INDEPENDENT SCHOOLS INSPECTORATE MAGDALEN COLLEGE SCHOOL INTERIM INSPECTION
INDEPENDENT SCHOOLS INSPECTORATE Magdalen College School Full Name of School DfE Number 931/6094 Registered Charity Number 295785 Address Magdalen College School Magdalen College School Cowley Place Oxford Oxfordshire OX4 1DZ Telephone Number 01865 242 191 Fax Number 01865 240 379 Email Address Master Chair of Governors Age Range 7 to 18 Total Number of Pupils 786 Gender of Pupils enquiries@mcsoxford.org Dr Timothy Hands Mr Jeremy Palmer Mixed Numbers by Age 7-11: 115 11-18: 671 Inspection dates 15 Mar 2011 to 16 Mar 2011
PREFACE This report is according to the Independent Schools Inspectorate (ISI) schedule for INTERIM inspections. The inspection is a two-day visit with a focus on compliance with regulatory requirements. ISI inspections occur every three years and have two formats, interim and standard, which usually occur in an alternating pattern. The school s next inspection will therefore follow the standard schedule, which includes two visits totalling five days and places greater emphasis on the quality of education and care in addition to reporting on regulatory compliance. The school s previous inspection was in January 2007 The Independent Schools Inspectorate (ISI) is the body approved by the Government for the purpose of inspecting schools belonging to Independent Schools Council (ISC) Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2010*. The range of these Regulations is as follows. (a) Quality of education provided (curriculum) (b) Quality of education provided (teaching) (c) Spiritual, moral, social and cultural development of pupils (d) Welfare, health and safety of pupils (e) Suitability of staff, supply staff and proprietors (f) Premises and accommodation (g) Provision of information (h) Manner in which complaints are to be handled *These Regulations replace those first introduced on 1 September 2003. Legislation additional to Part 3, Welfare, health and safety of pupils, is as follows. (i) (ii) (iii) The Special Educational Needs and Disability Act (SENDA). Race, gender and sexual discrimination legislation. Corporal punishment. The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership. The inspection of the school is from an educational perspective and provides limited inspection of other aspects, though inspectors will comment on any significant hazards or problems they encounter which have an adverse impact on children. The inspection does not include: (i) an exhaustive health and safety audit (ii) an in-depth examination of the structural condition of the school, its services or other physical features (iii) an investigation of the financial viability of the school or its accounting procedures (iv) an in-depth investigation of the school s compliance with employment law.
CONTENTS Page 1 THE CHARACTERISTICS OF THE SCHOOL 1 2 THE SUCCESS OF THE SCHOOL 2 The quality of the pupils achievements and their learning, attitudes and basic skills 2 The quality of the pupils personal development 3 The effectiveness of governance, leadership and management 3 3 ACTION POINTS 5 (i) Compliance with regulatory requirements 5 (ii) Recommendations for further improvement 5 INSPECTION EVIDENCE 6
Magdalen College School (interim inspection) 1 1. THE CHARACTERISTICS OF THE SCHOOL 1.1 Magdalen College School was founded in 1480 by William Waynflete, principally to provide an education for the boy choristers of the College chapel. It continues to fulfil that role but has expanded considerably to become an independent day school for boys aged seven to eighteen, and girls aged sixteen to eighteen. The school is a charitable trust but still retains a close relationship with Magdalen College, which appoints a quarter of the governors. The Master and the chairman of governors have both been appointed since the last inspection in January 2007. The school occupies a riverside site, close to the centre of Oxford. 1.2 The school aims that pupils should develop a love of learning and achieve intellectual and academic excellence, both in and beyond public examinations; that they should experience the widest possible range of activities and achieve equally highly in these, to the benefit of their personal development; and that, supported by a tolerant, humane and socially cohesive environment, underpinned by Christian values, they should develop high moral values and a sense of responsibility towards their peers and the local and wider community. 1.3 There are 786 pupils on roll: the junior school for Years 3 to 6 has 115 pupils; Years 7 to 11 have 449 pupils; and 222 pupils are in the sixth form, including 30 girls, admitted for the first time in September 2010. 