ISI Report Feb 2008

INDEPENDENT SCHOOLS INSPECTORATE INSPECTION REPORT ON Radley College Full Name of the School

Radley College

DCSF Number

931/6079

Registered Charity Number 309243 Address

Abingdon, Oxfordshire OX14 2HR.

Telephone Number

01235 543000

Fax Number

01235 543106

Email Address

warden@radley.org.uk

Warden

Mr Angus McPhail

Chairman of Council

Lord Wilson of Dinton

Age Range

13 to 18

Gender

Boys

Inspection Dates

18th to 21st February 2008

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 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 as amended with effect from January 2005 and May 2007.

The inspection was not carried out in conjunction with Ofsted, Children’s Directorate, and the report does not contain specific judgements on the National Minimum Boarding Standards. It comments on the progress made by the school in meeting the recommendations set out in the most recent statutory boarding inspection and evaluates the quality of the boarding experience and its contribution to pupils’ education and development in general. The full Ofsted report can be found at www.ofsted.gov.uk under Inspection reports/Boarding schools.

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.

© Independent Schools Inspectorate 2008

CONTENTS 1.

INTRODUCTION ..........................................................................................1 Characteristics of the School ................................................................................................ 1

2.

THE QUALITY OF EDUCATION ...............................................................3 The Educational Experience Provided ................................................................................. 3 Pupils’ Learning and Achievements..................................................................................... 5 Spiritual, Moral, Social and Cultural Development of Pupils .............................................. 6 The Quality of Teaching (Including Assessment) ................................................................ 8

3.

THE QUALITY OF CARE AND RELATIONSHIPS ................................10 The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils..................... 10 The Quality of Links with Parents and the Community ..................................................... 11 The Quality of Boarding Education ................................................................................... 13

4.

THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT ....15 The Quality of Governance ................................................................................................ 15 The Quality of Leadership and Management ..................................................................... 16

5.

CONCLUSIONS AND NEXT STEPS.........................................................18 Overall Conclusions ........................................................................................................... 18 Next Steps........................................................................................................................... 18

6.

SUMMARY OF INSPECTION EVIDENCE ..............................................19 List of Inspectors ................................................................................................................ 19

Radley College

1.

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INTRODUCTION Characteristics of the School

1.1

St Peter’s College, Radley was founded in 1847 by the Reverend William Sewell, Fellow of Exeter College, Oxford. Radley College – the name by which it is known – was incorporated by royal charter and is an all boarding, all boys school in the village of Radley, near Oxford.

At the time of the inspection, the college had 644 pupils aged from 13 to 18, with 397 aged 13 to 16 and 247 in the sixth form. Just over a fifth of pupils are in receipt of bursary or scholarship funding, almost all of which is from the college’s own resources. The college has eight boarding houses. Pupils come from different regions of the United Kingdom and some pupils’ families are based overseas. Pupils are from a wide range of family backgrounds, but mainly from the professions or business.

1.2

Radley College was founded to provide an independent boarding school education on the principles of the Church of England. William Sewell intended the college to be different, to have a concern with “the aesthetic, good manners and kindness” and that philosophy still underpins the aims of the college.

1.3

Since the last inspection, in May 2002, the college has built a theatre, a new pavilion and new kitchens. It is currently completing the building of two new boarding houses. It has developed its music and drama provision in a number of ways, including the foundation of a choristership scheme for local primary children. The college has reorganised its senior management team (SMT) and developed a pastoral committee to give greater oversight of pastoral care and pupil welfare. A foundation fund has been built up to support scholarships and building development.

1.4

The main entry age for the college is thirteen. All prospective pupils sit the Common Entrance examinations or the Radley scholarship examination and a report is required from the feeder school of each applicant. The warden (headmaster) of the college reserves the right to interview any candidate for admission.

1.5

Standardised tests in recent years indicate that the average ability of the pupils on entering the school at the age of thirteen is well above the national average. If pupils are performing in line with their abilities, their results in public examinations should be well above the average for all maintained schools but below the average for maintained selective schools.

1.6

No pupil has a statement of special educational needs, but the college has identified 130 pupils in need of learning support for learning difficulties or disabilities (LDD) which include dyslexia, dyspraxia and problems of retention and planning. All pupils are proficient in English. Most pupils are from preparatory schools or maintained senior schools. The overwhelming majority of pupils in Year 11 stay for the sixth form. On leaving Year 13, all proceed to university or higher education.

1.7

The college’s expectation is that boys from a broad ability range will discover, and fulfil, their talents and will achieve outstanding academic results. The college aims to develop pupils’ character through a strong pastoral network, based on the boarding houses and on the daily influence of chapel. The college believes in the positive influences on pupils’ development of the close-knit school community. It also aims to develop in its pupils the qualities of self-confidence, ease of personal communication, a firm grasp of what is right and wrong and an awareness of responsibility and concern for others.

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1.8

In this report the following specific Radley terminology is used: the headmaster is known as the warden, teachers are known as dons, housemasters are known as tutors and houses are known as socials.

1.9

National Curriculum nomenclature is used throughout this report to refer to year groups in the college. The year group nomenclature used by the college and its National Curriculum (NC) equivalence are shown in the following table.

