AEGIS Standard Summer 2024

Summer 2024

aegisuk.net

CONTENTS AEGIS News

School News

05 Welcome to the AEGIS Standard

26 Queen Ethelburga’s

06 New Members

27 Abingdon School

08 The AEGIS Conference 2024 10 AEGIS Welcomes New Trustees 14

Safeguarding Matters - Adam Lubbock

OPINION 16 The Challenges of UK Universities for International Pupils - Lander Hawes 18 Navigating VAT Addition on Independent School Fees - Daniel Cohen

Guardianship Organisation News

28 Heathfield School 29 Queenswood School 30 Repton Prep 31 Handcross Park School 32 Tonbridge School 33 Dauntsey's 34 New Hall School 35 Chigwell School 36 Truro School 37

Moor Park

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St Mary's School, Cambridge

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Walhampton School

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Haberdashers' Monmouth School

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The Oratory

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Highfield and Brookham

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St Joseph's College, Ipswich

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White House Guardians

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Bright World Guardianships

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Oxford Guardians

Advertisers

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College Guardians

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Edinburgh Guardian Angels

ST Alphe Conferences Leading Education

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Shell Education

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Suzy Slemen Websafe

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ICEF Schools Mobile

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Front cover photo with thanks to Queenswood School

InvestIN

Ann Marie Christian, Speaker, AEGIS Conference

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Welcome to the

AEGIS STANDARD What a fantastic conference we were treated to. Even the rail strikes and disruptions could not dampen the day. It is always great to see so many guardians and schools together in one room, catching up with one another and the AEGIS team. It was wonderful to hear Yasemin open the Conference and highlight the hard work that goes on in the background, and the vital work that Sharon and Sophie do supporting guardianship and schools.

Marie Gentles MBE spoke about an area that has become such an important hot topic for guardianship, host families and students.

The mental health of students is the biggest area of concern that guardians are having to react and respond to whilst working closely with the school, student and family. Therefore listening to Marie and the ways that we can provide support around mental health was really helpful.

Ann Marie Christian’s presentation on racism and understanding discrimination and prejudiced behaviour allowed us to consider this from different perspectives and highlighted one of the areas of concern that faces international students studying in the UK. It is always great to hear directly from both the Department of Education and ISI and to have Michael Bell and Rhiannon Williams speak about the NMS and ISI Framework. It has never been so important for schools and guardians to work together as they navigate through the NMS and ISI standards and interpret these to maintain the safeguarding and wellbeing of international students.

AEGIS truly is flourishing by being independent, and that is clear in our DNA. As an independent charity, our Trustees are vital and you will see through this edition of the AEGIS Standard that we welcome three new Trustees to our Board. We very much look forward to working with them and supporting you all with the great work that you do within the sector.

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Adam Lubbock AEGIS Chair

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

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

GOLD STANDARD

PRELIMINARY STANDARD

Accreditation

Accreditation

Launchpad Education Ltd UK

Re-accreditation UK Tuition Guardians Ltd · Cambridge Guardians Cotswold Guardians Ying Lang Guardians, Glamour Edu

Susan (Sole Guardian) Attentus Ambrose Lynch Tatiana Ansell Consultancy RIEC Ltd Alderwood Guardians Aspire Guardians Taoshuang Guardianship Ltd Thames Hightech Ltd Trinity Education Group RV Sport & Education Re-accreditation Crown International Guardians Welcome Home UK Guardians Total Care Education

Full List of Gold Standard Accredited Guardianship Organisations

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Full List of Preliminary Accredited Guardianship Organisations

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 All Hallows School Highfield & Brookham Horris Hill School Milton Abbey School Perrott Hill School Royal Russell School St George’s Ascot The National Mathematics and Science College

Full List of member schools

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

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"Celebrating unity in diversity, our recent conference illuminated the power of collaboration in nurturing the welfare and wellbeing of international students.

With over 100 passionate minds converging, from guardianship organisations to schools, we witnessed a collective commitment to address crucial issues like mental health and racism. As our membership has soared by over 100% since 2020, this gathering served as a poignant reminder of our shared achievements.”

Yasemin Wigglesworth, CEO, AEGIS

THE AEGIS CONFERENCE 2024 We were delighted to welcome delegates to the annual AEGIS Conference on 9th May in London.

This year’s oversubscribed event was a huge success, with a lively mix of schools, guardians, agents, and sector professionals gathering at the Congress Centre to listen to our exceptional speakers, share ideas, network, and show their support for the welfare of international students.

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After an opening message to delegates from AEGIS CEO Yasemin Wigglesworth, the morning was devoted to safeguarding, with our Keynote Speaker Marie Gentles delivering a compelling speech about international student mental health - inspiring us all with her ground-breaking and proven approach to understanding and managing the complexities of student behaviour.

Ann Marie Christian followed with a powerful examination of the reality of racism – exploring the international student experience and how schools and guardians can tackle the stereotyping and ‘othering’ that children from other cultures often face when studying in the UK. Dominic Moon of Metropolis Education launched the afternoon session with an insightful analysis of the international market for student recruitment; highlighting key developments and possible future trends in an increasingly competitive market, with the spectre of VAT on the horizon.

Finally, ISI and DfE joined us virtually to provide updates; with both Rhiannon Williams (ISI) and Michael Bell (DfE) highlighting the importance of a professionally curious and proactive approach by schools to meeting statutory guidance in dealing with the welfare and guardianship of international students, and with Michael Bell noting that finding ways to further strengthen guidance on guardianship is likely to feature in future consultations.

There was an undeniable buzz to the AEGIS Conference this year, 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 2024.

Photos from the day can be found here: Conference Photo Gallery

‘What a wonderful half-day I had with you all… Yesterday’s sold-out turnout is testament to the hard work you put into increasing awareness of what significance quality guardianship plays to the success of an international student’s experience within the boarding school community.’

Susan Fang, Founder and Director, UKGuardianship

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‘It has been a great day at the AEGIS conference. ….

There has been a significant focus on how to safeguard and care for international students in the UK. It has been such a pleasure to meet so many education groups who have pupil wellbeing at the centre of all they do. I leave feeling very reassured and proud of all we do at Farringtons School.’

Sam Palacios, Assistant Head (Pastoral & Boarding) Farringtons School

Conference images credit to Suzy Slemen Photography

AEGIS WELCOMES NEW TRUSTEES

As the independent charity regulating educational guardianship in the UK, AEGIS is supported by a Board of Trustees, whose input is vital to our effective governance and development. We are hugely grateful for the commitment of these individuals, who dedicate their expertise and experience to supporting us in our mission of safeguarding the welfare of international students studying in the UK. We are delighted to confirm that we have appointed three new Trustees, whose combined experience in the fields of law, social work, safeguarding and education will no doubt prove invaluable to AEGIS in the coming years.

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Priya Mitchell BSC (HONS), MSC, MA, PQCCA, MA.

ABOUT ME Priya Mitchell is a qualified Social Worker with over 30 years’ experience of working with children and families within a variety of roles, including Education, Social Care, Youth Offending, Mental Health and Counselling.

As an international safeguarding practitioner, she has worked in the Middle East and Southeast Asia since January 2013 and led on safeguarding initiatives, provided training and safeguarding supervision to counsellors and safeguarding leads in schools.

