Mount St Mary’s College
Moreton Hall School
Welcome to the AEGIS STANDARD
I have been involved with AEGIS for a number of years now and this will be my last, both as a Trustee and as Chair We have a fantastic board of Trustees now in place and we will either recruit a new Chair, or one of the Trustees will succeed me It has been a pleasure to see AEGIS develop and thrive over the years and I feel confident that I will be leaving the Association in a strong position This is with great thanks to the Trustees that I have worked with over the years alongside the AEGIS office There are some fantastic examples of guardianship working that showcase what AEGIS stands for
With the Autumn term now in full swing, a busy period of supporting new and existing students has been underway for both guardians and schools In a continuing trend, we are seeing mental health and well-being at the forefront of the work undertaken with our international students
Once again, thank you for all the hard work you are doing in the sector, and the AEGIS team looks forward to supporting you during the year ahead
Lubbock AEGIS Chair
Adam
NEW MEMBERS
We love working with and supporting our members, and our community is continuing to grow, with more than 100 AEGIS guardians and 200 member schools
Accredited Guardianship Organisations since our Summer Newsletter
Since our last newsletter we congratulate the following AEGIS members for passing accreditation
GOLD STANDARD PRELIMINARY STANDARD
Accreditation
Education Guardianship UK Ltd
EduGuardUK
Golden Apple Tree
Launchpad Education UK Ltd
Re-accreditation
Berkeley Guardians
Crest Education Ltd
ECA Education Consultancy
Elite Anglo-Chinese Services
Regent Guardians
UK Guardians
Full List of Gold Standard Accredited Guardianship Organisations
Accreditation
Convoy Education Ltd
DPA Agency Ltd
InterGreat Education Group
ISAC Education (U K )
LINKEDU Guardianship Ltd
New Bridge Cultural Exchange Ltd
Nietzsche Education
One Life Education Ltd
SCHMART Ltd
South Wales Education Centre
Wisdom Spring Education Consultancy
Re-accreditation
DANS Education and Guardianship
Elitegate
UKEI Ltd
UKEC International Ltd
Full List of Preliminary Accredited Guardianship Organisations
If you are interested in finding out more about accreditation, please do contact Sharon Sverdloff for more information, via sharon@aegisuk.net.
New Member Schools since our Summer 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.
SCHOOLS
Harrow School
Monkton Combe School
Oxford International College
Rishworth School
The Following Girls Day School Trust Schools:
Brighton Girls
Howell’s School Llandaff
Newcastle High School for Girls
Northampton High School
Norwich High School for Girls
Nottingham Girls’ High School
Portsmouth High School
Royal High School Bath
Sheffield High School for Girls
Shrewsbury High School
List of member schools
We thank all of our new members and accredited organisations for your hard work and support!
THE AEGIS ACCREDITATION HANDBOOK AND GUARDIANSHIP ORGANISATION QUALITY STANDARDS SEPTEMBER 2024
By Sharon Sverdloff, AEGIS Inspections Manager
THE AEGIS STANDARDS 2024
Known simply as the ‘Quality Standards,’ we at AEGIS are proud of our legally ratified and comprehensive document which sets out all that is required of an AEGIS member guardian in full, and regardless of whether they are accredited to preliminary or gold standard level.
The Quality Standards is a continually evolving document that is considered in full and revised annually, with an updated version being released each September, but how do we consider the changes that are made? First and foremost, we take account of the updates made to government guidance in relation to safeguarding, in particular, Keeping Children Safe in Education, Working Together to Safeguard Children and the Prevent duty guidance. Additionally, we may include new standards or further clarify existing ones in response to issues that have been highlighted to us over the last year by our guardianship and school members.
The AEGIS Quality Standards is an invaluable guide for our guardian members to help them work to best practice in safeguarding and student welfare at all times School members can be reassured that an AEGIS accredited guardian will be aware of the requirements set and that by choosing to join AEGIS and successfully undergoing a rigorous inspection process, guardians have demonstrated their commitment to best practice and meeting the requirements of the Quality Standards.
Any queries about compliance requirements or comments relating the AEGIS Quality Standards can be directed to Inspections Manager Sharon Sverdloff via sharon@aegisuk net
What changes have we made this year?
The requirement that those appointed as educational guardians for students must live in the UK full-time and must either be British or have permanent residency to make sure there is certainty about their immigration status
The requirement that a guardianship organisation is required to report to AEGIS within 14 days any significant changes in operation such as changes in management/ownership, significant changes in student numbers, or type of accommodation offered.
The requirement that the guardianship organisation should fully risk-assess the implications of providing guardianship to any student, and should consider whether they are equipped to meet their needs before agreeing to become their guardian
Requirements are now included in relation to students who require ongoing medication which involves greater communication with schools and providing any necessary related training for homestays
Access the AEGIS Quality Standards 2024 by clicking here
AEGIS TRAINING
FREE
AEGIS Homestay Safeguarding Training for Member Guardians
AEGIS Quality Standards states that all main carers in homestays should have safeguarding training which is updated annually and renewed every 3 years.
To help our member guardianship organisations fulfil this responsibility, AEGIS now offers a bespoke online training facility via our Guardian Member Portal available exclusively to our member guardianship organisations for their homestays.
By logging into 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.
AEGIS Homestay Safeguarding Training for Non-Members:
AEGIS’s homestay training is also available to non-members as a click-though course, for a fee.
Click here for more details and to enrol.
"We've used AEGIS Safeguarding training for host families since it has been available - the tailored course which is aimed at those who are hosting guardianship students is invaluable in the induction process for our host families.
By offering a simplified, structured and sectorspecific course, it allows our hosts to understand safeguarding laws and processes and to apply them to situations which they may encounter. All of our hosts who have taken this course have given positive feedback and shown improved knowledge of safeguarding in general."
Steph Gilbert, Oxbridge Guardians
Please contact info@aegisuk net for further details
Burgess Hill Girls’
There is a new KCSiE 2024 that has not changed drastically from the draft published in May. There are only a few updates this time. However, I would like to emphasise that the definition of safeguarding has been updated mostly in line with Working Together to Safeguard Children.
The new definition includes that harm can be caused within or outside the home, including online. The online world for children is such an important space that we need to talk about and stay updated and informed about. I have seen some guardians already considering how they support their host families around online risks and online safety.
One further update within the updated definition of safeguarding reiterated the ‘importance of 'providing help and support to meet the needs of children as soon as problems emerge.' This links very much with how we exercise professional curiosity and with identification of concerns.
Both of these are important to both our guardian and school members when safeguarding international students.
SAFEGUARDING MATTERS Adam Lubbock
We are expecting a bigger revamp of KCSiE for September 2025 following the Government’s call for evidence on safeguarding in schools and colleges which closed in June 2024. We are still awaiting the gender questioning guidance which is overdue. We wait to see the new government’s work on this area. In addition, in KCSiE, the link to relationships and sex education (RSE) and health education guidance has been removed. We are awaiting new guidance here as well.
