The AEGIS Standard Spring 2023

THE IMPORTANCE OF INFORMATION SHARING

GLOBAL MARKET REPORT

MEMBER ARTICLES

Photo credit to St Leonards School

Photo credit to St Joseph’s College, Ipswich

Welcome to the AEGIS STANDARD

The academic year so far has been a particularly busy one for the AEGIS team. Since the revised NMS went live in September with an entirely new standard on Educational Guardianship (22), we have been providing an unprecedented level of training and support to our member schools and guardians, guiding them as they seek to meet the new requirements.

This term we look forward to continuing this support in a variety of ways, from presenting to governors at AGBIS, meeting schools and guardians at the British Boarding Schools Workshop and providing further training sessions on key issues affecting the sector, alongside the advice we offer on a one-to-one basis every day.

We have just completed another DSL training session and some great discussions were had ranging from professional curiosity and what working together can look like for us in the sector. We also focused on ongoing vigilance over host families and the importance of checking in with the child and host during and after a stay.

We are very excited about holding our first post-pandemic conference in London on 4th May. This will be a wonderful opportunity to network and listen to some inspiring speakers address key safeguarding issues. We hope to see you there.

Adam Lubbock, AEGIS Chair

AEGIS CONFERENCE 2023

Have you booked your place?

The AEGIS team is delighted to be holding our first in-person conference since before the global pandemic. We have planned a fabulous day of networking, brilliant speakers and upto-the-minute briefings (not to mention great food and coffee), to bring together guardians, schools, agents and other key 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.

Keynote Speaker

We have been lucky enough to persuade Jeffrey Boakye to be the Keynote Speaker at the AEGIS Conference.

Jeffrey is a renowned broadcaster, speaker, educator and author. His most recent book, ‘I heard what you said’, draws upon 15 years as a secondary school teacher in the state sector to tackle racism and inequality in schools, and is described by the Guardian as ‘essential reading for teachers, those who run educational institutions, parents…’.

Jeffrey has worked with educational psychologists, schools and academy trusts to provide training on anti-racism, identity and Black British history in education. Jeffrey also co-hosts on Radio 4, and is a Senior Teaching Fellow at the Manchester Institute of Education.

Programme for the day

09.30 Registration with Tea/Coffee

10.00

10.15

Welcome from our Chair, Adam Lubbock

Key Note Speaker: Jeffrey Boakye, Author, Broadcaster & Educator

Treating Racism as a Safeguarding Concern

Book now

11.15

12.00

Networking Break with Tea/Coffee

Jacqui Jenkins, Global Programme Lead-International Student Mobility, British Council International Student Welfare & Working Together

12.30

13.30

Lunch

Sarah Smith, Head of Education and Partnerships, Breck Foundation Online Safety, including Breck’s Story

14.30

14.45

Networking Break with Tea/Coffee

Panel 22 – National Minimum Standard 22 Educational Guardians

15.30 Close of Conference

Jeffrey Boakye Broadcaster, Author, Educator

NEW MEMBERS

We love working with and supporting our members, and our community is continuing to grow.

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:

STATISTIC

GOLD STANDARD

Re-accreditation

• White House Guardianships

• Guardians International

Full List of Gold Standard Accredited Guardianship Organisations

PRELIMINARY STANDARD

• New Oriental Vision Overseas Consulting (U.K.) Ltd

• Connexus Academic Advisors Ltd

• Victoria Guardianship Ltd

• Explore Consulting Ltd

Re-accreditation

• QED Education Group Ltd

• Compass Guardianship UK

Full List of Preliminary Accredited Guardianship Organisations

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.

STATISTIC

SCHOOLS

• Blundell’s

• Dover College

• Farringtons

• Haberdashers’ Monmouth Schools

• Kingsley School

• Leweston

• Lord Wandsworth College

• Port Regis

• Shebbear College

• St Edmund’s Canterbury

• The Oratory

• Tudor Hall

A full list of AEGIS member schools can be found here

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

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

INFORMATION SHARING

Information sharing between educational guardians and schools is vital for effective safeguarding of international students.

The government published useful advice for those working with children and young people in the form of: “Information sharing July 2018”. Although the guidance is non-statutory, it provides support and aids decision making in terms of the information which should be shared in order to reduce the risk of harm to a child/ young person and promote their welfare.

Many serious case reviews (SCRs) show that poor information sharing led to missed chances in protecting children. This might seem extreme when we are talking, for example, about the suspension or exclusion of a student, however, a guardian needs to know as soon as the event occurs in order to support the student mentally, and also to make practical arrangements for the care of the student outside of school, often in a homestay at short notice.

“The GDPR and Data Protection Act 2018 do not prevent, or limit, the sharing of information for the purposes of keeping children and young people safe.”

Information sharing July 2018

AEGIS recently updated its School Guardianship Policy Guidelines to emphasise the importance of effective information sharing, available to member schools on the AEGIS Member Portal. Please contact Sophie Lindsay for further details.

AEGIS guardians have also been reminded of this important area and it forms part of their knowledge base as AEGIS accredited members.

CASE STUDY

“We were guardian to a child who moved schools after GCSEs to begin an A-level programme elsewhere.

The child had experienced a lot of mental health issues during her time at the first school, and was supported by us.

She was moved to a new school by her father but her health details were not disclosed. The father asked us not to inform the new school but we explained it was our duty to share the information we had.

We made sure that the new school was entirely aware and put them in touch with the DSL at her previous school so all issues were clear.

The student made a successful transition to the new school and continued to stay with her regular host family, who knew her well, during the half terms for continuity.”

