AEGIS Standard Spring 2024

Spring 2024

www.aegisuk.net

CONTENTS AEGIS News

School News

05 Welcome to the AEGIS Standard

30 Queen Ethelburga’s Collegiate

06 New Members

31 Oswestry School

08 Training

32 Sherborne School

10 Conference 2024

33 Farringtons School

Opinion

34 St Joseph’s College, Ipswich 35 Queenswood School 36 Tettenhall College

14 Dreaming Spires Realised: A Global Passport to Oxford and Cambridge, Evelyn Pike 16 Has international student recruitment changed since the Pandemic? Dominic Moon 18 InvestIN: Practical Work Experience for Tomorrow’s Leaders, Shameer Thobhani

Guardianship Organisation News 20 Shell Education 21 Bright World Guardianships 22 UK Guardians

37 Tonbridge School 38 St Andrew’s College, Cambridge 39 Bishop’s Stortford College 40 Ardingly College 42 The Royal School, Haslemere 43 Woodhouse Grove School

Advertisers 44 ST Alphe Conferences Suzy Slemen Photography

23 Eltive Safe Hands Guardianship 24 UK2LEARN 25 Oxbridge Group Ltd 26 White House Guardians 27 Study Links 28 UM Education 29 Burton Education Cover photo credit to St Andrew’s College, Cambridge

Photo credit to Queen Ethelburga’s Collegiate

Photo credit to Bishop’s Stortford College

Welcome to the

AEGIS STANDARD The new year has begun and we certainly hope it is a good one for everyone. We have already had our first Designated Safeguarding Lead training of the year, and there are some updates that are useful for guardians to be aware of. The statutory guidance, Working Together to Safeguard Children, was updated at the end of December 2023. There are no big impacts on guardianship, but it is useful to note the changes affecting Safeguarding Partnerships, who will work more closely with schools and families. In addition, future updates are likely to be in line with KCSiE annually.

The Information Sharing guidance is currently in draft form, and is expected to be released soon. The Mandatory Reporting of child sexual abuse is also at the consultation stage. This was in response to the IICSA inquiry, which made numerous key recommendations.

One area that I feel guardians need to be aware of is the safeguarding risk to children of online safety and AI. We need to understand the world that children are navigating.

It can be hard to know what is real, with fake news appearing regularly on social media, and disinformation created to deliberately skew opinions. In recent months, the IWF (Internet Watch Foundation) posted an article on ‘How AI is being abused to create child sexual abuse imagery’. Further reports have stated that more than half of child sexual abuse offences recorded in 2022 were committed by other children. This is not exclusive to the UK; this is occurring worldwide, but is often less reported.

Adam Lubbock, AEGIS Chair

In May we have our AEGIS Conference once again, on 9th May at the Congress Centre in London. There will be a great line up of speakers, and again a great chance to network. We hope you take the opportunity to attend, and that we have a chance to meet you in person again.

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NEW MEMBERS We love working with and supporting our members, and our community is continuing to grow, with more than 100 AEGIS guardians and more than 180 member schools.

Accredited Guardianship Organisations since our Autumn Newsletter If you are interested in finding out more about accreditation, please do contact Sharon Sverdloff for more information, via sharon@aegisuk.net. Since our last newsletter we congratulate the following AEGIS members for passing accreditation:

GOLD STANDARD

PRELIMINARY STANDARD

Accreditation

Accreditation

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Hope Guardianship

Re-accreditation • • • •

Ten Garden Alpha Plus Guardians Pippa’s Guardians Oxbridge Group Ltd

Shell Education Connections Guardianship Ltd Vanguard UK Guardianship Ltd Burton International Consultancy Ltd Aunty Jules Guardians

Re-accreditation • •

Full List of Gold Standard Accredited Guardianship Organisations

STATIS

Harbour House Guardianships My Education

Full List of Preliminary Accredited Guardianship Organisations

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New Member Schools since our Autumn newsletter If you are a school reading this and you are not yet an AEGIS member then please do get in touch with Sophie Lindsay, via sophie@aegisuk.net.

STIC

SCHOOLS • • • • • • • • • • • •

Chase Grammar School Chigwell School Hatherop Castle Prep School Ipswich High School Luckley House School Lucton School Oswestry School St Andrew’s College, Cambridge Stoke College The Prebendal School The Oratory Prep School The Oxford Exchange

A full list of AEGIS member schools can be found here

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

and accredited organisations for your hard work and support!

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AEGIS NEWS

TRAINING FREE AEGIS Homestay Safeguarding Training

Designated Safeguarding Lead Training for Guardians

AEGIS Quality Standards state that all main carers in homestays should have safeguarding training which is updated annually and renewed every 3 years.

Monday 29th & Tuesday 30th April 9.30-12.45

To help our member guardianship organisations fulfil this responsibilty, AEGIS now offers a bespoke online training facility via our Member Portal available exclusively to our member guardianship organisations for their homestays.

Click here for more details and to enrol.

By logging in to the portal, each guardianship organisation has access to a unique link to send to their homestays.

Completion of the course is then easily monitored from within the portal and certificates can be issued by the guardianship organisation and sent to their homestays and/or to keep for their own records This is now live. Please contact info@aegisuk.net for further details.

AEGIS Homestay Safeguarding Training for non-members This is an online click-through course.

Click here for more details and to enrol.

Save the Date The AEGIS Conference will be held on Thursday 9th May 2024 at the Congress Centre, London. See overleaf for all the details.

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AEGIS CONFERENCE 2024 Have you booked your place?

The AEGIS team is delighted to be holding our annual conference on Thursday 9th May in London. We have planned a fabulous day of networking, brilliant speakers, and up-to-the-minute briefings from both DfE and ISI (not to mention great food and coffee), bringing together guardians, schools, agents and other education professionals in an impressive Central London location. We hope you will join us, and look forward to seeing you there! Places are limited, so please do book now.

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Read more here 10

Great venue The Congress Conference Centre is in a fantastic location in the heart of London’s West End, just a three minute walk from Tottenham Court Road Underground Station and a short walk from Oxford Street, Covent Garden and theatre land. The conference will take place in Council Chamber, located on the fifth floor. For details about how to reach the venue please follow the link here. .

Prices AEGIS Member:

£275 plus VAT

Non-Member:

£350 plus VAT

Sponsorship plus stand including one delegate: £450 plus VAT (£100 plus VAT per extra delegate)

Book now

Programme for the day Book now

09.30

Registration, Tea/Coffee & Light Breakfast

09.50

Welcome from AEGIS Team

10.00

Keynote Speaker: Marie Gentles, Specialist Leader of Education (SLE) & Behaviour Advisor for the Department for Education (DfE) Mental Health: supporting international students

11.00

Networking Break with Tea/Coffee

11.45

Ann Marie Christian, Safeguarding Consultant: The Reality of Racism: understanding discrimination & prejudiced behaviour

12.30

Lunch

13.45

Dominic Moon: Global Market Insights

14.30

Networking Break with Tea/Coffee

15.00

Representatives from DfE Department for Education, Independent Education and School Safeguarding Division and ISI Independent Schools Inspectorate Update on the National Minimum Standards for Boarding Schools and International Education Strategy Please note that the programme may be subject to changes.

