AEGIS Standard Summer 2025

Summer 2025

aegisuk.net

CONTENTS AEGIS News

School News

05 Welcome to the AEGIS Standard

32 Sidcot School

06 New Members

33 Stonyhurst

08 The AEGIS Conference 2025

34 Lancing College

12 AEGIS Announcement - The Luna Award

35 Queen Ethelburga’s Collegiate

14 Meet our New Team Member

36 Pocklington School 37 Frensham Heights

OPINION

38 St Joseph’s College, Ipswich 39 Milton Abbey School

16 Lana Foster - 25 Years of Guardianship from Pioneering Start-Up to Trusted Partner

40 Burgess Hill Girls

18 Josie Collier - The AEGIS Conference Accepting the Challenge

42 Shebbear College

20 Sales Tip from Nicola Lutz, No Fluff

45 Etherton Education

Guardianship Organisation News

Advertisers

41 Woodbridge School

44 Haberdashers’ Monmouth School

46 StudyTravel 46 Suzy Slemen Photography

22 Cotswold Guardians 23 Aspire Guardians 24 Quest Guardians 25 UM Education 26 ECA Education Consultancy Ltd 27 Belgravia Guardians 28 Bright World Guardianships 29 UK2Learn 30 StudyLinks 31 Oxbridge Guardians

Front cover photo with thanks to Lancing College

Pocklington School

Welcome to the

AEGIS STANDARD The ‘sold out' AEGIS Conference 2025 opened on Thursday 8th May at the Congress Centre in London, bringing together guardianship professionals, schools, and sector experts for a powerful day of reflection, insight, and action. As the new Chair of the AEGIS Trustees Board, I was proud to welcome attendees to what has been a milestone year for our organisation, marked by our largest guardianship membership to date and the successful transformation of our Board into a fully independent governing body.

Our newly reformed Board of Trustees represents a diverse and highly skilled group of professionals with expertise spanning law, safeguarding, education, mental health, and finance. Their collective insight and independence underscore AEGIS’s commitment to the highest standards of governance and to the welfare of every young person under our members’ care.

Edward May AEGIS Chair

Our conference gave us the opportunity to reaffirm AEGIS’s unique position as ‘the benchmark’ for guardianship accreditation and to reiterate our ongoing call for government regulation in a sector where, alarmingly, almost any organisation can offer accreditation. A central theme of the conference was the vital importance of safeguarding young people to a high standard. Our ‘Call to Action’ argued for rigorous, meaningful accreditation over cheaper, less accountable alternatives. I was pleased to publicly recognise and thank our members for making that choice – for prioritising safeguarding excellence and subjecting themselves to robust inspections because they believe, as we do, that nothing less is acceptable for the young people they support.

Our programme featured a compelling line-up of expert speakers tackling the most pressing safeguarding issues.

Keynote speaker Josie Collier, an Independent Reviewer and Safeguarding Consultant, offered powerful insights into what can go wrong when systems fail, and how to build better ones. Michelle Nightingale, Assistant Chief Nurse at Great Ormond Street Hospital, brought a vital perspective on student wellbeing and the intersection of mental health and safeguarding. Jo Lloyd, LADO and Service Manager at Oxfordshire County Council, delivered clear and practical guidance on working with safeguarding authorities. We also enjoyed a moving presentation from artist Chino Otsuka, whose talk Imagine Finding Yourself explored identity, belonging, and the international student experience through a deeply personal lens. Thank you to all of you attending and contributing to such an important event

05

NEW MEMBERS We love working with and supporting our members, and our community is continuing to grow, with more than 120 AEGIS guardians and nearly 220 member schools.

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

GOLD STANDARD

PRELIMINARY STANDARD

Accreditation

Accreditation

Victoria Guardian YES Guardians

家

Re-accreditation Academic Families Belgravia Guardians College Guardians Edinburgh Guardian Angels Guardians UK Regency Guardian

Connections Eerlun Education Limited Feifan International GEA World GreenA Education International Elite Education Consultancy Ltd Orpington Education Group Ltd Portola Ltd Test Education Centre UK Independent Colleges Ltd Univision Ltd

Re-accreditation BrighterU Education English Plus Guardianships QED Education Group

Full List of Gold Standard Accredited Guardianship Organisations

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.

06

New Member Schools since our Spring 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 Austin Friars School Boundary Oak School Holmewood House School St Mary’s School, Ascot Swanbourne House School The Mount School York The Royal Masonic School for Girls Uppingham School Whitgift School Windlesham House School

Full List of member schools

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

07

THE AEGIS CONFERENCE 2025

AEGIS Conference Photographer: Suzy Slemen

‘A really powerful, inspiring and at times sobering reminder of the responsibility we all have for those students who join us from overseas.’ ...also a reaffirmation of the importance of the care we all provide, the primary importance of centering the experience of every child and the excellence of good practice. Thank you for a great day!’

Marina Gardiner Legge, Head, Oxford High School GDST.

We were delighted to welcome delegates to the annual AEGIS Conference on 8th May in London. This year’s oversubscribed event was always going to be more than just a networking opportunity; with a real case at its heart, it powerfully humanised the international student experience and kept the child firmly at the centre of every conversation.

08

After an opening message from our new Chair Edward May, our keynote speaker Josie Collier delivered a hardhitting and thought-provoking examination of what can go wrong, especially when a student is in crisis, and how we can avoid future failures. As the Lead Reviewer in a recent Safeguarding Practice Review involving an international student, Josie was able to offer some starkly relevant insights and a highly practical analysis of what good practice should look like for schools and guardians working together to safeguard these uniquely vulnerable students.

I

Michelle Nightingale followed, delivering her expert perspective into how to develop practical strategies to support international students with poor mental health.

As Assistant Chief Nurse for Safeguarding and Disability at Great Ormond Street Hospital with considerable experience in both the Independent and State school sectors, she was able to follow Josie’s message with some useful hands-on resources and advice.

An the final session before lunch, we were honoured to include a presentation by photographer Chino Otsuka. Her work captured the spirit of the day, highlighting the vulnerability of international students, and how they grow and change through their experience of dual cultures.

At AEGIS, we work with LADOs (Local Authority Designated Officers) often, and are well aware just how valuable and productive collaborating with them or reporting safeguarding situations to them can be.

However, a lack of familiarity with how they operate can lead to a damaging hesitancy to engage, and we invited Jo Lloyd, Service Manager & Local Authority Designated Officer (LADO) at Oxfordshire County Council, to demystify the role and educate us all about the great value of working with your local LADO, and how this can help the safeguarding of international students.

Finally, we ended the day with a panel discussion - with our speakers and the AEGIS team responding to the thoughts and questions from our delegates.

The feedback from this year’s AEGIS Conference has been incredible, and we are hugely grateful for the enthusiastic support of our members and partners in the sector. We look forward to seeing you all again next year!

More information on this year’s event and the individual speakers can be found here: AEGIS Conference 2025.