From an AEGIS-accredited Guardianship Organisation

GLOBAL MARKET REPORT

The UK secondary school sector has shown remarkable resilience in retaining overseas students during the Covid-19 pandemic, decreasing by just -14% between 2020 and 2021, according to results from the annual ISC census at the height of the pandemic. This compares with a decline of -43% over the same period for language schools in the UK, according to StudyTravel Magazine’s latest Global Market Report

Bethan Norris Senior Editor StudyTravel Magazine Living

Recovery over the next few years is also expected in the secondary sector with international student numbers increasing by 2% between 2021 and 2022, according to the latest census.

The fate of the UK secondary sector during the Covid-19 pandemic also looks relatively positive when compared with the other popular secondary destinations worldwide. International students studying at Canadian school districts declined by nearly 50% between 2019/20 and 2020/21, while those in the USA declined by 39% between 2020 and 2021. This is in large part due to the fact that the UK remained open during the entirety of the pandemic while many other destinations closed their borders.

A large part of the decline in international secondary school numbers globally can be put down to a loss in Chinese student enrolments – a global trend which started before the Covid-19 pandemic - with the UK, USA, Canada and Australia recording a collective decline in Chinese students of -61% between 2017 and 2022. While political tensions, as well as an increase in international schools in Asia, have fuelled some of this decline, UK schools were actually experiencing rising numbers of Chinese students up until a peak in 2020. Since 2020, Chinese students at UK schools have decreased by -41%, although it is hoped that numbers might increase again as China starts to open up again post-Covid.

Hong Kong is now the largest international student nationality for UK schools, overtaking China in 2022, while the Russian market – typically an important one for UK schools - has decreased by 56 per cent since its peak in 2015. Russian student numbers decreased by -14% between 2020 and 2022, although this decrease is likely to increase this year due to the effects of the war in the Ukraine. Other top European markets, eg Germany and Spain, could well make up the shortfall however, with both these markets performing well between 2021 and 2022, increasing by 34% and 108% respectively.

While the Covid-19 pandemic was a time of great upheaval and challenge for the study travel industry, the recovery period seems to be bringing with a time of great innovation and energy. The news pages of

StudyTravel Magazine have been awash with new developments and partnerships increasing course provision in the UK secondary sector in the last few months – particularly for the crowded UK junior and summer markets. Investment in accommodation has been top of the agenda for many UK language schools in the wake of a country-wide shortage of homestay provision and there is a visible determination to win back student share to the UK as the world opens its doors again.

There are many opportunities for UK secondary schools within this environment of recovery. Boarding schools already have ideal accommodation for short-stay summer course provision and facilities to enhance the personal, social and academic activities that schoolage children and their parents are demanding, having been lacking during Covid-19.

There is no doubt that international student demand for courses in the UK will be high this year as parents are anxious to make up for lost time. Secondary schools that are ahead in terms of offering opportunities for increasingly diverse academic and personal development will end up reaping the rewards.

The statistics in this article can be found in an article on Secondary School Trends Worldwide published in the October 2022 issue of StudyTravel Magazine on the StudyTravel.network.

ST Alphe events targeting the secondary and summer school sectors in 2023:

ST Alphe Summer Schools, Rome 3-5 February 2023

ST Secondary Focus Bangkok, 24-26 February 2023

ST Secondary Focus London, 20-22 April 2023

ST Secondary Focus Frankfurt, 29 September – 1 October 2023

NEW AGENT MEMBERSHIP PROGRAMME

launched by British Boarding Schools Network (BBSN)

The British Boarding Schools’ Network (BBSN) launched a new Agent Membership Programme at the end of October 2022. The programme formalises the work that BBSN has been doing for the past 17 years as they continue to carry out rigorous checks on new agent applicants, including three reference checks, and interviewing all agents on Zoom. In addition, some further checks and requirements have been introduced. Crucially, membership will be re-evaluated annually, providing schools with the strongest agent vetting process within the UK boarding school sector.

The roll-out of the programme started last term with current BBSN agent members and the additional membership requirements now apply to all prospective agents looking to join the Network. Director, Suzanne Rowse, explains the reasons for the rebranding of the membership programme for agents:

“We wanted to provide formal recognition for the vital role that our professional educational agents play in the recruitment of international pupils into British boarding schools.We listened carefully to what our members told us they would like and sought the views of experienced staff from both schools and agent member organisations.”

“We have enhanced our membership programme to provide validity and evidence of rigorous quality assurance of agents for our member schools and to the client families our agents work with. The new programme gives our member schools increased confidence that they are working with high quality, reputable agencies, thus protecting their UKVI sponsor licence.”

Two levels of membership have been introduced:

Level 1: BBSN APPROVED AGENT status (from December 2022) means that an agent has passed all the vetting checks and met BBSN’s comprehensive membership requirements.

Level 2: BBSN TRUSTED & APPROVED AGENT status (to be introduced mid-2023) further recognises the commitment of long-standing agent members who are fully engaged with the Network, that BBSN has really got to know and trust over time. There are additional requirements for these agents to fulfil.

Feedback from BBSN’s members has been hugely positive, with over 40% of the 470+ agent offices applying for Approved Agent status within the first week of launch. Dr Marina Filgueira Figueira, Director of TWIST Spain, said:

“Wonderful news!!! I am very impressed about the new membership programme for agents, and we are delighted to apply. Congratulations for your continuous support and never stopping to find new and better ways to improve relationships with boarding schools.”

The BBSN team have been busy processing applications, renewing references, and catching up with current agent members on Zoom for a post-

Covid business update, if they have not been in contact for a while. Despite the large number of agents in the Network, personal contact and really getting to know each agency is an important part of BBSN’s ethos.

Membership of the British Boarding Schools’ Network is an acknowledgement that a company is professional, meets BBSN’s strict quality assurance standards and shares BBSN’s values. Membership is only granted to agents who meet the Network’s high standards, and many agent applications are turned down, or deferred until the agent has gained more experience.