KCSiE 2024 has yet to update the changes to the definition of extremism which was published on 14th March 2024. However, it is useful for schools and guardians to be aware of the new definition: Extremism is the promotion or advancement of an ideology based on violence, hatred or intolerance, that aims to: negate or destroy the fundamental rights and freedoms of others; or
1 undermine, overturn or replace the UK’s system of liberal parliamentary democracy [footnote 6] and democratic rights; or
3
2 intentionally create a permissive environment for others to achieve both areas above.
JONATHAN HILL
Senior Immigration Manager, Fragomen
UK immigration is constantly evolving and adapting in relation to both governmental and global change— a trend I have observed throughout my 20 years in the immigration field. Whilst there have not been significant changes since the introduction of the Points Based System in 2009, there have been more strategic changes to the UK immigration landscape significantly impacting those considering the UK as an education destination. Recent governmental changes have already led to new policies and new ideas including changes to the student visa financial requirements and the introduction of VAT on school fees.
A significant development within the UK immigration system is the move to a fully digital system During the transitional period throughout 2024, physical documentation such as BRP (Biometric Residence Permit) cards will soon be replaced with a modern eVisa This new system will be accessible from anywhere and can be shared with schools using the ‘View and Prove’ system, but more importantly cannot be lost Travellers are already experiencing increased use of eGates at UK airports, further demonstrating the move away from physical documentation and reliance on digitisation
As with any major changes, international students will need time to adjust but will reap the rewards from having a much easier access to visa status, a quicker and more seamless entry to the UK, and it eliminates the frustration of dealing with lost documentation
The
true cost of UK education
Cost is a major factor for families when considering study options for their children Whilst UK independent schools offer a world-class education, the costs of studying in the UK have increased in recent years In October 2023 the visa application fee for a Child Student ‘Permission to Enter’ visa application increased by 35%, and in January 2024 the Immigration Health Surcharge (IHS) fee for the same visa application increased by 65%. Both increases have added significant cost to the overall expense for international students as the average visa and IHS costs for two years of study in now exceed £2,400.
In addition to UK visa costs, the newly elected Labour government has announced a 20% VAT on school fees starting in January 2025 This will further increase the financial burden on international families, likely prompting many to reassess whether the UK remains a viable option for education
The importance of safeguarding and UK guardianships
The importance of safeguarding and UK guardianships
Independent schools in the UK are undoubtedly aware of the significant increase in compliance audits conducted by the UK Visas and Immigration (UKVI) over the past 12 months, with a strong emphasis on ensuring that Student Sponsor Licence holders are adhering to the compliance obligations set by the Home Office. As the UKVI holds an obligation to ensure that appropriate child safeguarding measures are in place for all Child Student visa holders and as part of their commitment to this, the UKVI is increasingly focusing on UK Guardianship arrangements
UK guardianships: Most UK independent boarding schools require families to arrange a UK guardian whilst their child is boarding at their school Along with the guardian serving as the 24-hour emergency contact for the child, and a point of pastoral and education support, they may also be required to accommodate the child over term breaks or occasionally on weekends As part of the UKVI’s oversight of such arrangements, UKVI are ensuring suitable accommodation provisions, signed parental/guardianship consent for the arrangements, and also the UK guardian’s awareness of the expectations placed upon them as part of the agreement with the school With this increased scrutiny in mind, schools should regularly review their guardianship policy to ensure they have robust practices in place to meet UKVI expectations, and that all parties involved work collaboratively to ensure suitable arrangements are in place
What next?
Having worked in the immigration space for many years, one thing I have learnt is immigration never stands still. Moving forward I do expect that the UK Labour government will continue to monitor policies relating to legal migration which will bring along further change to the UK immigration system.
MAYLIS BOARDMAN
Founder, UniYou
‘In person exploration is the missing piece of the puzzle’
I fell in love with working with international students in London eight years ago. My first role was unexpected, but I found that working in an environment, where I could positively impact young lives, was incredibly fulfilling. The UK offers world-class education, and I’m proud to contribute to a culture that celebrates individuality and helps students thrive.
However, one challenge I frequently observe is the difficulty international students face when making university decisions While the UK offers outstanding education and exceptional opportunities, the student recruitment process can sometimes feel like the ‘wild west,’ with policies and practices that don't always prioritise the best interests of young people. In my experience, this often leads to anxiety, and decisions that may not align with students' personality, aspirations or long-term goals. Having worked on both sides of the recruitment process, I’ve seen how students can get lost in biased or well-meaning but narrow advice, missing the bigger picture. Students need a better way to research.
For many years, I had the privilege of designing programs, tours, experiences and events for international students, tailored to their needs This experience gave me many insights and allowed me to build strong relationships across HE, academia, industry, and personal development sectors Reflecting on how to empower students in the recruitment process, I realised that the key missing element is in-person exploration
Empowering students to make informed decisions gives them more control over the recruitment process Inperson exploration addresses many issues students face and complements the work of agents and guidance counsellors
Agents work hard and often provide quality advice, but they are limited by the scope of their knowledge and are often unable to be neutral by the nature of their roles Agents are often criticised for bias and the current model doesn’t always serve students best, but I believe this is largely a systemic issue and responsibility lies with the broader structure of recruitment, not solely with agents
Having worked with hundreds of guidance counsellors, I see how they are often unsung heroes in education, supporting countless students despite overwhelming workloads Though their dedication is unmatched, it’s unrealistic to expect any individual to have extensive knowledge across every possible institution or pathway. Therefore, students benefit from a broader perspective something in-person exploration can provide.
In-person experiences offer a comprehensive, more personal understanding than what can be gleaned from institutional marketing materials or advice that lacks neutrality. This autonomy is key to reducing the confusion and anxiety that often accompanies the university selection process
Exploring in person allows students to sample their options Helen Tudor’s research on military recruits found that an innovative programme allowing new recruits to sample different programmes, led 90% of participants to change their initial preferences, reducing dropout rates significantly Similarly, allowing students to explore their options prior to making their choices minimises the guesswork involved and improves chances of longer-term happiness and success
There’s also a neurological benefit. Antonio Damasio’s research on the limbic system demonstrates that emotional experiences play a critical role in decisionmaking. By visiting universities, meeting experts, and experiencing life in different cities, students engage the emotional part of their brain, which helps guide intuitive and heartfelt decisions These emotional connections often lead to better long-term choices than decisions made solely through rational analysis
Travelling to different cities exposes students to a wider range of experiential learning opportunities, tapping into expertise from diverse locations This exploration provides a broader spectrum of experiences that simply cannot be achieved in a fixed location or the classroom setting of a traditional academic summer school
Navigating the UK university landscape can be overwhelming for students, many of whom struggle to understand the nuances between institutions and degree programs Ultimately, in-person exploration brings clarity to a complex decision-making process
UniYou tours streamline the process of university selection, eliminating the time-consuming and resourceintensive need for individual research By providing sideby-side, first-hand comparisons of universities in a short timeframe, students are empowered to explore their options in person As they travel across the UK, visiting universities, they experience British culture, student accommodation, and connect with peers with similar interests. This immersive experience helps reduce culture shock and eases the transition to university life. Two-week summer tours combining university visits, academic sessions, industry visits, and workshops focused on university success, ensure students are thoroughly prepared for long-term success
Learn more about our summer tours: visit www.uni-you.com/email maylis@uni-you.com
SALES TIP SALES TIP
Leverage social proof to build trust
In the guardianship and independent school sector, trust is paramount, especially in the context of safeguarding children.
