Partnerships 2025-2026 Shared Purpose, Shared Impact
partnership at the core of a radley education
Boys’ education through partnership sits at the core of a Radley education, nationally recognised and highlighted in the ISI report as a significant strength in boys’ learning and character development. Across this year, that has been seen in practice – week by week, relationship by relationship, as boys have taken on real responsibility within our partner schools and communities.
This affirms work that is distinctive, sustained and impactful. It is not an optional extra, but embedded in how boys grow in character and understanding. From arrival to beyond the College gates, boys learn to make a meaningful difference within their communities. Through sustained partnerships – where they are relied upon and contribute to real change – boys develop responsibility, service and integrity: values that endure long after they leave Radley.
In this year’s impact report, we celebrate that growth and thank the schools and organisations who make it possible.
beginning to act for others
As our work has developed this year, a deeper understanding of effective partnership has emerged – built on trust, consistency and mutual respect. For many boys, this year has begun with a simple step: becoming aware. Through hearing from others in our community, raising funds and gaining insight into different experiences – opening their eyes to perspectives beyond their own and often challenging how they see the world – they begin to see the part they might play.
From there, relationships begin to form over time. Boys come to feel they belong within something wider than themselves, and begin to believe they can make a difference. Our partners see this clearly: they know our boys, support them and take pride in their development. They bring experiences that stretch and challenge our boys in ways we could not replicate alone. In turn, boys gain a clearer understanding of their role and contribution, and partnership becomes part of how they think and act.
Leaders establish highly effective relationships with the local and wider community… This provision is a significant strength of the school.”
— ISI Inspection, January 2026
forming character through relationships
Through their work in partnership this year, boys are being supported to understand TRUST more clearly and to reflect on their own role within it. We are developing a shared language across pupils, staff and partners, helping boys to recognise, articulate and take ownership of what it means to work in partnership. This is not fixed or complete, but intentionally designed as a framework for growth.
It reflects the importance of working Together over time, showing Respect by valuing others as equals, developing Understanding through listening carefully, building Strength of character through responsibility, and working in ways that are Transformational, leading to change that is real and lasting for both our boys and those they work alongside.
Boys begin to understand the importance of showing up, listening and valuing others. Through ‘Own Your Story’, they are guided through a process of reflection – considering their experiences, how they have changed, and what they have learned from working alongside others, articulating what partnership has meant to them. In this, they recognise skills and attitudes that extend beyond Radley – learning to work with others, stand up for those around them, and act with empathy and principle as they move into wider society – values that sit at the heart of a Radley education
It’s really helped me to be able to communicate with all different types of people.”
– Hamish (6.1, A)
partnership impact 2025-6
5,165 hours of support delivered by radley pupils across the year
254 boys actively involved across all partnership programmes
93% of 6.1 boys completed at least one full term of sustained partnership work
77% of fifths completed two full terms of sustained partnership work
making music together
This year the opening of Radley’s new Music School marks a clear commitment: music is not simply something boys learn, but something they share. Its first event – welcoming over 300 primary pupils for a Big Sing – set the tone for the year ahead: inclusive, ambitious and outward-looking, and placing Radley at the centre of a growing musical community.
Each boy’s journey begins with his own music, developing skill, discipline and confidence through tuition and performance, before expanding through Music Flood into performing alongside and supporting younger musicians. Working with partners including Abingdon Music Centre, Thames Valley Youth Orchestra and the Gabrieli Consort & Players, this collaboration builds something larger than any one school.
We are now seeing pupils who first worked with us in primary schools returning as secondary musicians, taking on leadership roles within ensembles. Through rehearsal and performance, boys learn to listen, guide and respond, enabling others to grow in confidence and find their voice. In that moment – when a younger pupil steps forward to performthey see the direct impact of their presence.
65
radley musicians sharing performance and leadership through partnership work
1,851 local children regularly reached through music flood programmes
Supported by:
20 local music flood schools supported through performances and workshops
It’s not just about what you become –it’s about what you go on to give.
– Joe (V, J)
Joe shared this reflection as a Remove, having come through the STEPS programme and gained a scholarship to Radley. In his time here he has led others in giving back through music – showing how experiences like this can shape not just what boys do, but who they become.
Moving schools, changing teachers – I had to find my place again, especially with music. At times, I wasn’t sure where I fitted. But along the way, people gave me opportunities and supported me, and that made me more aware of what music could be– and what it could give.
Through Radley, I’ve been able to build on that – learning, performing, and then taking it out to younger children. When you’re standing in front
of them, you realise it’s not just about playing anymore. They’re looking to you. That’s where it changes. You feel a responsibility to give something back – the same kind of support that helped you.
Now I’m taking more ownership of that. Not just improving my music, but using it.
And that’s probably the biggest thing I’ve learnt: it’s not just about what you become – it’s about what you go on to give.
developing leadership through sport
Over recent years, sport at Radley has expanded beyond performance on our pitches, becoming a powerful means through which boys inspire, lead and create opportunity for others. Through sustained work in local schools, Radley boys take on the role of coach and mentor, helping younger pupils engage, improve and develop a lasting enjoyment of being active.