School Shell Remove Fifth VI.1 VI.2

NC name Year 9 Year 10 Year 11 Year 12 Year 13

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THE QUALITY OF EDUCATION The Educational Experience Provided

2.1

Radley provides an outstanding range of educational opportunities which is well suited to the interests, aptitudes and needs of all its pupils. The education provided fulfils very successfully the college’s declared aims and philosophy that “boys from a broad ability range will discover and fulfil their talents and will achieve outstanding academic results”. The college’s aim that boys will “gain confidence from experiencing success” is achieved through the effective implementation of the academic curriculum, which leads boys to high achievement, and through the very wide range of high quality extra-curricular opportunities.

These are pursued with enthusiasm and reach an excellent level of performance.

2.2

The college encourages dons “relentlessly to drive Radleians to aim high” and this is indeed the case. Radley aims to develop the character of its pupils and their ‘self-confidence, ease of personal communication, awareness of responsibility and concern for others’. The dons and other members of staff work extremely hard to achieve all of these aims and are very successful in so doing.

2.3

The education as a whole gives pupils experience in, and contributes effectively to, linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative development, and makes provision for acquisition of skills of speaking, listening, literacy and numeracy. Year 9 pupils experience a very wide and appropriate range of subjects. As boys move to GCSE in Years 10 and 11, the combination of core and optional subjects allows for and encourages the development of particular enthusiasms and aptitudes. Provision in the sixth form is strong, with a good range of subjects on offer, complemented by academic societies and activities.

2.4

The use of the International GCSE and the early sitting of GCSE and A/S examinations in some subjects allow the most able boys to be stretched appropriately. Setting by ability, including in most sixth form classes, ensures that boys move at a pace appropriate to them, though expectations of all are high. The time allocated across the curriculum is well balanced.

2.5

A distinctive feature of Radley’s sixth form provision is the commitment to a ‘linear’ approach to courses, whereby, unless a boy is not continuing a subject to A2 level, both A2 and A/S level examinations are usually taken at the end of Year 13. The college believes that this allows boys to develop greater maturity before taking public examinations. This policy of a non-examined Year 12 allows more teaching time than would otherwise be the case and gives more time for expeditions and tours. Radley also eschews the study leave option and teaching continues during the examination period. Outstanding results confirm the success of this policy.

2.6

Pupils’ experience of personal, social and health education (PSHE) reflects the college’s aims and ethos and the education is enriched by extra-curricular activities, links with the community, and provision for voluntary service and work experience. A wide range of extra-curricular activities is available, catering for and developing a diverse range of interests. Boys are justifiably very appreciative of the fact that everyone can, to quote one boy, “find his niche, or niches”. Activities observed during the inspection ranged from an animated sixth form cooking activity in French to a lively Year 9 taster drama session.

Music and drama are pursued to a very high standard, with committed and expert staff encouraging boys’ efforts and the development of their skills very effectively. The atmosphere of creativity and of cultural activity is strong, an example being the music in chapel.

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2.7

The Combined Cadet Force (CCF) is a compulsory element of the educational experience for Year 10 boys. They have the option of continuing with it in later years, taking advantage of the leadership opportunities provided. The CCF provides a wide range of activities including adventurous training expeditions; such challenges coerce boys into experience and take them outside the comfortable world of the campus. Since 2002, the work of the CCF has been monitored as part of the Wednesday activity programme. The Duke of Edinburgh’s Award (DoE) provides similar opportunities for expeditions. The notable increase in interest in this voluntary activity since the last inspection reflects its popularity. Opportunities for community service exist in DoE and more widely in the community action scheme.

2.8

Pupils enjoy a considerable range of sporting opportunities. In the course of the inspection, many diverse sports were observed including golf, countryside sports, water polo, rackets and rowing. Sports are pursued with enthusiasm and coached to an extremely high standard at all levels. Notable is the fact that a very high percentage of college pupils represents Radley in sport and, testament to the quality of coaching, is the number of former pupils who perform at national level.

2.9

Very good attention is given to preparing pupils for the next stage of education and for adult life. Preparation for higher education is strong, exemplified by the quality of the college’s Higher Education Guide. A well-attended lecture on entry to American universities demonstrated the commitment to widening the range of university choices. Preparation for Oxford and Cambridge application is well planned and supportive of boys’ own work.

Career needs are well identified and addressed by careers advisors, form masters, tutors and dons. Good opportunities for work experience also extend the horizons of boys. Boys’ work experience planning is well monitored.

2.10

Learning support for pupils through the designated learning support team and by dons is excellent. “The dons work miracles” was an unprompted observation by an older boy who had entered the college with considerable literacy difficulties but eventually gained a GCSE grade A in English. Indeed many boys who had previously experienced problems go on to achieve highly in a wide range of A levels. The work of the learning support department is well integrated with the academic departments and the information and communication technology (ICT) systems support this provision very well. Provision for gifted and talented pupils is good: the top sets have swift academic pace, and extension material, ‘one to one’ and small group support are readily available.

2.11

The college meets the regulatory requirements for the curriculum [Standard 1].

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Pupils’ Learning and Achievements 2.12

Pupils’ learning and achievements are excellent. Pupils gain wide knowledge, skills and understanding of the many subjects and activities provided. In the course of their education, they are able to develop these effectively to provide the essential skills and attitudes for work and study at high levels. The college’s aim that boys will leave having learnt what it is to work hard and also how to learn is clearly met, and academic achievement has further improved since the last inspection.

2.13

Pupils show a high degree of critical and creative thinking. The depth of discussion in many lessons, the abundance of high quality artwork and design technology (DT) on display around the campus, and the first class musical and drama performances are all testament to this.

2.14

Pupils’ numeracy skills are well developed and they apply mathematics and mathematical concepts very well. This was observed, not only in mathematics lessons but also, for example, in geography coursework in Year 11 involving a high standard of graph work and statistical analysis.