She has contributed to government strategy and competencies as well as working with NGOs.

Priya is a school accreditation evaluator for the Council of International Schools.

She is chairing the International Task Force Child Protection (ITFCP) data recording working party and is currently delivering training of the Dama Al Aman student protection procedures in the Emirate of Abu Dhabi. Priya has a wealth of experience supporting international students and an understanding of their pastoral needs when they transition to environments away from home.

‘I remain passionate about safeguarding and ensuring the welfare of the child remains at the centre of everything educators do.’

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Edward May ABOUT Edward May has worked forME over 35 years in the education sector as a teacher, Executive Headteacher, Executive Director and co-founder and trustee of a large national multiacademy trust. He is a leader with significant experience in school improvement and governance, having held numerous senior posts, as well being a Chair of Governors for numerous Interim Executive Boards and school governing bodies. Before becoming an Executive Headteacher, Edward’s most recent school achieved an ‘outstanding’ OFSTED judgement, the first in the school’s history. He also formed a National Teaching School and was designated a National Leader of Education (NLE). In this role, Edward has supported over thirty schools to improve, leading to consistently positive OFSTED evaluations.

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Edward believes passionately that every young person should experience an outstanding education in the community their school serves, where strong relationships for achievement are the norm and where each child’s successes are recognised and celebrated within effectively safeguarded environments.

Edward has been a regular contributor to educational publications including Junior Education, and achieved The Times Educational Supplement - School Book of the Year award as a contributing author. He has served as a member of the Teacher Advisory Group for HRH 'Prince’s Foundation for Children and the Arts' and was jointly responsible for the acclaimed Face Britain initiative, created to celebrate the artwork of Britain’s children. Recently, Edward has developed an education consultancy company and embarked on a Master’s qualification in executive level coaching.

Anita Kearney ABOUT Anita is a seasoned solicitorME with a professional background spanning two decades. With over 20 years of postqualification experience, she brings a wealth of expertise to her legal practice.

Primarily specialising in commercial law, Anita has made significant contributions within the legal landscape of local government in the UK. Her tenure in this capacity has been marked by a dedication to ensuring legal compliance within governmental entities.

Beyond her tenure in local government, Anita has also honed her skills as a litigation lawyer during her years in private practice. This experience has equipped her with a comprehensive understanding of legal proceedings and strategies, enhancing her ability to navigate complex legal matters effectively.

Anita's professional journey extends beyond the borders of the UK, as she is admitted to practice as a solicitor in Western Australia. Her international experience includes working with the State of WA's Solicitors Office, where she has contributed her expertise to legal matters.

With a diverse background encompassing both public and private sectors, as well as international exposure, Anita exemplifies versatility and proficiency in the legal domain. Her commitment to excellence and depth of knowledge make her a trusted advisor and advocate in the legal community.

We look forward to working with our new Trustees, and welcome them to the AEGIS team!

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SAFEGUARDING MATTERS As this edition goes to print, our Chair, Adam Lubbock, would like to highlight a few updates. Many of these featured in recent DSL training and may not have wide ranging actions for guardians outside awareness and working with schools. However, schools will find all of these of interest.

Adam Lubbock

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Keeping Children Safe in Education The 2024 edition is not expected to have any major updates. However, there will be a few amendments in line with ‘Working Together to Safeguard Children’ (Dec 2023) and the ‘Prevent Duty’ (2023, effective Jan 2024). One of these will be the updated definition of safeguarding. There is currently a call for evidence consultation for ‘Safeguarding children in schools and colleges’, which will inform changes for KCSiE 2025.

There are new updated topics included which reflect on the modern day-to-day and online lives that children experience.

Schools are guided further in following the guidance. For guardians, it is good to be aware of these changes as they will be reflected in KCSiE and the NMS. However, importantly, guardians should be aware of the cultural and religious needs of the students as well as how the school may be supporting the student regarding any missed education around important topics.

Prevent Duty (2023, effective Jan 2024)

Working Together to Safeguard Children (2023) This might be updated annually in line with KCSiE, going forward. The main changes that have a tentative link to guardianship are related to the closer working with parents and carers. With guardians acting in a parental support capacity in the UK this could be seen to include them.

Relationships. Education. Relationships and Sex Education (RSE) and Health Education Draft/Consultation - (May 2024) This draft/consultation was expected by the end of 2023. The expectations are that clearer age limits will be given for when topics should be taught. In addition it proposes that the concept of gender identity should not be taught, in line with the gender questioning guidance, and therefore a cautious approach taken in our guidance on gender questioning children.

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Updates included a requirement that the DSL or Prevent lead should receive more in-depth training, including on extremist and terrorist ideologies, and on how to make referrals and how to work with Channel panels. AEGIS has been asking for this already.

Gender Questioning Guidance Consultation (ended March 2024) This has been open to much debate and much more work is likely to be needed before it becomes guidance. However, awareness is key.

Criminal Justice Bill New measures will be introduced in the Criminal Justice Bill in the House of Commons. This will make mandatory reporting a legal requirement. The government is delivering this on a key recommendation from the Independent Inquiry into Child Sexual Abuse (IICSA) report.

Information Sharing - Advice for practitioners providing safeguarding services (May 2024) This provides more clarity on the use of consent and the legal frameworks needed to support the sharing of information.

Protective security and preparedness for education settings (April 2024) This is very much school-based but it is certainly good for guardians to have an oversight of this new guidance which is non-statutory.

Working together to improve school attendance (Feb 2024, effective August 2024) This makes a clearer link between improving attendance and wider school culture, including the importance of working in partnership with families to find supportive routes to improve attendance. One change includes amending ‘parenting contracts’ to ‘attendance contracts’ to better reflect the agreement between parents, schools and/or local authorities.

LANDER HAWES The Challenges of UK Universities for International Pupils Unlike international students, international pupils have the advantage of having been educated in the UK, often to a high standard at a private school. However, the challenges of both entering and performing consistently during an undergraduate degree are still significant for each cohort. The 04 educational culture of universities is very different from the learning culture at school, and apprehending this difference and adapting to it is a key factor in student success.

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English language entry tests

Approaches to study

These tests are an obstacle for many aspirational pupils.

The market leader, the IELTS test, is very effective at filtering test takers who haven’t been specifically prepared for it. In essence, having reasonable levels of high school English doesn’t guarantee the scores required for university entry. For example, the speaking test has a very wide range of topics for the examiners to choose from, and responses which only use simple sentence structures and basic vocabulary won’t score at the required level. Equally, the reading test has fifteen or so question types, some of which are counter-intuitive and slow test-takers down if they haven’t encountered them before. So, diligent preparation is very important.

University students struggle with both the quantity of required reading and the difficulty level. This means that academic reading strategies become much more useful and necessary than in sixth form study. For example, with academic journal articles reading the first and last page first, then deciding what to read in the rest of the article, prevents students becoming overwhelmed by the text. Also, the use of research questions, where the student makes a series of comprehension questions prior to reading, and then sets out to answer those questions, is another valuable strategy. Both strategies are grounded in the principle that academic reading is a selective process, where relevant information is sought out within a text. This contrasts with ‘normal’ reading, where the strategy is to read an entire text to achieve a summary understanding of it.

