Focused Compliance and Educational Quality Inspection Reports

For Schools with Residential Provision

Radley College

February 2019
Contents 2

Contents

Contents 2

School’s Details 3

1. Background Information 4
About the school 4
What the school seeks to do 4
About the pupils 4

2. Regulatory Compliance Inspection 5

Preface 5
Key findings 7
PART 1 – Quality of education provided 7
PART 2 – Spiritual, moral, social and cultural development of pupils 7
PART 3 – Welfare, health and safety of pupils 7
PART 4 – Suitability of staff, supply staff, and proprietors 8
PART 5 – Premises of and accommodation at schools 8
PART 6 – Provision of information 8
PART 7 – Manner in which complaints are handled 8
PART 8 – Quality of leadership in and management of schools 8

3. Educational Quality Inspection 9

Preface 9
Key findings 10
Recommendation 10
The quality of pupils’ academic and other achievements 10
The quality of the pupils’ personal development 12

4. Inspection Evidence 15

© Independent Schools Inspectorate 2019 Radley College – February 2019

School’s Details 3

School’s Details
College Radley College

DfE number 931/6079

Registered charity number 309243

Address Radley College

Radley
Abingdon
Oxfordshire
OX14 2HR

Telephone number 01235 543000

Email address [email protected]

Warden Mr John Moule

Chair of governors Mr Michael Hodgson

Age range 13 to 18

Number of pupils on roll 696

Boys 696 Girls 0

Boarders 696 Day Pupils 0

Seniors 414 Sixth Form 282

Inspection dates 5 to 7 February 2019

© Independent Schools Inspectorate 2019 Radley College – February 2019

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1. Background Information

About the school

1.1 Radley College is an independent full-boarding school for boys between the ages of 13 and 18. The
school is overseen by a board of governors, known as the Council.
1.2 Pupils are accommodated in one of ten boarding houses, with an additional boarding house currently
under construction together with refurbishment of the science department to deliver new physics and
chemistry laboratories and a lecture theatre.

What the school seeks to do

1.3 The college aims to inspire boys to become outstanding young men, who embrace the core values of
the Christian qualities of humanity, which are compassion and understanding of others. It seeks to
provide an educational opportunity relevant in a world of technology and expanding diversity, cultures
and attitudes. The college endeavours to create global citizens of the future, who care for and about
others in all circumstances.

About the pupils

1.4 Pupils come from a wide range of business or professional families. Nationally standardised test data
provided by the school indicate that the ability of the pupils is above average. The college has
identified 128 pupils as having special educational needs and/or disabilities (SEND), including dyslexia
and dyspraxia, 102 of whom receive specialist support. No pupils have a statement of SEND or an
educational, health and care (EHC) plan. English is an additional language (EAL) for 30 pupils, 8 of
whom receive specialist help with their English language skills. Data used by the school has identified
150 pupils as being the most able in the school’s population, and the curriculum is modified for them.

© Independent Schools Inspectorate 2019 Radley College – February 2019

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2. Regulatory Compliance Inspection

