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SCHOOL DEVELOPMENT PLAN 2025-2026 EVALUATION REPORT

SCHOOL DEVELOPMENT PLAN E V A L U AT I O N R E P O R T 2025-2026

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Introduction

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The Development Plan cycle

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The six strategic aims •

World Ready

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Personalised Achievement

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Culture of Care

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Enriching Experiences

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Partnerships and Connections

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Flourishing Staff

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Marketing, Admissions, Communications and Alumni

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Finance and Operations

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Spotlight on Rowing

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Spotlight on Sustainability

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Spotlight on Wellbeing

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Looking ahead to 2026 - 2027 priorities

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S D P E V A L U AT I O N INTRODUCTION This report represents the end of the School Development Planning (SDP) process, where we reflect on our progress towards our agreed objectives for the 2025 - 2026 academic year. This has been a landmark year as we have prepared in earnest for our first co-educational entry in September 2026, alongside continuing to refine the initiatives launched in the first year of our six strategic aims. Departments have worked diligently to create an inspiring year of activity that has enabled us to deliver on our ambitions for every student, whilst building the foundations for a successful and well-prepared transition to co-education. Co-education has been at the heart of this year’s planning. We have secured the necessary regulatory approvals, refreshed our curriculum, pastoral and co-curricular offer, and engaged staff, students and parents at every stage so that SWPS welcomes its first boys in September

“This has been a landmark year as we have prepared in earnest for our first co-educational entry in September 2026.”

2026 from a position of real strength and confidence. Throughout the year we have valued the contributions of staff, students and families in helping us shape school life to champion the individual. Parents have told us they are more confident in the school than ever before, students report feeling safe, valued and cared for, and staff have worked tirelessly to deliver an ambitious programme of change. This report is a testament to that shared endeavour, and to the strong foundations now in place as we look ahead to our next chapter. Debbie Picton - Head

03 SD P E VA L U A T I O N 2 0 2 5 - 2 6 THE DEVELOPMENT PLAN CYCLE The School Development Plan for 2025 – 2026 was reviewed and refreshed in conjunction with all staff, building on the priorities established in 2024 – 2025. Project progress is reviewed by all members of the Leadership and Extended Leadership teams to ensure the ongoing monitoring and implementation of key projects.

In June 2026 a staff meeting was used to facilitate discussions with all staff – teaching and support staff – to reflect on the year’s progress. This report captures the reflections from the school Leadership team, all staff contributions at the June staff meeting, and a review of department development plans.

Governors receive termly updates on the SDP progress, and all staff have been updated on progress at staff training days.

Summer 2025

Each half-term

Each term

Summer 2026

Six strategic aims discussed by all staff. This consultation contributed to the agreed SDP for 2025 – 2026.

Leadership Teams review progress of the SDP objectives and projects.

Governors receive updates on SDP progress.

All staff meeting reviews the SDP progress. This consultation contributes to the SDP priorities for 2026 – 2027.

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OUR VISION A leading independent co-educational day school: a community where every individual thrives. Our vision expresses our combined sense of purpose, aspiring to be an environment which promotes the success of every individual whilst recognising that individuals must work together to create a strong, purposeful community and a sense of belonging.

OUR MISSION To champion the individual and build confidence, integrity, and excellence. Our holistic education promotes innovation and creativity both inside and outside the classroom. Our values of curiosity, ambition and generosity enable our students to go beyond academic success, leaving the school with a conscience and world ready.

Our vision expresses our combined sense of purpose, aspiring to be an environment which promotes the success of every individual whilst recognising that individuals must work together to create a strong, purposeful community and a sense of belonging.

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O U R VA L U E S Curiosity, Ambition and Generosity

We seek to nurture in every student the values of Curiosity, Ambition and Generosity. Curiosity about our world and our future. Ambition for ourselves and for others. Generous with our thoughts, our gifts and our time. We seek to build confidence, integrity, and excellence in a caring, innovative, and happy community so that each student leaves having been given the best possible chance of achieving their full potential, taking with them sound values, breadth of skills and knowledge, and ready to take on the world.

