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      Year 10 and 11 girls move into their newly refurbished hostel.


      The Organisation of the Hostels

      In every school that runs a boarding system, it is very important to understand the place of boarding organisation in the operation and running of the school system. There is always constant review and evaluation to ascertain the level at which the principles and aims of the school are being achieved over an academic calendar. Where there is need for change in response to varying global standards of the boarding schools, these are usually implemented.

      At Olashore, we aim to:


      • Nurture the development of the whole student, both academically and in terms of personal development
      • Create an open and trusting ethos in which each boarder feels able to approach any other member of the community (staff or students), confident in the knowledge that he or she will be treated and respected as an individual
      • Promote an atmosphere of tolerance, openness and trust in which teasing, harassment and bullying are seen as unacceptable
      • Provide the conditions for boarders to develop their intellectual talents through offering well-structured conditions for homework and private study, encouraging participation in extra-curricular activities and hobbies and providing opportunities related to age and maturity that will assist in the personal, social and cultural development of each boarder
      • Safeguard and promote the welfare of each boarder by providing an environment that is, as far as possible, free from physical hazards and dangers of any sort
      • Develop in boarders qualities of leadership and the ability to work as part of a team
      • Provide accommodation that is comfortable and appropriate to the needs of boarders, according to age and maturity, whilst providing adequate levels of privacy
      • Develop boarders’ responsibility for self, others and the environment

      In the organisational structure of the hostels, we pay careful attention to providing the following:

      1. Sleeping arrangements conducive to the needs of individual students
      2. Activities and hobbies which will enable boarders to use their spare time constructively
      3. High standards of accommodation
      4. Opportunities for tutoring to meet individual educational needs
      5. A leadership development programme

      The house parents are the key personnel in the organisation of the hostels and it is their responsibility to help boarders cope with the many challenges they face as young people who are growing and developing

      Hostel Life and  Routines

      Good boarding schools persist over time because they appeal to families seeking education which makes a deep impact, focusing not only on academic training but also on good character, habits of life-long learning and active citizenship.

      The life in hostels is almost certainly different from that at home. Students need to learn to fit in to a new place and are exposed to many unfamiliar situations. Boarders are expected to learn a greater degree of independence than they might experience at home. They also need to foster good relationships with their peers, with friendships made between boarding students   providing an invaluable part of their experience. For many, life in the hostel can be both enjoyable and rewarding, as students discover talents and interests which they never knew they had.


      A typical week day in the hotel begins with rising up at 5:30am, followed by morning duties at 6:00am and devotion at 6:30am, after which preparation for school begins. The hostel parent moves round to conduct inspection of the students’ dorms, corners, beds and uniforms before moving out at 7:00am for breakfast.

      Hostel life resumes at 3:00pm as students move to their houses’ refectories for lunch. After this, they go back to the hostel for siesta from 3:50 to 4:50pm (1 hour). At 5:00pm students move out for extra-curricular activities followed by dinner at 6:20pm. At 7:15pm the hostel parents move them out for their different prep classes from 7:30 to 9:30pm. On their return they prepare for the next day, before light-out at 10:00pm.

      Saturday activities are more relaxed. Students go for music and drama rehearsal or training with musical instruments and hostel parents help out with assignments where necessary. The day is rounded up with QDP, after which they return to their hostel at 9:00pm to prepare for the next day and light-out at 10:00pm.

      On Sundays, students attend their worship centres by 7:30am which is complemented with joint moral instruction at 4:30pm in the school hall.

      In conclusion, hostel life does not replace family life but is rather an extension of family life.