Luckily we have the quality stamp of AEGIS to help!
Potential clients, though, whether they are families overseas or education agents, often rely on the experiences of others to make decisions.
The question is, how can we leverage this trust effectively?
How?
Use testimonials, reviews, and case studies from satisfied families, schools, and education agents. Highlight success stories, such as how you provided flexibility, helped clients navigate challenges, and enhanced their trust through your service. Don’t just rely on Google reviews or similar platforms Include screenshots of genuine reviews in your social media graphics, emails, and signatures to ensure authenticity
When?
Push out social proof every single day. People only see one in ten posts, so keep going.
Encourage Reviews:
Ask happy clients and partners to leave reviews and testimonials A simple follow-up email after their experience can go a long way in gathering these valuable pieces of social proof Or, if you can get them to do it while they’re still excited from the trip/experience, do that!
If you’d like a no-obligation chat about your admissions or ‘sales’ with Nicola, book a call in here to find out a bit more: https://calendly.com/nicolalutz/chat-with-nicola-lutz
PIPPA’S GUARDIANS
Above and beyond – superlative guardianship care makes all the difference
A strong support network of friends, teachers and guardians is invaluable for an international student at a boarding school, especially when their parents are living overseas. These connections offer a sense of belonging, helping the student achieve their full potential.
With its network of Area Managers, Pippa’s Guardians is proud of the bespoke personal service it gives to every student under its care, helping to create these special connections. From coordinating travel arrangements, liaising with school staff and Host Families and sharing updates with parents, every child feels secure in the knowledge that Pippa’s is there for anything they need.
While their daughter Rosalyn has boarded at Brighton College, the Cheng Family based in Hong Kong have experienced this personal care first hand. As their Pippa’s Guardians Area Manager, Elaine Allen has seen Rosalyn win School Musician of the Year playing cello and piano, sharing photos with her parents and she was incredibly proud this summer when Rosalyn left school with 4 A*s at A level, achieving her dream of studying medicine at Cambridge University.
Rosalyn’s mother, May, says “We are so lucky to have had Elaine looking after Rosalyn over the last two years. Elaine has been very thoughtful and supportive, and we knew she would always be there for us when we needed her.”
“I have loved watching Rosalyn achieve so much in her time at Brighton College”, says Elaine. “Rosalyn’s mum and I have been a great team supporting her and I feel very lucky to have built such a close relationship with all the family.”
A wonderful testament to their friendship formed by the very personal service Pippa’s Guardians offers.
ELITE ANGLO CHINESE SERVICES
An invitation for guardians to visit The King’s School Canterbury
I was invited to visit The King’s School Canterbury in November 2023 to learn more about how support for international students works. Agents often receive these invitations to promote the school, but not guardians.
I think it’s a great initiative because guardians should know more about the school before taking on the role. For example, I now know exactly how to walk from Canterbury West station to the school, not Canterbury East. I also understand how the Cathedral and the school operate during special events and how good the food is in the canteen. I love trying canteen food because it helps me connect with students when they complain about it and ask for pocket money!
Coincidentally, my student guide for the day turned out to be my brother’s best friend’s brother—they spent last Christmas together! We chatted and had a lovely tour, and I even managed to take some photos of my brother from when he was still studying there.
Through conversations with other students on the tour, I learned more about student life, such as when they can go into town after school, and I got to see some of the classrooms myself. You never know when a parent will complain about heating, but seeing it firsthand means I can explain it better to them.
Eve Leung Director
BRIGHT WORLD GUARDIANSHIPS
The Bright World host family experience
At Bright World, we recognise the invaluable role that host families play in the lives of our international students. As a host family, you have the unique opportunity to create a nurturing environment and provide a supportive home away from home for children studying in the UK.
Being a part of our guardianship service means offering a safe, warm, and welcoming environment for students during their time away from school. We meticulously screen and select highquality host families who can provide the care and support our students need to thrive. Your dedication and hospitality can have a profound impact on a young person's life.
Flexibility and commitment: going beyond holiday accommodation:
Our commitment to student well-being extends beyond the usual holiday accommodation. The Bright World Guardianship Care and Accommodation teams frequently go the extra mile, providing host family accommodation outside the regular school breaks whenever needed. This might be because a student is unwell or requires a short break from school. Your willingness to be flexible and accommodating truly exemplifies the heart of our service.
The impact a good host family can make:
"I wanted to let you know how remarkably different his tone has been each evening when calling me while he’s been staying with your lovely family. He is upbeat, excited, and clearly thriving with the availability of such a kind family to come home to each evening. As these last weeks unfold for him, I am quite confident that the year's experience will be a resoundingly positive one, thanks to your wisdom and generosity. Thank you, thank you so very much! It is no exaggeration to say that this single experience capped off my son’s entire year."
"A million thanks to Bright World! When my daughter's friends were all going home and she would have felt lonely in the boarding house, we asked for your help outside the usual holiday times. The swift response and action taken by Bright World have made a huge difference and are highly appreciated."
At Bright World, we believe that every student deserves a nurturing environment where they can thrive. By joining our Host Family Team, you can help us achieve this goal and make a lasting difference in a student's life.
UK2LEARN
2024 - the return of group immersion programmes
With Covid making it impossible for short course immersion groups to travel to the UK, UK2Learn was absolutely delighted to be able to start offering their incredibly popular immersion programmes once again in 2024.
In June 2024, UK2Learn welcomed a group of Spanish students from Valencia as they embarked on a two-week immersion programme at a local state school in Surrey. The students, whilst living with a local host family, attended school and after-school clubs and activities each day and then headed off on exciting day trips to London and Brighton.
When students arrive for their first day at their placement school, they are assigned a “buddy”, a local student in the same school year with similar interests. This is a key part of the experience, in helping them navigate their way around school and to encourage the students to try and speak in English as much as possible. We caught up with Luis who was buddied with UK student Charlie and he said that his buddy was always nice to him, very helpful and that they were the perfect match! The students made unforgettable memories with their UK friends and host families that will last a lifetime, with many staying in touch.
When we asked students for feedback on their time, we were delighted with their kind words;
“I have had one of the best experiences of my life.” – Manuel.
