Contents
4
Studying in the UK
6
An area of outstanding natural beauty
8
Studying at Woodbridge
10
Our Vision/Ethos and Values
12
Pastoral care
14
Think/Commit
16
Engage/Tutoring
18
Boarding at Woodbridge
20
SCHOLA
22
EAL and Guardians
24
Our facilities
26
GCSEs
28
A Levels
30
University advice/Careers advice
32
Extra-curricular
34
Sport/Music
36
Drama/Art
38
CCF/DofE
40
MUN/Leavers’ destinations
42
Student profiles/Old Woodbridgians
44
How to apply
46
How to find us
02
The first steps towards productive thought are intellectual curiosity and an openness to new ideas. Woodbridge School
03
Studying in the UK The UK enjoys a deserved reputation as a world-class provider of boarding education. Our long tradition of welcoming students from around the world is built upon a commitment to the very highest standards in all areas. First and foremost, the UK has an exceptionally robust approach to academic work, together with an internationally recognised system of qualifications promoting access to all universities; not least many top ranking ‘home’ universities including Oxford and Cambridge. Our class sizes are small, and teacher to student ratios very high, allowing for individual attention throughout a very broad range of subjects. This academic excellence is inseparable from a culture that celebrates the individual as a whole person. However good a boarding school’s academic results are, it will also be striving to create a rounded learning experience by encouraging self-expression, creativity and individuality. Success in sport, the arts and in other areas, such as debating, may be less tangible than examination results, but it is one of the ways in which a student’s independence, confidence and faith in himself or herself is built up. This concentration on developing the whole person is part of the reason why students who have been to a UK boarding school are so prized by employers. Similarly, there is always an emphasis placed on developing leadership and social skills. Living together in a multi-age, multicultural community requires that students be helped to develop qualities like kindness, tolerance and responsibility. Our students immerse themselves in the English language and have access to a very distinctive, historic culture, rich in the arts, in science, technology, beautiful countryside, and with an open, outward looking population comprised of all races and nationalities, where everyone is valued for their distinctive contribution to the whole.
04
05
An area of outstanding natural beauty The delightful historic market town of Woodbridge provides pupils with a safe and secure environment in which to experience British culture. Close to the River Deben, and recently voted one of the top 10 safest and happiest places to live in the UK, it is the perfect location to explore and become immersed in English life. Woodbridge is well served by road and railway, with easy links to London, Stansted and Cambridge. Further afield, the magnificent rural county of Suffolk is an area rich in the arts, entertainment, theatre and sports, but is also celebrated for its stunning coastline. The beautiful coastal resort of Aldeburgh is famous for many things - good food, great fish & chips, Aldeburgh Music, the beach, as well as a vibrant art and music scene. A short drive from Aldeburgh is Snape, home of the world celebrated Snape Maltings Concert Hall, with extensive links to composer Benjamin Britten. Slightly further up the coast is Southwold, loved by fashionable Londoners looking to escape the city for the town’s unspoilt beauty, classic British pier and surrounding nature reserves. The sizeable county town of Ipswich offers all possible amenities including excellent shopping, and slightly further afield is Colchester, the oldest Roman town complete with castle, zoo and a large shopping centre. Image: The Scallop on Aldeburgh Beach by artist Maggi Hambling - dedicated to Benjamin Britten.
06
07
Studying at Woodbridge Woodbridge School is an outstanding co-educational day and boarding school situated in the heart of the Suffolk countryside. Woodbridge School has been in existence since 1662, over 350 years of supporting the development of young people. The School is part of the Seckford Foundation, originally set up with a gift in the Will of Thomas Seckford, a prominent lawyer to Queen Elizabeth I. Seckford’s role was Master of the Court of Requests, and he was a man of great wealth and property. His Will enabled magnificent Almshouses to be built in Woodbridge, for the care of poor people in the town, and in subsequent years the School itself to be set up. One of his homes was the Abbey, a former Priory in Woodbridge, and we are proud of the fact that the same building now houses our Prep and Pre-Prep departments. The Seckford Foundation’s long history continues to uphold the Thomas Seckford’s caring principles. But we are also a school that is forward-looking and progressive; combining the very best of old and new. We are acutely aware that all our pupils will need the skills and attributes to thrive in an ever more competitive world. This means excellent academic achievement, and it is a given that they will receive this at Woodbridge, but academic results alone are not enough. We expect our pupils to work hard, to work independently and to achieve excellent results. However, preparing young people for life means much more than just good grades. It means young people developing strong communication skills, the ability to lead and work with others, and above all, self-confidence. Not arrogance but a feeling that, with hard work and determination, anything can be achieved. The emphasis of the School is very much on what pupils can do well and ensuring they emerge happy, confident, well-balanced young men and women.