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S T R AT E G I C A I M S We are proud of our long history and heritage; a school which was founded to educate the ‘poor boys of Chertsey’. We are committed to building on these foundations, by embracing the community and the world around us which we passionately believe will stand every individual in good stead for the future. To that end, we are committed to a set of strategic aims to deliver the vision.

1. World Ready Our students are ready for the world, and ready to make the world better for everyone. 2. Personalised Achievement We provide an education that enables success for everyone - personalised and ambitious, with excellence the norm. 3. Enriching Experiences All students enjoy an enriching school life beyond the classroom.

4. Culture of Care We promote a culture of care for all. 5. Partnerships and Connections We are a school embedded in the local, national and global community, learning through partnership and collaboration. 6. Flourishing Staff Our staff are engaged with the school’s mission, are valued members of the community and are supported in their personal growth.

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recognising that individuals must work together to create a strong, purposeful community and a sense of belonging.

“A wonderful example of the benefits of a focus on the individual, Sir William Perkins’s School consistently turns out capable, confident young adults.” Talk Education

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WORLD READY Our students are ready andN ready to make the world O U for R theVworld, ISIO better for everyone.

Establish the SWPS Skills Development Framework (SDF) Our vision expresses our combined sense of purpose, aspiring to beindependent an environment which Continue to champion learning promotes the success of every individual whilst and curiosity

A leading independent 2025-26 Objectives: co-educational day school: a community where every individual thrives. Promote interdisciplinarity and collaboration, making links beyond subjects and disciplines recognising that individuals must work together to createleadership a strong, purposeful community Develop skills across the schooland to a sense of belonging. promote good social and communication skills

Review the current Futures programme, careers to focus our charity and “A wonderful example of the benefits Continue of a focus ononthe individual, activity and entrepreneurship to ensure this is volunteering strategy to foster a culture of Sir William Perkins’s School consistently turns out capable, confident working for all students giving

young adults.” Talk Education

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WORLD READY This year has seen the foundations laid for the SWPS Skills Development Framework (SDF), known to staff as STRIVE. A working group, including our Extended Leadership team, drafted the framework and shared it for staff feedback, before testing it through a range of existing projects: the Mission to Mars (M2M) project in Year 7, the £10 Challenge in Year 9, the Sustainability Project in Year 8, the Year 11 mentoring programme, and work in formal project qualifications (FPQ/EPQ) in Years 9 and 12. Feedback from the Mission to Mars project and the £10 Challenge has already informed changes to our future developments to the framework. A SWPS Digital Portfolio is being built to capture skills development, with the ambition that every Year 7 student completes one between September 2026 and May 2027. STRIVE will be introduced to Year 7 through enrichment slots next year, and the language, if not yet the full framework, is already informing Year 11 mentoring and will continue to do next year. World Ready was identified by parents as one of the most improved areas of school life this year. Feedback in the 2026 annual parent survey suggests that the school has made measurable progress in preparing students for the wider world, particularly through increased

supercurricular opportunities and co-curricular provision. While this remains an important priority for families, confidence in the school’s approach to world readiness has increased, indicating that recent developments are being positively recognised. Parent feedback also highlights strong development in confidence, independence, resilience and exposure to real world experiences. These qualities, alongside academic stretch and broad co-curricular opportunities, indicate that students are increasingly being well prepared for life beyond school. Independent learning and curiosity have continued to be championed through projectbased learning. School Directed Courses are being explored as a vehicle for this work, beginning with the Pearson/Edexcel Foundation Project Qualification, which Year 9 began in September 2025. The Higher Project Qualification is being explored as a parallel School Directed Course alongside GCSEs. The SEEd Young Changemakers sustainability and climate education course was piloted in the Sixth Form this year with 11 students, who presented project proposals to the Senior Leadership team including the installation of

