Category: Boarding schools

How ‘Safety’ is moving up the agenda for international students & their families

“The pressure is on UK schools to make their schools as attractive as possible when it comes to projecting a ‘safe’ image”

Maryland lawmakers have approved a bill that will allow Johns Hopkins University to form its own, private police force to enforce the law on campus. Meanwhile, in the UK, over the past three years, universities have paid more than £2 million to 17 police forces in exchange for support.

Spending is rapidly increasing and the University of Northampton now has six fulltime police officers seconded to the University for 3 years, at a cost of £775,000. Safety is increasingly front of mind when students are deciding about overseas study locations. In IDP’s annual survey of almost 3,000 students in the five main overseas study destinations (US, UK, Canada, Australia and New Zealand) Canada leads the way in terms of ‘safety’ versus its international rivals, with the UK ranking 4th out of five.

Also, students from China are now reported to be as concerned by the safety of the destination country in which they intend to study as they are the relative academic position of their institution, according to the latest report from the Beijing Overseas Study Service Association.

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How different will a UK Boarding school be in 10 years time?

“Classrooms will certainly look different with mobile chatbots offering support to individual students and more personalised learning plans”

With the technological advances in the last 10 years, it is a challenge to predict future changes in another 10 years.  However, there is so much scope for existing tech to be developed further, it is a fair guess that many of the ideas outlined below will make a tangible impact on the UK Boarding school sector.

Chatbots are already an established part of academic and admissions support teams at some UK and U.S. Universities. At Georgia Tech one online support worker ‘Jill Watson’ helped students on Professor Ashok Goel’s Knowledge-Based Artificial intelligence class, for a whole year, without students knowing she was a chatbot.

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What do international parents really want from UK boarding schools?

“”School rankings still matter, but ‘safety’ has also started to be mentioned more often”

It is so often assumed that international parents are only focused on one thing when it comes to selecting a boarding school for their child-rankings. So, if a school or college has outstanding A level results, then that school will go to the top of the list of possible schools parents and their children are considering.

However, things seem to be changing…

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What is an appropriate level of English for International Boarding school pupils?

“How young people are integrated into Boarding school life is arguably as important as their IELTS score”

A recent study by University of York highlighted that while the threshold for English competency for degree study in the UK is IELTS 5.5 this is not necessarily the level that would allow a student to thrive in UK Higher Education.

It found that international students with an average IELTS of between 6.5 and 7.5 had an average English vocabulary just under half the size of that of the home students and their difficulties with reading and writing were far greater than those reported on the same tests for home students with dyslexia.
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International students & the power of imagery to address mental health

“Imagery and metaphor are powerful tools for enhancing understanding with international students”

 Pat Moores director and co-founder of UK Education Guide looks at how visual aids can help to enhance understanding when working with international students and their mental health.

Much is talked about the cultural challenges that international young people face when they first arrive in the UK, but the challenges are particularly acute for international students entering the UK education system at a young age. There is a minimum of 27,000 children under the age of 18* whose parents live outside the UK and are studying at UK schools and Boarding schools.

It is difficult to argue that the challenges facing these young people aren’t greater than the international students entering the UK education aged 18 and above.
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Why the Duke of Edinburgh Award is important for international students

“The DofE has progressed to become more than an outdoors leadership challenge… it now reflects a much more diverse and interconnected world”

In today’s highly competitive world, young people are under enormous pressure to succeed. However, success is rarely achieved without a helping hand or a positive, life-changing experience, writes Clare Lane, head of sport at Bellerbys College.

The Duke of Edinburgh’s Award was set up in 1956 to help young people from all walks of life navigate the challenging path to adulthood; broadening their life skills and preparing them for their future work or studies.

While individual institutions around the world may offer similar programmes, as far as I’m aware there isn’t a program on a national level comparable to the DofE Award. Agents may not be aware of the benefits the program presents tor international students in particular, which is why we should be talking about it today.

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How can UK boarding schools help smooth the transition to university for international students?

“One excellent example of specific support for international students is putting final year students in touch with alumni who are currently at the universities the student might be considering”

As parents know, selecting a university is about more than accessing the latest subject and university rankings. The challenge is even harder for parents who may be several thousand miles away, writes Pat Moores, director and co-founder of UK Education Guide.

Therefore, the responsibility for helping international students find the right university often relies on the diligence of boarding schools.

Some schools offer the same support for international students as they do for UK students, but it is hard not to think that they need more, recognising the lack of direct parental input.

As Caroline Nixon, General Secretary of BAISIS comments: “International students need greater support than UK pupils, not the same…parents don’t understand the process and are remote.”

