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INSPECTION REPORT ON |
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Magdalen College School |
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Full Name of the School |
Magdalen College School |
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DfES Number |
931/6094 |
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Registered Charity Number |
295/785 |
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Address |
Cowley
Place, Oxford, OX4 1DZ. |
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Telephone Number |
01865
242191 |
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Fax Number |
01865
240379 |
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Email Address |
master@mcsoxford.org |
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Master |
Mr
Andrew Halls, MA |
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Chairman of Governors |
Dr
Michael Peagram, MA, DPhil, MBA |
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Age Range |
7
- 18 |
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Gender |
Boys |
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Inspection Dates |
29th
January – 1st February 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
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. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 Magdalen College School was founded in 1480, at the waning of the Middle Ages and on the eve of the Renaissance. An early master was Cardinal Wolsey and among the early pupils was St Thomas More. Thus was established a foundation of new and confident thinking, possessed of a belief in man and his capabilities and with an appreciation of beauty and an exploring mind towards science. The school’s current aims seek ‘an independent and searching mind … pleasure in the life of ideas … enjoyment of a broad range of activities’, service to the community and success in public examinations. The school operates within ‘a Christian framework so that the values of Christian teaching can be seen to underpin it.’
1.2 The school occupies an attractive site, close to the centre of Oxford and beside the River Cherwell, busy yet relaxed. It preserves its close relationship with Magdalen College, having fellows among its governors and educating sixteen choristers of the college chapel. Around the choristers has grown the junior school with now 107 pupils in Years 3 to 6. At the senior school are 418 pupils in Years 7 to 11. Regularly a small number leave after the GCSE to attend local state maintained schools but the vast majority continue into the school’s sixth form, which currently numbers 153. Admission throughout is confined to boys and all are day-pupils, almost all of whom live within an hour’s travel of the school.
1.3 Admission is by the school’s own entrance examinations and interview at Years 3, 5, 7 and 9 and by GCSE performance and interview at Year 12. The average ability of the pupils is well above the national average so that if pupils are achieving in line with their abilities, their results at both GCSE and at A level will be well above the national average of all maintained schools and above the average of maintained selective schools. Levels of ability on entry to the school have indeed risen year upon year since 2001 so that expectations of achievement similarly may be expected to improve. The school identifies 74 pupils as having particular learning needs or physical disability, of whom one has a statement of special educational need (SEN). For a very small number of pupils English is not their principal language; of these two receive support.
1.4 Since the last inspection in May 2001 the school has grown steadily to its present size. Development and building have been brisk. The new Colin Sanders building has been fitted to provide teaching areas for English, mathematics, geography, art and the classics as well as office space. New libraries have been established in both junior and senior schools as well as new laboratories, a sports complex and information and communication technology (ICT) facilities. Work has begun on a further building which will include a new refectory and kitchens and new provision for art and design and learning support. The curriculum has expanded with the provision of French to all years in the junior school, Spanish in the senior school and more time for art, drama and ICT in Years 7 to 9.
1.5 A strong house system is a feature of the school, purposefully aimed at developing confident relationships among pupils, a sense of belonging and mutual loyalties that will endure into adult life. The school encourages a wide range of interest among pupils in academic pursuits and challenges, in sporting and cultural activities, and in community service near home and abroad. Weekly lectures by outside speakers to the sixth form are arranged to challenge further pupils’ thinking and habits. Almost all pupils proceed directly to the university of their first preference, some after a GAP Year spent often in an aspect of community service abroad.
1.6 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables.
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School |
NC name |
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J1 |
Year 3 |
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J2 |
Year 4 |
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J3 |
Year 5 |
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J4 |
Year 6 |
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School |
NC name |
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Second Form |
Year 7 |
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Third Form |
Year 8 |
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Lower Fourth |
Year 9 |
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Upper Fourth |
Year 10 |
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Fifth Form |
Year 11 |
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Lower Sixth |
Year 12 |
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Upper Sixth |
Year 13 |
The Educational Experience Provided
2.1 The quality of the educational experience provided throughout the school is outstanding. It is carefully planned and fully in line with the school’s declared aims and philosophy, balancing the successful attainment of outstanding academic results and the pursuit of excellence in learning with an extensive exposure to a wide range of cultural, spiritual and sporting activities as well as opportunities for community service. It is significantly enhanced since the last inspection of the school in May 2001. It leads very well to confident, thinking and considerate young men, drawn from a variety of backgrounds, who are each rightly proud of their school. The ‘Christian framework’ of the school is clear and publicly presented.
