About Us
An inspection at the College took place in April 2024 by the Independent Schools Inspectorate (ISI) and the full inspection report can be viewed here.
The inspectors judged the College to have met the required Independent School Standards in all areas; leadership and management, and governance; quality of education, training and recreation; pupils’ physical and mental health and emotional wellbeing; pupils’ social and economic education and contribution to society; and safeguarding, and they commented positively on every aspect of the provision.
Highlights of the report include the Pre-Prep provision/curriculum where ‘children thrive in a nurturing learning environment where they develop problem solving skills beyond the norm for their years’. The Pre-Prep was noted as a Significant Strength of the College.
Inspectors also acknowledged the College’s leadership stating, ‘leaders have the skills and understanding to prioritise pupil wellbeing in their decision making effectively so that standards are met’ and that in response to recent changes, ‘leaders have shaped a broad curriculum which adapts to meet pupils’ needs’.
The report states that ‘the school has a well-developed safeguarding culture’ and describes an environment ‘in which pupils feel safe, respected as individuals and supported as members of a diverse and welcoming community’.
College Head, Kathy Crewe-Read, commented “I would like to thank everyone for the part they played in the inspection – I am very proud of the whole college community; it was truly a team effort and reflects what we can achieve together”.
A further selection of comments included in the ISI Inspection Report of the College:
“Leaders and governors work together to ensure that staff and parents have an understanding of the ethos and direction of travel for the school.”
“Leaders also share with parents details of the school’s strategic projects, which fosters understanding across the community of the school’s aims, approach and intentions.”
“The broad curriculum is planned effectively to enable pupils to develop their skills across a range of subjects and make connections between them.”
“Teaching in the early years enables children to hypothesise, evaluate and reflect on their work across all areas of learning at a level beyond the norm for their ages.”
“New pupils, including boarders, settle well owing to the structure of supportive induction events and the provision of a pupil ‘buddy’.”
“There is an expectation from pupils that they will be listened to and have their viewpoints and feelings appreciated because of the culture of mutual respect established across the school.”
“…leaders have established a culture which promotes respectful interaction between pupils and values their contributions to each discussion.”
“…leaders have provided pupils with a range of possible leadership roles such as when older prefects take responsibility for younger members of their house so that pupils develop their sense of responsibility towards others.”
“Leaders have developed an effective culture of safeguarding across the school.”
“Pupils know who to turn to when they have a concern because leaders have established a listening culture where staff are approachable and generous with their time.”