RGS Guildford. An education tailored for boys

An education

tailored for boys

Through generations of inspirational, erudite and charismatic teachers, the School has taken pride in nurturing an environment which provides an education specifically tailored for boys.

Education is constantly changing. Successive generations, governments and trends have come and gone, making their mark on examinations, learning and teaching. Theories have been put forward as to why girls outperform boys, and then boys outperform girls, at various stages of their education. Claims have been made as to why certain areas of the curriculum or school life are dominated by one or other gender.

Influenced by these arguments and trends, schools have quite rightly moved with the times.

The RGS, founded in 1509, has also evolved and developed throughout its distinguished history, continuing to take genuine pride in offering an education which incorporates the very best practice and technology of its time. Throughout these 500 years of change, however, there has been one constant. The RGS has maintained an innate belief in the value of single-sex education and through generations of inspirational, erudite and charismatic teachers, the School has taken pride in nurturing an environment which provides an education specifically tailored for boys. We believe that the model which exists at the RGS is one which allows us to cater to the talents of each individual and supports our boys in fulfilling their potential.

In a study sponsored by the International Boys’ School Coalition (ISBC), nearly 1,000 teachers from boys’ schools in countries including Australia, Canada, England, New Zealand, South Africa and the United States of America were probed as to “What works with boys?”. There was significant consistency in the themes underlying the responses, irrespective of the country or the size or the type of school. Teachers agreed of the centrality of activity and physical movement; hands-on learning; healthy competition and a competitive aspect to tasks and challenges; the element of surprise and unpredictability; and, importantly, the fun-factor. In addition to these common elements, the over-riding aspects which contributed to a positive, constructive, successful learning environment for boys were baseline rigour, respect and mutual trust.

The RGS continues to recognise that to educate boys effectively, teachers must cater to active learners whose kinaesthetic and physical attributes mean the need for competition, movement and fun is so vital.

The ISBC also asked the boys themselves from the same range of schools and countries what worked best for them in the classroom. Again, perhaps unsurprisingly, boys concurred in their responses. Boys spoke of the importance of clear rules and directions; the relevance of the material covered; confidence in the learning environment and protection from public shaming; the reassurance gained from scaffolding which allowed them to try, and not be afraid to fail, and then try again; recognition in success whether that manifested itself as a quiet gesture or public acclaim. What boys valued above all else, however, was connection: connection with mentors and with caring teachers – to be known beyond a seating plan, beyond a test result, beyond a candidate number – this concept, this relationship was deemed to be at the very heart of what allowed the boys to flourish and fulfil their potential within the classroom.

We like to think at the RGS that all these elements are embedded within the culture of the School as the staff recognise the importance of gearing their teaching to the demands of the boys. An education tailored for boys is, therefore, more than a strap-line, is more than empty rhetoric. The RGS continues to recognise that to educate boys effectively, teachers must cater to active learners whose kinaesthetic and physical attributes mean the need for competition, movement and fun is so vital. Clear rules, high expectations, mutual respect and strong relationships then provide the reassuring foundations for boys to take risks and innovate. Whether it is the choice of literary texts to capture the imagination and which are geared to the interests of boys; whether it is the need for a very practical approach in science experiments or Design and Technology projects or trips locally and internationally; whether it is getting the boys out of the classroom and thereby challenging and surprising them, we aim to inspire and enthuse the boys at the RGS so that the classroom is simply one part of the learning experience.

Clear rules, high expectations, mutual respect and strong relationships provide the reassuring foundations for boys to take risks and innovate.

Pleasingly, the very aspects the ISBC identified were the same elements which the recent ISI Inspection of the RGS in November 2013 highlighted in their report. Teachers were regarded as having an excellent understanding of pupils’ needs; pupils were regarded as flourishing across the curriculum and extra-curricular activities. Comments from the report included: “The quality of teaching is excellent, showing passion and commitment, extensive subject knowledge and a keen desire to meet the needs of all pupils”; “Pupils overwhelmingly enjoy being at the school.

They feel well supported by their teachers and tutors and express a consistent pride in their school”; “The pastoral care from which pupils benefit is excellent, offering outstanding support and leading to exemplary standards of behaviour and open, warm relationships”; “Pupils feel safe. There is always someone they can turn to”; “Pupils’ achievements in creative, physical and performance skills are exceptional”; “Pupils benefit from a wide-ranging and challenging curriculum and from an exceptional extra-curricular programme”; “Pupils are attentive listeners and articulate debaters. They show excellent independent learning and research skills and intellectual curiosity”.

It is widely accepted that girls mature more swiftly and by providing a single-sex learning environment, boys are not intimidated by more articulate, sophisticated company. Without the social pressures of girls, boys can develop and mature at their own pace. Without the weight of gender expectation, boys can reverse national trends: art, drama, music, sport are all equally accessible – and perhaps more importantly – are all equally valued and respected at the RGS. We feel that the boys are able to express and challenge themselves irrespective of their chosen field. At the RGS, we like to think that the boys emerge from the School as modest yet confident individuals, cultured and well-rounded.

The educational environment allows the boys to flourish while the School’s close ties with the local girls’ schools and the strong sense of community and family which strengthen these links mean the boys benefit from regular academic, extra-curricular and social interaction with the girls while still enjoying all the benefits and advantages of single-sex education: an education tailored for boys.

The Royal Grammar School High Street Guildford GU1 3BB 01483 880600 admissions@rgs-guildford.co.uk www.rgs-guildford.co.uk

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