2.2 The junior school combines an outstanding education with wide provision, very well suited to the interests, aptitudes and needs of all its pupils. Opportunities to develop all aspects of educational skills to the highest levels are provided in all areas of the curriculum and the pupils’ education is greatly enriched by their participation in a broad range of extra-curricular activities, visits and residential trips. Numerous visitors to the school, including poets, authors and artists, further enhance this educational provision. The choristers benefit from an additional special experience, performing in public to the highest critical standards at home and abroad.
2.3 The curriculum is very carefully planned, providing excellent opportunities for all pupils. It is comprehensive and stimulating. It includes French for all pupils and Latin in Year 6, supported by wider classical studies. Enterprising work in a range of subjects, such as science and religious studies, and a bold programme of assemblies and outside visits, enliven and enrich the curriculum most effectively. Those with particular learning needs, including the specially gifted and talented, are provided for very well within the school and by referral also to outside professional agencies. All are very well prepared for passage to the next stage of their education at the senior school.
2.4 The senior school curriculum, together with its broad programme of activities, contributes fully to the linguistic, mathematical, scientific, technological, human and social development of all its pupils, as well as to a high standard of physical engagement. Significant growth has occurred in the aesthetic and creative aspects of the curriculum since the last inspection. Expansion in religious studies provision, the successful introduction of philosophy and critical thinking as well as an increase in the number of modern foreign languages on offer have all significantly enhanced learning opportunities for the pupils.
2.5 All pupils are encouraged to communicate fluently and precisely. They are expected to listen intently not only to their teachers but also to each other and to retain and use information with precision and accuracy. Their acquisition of literacy and numeracy skills to a high standard is expected in order to support fully all that they do.
2.6 All pupils are screened on entry to the school so that individual needs are known and appropriate learning strategies may be applied. A new academic deputy has responsibility for assessment, target-setting and monitoring. Pupils identified as particularly gifted and talented receive extension work and opportunities for accelerated learning in a number of subjects, such as the classics and modern foreign languages. A learning support programme provides very well for those with particular learning needs and ensures that all pupils derive full benefit from their time in the school and develop thoroughly their potential. Provision for pupils who have a statement of special educational need is characterised by excellent but unobtrusive care. Those identified in need of support with English receive this effectively in school and out of it. Again, recommendations proposed in the last report have been met very well.
2.7 The school provides comprehensive and effective careers advice. It includes work experience for pupils in Year 11, who also undergo psychometric testing. Sixth formers receive expert advice on higher education and are given interview practice before they meet university admission tutors.
2.8 Extra-curricular activities are very strong and wide ranging. Sport and games opportunities are extensive, from rugby and hockey to cricket and tennis and to sailing and swimming and chess. Games fixture lists are challenging for the size of the school but the impressive number of victories indicates that the challenge is very well met. Additional teams in each year group allow added opportunity to represent the school in competition, while house sports programmes further extend this. The fitness suite is very well equipped and extensively used.
2.9 Provision for pupils to engage in the community is ambitious and extensive, including opportunities to help in medical care centres and local primary schools. Such opportunities of voluntary service in Years 11 to 13 are highly valued by the pupils. Community service is matched by the Combined Cadet Force and The Duke of Edinburgh’s Award scheme to gold level. A generous lunch break enables pupils to take part in a wide range of activities from archaeology to war-hammer. Preparation for the next stage of education is excellent so that well over 90 per cent of Year 13 pupils gain admission to their universities of first preference. The pursuit of excellence and a clear focus on shared learning over a whole and extensive range of activity provides for high achievement and pupils are very well prepared for adult life.
2.10 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.11 The quality of pupils’ learning, skills and attitudes to work and study are outstanding throughout the school. Pupils of all ages, the full range of abilities and from all backgrounds achieve outstanding levels in their knowledge and understanding in all subjects and activities and learn to apply them very effectively. The school, among its several aims, seeks success in public examinations. It has this in abundance. Results in national examinations at GCSE and at A level over the past three years have been among the highest in the country and well above the average of all maintained selective schools. This is an improvement on the already high standards identified at the time of the last inspection.
