AEGIS Standard Spring 2025

Spring 2025

aegisuk.net

CONTENTS AEGIS News

School News

05 Welcome to the AEGIS Standard

34 Truro School

06 New Members

35 New Hall School

08 AEGIS Conference 2025

36 Frensham Heights

10 Meet our Conference Sponsors 12 AEGIS Training

37 St Leonard’s School 38 Burgess Hill Girls 39 St Lawrence College

OPINION 14 Sophie Lindsay, AEGIS 16 Selina Boyd, The Good Schools Guide 18 Julian Rose, TACAccess 20 Susan Fang, ApplyEasyPro

40 Horris Hill School 41 Bishop’s Stortford College 42 Pocklington School 43 Sidcot School 44 Moor Park School 45 Haberdashers’ Monmouth School

22 Sales Tip from Nicola Lutz, No Fluff

Guardianship Organisation News 24 UKGuardianship 25 Bright World Guardianships 26 Oxford Guardians

Advertisers 46 ST Alphe Conferences

27 UK2Learn 28 Belgravia Guardians 29 Shell Education 30 Oxbridge Guardians 31 Gateway Education 32 EduguardUK 33 White House Guardians

Front cover photo with thanks to Sidcot School

Horris Hill School

Bishop’s Stortford College

Welcome to the

AEGIS STANDARD It is with great pleasure that I introduce myself as your new Chair of Trustees, following the announcement that Adam Lubbock will be stepping down after five years as Chair and a total of ten years of dedicated service as a trustee.

Adam has been an outstanding Chair of Trustees, overseeing not only significant positive change within AEGIS but also leading the reform of our governance structure. Under his stewardship, the Board has been transformed into an entirely independent body, a challenging yet essential task that has had a profound and lasting impact. Adam’s expertise in safeguarding and his invaluable counsel have been instrumental in our progress.

Throughout his tenure, he has demonstrated exemplary leadership; calm, measured, and always positive - ensuring that the Board operated with skill and commitment. We are deeply appreciative of his contributions.

Edward May AEGIS Chair

We also bid a fond farewell to Lana Foster, our Vice Chair, who is stepping down from the Board of Trustees. Lana’s extensive experience as a guardian has been an invaluable asset to AEGIS. Her profound understanding of the guardianship sector, combined with her unwavering dedication to the profession, has had a lasting impact on our work.

Lana has been a tireless advocate, providing mentorship, strategic guidance, and critical insights that have strengthened AEGIS’s position within the sector. Her efforts have built confidence and support among AEGIS professionals, furthering our shared mission. Please join me in extending our sincere thanks to Adam and Lana for their exceptional service to AEGIS and the guardianship sector. We wish them every success in their future endeavours.

As we embark on this exciting new chapter, I am eager to lead the Board of Trustees in our ongoing work to support and challenge AEGIS professionals, ensuring that we retain our position as the leading independent guardianship accrediting organisation in the UK. The AEGIS Gold Standard that AEGIS sets remains a vital and highly valued recognition of the exceptional work undertaken by guardians to achieve the best outcomes for young people. On behalf of the Board, I would like to express our heartfelt thanks for your continued support and dedication.

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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 200 member schools.

Accredited Guardianship Organisations since our Autumn Newsletter Since our Autumn newsletter we congratulate the following AEGIS members for passing accreditation

GOLD STANDARD Accreditation

PRELIMINARY STANDARD Accreditation

Connections

Eerlun Education WBS Guardians Homecamp UK Student Services Ltd One School Group Ltd

Re-accreditation College Guardians ECA Education Consultancy Ltd Edinburgh Guardian Angels JD Consultancy

Full List of Gold Standard Accredited Guardianship Organisations

Re-accreditation Prima Guardian Scottish Overseas Guardianship Association Compass Guardianship UK Connexus Academic Advisors Ltd Explore Consulting Ltd

Full List of Preliminary Accredited Guardianship Organisations

If you are interested in finding out more about accreditation, please do contact Sharon Sverdloff for more information, via sharon@aegisuk.net.

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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.

SCHOOLS Ampleforth College Aysgarth School Canford Frensham Heights Godolphin School Lancing College Sherborne Girls’ School St John’s College School St Lawrence College

Full List of member schools

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

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AEGIS CONFERENCE 2025 8th May The Congress Centre, London

Join us for an eye-opening landmark event AEGIS’s day-long event in London will be a powerful, eye-opening experience for all those committed to the welfare of all international students studying in the UK. This year’s AEGIS Conference promises to be something of a landmark in international student safeguarding.

Based on real-life cases, and led by some of the country’s most prominent practitioners, we hope our delegates will come away feeling inspired and empowered, and ready to implement some of the strategies they take away with them to enhance safeguarding in their own settings.

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click here for conference website

What is in store for our attendees?

Guardians, schools, and sector experts will come together to tackle the critical question: how can we ensure the best possible support for international students?

KEYNOTE SPEAKER

SPEAKER

SPEAKER JO LLOYD Service Manager & Local Authority Designated Officer (LADO) Oxfordshire County Council.

JOSIE COLLIER Independent Reviewer and Safeguarding Consultant Josie has extensive experience leading Child Safeguarding Practice Reviews. She will share her hard-hitting findings on what can go wrong, especially when a student is in crisis, and how we can avoid these failures.

MICHELLE NIGHTINGALE Assistant Chief Nurse for Safeguarding and Learning Disability

Jo will explain the LADO’s role in safeguarding students, how to work with them effectively and when to raise welfare concerns.

Great Ormond Street Hospital Michelle will bring her expert perspective on safeguarding and the complexities of international student well-being.

If you haven’t booked your tickets for the AEGIS Conference 2025, please join us for this invaluable day. Together, we will explore real-life cases, challenge existing practices, and make sure everyone involved is aligned with best practice. Expect to leave with clear, actionable strategies.

Spaces are limited, so do not miss out.

Further details to follow, including our full programme. And yes, a delicious lunch, coffee and tea breaks are included!

BOOK NOW 09

MEET OUR AEGIS CONFERENCE 2025

SKOLA is a junior English language summer school in Regent’s Park for 5-to-17-year-olds.

They welcome over 1200 students from 70 countries making it one of the most popular schools in central London.

Their residence for 12-to-17-yearolds is in historic Marylebone. It is a short walk from the school and has single-room accommodation.

Students learn English in the morning, have lunch, and then follow an afternoon programme of sports, arts, excursions, and leadership.

With over 50 years of experience make skola.co.uk your next visit.

Contact info@skola.co.uk or WA +44 7340 516781 for more information.

StudyTravel has over 30 years’ experience in connecting agents and educators in print, online and in- person.

StudyTravel Magazine reaches an expansive audience of 22,000 agent readers across 129 countries, providing news, statistics and market insights on all of the industry sectors.

ST Alphe Conferences provide an opportunity for international educators to meet with referencechecked study travel agents from around the world.

Celebrating a history of over 30 years, ICEF is continually innovating to drive excellence in international education, through professional development, market insight, and gathering the industry together at an increasing number of specialist events. www.icef.com

StudyTravel also organises the annual peer-voted ST Star Awards and ST Secondary School Awards.

Our online platform, StudyTravel Network (STN), connects you to over 8,500 active users in the study travel industry. https://studytravel.network

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ICEF facilitates access to the right relationships, insight, and training, driving growth for educational institutions, student recruitment agents and relevant service providers.

SPONSORS AEGIS CONFERENCE 2025

Since 2017, Leading Education’s online and in-person programmes have supported over 5000 students through the application process to UK universities and boarding schools.

