I am delighted to share Malvern College’s outstanding ISI inspection report with you. The school was inspected in January 2025, and I would like to extend my sincere thanks to our exceptional community of pupils and staff who welcomed the inspectors and shared their experiences of life at Malvern.
This report confirms what we already know - that Malvern College provides an outstanding education, both academically and pastorally. It highlights our commitment to excellence, our culture of care and support, and the way we instil resilience, kindness, and independence in our pupils. As a boarding school, we take great pride in fostering an environment where young people can thrive, and I am pleased that this has been so strongly recognised.
There are many stand-out comments within this report, and I encourage you to read the summary on page 5 in particular. The inspectors have affirmed that Malvern College is not only a place of academic ambition and innovation but also a home to a generation of bright, capable, and compassionate young adults.
Thank you for your continued support in making Malvern College such a special place.
Keith Metcalfe Headmaster, Malvern College
Thank you for reading Malvern College’s Independent Schools Inspectorate (ISI) school inspection report. The inspection took place in January 2025 and this document contains an overview of the findings. The full report can be found on our website (www.malverncollege.org.uk/inspection-reports) or by scanning the QR code at the bottom of this page.
How to read this report
The Independent Schools Inspectorate is appointed by the Department for Education to inspect independent schools in England. The inspections report on the extent to which the statutory Independent School Standards and other applicable regulatory requirements are met, collectively referred to in this report as ‘the Standards’.
Schools are expected to meet the robust standards listed below.
Malvern College was inspected in the following standards and met all requirements.
• Standards relating to leadership and management, and governance are met
• Standards relating to the quality of education, training and recreation are met
• Standards relating to pupils’ physical and mental health and emotional wellbeing are met.
• Standards relating to pupils’ social and economic education and contribution to society are met
• Standards relating to safeguarding are met.
1
2
A summary of the inspection findings
The school provides pupils with a wide variety of opportunities to achieve success, guided by a shared vision from governors and school leaders. They maintain strong oversight of an ambitious extra-curricular programme that fosters independence, leadership skills, and resilience. Leaders of boarding are attuned to the specific needs of boarding pupils, ensuring their wellbeing through positive relationships and dedicated support. Teachers know their pupils well, and SEND pupils receive tailored assistance to help them thrive.
Leaders carefully monitor all aspects of school life, ensuring that pupils achieve strong results in public examinations, excel in sports and develop self-confidence and social skills. Health and safety measures are rigorously maintained, while clear expectations around behaviour are consistently upheld, fostering an atmosphere of mutual respect within the school’s diverse community.
Pupils benefit from a well-structured and relevant life skills programme that equips them for the future. Additionally, leaders have embedded a robust safeguarding culture, ensuring that pupils feel safe, supported, and empowered throughout their time at the school.
Section 1: Leadership,
Management, and Governance
Malvern College has demonstrated outstanding leadership, governance, and management, with all standards fully met. Malvern College’s leadership and governance have created a strong ethos that actively promotes pupils’ wellbeing. Governors and school leaders ensure that all pupils are supported in finding their path to success while fostering the ‘Malvern qualities’ of kindness, resilience, and curiosity. These clear expectations contribute to a positive and inclusive environment where pupils feel valued and part of a thriving community.
Leaders take a strategic and analytical approach, conducting regular, detailed reviews to enable effective scrutiny and shape the school’s direction. The academic core curriculum is enriched by a super-curriculum of diverse enrichment activities and a varied co-curricular programme, offering multiple pathways for pupils to excel in their areas of interest. Leaders are committed to self-evaluation and continuous improvement, integrating pupil feedback into their decisionmaking processes.
The school’s boarding environment is centred on pupils’ welfare, allowing them to build strong relationships in a supportive setting. This robust approach underpins an ambitious programme of adventurous activities, designed to develop pupils’ resilience and independence. Through this dedicated leadership, Malvern College continues to provide an outstanding educational experience that nurtures both personal and academic growth.
Kindness
Respectful Curiosity
Build strong relationships
Resilience
FINALIST: Sarah Angus Senior Deputy Head Lifetime Achievement, Tatler Awards
Lifetime Achievement
Self-aware
Sense of wider community
Super-curriculum
Develop creative skills
Section 2: Quality of education, training and recreation
Leaders have implemented a flexible curriculum with a range of pathways through the school, enabling pupils to make subject choices that align with their individual aptitudes and aspirations. The core curriculum is supported by a pupil-led ‘super-curriculum,’ which develops pupils’ ability to link ideas across academic disciplines and explore concepts in depth.