09

“I just wanted to extend my sincere thanks for the excellent conference yesterday. It was extremely well-organised, and I found the sessions both insightful and engaging.

I’m looking forward to attending future conferences and continuing the conversations sparked yesterday.”

Univision Education

“I wanted to say thank you to you all for organising the conference last week, I found it so useful and informative and great to then be able to pass all the information and learning onto my colleagues - it was my first time attending this year but it definitely won't be the last!”

College Guardians

CONFERENCE “Olga and I would like to extend our sincere thanks to you for organising the outstanding AEGIS Conference last Thursday. The programme was exceptionally well curated, with a fantastic selection of informative and engaging speakers. And we met many like-minded colleagues throughout the well-spaced breaks.The atmosphere throughout the day was vibrant and energising, a true reflection of the thought and care that you and your colleagues clearly put in to arranging the event.”

DPA Agency

10

“Thank you to you and your team for such a great event yesterday! A fabulous opportunity to network, see some familiar faces and enjoy the very informative presentations from experts. I had a fantastic day and left with a different perspective from what I'd initially come in with!

My colleagues who couldn't attend were excited to hear that the slides would be distributed and I look forward to receiving them to share. In the meantime, I'll get on to my MP and do my duty!”

Queenswood School

“Last Thursday was so informative, I have shared the information with our DSL, Head of Boarding and Lead Nurse so that we can re-look at all our admissions processes for overseas pupils to ensure there are no gaps.”

Denstone College

“Thank you AEGIS and all team, for organising and for being a catalyst for change.”

Oxford International College

FEEDBACK “Thanks Yasemin and AEGIS team for today. Such an insightful conference and so many useful takeaways.”

Dragon School

“A long overdue thanks to you and the AEGIS team for the very interesting conference and excellent speakers - and the warm welcome as always.

Safeguarding becomes ever more important and the takeaways from that powerful testimony will stay with me. I shared with not just my guardianship company but also my online school SLT. I thoroughly enjoyed the day and meeting new colleagues.”

“We all agreed that the conference was the most informative conference we had attended for some time. We were all moved by the presentations and, as a Team, we have brought back new ideas and plans for changing our processes going forward.”

Bright World Guardianships 11

Oxford Guardians

THE LUNA 12

AWARD

AEGIS ANNOUNCEMENT THE LUNA AWARD

Those of you who attended the AEGIS conference this year will know that we announced a new and very special AEGIS award, which will be given each year at our annual conference to an individual in the sector who has shown an exemplary dedication to our mission – supporting the welfare of international students.

Josie Collier’s keynote speech at our conference highlighted the need for all practitioners to consider the lived experience of their students, to advocate for them sensitively and to work closely with other professionals to ensure that no child ‘slips through the net’. Her article in this issue of the AEGIS Standard both identifies the need for change and celebrates the dedication and drive for good practice that already exists in the sector. The Luna Award will celebrate the work of those who go above and beyond expectations in the way they support international students, and will reward those who have clearly put the child at the heart of their work.

As Josie says:“Genuine child-centred practice must be relational, can be emotional and will, at times, feel like a real uphill struggle, but building trust and demonstrating a willingness to help is central to outcomes for children. The conference attendees showed that they understood this and are prepared to take on the complexities of their practice in order to keep children safe”

More information about the Luna Award will follow

13

New Staff Announcement Liz Marney Administrative Assistant

14

The AEGIS team are delighted to welcome a new team member. We would like to introduce you all to Liz Marney, who joins us as Administrative Assistant. Welcome to the team, Liz! Liz joined AEGIS in May to support our team with administration. A graduate in the Business Studies field, she has many years of experience as a Project Manager from a corporate environment. Other past roles have focussed on quality standards, training, working efficiency best practices.

Liz volunteers at her son’s primary school, the past three years as the Chair of the PTA. She has thoroughly enjoyed being in the school environment and is responsible for the safeguarding training for the committee and volunteers. Liz lives in the Stroud area with her husband and 9-year-old son, she loves singing with a local community choir, but most enjoys long walks with her lively spaniel, Maggie.

15

LANA FOSTER Managing Director, Bright World Guardianships Outgoing Vice Chair of AEGIS

25 years of Guardianship - from Pioneering Start-Up to Trusted Partner 16

In 2025, Bright World Guardianships proudly celebrates its 25th anniversary—a milestone that marks not only the growth of a company, but also the transformation of an entire industry.

The Early Days: A Different World Back in 2000, the world of international education and guardianship looked very different. School fees for UK boarding schools were around £5,000 per term, digital communication was minimal, and even basic safeguarding tools were limited. Notably, there was no Disclosure and Barring Service (DBS) in place at the time. In fact, it wasn’t until 2002 that the Criminal Records Bureau (CRB) was introduced—and Bright World was among the first guardianship organisations to integrate CRB checks into its safeguarding processes.

One of the early wake-up calls came in the form of the SARS outbreak in 2002–2003. Though it had a smaller global impact than COVID-19, it served as Bright World’s first taste of crisis management, preparing the organisation for what was to come nearly two decades later. The vocanic ash cloud in 2010 when flights across the UK and Europe were grounded for eight days, stranding thousands of travellers, was another totally unexpected event and perhaps the first time some parents and schools truly realised the importance of educational guardianship. In that moment of crisis, guardians stepped up—offering care, stability, and swift action. We came into our own.

The Rise of AEGIS and a Changing Industry In the early 2000s, guardianship in the UK was loosely monitored, and not all providers met consistent standards. Things are different now. AEGIS, once a smaller body with limited reach, has grown in both size and stature. Today, more and more guardianship organisations are seeking AEGIS accreditation, embracing inspection and accountability as a mark of quality.

The time had come for AEGIS to be entirely independent with no possibility of any conflict of interest, and therefore the new Board now comprises people with highly relevant experience and knowledge, but not working within the boarding school or guardianship sectors.

COVID-19: A Defining Chapter The COVID-19 pandemic truly showcased the critical role of guardianship. As schools closed, borders shut, and flights were grounded, Bright World, and other guardianship companies, stepped in. Host families opened their homes for extended stays and guardianship companies became a lifeline for overseas parents unable to travel to be with their children.

Recognition at Government Level 2022 saw a huge step forward for the guardianship sector when the NMS (National Minimum Standards for Boarding) included a new standard 22 for guardianship.

This was during my tenure as Vice Chair of AEGIS and it was exciting to be in consultation meetings with the Department for Education and other members of the AEGIS team and feel I was helping them understand our sector and how it all worked.

Looking Ahead I feel even more changes are on the horizon in the next few years. We have recently learnt about the new focus on safeguarding being adopted by the UKVI who are now insisting on guardians being nominated for children who leave school during the holidays.

Regulation on the horizon?

This.surely is now the next step in aligning the safeguarding of international students with home children. Anyone taking care of children in a professional capacity should be screened, trained and monitored. It is time for international students to also come under that secure safety umbrella.