2.15

Likewise, boys have significant literacy skills, seen in the well-constructed and articulate prose produced across the age range. Boys express themselves confidently both in the written and spoken word. The latter skill was a hallmark of lessons observed, such as the Year 13 history lesson where pupils were discussing the military and political issues which lay behind the actions of British politicians in the 1930s, when faced with the rise of the Third Reich.

2.16

ICT is an integral part of life at Radley and boys use it widely. They use it to access learning materials, to send work to dons and to enhance the presentation of their projects and coursework. Computer aided design is introduced in Year 9 DT and the boys are keen to exploit the possibilities it offers them. One Year 10 pupil was proud to show his birdhouse design developed using specialist software. Boys design and give digital presentations in class, as in a Year 11 geography lesson on global energy issues.

2.17

No differences in relative attainment between different groups of pupils were observed and all subjects achieve excellent results. Indeed, boys who attained relatively low scores on entrance to the college went on to achieve grades in the highest band at A level in the Summer of 2007.

2.18

Results reflect consistent progress at GCSE and A level. Pupils’ attainment in GCSE and at A level is high in relation to their abilities. During the last three years for which national comparative data was available at the time of the inspection, results at both levels were far above the average for all maintained schools and well above the average for maintained selective schools. The most recent results in 2007 were of a similar standard. Nationally standardised measures show that progress from Year 9 to Year 13 is well above national norms.

2.19

As well as these notable examination achievements, there are numerous other individual and team successes. An observational pencil portrait was selected from thousands of entries for exhibition at Tate Modern. A gold medal was won in the national physics Olympiad. The engineering education scheme pupil team solved an engineering problem posed by RAF Benson; it has since been adopted in the RAF’s Puma helicopter fleet. A number of army and gliding scholarships have been awarded. The 1st XI hockey team was unbeaten in 2007 and rowing continues to flourish. Success in music and drama is strong. During the inspection, as one of a series of ‘coffee concerts’, a sixth form pianist took to the platform,

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performing Bach, Beethoven and Chopin from memory in an aesthetically sensitive, yet technically assured style. A recent production of West Side Story was performed with resounding success to national acclaim. It is obvious that the emphasis on teamwork is adding to the boys’ personal development.

2.20

The pupils’ attitude to work is positive. They come to lessons expecting to work hard and enjoy their learning. Evidence of co-operative learning was widespread, both in academic areas and in teams. Many pupils commented on the willingness of other pupils to be supportive in the learning process: “there is always someone around who will give you help”.

Pupils persevere with tasks, both in the classroom and in their homework, and organise their work effectively. Files are very well kept and pupils are keenly aware of academic sources on the intranet. As they mature, in a number of areas boys acquire the skills to research and study independently. The college acknowledges in its own evaluation the aim to do even more on independent learning, and staff are encouraged in the college teaching policy to facilitate independent learning. In the best practice observed this was the case; however, it is not universal.

2.21

The boys enjoy and thrive on the variety of learning methods offered to them, whether working in pairs, for example in modern foreign language lessons, discussing and reasoning in groups, or through challenges set by their teachers.

Spiritual, Moral, Social and Cultural Development of Pupils 2.22

The spiritual, moral, social and cultural development of pupils is outstanding. Relationships are excellent, and a sense of community is evident throughout the college. Such accomplishments resonate with the college’s stated aim of developing a community which values decency, tolerance and gentility.

2.23

The pupils have an outstanding spiritual awareness, centred on the role played by the chapel in the daily life of the college. Congregational singing and prayer deepen pupils’ consciousness of the spiritual dimensions of life, which are complemented by prayers in socials and the Christian forum. A bible reading begins the day in most lessons and is reprised in the evening chapel service, framing the day within a spiritual context. In lessons, too, pupils actively engage with spiritual concerns, such as the animated discussion of the nature of evil and man’s freewill in a Year 12 religious studies (RS) lesson, or the more humanistic theme of torture and totalitarianism in a Year 13 theatre studies lesson.

Reflection on such issues plays a valuable part in pupils’ growing sense of identity and the development of personal insight. Boys study other faiths and beliefs in RS and gain awareness of spiritual diversity and difference, founded on tolerance and respect. Pupils’ spirituality is also challenged by the vibrancy of the art displays throughout the college; particular challenge is given by the art displays in the heart of the science and mathematics departments.

2.24

Pupils develop a strong awareness of moral issues and demonstrate a growing understanding of the difference between right and wrong and respect for the law. Pupils wrestle with the issues surrounding genetic engineering in the science curriculum, and in English, history and the college’s Amnesty group pupils develop an understanding of civil rights. Pupils consider moral positions with maturity and sensitivity, such as their thoughtful response in a Year 9 history lesson to a documentary film depicting the fanaticism generated at the Nuremberg rallies. The PSHE curriculum also does much to deepen pupils’ understanding of moral issues, and pupils in Year 9 benefit from external speakers on topics such as smoking and drug addiction. In Years 10 and 11 in PSHE, pupils have the opportunity to reflect upon themes such as bullying, alcohol abuse and responsibility in society, while in the sixth form a series of lectures encourages further contemplation of moral concerns, leading pupils of all

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ages to be thoughtful and critical in their assessment of ethical decisions, such as the environmental impact of the world’s energy resources. The monitoring of PSHE has been strengthened since the last inspection.