Preface
The registration authority for independent schools is the Department for Education (DfE), which directs
inspection according to a specified frequency or at any time where the DfE has particular concerns about a
school. The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the
purpose of inspecting schools which are, or whose heads are, in membership of the associations which form
the Independent Schools Council (ISC) and reporting on the extent to which they meet the Independent
School Standards (‘the standards’) in the Schedule to the Education (Independent School Standards)
Regulations 2014. Accordingly, inspection records whether the school meets each of these standards, which
are arranged in eight Parts, each of which is divided into separate paragraphs. Additionally, the inspection
reports on the school’s accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal
punishment under section 548 of the Education Act 1996. It comments on the progress made by the school
in meeting the compliance action points set out in the school’s most recent statutory inspection.
This inspection also contains specific judgements on the National Minimum Standards for Boarding Schools
(‘boarding NMS’). It also comments on the progress made by the school in meeting the compliance action
points set out in the most recent statutory boarding inspection and it judges the extent to which the school
currently meets the boarding NMS. It identifies any standards which the school does not meet and requires
action to meet them. Findings are distributed across sections relating to the eight Parts of the standards.
All association independent schools will have an inspection within three years from April 2016, in accordance
with the Framework and DfE requirements. The inspection may be of COMPLIANCE ONLY or a combined
inspection of EDUCATIONAL QUALITY AND COMPLIANCE depending on a number of factors, including
findings from their most recent inspection. Schools judged not to meet the standards, including the boarding
NMS, may also be subject to a progress monitoring visit before their next routine inspection. The progress
monitoring visit will judge whether the school has taken the necessary action to meet any un-met standards
identified at their previous inspection.
The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and
improvement of the quality of their membership.
This is a FOCUSED COMPLIANCE INSPECTION which was combined with an inspection of EDUCATIONAL
QUALITY, the report of which appears later in this document. The COMPLIANCE inspection reports only on
the school’s compliance with the standards, including the boarding NMS. The standards represent
minimum requirements and judgements are given either as met or as not met. All schools are required to
meet all the standards applicable to them. Where the minimum requirements are not met, this is clearly
indicated in the relevant section of the report and the school is required to take the actions specified. In this
focused compliance inspection, key regulations and standards have been inspected in detail. These are the
regulations on safeguarding; measures to guard against bullying; arrangements for pupils’ health and safety,
arrangements to check the suitability of staff; the provision of information to parents; the handling of
parents’ complaints; and other related aspects of leadership and management, together with the NMS
covering the same areas. The remaining standards and requirements are deemed to continue to be met
unless evidence to the contrary has been found.
Inspections do not include matters that are outside of the regulatory framework described above, such as:
an exhaustive health and safety audit; compliance with data protection requirements; an in-depth
examination of the structural condition of the school, its services or other physical features; contractual
arrangements with parents; an investigation of the financial viability of the school or its accounting
procedures.
Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the
inspection process. Such matters will not usually be referred to specifically in published reports in this
document but will have been considered by the team in reaching its judgements.

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Links to the full regulations and requirements can be found here: The Education (Independent School
Standards) Regulations 2014, National Minimum Standards for Boarding Schools.

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Key findings
2.1 The school meets the standards in the schedule to the Education (Independent School Standards)
Regulations 2014, the National Minimum Standards for Boarding Schools 2015, and associated
requirements, and no further action is required as a result of this inspection.

PART 1 – Quality of education provided

2.2 At GCSE in the years 2015 to 2017, performance has been well above the national average for
maintained schools. IGCSE results have been higher than worldwide norms.
2.3 In the sixth form, A-level results in the years 2015 to 2017 have been well above the national average
for sixth formers in maintained schools.
2.4 The curriculum is documented, supported by appropriate plans and schemes of work for the pupils
and covers the required breadth of material. The teaching enables pupils to make good progress,
encompasses effective behaviour management and is supported by suitable resources. A suitable
framework for the assessment of pupils’ performance is in place.
2.5 The standards relating to the quality of education [paragraphs 1–4] are met.

PART 2 – Spiritual, moral, social and cultural development of pupils

2.6 Principles and values are actively promoted which facilitate the personal development of pupils as
responsible, tolerant, law-abiding citizens. Boarders’ views are actively encouraged, and their opinions
and concerns are appropriately considered by staff. Any prefect system operating in the school is
suitably managed.
2.7 The standard relating to spiritual, moral, social and cultural development [paragraph 5] and NMS
17 and 19 are met.

PART 3 – Welfare, health and safety of pupils

2.8 Arrangements are made to safeguard and promote the welfare of pupils by means that pay due regard
to current statutory guidance; good behaviour is promoted; bullying is prevented so far as reasonably
practicable; health and safety requirements are met, including those relating to fire safety; provision
is made for first aid. Pupils are properly supervised; admission and attendance registers are
maintained, as required, and there is a strategic approach to risk assessment. A disability access plan
is in place.
2.9 An appropriate induction process for pupils new to boarding is implemented, and suitable provision is
made for boarders’ medical and health care, their food and drink and for managing boarders’ laundry
and possessions. Boarders have suitable contact with friends and family and access to a programme
of activities. Boarding staff are appropriately trained and deployed.
2.10 The standards relating to welfare, health and safety [paragraphs 6–16], the requirement of Schedule
10 of the Equality Act 2010, the ban on corporal punishment under section 548 of the Education Act
1996, and NMS 2–4, 6–12, 15 and 16 are met.