Suzanne says: “Being a part of our Network is seen as a privilege by our agent members who feel honoured to be accepted into membership. For school members it provides reassurance of the high calibre of agents in our Network.”

“As we come out of the disruption from the past few years, it felt like the perfect time to redesign our membership programme and increase its value to our members. We are committed to continuing to improve and develop the Network.”

Suzanne Rowse Director

BBSN is the Network that connects schools and agents together, to build positive and effective relationships, enabling both sides to efficiently achieve their recruitment targets.

www.britishboarding.com

PLACING AN INTERNATIONAL STUDENT IS MORE THAN JUST A PROCESS

it’s about understanding their culture

Elaine C Walker

As an Educational consultant in the company the Good Morning Africa Group, I represent students from the continent and also the diaspora. I have won numerous awards and been featured in Forbes for my great work. I am a mother who has had her children start their boarding journey over 8 years ago.

International students usually have so much to navigate in the space of boarding schools here in the UK. I often act as an advocate between the school and the child. It’s not a case of just bringing the child to the school, but having a complete understanding of the culture with which the child comes. This is so important to the family.

This is one of the reasons why, when we have our events either here or in Africa, we ensure that schools have a sample of the food, the culture and the history. This way there is more of an understanding of the background. One of the things that GMA works very hard at is ensuring that a school has the proper framework in place and training for the school so that even language that is used by admissions staff is empowering and not disempowering.

Although families are very knowledgeable about the schools, they do not completely understand the somewhat confusing application process at times.

The Managing Director of the group has relationships with the top feeder schools in Ghana, also worked on literacy projects with the First Lady of Ghana, as well as being celebrated by King Charles when he was the Prince of Wales.

Elaine’s passion as a mother with African heritage means that she completely understands the education process as a product of the UK independent system herself.

In her own words, all of our students are amazing and also end up in senior leadership positions in the school we place them in. There is genius in every child. Our role is to nurture that. We have recently partnered with Catalyst, Winchester College to further our mission.

I am very much looking at expanding our network of schools and educational organisations. To work with us please get in touch via email hello@ goodmorningafrica.club

SEE WORLD

Every holiday, we will gather students together and give them corresponding course guidance according to their study feedback from the school. In addition, we will arrange a series of extracurricular activities to let children experience the history and culture of the UK and participate in local life and learning. For example, during Christmas, we took our children to watch the ballet dancing show “Nutcracker”, to the winter wonderland for skating and to eat Chinese food in Chinatown.

We firmly believe that through our guardianship service, children can not only improve their academic knowledge, but also have a deep understanding of British culture and history, and enjoy a meaningful holiday.

See World Ltd was founded in 2008. Our role is to help overseas students find the right place at a British school, college, or university and care for them while they are here as their UK-based guardians.

BRIGHT WORLD GUARDIANSHIPS

Finding the ideal half term and exeat host family for our international students is one of the most important jobs that we do. We follow strict Safer Recruitment processes to ensure they are properly screened and we work with students and parents to find out what the requirements are.

We use our professional curiosity to establish their motives for hosting and we only use a host family for our students if we feel completely confident they are right for the role. Our host family inspectors, who are all parents themselves, are told not to proceed with any host family they would not be happy to place their own child with.

We also have a responsiblity to verify the identity and credentials of family or school friends hosting our students during the holidays. We also need to check that the students have been happy and have the opportunity to tell us if they are not.

The best way for us to find out if the student has been happy during their holidays is to ask them. With this in mind we have developed various simple online feedback forms that are sent to their mobile devices. They can easily submit feedback and ask for a call or visit. All students who stay with a host family for the first time also receive an in-person welfare visit.

We do also rely on schools and overseas parents to tell us if they want something changed or if the student has made any negative feedback.

We are pleased to be able to reassure our partner schools that by choosing our guardianship service, they are more than fulfilling the NMS Standard 22.

“During my stay I played board games and mini-golf. There were other children of my age so I had fun. I felt very happy and welcome and I would LOVE to stay with Laura again”

GRACE - OCTOBER 22 HALF TERM FEEDBACK FORM

Promoting the wellbeing and welfare of our students is vital. Obtaining feedback from our students after their holidays is one of the best ways to check they have been happy.

ACADEMIC FAMILIES

One of our international 14 year old Mexican students, JP made the most of being in the UK for Christmas, by spending the holidays between skiing in Switzerland and staying with a kind and welcoming host family in the UK.

Travelling back from his ski trip on New Year’s Day, JP was understandably a little nervous about staying with a host family during the festive period – and it didn’t help that the airline lost his suitcase on his flight back! Prior to JP’s skiing trip, his host mother Corinne had met him a couple of times at the start of December so they could get to know each other in readiness for his stay with her in the New Year.

Once JP arrived at Corinne’s family house, he settled in straight away – resting up a bit in the mornings after a busy couple of weeks skiing, but keen to be playing tennis with Corinne in the afternoons.

Who would have guessed that JP and Corinne, both passionate about tennis, made a great tennis duo! Much tennis was played during the week, with the penultimate match seeing them as a Doubles Team representing the local Tennis Club in a Regional Winter Tennis League! The new duo fought well and managed a draw in the end! Not bad for a couple of weeks practise together, and both Corinne and JP thoroughly enjoyed the experience. On JP’s final day with Corinne and family, he was treated to a trip to the Etihad Stadium to watch Manchester City v Chelsea – it was a fantastic game of football, enjoyed by all, especially the Man city fans!

The icing on the cake was that JP’s suitcase eventually turned up on day 5 after several long phone calls from Corinne!

JP’s family were incredibly grateful to Corinne and family for the warm welcome that they extended to him.

