INDEPENDENT SCHOOLS INSPECTORATE
INSPECTION REPORT ON
Concord College
Full Name of the School		Concord College
DfEE Number		8936026
Address		Acton Burnell Hall, Shrewsbury, Shropshire SY5 7PF
Telephone Number		01694 731631
Fax Number		01694 731389
E-mail Address		theprincipal@concordcollegeuk.com
Name of Principal		Mr. A.L.Morris
Chairman of Governors		Dr. I. Bride
Age Range		12-21	Gender	Mixed
Number of pupils		303	Number of Boarders	286
Inspection Dates		January 20^th – 25^th, 2002
	This inspection report is based on a framework laid down by the Independent Schools Inspectorate (ISI) and agreed with the DFES and OFSTED for the purposes of ensuring that standards are maintained and that the school complies with relevant legal requirements. Recommendations are included to help the school improve. The report will be lodged with the ISI, the Head of the School, the Proprietors, the DFES and OFSTED. A summary will be provided by the school for all parents free of charge and the full report on request. Other interested parties may have the summary or full report, subject to a charge for copying and postage. The report may not be selectively quoted in the school prospectus or other promotional literature but may be used selectively within the school. The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination.

1. MAIN FINDINGS

Overall Summary

1.1 Concord College is a school with many more strengths than weaknesses. It is an international community, which fosters respect for the views and beliefs of others, tolerance of all members of the community, and a supportive family atmosphere. A strong work ethic pervades the college, and students achieve outstanding results in mathematics and the sciences, and in art and English as a foreign language. The college could make better use of the staff in decision-making, and of assessment in curricular planning. Students achieve well in relation to their capabilities, and leave well prepared for their university careers, approaching adulthood with confidence.

What the School Does Well

· The ethos of the college, which encourages good relationships across all linguistic and cultural groups, fosters mutual respect and tolerance.

· Attitudes and behaviour in the classroom are characterised by a strong work ethic and the will to succeed.

· The academic achievement of the students, almost all of whom are working in a second language, is outstanding in mathematics and science.

· The work of the art and English as a second language (EAL) departments makes a significant contribution to the breadth of education offered.

What the School Should Do Better

· The structures and proceedings of the management committees within the college are insufficiently understood by the staff, who are given insufficient opportunities to share in the college’s development.

· Some of the teaching is constrained by overuse of worksheets and by limited use of open-ended work, thus tending to avoid more challenging approaches in lessons.

· Students’ progress, and the planning of future lessons, would be improved by greater recourse to the information gained from assessment.

Standards of Attainment and Progress in Subjects

1.2 The attainment and progress of students at the college are appropriate for their ages, capabilities and aptitudes. In the lower school (Key Stages 3 and 4),where students are not selected by ability and almost all speak English as an additional language, sound to good attainment and progress are seen in almost all subjects, with excellent levels in design and technology lessons. GCSE results have been good. Mathematics, science and art results have a high level of higher grades.

1.3 In the sixth form, which selects by ability, attainment is never less than sound, and more often high or very high. Progress is also good in relation to students’ abilities. Students studying science and mathematics have attained exceptionally well, having gained over half their A level results in these subjects with A grades.

1.4 Attainment and progress throughout the college are significantly improved by effective language support.

The Quality of Pupils’ Learning, Attitudes and their Behaviour

1.5 The quality of learning and behaviour was at least satisfactory in almost all lessons observed, often good and sometimes very good. Students are well motivated and eager to achieve the examinations results they require for university entry.

1.6 The great majority behave well in the classroom. They co-operate in practical work. Students are friendly and welcoming to visitors, greeting them with confidence, and are highly thought of in the local community. Those from overseas have good relationships with fellow students across all linguistic and cultural groups, showing a healthy respect for feelings, values and attitudes.

