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CERTIFIED SUPPLIER MAGAZINE SPRING 2026

Taken at Annual Conference for Heads in York 2025

Contents 03

FROM THE DIRECTOR

#ILOVEBOARDING

NEWS IN BRIEF

VIEW FROM A SUMMER INTERN SKYE SLATCHER

NATIONAL BOARDING WEEK

COMMUNITY AND CAMARADERIE: CELEBRATING 100 YEARS OF BOARDING HOUSES AT ST EDWARDS’S OXFORD CLARE HAMILTON, SUB-WARDEN, ST EDWARD’S OXFORD

BSA SUPPORTING EXCELLENCE AWARDS 2025

NAVIGATING COMPLIANCE WITH CONFIDENCE: WHY INDEPENDENT SCHOOLS TRUST BSA LEGAL LEIGH STEER, IMMIGRATION EXECUTIVE, BSA LEGAL

NEW DORM STEVEN JACKSON, RESIDENCE, QUEEN ANNE’S SCHOOL

WORLD BOARDING STAFF DAY 2025

PRIORITISING THE VITAL BENEFITS OF SLEEP KIERAN JONES, DIRECTOR BOARDING, OXFORD INTERNATIONAL COLLEGE

AI IN BOARDING

MENTAL HEALTH AWARENESS POWERED BY COMMUNITY ANNA PEAK, DEPUTY HEAD (PASTORAL) AND DSL SHREWSBURY SCHOOL

BSA ON BOARD – MILTON ABBEY

HOUSEPARENTS REFLECTIONS LOUIS YATES, SUTTON HOUSE, LORD WANDSWORTH COLLEGE

HOW PEER ASSESSMENT TRANSFORMED OUR BOARDING DEVELOPMENT LEE IRWIN, DIRECTOR OF BOARDING, THOMAS ADAMS SCHOOL

100

BSA CERTIFIED AGENTS AND GUARDIAN SCHEME

102

BSA CERTIFIED AGENTS AND GUARDIANS

110

BSA CERTIFIED SUPPLIERS

126

BSA MEMBER LIST

Front cover image: Sleep champion - Oxford International College

David Walker FTIOB Director BSA

From the Director This year marks the 60th anniversary of the BSA – a significant milestone for our community. For some schools in our membership, we may seem like a relatively recent presence; for others, we have been a constant companion throughout their entire history. Whatever your perspective, our mission remains unchanged: supporting excellence in boarding. As we celebrate six decades of service, we continue to work tirelessly to strengthen and advance the sector for the next 60 years and beyond. This new Certified Supplier Magazine celebrates the incredible partnerships that support our schools every day. Our certified suppliers play a vital role in ensuring the quality, innovation, and safety that underpin excellence in

Boarding School Magazine

boarding. In this edition, you’ll find insights from our trusted partners,

To subscribe: T. +44 (0)207 798 1580 bsa@boarding.org.uk

success stories from schools, and updates on new initiatives designed to

Editor Lily Boyden, Communications Executive Lily.Boyden@boarding.org.uk

At BSA, we’re proud to balance essential support for schools in areas such

Advertising Neil Rust, Head of Commercial neil.rust@bsagroup.org.uk

we invite you to reflect on your own experiences and find inspiration in the

Laura Brain, Senior Sales Consultant laura.brain@bsagroup.org.uk

strengthen supplier-school connections across the sector.

as safeguarding and compliance with those inspiring and joyful elements that make working in boarding so rewarding. As you explore this magazine, creativity, commitment, and excellence demonstrated by our certified suppliers and member schools alike. Whether you’re seeking new ideas, innovative solutions, or simply celebrating shared achievements, we hope this edition oﬀers something

Boarding Schools’ Association 167-169 Great Portland Street, 5th Floor, London, W1W 5PF

valuable for you. David Walker FTIOB Executive Director, Boarding and Director BSA/TIOB

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We Build Digital Safety Into Boarding Culture. Not Crisis Response. Students live online together — at night, in houses, within friendships and power dynamics. When harm occurs, it escalates fast, loudly, and publicly. We embed digital safety into leadership, safeguarding, and boarding life through strategic education, governance, incident readiness, and year-round advisory. Independent. Globally trusted. Never platform-aligned. For 17 years, we have led this work worldwide — staying relentlessly current as risk, regulation, and technology evolve. Through our world-leading Online Safety Coach Program, we build internal leadership capability, so schools are confident, self-sufficient, and prepared. Not reactive assemblies. Not damage control. Because in boarding, digital safety is proved under pressure — and leadership is what holds.

hello@ctrlshft.global www.ctrlshft.global

TORIAL

Build Digital Safety Into Culture. Not Crisis Response

We WeBuild BuildDigital DigitalSafety Safet Boarding Culture. Boarding Culture. Not NotCrisis CrisisResponse. Response.

Students live online together —— at Students live online together houses, within friendships and po houses, within friendships and dynamics. When harm occurs, it e dynamics. When harm occurs, i fast, loudly, and publicly. fast, loudly, and publicly.

We embed digital safety into lead We embed digital safety into lea safeguarding, and boarding life th safeguarding, and boarding life strategic education, governance, strategic education, governanc readiness, and year-round adviso readiness, and year-round advi Independent. Globally trusted. NeN Independent. Globally trusted. platform-aligned. platform-aligned.

In boarding schools, digital life does not pause at the end of the school day. Students live online together — at night, in houses, within friendships, hierarchies, and power dynamics that adults rarely witness in real time. When digital harm occurs, it is seldom contained. It escalates quickly, spreads socially, and surfaces publicly, often before leaders have had the space to respond with clarity.

For 1717 years, we have led this wo For years, we have led this w worldwide —— staying relentlessly worldwide staying relentless asas risk, regulation, and technolog risk, regulation, and technolo

Through our world-leading Online Through our world-leading Onli Coach Program, we build internal Coach Program, we build intern leadership capability, soso schools leadership capability, school confident, self-sufficient, and pre confident, self-sufficient, and p Not reactive assemblies. Not reactive assemblies.

This is why digital safety can no longer sit at the edges of safeguarding or be reduced to policies, platforms, or presentations. It is a leadership responsibility. Cultural, legal, and ethical. For more than three decades, I have worked at the intersection of technology, governance, and human behaviour, building the kinds of systems most organisations only realise they need after something has gone wrong. The work is rarely glamorous. Often invisible. But essential — because online safety is not a message or a module. It is an ecosystem, and when that ecosystem doesn’t hold, people get hurt. Most online safety interventions begin after escalation. At Ctrl+Shft ours are designed long before it. We embed digital safety where it actually holds — in leadership decision-making, safeguarding structures, staﬀ capability, policy that can be lived, and cultures that don’t fracture under pressure. Our work is grounded in real-world harm, current law and regulatory direction, and lived experience across education, governance, and crisis

response. It is designed to stand up under inspection, parental scrutiny, media attention, and legal review — because it is built to.

Our position is clear.

Not damage control. Not damage control.

Digital safety is not a communications Because inin boarding, digital safet Because boarding, digital saf proved under pressure —— and lea issue. proved under pressure and le what holds. what holds.

Independence matters in this space. We do not work for Big Tech. We are not platform-aligned. Our advice is unbiased, defensible, and relentlessly current, evolving as risk, regulation, and technology change.

It is not an IT issue.

How we work with schools reflects that philosophy. Sometimes it begins with strategic keynotes that reframe understanding for leaders, staff, parents, or students. Sometimes it is quiet, year-round advisory support for executive teams navigating difficult decisions under pressure. Sometimes it is policy and risk reviews that turn documents into something staff can actually rely on when it matters. At the heart of this work is our worldleading Online Safety Coach Program. Rather than creating dependency, it builds internal capability. Schools develop confident, self-sufficient leaders, students and parent communities who understand digital risk, act consistently, and don’t freeze when something goes wrong. The aim is preparedness, not panic. Clarity, not chaos.

It fails when systems don’t hold. We build systems that hold, so leaders can focus on what matters most: teaching well, caring deeply, and leading with confidence — without the constant fear of being blindsided by a digital world that feels too fast or too complex.

hello@ctrlshft.global hello@ctrlshft.global

And it is not optional. www.ctrlshft.global www.ctrlshft.global Safeguarding does not fail because schools don’t care.

The future does not need to be digital chaos that feels like you are trying to fence a cyclone. It just needs the right map — drawn before the storm arrives.

Kirra Pendergast Founder and Chief Strategist – Ctrl+Shft kirra@ctrlshft.global www.ctrlshft.global

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The Witley Jones Approach Choosing the right furniture partner can make a huge diﬀerence in delivering a project on time, on budget, and to a high standard. At Witley Jones Furniture, our tailored approach goes far beyond simply manufacturing and supplying school furniture. We support our clients at every stage of the process — from initial concept to installation and beyond — all with service, flexibility, and quality at the core at with no additional costs.

FREE DESIGN CONSULTATION AND SURVEY

Every project begins with a noobligation consultation and site survey, provided free of charge. We believe that the best outcomes are achieved through early collaboration and a thorough understanding of your vision, needs, and space. Our team will visit your school, listen to your requirements, and oﬀer guidance based on years of experience in educational furniture design and fit-out.

BESPOKE DESIGN WITH NO HIDDEN FEES

Following the initial consultation, our inhouse drawing oﬃce works closely with you to develop a bespoke design of furniture and room layout. Whether you’re refurbishing a science laboratory, library, or boarding accommodation, every design is tailored specifically to your school’s requirements. We don’t charge additional design fees — it’s all part of the comprehensive service we oﬀer. This ensures transparency and provides confidence from the outset that you’re working with a partner who values the integrity of the process as much as the final product. In addition, all our quotations are itemised, allowing us to find a tailored solution to suit your budget.

GROUP

Gold Member 2025/2026

MANUFACTURED IN-HOUSE

We manufacture all furniture at our production and warehousing facility in Worcestershire. We are proud that 100% of our furniture is made in Britain, giving us full control over quality, production timelines, and delivery logistics — and allows us to respond quickly if things change, or if replacement parts for previously supplied furniture are required. This year alone, we have invested in a significant six figure sum as part of our commitment to offering schools the best possible solutions. A new edgebander, beam saw and vertical drilling machine have been added to our extensive compliment of plant – as well as increasing efficiency and production capacity, this has opened up a much larger range of finishes that we can offer.

TORIAL 7

Full Turnkey Science Laboratory Project for Derby High School

END-TO-END PROJECT MANAGEMENT

Once the project is underway, we continue to support you with free project management services. We liaise with your team and contractors to ensure our element of the scheme runs smoothly, helping to avoid delays or last-minute issues. By managing our part of the programme, we take a proactive approach to ensure furniture is installed on time, with minimal disruption and single point of contact.

Westonbirt School

STRESS-FREE INSTALLATION

Our dedicated in-house installation teams are used to working to tight deadlines and in live school environments. We take care of delivery, carry-in, and installation — freeing up your estates team and reducing stress during an already busy time. Every detail is handled with care, ensuring the finished result is exactly as promised.

Scarborough College

AFTERCARE AND LONG-TERM SUPPORT

Many of our clients have worked with us for decades, returning year after year because they trust in our service, products, and people. Whether you need follow-up support, additional items, or advice on future projects, we’re here for the long term.

p LevelU Your School

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PARTNER WITH THE SCHOOL OF ESPORTS, SKILL SERVE EXPERIENCE AND VTEC VR TENNIS

Welcome to the Future of Education! In today’s rapidly evolving world, where education, sport, and technology converge, the School of Esports network is at the forefront, oﬀering unparalleled opportunities for students across the UK. We’re excited to introduce our transformative partnerships with Skill Serve Experience and VTEC VR Tennis, creating a dynamic learning ecosystem that prepares students for the careers of tomorrow. School of Esports: Igniting Passion, Building Futures. The School of Esports network is

• Manage live tournaments and

designed to engage and inspire

engage in commentary: Gain

students in new and exciting ways,

invaluable experience in event

moving beyond the traditional

management and public speaking.

classroom. We believe in providing

immersive opportunities in: • Broadcasting • Content Creation • Event Management • Digital Marketing

equal opportunity and inclusivity within

With the School of Esports, in

both the virtual and real worlds, catering

collaboration with Skill Serve Experience

to all students, including those who are

and VTEC VR Tennis, this isn’t a futuristic

What truly sets Skill Serve Experience

home-schooled.

vision – it’s happening now!

apart is its ability to transform learners into active participants in the booming

Imagine a school day where learning is

Skill Serve Experience: Blending

media-sport-tech and esports

Learning with Real-World Impact

ecosystem. Students don’t just learn

Skill Serve Experience, a UK-based

about digital careers – they live them,

VR: Experience scientific principles in

education and employability platform,

producing real content for real

an engaging, interactive

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environment.

into dynamic, hands-on learning

employers genuinely value.

an immersive adventure: • Learn the physics of a tennis serve in

• Edit highlight reels for esports matches: Develop critical media and content creation skills.

experiences. This innovative initiative is focused on equipping students with practical, industry-ready skills, providing

TORIAL 9

VTEC VR Tennis: Virtual Tennis with Real-World Purpose

Partnering seamlessly with Skill Serve Experience, VTEC VR

pathways in the rapidly expanding world of competitive gaming.

Tennis is a groundbreaking platform that brings virtual reality

VTEC VR Tennis goes beyond simple play, actively promoting:

tennis into the digital age through an educational framework.

• STEM learning

Powered by Tennis Esports, VTEC VR Tennis allows students to step onto a virtual court and engage in competitive play, without the need for a physical court. But it’s more than just a game. VTEC’s core mission is to bridge the gap between physical activity, esports, and education. It encourages physical movement through immersive VR experiences while, in

• Health and wellbeing • Career exploration It’s fun, immersive, interactive, and engages students globally, eﬀect.

conjunction with Skill Serve Experience, building vital career

Scan Computers: The Tech Backbone of the Experience Bringing this entire innovative

A NATIONAL OPPORTUNITY FOR THE

In a world where education must

ecosystem to life is Scan Computers,

SCHOOL OF ESPORTS NETWORK

constantly adapt to the interests and

one of the UK’s leading providers of

"Partnering with the School of Esports is a

future needs of modern learners, this

high-performance PCs, VR systems, and esports-ready hardware. As our oﬃcial tech partner, Scan ensures that your classrooms, school halls, and esports hubs are equipped with cutting-edge technology, powering smooth, competitive, and broadcast-ready experiences for all students.

natural step forward in our mission to empower students through immersive, future-facing learning," says Stuart Kosters, Company Director of Skill Serve Experience & UK Director, VTEC VR Tennis. "At Skill Serve Experience and VTEC VR Tennis, we believe that esports and emerging

collaboration is more than just an opportunity – it’s a movement. For schools looking to inspire, innovate, and truly include every student, partnering with the School of Esports, Skill Serve Experience, and VTEC VR Tennis, may be the next best serve.

technologies like VR are more than just entertainment — they are powerful tools

ARE YOU READY TO ELEVATE YOUR

for education, inclusion, and career

SCHOOL’S OFFERING AND EMPOWER

development. This partnership allows us to

YOUR STUDENTS FOR THE FUTURE?

create real opportunities for young people to gain industry experience, stay active, and discover pathways into tech, sports and esports. It’s not just about playing the game — it’s about changing it.”

Contact

NICOLE ROBINSON - FORD Co - Founder at School of Esports TODAY to learn more about how we can transform learning at your institution. nicole.robinson-ford@schoolofesports.co.uk

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T O RIA L Smarter Energy Procurement for Independent Schools

Independent schools operate in a uniquely complex environment.

ClearVUE.Flexer: Live Visibility and Control

Budgets are under pressure, regulatory expectations are rising, governors demand transparency, and energy markets remain volatile.

For schools operating on 昀exible or blended contracts, visibility is critical.

Simply securing a competitive rate is no longer enough. At Northern Gas and Power, we work with bursars and 昀nance teams to design structured, governed procurement strategies that balance price protection with controlled 昀exibility. Because buying energy well isn’t about reacting to headlines. It’s about operating within a disciplined framework that protects your school over the long term.

ClearVUE.Flexer is our proprietary procurement and risk-management platform. It provides real-time oversight of energy positions, market pricing and budget exposure independently of supplier invoices. With ClearVUE.Flexer, you can: View hedge coverage exposure at any time Track delivered commodity and charges

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Built Around Your Risk and Governance Every school is di昀erent. Some require budget certainty above all else. Others can tolerate structured 昀exibility. Many operate somewhere in between. We support 昀xed, 昀exible and blended strategies, each designed around your 昀nancial planning cycle, exposure limits and governance requirements. Clear glidepaths and de昀ned guardrails are agreed from the outset, so decisions are controlled, not emotional.

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Energy shouldn’t be one of them. If you’d like to understand how your current strategy compares and where risk or opportunity may sit we would welcome a conversation.

#iloveboarding

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How to secure your school against fee payment scams Fraudsters are posing as independent schools to steal money from families. It’s the stuff of nightmares, but it’s also alarmingly common — and the data proves it. IRIS Education, in research conducted by Censuswide, recently surveyed 100 bursars at UK private schools. Every single bursar reported their school community had been targeted at least once in the last 昀ve years, with the average school experiencing 昀ve separate scam incidents over the period. Parents have lost an average of £3,200 per incident, and one in 昀ve bursars (19%) say they have seen families lose between £5,000 and £10,000 in a single case.

How fraudsters exploit school fee systems In a “bogus bursar” scenario, a criminal tricks their way into an independent school’s system. Posing as the bursar — often using a near-identical email address — they target parents with invoices that look entirely legitimate, sometimes creating a false sense of urgency with a time-limited “discount” to pressure families into paying quickly. Independent schools face a unique combination of risk factors. High-value transactions, spread across multiple instalments throughout the year, create numerous opportunities for criminals to intercept payment communications. Many schools still rely on email instructions for bank transfers, giving scammers a ready-made chance to insert themselves into the payment chain. The remedy is a universally implemented, secure payment system — such as Direct Debit. Yet despite offering signi昀cantly stronger security than manual bank transfers or cheques, just two-昀fths of schools (38%) say Direct Debit is their preferred payment method. Too often, it’s treated as a convenience rather than a security measure.

Building a system that stops bad actors The answer is to build a system around reliable communications and gap-free transactions. When communicating with parents, use a trusted channel they recognise as the authoritative source of school information. When sharing data — including bank details — do so through a secure portal, not email. And when taking payments, use a system that eliminates any opportunity for in昀ltration. A good parent portal gives families a single, secure environment where they can log in to view outstanding and historic invoices, make payments through approved methods, and access all fee-related information without relying on emailed instructions. Crucially, if a payment request arrives via email rather than the portal, parents have an immediate signal that something is wrong.

How iSAMS can help iSAMS is a complete Management Information System with dedicated modules for payments and communication. Its secure portal gives parents a safe, trusted place to access information, while its Auto Debits feature provides a powerful, fully automated foundation for Direct Debit collection — cutting school admin and closing the door on fraud. As part of IRIS Education, iSAMS supports more than 550 ISBA member schools with a comprehensive, cloud-based solution for student records, HR, accounting, and fee billing.