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Keynote Speaker

Marie Gentles, Specialist Leader of Education & Behaviour Advisor for the Department for Education - Mental Health Marie has a longstanding successful career in education and has significant experience in her field in both Alternative Provision and in the mainstream sector. Marie is a Behaviour Advisor for the Government and was previously a Headteacher of an Outstanding Primary Pupil Referral Unit (PRU) and Social Emotional and Mental Health (SEMH) provision. Marie’s work has sparked media interest and she has partaken in two BBC TV documentaries. Marie’s ambition is to support as many children and young people nationally and internationally as possible. Her aims are for all children and young people to feel seen, heard, understood, empowered and safe; and for the adults supporting young people to adopt inclusive practices, that are preventative rather than reactionary. https:// www.magicbehaviourmanagement.com/

Speaker

Ann Marie Christian, Safeguarding Consultant The reality of racism: understanding discrimination & prejudiced behaviour Ann Marie has specialised in safeguarding since 1992. In 2010, she became an independent social worker and provides associate consultancy and training to various organisations including NSPCC, Local Authorities, Council of International Schools, AEGIS, Premier League, Multi Academy Trusts and more.

Ann Marie is an accredited NSPCC trainer as well as a Safer Recruitment trainer accredited by the Department for Education. Over the last few years Ann Marie has spoken at various international education conferences in Dubai, Texas, Jamaica and Singapore. Ann Marie has also spoken at various anti racist-conferences since the George Floyd murder in the USA by police in May 2020. She spreads her good practice and passion about the voice of the child and adults as well delivering the strong safeguarding agenda. https://annmariechristian.com/

Speaker

Dominic Moon, Senior Education Consultant, Metropolis Education Global Market Insights Dominic is a former PGA golf professional and has worked in the independent schools industry for the last 18 years. He has visited and toured over 300 UK boarding schools, conducted teacher training, workshops and spoken at industry events. Dominic will share his knowledge with us at the conference, giving us a market overview and analysis of trends for international students.

Representative from the Department for Education, Independent Education and School Safeguarding Division Update on the National Minimum Standards for Boarding Schools and the International Education Strategy Senior Director, ISI Independent Schools Inspectorate Update on the National Minimum Standards for Boarding Schools and the International Education Strategy.

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EVELYN PIKE Oxbridge Applications Specialist William Clarence Education

Dreaming Spires Realised: A Global Passport to Oxford and Cambridge Studying at Oxford or Cambridge is an aspiration for thousands of students all over the world, many hundreds of whom I have been fortunate to work with. Despite these institutions claiming over a third of their student body is international, admission rates for overseas students can be as low as 3%. Without guidance, any candidate’s hopeful dream of studying at these historic institutions becomes a lottery, confounded by having to navigate both the academic rigours and the cultural nuances unique to their admissions.

My colleagues at William Clarence and I therefore believe that a tailored approach is needed for every international student with ambitions to study at Oxbridge.

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The Right Qualifications

The Right Attitude and Support

In my experience, most UK aspirants are familiar with “three A*s at A Level” and what that means when it comes to chances at Oxbridge. But if a student is French, American or Norwegian, and taking the OIB, APs, or the Vitnemål - videregående opplæring, then the results they’ll need for entrance are often much mystified. These need decoding within the context of the UK system, and for me, it goes both ways; ensuring that each student’s academic achievements are appreciated by admissions, and helping students to understand precisely what is required from them. We provide comprehensive academic overviews, with meticulous examination of transcripts, predicted grades, and subject choices, helping students maximise their chances wherever possible.

We also serve as a cultural compass, helping students navigate the subtleties of Oxbridge expectations. Tone can go a long way, whether in the personal statement or at interview, and the unwritten rules of dress codes, greetings and body language can be bewildering for the uninitiated. Similarly, social and familial expectations hold sway over many students; we advocate for their choices and recognise that Oxbridge may not be the sole path to success. The UK is home to many of the best universities in the world, and through guiding students in researching and shortlisting, we ensure they have an array of choices.

The difficult admissions tests required for degrees at Oxbridge are another hurdle, so we also provide mentoring to help our students take these on with confidence.

The Right Degree A student-centric approach is at the heart of the guidance we provide. One of my students announced her lifelong ambition was to be a philanthropist - unusual for a seventeen-year-old, perhaps - but she was a mathematician and not a social scientist. With thousands of qualification combinations leading to hundreds of degree choices, choosing can be daunting. Whilst some students know what they want to study, many from a less specialised education system than the UK struggle with subject choice we are here to help with that choice. Oxford and Cambridge offer degrees specific to them - like Cambridge’s HSPS, and Oxford’s Classics and Asian and Middle Eastern Studies.

These degrees, alongside many other highly specific degrees at Oxbridge, put undergraduates onto a plethora of career pathways - so making strategic decisions is key, aligning students’ aspirations and abilities with the right degree for them. After much research and discussion, my budding philanthropist chose Mathematics and Philosophy - a fitting choice.

The Right Words The next steps are the personal statement and the infamous interview. With both the competition and standards for student accomplishment ever-increasing, it’s paramount that the personal statement is a truly refined and exceptional piece of work, reflecting the student in the best light possible. There is no single template for the perfect statement, so guidance on how to craft each one and exceptional attention to detail are needed at this stage. Similarly, interview preparation, including mock interviews and feedback sessions, all help students to prepare for what they often perceive to be the most important day of their young lives. It is my role to ensure that my students’ unique brilliance resonates with what Oxford and Cambridge are looking for.

The Right Consultant The delivery team I work with at William Clarence consists of experienced professionals who guide students’ decisions based on individual needs, with a tailored and holistic approach to admissions success. Our international students discover not just a path to Oxford and Cambridge but a transformative journey guided by a seasoned hand.

The Right Experience Having the right grades for their chosen degree is the first rung on the long ladder to Oxbridge. Hopefuls must have an exceptional understanding of their subject and be able to showcase considerable experience in that field, whether practical for Medicine, theoretical for Physics, or reading for History of Art. For international students, access to the right programmes and materials can be a challenge, so my colleagues and I provide curated reading lists and suggest events, activities, and summer schools appropriate to each of our student’s academic interests and cultural backgrounds.

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DOMINIC MOON Senior Education Consultant Metropolis Education Q & A: Dominic answers our questions on international student recruitment for UK boarding schools; highlighting key trends, and assessing how the pandemic has affected the way that parents and schools view agents and guardians.

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Has international student recruitment changed since the pandemic and has Metropolis’s role evolved within the sector?

international space as some schools have been active for many years – simply being a good school, isn’t good enough!