“My host family was fantastic and I really enjoyed my time with them.” – Maria.
“This experience has been so cool, thank you for this opportunity.” – Nico.
Following the success of the immersion in June, UK2Learn will be expanding the programme to other schools throughout the school year. UK2Learn currently has a group of Spanish students from Madrid for four weeks. So far, the students have settled into with their host families very well, made lots of bonds with new friends and have been on trips to Portsmouth, London and Guildford.
UK2Learn are thrilled to be welcoming back immersion groups and they are looking forward to hosting more opportunities for international students in 2025.
EDUGUARDUK
The impact of choosing the right educational guardian: Kai's journey
Choosing the right educational guardian can truly make a difference in a student’s experience abroad. Take Kai, for example. When he decided to study in the UK, it was his first time living away from home. To ease the transition, he enrolled in a summer school here. Unfortunately, after just two days, he felt overwhelmed and decided to withdraw from the summer course and to depart the UK.
Recognising Kai’s potential and the opportunities available to him, we engaged in heartfelt conversations, helping him see the positive aspects of studying in the UK. After much encouragement, he agreed to give it another try.
Upon his return, we were there every step of the way. We accompanied him to school on his first day, introduced him to staff and peers, and ensured he felt welcomed Our support didn’t stop there; we have been visiting him regularly, helping him with shopping, opening a bank account, taking him out for meals and consistently checking in on his well-being. We have also maintained close communication with school staff to monitor his progress.
Today, we are incredibly proud of Kai. He has made numerous friends, feels happy, and is thriving in his new environment. His journey underscores the importance of having a supportive educational guardian. With the right guidance and encouragement, students like Kai can truly flourish in their new surroundings.
Kai’s mum: “We were very worried about Kai returning to the UK after what happened this summer. But EduGuardUK's exceptional support made all the difference. You went above and beyond, and we are sure that without your help and support, Kai would not have settled down so quickly. We hope EduGuardUK continues the great work, and that Kai continues to do better and better. Thank you!”
UK GUARDIANS
UK Guardians Buys a Bank
Yes, it’s true UK Guardians has bought a bank, but not is all as it seems UK Guardians will be converting the old Barclays Bank in Ringwood High Street in the New Forest into a purpose-built language school. After many years of running small group holiday programmes for its guardianship students and wider programmes of other groups and successful summer programmes, UK Guardians wanted a permanent home for its language programmes.
The language school will open in January 2025 under the name of UKG Language and will welcome young learners from all over the world and students already in the UK wanting to improve their English. It is hoped that students staying in the UK for half terms and holidays will join UK Guardians for a programme to improve their English and take part in afternoon activities and excursions. Students will stay in local host families approved under AEGIS standards, providing the best level or care.
“This is a logical progression for UK Guardians by opening a language school offering homestay under AEGIS standards we can provide the best possible experience for our learners.” Helen Herridge, company owner.
UK Guardians through UKG Language will be offering programmes for young learners 10–17 years old throughout the year as well as all UK school holidays. All programmes will be designed to improve students English and confidence and to build a video log/diary of their experience on the south coast.
UK Guardians is accredited by the British Council for the teaching of English in the UK and will operate under these standards in the new Ringwood school. The school will have 3 new purpose-built classrooms, a welcoming reception area, break out and relaxation spaces and The Vault for refreshments and further study. For all guardianship companies looking for a safe and educational half term or holiday destination under AEGIS standard accommodation and under British Council accreditation this could be the solution for you.
SHELL EDUCATION
The importance of educational guardians in emergency situations
Shell Education provides full support to the students on behalf of their parents, serving as a main point of contact, overseeing a child’s well-being, and fostering relationships with school staff during their studies when the parents are outside the UK. This includes everything from arranging accommodation during holidays and exeat weekends, monitoring educational progress, and stepping in during emergency situations.
Emergencies always arise unexpectedly, ranging from accidents and poor behaviour standards to illnesses. In such situations, the role of educational guardian becomes increasingly critical, playing a vital part in ensuring the safety and welfare of students during emergencies.
Travelling can be an exciting adventure for students, but it can also come with unexpected challenges. This September, my 18-year-old student, who was making a long flight to the UK via Turkey, found out that he could not board the plane because the airline overbooked the flight. He was moved to a separate room with other 20 passengers and was informed that he would likely have to spend the night in a hotel and catch the morning flight. Luckily, the student contacted me straight away and asked for help. I approached the airline’s customer service, spoke to different departments, and after 20 minutes, the airline team called the student’s name, allowing him to board the plane.
This situation, while frustrating, highlights the importance of having an educational guardian and their vital role in supporting students through difficult circumstances.
This story is a reminder of the positive impact educational guardians have on students’ lives, helping them in difficult situations, and ensuring that their experiences remain positive and enriching.
GATEWAY EDUCATION
Building bridges: the role of guardianship in student success
Moving to a distant land is like stepping into a story filled with both excitement and doubt. Imagine yourself in the shoes of a child, full of hopes and dreams, arriving in the UK, where everything - from the food to the culture - feels new and overwhelming. At Gateway Education, we understand this journey because we’ve been walking students through these challenges for over 20 years.
Each year, we support around 200 new students and welcome back more than 100 returnees, all eager to embark on their academic adventures. Our guardianship program is at the heart of their experience, designed to be an all-encompassing support system that helps students to assimilate to and navigate their new world.
Meet Karen, 14 years old and newly arrived from China. She’s excited yet anxious about her new life. The moment she emerges from arrivals, she is greeted by her Guardian Doly Tao, in her native language, putting her at ease. Doly isn’t just there to check off a list of responsibilities; she becomes Karen’s guide, confidant, and friend. Together, they explore the winding streets of Oxford, taking in local attractions that make the city feel like home.
At Gateway Education, we believe in the power of security, comfort, and unwavering support. Our team of experienced guardians are available 24/7, ready to listen to students’ concerns and provide reassurance whenever needed. They create a bridge between the students and their new environment, ensuring that no one feels alone on their journey.
Our guardianship program is built on three key pillars: Counselling, Welfare & Practical Assistance, and Academic Support. Whether a student needs help with schoolwork or wants to share their feelings about being away from home, there is always someone ready to listen and help.
At Gateway Education, we take pride in being a part of our students’ stories. We are committed to building bridges that empower them to embrace their new surroundings and achieve their dreams.
For More Information Please Visit: www.gatewayeducation.com
OXBRIDGE GUARDIANS
Clearing Success!
The experienced OG team know the importance of planning for Clearing in advance. Sometimes on results day students do not achieve the grades they were hoping for, and so Clearing offers a second chance for students to study at their dream university.
8am on August 15th is when the A-Level results were released. At that time, the battle for places in famous universities is at its most competitive.
At around 6 am in the morning on that day; the OG team have already arrived at the office in advance to ensure we’re prepared for the incoming results. We checked all documents for accuracy, kept an eye on the dynamics of each child, actively communicated with students and parents, and acted as a conduit of information to universities, to provide students many options and potential offers for them to consider for their future studies.
