I am thrilled to share with you a summary of Dumpton School’s most recent inspection by the Independent Schools Inspectorate, conducted in March 2025.
The outcomes stand as a powerful endorsement of the dedication, talent, and care shown by our entire school community - most notably our exceptional staff, but also our wonderful pupils and supportive parents, all of whom contribute so meaningfully to making Dumpton such a special place.
As well as being fully compliant in all areas, we are proud to be among a small number of schools inspected under the new framework to be recognised as demonstrating a Significant Strength - the highest accolade currently awarded by the ISI. This rare distinction is reserved for schools that deliver exceptional outcomes with a meaningful and lasting impact on every pupil.
To put this achievement in context, we understand that, at the time of writing, Dumpton is just the second school in the entire South West - and the only
Prep School - to have been awarded a Significant Strength since the introduction of the new framework in September 2023. That this recognition celebrates our approach to developing pupils’ character is especially rewarding, as it lies at the heart of our mission and is central to our educational philosophy. We hope all members of the Dumpton community - pupils, parents, and staff - will share in our pride at this outstanding achievement.
While we are incredibly proud of the findings in this report, we have so much more we want to achieve. We remain deeply committed to continuously evolving every aspect of school life to meet the needs of our pupils - but what fantastic foundations we have on which to build.
Warmest regards
Christian Saenger Headmaster
THE ISI INSPECTION FRAMEWORK
The new ISI Framework moves away from the previous single-word judgements. Instead, it focuses on the quality of pupils’ experiences across four core areas, with safeguarding as a fundamental underpinning throughout:
• Leadership and Management
• Quality of Education
• Pupils’ Physical and Mental Health and Emotional Wellbeing
• Pupils’ Social and Economic Education and Contribution to Society
• Safeguarding
As well as evaluating the quality of our education across all of these areas, Inspectors also assess the school’s compliance with all Independent School Standards.
We are delighted to confirm that every standard was fully met. In the pages that follow, you will find a summary of the key findings lifted directly from the report itself.
OUR ‘SIGNIFICANT STRENGTH’
A Significant Strength is a special distinction awarded by the Independent Schools Inspectorate in their new framework. It is reserved for schools that demonstrate exceptional performance in key areas that have a meaningful and lasting impact on pupils’ education and development.
For a school to receive a Significant Strength, it must demonstrate a sustained, positive impact in an area that is integral to its mission and values. This practice should be holistic, consistently excellent, and have a meaningful, long-lasting impact on pupils. It should also be supported by feedback from the school community, especially pupils, and show innovation that improves the overall school experience for pupils.
Dumpton’s Signficant Strength was awarded for the impact of the school’s approach to Character Education.
“The Inspectors recognised the impact of the ethos and culture that is underpinned by the strength of the school values:
“Even the very youngest pupils can name the values and strive to fulfil the school’s aim to be kind and aim high.”
The Inspectors praised the implementation and impact of ‘The Dumpton Way’, our approach to developing pupils’ character through our virtues:
“Senior Leaders have identified pupils’ personal attributes, or character, as a key area for development.They have high aspirations for pupils to become active members of the global community, contributing positively to the lives of others.”
The Inspectors recognised the positive impact that character education is having on our pupils, particularly evident through their sense of Global Citizenship:
“Pupils have a well developed social conscience and feel empowered to make the world a better place.They demonstrate self confidence and leadership skills, and are proud of the positive impact their initiatives have made.”
1Section 1: Leadership and management, and governance
“Leaders promote pupil wellbeing through the school values. Leaders continually evaluate the school’s success in achieving its aims.”
“Governors work closely with leaders to ensure that the school’s aims and ethos are put into practice, offering guidance and challenge when needed.”
“Senior Leaders have identified pupils’ personal attributes, or character, as a key area for development. They have high aspirations for pupils to become active members of the global community, contributing positively to the lives of others.”
“Leaders and staff continually communicate the school’s values and evaluate their impact.... as a result even the very youngest pupils can name the values and strive to fulfil the school’s aim to be kind and aim high.”
“Leaders in the early years are knowledgeable and create a curriculum which is responsive to the children’s evolving needs.”
“Leaders promote a culture of continuous improvement, collaboration and professional development.”
“Leaders ensure that the safeguarding of pupils is a priority at the school and continually identify and mitigate associated risks.”
2Section 2: Quality of education, training and recreation
“Adults throughout the school foster a supportive learning environment where pupils are encouraged to aim high and do their best.”
“Teachers plan lessons well and motivate pupils to learn. Teachers help pupils to make progress in all subjects by learning from their mistakes. Pupils share their ideas readily, confident that misconceptions will be corrected sensitively.”
