Here at Gabbitas, we often receive enquiries from international students curious about the difference between Russell Group and non-Russell Group universities, and the benefits of each. Although the Russell Group (RG) is often attractive due to the well-known names within it, it’s always worth considering other options, where students have the chance to pursue specific highly-ranked courses as opposed to just the traditional sciences and humanity subjects.

This article would highlight some of the best non-Russell Group universities as well as courses in which they are ranked highly for compared to Russell Group universities.

 

What is a Russell Group university?

The Russell Group consists of 24 prestigious universities who all play a significant role in the cultural and economic life of the UK, and all share a common characteristic: their focus on producing leading research and maintaining a consistent reputation for strong academic achievement. Some of them include the world renowned Oxford and Cambridge, London School of Economics (LSE), Durham and so on.

Given their reputability, RG universities tend to have very rigorous admissions criteria. Their entry requirements are often higher than those of other universities, leading to a competitive admissions process, especially for the more highly sought-after courses, like medicine, sciences, economics, and law.

 

Best Non-Russell Group Universities

Despite the Russell Group’s popularity for both British and international students alike, there are approximately 106 other universities in the UK outside of the group that perform equally as well and sometimes even better; are known for their academic excellence; teaching and employability rates; and offer unique courses.

Notable names such as St. Andrews, and Bath rank consistently high in league tables each year, yet they are not part of the Russell Group. They are often mistaken to be because of their outstanding performance and provision of excellent quality education.

More non-RG universities include Loughborough known for its excellence in criminology, media, and sports (2020); Royal Holloway for its sciences and management (2021); SOAS for its development studies, anthropology, and politics (2020); and City University for its strong business and industry links.

 

Why choose a non-Russell group university?

Non-Russell Group universities are often more flexible than their highly selective RG rivals, usually having lower entry requirements. Of course, this depends on the degree — some courses still have high entry requirements, but they tend to be more realistic or achievable. Whilst St. Andrews require AAA-AAB for medicine, Imperial – a Russell Group university – requires A*AA-AAA for the same degree. Where Durham (RG) offers AAB for business management, both the University of Westminster and Royal Holloway require lower at ABB-BBC and AAB-ABB for the same degree, respectively.

Notably, there is often less rigidity and, in some cases, more willingness to consider applicants who fall short by a few marks or have complicated cases with their grades and educational background. Additionally, they are often happy to consider late applicants (aside from UCAS Clearing). This is due to non-Russell Group universities usually still having spaces available, which in comparison is unlikely at Russell Group universities, due to being oversubscribed, making chances of available spaces after initial admission deadlines small.

 

Quality of Education

In the past, the quality of education provided by non-RG universities has been questioned, especially internationally. One thing that has helped change this view is the option to participate in the Teaching Excellence Framework (TEF), which measures the quality of the student experience provided by each university, especially within the areas of teaching, learning, and graduate employability or further study outcomes.

Participating universities are awarded bronze, silver or gold. Not all RG universities participate, but for those that do, most achieve silver and gold awards. However, there are many non-RG universities that achieve the same awards. For instance, Bath, Birmingham and Loughborough have attained the gold award, just like Cambridge and Imperial College, as seen on the Office for Students.

Additionally, Brunel, City University, and Brighton have all achieved the silver award, just like King’s College, UCL, and Bristol.

Evidently, some of the participating RG universities have the silver award whilst some non-RG universities have gold, indicating that despite not being a part of the Russell Group, an excellent quality of education is still offered within these institutions.

 

“My course equipped me with important skills to thrive well at university. For example, how to write a good and analytical essay at an advanced level.

The teachers have been so helpful and easily accessible. Coming from Pakistan, my high school qualifications were not able to provide access onto an undergraduate degree in the UK, therefore a foundation course was my only option. I was really pleased to receive an offer from SOAS.

I appreciate their focus on Africa and the Middle East, which I very much look forward to delving into upon completion of my foundation year.”

 

Aryana K from Pakistan
International Foundation Course (IFC) at SOAS University

 

Specialist Courses

Another great advantage of non-RG universities is their reputation for providing specialist courses, allowing students the opportunity to choose a degree that is tailored more to their interests, or focused on a specific field.

Some examples include Greenwich University, the University of Westminster, and Goldsmiths, who, despite usually ranking lower down league tables, offer some of the most unique courses in art and design, business, media, music, technology and more. Many students opt for these universities because of the unique courses they offer, which RG universities do not always provide.