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T ORI A L

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Why Mental Health Must Come First For many families, few decisions feel as daunting as deciding whether their child should step away from education. School represents structure, continuity, and future opportunity — and for boarding school families in particular, it is often closely tied to identity, ambition, and hope. When mental health concerns arise, parents can feel torn between recognising their child’s distress and fearing that any interruption to education could jeopardise long-term success. At Yes We Can Youth Clinics, this tension is often encountered. Families are worried not only about their child’s wellbeing, but also about potentially missed lessons, delayed exams, and disrupted pathways. The instinct to push on is understandable. Yet experience consistently shows that continuing academically when a young person is struggling mentally often does more harm than good.

WHY PAUSING CAN FEEL HARD Education is frequently seen as a safeguard – a way to protect a young person’s future. Pausing it can feel like losing control or admitting failure. Parents may worry their child will fall behind peers, lose motivation, or struggle to re-engage. Schools, too, can feel pressure to maintain academic momentum. However, mental health challenges do not pause for timetables or exam seasons. Anxiety, depression, trauma, eating disorders, or substance misuse can quietly undermine concentration, confidence, and self-belief long before grades reflect the struggle. In these moments, education risks becoming another source of pressure rather than a tool for growth. MENTAL HEALTH FIRST, FOR LEARNING THAT LASTS Yes We Can’s philosophy reframes the conversation. Pausing education is not about giving up on learning, but about restoring the conditions that make learning possible. The initial focus is on emotional stability, self-awareness, and coping skills – foundations without which academic engagement rarely succeeds. Experience shows that when young people receive timely mental health support, they are far more likely to return to education with renewed motivation, resilience, and clarity. Prioritising mental health today does not close doors. It protects a young person’s ability to walk through them tomorrow.

THE VIEW FROM SCHOOLS David Walker, Executive Director of the Boarding School Association (BSA), reinforces this view from a school leadership perspective. Drawing on his experience as a former deputy head, he explains that when pupils are struggling mentally, “they are rarely able to perform to their potential in the classroom”. For him it was always the right thing to get people in the right space mentally to make sure that they were able to learn, because otherwise there’s no benefit. Walker notes that most schools now recognise this, supporting pupils through counselling, signposting, or advising a temporary step away when it is no longer suitable. “Allowing people the space and the support in order to get better is essential,” he says. Successful reintegration after treatment, he adds, depends on flexibility, gradual transitions, and giving pupils ownership of the process. “Working with them rather than saying, ‘you’re going to do this’.” A LONG-TERM VIEW OF SUCCESS Academic achievements remain important, but this is not the starting point. Emotional health is. When boarding schools and families work together to honour this, students are given the best possible chance to return not just to education, but to learning with confidence, purpose, supporting sustainable long-term success.

T O RIA L

“Allowing people the space and the support in order to get better is essential” ABOUT YES WE CAN YOUTH CLINICS Yes We Can Youth Clinics provides highly eﬀective treatment for 13-to-25-year-olds struggling with mental health conditions, behavioural problems, and addictions. The 10-week in-patient treatment programme, extensive aftercare, and comprehensive family care make Yes We Can one of the leading treatment centres for teenagers and young adults in the world.

If you need support, Yes We Can Youth Clinics is always there to offer advice and guidance. The team also organise workshops on youth mental health, and many alumni are very willing to share their experience with pupils. Call +31 (0)85 020 1222 or E-mail info@yeswecanclinics.com for more information

NEWS IN a round-up of some of the stories fr

ST SWITHUN’S SCHOOL LOCAL STUDENT INSPIRES ST SWITHUN’S SCHOOL TO JOIN THE FIGHT AGAINST PERIOD POVERTY Led by Miya G, a sixth-form student at St Swithun’s, students are addressing period poverty by sewing reusable pads for refugees worldwide through The Pachamama Project. This volunteer initiative, initiated during lockdown by university student Ella Lambert and her mother, aims to alleviate menstrual challenges in refugee communities across Ukraine, Uganda, Pakistan, Lebanon, South Sudan, and beyond. Miya leads a weekly lunchtime sewing club where students from Year 9 to Year 13 gather in the textiles classroom to create pads designed to last up to five years with antipill fleece lining. Supported by fabric donations from local businesses and community groups, Miya organised a

ROYAL HOSPI ROYAL HOSPITAL SCHOOL A DIGITAL SKILLS HUB TO EM

successful bake sale, raising over £200 for essential materials. With over 20 students participating, the initiative has produced 30+ pads for its first shipment. According to participant Joanna M, involvement is accessible to all skill levels and contributes positively to global welfare. Headmistress Jane Gandee commended Miya for her impactful leadership, emphasising her role in inspiring others, while head of sixth form Nick Fyfe highlighted Miya’s exemplary dedication to social responsibility. Through The Pachamama Project, St Swithun’s students not only acquire new skills but also contribute significantly to addressing a global crisis affecting millions.

The Royal Hospital School (RHS) in Holbrook, Suffolk, has launched its Vision for Digital, a five-year strategy to boost digital literacy and equip pupils and staff with essential tech skills. As a Microsoft Showcase School for 2024–25, RHS is recognised for innovation in digital education. Central to this vision is The Bridge, a new digital skills hub in Richard’s Library. Offering workshops and drop-in sessions, it supports the school community in building confidence with technology. Complementing this is The Bridge Online, a Microsoft Teams platform where pupils can access tutorials, ask questions, and take part in interactive challenges.

N BRIEF rom across the boarding community

ITAL SCHOOL L LAUNCHES THE BRIDGE, MPOWER PUPILS AND STAFF

GORDONSTOUN FIRE SERVICE STUDENTS BECOME ‘LIVE CASUALTIES’ FOR ROAD CRASH EXERCISE Gordonstoun students recently took part in a realistic training exercise with the Scottish Fire and Rescue Service (SFRS), acting as “live casualties” in a simulated road traffic collision. The scenario involved two crashed cars, with students safely extricated by firefighters using cutting equipment. Located by the Moray Firth, Gordonstoun is the only UK school with its own volunteer fire unit, Station R60, linked to the SFRS. Operated by trained staff and senior students, the unit responds to real emergencies, including a recent eight-hour gorse fire in Garmouth. Four students, wearing full PPE, joined Buckie firefighters

for the evening drill at a local recycling centre. “It was exciting being a casualty. I was the last one out after they cut the roof off, it was a fun evening,” said 17-year-old William Adam. Founded in 1942 during WWII, the fire unit now includes around 40 students and five staff, training weekly and assisting with callouts. Station Commander Robert Griffiths highlighted the importance of hands-on experience, while SFRS Commander Ewen McIntosh praised the Gordonstoun crew’s commitment and contribution to local emergency services.

To mark the launch, pupils designed and 3D printed their own AI avatars, with future plans including creative tech projects and Digital Most Valued Player recognition. Headmaster Irfan Latif said, “The Bridge is part of our broader vision to equip pupils and staff with the knowledge and confidence to leverage technology in all aspects of their lives.” RHS is also introducing a Sixth Form BTEC in Esports, supported by a dedicated suite of high-performance computers - further cementing its commitment to preparing students for a digital future.

>>>

ABBEY COLLEG SHAPING A SUSTAINABLE FUTURE: ABBEY COLLEGE CAM Ambitious students from Abbey College Cambridge hosted a successful sustainability conference, welcoming peers from local and international schools, including The Perse, St Bede’s, CAST, and Gymnazium Banska Bystrica in Slovakia. Organised and led by students in Years 9, 12, and 13, the event featured 60 participants and three inspiring guest speakers: Ann Finlayson (CEO

of SEEd), Naheed of UWC Atlantic C Liggitt (RSPB). The collaboration, exp and student e addressing globa challenges.

Students then w groups to explo issues and presen the wider audience consciousness,

GE CAMBRIDGE MBRIDGE HOSTS SUCCESSFUL STUDENT-LED CONFERENCE

d Bardai (Principal College), and Bruce eir talks focused on eriential learning, mpowerment in al environmental

worked in mixed ore sustainability nted their ideas to e. To promote ecoAbbey College

students gave each attendee plantable wildflower bookmark.

Principal Dr Elena Hesse praised the initiative, highlighting how the student led event encouraged critical thinking, leadership, and global engagement. “Our conferences offer a platform for students to collaborate with diverse peers, address global issues, and propose.”

Let’s make your energy strategy work better for your school. Our energy procurement specialists work with independent and boarding schools across the UK to identify cost-saving opportunities, secure competitive supply contracts, and integrate sustainability into energy purchasing decisions. www.unyfi.co.uk

A DVE RTO R I A L

P442: Towards more sustainable energy procurement H OW FUTURE-F ORWARD ENERGY PR O CU R EM EN T CA N CU T CO S T S A N D CA RBO N I N B OARDIN G SCHOOLS Rising energy prices and increasing sustainability expectations are placing boarding schools under growing pressure. With large estates, 24/7 electricity demand, sports facilities, housing and teaching blocks to power, energy is one of the most significant operational costs schools face. At the same time, pupils, parents and governors expect meaningful progress toward environmental responsibility. Recent changes in UK energy regulation are creating new opportunities for schools to achieve both financial savings and sustainability gains through future-forward procurement strategies.

NEW, MORE SUSTAINABLE ENERGY LANDSCAPE The Balancing and Settlement Code (BSC) Modification P442 has improved how electricity from smaller, local and renewable generators is recognised within the UK market. This means organisations such as boarding schools can now access more flexible and direct renewable supply arrangements, without the hidden costs that previously made these options complex or commercially unattractive. For schools, this opens the door to: • Direct power purchase agreements (PPAs)

TURNING PROCUREMENT INTO A STRATEGIC ADVANTAGE Energy procurement should no longer be viewed as an occasional exercise. For boarding schools, it is a strategic lever that can simultaneously: • Reduce operational expenditure • Improve sustainability performance • Support long-term financial planning • Enhance institutional reputation

• Sleeved and private-wire arrangements • Opportunities to contract with local solar, wind or community energy projects

SUPPORTING SCHOOLS’ SUSTAINABILITY OBJECTIVES

READY TO STRENGTHEN YOUR SCHOOL’S ENERGY PROCUREMENT STRATEGY? Our specialist energy procurement team works with independent and boarding schools across the UK. Whether

Many boarding schools have ambitious environmental

you are exploring direct renewable supply, or reviewing

objectives, from reducing emissions to embedding

existing contracts, our team provides independent, expert

sustainability into the curriculum and campus life.

guidance.

The recent regulatory changes in energy procurement enable schools to: • Align electricity purchasing with net-zero commitments

Get in touch if you would like a no-obligation review of your school’s current energy contract, and a clear roadmap for reducing both cost and carbon emissions.

• Improve traceability of renewable energy supply • Strengthen their ESG reporting

NEW COST-SAVING OPPORTUNITIES Sustainability does not have to come at a premium. With the right structure, schools can benefit from: • Reduced non-commodity charges where licence-exempt supply is applicable • Greater flexibility in contract structures For estates operating year-round, even marginal eﬃciency gains can translate into substantial annual savings.

LET’S MAKE YOUR ENERGY STRATEGY WORK BETTER FOR YOUR SCHOOL: sales@unyfi.co.uk 0330 223 2093

ADVERT

PERFORMANCE MANAGEMENT IN A CHANGING EMPLOYMENT LANDSCAPE

Performance management has never been the easiest part of leadership. It sits where standards, relationships and accountability meet. In boarding environments especially, where teams work closely and responsibilities overlap, conversations about performance can feel particularly personal. With UK employment law moving towards greater employee protection and stronger emphasis on fairness and process, the way education organisations handle performance now matters more than ever. This is not about becoming more formal. It is about becoming more consistent. The Shift in Expectations The proposed changes in employment legislation signal a clear direction of travel: earlier rights, clearer procedural standards and greater scrutiny of “reasonableness” in employer decision-making. This means that informal approaches to performance can no longer rely on goodwill alone. If concerns escalate, leaders must be able to demonstrate that expectations were clear, support was offered and processes were applied consistently. In practice, this requires confidence in early conversations, not just formal stages.

TORIAL

BUILDING CONFIDENCE NOT CONFLICT Why Performance Problems Drift Performance rarely deteriorates overnight. More often, it drifts. A deadline is missed. Standards slip slightly. Feedback is hinted at rather than clearly stated.

This approach protects both the organisation and the individual. It demonstrates fairness. It reduces escalation. It builds trust. Handled well, performance management strengthens culture rather than damaging it. High standards and supportive leadership are not in opposition. They rely on each other. Building Confidence, Not Conflict

Leaders, conscious of workload pressures and team morale, may soften language or delay conversations. Tasks are redistributed. Issues are quietly managed around rather than directly addressed. Over time, this creates ambiguity. The individual may not fully understand what needs to change. The leader becomes increasingly frustrated. Colleagues begin to notice inconsistency. By the time a formal conversation happens, it carries unnecessary tension. In a tighter legal landscape, delayed clarity increases risk. What Good Practice Looks Like Now Strong performance management does not mean confrontation. It means clarity. That includes: Clear expectations from the outset of employment Specific, behaviour-focused feedback delivered early Agreed actions recorded in writing Proportionate follow-up conversations Consistent application of standards across teams

Many people leaders in education care deeply about their teams. The hesitation around performance management is rarely about unwillingness, it’s about confidence. Confidence in the process. Confidence in the language to use. Confidence in holding boundaries without harming relationships. Confidence in separating the person from the performance. As employment expectations evolve, leadership capability becomes even more important. Policies alone are not enough. Leaders need the skills and structure to apply them calmly and consistently. Performance management without the drama is not simply about avoiding conflict. It is about protecting culture, maintaining standards and navigating change with clarity. For guidance on Performance Management Without the Drama, scan the QR code to access our resources.

ADVERT

CONFIDENCE COMFORT CARE FOR YOUR PUPILS

Artist Illustration

FIND OUT MORE "It's a great system. No missed school, convenient and efficient" 91% of 400 parents approve Parent Survey March 2022

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T ORIAL

A NEW CHAPTER IN BOARDING SCHOOL WELLBEING A new benchmark in private pupil care has arrived for boarding schools: a fully mobile dental service designed to bring exceptional clinical expertise directly to campus. Created for the unique rhythm of boarding school life, our private mobile dental practice offers a refined, highly professional service that places pupil wellbeing at the centre of school healthcare. By delivering expert dental care on site, we provide families with the reassurance that their children can access outstanding treatment without disrupting the structure, focus and pastoral continuity that boarding life depends upon. Our service combines innovation with specialist care. From routine dental assessments and orthodontic screening to tailored oral health support, every visit is delivered in a calm, discreet and meticulously managed environment. We work to the highest private standards, offering a seamless experience that reflects the expectations of discerning families and leading independent schools alike. More than treatment alone, our approach supports the broader wellbeing of each pupil. Excellent oral health contributes to confidence, comfort, sleep quality and day-to-day ease - all of which play an important role in a child’s academic performance and overall school experience. For pupils wearing aligners, braces or requiring ongoing supervision, access to responsive specialist attention can be especially valuable. For school nurses, pastoral teams and house staff, our presence offers meaningful practical support. By bringing expert care directly to school, we help reduce the administrative burden of arranging off-site appointments and provide a dependable, professional extension of the school’s own commitment to excellence in student welfare. This is private dental care, reimagined for modern boarding schools: polished, progressive and profoundly reassuring.

: k e e W g n i d r a o B l ional Boarding W t fromothe n NaView i d r a o B l a n i t a N B l a n o i t a N Summer Intern 2025 Manager, gaining valuable insight into the

me both academically and personally. I

work of a marketing team in an

joined Rugby in 2016 at age 11 from a

international organisation. I contributed to

state primary school and low-income

the launch of the 60th Anniversary

background, supported by an academic

campaign, created Canva designs, and

scholarship and a full bursary. Without that

drafted a press release announcing the

support, I would not have had the chance

new SACPA (Safeguarding and Child

to study the IB, join the CCF, or play hockey

Protection Association) Director. The small

and netball. Being a day student in a

Most recently, I completed an

size of the team meant that I was

boarding school setting gave me a unique

internship with the communications

entrusted with independent

perspective: I often spent 7:30am to 9pm

team at the Boarding Schools

responsibilities, while still receiving

at school, immersed in the community but

Association (BSA). Robin, CEO of the

support. I also collaborated with the Legal

returning home at night. My time at Rugby

BSA Group and an Old Rugbeian

team, which was especially valuable given

not only prepared me to study Law at LSE

himself, shared the opportunity

my studies in Law. The BSA’s welcoming

but also strengthened the confidence to

through the Rugbeian Community,

environment allowed me to develop a

seize opportunities like the BSA internship

and I decided to apply - reflecting the

wealth of new skills and gain experience

- experiences that continue to change my

spirit of taking every opportunity that

across a range of platforms and systems -

life in more ways than I can count.

my school instilled in me.

skills I will carry forward into my future career in corporate law.

During the internship I worked closely with Lily, Communications Executive, and Lottie,

This opportunity was possible thanks to

Skye Slatcher

Communications and Engagement

my years at Rugby School, which shaped

Former Rugby Student

Know someone who would like to intern at BSA? Contact bsa@boarding.org.uk

s t h g i l h g i H : k e e W s t h g i l h g i H : k e e ng W ing Week: Hig Board MONDAY: NATIONAL FUDGE DAY

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The 1st travel B-Corp in the UK

Beyond grades: Experiences that set students apart Beyond the immediate adventure, Flooglebinder trips give students a foundation for their future. Many of our programmes carry academic recognition, with opportunities to gain UCAS points. All of them provide experiences that students are eager to share in interviews, applications, and personal statements. Employers and universities alike, value the skills developed on our journeys such as resilience, teamwork, leadership, cultural awareness, and problem-solving.

A DVE RTO R I A L

Accredited international experiences that build con昀dence, credibility and real conversation beyond the classroom Academic results still matter but today, they are only part of the picture. When so many students achieve similar grades, what truly differentiates them is experience, initiative and the ability to speak with depth and authenticity about something they have done. At Flooglebinder, our programmes are designed to give students that edge. Alongside immersive global expeditions, we offer two structured pathways that turn experience into recognised achievement: the Diploma in International Volunteering and awards through the AQA Unit Award Scheme. Through our AQA pathway, students engage in realworld 昀eldwork. They might be setting camera traps in the rainforests of Costa Rica, conducting drone surveys across South African landscapes, or collecting eDNA samples in Romania to monitor biodiversity. These are not simulations, they are practical, hands-on contributions to active research and conservation initiatives. Our Diploma in International Volunteering focuses on meaningful service and global citizenship. Students may support turtle conservation projects in Nicaragua, learn about human–elephant coexistence in Sri Lanka, or collaborate with local female-led NGOs in Uganda, building cultural understanding, empathy and leadership along the way. The result is more than a trip. It is recognised achievement, real-world impact, and a story each student can speak about with con昀dence — because they lived it.