Schools have followed suit, with many recognising the importance of becoming a member of AEGIS and now actively requiring or recommending AEGIS-accredited guardians. The shift in perception is significant—where guardianship companies were once viewed as peripheral, they are now respected safeguarding partners. Information sharing, emergency planning, and wellbeing monitoring are increasingly collaborative efforts between schools and guardians like Bright World.

Grandmother Guardianship It makes me feel very old but it is true that hundreds of Bright World’s very first students are now parents themselves—returning to the UK with the next generation in tow. This evolution has given rise to what I call “grandmother guardianship,” as the company will begin to support the children of those it once cared for. I look forward to continuing our care for their children which is a great priviledge for us.

I was honoured to be appointed as a Trustee and then later as Vice Chair of AEGIS back in 2019 and I have seen the organisation grow in membership and reputation throughout those years. I was sad to leave in January this year but immensely proud to have orchestrated my own departure with other school and guardianship Trustees.

“With 25 years under my belt, all I can say is bring on the next 25 years— and to all the journeys, partnerships, and stories still to come.”

17

JOSIE COLLIER Independent Reviewer and Safeguarding Consultant

The AEGIS Conference - Accepting the Challenge In May, I was invited to give the keynote speech at the AEGIS annual conference, in order to embed the learning from a Child Safeguarding Practice Review regarding a child who had come from overseas to study for A-levels at a boarding school in the UK. Tragically, this child died by suicide whilst in this country [The full report in to this child’s experience can be found here: Child Yue Report] 18

Both professionally and personally, this was one of the most difficult reviews I have led. My saving grace was the inspiration I drew from those involved, to ensure that the review would support positive changes in how international students are safeguarded whilst in the UK. This included the child’s family but also the team at AEGIS, who were more than helpful and supportive throughout the review process. AEGIS demonstrates a commitment to children and a willingness to ensure continuous improvement, with their approach set the tone for their annual conference.

As the independent reviewer, I had hoped that the AEGIS Conference would be an opportunity to move the review in to the next stage: to embed the learning in to everyday practice. In a way, this is often the hardest part of any review’s progress - sharing and embedding the key learning to practitioners who work with children. This required them to reflect on what it might mean for their practice, what might they do differently and how they might enhance or even change what they do in their work in order to best promote the child’s welfare and keep all children safe.

Sharing this child’s story was also intended to prompt practitioners to say what they did well – which is often a difficult thing to persuade people to do – sharing best practice is vital to improving standards across any sector.

The conference did not disappoint in terms of fulfilling my aspirations. Attendees in attendance rose to the challenges that were posed to their thoughts and assumptions about the safety of international students in the UK.

Those in the room recognised the possibility of children arriving as students with varying vulnerabilities and that they as education guardians or school staff had a key role in advocating for the child and challenging others working with the child when they felt professional practice fell short in meeting that child’s needs.

Genuine child-centred practice must be relational, can be emotional and will, at times, feel like a real uphill struggle, but building trust and demonstrating a willingness to help is central to outcomes for children.

The conference attendees showed that they understood this and are prepared to take on the complexities of their practice in order to keep children safe: from the head teacher who made it clear that she was always available for a call from another practitioner if less senior school staff had not heard or responded to a professional challenge – this is called ‘escalation’ in the world of safeguarding from the examples given by education guardians of how they created positive relationships and thus safety for children and the questions they asked around what else they can do to help a child from the DSL who executed her role generously and flexibly, ensuring that she trained all of the education guardians in her school in safeguarding so that practice in that school ‘joined up’.

On leaving the conference, I felt that work to improve children’s experiences in the sector will continue. I am sure that attendees left the Congress Centre asking themselves what they can do next to ensure that their practice is the best it can possibly be.

19

SALES TIP FROM NICOLA LUTZ WWW.NOFLUFF.BIZ

20

Create a Sense of Urgency to Close a Sale Creating a sense of urgency can be a powerful motivator in the decision-making process. Use time-limited offers, exclusive deals, and limited availability to encourage potential clients to take action. Urgency can also stem from the need to avoid price increases or the satisfaction of getting ahead by securing a spot early - get it ticked off the to-do list!

Time-Limited Offers: Introduce special bonuses that are only available for a short period.

Clearly communicate the deadlines to create a sense of urgency. Adding value, rather than discounting, works well because it’s hard to revert to regular pricing after a discount. It doesn’t need to be anything monetary either; it could be a donation to charity, added extra in the host family, additional books or similar, invitation to an event.

Highlight limited availability and the consequences of missing out If you have limited spots for a guardianship program or school placement, make sure potential clients know. The fear of missing out can be a strong driver for immediate action. Clearly communicate what they would miss out on if they didn’t book in time - again - play on emotions.

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: Book a call here.

21

COTSWOLD GUARDIANS The importance of the host family The right host family is essential for a student guardianship organisation, playing a pivotal role in ensuring the well-being and happiness of international students. Many students are far from home, adjusting to new academic environments, and navigating cultural differences.

Host families offer a crucial support system, providing students with a sense of stability and belonging. A positive family environment helps students maintain good mental health, enabling them to focus on their studies and extracurricular activities with confidence.

Moreover, the right host family plays a significant role in the cultural exchange process. Living with a local family allows students to gain deeper insights into the country’s customs. This experience enhances their global perspective, encouraging mutual understanding and respect across cultures.

We take the process of finding the right host family very seriously, which is why we personally visit each potential host home. During these visits, we not only ensure that the home meets the necessary requirements but also assess the warmth and friendliness of the hosts. Our goal is to match each student with a host family that will provide the most positive and supportive experience for everyone involved. The photo shows Anne, the director of Cotswold Guardians, spending time with a new host.

Looking to invest in a rewarding and growing business? Anne, the director of Cotswold Guardians is looking to retire and with increasing demand for students studying abroad, this is the perfect chance to continue to build a meaningful business.

Contact us today to learn more!

22

ASPIRE GUARDIANS Cindy’s Journey: From first term challenges to flourishing abroad When 12-year-old Cindy arrived in the UK from Guangzhou, China, she was filled with excitement but also faced the challenges of a completely new environment, let alone culture.

Aspire Guardians played a crucial role in helping Cindy transition, offering her the care, encouragement and guidance she needed to thrive.

In her first term, Cindy struggled with homesickness, adapting to a new school routine and developing her English skills.

Aspire Guardians worked closely with her, providing regular emotional support through phone calls, arranging a suitable host family for all of her holidays and small thoughtful gestures that reminded her she was never alone. We also acted as a bridge between Cindy, her parents and her school with translations to ensure clear communication and reassurance at every step.

Recognising Cindy’s interests and strengths in her first term, we encouraged her to join activities such as horse riding, choir, piano and school outdoor programs. These experiences helped Cindy build confidence, make friends and feel part of the school community. Aspire Guardians has also supported her practical needs, from settling her into the boarding house to helping her celebrate special occasions, making the UK feel more like a second home.