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PART 4 – Suitability of staff, supply staff, and proprietors

2.11 The school makes appropriate checks to ensure the suitability of staff, supply staff, and proprietors
and a register is kept as required. Visitors to boarding accommodation are appropriately supervised
and the school’s arrangements for guardianship are suitably managed.
2.12 The standards relating to the suitability of those in contact with pupils at the school [paragraphs
17–21] and NMS 14 are met.

PART 5 – Premises of and accommodation at schools

2.13 Suitable toilet and changing facilities, and showering facilities where required by the standard, and
appropriate accommodation for pupils’ medical and therapy needs are provided. The premises are
maintained to a standard commensurate with health and safety; acoustics and lighting are
appropriate; water provision is adequate. Suitable outdoor space is provided for physical education
and outdoor play. Boarding accommodation is adequate for the needs of all boarders, and safeguards
and promotes their welfare.
2.14 The standards relating to the premises and accommodation [paragraphs 22–31] and NMS 5 are met.

PART 6 – Provision of information

2.15 A range of information is variously published, provided or made available to parents, inspectors and
the Department for Education. These include details about the proprietor, the ethos of the school and
the curriculum, and of the school’s arrangements for admission, behaviour and exclusions, bullying,
health and safety, first aid, details of the complaints procedure, and the number of complaints
registered under the formal procedure during the preceding school year, and the provision for any
with EHCs or EAL. They also include particulars of the school’s academic performance during the
preceding school year, inspection reports and (for parents only) a report at least annually of their own
child’s progress. The safeguarding policy is posted on the school’s website. A suitable statement of
boarding principles and practice is published by the school.
2.16 The standard relating to the provision of information [paragraph 32] and statement of boarding
principles [NMS 1] are met.

PART 7 – Manner in which complaints are handled

2.17 Parental complaints, if any, are handled effectively through a three-stage process, (informal, formal
and a hearing before a panel of three, one of whom is independent of the school). Each stage has clear
time scales, and at the third stage the panel can make findings and recommendations which are
communicated to the complainant. Records are kept appropriately, including of any action taken,
whether or not a complaint is successful, and identifying those relating to the boarding provision.
2.18 The standard relating to the handling of complaints [paragraph 33] and NMS 18 are met.

PART 8 – Quality of leadership in and management of schools

2.19 The proprietor ensures that the leadership and management demonstrate good skills and knowledge,
and fulfil their responsibilities effectively, so that the other standards are consistently met and they
actively promote the well-being of the pupils. Appropriate leadership and management of boarding
ensure that the required policies and records are maintained and effectively monitored.
2.20 The standard relating to leadership and management of the school [paragraph 34] and NMS 13 are
met.

© Independent Schools Inspectorate 2019 Radley College – February 2019

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3. Educational Quality Inspection

Preface
The EDUCATIONAL QUALITY inspection reports on the quality of the school’s work. It focuses on the two
key outcomes:
- The achievement of the pupils, including their academic development, and
- The personal development of the pupils.
Since the school was last inspected, the framework for inspection has changed. The current inspection
framework uses different criteria and arrangements for grading from those used in previous inspection
frameworks. The judgements made on this inspection are, therefore, not directly comparable to judgements
made on previous inspections.
All independent schools are required to meet the requirements of the Independent School Standards.
However, different inspectorates apply different frameworks that are suited to the different types of schools
they inspect. The ISI terminology reflects quality judgements that are at least equivalent to those used by
the national inspectorate, Ofsted. ISI reports do not provide a single overarching judgement for the school
but instead give a clear judgement about key outcomes for pupils and information on the quality of the
school’s work.
The headline judgements must include one of the ISI descriptors ‘excellent’, ‘good’, ‘sound’ or
‘unsatisfactory’.
Where necessary, National Curriculum nomenclature is used to refer to year groups in the school. Where the
school’s own names differ from those used nationally, the details are given in the table below:

School name National Curriculum name

Shell Year 9
Remove Year 10
Fifth Year 11
6.1 Year 12
6.2 Year 13

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Key findings
3.1 The quality of the pupils’ academic and other achievements is excellent.
 Pupils’ results at GCSE and A level have been consistently well above the national average for
maintained schools.
 Pupils’ achievement in a wide range of curricular and co-curricular aspects is excellent.
 Pupils are highly competent, independent learners who aim to do the best they can.
 Pupils demonstrate excellent higher order thinking skills.
 Pupils apply their knowledge and understanding effectively to solve complex problems.
3.2 The quality of the pupils’ personal development is excellent.
 Pupils demonstrate very high levels of self-confidence, self-reliance and resilience.
 Pupils are emotionally intelligent and demonstrate exceptionally strong social skills and a high
level of moral awareness.
 Pupils collaborate extremely well with each other.
 Pupils are self-aware and demonstrate a clear appreciation that the decisions they make as young
people can affect their success.
 Pupils demonstrate excellent behaviour and are very respectful of one another and of the adults
who care for them.

Recommendation
3.3 In the context of the excellent outcomes for pupils, the college may wish to:
 Ensure that marking consistently informs the pupils how they may improve further, so that they
can always progress as rapidly as possible.

The quality of pupils’ academic and other achievements

3.4 The quality of pupils’ academic and other achievements is excellent.
3.5 Pupils at all levels, including those with SEND and EAL, have excellent levels of knowledge and
understanding across all areas of learning. All pupils feel safe to take risks in their learning. For
example, in a Year 9 critical thinking lesson, pupils critically analysed aspects of the American moon
landing. Pupils of all abilities, especially the most able, benefit from the presence and support of the
‘Cook fellows’, the graduate scholars and the design interns, who act as agents promoting academic
stretch. As a result of this support and academic stimulation, pupils develop their intellectual abilities
to the fullest. The pupils demonstrate the successful fulfilment of the college’s aims, as they are keen
to learn and benefit from the extensive opportunities available to them in terms of resources and
teacher support. The full boarding experience encourages them to work independently and
collaboratively. As a result, they achieve highly. Pupils in discussion commented that the availability
of academic support throughout the week, both formally and informally, especially during revision
periods, greatly contributed to their academic success.
3.6 Pupils respond well to the balanced curriculum and demonstrate very high-level skills of learning, since
they are able to apply skills and knowledge across disciplines, using technical and specialist vocabulary
with ease and accuracy. Pupils in Year 10 were able to demonstrate excellent manipulation of
algebraic expressions whilst solving equations, and were able to articulate how they used their
mathematical skills effectively in science and design engineering. As a result of their significant
progress in mathematics, half of the year group take external examinations in mathematics in Year 10.