2.12 In the junior school the pupils are articulate, knowledgeable and able to use their skills very well. They produce high quality written work and express themselves equally fluently in discussions. They reason very well, support a judgement with careful thought and draw their conclusions with confidence. Although pupils in the junior school do not take national tests, they nonetheless achieve levels well above those expected for their ability in all assessments. They read with real understanding, listen very effectively and discuss cogently.
2.13 Many pupils show great aptitude in mathematics and apply mathematical concepts effectively in other settings, such as in producing spreadsheets in ICT lessons, in making graphs and charts in geography and in using shapes to create patterns in art. Good use is made of ICT for independent research and pupils are eager to use this facility more. They organise their work very well, make excellent use of notes and take great pride in the presentation of their work.
2.14 The pupils settle very quickly to study, they change roles without hesitation and they apply themselves persistently and carefully to the completion of each task. They show great interest in getting things right, whether they are working individually, in pairs or in small groups. They support each other very well, for example in nominating and following a leader in a personal, social, health and citizenship education (PSHCE) lesson on political parties and in all their group activities.
2.15 Pupils in the senior school are excellent and exceptional learners. They demonstrate thinking skills of the highest order by analysis, argument, evaluation and synthesis of supreme quality. They apply mathematical concepts logically, revel in the challenges of linguistic precision and explore scientific and philosophical ideas with relish. An English magazine demonstrated a most pleasing mixture of the creative, the critical and the humorous. Pupils frequently go beyond the constraints of examination syllabus and feel restrained by its formal requirements. The school fulfils very well the aspirations of the Renaissance ideal identified in its aims: here the pupils do indeed take ‘pleasure in the life of ideas.’
2.16 The pupils are highly articulate, they listen to each other extremely well and ask intelligent and often very probing questions of each other and of their teachers. Strong examples of this were observed in fields as disparate as modern foreign languages, the sciences, English, history, mathematics, geography and philosophy. Skills of interpretation are outstandingly high across all areas of written work and ideas are expressed with sophistication and flair. Logical and mathematical skills are highly developed to promote analysis, understanding and application in problem-solving. Pupils demonstrate an outstanding ability to reason, argue and think independently, in all subjects and at all ages. A lunchtime playground conversation among Year 8 pupils discussed whether Nietzsche was ‘a good man.’ The next day the same group was observed playing cards after lunch. Pupils are highly effective in their note-making and in independent study. Structured tasks in English, an innovative informational literacy course and the work of a recently appointed head of learning support help to achieve this very high standard for all pupils. They make also frequent and effective use of ICT as capable users, although this is not embedded uniformly widely into all departmental schemes of work.
2.17 Attainment in public examinations at GCSE and at A level is outstanding. Results are well above the national average for all maintained selective schools. Especially, the percentages of grades A* and A at GCSE and of A and B grades at A level are much higher than the averages for maintained selective schools. Attainment in written work and in lessons observed is also outstanding, with progress particularly rapid in modern foreign languages, the classics, mathematics and the sciences. Pupils’ progress, judged by nationally recognised measures of standardised progress, is well above national norms. In all subjects and at all stages pupils’ skills, understanding and application are outstanding, well above expectations of pupils of similar ages and abilities.
2.18 The provision of activities, both physical and cultural, is extensive and pupils excel in a very broad range. For example, the school has a national reputation for choral music and for chess; it excels in rowing and in sailing, and successful teams compete to the highest standards in rugby, hockey, cricket, tennis and athletics. The policy to support particularly talented athletes promotes very well this sustained attainment at top levels.
Spiritual, Moral, Social and Cultural Development of Pupils
2.19 The school is outstandingly successful in promoting the spiritual, moral, social and cultural development of all its pupils. It is profoundly aware of its Christian foundation and heritage and promotes Christian values openly through collective worship and in high expectations of mutual respect and regard within the community and in all dealings with outside groups. The school has created a culture of tolerance, respect and inclusivity wholly in keeping with the diverse background of the pupils. Relationships are excellent and a very real sense of community is evident throughout the school. Pupils are confident, well-rounded, respectful and courteous young men, mindful of the privileges and opportunities they enjoy. They also embrace chances to share with others in the wider local community and abroad.