As Cindy grew more comfortable, she blossomed into a confident, chatty and happy student who now fully embraces school life in the UK. She even shares her Chinese culture with her host family, strengthening bonds through food and traditions.

At Aspire Guardians, we are proud to have been part of Cindy’s incredible journey, helping her turn challenges into achievements and supporting her every step of the way.

"Moving to the UK for school was easy. Aspire helped me feel welcome. My host family is amazing, fun and supportive. I focus on schoolwork and have great adventures without worries. I am very happy!" Cindy

23

QUEST GUARDIANS Celebrating Excellence: Beyond travel and host arrangements At Quest Guardians, we believe that a guardian's role extends far beyond arranging travel and host accommodation. It is the myriad of additional services that truly define a great guardian, ensuring that students feel supported, cared for, and empowered throughout their educational journey.

Our new coordinator, Fiona Pocock, exemplifies this commitment to excellence. Recently, Fiona had the pleasure of attending the Graduation Ceremony for Oxford International College students at the prestigious Oxford Town Hall. Her proactive approach and dedication to our students' success were evident as she celebrated this significant milestone with them.

Fiona's presence at the ceremony was more than a formal obligation; it was a testament to the personalised care and attention that we provide. By attending such events, Fiona and our team demonstrate their unwavering support for our students, fostering a sense of community and belonging.

The graduation ceremony was a memorable occasion for students August, Kelland and his father, Caesar and his parents, and Kelly. Fiona's attendance highlighted the importance of recognising and celebrating their achievements, reinforcing the idea that as guardians we are there for every step of their journey.

From academic guidance to emotional support, we are dedicated to ensuring that each student thrives.

Fiona's proactive involvement is a shining example of how Quest go above and beyond, making a lasting impact on the lives of our students.

24

UM EDUCATION From isolation to inspiration: How an international student found belonging, purpose, and her voice through expert guardianship support.

At UM Education, our student-first approach means every international student receives not only logistical care, but emotional and academic support tailored to their needs.

Lucy’s story reflects our commitment to this mission.

Lucy arrived from China in 2021 to begin Year 10. Initially placed by another agency in a local girls’ school, she experienced extreme isolation - spending break times alone and hiding in the toilets. Her distressed parents contacted us, and we immediately intervened. After assessing the situation and liaising with the school, we helped transfer Lucy to a more inclusive school with better EAL provision and more international peers.

To further support her wellbeing, we placed Lucy with one of our warmest and most experienced host families, Julia, a grandmotherly figure who became Lucy’s "British grandma."

The bond between them has been a turning point, offering Lucy comfort, stability, and a sense of family.

Concerns about Lucy’s tendency to isolate led us to coordinate a psychological assessment. Although she was not formally diagnosed, this increased understanding enabled better support from both school and guardians.

We also discovered Lucy’s talent in percussion. She had studied traditional Chinese instruments before, but with our help, she transitioned to drums and marimba in the UK. She is now a musical highlight in her school community.

When she didn’t meet Sixth Form entry requirements, we guided her transfer to a school with excellent SEND support.

We remain actively involved - from organising birthday surprises to managing her university application, percussion exams, and adding A-Level Chinese to her portfolio.

Lucy’s journey shows how joined-up guardianship can change lives.

25

ECA Education Consultancy Ltd From anxiety to assurance: How ECA’s 24/7 support transformed one family’s UK education journey

When a Chinese parent needed an AEGIS-accredited guardian for their 16-year-old, ECA stood out for its rigorous accreditation, transparent pricing, and compassionate team. “Christina’s expertise calmed our nerves immediately," they shared. "Every school deadline, visa query, or midnight emergency was handled seamlessly."

ECA’s holistic approach extended beyond logistics. The student thrived in a vetted homestay where the host family cooked nutritious meals, organised volleyball outings, and celebrated cultural festivals together. "They treated our child as their own," the parent noted.

Academic success was equally prioritised. ECA’s university guidance team demystified the application process with razorsharp insights. "One strategy session clarified my child’s degree path completely—it resembled top consultancy services," the parent recalled. When the student struggled with an EPQ project, ECA’s subject specialists provided targeted research frameworks, culminating in an outstanding grade.

What distinguishes ECA is its "always-on" ethos. Whether navigating last-minute flight cancellations or school fee delays, the team’s proactive interventions—spearheaded by Cindy’s diplomatic school liaisons and Vivien’s travel escorts—turn crises into quiet victories. "With ECA, we sleep soundly 5,000 miles away," the parent emphasised.

26

BELGRAVIA GUARDIANS Supporting success under pressure thoughtful guardianship during the summer exam season The summer term, for all its promise of long days and lighter evenings, can also bring a sharp rise in student stress. Public examinations, university offers, and the pressure to perform can weigh heavily on young shoulders—especially for international students far from the reassuring presence of their families. This is where the strength of pastoral networks becomes vital. Our guardians and host families work hand in hand to create a nurturing ecosystem around each student, offering both academic stability and emotional resilience.

Take Jenny, a Year 13 student. Facing her A-Levels with admirable determination, Jenny also struggled with the inevitable waves of self-doubt and anxiety that exam season can provoke. A diligent student, Jenny found herself trapped in a cycle of overwork and digital distraction—burning the candle at both ends with late-night scrolling disguised as “study breaks.”

Fortunately, her host family—Helen and Mark—had walked this path before with their own daughters. They recognised the signs of mounting pressure and stepped in with quiet wisdom: establishing a calm evening routine, preparing nourishing meals, and encouraging breaks for fresh air and perspective. They also introduced one of our newer wellbeing initiatives: “no-tech upstairs.” Gently implemented, the rule created space for more restful evenings and improved sleep hygiene—something Jenny hadn’t realised she’d been missing.

Wellbeing is woven into every aspect of our support at Belgravia, and initiatives like “no-tech upstairs” are part of a broader approach that encourages balance, emotional literacy, and healthy study habits. Many of our host families offer not only a home but also experience, empathy, and encouragement. Hosts become sounding boards, mentors, and advocates, offering not only a home, but a sense of belonging and belief. Their role is often transformative—providing calm, connection, and the steady reassurance that students like Jenny need to thrive, even under pressure.

In these high-stakes weeks, we are reminded that success is not just about grades—it’s about guiding young people through challenges. At Belgravia, we are proud to support this journey every step of the way.

“Switching off my phone at night was tough at first, but I started sleeping better and studying smarter. My hosts helped me stay balanced when it really mattered.” Jenny, Year 13

27

BRIGHT WORLD GUARDIANSHIPS The host family experience for students should be a very enriching part of their journey in the UK. It is also a very rewarding experience for host famlies.

Bright World host families tend to stay with us year on year once they have been through the inspection process at the beginning of our relationship Getting to know each other and our families Lisa is a host family for Bright World. She really enjoys being a host family for some of our students during holidays.

