St Joseph’s College
Ipswich
Ruthin School
Welcome to the AEGIS STANDARD
A Perfect Storm: The Critical Role of AEGIS and our Loyal Guardians in Safeguarding Young People
Since the pandemic, safeguarding young people in the UK has faced unprecedented challenges Recorded offences of child cruelty and neglect have more than doubled in England since 2017, with a sharp 25% rise between 2021 and 2023 Cases have become increasingly complex, often involving mental health, domestic abuse, and online risks At the same time, staffing shortages and rising caseloads are severely limiting the capacity of schools, social care, and early years settings to respond effectively This convergence of pressures has created what many describe as a “perfect storm” for safeguarding vulnerable children
Edward May AEGIS Chair
Edward May - AEGIS Chair
Recruitment difficulties are widespread. Many councils struggle to hire children’s social workers, and the early years sector faces a workforce crisis, with many childminders leaving. In schools, teacher vacancies have more than doubled in three years, while recruitment into teacher training remains below target Funding constraints further compound these challenges, with many schools unable to maintain sufficient staffing and support Recent policy changes, such as the introduction of VAT on private school fees, have resulted in some fee-paying schools raising fees or cutting costs, while rising staff expenses driven by pay awards and inflation add further strain
In this difficult landscape, AEGIS and its members play a vital role As a trusted organisation dedicated to supporting schools and care providers, AEGIS offers expert training, safeguarding guidance, and practical resources to help members navigate these challenges Our campaigning work actively raises awareness of the risks facing young people and advocates for policies that strengthen safeguarding protections.
Despite financial pressures prompting some schools to consider cutting training budgets or cancelling safeguarding memberships, AEGIS emphasises that investing in safeguarding training and support is more crucial than ever. With safeguarding risks on the rise, reducing these investments is not only short-sighted but endangers vulnerable children. AEGIS remains committed to equipping members with the knowledge, skills, and support they need to protect young people effectively and to advocate for their welfare in these challenging times.
NEW MEMBERS
The AEGIS team loves working with and supporting our members, and our community is continuing to grow, with more than 140 AEGIS guardians and around 220 member schools
Accredited Guardianship Organisations since our Summer Newsletter
Since our Summer newsletter we congratulate the following AEGIS members for passing accreditation
AEGIS GOLD STANDARD AEGIS ACCREDITED
Accreditation
A+家 Yes Guardians
Aspire Guardians
Gabbitas
Highbridge Education Ltd
Hui Xue British Guardianship
Re-accreditation
Alpha Guardians
Best Start Education Ltd
Bright World Guardianships Ltd
Gateway Education
ICON Education
My Guardians
Oxford Guardians
Quest Guardians
Study Links
UK Guardians
Full List of AEGIS Gold Standard Accredited Guardianship Organisations
Accreditation
LQX Education Ltd
Anglo Connection
Skywise Educational Guardianship Ltd
New Oriental Vision Overseas Consulting (U K ) Ltd
UK-Sino Education Ltd
London Education Guardians
SchoolsGroup Ltd
Brighter Prospects Guardians
Dreamline International Ltd
One Educational Consultancy
Leading Education Ltd
UK Teachers Ltd
Pro UK Education
Re-accreditation
IGOYES
IQ Consultancy
Ryugaku Link
South England Exchange Ltd
Russell Global Education
Full List of AEGIS 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.
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
Aldro School
Dragon School
Girls’ Day School Trust Group Membership
Kings Brighton
Moyles Court School
St James Schools
The Mount School, York
Full List of member schools
We thank all of our new members and accredited organisations for your hard work and support!
Those of you who attended the AEGIS conference this year will know that we announced a new and very special AEGIS award, which will be given each year at our annual conference to a guardian who has shown exemplary dedication to our mission – supporting the welfare of international students.
The Luna Award
ABOUT ME
AEGIS is very proud to be establishing the Luna Award in memory of ‘Child Yue’ - an international student who tragically took her own life while studying in the UK. Josie Collier was the Lead Reviewer for this case, and she gave a powerful keynote speech at the AEGIS Conference in May based on her findings. [The full report in to this child’s experience can be found here: Child Yue Report].
In her speech, Josie identified the need for change, and for practitioners to work together closely while advocating sensitively for their students. She also celebrated the dedication and drive for good practice that already exists in the sector.
With the blessing of ‘Child Yue’s’ parents, the Luna Award will celebrate the work of guardians who go above and beyond expectations in the way they support international students, and it will reward those who have put the child at the heart of their work.
How will the Luna Award Work?
Who can be nominated?
AEGIS-accredited guardians only. The period of practice considered is within the year 2025.
Who can nominate?
Nominations are welcome from:
Schools
Parents or students
Guardians themselves
How to nominate
Please complete the nomination form, which can be found on our website, and here: NOMINATE
Selection process
We will verify shortlisted nominations with two independent sources
All identifying details will be anonymised before review by trustees
The AEGIS Board of Trustees will vote to determine the recipient
Deadline for nominations: 31 December 2025
The winner will be announced at the AEGIS Conference on Wednesday 18 March 2026.
For more information about the Luna Award, please contact the AEGIS office, either via info@aegisuk.net or (01453) 821293.
AEGIS CONFERENCE
18th March 2026
Woburn House
Tavistock Square
London WC1H 9HQ
Book your place!
AEGIS’s day-long conference in London will be a student centred event for those committed to the welfare of all international students studying in the UK.
We are delighted to announce that the next AEGIS Conference will take place on Wednesday 18 March 2026 at Woburn House in London. th
Full information will follow in due course, but please save the date and if you wish to reserve your place now, please register via the link below:
BOOK NOW
click here to book your place
What to expect at the 2026 AEGIS Con
The AEGIS Conference is a unique opportunity for the sector’s only independent regulator of edu to bring together schools, guardians, agents and other education professionals Together we w best practice in guardianship, examine the latest in guidance and industry trends, celebrate exce safeguarding tools for delegates to take back to their own settings and inform their own pra network and share ideas in a focused, one-day session - in a strategic central London location
Suzanne recognised the need to formalise the work BBSN undertook to provide tighter checks and stricter guidelines to minimise the risks of working with what is, essentially, an unregulated industry Anyone can call themselves an ‘agent’ and, sadly, not all have the best interests of the child, family or school at heart
Joining BBSN in November 2021, part of my role was to design and deliver a formal agent scheme that would raise standards across the industry
So, what does it mean to be a BBSN Approved Agent?
BBSN has always been passionate about providing additional recognition for the vital role that our professional educational agents and consultants play in the placement of international pupils into boarding schools We have a thorough application and vetting process, collecting and analysing as much information about an agent as we can, including a minimum of three references Once satisfied that we have everything we need, we conduct an in-depth interview
Becoming a BBSN approved agent is only the start of the process; ongoing monitoring is vital. We conduct regular review meetings, require every agent to renew their membership annually, and refresh references every 3-4 years.
The annually updated BBSN Approved Agent logo represents professionalism, credibility, and endorsement It protects our agent members’ reputation and sets them apart from competitors
What have you learnt since launching the programme?