2.25

The pupils have an excellent social awareness, characterised notably by a widespread recognition of the social responsibility which boarding life entails. Boys are respectful of one another, forge close friendships and believe in the cohesiveness of the boarding community. They are considerate and protective of one another, and have a clear awareness of how they can contribute to community life both within the college and beyond its confines. Their whole-hearted participation in the Wednesday activities programme in such ventures as volunteer work at a local hospital, is a strong reflection of their capacity to think of others before themselves, and this generosity of spirit is continued with the increasing number of pupils who elect to undertake GAP Year projects in developing countries. Pupils also develop their leadership skills and show initiative and responsibility in the role of prefects, where their contribution to the smooth running of the socials and the college is indispensable. Those who take on the role of mentor to younger pupils, speak of the value of such a responsibility and of the care and sensitivity needed to succeed in such positions. The training for the roles of prefect and mentor has improved since 2002. The citizenship programme in the sixth form fosters an awareness of social responsibility, and pupils increase their understanding of what it means to be an upstanding community member through the study of such issues as equality of opportunities in the workplace, driving safety and the value of life-long learning.

2.26

Pupils have excellent cultural values relating both to their own background and to that of others. Music is a key feature of life at Radley and the performance of a South African piece of music, composed in honour of Nelson Mandela’s release from prison, served to broaden the cultural horizons of the congregation at the chapel service in inspection week. Boys’ appreciation of the written word is also fostered by events such as the annual Declamations, a public speaking tradition of long standing at Radley; a version also takes place entirely in French. Pupils confirm that they are inspired by the outstanding range and quality of their own art work on display throughout the entire school, and pupils benefit equally from the exhibitions within the school of external artists in the Sewell Centre and the new theatre.

2.27

In curriculum terms, too, pupils’ cultural awareness is deepened by stimuli as diverse as the influence of Zen philosophy and 1940s culture on the music of Cage, as seen in a Year 12 music lesson, and the ongoing debate as to whether the work of social artists such as Banksy has genuine artistic value or whether it amounts to little more than graffiti, as discussed in a Year 11 art lesson. An introductory course in Mandarin is offered on a weekly and voluntary basis, and is well attended by pupils across all year groups. Regular cinema, theatre and museum visits across a broad range of curriculum areas also regularly promote pupils’ cultural awareness. Trips and exchanges abroad significantly deepen cultural awareness, whether through a language trip to Cuba, Paris or Kitzbühel, or to Romania to assist in the running of holiday clubs for local pupils, or to India to help out in native house-building projects. For some pupils these are life-changing experiences. Such ventures help pupils to respect wide-ranging cultural traditions in a way that promotes tolerance and harmony.

2.28

The college meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].

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The Quality of Teaching (Including Assessment) 2.29

The teaching is highly effective. A large proportion of the lessons observed were outstanding, with none being less than satisfactory. The clear attainment of the college’s aim that boys should exceed their academic expectations is demonstrated by the excellent results in public examinations, given the relatively wide range of ability as reflected by performance in nationally standardised tests.

2.30

The level of learning support is exceptional and the close monitoring of pupils, both on entry and during their progression through the college, enables boys of all abilities to make excellent progress and to grow in confidence. The use of the e-grey book, the college’s ICT management system, ensures that the dons have full access to all relevant information concerning LDDs, and this is clearly used in the preparation of most lessons to ensure that teaching is pitched at an appropriate level.

2.31

The dons show outstanding care and concern for the academic progress made by the pupils.

This is highly appreciated by both the boys and their parents. When asked what was best at Radley, the most frequent response from the pupils was the quality of the teaching, whilst the parental pre-inspection questionnaire produced comments about the inspirational, encouraging and committed teachers. Many departments have society meetings in the late evening and these are well attended by both pupils and dons, as was observed at a lively meeting of the mathematics society.

2.32

At its best, the teaching demonstrates the huge enthusiasm of the dons for their subjects and this fosters real interest from the pupils and a thirst for knowledge. Much of the teaching in modern foreign languages was clearly inspirational. A pupil in Year 13 had been moved to read Proust in French in his spare time, as a result of the highly stimulating teaching that he has received. In many areas, particularly in the creative subjects, boys are encouraged to undertake independent work, in line with the college’s desire that they should be encouraged to think and research for themselves. Good practice in this area was seen in ICT, chemistry, geography, art and DT. However, elsewhere the style of teaching is occasionally didactic and, where this is the case, pupils are not greatly involved in the learning process.

2.33

Lessons are well planned and, at their best, utilise an appropriate variety of activities.

However, some teachers are rather limited in their approach and, although the end result of excellent examination performances might be forthcoming, the wider aims of education are not always addressed by the teaching methods employed. Whilst definite progress has been made in this area since the last inspection, particularly through the implementation of the extremely thorough appraisal system and encouragement of mutual lesson observation, it is clear that gaps remain. Some excellent examples of team teaching were witnessed in biology, DT and drama. All dons demonstrate extremely high standards of professionalism and this encourages the outstanding discipline and work ethic of the boys that are apparent across all age and curriculum groups.

2.34

The level of knowledge and understanding of their subject shown by the vast majority of the dons is considerable and this allows for some exceptional teaching. This knowledge is complemented by the outstanding resources which are evident in all academic areas of the college, and much excellent use of appropriate technology was observed, for example the use of tablet PCs in mathematics, webcam demonstrations in chemistry and computer sequencer programmes in music. Best practice makes use of all the teaching resources available through web links and the intranet.