International recruitment is always changing, especially in recent years as schools strive to diversify their boarding communities. Covid slowed that somewhat but that was merely a pause, and now we are back and seeing a new energy from our schools in this area. That said, schools are more cost-conscious and with that comes more strategic decision making, with agents and event organisers really having to deliver as schools will simply not accept it.

Are the international markets for students changing geographically; are new areas emerging?

At Metropolis we changed (or accelerated) our own strategy to try and break into newer markets and this has seen us develop events in Paris, Seoul, Tokyo & Osaka, Budapest, Johannesburg & Cape Town, Mexico & Monterrey, New York & Washington and finally Sao Paulo and Santiago. These are areas we have seen good data for and know that many of our 200 Metropolis Partner Schools are being successful in. We are looking at India also as the data suggests things are moving in the right direction, so expect a lot of activity in this region in the coming years!

Are schools relying more than ever on agents for recruiting students?

Yes 100%. Between 80-90% of the international pupils in our partner schools will come via agents and this doesn’t look like changing anytime soon. What we have to be aware of though, is the sheer number of new schools (many of them marquee big names) exploring the international markets and spreading their net wider to simply reduce their reliance on “the usual” markets. This inevitably puts pressure on agents to deliver more families and of course, there are more agents than ever so it’s interesting.

One thing I will say is that only 4 markets currently deliver enough new pupils every year to give at least one pupil to every boarding school (which surprises people); which is why everywhere is so pressured and achieving diversity is so hard!

What are the key principles for schools to consider if they want to increase their international student recruitment?

Yes, it’s always changing and has done for the 20 years I have been involved. We don’t tend to say new markets but more a recognition of the ebb and flow of them. Certainly, our strategy at Metropolis is to identify those markets where we see good evidence of and sense growth and then we react to that. We definitely need to be more courageous, visible and noisy in more markets as our friends in Canada have done for years; hopefully, if you build it they will come!

And finally, do you think educational guardians are seen in a different light by schools and overseas parents since the pandemic?

In all honesty, yes but some good and some bad. The pandemic caused lots of issues and stress for everyone and the landscape has changed considerably. Schools recognise some of those stress points so have adapted their thinking eg, more optional exeats and more vigilant checks on those “family and friends”.

For families, they just want solutions, to keep costs down, have one fee (no hidden extras or surprises from guardians or schools) and to have transparency.

Guardians have certainly upped their game providing more options (from basic to platinum packages), providing a more experiential offering to pupils has been a big move and we have seen that right across the board since the pandemic as we know the effects when children miss out.

More interestingly, we hear that many guardians have morphed into agents as well and this is neither good nor bad as long as the best interests of the child are met. Let’s face it, many agents have done this anyway.

Ultimately, the relationship for many schools is very strong with their guardians, if not stronger than before with everyone working tirelessly, to make things as smooth as possible for each other.

You need to know your market – shop local think global (was that HSBC that said that?). That methodology works I think as the various markets behave differently. Eg, South East Asia is very much academically focussed whereas Central & South American families prioritise safety, security, health and wellbeing and extra-curricular activities. It’s definitely not one size fits all and if you try to be something for everyone, you’ll lose out to those who understand that market better.

But ultimately, the mainstay of international recruitment is and has always been relationship based; being authentic, delivering on time and gaining trust from those all-important agents. This is harder for new schools venturing into the

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SHAMEER THOBHANI Co-Founder, InvestIN

InvestIN: Practical Work Experience for Tomorrow’s Leaders In the world of education, a glaring concern is whether students are leaving school with the practical skills needed for the workplace. Many graduates lack real-world experience, a fact backed by studies like the National Centre for Education Statistics in the US, which shows that employers value practical skills as much as academic achievements.

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Equally, life beyond education can feel daunting, as students are expected to make big decisions at a young age that will inevitably shape their career trajectories.

Upon graduating, I began an exciting but demanding career in finance as an investment banker, an industry I had little previous exposure to. What brought my cofounder, Hitesh Chowdhry (a former corporate lawyer), and I together to launch InvestIN was a mutual drive to equip young people with the insider knowledge we wished we’d had when we were at school.

Established in 2012, InvestIN is the go-to global provider for fully practical and professionally-led career experiences for school students. Our mission is to bridge the gap between school and industry, by equipping students with the knowledge, skills, experience and contacts to excel in their chosen field.

Students need more than theoretical subject knowledge to succeed in their future careers. Our career experience programmes are designed to provide hands-on, practical experience to students aged 12-18 across 15 desirable and competitive industries. We believe that experiencing the real world alongside leading professionals is the key to helping students choose the right career for them and maximise their potential.

Over 65,000 students from the UK and all over the world have attended our programmes. Beyond the career insights gained, international students embarking on this journey get the opportunity to experience life in the UK. By participating in our 1 or 2-week residential programmes during the summer, these students discover more than just career paths. They discover a new culture, get a taste of life on a top UK university campus (University College London and the London School of Economics), whilst forming connections with students from every corner of the globe.

It’s not just about preparing for a career; it’s about embracing a holistic, global educational experience that will create memories that last a lifetime.

Our programmes offer students a unique opportunity to step into the shoes of a professional and carry out the work they typically do on a day-to-day basis. For instance, our Young Doctor Summer Experience allows students to work alongside medical professionals in hospitals, where they learn essential skills, such as suturing and participate in simulated ward rounds. Similarly, the Young Engineer Summer Experience takes students to a working airfield, where they’ll explore a Boeing aircraft alongside top aerospace engineers. These experiences not only broaden students’ perspectives but also equip them with a sense of confidence and clarity about their career goals. Students are taught exclusively by industry professionals, who will give them not only a realistic understanding of their field, but also expose them to the practical elements of their daily responsibilities.

We understand that the journey from education to employment is a critical phase and our role is to make this transition as seamless as possible. As we continue to expand our reach and impact, we believe that investing in the future careers of students is not just a necessity but a responsibility that will shape a generation of confident, capable and well-prepared professionals.

If you are looking for an experience that goes beyond textbooks and lectures, visit our website to find out more: www.investin.org. Registration for our 2024 Summer Schools is now open and places are filling up quickly. Our team are always happy to help answer any questions you may have - get in touch with us at info@investin.org or +44 (0) 203 488 5089.

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SHELL EDUCATION “DETAILS CREATE THE BIG PICTURE” Sanford I. Weill As the old year passes and a new begins, it is great to look back and see how the year unfolded with challenges and how the students dealt with them.

I would like to share the thoughts on how “communication is key” in everything we do when working with children. AEGIS always highlights the importance of regular safeguarding training with key messages such as the importance of reporting and recording concerns.

I had a student who unexpectedly was admitted to hospital and had to undergo a very serious operation. The student is fine, and recovered really well but the stress was incredible and it was hard for everyone around, and I cannot imagine what the parents were going through being miles away from UK and unable to arrive.

Could it be done differently?

Another student returned back in September to his school but felt very low, unhappy and struggled with his chosen A-level subjects.