The analysis to evaluation jump A common experience for year one undergraduate students is to find that their written assignment grades drop by a band or so from sixth form. The most common reason for this is the university requirement to evaluate, which has a different emphasis to their sixth form education. Students are accustomed to describing and analyzing their course content in A-level assessments, where they present detailed knowledge, and use strategies like compare and contrast to organize it.

However, at university, the requirement to evaluate requires an approach which is fundamentally selective.

The equation ‘Select + Justify = Evaluate’ is my favoured starting point for teaching this. Evaluation is rooted in presenting lists (arguments, models, theories, sources) and choosing one as more relevant or useful, and justifying this choice.

Organisation and workload For most students, university is the first time they’re required to both manage an unlimited workload and manage their own work time. For these reasons, it’s important to create a working schedule as soon as possible after arriving at the university. This should run from early morning to late evening for five days a week and contain five hours or so of self-study time for each module. Also, a focus on daily consistency is important, as opposed to competitive quantity of work, as the latter can quickly lead to burn out. University study relies on the weekly reading compounding over the duration of the course, so steady work through the academic year yields the best results.

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In terms of academic writing, the journey at university involves adopting the approach of a professional writer.

This means that assignments are produced in a series of successive drafts in the weeks prior to the deadline, where the first sketches out basic structure and argument, and the following drafts fill in and expand on this. It’s an approach which is necessary when students are writing multiple 1500+ word assignments with the same submission date which is a common feature of undergraduate and postgraduate study.

About Lander: Lander Hawes has taught international students in UK higher education for the last 13 years. He is the cofounder of Kinjugo, an ed-tech company which makes educational mobile games for English language learning and teaching. Kinjugo's first game 'Preposition Safecracker' is available from www.kinjugo.com. He's at landerhawes@kinjugo.com

DANIEL COHEN Director of Business Development at MTM Consulting

Navigating VAT Addition on Independent School Fees: Defining Value for International Families In the realm of education, the allure of UK independent schools has always been strong, drawing families from around the globe seeking high-quality education and prestigious pathways to higher learning. However, proposed changes, such as the addition of VAT on school fees, have posed challenges, both for UK-based and international families (who would also be liable for VAT if it is introduced on independent school fees. In fact, a recent survey of 1,000 parents from the Boarding School’s Association suggests that 9 per cent of Chinese parents would choose another country for their children’s education. Amidst these changes, defining and delivering value becomes paramount for UK independent schools.

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Understanding the Impact of VAT:

Navigating the VAT Challenge:

The addition of Value Added Tax (VAT) on independent school fees has undoubtedly altered the financial landscape for both domestic and international families.

For international families, the increase in fees can significantly impact their affordability considerations.

This shift underscores the importance of clearly delineating the value proposition offered by UK independent schools.

In response to the VAT addition, UK independent schools must proactively address concerns and provide clarity to international families. Transparent communication regarding fee structures, financial aid options, and valueadded services is essential. While the addition of VAT on school fees presents a notable challenge for international families considering UK independent schools, it also underscores the need for these institutions to redefine and reaffirm their value proposition.

Access to UK Higher Education: One of the primary draws for international families considering UK independent schools is the pathway they provide to esteemed higher education institutions. These schools serve as launchpads for students aiming to secure placements in top-ranking universities, offering rigorous academic programs, personalised support, and a wealth of extracurricular opportunities to enhance students' holistic development.

Cultural and Academic Immersion: International families value the immersive experience that UK independent schools offer. Beyond academics, these institutions provide a rich cultural environment, fostering cross-cultural understanding and global perspectives. For international students, this immersion not only enhances their academic journey but also prepares them for the challenges of an increasingly interconnected world.

Tailored Support Services:

The UKI Forum was set up by the UK Education Guide (now part of the MTM Consulting family) to address some of the challenges ahead and to highlight the needs of international pupils studying in the UK as they transition to Higher Education. The forum offers bespoke events at member schools where international students can engage with universities, exclusive research into the international student sector and practical guides created in conjunction with individual universities and supplied to schools.

By emphasising access to (and preparation for) UK higher education, cultural immersion, tailored support services, networking opportunities, and financial assistance, UK independent schools can continue to attract and retain international families seeking the best possible educational experience for their children, despite the financial hurdles posed by VAT. Through strategic initiatives and a commitment to excellence, these schools can navigate the VAT challenge while delivering enduring value to their diverse student body.

Recognising the unique needs of international students, UK independent schools often provide tailored support services. From language assistance to cultural integration programs, these services ensure that international students feel welcomed and supported throughout their educational journey. Such personalised attention adds tangible value for international families, easing their transition and enhancing their overall experience.

About Daniel:

Networking and Alumni Connections:

Daniel has an in-depth understanding of MTM’s skillset, and he has a talent for customising projects to meet each client’s unique needs. He makes sure that every bit of information, analysis, and recommendation he provides is exactly what education leaders need to make smart decisions for their future.

Another aspect of value lies in the extensive networks and alumni connections that UK independent schools offer. These institutions boast alumni networks that span the globe, providing students with invaluable connections and opportunities for personal and professional growth beyond graduation. For international families, the prospect of their children becoming part of these networks adds long-term value to their investment in education.

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Daniel is a true veteran of the commercial business world, with over two decades of experience under his belt within education and property. He has a passion for education and sharing ways in which MTM’s market research and business consultancy can help schools and other educational organisations to grow and succeed.

WHITE HOUSE GUARDIANS Lambing in Spring!

Damien stayed with one of our wonderful host families during the February half-term. He is hoping to study Veterinary Medicine in September so having the unique experience of lambing was a wonderful experience albeit hard work!

Damian’s host family said: ‘During his time with us, he bedded down suckled lambs and even lambed a few ewes with a bit of help from my husband.

He was so tired after that he postponed his tutoring sessions for the following day so that he had a later start. The day after, he said to my husband that being a farmer is hard work, and it’s a long day, even though he started at 10am and James had been out since 5am. I think it’s been a good experience.’

Here is what Damian had to say: ‘During the lambing season, I had the opportunity to have some hands-on lambing experience during my stay with a host family.

I was impressed by the workload of the farmer. I assisted the farmer and helped some ewes to give birth, this will help when I go to study veterinary medicine in September.’

‘It goes to show, that living with a host family can be a really unique experience and one that will no doubt stay with students forever.’

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BRIGHT WORLD GUARDIANSHIPS When it feels so good to go the extra mile for our students and their parents At Bright World we understand the importance of creating a nurturing environment for our students during holiday times. An essential part of our service as guardians is finding and screening high-quality host families who can provide a supportive and caring home away from home.

However, our commitment to student well-being extends beyond holiday accommodation. The Bright World Guardianship Care and Accommodation teams are always more than willing to go the extra mile by providing host family accommodation outside the standard school breaks when schools or parents make a request. This can be because they are not feeling well or if they need a break from school for a short time. This flexibility is a testament to our dedication to supporting our students in every way possible.