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2.35

The school provides an extensive range of excellent resources. The library strongly supports learning, providing a welcoming and stimulating environment to study, research or read for pleasure. Boys benefit very much from the ICT facilities. These support and enhance the educational experience through speedy communication, plentiful research opportunities and the development of ICT skills.

2.36

Assessment of pupils’ work takes place on a regular basis and, through the use of three weekly interim reports and the end of term reports, the boys are aware of the progress that they are making. Marking is detailed and gives pupils clear advice on ways to improve their work. Similarly, reports address the issues of individual pupils and leave the pupils in no doubt as to what is needed to develop academic performance. In Year 9, pupils are initially setted on the basis of performances in entrance examinations, but regular checks are made through the use of year-wide assessments, such as the warden’s algebra test in mathematics in Years 9 and 10, to provide more accurate information, and re-setting occurs to ensure that the most suitable level of education is provided for every boy. The outstanding e-grey book enables the teaching staff to have full access to the progress made by the boys, and a collegewide grading system for effort and attainment is both universally understood and utilised, ensuring maximum transparency of performance.

2.37

The quality of the teaching staff is one of the real strengths of the college, and the boys and their parents are grateful to have the benefit of such a highly motivated group of dons.

2.38

The college meets the regulatory requirements for teaching [Standard 1].

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THE QUALITY OF CARE AND RELATIONSHIPS The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils

3.1

The staff take excellent care of their pupils’ well-being and development, and are supported in this by an effective management structure. This outstanding provision means that the college fulfils its stated aim of developing character through a strong pastoral network based on the social, the daily influence of chapel and the impact of immersion into a close community where boys, dons and families work together.

3.2

High quality support and guidance to pupils was identified in the college’s inspection report of 2002 and subsequent developments have improved this area even further. These include the forming of a pastoral committee, the development of formal prefect and sixth form mentor training, the gathering of data on pastoral matters (via pupil questionnaires) and the publication of an annual welfare report for the governing body.

3.3

Staff provide very effective support and guidance for all college pupils. Pastoral care is, in the first instance, in the hands of the tutors. As such, they are required to be aware of the needs of each individual in their social, and aim to provide them with what the statutes of the college describe as special care. Pupils were keen to point out that they felt well supported and guided by their tutors. The interlocking roles of the tutors and the form masters are key to the support provided to all pupils. A number of parents praised the teams in the socials for the individual care they provide, within a close-knit and supportive community. Many parents described pastoral care as outstanding.

3.4

Staff are assisted by effective pastoral arrangements. Tutors and form masters communicate regularly about pupils, often via email, in order to provide support and guidance. Parents commented upon the very efficient communication that exists between home and the college on pastoral matters and the excellent response and handling of any queries. The pastoral committee, of which the child protection officer and chaplain are members, meets weekly to monitor all pastoral issues. It provides support to both staff and boys on pastoral matters.

Tutors are obliged to report any significant incident to this committee. When interviewed, members of the committee identified an example of a quick and effective resolution to a pastoral issue as a product of their intervention.

3.5

The quality of relationships at the college is high. Pupils appreciate the approachability and support offered by their dons, tutors and form masters. Boys respect the fact that their teachers are willing to offer freely their time to provide academic or pastoral support, at almost any time of the day or night. Boys treat each other with respect and mix well across the year groups particularly in their socials and at meals. One pupil maintained that “there is always a don or fellow pupil available to help you if required”. The parent of a new boy commented that older boys play an active part in helping others to settle in. School prefects, house prefects and Year 12 mentors are regularly trained to provide such support.

3.6

Measures to promote good discipline and behaviour at the college are effective and understood by staff and pupils. Sanctions are given for lateness, unsatisfactory work or poor behaviour. Termly monitoring of the sanction logs of each social is undertaken. Rewards take the form of distinctions, copies (for exceptional work) and annual prizes. Pupils maintained that sanctions were fairly and consistently applied. The anti-bullying policy is clear, widely publicised and well known by boys and staff.

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3.7

The college is very vigilant about the welfare of its pupils and the fulfilment of health and safety statutory obligations. The child protection policy is thorough and effective and well known by staff and older pupils. All necessary measures to reduce risk from fire have been taken and risk assessments are regularly revised. The college has an effective policy on disability arrangements which complies with the Special Educational Needs and Disability Act. The medical centre provides excellent medical provision for the pupils and they are also supported by the college counsellor. The admission register is correctly maintained. As an all-boarding school, Radley is not required to keep attendance registers and, in their place, has regular roll calls in socials and a robust system for monitoring boys’ absence from school.

3.8

The catering arrangements promote healthy eating and suitably varied choices are offered at mealtimes. Boys have the opportunity to comment on the college food through a suggestion box or their social representative on the senior master’s advisory committee. Pupils maintained that they particularly enjoyed the Friday menu which is selected by each social in rotation. Boys keep fit by making full use of the college’s outstanding sporting facilities, their involvement in physical activities ranging from participation in team games to following personalised training programmes developed and monitored by a fitness instructor.

3.9

The college meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].

The Quality of Links with Parents and the Community 3.10

The college has a strong partnership with parents and extremely positive and productive links with the local and wider community. This both supports the community and develops boys’ awareness of the needs of others. These links underpin the college’s policy of maintaining good relations with parents and engaging fully with the outside world.

3.11

Responses to the parents’ questionnaire indicated that the overwhelming majority of parents consider that the teaching is excellent and aids progress. In conversation, parents commented on the inspirational, encouraging and committed teaching. Some described the novel and entertaining approaches to the stretching and challenging of top sets, whilst others opined that Radley is good at recognising pupils with learning difficulties and then providing much valued and effective support. Praise and discipline are thought to be fair and consistent.