“JP seemed to have a great time and we all got on very well” – Corinne

We love hearing our hosts’ great heart-warming stories and all they do to support international students.

PIPPA’S GUARDIANS

25 years of guardianship

Pippa’s Guardians have recently proudly celebrated their 25th anniversary. The company was founded by Pippa Hughes, who was at the time, Head Matron for The Elms School in Malvern.

Pippa realised that Thai children attending The Elms School needed a kind host family to take care of them during exeats and half terms. As well as hosting students at her family home, Pippa also found safe, kind and supportive host families and it was from there that the business grew.

Today the business is owned by Pippa’s son, Ben Hughes.

“When Mum set up Pippa’s Guardians she was communicating by letter and by fax; she often needed the services of an interpreter and children had very little contact with their parents. When Mum began there was no regulation for guardianship, so she began to meet other people offering similar guardianship services to share best practice, and out of this AEGIS was born.

Whilst technology has changed how we work, what we do now in 2023 is essentially the same as it was when Mum began, and how we do it makes us the successful, highly reputable company we continue to be.”

Whilst WhatsApp has replaced fax, email has replaced letters and with AEGIS accreditation now in place for guardianship organisations, the fundamental service is what Pippa set up 25 years ago: we look after our students kindly and securely.

UM EDUCATION

UM Education strive to deliver the best customer service to our international families and allow our students to fulfil their academic potential.

With the professional support and guidance of AEGIS regulations and safeguarding policies, UM have implemented a professional and safe environment for its international students, which gives true peace of mind to the parents.

Having first-hand experience from our founder having been an international student herself, we take the needs and wellbeing of our students very seriously. It is extremely daunting for a young person to be away from their family let alone with a foreign culture, we do everything within our power to help them settle and bring a taste of home.

We had a young student join us in September 2022 and she found it overwhelming, so we matched her to a host family that could give her extra care, love and attention. They actively help her practice English and take her to Chinese restaurants when she is missing Chinese home cooked food and her favourite bubble tea. Other host families that have learnt to cook traditional Chinese hotpots to help our students feel at home and settle into UK life.

“UM’s guardianship service has pleasantly surprised us and our relatives, they are more than a guardian they have welcomed each one of our children in the UM Education family.

As parents who cannot accompany their children, UM is a professional and reassuring choice! I sincerely hope that it will continue to grow and provide a professional one-stop service for international students!

Sunny Zhang, Lucy’s mother

MORETON HALL

I remember driving up to school for the first time when I joined the Sixth form from Nigeria, thinking “How in the world did I manage to end up here?

Oladunni, Current Upper Sixth Former from Nigeria

What I never expected, however, was that this rural Shropshire school would become my whole world. In my first year here, not only did I make friends for life but I was provided with boundless academic opportunities and fantastic pastoral care from my teachers and house mistresses.

Some of my favourite activities thus far include the Rylands Diploma and Moreton Enterprises. The Rylands Diploma has provided me with practical skills like “Managing your Finances Post-School” and “Self defence”, while Moreton Enterprises has offered me priceless insight into the world of business.

Additionally, I wouldn’t have settled in so easily without the societies and extracurriculars that offer exciting platforms to get to know people from all around the school. From the Jenner Society, which supports aspiring medics; to Magna Carta, which examines current events and politics; to endless opportunities for physical activity like tennis and even kayaking. I have never had more options when it comes to extracurricular activities.

All these enrichment opportunities are preparing me for the demanding life after school and have equipped me with the skills I need for my role in Upper Sixth as Deputy Head Girl.

KING’S BRUTON

Julia, Beni & Emma from Germany

What is King’s to us – 3 students from Germany? Julia from Berlin and Beni and Emma from Munich; all of us passionate hockey players and for whom King’s became so much more than just a school.

Our first highlight was the hockey season in the Christmas Term. Of course, being new and making friends is always hard, but hockey helped us massively to find our way into the school community. Right from the start, all the players welcomed us and gave us a feeling of being part of the team. The team had huge success - both indoor and outdoor. One of the many highlights was the 1st Team Sports Dinner - a perfect ending for the season where we were able to reflect on our sporting careers at King’s.

But King’s has more to offer than just hockey. The warm caring spirit in house made us feel so welcome, the many trips on the weekends where we had a chance to see more, visiting places like Bath and Bristol where we gained cultural experiences, as well as having time to go shopping and to spend time with our friends, and, of course, the studies. Despite the completely different school system, thanks to the relaxed atmosphere in class and the intensive help from the teachers, we quickly found our way around. We were also very impressed by how the needs and interests of each student were considered and any necessary support was always on hand. We especially liked how many subjects were offered, ensuring that we were able to pursue our interests in subjects such as Business, Psychology and History of Art. With all the help available, we quickly improved our language skills, and, after a short time, were able to participate more and more, in and outside of class. We were helped by the openness and understanding of our classmates, who encouraged us in our learning process, so that we now speak English with more confidence. It is difficult to put into words all the wonderful experiences we had at King’s, but we have made amazing friends and very special memories.

“We are so grateful that we could be a part of this amazing school”

WOODHOUSE GROVE

Tim (Grovian 2020 – 2022) told us about his three-year apprenticeship in mechatronics with Procter & Gamble in Germany;

“Mechatronics is a very broad subject, it combines mechanical, electrical and electronic topics covering areas such as milling, soldering and electrical installations. My favourite area is definitely milling, because I find it fascinating how precise and accurate the milling machines are. I have been really surprised that the strong, positive culture I encountered at the Grove has been replicated at work.”