Our online programmes are tailored to each individual student’s needs with a full study plan created that has been customised to the needs of the student.

Our summer programmes only enhance the opportunities we have for students with 2 of our programmes taking place at Linacre College, a college in Oxford University. https://leadingeducation.co.uk

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At Fragomen, we are a firm of more than 6,000 immigrationfocused professionals and staff spanning more than 60 offices worldwide. Immigration has been our sole focus for 70 years, and today we offer support in more than 170 countries. We are problem-solvers, innovators and established thought leaders in immigration—and our firm is recognized year after year by Chambers, Best Lawyers and Who’s Who. https://www.fragomen.com

There will be time to meet our sponsors during the conference as they will be exhibiting in the networking area.

AEGIS TRAINING

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AEGIS Accreditation: Busting the Myths & Understanding the Standards Wednesday 26th February, 12.00-13.00 There are many misconceptions about AEGIS accreditation – what it requires, how complex the process is, and what it truly means for guardians and organisations. This session is designed to separate fact from fiction and provide a clear understanding of the accreditation process.

Safeguarding the Guardian Monday 17th March, 9.30-12.30 At AEGIS, we deeply value educational guardians and recognise the vital role they play. We also understand the unique challenges and vulnerabilities that come with the position. That’s why we’ve designed this Safeguarding the Guardian course, concise training to help you safeguard yourself while continuing to support students with confidence.

This course is delivered by a trainer with NSPCC certification of competency in safeguarding and child protection training (October 2013) and a social work manager with over 30 years of experience.

AEGIS Forum for Guardians Wednesday 21st May, 10.00 Guardianship Forum for Member Schools Wednesday 21st May, 12.00 Join us for a these informal drop-in sessions designed for AEGIS guardians and member schools to discuss current topics and themes in the world of educational guardianship. These sessions provide a relaxed environment to share experiences, exchange ideas, and explore new developments. Whether you’re seeking advice or simply looking to connect with fellow members, our Forum offers a supportive space to enhance your practice and knowledge. Come and be part of our vibrant community!

AEGIS Homestay Safeguarding Training for non-members This training covers the basics of safeguarding for homestays appointed by guardianship organisations.

AEGIS recognises just how crucial homestays are in the safeguarding of international students.

Please visit aegisuk.net or contact the AEGIS team via info@aegisuk.net for further details.

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SOPHIE LINDSAY Director of School Memberships & Marketing, AEGIS

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When I was lucky enough to join AEGIS nearly four years ago, I was thrilled to come and work for this wonderful charity, but I don’t think I realised quite how this new role would inspire and reward me in equal measure. I have always been drawn to jobs with a ‘soul’, and the progression from the art world, to teaching, to guardianship, to the charity AEGIS, has felt entirely logical. Moreover, I have been a boarding school child of overseas parents, and then an overseas parent to children at boarding school in the UK, so I am totally invested and informed when it comes to the international student experience.

As soon as I returned to the UK from living overseas, I became an Area Manager for one of the largest, busiest AEGIS accredited guardianship organisations, looking after my students while facing all the extraordinary challenges that brings – including through the COVID period. This all matters, because when I speak to schools about guardianship, I am not just advising them from a position of abstract theory and policy, I am speaking from direct experience.

AEGIS is a quite extraordinary and unique force in the sector. Since 1997, it has been the lone independent voice battling for better standards in guardianship; navigating and overcoming the pitfalls of vested interests and apathy. It is remarkable that by tireless lobbying, giving evidence at the IICSA inquiry, maintaining the pressure for mention in the NMS of guardianship, and working with guardians, schools, Local Authorities and DfE, this small independent voice has achieved so much. Now it would appear that UKVI are taking note of guardianship, and as we did with DfE, we will work to encourage clear guidance, and straightforward compliance for our members.

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As Director of School Memberships, helping schools to navigate guardianship and comply with the evertightening guidance is a priority for me. I speak to our member schools daily as they hone their policies and procedures, or they might simply contact me to troubleshoot a thorny issue. They know they can call on me however big, small, or outlandish the problem might be. I am constantly struck by our members’ determination not just to achieve compliance, but to go that extra mile to support their international students to the best of their ability, and invest in the happiness of these children.

AEGIS is truly independent, but through our accreditation system we also have a unique insight into the concerns and mindset of guardians and we are able to share this as a valuable resource with our schools. One of my key aims has been to capitalise on the incredible knowledge and skillsets we have among our guardians to give schools an understanding of guardianship they would not otherwise have access to. Sitting between schools and guardians, AEGIS is in the ideal position to encourage better collaborative working. Failure of the various parties to work together effectively is after all, often at the root of major safeguarding failures.

I know our member schools well at this point, and this year, particularly with the pressure of VAT, their lives are busier than ever. We feel that on-tap advice, swift help in emergencies, easy resources and a manageable number of carefully chosen training sessions targeting the precise needs of the day, are what our members want and need.

We love working with our member schools and are hugely grateful for the support they show for AEGIS, and their commitment to the welfare of the international students who form such a vital part of their school communities.

SELINA BOYD International Editor and Education Consultant, The Good Schools Guide Picture this. It’s the year 2035, and you’re hosting a pre-departure talk for parents in London preparing to send their children to boarding school in Malaysia. They’ve engaged your guardianship services to arrange in loco parentis in Kuala Lumpur. Fact or fiction?

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If recent media reports about VAT are to be believed, this scenario might not be so far-fetched. Predictions of declining international student numbers in British boarding schools abound, with families deterred by fee increases, the hype around potential international student fee differentiation and the growing appeal of British-style schools opening in Asia, Europe and even the US (with Harrow New York due to open in September 2025).

Moreover, could this rapidly increasing number of British sibling schools overseas be a pull for families looking for a cheaper alternative to independent education in the UK, as some media reports have recently suggested? Indeed, could the ‘real deal’ in the UK be about to lose its lustre?

At The Good Schools Guide, we’ve been advising families in the UK and internationally for almost 40 years. We’ve weathered many storms during that time - from the waning appetite for traditional single-sex education to the disruption of Covid-19. Yet few have presented such challenges as the addition of VAT to independent school fees. The implications extend far beyond individual families and touch all of us working in the sector.

As international editor for The Good Schools Guide, I have a keen interest in the movement of families in and out of schools around the world. We’ve seen a huge rise in the number of excellent international schools being established globally – in just the past two years, we’ve doubled our number of international reviews to nearly 300 schools across 30 countries. While there’s no doubt that a British education still sets the global standard, the rise of international schools is undeniable. Many offer high-quality education, a global outlook and an internationally minded culture and context; an offering that is undoubtedly relevant to students growing up in a world that is increasingly divided by politics yet more than ever must unite in tackling a growing number of humanitarian and environmental crises. International education is rightly in the spotlight, and we at The Good Schools Guide celebrate the announcement of new schools and international campuses around the world.

But does this market expansion, and the uncertainty around VAT, really pose an existential threat to UK independent schools, particularly their international student market? We don’t think so. While families will naturally consider their options, we have spoken with numerous families who remain committed to sending their children to board in the UK. Schools with centuries of heritage and a proven track record of scholastic learning and strong leadership will continue to attract families, even in the face of rising fees. Far from deterring prospective parents, the increased cost will likely serve to reinforce the premium nature of a British education, especially for those coming from overseas. At least one high-profile boarding school is brazenly taking that approach and passing on the full VAT fee increase to its families. After all, buyers of luxury cars didn’t shy away from price hikes as a result of increased production costs arising out of Brexit. In fact, Rolls Royce achieved its highest-ever annual sales within two years of Brexit, largely thanks to selling more bespoke builds, and perhaps therein lies the lesson.