Lisa really gets involved in activities with the students. During the October half term last year, she kept her students busy working on pumpkin carving at Halloween during the October half term.

“I like being a host family as we try to be a home from home for visiting students. I love getting to know them better, learning about their families, and it’s extra fulfilling when you get to know their families too.” Lisa A lesson in different cultures Tracey, one of Bright World's trusted host families really enjoys the entire experience of hosting and offering a home from home to our students during the holiday times. She is particularly happy that not only can she help her students to enjoy their holidays but, in turn, they provide her and her family with such an interesting role. They love getting to know students and learning all about their different cultures.

“It is very rewarding being able to provide them with a safe and happy environment for the time they are away from school - to be able to give them a ‘home from home’ and a bit of individual attention.” Tracey Happy Students Enrich our Lives Joan, one of Bright World's longstanding host families says that having young people staying with them in their home is an absolute joy. The family enjoys talking with their students and hearing about their country and home life.

Joan says that they encourage them to take part in their everyday activities such as planning and cooking meals, playing music and going for walks with them around the local area.

“Whilst we encourage our students to be part of our everyday life we are conscious that they have school work to complete which we encourage and facilitate. Happy students enrich our lives.”

Joan

28

UK2LEARN Jeffrey’s journey to architecture, with a little help from UK2Learn Eighteen-year-old Jeffrey is getting ready to take a big step heading off to university to study architecture. From a young age, he was always building things with LEGO and sketching cars, fascinated by design and how things fit together. What started with toy bricks and model cars has grown into a real passion for architecture, and now he’s excited to turn that dream into a reality.

Jeffrey’s education journey in the UK began when he arrived from Shanghai, China to attend prep school. Adjusting to a new country and school system can be a big challenge, but with the help of UK2Learn, the transition was much smoother. From day one, UK2Learn provided him with warm and supportive host families who made him feel safe and settled.

Over the years, UK2Learn has supported Jeffrey in all sorts of ways - from arranging transfers and checking in regularly to being a steady point of contact between his school and family back home. UK2Learn has extended care well beyond academics.

During the COVID-19 lockdowns, when everyone was stuck indoors, Jeffrey passed the time building detailed LEGO Lamborghini sets, while his guardian Alex took on an unexpected role - cutting Jeffrey’s hair when the barbers were closed! It’s these little moments of support that made a big difference during an uncertain time.

Now finishing his A levels, Jeffrey is preparing for university interviews, with his sights set on studying architecture. UK2Learn is still right there, helping him organise travel and offering advice and encouragement as he takes this next step.

Jeffrey says the support he’s received from UK2Learn has helped shape his experience in the UK, both in school and in life and that he would give our services ‘infinity’ out of 10 if he could. As he looks ahead to designing real buildings instead of LEGO ones, he’s grateful for the strong foundation he’s built—with a little help from those who’ve been by his side all along.

29

STUDYLINKS Beyond obligation: The moral imperative of guardianship to safeguard students’ physical and mental wellbeing At Study Links, we strive to ensure not only the physical but also mental wellbeing of our students. An emergency during a school ski trip to France demonstrated the vital role a principled guardianship company plays in a holistic approach to protecting student wellbeing - especially in moments of crisis.

During what should have been an enjoyable trip, one of our students was involved in a serious skiing accident, tragically going off a cliff. The student suffered serious injuries and an understandable amount of trauma and anxiety following the incident, requiring immediate hospitalisation. Whilst parents expected school staff to remain with their child, the school insisted that their group including all staff needed to return to the UK. As the student’s parents were unable to get an expedited visa to travel to France, although this was outside of our normal remit, Study Links immediately acted. A French-speaking Study Links team member was instantly deployed to France to provide critical emotional and language support.

While our student services team provided 24/7 updates to the student’s family, our on-the-ground representative helped translate complex medical information: providing the family peace of mind by explaining each development in real time, reducing stress for the family.

Study Links managed the student’s return travel arrangements, in accordance with medical guidance. The student also stayed with one of our homestays once in the UK to guarantee they experienced a supportive and emotionally nurturing environment whilst awaiting their parents’ arrival.

This case highlights the value of compassionate guardianship – taking both a student’s physical and mental wellbeing into account. Good guardians have a moral obligation to go above and beyond to support our students; in both acute mental health situations such as the one highlighted above, and to offer comprehensive support to students who are experiencing gradually worsening mental health challenges.

At Study Links we are proud to offer guardianship that goes beyond the expected—ensuring students are protected, supported, and cared for no matter what type of challenges they face.

30

OXBRIDGE GUARDIANS Supporting Chinese students beyond the classroom: Half-term with Oxbridge Guardians At Oxbridge Guardians, our mission goes beyond academic oversight - we strive to provide a holistic guardianship experience that nurtures international students both in and out of school.

This past half term, we were proud to support our students through a range of tailored services that reflect their individual needs, cultural preferences, and academic goals.

Half-term can be a challenging time for students far from home, and our team worked closely with families and schools to ensure every pupil had a safe, comfortable, and enriching break. Whether students chose to stay in the UK or travel abroad, we provided hands-on support every step of the way.

One notable trend we’ve observed is the strong preference among Chinese students for culturally familiar home environments during school breaks.

Many of our students feel most at ease staying with host families who can offer Chinese-style home cooking and an understanding of Chinese culture. This half term, we arranged placements with several welcoming host families, including one who delighted students with authentic Shanghainese dishes - bringing a comforting taste of home to the British countryside.

For students who chose to stay and focus on academics, our Academic Lead worked closely with families to understand their needs and arrange one-to-one tutoring. From subject-specific revision sessions to improving English fluency, we ensured students could use their break productively and return to school feeling more confident.

At Oxbridge Guardians, we understand that guardianship is not just a duty, but a relationship built on trust, communication, and care. Whether it’s finding the right host family, improving academic performance, or helping students reconnect with loved ones across the globe, we are proud to walk alongside our students every step of the way.

31

SIDCOT SCHOOL Back-to-back unbeaten basketball seasons for Sidcot School!

Sidcot School's basketball team has had an incredible two years, achieving an impressive record of 25 games played and 25 games won! They concluded this year's season with a thrilling match against Clifton College.

Basketball, coached by a former international professional player, is a popular choice for boarding and day students at Sidcot. It provides an opportunity for students to improve their skills while building lifelong friendships across cultures. The talented team, which consists of students from 10 different countries, including Turkey, China, Lithuania, Italy and Germany, trains weekly with Coach Smilevich, whose expertise and passion for the sport have helped shape this group of students into an undefeated team.

Team captain Alex has been a member of the team since he joined Sidcot in 2022. Earlier this term marked his final competitive basketball match for Sidcot School as he prepares to leave this summer after completing his IB Diploma exams.