 

Selected Courses

Goldsmiths, University of London
BA Promotional Media

Royal Holloway, University of London
BSc Earth, Climate and Environmental Change

University of Greenwich
BA Film and Television Production

University of Bath
BEng Electronic Engineering with Space Science and Technology
BSc Sport Management and Coaching

Loughborough University
BSc Chemistry with Computing
MSc Construction Project Management with Building Information Modelling

City, University of London
BSc Investment and Financial Risk Management
BSc Music, Sound and Technology

Heriot-Watt University
MSc Brewing and Distilling

 

Student life

Universities in the UK actively ensure that international students settle in well for the duration of their studies. This is evident in the wide range of support and well-being services on offer, some including help with immigration issues, finding accommodation, academic support, careers advice, and counselling. Some universities even go as far as assisting students with arranging airport transfers, creating international clubs and societies and student buddy systems, allowing current students to offer support to the new, as well as make friends.

Many students praise non-RG universities on their welcoming and multicultural atmosphere, and for regularly organising social events to encourage networking. Often commended is Royal Holloway for its network of support, sense of belonging and community feel.

 

“I was unsure what I wanted to study at university but I am so glad I chose accounting and management. It was a very useful degree; I was able to choose different modules to tailor my degree to my interests, for example I really enjoyed Management Psychology.

At university I played hockey, it was one of the best decisions I’ve ever made. I would say my friends from hockey club made my university experience; we had regular training sessions and attended social events. We also did a lot of volunteering, helping local charities to raise money.

I am still in regular contact with all my university friends and I absolutely loved the experience.”

 

Tammy W from Hong Kong
Accounting and Management at the University of Essex

 

 

 

Get in touch

In summary, there are many non-Russell Group universities that perform just as well as those within the Russell Group, and provide equally satisfying environments, support and student experience, meaning that it is definitely worth considering them when making applications to UK universities as an international student.

Our expert team of placements consultants can help advise further on both RG and non-RG university options as well as help with applications, read more here. Alternatively, please get in touch today by emailing info@gabbitas.com, or by calling +44 203 026 7443.

 

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This article from Sarah Oshun-Williams at Gabbitas first appeared in Great British Education Magazine from Independent School Parent

1. We’re looking to place my daughter in a UK boarding school next September, but as we are living overseas, we’re not really sure how to manage the process of shortlisting and visiting schools. What would you advise?

Answered by Anastasia Hatvany, Senior Education Consultant and SEN Specialist

One of the first things you need to establish before you start looking at new schools is your daughter’s academic level. You want a school where your daughter will sit comfortably amongst her peers. Prospective boarding schools will also want to know what your daughter can offer to them — both in terms of academics and extracurricular.

At boarding schools, children become totally immersed in their surroundings, and what they give, they get back tenfold. With this in mind, look at the school and see what they offer to the child: will your daughter be able to get involved with school life?

As you’re abroad, I’d advise you to look at full-boarding options, as everyone tends to stay in during the weekends. Even if there is the occasional quiet weekend, Saturdays will still comprise of lessons in the morning and sports fixtures in the afternoon, and many schools are keen to keep weekends as busy and as purposeful as weekdays.

Visits and open days are imperative. Do go on these if you are able to, as they are the best way to gauge a school’s atmosphere and ethos. You’ll also get to see how pupils interact with one another and engage with their teachers, and in turn see how the staff interact with parents.

Many schools are now offering in-person tours, so try and go for an open day, and then after schedule a private visit. Having said this, Zoom is still a very good way to view a school and there are plenty of excellent virtual open days.

Look at reviews, listen to word of mouth, but most importantly have confidence in yourself as a parent — you will know in your gut if a school is right for your daughter.

 

2. Is it a good idea to move my daughter to a new school for sixth form – she’s mentioned that she might like a ‘change of scene’ but we’re not sure how easy it is to make the transition and how this might impact her academically and socially?

Answered by Anastasia Hatvany, Senior Education Consultant and SEN Specialist

If you’re looking to move your daughter for sixth form, ideally you need to have started shortlisting schools by the end of year 10. Many schools tend to have closed their registrations by the end of September, and by the very latest, the end of October, as many of their candidate assessments take place during October.

Many children — whether they joined their current school at 11 or 13 — can find the change refreshing, but please bear in mind that this needs to be a very considered decision as she is at a critical age. The process will not only take up valuable time that she could use for GCSE revision, but she will also be leaving behind friends and a structure that she has been used to for at least three years.

Remember that competition is often tough for sixth form places, and some schools will have a limited number of spaces; rejection can be disheartening.

Your daughter’s current teachers and pastoral staff know her academic ability and level of wellbeing, so be sure to consult them for their thoughts on the matter. Ask your daughter her reasons for a scene change; for example, is she looking for a change in curriculum, or is she looking for a better cultural fit?

If you’re thinking of moving her from a day to a boarding school, this is often an excellent steppingstone for higher education. She’s likely to develop better organisational skills and grow in independence, all in the comfort of school’s safety net therefore meaning moving to university won’t come as such a shock.