For those of us working in the education sector, this is a time to play to our strengths and do what we do best.

Don’t be afraid to ask the hard questions – how are schools planning to sustain and grow their international student numbers? Are they open to offering discounts and scholarships to attract diverse talent? How can they broaden their student cohorts to include representation from a wider range of countries and, very importantly to families, how do they ensure no international cliques?

We must continue to hold schools to account while supporting families in making informed choices, encouraging a mindset shift from fear of increased fees to delight in a more bespoke offering. As Benjamin Franklin famously said, ‘An investment in education pays interest.’

Selina is the International Editor and an education consultant for The Good Schools Guide. The Good Schools Guide publishes impartial reviews of over 1,300 independent and state schools in the UK and over 285 schools worldwide. Through its consulting services, The Good Schools Guide helps advise families from all around the world to make the best educational choices for their child.

Visit The Good Schools Guide website here

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JULIAN ROSE Co-founder, Head of Communications and On-boarding, TACAccess Ensuring that our children and young people thrive and succeed is a preoccupation for every right-thinking parent or guardian. In times past, that was as fundamental as surviving infancy and avoiding life-threatening diseases. In the 21st century, the major challenge is to ensure that our young reach maturity with robust mental and physical health.

Mental ill health, like the pandemics of the past, is a global challenge. According to the World Health Organisation, 8% of children and 15% of adolescents experience mental ill health.

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The issue is global because many of the influencing factors are also global. This generation of children and young people live a substantial proportion of their lives in the online world. Along with the benefits of this connectivity come challenges in the forms of: social media, which can offer a platform to a new and less escapable form of bullying; undesirable website content; accessibility to malicious individuals and organisations; and a non-stop feed of news that is dominated by issues including conflict and climate change.

For international students and their families, language barriers and culture shock can compound these issues.

As parents and guardians, it’s important that wherever we are, we have the knowledge and tools to support our children. The internet gives us lots of flexibility to manage communication, understand how to navigate unfamiliar systems, and put in place effective support as soon as concerns arise.

As with any problem, left unmanaged, mental ill health is unlikely to improve without intervention. All schools, colleges, and universities should have an ethos and curriculum that promotes good health in all its forms.

Even so, a significant proportion of children and young people will need personalised support to navigate difficulties. Counselling and psychotherapy are recognised as highly effective forms of support which can and do prevent problems from escalating and provide strategies for future management.

As parents and guardians, you should expect to be informed and involved in managing the support for your children and young people. You need to know what questions to ask to ensure that support is safe, appropriate, and effective.

Safety must come first at all times. All professionals should have appropriate safeguarding clearance. Those operating in or from the UK should have a current criminal records check registered with the online update service. This means that the check is a live process and can be verified by the schools, college or university at the time of engagement.

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Any professional engaged in counselling or psychotherapy must be registered with a professional governing body in the UK, which should be recognised by the Professional Standards Authority or the Health Care Professionals Council. This ensures that the therapist has been appropriately trained. The school, college, or university should also satisfy themselves that the therapist has expertise in supporting children and young people of a similar age to your own.

You can and should expect that you and your child are involved in the process of selecting a therapist who is a good match. The connection between the therapist and the child or young person is critical to a successful intervention. You should expect a choice of therapists who can offer help in your first language. Therapy may be provided in person or online. Many children and young people find online support suits and empowers them. Therapists can now work in various creative ways that feel familiar and relevant.

Sometimes, a short intervention is all that is needed to address the problems a child or young person is experiencing and get them back on the right track. This could mean 6 one-hour sessions or, more commonly, up to 12 in a course. The first and last sessions will usually focus on assessment to effectively plan and evaluate therapy. You’ll want to know what such an assessment identifies and how effectively the therapy addresses the issues.

Any needs a child or young person has are best addressed in a partnership between parents and guardians, the school, college or university, and other relevant professionals. Historically, this may have been more challenging, but knowing the right questions to ask and being able to work online means that it should be possible to meet everyone’s needs wherever you are.

For more information, contact the TACAccess team via: hello@tacaccess.com

Hidden Struggles of International Chinese Students: A Story We Need to Talk About

SUSAN FANG Founder and Director of ApplyEasyPro, Subsidiary of OxBridge Holdings, Inc. When we think of Chinese international students, certain stereotypes often come to mind: hardworking, disciplined, academically gifted, and, let’s be honest, wealthy. But the truth is far more complicated.

Beneath their impressive grades lies a reality that’s rarely discussed - a growing mental health crisis.

Not all international Chinese students have endless resources. Many carry not just financial burdens but also the weight of cultural expectations, family sacrifices and personal struggles. Let’s meet a few of our students - each with a story that sheds light on the challenges they face:

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Lockdown Loneliness: Mia’s Story Mia, 17, grew up in Shanghai and spent much of middle school attending online classes from her bedroom. Like many of her peers, the COVID-19 pandemic robbed her of normal teenage experiences. When she arrived in the UK for A-levels, she realised she had never properly learned how to interact with people face-to-face. “It’s like everyone else knows how to do this, but I don’t,” she admitted.

She retreated to her room in the boarding house, not because she wanted to be alone, but because socialising felt overwhelming. Lockdown had left her feeling disconnected, and starting over in a foreign country only magnified the challenge.

The Cost of Ambition: Yenbo’s Story Yenbo, 21, had always been the golden child - the straightA student from Guangzhou who made his family proud.

But when he missed out on Cambridge, despite securing a place at the prestigious LSE, his world fell apart. “I felt like I failed,” he confessed.

For someone who had always excelled, falling short was crushing. His parents, though supportive, could not understand the depth of his disappointment. “Their advice was to focus on my studies, but this wasn’t about them. It was about me. I couldn’t accept that I wasn’t good enough.”

Like many high-achieving students, Yenbo equated his self-worth with academic success - pressure that wasn’t just external but deeply ingrained.

Family Sacrifices: Celine’s Story Not all international Chinese students come from wealthy backgrounds. Celine, 18, a talented music scholar, is one such case. Her father is retired, and her mother works as a freelance performer. With an income below £60,000, affording an international education was no small feat.

A generous scholarship made studying in the UK possible, but Celine remains acutely aware of her family's sacrifices. “I know my parents are proud of me, but I also know how much they’ve given up,” she said. “When my friends go out for expensive meals or shopping sprees, I try not to let it bother me, but sometimes it does.”

Celine’s experience highlights a side of international education that’s often overlooked. For many Chinese families, sending a child abroad is a financial stretch, and students like Celine feel the weight of that responsibility every day.

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When Life Hits Hard: Li Wei’s Story Academic and financial pressures are tough enough, but sometimes life delivers even greater challenges. Li Wei, 20, lost his father in a car accident last year. Grief consumed him - he withdrew from friends and stopped attending classes. “I just didn’t know how to deal with it,” he admitted. With time and support, he has begun to rebuild, but the loss has left an indelible mark.

His story is a reminder that behind every student’s academic journey, there are personal struggles that often go unseen.

How can educators and institutions help?

1. Look Beyond the Surface: Just because a student is excelling academically does not mean they are thriving emotionally. Many students hide their struggles well, so pay attention to subtle signs of distress.