Here are some recent testimonials from parents that highlight the impact of our services: ‘I wanted to let you know how remarkably different his tone has been each evening when calling me while he’s been staying with your lovely family. He is upbeat, excited, and clearly is thriving with the availability of such a kind family to come home to each evening. As these last weeks unfold for him, I am quite confident that the year's experience of this whole school year will be a resoundingly positive one, thanks to your wisdom and generosity on all counts. Thank you, thank you so very much! It is no exaggeration to say that this single experience capped off my son‘s entire year.‘ Another parent shared a similar sentiment when their daughter‘s friends were all going to go home at the weekend and she would be feeling alone in school. The father emailed us this asking if his host family could have her from over the weekend.

‘Million thanks to Bright World! The swift response from and action taken by Bright World has made a huge difference and is highly appreciated.‘ These heartfelt testimonials are a reminder of the significant difference we can make in our students' lives by providing them with the best possible care and support.

At Bright World, we are proud to offer services that not only meet but exceed the expectations of students and their families, ensuring that every student's experience is a positive and enriching one. Receiving such warm messages of thanks from overseas parents makes going the extra mile completely worthwhile.

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OXFORD GUARDIANS How our native speakers help international students studying in the UK Did you know that Oxford Guardians employs educational guardians who speak foreign languages, including a number of native speakers? They provide valuable support to international students studying in the UK, and to their families.

We asked Negar how her fluency in Farsi helps make life easier for families using Oxford Guardians.

Smoothing cultural understanding Negar knows first hand the cultural and language issues that can affect international students. She and her sister were both brought up in Iran and sent to school in the UK. ‘I remember very clearly the challenges my family faced when they sent my sister to study in England at the age of 16,’ says Negar. ‘It’s very normal for parents to feel worried, and Oxford Guardians were great at taking the time to explain everything.’

Cultural issues and a different educational system can still be challenging for international families. Now that she is herself an educational guardian, Negar uses her language skills and familiarity with both cultures to help students and their families understand how everything works, giving them real reassurance.

Helping students and parents International students may need occasional help in understanding the English language. Negar’s Iranian students see her in person at least once a month, providing a great opportunity to catch up and deal with any issues that may have arisen. Knowing that she speaks fluent Farsi can also be comforting if her students want to discuss difficult issues.

An educational guardian fluent in their own language is also a great support for parents who may have limited understanding of English. Negar takes care to ensure that her students’ parents are always able to ask questions if there is anything they have not understood.

Oxford Guardians has guardians fluent in languages including Farsi, Russian and Chinese all ready to help international students and their families get the best from their British Education.

‘Parents tell me how delighted they are with this support – it is great that I can give our students and their parents peace of mind!’

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COLLEGE GUARDIANS When it comes to exeats and half-terms, staying with the same host family offers so many benefits - the comfort of returning to a familiar place, complete with home-cooked meals and chats with a family who know you well.

For most students, it's a slice of stability in their times away from school, but providing the best service for our students means recognising that not everyone's game for the same routine! While some thrive on the predictability of it all, others crave a little more spontaneity. Meet Scarlett and Linda, friends from school who regularly ask us to find them a different host family in a different city. From Worcestershire to London, Oxford, Bristol and Manchester, these girls are keen to see all the UK has to offer! And it isn’t all about having company for shopping and coffee (although this is important too!) – flexibility with their hosts means Scarlett and Linda are able to scope out potential universities too. Sharing thoughts and perspectives with each other, they can gain valuable insights into different universities, courses, campus cultures, and make more informed decisions - not only mapping their academic futures but starting a journey of lifelong friendships and unforgettable adventures!

‘Going to different hosts helps me see different lifestyles and city landscapes in the UK. With help from College Guardians, I have gained the opportunity to explore places I am interested in, and look at inspiring universities that I am planning to go in the near future!’ Scarlett (L6th) Standard benefits of our lovely host families still apply: supportive advice about exploring the local area, friendly debriefs of the day’s happenings over supper, giving any help needed - and importantly their families know that both girls are safe and looked after. But we all know experiences are even more fun and memorable with a friend, and as students get older, planning their own itinerary further encourages the independence and cooperation skills so valued in school and later life.

Celebrating the diversity of student experiences, whether rooted in the comfort of familiarity or the thrill of exploration, underscores our commitment as guardians to nurture students’ whole selves – not least the development of lifelong skills and friendships like Scarlett and Linda’s!

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EDINBURGH GUARDIAN ANGELS Edinburgh Guardian Angels would like to introduce you to one of their outstanding junior students, Laurent, aged 13.

Laurent attends Fettes Prep School in Edinburgh and resides in Arran House, where he in facts holds the esteemed position of ‘Head of House’.

This means that Laurent is a Pupil Leader in the Boarding House. The other boys all voted for Laurent to be nominated to this position which means that he is a great role model for other students. Laurent’s lovely manners and kindness are also evident when he is outside the school and with his homestay or guardian.

Laurent is a great musician and plays the piano and the violin on a regular basis at school, performing in competitions and in the orchestra. He has already won 3 medals for his musical skills in piano and violin and is about to sit his Grade 6 exams for both instruments.

Earlier in the academic year, Laurent was awarded a Fettes Music Scholarship. This means that he will receive free music lessons each week as well as the prestigious title of being a scholarship student.

He has achieved so much, and has developed under the kind care of Richard Mill, Housemaster of Arran House. I am sure that Mr Mill will miss Laurent as he moves onto Fettes College for senior students in the new academic year. We would like to send thanks to Mr Mill and his staff for all the kindness and support shown to Laurent.

We are very proud of our wee Laurent.

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SHELL EDUCATION The importance of a caring, safe, and supportive host family for international students Shell Education agency, like any other AEGIS accredited company, is equipped with the tools to provide outstanding, high standards of care for international students, and goes above and beyond to ensure a smooth and successful educational journey for them. A guardianship agency swiftly deals with any situation to ensure every aspect of child’s life from academic assistance to emotional well-being, and host family plays a crucial part in providing all rounded support.

Studying abroad is an exciting and life changing experience for many international students. It offers an opportunity to explore new cultures, gain valuable knowledge, and develop personal growth. A caring, safe, and supportive atmosphere provided by the host family plays a significant role in the overall well-being and academic success of international students.

Moving to a foreign country can be daunting and overwhelming, especially for young students who are far away from home. A host family that genuinely cares about their well-being can offer a comforting and relaxing environment.

They provide emotional support to help students adjust to their new surroundings, cope with homesickness, and navigate cultural differences. Additionally, a host family will report any concerns they have for the student, changes in student’s behaviour or health, which would help to have a full understanding of child’s overall well-being.

Last year, a student stayed with the host family who informed me about their concerns for the student, which was very alarming. They noticed the student was unhappy and struggling, although we knew if was not homesickness since he had been studying in the same school for 4 years. It turned out to be a health issue, and he needed urgent help. Gathering information from everyone around a student is crucial, as this helps to build a bigger picture of the child’s wellbeing, and the role of a caring, safe, and supportive host family in the life of an international student cannot be overstated. They provide a sense of belonging, emotional support, and guidance that greatly enhance the overall experience of studying abroad.

A host family that genuinely cares about the well-being and success of the student can make a significant difference in their happiness, academic achievements, and overall growth.