“University websites make it quite difficult to find basic information, as the focus is on a detailed examination of facilities themselves”

Some schools argue that if their pupils are prepared properly, it is right that they lead the process, not the school or parents.

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The challenges of providing high quality pastoral care in boarding schools

“The UK’s pastoral care of international students is widely regarded overseas as being one of the major strengths of the UK boarding school… however there are concerns that loopholes still do exist”

The UK’s boarding school system is world class, and attracts students from around the world, writes UK Education Guide director and co-founder, Pat Moores. But with concerns over the lack of agreed guardianship structures, could the reputation be under threat?

The UK’s pastoral care of international students is widely regarded overseas as being one of the major strengths of the UK boarding school system and one that schools and guardians work hard to maintain.

“UK schools are distinctive in the strength of their commitment to pastoral care – they care about this almost as much as they do about academic matters. We hear that it is this ‘holistic’ approach that is so appreciated by overseas families,” said Diana Stewart Brown, Head of Operations at Keystone Tutors Singapore.

However, there are concerns that certain loopholes still do exist and this then relies on the professionalism and conscientiousness of both schools and guardians to make sure, on a case by case basis, all the gaps are filled.

The legal position according to Matthew Burgess from solicitors Veale Wasbrough Vizard is that the school never loses the overall ‘duty of care’ in the case of full time boarding pupils and in the case of day students the ‘duty of care’ rests more heavily on the guardian as the child is effectively being privately fostered and, if under 16, the family the child is living with has to be registered with social services as a foster family.

“As there is no legally defined guardian role, the provision of non-accredited services is open to interpretation”

There is a recognition that getting pastoral support right, from the very moment a child arrives in the UK, can set the tone for a child’s future happiness. Excellent continuity of communication between admissions teams, houseparents, parents and guardians is critical from day one; “the most successful handover of information from admissions to boarding staff is always achieved through conversation as well as information on file,” said Gareth Collier, principal of Cardiff Sixth Form College.

Regarding ongoing care, there seems to be some consensus from schools where challenges still exist.

“The biggest loophole is the approach that we have to school holidays. Houseparents are often the key pastoral lead in most schools but when the holidays come, and these hard working staff take a well-deserved break, [and] there is little school back up to provide often essential information to parents, students and guardians,” adds Gareth Collier.

“Strong partnerships between schools and guardians are essential to providing excellent care to each young person studying in the UK”

During holiday and exeat weekends when schools close, the role of the guardian therefore becomes even more critical. However, as Caroline Nixon, general secretary of BAISIS, pointed out: “currently neither EU nor non-EU students of any age legally have to have a guardian, although BAISIS believes it is best practice for those under 18”.

Additionally, ensuring high quality guardianship provision is a significant challenge as there is no legal framework as to what services a guardian must provide and their role also depends on the pastoral provision of each individual school.

“The guardian role can cover everything from arranging dental appointments, registering with a doctor to dealing with a child who is potentially about to be excluded from school,” said Julia Evans, Director of Cambridge Guardian Angels.

For this reason, BAISIS has recently created a template for an agreement between individual BAISIS schools and their students’ guardians which outlines the school’s expectations of a guardian’s responsibilities.

AEGIS, The Association for the Education and Guardianship of International Students, has also gone a long way to adding structure to the guardianship role. AEGIS accredits UK guardianship organisations through a rigorous inspection process and Yasemin Wigglesworth, executive officer at AEGIS, said: “more schools are now insisting that an international student has an AEGIS accredited guardian or close family member in the UK as a condition of admission.”

Currently there are approximately 27,000 International students in the UK aged 18 and under with parents living abroad, but only around 5,000 are in the care of AEGIS registered guardians. This is not to suggest that the care provided by non-AEGIS members is sub-standard but, as there is no legally defined guardian role, the provision of non-accredited services is open to interpretation by each provider and many of these students will not have a guardian at all.

As acknowledged, high quality pastoral care is something that sets UK education providers ahead of international competitors but, in the absence of legal frameworks, strong partnerships between schools and guardians are essential to both maintaining this competitive advantage and providing excellent care to each young person studying in the UK.

Creative thinking in the UK boarding schools market: the key to survival

“Schools that stick rigidly to their systems suffer untold reputational damage, which could take a generation to dilute”

Pat Moores, director of UK Education Guide, looks at some of the challenges facing the boarding schools sector in the UK, and how schools are adapting by opening up new markets.

Under increasing international competition, many schools are looking at new, emerging markets to benefit all pupils and school finances.

“Smart schools celebrate high levels of diversity in their international population and know their British students have much to gain from living and learning side by side with a broad range of nationalities,” says Maura Power, international student recruitment manager at Culford School.
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