Continuity has been key Over the past three years we’ve reviewed, updated and refined the process and documentation to reflect learnings and keep pace with the changing sector
Whilst we see some similarities between companies and countries, every application is unique We make it a priority to know and understand the companies we work with We insist on meeting the owner(s), and key staff involved in boarding placements, to discover how they started in the industry, their motivation, and future plans
I have come to understand that saying ‘no’ to an applicant is not necessarily a bad thing; it’s part of protecting schools and families It’s important to trust your instincts when something doesn’t feel right, having the confidence to slow the process down and ask more questions
The company’s core values, Excellence; Leadership; Integrity; Compassion; Innovation; Customer Commitment, play an important role in shaping decision-making and we take the responsibility of vetting agents very seriously.
In just three years, the BBSN Approved Agent Programme has gone from idea to industry benchmark – raising standards, building trust, and strengthening the bridge between schools and agents.
And what’s in it for Schools?
Schools simply do not have the time or resources to match the amount of work we undertake to check agents Our school members tell us that it is a highly valued aspect of BBSN membership
With increased UKVI scrutiny, school members value the assurance that the Approved Agent programme gives them – confidence that they are working with reputable, high-quality agencies, while protecting their UKVI sponsor licence
In May 2023, UKVI confirmed that working with BBSN Approved Agents falls within schools’ sponsorship compliance requirements This means our member schools do not need to conduct separate reference checks, as they can rely on BBSN’s references as part of their due diligence, should they wish.
Schools benefit from our rigorous record keeping; our database contains detailed information spanning almost 20 years since the company started. The fact that we know our agents so well also means that we can assist schools by recommending and connecting them to the most suitable agents for their school, and vice versa
What’s next for BBSN?
With school membership continuing to grow, we are excited to be expanding the BBSN team, as we continually adapt to meet the needs of our members We have a new Head of Events joining us in early December, with exciting plans underway to expand our events programme for members
2026 sees the celebration of the company’s 20 anniversary, and we’re looking forward to celebrating this milestone with our valued community of member schools, agents and partners th
Melissa Gabbott
BBSN’s Head of Approved Agent Membership Programme visit britishboarding.com
RICHARD DORING
Head of Admissions, UniAdmissions
When Priya’s son, Arjun, first mentioned applying to Cambridge, she was filled with pride but also some concern. Based in Singapore, with no close connections to the UK education system, she found herself asking questions she couldn’t easily answer. How exactly does the Cambridge admissions process work? What are tutors really looking for in candidates? Would Arjun’s school, academically strong though it was, be able to prepare him for the demands of a Cambridge interview?
This sense of uncertainty is a familiar one for thousands of international families each year. Oxford and Cambridge attract some of the brightest students globally, welcoming applicants from over 150 countries. Yet the application process remains distinctly British: steeped in tradition, fiercely competitive, and often opaque to those outside the UK.
The Oxbridge Challenge for International Applicants
Unlike many university admissions systems that rely primarily on grades or standardised tests, Oxbridge uses a multi-layered process to identify candidates with genuine academic potential This includes:
Subject-specific admissions tests, such as the Thinking Skills Assessment (TSA), Mathematics Admissions Test (MAT), or UCAT for medicine
A personal statement that balances academic curiosity with evidence of super-curricular engagement such as reading beyond the syllabus, attending lectures, or conducting independent research
Examples of written work are often requested for fields of study related to the arts and social sciences
Academic interviews which often differ by University and College, led by subject tutors designed to assess how students think, reason, and respond to new ideas under pressure
These are difficult hurdles for any student, but for international applicants, they come with an added layer of complexity. Different countries offer varying curricula, from the International Baccalaureate (IB) and Indian CBSE to Singapore A-Levels and the US AP system, and not all prepare students equally for Oxbridge’s unique expectations.
In many cases, students excel academically in their home system but lack the specific analytical or critical thinking skills that Oxbridge values For example, a student from an exam-heavy curriculum may struggle in an open-ended interview that values speculative thinking and intellectual risk-taking Moreover, cultural differences in classroom norms can make students hesitant to challenge ideas or think aloud, both of which are essential during the interview process The logistical side adds further strain: time zones, tight deadlines, navigating UCAS for the first time, or understanding which college to apply to
Rising Demand, Rising Stakes
UCAS data shows a steady increase in international applications year on year, especially from East and South Asia, North America, and parts of the Middle East. In 2024, international students made up nearly 40% of Cambridge’s applicant pool in some subjects. Moreover, the Financial Times recently reported that due to political pressures on the education system, there has been a 14% rise in applicants applying to top UK universities from the US in the past year However, offer rates for international applicants remain lower than for UK students This not not due to a lack of ability, but because many are simply unfamiliar with the system’s nuances
Preparation has never been more critical It’s no longer enough to be an outstanding student; applicants must also understand the philosophy behind Oxbridge’s approach This includes knowing how to tackle unseen problems, engage in academic discussion, and demonstrate curiosity that goes beyond the school curriculum
Bridging the Gap Between Potential and Performance Organisations like UniAdmissions support families like Priya’s Their programmes are designed specifically to bridge the gap between local education systems and the Oxbridge admissions process They provide expert guidance, demystifying course requirements, recommending reading lists, preparing for aptitude tests, and simulating interviews with Oxbridge tutors who know exactly how decisions are made. Starting with a free consultation, they tailor their support to the needs of each student, with a focus on the areas that need most support.
For Arjun, the journey ended with an offer to study Natural Sciences at Cambridge, but the real outcome was broader He didn’t just succeed in the application; he developed critical thinking skills, resilience under pressure, and a clearer sense of academic identity that will serve him throughout university and beyond
If your child is considering Oxford or Cambridge in 2025 or beyond, now might be the time to start Contact Richard via rdoring@uniadmissions co uk for a consultation and to discuss how UniAdmissions can support their success
BEN TOETTCHER
Director, SKOLA English in London
Teachers are the cornerstone of any school, serving as the conduits for the thoughts, hopes, and dreams of the next generation. They are instrumental in shaping students' identities, knowledge, and overall development, and are the primary drivers of student progress and academic success. Artificial intelligence, a remarkable human innovation, already influences more aspects of our lives than we often realise. At SKOLA, a junior English summer school in Regent’s Park, London, we began integrating AI three years ago and now use it in four key areas to enhance teaching practices
Streamlining Teacher Interviews
Our initial use of AI focuses on analysing teacher interviews We record and transcribe these interviews, then utilise AI to score the transcripts against a preuploaded rubric This rubric highlights essential and desirable experiences and qualities we seek in candidates Each teacher receives a score out of 20, which interviewers can use to cross-reference their own assessments This process helps us identify potential subconscious biases and thoroughly review each teacher's responses to our standardised questions Moving forward, we plan to provide these questions to all candidates in advance, along with access to resources that explain crucial aspects of our school, such as our approach to behaviour management and our carefully curated curriculum
Enhancing Lesson Planning
The second way we employ AI is to support teachers in lesson planning. We mandate a five-stage lesson structure: a hook, a prior-knowledge check, direct instruction, a test, and a transfer of new knowledge to a new context For newly qualified CELTA teachers or experienced PGCE state school teachers, adhering to this structure can be challenging However, AI excels at interleaving different resources, such as a curriculum with our five-stage approach We've found AI to be an excellent generator of ideas for instance, creating engaging images for a lesson hook It also serves as an effective refiner of ideas; teachers can provide an outline lesson plan and ask AI to improve it with reference to the five stages The most effective lesson plans we observe are those where our teachers utilise AI in one of these two capacities
Providing On-Demand Policy Support
Our third application of AI is as a chatbot for teachers to access information about our policies We have comprehensive policies covering every facet of our educational philosophy Expecting teachers to read every word is an immense undertaking Instead, we upload our policies to our AI and provide a chatbot accessible on our website and within our digital environment. This allows teachers to ask specific questions and receive tailored advice. For example, a teacher might have a behaviourrelated question and seek guidance on how to address it, or inquire about a health and safety aspect of an upcoming trip.