2.20 In the junior school pupils demonstrate an outstanding and well-developed spiritual, moral, social and cultural awareness. A spirit of respect and tolerance of difference permeates the school, which strongly encourages this consideration and regard for each other. Everyone is valued as a special and important individual. Assemblies and lessons ensure that pupils understand spiritual values and respect all faiths. Following an assembly on the Hindu festival of Diwali, where Year 3 pupils explained the rites and beliefs surrounding the festival, a young pupil explained perceptively that the school was ‘a Christian school that explored other faiths.’
2.21 Pupils show a highly developed sense of right and wrong. They accounted for school rules as existing ‘for a good reason’ and considered that ‘none of them was inappropriate’. Their behaviour is excellent. Socially the pupils show real respect for each other. They listen to other views and opinions carefully and with evident attention. They contribute to the well-being of the community as responsible prefects and monitors and through a newly formed school council. Culturally the pupils respect equally fellows of different nationality and background. Music and art are valued in their diversity and at the heart of the school are the college choristers, whose own experience of music, travel and contact with adults enriches the entire community.
2.22 The formal spiritual life of the senior school is centred upon the chapel where a Christian service is held on most mornings, led by the chaplain, the master or a senior teacher. Pupils may, at their parents’ request and with the master’s consent, be excused formal worship. That few seek this exemption indicates the school’s success in realising its stated aim of being ‘accessible to those of all faiths or none.’ Pupils commented openly and often on the positive gain to themselves of chapel services. The chaplain is highly regarded and has many and varied contacts with pupils since he currently serves as head of department and housemaster as well as chaplain. The Christian Union society meets regularly, as does a parents’ prayer group. On special occasions, such as the Christmas carol service and a welcome service for new pupils, the link with Magdalen College allows access to the college chapel.
2.23 Formal PSHCE lessons are limited to one period each week in Year 8 but excellent use is made of the time available and the pupils engage themselves with an intensity that amply demonstrates the importance they attach to the subject. The limit of time is no inhibitor to the pupils’ learning. Outstanding engagement was seen in lessons on drug abuse, the plight of the homeless and the character of the British taxation system. Beside this formal allocation of time, a wealth of other opportunities exists for pupils to develop their social and moral awareness. For example, lessons in geography dealt with poverty, in history with racism and imperialism, in biology with bioethics, in art and in music with national cultural tradition, and in sport with fair play and respect for an opponent. A pronounced sense of right and wrong pervades informal contact between pupils, assisted by a clear disciplinary structure and policy. The pupils are aware that high standards are required of them. Teachers deal directly with minor breaches of discipline, while more serious infractions are referred to tutors, housemasters and heads of section. In response to the confidential pre-inspection questionnaire sent to all parents, many commented most favourably on the high standards of discipline and behaviour achieved by the school. Pupils remarked that the sanctions system was fair but rarely needed to be invoked. Their growth in moral awareness and in considerate behaviour is outstanding.
2.24 The school promotes and achieves a clear sense of self-worth among its pupils. Their confidence, however, never approaches arrogance. Pupils relate very well to each other and relationships between boys of different ages are strong. Courtesy and consideration are hallmarks of the school. In lessons and out of them, pupils are respectful of their teachers but know that intellectual disagreement is not only tolerated but encouraged.
2.25 Pupils are very well aware of the outside world and the school makes great efforts to engage with individuals and groups beyond its gates. The community service programme provides a wide range of opportunities for pupils in Years 11 to 13 to engage in socially beneficial activities. Some of these, such as working with autistic children and in hospital cancer units, bring not only a benefit to the community but also contribute to pupils’ developing emotional maturity and sense of social responsibility. A growing concern for the environment is evident in the school, with issues such as climate change and global population increase being raised in lessons and in public areas such as the geography notice-board. A sustainable development committee has recently been established to provide pupils with the opportunity to develop ‘green’ policies for implementation within the school. The English department magazine included pupils’ references to the United Nations operation in Darfur and the Kyoto climate change accord. In many lessons, particularly in the humanities, pupils are helped to understand the development and roles of English secular and religious institutions.