Our extensive experience in supporting students to navigate the Clearing system is a combination of familiarity with admissions requirement, and the creation of personalised Clearing plans for our students in advance, tailored to their preferences and results. By ensuring we are prepared and able to communicate effectively, we can guide students on how to use the Clearing system, should they require it.
On Results Day, the OG team (as always!) maintain a high level of enthusiasm and responsibility. A great motivator is that what we are doing is assisting with the culmination of the student’s Academic Journey with us; from initial Guardianship and starting to study in the UK, to completion of A Levels and application to university.
Student success, and our support are reflected in thankyou messages from parents and students who successfully navigated the Clearing process with our help, and received an offer from their one of their favourite universities.
This day is undoubtedly the proudest moment for the OG team. We used our professionalism and enthusiasm to help our students achieve a bright future. This is not only a personal success for the students, but also the pride of OG, hence our motto; “Your Success, Our Pride”.
UK GUARDIANSHIP
New Beginnings:
meet & greet event kicks off boarding school adventures
This Autumn, we are thrilled to welcome our new students as they begin their exciting journey at boarding schools across the U.K. As part of our continued commitment to supporting our students, we provided our signature one-on-one online predeparture briefings. However, this year we introduced something extra special to make the start of their experience even more memorable!
Introducing Our First-Ever Meet & Greet Soirée!
In August, we hosted our very first in-person Meet & Greet event in the heart of London, a fantastic opportunity for students and their families to connect before the school year began. Thanks to the generous support of the Berkeley Group, the event was held at their stunning Bow Green development, where our families were treated to a delightful afternoon tea. It was a perfect setting for parents and students to meet, mingle, and feel welcomed into our community.
To make the occasion even more special, we surprised our students with three thoughtful gifts designed to ease their transition and help them settle into their new lives:
Gift 1: A Mooncake box, a traditional treat to share with their peers in the boarding houses. This was not only a delicious gesture but also a fantastic way to break the ice and foster new friendships.
Gift 2: Access to an exclusive international money transfer service through EasyTransfer. This benefit helps families save on fees and manage finances efficiently.
Gift 3: Invitations to our upcoming half-term trips on LNER first-class trains, offering students the chance to explore universities from London to Edinburgh.
We are excited to continue creating more opportunities like this to support our students throughout the year!
TRINITY EDUCATION SERVICES
Mandy Chao is a dedicated education professional with over 18 years of experience in the UK. She has extensive expertise in Sino-British education consulting, UK-China project collaboration, and management. In 2023, Mandy founded Trinity Education Group to provide high-quality guardianship services for Chinese students in UK boarding schools.
Supporting Chinese students in UK boarding schools - an evolving role
Since COVID, we have seen a sharp growth in Chinese guardianship companies in the UK to meet the increase in Chinese students studying at UK boarding schools. We have also seen the role of guardianship companies evolve in the Chinese market. Along with increased requests for personalised academic coaching; demand for mental health support has increased from parents and schools.
For many Chinese parents, a good education means good grades, and getting into the top-ranking universities. The wisdom of adding extra tuition to a child’s busy schedule when they aren’t even attending the school’s existing support sessions, is debatable. Demand for academic support is linked to increasingly competitive admissions to top UK universities, but also leads to the disparity between what Chinese parents expect and what schools offer.
The pressures of academic success, limited English and cultural awareness, mean that UK school life can be stressful for Chinese children. Guardians now often work closely with schools to help children cope with issues like homesickness and cultural adjustment, and they may liaise with school nurses and counsellors for difficult conversations on students’ self-harming or depression. Staff have to work with cultural sensitivity and empathy.
With the growth of social media in China, Chinese parents can get information about UK schools with localized translation, but they may lack analytical judgement and context, hence posts can be misleading. Parents are also increasingly keen to add friends and relatives to the conversation, despite their limited experience of UK schools, simply because they might be in the UK as well.
Guardians frequently need to find a balance between what schools and parents want. Expectations need to be managed, and knowledgeable staff are required. Increased demands have also led to guardians diversifying, but standardization is also required. I have occasionally seen guardians with limited English themselves, as well as parents being charged off-market prices for bespoke services which can damage the sector’s reputation.
Guardians should place children at the centre of all conversations. Personalised care-plans should fit students and their families, but following guidelines such as AEGIS is crucial to safeguarding students, protecting ourselves, and establishing good benchmarks for the future.
Mandy Chao, MA in Gender, Education and International Development IOE. UCLMandy Chao: MA in Gender, Education and International Development IOE. UC
IMMERSE EDUCATION
In Summer 2024, Xuan completed an Academic Insights programme in Medicine with Immerse Education
Living and learning in the central Cambridge University college of Sidney Sussex, Xuan travelled from China at 16 years old to supercharge her knowledge of the medical field before pursuing further study.
“It was a wonderful experience and provided great insight into exactly what I want from university.”
Through her blog entry, Xuan shows us how summer programmes can help students pursue their career goals with clarity and purpose.
“Every morning I wake up and prepare extensively for the busy day ahead, as it is always busy at Sidney Sussex with Immerse. One day I especially liked was Tuesday, July 9th. I am taking the Medicine course, and we wrapped up our anatomy/physiology unit by examining, dissecting, and suturing an animal heart (sheep, thank goodness). It was an immensely fascinating practical, as I have never done anything like it before. I learned through experience the location of valves, the colour and the smell of real body parts, and the feeling of putting my suturing practice to work in real flesh. It was a bit unnerving but incredibly fascinating.
I enjoy my classes greatly every day, as I have learned information that has both satisfied my curiosity and piqued me to learn more, cementing my dream of becoming a doctor in the future.
I came to the program hoping to decide once and for all whether I actually wanted to go into medicine, as I did not want to head towards it blindly Classes aside, every day is filled with activities and I am always busy, along with exploring the city of Cambridge during breaks. I love seeing the informational plaques noting major events which have happened (such as the discovery of DNA as a double helix by Watson and Crick in the Eagle's Inn), as well as beautiful and historic landmarks. The city is art and I love it.”
OXFORD INTERNATIONAL STUDY CENTRE
Summer in Oxford is at an end… Wonderful
memories!
After two hectic months we say a sad farewell to our summer course students ….but more often au revoir rather than goodbye.
Summer 2024 was our busiest ever, with students of over thirty nationalities. Students came from all types of backgrounds; mainly teenagers, but also kindergarten children with their families. It was a lovely mix of culture, language and interests.
Most students enjoy the international atmosphere of Oxford, with a vibrant community of students from many different countries. We enjoyed punting on the River, learning to play cricket and croquet, and barbeques in the park. We visited the Dinosaur Museum and the University Colleges, the places where Harry Potter was filmed, and Alice in Wonderland’s Oxford. At weekends we visited London, Shakespeare’s Stratford , and “the other place”, where people punt from the wrong end of the boat.