08
09
Our Vision The world of work is changing at a fast pace and the speed of this process is only going to accelerate. Many jobs, including professional ones, are being automated, while new roles and responsibilities are being created.
Ethos and Values “Everyone happy, everyone confident, everyone successful.�
We aim to: Be a community in which the quality of relationships is given a high priority, and in which pupils, parents and staff work together for the benefit of each other and the wider community.
Help our pupils develop into happy, confident, caring, resilient young men and women.
Provide high quality teaching and learning which will enable all pupils to enjoy their studies and become independent, confident learners able to fulfil their academic potential. At Woodbridge we strive to uncover what this rapidly changing world
We would like pupils to develop these vital characteristics in a much
means for young people today. It is an invitation to all members of
more explicit way, through coaching and mentoring programmes that
the current and future Woodbridge community to work together as we
extend throughout their life at the School and through building our
seek to reinforce and develop the best possible education; an
distinctive ethos into the very fabric of lessons as well as extra-
education that is preparing pupils to be strong and resilient yet
curricular activities. In practice this will mean marrying our crucial
flexible and thoroughly engaged.
longstanding commitment to traditional educational values with carefully and appropriately selected ideas from the latest research.
Provide personal guidance and support to help our pupils enjoy school, negotiate risk and make good choices.
Provide a wide range of extra-curricular activities to help pupils find and develop their talents. We want pupils to find something they are good at, which they can enjoy and which boosts their self-esteem.
While academic achievements and results will always provide a necessary foundation, that may not be sufficient in an increasingly
A modern education with a focus on the individual is something we
competitive job market. Therefore, it is vital that young people
are passionate about delivering throughout Woodbridge School from
develop the skills and attributes employers require. Skills such as
Pre-Prep into the Sixth Form. Pupils flourish when they enjoy their
creativity, problem solving, leadership and resilience are key aspects
education, whilst discovering and developing individual talents and
of this and can be developed through a traditional range of academic
exploring new skills.
Help our students develop the skills, attributes and mind-set that will enable them to pursue their ambitions at university and in the rapidly changing world of work.
and extra-curricular opportunities, but we believe that schools can do more and do better which is why we are adopting a new approach.
10
11
Pastoral care At Woodbridge we believe that academic success and pastoral care are inextricably linked. In order to flourish in one area of life, it is necessary for young people to feel good about themselves and their surroundings. Pastoral care at Woodbridge therefore involves the overall nurturing of individual pupils in a caring, supportive and mutually respectful environment. To achieve this end, our very carefully constructed formal policies are enhanced by the care each member of staff brings to the School. The forming of excellent professional relationships between staff and pupils is central, and predicated upon getting to know each child’s needs, hopes and fears, in order to guide them appropriately towards their goals. Woodbridge has a zero tolerance approach to bullying, which we identify as being not only physical and verbal in nature, but also found in, for example, exclusion from friendship groups or careless attitudes. All pupils are expected to respect and look after every single member of our community, regardless of background, race, ethnicity, religion, gender, or any other identifiable characteristic. “The moral development of pupils is excellent, with strong ethical values evident. Their behaviour is very good. As pupils move through the school, a clear sense of right and wrong continues to develop and pupils enjoy discussing the moral issues raised within lessons. Pupils’ collective responsibility is clear and their care for one another’s wellbeing is evident. As they mature, they demonstrate an increasing awareness of the importance of law and justice, including the civil and criminal law of England, knowing that these are fundamental to the success of the community. Pupils are courteous and considerate to each other, to teachers and to visitors and the school has a distinctive feeling of warm collegiality.” ISI Report 2016
12
13
Tutoring
Think
Our tutors at Woodbridge have always been important in the lives of pupils and they
There is no more pressing task than encouraging young people to place
will play a crucial role in making this document a living reality. Given that importance,
deliberate and considered thought at the heart of their lives.
we are looking very closely at ways in which we can support and enhance the work they do for the pupils under their care.
Knowledge is a vital part of thought but a collection of facts is of no use unless it is accompanied by independence of mind, the intellectual curiosity and the
A vital administrative aspect of tutoring involves overseeing academic progress and,
freedom to express ourselves without barriers. When the subject matter itself
eventually, university applications, yet the essential value of the role lies in expanding
fades our ability to think logically and to use evidence to solve problems with
pupils’ intellectual, personal, cultural and moral horizons as part of our community and
originality and creativity must remain.
in preparation for higher education and the adult world. Equally importantly, the tutor is uniquely placed to provide significant pastoral support from a position somewhere
The first steps towards productive thought are intellectual curiosity and an
between the Housemaster and parents or guardians. A tutor is often the first port of call
openness to new ideas. Young minds are naturally inquisitive and creative.