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Pupils in Year 9 design engineering demonstrated excellent higher order skills, as well as a degree of
ingenuity, when building and testing model cable cars to transport a tennis ball. Pupils make extensive
use of the comprehensive library provision, and use information and communication technology (ICT)
proficiently, making use of the college’s virtual learning environment to enhance their research skills.
Sixth form pupils spoke enthusiastically about the extended project qualification (EPQ), which they
felt greatly enhanced their research and presentation skills.
3.7 Pupils make significant progress from different starting points, achieving high levels of attainment
regardless of their ability. The following analysis use the national data for the years 2015-2017, the
most recent three years for which comparative statistics are available. Results in GCSE and A level
have been well above the national average for maintained schools. Results in IGCSE examinations have
been higher than worldwide norms. The overwhelming majority of parents who responded to the pre-
inspection questionnaire felt that the boarding experience promotes academic progress, and a large
majority of pupils agreed that the residential experience helped promote both their academic and
non-academic success. Almost all parents and pupils who responded agreed that teaching enabled
pupils to make progress.
3.8 The majority of pupils gain successful entrance to competitive universities of their first choice, either
in the United Kingdom or abroad. Pupils in the sixth form have gained valuable skills in business
management through the introduction of a mini business administration (MBA) programme, which
runs alongside the global perspectives and EPQ programme. For example, the MBA programme has
resulted in a successful business venture to sell high quality cufflinks in the college shop. Pupils are
highly successful in wider academic activities, including science Olympiads, the UK mathematics
challenge, poetry and debating competitions. Individual successes have included pupils winning
Arkwright scholarships, historians winning summer placement scholarships to a prominent American
university, a pupil being placed second in a worldwide science essay competition and individual
distinctions in history of art, Greek and Latin reading competitions.
3.9 Pupils’ rapid progress is supported by regular and effective communication between subject teachers,
form masters and tutors. Oral feedback is highly effective in ensuring that pupils are aware of what
they need to do to improve. Inspection evidence shows that there is some inconsistency in the
effectiveness of marking across subject areas and that some teachers do not routinely include
guidance for improvement, with the result that some pupils do not always progress as rapidly as
possible. The high level of pride that pupils take in their work is evident through their neat, orderly
and well-organised books, and their productivity is reflected by the high volume of work produced in
lessons. Pupils concentrate well and consistently demonstrate positive attitudes. They enjoy working
collaboratively, with the effect that their interactions are highly beneficial and promote their excellent
progress.
3.10 Attitudes to learning are excellent, as pupils take a high level of responsibility for their studies,
demonstrating an intrinsic motivation and determination to do well. They take full advantage of the
residential experience to work collaboratively and to work well beyond the confines of the end of the
school day. Pupils at an early age learn to manage their time highly effectively, due largely to their
competent study skills, which are based on techniques learnt in Year 9, and then built on as they
progress through the college. Pupils enjoy being challenged through entry into national competitions
and respond positively to the strongly competitive culture throughout the college, which encourages
endeavour and drives pupils to strive for further success. As a result, pupils achieve notable success in
music, drama and art. Many musicians achieve diploma standard well before they reach their senior
years, and the weekly chapel choir performances in the college, together with recent evensong
performances that have taken place in Winchester Cathedral and St. Mary's Warwick, all contribute
to the pupils’ high levels of achievement.
3.11 In sport, teams achieve high levels of success in local, regional and national competitions. Recent
examples include the 1st VIII rowing team being finalists in 2017 and semi-finalists in 2018 at Henley,
and individual pupils representing Great Britain for rowing in the Coupe de la Jeunesse in Ireland.

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Radley College is currently the national schools’ champion at real tennis, at both senior, U16 and U14
level. In addition, pupils have successfully gained entrance to the National Youth Orchestra, National
Youth Choirs of Great Britain and the National Youth Theatre. Pupils’ very high level of success in sport
and non-sporting activities is promoted by their enthusiasm to represent the college, together with
the encouragement given by the teaching staff and leaders. Additionally, the provision of
sophisticated facilities in the form of the sports centre, swimming pool, indoor rowing tank, strength
and conditioning centre, countryside centre, golf course, theatre, art and music schools demonstrate
the on-going commitment by the college leaders and governors to supporting pupils’ achievement
across all areas of the curriculum. In discussion, pupils felt that participation in the extensive variety
of academic talks, societies, concerts and performances on offer contributed significantly to their
individual successes at the college.
3.12 The pupils’ attitudes and success as highly effective learners is demonstrated in their project work.
For example, a physics cosmic ray muon project, undertaken by sixth form pupils, looked at muon
decay events and measuring the muon mean lifetime. Pupils’ success is due, in part, to a combination
of the careful monitoring provided by the leadership of the school, and the boarding ethos of the
college. In particular, the organisation of the boarding houses into ‘socials’ across all age groups
significantly contributes to the overall achievement of the pupils. The collegiate approach to learning
successfully permeates the whole community. Pupils in discussion felt that the establishment of
‘academic priority time’ in their programme, together with ‘learning lunches’, which enabled them to
feedback on their learning in the classroom, were initiatives which encouraged them to aspire to work
hard and give their best. Pupils spoke of the benefit of attending ‘teaching and learning’ clinics, helping
them with their personal organisation and revision skills, which as a result improved their examination
performance. An overwhelming majority of parents who responded to the questionnaire agreed that
what the college provides enabled pupils to make good progress.