Many students also come to OISC in summer to enrich their academic experience. They might wish to improve their English, or have some extra help with revision An inspiring environment, good tutors bringing a different approach, and the company of other students can be a refreshing interlude in the long summer holidays.
Summer is at an end, and the students have returned to their own countries. But many will remember fondly their time in Oxford, and the friendships that they have made with students from all over the world.
The parents of Pietro de Luca, age 16:
“We are very happy with the entire organization of our son's study trip by OISC, who are always attentive to all the details. The host family was very nice: very available for anything, friendly, nice and she is an excellent cook!
Our son had a very good time at school: the teachers were prepared and available, the teaching material was provided entirely by them, the school organization was such that he felt at ease from the very first moment…
Our son has achieved a notable improvement in his mastery of understanding and using the English language. Overall judgment more than positive. An experience that we intend to repeat over the years and that we certainly recommend.”
WOODBRIDGE SCHOOL
New Head of Boarding at Woodbridge School
We are extremely pleased to announce the appointment of Adam Gunn as our new Head of Boarding at Woodbridge School. Adam and his family will be joining the School in January 2025 and we are very much looking forward to welcoming them into our community.
Adam joins us from St. Lawrence College in Kent where he is currently a Boarding Housemaster, Head of Religious Studies and serves as Deputy Designated Safeguarding Lead.
Before moving into the independent sector, Adam served as part of the Extended Leadership Team in a girls' grammar school as Assistant Headteacher and has managed departments in both grammar and comprehensive schools. He is a Specialist Leader in Education, has the Boarding Schools Association (BSA) Certificate for international boarders and is currently working towards the BSA Diploma.
Adam attended Loughborough University and gained a Bachelor of Science degree in Sociology before completing his PGCE at Canterbury Christchurch University.
He has a passion for Philosophy and other humanities subjects, loves sport, reading, and hiking. Adam will be joined by his wife Lois, and their two children, Jacob and Samuel. Lois is a ceramics and jewellery designer and recent winner of Channel 4’s The Great Pottery Throw Down; she is also a former teacher and has worked in a boarding school for more than ten years.
Adam is looking forward to leading boarding at Woodbridge School with the aim of creating the very best boarding environment for all students. He believes that boarders can achieve exceptional outcomes and that a good school nurtures the whole person, and that boarding should develop character helping young people to flourish and become the best versions of themselves.
A co-educational independent day and boarding School for students aged 4 to 18, Woodbridge School, including our PrePrep, Prep, Senior School and Boarding, has been rated ‘Excellent’ in all areas by the Independent Schools Inspectorate (ISI) 2023. Visit Woodbridge School at any time by appointment, or join us at our open events which take place throughout the year. Visit www.woodbridgeschool.org.uk for more details and information.
MOUNT ST MARY’S COLLEGE
The global benefits of boarding at an international school
In an era where global communication and connections are more vital than ever, boarding at an international school plays a pivotal role in shaping a truly enriching educational experience. At Mount St Mary's College, also known as The Mount, we recognize the profound impact of fostering a diverse and globally interconnected community.
Choosing to board at an international school like The Mount goes beyond the confines of traditional learning. Our boarding environment serves as a cultural hub that embraces diversity, providing students with the unique opportunity to forge connections that span continents. This not only enhances their cultural awareness but also prepares them for a world where collaboration knows no borders. Boarding at an international school isn't just about education; it's about creating a cultural hub where opportunity is around every corner, and friendships are made that last a lifetime.
We are proud to see this vision brought to life at the Mount. It is seen at events like an 18th Birthday celebration, when one of our Italian boarders invited friends made at the College to his home in Italy. A memorable evening that demonstrates the very best opportunities boarding life can bring.
It is celebrated when students find each other again on a different continent. One of our day pupils recently reunited with a former boarder from the Mount in South Africa during a hockey tour, a perfect example of real world connections all starting in the school years of life.
As The Mount alumni embark on their future endeavours, they carry with them a global network of cultural understanding. This interconnectedness serves as a foundation for success in a world where collaboration, communication, and cultural competence are invaluable assets.
Join Our Global Community:
Discover the transformative power of boarding at an international school that extends far beyond the classroom. Join Mount St Mary's College and become part of a global community where connections made today shape the leaders and changemakers of tomorrow.
ST JOSEPH’S COLLEGE, IPSWICH
From Shanghai to Oxford University –the transformative effect of a St Joseph’s College education
New Classics undergraduate at St John’s College, Oxford, Miss Tanaquil Lu looks back.
I spent the four years before I came to St Jo’s in 2017 being home-schooled and reading alone on the top floor of my house that was far too empty for a small family of three. In my first October in Suffolk, days began with my room in the boarding house lit up by the white morning sun and ended with the autumn sun burning rich gold behind me. It is at St Jo’s that my life truly began to take shape.
My parents’ wish for me to truly enjoy my childhood propelled me further than any method of brute force ever could. St Jo’s has been instrumental in nurturing my character and allowing it to bloom in the way it was always supposed to. I made my very first friends at St Jo’s when I joined in Year 8. I was given the full arena I needed to explore the interests that I would now come to study at university, even though most of them did not even exist at GCSE or A-level. Fides, Labore et Tenacitate - Faith, Hard Work and Tenacity -my school’s motto, will forever remain a core principle in my approach to life.
St Jo’s helped me discover my love of debate and public speaking. By Year 9, I won the Crabbe Cup for public speaking and, by the end of my time at St Jo’s, our team had won numerous district and regional Rotary speaking competitions. My successful campaign for the UK Youth Parliament was also a product of the extensive support and safety net I had at St Jo’s.
Dr Briege Rice, Stetch and Challenge Coordinator at St Joseph’s, said, “Tanaquil was an exceptional historian, a powerful debater and an inspiring role model for her peers.”
Mr Sean Lu, Tanaquil’s father added, “I believe my daughter will never forget the care and support the teachers gave her. She will undoubtedly repay them and the school through her future achievements.”
BRYANSTON
IB or not to IB? That is the question.
Sixth Form student, Madeleine VB-G talks about the International Baccalaureate and why she chose to study it at Bryanston School
Bryanston School is renowned for its innovative “Bryanston Method,” a unique one-to-one tutoring system that gives pupils weekly advice and support throughout their Bryanston journey. Alongside this personal approach, the school also holds something else up its sleeve: the International Baccalaureate (IB) Programme, which sits alongside A Levels and CTECs. In 2024, Bryanston was named in the top three UK independent schools for its IB programme, in The Week’s schools guide.
The IB expands our way of thinking and shows that education goes beyond just academics, with a focus on an international mindset. The benefits and differencesbetweenthe IB and A Levels are often debated. Having had an international upbringing, the IB was the most obvious choice for me. It fosters students’ intercultural understanding with a curated combination of subjects that are well-balanced and conceptual. This is welcomed by top universities in the UK and around the world.