for advice, help, sympathy, or simply a chat about the last sports match, play or musical
We recognise the courage required to challenge, question and at times fail as
event. We constantly task our tutors with explaining and reinforcing the Woodbridge
part of a successful learning experience. We are committed to providing an
ethos and we will be introducing strengthened monitoring strategies to enable us to
environment where a willingness to take risks and intellectual courage are
ensure that every pupil understands our expectations in all aspects of their lives.
inculcated as part of the Woodbridge education. The ability to order thoughts effectively, to apply rationality to problem solving and to seek appropriate
To think, to commit, to engage and to share, all fit within our overriding concern, which
evidence for the way we think combine with the attributes above to provide
will always be grounded in the happiness and flourishing of individual pupils within the
a solid foundation for each pupil to fulfil their potential.
strength of community, guided by tutoring of the highest quality. At Woodbridge our pupils will be… At Woodbridge tutors will… Expect to oversee every pupil’s academic and pastoral progress. Encourage every pupil to expand their personal, cultural and oral horizons. Inspire every pupil to think, commit, engage and share.
14
Expected to be curious, stretched and challenged in every aspect of school life. Encouraged to combine creativity and ambition with logic and reason in their thinking. Inspired to try new things, to take risks and learn, without fear, from their mistakes.
15
Commit
Engage
The days of passive learning are over. Teachers must guide, clarify, elaborate
In order to live with integrity, it is vital that pupils understand themselves and
and provide materials, but they can no longer simply give ‘the right answer’
recognise their own passions, strengths and weaknesses. In all walks of life it is
to be regurgitated thoughtlessly in an exam. Instead, pupils are required to take
possible get lost in the system, to lose sight of what is important to us, to turn our
responsibility for their own development, with teachers attentive to and entirely
minds to an easier way.
supportive of their needs. The awesome responsibility of defining our own lives, of making them what we want In practice this means pupils asking questions, volunteering answers, reviewing notes,
them to be, comes to all of us gradually, yet how we cope with this recognition is
redoing homework and reflecting upon progress. Planning and organisational ability
often a result of our education. That young people are active participants in their
play a vital part and demand self-awareness, persistence and resilience; skills so
own destiny and should be enabled to seek out that destiny is one of our core
important to our approach. Likewise, a good pupil commits to depth of understanding,
beliefs. With a determination to improve, a belief in the efficacy of hard work and a
always recognising that education is a never ending process with layer upon layer of
sense of purpose, we believe that all pupils can seek out excellence with confidence
understanding waiting to be discovered and never satisfied with one dimensional
and positivity. Further, the soft skills so highly valued by employers are developed
answers. Success will rightly be celebrated, yet failing, doing badly, struggle, and even
through every day interactions with others, through joining the debating team,
despair are part of learning. If we never feel these things we are not aiming high
volunteering for positions of responsibility, offering help in the wider community,
enough. More, it is precisely during the hard times that we make the most progress.
playing sport and music, acting in plays, and a whole host of other opportunities.
As with climbing mountains, the steepest slopes are the hardest and we long for the
Engagement in both the specific and general sense offers us a future of exciting
easy stroll of the flatter path, but it is during the sharp ascents that we make the
and almost unlimited possibilities.
most progress towards the peak. Refusal to give up is the single best indicator of future success.
At Woodbridge our pupils will be…
At Woodbridge our pupils will be…
Expected to recognise their passions, strengths and weaknesses.
Expected with the support of teachers to take responsibility for their development.
Encouraged to define their own lives with integrity.
Encouraged to ask questions, volunteer answers
Inspired to work hard to achieve excellence
and reflect upon their progress.
with confidence and positivity.
Inspired to aim high and strive for a deeper level of understanding.
16
17
Boarding at Woodbridge Boarding has been a vibrant and integral part of Woodbridge since it was
Boarding key facts
re-founded in 1662, and it continues to thrive in the 100 year old homely boarding house known as ‘School House’.
• No Exeat weekends with the exception of the May Day
Conveniently located both physically and metaphorically right at the heart
Bank Holiday weekend
of the Senior School site, School House is small enough to offer a friendly and supportive family atmosphere as a base from which to explore the
• No Saturday school
richness of the wider school. • One co-educational boarding house While celebrating the traditional, significant investment has allowed Woodbridge to provide an excellent modern environment within which to
• Years 9-13 (ages 13/14 to 18/19)
live and work. There are comfortable and well-equipped social areas where boys and girls can mix at appropriate times, well-stocked kitchen
• Orientation week prior to first term
areas to supplement the excellent school dining, calm work areas, and safe, restful bedrooms.