Liza (Grovian 20 – 22), one of our HMC scholars, went to study at the Abu Dhabi campus of New York University (NYUAD for short). Liza tells us why she chose to study abroad;

“Looking back, I realise that I probably always wanted to study overseas and it was this mindset that first brought me from Ukraine to boarding at the Grove. My favourite thing about studying abroad is getting to see the world, immersing myself in different cultures, and dispelling myths and stereotypes. Studying abroad teaches you how to handle tricky situations and foster soft skills, as well as offering a unique perspective on modern issues. Thanks to my international experience at school, my transition to the UAE went smoothly. The most valuable skills I learned at school were independence and resilience; I didn’t have to worry about being away from home or adjusting to a new environment because I had already experienced this at the Grove.

I still miss lots of things from school; my friends, teachers, boarding staff, and the fields... and I loved the atmosphere in our boarding house leading up to Christmas.”

At Woodhouse Grove, our forward-thinking sixth form offers a choice of pathways so students can tailor their learning based on their personal strengths and passions.

Alongside A-levels, students can gain up to 60 days of work experience in one of our partner businesses.

Find out more at Top School Sixth Form | Unique Pathway Programme | Woodhouse Grove

We were delighted to catch up with two of our sixth form boarders, who chose different pathways after leaving Woodhouse Grove last summer.

ST LEONARDS SCHOOL

St Leonards School is Independent School of the Year for International Student Experience. Head, Simon Brian, explains the benefits of a truly global education.

As Head of St Leonards School in St Andrews, I am often asked about the benefits of our global learning community and our diverse pupil body. By way of reply, I often refer to an occasion when a group of our Scottish day pupils were discussing their plans for their future with some of our boarders from overseas. Our Scottish pupils were talking about how excited they were about exploring the world through the IB, while our international pupils were recounting how excited they were to be discovering Scotland! Each time I recall this moment, it serves as the perfect reminder of the richness of a globally-focused learning community and the importance of international perspectives.

Our global learning community, underpinned by our all-through International Baccalaureate curriculum from age five to 18, 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 navigate diverse cultures is an essential skill.

Our overseas pupils play a crucial role in our school. They bring a richness of perspective and diversity of experience, and this, in turn, enriches the experiences of all our young people, as well as those of our staff. In addition to helping to create an inclusive and welcoming environment, the presence of our international pupils helps to broaden the horizons of our pupils from Scotland and the wider UK, who have the opportunity to learn from different cultures and perspectives. That is what our education for life (Ad Vitam!) at St Leonards is all about.

We are so pleased that St Leonards was named Independent School of the Year 2022 for the International Student Experience Award, recognising our commitment to providing the best possible experience for students from overseas. At St Leonards, we are dedicated to ensuring that international pupils feel warmly welcomed and valued in our school community.

THE ROYAL SCHOOL

The importance of cultural diversity in boarding

Exposure to different cultures from a young age, whether in boarding or daily school life, helps young people increase their global awareness and cultural consciousness. Multicultural education creates a safe, accepting, and successful learning environment for all.

CELEBRATING DIVERSITY

At The Royal, we celebrate the diversity of our pupils and how it enriches our boarding community. Boarders have an excellent understanding and awareness of the mix of cultural, ethnic and religious backgrounds of their community. Without exception, all pupils are recognised and valued, and they value and respect each other.

CULTURAL APPRECIATION

The celebration of cultural events and traditions from across the globe – be it Epiphany and the French Galette des Rois tradition, Chinese New Year, Black History Month or Diwali stimulates cultural awareness and curiosity. Whether our boarders are from Europe, Asia, the Middle East, they can expect to celebrate British culture as well as their own. Boarders visit museums and art galleries, enjoy trips to London and the theatre and sample the quintessential British cream tea!

FOOD BRINGS CULTURES TOGETHER

Food is a great vehicle for sharing cultural heritage and traditions with people from different backgrounds. The school’s Catering Team ensures special events are celebrated, from Christmas to Chinese New Year… but it doesn’t stop here, boarders are encouraged to share their favourite recipes and cook with others – with some help from staff if required! It might be Korean, Indian, French, Chinese – sharing food brings people together.

ENGLISH AS THE COMMON LANGUAGE

Cultural diversity in the boarding house encourages pupils to use English as the common language. Boarders for whom English is their second language find their language skills improve dramatically during their time at the school.

A WELL-ROUNDED EDUCATION

Multicultural education prepares pupils to thrive in a diverse world. At its core, multicultural education fosters advanced critical thinking - the ability to step back and evaluate different viewpoints and arguments, builds empathy, increases curiosity and provides pupils with a broader picture of reality.

“Boarding life at The Royal is like a big family where everyone has a place.”

PAUL, YEAR 9 FRENCH BOARDER

ST JOSEPH’S COLLEGE, IPSWICH

The mutual benefits of short-term boarding - for the visitors and the host school – were perfectly played out at St Joseph’s College Ipswich, when 24 Spanish students took up residence.

The 22 girls and two boys arrived from a number of schools in Tenerife. They had excelled in a government competition and were sponsored to make the trip.

Head of Modern Foreign Languages at St Joseph’s, Ms Morag Strong said, ‘The Spanish students took our core values of Aspiration, Respect and Confidence to heart in their daily lives here. After their linguistic ability was assessed, they were placed into Years 10 to 12, with extra English support given as needed by our specialist teachers.

‘Many of the subjects studied here in the UK are not on offer in Spanish schools, such as Psychology and Engineering, so the students took full advantage of trying subjects that aligned best with their interests and future goals.’

She added, ‘For me, as Head of Faculty for MFL and English as an Additional Language, their contribution was immense. They volunteered in Year 7 and 8 Spanish classes, working with small groups and supporting revision activities. This connection with the younger students was further fostered through a series of activity sessions organised by the Spanish students themselves, in which they prepared activities to share their language and culture. For many of our students, this was their first interaction with a Spanish speaker of their own age and it was lovely to see friendships building.’