Cultivating a strong school culture from the ground up is a demanding process that necessitates ongoing dialogue between staff and management In this regard, AI proves to be an invaluable tool
Analyse Feedback and Make Suggestions
While numerical scores from students, staff, and parents offer a quick snapshot of various aspects of our summer programmes, it is often the comments that unlock the most significant development opportunities Artificial intelligence excels at analysing text, transforming these rich qualitative insights into powerful, thematic summaries After asking AI to summarise our staff feedback, we upload reference materials relevant to each theme to guide the AI in generating actionable suggestions to address any concerns. One such recommendation, made after uploading the British Council's CPD framework, was to schedule lesson planning time immediately following any Continuous Professional Development (CPD). This insightful suggestion has now been successfully integrated into our staff timetable.
Primary and secondary education, I believe, will always be delivered by human teachers However, AI has a significant role to play in the identification, training, and ongoing support of educators in what I consider to be the most vital profession in society In its current form, AI can provide substantial assistance to teachers, enabling them to deliver more effective lessons within institutions that foster supportive cultures
SKOLA Regent's Park and SKOLA Gloucester Gate are outstanding junior summer schools in central London. With a mix of lessons and outdoor activities, SKOLA has provided education for children and families for over 50 years. Visit skola.co.uk to sign up today
SALES TIP SALES TIP
You’ve made the offer or sent the quote Dooby-dooby-doo.
So why aren’t they confirming? This is the point where most schools and guardianship providers go quietassuming the ball’s in the family’s court.
And it is - but this is where it counts to show up, not insisting on an answer but staying visible, showing your benefits to them, reassuring them. That silence is costing you enrolments
How?
Map your process from ‘offer sent’ to ‘student confirmed’. Look at every touchpoint: Do they hear from you in week one? Do they get a nudge in week two? Are agents or local reps looped in, or are you leaving it to chance?
Then plug the gaps. One school added a ‘value-added’ email after 4 days, and a “Still thinking?” type of call at day 10 and boosted conversions by another 7% in one term. One guardianship organisation added a short WhatsApp video explaining what happens next, personalised and got confirmations 3x faster than expected.
Don’t assume interest = action. You need to help them over the line.
If you’d like an informal chat with Nicola about how she helps schools and GOs ‘sell education’ you can book it in here: https://calendly.com/nicolalutz/chat-with-nicola-lutz-aegis
GATEWAY EDUCATION
New Country, New Confidence: Suki’s transformation with Gateway
My name is Yuki, and I’m the Head of Guardianship at Gateway Education. Over the years, I’ve supported more than 200 international students - but one stands out: Suki.
She arrived in the UK from China at a very young age. I was assigned as her guardian, and I remember her wide-eyed curiosity - new language, new culture, a completely new world. At first, Suki was very shy to speak English. The language barrier made her hesitant and quiet, unsure how to express herself. To help her feel comfortable, I spoke with her in her mother tongue. This created an immediate bond and sense of trust, making her feel safe and supported. Gradually, she gained the courage to open up.
Within a few months, her confidence grew remarkably. She started speaking English more confidently, asking questions in class, engaging with teachers, and supporting other international students facing similar challenges.
What impressed me most was her independence. Despite her young age, Suki quickly adapted to school life. She organised her schedule, took care of her belongings, and even cooked simple meals. Teachers praised her responsibility and kindness. Over time, she made many local friends and truly became part of the community.
Now, three years later, Suki is fluent in English and thriving. Watching her grow into a confident young woman is one of the proudest moments of my career.
Gateway Education has over 20 years of experience, and our dedicated team supports students every step of the way. We don’t just provide care - we create a safe, supportive environment where young people can grow.
To parents: Sending your child abroad is hard, but with Gateway, they’re never alone. We guide, protect, and uplift them like family.
I’ve learned: “I may not change the whole world, but I can change someone’s world.”
Learn more: www.gateway-education.com
BRIGHT WORLD GUARDIANSHIPS
Host Families: More than just a place to stay
As guardians, we recognise the importance of offering a variety of host families to meet the unique needs and preferences of students in the UK. As an example, some students have allergies to pets, others really love to spend time with animals and request the host family to have dogs and cats. Having a wide range of families allows us to respond quickly to these types of requests as well as emergencies, last-minute cancellations, and changes in accommodation needs.
While proximity to the school is often a priority, some students may prefer bustling towns, while others seek a quieter countryside setting. This diversity means we can match each student with the right family.
To ensure the safety and suitability of our hosts, our safeguarding team conducts a rigorous screening process, including Google Street searches, reference checks, house inspections, enhanced DBS checks, and health and safety evaluations. Families also provide a gas safety certificate and complete tailored safeguarding training. To maintain high standards, we conduct annual revisits, spot checks, and safeguarding updates for all families.
During our webinar earlier this year, we were lucky to offer an online tour with two of our long-time host families, Cyn and Lorna, who happily showed us around their homes. Attendees were shown Cyn’s music room, student bedrooms with en-suite bathrooms, and were introduced to her dog, Bella. Lorna’s tour highlighted student bedrooms with balconies, perfect for enjoying warm weather, also showing us her piano and selection of board games for students to play.
When the right host family is matched with a student, it can lead to lasting cultural exchange and experiences, creating bonds that extend well beyond the student’s time in the Thanks to careful selection and regular feedback, many students find a ‘home away from home.’
One Bright World student, Ariel, wrote: "I want to let you know how grateful I am for your care and kindness. I feel extremely welcomed, and living at your house has added so much to first year abroad."
Another new parent, whose child has just had their very first exeat weekend with our host family, said: “I am so grateful the warm welcome and thoughtful support you have shown him which is deeply reassuring to us as parents.”
CAMBRIDGE GUARDIAN ANGELS
Ting’s Story
I often think about the metrics of evaluating what makes a successful guardianship?
Clearly, safeguarding and offering a supportive host family environment are critical. However, if we are really serious about offering services presented as ‘in loco parentis’ then clearly the ‘success’ metrics should be much more stretching…
Sometimes, really pushing for a young person to get the support they need to thrive is a good indication of how seriously we are taking our responsibilities.
Ting is a bright, articulate young woman who came to the UK from China to get a wonderful, enriching UK education. She was always hard working and committed to her studies, as well as enjoying shopping trips to London! However, academically she was not reaching the levels that she certainly seemed capable of achieving.
Her parents were concerned about the lack of strong academic progress and they expressed these concerns to us.
There were no obvious issues with Ting’s attention to her studies or her diligence, so we encouraged Ting’s parents to agree to an Ed Psych assessment to ascertain if there were any barriers to her achieving the results that seemed well within her capabilities.
With some excellent external support, we were able to find a wonderful Ed Psych. She reviewed how Ting ‘processed’ information and managed brilliantly to check this in both her first language, Mandarin and in English.
The results were clear. Ting had dyslexia. With these results to hand we were able to secure extra ‘in classroom’ support for her and extra time for her to complete public examinations and assessments.