He reached out to school for help. Later the student stayed with the host family, who informed me about their concerns for the student which was very alarming. This turned out to be a health issue; his condition was rapidly deteriorating and he needed urgent help.

When you notice single episodes of unhappiness, headaches, blurred vision, low performance in lessons or forgetfulness, maybe they are not crucial factors alone or as single episode but when put together you can see a bigger picture. It is like putting pieces of a puzzle together.

Children very often do not talk about problems to their parents, or say they are unhappy as they do not wish to worry or disappoint them.

So it is vital that everyone around children can talk to each other and report changes in behaviour and wellbeing, or concerns that they have for a student.

Information from everyone around a student is crucial as this all helps to build a bigger picture of the wellbeing of the child, and only then can everyone help a student become healthy, happy, independent, and ultimately a thriving successful student in readiness for adulthood and their careers ahead.

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BRIGHT WORLD GUARDIANSHIPS When Guardians Step In: The Unsung Heroes of Student Support In the dynamic and often unpredictable world of student support, guardianship organisations play a pivotal role, stepping in during times of need. At Bright World we know all too well that our contributions are indispensable in ensuring the safety, comfort, and well-being of students, especially those far from home.

Imagine a scenario where a student’s flight is cancelled or delayed once the school has closed, leading to a cascade of disrupted plans. Here, we are the first responders, swiftly rearranging taxi pickups at any hour of the night, ensuring students are not stranded or left vulnerable.

Losing important documents like BRP (Biometric Residence Permit) cards is a common yet stressful situation for students.

As guardians, we often step in to navigate the complex process of obtaining replacements, liaising with various agencies to expedite the process. Similarly, when passports are accidentally left at school and students only realise en route to the airport, it is us who work with the school to ensure these essential documents are collected and arrive in time for their flight home.

Early arrivals at the start of term, where students find themselves with the school not yet open, present another challenge. In these instances we are there to arrange safe host family accommodation, offering a warm and secure environment for the night. This gesture goes beyond logistics; it’s about providing a sense of security and belonging in an unfamiliar place.

Health emergencies are another critical area where guardians intervene. When students need to visit a hospital, and the school requires assistance, guardians are there to bridge the gap, offering emotional support and ensuring that medical needs are met promptly and efficiently.

These everyday occurrences highlight the fundamental role we as guardians play in the world of student support. We are not just facilitators but caretakers who ensure that, regardless of the situation, students are not alone. The dedication of everyone at Bright World reminds us daily of the importance of what they do – providing a safety net, a guiding hand, and a reassuring presence in the lives of students navigating the complexities of education away from home.

In conclusion, the role of guardians in student support cannot be overstated. We are the unsung heroes who step in when flights are cancelled, documents are lost, or unexpected emergencies arise. The tireless efforts of the Bright World Team and other AEGIS-accredited guardians, create a secure and nurturing environment for students, making a significant difference in their educational journey and overall experience abroad.

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UK GUARDIANS Exploring UK Guardians’ Achievements in Private Fostering UK Guardian’s expertise in private fostering highlights our commitment to flexibility in addressing diverse student needs.

While boarding schools remain a fantastic choice for international students, we acknowledge that they aren’t the sole option.

Celebrating varied choices, we guide students and parents exploring top day schools in the UK. Our team’s collective extensive experience in private fostering includes highly experienced and trained staff, a deep understanding of the processes involved, with close collaboration among schools, parents, homestay families, and local authorities. This ensures meticulous attention to each student’s needs, guaranteeing a thriving environment for every student.

Since joining us in September, JL (aged 14) has seamlessly integrated into his homestay host family in Hove, evolving into an indispensable member of the household. Remarkably, he has even earned the distinction of becoming the family dog’s favourite member!

In September, JD (aged 15) joined us, enrolling at Ashbourne College in London. Flourishing in her newfound independence, she navigates the city daily using the tube, practicing valuable skills for life. JD collaborates closely with her dedicated guardian angel for unwavering support on her journey towards personal growth and academic success.

Opting for a different cultural experience, student IP (aged 15) chose not to board at Kings International in Canterbury and instead immersed himself in the warmth of a homestay host family environment to delve deeper into British culture. Revelling in the freedom to spend weekends with friends, who, like him, are day students, he also relishes the option to participate in school events during evenings and weekends at his discretion.

What is private fostering?

Private fostering is a private arrangement between a parent and a carer. When a child under 16 (or 18 if disabled) is cared for and provided with accommodation, by an adult who is not a relative, for 28 days or more, it is called private fostering.

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ELTIVE - SAFE HANDS GUARDIANSHIP Eltive Preparation Courses - Are you looking for a family environment to help your child/clients get a better level of English and understanding of the curriculum before starting UK boarding?

Eltive is ASIC accredited and provides homestay based English language preparation courses with teachers who will nurture the children and gently ease them into having to live and learn totally in the English language as well as getting them used to English culture.

They will be housed alongside 1 or 2 others of a similar age to further allow them to practice their English and have a friend to experience the journey with, a tried and tested way to relax into this new life.

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English lessons each morning Sport/fun activities each afternoon 1 full day out each week Friendly family environment One week-6 month courses

JETLAG ELIMINATOR Come stay with us for a few days before school to arrive fresh and ready for the new term!

FULL-TIME HOMESTAY HOSTING Boarding is not for everyone; some prefer and would benefit from a family environment. With years of experience in privately fostering day students we are an ideal choice.

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UK2LEARN Vanessa - Embracing challenges and learning along the way UK2Learn caught up with one of their current students Vanessa who is currently in year 13 studying at St Catherine’s in Bramley.

Vanessa moved to the UK in 2018 to pursue her studies and now has plans to study material engineering at University and her ambition is to develop and commercialise new materials.

We spoke to Vanessa about why she wanted to study in the UK and what challenges she faced learning a new language while studying and she said: “My mother suggested the idea of studying in the UK and I really wanted to challenge myself so it was the right choice to come to the UK for my studies. I took the courage to speak to as many locals as possible and over time many people noticed that my accent adapted which helped with my pronunciation. My host families and the UK2Learn student care co-ordinators helped me with my grammar and pronunciation when they could which was very helpful.”

What fun and exciting experiences have you had since studying in the UK? “I have been on lot of trips and UK2Learn have organised days out for students such as sightseeing in London and opportunities like this have been a great way to meet other students that are not from my school but under UK2Learn’s guardianship too. My most memorable trip would be a Physics trip organised by the school where we went to Switzerland!”

Vanessa then shared some advice for other international students: “Embrace all the changes whether they are good or bad, all of these experiences are helpful for your future.”

Host family stays are very important for international students.

Vanessa described how one of her regular host families, the Rowes, have provided a homely, quiet study space for her, and comfort and support during exam periods.

When asked to describe her experience with UK2Learn in 3 words she said: “Comfortable, fun and home.”