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QUEEN ETHELBURGA’S A Staff Language Learning Initiative to Promote Conversation and Understanding QE has long had a team of International Liaison Officers who use their fluency in several languages to support with student, parent or guardian language barriers. The team are wellreceived and always on-hand for the duration of each international family’s involvement with the school from initial enquiry and tour right through to the student’s journey as an alumnus.

In January, the Collegiate decided to take its student and parent communication a step further and launched a set of beginner language courses in Thai, Mandarin and Cantonese for student-facing staff who would like to converse with students in their native language and learn more about the cultures of their students. The courses are delivered by nativespeaking staff on campus and have been well-attended and popular, with enthusiastic students who like to share their culture joining the classes to help staff practice speaking.

Teacher of the Beginner’s Mandarin Course, Mrs. Wang, explained, ‘As the content of the course is tailored to classroom and boarding environments, teachers and boarding staff are taught phrases, questions and answers that promote daily conversation. The staff have been very enthusiastic and are making excellent progress. It is great to hear how they are using and practising their Mandarin outside of the class.’

Teacher of Science, Ms. Dale, said of the Mandarin course she is studying, ‘It has been great to learn and practise Mandarin alongside colleagues from a range of different areas within QE. Mrs. Wang has been a fantastic teacher and has prepared a thoughtful course to help supplement my lessons with useful educational phrases. The best part of the process has been putting it into practice in my lessons. Greeting students as they enter the classroom and being able to praise their work and effort in Mandarin adds something extra to my teaching and to my relationship with our Chinese international students. I’m enjoying learning from them, especially as they help improve my pronunciation, and conversing with them in Mandarin.’

Head of College, Mr. Turner, says ‘It has been a joy this term to overhear conversations between staff and pupils in Thai, Mandarin and Cantonese. Both staff and students are clearly enjoying the sharing of culture and vocabulary, as well as the different dynamic of the pupils instructing the teachers. It is a great addition to all the other initiatives we have for making international students feel more at home.’

To learn more about QE’s embracive community, visit www.qe.org.

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ABINGDON SCHOOL ‘Don’t waste time, learn a new language while you are still young’ ‘Moving to another country is always hard’, says Abingdon student, Alex. ‘It is totally different to visiting it. Not only are you leaving your past life behind, but you also face the struggle to adapt to a whole new world. I know this because, in 2022, I stepped onto English soil for the first time.

I had learned a lot of English in school it was unbearably hard for the first two or three months. My main struggles were my vocabulary and my accent, which made it hard to be understood. This was particularly the case with numbers – it was dreadful knowing the answer but being unable to say it properly or quickly. My classmates made references to books that I had never read, or movies I had never seen. As well as this, I could not reference the books or movies from my country of origin, because no one would have understood me.

This created a feeling of isolation in a crowded and noisy classroom. However, despite all of these struggles, there are some gifts to being an EAL student.

Firstly, knowledge of other languages opened a wide range of language structures I could use in my writing. I couldn’t reference books, but I could use proverbs or idioms. With practice, I have managed to master the skill of translating them properly which was difficult without losing the meaning.

Another feature that I have discovered is how much my English has improved. My father once told me, “In an English speaking environment, you will start speaking it fluently in six months.” He was right. Although not fluent, my abilities have improved and being fluent in several languages is incredibly useful. With each new language a whole world of new people, literature and media opens up. So my advice is: don’t waste your time. Learn a new language now, while you are still young.

In the end, my message for EAL students is, don’t be scared your English is better than you think. Skill comes with practice; so talk, read and listen as much as you can. Believe in yourself and good luck!’

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HEATHFIELD SCHOOL Author: Kokoro, Form V student I have always been interested in volunteering. In my spare time I realised, with my school subjects which are science based, I gradually developed an interest in medicine. In particular, what really interested me was watching a documentary about the way in which the NHS responded to the COVID crisis in 2020. Apart from extending my knowledge about how medicine responds to urgent needs, I looked into opportunities for working in medicine.

I started looking for programmes in Japan (where I was born) and decided instead to look further towards countries with less developed resources because I wanted to use my English skills outside of my comfort zone. It was then that I discovered an internship in Nepal to help with their medical programme in various hospitals and clinics. The programme was organised by Project Abroad.

During my volunteering, I shadowed general physicians, surgeons and nurses as they did ward rounds, and performed operations and general primary care. It was a wonderful opportunity to experience the freedom to witness first-hand how medical practitioners work every day because, in Japan, such close access would never be allowed for me. At present, I am reading all about radiology and a lot of what I studied reminds me of the time I spent at King’s College Hospital in their X-ray department.

This summer, I will be going to Tanzania with the same organisation and I am looking forward to developing my skills in primary medical care (paediatric medicine).

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QUEENSWOOD SCHOOL Monica C: A Rising Star at Queenswood School Meet Monica C, an 18 year old dynamo hailing from Shanghai, China, whose journey from the bustling streets of her hometown to the academic haven of Queenswood School in the UK is nothing short of inspirational. With a passion for fashion and an innate knack for creativity, Monica's story is one of courage, determination, and boundless artistic flair.

Having completed her GCSEs in Bath, Monica embarked on her A-Level journey at Queenswood School, where she found her true calling in Fine Art. For Monica, Art isn't just a subject; it's a lifelong passion that has fuelled her creativity since childhood. From doodles on paper to intricate masterpieces, Monica's artistic journey has been a testament to her unwavering dedication and talent.

What sets Queenswood apart for Monica is its nurturing environment that encourages students to push boundaries and explore the depths of their creativity. Here, Monica has found a community that fosters her artistic growth and empowers her to unleash her full potential. Surrounded by peers from across the globe, Monica has not only found friends for life but a sense of true belonging.

As Monica continues to carve her path at Queenswood School, she holds dreams of furthering her education at University of the Arts, London, where she plans to study theatre and performing arts. This study choice, intricately linked to her love of art, is a testament to her multifaceted talents and unwavering passion. Thanks to Queenswood's remarkable opportunities and state-of-the-art facilities, Monica feels confident in pursuing her dreams, knowing that she has the support and resources she needs to succeed.

‘At Queenswood, boarding has been an incredible experience, and I have made friends from all over the world.’

Since joining Queenswood, Monica has blossomed into a confident and radiant individual, embodying the school's ethos of excellence and empowerment. Her infectious enthusiasm and spirit make her a natural choice as a Queenswood International Ambassador, a role she fulfils effortlessly. Well done Monica!

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REPTON PREP Repton Prep launches short-term international boarding programme Repton Prep is a truly global school and a home-from-home for 16 different nationalities. Pupils board from the age of seven in an idyllic 55-acre campus with excellent in-locoparentis care that goes above and beyond.

As part of a wider family of schools that includes international schools in the UAE, Egypt, and China, pupils benefit from collaboration with peers around the world. The community is enriched by a blend of international boarders, meaning that diversity prospers. This has been further enhanced by the recent introduction of a short-term boarding scheme that gives overseas pupils the opportunity to spend a term at Repton Prep.