• Dedicated, experienced staff
Led by the Director of Boarding, there is team of specialist staff dedicated
• Within walking distance of the town
to ensuring the highest possible quality of supervision at all hours of the day and night. Pupils are strongly encouraged to immerse themselves in
• Full weekend of activities
boarding life and contribute to the community through taking on responsibility, sharing their talents and helping one another. A diverse cultural and extra-curricular programme is offered to all boarding pupils. These range from educational trips, and house events, to soirees and recreational outings. While recognising the value of taking time out for quiet contemplation or pure relaxation, our weekends are varied and purposeful. Former boarders returning to Woodbridge often say that School House has provided them with an invaluable and unique experience that will remain with them for the rest of their lives.
18
19
SCHOLA Prior to the start of the Michaelmas (autumn) term, each new overseas boarder is asked to attend our one week SCHOLA course (Social, Cultural, Orientation, and Language Assessment). New pupils will be given a complete introduction to Woodbridge, their new boarding house, fellow pupils and the surrounding area, in a relaxed and informal manner. They will be given the opportunity to settle in, sort out their room and confirm subject choices before their time is taken up with school work. For first-time or inexperienced boarders, speaking English during this week builds confidence and allows the EAL teacher to assess their level of English. Pupils can make the final preparations necessary to start the term: bank accounts, uniform, communications, timetables and anything else that will help to make their start at Woodbridge School as easy as possible. Each boarder is also assigned a day pupil buddy who will provide further support and advice during the first few weeks of the boarder’s time at school.
20
21
English for speakers of an Additional Language (EAL)
Guardians
We are fortunate, at Woodbridge, to have a significant community
communication; develop cultural and geographical awareness;
Home Office regulations require that all overseas pupils studying at
of international pupils, who come to us from a range of homes
integrate wholly into mainstream lessons and have the necessary
Woodbridge have an educational guardian.
across the globe. We are fully committed to integrating these
qualification to access higher education. Our own duty of care places high expectations upon our guardians who must
pupils into our school community and we support them in their learning to ensure that language is not a barrier to progress
Through regular assessment, EAL students will be carefully
be members of AEGIS (The Association for the Education and Guardianship
and learning.
monitored and if it is determined that he/she requires extra support
of International Students) or willing both to sign up to the AEGIS code of
the School will advise the parents. Various members of staff,
practice and to be able to demonstrate that they are suitable, that they are
The School’s EAL department is here to help improve boarding
including the EAL Co-ordinator, can provide advice in order to
aged over 25 and at a stable address. We fully expect guardians to be
students’ linguistic skills. The main objectives are to facilitate
support the student effectively.
closely involved in boarders’ lives at school and expect to see them at appropriate events such as parents’ evenings.
22
23
Our facilities Set in 40 acres of stunning wooded grounds, the Senior School offers outstanding facilities for every interest. Extensive grass sports pitches for rugby, football, and cricket, as well as AstroTurf pitches for hockey and tennis are all on the school campus. Indoor sports facilities include a multi-purpose gym, indoor cricket nets, and courts for sports such as badminton and basketball. Teaching facilities include the stunning modern Belstead Centre and the Sixth Form Centre exclusively for Sixth Form use, both constructed within the last 10 years. Pupils with a love of art and design will find our facilities fully equipped with a photographic studio, pottery kiln and Sixth Form studios reminiscent of art school. The Design Technology department was extensively refurbished within the last five years and includes a computer suite for CAD/CAM drawing, as well as fully equipped workrooms with state of the art machinery. The onsite Seckford Theatre is a professional theatre with a seating capacity of 330, which has played host to the Royal Shakespeare Company and the Royal Ballet, as well as numerous local theatre companies. Our pupils are fortunate to have daily drama lessons in such a fantastic space. The Britten-Pears Music School was refurbished in 2017. The music complex includes a performing space as well as individual teaching rooms, and pupils now have the ability to learn composition on one of a huge range of state of the art Apple computers. Other buildings of note include the School Chapel, built in 1927 by pupils of the school; the cricket pavilion, a centre point for traditional English post-match teas and the annual school sports day; and Maryott House, formerly school classrooms and now the administrative hub of the School, and the first port of call for visitors to the School.
24
25
GCSE courses
GCSE subjects
Whilst GCSEs are traditionally a two-year course
Boarders are able to choose one or two
starting in Year 10, with exams being sat at the end
humanities and an art subject.
of Year 11, for the past few years a number of subjects (e.g. Biology and Chemistry) have started in Year 9 due to the breadth of learning required.
Art Biology (or Combined Science Award)
Partly for this reason, we strongly encourage international boarders to apply for entry into Year 9
Business
if they are able to do so, though systems are in place
Chemistry
to support those coming into Year 10. Computing International Boarders will take Mathematics and English Language with some, depending upon aptitude, also taking English Literature. A decision
Design Drama
will then be made as to whether a new entrant will
EAL will continue as normal
take sciences as three separate GCSEs or a
English Language
combined award that will give them two GCSEs. Taking a combined award will not prevent pupils from taking science subjects at A Level. (Please note that additional courses to those listed
English Literature French/Spanish/Mandarin Geography
in the column on the right may be available upon
History
application.)
