Boarding FAQs

For pupils in their junior years, social interaction is a vital part of the boarding experience. Larger dormitories, typically accommodating five to eight pupils, help to foster friendship and a strong sense of belonging within the House.

Boarding arrangements for Sixth Form pupils vary according to House. In general, most Upper Sixth pupils have a private room in recognition of increasing academic demands, while Lower Sixth pupils may share a room, often with a close friend.

While specific arrangements depend on individual preferences and circumstances, our priority is always to balance academic focus with the development of positive, supportive social relationships within the boarding community.

Activities are available to all pupils throughout the week, but Saturdays are a particular highlight for boarders, with a wide and varied programme on offer.

Collective activities bring the whole boarding community together to visit local places of interest and attractions as a large, mixed group, an excellent opportunity to build friendships across Houses and year groups.

House-based activities are organised within individual Houses. Pupils work with House staff to plan and shape the programme, which might include walking in the hills, go-karting, paintballing, or making the most of the school’s beautiful grounds.

In addition, there are workshops and specialist activities for those who wish to pursue particular interests. These may include life-skills sessions, opportunities to work towards a qualification, or community service initiatives that allow pupils to contribute meaningfully beyond the school.

Sundays tend to be more relaxed. Boarders enjoy a lie-in and a slower pace to the day, while still having the option to use the school’s facilities, visit the local town of Chipping Norton, or dedicate time to independent study, either quietly on their own or collaboratively with friends.

Overall, the weekend programme offers pupils the chance to explore new interests, develop valuable skills and strengthen friendships. With a diverse range of opportunities available, there is something to suit every personality and ensure that free time is both enjoyable and enriching.

Houseparents and tutors make contact with parents early on to introduce themselves and outline their role in supporting each pupil. Throughout the year, parents receive formal written reports covering both academic progress and pastoral development.

In addition, Houseparents provide regular updates about House life and activities, and will always be in touch promptly should any social, pastoral or house-related concerns arise. Open and constructive communication between home and School is seen as a vital part of ensuring each pupil thrives.

Yes. We recognise the importance of establishing healthy digital habits, particularly in the formative years, and clear guidelines are in place to ensure a balanced routine.

Younger boarders are permitted brief access to their devices in the morning to contact family or friends. For the remainder of the school day, devices are stored securely in charging cabinets and may only be accessed for academic purposes when required.

Devices are made available again during tea-time social periods and for a short time after prep. The precise arrangements vary according to age, with older pupils gradually given greater responsibility as they prepare for life beyond school.

This structured approach helps to prevent overuse, reduce distractions and promote meaningful face-to-face interaction. By carefully managing device access, we encourage pupils to engage fully in academic study, co-curricular activities and the social life of the boarding community.

Tea-time provides the main social opportunity for pupils beyond the structured school day, after which they usually return to their Houses for prep.

Following prep, pupils are given designated time to relax and reset — whether that means getting some fresh air, catching up with friends, or making use of the School’s facilities, such as the swimming pool or fitness suite, which are often open during this period.

This time is an important part of the daily rhythm of boarding life, offering a healthy balance between academic commitment and social connection, and allowing pupils to recharge before the start of a new day.

Yes. Girls may visit boys’ Houses and vice versa; however, this is permitted only at designated times and within supervised, communal areas of the House. These arrangements ensure that pupils are able to socialise appropriately while maintaining clear boundaries, privacy and a safe environment for all boarders.

Sixth Formers are granted a number of privileges in recognition of their senior status within the boarding community.

Within their Houses, they take on additional responsibilities, which may include overseeing duties and supporting younger pupils with their tasks under the guidance of the Houseparents. These roles foster a strong sense of servant leadership, while also developing confidence, communication skills and maturity.

Sixth Form pupils are also afforded a little more time after prep to socialise, often gathering in the Sixth Form bar on designated evenings. This provides a relaxed setting in which they can enjoy the community that characterises Sixth Form life.

During the school day, Sixth Formers wear a more business-like, professional uniform. This reflects both their position as role models and the expectation that they will conduct themselves with responsibility and integrity.

They are also entrusted with greater freedom in their use of devices. With this increased independence comes the expectation of considered use, preparing them for the responsibilities and self-discipline required beyond school.