2. Create Safe Spaces: Encourage open conversations about mental health. Normalize seeking help and provide culturally sensitive resources, such as bilingual and bicultural counsellors who understand the pressures these students face.

3. Balance Expectations: Help students navigate the gap between their parents’ expectations and their own aspirations. This might mean facilitating conversations between students, education consultants and families or simply validating the students’ feelings.

4. Support Financially Vulnerable Students: Not all international students are affluent. Provide resources like food banks, second-hand shops and financial literacy workshops to help those who are budgeting.

The Bigger Picture: The struggles faced by international Chinese students are a reminder that success is not just about academic achievements. It is about emotional well-being, resilience and finding balance. These students are full of potential, but they’re also human. By acknowledging their challenges and offering meaningful support, we can help them not only succeed but also grow into confident, well-rounded individuals. ultimately no one should have to bear their burdens alone.

Susan Fang is the Founder and Director of ApplyEasyPro, subsidiary of OxBridge Holdings, Inc., one of East Asia’s longest established educational agencies

SALES TIP FROM NICOLA LUTZ WWW.NOFLUFF.BIZ

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Craft a Compelling Value Proposition Your value proposition should clearly articulate the unique benefits your service (or school) offers and why it’s the best choice for your target audience.

Remember, it’s not about YOU; it’s about how you help those you serve. What value do you bring to THEM? If your value proposition starts with ‘we,’ it can be improved.

Highlight Unique Benefits: Focus on how your clients benefit from your services. This could be through specialised guardianship programs, exceptional child safety measures, or partnerships with reputable schools. The focus is on credibility and trust.

Address Pain Points: Identify and address the specific challenges and pain points your clients face. Show how your service provides solutions to these issues and how that makes them feel secure and supported. Don’t underestimate the power of emotions in converting prospects into clients.

Going to help them sleep better at night? Tell them. Going to reduce the headaches? Tell them.

Be Clear and Concise: Ensure your value proposition is easy to understand and free of jargon. It should be clear enough to be understood by a 10-year-old.

If you’d like a no-obligation chat about your admissions or ‘sales’ with Nicola, book a call in here to find out a bit more:

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UKGUARDIANSHIP Strengthening Relationships: UKGuardianship’s Commitment At UKGuardianship, we believe guardianship goes beyond responsibility—it is about fostering strong, meaningful connections with students and their families. We are deeply committed to providing care, guidance and support that truly make a lasting difference.

Connecting in Person This October half-term, we organised a lunch gathering in London, bringing students together at a Sichuan Chinese restaurant. It was a wonderful opportunity to connect in person, share stories and enjoy a relaxed meal together, a refreshing change from video calls.

We also used the occasion to assist students with their eVISA applications, ensuring they are prepared for the upcoming transition, as BRP cards will no longer be valid after December 2024. This balance of interaction and practical support reflects our holistic approach to guardianship.

Valuing Family Feedback At the end of the autumn term, we reached out to families with a feedback survey, designed to understand their experiences and guide future improvements. Using email, WhatsApp, WeChat and LINE, we achieved over 50% response rate, showing strong engagement and trust.

The feedback provided valuable insights, helping us identify what we are doing well and areas for growth. These findings are instrumental in shaping our direction and ensuring our services remain relevant and effective.

Always Listening and Improving As professional guardians, we continuously strive to do more.

By listening to students and families and adapting to their needs, we aim to provide a service that exceeds expectations.

At UKGuardianship, our commitment is to support students and families with unwavering professionalism, genuine care and a personal touch. Together, we are creating a future where every student feels valued, every family feels appreciated and lasting connections are built on trust and understanding.

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BRIGHT WORLD GUARDIANSHIPS What were you doing at 4am on 5th January 2025?

When we are first talking to parents about their need for a guardian, we sometimes are faced with objections as to why they need one at all and what are they paying all this extra money for.

Any parent who had a child arriving in the UK on Sunday, 5th January and was affected by the snow would never ask that again.

For most people, Sunday, 5th January at 4am would mean the middle of the night, tucked up cosy and warm in their beds with a day off ahead of them. No so for the Bright World Duty Managers Emergency Team and our Directors. They were up and in a strategy meeting about how to handle the road and runway closures and cancelled and diverted flights.

Our emergency phone started ringing at 4am and our work did not stop until Tuesday morning when most of the snow was cleared. We had host families lined up near airports for those who may be landing but not able to make it to school due to the snow on the roads. We had taxi changes happening where flights had been diverted or cancelled. All throughout we kept students, their parents, agents and schools informed of what was happening. It was a busy but very rewarding time and we all kept calm and in control of the situation.

This day of unexpected challenges underscored why choosing the right UK guardian for boarding school students is so important. Bright World’s guardianship services go beyond logistics; we provide: Emergency planning: Quick action in response to severe weather or unexpected disruptions.

24/7 support: Always available to students, parents, and schools, no matter the time of day.

Effective communication: Liaising with schools, transport providers, and international families.

A reliable network: Trusted host families and experienced travel managers to ensure student safety.

Our team ensures that every student is cared for, even in the most challenging circumstances. The 5th January was a powerful reminder of the value of guardianship and the peace of mind it brings to students and their families.

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OXFORD GUARDIANS The need for a guardian might come as a surprise to international students about to embark on independent life at university.

For some, it is a requirement of their university because they are under 18, but older students can also find they need some support. Oxford Guardians is delighted to offer services to university students. This could be for pastoral needs or with dedicated academic help. We are more than happy to help students to adjust to life at university whether this is their first time in the UK or they have studied here before.

Universities generally have a much larger student population than schools, which can make it easy to feel lost. Pastoral care and supervision are minimal compared to UK boarding schools, while the obligation to attend lectures and complete work falls squarely upon the student’s shoulders, with little external control.

All of this can make becoming a student at a UK university daunting even for UK nationals, so it is no surprise that some international students may find they need some support.

Through university guardianship we can act as a local point of contact, provide emergency support and assistance, help with travel arrangements or advise on accommodation. Whether a student requires in-person visits or not, knowing there is someone there who they can turn to outside of the university can be a huge benefit. Our educational guardians are expert in spotting and helping to solve issues which might otherwise impede a good university experience.

Where the need is more academic, guardianship can help a student to grow in confidence, to manage their deadlines and timetable, advise on essay structure along with support on revision guidance and CV writing. Teachers from our sister company, Wendover Online School, have also proved invaluable here.

Students with additional needs can find it even harder to access the support they need, and we have found these services have been a real benefit to their life at university. We have two university packages but are also approached about bespoke services to suit a specific student’s needs. We are always happy to listen about how we may be able to help.

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UK2LEARN From Spain to the UK: Dario’s journey through a UK2Learn Immersion Programme For the Autumn term 2024, UK2Learn organised for Dario, a student from Spain to participate in an immersive language and cultural programme at a fantastic state school in Surrey. This was Dario’s first visit to the UK, but we knew he was going to be well looked after by the staff at a school we have worked with many times before over the years. The school provides excellent support for international immersion students and Dario’s experience not only allowed him to enhance his English language and confidence using it, but to also adapt to the British educational system.

Dario was placed in year 11 and attending all regular lessons with British students, which can be very challenging and perhaps a very daunting experience for many teens, but for Dario it was such a rewarding experience that he took to with great enthusiasm. Not only did Dario improve his English, but he also gained first-hand insight into British culture, customs, and school life, meanwhile making lifelong friendships along the way.