These boarders benefit from the employment of Rachel Wantling, a qualified EAL teacher dedicated not only to working with pupils on their understanding of the English language, but to ensure their full immersion in the rich boarding programme. Most importantly, Rachel is resident fulltime on campus to support international boarders round the clock. As Head of EAL, she plays a vital role in integrating boarders into school life in the following ways: Providing visual and bilingual daily routines for display to aid understanding of daily routine and improve communication Intervention sessions with ‘now and next’ to provide pupils with information on upcoming weekend boarding trips and activities to alleviate the unknown and increase understanding, excitement and anticipation EAL language tuition four times a week In-class phonics reading intervention sessions twice a week Providing an enhanced supported transition for leavers to senior school A sense of belonging is gained through a comprehensive programme of boarding events and activities designed to bring the host of different cultures and communities together.

This ranges from themed evenings such as Burns Night, Fiesta de Espana, Lunar New Year, and Maslenitsa, to on-site live music festivals, outdoor cinema nights, and Diwali UV discos - every event offers a unique recreational and educational experience that promotes a positive sense of community.

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HANDCROSS PARK SCHOOL Handcross Park School embarks on a £1.4 million project to extend and refurbish their Boarding House, ‘Redwood House’.

Due to the high demand for boarding places, Handcross Park has embarked upon an ambitious £1.4 million project to convert unused loft space into new dormitories, a common room, bathrooms and accommodation for an Assistant Houseparent. On top of this, we will be refurbishing our current accommodation. This has enabled us to offer more places to both local and international pupils.

Boarding at Handcross Park is an incredibly special experience for each and every one of our pupils. A supportive family environment that promotes independence as well as a strong sense of belonging ensures that our pupils know that this is their home away from home. The happiness and welfare of each and every one of our boarders is the most important thing to us.. Each of our boarding pupils is nurtured and supported with excellent pastoral care from our dedicated team of boarding staff to ensure that they fulfil their academic potential and develop lifelong skills that will stand them in good stead for years to come.

As a boarder at Handcross Park, not only will you benefit from the academic support of the Boarding Tutors during supervised Prep sessions, you’ll also have the opportunity to take part in a wide range of exciting evening and weekend activities. The activities we organise will ensure that your experience is educational, social, busy and, importantly, fun!

From evening chats with your dorm-mates to unique and fun weekend trips, you will make friends and memories in Redwood House that will last forever, and help to prepare you for your next exciting chapter.

Boarding at Handcross Park is a popular option for both pupils and their parents. From Year 4 (age 8), Handcross Park offers a family-style boarding experience for either full, weekly or flexi-boarders. Redwood House at Handcross Park is situated at the heart of the Main House and is a bright and vibrant, yet cosy environment.

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TONBRIDGE SCHOOL Arjun: Tonbridge School ‘I have loved being a boarder’.

Arjun joined Tonbridge in 2023, as a Sixth Former, and is considering applying to universities in both the UK and US when he completes his A-levels (in Economics, Maths, Further Maths and Physics) next year.

He grew up in Mumbai, India, and previously attended the American School of Bombay. Here Arjun shares a few of his experiences of Tonbridge life.

What have you enjoyed most?

I’ve made good use of the School’s sporting facilities, such as the squash courts, swimming pool, gym and cricket nets. Then there are the range of ‘academic extension’ opportunities, including talks staged by the Isos (Social Sciences) and Arcana (Maths) Societies, and above all I’ve enjoyed getting to know people from different backgrounds.

Has there been a favourite moment?

Two, in fact: the House Christmas dinner, and the House soirée! Wonderful occasions.

What is your House like?

I have loved being a boarder. My House, Hill Side, has been very welcoming. I especially enjoy how much independence, responsibility and care we are given.

What’s your favourite A-level?

Economics. I am intrigued by the ways in which individuals, firms and governments respond to incentives, and how their actions impact growth and social welfare.

Overall, what has Tonbridge taught you, do you think?

It has taught me the importance of balancing my A-level studies with sporting, co-curricular and pastoral opportunities, in order to prevent burn-out and help me perform as well as possible.

What advice would you give to a boy starting at Tonbridge?

My advice is to take advantage of the teachers’ expertise: ask lots of questions, go to subject extension sessions, and engage in academic discussions with them beyond the syllabus. Also, use all the sports facilities on offer (including the House gardens, cricket nets and the gym), as that is where I have made my closest friends.

What are you currently reading?

I am reading a lot of non-fiction, related to my academic interests. Titles include ‘Freakonomics’; ‘Breaking the Mould’; ‘Reimagining India’s Economic Future’; ‘What Money Can’t Buy’; ‘The Moral Limits of Markets’; and ‘Good Economics for Hard Times’.

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DAUNTSEY’S Embracing Adventure: Jasmine and Luka’s Journey in the Devizes to Westminster Canoe Race In an inspiring tale of resilience and adventure, Luka and Jasmine, two international pupils from Dauntsey's, embarked on a remarkable journey by participating in the prestigious Devizes to Westminster Canoe Race over the Easter weekend.

Despite limited prior experience on the water, their shared desire for something different propelled them into the realm of competitive canoeing.

Dauntsey’s has been involved in the Devizes to Westminster Canoe Race for over 40 years and enthusiasm for this event amongst the school community has only grown over time.

Each year seven pairs of Lower Sixth pupils are entered into the race which sees crews paddle 125 miles over a three-day period. To prepare for this race, each pair dedicates extraordinary amounts of time from January through to Easter training – and it is not just physical preparation that is required, the crews build up mental resilience and learn to rely on their teammates in a way they may not have done before.

They also learn to expect the unexpected and to cope when challenges are thrown their way.

For Jasmine, the race represented more than just a physical test—it was a personal quest to break free from her comfort zone. ‘This experience was so different from anything I have experienced before,’ she reflects. ‘It pushed me to try something new, to embrace the unknown. I also have come away with some incredibly strong friendships, that otherwise may not have developed.’

Luka was left feeling inspired and hungry for more adventure and is hoping to sign up for the school’s very own Brecon’s Challenge this summer.

‘Extreme rainfall this year meant that the race was not able to continue through to Westminster, but that did not take away from the incredible sense of achievement and accomplishment that I felt after paddling 100-miles. It was an unforgettable journey.’

Jasmine and Luka are both in the Lower Sixth at Dauntsey’s.

Both joined from Hong Kong in Year 10.

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NEW HALL SCHOOL The Best Start in Life New Hall School, located in Chelmsford, UK, is a Catholic independent boarding and day school for girls and boys aged 1-18.

The opportunity to board begins at age seven, with students offered a nurturing environment that fosters academic, creative, social, and spiritual growth. Each house has a unique character, with the boarding experience tailored to individual needs and with students actively contributing to house management. As all boarding houses are attached to the main building, boarding is literally central to the School community, creating a special, cohesive environment where students are at the heart of the School.

“As a child from a Forces family, it is normal to see your parents leave for months. When I first left my family to study here at New Hall, I felt uneasy. However, the New Hall staff were very welcoming and there were many opportunities to make new friends. Everyone was welcomed with open arms, no matter where they were from and there is pastoral support available at any time if needed.

There is a variety of sports available to us from football to equestrian and top tier sports facilities like an AstroTurf and 3G to back our training which can be used at any time for practice.

New Hall also has a building dedicated for performing arts where many students have music and Trinity Drama lessons.