1.4 Admission is by the school s own entrance examinations and interview at Years 3, 5, 7 and 9 and by GCSE performance and interview at Year 12. Almost all of the sixth form go on to university, the vast majority to their first choice institution. Standardised measures indicate that the ability profile of the school is far above the national average. Eighty-two pupils have been identified as having learning difficulties and/or disabilities (LDD), of whom 29 receive additional support, including two who have statements of special educational needs (SEN). Sixteen have English as an additional language (EAL), of whom seven receive specialist support. 1.5 National Curriculum nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its National Curriculum (NC) equivalence are shown in the following tables. Junior Department School NC name J1 Year 3 J2 Year 4 J3 Year 5 J4 Year 6 Senior School School NC name Second Form Year 7 Third Form Year 8 Lower Fourth Year 9 Upper Fourth Year 10 Fifth Form Year 11 Lower Sixth Year 12 Upper Sixth Year 13
Magdalen College School (interim inspection) 2 2. THE SUCCESS OF THE SCHOOL The quality of the pupils achievements and their learning, attitudes and basic skills 2.1 Throughout the school, pupils achieve outstanding success in their learning. The quality of written work is high in all subjects. Essays are well constructed and persuasive, and imaginative writing is equally well developed, particularly in the junior school. Pupils are articulate whether in debate or talking informally. Mathematical and scientific skills are of a high order and the best mathematicians achieve national distinction. Pupils are competent in the use of information and communication technology (ICT); they are well organised and good note makers. Pupils are extremely well motivated and determined to achieve as highly as possible. On the basis of the available evidence, standards at the end of Year 6 are excellent in relation to national age-related expectations. The following analysis uses the national data for the years 2007 to 2009. These are the most recent three years for which comparative statistics are currently available. At both GCSE and A level, results have been excellent when compared with both the national averages for maintained secondary schools and those for maintained selective schools; progress is exceptional in relation to pupils high ability. In recent years, almost all pupils have gained A* to B grades at A level. Individuals and teams achieve county, regional and national recognition in a number of sports. Music and drama are performed to a high level. Pupils are particularly successful in academic competitions and games. 2.2 Pupils enjoy a particularly rich educational experience which fulfils the school s aim to develop a love of learning and achieve intellectual and academic excellence. The curriculum throughout the school is both rewarding and demanding and goes well beyond the requirements of the National Curriculum, GCSE and A-level specifications. Academic subjects are particularly strong and meet the needs, interests and abilities of the pupils, though technology is not as well developed as other areas. Outstanding features are the enrichment through extension work, visits and visitors, the rich and varied extra-curricular activities, work in the community and most significantly Waynflete studies, where sixth-form students pursue a project, that often goes well beyond A level, with the help of tutorial input from university lecturers. The school has a comprehensive programme of personal, social, health and citizenship education (PSHCE). Provision for those with LDD or EAL is excellent. Screening is thorough; well-thought-out individual education plans (IEPs) provide clear guidance to teachers and pupils, and pupils progress is monitored carefully. 2.3 The overall quality of teaching is excellent and it is an essential factor in the very high standards achieved by the pupils, as both pupils and their parents appreciate. Teachers know their pupils well and devote considerable time to individuals, both in and out of class. Teachers have excellent subject knowledge and their enthusiasm and expertise inspire their pupils. In the best lessons, pupils are active participants, rising to the challenges with which they are presented. In the few less successful lessons, the pace of teaching was slower and did not satisfy the aspirations of the higher-achieving pupils. Since the last inspection, the school has invested considerable time and energy into the development of teaching skills and the improvements are clear. Assessment is thorough throughout the school and pupils progress is monitored regularly. Much marking is excellent, indicating how pupils can improve their work; however, a small minority is perfunctory.
