UNITED KINGDOM


internet? Quite apart from the convenience, boarding can enrich pupils’ school experiences, helping them to develop confidence and independence within a secure and mentored environment. Boarding houses these days offer plenty of home comforts, and what better for teenagers than to have friends on call from the moment they wake up until the moment they go to sleep? Tessa Howard-Vyse, director of external relations, Mayfield School, East Sussex (independent boarding and day school for girls aged 11–18)


THE HOUSE STRUCTURE “Our unique ‘house’ structure sees Year 13 students having their own separate houses, one for boys and one for girls, which gives them the space to prepare for their final examinations and allows a greater independence in preparation for life beyond Oakham. “Middle-school houses include Year 9 to Year 12 – meaning that lower-sixth students take house responsibilities and become role models for the younger years, as well as creating a more familial atmosphere. Our Year 6 to Year 8 pupils are in separate lower-school houses, allowing them the space to enjoy their childhood before hitting teenage years. “These unique house structures also ensure that staff are expertly versed and trained in the needs of their specific age group.” Nigel Lashbrook, headmaster, Oakham School, Rutland (coeducational independent day and boarding school for boys and girls aged 10–18)


“The care and welfare of our students is fundamentally important to us, as we know that a happy, supported child will flourish. Each boarding house is a network, a collaborative group of pupils and house staff looking after each other – helping, encouraging and simply being there when needed. Each boarding house is of central importance to the life of our students; lifelong friendships are made, trust is fostered and loyalty forged.


it is the


“As well as the strong bonds made with housemates, commitment


and devotion of housemasters,


housemistresses, tutors and matrons that leaves a lasting UWC South East Asia


impression. These individuals are dedicated to caring for, nurturing and encouraging each of our students. They make it their duty to understand their personalities, their quirks, their talents, their hopes and aspirations.


“Each member of the Fettes staff fulfils a unique role in the educational, moral and social care of children, to ensure their time with us is a positive, thriving, happy one.” Michael Spens,


(coeducational independent boarding and day school for pupils aged 7–18)


FOSTERING FRIENDSHIPS


“Boarding from age 11 is a popular option, particularly for families feeling the pressure on London day-school places and facing the prospect of long daily commutes. Pupils at Bedales Prep School, Dunhurst, are stimulated by a rich diet of academic, sporting and cultural pursuits, which aim to encourage their inquisitiveness and love of learning. Pupils have the flexibility to choose the number of nights they stay at school, which is an ideal introduction to boarding and helps them become fully immersed in the life of the school. “Boarding at the Senior School, Bedales, is an unashamedly communal, six or seven nights a week experience that seeks to develop self-respect and respect for others. Central to it is the mixed-age dormitory; the facility for students of different ages to live together and learn from each other has always been a cherished part of our communal boarding life and is central to our strong tradition of fostering friendships across year groups and developing young people who are adept at working with others.” Keith Budge, headmaster, Bedales Schools, Hampshire (independent coeducational boarding and day school for pupils aged 2¾–18)


The last word goes to a former Fettes College student. “I look back on the sense of community and togetherness that the house system fostered in each of us, and appreciate how lucky we were to grow up in such a fun and thriving environment.”


headmaster, Fettes College, Edinburgh


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