3.12

Parents feel that the pupils are well supported academically and there is a strong work ethic.

In discussion, parents felt that the pressure was deliberately and carefully applied in Year 10, thought to be a potentially difficult year for some boys in their development, and then subtly reduced during Year 11 as the GCSE examinations loom. Parents felt that the inculcated “getting the job done” attitude is retained by the majority of boys through the GCSE year and beyond. Parents felt that they did not need to exert any pressure from home to encourage their sons to study.

3.13

The college encourages parents to be involved and, as far as parental geography allows, many avail themselves of a wide range of opportunities to support their sons’ activities.

They are made to feel welcome at all these events. Some parents find that, without a system of timed appointments, formal consultation sessions with subject teachers can be too much of a free for all, and they would welcome more organisation.

3.14

Parents of pupils and of prospective pupils are provided with the required information about the college. The variety and quality of the publications and the information are excellent and much valued. The warden’s letters, tutors’ letters and the many publications including the college magazine, The Radleian, and the Radley Newsletter were all praised. Of particular

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note is A New Boy’s Guide, which is pitched at exactly the right level for new pupils. The website is considered to be very comprehensive and helpful. Parents find the ability of the boys to log on to the school’s intranet from home a useful facility, supporting learning away from the college.

3.15

Subject reports, both the formal end of term ones, and the interim reports (recently available by email), are considered to be informative, often humorous, usually positive, well-written documents with helpful guidance. They are felt to be tailored to the individual. Email is a widely used tool for communication between home and college and parents are very pleased by the speed and efficiency with which emails are responded to, especially by tutors.

3.16

The college handles any specific concerns of parents with care, and it is noteworthy that only a very small number of formal complaints have been made in recent years. A parent’s first port of call would be the tutor, but members of the SMT are involved as required; the parents feel they know to whom they should turn. One parent was very impressed with the response to a concern about a teaching issue.

3.17

The college promotes very positive links with the wider community. An extremely comprehensive booklet describes in detail a wide range of community links, some of which were witnessed by inspectors at first hand. The annual concert party involved a group of Year 11 boys performing solo musical items and leading community singing with around 100 appreciative elderly residents of Radley village. The same boys regularly entertain patients at local hospitals or at residential homes on Wednesday afternoons, whilst other boys work with local schools at Radley’s countryside activity centre.

3.18

The Wednesday afternoon activity programme is partly designed to bring out the best of the Radleians involved through altruistic work. ‘Instant muscle’ is a group of eight boys who help with local gardening and maintenance work. One boy described the sense of fulfilment he felt when he saw a photograph of a patient wearing an artificial leg he had helped to construct during his working visits to a local hospital.

3.19

Radley boys take part in foreign exchanges and visits. Some of these widen boys’ horizons by involving them in voluntary work such as house building in India or helping to run holiday clubs for under privileged children in Romania. A very wide range of other links by boys and staff with local maintained schools, fundraising for specific charities, and the use of the college’s facilities by local and national groups add to the boys’ appreciation of community responsibility.

3.20

The college meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].

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The Quality of Boarding Education 3.21

The quality of the full boarding experience very strongly supports pupils’ education and development.

3.22

The boarding ethos and the life of a full boarding school present pupils with time to make the most of the educational opportunities and facilities available to them at Radley, giving them an outstanding experience. The boys affirm their enjoyment of boarding at every opportunity and, thus, the college meets its aim that boys are happy, fulfilled and develop their individual talents.

3.23

The SMT is committed to the welfare of the pupils and has responded to recent legislation and inspections through recruitment, training, monitoring and guidance, ensuring that high quality pastoral care is in place. The recently established and most effective pastoral committee supports tutors in their responsibilities. The regular monitoring of pupils’ views gives Radley insight into their needs, building expectations of action from the boys, which has happened, for example, in the raising of the standard of food, facilities, the college shop and activities. Boys understand when, after feedback, not all requests can be met.

3.24

The college development plan has addressed the need for refurbishment and further accommodation, with the building of two new socials for the start of the next academic year.

One of the recommendations of the 2002 report was to bring about greater consistency of practice between the houses. Since 2002, variance between the socials has decreased by tutors’ careful management and the work of the pastoral committee, whilst maintaining the special, distinct atmosphere in each social.

3.25

The relationships among boarders are very good. Since the last inspection, a system of mentoring new pupils by older pupils has been introduced and is appreciated by new boys, who comment that they quickly learn to get along with different age groups. This meets the college’s expectations that boys will get on with widely differing personalities. Boys are able to spot issues and are quick to communicate them to staff, acknowledging the college’s zero tolerance to bullying. Pastoral staff teams are committed and through effective formal and informal communication know the boys in the socials well, being quick to pick up the needs of individuals. Prefects, who benefit from training by the college, are an important part of the running of the social and take pride in their responsibilities.

3.26

House spirit is strong and boys demonstrate loyalty and allegiance through the many in house and intra-house activities and competitions. The embodiment of this is particularly evident in the Radley tradition of evening ‘cocoa’ sessions. In those observed, the age groups mixed well and the provision of cake and fruit over cocoa was much appreciated. Boys are further supported by adults out of the house through the form masters, the college counsellor, chaplain and dons. Communication among pastoral staff is very effective.

3.27

In its self-evaluation, Radley also finds that the vast majority of boys feel confident that they have at least five people to whom they can turn and that the codes of behaviour are understood by all. It is clear that boys value the way they are treated, mutual respect is endemic and that the boys are happy and have a positive attitude towards their college, particularly benefiting from mixing in year groups at meals and in their socials. The college and social rules and sanctions are considered fair by the pupils.