2.26 Culturally pupils are both exposed to and receptive of a wide range of influences. This enriches their learning and widens their experience significantly. Much outstanding art work is displayed throughout the school and many student portfolios demonstrate a rich and developing aesthetic sensibility as well as a considerable technical skill. In music too a vibrant creativity is evident. Cultural topics are frequently considered in lessons, ranging from the issues of post-colonial farming by communities in Niger to the composition of ethnic centres in Oxford.
2.27 The school has successfully established a civilised, diverse and flourishing community within which difference is respected, consideration for others nurtured and spiritual development highly prized.
2.28 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.29 The quality of teaching is very often outstanding and most lessons are taught to the highest standards, producing exciting and rapid learning and a vigorous exchange of ideas. In the small number that fall short of this top level, the teaching still encourages and enhances the pupils’ progress to a high degree. Throughout the school the teaching fosters strongly the pupils’ application of intellectual, physical and creative effort as well as vigorously stimulating interest and the ability to think and to learn independently. Assessment is thorough and helpful to further progress. The standard of teaching promotes effectively the school’s aim to seek ‘an independent and searching mind’ and it is significantly advanced on the already high standard reported at the last inspection.
2.30 In the junior school many examples of outstanding teaching were observed across all curriculum areas and at all stages. Consequently pupils work very well and are enabled to acquire new knowledge and deep understanding. Their development of skills is carefully encouraged and monitored with significant emphasis on individual progress so that all pupils, including those with particular educational needs and the gifted and talented, make rapid progress. Pupils work well independently, reflect thoughtfully on their study and contribute openly and confidently to each other’s understanding. More regular and extensive use of ICT facilities in some lessons would carry this yet further.
2.31 Lessons are very well planned as part of an ongoing and exciting unit of learning. They are very well managed and all teachers use a large variety of teaching strategies, including encouraging pupils to lead in class learning. A high standard of challenge is provided for all, including those with particular learning needs or difficulties. Teacher subject knowledge is outstanding and lessons are conducted in a relaxed and friendly atmosphere of mutual respect.
2.32 The teachers have very good access to resources which they use very effectively to support learning. They regularly and thoroughly assess pupils’ work and give excellent oral and written feedback during lessons to further consolidate and enhance learning. In English an excellent document records all assessment for the subject in one place, easily available for all teachers to consult on any individual pupil. In their turn the pupils behave very responsibly, apply themselves conscientiously and show respect for others by listening to their contributions carefully and adding to them where possible. Very good examples of this were seen in sessions of mental arithmetic and in many oral discussions in other lessons.
2.33 In the senior school much teaching is outstanding. In all years the teaching encourages and enhances pupils’ progress, stimulating independent learning and allowing rapid contributions from several pupils to refine a point and to produce collective learning of the very highest order. The highest attainment is always sought at GCSE and at A level as a matter of course but much teaching and learning also goes well beyond these levels. Pupils regret openly that the approach of public examinations might limit the pace of new learning. They very much enjoy their learning and they appreciate the role of their teachers in stimulating and refining this.
2.34 A full screening programme of all pupils on entry to the school allows an accurate base-line to be drawn and targets to be set, as well as appropriate means to be devised for rapid progress and high attainment. Excellent examples of curriculum enhancement and learning enrichment are common. Specific teachers are delegated particular responsibility for pupils with learning needs, for those with exceptional gifts or talents and for those few for whom English is not the first language. These tasks they discharge with skill, supported by heads of subject departments. Individual learning plans are prepared for pupils and distributed on the school’s ICT network. Some pupils have tailored weekly lessons to provide further support. A comprehensive whole school literacy strategy is in place to improve standards of expression in all subject areas. The school vigorously seeks rapid progress and precise learning by all so that it sets clear goals and monitors individual performance as part of the responsibility of the academic deputy. This fulfils very well a need identified in the inspection report of 2001.
2.35 Many lessons set a rapid pace for learning through carefully chosen stimuli and activities. Teachers use targeted questions to very good effect to challenge all pupils, who are strongly encouraged to think for themselves and to seek answers before consulting texts and reference books. The teachers have an excellent knowledge and an enthusiasm for their subjects which is infectious and highly stimulating. The class group seeks collectively to learn and to refine judgements to the highest levels.