“ W E W A N T Y O U N G P E O P L E T O L E AV E SCHOOL WITH MORE THAN GRADES. W E W A N T T H E M T O L E AV E W I T H PERS PECTIVE , CO NVI CTI O N AN D TH E C O N F I D E N C E T O S P E A K T H O U G H T F U L LY A B O U T W H AT M AT T E R S T O T H E M . ”

A Q A U N I T A W A R D S C H E M E (U A S) Flooglebinder is the 昀rst travel company to integrate the AQA Unit Award Scheme (UAS) into educational expeditions. This 昀exible framework recognises achievement across all ages and abilities, awarding certi昀cates for completed units of learning. •

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•

Students complete pre-departure workshops and in-country activities that are assessed against UAS criteria

•

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L E V E L 3 D I P L O M A I N I N T E R N AT I O N A L VO LU NTEERI N G Our Level 3 Diploma in International Volunteering offers students a structured, accredited pathway that extends well beyond the trip itself. The quali昀cation carries: •

16 UCAS points (UK)

•

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•

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The programme includes pre-trip online modules, volunteering abroad, followed by post-trip re昀ection and assessment (approx. 8 hours per pre/post module and 6 hours during the trip). Students can specialise in Global Citizenship, Marine Conservation or Wildlife Conservation, gaining sector-speci昀c knowledge while developing transferable skills in leadership, problem-solving, and cultural 昀uency.

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GUEST

COMMUN CAMARA CELEBRA YEARS OF HOUS ST EDWARD

NITY AND ADERIE: ATING 100 BOARDING ES AT D’S OXFORD >>>

>>> At the heart of school life is the unique spirit of the Teddies community, stretching across generations and continents. Central to this is the House system, which celebrates its 100th anniversary in 2025. Introduced in 1925 by Warden Henry Kendall, the original seven Houses replaced the previous tutorial model. Though facilities have evolved greatly since then, all seven continue today, joined by six more, including the most recent, opened in 2019. Today, each House is home to around 65 pupils from all year groups and is led by a Housemaster or Housemistress, supported by a residential team including an Assistant HM, a Tutor, and a Matron. Every pupil has a personal Tutor, who they meet with regularly for academic and pastoral guidance. This core structure is complemented by an extensive wellbeing network: senior pastoral and safeguarding leaders, a dedicated Director of Wellbeing, a School Doctor, Counsellor, Psychologist, Chaplaincy team, and a Health Centre. School Prefects, Heads of House, and trained Peer Listeners all contribute to a supportive and inclusive environment.

Clare Hamilton Sub-Warden, St Edward’s Oxford

Families can choose from 13 Houses, single-sex or co-ed, across a mix of architectural styles on either ‘quad-side’ or ‘field-side’. While the range of opportunities is vast, the school remains small enough that every pupil is known and valued. Each House has its own character, traditions, and events, oﬀering pupils a strong, supportive homefrom-home. This autumn, the school will reintroduce the inter-house ‘Bumps’ rowing competition on the Thames, last held in 1974 – a nod to tradition in the evolving boarding experience. As Amber puts it: “The sense of community is incredible – I've found friends through every corner of school life.” Logan adds, “My House is like an extended family, and my Tutor really looks out for me.” And Olivia reflects, “There’s a warmth and closeness here I felt from the very beginning.”

>>>

ADVE RTO R I A L

I-GTM records and delivers student travel in one streamlined system

SAFER COMMUNITIES IN TRANSIT Parents submit travel & whereabouts

Bursary: no re-keying

Inspection-ready reports

Travel operations: enhanced safety & ef昀ciency

Staff dashboard: total oversight

MIS connected: user recognition

Only when a single platform is used to record and manage travel can schools be con昀dent that what’s been booked truly re昀ects what will happen.

To 昀nd out more, call David Williams on +44 20 3355 2858 or email dw@i-gtm.com.

Boarding Schools Unite to Welcome International and Domestic Students From airport collectives to travel corridors, schools are delivering safer, smarter journeys powered by I-GTM

Access

Safety

Visibility

Connected

Across the UK, boarding schools are

disconnected systems. This outdated

working together to ensure they remain

approach is time-consuming, error-prone,

open and accessible to both international

and lacks the visibility needed for

and domestic students. Access is key —

safeguarding and oversight.

and innovation continues, with shared airport greeting collectives and new travel

With I-GTM, all student travel data is

corridors enhancing safety and

captured in one place and used to

coordination.

coordinate real-world services — from airport pickups and taxis to chaperone

Traditionally, schools managed travel using

support — giving schools control, clarity,

a patchwork of emails, spreadsheets, and

and con昀dence.

PROFILE OF STUDENTS TO SUPPORT LEARNING Avatar conducted interviews for schools to view Results show how 'ready' a student is for the mainstream classroom Conducted securely online with video proctoring Character self-assessment to show motivations, aptitudes and attitudes Diagnsotics to guide future teaching and learning

FOUR TESTS TO SUPPORT SCHOOLS & FAMILIES IDAT Comprehensive admissions assessments for competitive or inclusive schools to support learning and development.

IDAT FOR IB Assessment to ascertain if students are prepared for IB rigour at a secondary level.

IDAT CONCISE: ENGLISH & TOTAL TEST A bespoke product for schools looking for students to ﬁt their scholarship criteria and school values.

IDAT FOR SCHOLARSHIP STUDENTS A concise alternative providing economical and secure ways to assess all incoming students.

Interview Question 1

Answer 1

info@idat.org

www.idat.org

Question 1

Question 2

A DVE RTO R I A L

Global Boarding Schools Prefer the IDAT UNISUS School UNISUS, in Kelowna BC Canada, has been using the IDAT for international student admissions since 2023 and was the ﬁrst Canadian school to work with IDAT. UNISUS School is a co-educational International Baccalaureate Boarding School in the Okanagan Valley, British Columbia. It offers an exceptional education experience from early childhood to Grade 12. Its Academics+ program empowers students to pursue their own path to success, with academics always at the core.

Reliable and Personalised Admissions with the International Diagnostic and Admissions Test (IDAT) Students coming to boarding schools are about so much more than their academics. The IDAT uses multiple-choice questions of preference and afﬁnity to assess students’ executive skills. The skills chosen are based on desired and essential behaviours identiﬁed for success in a global education environment. Students are assessed in terms of the following behaviours and skills: • • • •

self-awareness risk-taking, adaptation, and resiliency creativity and problem solving communication and empathy.

Further, the Global Knowledge component of the IDAT (Stages 3-6), demonstrates a student’s ability to think critically, reason and deduce logically, and make reasonable assumptions and inferences. Every student who applies to UNISUS School completes the IDAT as part of the admissions process. The data collected means the school can assess each student’s level of understanding in English language, mathematics, and global languages. By using the IDAT, UNISUS is able to gain a holistic view of potential students, ensuring better alignment between the school and the student.

Uniquely UNISUS School Like many schools, UNISUS School’s academic excellence is complemented by three key elements that provide a fully comprehensive educational experience that goes far beyond the classroom to shape well-rounded, open-minded, and resilient individuals. Its boarding environment teaches essential life skills; its broad range of sport and outdoor activities foster passion and preparedness for a rapidly changing word; and its multicultural student cohort develops global perspectives. By using the IDAT they more they know about a student including English language and literature, mathematics, critical thinking, logic, and character. This information helps UNISUS to support their boarding students in a more effective way from their ﬁrst day of classes. With the IDAT Concise available at an affordable price and with the IDAT Secure 360 proctoring system making it available all over the world in a completely secure, proctored environment, UNISUS has improved its admissions processes. By using the IDAT, UNISUS School can identify those applicants who possess curiosity and adaptability; are ready to contribute meaningfully; and have the foundational skills needed for success. IDAT looks forward to continuing its support of UNISUS School in its mission by providing a reliable admissions tool for not only assessing academic abilities but also the key student qualities beyond academics.

“The IDAT provides valuable insights into a student’s character and preferred learning style, enabling us to make informed decisions and provide tailored support to help each learner succeed.” Danielle Timmer Admissions Manager UNISUS School

BSA Supporting Excellence Awards 2026 Now in its ninth year, BSA’s annual awards have become a cornerstone of the boarding school calendar. The awards continue to celebrate the outstanding achievements, dedication, and innovation demonstrated by schools and individuals across the sector. 2026 FINALISTS Congratulations to this year’s BSA awards shortlist: Belonging and Inclusion Initiative Award

This year, we are delighted to present 15 award categories recognising excellence in all areas of boarding. This year, the BSA Best Artwork Project Award has been split into Junior and Senior categories.

• Clifton College • Rochester Independent College • Villiers School Best Junior Artwork Project Award • Erin M – New Hall School • Kamila A – Brambletye School • Ruyi Q – Marymount International School London

Winners of the awards will be announced and invited to the stage at the BSA Annual Conference for Heads awards dinner on Tuesday May 5, 2026. This conference is FREE for full UK members to attend.

Best Senior Artwork Project Award • Sean W – Bedford School • Natalia M – Strathallan School • Kendra S – Mayfield School Best Community Work via BSA ‘On Board’ Initiative • Gordonstoun • Haileybury • Wellington School • New Hall School Boarding House Extension or Refurbishment Award • Bilton Grange Prep School • Brighton College Prep Handcross • Holmewood House School

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• St George’s School, Windsor Castle Supporting International Boarders – Emma Pattison Award for Compassionate Leadership

Educational Agent/Guardian Award

• Mr Emmett – Scarborough College

• Connexcel

• Ally Onions – St George’s School, Windsor Castle

• Edukatus

• Nicki Beaumont – The Pilgrim’s School

• UKGuardianship • Zeta Brent Education

International School of the Year Award • Dulwich International High School Programme, Suzhou

Supporting Junior Boarders Award

• International School, Brunei

• Cranleigh School

• Jerudong International School (JIS)

• Hazlegrove School

• Taunton School

• Monkton Combe School • Sedbergh School • Strathallan Prep School

• Somerset – Orwell Park School • Sam P – Shiplake College

Sustainability in Boarding Award

• Oliver B – Shiplake College

• Bromsgrove School

• Vani – Wellington College

• Jerudong International School (JIS) • Marlborough College, Malaysia • Wellington School

• Cathryn Rogerson – Cottesmore School • Paddy Rockett – Reed’s School

Wellbeing and Mental Health Initiative Award

• Ben Maddox – Royal Alexandra & Albert School

• Rochester Independent College • Roedean School • Taunton School • Wellington College

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Are Hidden ACE Triggers Being Missed in Your Classroom?

Transform How Your Staff Recognise and Respond to Trauma Many children with Adverse Childhood Experiences (ACEs) display distress through behaviour rather than words. Without cultural awareness or trauma-informed practice, these signals can be misinterpreted—or missed entirely. Our training equips educators with the skills to recognise subtle signs, respond effectively, and build safer, more supportive school environments. Courses are delivered by profssionals with livedexperiences

Why Cultural Competence Matters Children’s behaviour is often the language of trauma. Withdrawal, aggression, hypervigilance, or emotional shutdown are survival strategies, not misbehaviour. Yet cultural misunderstandings and unconscious bias can lead educators to misread these signals. Children from racially minoritised communities may be particularly vulnerable. Behaviour seen as defiance or disengagement often reflects trauma responses shaped by culture, family norms, or experiences of discrimination. Our training helps your staff: Recognise trauma signals across cultures Interpret behaviour in context, not assumptions Build empathetic, supportive relationships Through trauma-informed and culturally competent training, staff learn to: Respond with confidence rather than judgement Reflect on personal biases Communicate effectively with families and communities Implement practical, classroom-ready strategies Participants leave with checklists, reflective exercises, and actionable insights to spot triggers and intervene early.

Behaviour is often the language of trauma. Understanding the context helps educators support children in the ways they need most.

Common Triggers Often Overlooked

Turn children’s lives around with expert ACEs training, led by Dr Lydia Taiwo, Founder of SAFE-ACEs™ Quality Mark. With lived experience, a high ACEs score, and over 20 years’ professional practice, Dr Taiwo helps educators recognise trauma, respond with confidence, and provide life-changing support. Call or WhatsApp: +44 7412103484

Leigh Steer Immigration Executive

N AV IGAT I N G CO M PL I A NC E W IT H CONFI D E N C E : W H Y I N D E PE N DEN T S C HOOL S T R U ST BSA L E G A L The UK’s immigration landscape continues to evolve, and complying

Advisory Group. This direct involvement enables the team to pr

with Child Student visa rules has become more complex and more

tailored, up-to-date guidance that reflects the challenges schoo

critical than ever. For independent schools acting as sponsors, the pressure to get it right grows daily.

We do not offer generic solutions. Schools choose BSA Legal for

bespoke, flexible packages that align with their needs. Whether Recent changes to UKVI policies, stricter sponsor duties, and increased

need ad hoc advice, a full compliance audit, sponsor licence sup

Home Office inspections demand that schools juggle day-to-day

help with visa applications for international families, we deliver

operations while meeting detailed immigration obligations. Add the

assistance, when and how you need it. From tailored UKVI train

intricacies of agent and guardian checks, BCA and CAS allocations, and

acting as your SMS representative, our team supports every ste

ensuring every overseas pupil holds the correct visa, and it is no surprise

compliance journey.

that many schools seek a reliable partner to share the load. Outsourcing immigration compliance does not mean giving up That’s where BSA Legal steps in.

but gaining peace of mind. Our services support schools in stayi

of legislation, managing risk, and demonstrating excellence thr Solicitor and immigration expert Kate Hollyer leads the BSA Legal team,

initiatives like the BSA Legal Sponsor Compliance Excellence Aw

which represents the boarding sector at the Home Office Education

At BSA Legal, we understand the challenges you face. You do no

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BSA Legal is a trading name of BSA Group Legal Services Ltd, a company registered in England and Wales. Registered number: 13634894. BSA Group Legal Services Ltd is authorised and regulated by the Solicitors Regulation Authority. Number: 8003074. BSA Group Legal Services Ltd, 167-169 Great Portland Street, 5th Floor, London W1W 5PF. T. 44 (0)207 798 1583. E.legal@bsagroup.org.uk

Steven Jackson Residence, Queen Anne’s School

GUEST

NEW DORM One year on since starting here. Since she first stood in this room, alone with the ghosts of those who’d formerly passed through. Strange to her, once, this dorm; but soon as good as home to her, as good as new. How familiarity must start somewhere; and here, it began with her suitcase dropped on the sheets of a strange bed; in the clearand deliberate act of unpacking her life, without any haste into empty cupboards; the careful placing of childhood books on bare shelves. How every rite of passage encourages goodbye as a gracing of change. That mum and dad were not themselves pulling away in the car that day waved off in the morning mist. How uncertainty hangs for a spell, the way it does in unfilled silences or the motion to or from a kiss but only as a mist, which quickly clears and never reappears the same.

ST FRANCI S’ COLLEGE

PR IO R ' S F IEL D S CHO O L

A career in boarding is unlike any other.

Every day I feel fortunate to work, and to have worked, with such amazing teams. A particular thank you to my

Boarding staﬀ are dedicated to creating a safe,

team at Prior's Field School today.

nurturing, and enriching environment for students living away from home. They provide not only academic

Boarding staﬀ go above and beyond, create safe,

support but also emotional guidance, care, and a true

supportive environments and truly make boarding

sense of community every single day.

houses a home. As I very often hear myself saying - it’s not just a job, it’s a lifestyle. Sometimes challenging,

Today we celebrate World Boarding Staﬀ Day,

often tiring, always fulfilling. And just a reminder that

recognising the hard work, commitment and invaluable

boarding staﬀ are superheroes.. just in case anyone is

contribution of boarding staﬀ around the world. The role

ever in any doubt!

takes a very special kind of person, and we are incredibly proud of the team we have here at St Francis’. Thank you for everything you do for our students and for making boarding feel like home.

MORETON HALL

20 26

QUEEN’S COLLEGE, TAUNTON

This afternoon, our Director of Boarding, Franki

We'd like to celebrate our extraordinary boarding staﬀ

Quantrell, visited each of our Boarding Houses to deliver

who make our houses feel like home. The people who

some beautiful flowers to thank our incredible Boarding

open their doors each day, who give their time, energy

staﬀ for everything they do. At Moreton, our Boarding

and care so generously, and who create a genuine sense

Houses are more than just accommodation. They're a

of belonging for every pupil. The photos say it all, falling

home-away-from-home where every pupil is nurtured,

oﬀ surfboards, singing Happy Birthday, teaching someone

supported, and empowered to be the best they can be.

to ride a bike, it really is a lifestyle, not just a job.

Without our Boarding team, we wouldn't have such a beautiful, vibrant family-like environment.

Any hour of the day or night, for homesickness, celebrations, lost kit, they are always there oﬀering

Thank you for everything you do!

support and stability. To our Houseparents and boarding team, thank you for the life you pour into our houses every single day. Please join us in appreciating our wonderful team.

Thank you to all those who joined World Boarding Staff Day celebrations 2026 in recognition of the amazing boarding staff communities who show commitment and passion towards boarding each day!

Helping schools deliver a seamless experience for international students We work closely with schools and families to provide continuity of care for students far from home. Families around the world choose UK boarding schools for their exceptional academic standards and outstanding pastoral care. While schools offer unmatched support on campus, guardianship plays a vital role in complementing that. Boarding school offers young people an enriching, confidence-building experience, but students living far from home still need an extra layer of reassurance and practical help when their families can’t be here. Our guardianship services ensure continuity of care by acting as a reliable point of contact outside school during exeats, half terms, travel days and any other occasions where help is needed. Whether arranging accommodation with our vetted host families, coordinating airport transfers, attending parents’ meetings and events, or stepping in when something unexpected arises, our role is to ensure that students have someone local they can depend on. Our team is available around the clock, and we stay in regular communication with students, families and schools, keeping them fully updated, providing reassurance that knowledgeable, responsive assistance is always close at hand. To further enrich our students’ experience, we also offer an

ever-growing programme of escorted trips. Our UK excursions introduce students to the country’s heritage and culture, while our international trips - to exciting destinations such as Dubai, Sri Lanka, Kenya, Greece, Italy and Switzerland - provide valuable opportunities for personal development, independence and global awareness. Many families begin their journey with Academic Families long before their child arrives at their boarding school, with our admissions team guiding families as they navigate school selection, applications and interview preparation helping them make confident and well-informed choices. Others continue to draw on our expertise once their child is settled in the UK, seeking advice on short courses and summer camps to help their child develop new skills and explore their interests. For older students looking ahead to life after school, we have expanded our service to include tailored UK higher-education guidance helping them identify the best-fit course and university pathway. Our engagement with families extends well beyond the UK. This September, Academic Families will host our UK Boarding Schools Expo in Kenya - bringing schools and prospective families together to

build understanding and trusted relationships from the very start. Accreditations give families and schools confidence in the quality, safety and integrity of our work. We are proud to be the first organisation to hold double accreditation from the Boarding Schools’ Association (BSA) - recognising both our educational consulting and our guardianship. Our AEGIS Gold accreditation confirms that we consistently meet the highest independently inspected standards. At every stage, our focus remains the same supporting parents, partnering with schools and ensuring that every international student has the structure and guidance they need to thrive. Lorna Clayton MBE Founder & Managing Director

Our services Boarding school, short courses and higher education admissions BSA and AEGIS Gold accredited guardianship 24/7 emergency assistance UK-wide support UK and global escorted trips Carefully selected host families

We work alongside schools to ensure that international students are safe, settled and able to make the most of their UK education journey.

PRIORITISING THE VITAL BENEFITS OF SLEEP Boarding at Oxford International

Recognising the vital role sleep plays in

College provides students with a

academic achievement and mental health,

unique opportunity to thrive in a

OIC adopted the BSA’s Sleep Champion

vibrant, intellectually rich

initiative to strengthen student wellbeing.

environment. However, with

This served as a catalyst for a comprehensive

several boarding houses spread

review of our boarding provision.

across the city, accommodating Kieran Jones Director Boarding Oxford International College

our ambitious international

Together with my Assistant Head of Boarding

cohort presents unique

and wider boarding team, we conducted a

challenges, particularly in

detailed audit of our boarding sites,

ensuring a balanced lifestyle.

producing a thorough report of action points to enhance sleep hygiene and overall wellbeing.