At the core of the IB curriculum are six chosen subjects, three at higher level, and three at standard level. English and maths are mandatory, as well as a choice of one of the sciences, a humanities class and a foreign language. We are also required to take Theory of Knowledge, and to participate in CAScreativity, activity and service.
The smaller IB class sizes at Bryanston create a positive and interactive learning atmosphere where students gain confidence, are encouraged to express themselves and given the support to excel. Socially, our group has grown close within the past year, making the experience even more enjoyable.
Afterconsidering IB attwo other schools in England, Bryanston stood out. It brings out the best in its students, allowing them to flourish, both academically and creatively.
Looking back, I have no regrets about choosing Bryanston and the IB. I have grown more confident, become a more diligent learner, and I am clearer about my future. For any student considering the IB, my advice would be to embrace this unique enriching experience. It not only broadens your academic horizons but also opens doors to a wealth of opportunities.
visit www.bryanston.co.uk for more information.
Madeleine VB-G, Bryanston School
QUEEN ETHELBURGA’S COLLEGIATE
Boarding at Queen Ethelburga’s
Queen Ethelburga’s Collegiate (QE) is celebrating having achieved the Gold Award in International Student Provision by QEGUK. The QEG Gold Award signifies the Collegiate is one of the few educational establishments committed to the highest standards of performance for international students and the levels of care offered to all students.
QE is set within 220-acres of beautiful North Yorkshire countryside between Harrogate and York welcoming boarders from Year 3 to Year 13. At the heart of QE boarding there are three characteristics: opportunity, individuality, and a supportive community. Children are cared for by specialist staff who make boarding feel like home, promote independence, and who are separate to academic staff. Our dedicated team of International Liaison Officers who are first language Mandarin/Cantonese, Thai and Russian speakers provide a specialist support role for students from across the globe.
The hustle around campus makes the school feel like a town. Students have access to an activity centre with a home cinema, climbing wall, weekend fast-food café and a selection of board games and game consoles. In addition, the campus has a medical centre, gym, swimming pool, uniform and essentials shop, tuck shop, coffee shop, 312seat theatre, practice rooms, and plenty of outdoor space. Students take advantage of specialist academic support during ‘Power Hour’ and homework prep sessions.
There are over 100 extra-curricular activities onsite covering a wide range of sports, art and design subjects, music, dance, drama, technology, life skills, and academic areas. There is plenty on offer at weekends too, including performing and creative arts, academies, timetabled activities, and exciting trips.
QE prides itself on its quality accommodation. Students in Years 6 to 13 have ensuite bedrooms with TVs, desks and storage and every boarding house includes a modern, wellequipped common room for socialising and downtime. Sixth form students also have items like kettles and washing machines whereas younger students have specialised dorms and common rooms designed for little people. There are chill-out spaces, a wellness room and study pods in addition to a communal open plan kitchen dining space. To learn more, visit qe.org or email admissions@qe.org.
SHERBORNE
A great fit for International and British boys and girls, day or boarding (1017yrs) during Spring break: Revision I/GCSE, ‘A’ Levels & Intensive English, 30th March - 13th April 2025
Are your students ready for academic success? At Sherborne International, our Spring Revision and Intensive English courses are designed to help students aged 10-17 boost their confidence, fluency, and performance in a supportive, immersive environment. Whether the goal is to improve I/GCSE or A-Level grades, strengthen English skills, or prepare for life at a UK boarding school, we provide the ideal setting for students to thrive over the Spring break, day or boarding.
Our small class sizes, with a maximum of twelve students, ensure that each student receives personalised attention. This targeted support helps students focus on their individual academic needs, guided by expert teachers, many of whom are experienced examiners. Lessons run daily from 09:15 to 17:00, followed by a variety of evening activities, including sports, recreation, or self-study, allowing students to unwind while remaining productive.
Upon course completion, parents receive detailed reports highlighting the progress made, areas for improvement, and achievements. We pride ourselves on offering a nurturing, friendly atmosphere, so parents and guardians can feel confident their children are receiving complete wrap-around care both academically and pastorally. Our Intensive English course goes beyond language basics, equipping students with the academic skills they need to excel. For students preparing to join a UK school or hoping to improve their examination readiness, our programmes ensure a smooth transition into British education.
Sherborne International’s Spring courses have provided students with the tools for success for many years. Our dedicated pastoral care, modern boarding houses, and a blend of academic support, sports, and social activities create the perfect balance for students to grow both academically and personally. Let us help your students reach their full potential.
“Sherborne Summer offers the best international course in the country.” Quote from an educational consultant.
WOODHOUSE GROVE
Woodhouse Grove School becomes a School of Sanctuary
In June, Woodhouse Grove School became a ‘School of Sanctuary’ which is a school that has received a Sanctuary Award from City of Sanctuary UK or a partner organisation in recognition of its good practice in fostering a culture of welcome, belonging and solidarity for those seeking safety. Much of the work, was carried out by several Year 12 students, including two of our international boarders.
Gabriela and Vee, HMC Scholars, worked tirelessly to ensure our school was not only welcoming and inclusive but also engaged in outreach activities. These included collecting boots and shoes for asylum seekers living in a nearby hotel. They also attended a social event for asylum seekers, where they cooked for each other, shared their stories, and got to know their new community.
Gabi said “As an international student, I understand the importance of feeling welcomed and wanted to extend that feeling to others.”
On behalf of Woodhouse Grove School, our boarders attended an Awards evening hosted by The Lord Mayor of Leeds. The presentation took place in the sumptuous and prestigious surroundings of the Dining Room of Leeds Civic Hall.
CHELTENHAM LADIES’ COLLEGE
We are Mumbi and Charlotte and we joined CLC a year ago in LC3/Year 9 from Kenya and Hong Kong.
We have been looking back at the past year and thinking how glad we are that we joined. We wanted to share our thoughts on what makes CLC such a special place.
When we first joined CLC, one of the most surprising things was the variety of clubs on offer. Anything from Netball club on a Wednesday evening to a Harry Potter potionmaking club on a Friday afternoon, not forgetting Greenpower race team, Junior Psychology club, Marine Biology and Hip-hop Dance. With 150 clubs a week, there is something for everyone and all you need is some enthusiasm! If you are interested in a club that College does not provide, you are encouraged to set it up and lots of the clubs are student-led.
This brings us to the idea of independence and leadership opportunities at CLC. As we move up through the year groups, we are given more freedom and with this comes the responsibility to look after yourself and others. There are lots of leadership roles and we are looking forward to leading House Music when we are in UC5/Yr 11 This is an amazing event that brings the whole House together.
The love that the teachers have for their subjects is infectious, and we both feel we have learned so much since we started here. We also feel so much braver and more confident than we did before we came. Social time in College and in House has helped us to build friendships and we know that we belong. The best part of the day is hot chocolate time in the evening because it is a time to chat and a time when you know people are there for you. Our advice to others would be don’t be scared about finding friends because there are so many opportunities to have fun together.