Two years on, she has successfully completed a Foundation course and is now starting the second year of a Psychology degree at her 1st choice University, Royal Holloway, University of London.
TEN GARDEN EDUCATION GROUP
Celebrating our students’ excellence and encouraging progress
At Ten Garden we empower students to discover and pursue their passions with confidence. Through personalized support, we help each individual excel in the academic and creative paths that inspire them. Andy’s journey is a testament to what’s possible with the right guidance.
Andy came to the UK from China to continue his education. With our support, he successfully applied to his chosen A-Level school, where he has flourished academically and artistically. We continue to support Andy, and we are proud to have helped him secure a scholarship at his current school.
A naturally gifted student, Andy has shown exceptional promise in the arts. Recognizing his talent, we encouraged him to enter several national and international competitions, where he has consistently stood out. He was named Artist of the Month in January 2024, became a finalist in the prestigious BSA Best Artwork Project Award, and even caught the attention of the BBC.
One of Andy’s standout pieces is his portrait of Ipswich Town Football Club manager Kieran McKenna, he received national recognition after McKenna personally autographed it. Andy then generously donated the piece to his school to support bursaries, and brick and mortar projects. At just 16 years old, Andy made headlines with this achievement and was invited to speak on BBC Radio, where he shared his artistic journey and vision with a wider audience.
With the support of his family and the tailored guidance from us, he continues to make remarkable strides in both his education and artistic career.
DPA AGENCY
Navigating change with confidence and community
Based in the historic town of Stratford-upon-Avon, DPA Agency Ltd has over the past ten years steadily built a reputation for integrity and professionalism in the guardianship sector.
As a relatively new member of AEGIS, the agency has found itself not only navigating the complexities of guardianship work but also the ever-evolving UK regulatory landscape, particularly around UKVI requirements.
With new compliance demands, shifting guidance, and increased scrutiny from immigration authorities, managing international student care has never been more demanding yet, at the same time, rewarding. However, for DPA Agency, these challenges have been met with confidence in large part thanks to the supportive and collegiate atmosphere within AEGIS.
“What stands out most about AEGIS,” says DPA’s CEO, Olga David, “is the generosity and openness of its members. More established agencies are always willing to share their knowledge and experience. There’s a genuine spirit of collaboration - no sense of rivalry, and no fear that your contacts might be poached. Everyone is focused on raising standards together.”
This spirit of collaboration was particularly evident at this year’s AEGIS Annual Conference in London. Held in a vibrant and welcoming setting, the conference proved to be more than just a professional development event. For DPA Agency, it was a chance to connect, learn, and be inspired.
“There was a genuine warmth throughout the day,” recalls the DPA team. “From breakout sessions to informal chats over lunch and coffee, everyone was open, encouraging, and driven by the same mission - to provide the highest standard of care for international students.”
As DPA Agency Ltd continues to grow and adapt to new regulatory expectations, the agency remains firmly committed to best practices and ethical guardianship.
Olga adds “our AEGIS membership has not only given us access to vital resources and expert advice, but also to a network of likeminded professionals who are happy to extend a helping hand.”
In a sector where integrity and trust are paramount, DPA Agency’s experience is a clear example of how collaboration, not competition, helps guardianship agencies thrive.
OXBRIDGE GUARDIANS
Supporting international students through induction days at UK independent schools
At Oxbridge Guardians, we understand that starting at a UK independent school can be both exciting and challenging for international students. Induction days mark the beginning of this new journey, and our mission is to ensure that every student feels confident, comfortable, and supported from day one.
Our dedicated team of Local Personal Support Officers (LPSOs) travels across different cities and schools in the UK to provide personalised assistance to each student. From arranging airport pick-ups to managing transportation to the school, our LPSOs ensure a smooth and stress-free transition. We also carefully select host families that match each student’s needs, providing a supportive home environment that helps them settle quickly and comfortably.
Beyond logistics, we focus on the emotional wellbeing of students. Moving to a new country can be overwhelming, and feelings of homesickness are natural. Our team offers guidance and reassurance, helping students adapt to their new routines, make friends, and feel at home in an unfamiliar environment. Whether it’s offering practical tips for daily life, accompanying them to school, or simply being a friendly presence during the first few days, we aim to make this transition as seamless as possible.
Induction days are not just administrative steps - they set the tone for the student’s entire school experience. By being present at these critical moments, we ensure that students start their journey with confidence and peace of mind.
We are proud to support more international students each year, helping them navigate the complexities of settling into UK independent schools. At Oxbridge Guardians, our focus is always on the student: ensuring their academic, social, and emotional success, while providing parents with reassurance that their children are in safe, capable hands.
For families choosing the UK independent school path, our presence at induction days exemplifies our commitment to excellence, care, and a smooth start to this exciting chapter.
GLOBAL EDUCATION ALLIANCE
Walking with a student through challenge and change: a guardianship story
How guardianship bridges cultural gaps, safeguards well-being, and ensures that students are seen, heard, and supported beyond academics.
When Luis (not his real name) arrived in the UK at 14, he carried his family’s hopes alongside the weight of a fractured home life. Like many international students, he entered school with ambition, but also with vulnerabilities that were not immediately understood.
In the early months, Luis faced bullying. Without the language or confidence to speak out, he withdrew and at times appeared uncooperative. Teachers saw reluctance to learn, but beneath was a child struggling with isolation and separation from his father in China.
Guardianship, in this context, became advocacy. By listening to Luis, while maintaining open communication with his parents and the school’s safeguarding team, we revealed the emotional reasons behind his behaviour. Together, we created channels for him to express himself and show a genuine willingness to improve.
These outcomes required patience and cultural mediation. Slowly, trust was rebuilt: Luis began to believe his voice mattered, his parents felt supported, and the school recognised his potential rather than a “problem.”
Ultimately, Luis returned to China to focus on recovery over academic progression. This decision reflected guardianship’s deeper role: not to erase obstacles, but to walk alongside students and families with compassion and clarity.
This story reminds us why guardianship matters: behind every challenging behaviour is often a call for understanding.
BELGRAVIA GUARDIANS
Supporting Global Citizens in a Connected World: Guardianship and host families encouraging intercultural understanding
Global citizenship and intercultural understanding are increasingly central to education in today’s interconnected world. For international students, especially those living far from home, guardianship networks and host families play a vital role in nurturing these values alongside academic success. Boarding schools already work hard to foster community, but guardians and hosts extend this care into everyday life, making cultural exchange a lived experience rather than a classroom concept.
Living with a host family provides a unique opportunity for students to explore identity while building empathy and respect for others For many young people who have lived in multiple countries - the so-called “third culture kids” or “global nomads”a strong sense of belonging can be elusive Guardianship helps to provide stability, while host families offer daily moments of connection that make a new country feel like home
Take something as simple as sharing meals. Food is often the first and most accessible bridge between cultures, giving students the chance to learn traditions and share their own It becomes a way to celebrate diversity while creating new family routines together These small but meaningful exchanges underpin a stronger sense of identity and wellbeing, key aspects of thriving during the pressures of school life
At Belgravia, our guardianship approach is closely tied to wellbeing and resilience Encouraging global citizenship means more than awareness of world issues it develops optimism, empathy, and the ability to form meaningful relationships across cultures Host families often become mentors, helping students to see difference not as a challenge, but as an invitation to grow. Schools report that this intercultural confidence translates directly into stronger mental health, academic performance, and life-long employability skills
“My host family made me feel at home by cooking traditional meals and inviting me to join family events. Sharing food and stories helped me understand their culture while feeling proud of my own.” – Year 11 student
By creating spaces where cultures are celebrated and connections are genuine, guardianship companies and host families not only support students but also equip them with the character and resilience needed to become responsible global citizens.