“Teachers manage behaviour well and communicate their secure subject knowledge and enthusiasm so that pupils develop positive attitudes towards learning.”
“Teachers work closely with leaders to identify pupils who have special educational needs and/or disabilities (SEND) and identify the means by which they can be supported in lessons.”
“Older pupils are successful in gaining places at selective senior schools. They are regularly awarded academic, sporting or arts scholarships.”
“There is a broad and well-attended extracurricular programme that takes place before, during and after the school day and enables pupils to explore their talents and interests.”
“Leaders reinforce the importance of showing resilience and courage in lessons and activities, such as sports fixtures, through their recognition in weekly assemblies. This results in a positive learning culture where pupils are confident to challenge themselves.”
“Staff in the early years work together to tailor learning experiences that are both engaging and developmentally appropriate for the children in their care. They plan activities which take account of children’s interests and prior learning so that each child receives the support and challenge they need.”
“Leaders provide a range of extra-curricular activities for pupils to explore their varied interests and develop their skills. These include opportunities to engage in musical and artistic pursuits at a high level through individual or ensemble performances or participation in school productions.”
“Parents are kept well informed of their child’s progress and are provided with detailed reports each term. Regular talks by professionals and curriculum information sessions are held to engage with families across all age groups.”
3Section 3: Pupils’ physical and mental health and emotional wellbeing
“Leaders create a curriculum that enables pupils to develop high levels of self-esteem and learn to show empathy and care for one another.”
“Adults throughout the school promote the school values of kindness and respect. Older pupils model these expectations to younger ones within a positive and tolerant learning environment.”
“Staff promote a calm, respectful and well-ordered learning environment through consistently high expectations of pupils’ behaviour and recognition of positive behaviour, effort and kindness.They provide pupils with opportunities to work collaboratively and to assume leadership roles so that they grow in maturity and develop self-belief.”
“Pupils in Years 7 and 8 engage in leadership roles which are tailored to their individual interests and strengths... These experiences enable pupils to engage with the wider school community and foster a sense of responsibility towards others.”
“Pupils of all ages develop self-esteem and independence through practical activities and opportunities to work in collaboration with others, such as when planting and looking after vegetables in outdoor learning lessons.”
3“Pupils are confident to discuss personal and social issues. They appreciate the value of activities which promote their mental wellbeing, such as walking in the school grounds and caring for school animals.”
“Pupils develop their physical and sporting skills in well-planned lessons and through a range of sporting opportunities. Teachers provide opportunities for all pupils to take part in competitive fixtures and events.”
“Older pupils have considerable success at both regional and national levels. Pupils who find certain aspects of sport difficult are given encouragement and support so they can achieve and experience success.”
“Leaders manage behaviour fairly and consistently, encouraging positive behaviour through individual rewards and public praise.”
“Leaders in the early years establish a warm and supportive environment in which children develop confidence and self-understanding.”
“Anti-bullying initiatives take place throughout the school year and pupils are reminded daily to treat others as they would wish to be treated. Bullying is rare and is promptly addressed when it occurs.”
4Section 4: Pupils’ social and economic education and contribution to society
“Leaders implement a framework for social and economic education which enables pupils to develop a strong sense of responsibility, leadership and community engagement... as a result, pupils have a strong moral compass and a keen sense of the role they play within their community and the wider world.”
“Pupils make a positive impact on the life of the school through the pupil councils. Pupils have planned and delivered detailed proposals for the implementation of solar panels, including how they could be funded.”
“Pupils understand social values in theory and put them into practice through their everyday actions in response to the school’s encouragement to take responsibility for being global citizens.”
“Pupils gain a clear understanding of democratic principles by participating in school council elections and prefect votes, which they confidently relate to wider democratic processes in society.”
“Pupils learn to respect one another and have a clear sense of right and wrong. They behave responsibly and show kindness and care, especially for those in the younger years.”
“Children in Reception relish the opportunity to be class helpers and are proud to wear the lanyards awarded for showing courage or resilience. Acts of kindness and friendship shown by the children are celebrated on the ‘Kindness Wall’ and are shared with their parents.”
5Section 5: Safeguarding
“Leaders put in place suitable arrangements to protect and promote the welfare of pupils.”
“When safeguarding concerns are reported they are dealt with swiftly and are sensitively managed.”
“Leaders, staff and governors undertake suitable training for their roles.”
“Leaders understand that in order for pupils to feel confident in seeking support they need different ways of sharing their concerns.”
“Leaders are diligent in carrying out their responsibilities with regards to recruitment practices and all relevant checks are carried out before staff begin work at the school.”