Physics teacher and Senior Pastoral Manager, Mr Chris Fletcher reflected, ‘Having the Spanish students in my class brought a new and interesting dimension. A number of the students had little experience of GCSE-level of Physics. Despite this, their infectious enthusiasm and desire to learn led them to very good success in the scheduled assessments; quite an achievement as they did this in a second language.’

The short-term boarders addressed an audience of 500 in English to mark European Day of Languages. Two of them, Paula and Noah, respectively sang in the school’s Autumn Musical Showcase and read at the Christmas Carol Service.

You’d be surprised how much students can accomplish in a single term. From leading assemblies to visiting zoos… plus lessons, culture sharing and developing lasting friendships.

WINCHESTER COLLEGE

CATALYST BY WINCHESTER COLLEGE

DEVELOPING CURIOUS MINDS

Winchester College’s history of nurturing curious, ambitious minds and fostering academic excellence is well established. The College was founded more than 600 years ago by William of Wykeham, who rose from modest origins to become Bishop of Winchester and Chancellor of England. The school is defined by its motto, Manners Makyth Man, which has a surprisingly modern spirit. Its sentiment is that we should be measured not by birth but by our personal qualities, a surprisingly meritocratic sentiment for a school that was founded in 1382.

Following this ethos, CATALYST by Winchester College offers global, digital enrichment programmes for curious, ambitious 13-18 year-olds. The one or two-week programmes are designed to expand the reach of Winchester College to a global audience of ambitious students seeking new and exciting ways to enhance their education and personal development.

CATALYST tackles a significant question: how should we teach our students to think? CATALYST students engage in discussion and debate while embracing learning, unconstrained by exams or a tightly defined curriculum. Alongside expert educators and leaders, students explore university-level topics that span technology, climate science, culture, industry, philosophy and ethics while building the critical skills for success in school, university and beyond.

Programmes run during the Easter and Summer holidays and are delivered digitally using a state-of-the-art learning platform: interactive, fun, and most importantly - not ‘zoom school’. Digitalfirst means students can take part from anywhere in the world and learn together as an authentically global cohort.

According to Justin Pinnells, CATALYST’s Academic Director,

“Programmes offer a unique blend of tried and tested educational pedagogy and innovative technology and teaching modalities. A standout experience aimed at helping students thrive in a rapidly changing world.”

An experience designed to challenge and inspire students from across the world to stretch beyond the boundaries of traditional education.

ASHFORD SCHOOL

Nora (Yangyang) came from Shanghai, China. She studied A-levels in Ashford School, and graduated in 2009.

Since then, Nora has moved to the United States, first to continue her studies, and then to launch her career in New York City.

Now a UN-Energy Specialist at Sustainable Energy for All (SEforALL), Nora helps drive progress on UN Sustainable Development Goal 7 (SDG7): the effort to ensure access to affordable, reliable, sustainable and modern energy for all. To further this effort, Nora provides strategic advice to the Special Representative of the UN Secretary-General about UN-Energy’s engagement with China, and has led multiple projects supporting stakeholders including UN member states, cities, private sector companies and NGOS.

15 years ago, Nora left home in China for the first time, and came to Ashford School as an international student. Her time at Ashford School brought her out of her comfort zone, and planted the seed of her passion to bridge the gap between society and sustainability. At Ashford, the EAL class with Mrs. Brentnall not only taught Nora a second language, but introduced her to a foreign culture. Mr. Stoddard’s Physics classes showed Nora how the universe works, and inspired young Nora to start exploring subjects on climate change and environmental protection. Nora’s creative friends at Ashford encouraged her to try (for the first time!) music, choir, drama and much more, all of which directly contributed to Nora’s decision to pursue a Fine Arts Major in her Undergrad. But most importantly, Nora is forever grateful for the faculty and staff at Ashford School, who encouraged her to be brave and chase her dreams fearlessly.

Nora holds a Master of Science degree in Applied Finance from Pepperdine University, and a Bachelor’s degree double major in Business Management and Fine Art from Brandeis University. She is currently an honorary ambassador and student of the ‘Financing and Deploying Clean Energy’ Program at Yale Center for Business and the Environment.

“One step at a time, you can change the world.” – My Dad

Hazlegrove Prep School’s Head of Boarding, Regan Schreiber talks about the benefits of boarding for overseas children.

THE BENEFIT OF OVERSEAS BOARDERS AT HAZLEGROVE

A meaningful life is colourful and diverse. Our experiences should be both enriching as well as add texture and a richness to the tapestry of our lives. We can achieve this more easily through travel, but we can also achieve this, by warmly welcoming and embracing people from different walks of life.

At Hazlegrove, we celebrate differences. In fact, we encourage individuality and a spirit of tolerance and acceptance permeates throughout the school. Through diversity, we can learn about others and ultimately, ourselves. Some examples of the ways in which we celebrate diversity, are through our International Day of Languages, our themed meal evenings in the Dining Hall, and children being encouraged to share their experiences of their life, their cultures, and faith from their home countries.

We also have staff from all over the world – South Africa, Zimbabwe, Kenya, Italy, and of course, from all across the UK. Our boarding staff, ably supported by Gap Students, come from different corners of the world. We all have years of experience of boarding, in different countries and different schools and we absolutely love the special dimension that children from other walks of life bring to the Houses.

Different accents, different clothing, different faiths, different ways of looking at life – this excites us all. We are all unique and we at Hazlegrove, celebrate this.

We are confident that whoever you are, and wherever you have travelled from, you will be warmly welcomed and accepted at Hazlegrove. And although the experience is fundamentally a British boarding experience, we will continue to help our children to remain true to their roots, whilst enjoying all the benefits that boarding in the UK offers.