What sets this apart is the quality of relationships that grow over time, where encouragement and the sense that someone is investing in them build confidence and unlock potential. Children who may once have stood on the sidelines begin to take part, to enjoy themselves and to feel they belong.
The impact is clear: energy, enthusiasm and shared experience. This year, we have seen this most clearly in the way our boys have built relationships – noticed and celebrated by teachers in our partner schools. For Radley boys, this is leadership lived out – recognising that their presence shapes whether others take part.
140 coaching sessions planned and delivered by young sports leaders
Supported by:
450 children reached in priority neighbourhoods through targeted outreach
50+ hours committed by each leader, demonstrating sustained responsibility across the programme
For some of our young people, this has meant staying engaged with school and beginning to see a future for themselves.”
– Nora Ward, Head Teacher, The Oxford Academy
The Oxford Academy (TOA) is a key partner school, supporting transition for pupils from many local primary schools in which our boys work. Through working with TOA, Radley boys are able to build relationships with pupils of a similar age.
Connection is what has allowed this partnership to grow and endure. What began as a shared response to a practical need – safety and access to swimming – has developed into a relationship built on trust, shared values and a commitment to working together.
It has never been about one school supporting another, but about both learning, adapting and creating opportunities side by side.
That connection is visible most clearly between our students, learning alongside one another.
Whether through rowing or at the Countryside Centre, this creates a common ground where confidence and belonging can develop naturally.
For some of our young people, this has meant staying engaged with school and beginning to see a future for themselves. I know this because their parents are saying it.
Over time, we see young people growing in resilience and recognising their own success in ways that are hard to measure, but clear in how they carry themselves each day.
supporting change through the countryside centre
Set within our rural campus, the Countryside Centre reflects a distinctive strength of Radley: using space with intention to support young people who require alternative provision and a pathway back into education. Working alongside trained staff, Radley boys support pupils from local schools and communities, contributing to an approach that is patient, consistent and deeply relational. This is not short-term intervention, but sustained collaboration between staff, schools and families.
Across the year, progress has been seen not in single moments, but in small, steady steps. Through regular outdoor sessions on the farm, pupils begin to re-engage with learning, rebuild confidence and experience success again. What has stood out is the sense of collaboration between Radley boys and those on the programme, finding common ground through shared activity and experience. For many, the consistency of seeing the same people each week brings reassurance and a sense that they are noticed and supported. The impact is often quiet, but deeply significant.
For some, it represents a turning point. For Radley boys, it brings a powerful realisation – that real change is collective, built slowly, and sustained through the commitment of many.
Radley staff and students take the time to understand how each child communicates and responds.
– Richard Liversidge Teacher, Kingfisher School
Richard is a class teacher at Kingfisher School in Abingdon, a specialist setting where pupils with complex needs are supported to develop independence. Kingfisher pupils visit the Countryside Centre each week, while Radley boys work alongside them.
16 local children engaged in sustained, long-term primary intervention, supported by radley pupils
Awareness in this partnership hasn’t come from talking about it – it’s come from being alongside each other. Through the Countryside Centre and visits both ways, we’ve learned what works for our pupils by working it out together.
What matters most is that nothing is fixed. Activities are adapted in the moment – sometimes that’s about building confidence, sometimes it’s about helping a child manage anxiety in a new space.
For some of our young people, just being there is a big step. Watching them come back week after week, a little more settled and a little more willing to try, shows a kind of progress you don’t always see in a classroom.
Over time, you see it in how pupils begin to engage more confidently with the world around them.
200+ children from local schools experiencing the programme across the year
By helping someone else understand it,
I’ve
understood things more deeply myself.
Ben, Senior Prefect 2025/26 (6.2, B)
Ben shared this reflection while in the Fifth form. He is now a Senior Prefect at Radley. His journey has been shaped by many influences, but what comes through clearly is how experiences like this have become part of who he is, not just what he does.
I’d never taught anyone before, so it gave me a completely different perspective. You start to see how someone else is thinking, where they might go wrong, and how to help them get there.
That’s where it changes. It’s not just about getting the right answer yourself – you feel responsible for someone else understanding it as well.
And because of that, I’ve had to take more ownership – not just of my own learning, but how I use it.
I think that’s what I’ve gained most: by helping someone else understand it, I’ve understood things more deeply myself – and that kind of makes you realise it’s something you can pass on.
strengthening learning through explanation
Outstanding academic opportunity lies at the heart of a Radley education, where boys develop a deep enjoyment of learning and begin to understand it more fully. Throughout the year, this has been seen in classrooms across our partner schools, where boys have worked alongside pupils week by week.
Through this work, boys support literacy, phonics and mathematics, applying their knowledge in real contexts. These programmes are co-created with partner schools and shaped by curriculum priorities, working alongside organisations including Oxfordshire County Council and the English Speaking Union. Through initiatives such as Radley Animals and Radley Rocks, boys engage across multiple schools, encountering different approaches to learning and developing adaptability. This year, oracy through play has been introduced as a new focus, encouraging boys to think carefully about the power of language.