To help build the confidence of the students, concerts are held regularly. A myriad of activities occurs during the year including a variety every weekend. This means the students get to experience different activities which we may have never considered.

New Hall has helped me to develop as a student and a person and there are endless opportunities here. New Hall has always pushed me to strive for excellence which has helped me to achieve outstanding results. The environment at New Hall creates a safe space for students to express their feelings and opinions. I am glad I chose New Hall!”

Prajjawol (second from right) – Head Boy, New Hall School

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CHIGWELL SCHOOL Creating the perfect environment for international pupils to excel At Chigwell School we are always encouraging our international pupils to challenge themselves as they prepare for the demands of university study by offering a variety of academic opportunities in addition to their A Levels. One of these opportunities recently arose: the Royal Society of Chemistry’s annual Chemistry Olympiad. This is a challenging two-hour exam based on Year 13 and undergraduate-level chemistry, with 15,000 students taking part nationwide. Two of our international boarders, Helena (Year 12) and Martyna (Year 13), achieved a silver award. We are delighted that they took this opportunity to test their knowledge and are extremely proud of their achievement.

Our unique, family-style boarding provision is the perfect setting for academic achievement and beyond. With less than thirty international Sixth Formers, who live on site with dedicated houseparents alongside pupils of different nationalities, we create a friendly and supportive environment where international pupils can flourish. We also benefit from being uniquely positioned, with our school located in the leafy surroundings of Epping Forest while being on the Central Line tube for easy access to the City of London in around 35 minutes.

To find out more about boarding at Chigwell School, get in touch with Miss Roxanne Darkin at rdarkin@chigwellschool.org.

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TRURO SCHOOL Cornwall's rich cultural history and worldclass surroundings provide students with a unique learning experience in and outside of the classroom.

‘Truro School offers various weekend excursions for boarders, such as visits to local attractions, cinemas, theme parks, and even outdoor adventures like surfing and paddleboarding’ David McKeown, Head of Boarding, Truro School What makes Truro School a boarding destination of choice?

Safety is a top priority when considering a boarding school, and Truro School in Cornwall provides a secure environment for students. Cornwall is known for its low crime rates and strong community values, offering parents peace of mind regarding their children's safety. Additionally, Truro School offers flexible and high-quality boarding options, catering to the diverse needs of parents and students. Students can choose between weekly boarding or fixed-term boarding.

What do boarding schools in Cornwall offer to students that other cities don't?

Cornwall's rich cultural history and world-class surroundings provide students with a unique learning experience in and outside of the classroom, ensuring a strong focus on wellbeing and mental health. Additionally, Truro School has a strong academic reputation, with students consistently achieving remarkable results in various assessments.

What are some of the benefits of boarding schools?

There are numerous long-term benefits associated with being a boarding student. One challenge for students is the commute to and from school. Boarders can utilise this extra time for their studies or engage in a variety of activities offered. Additionally, boarders benefit from a structured daily routine and exceptional levels of pastoral care. Boarding students at Truro School develop a sense of independence and resilience from an early age, preparing them for life beyond school. They gain confidence and tolerance by being surrounded by peers from diverse backgrounds, fostering lifelong friendships that serve them well in the future.

What are some of the facilities Truro School offers students after classes?

At Truro School, non-academic activities are considered essential for the holistic development of students. The school provides a wide range of after-school activities to enrich students' minds and foster their talents. Truro School offers various weekend excursions for boarders, such as visits to local attractions, theme parks, and even outdoor adventures like surfing and paddleboarding. Cornwall's mild climate allows for frequent trips to the beach, exploring the picturesque landscapes, and enjoying outdoor activities.

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MOOR PARK In 26 years of running boarding prep schools in South Africa and the UK and 34 years in education, I have been privileged to have seen, lived among and taught children from all over the world.

Despite the cultural, religious or ideological differences which naturally come from their home and early life experience in their own countries, children from around the world speak a universal language. It is the language of learning, of joy in the everyday ordinary, of exploration, investigation and experience. It is a time in our lives when, no matter our heritage, circumstances or location on the globe, we are at our naturally most curious.

Good boarding schools understand this. Really good boarding schools seek to have this play out in their DNA. It is especially required of those of us to whom parents entrust their younger children.

Great boarding schools and their people know it is not only their role to teach children that one and one is two, or that Paris is the capital of France, or help them learn the nominative, vocative and accusative cases. These are important, to be sure. The really great boarding schools know it is more important to give young children the skills to navigate life’s waters while protecting them from the storms, to give children freedom to grow their independence, and to expose children to acceptable risk that helps them become ready and capable - all of this while still being protected and nurtured.

There is a trend in modern boarding schools that every minute of a child’s life should be structured, when children need time and space. Great boarding schools understand that and allow children time for play outside of the formal learning programme, or organised activities. How do children learn if everything is managed for them? They have to find their own boundaries knowing they are safe and secure.

Here at Moor Park, we understand all this, and make our school all about children. After all, what we do is all about them.

Brendan Brady, Headmaster

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ST MARY’S SCHOOL, CAMBRIDGE Josephine G, a St Mary’s senior school boarding student, recently conquered the Hamilton stage of the UK Intermediate Mathematical Challenge, achieving a score 45% above the Distinction grade boundary - a result only achieved by approximately 1 in 700 students participating in the challenge.

The Intermediate Mathematical Challenge is a 60-minute test comprising 25 multiple-choice questions. It aims to foster mathematical reasoning, precision of thought, and fluency, prompting students to engage in critical thinking. The Hamilton Olympiad, an invitation-only challenge, is a subsequent stage of the Intermediate Maths Challenge.

Participation entails a rigorous 2-hour competition comprising six Olympiad-style problems.

Josephine, armed with her mathematical prowess and steadfast determination, tackled the two-hour examination with precision and finesse. Josephine emerged as the top performer in the School, exceeding students across year groups 9 to 11, and earning herself a well-deserved Distinction. Her impressive achievement is a testament to her hard work, intellect, and unwavering commitment to maths excellence.

‘The challenge was a really good experience; my teachers were very supportive in my preparation, when I was completing all the past papers since 2015. I would definitely encourage others to enter in the future.’

Josephine G, St Mary’s Senior School.

To achieve a distinction in a Hamilton Olympiad is an exceptional achievement. As we celebrate Josephine's remarkable achievement, we look forward to the upcoming maths, and other educational tournaments that our students eagerly partake in throughout the year.

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WALHAMPTON SCHOOL We spoke to Beltran and Alba, two Spanish international boarders, about life at Walhampton Beltran (Year 8) joined Walhampton for a term as a Year 7 pupil before deciding to stay for an additional year. His sister, Alba joined for Year 7 and now their younger brother, Bosco, has joined Year 3 for the Summer Term – a true family affair!

Beltran: What was it about Walhampton that made you want to stay?

I was here for one term in Year 7 and I loved the leavers programme that I saw Year 8 doing. Particularly the goat yoga!

The boarding staff were really fun which made me feel like I was at home.

What do you enjoy about boarding at Walhampton?

Tuck, Mrs H, the gappies and being with all of my friends.

Watching football together is so much more fun than on my own. There is always someone to talk to. Being on the Year 8 corridor makes me feel more grown up now.