Magdalen College School (interim inspection) 3 The quality of the pupils personal development 2.4 Pupils of all ages develop outstanding personal qualities. They are friendly, confident and articulate without being arrogant; they are sensitive and considerate of others, and know that they are valued as individuals. Pupils spiritual development is excellent; they are reflective and have a clear sense of their own strengths and weaknesses, developed through chapel services, PSHCE and class discussion. Pupils have a clear understanding of right and wrong and offer intelligent and perceptive views on wider ethical issues in many lessons. Social skills are excellent: pupils mix well and are courteous. They readily take responsibility and develop leadership skills as prefects, team captains and in the Combined Cadet Force (CCF). Pupils have a strong sense of community: they care for each other, engage in service in the community and raise large sums of money for charities locally, nationally and abroad. Cultural awareness is strong and many pupils take part in art, music and drama activities. Attention is paid to other cultures through the curriculum and through the school s links with Africa. 2.5 The excellent pastoral care allows pupils to feel happy and safe. Tutors know the pupils very well, provide excellent care and guidance and monitor their personal and academic progress. Effective communication within the school, and between school and home, enables problems and concerns to be resolved swiftly. Well-devised systems and policies, including clear measures to counter bullying, contribute to the supportive pastoral arrangements. Relations among pupils and between staff and pupils are excellent, and pupils know they can find help if they have a problem. Year councils provide an effective pupil voice. In their comments, pupils are proud to be members of the school, they are well cared for and feel that they make excellent progress thanks to the efforts of their teachers. Comprehensive safeguarding arrangements are in place, training is up to date and recruitment is secure. Great care is taken in planning educational visits. Fire risk assessments are in order. The accessibility plan for those with learning or physical difficulties has been updated. A good selection of appetising food is provided and pupils participate in regular physical activity, all of which promotes a healthy lifestyle. The electronic registration system is efficient and absences are followed up swiftly; records for the last three years are complete. The admission register contains all the necessary information. The effectiveness of governance, leadership and management 2.6 The board of governors makes a valuable contribution to the development of the school, particularly in the areas of strategic planning and financial management, and as guardians of its aims, ethos and traditions. The governors are involved actively in the life of the school. They are very well organised, take their responsibilities as critical friends seriously, and hold the school to account. Since the last inspection, a more rigorous nominations procedure has been adopted and new governors have been appointed. Committees have an enhanced role and several new ones have been added to review policies, particularly with regard to health, safety and safeguarding, which are fully compliant. Departments make presentations at education committee meetings. Governors have introduced an away day to allow them to plan strategically. Communication between the governors and the school is good; the chairman, the Master and the bursar communicate weekly to plan and keep the school under review. 2.7 The overall quality of leadership and management is excellent. The school is strongly led and continues to move forward successfully. The already high standards of achievement have further improved. For example, Waynflete studies
Magdalen College School (interim inspection) 4 have enriched the curriculum of the sixth form, the quality and range of the extracurricular activities has improved and the school has successfully integrated girls into the sixth form. Members of the senior leadership team have clear job descriptions and work well together. The leadership sets high standards and management is based on trust, team work and the confidence that all are committed to the same goals. This confidence is amply justified in the commitment of staff, the effectiveness of managers and the continued progress of the school. The school has a comprehensive development policy to which all have contributed and which is evaluated regularly. Policies are in place for all aspects of school life; they are well implemented and reviewed as necessary. Safeguarding and health and safety policies are comprehensive and the necessary training is up to date. Recruitment is secure and stringent checks are carried out on all new staff; the centralised register is well maintained. The school has a rigorous appraisal scheme backed by generous professional development provision and the induction of staff is effective and supportive. The new refectory and art building and the refurbished sixth-form centre have further improved the facilities: the buildings and the site are maintained to a high standard. 2.8 The quality of links with parents is excellent. The school takes parents concerns seriously and has a comprehensive complaints procedure which is fully compliant with regulatory requirements. The inspectorate is aware of an on-going concern at the time of the inspection. Responses to the pre-inspection questionnaires were overwhelmingly positive and expressed no significant concerns. The energetic parents association provides a social focus. Communication between parents and the school is excellent, helped by the ready use of emails and the school website, so that parents are supplied with all the required information. Clear and helpful reports and parents evenings keep parents well informed as to the progress of their children.
Magdalen College School (interim inspection) 5 3. ACTION POINTS (i) Compliance with regulatory requirements (The range of the Independent School Standards Regulations is given in the Preface) 3.1 The school meets all the requirements of the Independent School Standards Regulations 2010. (ii) Recommendation for further improvement 3.2 The school is highly successful and has no significant weaknesses. It should however make the following improvement. 1. Ensure that all teaching comes up to the standard of the best.
Magdalen College School (interim inspection) 6 INSPECTION EVIDENCE The inspectors observed a small sample of lessons, conducted formal interviews with pupils and examined samples of pupils work. They held discussions with senior 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 registration sessions and assemblies. Inspectors visited the facilities for sick or injured pupils. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school. Inspectors Mr John Marshall Mr Stephen Holliday Mr Douglas Buchanan Reporting Inspector Headmaster, HMC school Former Deputy Head, IAPS school