CONCORD COLLEGE

Sixth form student Anders is one of just 30 young people in the UK chosen to be a Duke of Edinburgh Award (DofE) Ambassador. Anders, from Hong Kong, has been at Concord since Form 3 (y9) and is one of over 460 international boarders at the college. He is currently completing his Gold award and was selected by the national Duke of Edinburgh Award team to take on this special role.

Anders chose to apply because he wanted to share his experience and to encourage other young people to join DofE. He said:

“My experience allowed me to grow as a person. The process of doing DofE has left me eager to inspire and encourage more people to take part and to give back to DofE and the community.”

“The DofE award has been an integral part of my characterbuilding since starting my Bronze level in Form 3. One of my highlights is the opportunity it has given me to explore what I can be capable of and things I never thought I would achieve. For instance, in my Bronze ‘physical’ section, I was surprised by how much I enjoyed horse riding and the journeys through picturesque fields and country lanes in the summer.

As an Ambassador, Anders was invited to the launch of the Heart of Arabia expedition at the Royal Geographical Society. He had the opportunity to interview Mark Evans MBE, the leader of the expedition. Mark provided Anders with some valuable explorer’s advice:

“Never be afraid to seek help and guidance from those more experienced than yourself”.

Anders says that his interaction with the explorer left him feeling inspired and determined. “My new bucket list goals are to explore the Yukon region of Canada and to see the northern lights”.

Concord’s Principal, Dr Michael Truss, commented:

“It is a wonderful achievement to be selected as a national DofE Ambassador. Anders has a genuine enthusiasm for DofE and what it can do for young people. I am delighted that he has been recognised and that his voice will be part of the conversation helping to make DofE even better for a wide range of participants in future.”

Many of Concord College’s students take part in the Duke of Edinburgh awards, but one international boarder has taken things a step further.

HEATHFIELD SCHOOL

Rated ‘Excellent in all areas’ by the Independent Schools Inspectorate, Heathfield provides a wide choice of 29 GCSE and A Level subjects, to ignite the interest and meet the needs of all students. Small class sizes - with a 4:1 staff to student ratio - cater for the learning styles of every girl.

Heathfield School welcomes students from overseas for whom English is a foreign (EFL) or additional (EAL) language. We have girls from Spain, Germany, Russia, Japan, China and Thailand who enjoy the warm and caring environment of our school.

Moving to a new country with a different culture can be exciting yet challenging so we have a dedicated team who are committed to providing both pastoral and academic support if you come from outside the United Kingdom.

Our specialised induction programme, starts as soon as you arrive along with ongoing support to ensure that you adjust favourably to life in our English boarding school.

Happy confident girls succeed – that’s the simple but powerful philosophy at Heathfield School, a leading independent weekly, full boarding and day school for girls aged 11 – 18.

ST JOHN’S BEAUMONT

Boarding in the English countryside is a haven of tranquillity, a place you can disconnect, be immersed in greenery and wildlife. With an ever-growing fast-paced ‘culture’, we feel it is vital to teach our boys from a young age to be present in the moment and embrace their surroundings. With over 70 acres of land, including amazing indoor and outdoor sporting facilities, an outdoor theatre, ‘Forest School’ and even a ‘Bug Hotel,’ our boys have an abundance of opportunity to roam freely and lead their own activities, allowing them to develop their social skills, physical abilities, and creativity.

Dorm Parents live on-site with their families, nestled in houses located on the school’s grounds. Welcoming the boys with open arms, they spend their evenings and weekends as a unit, embarking on a multitude of outdoor excursions, including trips to Thorpe Park, and making smores on campfires in our forest. Year 6 student Henry and Year 7 student Jaime, who both joined St John’s in the last eighteen months, describe their experiences of moving to St John’s and what makes boarding so special here…

“I’m in Year 6 and I’m from Korea originally. I really appreciate all the options we have in boarding. My favourite is exploring the school grounds on a weekend. The fields and woods are amazing and it’s easy to find your way around. I’ve made lots of different friends here from all around the world.”

- Henry

“I’ve been here for a little while now and have made lots of friends. All the other boys are like my brothers, a great feeling. I love the great sports facilities at SJB – the swimming pool, the gym, the sports hall, tennis courts and climbing wall are all very popular with the boarders! My favourite trip so far was the one to Chessington whilst I too, love a full English breakfast.”

- Jaime

If you would look to visit or for further information on what makes St John’s so special please email sjb.admissions@sjb.email or call 01784432428

St John’s Beaumont is a day and boarding preparatory school for boys aged between 3 and 13. Situated just 45 minutes from London in the beautiful Berkshire countryside, St John’s is a unique school for boys to learn and flourish.

WOODBRIDGE SCHOOL

There is no greater expression of these attributes and skills than the performances students take part in, performed in the School’s own state of the art Seckford Theatre; an exceptional space for them to realise their creative vision, expression –and to have fun!

The School’s recent sixth form production of Romeo and Juliet was a feast for the eyes and the senses, as sell-out audiences were treated to an intense and captivating performance of one of Shakespeare’s most famous plays. Right from the start the hard work of the rehearsals and training with a Fight Director were clear to see as the classic Capulet vs Montague feud came to life with a teaser of the violence that was to follow. Romeo and Juliet were instantly beguiled by each other during a contemporary dance scene under neon lights; this continued in silence, serving to intensify the focus on their instantaneous love. An intense, wonderful adaptation of the play was received well by the sell-out audiences.

The entire cast, production and technical team comprised Sixth Form students, including those that board at the School which is set in the beautiful town of Woodbridge in Suffolk. Boarders are an integral part of the School community, enjoying a full range of academic as well as co-curricular activities on offer to all students.

