EDUCATION EDITION
provides an unparalleled chance for pupils to live together in a nurturing environment where they can learn about their own strengths and weaknesses, as well as growing together with their peers while knowing there are always professionals on hand to support them when they face challenges,” stresses Emma Mayo, deputy head at The Leys. Nurturing independence Finding ways of getting on with older and younger pupils as well as adults matters, agrees Chris Cox, head of boarding at Gresham’s. “We have vertically integrated year groups and houses so you’ll get a year 9 at the age of 13 who has to learn how to talk to an 18 year old as well as members of staff, which is a totally different set of conversations. They have to learn those interpersonal skills so it’s all about the autonomy this fosters.” At Kimbolton, too, that opportunity to interact with other pupils away from the classroom is all part of what the school describes as the ‘enriching boarding journey’. Here, there’s a strong family feel, with relationships that transcend age ranges, helped by being in the quieter boarding environment rather than the hustle and bustle of the school. Laura Hadden comments: “The different age groups get to know each other. The sixth formers get to know the first formers and vice versa, so they become like sisters.” In addition to socialisation, that strong sense of community has additional benefits. When homework deadlines loom, even the most conscientious pupils can sometimes find it hard to summon the motivation. It can be a lot easier at school, where evening prep is a part of the routine.
© WYMONDHAM COLLEGE
It lets pupils live together in a nurturing environment
SUPPORT AND CARE Living with pupils of all ages helps develop social skills and form strong bonds with other boarders
At Kimbolton, boarding ‘offers a stable structure, incorporating after-school clubs, supper, homework and downtime, which can often be difficult to juggle, especially after a commute home’. For anyone needing a bit of a helping hand, assistance is never far away, with boarding house staff always attuned to potential problems however indirectly they might be raised. “You might have a boarder at 9pm who says they didn’t get their physics prep. We can email their teacher and arrange a meeting. It’s those conversations, pastoral or academic, that enable us to put interventions in place,” says Chris Cox at Gresham’s. While there’s always someone to talk to, there’s also an emphasis on getting pupils ready for life after school. “Boarding can provide a great stepping stone in developing the independence required for when the time comes for pupils to leave home, such as when heading off to university,” says Kimbolton School. It’s helped by having more time. “As they are here throughout a longer working day and at weekends, pupils have time not just to be with their friends and be independent (managing their own time effectively and acquiring other fundamental skills), but they can also attend extra sport sessions, drama rehearsals or practise their instruments in a relaxed atmosphere,” says Emma Mayo at The Leys. Learning to manage, cope and acquire those essential practical skills is a key part of the boarding experience, explains Chris Cox at Gresham’s. “Students from the age of 13 are cooking for themselves, looking after themselves. They are autonomous individuals who become adept at
SPILLING THE TEA There is always a friendly face to offer support and company over a tea in the boarding houses
58 MAY 2024 CAMBSEDITION.CO.UK
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