Living, Learning and Growing Together

Boarding is where young people learn not only independence, but also the values of character, community and connection. Within these close-knit residential settings, lifelong friendships are formed, resilience is built, and students discover the strength that comes from belonging to something bigger than themselves.

Leaving home for the first time can be both exciting and daunting. It is an experience that comes early in life for boarders at Tudor House.

Many come from rural and remote locations, where educational opportunities are limited.

“Farming families are the backbone of our nation; they do so much for us,” says Mr Anthony Philips, Head of Boarding at Tudor House.

“Traditionally, boarding schools were there to support them to educate their children, and, while the demographic may have changed somewhat in recent years, that’s a tradition we at Tudor House are proud to continue. We’ve always taken the view that the boarding community is the heart of our School.”

The boarding staff go to great lengths to remain in contact with the School’s regional alumni network, touring the length and breadth of the state each year and holding a host of community and outreach events.

“We’re always keen to catch up with our alumni, current families and to meet new families when we tour regional Australia,” Mr Philips says.

“It’s one of the aspects of my role that I enjoy most, in seeing the impact our boarding community has on regional families and the contribution their children make to the community at Tudor House and the Senior School. It’s a wonderfully reciprocal bond that we’ve forged – over several generations in some cases.”

Equally enduring is the bond students form with their fellow boarders in the youngest years.

“Very often, the Old Tudorians we meet at our events tell us they made lots of friends in their various high schools, but the people they met during their time at Tudor House are the ones they remain closest to today,” Mr Philips says.

Everyone on the boarding team, from live-in teachers, gap-year boarding assistants and counsellors, to the Tudor House chef and School Nurse, strives to create a caring, nurturing environment in which these extraordinary connections can be made.

That means being attentive to the students’ wellbeing and ensuring their needs are met – educationally, physically and emotionally.

“We provide support to our students when they’re homesick, and build fun activities into the week to ensure they enjoy the boarding experience,” Mr Philips says.

“There are casual dinners for staff and students every Sunday. In summer, that can be a big barbecue on Hamilton lawn with a game of touch football or cricket, or the kids playing on the jungle gym, enjoying each other’s company.”

“Given the ages of our boarders, we make sure we do a lot of things together as a community, with the partners and children of staff who live on-site contributing to that ‘one big family’ atmosphere.”

After graduating from Tudor House, boarders spend a year in Gowan Brae, participating in King’s dedicated Year 7 boarding program, before transitioning to a senior boarding house.

Like Tudor House, it offers much more than merely accommodation at the School for the enrolled boarders each year.

“It’s an immersive environment that shapes young people for life, grounding them in Anglican values and teaching them the importance of living their lives with purpose and impact,” says Mr James Peters, Acting Director of Boarding.

“Our three pillars, Academic Excellence, Character Development and Christian Community, are embedded in every aspect of residential life at King’s.”

With a wealth of academic and pastoral care experience, boarding staff are well-equipped to provide the support the boys need as they navigate the journey through adolescence to adulthood.

“Our Housemasters are accomplished teachers with decades of boarding experience, while our House Matrons serve as a caring, steady presence that nurtures the character and confidence of our young men,” Mr Peters says.

“We also employ specialised academic tutors to run our structured evening study sessions. They help the students manage their workloads and develop the independent learning skills that will help them thrive throughout their lives.”

Being part of a residential boarding community teaches many other crucial life skills, including self-discipline and resilience, as well as empathy, patience and responsibility.

Boarders learn to manage their time, navigate relationships and appreciate diversity, all within a framework of shared values and purpose.

“Through our pastoral and leadership programs, students develop confidence, integrity and a clear sense of who they are and what they stand for,” Mr Peters says.

“When they leave King’s, they do so not just with strong academic outcomes but with the moral compass, adaptability and interpersonal skills needed to make an outstanding contribution to society.”

The vertical structure of the King’s boarding house enables students to connect with boys from other grades. It is a system that allows siblings to maintain family bonds and encourages older students to befriend and support their younger counterparts.

The sense of camaraderie and esprit de corps forged after hours has a palpable impact on the broader school community.

“Boarders bring a unique depth and vibrancy to the life of our School,” Mr Peters says.

“They’re often the first on the field, last to leave the tech block, and the ones who keep the campus alive long after the final bell. Their presence shapes the rhythm of daily life and the culture and tone of our community.”

Serving in that community is an immense privilege, Mr Peters adds.

“It truly takes a village to raise a man, and at King’s that village is formed by a deeply committed team of residential staff, teachers, chaplains and mentors who walk beside each student on their journey to adulthood.”