Maria then completed an MPhil in Architecture and Urban Design at Cambridge University. It was during her GCSEs (Year 11) that the idea of becoming an architect crystallised for Maria. An ‘outstanding’ teacher - one of the best she’s ever had - made Maths and Further Maths fun. At the same time, Maria was enjoying Art. The idea of combining them both became an exciting prospect. Maria says, “Order, beauty and people had always mattered to me, and Architecture started to be defined in those terms.” Maria’s ambition as an architect is to continue to research how to reduce the impact our built environment, and particularly housing in the UK, has upon our health and, as a result, the strain that it imposes on the NHS.
32
ALDENHAM One of the finest boarding schools in London, Aldenham is just 13 miles from the city centre and yet is set in 110 acres of glorious Hertfordshire countryside, providing a spectacular environment in which to live and learn. Founded as a traditional boarding school in 1597, Aldenham today offers both Day, Boarding and Flexi-Boarding options for girls and boys on the same original site. “Despite being from a totally different culture and background I settled quickly into Aldenham. The academic teaching has been sensational and has allowed me to achieve my educational goals. I achieved a brilliant set of GCSE results and I’m looking forward to deepening my academic knowledge in the sixth form studying A Levels. My favorite thing about Aldenham is the diverse activities and extra curriculum program that it offers me. I am a keen sportsman and play football and hockey, I’m also a county athlete in triple jump and enjoy running parkrun every week. Alongside sporting prowess, I also competed in the House Maths Challenge. I was the captain of ‘The McGill’s Maths Wizards’ and we won the competition. Boarding has been an amazing experience and there is always so much to do, I eagerly look forward to returning to McGill’s after each holiday and the fun, friendship and fraternity makes me who I am!” Shaun 12M (China)
“Shaun is an outstanding young man who has fully immersed himself into the life of a busy Boarding School. He quickly adapted to a different environment and has excelled in a variety of areas across the curriculum. Shuan is an excellent sportsman and plays in the top teams in his year group for both football and hockey. Academically Shaun achieved a strong set of GCSE results and is now currently studying Further Maths, Psychology and Economics. He has matured into an excellent leader and has helped mentor the new young overseas boarders. He was awarded his House Tie for excellence, and it has been a pleasure guiding him over the past two years. He is a truly outstanding young man!” Mike Yeabsley, McGill’s House Housemaster
33
JOIN SCHOOL AND AGENT MARKETING AND SALES FOLK
22 Jan ‘24 London
NO FLUFF FEST: BURSTING WITH TANGIBLE TAKE-AWAYS YOU CAN ACTUALLY USE TO INCREASE ENROLMENTS!
converting enquiries into enrolments - top 10 tips trigger brain-buy in using neuroscience avoid in-person event fails! Independent school expert panel social selling and personal brand tiktok in 20 mins BOOK TICKETS NOW! 10 video creation ideas & editing tools
use coupon code ‘aegis’ for £150 discount
FOLLOW US Keep up with all our news on our social media channels
Opinion Disclaimer The views, thoughts and opinions expressed by our contributors and authors to this AEGIS newsletter solely belong to the contributors and authors, and do not necessarily reflect the views of AEGIS.
AEGIS Association for the Education & Guardianship of International Students The Wheelhouse, Bond’s Mill Estate, Bristol Road, Stonehouse, Gloucestershire, GL10 3RF +44 (0) 1453 821293 www.aegisuk.net info@aegisuk.net
www.aegisuk.net