GABBITAS
The power of personal connection in guardianship
Guardianship at Gabbitas is designed to provide parents and students with trusted, compassionate support throughout the boarding school experience. Beyond administrative duties, Gabbitas guardians offer a personal connection, someone reliable to turn to in times of need, whether emotional, academic, or practical. This service is tailored to give both parents and students peace of mind, knowing there’s a caring adult nearby.
A recent experience highlighted the true value of this personal connection. A parent requested that a guardian meet his daughter in person before she begins her first year at boarding school. The aim was simple but meaningful: to help her feel more at ease, knowing there is a trusted adult nearby, someone she can confidently turn to if she faces any challenges, whether emotional, academic, or otherwise.
Understanding the parent’s perspective reveals the importance of this kind of support. Even though the daughter is 16, independent, and ready for the boarding experience, the role of a guardian remains crucial, especially for providing emergency support and peace of mind on both the mental and physical fronts. It was encouraging to see how positively both the parent and student responded to this arrangement. This kind of intangible care and reassurance is exactly what many parents seek when choosing a guardian.
For parents considering guardianship services. Gabbitas offers personalised support and guidance every step of the way. Get in touch today to find out how peace of mind can be part of your child’s boarding school journey.
Cherry Ridar Liu Guardianship and Finance Manager
Danielle Flood Day School Hosting and Family Liaison Manager
UK2LEARN
From Arrival to Achievement: Michael’s journey to Cambridge in just two years
When Michael arrived in the UK just two years ago, studying at the University of Cambridge felt like a distant dream. Today, that dream is a reality and he credits much of his journey to the support of UK2Learn.
“They were invaluable in helping me settle,” Michael says. “They found me an amazing host families, like the Edwards family, who gave me a warm, supportive home. From booking train tickets to opening a bank account, even helping me get my school uniform – UK2Learn guided me through it all.”
At Shrewsbury School, Michael’s passion for science flourished. “Fixing gadgets made me realise how closely different sciences connect,” he explains. “My drone’s shell involves chemistry and materials science, while a kitchen power strip relies on both physics and adhesives.” Cambridge’s Natural Sciences course stood out to him for its interdisciplinary approach.
Michael made the most of the academic opportunities available. With around five-hours of self-study each day, he explored topics well beyond the syllabus and developed strong independent learning skills. Weekly one-to-one Olympiad training with his maths teacher helped him achieve Top Golds in BPho, Golds in UKChO and excellent BMO results – alongside 4 A*s at A-Level.
Outside academia, Michael embraced co-curricular life; playing football, running, cooking and joining house activities. “My advice? Don’t just study-live. Balance your academics with experiences outside the classroom. Those experiences made my time here truly memorable.”
“UK2Learn was always there, supportive, practical and reassuring. They helped me focus on what mattered most: growing, learning and aiming high.”
DREAMLINE INTERNATIONAL
Supporting students beyond the classroom: Dreamline International’s vision for guardianship
Dreamline International is delighted to join the AEGIS community as a new guardianship organization. For us, guardianship is more than safeguarding and compliance – it is about creating a foundation where international students can feel safe, supported, and inspired to thrive.
The guardianship landscape is evolving rapidly. Families today want more than reassurance; they look for providers who can respond to the growing importance of mental wellbeing, cultural integration, and digital safety. At Dreamline International, we believe guardianship must adapt to meet these new challenges while never losing sight of the essentials: care, trust, and strong safeguarding practice.
We know that students who feel a genuine sense of belonging adapt more quickly and grow in confidence. That’s why we place special emphasis on carefully matching students with homestay families who can offer warmth, stability, and a spirit of cultural exchange. These relationships provide a true “homeaway-from-home” and give young people the confidence to embrace life in the UK.
Academic success matters, but so does personal growth. Our team supports students in finding balance – checking in regularly, encouraging healthy routines, and making sure they feel listened to. By normalizing conversations around stress and resilience, we aim to empower students not just to succeed in school, but to flourish as individuals. Guardianship is not only about solving problems when they arise; it is about creating an environment where students feel safe enough to develop independence and resilience.
As a new AEGIS member, Dreamline International is excited to share ideas and fresh perspectives. We are particularly interested in exploring how digital tools can strengthen communication between guardians, schools, and parents, while keeping the personal connection that makes guardianship meaningful.
Our guiding principle is simple: to treat every student as we would want our own child to be treated With that ethos, we look forward to contributing to the future of guardianship in the UK
SHELL EDUCATION
Supporting international students: A guardianship agency's role
September marks a bustling arrival month for international students, but the groundwork begins well before then. While summer term indicates a break for many, guardianship agencies remain active, assisting parents with visa applications and providing essential advice. New students often need help with purchasing school uniforms and items to ensure their comfort in boarding houses, from school uniform and bedding to phone adapters.
Communication with the admissions team is crucial to ensure all forms are completed, while we also introduce ourselves to the boarding house team which play significant role in student’s life. First impressions matter, and a stress-free transition helps ease the nerves that often accompany starting at a new school. This support allows students to focus on building friendships and excelling in their studies from the first day of arrival to school.
As the first exeat weekends approach, our partnership with host families becomes vital. These families warmly welcome students into their homes, offering a taste of British life and a much-needed break after demanding school weeks.
Receiving messages from students moving on to university is particularly rewarding. Witnessing young people embark on their adult journeys and pursue their passions brings immense joy.
The role of a guardianship agency is demanding yet fulfilling, allowing us to witness students grow, flourish, and overcome challenges. Knowing our efforts make a difference in their lives is deeply satisfying.
EDUGUARDUK
Helping families thrive in school life and beyond
Supporting both students and their families to help them settle, engage, and integrate into school life; promoting cultural understanding and long-lasting relationships within the community.
At EduGuardUK, we believe our role extends beyond holiday arrangements and academic guidance; we also support international families as they adapt to life in the UK. Relocating for a child’s education is a major change, and we encourage families to actively participate in the school community. By joining school events and building new friendships, both students and parents strengthen their sense of belonging and grow together.
A wonderful example is Sam and his family, who recently took part in their school’s Spanish exchange programme. With our encouragement, Sam spent time with a host family in Spain, and his family warmly welcomed a Spanish student into their home in the UK. The experience not only broadened cultural understanding and strengthened language skills but also created genuine and lasting friendships.
The impact was remarkable. Sam grew in maturity and responsibility, even taking the initiative to organise a barbecue for the entire exchange group at his parents’ home. He managed the arrangements, ensured everyone felt included, and left the house spotless afterward. It was a clear sign of his growing independence and sense of responsibility.
These experiences highlight the true value of guardianship: supporting students academically, emotionally, and socially, while also helping international families feel at home in a new country. Through cultural exchanges, shared activities, and community involvement, students like Sam not only gain valuable skills but also build the confidence and independence that will serve them throughout life.