>>>

“By placing student wellbeing at the heart of our boarding philosophy, we are empowering students to build resilience, embrace self-care, and achieve their full potential.”

>>> KEY CHANGES INTRODUCED: 1. Structured routines

2. Night house parents

3. Healthy nutrition

4. Upgraded sleep facilities

Earlier curfews, structured

In our larger houses,

A selection of sleep-friendly

Following a thorough review,

‘quiet’ periods, and

dedicated Night House

snacks, including fresh fruit,

we upgraded selected

designated ‘own room’ time

Parents now provide

cereals, herbal teas, and

houses with new

were introduced across

overnight support. They

juices, was made available in

mattresses, bedding, and

houses. These subtle

monitor noise, discourage

houses. A particular success

linen to significantly

changes supported more

unhealthy study habits, and

was the introduction of

enhance sleep comfort for

consistent sleep patterns,

oﬀer pastoral care

eggs, which students

our students.

encouraging a culture of

throughout the night.

enjoyed using to create their

rest and balance.

own recipes. These ideas were inspired by expert advice from Dr Lindsay Browning, a leading sleep expert, psychologist, neuroscientist, and founder of Trouble Sleeping, who emphasises the importance of healthy food in promoting quality sleep.

5. Dimmable lighting

6. Life skills curriculum

7. Enhanced pastoral

8. Local community

Modern, dimmable bedside

integration

structure

engagement

lamps and tables were

In collaboration with our

Each student is now

We worked closely with local

installed, creating calm and

PSHE and RSE programmes,

supported by both a

authorities and businesses

restful environments

we introduced sessions

Strategy Tutor and a

to reduce nighttime noise

conducive to quality sleep.

focused on healthy sleep

Boarding Mentor, promoting

around our sites, fostering

habits, screen time, and

holistic care and stronger

stronger community

balanced diets, empowering

links between academic and

relations and a more

students to make informed

boarding life.

peaceful atmosphere.

lifestyle choices.

Through these measures, OIC has embedded sleep hygiene into our core pastoral approach. Achieving the BSA Sleep Champions Award validates our efforts and motivates us to continue developing innovative wellbeing strategies. By placing student wellbeing at the heart of our boarding philosophy, we are empowering students to build resilience, embrace self-care, and achieve their full potential, academically and personally.

FEATURE: AI IN BOARDING

Emb An o boa Will Bridges Assistant Head (Teaching and Learning) Bryanston School

is a culture of continu

innovation in which t Method and its indiv

learning remain cons

In the 1960s, pupils a

queued with punch c

while the early 1980s

computers into scho

bracing AI: opportunity for arding innovation or more than six decades,

gradually replaced handwritten mark books,

giving teachers early insight and parents instant

Bryanston School has treated

freeing tutors to mentor pupils.

transparency. Generative AI is not banned but

every technological shift not

taught, with pupils learning to craft informed

as a threat, but as an

Fibre-optic cabling transformed boarding house

prompts, cross-check against trusted sources, and

opportunity to evaluate 24-

rooms into study-bedrooms, and email, online

use outputs ethically, accepting that some tasks should remain human.

hour boarding life. The result

research, and a bespoke virtual learning

uous experimentation and

environment reshaped how boarders studied and

tools evolve, yet the Bryanston

submitted work. Behind the scenes, digital

Bryanston’s overall message is methodological,

idual, relationship-based

admissions, bursary software, and algorithmic

stay curious, stay critical, measure impact, and

stant.

timetables delivered ‘invisible’ eﬃciencies across

keep people at the centre. By maintaining that

the school.

balance, we prepare our pupils to thrive in an AI-

at British boarding schools

accelerated world where relationships, not

cards for remote mainframes,

Today, secure Wi-Fi, iPads, and cloud storage are

s brought humming

routine. Bryanston’s eChart dashboards track

ol libraries. Databases

submission, eﬀort, and attainment in real time,

machines, define success.

>>>

“We see AI as a partner, rather tha Eﬀective learnin ‘eﬀortful thinking’ amplify curiosity a never ghos

an educational an a replacement. ng still demands ’. Technology must and autonomy but st-write it.”

3 69

THRI WITH NEW D CHAP

VING HIN A DIGITAL PTER

FEATURE: AI IN BOARDING >>>

Paul Gardner Deputy Head of Secondary Swiss International School Dubai

“Technology should serve people, not the other way around. AI in schools must enhance relationships, not replace them—that’s where true transformation lives.” Over the past 60 years, technology in boarding schools has evolved from chalkboards and cassette tapes to AI-driven platforms and immersive digital environments. What hasn’t changed is our core mission: enabling young people to thrive - academically, socially, and emotionally. As a school leader in Dubai, I’ve seen how technology can enhance, but not replace great teaching and pastoral. At SISD, we’ve championed the thoughtful

use of educational technology. From adaptive learning platforms to wellbeing trackers, tech is now embedded into every layer of school life. Beyond academics, innovations such as AI-powered timetabling systems are beginning to reshape how schools operate - streamlining the day-to-day experience for staﬀ and students alike. Looking forward, AI oﬀers exciting potential - provided

we stay anchored in pedagogy and pastoral care. It can personalise learning, support early intervention, and give students more agency over their progress. But no algorithm can replace the intuition of a teacher who truly knows their pupils. The future lies in balance: empowering schools to use emerging tools without losing the heart of what makes boarding so powerfulrelationships, routines, and real connection.

FEATURE: AI IN BOARDING

Laura Brookes Head of Boarding Harrogate Ladies’ College

The evolving role of technology in boarding Over the past 60 years, technology has revolutionised how boarding schools operate. From the introduction of overhead projectors in the 1960s, computers into classrooms in the 1990s, to the introduction of AI in the 21st century.

>>>

FEATURE: AI IN BOARDING >>>

“

Here at H Ladies’ Coll robust pract (both techn pastoral) to boarders are and th

At the crux of a boarding school experience are personal connection and positive experiences for both boarders and their families. Here at Harrogate Ladies’ College, we have robust practices in place (both technological and pastoral) to ensure our boarders are safe, happy and thriving. Technologically, we use programmes like CPOMS to monitor child protection, safeguarding and welfare concerns, which has seen an increase in organisation and efficiency among staff members. Pastorally, our multi-disciplinary welfare team (led by our Designated Safeguarding Lead) discuss every pupil each week, which forms the foundation of our pastoral offering, ‘Flourish’, and provides families – whether in the UK or internationally – confidence and belief we are doing everything we can for their child. For boarding schools, AI has the potential to revolutionise

“

Harrogate lege, we have tices in place nological and o ensure our e safe, happy hriving.

efficiency and ensure boarding pupils are prepared for an increasingly digital future. Despite arguments around AI decreasing the level of human interaction, the use of AI in time-consuming tasks like planning trips and extra-curricular activities facilitates an increased level of human engagement between boarding staff and boarders. We need to be aware of the benefits of AI and how it can enhance our boarding experience. We must, however, also find the balance between implementing AI without renouncing the key component of what makes boarding here so special: creating a family, something that AI can’t replicate, like knowing exactly when to offer comfort, conversation or cake.

FEATURE: AI IN BOARDING

Phones in boarding: a double-edged sword

B u m b

By addressing the complexities of smartphone use, boarding schools can create a healthier, more supportive environment that prioritises both mental wellbeing and online safety.

As schools increasingly integrate technology into daily life, the

role of smartphones has become a double-edged sword. On

one hand, these devices facilitate communication and access to

information; on the other, they pose significant challenges to

mental health and online safety.

The constant connectivity oﬀered by smartphones can

exacerbate feelings of isolation and anxiety among students,

especially in a high-pressure environment like boarding school.

Many students find it diﬃcult to disconnect, leading to sleep

disturbances and decreased focus on academics. Social media

can amplify issues of comparison, FOMO, and bullying, further

Rebecca Jarrett Head of Boarding Marlborough College Malaysia

aﬀecting emotional wellbeing.

To try and mitigate these risks, at Marlborough College Malaysia

The Wellbeing programme includes sessions on digital literacy

we are adopting comprehensive policies that balance tech use

and digital footprints, navigating online interactions responsibly,

with mental health considerations, including the use of a school-

and regular workshops on mental health awareness and coping

wide Acceptable Use Policy in which pupils are asked to sign

strategies to help equip students to manage stress and foster

that they agree to adhere to our online code of conduct.

resilience. Parents are always delighted to hear that boarders’ devices are locked away overnight, with varying degrees of freedom depending on age. Needless to say, robust online safeguarding measures are essential. As with all schools, we are trying to find the balance between implementing monitoring systems such as Lightspeed to ensure safe internet usage whilst promoting a culture of open communication and responsible use.

e UK’s leading uniform and sportswear supplier www.stevensons.co.uk

ADVE RTO R I A L 81

At Stevensons, we believe a school uniform represents far more than just clothing. It conveys identity, shapes culture and helps every pupil feel part of something bigger. This belief sits at the heart of our business and drives our commitment to delivering outstanding quality, design and service to schools across the UK.

With 15 retail stores, 8 on campus school shops,

optional services such as name-taping and

and an industry leading online platform, we provide

personalisation are available across all channels.

families with a seamless, multi channel shopping

Online, our intuitive website gives parents

experience. This infrastructure allows us to support

convenient access to everything they need,

more than 700 schools nationwide, including many

supported by responsive and dedicated customer

of the UK’s leading independent institutions,

care delivered by knowledgeable teams.

making Stevensons one of the most trusted and longest serving uniform partners in the sector.

We are also embracing new technologies, including AI enhanced guidance tools, to support purchasing

Uniforms should reflect a school’s individuality. Our

journeys, improve design processes and strengthen

bespoke design service ensures each school’s range

the marketing content we provide to schools. Our

is fully inclusive, fit for purpose and aligned to its

goal is to help every partner present their brand

brand. Our experienced design team collaborates

confidently and consistently.

closely with schools to modernise existing garments or develop entirely new concepts. From fabric

Sustainability continues to be a key focus. We

development and colour selection to embroidery,

continue to expand the use of recycled yarns,

trims and garment construction, every detail is

reducing textile waste, and phasing out single-use

crafted to deliver both durability and distinctive

plastics in favour of recyclable and paper-based

style at aﬀordable value.

alternatives. Ethical sourcing is central to our approach, and we work closely with our suppliers to

Alongside core uniform, performance sportswear is

uphold high environmental and social standards

a growing priority for schools, and our in house

across all factories. We also collaborate with like

brands - PlayerLayer and XXV - oﬀer technically

minded organisations to provide families with

advanced kit for pupils of all ages. Our collections

greener product choices and to give back to local

use innovative fabrics engineered for comfort,

communities.

durability and movement, encouraging participation and helping athletes perform at their best. Whether

At Stevensons, we are proud to be more than a

for elite squads or inclusive curriculum sport, our

uniform supplier. We are a long-term partner to

team supports schools in creating a cohesive,

schools - helping them express their identity,

aspirational sports identity.

supporting their families, and contributing positively to the communities we serve. As we

As the retail landscape evolves, so does our service

continue to grow and innovate, our promise

model. We continue to invest in ways to make the

remains the same: to deliver exceptional products,

buying process easy and reassuring for families -

thoughtful service and lasting value for every school

particularly those joining a new school. Personal

we work with.

shopping appointments, clear sizing guidance, and

Mental health awareness powered by community

Anna Peak Deputy Head (Pastoral) and DSL Shrewsbury School

At Shrewsbury School, Mental Health Awareness Week 2025 was more than a calendar event, it was a powerful reminder of the strength found in boarding communities. Under the tagline ‘The Power of Community’, the week brought together pupils and staff in a shared commitment to wellbeing. The programme was thoughtfully curated to blend education, empathy, and action. From early morning mindfulness walks along the River Severn to lunchtime yoga sessions, mattress dominoes, and human pyramids, the week offered a diverse range of opportunities for reflection and connection. Staff also contributed daily by sharing their own thoughts on mental health with their boarding houses before evening duty. Reading the evening duty reports during the week was a humbling experience, as I got to see just how brilliantly the staff had taken on this challenge and the range of stories they shared. However, in a school environment where mental health awareness is already deeply embedded, there’s a risk that pupils may feel they’ve “heard it all before.” Striking the right balance between meaningful engagement and message fatigue was key. By inviting pupils to shape the week’s activities themselves, we hoped the campaign would feel fresh and relevant. Inspired by the viral success of the Ice Bucket Challenge, each of our 12 houses devised their own creative ways to raise awareness, ranging from physical challenges to collaborative art projects, giving students ownership and voice in how the message was delivered. One of the most impactful events saw staff and pupils within Oldham's Hall each record a single word to camera. These clips were then skilfully edited into a powerful message of support and unity, which the house only saw in full upon release, a moving reminder that we are all part of something bigger than ourselves. Several pupils reached out for help because of something that resonated during the week, showing that even with excellent pastoral care in place, reopening conversations in new ways is always worthwhile. Shrewsbury’s approach to Mental Health Awareness Week exemplifies the ethos of modern boarding: a place where academic excellence is matched by emotional literacy and support, and where every pupil is known, valued, and heard. As the week concluded, the message was clear - together, we are stronger.

“This week reminded me why community is our greatest strength in boarding. Watching pupils and staff come together sharing stories, supporting one another, and creating moments of real connection was a powerful reminder that we all thrive when we feel seen and supported.”

GUEST

Henry Exham Oldham’s Hall Housemaster and IC Boarding

ON BOARD

MILTON ABBEY Originally established by students, the Environmental Committee has become a popular Wednesday afternoon activity, drawing students from all year groups. Jimmy L, in Middle Sixth, has spearheaded eﬀorts to create gardens in every boarding house, fostering community through gardening competitions. Today, Hambro, Athelstan, and Hughie's houses each boast thriving gardens. Milton Abbey School joins BSA On Board

Alongside Mr Burnham-Slipper, Head of Land Based Studies, the committee also planted 600 stunning black and gold tulips, our brand colours, in anticipation of their bloom. In addition, Lower Sixth Countryside Management students got hands-on with tree planting during National Tree Week, enhancing biodiversity and managing woodlands aﬀected by ash dieback. Other highlights include the Lower Sixth Hospitality student afternoon tea assessment attended by guests from the Milton Abbey community and Hughie's House raising £649 through a Vinted clothes sale for Shelter. Damer students supported

BSA On Board is a community action programme that celebrates and supports the positive impact boarding schools have in their local communities, and we are delighted to welcome Milton Abbey as the newest member of BSA On Board.

Dementia UK with Krispy Kreme Doughnut sales and Housemaster Mr Treadaway furthered the cause by running the London Marathon to raise additional funds.

Finally, Milton Abbey hosted an exhilarating day of challenges to support the school's 75th Fund and two chosen charities: Tiny Miracles and Project Planet Earth. The campaign raised an impressive £9,407, with more donations pouring in! The Milton Abbey Peaks Challenge offered a gruelling 7km or 12km run around the school's scenic landscape. The Oceans Seven Swim Challenge, inspired by the world's toughest sea channels, saw our students and staff replicate these epic swims in the school pool, covering distances ranging from 15km to 41km. Teams of two to six swimmers tackled distances between 4km and 21km each, showcasing incredible endurance and teamwork. Special recognition goes to Leila P, a Lower Sixth student, who swam 600 lengths, Mrs Burg who completed 15km, and Mr Hanney who completed 20km! In total, 27 team members swam over 9,840 lengths (246km) from 08:00 to 21:00! Our students' determination and resilience throughout the day were truly inspiring. They pushed through fatigue and discomfort, demonstrating remarkable perseverance and camaraderie. We were delighted to welcome former students back, adding a special touch to the event and reconnecting with the school community. Heartfelt thanks to students, parents, former students, staff, and friends of the school for their incredible generosity in supporting the 75th Fund and our chosen charities.

SCHOOL TRANSPORT HAS MOVED ON. JOIN US.

Scan to book a demo!

“The website offers excellent functionality. Its intuitive design ensures effortless navigation and ease of use. The real-time bus tracking feature provides invaluable benefits, allowing you to monitor bus arrivals and departures, ultimately streamlining our transport management system for us and parents. Peter Goodyer, Headmaster & CEO Bede’s School contact@vectare.co.uk

vectare.co.uk

@vectareltd

Driving the Pupil Roll: Transport Made Simple Some of the best ways to streamline and improve school’s admissions processes do not involve finding new ways to reinvent the wheel, but to effectively use the tools they already have. In this article, I will be focusing on the role of school transport in the admissions process and how a strategic blend of compelling marketing, thoughtful forward-planning and responsiveness can support parents in their decision-making process to join your school. When considering the importance of a school’s accessibility to parents, particularly dualworking families, the question of transport becomes central to this discussion.

