Tag: boarding school

‘Honesty’ the key component for successful boarding school placements

“Trying to shoehorn a child into an unsuitable environment can be disastrous for both the child, family and the school itself”

When considering an overseas boarding school education, there are so many factors for parents to consider, writes Pat Moores of UK Education Guide. Meanwhile, schools and agents bombard families with information that may or may not be relevant to them.

We asked guardians and schools if they were only allowed to provide just one piece of advice to parents to help them make the best decision for their children, what would it be?

Interestingly, the answers received almost all followed a similar theme and we highlight three responses below:

Julia Evans, Director at Cambridge Guardian Angels, argues that the most important thing is to ask parents and agents to be honest about the information they provide schools & guardians.

“”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…

April 12, 2019
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Boarding schools, Higher education, International student recruitment, UK

How to make the value of Guardianship more transparent to international parents

“The role of a good guardian is so much more than knowing the whereabouts of a child when the school is closed”

There is currently no legal requirement for an international pupil to have a formal guardian appointed whilst studying in the UK. The selected school is the Tier 4 Visa sponsor and is therefore ultimately legally responsible for the child’s wellbeing whilst he/she is in the UK.

However, no one really argues that Guardianship, when performed well, is of huge value to young international students. The challenge is what a guardianship service should include and at what cost to better ‘make the case’ for international parents to appoint a guardian.

“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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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.