Talking about performing in the play, one of our boarders commented, “Rehearsals were great fun, and we had the opportunity to learn fight and dance choreography which was amazing. When it came to the first night, I was nervous since I hadn’t performed in this way before, but thanks to the teachers, my friends in School and really the whole cast I overcame that uneasiness. It felt really exciting knowing how many people had come to see the show, I loved performing!”

Defined by a fast-paced, dynamic and aspirational approach to both teaching and learning, drama at Woodbridge School encourages students to make theatre they are passionate about, to be inquisitive and adventurous in their thinking and playful and ambitious in their creative execution.

RATCLIFFE COLLEGE

HELPING OUR BOARDERS SETTLE IN SMOOTHLY TO COLLEGE LIFE

Our high standards have been reflected in what our boarders have told us. For example, Year 10 student, Antonio from Mexico, said:

“During my time here, I have enjoyed meeting people from other countries and learning how to be respectful with others and make some very good friends along the way.”

Boarding is the heart and soul of Ratcliffe, the entire community sits under one roof with a joint boarding house, bringing everybody together (boys and girls have separate sleeping quarters).

Antonio said: “I’m really surprised how comfortable I feel, it’s just like being with your family at home.”

To help our international students settle in, our buddy system means that they have support and encouragement from a classmate in their year. Year 11 student Raimundo, from Chile said;

“I settled in much better than I thought, as I was quite nervous for the first week, but now I have a lot of friends and they are very kind to me.”

An extensive programme of activities, clubs and trips keeps everyone busy at weekends and evenings too, providing students with not only wrap-around care, but a healthy active timetable as well.

Raimundo said; “The people at Ratcliffe have helped me a lot during my time here so far, to me they are definitely the best thing about the college.”

Ratcliffe College is a co-educational day and boarding school in Leicestershire, UK with a close-knit community, excellent teaching and learning and outstanding pastoral care.

Haileybury School set for new science buildings that will house globally renowned research

Work is underway to create new ‘state-of-the-art’ science and technology buildings that will house globally renowned research at Haileybury, Hertford. It is hoped that the new buildings, which will be double the size of the school’s current provision, will revolutionise teaching and learning in these subjects.

The new buildings, due for completion next autumn, will include new science laboratories, IT suites and robotics and DT facilities, as well as 20 inter-connected teaching and seminar spaces and an outdoor courtyard.

The school says that the purpose of these innovative buildings is to improve its already strong science provision by offering the latest technology to further challenge pupils and enhance their skills, adding: “It will provide the space and opportunity for Haileybury to not only teach science to its pupils but allow them to become scientists”.

The buildings will be home to international and pioneering research including the prestigious Stan-X project, a revolutionary study of genetics using fruit flies, which is contributing to the efforts to find cures for human diseases such as diabetes and pancreatic cancer. Haileybury is the first school in Europe to participate in Stan-X, enabling its pupils to work on universitystandard research, alongside scientists at Stanford University and the University of Oxford.

The build is also set to be sustainable, with features such as solar panels, green roofs, ground-source heat pumps to heat the buildings and cross-laminated timber, which is an eco-friendly material. All are a big step towards the school’s sustainability goals and its aim to become net zero.

“We are thrilled to see groundwork begin as we progress towards making our Science and Technology buildings a reality. This is an incredibly exciting time for the School as we push boundaries to provide the best possible teaching and learning opportunities for our pupils, staff and wider community.

These new facilities will inspire the next generation of scientists, mechanics and engineers and equip our pupils with the essential skills to progress on to study Science and Technology subjects at leading universities.”

Martin Collier, Master at Haileybury, said:

D’OVERBROECK’S

Student leaves Moscow school halfway through studies to join d’Overbroeck’sthen receives Oxford offer

We are delighted that some of our students have recently received offers to study at the prestigious University of Oxford. One of those students is Giulia, who received an offer to study Biomedical Sciences. But, her journey to d’Overbroeck’s as an international student was an unusual one.

Due to rising political tensions where she was living in Moscow, and having attended The International School of Moscow, her family made the difficult decision to move away to Italy. But, due to there being no A-Level schools in Italy, Giulia decided that she would choose another Nord Anglia Education school to complete her final year of A-Levels. Choosing d’Overbroeck’s worked out perfectly; not only did she continue to pursue her goals undeterred, but quickly came to thrive in our supportive environment. She took A-Levels in Biology, Chemistry, and Physics.

Giulia said, “Moving from my school in Moscow to d’Overbroeck’s halfway through my A-Levels was a challenge, but the friendly environment in school and the boarding house, as well as the help that all my teachers gave me when settling in, allowed me to adapt quickly. It took me quite a while to decide to study Biomedical Sciences, but I am now set on this degree as it combines Biology with Chemistry as well as some Physics and Maths - allowing me to continue studying subjects and topics that have interested me at A-Level including some neuroscience. The neuroscience units in the Biomedical Sciences course at Oxford were a big part of the reason I applied and it is something I am excited to learn more about.”

Despite the upheaval of an international move, Giulia’s story shows impressive attributes including resilience and responsibility. Having these characteristics as a starting point meant that what d’Overbroeck’s has to offer was perfect for her. d’Overbroeck’s is academically challenging; we have outstanding teachers, impressive exam results, and extensive co- curricular and super-curricular provisions.

But we also provide focused academic support, superb pastoral care, higher education and careers support, and a Director of Studies – like a form tutor but with one-to-one support. Our school offers students an outstanding Oxford education, but in a friendly and supportive community, so that students can reach their potential. We are proud to be part of Giulia’s courageous story, and proud to be a school that welcomes students of all nationalities who make up our wonderful global community.

Photo credit to Bright World Guardianships

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