“Our family really enjoyed the Spanish exchange. With help from EduGuardUK, we feel more connected to the school, and we see Sam more self-assured and taking responsibility for new things.” Sam’s mum
ASPIRE GUARDIANS
A Warm Welcome from Aspire Guardians: From first-day nerves to birthdays far from home, we bring comfort, care and connection, making every student feel safe, supported and truly part of a family
At Aspire Guardians, we believe the small details make a big difference in ensuring every international student feels safe, supported and cared for. This September, our Designated Safeguarding Lead visited new students from Hong Kong, Colombia and Germany at their schools before the start of term, offering reassurance, helping them settle into their new environment and giving them an introduction to boarding school life. Meeting students face-to-face ahead of the commencement of lessons helps to ease first-day nerves, build trust right from the start and ensure they know who to turn to for support.
One of our students celebrated her 15th birthday; her first in the UK away from her family. Aware of her severe peanut allergy, our team carefully chose a thoughtful gift of fresh strawberries to mark her special day. For her, it wasn’t about receiving a gift, but it was more about knowing that her guardian truly understood her needs and cared about her wellbeing. It is this attention to detail that reassures students and their families that Aspire Guardians will always go the extra mile to ensure they feel valued, safe and supported.
Another heartwarming example, an Aspire host family recently welcomed a new baby. Although it was a busy time for them, they were delighted that the international students they had hosted the previous year (during the pregnancy!) could now meet their new bundle of joy. The family were excited to collect the students from the airport and introduce them to their new family addition, ensuring they were part of this special occasion. The students met the baby and quickly rebonded with the whole family, enjoying a genuine sense of belonging. For these girls, the experience is more than just a placement; it is a home away from home.
At Aspire Guardians, these moments reflect our ethos; to provide our students not only with professional support, but with meaningful, lasting connections that help them to thrive.
Quote from Student A: “I was super nervous arriving in the UK but meeting my guardian was amazing. She even got me a birthday gift! I feel so happy and at ease and ready to start school and the year ahead."
VICTORIA GUARDIANSHIP
Building trust through personal connections and cultural care
At UKVG, we believe that building strong, personal connections with students and their families is at the heart of guardianship. Meeting parents and children face-to-face allows families to truly experience the warmth and dedication of our team, helping to establish trust from the very beginning.
Each September, as the UK school year begins, our guardians and student mentors accompany new students to their schools for in-person registration. These visits are also a valuable opportunity to meet parents, introduce our staff, and strengthen relationships, ensuring that families feel reassured and supported.
As most of our students share a similar cultural background, we place great importance on celebrating traditional Chinese festivals. From delivering mooncakes at Mid-Autumn Festival to organising dumpling-making at Chinese New Year, we ensure that children studying far from home can still feel connected to their heritage. Students share these moments with their guardians and host families, turning festivals into special occasions of belonging and joy.
This early September alone, we visited several schools, bringing teachers and guardians small cultural gifts, and sharing mooncakes with our students. For those further afield, we posted mooncakes so that no one missed out. In the months ahead, as students settle into their new routines, we will continue visiting schools, guardians and host families to provide ongoing, face-to-face support.
Our “personalised” care is rooted in shared experience. Many members of the UKVG team have studied abroad themselves, giving us unique insight into the challenges and emotions our students face. This allows us to offer thoughtful, empathetic support and help every child feel the warmth of “home,” even while far from their own families.
“Even in a new country, UKVG makes me feel at home.” A UKVG student
UKGUARDIANSHIP
Orientation offered the chance to connect with families, build confidence, and highlight the value of guardianship in supporting students far from home.
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On the 15 of August, during ACS Cobham’s orientation, the UKGuardianship team had the privilege of meeting the twenty students we will be supporting this year, along with their families. This “meet and greet” was not only a warm introduction, but also a significant opportunity to begin building trust and supportive connections with both parents and students at the very start of their journey. We were able to introduce ourselves, answer questions and set the tone for a year where students know they are supported.
Here at UKG, we understand that starting at a new school can feel overwhelming, particularly for those who are far from home and adjusting to a different culture Orientation gave us the chance to reassure parents that their children will be supported, while giving students the chance to see us as approachable, reliable adults they can turn to throughout the year
As guardians, our role goes far beyond introductions UKG maintains a dedicated 24/7 emergency phone line, ensuring that students and parents know help is always available whenever it may be needed Our priority is to ensure that students always feel safe, supported and never alone This round-the-clock reassurance gives families peace of mind and helps students settle more confidently into their new environment.
It was deeply rewarding to see students become more comfortable and engaged. Orientation gave us the chance to show families that guardianship with UKG is about more than procedures; it stems from genuine care, clear communication, and a consistent presence in students’ lives. To make the occasion even more welcoming, we prepared thoughtful gifts for our students, including dairy-free chocolate and pens, as a small way of showing that every detail matters to us.
We are proud to work alongside ACS Cobham, as well as many other schools, with whom we collaborate closely to arrange visits throughout the year to monitor the well-being of our students For us, guardianship represents partnership, commitment, and genuine dedication to each student’s well-being and growth
REPTON PREP
Children from around the world embrace life at Repton Prep for traditional English boarding
Students from Egypt, Dubai, and China have shared their experiences of Repton Prep’s global boarding programme, which allows international pupils to live and learn in the heart of Derbyshire for half a term.
The programme has been praised for bringing together students from Repton’s international family of schools and giving them a first-hand taste of British boarding life. The children, who have flown tens of thousands of miles from Repton’s counterparts in Dubai and Xiamen in China, have enjoyed sleeping in a dorm, enjoying new classroom experiences and making the most of their free time.
Highlights included the opportunity to conduct experiments in science; design and produce items in design and technology class such as their own fidget spinners, and take part in trips to local attractions like the West Midlands Safari Park, Warwick Castle and Drayton Manor.
“This is my first time boarding. I think it’s totally different in Chiway. It’s more fun and relaxed here, and there’s more free time.” Louise Lin, who visited from Repton Chiway in China
Vicky Harding, Head of Repton Prep, said: “It was wonderful to welcome visitors from the Repton family of schools into the prep community and they had a positive and lasting impact. They certainly made the most of our inspirational facilities and outstanding teaching alongside memorable trips and visits, making some wonderful friendships in the process.”
Prestigious Repton Prep School has been recognised for this pioneering initiative, earning a place on the shortlist for the coveted Best Boarding School category in the TES (Times Educational Supplement) Awards.
KING’S BRUTON
Jan-Eric describes how his time at King’s Bruton has broadened his horizons and created life-long friendships
My name is Jan-Eric, and I joined King’s Bruton at the beginning of Christmas Term 2024 into Year 12. I am from Germany and came to the UK to improve my English and experience studying in a different country.
The first week was challenging as I adjusted to the language and new environment. Occasionally, German words slipped out when I was speaking, but thanks to the open-minded and welcoming students, I quickly gained confidence. Within just a week, I was speaking English much more fluently.
The kindness of the community at King’s truly surprised me. From day one, everyone was supportive and eager to engage, helping me integrate fully. Lessons are also very different from back home. In maths, for example, we use whiteboards to share ideas and solve problems together. This interactive style has not only deepened my understanding of the subject but also taught me to think creatively and value different perspectives; skills I now apply in many areas of life.
I am now in my second year at King’s and am very proud to have been appointed a School Prefect, representing the international community at King’s. It is a huge honour and a sign of how far I had come since my first nervous days. This role allows me to support other international students as they settle in, ensuring they feel as welcomed as I did.