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OXBRIDGE GROUP LTD Staying with a host family Most students will stay with a host family at some point during their stay in the UK. We are very confident in the quality of our hosts; as an AEGIS Gold Standard accredited guardian we meet all requirements for NMS guidelines, but hearing about what makes the stay special – its clear it’s the connection between host and student!

Experiencing a traditional British Christmas is truly a wonderful experience for host and students alike. Our host Gareth was able to provide a Christmas away from home for 3 of our students; during the holiday they held dinner parties, visited Alton Towers and had a thrillseeking day on the rollercoasters, and of course there was a visit from Santa Claus and sang some Christmas carols.

Two of our students enjoyed their stay with our host Helen. In terms of location, it was a perfect fit for the boys who enjoy an active lifestyle. Helen’s home is on a river, and so the family and students were able to do watersports, go out on the boat and regularly play football together. Helen and her husband were able to provide traditional British and Chinese food, and the students and Helen’s children remain close friends.

Cyd has had experience of hosting a great variety of our students over the years. Together with her family they’ve celebrated many events; the Jubilee, Christmas, New Year and rainy beach trips.

They even marked her Grandfather’s 92nd birthday with visits from previous and current students!

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WHITE HOUSE GUARDIANS My Christmas in England My Christmas experience was very lovely. I will always keep the memories of those few days very close to my heart. And I am so grateful for this amazing time.

I spent Christmas with my lovely friend Ruby and her mother MJ. I am very lucky to have found such an amazing friend like Ruby, who I could spend Christmas with. When I got the invite to spend a few days over the festive days with her I was thrilled.

The time came and I went over to their house. I was so excited for the next four days. On my first day 23/12 we went and saw a pantomime (Beauty and the Beast). I have never been to a pantomime, and didn’t really know what to expect, but it was brilliant. So much humour, good songs and amazing dances. I very much enjoyed it. If I have the chance to see a pantomime again, I definitely will.

Christmas in England is celebrated on the 25th of December, so the next day (24/12) was very chilled. I called my family and friends to have a little chat with them. It was my first Christmas in a different country and without my family, which was very unusual for me.

But to my surprise I wasn’t homesick at all, probably because I was surrounded by my friends, love, good food, Christmas movies and many cosy blankets and pillows.

And then it was time… Christmas day had arrived. We started the day traditionally with opening the presents and the stockings. I got some fantastic presents that I was very happy about. I can’t describe how grateful I am for everything and all the moments I had. To share some of my culture, I also had some nice German sweets for Ruby and MJ. After we all enjoyed our present opening, we started on the Christmas dinner. We had a traditional dinner with lots of veggies, chicken instead of turkey, Yorkshire puddings and lots of gravy. I loved the meal and actually prefer it to the German traditional Christmas dinner. We spent the evening watching Christmas movies and enjoying a nice hot chocolate.

The next day on the 26/12 we went on a little walk along the seafront, because we all had a bit of cabin fever. I am really going to miss being able to just walk along the beautiful coast side.

I had a beautiful Christmas and I am so glad that I was able to spend it with such lovely people.

Milla (16yrs) .

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STUDY LINKS Hailey Shines at the Scottish Badminton Open One of Study Links’ exemplary guardianship students we have been proud to provide guardianship for since 2020 is Hailey.

Hailey excels both academically and athletically as an Academic and Sports Scholar at Strathallan School, and as the school’s Badminton team captain - demonstrating her leadership skills.

In a remarkable display of talent and dedication, Hailey has proven herself a force to be reckoned with in the world of badminton.

During last term’s Perth and Kinross District Tournament, Hailey achieved a clean sweep, securing titles in the under 19s girls singles, under 19s girls doubles and under 19s mixed doubles categories. This mirrors her success in the same regional competition last academic year.

With her exceptional season and triumphs at the Midland Senior Double Final and the Women’s Final at the Edinburgh Badminton Academy Bronze Championships, Hailey has now gone onto toptier international competition at the Scottish Open Badminton Championships.

Hailey said, “I’m absolutely thrilled to be selected for the Scottish regional performance Squad to represent Scotland. It’s the culmination of years of hard work, and I can’t wait to give it my all on the court at the Scottish Open.”

Study Links celebrates Hailey’s outstanding achievements and views her success as an inspiration for other students under our guardianship and the wider international boarding student community. Hailey is a real testament to the potential for academic and athletic success while studying in the UK. As we commend her accomplishments, we look forward to seeing Hailey’s continued progress and growth. Congratulations, Hailey.

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UM EDUCATION Going Above and Beyond: Guardianship’s Critical Role in Student Wellbeing At UM Education, we understand that studying abroad is a significant step for many young students and are committed to ensuring they have all the support they need. A prime example relates to a challenging moment for Ada, a student from China, who experienced homesickness after returning from her holiday break.

Ada’s transition back to school in the UK was difficult. She dearly missed her family, was the only Chinese native at the school, and contemplated returning to China. Recognising the seriousness of her situation, we took immediate action.

We engaged in extensive discussions with her parents and liaised closely with the headmaster of her school, ensuring a unified approach to Ada’s welfare.

But we didn’t stop there. We travelled to her school to meet Ada in person and spoke to her to see if there were things that could be done in the short term to make her feel more supported when at school. This direct intervention provided her with much-needed moral support and a tangible sense of care from our team. Our visit was a turning point for Ada, helping her feel understood and supported in her journey.

Thanks to these efforts, Ada readjusted to her school environment and rediscovered her happiness in the UK. Her parents expressed immense gratitude for our involvement, noting, “UM’s support for Ada was superb, they provided familylike care that turned a challenging situation into a success story.”

As all good guardianship companies, at UM Education, we believe in going the extra mile for our students, ensuring their overseas education journey is as enjoyable and fulfilling as possible.

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BURTON EDUCATION Meet Amy, just one of the many talented students looked after by Burton. She studied at Claremont School in preparation for university education. During the twoyear guardianship, Burton nurtured her growth, closely following her artistic development.

Amy is keen on fashion design, especially conceptual clothing using innovative materials. Researching creative technique is integral to her work. She explores the play of light and shadow, marshalling her classmates as photographic models. At the National Gallery, she spends many hours scrutinising past masters, up close and personal, sketching and painting to better understand their artistic practice and how it might contribute to her own.

Burton has accompanied her on this journey, providing a stable guiding hand, giving her the required support and encouragement as she discovers her potential. Over the two years, Amy becomes assured in her aspiration, she focusses on fine-tuning her portfolio and secures a place at the university of her dreams.

It’s hard to believe, but Amy had been an introverted child, struggling to express herself, lacking objectives. Her mother is impressed by the new-found confidence she sees in her daughter. Now Amy is passionate, ambitious, she can fluently express herself in both English and Chinese, freely staking her claim alongside fellow students. She showcases her creativity with great assurance.

Her mother likens the transformation as from an ugly duckling to a majestic swan. At Burton, we share the thrill and reassurance of Amy’s amazing achievements.

As for Amy, her creative life blossoms!