Alternatively, she may be wanting to move closer to home with less school structure. Many children grow out of the school bubble before higher education, and flourish when working more independently.

Overall, I would urge you to research what is out there and bring your daughter on board the decision-making process. She will be able to give you a better idea of what she believes she is missing which should help shape the final decision.

 

3. My son has his heart set on going to veterinary school but knows it’s highly competitive and he needs to prove aptitude as well as academic ability. What can he do to improve his chances of acceptance?

Answered by Sarah Oshun-Williams, Client Account Manager

The methods of improving your chances of acceptance to veterinary school are very similar to those of getting into professions like medicine or law; work experience is essential.

Besides academic ability, he will need to prove his knowledge of the field and enthusiasm to pursue this route. Therefore, he should try to volunteer or shadow as many vets and animal practices as he can, as this will allow your son to showcase his motivation and interest in the field when writing his personal statement. Many universities do however understand that at times it’s hard for candidates to gain experience, so they do not demand months of work under candidates’ belts, instead just enough to show an interest and an aptitude for veterinary.

Work experience will also help your son to be sure that this is the field he’d like to pursue, as it can be a gruelling process. His time at university will be comprised of a lot of exams, laboratory-based anatomy and a lot of contact hours, so it is imperative that he is prepared for the training.

Research is equally as important. There are currently only 10 veterinary schools in the UK, of which you can only apply to 4, so researching the benefits and structure of each course is key to ensure you’re aware of the different requirements, entry procedures and to select the options that are most suitable.

Regarding how he might improve his academic ability, it’s worth considering tutoring. Many agencies — like Gabbitas — have tutors who are experts in their chosen field and some who specialise in veterinary school applications. This will help your son to prepare for any interviews, additional admissions tests, and to know what to expect from the course. A tutor can also be useful in helping him revise for his exams, to ensure that he meets his offer requirements.

If you would like to find out more about our tutors, please contact us at info@gabbitas.com, or head to our tutoring page to see some of the services we offer.

 

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This article was originally published in the Autumn/Winter 2021 edition of Absolutely Education

As another results day passes, UCAS applications for 2022 start. Although some may have already decided what course they would like to study and which university they’d like go to, with the UCAS deadline being 26th January 2022 for many courses, there is still plenty of time to decide.

Here are a few pointers from our consultants to help hopeful applicants make the most out of their application.

 

Research
Research is crucial. With the option to input 5 choices out of a possible 100 plus universities, coupled with a plethora of courses to choose from, this can understandably seem like a daunting task.

However, there are many resources at one’s fingertips, including websites, education fairs, and consultancies. With knowledge of your educational experience and predicted grades, these resources can help you narrow down which courses might suit you, as well as the universities that offer them.

 

Familiarise yourself with the application process
Familiarising yourself with the format of the application form is wise. It enables you to approach the process methodically. The form consists of six sections:

1. Your personal details.
2. Five university choices (four for medicine and veterinary).
3. Your completed and predicted results, such as your GCSEs, A-levels, IB, BTEC and any other relevant qualifications. Special entrance tests for specific courses, like the LNAT or BNAT, go in the Specialised Entrance Tests section.
4. Employment — include details of any paid jobs you’ve done.
5. Personal statement — take this opportunity to stand out from the crowd. When you read your statement back, focus on whether you sound enthusiastic, interested in the subject you wish to study, genuine, clear and concise.
6. References and submission — once you click send on the application, it will be sent to your designated referee. Don’t be afraid to chase your referee up, as UCAS will not process your application until your reference has been completed.

 

Take your time
Although applying to university is an exciting process, do not rush. You’re able to save the application as you go through, so you can complete a bit each day.

Take your time with your personal statement and bear in mind it can make the difference between an offer or rejection if you miss your grades on results day.

Remember, each admissions department receives a high volume of applications each year. They will be using your UCAS application as a tool to find out more about you, beyond your exam results. They will be looking for well-rounded individuals who show a flair for their subject; people who are responsible and will be able to cope with university study.

 

If you have any questions about the UCAS process, please do not hesitate to get in contact by emailing us at info@gabbitas.com or find out more about how we can help with university search, applications, and clearing here.

 

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This article from Isabel Sheehan at Gabbitas first appeared in the September 2021 edition of School Report 

Helping your child to prepare for an online academic assessment like the ISEB or the UKiset is often a difficult and daunting task. Quality sample papers can be hard to come by and some students will be unfamiliar with the format of the questions, which means that they won’t be completely sure of what they are being asked, risking the chance of answering incorrectly and not being able to show off their skills and academic ability effectively.