3.28

Socials and the college organise a full programme of activities, tailored to meet the needs and interests of the pupils. The range of activities is described by pupils as “mind-boggling”, and includes intellectually challenging subject societies, involving dons and boys, and inclusive cultural events attended by parents, as well as informal music groups and the wide range of

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major and minor sports competitions, some organised by the boys themselves. Whilst the involvement in sport is very high, the emphasis on cultural interests is equally evident, so meeting the aim of the college to develop the talents and confidence of all boys.

3.29

Younger boys and some parents feel the need for more organised events on Sundays as they adjust to a new school. Some in Year 11 would like more access to Oxford and more social events; older boys are very satisfied with the social arrangements. Chapel adds significantly to the lives of pupils because “everyone is there” and, indeed, it is at the heart of Radley life.

However, because a number of boarders live in the locality and go home after chapel on Sundays, this can at times impact upon the weekend experience of new Radleians as they are just beginning to establish friendship groups.

3.30

The current accommodation and resources are adequate and suitable to the needs of the pupils. Standards of décor have been raised as an issue both in previous inspections and by some current parents and pupils. This has been addressed in the college’s development plans in the building of two new socials and the refurbishment of the current socials. The wireless internet facilities in socials add to the academic resources available to the boys. Pupils predominantly have their own rooms, with Year 9 having adequate cubicles; everyone has a lockable space.

3.31

The quality of food has improved even further since 2002. Boys seeking additional sustenance can access kitchens in their socials. The environment of socials is welcoming and friendly and, where there are displays of pupils’ work, this adds considerably to the pastoral ambience.

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THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT The Quality of Governance

4.1

The governance of the college is highly effective, and the governing body (known as the council) sets and secures appropriate aims and values for the college and provides outstanding oversight and governance.

4.2

Members of the council bring to Radley a range of professional expertise from their national and international positions. Radley has governors who, not only bring wisdom and experience to decision-making, but who also have great affection for the college and see it as an honour to serve and support it. The chairman is well aware of the challenges for the council in the next decade, identifying issues of personnel as well as making the best use of building space on the campus. It is clear that the council and the SMT manage change by using as much consultation as is possible in a large and busy community.

4.3

Members of council are well aware of their responsibilities and are appropriately involved in educational development and financial planning, strategies to ensure effective educational provision, and investment in human and material resources. The three main sub-committees meet termly and report to the full council meeting, which is attended by members of the SMT. A particular strength of the governance of Radley is that the full council meeting is held over two days, with the first day being devoted to hearing detailed presentations from members of staff on topics pertinent to the council’s deliberations. This is one of the means whereby governors aim to understand current educational issues affecting the college.

Following this meeting, a number of governors, in an informal setting, learn more about the issues of college life.

4.4

The 2002 report recommended that the college should draw up and regularly review a formal development plan. This has been done, with all sections of the college community contributing to it. This plan is carefully monitored by the SMT and the council and is meeting its targets. The college has specific building plans for a number of areas and, testament to the council’s commitment to provide an education of the highest quality, is the building of two new socials for September 2008. They have not been built to increase pupil numbers, but to allow the refurbishment of the current socials and give more space and facilities, thereby, to each boarder.

4.5

As well as the development plan, the council and SMT have published Radley College – 2007/8 and beyond. This vision statement sets out the council’s commitments for the foreseeable future: broad ability intake; ‘all boys all boarding’ structure; high quality teaching both in academic and social terms; value for money; the provision of foundation places; and even further engagement with the outside world.

4.6

The composition of the council is regularly reviewed following recommendations from the nominations committee. New governors receive training and the individual support of more experienced governors. The statutes and regulations of governance are clear, comprehensive and regularly reviewed, confirming commitment to legal compliance.

4.7

Governors are well informed of the workings of the college and provide advice, support and stimulus for growth and improvement. The chairman is a regular visitor to the college and sits in on lessons, activities and SMT meetings. Other governors support the college’s public functions, and governors who are parents regularly visit the socials. Two governors have the specific role of liaising with the common room, addressing common room meetings and

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undertaking individual interviews. Staff report how much they value this link with the council. One governor has specific responsibility for oversight of child protection and another for health and safety; other governors provide expert financial guidance.

The Quality of Leadership and Management 4.8

The 2002 report stated that the senior management team lead the management of the school most effectively. Since 2002, as a consequence of the vision, leadership and administrative skills of the warden and the SMT and the support of the governing body, the college’s management has been strengthened even further. Leadership and management are highly effective.

4.9

Radley’s educational strengths stem from a clearly delineated set of aims, to which the whole Radley community subscribes, and clear and confident management strategies. This is confirmed by parents who state that the college’s management team has developed a uniquely motivating and safe environment in which boys cannot simply reach goals but regularly surpass expectations. A key factor is the commitment of the warden to the Radley ideals and to delegation of responsibility to staff of high quality, in relation to management, teaching and pastoral care.

4.10

Clear educational direction and leadership are provided by those with management responsibilities, illustrated by the outstanding quality of academic achievement and personal development, and the fact that the college’s aims and ethos are borne out in the daily lives of the pupils. The structure of the current SMT ensures that all areas of the school have a voice and its members confirm the unity and integration of the team. The warden, with the support of the governors and the SMT, has also been committed to developing further the aesthetic life of the college. The efficacy of this commitment is seen in the strength of art, drama and music, and in the boys’ confirmation that these activities are as important as any other aspect of the college. The college has also invested heavily in the personnel and hardware to run an exemplary ICT system, which supports teaching, learning and personal development.