Reflecting on his experience on the team, Alex said, "3 years. More than 35 games. 25 games unbeaten. But the real victory is the family we have created. I'm incredibly proud to have been the captain of this team, and I'm incredibly proud of every single person I've played with on the court. Thank you to everyone who watched and supported us - it means more than you think.

The team has become more than just a squad - it has become a close-knit family, which makes it even harder to say goodbye".

Coach Smilevich commented, "I'm extremely proud of these talented students. They've worked hard over the last few years, training regularly and working together to improve their game.

They are a real asset to Sidcot, and those who leave us at the end of this year will be greatly missed."

32

STONYHURST COLLEGE Fluency in English, confidence for the world Stonyhurst College is proud to announce the launch of its International Language School, an innovative programme designed to equip international pupils with the English language skills and academic foundation needed for success. Launching in September 2025, the programme offers an immersive experience within the rich educational and pastoral environment of the world’s oldest Jesuit school.

Tailored for pupils aged 11 to 17, the programme delivers up to 20 English as an Additional Language (EAL) lessons per week, alongside mathematics to ensure academic continuity. Pupils are placed into Lower School (11–13), Middle School (13–15), or Upper School (15–17) cohorts, offering a structured, supportive learning pathway towards integration into Stonyhurst’s mainstream curriculum.

In keeping with Stonyhurst’s Jesuit values, pupils also follow a Theology course, while afternoons focus on co-curricular activities, PSHE, careers education, and collaborative projects with peers. Pupils enjoy local excursions, cultural activities, and full use of Stonyhurst’s Museum and historic libraries.

Boarding alongside their Stonyhurst peers, pupils benefit from 24/7 pastoral care and are fully immersed in an Englishspeaking community. Each is assigned a personal tutor to support their academic and personal development. A key feature is the English Language Project, where pupils research and present on a topic linked to Stonyhurst’s history, demonstrating both linguistic progress and engagement.

"The strong sense of family within the boarding houses ensures that new boarders integrate quickly whilst maintaining pride in their own cultural identity." — ISI Inspection 2023 Pupils leave with a Certificate of Achievement, detailing their English language progress and participation in Stonyhurst life.

Whether they stay for one, two, or three terms, each pupil builds enhanced skills, confidence, and a lifelong connection to a global community.

For more information, please contact Stonyhurst Admissions via admissions@stonyhurst.ac.uk or 01254 827073

33

LANCING COLLEGE Lancing College – inspiring every individual Lancing College is home to a vibrant, cosmopolitan and inclusive community of over 600 pupils, from across the UK and around the world. The rich cultural diversity brings a global outlook to daily life, one that is both celebrated and deeply respected.

Pupils quickly feel at ease in an environment where everyone is recognised, supported, and encouraged to thrive. The College blends this strong sense of belonging with a firm commitment to academic excellence and personal development.

The Lancing College ethos encourages pupils to become confident, compassionate, and independent – qualities that are nurtured both in and beyond the classroom. Set within hundreds of acres in the South Downs, Lancing offers space to flourish – all in a safe and secure environment. Pupils benefit from a sixday school week, designed to create balance between academic work, personal development, and leisure. Weekday afternoons pupils participate in their chosen co-curricular activities. With over 120 co-curricular choices available pupils are empowered to explore existing passions and discover new ones. From music, drama, art, and sport to technology, service, and enrichment activities, there is truly something for everyone.

Evenings and weekends offer time for study, socialising, or rest.

Boarders enjoy a rich programme of weekend activities, including trips to London and Brighton, the theatre, water sports, and more. Sunday Brunch is a community highlight – a relaxed and friendly occasion shared with House staff and their families.

Parents are welcomed into school life through regular events, performances, and a wide-ranging careers programme involving talks, mentoring, and interview practice.

The 2023 ISI inspection praised Lancing’s exceptional pastoral care, highlighting it as a “Significant Strength” – a rare accolade reflecting the school's deep commitment to student wellbeing.

As one international pupil says, “The College has taught me more than just academics – it’s helped me become the best version of myself.”

Lancing College is where education meets opportunity – a setting where pupils truly shine. Whether joining from near or far, every child finds their place, their people, and their path.

34

QUEEN ETHELBURGA’S COLLEGIATE International students can complete the NCUK International Foundation Year programme at Queen Ethelburga’s Collegiate.

International students can complete the one-year NCUK International Foundation Year programme at Queen Ethelburga’s College. The course is designed to support international students in their university application process.

Queen Ethelburga's College, the award-winning senior school at Queen Ethelburga’s Collegiate (QE), caters to ambitious students in Years 10 - 13. The school boasts a support network aimed at fostering the holistic development of each student.

“I highly recommend this course. For international students, the language assessment in this course is more comprehensive and flexible allowing students to fully showcase their talents and abilities” – IFY student.

The Careers Team specialises in guiding students through applications to Oxford, Cambridge, and top Russell Group universities, while the academic team offers intellectually stimulating curricular activities to bolster university applications.

As the first private senior school in the North of England to collaborate with NCUK, the programme enhances international students' English language proficiency and academic skills, preparing them for successful applications to NCUK University Partners in the UK and internationally. NCUK, a leading pathway provider, has developed programmes including their International Foundation Year to enable international students to access world-class education.

Students studying the NCUK International Foundation Year at Queen Ethelburga’s can choose between the Business or Science Pathway. The Business Pathway includes modules in Economics, Business, and Mathematics for Business. The Science Pathway allows students to select any three of the following modules: Biology, Chemistry, Physics, or Mathematics for Science. Additionally, the course includes an Englishlanguage module tailored to students' proficiency levels, offering options such as English for Academic Purposes, English for Academic Purposes for Proficient Users, or Research and Communication Skills.

The NCUK International Foundation Year is recommended for 17-year-olds who have completed the equivalent of UK Year 12 (AS Level) and who want to benefit from the excellent teaching and pastoral care offered at QE. Set in more than 220 acres of Yorkshire countryside in the North of England, students will make use of its exceptional facilities with over 30 acres of elite grass and 3G artificial pitches, a 25-metre swimming pool, a 312-seat professional theatre, a new cricket pavilion and brandnew gym.

To find out more, visit qe.org or contact admissions@qe.org.

35

POCKLINGTON SCHOOL A glimpse into my life as an international student at Pocklington School “I found out about Pocklington School through students in Brussels who had also studied here. Following research, my family and I agreed it would be the best school for an international student like me to spend a term discovering new subjects and approaches to teaching and further improve my English.

As my term at Pocklington came to an end, I was already researching university in the UK and knew that Pocklington School would greatly help in preparing me for this. I had the opportunity to study A level psychology, which I was deeply passionate about and decided to stay for the whole of Sixth Form, which would greatly support me in my goal of studying for a psychology degree.

I have loved how much trust Pocklington School puts in their Sixth Form students. We have a free choice of A level subjects, free time and revision. We can choose as many co-curricular activities as we want, and I really enjoyed being able to explore many of my skills and interests.