In explaining, questioning and encouraging others, they reflect on their own understanding.
In helping others to progress and persist, boys gain clarity, confidence and a deeper academic purpose.
982 children reached through pupil-led science programmes including radley animals, radley rocks and robotics
15 partner schools supported each week through sustained collaboration
Supported by:
210 boys contributing at least one full term of in-school support
working and leading with others
The facilities at Radley, enjoyed daily by our boys, are opened up, shared and used with purpose to widen opportunity for others – through access and fundraising – and, in doing so, enhance a boy’s own education. Radley boys lead this work. Across this year, they have taken responsibility in sustained and visible ways, raising over £34,000 and working alongside partners including the Commonwealth Education Trust, Oxfordshire Youth and Active Oxfordshire, helping enable flexible funding for activity for local children.
Through experiences with charities such as Tap Social, boys hear different perspectives and are challenged to think differently. Across this work, they learn to build relationships, listen and adapt. Whether through the OX14 Learning Partnership, work with Broadway Academy, or hosting sports days and opening facilities, boys work alongside others – growing together and building mutual understanding.
Long-standing commitments, such as concerts in local care homes, show the value of returning over time. In this, civic responsibility is understood not simply as helping, but as working with others and contributing with purpose.
When choosing a school, you look for values you can align with, and Radley’s focus reflects a thoughtful approach to what really matters.
– Philip Guest, Radley Parent
£34,000 raised through initiatives designed and led by pupils
This perspective comes from Philip, whose son Will is entering 6.1 next year. Will has been an integral part of Radley’s music partnerships, and Philip himself has experienced this work first-hand through his involvement in the OX14 InspirED event – a collaborative initiative that brings together pupils from across the local community.
As a parent, what has become clear is that partnership at Radley is not a ‘tick-box exercise’, but something embedded in the school’s culture. When choosing a school, you look for values you can align with, and Radley’s focus on People, Place, Partnerships and Purpose reflects a thoughtful approach to what really matters.
The partnerships programme goes beyond supporting others. It helps boys understand their role in the real world and the responsibility that comes with opportunity. These boys are fortunate, and the programme encourages them to use that privilege in a positive way – sharing opportunities and contributing to the wider community rather than focusing only on themselves.
Through regular work with other schools and organisations, boys begin to see the value of working with others. Over time, it becomes clear that this is not about recognition or reward, but about doing what is right. As a parent, I have come to see this as a significant part of what prepares boys not just for school, but for life beyond Radley.
15 years of concerts in care homes, sustained by generations of radley boys
becoming a radleian
From awareness to connection, responsibility and ultimately agency – this marks more than development; it is a process of becoming, becoming a Radleian. This year, we have placed a greater focus on following the journeys of Old Radleians, listening to their experiences of working and understanding the lasting influence of their time at Radley. This has helped shape how we think about our current programmes and the opportunities we create for boys today.
When boys arrive, they bring potential to grow into young men of goodness and greatness –grounded in humility, compassion and a clear sense of purpose. Through sustained partnership, they come to understand what it means to be relied upon, learning that their presence matters.
It is in those moments that character is formed, which over time develops into an instinct to show up, contribute and make a difference.
harry’s story
Harry arrived at Radley from Bishop’s Stortford College, joining G Social and quickly making his mark.
A talented hockey player, he earned a place in the 1st XI, represented England at U21 level, and was elected Second Prefect – clear signs of both his ability and his commitment.
Yet it was beyond the pitch that his experience took on deeper meaning.
I get so much out of it. I want to keep doing it. It’s not just something that comes up – I look for it.”
– Harry (2018, G)
Working together with:
As a Young Sports Leader working in schools in Blackbird Leys, Harry began to understand the impact he could have on others: “When we turned up each week and they actually remembered our names – that was the moment it felt real. They depended on us. That’s what stayed with me.”
Through this work, his love of sport became something more purposeful:
I loved hockey anyway – but it was seeing how much the younger kids enjoyed it. You want to give them that same experience. That’s what made it different.”
At Radley, Harry developed not just as an athlete, but as a leader – learning how to communicate, adapt and connect. “The biggest thing was learning how to speak to different people– whether that’s someone my age or younger kids. You have to adjust, and you learn that quickly.”
That mindset has stayed with him. Now graduated from Exeter, he continues to coach – working with university teams and under-10s, gaining qualifications and actively seeking opportunities to contribute:
“I get so much out of it. I want to keep doing it. It’s not just something that comes up – I look for it.”
What endures most strongly is a sense of responsibility: “Showing up matters. If you’re not there consistently, they won’t remember you. Being dependable – that’s the biggest thing.” And through those relationships, something lasting has taken shape:
“You end up learning from them as much as they learn from you.”
For Harry, Radley was not just where he achieved –it was where he learnt to contribute. That sense of purpose continues to shape the way he leads, gives his time and shows up for others long after leaving school.