“

Since working with Vectare to launch our school bus service three years ago, the network has gone from strength to strength, enhanced by their attentive and fantastic team who have now grown our network from two to ten routes. Miles MacEachern, Bursar Exeter School

Based on bus usage across more than 200 Independent Schools in the UK, the demand is rising, thus increasing the importance of publishing clear information to prospective parents. It is essential that information is available and not buried within your school website or behind a contact email address. Simple changes such as making route names clearly identifiable to the areas they serve and by publishing route timetables can help parents make informed decisions. If you have a bus network, shout about it! Don’t allow parents to wrongly assume that they can’t get to your school on one of your buses, when you in fact have a direct bus route to their village. By displaying your network on a map, you can make it easier for parents moving into the area to understand bus routes at a glance, rather than relying on a list of towns and villages.

contact@vectare.co.uk

vectare.co.uk

@vectareltd

In addition to visual changes, open mornings are a great opportunity to ‘sell’ your bus network to parents, handing out brochures and giving pupils the opportunity to meet a bus driver or a transport representative can be a great way to make parents and pupils alike to feel more comfortable with a potential change to their life. Whilst it is great to shout about your current bus network, there is also a crucial role in adaptability when using buses as a marketing tool. It is important to see a bus network as a fluid object with the emphasis on supporting the needs of the current parent demographic, with the ability to adapt to potential new areas or pockets of demand. An effective way to manage network changes can help to both reassure parents and reduce the risk of failing to consider operational factors. To improve this process, open bus bookings as early as possible for the next academic year. Instead of waiting until the summer holidays to plan for September, use the Easter period or even earlier, when parents accept their offers in February and March to start organising transport. Reminding parents to book a bus when they accept their place gives you valuable time to plan ahead and make any necessary operational adjustments. Dominic Kalantary Managing Director

How can Vectare help? Vectare offers custom bus guides, an interactive portal for parents, and efficient network management to streamline school transport. To learn more, visit vectare.co.uk

GUEST

Louis Sutton House, Lord W

Houseparent s reflections

“AT THE HUNDRED AND FIRST BLOW, IT WILL SPLIT IN TWO—AND I KNOW JACOB

THAT QUOTE CAPTURES THE SPIRIT OF OUR WORK - C

When I stepped into the role of

deeper empathy, sharper instincts,

Lecture with th

Houseparent at Sutton House, I

and more authentic connections

message about

did so with confidence built over a

with both pupils and their families.

models struck

decade in boarding schools as

influenced by t

Head of Sixth Form, Deputy DSL,

BUILDING A SHARED ETHOS

the "manosphe

Head of Department, and

At Sutton, we’ve built a shared

visible, positive

Assistant Housemaster. That range

ethos with the Upper Sixth around

intentional abo

of experience proved vital in

the acronym "SUTTON": Sincere,

navigating the demands of the

Understanding, Trustworthy, Team

PRESENCE OV

role. It’s deeply rewarding, but also

Players, Optimistic, and Never Give

Yes, there’s adm

relentless. Leadership,

Up. These values guide house life,

logistics and co

communication, problem-solving,

not just slogans, but lived

communication

and pastoral instincts are tested

principles. They appear on walls, in

this role is pres

daily. I’ve been lucky to learn from

conversations, and in the form of

knowing each b

exceptional colleagues who

our house tie, awarded to Upper

and showing u

shaped my values-driven

Sixth and to Lower Sixth pupils

moment. My co

approach. Early on, I committed to

who contribute meaningfully, often

shapes how I w

being a sponge soaking up insight

through acts of care like Mental

is a teaching m

from those around me. That

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success a share

mindset has stayed with me.

mentoring. We value character

conversations w

What I hadn’t anticipated was the

over status, integrity over position.

meaningful wo

impact of becoming a parent. It

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brought a kind of “superpower” a

Gareth Southgate’s Dimbleby

Yates Wandsworth College

ts reflections

Houseparen

IT WAS NOT THAT BLOW THAT DID IT, BUT ALL THAT HAD GONE BEFORE.” B RIIS

CHANGE IS CUMULATIVE. EVERY MOMENT MATTERS.

he house. His

THE LONG GAME OF CHANGE

small, meaningful stories that

t strong male role

This year, our focus as a school

define Sutton House.

a chord. In a culture

has been on unconditional positive

oxic masculinity and

regard and trauma-informed

ALWAYS LEARNING

ere," boys need

practice, an approach that

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e examples. We’re

resonates with me. Change

on thinkers beyond education,

out providing those.

doesn’t come from one

Goleman on emotional

conversation. It’s slow, steady,

intelligence, Fullan and Kotter on

VER PAPERWORK

patient work, built on consistency,

leadership, and Ryan Holiday’s

min, safeguarding,

compassion, and belief in the

Stoic philosophy, which now

onstant

person behind the behaviour.

features daily on our house

n but the heart of

whiteboard. These ideas challenge

sence. It’s about

STAYING GROUNDED

boy, guiding them,

To stay balanced, I rely on sport

and inspire us all.

p at the right

and the outdoors - staﬀ football,

FINAL THOUGHT

oaching background

walking the touchlines, catching up

This job is exhausting but it’s the

work: every mistake

with boys and parents outside

most fulfilling work I’ve ever done.

moment, every

formal settings. These moments

Walking alongside young men

ed win. It’s in quiet

are sacred and keep me grounded.

during such formative years is a

where the most

Surprisingly, I’ve also found joy in

privilege built on trust, presence,

rk happens.

writing the weekly newsletter and

and the power of small moments.

updating Instagram, sharing the

>>>

A DVE RTO R I A L

GUEST

Lee Irwin Director of Boarding, Thomas Adams School

How peer assessment transformed OUR boarding development

boarding schools, eﬀective evaluation is key to excellence, driving both academic and holistic student development. Peer assessment, particularly via a "triad inspection model," has proven highly

successful in enhancing this development across participating schools. This approach addresses the challenge of insularity in boarding settings by providing an objective lens, fostering collaboration, and promoting continuous improvement. As Dylan Wiliam (2011) stated, "Evaluation should not be seen as judgment but as an

Wolverhampton School and Sam Obeng-Asare from

opportunity to learn and improve together," a principle

Haberdashers Adams. Their work on the initial trial was

that underpinned our approach.

instrumental in proving the model's eﬃcacy and paving

Our successful bid for the BSA Boarding Innovation Award 2025 centred on the transformative impact of our peer assessment "triad inspection model" on

the way for its broader implementation and our award win. Boarding schools often rely on internal evaluations,

participating schools. As Director of Boarding at Thomas

which, while valuable, can lack objectivity. Staﬀ are

Adams School, I am deeply indebted to the expertise and

immersed in daily routines, making it diﬃcult to maintain

commitment of Alex Large from The Royal

critical distance. Peer assessment provides a fresh

“

Sc rep ob im pr str co

“

chools have ported greater bjectivity, mproved actices, and ronger llaboration

>>>

>>> perspective by engaging experienced professionals from other schools to review boarding provision against consistent benchmarks, such as the National Minimum Standards (NMS). This ensures rigour and alignment across diﬀerent settings. The model also fosters a culture of collaboration and shared learning. As Frances Cole Jones noted, “As with any endeavour, you will improve if you play with people whom you feel have a stronger ‘game.’” The triad format encourages schools to challenge and support one another, creating partnerships rooted in mutual respect and improvement. Another major benefit of peer assessment is its professional development value. Boarding leaders gain exposure to diﬀerent models of practice, broadening their understanding and enhancing their leadership. It also promotes accountability and transparency, key drivers of continuous improvement. Of course, implementation wasn’t without challenges. Maintaining objectivity was essential. To ensure this, we introduced rigorous training for assessors, focusing on evidence-based observation and minimising bias. Transparency was balanced with confidentiality through clear protocols for data sharing and communication.

The impact has been impressive. The three founding schools have reported greater objectivity, improved practices, and stronger collaboration. Crucially, student voice has become more central to boarding development. External perspectives have driven innovation, while peer-to-peer accountability has helped embed change. Following the initial success, the framework and inspection documents are now being used by schools across the West Midlands. We are eager to see this model adopted more widely and welcome contact from schools interested in launching their own triads. Peer assessment is a powerful tool for boarding development. It replaces isolation with partnership, introspection with constructive challenge, and static practices with dynamic growth. By embracing this reflective and collaborative approach, boarding schools create a richer, more supportive environment - one where, to paraphrase Dylan Wiliam, improvement is not imposed, but pursued together. If you would like to contact me regarding Triad Inspections or would like to see how it could benefit your school. Please contact me on Lirwin2015@gmail.com.

A DVE RTO R I A L 99

Delivering sports facilities for schools on time, on budget, and built to last With over 50 years of industry experience, Blakedown Sport & Play specialises in the design, build, resurfacing and maintenance of external sporting facilities for schools and educational establishments. Blakedown Sport & Play is one of the UK’s leading specialists in sports facility construction, with a proven track record of delivering projects on time and within budget. For schools, that reliability and control over cost is critical when investing in facilities that need to perform for pupils and the wider community over the long term. Blakedown delivers a wide range of sports

“

“Thank you very much. This shows all the hard work carried out by your team, for which we are very grateful, and ultimately very pleased with the delivery of the project. Your team has met all of our expectations.” Shrewsbury School

Blakedown combines design-led consultancy with practical construction and maintenance expertise. This ensures accurate pricing from the outset, anticipates potential challenges, and delivers facilities that meet the day-to-day needs of pupils while maximising long-term performance and usability. At the core of Blakedown’s delivery is its inhouse construction team. Unlike many competitors, the company directly employs a large, skilled workforce, enabling greater control over quality, programme and cost. This handson approach allows projects to adapt eﬃciently to changing requirements, reducing risk and ensuring consistent delivery standards.

facilities, including artificial and natural grass and padel courts. As a SAPCA-approved principal contractor and FIH-certified field builder, projects are delivered to the standards set by governing bodies such as FIFA, World Rugby, FIH and World Athletics, ensuring durable, safe and compliant facilities for school sport at every level. What sets Blakedown apart is its ability to support planning and design alongside construction. Where planning permission is required, Blakedown can manage the entire process on behalf of the school. Early involvement helps reduce risk, control costs and ensure the facility is designed to support longterm use, including income generation through lettings and community access.

“The pitches are fully floodlit and fenced, ensuring a safe, practical and professional playing area for students and the wider Taunton community. It’s brilliant to work with the team at Blakedown Sport and Play.” Taunton School

“

pitches, multi-use games areas, athletic tracks

As Steve Buckingham, CEO of Blakedown Sport & Play, explains: “A key factor behind Blakedown’s success is the expertise and technical capability of our in-house team, which ensures high-quality delivery and adherence to programme. We focus on delivering facilities that provide long-term value for schools and their communities.” If you are considering new or upgraded sports facilities, the Blakedown Sport & Play team would be pleased to discuss how we can support your school. To find out more, contact David Leed Business Growth and Commercial Director david.leed@blakedown.co.uk

BSA Certiﬁed Agent and Guardian schemes

The BSA Cert Guardian sche grow, providin schools and fa

The schemes’ training and certification programmes assure BSA boarding schools they are dealing with educational guardians and agents who have the highest standards in the safeguarding of children, safer recruitment and training of staﬀ and host families, knowledge of the UK education system and careful liaison with parents and schools. The schemes are a clear demonstration to BSA boarding schools of the quality and intention of the educational agents and guardians who reach certified

recommendation, so making sure the

and supporting each child.”

status.

agent has integrity and knowledge of

“Again looking at our survey of Chinese

the school and family is what the

parents, an increasing number of

scheme aims to do.

respondents this year highlighted the

Both schemes launched in 2020 and currently 105 agents and 73 guardians

importance they placed in having

have been certified, with more joining

“With our Certified Agent scheme,

assurance around a guardian’s

all the time.

we’re doing the due diligence on an

certification. And that’s what our

agent that schools need to do to

Certified Guardian scheme provides.

David Walker, Executive Director,

maintain their UKVI sponsorship

Similar to the criteria agents are

Boarding & Education and Director,

status. If an agent is BSA certified,

required to meet, guardians have to

BSA/TIOB, said: “Finding a suitable

schools don’t need to do their own

demonstrate the highest standards

educational agent can be a time-

checks so this saves our members a

around their interaction with schools,

consuming process for schools and

huge amount of time. We ensure

parents, pupils, and show that they

parents, but it’s an absolutely vital one.

agents demonstrate a clear

meet our strict assurance

Our recent survey of Chinese parents

understanding of the UK education

requirements for all aspects of

tells us that agents have a major

system; carry out checks on parents;

safeguarding.

influence when it comes to choosing

recommend schools which are right for

the right school for their child, with

individual students, and maintain the

89% relying on an agent’s

highest standards of integrity in placing

101

tified Agent and emes continue to ng reassurance for amilies. “Certification comes with many benefits for both agents and guardians, as those who are certified get access to BSA membership, are listed on the BSA website, receive regular updates from BSA on training and changes to legislation, and two free places annually on BSA training days, as well as discounted access to other events such as BSA conferences, events and training. We can also support agents and guardians with free specialist advice and attendance at their events.” For more information about the agent scheme, please visit the Certified Guardian Scheme page of the BSA website. For a full list of BSA Certified Agents, please go to page 134. For more information about the guardian scheme, please visit the Certified Agent Scheme page of the BSA website. For a full list of BSA Certified Guardians, please go to page 136.

BSA Certified

Agents

Academic Asia (China) Academic Families (Worldwide) (Certified Agent and Certified Guardian) Akademis (Germany, Austria, Switzerland) Anderson Education (Middle East, Africa, Military) Anglo International Student Centre (China) ApplyEasyPro (China and Taiwan) Aston Education (Hong Kong) Athena Tuition @School-in-UK (Russia) Baltic Council for International Education (Latvia, Lithuania, Estonia and Poland) Barbara Glasmacher Internationale (Germany) Beach Education (Bermuda) Beatrix Woodhead (UK & International) Be Education (China, Hong Kong, Singapore) BEC Education (south korea) Bespoke Education (Kazakhstan, Uzbekistan) Better School! Internatsberatung (Germany) BOSSS UK (China) Brains & Butter (Nigeria) Bridgeway Education (Bermuda) Bridging British Education Virtual Academy (Worldwide) Britannia StudyLink (Hong Kong) Brighteru British International Consulting Ltd (China) Buckell & Drew Education Management llp (Senegal, Gambia and Sierra Leone) Cambridge Academic Tuition (Worldwide) Chamberlain Educational Services (Hong Kong and China) Cherry Education Consultancy (China) Connexcel (China) (Certified Agent and Certified Guardian) Convoy Education (China) Crest Education (China) CSF Educational Consultants (Military Families) Dese Advisory Limited (nigeria) Dickinson School Consulting (Germany and Worldwide) EduExcellence Consulting Services (China) Edugo Guardian (South Korea, Worldwide) Edu S.O.S Consulting (Italy) Edumap (Turkey) Edukatus (China, Hong Kong, Singapore) EIC Education Consultancy (worldwide) Epsom UK Education (UK) Esta Educational Consultancy Explore Consulting (China) Fortis Education (Middle East, China,Russia, Europe) Future Perfect Genesis Education Planning (China) (Certified Agent and Certified Guardian) Global Education Tumulka (GET) (Germany) Golden Apple Tree (China) Golden Future (China) Hampton Education (China and Taiwan) HKIES Overseas Education Centre (Hong Kong)

Imega Culture and Education (China, Singapore, Spain, Italy) Intake Education (Worldwide) InterGreat Education Group (China) IQ Consultancy (Russia) ITEC (Russia) J3 Group (HK) JD Consultancy (China) (Certified Agent and Certified Guardian) Kens Cube (Japan & Asia) Kew Learning (China) Kolumbix Ltd (Ukraine & Eastern Europe) Kulturwerke Deutschland Sprachreisen (Germany) Leo Education London Family Oﬃce (China) Maple Overseas Education Centre (Hong Kong) Mark Brooks Education (Ghana, Nigeria, Worldwide) Meridian Group (Latvia) Navigator Education Consultancy (Hong Kong, China, Japan) Next Step Education (Worldwide) Orpington Education Group One School Group (China) Overseas Personal Development Services (China) Oxbridgecrew Education Panoba (Nigeria and Saudi Arabia) Pen Students (Iran, Turkey, Emirates) Petra Heinemann Internationale Schulberatung (Germany) QED Education Group (China) Quest Tokyo (Japan) Rise Smart Overseas Education Centre (Hong Kong) RV Sport and Education Sarah Jochums Internatsberatung (Germany) Say Languages (Spain) Schoolsgroup Uk (Grandvision Education) (China & Uk) Sishu Connect (China) Sino-UK Arts & Cultural Bridge Ltd (China) Sovereign Education UK (China) Test Education Centre The Independent Education Consultants (Worldwide) The Watanabe Oﬃce (Japan) Toechter and Soehne (Germany) UCAC International (Pakistan, Afganistan) UK Academics & Guardianship (UKAG) (China) UK Boarding Schools Admissions Service (UKBS) (China, Hong Kong and Singapore) UK Cloud Primary School (China) UK Education Guide (Middle East, Worldwide) UK Epsom Education (China) Uk Pioneering Education (China) UK Tuition Services (China) (Certified Agent and Certified Guardian) UKEI (China) Ultra Education Services (China) UM Education Which Boarding School (Spain, Italy, Germany) Which British School - WBS (China)

BSA Certified

Guardians Academic Families Access UK Education Al-Cademic (provisional) (South East England) Alderwood International (provisional) Alina Yegorova (provisional) Alpha Guardians Anglo International Student Centre (provisional) Amber Education Aurora Education and Guardianship (provisional) (UK wide) Bec education (provisional) (UK wide) Belgravia Guardians Berkeley Guardians British guardianship (provisional) (UK wide) Boarding schools ireland (provisional) (Ireland and Northern ireland) Brit Education & Travel Ltd (provisional) Cambridge Guardian Angels Cherry Education Consultancy (provisional) (England) Churchill Education Services Chinese UK Study Company Clarendon International Education (UK wide) Compass Culture and Education (UK wide) Connectia Education (provisional) Connexcel Convoy Education (UK wide) Cotswold Guardians (UK wide) Coventry Street Advisors (UK and Europe) Crown Guardians (England, Wales) CrownGuardians, Bath (provisional) Crown International Guardians (UK wide) Divine Guardianship (UK wide) Double Wings International Ltd (bbeva) (provisional) (UK wide) Dr Jasmine Murray (provisional) (UK wide) Dreamline International (provisional) (UK wide) East Coast Guardians (East England) Edinburgh Guardian Angels (Edinburgh & Lothians, Perth & Perthshire, Fife, Dundee & Berwick-upon-Tweed) Educatius UK (provisional) (UK wide) Eduexcellence Consulting Services EduExcellence Consulting Services (provisional) (England) (provisional) (England) Education and Exchange in Europe (provisional) Edukatus (provisional) (England) Edukatus (provisional) (UK wide) Edinburgh Guardian Angels Elite Anglo-Chinese Services English Country Guardians Gabbitas Genesis Education Planning Great British Guardians Guardians etc (provisional) (UK wide) Guardians International Support Guardians UK (South UK) Hebe Education (provisional) (Ireland) High Schools International Hyde Global Education

International Student Guardianship Ireland IQ Consultancy Japan-London Study and Sport (provisional) (England) JD Consultancy Kitt Mcarthur Education (provisional) Kolumbix Ltd (provisional) Orpington Education Group (England) Overseas Personal Development Services Oxbridge Guardians Maryadi Limited (provisional) Prestige Guardians (provisional) (England) PrimeGuardians Ltd / Alpha Capital Education (UK wide) PJL Global Students (provisional) (England) Redoor Education (provisional) Regent Guardians Robin Education Ruyang Guardian Service (England) RV Sport and Education (provisional) Sable Guardians (UK wide) Schoolsgroup Education (UK wide) Scion Mastery (provisional) Scottish Overseas Guardianship Association See World See World (London and Southern England) Sishu Connect SmartPath Education Technology St David’s International Education Limited (provisional) St George’s Guardians Study Links Test Education Centre The Guardian Family Network Trusted Guardianship UK Academics and Guardianship (England and Wales) UK Cloud Primary School (provisional) (UK wide) UK Education IV Consulting UK Guardians UK Guardianship UK Tuition Services UM Education (provisional) VIP Guardians (England and Wales) Yb Student Services Ltd (provisional) (UK wide) Ying Lang Guardian, Glamour Edu Ltd

ARE YOU READY FOR THE NEXT WAVE OF SAFEGUARDING CHALLENGES?