13 SD P E VA L U A T I O N 2 0 2 5 - 2 6 solar panels and the creation of an eco-garden; the course is being included as a Sixth Form elective from September 2026. An Enterprise and Entrepreneurship strand also launched, with the Industry Challenge for all students in Year 12 taking place in the first half of the Spring term, including in-person presentations to Tesco and IGF Finance. Results from the EPQ and ESB Oracy programmes have again been strong this year: 79% of Year 13 EPQ students achieved A* – A, and 100% of ESB Grade 8 Oracy candidates achieved a Distinction. Not only is this qualification worth 30 UCAS points but 100% of participants who achieved an Oxbridge interview, converted this to an offer. Developing high quality oracy has been an important strand of our activity since 2023. Drama continues

to have success with LAMDA, taught to 83 students across the school who achieve well at a range of grades. Individual student achievement has also been celebrated on the national stage this year. Highlights include selection for Team GB Acrobatic Gymnastics, selection to the National Irish Netball pathway, a bronze award in the national Cambridge Chemistry Race and progression to the national stage of the Step into the NHS competition. Individual students also achieved notable recognition through a World Rowing U19 Championship medal and the prestigious KDA Performance Award, awarded to a single dancer from a field of 250 competitors. 100% of our Sixth Form leavers applying for Medicine, Dentistry and Veterinary Science courses have received offers, reflecting the strength and breadth of our academic guidance.

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WORLD READY Our Futures programme has been substantially redeveloped, with weekly Futures sessions now running in Sixth Form tutor time from September 2025, alongside a regular careers newsletter for students and parents covering opportunities, the job of the week and labour market updates. Termly Futures panels began with a well-attended online session on where a Science degree can lead (45 in attendance), followed by a Humanities panel in the Spring term (with 50 in attendance), with a third planned for the summer. Personal, Social, Health, Citizenship and Economic Education (PSHCE) careers content is being developed in collaboration between the Director of Careers and the PSHCE lead. The alumni mentoring scheme for Year 12 launched in January 2026, and the Industry Challenge saw students present solutions directly to local and national businesses. Looking ahead, the school is exploring an expansion of the Higher Education Fair into a broader ‘Futures Fair’ that will also showcase apprenticeship providers. Interdisciplinary collaboration was the focus of the first Heads of Department meeting of the

year, themed around stretch and challenge, where departments shared examples of interest within their subjects and began forming crosscurricular conversations. A Spectroscopy in a Suitcase partnership with Southampton University brought together A Level Chemistry students from SWPS and Salesian School. The Senior Academic Conference and a planned Festival of Ideas for the younger year groups, alongside a published supercurricular programme of talks from academics in History and Geography, have further extended this work into next year. Our Head of History, Dr Helen Carrel, was awarded a Historical Association Teacher Fellowship this year for ‘Henry on Tour’, a collaborative project with the Historical Association and Historic Royal Palaces mapping the day-by-day itinerary of Henry VIII and his court; teaching resources from the project have since been published nationally, and Dr Carrel presented her work, with a particular focus on careers and pathways in history, at the Historical Association’s national conference in Newcastle. We were also pleased to be taking a group of students to the British Academy Summer Showcase this year as part of our commitment to exploring interdisciplinary learning beyond

15 SD P E VA L U A T I O N 2 0 2 5 - 2 6 the classroom. Student leadership has been strengthened through the development of a Junior House Prefect role and weekly meetings between the Head of Co-Curricular and the Senior House/ Charity Prefects. These Prefects have led the Inter-House Year 8 Junior Drama and wholeschool Music competitions, and a programme of Sixth Form-led assemblies has run on topics including music, AI, LGBTQ+ History Month, Holocaust Memorial Day and Safer Internet Day. New leadership opportunities this year have included the SEEd Young Changemakers project, F24 and the Industry Challenge, and Year 9 House Captains have led an assembly and supported team selection for inter-house activities.

Our culture of giving has continued through the combined House and Charity Prefect roles, which have sharpened the school’s focus on charity through House events. Students have continued to raise funds through Remembrance poppy sales and Christmas charitable events. The Duke of Edinburgh’s Award has continued to build independence, leadership and service skills, with students across Year 10 and Year 12 completing their Silver and Gold sections this year; one Year 12 student’s volunteering at a local athletics track, supporting and mentoring younger athletes, was celebrated in assembly as a powerful example of generosity in action.