Everyone thinks that going to an all-girls’ schools is about not being distracted by boys, but it is more about the empowerment of women.
MORETON HALL
Moreton Hall is a quintessential British Boarding School which has a long history of welcoming international students through its doors.
From the moment international students first inquire about our admissions process, we strive to create a welcoming and supportive environment. Once an offer is accepted, families are invited to participate in a family Zoom with our Principal to discuss their child's needs and expectations.
Academically, our international students immerse fully into the broad curriculum and academic enrichment societies we offer. Our bespoke English as an Additional Language (EAL) curriculum, which includes two dedicated lessons per week, is designed to help students develop the language skills necessary for academic success. 100% of our international students achieve the IELTS scores they need for their firstchoice universities.
Beyond academics, we foster a vibrant and inclusive extracurricular environment. Our international committee, led by students for students, organises events such as Cultural Day and Mother Tongue Day. Our ever-evolving buddy system, complete with training and cultural awareness programmes, ensures that international students feel welcomed and supported.
Our boarding house system is built on the principles of wellbeing, family, and joy. We celebrate culturally important holidays and events, and offer a full weekend programme of activities, including academic enrichment, boarding activities, and Sunday trips. Our tutor system provides personalised support to help each student reach their full potential, with tutors meeting with students twice a week and taking them on outings. We also prioritise strong relationships between guardians, parents, and house staff. For younger students, we have a mentorship program where older students mentor younger ones. Each house has wellbeing ambassadors and house prefects who are always available to offer support and guidance.
International students excel at Moreton Hall as we encourage them wholeheartedly to pursue their interests. One student from Chile currently trains with the England women’s hockey team and another, from China, trains with an Olympic horse rider who represented China in the recent Paris Olympics. At Moreton Hall, we are committed to providing a nurturing and supportive home away from home for our international students.
EASTBOURNE COLLEGE
Healthy living for healthy learning –outstanding academic and pastoral provision within superb facilities in a stunning, safe, seaside location.
Eastbourne College is particularly excited to welcome a new cohort of international pupils ranging from countries as diverse as Chile and Vietnam.
With our emphasis on full boarding and outdoor activities, pupils have so far this term enjoyed a variety of weekend activities including barbecues, a Sunday of water sports and a charity Colour Run, alongside spending time with their buddies and forging new friendships. Further plans for this year include a Christmas quiz, themed lunches and suppers and a multi faith chapel service, before welcoming in the Year of the Snake in style in 2025.
Nominated by Muddy Stilettos as one of the most inclusive senior schools of the year, we are especially proud of our Be You group workshops, which promote diversity in the school community. The forums aim to empower young people to be positive role models in our community so that all pupils, regardless of their gender, race, religion, ethnicity, sexuality or neurodiversity, feel celebrated, included and represented.
This is especially significant for our international community. Subgroups, which meet weekly, include race and ethnicity, gender, neurodiversity and disability. Last year Flora (from Kenya) and Sathana (Sri Lanka), who lead the race and ethnicity subgroup, organised a cultural themed evening where all pupils had the chance to hear indigenous music, try on traditional clothing and sample a wide array of delicious food from around the world. Learning collaboratively about different cultures in an informal setting led by pupils really does break down barriers and expand everyone’s horizons.
Optimising our proximity to the capital, international pupils can also sign up for regular trips to London, either theatre trips or join networking events with our Old Eastbournians. Trips further afield for international pupils include Dubai or a water sports tour to Morocco.
HABERDASHERS’ MONMOUTH SCHOOL
Haberdashers’ Monmouth School pupils are benefitting from a host of new initiatives launched at the start of the new academic year.
The School is proud to have Professor Jimmy Choo OBE as the patron of the Design & Textiles department. His involvement brings an invaluable creative influence, inspiring students to pursue innovation and excellence in design. Moreover, Professor Choo provides direct links to the Jimmy Choo Academy in London, offering students unique opportunities for mentorship and exposure to the fashion industry at the highest level.
The Monmouth 100 is a new extracurricular programme offering all pupils from years 3-13 the opportunity to join different clubs including jewellery making, drama, martial arts, astronomy, strength and conditioning and ceramics. These clubs take place during and after the School day and Saturday mornings. The Saturday morning element of the Monmouth 100 has been designed specifically for boarders, enabling them to participate in activities including golf, Leiths cookery, climbing, Cadets, yoga and dance in the School’s brand-new dance studio. This programme perfectly complements the updated Sunday trips schedule. So far this term, boarders have been quad biking, canoeing, paintballing and city shopping.
The Haberdashers' Advantage further distinguishes the school, providing students with access to an exclusive network of mentorship, leadership development and academic partnerships across the prestigious Haberdashers' community. This programme equips students with a unique edge as they prepare for their future careers and life opportunities.
“As an international boarder, participating in The Monmouth 100 has allowed me to pursue my passion for dance and yoga. Saturday classes help students develop skills and interests beyond the classroom Through yoga, I’ve improved mindfulness, confidence and body maintenance. Haberdashers’ Advantage pairs Sixth Formers with mentors in their chosen field. My mentor in psychology has provided invaluable guidance, deepening my understanding and supporting my goal of becoming a clinical psychologist.” Miriam, HK, Y13.
Established in 1614, Haberdashers’ Monmouth School blends a rich heritage with a forward-thinking ethos, inspiring students to become future leaders and innovators. The welcoming co-educational learning environment, for children aged 3-18, is renowned for cultivating talented individuals grounded in strong community values.
BURGESS HILL GIRLS
At Burgess Hill Girls our boarding houses are home to around 50 girls aged 12-19, nearly all of whom are international students
When the girls first arrive, the change in lifestyle can naturally be quite overwhelming as they transition into a new culture and routine. Many of our students are exceptionally hardworking, but they quickly develop a healthy work-life balance.
To support them, we provide an enriching programme aimed at promoting mental and physical well-being. We encourage the girls to stay active, manage stress, and enjoy a fulfilling life alongside their academic responsibilities. Notably, the Next Steps programme supports the sixth form students in learning life skills which they will need when they leave school as well as start discussions and reflections on what their plans are for the next stages in their lives. This holistic approach helps ensure that their time with us is not only about working hard but also about personal growth.
Our 2024 Year 13 cohort has moved on to pursue a wide range of university courses both in the UK and abroad, in subjects such as arts, business, law, chemistry, and sociology. One standout student achieved four A*s and is now studying law at her top-choice university in Hong Kong. Other prestigious institutions students have gone onto include including Imperial College London, the University of Manchester, and the University of the Arts London.
As they prepared to leave, the Year 13 students reflected on their time here with fondness, recalling the friendships they had made and the memorable trips they had taken as a boarding house community. The girls often reflect on how special it is to live as a family in boarding with their peers being like sisters.
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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.
