What is your image of boarding and where did it come from? Recently I was interviewed by a radio presenter on the issues of boarding and it was quite clear that his image of boarding was drawn from mythology mixed with not a little prejudice. It was also clear that he had not visited a modern boarding school.

For many their concept of boarding is based on myth and what they imagine a boarding school is like. Too often this is the result of conversations with people who boarded 30 years ago. The boarding school of today is not just 30 years away from then but light years in terms of what is now offered in the boarding environment.

Of course, I am talking about the qualities of the boarding schools in our Association, which are, by the terms of our membership, members of constituent associations of the Independent Schools Council. All are subject to regular inspections by both ISI (the independent equivalent of Ofsted) and Social Services departments. This gives parents assurance of quality.
Boarding is now transparent. By transparent I mean that boarding schools are very open places and receive a host of regular visitors: prospective parents and pupils, current parents and guardians, inspectors, social services personnel, educational consultants, journalists, members of national and local government and makers of television programmes.

This transparency means that the qualities of today’s boarding schools shine out and are examinable by anyone who shows an interest in what they have to offer.

And what do they have to offer? Accessibility is a key concept. Recent research shows that most boarders from UK families live within an hour’s drive of their school. Thus, parents regularly visit the school and boarders go home more frequently than in the past. For boarders whose families live overseas there are many more opportunities for contact than the ‘weekly letter home written after church on Sundays’ which, again, is part of the mythology of boarding school life.

The internet has revolutionised communication between boarders and their families. All schools I visited this year have internet access for their pupils, most having access in each house, and some in each bedroom. Indeed, as schools plan new boarding houses one of the essential elements in these plans is the integral internet system for each house.

‘Investment in quality’ is a phrase which typifies modern boarding. First and foremost, the investment is in boarding staff. Today’s housemasters, housemistresses, house tutors and matrons are faced with a greater range of boarding legislation than ever before and are committed to professional development in all aspects of boarding education in the best interests of their boarders. Thus, the Boarding Schools Association has seen an upsurge in applications for its courses leading to University validated Certificates in Professional Development in Boarding Education. In addition, boarding staff are constantly using opportunities for in-service education in pastoral care, counselling and other aspects of boarding life.

Investment in quality also very much applies to the boarding environment. A recent ISIS (Independent Schools Information Service) survey showed that millions of pounds are currently being invested in new boarding houses. Today’s houses mirror family homes and as one parent told me “my son’s bedroom at school is much better than he has at home”. Thus, the idea that Spartan surroundings are good for the soul is another boarding myth. Quality in meals and personal privacy are also areas which have developed significantly in recent years.

But why board? The question is best answered by the pupils themselves. Both from recent surveys and my own experience of talking with boarders in a variety of schools, I would suggest that boarders have many reasons for valuing their boarding experience.

They value the special friendships which are developed at boarding schools and, certainly, boarders remain close friends into adulthood and, in many cases, for life.

They also value the qualities of community life and the lessons learnt about relationships in a community situation. These are vital lessons for later life and careers.

Many pupils choose to board because they know that all their interests and activities are available in the school and they do not need to travel in congested urban environments to develop their extracurricular interests.

Boarders value the lessons learnt about personal time management, study habits and domestic living. Many have commented how valuable all this has been as they have moved on to university, where many former day pupils can flounder in the new atmosphere where self-motivation and the management of time and domestic issues are key to a positive university career.

Many parents consider boarding when they have done their sums and realise what value for money boarding represents, especially where both parents are pursuing professional careers.

So, how do you choose the right boarding school for your child? Well, you do not always choose: it is an agreed family choice. Current research shows that 80% of decisions to board were made as a family or by the prospective boarder. I would appeal to parents to remember that your child’s education comes only once, so making the right choice of school is vital.
You may well wish to consider those schools to which your child’s friends will be going, but that should not be the deciding factor. You may well visit schools where your friends’ children have been happy and successful, but are they the right schools for your child? What you should definitely avoid is the ‘cocktail party choice’ where your child is unhappy at a school which was the current flavour of the month.

There are many organisations which will help parents draw up a shortlist of schools and these organisations might be particularly useful to those families who are considering boarding and do not have a boarding background.

Do visit the boarding schools of this land: they will welcome you warmly, answer your questions and reveal their qualities.

Adrian Underwood has spent 27 years in boarding education, four as a Housemaster and 23 as Headmaster of a Boarding School. He is now the National Director of the Boarding Schools’ Association. The Boarding Schools Association has over 450 member schools and, as part of his role, the author visits 60 boarding schools a year.

Choosing a Boarding School – a Guide for Parents is available free from:
The Boarding Schools’ Association
Grosvenor Gardens House
35-37 Grosvenor Gardens
LONDON SW1W 0BS
Tel: 020 7798 1580 Fax: 020 7798 1581
E-mail: bsa@isis.org.uk

A wealth of information on Boarding Schools can be found on the BSA Website: www.boarding-association.org.uk

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