2.36 Classrooms are attractive and well-lit, dedicated to the subject and surrounded by stimulating material and fine resources. Some rooms have interactive whiteboards and others data projectors which are used to support learning, although the regular use of ICT is not yet fully integrated into the teaching. To promote further progress in this area, an ICT committee of teachers has recently been set up, indicating the school’s insistence on the highest standards and its objective of the finest teaching and resources.
2.37 The new library is an excellent resource which is used very well by large numbers of pupils. The stock is outstanding, borrowing and browsing are extensive and the qualified librarian has created an outstanding learning environment for all users. It meets and exceeds all the hopes expressed in the previous inspection report and it thoroughly justifies the comment of a Year 10 pupil: ‘the library is incredible.’
2.38 The quality of assessment is accurate and full and much excellent practice exists. Marking is regular and thorough with helpful comment where it is needed. A general marking policy is in place and each department further uses its discretion to apply what is most appropriate to the particular subject. Teachers often add meaningful written comment as a dialogue between teacher and pupil which may be continued orally in class. Clearly this strategy is wholly effective in securing rapid learning and high attainment by all. Classroom behaviour is excellent, allowing teaching and learning to the highest standards. Pupils do not interrupt, yet they add to learning in a most constructive manner at the invitation of the teacher to the great benefit of all.
2.39 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care throughout the school is outstanding and it is consistent with the school’s declared aim to ‘provide a safe, friendly and supportive environment in which each pupil can feel he is valued as an individual and where he learns that his own attitude to others is fundamental to the success of this aim’. Within this friendly environment, teachers care very effectively for each pupil’s personal well-being and development and welcome diversity and versatility. They are well supported in this by clear and effective pastoral structures, which are managed by highly dedicated and able staff.
3.2 All necessary child protection measures are scrupulously in place. The designated child protection officer has undergone relevant training and maintains exemplary paperwork. Safe recruitment procedures are undertaken and all checks on staff and regular assistants and visitors are applied fully and correctly. The school pays great attention to all matters of health and safety and necessary measures to reduce risk from fire and other hazards have been taken. Risk assessments, including those associated with trips and visits, are careful and appropriate measures are secure.
3.3 In the junior school teachers provide highly effective support and guidance for all pupils through dedicated form time and by their excellent understanding of their pupils. The teachers seek constantly to develop each pupil’s self-confidence, in lessons and in activities such as sports and drama. Teachers are assisted clearly by very effective pastoral arrangements, including a ‘buddy system’ that is greatly appreciated by pupils new to the school. All staff show the highest professional standards and provide excellent role models.
3.4 Pupils show a keen sense of what is right and wrong, which is reinforced by the school’s code of conduct, in regular assemblies and through an excellent PSHCE programme. Rules are seen by the pupils as fair and appropriate to promote excellent discipline and behaviour. Pupils comment that ‘the teachers trust us’ and ‘respect us’. The quality of relationships between teachers and pupils is excellent and a mutual trust pervades the school.
3.5 Pupils’ welfare, health and safety are monitored scrupulously well. Duty staff oversee a sensible food intake at lunch time and the pupils exercise regularly in the school’s excellent physical education and games classes. Measures to guard against bullying and harassment are very effective and incidents are rare and very promptly dealt with. Pupils are confident of the school’s response should an incident occur. A high level of attention to health and safety is pursued by the school together with a close regard to all aspects of child protection.
3.6 In the senior school teachers provide outstanding support and guidance for all pupils, who feel that the school really cares about them. This is reflected in the way in which pupils are able to speak openly and frankly with teachers at registration and form periods and with heads of section as well as tutors and housemasters privately. A highly-experienced and committed matron and assistant matron provide excellent medical and counselling care and, where particular problems arise, a boy has access to a well-qualified referral counsellor. The chaplain, besides his roles as housemaster and religious minister, provides an additional counselling role in school. In his own words, he regards himself as ‘the extra shaft in the quiver’.
3.7 The staff are assisted throughout by highly effective pastoral arrangements, which are known and understood by all, including those who are new to the school. The size of the school allows a familial atmosphere to flourish. At the heart of the senior school’s pastoral care lies the house system, with each house comprising five house tutor groups according to years of study. Pupils asserted that they feel they are important members of a close-knit ‘family’ of some 80 pupils. The older pupils demonstrate a responsible and caring attitude towards younger pupils in their house and look to their welfare as well as assisting and helping them in their daily routine. This spirit of friendship and cooperation is evident in cheerful and productive house assemblies.