I found opportunities to develop my passion of public speaking, and resources available to pursue my creative projects. I also loved the social aspect that Pocklington offers; as a full-time boarder and a boarding prefect, I learned to live with a lot of other girls and share common spaces whilst becoming more independent.

A memorable experience that I have had at Pocklington was the opportunity to partake in the Lectern Society, the School’s annual debating competition. I won first place in the Lower Sixth competition and volunteered to organise and host the event the following year. This opportunity to express myself in public truly developed my sense of competitiveness and helped me feel confident speaking in front of an audience.

I am still unsure as to where I will study psychology, but I am grateful that Pocklington School, its values, mindset and teaching, have ignited by passion for the subject. I believe that the experience I have gained in Pocklington has made me more academic, independent and resilient, qualities that, I hope, will help me on my path toward university.”

By Pauline

36

FRENSHAM HEIGHTS Celebrating Art and Dance through graffiti At Frensham we celebrate the Arts in all their forms and every student experiences Dance, Music, Drama, Art, Ceramics and Design Technology from the earliest years throughout their time with us. There is however nothing we love more than working across Art forms.

Eve joined Frensham in September of last year and although at first, she was reluctant to go away to boarding school she very quickly realised what an opportunity it was for her.

“I started to become much more productive, making more music, drawing, and talking to people. Nobody judged you for how you looked or what you were into. I think coming to Frensham is one of the best things that has ever happened to me”.

Eve wanted to give back to Frensham in a creative way, and when she spotted a wall that needed some love, she knew exactly how to bring it to life. Inspired by the energy and movement inside, she created this piece to reflect the spirit of dance at Frensham.

With experience painting in graffiti-supported spaces in Munich, Eve took this project to the next level - learning how to create a proposal, liaise with staff and SLT, and work safely along the way. A true showcase of passion, initiative, and graffiti talent!

Our Sixth Form Arts Awards recognise talented students in the Creative and Performing Arts, who want to pursue their passion alongside their chosen A level subjects.

Find out more about these Awards and our Arts offer at FH ARTS AWARDS | Frensham Heights

37

ST JOSEPH’S COLLEGE, IPSWICH Extending a global outlook - St Joseph’s College Ipswich celebrates the benefits of short-term boarding Forward-looking and inclusive, St Joseph’s College in Ipswich offers full, weekly, flexi and short-term boarding, believing all have their place and together meet the needs of modern families and students.

‘Hosting short-term immersion groups has been a wonderful opportunity for our school to enrich our community and foster meaningful cultural exchange,’ said Mrs Sabrina Deng, International Liaison Manager at St Joseph’s.

‘These experiences not only allow visiting students to immerse themselves in our learning environment, but they also give our own students the chance to engage with diverse cultures, perspectives and languages in a very real and personal way.

Last September, we had the pleasure of welcoming two groups from Spain, and in May we were delighted to host a group from Cameroon. We have also hosted some Chinese students shortterm.’

Mrs Deng said each visit brought new energy and friendships, helping St Joseph’s grow its global mindset and prepare its students to be thoughtful, empathetic citizens of the world.

St Joseph’s has been delighted with the feedback received. A representative of InmersiónUK, organiser of the Spanish visits, wrote ‘It’s clear that St Joseph's College fosters a community that values kindness, respect and collaboration—qualities that are immediately felt and deeply appreciated by visitors.’

‘We are especially grateful for the amazing gesture of welcoming Ms X, a blind student, into your community. The opportunity to participate in this experience without barriers has meant the world to her. The thoughtful support and care she received allowed her to fully engage with everything the school has to offer, and it has been life-changing for her. ‘ This inclusive approach to education and community truly embodies the spirit of what British schools are all about—giving all students the chance to thrive, regardless of their circumstances.’

38

MILTON ABBEY SCHOOL We are proud of our full-boarding status and the comprehensive academic and extra-curricular provision this enables, including a full weekend programme.

Milton Abbey School is a co-educational, day and full boarding school in the heart of Dorset for children aged 13 to 18. We take pride in our ability to nurture self-confidence in every child. In our beautiful countryside setting, day students thrive, building strong friendships and enjoying a vibrant evening and weekend activity programme. We are resolutely full boarding, with 90% of our students here with us as full boarders. Our students come from a variety of backgrounds, ensuring that our community reflects the world they will enter as adults. We are 30% international students, with those students coming from over 24 countries, which allows for everyone to share a rich plethora of experiences and outlooks, without there being a single nationality dominating. Our rural location and small student numbers mean that our sense of community is core; there is no invisible child at Milton Abbey.

Our staff body are fully integrated into the boarding houses, with houses run by teachers. Our wider teaching staff are tutors and have visiting evenings in the boarding houses. They share the same experiences as our students, with full and varied days providing balance and fun. Evening and weekend activities are in abundance, with academic and sports available alongside endeavours such as clay pigeon shooting and debating.

With one of the broadest curriculums in the independent sector, we offer a unique blend of traditional and vocational qualifications designed to inspire students and prepare them for positive futures. We focus on developing not only academic skills but also the attitudes and habits that lead to lifelong achievement.

Sports every day and a balance of lessons and activities empower students to approach all their commitments with a positive outlook. With our small size and exceptional pastoral care, we develop a deep understanding of each student, working closely with parents to set ambitious goals and develop kind and successful individuals.

To find out more about our Short-Term Experience Programme (STEP): Please contact our Admissions Team on: +44 (0)1258 881804 or via email on admissions@miltonabbey.co.uk.

39

Scan the QR code here to find out about our STEP programme.

BURGESS HILL GIRLS The Sound of Success at Burgess Hill Girls At Burgess Hill Girls, music is at the heart of our community— especially among our vibrant and diverse boarding students.

They’re encouraged to express their creativity and often share musical traditions and instruments from home, bringing a rich global rhythm to school life. This was beautifully showcased when boarder Tracey performed on her Guzheng at the recent spring concert.

Among our accomplished alumnae, Angela shines as a standout example of international success. Since leaving Burgess Hill Girls, she has built a remarkable career as a professional percussionist, performing with world-renowned ensembles such as the Royal Opera House, London Symphony Orchestra, BBC Symphony Orchestra, and London Contemporary Orchestra. She’s also part of the cutting-edge group Abstruckt and the experimental duo Understanding of Skinning.

Beyond performance, Angela is the co-founder of Hidden Keileon CIC, a cultural organisation dedicated to working with migrant and queer communities to create futures grounded in freedom and justice. Her interdisciplinary work continues to inspire and drive positive change.

A recent highlight in Angela’s career was performing with legendary composer Hans Zimmer—another milestone in a journey that began at Burgess Hill Girls. Her passion for percussion once inspired the school’s Head of Music to purchase a xylophone, still in use today (Angela is pictured playing it during a return visit). Angela fondly reflected on her time at Burgess Hill Girls, sharing how the school’s supportive teaching environment inspired her to follow her passions beyond the classroom. Performing in some of the world’s most iconic concert halls with Hans Zimmer, she was reminded of her early performances in the Burgess Hill Girls Hall—grateful for how far she’s come and the role the school played in shaping her journey.