Latin Mathematics Music Photography Physics Physical Education Religious Studies
26
27
A Level courses At Woodbridge we offer the traditional two-year A Level course, but for those who need more time, extra support, or are slightly too young for this route but too old
A Level subjects
for the GCSE course, this could be extended to three years. Biology The three-year A Level course offers international boarders the chance to gain a
Business
solid grounding in their subjects during the first year, with the possibility of changing
Chemistry
if appropriate, whilst improving their language skills and understanding of the UK
Classical Civilisation
system of education. Public exams are all taken at the end of the third year. Computer Science The traditional two-year A Level course is the same as at all other schools; subjects
Design: Graphic Communication
are chosen, pupils closely monitored with half-term reporting and exams taken at
or 3D Design
the end of the second year.
Drama and Theatre Studies
In both cases, most pupils will take three A Levels, though the system is flexible with some taking four and, occasionally, two.
Economics English Literature Fine Art
All A Levels offered at Woodbridge are equal, and most are in the group called facilitating subjects which give you the basis to proceed to studying a subject or a related area at university. They offer a huge range of degree course options and are
Geography History
also highly respected by those outside higher education. These subjects also allow
Latin
you to apply for degrees in more specialist subjects such as Law and Medicine.
Mathematics and Further Mathematics Modern Languages
Two facilitating subjects and one other are normally required by Russell Group universities, so you are able to choose a third subject not from the list of facilitating subjects. The aim is to choose a group of subjects that fits your ability and interests, whilst keeping as many doors open as possible.
(French, Spanish, Mandarin) Music Physical Education Physics
The Russell Group facilitating subjects are: English Literature, Modern and Classical Languages, Mathematics and Further Mathematics, Sciences (Biology, Chemistry, Physics), Geography, History.
Psychology Religious Studies Sociology
(Please note that additional courses to those listed in the column on the right may
BTEC Sport Award
be available upon application.)
(equivalent to 2 A Levels)
28
29
University advice
Careers advice
We know that a vital part of your education
If you are aiming for Oxbridge, Russell Group universities, or
Students should be continually considering, researching and
here is securing the best possible opportunity
particularly competitive courses such as Medicine, then you will of
planning for their future goals. The School has a well-equipped
for when you leave. Highly experienced Directors
course benefit from guidance throughout, helping to make your
Careers department, with a wide variety of information available.
of Careers and Higher Education work from the
application as strong as it can be and then preparing for additional
There is a dedicated Careers and University room in the Sixth
Sixth Form Centre so that they, along with your
exams and interviews with expert tuition. However, every student
Form Centre: open for drop-in questions and with a variety of
Tutors, can sustain comprehensive and
receives comparable support for their individual plans: every
current literature, as well as access to a dedicated, up-to-date
personalised support throughout the
individual plan matters. Whether preparing a portfolio, practising
website with a plethora of information from taster days to
decision-making and application processes.
for auditions, applying outside of the UK, or even something we
apprenticeships, from CV-writing to gap year placements.
haven’t encountered before, we prioritise, providing you with the time, guidance and expertise you need to make the right choices
Sixth Formers also have dedicated days where they can learn more
and then achieve your goals.
about the UCAS process, different careers, interview techniques and CV-writing. A unique initiative that is offered at Woodbridge is the
30
In addition to this personalised support we offer a variety of events to
Careers Lunches – a chance for students to meet and network with
make the UCAS and other application processes less daunting for
professionals in their fields of interest. An annual Careers Fair
both parents and students. These include UCAS evenings to explain
provides many opportunities for students to meet with different
to parents how we work together to navigate the complexities of the
universities and professionals from a variety of diverse career fields
system, visits to Oxbridge conferences and colleges, and visits to the
as well as learn about apprenticeship schemes and both school
Universities of Essex and East Anglia.
leaver and graduate programmes.
31
Extra-curricular At Woodbridge we believe that extra-curricular activities are central to the all-round development of our pupils and we aim to provide as many opportunities as possible for pupils to enrich their lives both inside and outside school. Pupils are encouraged to make the most of all that Woodbridge has to offer; there is a wealth of opportunity showing the commitment by the staff and pupils who lead and take part in this crucial aspect of school life. All pupils are encouraged to try at least one extra-curricular club a week either during lunchtime or after school. A full list of all the clubs and activities available through the extra-curricular programme is produced annually, with available clubs and societies also updated each term to reflect new additions at the request of pupils. The Seckford Scheme takes place on a Friday afternoon and offers students the chance to participate in the Combined Cadet Force (CCF) or Sports Leadership Award Scheme, or help at the Thomas Wolsey School, work as a theatre technician, or enjoy digital photography to name just a few opportunities. We encourage pupils to choose something that will help develop skills and challenge them.