Alongside pupil safety, schools are also focused on staff workload and wellbeing. Safeguarding systems must be easy to manage and fit naturally into existing routines. Integrated video security solutions help staff make informed decisions quickly, reducing uncertainty and supporting confident responses to incidents without adding unnecessary administrative pressure. Increasingly, boarding schools are recognising the value of connected systems over standalone technologies. When video security works alongside access control, intelligent sensors, and communications tools, schools gain a clearer, more complete picture of their environment. This joined-up approach enables safeguarding teams to move from reactive responses to proactive One of the greatest challenges facing boarding risk management. schools today is ensuring appropriate visibility As safeguarding expectations continue to across busy and often expansive sites. Staff evolve, schools are planning ahead for cannot be everywhere at once, and incidents do solutions that offer clarity, confidence, and not always occur in predictable places or times. long-term value. By investing in intelligent, Schools are increasingly looking for ways to integrated security approaches, boarding improve oversight in communal and external areas, schools can better meet today’s helping staff respond quickly to concerns while safeguarding challenges while creating maintaining proportionality and respect for privacy. safer, more supportive environments for pupils and staff alike. Modern video security solutions play an important At Welcomm and Leversedge, we work in role in supporting school safeguarding strategies. partnership with boarding schools to deliver Thoughtfully deployed CCTV can provide integrated security and communications reassurance to staff and pupils alike, assist with solutions designed around safeguarding, incident review and support safeguarding policies compliance and ease of use. Through video by offering clear, reliable insight into what has security and connected technologies, we occurred. Rather than acting as a reactive measure help schools strengthen oversight, support alone, video security now forms part of a wider, staff, and protect what matters most. preventative approach to school safety. Safeguarding in boarding schools has never stood still, but recent years have brought some of the most complex challenges yet. From increased expectations around pupil welfare and behaviour management to the need for greater visibility across sites, schools are under growing pressure to keep pupils safe while maintaining a positive, trusting environment. As safeguarding responsibilities continue to expand, school leaders are re-examining how technology can support, rather than complicate, everyday school life.

Supporting health, development and performance in boarding schools with Tess Warnes, Registered Dietitian, allmanhall For boarding schools, nutrition is about far more than providing meals. It underpins student health, development and academic success. As Tess Warnes, allmanhall’s Registered Dietitian, explains: “Boarding students rely on school catering teams to meet all their nutritional needs. That makes menu planning critical to wellbeing.” Teenagers have particularly high nutrient requirements - in some cases higher than adults. Nutrition directly impacts energy levels, sleep, immunity, emotional wellbeing and concentration. When students are properly fuelled, they are better equipped to thrive in the classroom and on the sports field. Through allmanhall’s partnership with the Boarding Schools’ Association (BSA) Nutrition Champions initiative, schools are encouraged to take a structured approach to reviewing and strengthening their food provision. The audit framework highlights practical actions such as ensuring wholegrain options at every meal, increasing access to fruit, limiting processed meats, and making water available 24 hours a day. One of the most overlooked nutrients among young people is fibre. “96% of 11–18year-olds do not meet recommended fibre intakes,” says Tess. Fibre supports digestive health and beneficial gut bacteria, with wide-ranging health benefits. Simple menu shifts can make a big difference: using wholemeal or 50/50 flour in bread and pizza bases, adding lentils to meat dishes, incorporating seeds and fruit into baked goods, and ensuring beans or pulses appear daily in soups, stews or salads.

Plant proteins offer further opportunity. Beans, lentils and chickpeas are rich in protein, fibre, iron and potassium while being naturally low in fat. The BSA audit encourages serving beans and pulses daily and incorporating plant alternatives into red meat dishes. Recipes such as a 50/50 lasagne demonstrate how nutrition, sustainability and cost control can align. Calcium and iron are also critical during adolescence. Teenagers require significant calcium for bone development - often needing four portions of dairy or fortified alternatives daily. Iron is essential for brain development and energy, particularly for

teenage girls. Offering red meat a couple of times a week alongside lentils, leafy greens, fortified cereals, seeds and dried fruit helps maintain adequate intake.

Balanced starchy carbohydrates should underpin each meal, providing sustained energy for busy school days. Wholegrains bring added fibre and B vitamins, while oily fish, nuts and seeds supply healthy fats to support brain development. Hydration remains vital – even mild dehydration can affect focus.

Small, practical changes can have significant impact: review desserts, strengthen breakfast provision, limit sugary snacks, and engage students through food committees and tasting sessions. As part of allmanhall’s fully supported food procurement solution, Tess works alongside boarding schools to review menus, deliver accredited training, support compliance and embed sustainability. Last year alone, allmanhall helped schools save £3.25 million while enhancing food quality and nutrition. For boarding schools striving to elevate student wellbeing and achieve Nutrition Champion status, expert partnership makes all the difference.

allmanhall.co.uk

A DVE RTO R I A L

What exactly is phone free? Meeting the DfE guidance Arabella Northey, Partnerships Manager at Seqrd Technology, explains how schools can get ahead of the guidance with whole-school digital wellbeing solution. It’s a question more DSLs are grappling with than ever

THE GUIDANCE GIVES YOU MORE FLEXIBILITY THAN YOU MIGHT THINK

before, and one that the updated DfE guidance doesn’t

Importantly, the DfE guidance does not mandate a single method

In a boarding school, what exactly is a phone-free day?

fully answer for your context. Many have been calling us to sense-check whether their current approach is genuinely fit for purpose, and the honest answer is that most current solutions simply do not translate.

of achieving a phone-free environment. It sets an outcome, removing digital distraction, and leaves the method to the school. As an innovative and forward-thinking institution, that gives you the latitude to implement a solution that works for your specific context, rather than retrofitting a day school approach onto a residential one.

BOARDING SCHOOLS ARE A FUNDAMENTALLY DIFFERENT ENVIRONMENT

BOARDINGSAFE BY SCHOOLSMOBILE

From morning registration through to evening prep, weekend

with your pupils on their personal devices. It is about building a

activities, and house-based social time, boarding schools

whole-school digital wellbeing framework that helps protects the

increasingly assume constant connectivity. You are not managing

school day, manages digital access responsibly, and meaningfully

a six-hour school day, you are managing a 24-hour environment

reduces pastoral workload.

where your duty of care extends well beyond the classroom and into every dormitory, common room, and corridor.

BoardingSafe is a comprehensive digital safety net that travels

Schools can customise policies to ensure age-appropriate content access and apply downtime settings that stop the constant

The DfE guidance was widely welcomed by politicians as a way of

notification barrage; essential for creating healthy boundaries in a

managing behaviour issues caused by phones in classrooms. The

residential setting. The platform addresses what phone-free

reality is that most schools had already addressed in-lesson

classrooms simply cannot: the hours between lessons, evenings in

phone use. The harder challenge has always been everything else:

boarding houses, and weekends when supervision is less

the hours between lessons, the evenings, the weekends, holidays

intensive.

and the times when supervision is less intensive.

WHY POUCHES AND LOCKERS DON’T GO FAR ENOUGH Suggestions to move to pouches or collection points bring with

By blocking inappropriate content and managing screen time across all settings, BoardingSafe helps you extend your duty of care beyond the classroom and into every part of school life and crucially without adding to the workload of your house staﬀ.

for your already stretched pastoral team. And once a pupil is back

A COORDINATED APPROACH BETWEEN HOME AND SCHOOL

in their boarding house for the evening, no pouch or locker

Digital safeguarding does not stop at the boarding house door.

provides any protection whatsoever. Physical solutions address

We know that digital wellbeing only truly works when it is a

the classroom. They do nothing for actual digital safeguarding

coordinated strategy between school and home. The updated DfE

when a pupil is using a device.

guidance is an opportunity to engage parents in building that

them added problems, not least creating hours of daily policing

strategy together; one that provides genuine safety and protection for young people whenever and wherever they are online.

Ready to learn how SchoolsMobile can support your boarding community? Contact us to arrange a demonstration. www.seqrd.com | Info@seqrd.com

GROU P

Gold Member 2025/2026

Gold Certified Suppliers 2025/26 Witley Jones Designers, manufacturers and installers of quality school furniture for BSA boarding schools.

Innermedia Printing and Design.

I-GTM Compliance and Travel.

111

Certified Suppliers · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

Academic Families: Wellbeing/ Educational Visits / Mental healthcare / Health and Wellbeing Allergy Team: Wellbeing Allmanhall: Food and Nutrition / Procurement / Catering / Catering Advisors Avvanz Pte Ltd: Risk Management / Technology / Safer Recruitment / Screening Blakedown Sport and Play LTD: Landscaping / sports facility construction specialist / civil engineering Charlie Waller Trust: Educational Visits / Mental healthcare / Health and Wellbeing Connect Catering: Catering CTRL+SHFT: Safeguarding / Online Safety DRN Nutrition Group: Food and Nutrition esenda Ltd: Technology EVOLVE Advice Ltd: Advice / guidance / training Eye Film: Digital Marketing / Media / Video Production Flooglebinder: Travel Gateway Education: Travel / Educational Visits Haven Hall Ltd: Advice / Adverse Childhood Experiences (ACEs) expert / training Hihilulu: Interactive / Language Learning / Educational Resources IDAT: International Diagnostic and Admissions Test Inkling: GGTW Education Limited: Educational Resources International SOS Assistance UK Limited: Risk Management iSAMS: School Management Solutions / MIS / Management System K9 Deployment: Drugs search dogs and patrol dogs La Suzy: Health and Wellbeing Noble + Eaton: Environmental and Design Northern Gas and Power Utilities: Energy Management / Technology / Procurement Opus Pharmacy: Accredited medicines training OrcaNation: Travel / Environmental / Educational Resources Pelican Worldwide Ltd: Risk Management / Security / Financial Services / Screening Reach Student Life: Wellbeing / Compliance / Safeguarding / Health and Wellbeing Safeguarding Supervision: Safeguarding School of Esports: Technology and Esports School Teeth: Orthodontic and dental treatment SDS Group: Archives / history / development / alumni Seqrd Technology: Safeguarding / Technology Shelleys: Design and print for the BSA SWJ Consulting: Construction TG Escapes: Construction The Awareness Key: Supporting people and organisations The Manager’s Training Company Ltd: Supporting people and organisations The Stevenson Group: Uniform and Sports Suppliers The Wellbeing Hub: Wellbeing Unyfi: Energy broker / renewable energy / Waste Management / facilities management / Merchant services Utility Aid: Energy broker Vectare: Transport management Welcomm Communications Ltd: IT Communications and Cyber Security Yes We Can Youth Clinics: Mental healthcare

GROUP CERTIFIED SUPPLIER 2025

A DVE RTO R I A L

Designing Environments Where Learning Comes to Life Great schools don’t happen by accident; they’re built on values, vision, and environments designed with intention. policy adjustments and reimplementation where necessary. Our most recent research into the ‘State of Boarding Spaces’ showed that boarding schools are best placed to improve wellbeing. However, wellbeing and cognition are not mutually exclusive; they go hand in hand, and one drives or supports the other. We can only begin to realise the high potential and turn it into high performance when we link these together. This complex web of emotions and subsequent learning is tied to your environment. Your perception, your mental maps of the world around you unconsciously draw upon, are tied to your experiences. We, therefore, need to be intentional with the design of those experiences; thoughtful about what we want to do and how we want to go about doing it. An inclusive school recognises the e昀ect that light, sound, temperature, ventilation, and access to nature have on its learners and designs with these and other sensory features in mind. The impact of not doing so is poor visual organisation and stimulation, leading to an ine昀icient organisation and poor learning behaviours.

Schools are exceptional places. They are places of growth, of thriving, and of connection—they are intrinsically caring places that are central to the community and those they support every day. Boarding schools don’t just connect people to learning experiences; they connect people with people and their collective learning experiences. This combination, where the learner is at the centre, is the magic. This powerful notion of a deep connection with spaces is not new. Remember that feeling you get when everything just 昀ows? Those inspirational moments? Those are the schools where their culture is embedded in their architecture.

Do your school values and your school spaces align? Do they facilitate connection? Are they sustainable? Do your spaces have energy and life? Do they foster a love of learning?

Boarding schools are well-positioned to help those in their care not only discover their ‘why’ but also design experiences that will help ful昀l their dreams. Experts around the clock provide guidance and supervision, planned and timed to work with you and for you. It is, therefore, no surprise that those within boarding communities thrive. In the current climate, this is a di昀icult business model for some schools to justify and maintain. How can schools justify this level of a琀ention to detail? I would turn this question around and ask, why wouldn’t they? I remember my grandad always saying, “If you look after the pennies, the pounds will look after themselves,” a琀ention to detail counts. When you consider education and ‘people’ within this model, when you use the lens of sustainability and of carbon footprints, the a琀ention to detail outweighs the cost as it reduces all associated risks. An e昀ective strategy to ensure that boarding school models pay a琀ention to detail is, therefore, essential. The design of these strategies begins with a deep understanding of context and culture, and rerouting (or ‘rerooting’) occurs through

At Noble + Eaton, we capture the feelings of a space and use those feelings to design spaces and deliver exceptional results. In essence, we work with schools to design learning experiences to support human 昀ourishing. Whether you are designing a new building or carrying out major or minor refurbishments, make sure you consider how to achieve the desired impact through intentional design. In our next research project, we’re going to publishing insights into the impact of sixth form spaces. If your school has a sixth form, you’re welcome to anonymously participate and become part of the research! A free appraisal of your current sixth form space is included for free, in addition to free entry at the ‘Future of Sixth Form Spaces’ launch event on the 5th February 2026. We look forward to hearing from you.

Joanne Ladds Noble + Eaton Associate Education Consultant

Join the research today nobleandeaton.com/6-form-research

T HE S TAT E O F

S IX T H F O RM

S PAC ES

Uncovering Hidden Potential in your Sixth Form Spaces Gain access to valuable insights by participating in the research which is shaping the future of Sixth Forms in independent schools globally.

“

Discover ROI & Retention Strategies

FREE Sixth Form appraisal visit

Uncover your untapped potential

Early access to research 昀ndings

Access global insights from our team

FREE entry to 2025 Sixth Form conference

This research is incredibly valuable, and comes at a crucial time for school leaders as we challenge ourselves to make our education the best it can be. Richard Nicholson, Foundation Principal at Warwick Schools Foundation

Envoplan Ltd.Registered in England & Wales No. 12452123

Helping to protect against

ADVERT

County Lines exploitation What are County Lines? County lines is when criminals befriend children, either online or offline, and manipulate them into drug dealing.

Signs Schools SHOULD Look out for 01 nts Stude missing y l d e t repea school from

02 Studen ts rece iving an inc numbe reased r of tex phone c ts or alls

They control the young person using mobile phones hence ‘lines’ as in phone line. The victim is coerced into delivering drugs, often to towns outside their home county. K9 Deployment are working with teachers across the country to reduce the amount of drugs in schools.

03 Changes in the emotional or physical wellbeing of a student

Using drugs dogs in schools and colleges for random searches is a powerful and preventative measure. This includes: Scanning students as they come into the school and as they go about the day. Searching classrooms, toilet blocks, lockers, boarding houses, and sports centres.

04 A declin student’s e in a s work per chool or formanc e.

05 thes, new clo Money, ctronic or ele nnot that ca devices plained. be ex

Searching shrubbery or woodland areas as these tend to be the most convenient places for students to hide substances and contraband. Supporting schools with prevention initiatives K9 Deployment is enthusiastic about reducing illegal drugs, especially in educational settings. Many schools have Drug Awareness strategies to ensure they create a safe environment for their students. We support schools with their programmes and help them spread the message through our presentations and demos. This can be delivered in an assembly or year group setting.

Get in touch now! 01243 756 162 enquiries@k9deployment.co.uk

Visit our website www.k9deployment.co.uk

T O RIAL

? WHY CHOOSE

WHY CHOOSE K9 DEPLOYMENT Highly trained detection dogs

We’re there when you need us

A bespoke service

DID YOU KNOW? Having our drugs dogs visits can function as a high visual deterrent and reduce illegal substances from being brought into your school or college.

A DVE RTO R I A L

BUILDING ON TRADITION: RAPID, VERSATILE BUILDING SOLUTIONS FOR THE NEXT 60 YEARS “Working with TG Escapes has been a seamless and rewarding experience from start to finish. Their professionalism, creativity, and attention to detail have resulted in a truly outstanding facility that enhances our school in both form and function. The end result is not just a building, but a transformational space that will benefit our pupils and staff for years to come.” SARAH RILEY, BURSAR, EDGEBOROUGH SCHOOL

Changing Facilities at Edgeborough School

Canteen with Commercial Kitchen at Barfield Prep

s the Boarding Schools Association celebrates its Diamond Jubilee, it is a moment to reflect not only on six decades of educational excellence but also on the immense evolution of the boarding landscape. The schools of 1964 are barely recognisable in the dynamic, 24/7 campuses of today. BSA members face constant pressure to upgrade facilities accommodate growing rolls, and provide state-of-theart specialist spaces, all while maintaining the atmosphere essential for healthy and productive learning and living. For schools balancing heritage architecture with urgent modern needs, traditional construction methods often prove too slow and disruptive. This is where TG Escapes provides a vital solution.Specialising in bespoke, modular timber-frame buildings, TG Escapes offers a proven pathway to high-quality facilities that are swift to build, energy efficient, and incredibly versatile. Their biophilic designs maximise natural light and provide easy access to the outdoors to provide calm yet inspiring learning environments that not only support well-being but also enhance educational outcomes. By utilising off-site construction, TG Escapes significantly reduces time spent on site as well as minimising disruption via controlled deliveries, mitigating the noise and safety concerns inherent in traditional building sites and allowing educational continuity. Lease financing can be offered on any timber frame modular building via a partnership with an education funding specialist.

The versatility of the TG Escapes approach is best illustrated by the varied ways schools have utilised their solutions: Ratcliffe College demonstrated the scalability of the system when they required a significant expansion for their English Department. TG Escapes delivered an award-winning two-storey block housing 10 classrooms, a staff room, and ancillary spaces. Despite the project’s scale (925m²) the build was completed in just 28 weeks on-site. The facility, which features a striking full-height atrium and a sedum roof, was engineered to be net-zero in operation. Barfield Prep School utilised TG Escapes to solve a critical logistical challenge: the lack of a dedicated dining space. For 50 years, the school had relied on a noisy, dual-use sports hall for meals. In just four months, TG Escapes delivered a stunning new Dining Room and Kitchen. The building features full-height windows offering panoramic views of nature, a commercial kitchen, and an external covered deck area. The space is truly versatile; beyond lunch service, it hosts after-school prep sessions and match teas. Edgeborough School addressed the need for modern sports infrastructure with a bespoke Changing Facility. The award-winning timber-frame building includes two spacious changing rooms, complete with showers and storage. A large, sleek canopy was designed to seamlessly connect the new structure to the existing sports hall, ensuring dry access in all weather.

For more information about TG Escapes or leasing, call 0800 917 7726, email matt@tgescapes.co.uk or visit tgescapes.co.uk

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Emergency Repairs and Risk Management of School Buildings. W H AT E VERY S CH OOL SHO U LD KNOW. Even the best-maintained estates can suffer sudden structural issues from weather damage, or slow-developing defects like large cracks in ceilings, or walls beginning to bulge. Whatever structural issue you are faced with, whether it’s a failed canopy, crumbling masonry, unsafe walkways or decaying roof timbers, structural engineers should be your first port of call to investigate and advise. RECOGNISING THE WARNING SIGNS OF A STRUCTURAL FAILURE Not every structural issue starts with a dramatic collapse, early identification that there might be an issue is key. Subtle signs include cracks in walls, sagging ceilings, water ingress, or unusual floor movement. For example, cracks wider than 2mm, on external walls and ceilings should always be investigated by a structural engineer. Cracks on external walls may be letting in water, causing further damage and ceiling cracks can be an indication of structural failures. These symptoms may indicate structural or subsurface issues such as failing foundations, timber decay, or soil subsidence. Staﬀ, caretakers, and site managers should be trained to recognise these signs, take photos and report any unusual changes in buildings or outdoor infrastructure. Establishing regular inspection routines, even informal walkarounds, can help spot potential problems early on. How Structural Engineers can help in emergencies If a structure or element of a building suddenly fails, or you suspect an immediate risk (e.g., due to a storm, collapse, or subsidence) contact a structural engineer to assess the damage quickly and determine the cause and severity of structural issues.