However, despite preparation being hard for some, it is undoubtedly an advantage to know how to answer the types of question asked, as it will give students valuable transferable skills that will help them going forward in their lives.

For instance, many online assessments include an essay section where the student is asked to elaborate on a current, age-appropriate topic. Through practicing essay technique, or receiving guidance from a tutor, not only will they be able to answer the assessment’s question to the best of their ability, but they will also find secondary school, university homework, and exams far easier as they will know how to properly structure and plan an essay, as well as have the confidence to do so.

Partially as a result of the Covid-19 pandemic, many top British independent schools have begun to rely more heavily on assessment tools to assist them with admissions. One reason for this is that candidates obviously do not have to be physically present at the school in order to take the test, therefore making conditions ‘Covid-friendly’. It has also meant there is less need for schools’ admissions teams to have to take the time to set and mark each paper as many of the online assessments are adaptive and auto-marking. This is beneficial to both school and student, as it cuts down the time on the decision-making process, and also eradicates any risk of discrepancies between markers.

The UK Independent Schools’ Entry test (UKiset) is one of the most widely-used online academic assessment tools by British independent schools. In the past its main candidates have tended to be international students coming from overseas schools into the British curriculum, as a means of assessing their skills in English, Maths, and non-verbal reasoning, as well as providing a method of comparison to their peers in top British independent schools. But, with growing awareness of the challenges facing young people today, and the damage that school closures have done to many a child’s confidence, it is of great benefit to understand your child’s capabilities, in order to allow them to freely develop their skills without any added stresses, even if they have been in the British curriculum all of their lives.

 

So how can one prepare? For something like the UKiset, one of the best places to start is to focus on fundamental English and Maths skills. Vocabulary and grammar are imperative, and students should practice verbal and spatial reasoning, as the more familiar they become with the style of the question, the easier they will find it to recognise patterns when it comes to taking the assessment.

At Gabbitas, we understand that communication is key when it comes to productive and effective preparation. Throughout the process of choosing the right tutor for your child, it is important that you take note of how they adapt to your child’s way of learning, and whether they involve your child and you in the planning of each session. This way, everyone is on the same page and your child can feel that they are in control of their own work, whilst also having the support of an expert during their sessions, and gaining the confidence to do their own out-of-session work.

For more information on academic assessment tools like UKiset and how Gabbitas can help those taking them prepare, check out this UKiset Prep FAQ with our assessment manager or get in touch with us at info@gabbitas.com.

 

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This article from Isabel Sheehan at Gabbitas first appeared in the Summer 2021 edition of School Report 

1. Our two sons are close in age and also very competitive. Teachers have suggested it might be a good idea to choose separate senior schools so they each thrive as individuals. Can your school placement team advise on what we need to consider in making the decision and the pros and cons of splitting them up?

Answered by Anastasia Hatvany, Senior Education Consultant and SEN Specialist

It is lovely for siblings to have a ‘shared education’, being able to reminisce over the breakfast table about the funny mannerisms of the Latin teacher, or the quality of the food in the canteen, but unfortunately sometimes the same school is not the right option. Children have a great sense of identity and fundamental ‘fairness’, meaning that rivalry can easily be started when one may be performing better than the other academically (or socially). This is obviously not healthy and should be avoided to the best of everyone’s ability.

When choosing different schools for siblings, it is important that parents keep in mind that it should be a considered and sensitive decision. It is imperative to analyse the schools properly, so that both are on level ground to avoid any potential issues of unfairness that might arise.

For instance, if one school has family ties — perhaps a parent or grandparent attended — but the other does not, it would be perhaps best to avoid.
Logistics are another factor to keep in mind. The first person your sons will look for when they score a try or take a bow is you, so it is important that both schools are within similar distance to home so that one can easily get there. This is also something to keep in mind if you are looking at boarding: you do not want one son feeling that he has been sent further away than his brother and therefore sees you less.

I would advise that you try to make sure that both schools are also on a similar level regarding academics, sport, drama, and co-curricular activities. Children should be proud of their school. If a child is happy, they are confident, and when confident they will thrive as an individual and reach their academic potential.

 

2. I’ve been told that as my daughter wants to attend a UK independent school, it would be a good idea to take UKiset so her knowledge and potential can be accurately assessed. Can you explain more about the UKiset process and how schools use it?

Answered by Xanthe Lynden, Assessment Manager

The UK Independent School Entry Test (UKiset), is a standardised assessment that effectively compares international students with their counterparts who have been in the British curriculum all their lives. As well as helping schools understand a student’s level of English, the resulting report generated by the assessment provides credible information on how a student like your daughter may perform within the school environment, as well as her aptitude for certain subjects.

Many people like UKiset as the process is a relatively simple one. Registration is quick and easy, and once the test has been taken, students can choose to send their report to up to 5 different British independent schools (or if they prefer, to none at all).