How do you feel about studying in the UK? In the south of Spain, the school is grey and brown. Here the views are amazing and that makes me feel so happy. This helps me to concentrate.

Alba: What made you want to come to Walhampton?

We saw the school together and there were five other options but we could see that Walhampton felt like a family and there were so many activities, especially different sports that we don’t play in Spain. In senior school we would have been the youngest but at a Prep school we are the oldest!

How do you find studying in English?

I found it a bit challenging but the teachers helped us and took care of our learning. Now it is much easier, we can make real sentences and we know how to tell jokes!

What advice would you give to a new boarder?

Make a lot of friends, it is important and fun!

How is Bosco settling in?

Bosco is settling in really well. He plays football on the astro and many people come to join him. He is really open to new friends and in football no one judges each other.

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HABERDASHERS’ MONMOUTH SCHOOL September 2023 saw the launch of Haberdashers’ Monmouth’s Aspire Mentoring Programme.

Under the leadership of Aspire Manager, Nikki Cunningham Smith, the initiative has successfully paired Sixth Formers with mentors from the School’s vast Alumni communities and enables students to access expertise in a formalised, productive and measurable way, making it accessible for all.

Each participant has access to at least four sessions with a mentor in the sector of their choice throughout the academic year. Some students benefit from mentors across different disciplines. The flexible, supportive approach of the Aspire team facilitates this.

Director of Boarding, Alex Peace believes Aspire enables International students to establish links and networking connections in the UK that will support them into the future.

The mentors provide guidance and support as students navigate future career and higher education options. Aspire also offers Monmouth’s students opportunities to develop networking skills, build confidence and relationships. It helps them develop resilience and character and channel aspirations towards a career or work sector.

This exciting initiative has provided a platform for our Alumni volunteers to come together and deliver support and lasting opportunities, such as work experience and internships to our Sixth Form Students.

As Haberdashers’ Monmouth School heads towards its coeducational launch in September 2024, Aspire will continue to go the extra mile, giving Sixth Formers digital access to UK sectors and Industry insights. This will undoubtedly help guide Monmothians to life beyond School and offer them an ongoing support network.

‘My mentor was extremely supportive and very accessible. He helped me understand the daily duties of a solicitor in London.

He offered constructive advice regarding securing employment and further education, in my chosen field of law.’

Jayden from Hong Kong

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THE ORATORY Old Oratorian Lukas Haitzmann (OS 20132018) on how he has used his Oratorian Education in a positive way.

Upon arriving at The Oratory, I was immediately struck by the vastness of the grounds and the array of opportunities that lay ahead.

Throughout my time at the school, I received exceptional pastoral care, with teachers who knew me as well as my own parents did. Engaging in a variety of sports became a cornerstone of my school experience, bolstering my selfesteem and helping me discover my true potential, thanks to the support of my coaches.

My achievements at The Oratory School were numerous: serving as House Captain, leading the swimming team, and holding the position of Senior Under Officer of the Combined Cadet Force (CCF). Rowing with the 1st VIII at the Henley Royal Regatta remains a highlight.

Following my A-Levels, I embarked on the challenge of rowing solo and unassisted across the Atlantic Ocean, an accomplishment that has earned me recognition in the Guinness World Records as the youngest person to do so.

Additionally, I proudly became the first Austrian to achieve this challenge.

Subsequently, I pursued Mechanical Engineering at Swansea University. Today, I am privileged to serve as a Public Speaker and as a Non-Executive Board member of the RYAs External Affairs and Cruising Committee (EACC), advising on sustainability and youth engagement.

The values instilled in me by The Oratory School discipline, a strong work ethic, and sheer determination - have guided me through life's challenges. I am honoured to be an Old Oratorian and grateful for the opportunity to have been invited back to my old school to deliver this year's Leaver Day speech.

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HIGHFIELD AND BROOKHAM Adapting to a New Environment: Kate and Davis Thrive at Highfield and Brookham This case study explores the experiences of Kate and Davis, two students who came from Wellington College, China, to Highfield and Brookham School in Hampshire, during Year 6.

Kate and Davis faced the typical challenges associated with cultural adaptation. English, though partially familiar, presented a communication barrier. Also, the fast-paced speaking style in England contrasted with their experience.

Davis recounted, ‘My buddy Peter just spoke so fast!’

Despite the initial language hurdle, Kate and Davis embraced their new environment. Davis, a passionate pianist who had to put his studies on hold in China, was thrilled to resume lessons. He is now preparing for his Grade 6 exam. ‘I did not do very well in my Grade 5 exam because of nerves. But of course I passed. We don't do music exams in China so it was a new experience.’

Kate, a talented dancer, continued her ballet training at Highfield and Brookham. However, art proved to be a new and exciting discovery. Her enthusiasm led her to take a senior school art scholarship exam. Kate said, ‘since coming to Highfield I have discovered I really like art. I love sketching because you can show all the details.’

Both Kate and Davis experienced significant personal growth.

Their confidence has blossomed and are well-liked members of the boarding house and have even volunteered as buddies for new students, demonstrating their leadership qualities.

They have a guardian, but the welcoming nature of the school community often led to sleepovers at friends' houses. Davis continued ‘I don't even really remember the bad bits of being homesick. Everything is just great.’

When asked about advice for new students, Kate emphasised the ease of making friends and the importance of not letting language barriers hold them back. Both agree that summer is a highlight. Kate said, ‘summer term is the best. There are lots of activities such as the slip and slide, and you get to go to bed later!’

Kate and Davis are embarking on their next chapter, heading to Rugby School in September. Beyond that, their paths diverge. Kate envisions working with animals, potentially in the UK before returning to China. Davis, is interested in computer science and views the world as his oyster, even considering Sweden as a future destination.

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ST JOSEPH’S COLLEGE, IPSWICH Celebrating International Public Speakers

Over the past decade a significant number of international students at St Joseph’s College Ipswich have excelled in public speaking and taken exams through the internationallyrecognised London Academy of Music and Dramatic Art examinations, earning valuable UCAS points.

Public speaking is challenging for all students, with lessons designed to develop effective oral communication and public presentations skills. Dedication and self-motivation are required – particularly for those speaking in an additional language.

In the March exam session, four international students participated and all excelled, including Sixth Formers Joseph and Jimmy, who achieved fantastic results in their Grade 8 (Gold medal) exams - the highest level of study offered by LAMDA. Joseph and Jimmy have studied public speaking for several years; their perseverance, hard work and self-belief have enabled them to develop into excellent communicators.

Their varied and engaging speeches for the gold medal showcased their personal interests and personalities. They also delivered persuasive contemporary and political speeches.

One aspect of the exam is an impromptu speech. For this, the candidates have to write and perform a speech whilst in the exam; choosing a title, stating a chosen audience and communicating their ideas. These exams teach the students vocal and presentation skills plus how to deal with time limits, to work under pressure, have creative ideas and to be responsive and quick thinking.

‘Congratulations to these super students on enriching their educational journeys with skills that will benefit every career path,’ said St Joseph’s LAMDA tutor, Mrs Cheryl Pethybridge.

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CONFERENCE 25

r e f f o d r i early b London, May 2025 Y O U R IN T ER ES T C LI C K T O R EG IS T ER TODAY

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