King’s has also shaped my ambitions for the future. I am now applying to study Economics and Management at top universities like Oxford and LSE. Without the amazing support I’ve had here, I would never have thought about applying to such places. From personal statement advice to interview practice, the guidance has been incredible. Sixth Form talks have also inspired me to figure out my future path. A recent leadership talk, for example, gave me new perspectives on behaviour and respect that I’d never considered before.
Studying abroad has improved my English, broadened my worldview, and built lifelong friendships. I would encourage anyone offered this opportunity to take it; you won’t regret it.
GODOLPHIN
Life as a Ukrainian student at Godolphin
When I arrived at Godolphin as a Ukrainian international pupil, my life felt like a whirlwind of new accents and traditions. One moment I was interpreting between English and Ukrainian at home; the next I was learning British politeness (“sorry” to furniture included), all while discovering my classmates' views on The Great Scone Debate and the thrill of interhouse singing.
Out of all these discoveries, nothing captured my heart quite like the Christmas Fair. Picture the hall alive with pupils running in cosy jumpers, sweets sellers behind counters with Rudolf antlers hairbands, and the scent of gingerbread drifting between stalls. I looked at people selling absolutely everything - from dog biscuits to hand-made jewellery - and hummed 'Carol of the Bells'originally the Ukrainian 'Shchedryk' - as I was laying my stall. Together with incredible staff support, I could bring a piece of home to the Fair by selling Christmas cards featuring peace paintings of Ukrainian children. The proceeds went to Ohmatdyt, Ukraine’s children’s hospital damaged by bombings. In just a few hours, we raised £205.70 for Ohmatdyt's patients - Ukrainian children suffering from cancer who are especially vulnerable during wartime. School visitors, teachers, and pupils of all year groups stopped by to ask about the artwork and support the cause. What started as a fundraiser became an act of solidarity, showing how far the impact of kindness can travel when a school community embraces international voices.
There are core school values written on the boards around the houses, and two of them - authenticity and kindness - shone the brightest that evening, making me feel more than just a guest here - someone weaving my own story into the fabric of the school in the supportive community that realises these values in concrete actions. That spirit of welcome turned that Christmas Fair into something greater than a mere festive event - a space where everyone - including international pupils - could belong, give back, and discover the power of shared celebration.
I remain deeply grateful to Godolphin for making this possible.
LOCKERS PARK
Lockers Park School: A distinctive
British education
Lockers Park is a leading independent boys’ preparatory school in the UK, renowned for its academic rigour, vibrant community spirit, and balanced approach to education. Nestled in beautiful Hertfordshire countryside yet only 30 minutes from London, the school offers an inspiring environment where boys can thrive. At Lockers Park, excellence is nurtured both inside and outside the classroom. Pupils benefit from small class sizes, dedicated teaching, and a curriculum that combines traditional British academic strength with creativity, innovation, and global awareness. Alongside outstanding academics, boys enjoy exceptional opportunities in sport, music, art, and drama, developing confidence, resilience, and a lifelong love of learning.
The school is celebrated for its warm, family atmosphere and strong sense of community. Character, kindness, and leadership are valued as highly as examination success. International pupils are welcomed with enthusiasm, benefiting from a supportive boarding environment that feels like a second home. Lockers Park boys leave the school not only with places at the UK’s top senior schools, but also with the confidence, skills, and values to flourish on the world stage.
Lockers Park boys consistently achieve places at the UK’s most prestigious senior schools, including Eton, Harrow, Rugby, Radley, Stowe and St Albans. Many win scholarships and awards across academics, sport, music, art, and drama testament to the school’s well-rounded education and its ability to bring out the very best in every boy.
“The boarding team have given our son not just care but real joy in being part of the community. He has grown in independence and confidence while always feeling safe and supported.” –Lockers parent
“From the very first day, our child felt at home. The friendships, the fun, the structure – boarding at Lockers Park has been a truly positive experience for our whole family.” – Lockers parent
Book you visit or join us at our next Open Morningwww.lockerpark.co.uk
RUTHIN SCHOOL
Ruthin student wins national chemistry award
At Ruthin School we were delighted to recognise the outstanding achievement of one of our international students, John Z, in this year’s Cambridge Chemistry Challenge (C3L6).
Administered by the University of Cambridge, the competition is designed for students in Year 12 and below and aims to stretch their thinking well beyond the A Level curriculum. Candidates face a demanding 90-minute paper of complex, problem-solving questions that encourage them to think like a university student rather than simply recall facts.
Out of more than 14,800 entries across the UK, John placed in the top 73 students nationally, earning the coveted Roentgenium (Rg) Award. His score was exceptionally high, close to the maximum available, placing him within an elite group of young chemists. This accolade not only brought him national recognition but also secured him a special invitation to St Catharine’s College, Cambridge, for a residential chemistry camp. There, he joined fellow Rg winners in tackling universitylevel practicals and tutorials, gaining a first-hand experience of what it is like to study chemistry at one of the world’s leading universities.
John plans to apply for Natural Sciences at Cambridge next year, and his success in the challenge marks a significant step along that path. In recognition of his achievement, he will also be receiving the coveted Head’s Commendation from Frances King, our Headteacher.
John’s story is an inspiration to our younger students and a reminder of what can be achieved at Ruthin through curiosity, determination, and a genuine love of learning. At Ruthin School, we believe in Taking Learning Further. As a High Performance Learning school, we encourage every student to aim high and support them to reach their full potential.
ST JOSEPH’S COLLEGE IPSWICH
A Warm Welcome: enhancing support for international students at St Joseph’s
College Ipswich
The independent school creates a new post in recognition of the needs of students drawn from around the world.
Miss Lucia Jesenaiova writes: As the newly appointed Director of International Learning at St Joseph’s College, I am honoured to lead our efforts in providing excellent care and support to our international students. This role shows our commitment to ensuring that every student, no matter their background, feels welcomed, valued and empowered to succeed.
At St Joseph’s we understand that moving to a new country and educational system can be both exciting and challenging. Our approach goes beyond academic support. We take a holistic view of student wellbeing, recognising the importance of emotional and social integration along with academic success.
My role involves working closely with students, families and staff to create a nurturing environment in which international students can thrive. From the moment a student shows interest in joining our community, we provide dedicated, personalised support to meet their unique needs and aspirations. We believe that a strong partnership between the school and families is essential. By keeping open lines of communication and fostering a sense of belonging, we aim to make the study abroad experience a positive and enriching journey for both students and their families.
All at St Joseph’s take pride in offering a welcoming environment that supports academic excellence and celebrates the diverse cultural perspectives our international students bring. It is an exciting time for our international community, and I am delighted to be part of it. I look forward to working with our students, families and colleagues to further develop the College as a place where every international learner can flourish.
CANFORD SCHOOL
International Pupil Leaders at Canford School
At Canford, our International Pupil Leaders head up a programme of events throughout the school year which aim to bring together our international community and to celebrate the diversity which exists within our School. The Pupil Leaders present at our International Induction Event, reassuring newjoiners that they really do understand those inevitable feelings of excitement and apprehension on joining a new school in a different country, and that they are here to help, offering friendship and support.
However, our Pupil Leaders are much more than buddies for other international students. They also make it their mission to educate their peers about customs and traditions from across the world, with an exciting calendar of cultural activities. Moon Festival celebrations in October are always popular and, this year, our Pupil Leaders are introducing two new events - an exciting fusion of Diwali with our traditional Bonfire Night Display, and an International Showcase of Fashion, Music and Dance championing creativity and diversity at Canford.