A qualified structural engineer can provide immediate and ongoing support, including: • Site assessment and risk analysis: determining whether an area is safe to occupy and identify any immediate hazards. • Temporary works design: Recommend, or design, temporary supports or shoring to prevent further damage or collapse. • Root cause diagnosis: Identify where the problem stems from, whether it is a structural failure, poor workmanship, water damage, or freak external forces. • Specification for repairs: Design permanent repairs, oversee any remedial works, and coordinate with architects and contractors. At SWJ Consulting, we work closely with schools to provide calm, clear advice and practical solutions, helping you maintain continuity with minimal disruption. Emergency repairs often uncover long-standing issues that weren’t previously identified. That’s why we strongly advocate for regular structural condition surveys as part of a school’s estate strategy, regardless of the age of the buildings. These surveys can provide clear, prioritised recommendations and allow schools to manage maintenance budgets more eﬀectively. They also reduce the likelihood of sudden failures that require costly emergency repairs and possible building closures. With the right planning, swift professional support, and a culture of vigilance, boarding schools can manage risks eﬀectively. If you have concerns about your school’s buildings or would like to review your risk management strategy, get in touch with our experienced team at SWJ Consulting. We’re here to support you with expert advice, clear reporting, and practical design solutions that put student safety first.

Rhys Skym is Managing Director of SWJ Consulting. www.swjconsulting.co.uk based in Witney, Oxford and Southampton.

STRUCTURAL ENGINEERS SUPPORTING SCHOOLS ACROSS THE UK

P l a n n in g fo r so meth in g n ew , a ch ange of use or worried about existing older buildings? A structural engineer will help you understand what is possible.

Witney: 01993 225085 Southampton: 02381 920656 mail@swjconsulting.co.uk www.swjconsulting.co.uk

Trips and tours: be clear on contracts and waivers When you’re planning or approving an educational visit, pay close attention to contracts and waivers. Jake Wiid from EVOLVE Advice explains what to check and why. Whether you’re booking a coach, hiring an instructor, or passing on medical details to an activity centre, you may be entering a legally binding agreement. That carries responsibilities, and sometimes even personal risk. The term ‘waiver’ can be misleading. Often documents labelled as waivers are simply acknowledgements of A contract doesn’t always need a risk or limits on liability (e.g. lost signature. If you confirm a booking items, photography, etc). Still, read over the phone, pay a deposit online them carefully and if in doubt, or send an email, you may already always confirm with your head or have formed a contract — usually employer first. Make sure you ask on behalf of your school. Make sure for all documents at the time of you’re authorised to sign or you may booking so there are no last-minute find yourself personally liable. surprises.

Take care with personal data

Waivers: are they legal?

Plan for the unexpected

When does a booking become a contract?

In the UK, providers can’t legally ask you to waive the right to claim for injury or death caused by their negligence. If they do, it may not hold up in court but it’s still a red flag. OEAP National Guidance document 8.1q Provider statement (available at oeapng.info) and the LOtC Quality Badge include conditions on waivers related to learning beyond the classroom.

You should not allow a provider to agree any ‘waiver’ directly with participants or parents. This would create a legal contract between the provider and parent/carers and is unlikely to be covered by your insurance.

Keep things clear with parents While there’s not always a written contract between school and families when arranging trips and visits, there is usually an understanding. Set expectations in writing: use letters, consent forms or info packs to explain payment, cancellation, and expectations.

Sharing medical, behavioural or dietary info with a provider may be essential for the safety and wellbeing of your young people. Always check that the provider has a clear privacy policy, stores data securely, and won’t reuse it. If they want to use pupil photos, opt-in consent is a must.

What happens if illness, weather or travel disruption forces you to cancel? Check contracts, clarify insurance cover, and make sure parents understand what is (and isn’t) refundable. A little legal awareness goes a long way. Getting advice early and asking the right questions can help you avoid surprises, protect your pupils, and protect yourself. See also: OEAP National Guidance 3.2i Contracts and waivers →oeapng.info This publication is a general summary of guidance. It should not replace advice tailored to your specific circumstances.

Jake Wiid is Director at EVOLVE Advice – the educational visits specialists. →www.evolveadvice.co.uk

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A PRACTICAL, DISCREET SOLUTION The La Suzy Reusable Period Bed Mat is a soft, highly absorbent protective layer designed to sit comfortably on top of a mattress, safeguarding sheets from overnight leaks. Made from breathable premium cotton, it combines comfort with reliable performance. Fully machine washable and designed for repeated use, it offers a hygienic and sustainable alternative to disposable options. Durable and low-maintenance, it is well suited to boarding environments. Each mat folds neatly into a compact travel pouch, allowing students to carry it easily between dormitories, pack it for exeats, or take it on school trips and sports tours. Simple and discreet, it integrates seamlessly into daily routines without drawing attention. SUPPORTING WELLBEING AND CONFIDENCE Modern boarding schools place strong emphasis on holistic wellbeing. Sleep quality, privacy and dignity are central to a student’s sense of security. Addressing menstrual care in a proactive and practical way forms part of this wider pastoral commitment. By providing access to reliable solutions such as La Suzy, schools help reduce anxiety around leaks and remove a barrier to confident participation. When students feel prepared and protected, they can engage fully, academically, socially and physically. Normalising access to menstrual care products also supports open, stigma-free conversations, reinforcing that periods are a natural and manageable part of life within the school community. A SCHOOL-FRIENDLY SOLUTION La Suzy has been designed with shared living spaces in mind. Straightforward to implement and easy to maintain, it can be incorporated into boarding house provision, included in welcome packs, or recommended to parents as part of essential supplies. Introducing thoughtful solutions like this demonstrates a responsive approach to student care. In environments where routines are full and expectations high, small practical measures can make a meaningful difference to independence and self-assurance. It is not simply about protecting bedding, it is about supporting confidence within a communal setting. COMMITMENT TO PRACTICALITY AND HYGIENE Each mat is machine washable and quick-drying, ensuring effortless upkeep for families and boarding staff. The discreet travel pouch enhances portability and allows students to manage their comfort independently. For schools committed to creating supportive boarding communities, La Suzy represents a practical investment in everyday wellbeing, combining durability, hygiene and reassurance in one considered solution. AVAILABLE NOW As part of the BSA Certified Supplier Scheme, La Suzy supports boarding schools with thoughtfully designed products aligned with modern pastoral standards. The brand also encourages informed conversations around menstrual health, helping schools foster confident and well-supported communities. For partnership enquiries or further information, please visit www.lasuzy.co.uk.

Empowering Comfort and Confidence for Boarding School Girls – La Suzy Reusable Period Bed Mat

Boarding school life is structured, busy and shared. From early morning sport to evening prep, students move between classrooms, activities and dormitories with little pause. In this communal environment, even small personal concerns can feel magnified, particularly those linked to menstruation. For many young boarders, night-time leaks are a quiet but real worry. Concerns about bedding, visibility or embarrassment in a shared dorm can disrupt sleep and confidence. Boarding schools are uniquely placed to ease this anxiety by anticipating students’ needs and offering practical, discreet solutions. The reassurance of knowing protection is in place, wherever they are staying, allows girls to rest properly and focus fully on school life. La Suzy was developed with this everyday reality in mind.

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UK – with founding members present at 1966 BSA conference in red Abbey College, Cambridge Abbey College, Manchester ABBOTSHOLME SCHOOL Abingdon School ACKWORTH SCHOOL ACS International School Cobham Adcote School Aldenham School Aldro School All Hallows School Alliance Francaise Amesbury School AMPLEFORTH COLLEGE Appleford School Ardingly College Ardvreck School Atlantic College Aysgarth School Badminton School Barnard Castle School Barnardiston Hall Preparatory School Bath Academy Battle Abbey School Beachborough School Beaudesert Park School BEDALES SCHOOL Bede’s Preparatory School Bede’s Senior School Bedford School Beech Grove School and Academy Beechen Cliff School Beechwood Park School Beechwood Sacred Heart School Beeston Hall School Belhaven Hill School BENENDEN SCHOOL Berkhamsted School Bethany School Bilton Grange School Bishop’s Stortford College (incl Prep) BLOXHAM SCHOOL Blundell’s School Bootham School Bosworth Independent College Boundary Oak School BOURNEMOUTH COLLEGIATE SCHOOL Brambletye School Bredon School Brentwood School Brighton College Brighton College Prep Handcross Brockhurst And Marlston House Schools Brockwood Park School Bromsgrove School (incl Prep) Bruern Abbey School Bryanston School Brymore Academy Buckswood School Burford School Burgess Hill Girls Caldicott Preparatory School Campbell College Canford School Cardiff Sixth Form College Cardiff Sixth Form College, Cambridge Cargilfield Preparatory School Carsterton Sedbergh Preparatory School Caterham School CATS College, Cambridge CATS College, Canterbury (Worthgate School) CATS College, London (Guildhouse School) Charterhouse School Cheam School CHELTENHAM LADIES' COLLEGE Cherwell College Oxford Chetham’s School of Music Chigwell School Christ Church Cathedral School CHRIST COLLEGE, BRECON Christ’s Hospital School City of London Freemen’s School Claremont School Clayesmore Preparatory School Clayesmore School CLIFTON COLLEGE Clifton College Preparatory School Cobham Hall School Colchester Royal Grammar School Concord College Copthorne Preparatory School Cothill House School Cotswold Chine School Cottesmore School CRANBROOK SCHOOL CRANLEIGH SCHOOL Culford School (Incl Prep) Cumnor House School Cundall Manor School d’Overbroeck’s

Dallam School Darul Uloom Dawatul Imaan Darul Uloom London School Dauntsey’s School David Game College Dean Close Preparatory School DEAN CLOSE SCHOOL Dean Close St John’s Denstone College DLD College, London Dollar Academy Dorset House School Dover College Downe House School Downside School Dragon School Dulwich College Dulwich Prep & Senior Durham School Earlscliffe EASTBOURNE COLLEGE Edgeborough School EF Academy Oxford ELLESMERE COLLEGE Elmfield Rudolf Steiner School Elmhurst Ballet School, Birmingham Elstree School Embley Epsom College ETON COLLEGE Exeter College Fairview International School Farleigh School Farlington School Farringtons School FELSTED SCHOOL Feltonfleet School Fettes College (incl Prep) Finborough School Foremarke Hall, Repton Preparatory School Forres Sandle Manor School Framlingham College FRENSHAM HEIGHTS SCHOOL Frewen College Fyling Hall School Trust LTD GIGGLESWICK SCHOOL Glenalmond College Godstowe Preparatory School Gordon’s School Gordonstoun (Incl Junior) Gresham’s School (incl Prep) Haberdashers’ Adams HABERDASHERS' MONMOUTH SCHOOL Haileybury Hall Grove School Handcross Park School Hanford School Harrogate Ladies’ College Harrow School HATHEROP CASTLE SCHOOL Hazlegrove Preparatory School HEADINGTON RYE OXFORD Heath Mount School HEATHFIELD SCHOOL Hereford Cathedral School Highfield and Brookham School Hockerill Anglo-European College Holmewood House School Holmwood House School (incl Prep) Holyport College Horris Hill School Hurstpierpoint College Hurtwood House School International School of Creative Arts Ipswich High School Ipswich School Jamea Al Kauthar Jersey College for Girls Junior King’s School, Canterbury Kensington Park School KENT COLLEGE, CANTERBURY Kent College, Pembury (Incl Prep) Keswick School Kimbolton School Kimichi School KING EDWARD'S SCHOOL, WITLEY King William’s College, Isle of Man KING'S COLLEGE, CAMBRIDGE KING'S COLLEGE, TAUNTON King’s Hall School King’s High School, Warwick King’s School , Rochester (Incl Prep) King’s School, Bruton King’s School, Ely (Incl Junior) Kingham Hill School KINGSLEY SCHOOL Kingswood Preparatory School Kingswood School Kirkham Grammar School Kitebrook Prep School

Lambrook School LANCASTER ROYAL GRAMMAR SCHOOL Lancing College Langley School Lathallan School LEIGHTON PARK SCHOOL Leweston School (Incl Prep) Lime House School Liverpool College Llandovery College Lockers Park School Lomond School Longridge Towers School Lord Wandsworth College Loretto School (Incl Junior) LOUGHBOROUGH GRAMMAR SCHOOL Luckley House School Ludgrove School LVS Ascot MALVERN COLLEGE Malvern St James MARLBOROUGH COLLEGE MARLBOROUGH HOUSE VINEHALL SCHOOL Marymount London Mayfield School Merchiston Castle School Mill Hill School Foundation Millfield Preparatory School Millfield School Milton Abbey School Monkton Combe Preparatory School Monkton Combe Senior School Moor Park School MORE HOUSE SCHOOL Moreton Hall School Moulsford Preparatory School Mount Kelly School (Incl Prep) Mowden Hall School Moyles Court School MPW London Myddelton College New College Worcester New Hall School North London Grammar School Northbourne Park School OAKHAM SCHOOL OLD BUCKENHAM HALL Old Swinford Hospital Orwell Park School Oswestry School OUNDLE SCHOOL Oxford International College Oxford International College Brighton Packwood Haugh School Pangbourne College Papplewick School Perrott Hill School Peter Symonds College Pinewood School Plymouth College Pocklington School (Incl Prep) Port Regis Preparatory School Prestfelde School PRIOR PARK COLLEGE PRIOR'S FIELD SCHOOL QUEEN ANNE'S SCHOOL Queen’s College, London Queen Ethelburga’s Collegiate Queen Mary’s School Queen Victoria School Dunblane Queen’s College, Taunton (Incl Prep) Queenswood School RADLEY COLLEGE Ratcliffe College (Incl Prep) RGS Surrey Hills Reading School Reddam House Berkshire REED'S SCHOOL RENDCOMB COLLEGE REPTON SCHOOL Richard Huish College Rikkyo School in England Rishworth School Rochester Independent College Rockport School Roedean School Rossall School Royal Alexandra & Albert School Royal High School, Bath ROYAL HOSPITAL SCHOOL Royal Russell School Rugby School Ruthin School Rydal Penrhos School RYDE SCHOOL WITH UPPER CHINE Rye St Antony School (Incl Prep) S.Anselm’s Preparatory School Saint Felix School Saint Ronan’s School

Salisbury Cathedral School Sandroyd School SCARBOROUGH COLLEGE Scarisbrick Hall School Seaford College (Incl Prep) SEDBERGH SCHOOL Sevenoaks School Sexey’s School SHEBBEAR COLLEGE SHERBORNE BOYS SHERBORNE GIRLS Sherborne Preparatory School Sherfield School Shiplake College SHREWSBURY SCHOOL SIBFORD SCHOOL Sidcot School Slindon College St Andrew’s College, Cambridge St Andrew’s Preparatory School, Eastbourne St Andrew’s School, Pangbourne St Bees School St Catherine’s, Bramley ST CHRISTOPHER SCHOOL, LETCHWORTH St Clare’s, Oxford St David’s College, Llandudno St Edmund’s College & Prep School, Hertfordshire ST EDMUND'S SCHOOL, CANTERBURY St Edward’s Oxford ST FRANCIS' COLLEGE St George’s School, Ascot St George’s School, Harpenden St George’s School, Windsor St George’s, Edinburgh St Hugh’s Prep School, Lincolnshire St Hugh’s Prep School, Oxfordshire St John’s Beaumont Preparatory School ST JOHN'S SCHOOL, LEATHERHEAD St John’s School, Sidmouth St John’s College School, Cambridge St Joseph’s College (Incl Prep) St Leonards School, Fife St Margaret’s School, Bushey St Mary’s Calne St Mary’s Music School St Mary’s School, Ascot St Mary’s School, Cambridge St Michael Abbey School St Michael’s School St Paul’s Cathedral School St Paul’s School, London St Peter’s School, York (incl St Olave’s) ST SWITHUN'S SCHOOL St Teresa’s School Stamford Endowed Schools Stamford Junior School Stanborough Secondary School Stephen Perse Foundation Steyning Grammar School Stoke College Stonar School Stonyhurst College Stover School (Incl Prep) Strathallan School (Incl Prep) Summer Fields School Sunningdale School Sutton Valence School (incl Prep) Swanbourne House School Talbot Heath School (Incl Junior) TASIS, The American School in England Taunton Preparatory School Taunton School Teikyo Foundation School Terra Nova School Terrington Hall School Tettenhall College The Downs Malvern The Duke of York’s Royal Military School The Elms School The Hammond School The King’s School, Canterbury The Leys School The Marist School The Montessori Place, Hove THE MOUNT SCHOOL The National Mathematics and Science College The New Beacon School The Oratory Preparatory School The Oratory School The Pilgrims’ School The Purcell School for Young Musicians The Read School The Royal Ballet School The Royal Grammar School, High Wycombe THE ROYAL MASONIC SCHOOL FOR GIRLS The Royal School, Armagh The Royal School, Dungannon THE ROYAL SCHOOL WOLVERHAMPTON The Thomas Adams School

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The Wellington Academy Thomas’s College Thornton College Tonbridge School Trent College Tring Park School for the Performing Arts Truro School TUDOR HALL SCHOOL Twyford School Uppingham School Vinehall School Walhampton School Warminster School (Incl Prep) Warwick School WELLINGTON COLLEGE Wellington College Prep (Eagle House) Wellington School WELLS CATHEDRAL SCHOOL WEST BUCKLAND SCHOOL WEST HILL PARK SCHOOL Westbourne House School Westbourne School Westerfield College Westminster Abbey Choir School Westminster Cathedral Choir School Westminster School, Westminster WESTONBIRT SCHOOL Whitgift School Winchester College Winchester House School Windermere School WINDLESHAM HOUSE SCHOOL Wisbech Grammar School Witham Hall School Woldingham School Woodbridge School Woodhouse Grove School Worksop College Worth School Wrekin College Wychwood School (Oxford) Ltd WYCLIFFE COLLEGE Wycombe Abbey Wymondham College Wymondham College Prep School Yehudi Menuhin School

Correct at time of publication

EUROPE

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A+ World Academy, Switzerland Aiglon College, Switzerland Amadeus International School, Austria American Academy Private School Limassol, Cyprus Apex 2100, France Bandon Grammar School Berlin Brandenburg International School, Germany Blackrock College, Ireland Brillantmont International School, Switzerland Cabella International Sahaja School, Italy Canadian College Italy (CCI), Italy Clongowes Wood College, Ireland College Alpin Beau Soleil, Switzerland College Champittet, Switzerland College du Leman International School, Switzerland Cologne International School Ecole d’Humanité, Switzerland Ecole Jeannine Manuel, France Exupery International School, Latvia Glenstal Abbey School, Ireland Hamelin Laie International School Haut-Lac International Bilingual School, Switzerland Institut Montana Zugerberg, Switzerland International School Eerde, Netherlands International School of Milan International School San Patricio Toledo John F. Kennedy International School, Switzerland Kilkenny College, Ireland King’s College School Cascais, Portugal King’s College, The British School of Madrid, Spain La Garenne, Switzerland Leysin American School, Switzerland Lundsbergs Skola, Sweden Lyceum Alpinum Zuoz, Switzerland Midleton College, Ireland Open Gate Boarding School, Czech Republic Préfleuri International Alpine School Rockwell College, Ireland Sage College Saint Charles, Switzerland Sigtunaskolan Humanistiska Läroverket, Sweden Sotogrande International School, Spain St Columba’s College, Ireland St George’s International School, Switzerland St Gilgen International School GmbH, Austria St John’s International School, Belgium St. Stephen’s School, Rome, Italy Surval Montreux, Switzerland The Island Private School of Limassol, Cyprus The Kings Hospital, Ireland The Koc School, Turkey Verbier International School, Switzerland Villiers School, Ireland Wilson’s Hospital School