The Quality of Teaching

1.7 During the inspection the teaching in the college as a whole was judged to be secure or better in all but a few lessons. In just under a third of lessons the teaching was very good or outstanding and good in just over a third. In almost all the remaining third the teaching was sound. Although variations in the quality of teaching were found across the age range from Year 8 onwards, and across subjects, the broad picture was one of good teaching operating alongside some which was more routine.

Other Aspects of the School

Attendance

1.8 Students’ attendance, both to school and to classes, is excellent. The college’s attendance and admission registers do not comply with statutory requirements, and the college has undertaken to make sure they conform.

Assessment and Recording

1.9 The weekly test programme and termly examinations provide accurate and consistent evidence of progress. Efficient recording procedures are in place and work is marked regularly and carefully, although not necessarily constructively. The wealth of assessment information could be used more positively in identifying strengths and weaknesses and in planning lessons to meet these needs.

Curriculum

1.10 Concord College is an unusual school, in that nearly all its students speak English as a second language, and the curriculum, which is reasonably balanced, is planned to meet the aim of the college that students will be prepared, linguistically and academically, so that they may thrive at universities of their choice.

1.11 The withdrawal of students from lessons for much needed support in English leads to some lack of breadth in the curriculum. About half of students at Key Stage 3 receive this support and thus miss history and Spanish. A similar proportion of Key Stage 4 students also attend EAL lessons, thus limiting their choice of subjects from the option groups. The college produces an otherwise flexible timetable that responds well to the needs of individual students whose language skills, subject requirements and time of arrival at the college vary.

1.12 Mathematics and science subjects dominate the curriculum in the sixth form but there are groups studying economics, accounting, law, English, art, music and Spanish at A level.

1.13 The college takes account of the particular needs and profiles of its student population and the strength of planning and content of the curriculum contributes to the high standards achieved.

Teaching and Non-teaching Staff

1.14 Concord College is well-served by its teaching and non-teaching staff. Induction of teaching staff new to the college involves them in the five day student induction course, before teaching begins in September, and they have a reduced timetable for their first year. The voluntary appraisal scheme, at present only available to teachers, should be widened to include all staff. More whole-staff training is recommended. All legal requirements are observed, and all necessary records are maintained by the bursar.

Resources for Learning

1.15 The books, equipment, materials and information communication technology (ICT) which are needed to support the teaching, learning, study and recreation of the students at all levels, are more than adequate in quantity, quality and organisation and are generally used very effectively. Departmental and resource budgets are flexible and adequate to meet the needs of teaching and learning. Designating certain rooms for use by history, geography and lower school Spanish would enhance the teaching of those subjects. Drama is in need of a dedicated room and the college needs to consider ways in which it can increase the effective use of the new theatre.

Libraries

1.16 The library facilities offer appropriate support for the curriculum and are effectively used. Good stocks of books are held in all subject areas though the college needs to provide more reading and reference materials for Key Stage 3 students. The library is well managed, has a more than adequate budget allocation and is widely used by students in a range of appropriate ways.

Premises and Accommodation

1.17 The buildings, accommodation and other facilities are more than adequate, and appropriate for the numbers, ages and gender of the students; they are well used and enable the curriculum to be taught effectively. Buildings, outdoor facilities, premises and accommodation are all in excellent order. The 40 minute lunch break creates pressure on the kitchen and dining areas to feed all the students in the time. The college needs to consider the best way to feed every body without having to continue with the present expedient arrangement of cutting into lower school curriculum time.

Links with Parents and the Community

1.18 Regular reports keep parents informed about their child’s progress; parents are encouraged to maintain frequent contact with the college at other times and made to feel welcome when visiting. Strong links with the local community have been created: the college is the major employer in the area and offers free use of its sporting and cultural facilities to local societies.

Personal Development

1.19 The quality of relationships, the routines and procedures of the college and the clear expectations of staff combine to create an ethos which provides for the encouragement, support and development of all students within a framework of mutual respect and tolerance.

Pastoral Care, Support and Guidance

1.20 Students’ academic progress and personal development are monitored and documented. Students know that they can turn to a number of adults for help if they need it. Mutual respect and good relationships between teachers and students ensure a positive and harmonious living and working environment. Students are self disciplined, work hard and behave well.

