INDEPENDENT SCHOOLS INSPECTORATE - Radley College

Radley College 6
performing Bach, Beethoven and Chopin from memory in an aesthetically sensitive, yet
technically assured style. A recent production of West Side Story was performed with
resounding success to national acclaim. It is obvious that the emphasis on teamwork is
adding to the boys’ personal development.
2.20 The pupils’ attitude to work is positive. They come to lessons expecting to work hard and
enjoy their learning. Evidence of co-operative learning was widespread, both in academic
areas and in teams. Many pupils commented on the willingness of other pupils to be
supportive in the learning process: “there is always someone around who will give you help”.
Pupils persevere with tasks, both in the classroom and in their homework, and organise their
work effectively. Files are very well kept and pupils are keenly aware of academic sources
on the intranet. As they mature, in a number of areas boys acquire the skills to research and
study independently. The college acknowledges in its own evaluation the aim to do even
more on independent learning, and staff are encouraged in the college teaching policy to
facilitate independent learning. In the best practice observed this was the case; however, it is
not universal.
2.21 The boys enjoy and thrive on the variety of learning methods offered to them, whether
working in pairs, for example in modern foreign language lessons, discussing and reasoning
in groups, or through challenges set by their teachers.
Spiritual, Moral, Social and Cultural Development of Pupils
2.22 The spiritual, moral, social and cultural development of pupils is outstanding. Relationships
are excellent, and a sense of community is evident throughout the college. Such
accomplishments resonate with the college’s stated aim of developing a community which
values decency, tolerance and gentility.
2.23 The pupils have an outstanding spiritual awareness, centred on the role played by the chapel
in the daily life of the college. Congregational singing and prayer deepen pupils’
consciousness of the spiritual dimensions of life, which are complemented by prayers in
socials and the Christian forum. A bible reading begins the day in most lessons and is
reprised in the evening chapel service, framing the day within a spiritual context. In lessons,
too, pupils actively engage with spiritual concerns, such as the animated discussion of the
nature of evil and man’s freewill in a Year 12 religious studies (RS) lesson, or the more
humanistic theme of torture and totalitarianism in a Year 13 theatre studies lesson.
Reflection on such issues plays a valuable part in pupils’ growing sense of identity and the
development of personal insight. Boys study other faiths and beliefs in RS and gain
awareness of spiritual diversity and difference, founded on tolerance and respect. Pupils’
spirituality is also challenged by the vibrancy of the art displays throughout the college;
particular challenge is given by the art displays in the heart of the science and mathematics
departments.
2.24 Pupils develop a strong awareness of moral issues and demonstrate a growing understanding
of the difference between right and wrong and respect for the law. Pupils wrestle with the
issues surrounding genetic engineering in the science curriculum, and in English, history and
the college’s Amnesty group pupils develop an understanding of civil rights. Pupils consider
moral positions with maturity and sensitivity, such as their thoughtful response in a Year 9
history lesson to a documentary film depicting the fanaticism generated at the Nuremberg
rallies. The PSHE curriculum also does much to deepen pupils’ understanding of moral
issues, and pupils in Year 9 benefit from external speakers on topics such as smoking and
drug addiction. In Years 10 and 11 in PSHE, pupils have the opportunity to reflect upon
themes such as bullying, alcohol abuse and responsibility in society, while in the sixth form a
series of lectures encourages further contemplation of moral concerns, leading pupils of all