UK2Learn Immersion Programmes also provided extracurricular activities, offering him a chance to connect with other students outside of the classroom. At home, Dario plays the Cello and UK2Learn helped Dario source a cello to hire so he could continue to practice while in the UK. With UK2Learn he explored famous landmarks, went on day trips to London, Brighton, Hampton Court and his fantastic host family took him to see live stage productions which really enriched his time in Surrey.

By the end of the three months, Dario had gained both academic knowledge and personal growth, fully immersing himself into British life. This immersion experience not only improved his language skills but also broadened his worldview, setting him up for success in both education and future opportunities.

UK2Learn thoroughly enjoyed supporting Dario throughout his immersion and we look forward to helping other students in to long term placements with the various state schools we work with around the UK.

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BELGRAVIA GUARDIANS A Home From Home: The central role of Host Families in supporting students At Belgravia, we recognise the truly special role that guardians play in the education of international students. Whether by attending parents’ evenings, receiving House newsletters, or visiting students and keeping abreast of the rhythm of term, we are privileged to view the developmental journey of the young people under our care through a unique window.

Arguably, there is no one more important in this process than our network of host families. An effective guardianship organisation is of course crucial to student happiness and success, and host families are at the heart of this, creating a welcoming home from home during exeats and term breaks for individuals whose own families may be miles away. Just as a school boarding team gains unparalleled insight into the development of pupils under their charge, our host parents also have a remarkable overview of their students’ wellbeing and progress.

Not only are host families a crucial layer of pastoral support for student mental health, they provide a stable, reliable, and, frequently, long term connection for our students. The year to date has further highlighted how our hosts go the extra mile in providing a rich range of experiences to foster these special connections. Whether weekend adventures and blustery walks at the coast, encouraging cultural immersion through various excursions, or engaging with local history, hosts are able to develop and enrich the experience of students living away from home.

For Rainbow, her wonderful hosts have also helped support her academic progress alongside personal growth, providing opportunities for social interactions as well as encouraging independence and responsibility. Working with our team, they have mentored Rainbow on her journey from a shy and withdrawn Y4, to a confident and aspirational Y8, involving her in family events, encouraging her hobbies, and promoting language and communication skills.

At Belgravia we combine this invaluable role of hosts with a range of residential camp offerings. Our May Half Term camp is enjoyed by many students like Rainbow, helping to strike the right balance between study and recuperation, whilst our summer programmes provide vibrant and immersive educational experiences - an alternative home from home.

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“Being part of the Belgravia family for 5 years, my amazing hosts, Paul and Yan, have always supported my studies and encouraged my interests, making me feel confident and inspired every step of the way." – Rainbow

SHELL EDUCATION As educational guardians, our role extends beyond ensuring the welfare of our students, and organising transfers and stays with host families.

At Shell Education we also provide educational mentoring, which involves attending parent evenings, liaising with teachers and tutors to request extra support. This involvement helps to create a supportive environment that promotes student success.

As Year 11 and 13 students prepare for exams, this is an especially busy period for them, and the role of educational guardians becomes even more important. We provide full support in every aspect of student life so the students can focus entirely on their academic work without feeling overwhelmed.

Additionally, with the extra help and support from guardians, students don’t feel alone during this stressful time. They are reassured that they can reach out to us whenever they feel overwhelmed or have difficulties.

January was a very busy month with UCAS university applications. While our university placement package is optional, we actively engage with students to explore their choices and aspirations. This year, for example, one of our students needed support as he left the application to the last minute, despite the school encouraging applications well in advance. Students very often are at a high level of stress and pressure, while revising and preparing for A-level exams, making future plans appear distant and daunting. Because of this, university applications can easily slip down their list of priorities.

By guiding them through the complexities of the application process, we help students make informed choices about their futures. Our involvement at this stage helps ensure students are not only prepared academically but also have the confidence and resources to continue with their educational journeys.

We are looking forward to universities sending offers, and excited about what future holds for our students.

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OXBRIDGE GUARDIANS How Chinese New Year Is Celebrated Chinese New Year, also known as the Spring Festival, is the most important traditional festival in China. It usually lasts from Lunar New Year’s Eve to the Lantern Festival on the 15th day of the first lunar month.

On New Year’s Eve, families gather for a reunion dinner, a lavish feast filled with traditional dishes like dumplings, fish, and glutinous rice cakes. After dinner, people stay up late, watching the Spring Festival Gala on TV or chatting with family.

Fireworks and firecrackers are often lit to welcome the new year.

On the first day of the Lunar New Year, people visit relatives and friends to exchange greetings, saying phrases like "Gong Xi Fa Cai" (Wishing you wealth). Children receive red envelopes with money, symbolizing good luck and blessings. The celebrations continue with various customs and activities, such as temple fairs, lion dances, and dragon dances.

The Lantern Festival, on the 15th day, marks the end of the celebrations. On this day, families light lanterns and eat sweet rice dumplings, symbolizing unity and happiness.

Oxbridge Guardians During the Spring Festival For students staying in the UK, Oxbridge Guardians ensures they don’t miss the festive atmosphere. We organise activities such as hot pot gatherings where students can enjoy traditional Chinese food and celebrate with friends. For those staying with host families, we often match them with Chinese or culturally sensitive families who provide authentic Chinese meals and a warm festive ambiance.

We also take students to local Chinese New Year celebrations in Chinatown. In many cities, Chinatown hosts lion dance performances, dragon parades, and cultural exhibitions. These events are wonderful opportunities for students to experience a sense of home and Chinese culture abroad. Guardians are always on hand to accompany students and customise activities to meet their needs.

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GATEWAY EDUCATION From Homesickness to Confidence Nate’s Story with Gateway Education When Nate arrived in the UK at just 12 years old, he felt overwhelmed. Being so far from his family in China was difficult. He missed his parents deeply and felt shy in this unfamiliar environment. Everything—the school, the people— felt strange. Nate stayed at the school’s boarding house, where he faced the challenge of adjusting to life away from home.

At Gateway Education, we understand how hard this can be for students. That’s why our team, especially Isabel Qi, was there to support him from day one. Isabel wasn’t just a guardian—she was a friend, mentor, and guide, always ready to listen and help.

In the beginning, Nate struggled with homesickness, especially at night. Isabel regularly checked in on him, reassured him during tough moments, and visited him at the boarding house with some Chinese food to make him feel at ease. She also stayed in close contact with Nate’s mom, providing updates and reassurance to ease his family’s worries back in China.

Understanding that Nate needed more than academic support, Isabel helped him navigate the school system, encouraged him to make new friends, and guided him in choosing subjects that matched his interests. Slowly but surely, Nate began to adjust.

As weeks passed, Nate opened up. He grew more confident, made friends, and began enjoying life in the UK. With Isabel’s unwavering care, he felt safe, supported, and at home. Today, Nate is a happy, confident young boy who has found his place.

At Gateway Education, we believe students are more than their grades. We focus on helping them thrive emotionally and academically. For Nate, our care made all the difference.

Choosing Gateway Education means choosing a team that will be there for you every step of the way.

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EDUGUARDUK A New Beginning: Jackson's Journey to Rediscovery For some students, the journey to self-discovery and success isn’t a straight path—it’s one filled with challenges, setbacks, and ultimately, growth. Jackson is one such student whose story is a powerful reminder that with patience, understanding, and the right support, even the most difficult circumstances can turn into opportunities for transformation.

Before coming to the UK, Jackson struggled to find his place.

Within a year, he experienced multiple education systems— Chinese, Hong Kong, and American—leaving him feeling lost and without direction. The instability took a toll on his mental health, and he began exhibiting antisocial behaviour, withdrawing from communication with both his family and authority figures.