As well as having test centres across the globe, UKiset are now offering online invigilation, meaning that your daughter can take the test without having to organise travel, which of course has been made difficult due to the pandemic.

Note that there is more to the UKiset than just testing a student’s aptitude. When preparing to take the test, your daughter will learn valuable skills which will help ready her for other school entrance exams, as well as give her those skills required for academic success in the independent school system.

It is important to remember that each school will have different requirements and benchmarks for their applicants, however it is undoubtable that a UKiset report will only serve to strengthen your daughter’s applications. It will also give you a good insight as to where she is at currently in her academic career, which give you the chance to help her improve in any areas needed.

At Gabbitas we have recently launched our accredited UKiset Prep service, if you’d like to find out more, please don’t hesitate to contact me via info@gabbitas.com

 

3. My daughter is unhappy at school and this is now reflected in her behaviour and progress. We’re looking to move her but are concerned about how current school reports will impact future school choices. How best should we go about finding a school where she will be welcomed and also have a chance to thrive?

Answered by Paul Kelly, Senior Education Consultant

Unfavourable school reports are an issue that many parents face, and it can be daunting to get to the bottom of the reasons why. It is especially frustrating when they can interfere with attempts to enter a new school, where one’s child may perform better. It is important to treat this as an opportunity to use the problem to your advantage, and consequently help your daughter achieve her academic potential whilst also being happy.

My advice is to first talk to your daughter in an effort to establish why this is happening. Tell her that you recognise that she is unhappy, and you are thinking of changing her school. It could encourage her to talk about the issues she faces. Knowing these issues is beneficial for you too, as it will allow you to approach new schools more easily.

In some cases, it can be better to get an objective outsider — such as a family friend or education consultant — to talk to her, as conversations between parent and child, especially relating to this subject matter, can be emotionally charged and therefore inconclusive.

Regarding finding the best school for your daughter, you should undoubtedly look for somewhere with great pastoral care, as your daughter may be entering at an unusual point of entry. It’s also a case of analysing current issues; is the current school boarding? Maybe try looking at Day schools closer to home. Is it a big school? Perhaps your daughter may prefer a smaller, more intimate learning space.

Think about her subjects. If your daughter is sitting her A-levels, schools understand that sometimes the wrong subjects are chosen, or perhaps she might be better suited to the IB? If she is studying GCSEs, there may be a subject she is more passionate about — use this to your advantage when approaching schools.

Approaching the next school can be a tricky process, so if you’d like some impartial advice on next steps or help liaising with schools, please contact us at info@gabbitas.com.

 

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This article was originally published in the Summer 2021 edition of Absolutely Education

Covid has changed the landscape forever; how should schools adapt their admissions process accordingly?

Over recent years we have seen many shifting trends within the world of education, especially movements towards an increasing reliance on a more digital approach to learning, research, and assessment. Arguably, Covid-19 has served as a catalyst in accelerating a move to learning online out of necessity, and with it has brought many fresh challenges to schools, as well as exacerbating long-standing ones.

Not only have schools had to race to create a stable online provision for remote learning in order to efficiently teach their pupils, but they also still face the challenge of securing new applicants that fit in with the ethos and academic rigour of the school. It goes without saying that a key factor of ensuring this, is the method in which the candidates are assessed when they apply, and given that schools can no longer invite candidates to visit in person, they must work out how to make their admissions ‘Covid-friendly’, without compromising the insight that their assessments previously provided. All whilst ensuring that it remains as smooth a process as possible.

Prior to the outbreak of the pandemic, many schools had already made use of tools like the ISEB Common Pre-Test, or the UK Independent Schools’ Entry Test (UKiset), alongside their own internal assessments, as means of testing potential pupils. The reasons for this are that these tests are adaptive and there is no need for candidates to sit the assessment at the exact same time as everyone else taking it, as each individual’s questions are bespoke. Covid has, in many ways made these methods of testing imperative, given that the majority of candidates, especially international ones, are unable to be physically present at the school to take the test.

Another reason is that these tests are used by hundreds of schools, linking a network of prestigious schools from around the world together, and ensuring a fair, standardised assessment for all candidates. In other words, everyone’s result can be easily compared to their peers’, without the worry of discrepancies between those who mark the papers. In turn, this has helped speed up the admissions process by decreasing pressure on admissions departments, and reducing — sometimes even eliminating — the need for schools to set and mark their own additional entry assessments.

There are benefits for the candidates taking these assessments too; whilst preparing for these tests, they learn valuable transferable skills which will help them going forward in the British education system, as well as beyond, to university and in their careers. By taking something like the UKiset, they can also apply to several schools at once, reducing time and stress.