The quality of the pupils’ personal development

3.13 The quality of the pupils’ personal development is excellent.
3.14 The college is highly successful in meeting its core aims to enable, guide and inspire boys to become
outstanding young men. The pupils respond willingly to the high standards and expectations set by
college staff, which, together with the inclusive nature of the full boarding community, promote very
high levels of self-confidence, self-reliance and resilience amongst the pupil body. The house system
of socials positively reinforces collaboration across the different age groups. For example, Year 9 pupils
were highly complementary of the mentoring by Year 12 pupils, which they felt increased the family
feel of their socials. There are very positive relationships between pupils and staff at all levels. As a
result, an atmosphere of mutual trust, understanding and support pervades the socials. In discussion,
Year 9 and 10 pupils said that they took full advantage of their residential experience to actively seek
out the help of teachers to support their learning and development outside the formal curriculum.
Pupils have great pride in the structure and operation of the house socials, which promote both
individuality and collegiality amongst the boarding community. Most pupils who responded to the
questionnaire said that the school, as well as the boarding experience, had the effect of making them
become more confident and independent.

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3.15 Pupils of all ages are extremely confident without being arrogant. They have extremely well-developed
social skills, reflected in the high levels of respect and tolerance that permeates across the socials.
Pupils benefit from clearly planned teaching and pupil support programmes, assisted by end of term
reports that are personal, positive, and often colourful. These promote pupil development by
encouraging the development of personal traits, such as confidence, resilience, awareness and
decision making, alongside academic progress, as pupils respond positively to the targeted comments
focussing on character development and their overall contribution to the college. Pupils actively take
on responsibility for decision making as they are given the autonomy to decide which activities they
wish to attend outside the formal curriculum, such as the activities they wish to attend in the weekly
‘academic priority time’ session. For example, pupils in Year 10 and 11 frequently opt to attend study
skills and examination technique sessions, which has the effect of improving their academic
performance.
3.16 Pupils show excellent levels of spiritual engagement at all levels in the college, which is achieved
through regular attendance at chapel, with communal singing offering an opportunity for a shared
sense of spirituality that is highly valued by the pupils. The Christian ethos of the college is evident in
the pupils’ ability to reflect and articulate their thoughts on faith and spirituality, as seen in house
social prayers, which promote the celebration of pupils with different faiths and cultures. Their
commitment to faith is further reflected in the 120-strong pupil membership of the choir and the 75
pupils who are confirmed annually. In discussion, pupils explained that the chapel was often used for
quiet reflection and that they enjoyed attending chapel services, since it contributed towards the
collegiate feel of the college. Pupils’ appreciation of wider beliefs and opinions is further enhanced as
a result of their lively participation in ‘social prayers’, a weekly evening event that encourages pupils
to deliver talks about subjects and causes of importance to them. Senior pupils were seen in ‘social
prayers’ leading discussions on behaviour, promoting courtesy, honesty and integrity. Prefects and
pupil mentors promote best practice in managing younger pupils having received appropriate
leadership training to disseminate the notions of behavioural expectations to their charges, which has
a direct impact on the pupils’ behaviour in their socials. Pupils show excellent moral understanding in
their socials when deciding right from wrong. They have a clear appreciation of the rules and values
that govern their community. They have a strong sense of fair play, since they recognise and embrace
the overt awareness of the values of the college, including those reflected in the code of conduct.
Thus, pupils respond well to the high expectations made of them.
3.17 The social development of the pupils is excellent, supported by a well-developed sense of community
awareness, which is fostered by the boarding experience. This was evidenced in the regular and valued
‘cocoas’ (informal evening social meetings), which pupils said helped promote excellent relationships
between themselves and the staff responsible for their pastoral care. Pupils contribute positively to
their socials and to the college, demonstrating their responsibility to the wider community through
their involvement in an extensive range of activities and societies, as well as by volunteering and taking
part in considerable charitable activity. Examples include Year 10 boys learning about service within
the college combined cadet force (CCF), with many staying on as cadets into the sixth form. Year 11
pupils visit seven local primary schools to help the pupils learn mathematics, English and chess. Year
11 pupils also help teach Latin at a local maintained school. In addition, Year 11 and 12 boys act as
educational mentors, via the internet, for children in a school in Nairobi. Pupils fully appreciate their
own mostly privileged backgrounds and are keen to make an impact on the wider world.
3.18 Pupils talk enthusiastically about charitable work, which extends into the holiday periods, as in the
case of Year 11 boys taking part in a four-day, 550 km cycling event, raising funds for the ‘Young Minds’
charity. The college has established a partnership with a rural state secondary school in Mbulu,
Tanzania, which has provided valuable personal development experiences for Radley pupils, 16 of
whom annually undertake fundraising for essential school equipment. These pupils travel to Tanzania
during their holiday period and teach English lessons and mentor in reading and computer skills whilst
helping to inspire the pupils and encourage different pedagogical techniques amongst the teaching
staff.