32
33
Sport
Music
The range of sporting opportunities at Woodbridge is one of the School’s outstanding
Music at Woodbridge is nationally regarded as exceptional. Many pupils regularly train
strengths. While the focus is on physical fitness, there is much scope for enjoyable
and perform with some of the UK’s most prestigious youth orchestras and choirs.
participation in a range of team and individual sports. School teams enjoy regular success nationally and regionally in over a dozen sports, with the chance for every pupil to represent
Yet music is not an elite activity at Woodbridge – the emphasis is on enjoyment and involvement
a school team. On our site, the all-weather pitches, extensive grounds and the indoor
for all. The ethos of Woodbridge’s Music department is based around the classical repertoire, but
Sports Dome provide top-class facilities for all the regular school sports.
there are many opportunities for pupil to play other styles of music such as rock, jazz and swing. The Britten-Pears Music School is a hub of activity throughout the week and features recital,
The sports available at Woodbridge include:
rehearsal and teaching/practice rooms; elsewhere there is a fully digital IT suite for composition.
Hockey, Rugby, Netball, Cricket, Sailing, Athletics, Tennis, Football, Basketball, Badminton, Cross Country, Pilates, Horse-Riding, Fencing, Skiing, Volleyball, Shooting, Golf.
34
35
Drama
Art
There is seldom a day when the onsite
The Art department is an art school style
professional theatre, the Seckford Theatre,
creative hub for anyone interested in any
is not resounding with a production in
facet of art and design. Recently decorated
rehearsal, full performance or academic
with an inspiring mural by artist David
drama studies. Woodbridge School prides
Shillinglaw, the department prides itself on
itself on the inclusive nature and
helping pupils develop their art and to find
professional quality of its productions.
their own creative niche.
Whether academic or extra-curricular, students are encouraged to explore a
For pupils looking for activities beyond the
wide range of theatrical styles; from the
academic day, skills workshops are
spectacular whole school musical, to the
delivered by artists and experts developing
annual open air Shakespeare and our
skills beyond the curriculum such as studio
bi-annual performance at the prestigious
photography, ceramics, textiles, fashion
Edinburgh Fringe Festival.
design, Photoshop and printing.
Drama is a thriving, very popular subject,
The department aims to instill pride in the
and pupils are able to flex their creative
pupils, with opportunities to display and
muscles, as writers, directors and
even sell work through local gallery
performers. Involvement in drama is not
exhibitions and even the production of
limited to performance; those who prefer to
limited edition prints, learning the industry
work behind the scenes can train under the
ins and outs of the art world.
professional guidance of a full-time theatre technician in lighting, sound, set-design and backstage support.
36
37
Combined Cadet Force (CCF)
Duke of Edinburgh Award (DofE)
Our CCF has all three sections, Royal Navy, Army and Royal Air Force
The specific function of the service training in the CCF is to provide
The renowned Duke of Edinburgh Award scheme is run at Bronze,
The mix of challenges that pupils enjoy from volunteering, hiking in
(RAF), and each section has links and support from the regular
the opportunity for young people to exercise responsibility and
Silver and Gold levels. Pupils can enrol for their Bronze Award in
the Lake District and even ascending Mount Toukbal in Morocco,
services. The broad function of the CCF is to provide a disciplined
leadership, and to learn from the services how they can best be
Year 9 and continue through to the Silver Award when they are
makes this a highly exciting and very worthwhile scheme for pupils
structure so that boys and girls are able develop powers of
developed as individuals.
aged 15 and the Gold Award at age 16. Pupils make their own
looking to add that something extra to their university applications.
arrangements to complete their physical, volunteering and skill
leadership by means of training in order to promote the qualities of responsibility, self-reliance, resourcefulness, endurance, and perseverance and a sense of service to the wider community.
Each section engages in their own service training and all cadets
sections and the School organises the expeditions. At Bronze
Woodbridge School pupils enjoy considerable success with the
can take part in a wider range of adventurous activities including
level expeditions are held in Suffolk and at Silver and Gold in the
Duke of Edinburgh Award; recently two pupils completed all
flying, gliding, parachuting, sailing, shooting and climbing.
Peak and Lake Districts, with overseas trips running every two
award levels before leaving school, which is a rare and
years. At Gold level, pupils must also complete a five-day
remarkable achievement.
Cadets will attend camps and courses run by the Royal Navy, Army
residential activity.
and RAF. They will also take part in inter-service competitions and have an opportunity to travel.
38
39
Leavers’ destinations The variety of leavers’ university destinations reflects the wide
STEM (Science, Technology, Engineering and Maths) subjects are
interests and talents of the School. The largest group of leavers is
particularly popular university choices amongst Woodbridge’s
destined for Russell Group universities including Oxford, Durham,
leavers, reflecting the strength of STEM teaching at the School.