Aga Khan Academy Asheville School Asheville School, USA AUPP LLA, Cambodia Braeburn Garden Estate School Branksome Hall, Canada Bromsgrove International School, Thailand Charterhouse Lagos Choate Rosemary Hall, USA Deerfield Academy, USA Episcopal High School, USA Epsom College in Malaysia Fettes Guangzshou Frensham, Australia Haileybury Bhaluka Harrow Appi Japan Harrow Innovation Leadership Academy Chongqing Harrow Innovation Leadership Academy Nanning Harrow Innovation Leadership Academy Zhuhai Harrow International School Bangkok, Thailand Harrow International School Bengaluru Harrow International School Haikou Harrow International School Shenzhen Qianhai Harrow International School, Hong Kong Hulli School Nantong Idyllwild Arts Academy, USA International School Brunei, Brunei IQanat High School of Burabay, Kazakhstan Jerudong International School, Brunei John F. Kennedy International School Kaiyo Academy Keystone Academy, China Kincoppal-Rose Bay, Australia King Henry VIII College, Malaysia King’s Academy Kolej Tuanku Ja’afar, Malaysia Lady Eleanor Holles International School Foshan, China Luderitz Blue School, Namibia Marlborough College, Malaysia Michaelhouse, South Africa New Summit Academy Costa Rica Ningbo British International School, China Nord Anglia Guangzhou Panyu School North London Collegiate School, Jeju, Korea Oldfield’s School Peponi School, Kenya Planet Spiti Boarding School Prem Tinsulanonda International School, Thailand Prince of Wales Island International School, Malaysia Pymble Ladies’ College, Australia Queen Margaret's School, Canada Regents International School Pattaya, Thailand Repton Dubai, Dubai Ridley College Rugby School, Japan School of Leadership, Afghanistan (SOLA) Shenzhen College of International Education, China Shenzhen Foreign Languages GBA Academy Shenzhen Merchiston International School, China Shrewsbury International School India St Andrew’s College, South Africa St Andrew’s Prep School Turi, Kenya St Andrew’s Senior School Turi, Kenya St Christopher Schools, Kenya St Constantine’s International School St George’s College Swiss International Scientific School Dubai, UAE Thailand KIS Reignwood Park School The British School of Lome’, Togo The Doon School, India The Forman School, USA The Hun School of Princeton, USA The International School, Bangalore, India The King’s School, Australia The Regent Secondary School, NigeriaThe Sultan’s School, Oman Toowoomba Anglican School, Australia United World College South East Asia, Singapore Wellington College International Hangzhou Westlake International School, Malaysia Whanganui Collegiate School, New Zealand Woodcreek School Woodstock School, India Wuxi United International School, China Wycombe Abbey School Changzhou, China Wycombe Abbey School Nanjing, China Wycombe Abbey School, Hangzhou, China Wycombe Abbey School, Hong Kong XCL American School of Bangkok, Thailand Xi’an Liangjiatan International School Y K Pao School Yew Chung International School of Qingdao (YCIS -QD), China Yew Wah International Education School of Guangzhou (YWIES-GZ) , China Yew Wah International Education School of Shanghai Lingang (YWIES - SHLG), China Yew Wah International Education School, Zhejiang Tongxiang Campus, (YWIES-TX), China Yew Wah School of Shanghai Changning. (YWIES - GB), China Yew Wah International Education School of Shanghai Lingang (YWIES - SHLG), China

Clifton College Rebrand

I’m shaped, not moulded I’m a reﬂective thinker I’m conﬁdent, not overbearing I’m a leader, and a team player I’m curious I’m empathetic I’m poised and empowered I’m imaginative I’m inspired I’m a guide I’m ready for what’s next I’m a Beacon Boy The Beacon Rebrand

StudioCertain.com

Clifton Photography: Richard Moran

Beacon Photography: Paul Driver

BEYOND THE CREST: BUILDING A MODERN BOARDING SCHOOL

BRAND Throughout the years, the boarding school crest has stood as a salient symbol of identity, a meaningful mark of tradition, prestige, and belonging. It has been stitched into blazers, embossed onto letterheads, and even engraved in stone.

ut in today’s more connected and fluid world, it goes without saying that a boarding school brand can’t live on heraldry alone. Of course, the crest should honour the heritage and aspiration of the sector, but the brand must also tell a living, breathing, more encompassing story to create a sense of belonging and inclusion. Ed Smallman Business Development Director, Studio Certain

So how do you celebrate history and tradition while informing the future, expressing it in the now and not just looking back? The heart of the modern boarding school brand lies in its narrative, in the stories it tells. What’s the history, why does it matter today, and what does your boarding school oﬀer that no one else does? Delving into these questions will help you understand internally if your values and principes ring true to your institution and the priorities of today’s students and parents. Once defined, how do you articulate this externally?

If you’d be interested in finding out how Studio Certain build strong, confident and modern boarding school brands, please contact Ed Smallman at ed.smallman@studiocertain.com or on +44 78887 54106.

From your crest or logo to the colour palette, photography and videography, a successful brand needs to demonstrate its values and principes at every single touchpoint. It needs to authentically capture life on campus, whether it’s quiet study in the library, the intensity of the sports field, or the hive of activity in hallways between classes. Fundamentally, it’s the opportunity to create a window into everyday boarding

life, enabling prospective students and their families to see how life on campus can shape character, foster resilience, and help build lifelong connections. Translated digitally, the story extends beyond the campus gates and onto the social feeds of prospective students and parents, giving them a taste of the experience before they even set foot on site. It needs to be able to move eﬀortlessly between situations, audiences, and channels, from the formality of academic ceremonies to the energy of student-led initiatives. The real diﬀerentiator in a boarding school brand therefore lies beyond the crest. The crest is still there, respected and intact, but surrounded by a brand ecosystem that feels dynamic, fun, and human and unites past, present, and future. Ultimately, building a modern boarding school brand is about earning trust and sparking connection, making students and parents feel like they’re part of something. Because the true brand isn’t just worn, it’s lived and breathed across all of the school’s touch points. This mindset was the foundation of our brand work with The Beacon School and Clifton College. From refining visions and values to redefining brand articulation, we kept these education brands rooted and relevant.

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T ORI A L

aller Trust has delivered proven, practical and positive mental health training and or young people. We work with schools, colleges and universities, parents and carers, kills, knowledge and confidence to help the young people in their care thrive.

7 in memory of Charlie, who died by suicide at the age of 28. It was founded in the hope g of young people’s mental health might prevent similar tragedies in the future. PARENTS AND CARERS Parents and carers have a vital role to play in children’s mental wellbeing. Supporting a child or young person with mental health issues can be incredibly challenging. Often, the best way for parents and carers to get support is to connect with others who have been through something similar. This is known as parent carer peer support (PCPS) and evidence shows not only how much it helps the mental health of the parent/carer but often leads to improvements in the mental health of their young person. We deliver PCPS training courses, which oﬀer parents and carers supported by local services the opportunity to become PCPS workers. Having PCPS workers within local mental health services is hugely valuable and means parents and carers are more likely to get the support they and their children need. We also oﬀer eating disorder workshops for parents and carers supporting a loved one with an eating disorder. The workshops give parents and carers the skills, communication tools and techniques to help support their loved one with compassion and understanding.

WORKPLACE Charlie Waller Workplace supports leaders, managers and staff in creating mentally healthy workplaces through expert training, consultancy and focused wellbeing sessions. Our evidence-informed approach to training equips individuals with the right skills and knowledge, giving them confidence to support mental health at work. This part of our delivery is a paid offer. The income that it generates is invested in the training and resources we provide free of charge to support the wellbeing of children and young people in schools, colleges and universities. RESOURCES Our booklets, posters and other resources have always been a core part of our charitable work. They are available as text on our website and as downloads, and some we can send out as printed versions as many young people, parents, carers, teachers and youth workers find them helpful to use and to share. One of our most popular resources is the Wellbeing Action Plan for Children. Designed for teachers of Key Stages 2 and 3, it helps them work with students to create their own wellbeing toolkit. Our free mental health book club gives schools books that help staff support the mental wellbeing of the children and young people they work with.

OUR LIVED EXPERIENCE PARTNERS Working with lived experience partners is vital because it puts the voice of young people, parents and carers at the heart of our work. Our parent carer lived experience partners champion lived experience and bring perspective to our work. Among other things, they play a vital role in ensuring our training and resources are responsive to parents’ and carers’ needs. Our youth ambassadors, aged 16 to 25, help us ensure the voice of young people is heard throughout our work. They are involved in many diﬀerent ways, from helping to shape our strategic business plan to reviewing resources, influencing policy and recording podcasts. Meet our 2025/26 youth ambassadors here. THE CHARLIE WALLER INSTITUTE All our work is informed by sound clinical evidence. Central to this is our sister organisation, the Charlie Waller Institute, part of the School of Psychology and Clinical Language Studies at the University of Reading. The institute undertakes innovative research and trains hundreds of psychological practitioners each year. Find out more about the work of the Charlie Waller Trust and how you can support us at charliewaller.org

A DVE RTO R I A L

Pelican Worldwide is a boutique investigations and intelligence business based in London with over 15 years of experience in the sector. We specialise in due diligence and background checks into companies and individuals on behalf of our clients, who are looking to better understand the reputational risks, background and financial provenance of people with whom they are transacting. Our breadth of experience and international network of specialist contacts enables Pelican to offer highly personal, bespoke solutions in carrying out such enquiries.

At Pelican, we have the ability to do background checks on individuals and business entities anywhere in the world as a result of our vast network of partners and access to proprietary databases. Recently, Pelican has been having discussions to see how it can work with the BSA and its members in navigating the ever-changing legal landscape as the government continues to introduce new rules and guidelines.

“Professional, punctual and personal. Pelican have continually demonstrated their ability to communicate clearly, advise correct methodology and deliver decision-making reports on time.”

Pelican is here to assist the BSA and its members in conducting all relevant background searches in a streamlined and eﬃcient fashion, enabling Agents and Schools to make more informed decisions. The process is easy and we have the ability to take the pressure away from you and to provide you with the relevant level of reporting required to progress and improve your business and working relationships. It is essential for both Agents and Schools to know with whom they are doing business. The message we try to get across to all of our clients is that of being proactive rather than reactive, doing your homework at the beginning immediately places you in a safer position if something was to go wrong in the future. It is so important demonstrate thoroughness and transparency.

+44 (0) 20 3385 2356 | enquiries@pelican-worldwide.com

Is there a gap between your marketing and admissions teams? See how the right systems turn marketing and admissions chaos into one clear journey, from first touchpoint to enrolment. Boarding schools run on relationships, with prospective families across dozens of countries, agents, current parents and students, all needing timely, personal communication. Yet many admissions and marketing teams are still working with: Separate systems

Spreadsheets

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That's where HubSpot comes in, the platform that brings every conversation, enquiry and student record into one place. And that's where HubGem comes in too.

“I don't think we would have successfully onboarded HubSpot without them & they made it very easy for us. Walking us through each step and working through thorny issues to find solutions”. – Director of Marketing & Admissions at Warwick Schools Foundation

Experts in HubSpot for Education HubGem are HubSpot specialists working exclusively for the education sector. We support 200+ clients across 25 countries, including 85 independent and boarding schools.

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We’re a HubSpot Diamond Solutions Partner with Onboarding Accreditation, but what really sets us apart is our hands-on experience. With 130+ years of combined education experience across our team, we understand your challenges first-hand. We know day and international journeys look different. From enquiry to enrolment, we help tailor messages for each family and student’s path. With our HubSpot to iSAMS Admissions Sync, we help schools join up enquiry, admissions and pupil data, without the manual re-keying. No more spreadsheets. No more silos. Just smoother admissions journeys and marketing strategy.

Want to see this in action for your school? Scan the QR code to book an exploratory call today

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The Changing Reality of Boarding School Fees Boarding schools are balancing a complex mix of 昀nancial priorities; maintaining predictable cash昀ow, supporting families with a昀ordability, and managing international payments. These shifts are changing expectations around how fees are collected.

Payment Pressure on Both Sides

Where Credit Can Add Real Value

Fee collection is an area of increasing pressure for both schools and families.

While 昀exible payment options meet the needs of most families, there are situations where additional support is valuable.

Schools must maintain predictable cash昀ow whilst families feel the strain of increased school fees. This shared pressure is driving a shift in expectations on how fees are structured and paid. Parents expect 昀exibility. They want the option to pay monthly; Direct Debit for consistency, or cards where it better suits their cash昀ow. This mirrors how families manage the rest of their 昀nances. These options are no longer seen as added bene昀ts, but the baseline.

Credit can allow schools to maintain predictable cash昀ow, without taking on additional risk, while giving families more breathing room when they need it. This creates a balance between 昀nancial stability for schools and 昀exibility for parents.

A More Complete Approach to School Payments Increasingly, schools are moving toward a more structured, layered model:

Supporting International Families

•

When a signi昀cant proportion of families are based overseas schools face additional currency and timing challenges.

•

Cross-border payments can mean 昀uctuating exchange rates and shortfalls due to transfer fees.

This approach allows schools to maintain strong, reliable cash昀ow, support both domestic and international families, and reduce admin across payment types.

Parents want to pay in their local currency, while the school should be able to receive the full, expected amount in GBP.

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Core layer: Monthly Direct Debit for predictable income Flexible layer: Card payments and international payment options Support layer: Credit, where appropriate

Email sales@esenda.com to learn more.

All of it, in esenda esenda empowers independent schools with Direct Debit, card, international payments and open banking, within a single platform. We’re now working with schools to shape our upcoming credit option. Scan the QR code to share your input and be in with a chance of winning a Fortnum & Mason Hamper for your o ce. www.esenda.com

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More than energy. A partnership that gives back. Utility Aid has been incredible – always proactive, clear, and thorough. Thanks to their persistence and expertise, we recovered over £2,500 in overpaid charges and now have confidence our billing is accurate. I couldn’t have asked for better support!

When we identified issues with Queens School Chester’s energy supplier, we stepped in to investigate and uncovered several areas that required corrective action. Working closely with the supplier, we rectified missed terminations and objections, secured a rate match with SEFE, and negotiated a £50 goodwill gesture. As a result, Queens School Chester saved £191.17 on their current invoices and gained confidence that their billing is accurate and up to date. In addition, over £2,500 in previous overpayments was recovered. Having been a valued customer for over five years, Queens School Chester’s glowing testimonial reflects the strength of our ongoing partnership and the impact of our proactive, expert support.

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Individual charities have little leverage when negotiating with energy suppliers. But when hundreds of organisations come together, everything changes. Suppliers compete harder, offer better terms and provide service levels they wouldn't extend to a single customer.

The Utility Aid Foundation exists to turn energy savings into community benefits. When organisations join our collective purchasing schemes, every meter they sign up triggers a £10 donation from energy suppliers, matched pound-for-pound by Utility Aid.

We don't just secure better contracts. We stay involved from day one:

That's the power of collective buying. It transforms schools and not-for-profits from pricetakers into price-makers.

That £20 per meter goes directly into a fund supporting the practical projects that make a real difference in local communities. For BSA members, this means the partnership not only lowers energy bills but actively funds the work that matters most to your communities.

Energy procurement that draws on collective buying strength Dedicated account management for every customer Bill checking that's recovered over £10 million across our customer base Net Zero and carbon reporting support It's the kind of partnership that grows with you — and one that thousands of charities have stayed with for the long term.

Want to see what partnership could look like for your organisation? Get in touch with the Utility Aid team for a free 20-minute online consultancy session.

utility-aid.co.uk 0808 1788 170

TRUSTED ACROSS MORE THAN 600 INDEPENDENT & INTERNATIONAL SCHOOLS INDEPENDENT CATERING AND CLEANING ADVICE FOR BOARDING SCHOOLS ACROSS THE UK AND INTERNATIONALLY.

BENCHMARKING & REVIEWS TENDERS & CONTRACTS SELF-MANAGED, OUTSOURCED OR HYBRID PERFORMANCE SUPPORT PROCUREMENT, KITCHEN DESIGN & ENERGY MAKE YOUR NEXT DECISION WITH THE RIGHT EVIDENCE.

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A HOME-FROM-HOME IS AN OPERATING STANDARD Why catering, cleaning and housekeeping should be measured as part of the boarding experience, rather than treated simply as support services. Ask boarders what makes school feel like home. The answer is unlikely to begin with a contract specification. It may be the welcome at breakfast, a familiar meal after sport, confidence that an allergy is understood, or returning to a clean and comfortable boarding house. These moments are created by catering, cleaning and housekeeping teams. Yet the services are often managed and measured separately, and discussed only when costs rise or something goes wrong. When responsibility is divided, inconsistencies can quickly become accepted practice. The operating model isn’t the deciding factor Self-managed, outsourced and hybrid services can all deliver exceptional outcomes, and all can drift without clear direction. What matters is a shared definition of the experience the school wants to provide, supported by the right resources, reliable information and visible accountability.

FIVE QUESTIONS EVERY BOARDING SCHOOL SHOULD BE ABLE TO ANSWER What should boarders experience at breakfast, throughout the school day, in the evening and at weekends? Are catering, cleanliness and hospitality standards consistent across the school?

Do staffing structures and service hours reflect boarding life, rather than simply the working day? What do the numbers actually tell you? Audits, uptake, waste, complaints and pupil feedback all tell part of the story. Who owns improvement? And who confirms that corrective action has actually worked?

James Stacey

Consistency without uniformity For independent and international schools, common standards become even more important. But consistency should not mean imposing the same solution everywhere. Local culture, regulation, food preferences and the identity of individual schools all matter. The objective is to establish what should be consistent - safety, quality, accountability and value - while retaining the character that makes each school distinctive. Benchmark value, not simply cost Benchmarking should support better decisions, not simply produce a lower number. Used properly, it can identify where investment is genuinely enhancing the boarding experience, where resources are being lost and where relatively small operational changes could make a significant difference. A catering service that costs less but delivers poor uptake is not necessarily better value. Nor is a cleaning model efficient simply because staffing hours have been reduced. The important question is not only “What are we spending?” It is: “Are we getting the experience, standards and outcomes we believe we are paying for?” Drawing on experience across more than 600 independent and international schools, ISCC helps schools define their standards, assess current provision and turn evidence into sustained improvement. Whether services are self-managed, outsourced or somewhere in between, the goal remains the same: safe, welcoming and well-run environments that give every boarder the best possible home-from-home.

Managing Partner, ISCC

James leads ISCC’s relationships with independent and international schools, understanding each school’s priorities and bringing together the right specialists from across ISCC’s wider team to provide relevant expertise, coordinated support and sustainable improvement.

james.stacey@iscc.co.uk

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