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3.19 Pupils are highly respectful of each other. In discussions, they demonstrated compassion for others
and a strong appreciation of diversity. Pupils’ valuing of others is strengthened by the broad
curriculum, including the compulsory study of theology in the lower school, which effectively
promotes an understanding of other cultures and religions. All pupils have an awareness and
understanding of those from different backgrounds, as exemplified by the full integration of overseas
boarders into college life. Pupils’ high degree of curiosity in other cultures and how they live is notable,
whether cultivated through linguistic enquiry or through the lively programme of overseas trips. There
is a regular programme of engagement with wider communities, both locally and internationally, with
recent cultural trips overseas to Russia, Japan, France, Spain, Tanzania, Honduras and America. These
trips have resulted in boys gaining valuable first-hand experience and stronger appreciation of other
cultures. Most pupils and almost all parents who responded to the questionnaire agreed that the
school promotes values of democracy, respect and tolerance of other people.
3.20 Pupils have a high level of appreciation of how to stay safe and understand how to be physically and
mentally healthy, particularly in terms of diet, exercise and a balanced lifestyle. Pupils in discussion
showed a clear understanding of the possible impact of mental illness and stress on their drive for
success. They felt that the PSHE programme, together with specialist talks and lectures, strongly
promoted their health and well-being, enabling them to cope with the rigours of boarding school life.
Pupils confirmed that the ‘Senior Master’s Advisory Committee’ (SMAC) group discussed the meal
provision termly. Scrutiny of documentation confirmed that pupil suggestions were responded to,
with an example being the ‘social choice’ night, where pupils choose the menu for the evening. As a
result of this input and involvement in consultation, the pupils in discussions felt that they have an
input, are encouraged to lead a healthy lifestyle, and make reasoned choices to keep themselves
physically and mentally healthy.

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4. Inspection Evidence
4.1 The inspectors observed lessons, conducted formal interviews with pupils and examined samples of
pupils’ work. They held discussions with members of staff and with the chair of governors, observed
a sample of the extra-curricular activities that occurred during the inspection period, and attended
house meetings and chapel. Inspectors visited boarding houses and the learning support and
educational resource areas. The responses of parents, staff and pupils to pre-inspection
questionnaires were analysed, and the inspectors examined curriculum and other documentation
made available by the school.

Inspectors
Mr Tony Halliwell Reporting inspector
Mrs Nina Gunson Compliance team inspector (Head, GDST school)
Mr Alex Balls Team inspector for boarding (Deputy head, HMC school)
Mr Richard Felsted Team inspector for boarding (Deputy head, HMC school)
Dr Neil Hampton Team inspector for boarding (Deputy head, HMC school)
Mr Magnus Bashaarat Team inspector (Head, HMC school)
Mr Andrew Colpus Team inspector (Head, SofH school)
Mrs Susan Freestone Team inspector (Principal, HMC school)

© Independent Schools Inspectorate 2019 Radley College – February 2019