Pupil-led initiatives bring pupil enthusiasm, ‘buy-in’ and engagement, and this is why it is the Canford pupils themselves who set the agenda in building the international programme. Our overseas pupils appreciate the benefits that a global outlook can bring in terms of building empathy, cultural competence and international perspective. This is why they are best-placed to share with their peers (whether international or not) the undoubted advantage that a wider, global outlook offers.
MORETON HALL
Fostering happiness and belonging at Moreton Hall
At Moreton Hall we believe that happy pupils thrive, and pupils who thrive go on to exceed expectations - both academically and in their personal growth. That belief sits at the heart of everything we do.
From the moment a pupil joins us, they become part of a community that nurtures, supports, and champions every individual. We know that confidence and success stem from feeling valued, listened to, and encouraged. That’s why we place such importance on wellbeing, opportunity, and personal connection. Central to this is our boarding provision. Every pupil, day or boarding, is a key member of one of our boarding houses, where they join a close-knit “boarding family”. These houses are more than just places to live or spend time during the school day; they are vibrant communities where pupils feel safe, seen, and supported.
Our dedicated House staff work passionately to foster an environment of trust, warmth, and belonging Within each house, pupils form deep bonds, learn to look out for one another, and celebrate each other’s successes. This is a place where friendships flourish, challenges are shared, and no one is left behind. Within our Houses are wellbeing ambassadors, pupils who have volunteered to provide a safe space for other pupils in their year, to listen to them, and help signpost them to further help if required.
Supporting this are our Sixth Form Mentors, our Lower Sixth girls who play a vital role in guiding and encouraging our younger pupils. Their presence in the house ensures that support comes not only from adults but also from peers who understand the journey and are there to help navigate it.
We also believe in giving every pupil the chance to shine. Whether it’s stepping up for a leadership role, performing on stage, excelling on the sports field, or trying something completely new, we encourage our students to pursue the things they never thought possible.
At Moreton Hall, thriving isn’t just a goal, it’s an expectation, made possible through happiness, support, and a community that believes in every single pupil.
“The staff at Moreton put the wellbeing of my child at the forefront of everything they do. They’re supported in a gentle way to build their resilience, which enables them to tackle challenges with confidence.”
Moreton Hall Parent
From Refugee to Record-Breaker: Inspiring growth through the IBCP ST LEONARDS
Violeta joined St Leonards in August 2022, having fled the war in Ukraine. Arriving with limited English, she faced the daunting challenge of adapting to a new country, culture, and curriculum. In those early days, it was uncertain if she understood even half of what was said to her, but her resilience quickly became clear.
Initially, Violeta embarked on the International Baccalaureate Diploma Programme (IBDP). However, after a year she recognised that the IB Career-related Programme (IBCP) would allow her to flourish both academically and musically. Pairing BTEC Business with IB courses in English, History, and Music, the IBCP gave her the space to focus on her passion: playing the saxophone.
Violeta’s journey through the IBCP was transformative. As part of her Language Development course, she learned British Sign Language and later led an assembly teaching it to her peers. The confidence she gained spilled into many other areas: she presented at school and community events, helped organise a Christmas meal for students, and demonstrated her ability to manage and inspire others.
Her work ethic was equally striking. Determined to excel, she undertook two work placements in the summer of IB1 to secure a Distinction in one of her BTEC units. Alongside this, she contributed to the Eric Liddell Project, serving on the committee and composing an original piece of music for the closing ceremony, an achievement that combined leadership with artistry.
Outside school, Violeta played saxophone with the University of St Andrews ensemble, further refining her musicianship. Her talent and commitment were rewarded when she received offers from all five conservatoires to which she applied, ultimately choosing the prestigious Guildhall School of Music and Drama in London.
Violeta’s story is one of courage, adaptability, and growth. In her final results, Violeta achieved the highest UCAS tariff point score on record at St Leonards, crowning her school journey with both academic and musical excellence. From refugee to record-breaker, Violeta epitomises the spirit of the IBCP: combining academic success with personal development and real-world skills. Her achievements are an inspiration to the St Leonards community and beyond.
Visit the St Leonard’s website: here
BRADFIELD COLLEGE
A new Head for Bradfield College: an internationally minded school, committed to service to the local community
Over the summer, Bradfield College welcomed a new Head, Jeremy Quartermain and his family. Since taking on the role, Jeremy’s vision for the college is already clear, to inspire young people to develop a lifelong love of learning within a vibrant and inclusive school community; a community which is pastorally nurturing, intellectually exciting and culturally diverse.
Having previously led Rossall School in the North West of England, a role Jeremy thoroughly cherished and enjoyed, he said “it was always going to take something very special to tempt me away.” That something came when he discovered Bradfield College.
“Intellectually and culturally, Bradfield College sparkles with ambition and fizzes with innovation and creativity. I love the fact that it is a school which is internationally-minded and yet so clearly committed to being of service to the local community. Whilst the facilities and resources are world class, school communities are about people and, in this respect, Bradfield is uniquely blessed.
The warmth and friendliness of staff, pupils and governors is reflective of a community that values collegiality, compassion and kindness.
The more you get to know Bradfield and its people, the more its appeal grows. There is a really authentic and ‘down to earth’ feel about the School.”
Jeremy’s arrival at Bradfield College coincides with the College’s 175-year anniversary celebrations, and marks a new chapter in its history.
HABERDASHERS’ MONMOUTH SCHOOL
Walter Boyle brings pastoral expertise to Haberdashers’ Monmouth
Haberdashers’ Monmouth School is delighted to welcome Mr Walter Boyle as our new Deputy Head, Pastoral Care and Safeguarding.
With a long history of welcoming international boarders, we recognise the importance of providing tailored support for pupils arriving from around the world. Adjusting to a new culture, climate and language can be a significant challenge, and our role is to ensure pupils settle quickly and thrive in their new environment.
Walter brings a wealth of experience and a proven track record in pastoral leadership, making him an invaluable addition to our community. His expertise in pupil wellbeing and boarding perfectly complements the school’s commitment to creating an environment where every pupil feels supported, valued and inspired to achieve their best.
As the founding Headmaster of Holyport College, established in partnership with Eton College in 2014, and previously Deputy Principal at Wymondham College, one of the UK’s largest state boarding schools, Walter has extensive experience in building strong, inclusive pastoral systems. He works closely with pupils, parents and staff to ensure that every child can flourish academically, socially and personally.
In his new role, Walter will collaborate with the Admissions Team to carefully place pupils in the Boarding House best suited to them, helping them make friends and feel at home from the very start. He believes these first few days are crucial in setting the tone for a positive and fulfilling boarding experience.
This past weekend, we held our first ‘quiet weekend,’ during which most of our boarders remained on site. It was the perfect opportunity for pupils to bond across year groups, share experiences and build friendships. They even voted on the weekend meal, with a Chinese takeaway theme proving the favourite - introducing many to new dishes and flavours.
“Schools are joyous places, places of exploration, learning and discovery,” Walter reflects. “Of course, life isn’t always straightforward and there are times when young people need our help. When that happens, we are here to walk alongside them and their families, ensuring they emerge stronger and better equipped for the future.”
We look forward to introducing Walter to our agents, families and guardians in the months ahead.
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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.