Warwick and Exeter. The London universities are also popular, with
Creative subjects are also very well represented. With careers and
UCL, King’s and Imperial being popular choices. Over recent years,
university advice and seemingly limitless information on GAP years,
we have witnessed a growth in applications to overseas universities
the higher education evening held in January for Year 12 whets the
in the USA, Europe and Asia.
appetite for life beyond School.
Model United Nations (MUN) The earliest known MUN conference took place at the UN in Geneva in 1953, shortly after the Second World War. Its mission was to ensure that the youth of the day did not make the same political mistakes as their ancestors. Today as we grapple with serious problems such as wars, climate change, human rights abuses, terrorism and rising debt, MUN is more relevant than ever. The basic concept is simple: pupils are allocated a country; they research that country in advance, and then represent what they believe are the country’s views in a series of grand debates on important International issues. The debates take place in several locations in the UK and abroad. This is a particularly good activity for pupils in their last two years of secondary education as universities value MUN very highly when considering applications. However, pupils are welcome to join the project at a younger age, and many get the MUN ‘bug’, participating in up to 10 MUN conferences by the time they leave school.
40
41
Student profiles NIGERIA – Chisom, Year 12 “I am settled now. For me getting to know new people is usually hard but here the sport has helped, making friends by working with other people. And also in classes, the group work leads to different ways to interact and that all helps. The boarding house gives us time to get our work done with support and then to socialise too; I really like the boarding house environment. My favourite subject here is Biology; it is always interesting. Chemistry has always been a hard subject but I am enjoying learning new skills that build on my IGCSE. Mathematics takes the most effort! I have joined the CCF – it’s nice and the competitions are entertaining. It’s a new thing for me. Another first is playing rugby – in my match on the wing I scored a try. I am looking forward to the basketball stepping up a pace.”
HONG KONG – Joey, Year 9 “It has been quite easy to settle into the boarding house, all the people are quite nice and helpful. We always have meals together. We chat a lot. I like the fact that new students come to Woodbridge a week early. It’s good for us to get to know each other in this week. We know each other quite well now. Also I like the tutor group that I am in at Woodbridge - in Hong Kong it is so different. In Hong Kong we just have one class with the same people and we do not move. In Woodbridge the teachers are a lot nicer too. I enjoy playing hockey and basketball. It is the first time I have played hockey. The teacher coaches me so well and I really love it. At weekends we go to town, or to Ipswich, or to the seaside, and I eat Chinese food. It is exciting and so good. I think that everyone is nice.”
Old Woodbridgians Pupils become Old Woodbridgians the moment they leave Woodbridge School. Deep friendships forged over pupils’ time at the School, some even from Reception, are fondly revisited at fun events put on by the School as it seeks to bring Old
ISTANBUL – Erin, Year 9
Woodbridgians back together. Every year, the School holds a drinks event in the town
“II found it really easy to fit in at Woodbridge, after just one week I felt fine. I like most of my lessons
for very recent leavers, a London drinks event to capture those that work in the city,
but really enjoy chemistry and maths. I don’t enjoy physics and biology though. Friday afternoon
and an annual Old Woodbridgian dinner; a glamorous three course dinner with
Seckford Scheme is really good fun.
speeches attracting OWs from across the country, even the globe. Our OWs often return
At weekends we get to do lots of fun things like go into Ipswich, visit the cinema or to the beach.
to visit the School even after many decades, with the warmth of the School community
I like Woodbridge.”
and happy memories drawing back pupils from as far back as the 1930s. In addition, Woodbridge’s network of over 4,000 Old Woodbridgians, is invariably happy to help current students with work experience or advice. Although the UCAS and careers journey starts in Year 12 it doesn’t finish at the end of Year 13. Students remain in touch through university, their first job and beyond, receiving further advice and help from the people who know them very well indeed. Once a Woodbridgian, always a Woodbridgian! This means we are here to help, whatever stage of your career.
42
43
How to apply Thanks to the reputation of boarding at Woodbridge, coupled with
UK Boarders
the size of the boarding house, we suggest that applications are
Parents are asked to complete the application form and return it,
made as early as possible so as not to disappoint the pupil applying.
together with the £100 registration fee. Once the form and fee
Applications are accepted from Year 9 (13+) and entry may be into
have been received we can arrange for the applicant to come and
any year group from Year 9 through to Year 12 (including Year 11
sit the entrance papers and attend for an interview with the
in certain circumstances).
relevant member(s) of staff. Alternatively, we can arrange for the applicant to sit the entrance papers at their current school if this
At any point during an application, we are always delighted when
is more convenient.
prospective pupils arrange to visit the School before deciding whether Woodbridge is the right place for them. We know that the
For further information about entrance papers and interviews
warmth of the greeting from all they meet, whether pupils or staff,
please see the School’s website.
coupled with the stunning grounds of the School itself, helps make their choice of where to study easier for them.