As a testament to the reliability and security of these assessment tools, they are becoming increasingly commonplace to aid admissions processes in more and more British and international schools across the world. For instance, Lucton school in Shanghai has made UKiset a prerequisite for entry, as well as over 150 others within the UK also using it as a means of entry assessment.

In conclusion, as we go forward into the uncertain post-Covid future, there is sufficient reason why schools should be looking increasingly to transform their admissions into a more comprehensive online process, given that as well as being pandemic-friendly, the benefits are tenfold.

If you’d like more information on how UKiset could benefit your school and those who are applying, head to our UKiset for schools page or get in touch via email or telephone.

 

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This article from Isabel Sheehan at Gabbitas first appeared in the April 2021 edition of Independent Education Today

1. My daughter’s primary school has suggested she may fall into the ‘gifted and talented’ category. I’m a bit uncertain as to what this means, so would it be a good idea to get further advice and/or look for a school that has expertise in managing her academic and pastoral needs?

Answered by Anastasia Hatvany — Senior Schools Consultant and SEN Specialist

The Department of Education and Skills defines those supported by the national programme for gifted and talented education as those with abilities at a significantly higher level to their peers.

The word ‘gifted’, is usually associated with academic level, and ‘talented’ refers to other areas such as sport, drama, art or music.

At Gabbitas, we are often contacted by anxious parents who say, “my daughter came out of school in tears today as she was asked to put her hand down and give the other children a chance to answer in class.” It is any wonder that a bright child may become disengaged from classwork and start to either switch off or become disheartened.

Many primary schools have an excellent provision for G&T children, but parents may like to consider the private school option where class sizes are smaller and, as such, the academic pace is a little faster.

If finances are an issue — as they are for so many in the current climate — many private schools offer scholarships in different disciplines such as academic, music, the arts, and sport to pupils who are particularly gifted and talented. Furthermore, these scholarships can also be supplemented with a means tested bursary, with some schools offering extremely generous bursaries of up to 100% for a particularly talented young person.

Every school has a different procedure for scholarships — whether that be attaining the best marks at the academic assessment, an excellent reference from their current school and an impressive interview or more specific assessments for music, all-rounder or sport.

Applying for a scholarship is the easy part, applying for a bursary can take considerably longer — and not everyone will be successful — but if your child is happy and thriving at school, the hard work and form filling is a necessary evil.

It would be a good idea to seek further advice and explore the options available to ensure that your child achieves their potential. If you decide you would like more advice on finding a suitable school for your daughter to excel at, please do get in touch with us at info@gabbitas.com.

 

 

2. Our child’s self-assurance and academic motivation seem at a really low ebb after remote school. We are wondering if a tutor could give the support they need to help boost both learning approach and confidence. What are your thoughts?

Answered by Anastasia Hatvany– Senior Schools Consultant and SEN Specialist

In a report by The Lancet, June 2020 the opening paragraph states: ‘Adolescence (the stage between 10 and 24 years) is a period of life characterised by heightened sensitivity to social stimuli and the increased need for peer interaction.’

Is it any wonder that many teenagers and children have found distance learning extremely challenging? Schools have gone above and beyond to try and engage pupils with their learning and make lessons more accessible and enjoyable but, when much of the fun has been taken out of day to day living, sitting in front of a computer can be rather a dry experience.

Feeling isolated and lonely is horrible at any age but even more so as a teenager — and these feelings can be exacerbated when learning online is difficult. It is all too easy to fall behind in class and become demotivated — it becomes a vicious cycle.

We have suggested to many families during this difficult time to engage a tutor or a mentor. A tutor/mentor is the best of both worlds. The best tend to be young people, with energy, motivation, leadership qualities, teaching ability and an engaging personality. A good role model can have an extraordinary impact on a teenager’s confidence and wellbeing.

Tutors can help pupils revisit topics and talk through areas that they are unsure about, thereby increasing pupils’ confidence and ensuring they have full understanding of a subject, but also helping them enjoy learning once more.

Agencies like Gabbitas can help you find suitable tutors, please do get in touch with us if you’d like to hear more.

 

 

3. We’ve been put on watch that my job may require a spell overseas in about 12-18 months’ time. This would be a bad time to move our older son out of UK education. We don’t have a big family support network, so would guardianship be an option and how does this work?

Answered by Diana Gwynn — Guardianship Manager

Guardianship (to cover exeat weekends and sometimes half terms for boarders) is obviously a big decision. Schools will normally insist that a guardian be within a maximum journey time from the school of around two hours.

Obviously, many would choose family, but when they do not have any like yourselves, or feel the responsibility may be an unfair burden to place on family and friends, guardianship agencies (such as Gabbitas) are set up to fill that gap.