16 SD P E VA L U A T I O N 2 0 2 5 - 2 6 WORLD READY Staff reflections Staff identify a wide range of opportunities that support students in becoming confident and capable individuals, including sustainability initiatives, enterprise activities, leadership opportunities, and careers provision. Departments are increasingly embedding skills aligned to the World Ready framework within their curricula. The next stage of development is to deepen and embed these initiatives consistently across the school, ensuring all students benefit fully.

There is also an opportunity to expand realworld engagement further, including wider access to work experience and external partnerships for younger students. Staff note that continuing to strengthen digital literacy, independence, and resilience will be key, alongside maintaining clear expectations as the school evolves. This remains a strong and improving area, with clear momentum to build on.

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More than 230 students participated in the UK Bebras Computational Thinking Challenge, with 34 students achieving Gold Awards and placing within the top 10% nationally

Industry Challenge

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The Industry Challenge formed a key part of the Year 12 Futures Programme, providing students with the opportunity to tackle authentic business problems set by professionals from a range of sectors, including Tesco, Independent Growth Finance and HCL Tech. Students worked collaboratively to develop solutions to real-world challenges, applying their knowledge, creativity and problem-solving skills before presenting their recommendations to industry partners. The programme strengthened links between the school and employers, gave students valuable insight into a range of professional careers, and enabled them to experience how academic learning can be applied in real business contexts

Model United Nations (MUN)

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MUN remains a thriving co-curricular activity, enabling students to develop critical thinking, research, negotiation and communication skills through engagement with contemporary global issues. Students represented the school at conferences hosted by RGS and LEH, whilst regular club participation reached 39 students in the Autumn term and 29 in the Spring term. These opportunities support students in building confidence, leadership and global awareness, reflecting the school’s commitment to preparing young people to engage thoughtfully with the wider world

Geography

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Students from Years 7–13 entered the Royal Geographical Society’s Young Geographer of the Year Understanding Islands Poster Competition, creating posters about the human and physical geography of islands and issues such as climate change

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PERSONALISED ACHIEVEMENT We provide O an education U R V that I S enables I O N success for everyone personalised and ambitious, with excellence the norm.

A leading independent 2025-26 Objectives: co-educational day school: a community where every Extend the mentoringindividual and coaching thrives. programme

Champion the core impactful pedagogical routines of adaptive teaching Strengthen of data across the school to Our vision expresses our combined sense of recognisingthe thatuse individuals must work together Champion the joy to of be learning drive improvement in teachingcommunity and learning purpose, aspiring an environment which to create a strong, purposeful and a promotes the success of every individual whilst sense of belonging. Champion digital literacy (including AI) and Move to the next phase of the Curriculum and Timetable review to champion a personalised innovative uses of IT to transform the classroom “A wonderful example of the benefits education of a focus on the individual, experience

Sir William Perkins’s School consistently turns out capable, confident young adults.” Talk Education

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PERSONALISED ACHIEVEMENT Adaptive teaching has remained a central focus this year, building on last year’s launch. The Teaching and Learning cycle of half-termly learning walks, staff triads and book looks continues to track progress, supported by student subject panels introduced across all subjects for quality assurance. The first round of learning walks this year found good evidence of adaptive teaching and a joy of learning across subjects and year groups; students are talking with increasing confidence about their learning and progress. This is reflected in our parent survey, where the proportion of parents rating teaching quality as Good/Very Good rose from 85% to 88%, and those rating teaching as inspiring rose from 77% to 81%. Interdisciplinarity was the focus of one of the first Head of Department meetings of the year, led jointly by the Assistant Head Teaching, Learning and Partnerships and the Deputy Head Academic, with departments sharing subject-specific examples and beginning interdisciplinary conversations. This theme has since been built into learning walk and book look forms, and sharing best practice triads launched in November with a focus on joy of learning through interdisciplinary links. Highlights have included a History session with