When Jackson arrived in the UK in September 2024, he was at a crossroads. As his UK guardian, we worked closely with his family, school staff, and teachers to ensure his potential was recognised and that he received the support he needed to move forward. The initial adjustment wasn’t easy, but with time, guidance, and a supportive environment, he has started to embrace the chance for a fresh start. Slowly, Jackson is making improvements, taking responsibility for his studies, setting realistic goals, and working diligently to achieve them.

He is learning the value of respecting rules and accepting feedback, and he is beginning to open lines of communication with his teachers, school staff, and most importantly, his family.

We couldn’t be prouder of Jackson for his growing selfconfidence and maturity, and we look forward to seeing what the future holds for him. His story demonstrates that students who have faced disrupted learning experiences or mental health challenges can still shine when given the time, care, and encouragement they need. With the right support, every student has the potential to rediscover themselves and build a brighter future.

Jackson’s journey inspires us to never give up on a student, no matter how uncertain their path may seem.

Jackson’s mum: “Jackson started his UK journey feeling lost and rebellious, but with guidance, patience and clear boundaries from his guardian, he has made great progress. We’re now reassured and confident that his future will only get better.”

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WHITEHOUSE GUARDIANS Homestay is where the heart is Our host families are vital in making a student’s experience so incredibly positive. Especially when our students live long-term with one of our host families, the host family placement can make or break the programme.

Quite often, lifelong friendships are made between our host families and our student’s families. It was wonderful to see this letter left by one of our students from Germany who spent three months with one of our host families in Gloucestershire.

‘The first and most important thing I can say to you all is THANK YOU. Thank you for choosing me as your guest student in the first place. Thank you for welcoming me into your home, which is now a home for me too.

Thank you for showing and including me in the ‘British Way of Life’. Thank you for being the best host family I could imagine and making my stay here in Gloucester to an amazing experience.

I will remember us sitting at the dinner table together, enjoying lasagna or mash ‘n peas…..I just loved how many people I got to know from simply just living in your house.’

‘I can’t thank you enough for being my English extra family. I’m sure we’ll see each other again one day – I’ll make sure’

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TRURO SCHOOL Truro School’s Boarders’ Survey highlights high satisfaction levels.

The latest Boarders’ Survey at Truro School has revealed exceptionally high satisfaction levels amongst its international and UK boarders, affirming its reputation as a standout boarding community.

Recently named a Finalist in the Independent School of the Year Awards, Truro School has always been confident in the strength of its boarding community. However, the results of the annual survey provide an important opportunity to hear directly from those who matter most - the boarders themselves.

This year’s survey results showcase a vibrant and supportive boarding community, with very high levels of satisfaction in areas such as access to co-curricular activities and the variety of weekend options. Further demonstrating the school’s commitment to ongoing development, 69% of categories showed increased satisfaction year-on-year, including significant growth in areas such as the influence boarders have over meals (+24%) and the overall quality of food (+8.6%). Pastoral care remains a cornerstone of the boarding experience, with international and UK boarders rating safety and access to support at an outstanding 9/10 or higher.

Boarders themselves offered glowing praise for the school’s inclusive and nurturing environment: “Overall, I really love it here. Everybody is super kind and encouraging, and boarding is very cool.”

“Miss JJ helps me so much about the subjects, that’s really helpful to me.”

“I enjoy my time in Trennick, and Mrs. Irven and Mr. McEwen are always trying to help and support us.”

Head of Boarding, David McKeown commented, “The results of this year’s Boarders’ Survey are a testament to the vibrant, inclusive, and supportive environment Truro School strives to create. Seeing such strong satisfaction in areas like safety, support, and co-curricular opportunities is incredibly rewarding.

The year-on-year improvement in key areas reflects the school’s commitment to listening to its boarders and acting on their feedback. Truro School Boarding is not just a place to live and learn but a home where every voice matters and every individual thrives.”

For further insights into boarding life at Truro School, visit https://www.truroschool.com/boarding-school/..

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NEW HALL SCHOOL The best start in life New Hall School in Chelmsford, UK, is a leading Catholic independent boarding and day School for girls and boys aged 119. With a well-established history of educating students from all over the world, a third of its boarding community is international.

Boarders at New Hall truly are part of something special. Ning Ding, New Hall alumna (2010-2012) from China, describes her time at school as “transformative” and an experience that “set the foundation” for her career success.

“To me, New Hall was not just a school; it was a place where I was properly introduced to the British education system and life.

My time at New Hall provided me with a sense of curiosity, diligence, and adaptability.”

Now a Research Scientist at EDURINO, an EdTech start-up, Ning credits her education at New Hall as “pivotal in sparking my interest in psychology”. Leaving school in 2012, Ning studied Psychology at the University of St Andrews and completed her PhD in Psychology at the University of Cambridge. Ning was a Postdoctoral Researcher at the University of Oxford, investigating recovery patterns of children’s mental health after the Covid-19 pandemic.

At New Hall, students can board from age seven, in a caring environment that fosters academic, creative, social, and spiritual growth. Ning reflects, “New Hall is more than a school; it’s a community where your passions and goals are supported, and your potential nurtured. Dive into the experience wholeheartedly— you’ll leave not only with knowledge but with memories and friendships that last a lifetime.”

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FRENSHAM HEIGHTS Frensham Height’s Boarding Team go above and beyond to organise a broad range of activities, making the most of their stunning setting and their proximity to London and the South Coast.

Life as a Frensham boarder is anything but dull! We understand that a vibrant and engaging experience is key, so our activity programme is designed by students, for students, with weekly updates ensuring student voices are always heard.

Weeknights are carefully balanced around prep time, offering a welcome break with options ranging from high-energy trampolining in the sports hall to thrilling climbs on our onsite high ropes course. But it's not all adrenaline-pumping action; we also cherish those home-from-home moments. Picture this: a cosy evening on the sofa with your housemates, engrossed in a movie, or the delicious aroma of freshly baked treats filling the air after dinner. And to truly embrace the changing seasons, we incorporate special activities that showcase the best of our local area and making sure we celebrate the great outdoors, summer camp outs being a highlight.

Weekends at Frensham are where the real adventures begin!

From exploring the historic charm of Bath and the scenic beauty of the Isle of Wight to the bright lights of London, our weekend calendar is packed. Think exhilarating go-karting races, gravity-defying jumps at Air Hop, and the thrill of the hunt at local car boot sales – there is something for everyone.

Boarding at Frensham Heights, like the whole school, is built on a very firm basis of mutual respect. All three boarding houses are coeducational - boys and girls have separate dormitories with shared social areas. There is a London bus for weekly boarders and for full boarders, weekends follow the flow and pattern that is family life with big outings on Saturdays and lazy days on Sundays. Throughout all there is a natural progression of what is expected from the youngest through to the oldest – a sliding scale of structure, freedom and responsibility.

To find out more about boarding at Frensham, contact: Admissions@frensham.org. To join one of our Open or Boarding Events visit www.frensham.org/visit-us.

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ST LEONARDS SCHOOL St Leonards School fosters a global learning community and inspires excellence in all areas of life Situated next to the ruins of the twelfth-century cathedral in the heart of the prestigious university town of St Andrews, St Leonards is an outward-looking, independent coeducational boarding and day school which embraces the global outlook of the International Baccalaureate and delivers a rich educational experience through its global learning community. We have a long tradition of welcoming international students to the east coast of Scotland to experience a unique blend of educational rigour and warm hospitality. Almost two hundred students currently registered with the School have joined us from around the world, with thirty-two nationalities represented.