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QUEEN ETHELBURGA’S COLLEGIATE Addressing the concerns of International Students At Queen Ethelburga’s (QE), our primary goal is to prepare students for the challenges of university and their chosen field, with personalised support for every student.

One of the most common concerns voiced by our international students is whether their English competency is good enough to excel in university studies. We provide comprehensive English language lessons that are tailored to meet the needs of each student and the requirements of IELTS examinations, a critical component of university admissions. We have a variety of courses for different language proficiency levels and all our students are immersed in a culturally diverse environment with classmates from 60 different nationalities, which promotes language proficiency and cultural understanding.

As international students can require the highest level of care and support, our highly trained Pastoral and Boarding teams offer 24/7 care and can fully support individuals with issues such as culture shock and homesickness. The teams are made up of full-time staff focused on student wellbeing and are supported by our International Liaison Officers, who speak a variety of languages to support students and parents with any communication difficulties.

With individual feedback, we help remove student reservations about engaging in debates or analysis work at university and in the workplace. We emphasise critical thinking throughout our curriculum with analytical and problem-solving skills taught through research, debate, group work, presentations, and discussions. We train our students to organise and present information effectively with opportunities to practice through experience including presenting an extended research project from multiple sources.

Our Whole School Revision Project teaches our students the vital study skills needed to retain knowledge, apply critical thinking skills, and excel in examinations throughout their life. We tackle any worries about taking examinations in a second language and offer internationally recognised qualifications such as iGCSEs. To tackle the complexities of further education applications, our expert careers and UCAS advisors work closely with our students to help them choose the perfect university and course for them as individuals by considering all the criteria that is important to them.

To find out more, visit www.qe.org.

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OSWESTRY SCHOOL Oswestry School international pupil builds a research website after spotting a need for more relatable reading in scientific research.

Oswestry School is an independent co-educational day and boarding school for children aged 4-19, founded in 1407.

Historical though it may be - with a storied heritage that is proudly celebrated - but Oswestry is also a warm, caring and progressive school which constantly evolves with the times.

Oswestry offers a complete education for life, helping pupils realise their full potential by creating a community of well-balanced young people who are fully prepared for the challenges and responsibilities of the outside world. The school provides a vibrant international community, with pupils from over thirty nationalities currently boarding.

This year, sixth form international boarder Anna has designed and built her own website, after spotting a need for more relatable reading in scientific research. The project was motivated by Anna’s passion for scientific research and new discoveries within the world of science. Anna explained further…

“I believe that these discoveries deserve to be acknowledged and understood by everyone, regardless of their scientific background. Recognising that scientific papers can often be daunting, I set out to create a platform that simplifies complex topics, making them accessible to a wider audience. In an era where many science news outlets charge for their content, my goal is to provide the most captivating news stories for free, ensuring that the wonders of science are within reach for all.”

It’s a wonderful example of a self-propelled pupil initiative and it will be fascinating to see how this website develops and grows.

Anna’s website: https://www.sciencenewshub.co.uk/

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SHERBORNE SCHOOL For international students looking for academic short courses this Easter, there are two fantastic options available.

Hosted at our Newell Grange Campus (formerly Sherborne International), Sherborne School is offering two exciting and rewarding courses for international students aged 12-17 during the Easter break: Intensive English plus Subjects, and I/GCSE revision.

Our Intensive English plus subjects course is for students who want to enhance their English skills for academic or personal reasons. Students receive engaging and challenging lessons that will boost their confidence and fluency in written and spoken English. In addition to English lessons, there is the opportunity to study a range of subjects, such as maths, science, history, geography, drama, and art, and learn new vocabulary and concepts. This course is ideal for students who are considering joining a British independent school, are already at a UK school, or simply want to improve their English.

For students who are due to sit their I/GCSEs this summer, our I/GCSE revision course provides an opportunity to revise and consolidate knowledge, practice exam techniques, and improve grades. Students choose three subjects each week they are with us and receive 10 hours of tuition in each subject from our experienced team of teachers. Also included are daily study skills and wellbeing sessions to help young people cope with stress and manage their time effectively.

We have excellent learning and living amenities. Accommodation is in our own boarding house, with ensuite rooms and friendly, caring staff. We provide a variety of co-curricular activities, such as sports, excursions, and cultural visits, that enrich students’ experience and allow them to socialise and make friends with students from other nationalities as well as British students.

The campus is only a 2-minute walk from the beautiful, historic and student friendly town of Sherborne.

Sherborne International is widely respected for the quality of its courses. With a maximum of 12 students per class, we provide a high level of individual attention and care. We welcome students from all over the world and celebrate diversity and inclusion. We are confident that students will have a rewarding and enjoyable time with us and will be helped to achieve academic and personal goals.

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FARRINGTONS SCHOOL Maria from Poland joined Farringtons School in September 2022. At first, she was anxious about the new environment and about speaking English, but she soon settled in as everyone was friendly and supportive.

Maria now feels at home thanks to the teachers making sure she is happy and comfortable.

Maria has enjoyed all the amazing weekend activities on offer; her highlights have been Elf the musical, Matilda and bowling.

Maria has particularly enjoyed being surrounded by other international students in the boarding house, learning about different cultures and the history of different countries. Boarders have also helped to improve her German.

Maria is studying Biology, Chemistry, Maths and Further Maths and is hoping to study Medicine at university.

As part of the Floreat Programme Maria chose ‘Could Humanity Ever Achieve Immortality’ by using the CRISPR Method in gene editing as her EPQ topic and enjoyed the experience of visiting the Francis Crick Institute.

Maria is also busy after school, helping run the Ballet and Jazz Clubs, teaching Year 7 and 8 pupils. Maria is often seen at the school’s gym and swimming pool and her favourite time of the week is when all the boarders come together to watch a film or participate in karaoke.

‘At first, I was anxious about the new environment, I was worried about speaking English as this is not my first language but everyone here was so nice to me and really supportive and that really helped me.’

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ST JOSEPH’S COLLEGE, IPSWICH Teenagers! You Can Take Ours Anywhere International boarder builds bridges of friendship across cultures and generations Caring Marvin, a Lower Sixth student from St Joseph’s College Ipswich was among the young people celebrated at an awards event in an Ipswich care home. The event was laid on by the home and the West Suffolk charity which trains the teenagers to befriend people living with dementia.

Marvin has been visiting residents at Prince of Wales House for a year as a YOPEY Befriender, spending an hour or two each week with the residents, joining activities, playing games and conversing with the elderly folk.

Founder of the Newmarket charity YOPEY, Mr Tony Gearing MBE, said: ‘Keeping people with dementia mentally and physically active is believed to slow the progress of these terrible diseases.

At the same time, the young born in the 21st century are learning about the 20th century. Today, many people living in care homes were children in the Second World War. The young get to learn about the 1940s, fifties and sixties from people who were there.’

Certificates were presented to Befrienders by the High Sheriff of Suffolk, Mr Mark Pendlington.