4.11

A recommendation in 2002 was to review and improve the monitoring of PSHE, prefects and the CCF. The teaching of PSHE is included in the annual system of appraisal, and the training and monitoring of prefects are now well managed, with clear guidelines and regular discussion with pupils holding senior positions. The monitoring of the CCF is part of the overall management of the Wednesday activity programme. In addition, the external reports on the college’s CCF praise the qualities of its training and standards.

4.12

Heads of department and house tutors contribute greatly to the quality of education at Radley. Heads of department lead strongly and are given the autonomy to develop their departments in the best interests of the pupils. The careful management of departments, in terms of teaching techniques, course content and use of resources, contributes significantly to the high academic achievement. Evidence of the management of departments is confirmed by the high quality of their areas on the college intranet. Some departments, as well as supporting their own pupils, contribute teaching and learning material via the internet to schools locally and nationally.

4.13

Tutors and the pastoral teams in socials are the backbone of pastoral care. Parents comment that tutors relate very well to the boys and are sensitive to issues affecting the lives of adolescents. Parents also confirm that tutors, and their teams, are accessible and that they feel able to discuss any matter with their son’s tutor. As with heads of department, tutors are given scope to give individual flavour to their socials, whilst, at the same time, understanding the need for consistency of practice between houses.

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4.14

A recommendation in the 2002 report was to promote more professional development, especially for some teachers, that aimed at widening the variety of their teaching methods.

The college has addressed this recommendation through the strengthening of its appraisal system. Appraisal is rigorous and supportive. Heads of department, having carried out their own appraisals early in the Autumn term, are then appraised by the sub-warden. A detailed analysis of performance in the past year feeds into future priorities for the department, particularly professional development requirements based on individual teachers’ needs, and ways of developing the department. An appraisal system is in place for tutors, who also benefit with their house teams from regular professional development. The programme of professional development has advanced to such an extent that some Radley dons and tutors now contribute to professional development programmes nationally.

4.15

Management at all levels is effective in securing, supporting, developing and motivating sufficient high quality staff. The college’s checking of the suitability of staff and proprietors is centralised, rigorous and clearly documented. Recruitment strategies are thorough and involve heads of department and senior managers. New staff are well supported through induction and mentoring. The school is committed to supporting newly qualified teachers and staff in training, and manages their programmes appropriately.

4.16

One of the college’s many strengths is the support given by the bursarial department. It is clear that the bursar and his team support the high quality of education enjoyed by the pupils.

The bursar works harmoniously and seamlessly with the academic and pastoral managers to achieve this end. Finances are very well managed and ensure that sufficient resources are provided to meet the needs of the pupils. The excellent resources and extensive premises and grounds are maintained by caring and motivated support staff, who are appreciated by pupils and staff for all they contribute to the educational experience. The administration of the college is efficient. The administrative staff are welcoming and approachable, and, with the support of the excellent ICT system, ensure that communication is prompt and effective.

4.17

The college meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].

4.18

The college participates in the national scheme for the induction of newly qualified teachers and meets its requirements.

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CONCLUSIONS AND NEXT STEPS Overall Conclusions

5.1

The college is markedly successful in the education it provides. The pupils’ academic achievements are very high and their personal development is excellent, supported by the community experience of boarding life. Pupils are welcoming, polite and articulate, full of enthusiasm and commitment and clearly enjoying their school life. The questionnaire responses from the parents very strongly supported the ethos of the college and its ability to develop a high level of learning in a wide range of boys. The quality of pastoral care is outstanding and the academic curriculum is highly effective. The wider curriculum offers an excellent range of activities. The college benefits from strong and sensitive leadership and management, the high quality of the teaching, and the commitment and dedication of hardworking staff. Pupils certainly feel that the staff make the college what it is and are at the heart of the college’s success.

5.2

The college has improved significantly since its last inspection in 2002. A detailed development plan is now in place, and the programme of professional development for teachers has been enhanced and linked to appraisal. Monitoring has been further developed to improve prefect training, the PSHE programme, the CCF and consistency of practice between the houses. Achievement is higher and there are more areas of excellence in the education provided. The two recommended actions of the last report by the Commission for Social Care Inspection in November 2006 have been responded to appropriately by the college, indicative of its strength in evaluating issues and taking the necessary action to improve its provision.

5.3

The school meets all the regulatory requirements.

Next Steps 5.4

The college has no major weaknesses. However, to achieve further improvement in the education it provides it should: 1.

5.5

continue the development of teaching strategies and use of excellent resources to develop further pupils’ skills in thinking and researching for themselves.

No action is required in respect of regulatory requirements.

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6.

SUMMARY OF INSPECTION EVIDENCE

6.1

The inspection was carried out from 18th to 21st February 2008. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils.

They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended chapel services. Inspectors visited boarding houses and the medical centre. The responses of parents to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.

List of Inspectors Mr Adrian Underwood

Reporting Inspector

Mr Jonathan Atkin

Co-ordinator, HMC school

Mrs Fiona Hallworth

Deputy Head, HMC school

Mr Andrew Ireson

Head of Department, HMC school

Mrs Paula Maher

Head of Department, HMC school

Mr John Pearson

Director of Studies, HMC school

Mr Mark Tompsett

Head of Department, GSA school

Mr John Trotman

Headmaster, HMC school