Aptitudes and Aspirations
Teachers use effective questioning to develop these skills and stimulate discussion, demonstrating secure subject knowledge and careful use of technical language. Pupils who speak English as an additional language (EAL) are effectively supported both in class and through extra lessons, ensuring they can successfully access the curriculum and build confidence. ‘Pre-Sixth’ pupils are well prepared for Sixth Form study and fully integrated with their year group.
Pupils achieve highly in creative subjects, with artwork exhibited in national competitions. Teachers know their pupils well and effectively use online resources to support learning and build digital confidence. Leaders have a comprehensive system for tracking attainment throughout the school, with subject leaders and teachers regularly taking action to raise the ambitions of pupils who may underestimate their potential. Support for pupils with SEND is also highly effective.
An extensive programme of recreational activities is available for both day pupils and boarders, including at weekends. Tutors carefully monitor pupils’ involvement to ensure they develop social, creative, and physical skills. Leaders have created an environment where all pupils can thrive academically and personally, preparing them for future success. ALL STANDARDS ARE MET
Section 3: Pupils’
physical and mental health and emotional wellbeing
The school meets the Standards relating to pupils’ physical and mental health and emotional wellbeing by fostering a supportive and nurturing environment. Leaders have created nurturing house communities where pupils, including boarders, gain a strong sense of security and belonging. Relationships between staff and pupils are very positive, ensuring that pupils benefit from consistent support and guidance. Pupils live together in an atmosphere of mutual respect, reinforced by fair and transparent school rules. A culture of explanation rather than punishment prevails, and any incidents where standards fall short of expectations, such as the use of inappropriate language, are carefully recorded. Leaders respond swiftly to emerging trends to maintain a positive school environment.
The school offers a wide range of sporting and physical education opportunities, which are regularly reviewed and adapted based on pupil feedback. As a result, pupils actively embrace the sporting programme, developing resilience and self-awareness through the breadth of opportunities available. In addition, the school delivers an effective life skills programme, equipping pupils with essential competencies for personal growth. Pupils are also encouraged to explore different approaches to spirituality and are supported in developing their own spiritual sense. Boarding pupils benefit from the care and dedication of diligent staff, ensuring their wellbeing is consistently prioritized.
ALL STANDARDS ARE MET
Moral action
Strengthen and broaden friendships
Embrace sporting programme
Diligent staff
Culture of explanation
WINNERS: For two consecutive years, pupils have won BSA Supporting Excellence Awards (Photography 2024 and Art 2023)
Malvern
Prepared for life
Section 4: Pupils’ social and economic education and contribution to
society
The school meets the Standards relating to pupils’ social and economic education and their contribution to society by fostering a diverse and inclusive international community. As a result, pupils develop informed and respectful attitudes towards one another. Ethics and morality are embedded in the curriculum, with house staff reinforcing these lessons through an emphasis on individual responsibility and moral action.
Pupils take on leadership roles throughout the school, demonstrating initiative and a strong sense of personal and communal responsibility. They are well prepared for life beyond school and actively contribute to society. Pupils organise and lead a variety of fundraising activities in support of global and national charities, while also engaging in local community initiatives. These efforts are a key component of the Malvern Award, which recognises and rewards their contributions both within the school and beyond.
The school’s career framework provides structured guidance for all year groups, ensuring that pupils are well equipped to make informed decisions about their futures from an early stage.
ALL STANDARDS ARE MET
Robust safeguarding
Culture of supporting welfare
Peer Mentors
Section 5: Safeguarding
The school meets the Standards relating to safeguarding through a strong and embedded culture of protection and support. Leaders have established clear expectations for staff conduct, ensuring that all staff have the knowledge and skills to respond appropriately to safeguarding concerns. Pupils are taught how to keep themselves safe, including online, and older pupils receive leadership training that includes safeguarding, enabling them to support younger pupils in the houses and foster a welfare-focused environment.
Day and boarding pupils are aware of the various ways they can seek help, including access to external support services. Staff fully understand their safeguarding responsibilities and report any concerns promptly, with leaders taking swift and effective action, including liaising with external agencies when necessary. Leaders also ensure the suitability of staff and other adults on the school site, including those residing in boarding accommodation, reinforcing a comprehensive safeguarding framework across the school.
Best Experiential Learning Highly Commended, Muddy Stilettos Awards 2024
Thank you for reading Malvern College’s Independent Schools Inspectorate (ISI) school inspection report.
The full report can be found on our websitewww.malverncollege.org.uk/inspection-reports or by scanning the QR code at the bottom of this page.