St Joseph’s College Principal, Mrs Danielle Clarke, attended the presentation with Head of Sixth Form, Mrs Katherine SimpsonJacobs. Mrs Clarke said ‘The College is very proud of Marvin and the wonderful relationships he has built with the residents at Prince of Wales House. He has gained so much experience, knowledge and confidence from being a YOPEY Befriender – we have now expanded this opportunity ten-fold.’

Marvin, whose home is in Macao, is a popular international boarder at St Jo’s and is Head of the school’s Birkfield House. Despite being the only St Joseph’s student taking part last year, Marvin happily mixed in with the others in training and went on to show great resilience, visiting the care home alone weekly to spend time with its residents, some of whom have advanced dementia. This year he is leading a group of fellow St Joseph’s College students at Prince of Wales House.

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QUEENSWOOD SCHOOL Natalia: Forming Connections and Uniting Cultures via Konan High School for Girls in Japan Hailing from the lively city of Tokyo, Natalia stands out as an exceptional Year 12 student from Japan, leaving a lasting impact through her active participation in the Konan Exchange Program, in association with Queenswood. Natalia, with an Italian father and Japanese mother, fluent in both languages due to her diverse upbringing, seized the opportunity to enhance her English proficiency and embrace cross-cultural experiences.

The Konan exchange programme is designed to foster crosscultural understanding and friendships by facilitating student exchanges between Konan High School in Kobe, Japan and Queenswood. For Natalia, this initiative presented an ideal chance to immerse herself in a new environment, broadening her perspective and contributing to the global awareness promoted by the program.

Embarking on this journey, Natalia has been actively refining her language skills through daily interactions with her new friends and teachers. Pursuing studies in Psychology, Religious Studies and Latin, she has found the immersive environment to be a catalyst for language learning, enabling her to become more fluent and confident in expressing herself in English.

Beyond academic pursuits and language learning, Natalia has a passion for archery. During her time in Japan, she was a valuable member of the archery team, competing in the Inter High School National Competition, achieving a commendable 30th position out of 200 participants. Eager to continue her sporting in the UK, Queenswood’s support has been instrumental in facilitating her participation at a nearby St Albans based archery centre after school.

Natalia’s commitment goes beyond her academic and athletic endeavours. Engaging actively in diverse cultural exchange initiatives, she takes pleasure in introducing her peers to traditional Japanese customs. Additionally, she consistently participates in The Japanese Conversation Club as part of the co-curricular program, expressing her dedication to establishing lasting friendships with students from around the world.

Thankful for the opportunities provided by Queenswood, Natalia acknowledges and expresses gratitude and recognises the valuable lessons gained. Natalia foresees the integration of these experiences into her future endeavours, including University life. Her participation in the Konan exchange program serves as a testament to the power of cultural exchange, showcasing its impact on individuals as they navigate academia, language and personal growth. Congratulations Natalia, an outstanding ambassador for Queenswood !

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TETTENHALL COLLEGE Tettenhall College rising star Luke secures victory with England U-16 Squad Year 11 pupil Luke, whose family live in Singapore, earned his first call-up to the England under-16s football squad. He played in his first international tournament in Paris, marking a significant milestone in his burgeoning football career.

During a remarkable achievement, Luke not only showcased his exceptional talent on the international stage, but he also went on to enjoy victory at the Val De Marne Tournament in November 2023. England faced opponents Japan, France and Switzerland, ultimately clinching the championship title. Luke currently plays for Wolverhampton Wanderers Academy team and has been making waves with his extraordinary performances.

“Tettenhall College is immensely proud of Luke and his remarkable achievements on both the national and international fronts. His dedication, skill, and sportsmanship exemplify the values we instil in our students. We congratulate Luke on his well-deserved call-up to the England under-16s and his outstanding contributions to the Wolverhampton Wanderers Academy team” said Christopher McAllister, Headmaster at Tettenhall College.

Luke’s success serves as an inspiration to aspiring athletes within the Tettenhall College community and beyond. The school looks forward to witnessing Luke’s continued growth and success in his football journey.

To read more about the successes at Tettenhall College Click Here.

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TONBRIDGE SCHOOL Alex: Tonbridge School A member of Tonbridge’s Upper Sixth, Alex, from Hong Kong, will be saying a fond farewell later this year as he heads to university.

A student with a passion for science and discovery, Alex says he has also learned the value of becoming more independent during his time at the School.

WHICH SUBJECT HAVE YOU ENJOYED MOST? Biology! Our teachers are amazing, plus I’ve always been enthusiastic about how even minor changes can have huge effects on organisms and their habitats.

WHAT UNIVERSITY ARE YOU HEADING TO? If all goes well, I’ll be studying at the University of Oxford, exploring Biology alongside students as keen on it as I am, under the instruction of the best academics in the world.

DO YOU HAVE ANY CAREER PLANS AS YET? Honestly, no! I’m just hoping to find a job that allows me to make some small differences in the world, while continuing to fuel my curiosity.

WHAT HAS YOUR TIME AT TONBRIDGE BEEN LIKE? It’s been busy in the best possible way, with all the fun activities and academic challenges available to us. Getting to know the people here – the astoundingly diverse, talented, inspiring members of the Tonbridge community – has been awesome.

I’ve always found joy, too, in laughing and working beside my friends in the cosy Biology Library, part of the Barton Science Centre.

WHAT HAS TONBRIDGE TAUGHT YOU, DO YOU THINK? Community is something I’ve learned a lot about here, especially as a boarder. There are very good incentives for everyone to get along and work together.

Independence is another important lesson I’ve taken home.

Managing my time, organising my stuff and relying on my own skills and intuition when necessary. I’m still learning, of course, but I think my four years here have prepared me really well for the future.

WHAT ADVICE WOULD YOU GIVE TO A BOY STARTING AT TONBRIDGE THIS YEAR? Make the most of your teachers’ support and the School’s resources. Be kind to everyone and look out for your friends.

And, most of all, have fun!

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ST ANDREW’S COLLEGE, CAMBRIDGE Since 1976, St Andrew’s College has offered students from all over the world the opportunity to experience a Cambridge Education We accept students between the ages of 15 and 22, and offer the following academic pathways • • • •

GCSE Pre A-Level A-Level University Foundation Courses

St Andrew’s College offers a truly international experience and accept students from all over Asia, Europe, Africa and South America each academic year, including very successful singlesemester options for Mexican students wanting to experience life in the UK. It is our aim to help students reach their full potential by offering an environment that makes them feel comfortable, relaxed and cared for. It is our belief that this will help them to achieve excellent academic results with the support of our dedicated and experienced staff.

The expertise and knowledge we have gained from our experience have allowed us to create an environment that is friendly yet dynamic, one in which our students are constantly challenged to develop their ideas and expand their horizons.

St. Andrew’s College offers high quality, residential accommodation, all within walking distance from the college and with live-in House Parents to look after the wellbeing and safety of our students.