EU Boarders
Applications may be received directly from a prospective pupil’s
most of our EU boarders do use one of our well-known and trusted
family or via an agent (preferred route of application) and initial
agents and we are very happy to put applicants in touch with one of
enquiries should be accompanied by:
these. As with UK boarder applicants, EU prospective pupils are
•
Prospective pupil’s name and date of birth
asked to complete the application form and return it, together with
•
Nationality and copy of passport
the £100 registration fee.
•
School reports (current and previous year)
•
Proposed year of entry and length of period of study
EU applicants wishing to study for 1 year or less will be asked to
(e.g. two year A Level course)
attend for an interview, either in person if possible, or via Skype.
If prospective pupil is currently studying in the UK,
EU applicants wishing to study for a period of longer than one year
it would be helpful to know why they wish to move schools
will sit the School’s entrance papers. All EU applicants will need
It is not necessary for an applicant to come via an agent, however
•
to supply school reports and a copy of their passport.
Non-EU Boarders
Woodbridge has partnered with Flywire to make international
As with EU boarders, all non-EU boarders should be competent in
payments safe and easy. Flywire allows overseas parents to pay
English and applicants must be able to prove that they have the
from their own country and own bank. It also offers excellent
academic potential to complete their chosen course of study and
foreign exchange rates, allowing overseas parents to pay in their
that their English is acceptable for them to be able to do this.
home currency (in most cases) and save money, compared to
Requirements for ‘English as an Additional Language’, or EAL,
traditional banks. Parents will be able to track the progress of
will be assessed in advance of entry and lessons timetabled if
their payments through the transfer process with a student
appropriate. As with UK and EU boarder applicants, Non-EU
dashboard and email notifications.
prospective pupils are asked to complete the application form and return it, together with the £100 registration fee. Once these items
Flywire eliminates hidden bank charges and ensures that Woodbridge
have been received we will then send the relevant exam papers to
receives the correct amount due. In most cases parents can make a
the agent, school or British Council office for the applicant to sit.
payment in their home currency and Flywire will process the currency
Parents are responsible for making the necessary arrangements
exchange - offering wholesale exchange rate, unmatched by national
(or an agent can assist with this) and for the payment of any
banks. The service also gives peace of mind as Flywire provide
costs incurred for the sitting of these tests.
24 hour multilingual support.
Offer and acceptance of place
Should parents not wish to use Flywire for the payment of their
Following the marking of an applicant’s exam papers and/or
school fee account then payment may also be made by bank
interview, we will then be in a position to notify the agent (or parent)
transfer or cheque. Funds must be received (cleared) before the
as to whether a place is being offered.
first day of term.
If a place is offered, an acceptance offer letter is sent, together with a request for payment of a deposit to confirm the place. The acceptance of a place must be confirmed by the payment of a deposit and the completion of the School’s acceptance form by the date specified in the offer letter (normally 21 days from date of letter). The deposit levels are as follows: •
UK and EU Boarder: £500
•
Non-EU Boarder:
One term’s fees
The deposit is refundable against the pupil’s last fee account with the School as stated in the parent contract.
44
45
How to find us By Road Woodbridge School is situated in the picturesque rural Suffolk town of Woodbridge, which is conveniently located on the A12 to the northeast of Ipswich, making it easily accessible via the UK motorway and road network. By Rail Woodbridge has its own mainline station, with regular services from London Liverpool Street, Ipswich, Norwich, Cambridge, and Peterborough. The station is a 10 minute walk from the Senior School through Woodbridge town centre. By Bus All bus services from outlying Woodbridge areas stop in the town centre, with many stopping on Burkitt Road close to the Senior School entrance. By Air Five major airports are within easy reach of Woodbridge. Journey times by road are approximately: Stansted 1 hour, Norwich 1 hour, Luton 2 hours, Heathrow 2 hours and Gatwick 2 hours.
MANCHESTER
BIRMINGHAM
Norwich Lowestoft Cambridge Woodbridge Luton
LONDON
Stansted
Heathrow Gatwick
Woodbridge School Burkitt Road, Woodbridge, Suffolk IP12 4JH Tel: +44 (0)1394 615000 Boarding & International Admissions admissions@woodbridgeschool.org.uk
46
47
Woodbridge School | Burkitt Road Woodbridge Suffolk IP12 4JH admissions@woodbridgeschool.org.uk | www.woodbridgeschool.org.uk A part of the Seckford Foundation. Registered charity No. 1110964 A limited company in England No. 5522615 Registered office: Marryott House, Burkitt Road, Woodbridge, Suffolk IP12 4JJ