3.8 The quality of relationships between staff and pupils and between pupils is outstanding. It is evident that pupils are well known to the staff. Pupils are extremely kind, tolerant and considerate of each other. Standards of behaviour are high and an atmosphere of mutual trust and respect pervades. The pupils’ courtesy, good nature, excellent manners, friendliness and helpfulness are evident throughout the school.
3.9 Measures to promote good discipline and behaviour are well established and clearly understood. An excellent policy document emphasises the importance of applauding achievement rather than looking for deficiencies in performance, thereby raising a sense of well-being and encouraging cooperative work. This is scrupulously followed by all. The system of rewards and disciplinary procedures is clearly set out and known by all. Pupils in all years appreciate the overall friendliness and lack of bullying. On the very rare occasions that it does arise, it is dealt with swiftly and highly effectively. Parents responding to the confidential pre-inspection questionnaire testified to the open and prompt manner in which the school dealt with any bullying, verbal or physical. They further acknowledged that the school, whilst maintaining very high standards of discipline and behaviour, enables pupils to work hard, have fun and thrive in a nurturing and supportive environment. Pupils speak with respect and affection about the staff.
3.10 Throughout the whole school pupil registration before morning and afternoon school sessions is carried out appropriately. Further refinement is imminent in the senior school to put all registration in the hands of house masters and tutors rather than share the afternoon registration with class teachers.
3.11 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.12 The quality of links with parents and the local community throughout the school is outstanding, active and widespread. As one of its aims the school positively seeks contact with schools in both the maintained and independent sectors and with the community at large. The quality of this and the extent of outreach have significantly increased since the last inspection in 2001. They enable the school to meet its declared aim for each pupil ‘to understand his responsibility to the wider community.’
3.13 A high proportion of parents responded to the confidential pre-inspection questionnaire which invited their views and almost all expressed strong satisfaction and pleasure with the school. They valued the quality of information they regularly received, including email contact and evening phone calls that supplement the regular and formal opportunities for discussion with teachers and managers. They indicated strong support for the values and practices of the school and praised the quality and range of its provision. They appreciated the school’s prompt response to concerns and their own engagement with the school, for example by an evening session on drug awareness. No issues of significant concern were raised.
3.14 A very active parents association supports the school through a number of high quality events, including social and musical occasions. The junior school produces an excellent weekly newsletter which keeps parents wholly informed and up-to-date. Regular parents’ evenings are arranged for each year group throughout the school where discussion on progress, steps to be taken for improvement and advice on decisions to be made are discussed openly and frankly with teachers and responsible managers. The establishment in the senior school of an additional tier of management, section heads, has further increased contact between the school and parents and enhanced access to information and advice. Parents at a Year 11 evening during the inspection period indicated a very high level of satisfaction with the school’s attitudes and arrangements for formal consultation and information.
3.15 The school has an appropriate complaints policy in place, with clear and publicly stated procedures. Parents’ concerns are handled appropriately, often informally and always with respect.
3.16 The school has a flourishing and productive relationship with a local maintained school. The two schools are partnership members of the Oxford Trust. Benefits have included the provision of mathematics master classes to Year 8, reciprocal lesson observation and assistance in preparing candidates for university application and admission. The school reaches out further by joint musical and drama ventures with a range of local schools and by an extensive community service programme. This stretches from providing pupils to give classroom assistance in several primary schools across Oxford to help in hospitals and care centres. The large Combined Cadet Force, which comprehensively covers army, navy and air force sections, is shared with a local girls’ independent school to excellent effect.
3.17 Sports amenities and social facilities are made available to the public when not required by the school. Opportunity is taken at weekly assemblies for pupils to launch charity work or collections for charities, for example supporting a school in Uganda, raising funds for people with learning difficulties and disabilities and explaining the value of organ donations for transplant to the terminally ill.
3.18 Regular visitors to the school range from Russian students from St Petersburg, studying each year at the school, to fruitful language exchanges, the employment of GAP Year students and the reception of academic speakers from Oxford’s universities. Distinguished former pupils and current parents have combined to support an art initiative in the junior school that links adults with pupils in preparation for a planned public exhibition.
3.19 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be