St Andrew’s College offers excellent University preparation in conjunction with our education partners, Dukes Plus and Dukes Careers School.

In 2023, 100% of Foundation students gained places at UK universities while 60% of Science Foundation students gained places at Russell Group universities.

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BISHOP’S STORTFORD COLLEGE The down-to-earth atmosphere at Bishop’s Stortford College is the perfect launch pad for outstanding achievement Based on the outskirts of a picturesque market town, we have built a hard-working, down-to earth, and highly successful community, comprising a Pre-Prep, a Prep School and a Senior School, with over 1300 pupils of 27 different nationalities.

As three schools in one, Bishop’s Stortford College is large enough to provide an exceptional range of opportunities, whilst each part is small enough for pupils to be known, valued and nurtured as individuals. The feel of the College is always forwardlooking, recognising from the start the sort of world our pupils will be entering.

Academic excellence is a top priority for us. Our dedicated and talented teaching staff fire pupils’ imaginations, always going the extra mile to give them the skills they need to develop and thrive.

We believe the breadth of opportunity we offer, balanced with personal growth and strong values of decency and kindness, is what an education for today and tomorrow must deliver.

Underpinning everything is a unique community spirit that enables each pupil to succeed, and to be happy doing so.

We do not look like most schools of our type. We do indeed have the huge campus with wonderful facilities, but we are different in some important ways. We are the modern face of independent education.

“These days, standing still is moving backwards. Bishop’s Stortford College is not standing still. It is as simple as that.”

KATHY CREWE-READ, COLLEGE HEAD

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ARDINGLY COLLEGE We spoke to two full boarders from our Class of 2023; Tiffany joined Ardingly from France and is now reading PPE at Warwick University, while George is from China and is currently studying Maths at Imperial College, London How did you settle in?

Tiffany: “I was worried at the start about moving so far away from home. But, thanks to the fantastic pastoral support at Ardingly and all the new friends I made in my House, I soon felt like the College was my second home.”

George: “I actually settled in really quickly and my Housemaster was very supportive. I loved making so many new friends in my House from the UK, Italy, Germany and Southeast Asia. I really value the international perspective this gave me.”

What was your academic highlight?

Tiffany: “I’d never studied Philosophy before I came to Ardingly but I tried it, joined the Philosophy Society and soon realised that I’d found my academic passion.”

George: “I enjoyed studying for the IB. It provided breadth but also the chance to study subjects in a lot of depth.”

What about co-curricular life?

Tiffany: “I loved singing in the Chamber Choir – I especially remember performing up in London at Westminster Abbey. It was really special.”

George: “I’d never tried climbing before and I loved it! I did a lot of climbing competitions at Ardingly and still enjoy the sense of achievement climbing gives me.”

What was the best thing about being a boarder?

Tiffany: “There were lots of fun trips and weekend activities, but my favourite had to be all the boarding socials on Friday or Saturday nights.”

George: “Yes, I particularly remember the Wild West themed social in the Under! And I also enjoyed popping into Haywards Heath for shopping and then cooking supper with my friends on a Sunday evening.”

What advice would you give to a new pupil?

Tiffany: “Meet everyone, join lots of societies and seize all the opportunities on offer at Ardingly!”

George: “Make the most of it, enjoy the diversity and make friends with people from all over the world.”

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THE ROYAL SCHOOL, HASLEMERE Nurturing Confidence and Future Readiness Boarding schools have long been recognized as institutions that not only provide education but also shape character and prepare pupils for the challenges of the wider world. International boarding at The Royal is no exception, going beyond academics to foster confidence and independence, equipping international pupils with future-ready qualities to serve them well beyond their school years in the UK. Future-Ready From the moment a pupil begins boarding at The Royal, they embark on a journey of personal growth and development. From an early age, The Royal’s international boarding committee encourages boarders to step up to leadership roles, to represent their peers and influence decisions that affect the boarding community, instilling within them a sense of responsibility and pride. As a result, pupils learn to communicate effectively, to collaborate and advocate for each other, skills that pave the way to success in the future.

Beyond the classroom, boarders develop practical and valuable life skills, from cooking to doing their own laundry and maintaining living spaces. Academically, they benefit from dedicated study sessions, individual attention, guidance and support from teachers to help them reach their full potential. These experiences build self-reliance, discipline and independence, vital skills as children transition to adulthood in a modern world.

“At The Royal, our supportive and nurturing environment, and comprehensive approach to education empowers pupils to thrive academically, personally and socially, laying the foundation for success in the future.”

Sylvie Bartlett-Rawlings, Head of Boarding Wellbeing The Royal’s philosophy is that a balanced lifestyle will lead to both physical wellbeing and academic success. Boarders are encouraged to develop good exercise habits, and benefit from an on-site gym and indoor and outdoor sporting facilities that provide access to ball and racquet sports.

Pupils participate in a wide range of extracurricular activities from sports and music to drama and involvement in community fundraising.

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Weekends are a highlight for international boarders, giving pupils the chance to immerse themselves in British culture and explore the busy hotspots of London and local cultural venues.

These experiences bring cultural enrichment, personal growth, and time to bond beyond the confines of the school campus.

WOODHOUSE GROVE SCHOOL International Winter Immersion Programme at Woodhouse Grove School We had the privilege of welcoming groups of students from Suzhou, Shanghai, Shenyang and Beijing who took part in our Winter Immersion Programme in partnership with Edukatus and Danlu Liu. Students were given the opportunity to become fully immersed in school life, taking advantage of the excellent academic, cocurricular and pastoral opportunities offered at The Grove. All students were allocated an individual buddy, many of whom were day students wanting to get involved in this excellent cultural opportunity. Visiting students attended all lessons with their buddies with as well as getting involved in enrichment and co-curricular clubs and activities. It was a pleasure to observe the positive relationships that were developed between the students and all of our students were real ambassadors to the school.

This international element adds something very special to The Grove community as a whole. Not only does living and working in close proximity to different nationalities promote tolerance, understanding and respect for other people’s views, cultures and traditions, the diversity of our boarders also adds a vibrant energy to day-to-day life at The Grove.

The inclusive environment that exists at Woodhouse Grove is key to this. With only 10% of senior school numbers being boarders, it is important that relationships between the boarding community and day school students are valued and nurtured.

We actively promote and welcome visits to our boarding houses by day pupils and encourage boarders to build relationships outside of boarding. Many strong friendships have been formed and our boarders often visit the homes of their day pupil friends at evenings, weekends and during the holidays.

“Boarding really is a very special and unique opportunity that a school can offer its pupils. I feel very privileged to be part of The Grove’s highly regarded boarding community, which celebrates traditional values, whilst embracing tolerance and understanding of all cultures, giving importance to what we can learn from them.

It is not surprising that Grove Boarding attracts students from all over the world.”

“I am an individual, yet I am part of something incredible.

I am Grovian.”

Dan King Assistant Head (Boarding and Compliance)

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