By Dan Chiappa-Patching, Director of Boarding, Sherborne Prep
As teachers, we like to look back and reflect. We look to how we learn from an experience. What would we do next time? What went well? What are the areas for improvement? As boarding staff, we do the same, but on a far more pastoral scale. So how can we reflect on this past year and how it has affected the boarding community?
The inescapable fact is that boarding houses have dealt with smaller number this past year. Though not necessarily boarding numbers on the books- but rather boarders within a house. And whilst this carries with it many difficulties, like all good boarding staff- we enjoy a challenge! So how have we rolled up our sleeves and turned this to our advantage? Flexibility has become a hallmark of boarding houses. Endless changes: a senior management that appears more as a rapid response unit, boarding staff instilling a sense of calm whilst paddling ferociously under the surface and parents and children responding as best they can.
The boarding house has had to become, more than ever, an oasis of calm in a rapidly changing world. One thing we do know is that the care and attention that boarding staff have provided for children and families over this pandemic has been exceptional, and without question, essential. And how have we dealt with smaller numbers? By personalising the care and attention we are providing.
Simply put, this pandemic has truly brought to the boarding house that thing that we so often talk about with prospective parents: A family environment.
Traditionally when we have talked about a family environment, we have focussed on two things: A houseparent with a family in the boarding house, and an environment where the children in the house see each other as siblings. However, over the pandemic this has in many cases been taken one step further, with boarding numbers into the single figures and boarding duties being covered by a significantly smaller staff. Sometimes this has even meant taking over catering duties in the absence of a full school catering provision and yet, surely this has allowed us to revisit what it is to be a boarding family? Not just putting a routine in place that lets the house run, but actually cooking a meal for our charges, sitting down with them and seeing how their day has gone. Noticing when they are feeling a little down and having the time and space to catch up with them perhaps bending ‘the rule’ of the usually mandatory, bedtime routine.
It has highlighted the need for genuine communication, these are children whose families are not present and children who may be anxious amidst this global pandemic. Talking, touching base, giving gentle reassurance when required, as we would do our own children. Should we rethink our use of devices, how wonderful that each child can be in touch with parents who are missing their children, or with friends who are missing their peers. In many cases those not in the boarding house are the ones who have been starved of their friendship groups. Whether a year group Teams quiz bringing everyone together or a virtual dinner party, the sense of community can continue, and pupil in-House and overseas can be supported.
Good boarding schools often pride themselves upon their pastoral care and their jam-packed activity programme offering a vast array of opportunities. This is all positive and valuable, however what I have learned from the last twelve months is that sometimes the pastoral care we provide comes from slowing down the pace of life and being flexible. To give the children, and staff, the opportunity to open up and discuss their anxieties and worries – for some, to even acknowledge that they are anxious! It also means being present and in the moment. Being available for a child in your care, no matter what. For us, it has been to listen to our children each day and see what they are in the mood for. Baking tonight? Great, lets sort it out, A movie? Brilliant; Just chatting with friends at home? Sounds like a plan. It is not always possible to be flexible, but the children will understand this, if taken the time to explain.
If you can establish a boarding house where the sense of family is so great that pupils can genuinely come to you for a chat and vice versa, when required, this provides the best boarding environment and pupils thrive. And this can only be established from the top, with the houseparent. Being a parent. Making time.
Sherborne Prep is a 3-13 co-educational day and boarding School in Dorset, South-West England.
Categories: Sector News