Our global learning community, made up of teachers and students working together across our all-through IB curriculum from age five to eighteen, provides our young people with a unique and open-minded perspective on the world. It allows them to see beyond their own borders and gain a deeper understanding of many different cultures and ways of living.

This is particularly important in today's increasingly interconnected world, where the ability to appreciate and embrace diverse cultures is an essential skill. We were delighted to be named Scottish Independent School of the Year for Academic Performance 2024 by the Sunday Times.

Our international students play a crucial role at St Leonards, bringing a richness of perspective and diversity of experience, which in turn broadens and deepens the experiences of the School. In addition to helping to create and foster an inclusive environment, our overseas pupils participate in a thriving programme of extra-curricular activities, gaining the skills to succeed in today’s ever-changing world. Our contemporary and spacious boarding houses provide a comfortable and stylish home from home for all who live and learn in them, with a full diary of events, from Self-Care weeks to Burns Night suppers.

Internationally-minded yet distinctively Scottish, St Leonards truly prepares all its pupils, Ad Vitam, for life.

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BURGESS HILL GIRLS Burgess Hill Girls prides itself in developing pupils beyond the A level curriculum and tailoring that support towards their personal ambitions.

Rachel joined BHG for our Sixth Form as a Boarder and studied Psychology, Maths and Geography. During her Sixth form experience she led the Youth Enterprise team but also continued to compete internationally at ice dance, winning important competitions across Southeast Asia. In addition, she combined her love of sport and psychology by completing, alongside her A levels, an excellent EPQ, an independently researched and analysed 5000-word essay, based only on peer reviewed academic research.

She focused on identifying the best ways for high level sportsmen and women to control anxiety whilst competing.

It was a fabulous project, one of the best in her year, and it was evident that Rachel brought an extra level of quality to it by being able to use her personal experience competing to refine her selection of theoretical ideas to discuss performance stress. She excelled academically at Burgess Hill Girls and went on to read Psychology at Durham University. Our contact with Rachel did not end when she finished school and we have kept in touch, recently helping her with a successful application to complete a Sports Science Masters on a course in the US. Bukky also joined us for Sixth form from Nigeria and took A levels in Biology, Chemistry and Economics. She was a passionate advocate for progress and developed our ‘International Day’ to a new level, championing the importance of recognising diversity within Burgess Hill Girls.

She had great energy and was a dynamic organiser of the Sixth Form Prom. Tremendously passionate about her home country, she completed an EPQ on researching how to reduce maternal mortality rates in Nigeria. She continued her desire to make a difference by studying Law at LSE.

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ST LAWRENCE COLLEGE Protecting the Futures of Our Young International Students At St Lawrence College, we are proud to announce our AEGIS membership, reinforcing our unwavering commitment to fostering a nurturing environment for students from diverse backgrounds.

Joining AEGIS is more than a membership - it is a pledge to uphold excellence in student care. AEGIS sets rigorous standards, providing parents with the reassurance that their children are learning and thriving in a safe, supportive environment. As world-leading boarding school, we have a reputation as a school genuinely dedicated to the welfare of international students, particularly those who face the unique challenges of living and studying far from home.

At St Lawrence, our dedication goes beyond policies and standards; it is about building a community where every student feels valued, supported, and empowered. Reflecting on his time at SLC, Raphael De Souza, President of the Old Lawrentian Society, remarked: "I have personally experienced the transformative power of an international network like the one fostered at St Lawrence. The connections, support, and opportunities provided have been invaluable, both professionally and personally. Our AEGIS membership reinforces our commitment to safeguarding and nurturing the welfare of our international students."

Parents, too, have expressed their gratitude for the care and support provided to international students at St Lawrence College. One parent shared: "It was, and still is, wonderful for us as parents to see her so happy at SLC, benefiting immensely from the openness and supportive atmosphere of your school.

She grew a lot—academically, socially, and personally— becoming more confident and well-organized. Entrusting her to the care of your school was the right decision, and we would make the same choice again without hesitation."

Such testimonials are a powerful reminder of our ongoing mission: to continuously enhance the provisions and care we offer our international students. At St Lawrence, we embrace the values of kindness, positivity, and respect, creating a caring community that goes beyond academics to nurture the whole individual.

Together, let us remain steadfast in our commitment to providing an environment where every child is not only educated but also empowered to thrive.

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“Our AEGIS membership reinforces our commitment to safeguarding and nurturing the welfare of our international students"

HORRIS HILL SCHOOL Supporting International Students the Horris Hill Way At Horris Hill School, we are proud to welcome pupils from around the world, including Spain, Nigeria, China, South Korea, Ukraine, and beyond, and recognise that the welfare and mental wellbeing of our international students is just as vital as their academic success. With a focus on fostering a supportive, inclusive environment, we ensure that every child feels valued, understood, and, crucially, part of the Horris Hill family.

One of the key ways we support our international students is through English as an Additional Language (EAL) lessons.

Tailored to each child’s individual needs, these lessons empower pupils to develop the language skills necessary for academic and social success. Our experienced EAL staff ensure that students gain confidence in their language abilities, helping them engage fully in school life. Weekend boarding trips to exciting activities like the cinema, outdoor activity centres and theme parks provide our boarders with the opportunity to build lasting friendships while experiencing life in England outside of the boarding house.

Our core culture is centred around a family feel with our staff, children, and our parent community. We work closely with AEGIS-approved guardians to provide students with a home away from home. For international families, we offer online virtual parent evenings, ensuring parents can stay connected and involved, regardless of distance.

Pastoral staff play an essential role in supporting our international pupil’s emotional wellbeing. Many of our boarding staff are experienced in working with children with English as a second language, and they create a welcoming and nurturing environment where every pupil feel safe to express themselves.

To further assist with language development, we use visual prompt cards in the boarding house, helping students navigate daily activities and build their confidence.

We believe that the wellbeing of our students is at the core of everything we do. From pastoral care and academic support, to core aspects of Horris Hill life such as Chapel and Student Voice, we provide a holistic approach that ensures our international boarders feel at home, supported, and ready to succeed in all aspects of school life. Why? Because it’s Horris Hill.

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BISHOP’S STORTFORD COLLEGE A co-educational day and boarding school for pupils aged 3 to 18, Bishop’s Stortford College offers the whole package: breadth of opportunity and depth of academic enquiry.

Finishing her A Level studies at Bishop’s Stortford College in summer 2024, Year 13 student, Dasha was accepted to the University of Pennsylvania (Penn) in America on a full scholarship, majoring in Comparative Literature and minoring in Environmental Humanities and Law and Society.

Dasha, originally from Ukraine, joined the College in September 2022 as a full boarder after receiving a two-year scholarship from HMC Projects. Having been forced to leave her hometown in Ukraine that year, Dasha and her family were introduced to Bishop’s Stortford College and HMC Projects, a charitable foundation which offers Central and Eastern European pupils the opportunities to study at a British school, through the Ukraine Global Scholars programme.

Whilst studying A Level English Literature, Psychology, and French at the College, Dasha aspired to continue her educational journey at university. With support from the Sixth Form team and the Higher Education and Careers Department, Dasha applied to 20 USA-based universities; subsequently being accepted to the University of Pennsylvania on a full scholarship.

Dasha hopes the interdisciplinary approach of her chosen major and minor will equip her with both theoretical and practical knowledge, enabling her to contribute to Ukraine’s post-war reconstruction and global integration.

