March 2024
In March 2024, Radlett Preparatory School was inspected under the Independent Schools Inspectorate (ISI) new framework, which came into effect from September 2023.
I am delighted to share that Radlett Preparatory School has unequivocally demonstrated that the school meets the standards for independent schools in all key areas. The inspectors were extremely impressed by many aspects of the school and our pupils, which together with the very positive feedback in the report, is a wonderful endorsement of all that we do here at Radlett.
I was personally thrilled that the warm, inclusive and caring nature of the school was highlighted by inspectors and feel that they really recognised our remarkable pupils as the compassionate, respectful, resilient learners I know them to be, with the inspectors noting ‘Pupils’ respect and compassion for each other, and appreciation of individual difference, are developed well throughout the school’.
Under the new ISI framework, schools no longer receive a one-word judgement or grade; instead, pupil experience is scrutinised under the following areas: leadership and management, and governance; quality of education, training and recreation; pupils’ physical and mental health and emotional wellbeing; pupils’ social and economic education and contribution to society; safeguarding. This means that pupil experience and outcomes, alongside school ethos and culture are placed at the centre of inspections which provides a more pupil-centred and holistic view.
All inspection reports contain recommended next steps, in Radlett’s case it is a sole recommendation. As Principal, I am committed to continuous improvement for the school and alongside implementing the report’s recommendation, will continue to work together with the Radlett community to be ambitious for our pupils.
This booklet outlines many of the positive highlights contained within the report which reflects the hard work of the school community to ensure that our work with pupils within and beyond the classroom is always of the highest standard, so that pupils here can thrive.
Mrs Laura Flynn Principal
“All
groups of pupils attain well and make rapid progress from their starting points because careful planning and delivery by skilled teachers, along with detailed analysis of assessment data by leaders, mean that staff have a clear understanding of the aptitudes, needs and prior attainment of pupils”
“Leaders across the school create a welcoming, caring, and inclusive environment in the school which successfully promotes pupils’ wellbeing”
“Pupils behave well, showing genuine empathy and compassion for others’ needs.”
“The value of community, the promotion of a love of learning and the development of resilience, are woven into all areas of the curriculum. Pupils understand what each value means because they are explicitly reinforced in lessons, modelled by staff and celebrated regularly, developing pupils’ selfconfidence”
“Pupils feel safe in their school... Pupils know that they can easily raise concerns with staff, in the knowledge and confidence that they will be listened to and that their concerns will be taken seriously”
“Pupils are thoroughly prepared for their next schools through a carefully planned programme of entry examination practice”
“Pupils are highly articulate and confident in conversation, backing up their opinions with reasoned and logical argument”
“Pupils are encouraged to treat their ‘marvellous mistakes’ as stepping stones, and therefore become resilient and efficient learners”
“The school actively promotes values of respect, compassion and community, in particular; these are lived actively by pupils, who show a genuine appreciation of other faiths, ethnicities and culture and who positively celebrate difference”
“Pupils who have special educational needs and/or disabilities (SEND) are well supported, both by their subject teachers and by support specialists”
“They develop their understanding of how to contribute to society through being able to apply for posts of responsibility within the school… All these positions are democratically chosen by pupils following hustings; those applying are therefore supported to develop effective and persuasive social skills”