Pupils’ Welfare, including Health and Safety

1.21 The college provides a physical environment second to none, with clean, well-appointed teaching and boarding areas, a dining centre and a well-equipped central medical room, with a newly appointed nurse. Child protection and health and safety measures are in place, fire practices are conducted each term, and all school electrical equipment is checked annually. A proper filing system is needed for all medical records.

Boarding

1.22 Boarders are very well catered and cared for within a high quality environment that abounds in opportunities for work, activity and relaxation.

Governance and Management

1.23 The college is well-governed, which ensures that its aims are met, and that a suitable quality of education is provided. It is led by the principal with energy, devotion and vision, and its values are well understood by the whole community. The college’s senior management team meets regularly, but fails to make all the staff feel involved in management processes. Some appointments lack detailed job descriptions, which can lead to confusion. The communication system requires strengthening, as does the voluntary appraisal scheme and the associated planning for staff development. The governance and management of the college comply with statutory requirements.

Achievement and Quality in Activities

1.24 The college provides an extensive range of activities in a high quality environment. Sporting activities are particularly well presented while non sporting opportunities abound.

Progress Made by the School since its Last Inspection

1.25 The college has implemented, or has put into operation the necessary processes to implement, all the recommendations made at the last inspection.

2. MAIN RECOMMENDATIONS

R1 The college should find ways to increase staff involvement in school development. The effects of enlargement of the lower school, and the planning of an appropriate curriculum for it, would be suitable areas for whole staff involvement.

R2 Some open-ended teaching approaches should be devised to challenge students more frequently – classroom observation of colleagues at work could assist in the dissemination of best practice.

R3 Assessment and recording should be used regularly to identify areas of student weakness and to set targets for improvement.

3. INTRODUCTION

Characteristics of the School

3.1 Concord College was founded in 1949, and became a charitable educational trust in 1983. It is a unique boarding school, which is both international and co-educational, with students from over 40 countries, ranging in age from 12 to 21. At the time of inspection the college had 303 students enrolled, of whom 167 were boys and 136 were girls. The large majority leave at age 18 to proceed to university, where most students study mathematics, science, engineering or medicine, although the arts and social sciences are also represented. At the present time 66% of students come from the Far East, 28% from other countries abroad, and 6% from the UK. The college is almost entirely boarding, with just 17 day students, of whom 11 are boys and 7 are girls.

3.2 Students’ standards, on entry into Years 8, 9 and 10, vary very widely, and many students have a very limited knowledge of English when they arrive. The college has a large influx of students into the sixth form, nearly half of whom arrive in January, and thus have only five terms in the sixth form. Sixth form students are selected on the basis of academic ability. Students from Concord’s own lower school have to demonstrate ability to cope with three A levels in order to enter the sixth form, and those arriving from elsewhere are required to have demonstrated this ability in their own country’s examinations, where possible. Academically, the sixth form is thus comparable with other schools, although the vast majority of students have English as a second language. Many of them have developed a high degree of fluency by this stage. Throughout the college 30 students receive learning support from the EAL department, but none have statements of educational need.

3.3 The college has undergone an extensive building programme during the last twenty years, involving a financial investment of over twelve million pounds. It now possesses a superb range of buildings, from single and twin-bedded boarding houses, all with their own wash-basins, to an excellently equipped theatre, a sports’ hall, disco, good classrooms and a beautifully preserved historic main house. Further plans include the extension of the dining rooms and the addition of squash courts.

3.4 The principal has been in post since 1975, having entered the college in 1964, and has presided over the development of the college throughout this period. The vice-principal has also been at the college for most of this time. This long period of sustained senior management has resulted in great consistency.