Alongside her degree Dasha is enjoying the further undergraduate research opportunities the university offers, including the Penn Undergraduate Research Mentoring Programme. Outside of her studies, she contributes to Penn’s long history of active student social engagement, volunteering initiatives, active citizenship practices, writes for the institution’s award-winning student newspaper, the Daily Pennsylvanian, and publishes translations of Ukrainian folklore and stories through initiatives such as the Penn Poets Society and Excelano Project.

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“Thanks to my education at Bishop’s Stortford College, I discovered new approaches and subjects that greatly benefited my application, and my career aspirations, and have provided me with important life skills for the future.”

Dasha

POCKLINGTON SCHOOL Pocklington School boarding awarded 'Sleep Champion' status The Boarding Schools' Association (BSA) has granted Pocklington School the title of 'Sleep Champion' following a thorough review of the School's boarding bedtime practices.

This new accolade highlights schools that understand the importance of healthy, regular sleep patterns and are dedicated to enhancing the sleep hygiene of their boarding pupils.

The boarding team at Pocklington School participated in a webinar led by Lindsay Browning, a leading sleep expert and founder of troublesleeping.co.uk. Following this, the School reviewed its current practices within the boarding houses and identified new approaches to improve the sleep habits of pupils.

The aim was to improve boarders’ understanding of how better sleep could positively affect their overall wellbeing and academic success. Good quality, restorative sleep is important for pupils not just to provide them with the energy required to cope with their daily lives, but also for their overall physical and mental wellbeing. It helps in refreshing their minds and retaining the information they have absorbed during the day.

The following key initiatives were praised in the BSA review.

Routines: Pupils up to Year 11 hand in their electronic devices 45 minutes before 'lights out' time at bedtime. The use of devices by Sixth Form students is closely monitored. The School Wi-Fi is switched off at 11.30pm which facilitates at least eight hours of sleep for all year groups.

Education: Educational initiatives, including PSHE lessons and tutor time in houses, videos and informational posters, highlight the importance of maintaining a healthy sleep routine and offer pupils practical tips to enhance their sleep habits.

Food and drink: Suitable snacks and caffeine-free beverages, including herbal teas, are available in all house kitchens before bedtime.

Bedroom furnishings: Blackout blinds or curtains are installed in every bedroom and dimmable or 'soft' lighting is available in bedrooms. Mattresses are replaced regularly, and boarders are encouraged to personalise their rooms with their own bedding from home.

"The advantages of a restful night are widely acknowledged.

I am delighted that our efforts to support our pupils in this regard have earned us the 'Sleep Champion' status.”

Steve Greaves, Head of Boarding, Pocklington School

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SIDCOT SCHOOL The Role of Student Voice - Onyinye During my first week at Sidcot in September 2023, a few new friends encouraged me to attend an Afro-Caribbean Society (ACS) meeting. Eager to socialise with more people and find out about what this student-led after-school club entailed, I found myself in the picturesque Old Library on a Wednesday afternoon, listening to powerful discussions on how we could continue to improve equality, diversity and inclusivity values at Sidcot school.

We started off as a very small group that term, with only about five members. For me, one meeting became two, two became three, and before I knew it, I was Vice President of our small but impactful society. Our first major order of business at the time was planning the Black History Month Assembly and relevant events that would take place after it. We brainstormed lots of ideas with the support of the Equality Office Holders and really emphasised how we could keep the Junior School involved as well.

A few weeks later, we delivered our assembly to both Junior and Senior students, which was such a success. Lots of people came up to us and told us how much they enjoyed it and how much they learned from it. As a team, we felt such a feeling of accomplishment. As the weeks went by, we grew in numbers, and now we represent over 15 different nationalities.

It’s truly surprising to see how our small intercultural conversations broke barriers and confronted harmful stereotypes, allowing for mutual respect and understanding of the different practices, people and ways of living all over the world. I’ve loved my time at ACS, and I really do encourage my peers to get involved in societies with similar values, surprising themselves with the positive changes they’re able to make within and beyond their school community.

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MOOR PARK SCHOOL To be a boarder at Moor Park is to be a part of the amazing boarding family, whether a child is a flexi-boarder or a full-time boarder.

Toby Dunham, Head of Boarding reflects on the caring and inclusive ethos that is so clearly evident at Moor Park. “The children develop so much during their time with us, whether that is for one term, one year or longer term. However, this isn’t unique to us, this is unique to our wonderful, independent sector in the education system. What makes Moor Park unique is its people. The family, the fun, the friendships. It is so engrained in our school that children who join us are happy from the moment they step through the front door.”

Toby introduces a particularly notable friendship between two current boarders: Charlie, a UK military child and Alex, a Spanish international child- both in Year 7 and full-time boarders.

Charlie: “We share a dorm and have lots of our lessons together. While we are very different people and come from different parts of the world, Moor Park has brought us together. The activities before and after supper are so much fun, and we make great teammates on the football field! We also have lots of free time to relax in the evenings if we want to and there are regular themed nights where we get different treats and lots of flexi-boarders stay in, especially during the termly Big Boarding Week”.

Alex: “Arriving at Moor Park for the first time we didn’t really know what to expect, but we felt included straight away. This is what makes the school so special. Charlie has a parent in the military, which could mean having to move from school to school and to have to build new friendships over and over again. Because he is a Full Boarder he can stay in one place and grow these friendships. In fact, we get on so well that we also spend Exeats together at Charlie’s house”.

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HABERDASHERS’ MONMOUTH SCHOOL Haberdashers’ Monmouth School Celebrates the Chinese New Year The Lunar New Year at Haberdashers' Monmouth School was a vibrant and culturally rich celebration, filled with exciting activities for all ages. Students created traditional paper crafts while learning about the significance of the Year of the Snake and practising Chinese calligraphy. Many also enjoyed mastering the pronunciation of “Happy New Year” in Chinese: “Sheen-nyen kwai-luh.”

In the Prep School, pupils indulged in a Lunar New Year banquet, delighting in the challenge of eating with chopsticks. They also got creative, making stained glass window dragons, painting blossoms and writing about the legendary Jade Emperor’s Race.

Older Prep pupils participated in engaging workshops led by Cardiff University’s Confucius Institute, where they explored the Chinese zodiac, practised elegant calligraphy and learned Mandarin phrases.

In boarding, houses were adorned with festive decorations, including Chinese lanterns and dragons. Eight girls from China and Hong Kong brought a taste of home to the girls' boarding community by preparing three traditional hot pots. With ingredients sourced during a weekend trip to a Chinese supermarket in Bristol, they took charge of every step, making two hot pots filled with delicious beef, pork and seafood. The meal, served ‘family-style’ with chopsticks and iced tea, was complemented by traditional music, festive red tablecloths and napkins, creating a warm and lively atmosphere as students gathered to celebrate.

The excitement continued over the weekend when local parent Lucy Choi, niece of designer Professor Jimmy Choo, joined the boarders for a special cook-along. Under Lucy’s expert guidance, students prepared a variety of delicious traditional dishes before sitting down to enjoy their culinary creations together. Head of Senior School, Rachel Rees, shared a message across the school: “新年快乐 – Happy Chinese New Year! 2025 is the Year of the Snake, symbolising intelligence, mystery and renewal.”

Haberdashers' Monmouth School’s Lunar New Year celebrations were a wonderful opportunity to appreciate and share Chinese culture. We wish everyone a joyful and prosperous Year of the Snake!

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