The agency itself is the ‘guardian’ and can give support and advice on a whole range of issues and act as a central point of contact between the school and parents. Agencies vet and recruit a network of host families to provide support and accommodation to students whose parents are based overseas.

The profile of these families varies from those whose own children have flown the nest to those who still have school aged children but perhaps want to broaden the family’s horizons. Good agencies visit all applicant host families and carry out vigorous checks and take up several references.

To ensure that you are happy with the regular host family for your child, you will usually be sent details of a couple of families for you to choose from and there may also be the chance to visit them and form a direct contact before you depart overseas.

As well as linking you up with a host family, the agency will assign a named consultant to your child who can provide ongoing support to you and your child throughout their time at school on a myriad of issues such as buying school uniform, setting up a bank account for pocket money and liaising with boarding and academic staff at the school.

Having an agency and a host family support your child also means that there is also always 24/7 cover in an emergency and a reserve host can be found too if necessary.

Bonds made between host families and students can last long after school life finishes!

If you’d like to find out more about how guardianship works, get in touch with us at guardian@gabbitas.com

 

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This article was originally published in the Spring 2021 edition of Absolutely Education

Also known as a Homestay, Day School Hosting enables international students over 16 to attend an independent day school and live with a host family in the local community. For the last six years Gabbitas has been at the forefront in providing this unique service for schools and international families.

Why would international students choose Day School Hosting over boarding?

Overall the total cost of the Homestay and day school fees work out much cheaper than the cost of an average boarding school. But there are many more benefits than just the financial cost. Living with a host family provides a cultural and linguistic immersion which far outweighs what a boarding house can offer.

Indeed, Day School Hosting is particularly popular with Chinese families, as evidenced by the Independent School Council’s 2019 Census which showed that 50% of international pupils who are day pupils come from China.

How does Day School Hosting help schools?

Day School Hosting helps schools tap into the international market, something they may have previously been unable to access easily due to lack of boarding facilities. Along with this, comes a financial benefit as naturally, more pupils result in more fees being paid to the school, enabling more investment in the school’s facilities and future.

This in turn makes the school more attractive to prospective parents, whilst also encouraging a more diverse school community.

An additional benefit is that schools rarely have to do much on their side for it to work smoothly and efficiently. Indeed, the schools merely need to help with applying for a Tier 4 Visa and supplying the students.

Agencies like Gabbitas then handle liaisons with host families and act as the link between parent, child, guardian, and school.

On the Homestay side there is no direct cost to the school – the contract is between the parents and agency.

 

If you would like to find out more about how Day School Hosting could work for your school, please contact us at guardian@gabbitas.com, call +44 (0) 203 026 7443, or download our brochure here.

To read some success stories, head to this article or follow this link to find out more about our other Guardianship services.

 

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This article by Diana Gwynn, Guardianship Manager at Gabbitas, first appeared in the January 2021 edition of Independent Education Today magazine.

The festive season is set to look very different this year due to the Covid-19 pandemic.

The school holidays, however, will still be the same length and without the usual activities like museums and visits to friends available to families this festive period, keeping morale high and children entertained might be a daunting task for some, especially after the long and mentally draining Autumn term.

Here we unpack a few ideas to help children recover from learning fatigue and keep the whole family stimulated over the festive period.

Write a festive quiz

Why not organise a festive virtual quiz for the whole family to enjoy? For example, children could host a round on famous festive movie scenes that they act out themselves.

Design season’s greetings cards

Let your children create their own card designs this year, perfect to send to family and friends.

A festive baking competition

Baking has become such a popular pastime over the course of the pandemic, mainly thanks to it being accessible to all ages. As a family why not try baking your own biscuits, cakes, mince pies, gingerbread houses, and even Christmas puddings.

Make gifts for neighbours

Not everyone is fortunate enough to have family or someone to visit during the five-day break, especially the elderly or those with family overseas.

Find things around the house or order in some craft supplies to create fun and unique gifts with your children.

London lights

Despite many of the typical attractions in London having to be closed or restricted this season, for some fresh air and exercise take a walk around London to see all of the festive lights.

Popular displays tend to be found at Regent Street, Covent Garden, and Kew Gardens, but no doubt there will be plenty local to you.

Of course, these are just a few examples of activities that are fun, revitalising but also encourage your child’s creativity and passion for learning and putting into practice new skills. Whatever you choose to do, we hope you have a very happy festive season and winter break with your children.

 

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This article first appeared in the December 2020 edition of Battersea Life

With home schooling continuing is now the time to engage a tutor for extra support?

Answered by Anastasia Hatvany, Education Consultant for Gabbitas

Although some schools have started to re-open for specific year groups there are still many who are having to continue with home schooling and most are unlikely to see a return to school until the Autumn.

