Boarding in Practise

Principles of Boarding at BIST:

  1. The concept of the whole development of each member of the boarding community is fundamental to the ethos of the School.
  2. All boarders should be able to develop and thrive morally, spiritually, culturally and socially.
  3. Every boarder should have the opportunity to develop his or her talents whether academic, sporting or extra-curricular.
  4. All boarders have the right to be treated as an individual and to be respected by staff and pupils.
  5. All boarders should be given an awareness of their wider responsibilities to the boarding community.
  6. Every boarder has the right to work, play and relax free from abuse, discrimination, intimidation, harassment, teasing and bullying.
  7. The basis of boarding life should be co-operation; the qualities of kindness, tolerance, trust and unselfishness are fostered in pupils.
  8. Relations between boarders and their parents are extremely important. Boarders should have the opportunity to communicate with their parents at all reasonable times.
  9. All boarders should know who to turn to when in difficulty.
  10. The right to privacy is acknowledged as a fundamental human right.
  11. Concerns about health & safety (especially fire) are respected by all staff and boarders.

The School aims to provide a very enjoyable boarding experience through:

  • Excellent pastoral care including the promotion of physical and mental health and emotional well- being.
  • Excellent accommodation that is comfortable and suited to the needs of boarding, according to age and maturity, and which provides reasonable levels of privacy.
  • Excellent study, leisure and recreational facilities.
  • A safe and healthy environment, free from dangers and hazards. 


In addition, we believe that boarding greatly enhances the overall development of each pupil. Therefore the School also aims: 


  • To create a family atmosphere across Tudor and Windsor House where pupils are encouraged and supported so that they may flourish academically, personally and socially. 

  • To develop the whole person and to prepare a pupil for his or her future life at university and beyond. 

  • To produce an open and trusting atmosphere in which each boarder feels able to approach a member of staff or another boarder confident that he or she will be treated and respected as an individual.

  • To create a supportive atmosphere of cooperation, tolerance, kindness and trust in which teasing, harassment and bullying will not be tolerated.

  • To create and provide well-structured and supervised study conditions after school so that a boarder may find it easy to work. 

  • To provide a range of extracurricular opportunities related to age and maturity that will assist in the cultural, social and personal development of each boarder.

  • To provide a range of weekend activities that boarders enjoy. 

  • To develop a sense of responsibility in each boarder. 

  • To provide opportunities for leadership and teamwork. 

  • To create an atmosphere where boarders and staff can relax together and enjoy the benefits of community life. 

  • To introduce new boarders to the community with kindness and sensitivity and to offer every possible support and encouragement.