Key Indicators

3.5 GCSE

	Most recently completed Year 11			Average for the last three Year 11s
	Boys	Girls	All	Boys	Girls	All
Entered for 5+ subjects	20	14	34	17.3	11	28.3
Achieved 5+ @ A* - C	15	13	28	13.7	10	23.7
Achieved 5+ @ A* - G	20	14	34	17.3	11	28.3
Average score per candidate*	36.91	39.46	37.83	35.84	38.9	36.9

* Scoring is 8 for GCSE grade A*, 7, 6, 5, 4, 3, 2, 1, for grades A – G

3.6 A Level and AS

	Most recent year			Average for the last three years
	Boys	Girls	All	Boys	Girls	All
Average score per candidate	25.6	30.6	28.0	24.1	28.8	26.3

Scoring is 10, 8, 6, 4, 2 for A level grades A – E, and 5, 4, 3, 2, 1 for AS grades A to E.

4. Educational Standards Achieved by Pupils at the School

Attainment and Progress

4.1 The attainment and progress of students at the college are appropriate for their ages, capabilities and aptitudes.

4.2 Students entering the college in Key Stages 3 and 4 are not selected by ability, and usually speak English, with varying degrees of fluency, as a second or third language. Their attainment is not, therefore, readily comparable with national standards. In Key Stage 3 the attainment was high in nearly half of the lessons observed, and sound in most of the rest. In only three lessons was attainment below the standard appropriate to the age and ability of the students. Progress was slightly better: just over half the work showed good progress, in almost all the rest it was sound. In two design and technology lessons, both attainment and progress were excellent, while in mathematics, science and English attainment and progress were never less than satisfactory, and often good.

4.3 GCSE results at the end of Key Stage 4 reflect the fact that attainment and progress in lessons and written work are somewhat better than in Key Stage 3. The students’ increasing understanding of English, and adaptation to English education, are factors in the added value (i.e. attainment beyond that which might be predicted) seen in this key stage. On average over the last three years, students have taken approximately 6 subjects at GCSE, and have achieved A*-C grades in approximately 5 of them. Mathematics, science and art results have been particularly good, in each subject students achieving nearly a third of their results at A* or A grade.

4.4 The greatest level of added value is seen in the examination results and classwork of sixth form students. At this stage the students are selected by ability, but it is still the case that for over 90% of them English is a second language. Over a fifth of the lessons observed were judged to show very high attainment and progress, and just over another two fifths were high. Almost all the remainder were sound. In A level results over the last three years, candidates have achieved an average of over 3 subjects each, not including general studies. These are exceptionally good figures by comparison with national standards, and the average score of 24.86 points per student, shows that these passes are of high quality. In all three years mathematics, further mathematics and the sciences have done particularly well in achieving A grades, with an average of nearly half their results at this level. Last year, over 40% of A level students gained at least three A grades. Students choose from a wide range of subjects to read at university, among the most popular being medicine, mathematics, engineering, the sciences, business, economics, architecture, and finance and accounting. The college has a regular entry into Oxbridge.

4.5 Throughout the college students of different ethnic origins do equally well. However, the attainment of girls is higher than that of boys. The very effective language support provided for all students who would benefit from it is described in detail elsewhere in this report. (Paras. 8.9 – 8.15)

Quality of Pupils’ Learning, Attitudes and Behaviour

4.6 The quality of learning and behaviour was good and sometimes very good in over half of the lessons observed and satisfactory or better in all but a handful. Students are well motivated, sometimes enthusiastic, and eager to achieve the examination results they need for their university entrance. Most respond well to questions, despite the linguistic challenges, and are encouraged by the supportive relationship between students and teachers and among students. This rapport is helped significantly by the small class sizes, although on the occasions when the classes were very small, learning by discussion and exploration of issues was limited. Students sometimes gave the impression of being passive learners, usually when teaching styles provided them with few opportunities to take the initiative. GCSE coursework demonstrated students’ ability to do their own research in some subjects on given topics. They are able to contribute their own experiences in conversation-based lessons, and respect the variety of customs and beliefs of others. In the sixth form the quality of learning is very good. Students are encouraged to develop private study skills and they are prepared to research vocabulary as and when required.