ISI Inspection 2015

Reed’s School is one of a small number of schools in the country to achieve the prestigious ranking of “Excellent” in every category. We are proud to be recognised as national leaders in terms of student achievement, teaching and learning, pastoral care and extra-curricular provision.

This outstanding result is testament to the commitment and skill of our teaching staff and is an affirmation of what we already know: that Reed’s School has moved into its third century “with a speed and grace many can only dream of emulating”. (Good Schools Guide 2014)

I hope that you will have a chance to read the ISI report in its entirety. However, there is also a synopsis of the most salient points below for ease of reference.

Mark Hoskins, Headmaster

Reeds School ISI Inspection 2015 | PDF

Summary of the Independent Schools Inspectorate Report, January 2015

Reed’s School was graded as follows:

1. Quality of pupils’ achievements and learning: Excellent

2. The contribution of the curriculum and extra-curricular provision: Excellent

3. The contribution of teaching: Excellent

4. The spiritual, moral, social and cultural development of the pupils: Excellent

5. The contribution of pastoral care: Excellent

6. The quality of boarding: Excellent

7. The contribution of welfare, health and safety: Excellent

8. The quality of governance: Excellent

9. The quality of leadership and management: Excellent

 

The Quality of the Pupils’ Achievements and Learning:

”Pupils are extremely well educated in line with the School’s aims to help them to make the most of their academic, cultural, and sporting talents.”

“Pupils are intellectually curious, self motivated, and have high aspirations, both inside and outside the classroom.”

 

The Contribution of Curricular and Extra-Curricular Provision:

“The outstanding extra-curricular provision is an expression of the school’s ethos.”

 

The Contribution of Teaching:

“Relationships between pupils and teachers are very strong and result in positive attitudes to learning.”

“Teachers know pupils well and understand their needs. Small classes mean that teachers provide individual attention.”

 

Quality of Pupils’ Personal Development (spiritual, moral, social and cultural):

“Pupils behave in an exemplary way, often showing high respect for each other and always being well mannered in interactions, both with adults and other pupils.”

 

The Contribution of Arrangements for Pastoral Care:

“The School provides exemplary support and guidance for pupils, fulfilling the aims of its founder and its mission statement.”

“There is a relaxed and positive atmosphere in school with excellent relationships between pupils and staff.”

 

The Contribution of Welfare, Health and Safety:

“Staff are vigilant, understand child protection procedures, and provide a high level of care for all pupils.”

 

The Quality of Boarding:

“The boarding experience makes a powerful contribution to the personal life of the boarders, and for many the opportunity is a life-changing experience.”

“The boarders show excellent personal qualities: resilient and determined, positive and polite, considerate and cheerful.”

 

The Quality of Governance:

“Governors are very committed to the School and its strong ethos.”

“Governors have ensured that the teaching environment is of a very high quality.”

“Departments are exceptionally well resourced, notably the FutureTech facility which is a potentially valuable asset.”

 

The Quality of Leadership and Management, including links with Parents, Carers and Guardians:

“There is a clear sense of educational direction.”

“The School is run with an openness and sense of democracy.”

“The School’s links with its parents, carers and guardians is excellent. Parents’ responses to pre-inspection questionnaire indicate a very high level of satisfaction, with particular strengths being the range of curricular and extra-curricular activities provided, the standards of behaviour in the School and the quality of the leadership and management."

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