40

WOODBRIDGE SCHOOL Mo is a full time boarder, who joined Woodbridge School in September 2023.

Busy right now studying for A levels in Maths, Physics and Economics, Mo has wonderful ambition and his sights set firmly on the future. He shared, “I hope to attend a university and pursue my Master’s after my A levels.This would hopefully lead to a career in finance, ultimately I’d like to work in the Public Sector in Nigeria.”

Mo explained what made him decide to board at Woodbridge School, “Woodbridge appealed to me with its array of activities and vibrant community. After having my tour and being impressed by the wonderful facilities around the School.”He continued, “I enjoy the community created from everyone living together, it’s always a lively and positive environment, and there’s never a dull moment!”

With students from across the world boarding at Woodbridge School, Mo explained, “Everyone comes from such different backgrounds and they each foster different opinions. One of the most positive aspects of being a part of boarding house is that you all learn to accept people for who they are, which is great to see and experience.”

Boarders form a huge part of the community at Woodbridge School, enriching the School with a variety of cultures. Mo feels there are definite advantages to boarding, and he appreciates the perks of living in the School grounds, such as his day starting with a 7.30am alarm followed by a cooked breakfast with lots of different options, which he gets to share with his friends.

Mo enjoys every aspect of School and boarding life at Woodbridge, and when asked if he would suggest others consider boarding he couldn’t have been more positive, “Boarding can be so much fun. You’ll make friends that will be with you through different stages of life – and probably beyond School. It’s also a great opportunity for new experiences, so I would say go for it – consider boarding, especially at Woodbridge School.”

41

SHEBBEAR COLLEGE A Star in the Making: Cherrie shines at Shebbear College!

Huge congratulations to Cherrie, a talented Year 8 student at Shebbear College, who has recently passed her Piano Grade 7 with Distinction — an astonishing feat for a twelve-year-old! Achieving Grade 7 at such a young age is remarkable in itself, but earning a Distinction is truly the icing on the cake.

Cherrie joined Shebbear College in Year 5 from Hong Kong, following in the footsteps of her older sister.

Since then, she’s not only climbed the piano grades from 5 to 7 in just a few years, but also achieved extremely highly in the classroom and on the sports field. She recently scored an impressive 95% in a French exam, and has represented the school at National Netball Finals, along with countless regional and local sports events.

Equally as inspiring is her journey with the English language. “When I first started, I only knew a few words,” Cherrie shared. “I used to say ‘I don’t understand!’ to everything! But being surrounded by English speakers helped me learn quickly — now I’m fluent!”

Despite her many talents, Cherrie remains humble and grounded. “My music is definitely my biggest achievement since being at Shebbear College,” she said.

“I’m really proud of passing Grade 7 piano! My teacher has been so kind and supportive — she’s helped me build my confidence, even though I still get nervous when I play!”

With her passion, perseverance, and positivity, Cherrie is a shining example of what can be achieved with hard work and passion. We can’t wait to see what incredible things lie ahead for her!

42

Shebbear College 43

HABERDASHERS’ MONMOUTH SCHOOL When Alejandro, a one-term English Language Immersion student from Northern Spain, arrived at Haberdashers’ Monmouth School, he had never boarded before Now, after two terms of study and sport, he reflects warmly on an experience he describes as “amazing”.

“What I love most about the boarding house is the opportunity it gives to you to make new friends and meet new people,” Alejandro says. The welcoming nature of the school community made his transition seamless.

“Making friends here has been really easy. Since I arrived, everyone has tried to build friendships with me.”

Sport was a major factor in Alejandro’s decision to study at Haberdashers’ Monmouth. “The most important thing for me when changing school from Spain was the level of sport,” he explains. “We saw other schools but when I saw Haberdashers’ Monmouth School’s sports facilities and the opportunities, it was just amazing!”

The standard of competition has also impressed him: “In every sport I play – rugby, cricket and football – the players, my teammates, are really good, which makes it really competitive and of a really high standard.”

Academically, Alejandro has thrived. “All the teachers are amazing and work really hard to support us,” he says. “My favourite subjects are Maths and Physics, which is helped by the brilliant teachers.” He adds, “I also have to mention my English teacher, who has supported me and my English has improved so much since being here.”

For Alejandro, this short immersion has offered much more than academic development. It has been a chance to grow, connect and experience life in a UK boarding school with learning and friendships to last a lifetime.

44

ETHERTON EDUCATION Summer Triumphs and Disasters Our summer courses, designed to prepare international students for entering British boarding schools, have seen many triumphs and inevitably a few disasters.

Most students are keen and hard-working, but a few are not, and occasionally it is then necessary to exclude or suspend, to protect others. Ivan holds the record. He left us after just four hours, sent off to a family guardian who commented, ‘Oh no, not again!’

Jimmy excluded himself. He was a charming but very disruptive guitar-playing young lad, and I wanted him to stay but felt I had to talk through our main rules with him.

‘Jimmy, do you think you can follow these rules? If so, you can stay for the summer.’ Jimmy read them and said honestly, ‘No, Mr Etherton, I can’t follow rules, I’ll leave.’ I was sorry to see him go, his guitar on his back.

Often, we are able to inspire students during the summer course. Marcia was a top Chinese student. She already had a high IELTS score and felt complacently that her English was good enough. But that summer we arranged a guest lecture on lasers from a university professor. It was fascinating, but he spoke quickly and used difficult vocabulary. I asked Marcia afterwards what she had learnt. Her answer was unexpected. ‘Now I know the level of English I must reach,’ she said. She renewed her studies, excelled in her A Levels, and achieved a rare full scholarship to an Oxbridge College.

Some stories are very poignant. Last summer we gave eight free places to Ukrainian students from the charity Children of Heroes. All had lost a parent in the terrible war. (Mike, for example, had been blown up in the same car bomb that killed his mother.) I agonized as to whether it was the right thing to do, knowing that they would have to return to Ukraine after the summer. But his father later provided this feedback: ‘Mike’s month at Etherton had a tremendous effect on him. He now has a global perspective, and is determined to succeed in his education. His English is much better. When he went through customs control, at age 11, he acted as English translator for his grandparents!’ Good luck, Mike.

45

46

FOLLOW US

Keep up with all our news on our social media channels

Opinion Disclaimer The views, thoughts and opinions expressed by our contributors and authors to this AEGIS newsletter solely belong to the contributors and authors, and do not necessarily reflect the views of AEGIS.

47

aegisuk.net

AEGIS - Association for the Education & Guardianship of International Students The Wheelhouse, Bond’s Mill Estate, Bristol Road, Stonehouse, Stroud, Gloucestershire GL10 3RF +44 (0) 1453 821293 info@aegisuk.net

aegisuk.net