INDEPENDENT SCHOOLS INSPECTORATE - Radley College

Radley College 13
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