Prolonged periods of remote study, especially when the weather is good, can become very challenging. Routines start to wane and boredom can take a hold. Children start to lose their focus and parents find it harder to keep them motivated.

September is several months away. The time available now is an opportunity to help improve and expand your child’s knowledge and help make learning fun again. To do this it could be time to consider enlisting some extra support.

Taking on a tutor has several benefits aside from the specialist knowledge they can impart. It is an opportunity to create some structure and help get students back on track with their studies and give some direction in preparing for the next academic year. Helping them fill gaps in their knowledge can act as an opportunity to re-engage with learning. It is also a chance to provide tutoring in subjects away from the curriculum that they might never have considered but which could help expand their horizons –  astronomy, a new language.

Pupils who are working towards Pre-Test, 11+ or Common Entrance need to be focused. Just one tutorial a week can help consolidate course work from school, energise and stimulate whilst helping them delve deeper into a subject. It can give the week some structure and purpose. A good tutor can act as a positive role model during these difficult times.

Gabbitas has a long history of providing some of the very best tutors and we have been able to enlist the support of our excellent team to put together some Bespoke Remote Tutoring Packages to help parents during this challenging time.

 

How will my Exam results be calculated now that the actual exams have been cancelled?

Answered by Natallia Patsaluyonak, Head of Family Services for Gabbitas

This year’s GCSE, AS and A level exams have been cancelled. As a result, grades are now going to be awarded based on a student’s performance in mock exams and other non-exam assessment data available to teachers.

How these UK grade awards work in practice?

Using the following:

• Non-exam assessment/coursework (complete or incomplete)
• Homework
• Mock exams
• Any other records of student performance over the course of study
• Any records of performance in subjects such as PE, Music and Drama
• Recent and relevant public exam and external testing such AS-level grades, BMAT/UCAT which can also be included in the evidence.

Teachers will use their professional experience to make a fair and objective judgement of the grade they believe a student would have achieved had they sat their exams this year. The final grades awarded in each subject will be internally moderated by the relevant departmental staff at the school.

Schools have been asked to rank students in order of performance in each grade and subject and will submit these to the relevant exam boards.

The Exam Boards will then standardise the results by comparing grades between schools and colleges to achieve fairness overall.

How the schools have performed historically will also be considered.

Therefore, the grade predicted from the school may be adjusted up or down by the exam board.

Students will receive their grades by mid-August if not earlier. You can find more information on how Covid-19 will affect UK Exam results here. https://gabbitas.com///covid-19-uk-exam-results

Appeals and Autumn Exams

Students who feel that the grades awarded do not reflect their ability will have the opportunity to take their exams in an Autumn series of exams yet to be finalised or in summer 2021. There will be an ‘appeal’ procedure for students who do not agree with their final grades made using the assessment process but how this will work is not yet finalised.

To see how Gabbitas can advise you on the best next steps to help in these circumstances, contact us by emailing info@gabbitas.com or call one of our consultants on 0207 734 0161

 

What are the changes to the International Baccalaureate now formal exams have been cancelled?

Answered by Natallia Patsaluyonak, Head of Family Services for Gabbitas

Despite the Summer Exams being cancelled, the International Baccalaureate intends to release results to universities and schools as planned on 5 July.

To enable them to provide grades, Schools and colleges will have uploaded coursework and associated predicted grades to the IB board in April.

IB will be using vast historical assessment data to ensure that they follow a rigorous process of due diligence in what is a truly unprecedented situation. They will be undertaking significant data analysis from previous exam sessions, individual school data, subject data as well as comparative data of schools who have already completed uploading requirements and those who have not. IB will require schools to submit the coursework for all candidates.

IB will externally mark work that is usually marked by teachers, instead of taking samples and applying moderation.

They will use a calculation that is based on the relationship between coursework marks, predicted grades and subject grades to estimate the subject grades candidates would have received if the exams had gone ahead.

If the relationship between these elements shows that in previous sessions candidates globally tended to achieve higher outcomes on their exams than their coursework, the calculation used this session will reflect that.

At a subject level, students will be awarded a grade on the normal IB 1-7 scale. Theory of Knowledge (TOK), the Extended Essay and the Career-Related Programme Reflective Project will be awarded a grade on the normal IB A-E scale. The DP core will be awarded on the normal IB 0-3 scale. A total points score will be awarded for the Diploma, out of 45 as normal.

However, if students are unhappy with the process it has been agreed that they will be able to take their exams in November, but this will mean delaying University entrance for a year.

You can find more information on how Covid-19 will affect International Baccalaureate results here.

 

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This article from our team of education consultants at Gabbitas, first appeared in the Summer 2020 edition of Absolutely Education magazine