a visiting speaker and a particularly successful David Attenborough screening hosted by the Eco Prefects. English is now exploring a similar approach for next year, alongside ideas to use the assemblies schedule to host further speakers and academically enriching events. Digital literacy and the ethical use of AI have been built into PSHCE, with Digital Champions given individual, AI-related targets this year. Staff continue to discuss and explore the possibilities of AI, with our Assistant Head working closely with the Digital Champions to ensure students are prepared well to make the best use of emerging technology. AI ambassadors in Year 7 delivered a Lower School assembly supported by the Head Prefect. Mentoring and coaching weaves throughout school life. The Year 11 mentoring programme has expanded into a full academic year, building on the two-term pilot in 2024-25, and is now linked to supporting students through the A Level options process. The evaluation of the programme revealed this was recognised as a important contribution to Year 11. Biology has allocated Science study buddies to Year 11 students requiring support, and subject mentors are also in place for Science and Geography.

21 SD P E VA L U A T I O N 2 0 2 5 - 2 6 Year 12 alumni mentoring has begun, and the Head Prefect team is due to receive public speaking training from LAMDA teachers. Data continues to inform conversations between pastoral and academic leaders, with a new joint meeting bringing these groups together launched last autumn. The school is working towards a target of 1.0 value-added across all departments at GCSE, alongside targets of 100% grades 9 - 4 at GCSE, 100% A* - C at A Level, 80%+ grades 9 - 7 at GCSE and 80%+ A* - B at A Level. The Curriculum and Timetable review has progressed well; we have made adjustments to the shape of the school day for September that maximise the opportunities for enrichment, as well as ensuring students can make the best of their time at school to pursue a range of activities. Our daily enrichment slots, that include assemblies and form time, will enable us to develop the world-readiness and sense of belonging that make SWPS a great place to be. Additionally, in response to student and parent feedback, as part of the Curriculum and Timetable review, we have adapted the language choice that pupils make at the end of Year 7 to enable them to choose two languages (ancient and modern) from the three they currently study in Year 7. Having studied three languages in Year 7 (two Modern Foreign Languages and Latin), students will now make an informed choice in the Summer term, once they have the results of their Summer

Assessments, as to the two they take forward into Year 8. Not only does this bring the positive benefit of more time in Year 8 on their two chosen languages, but this adjustment also facilitates a full afternoon of Sport each week in Year 8, with all the benefits that this brings in match practice and skill development and fewer missed lessons to travel to afternoon away fixtures. Another benefit of this adjustment has been that current Year 7 students into Year 8 maintain the same amount of curriculum time in the Performing Arts (Music and Drama) as they currently enjoy.

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PERSONALISED ACHIEVEMENT Staff reflections Staff note improving systems for recognising and supporting individual student achievement, underpinned by stronger use of data and more targeted interventions.

and ensure that all students are consistently recognised and supported. Enhancing communication with parents around student success will also strengthen this approach.

Initiatives such as mentoring, personalised communication, and recognition systems (including e-praise) are contributing to students feeling increasingly valued and supported.

Continued development of consistent recognition practices and data-informed decision-making will ensure that personalised achievement remains a key strength and continues to evolve.

There is an opportunity to build further on this by refining the use of data to identify patterns

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Project Qualifications

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Data & Feedback

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Strong participation and success in national STEM competitions - the Royal Society of Chemistry Olympiad - with students achieving numerous Bronze and Silver awards Success in the Biology Olympiad - Gold award (top 5% nationally), alongside Bronze, Highly Commended and Commended awards Students participated in the Homerton Cambridge Biology Challenge, earning commendations and recognition for responses to complex scientific and ethical questions Year 12 students took part in the Royal Society “Barcoding for Beginners” project with the Wellcome Sanger Institute, developing practical laboratory, data analysis, teamwork and scientific communication skills STEM enrichment programmes demonstrated high levels of student engagement, achievement and academic extension beyond the classroom 12 students entered the Anthea Bell Prize for Young Translators run by Oxford University with one student receiving a special commendation from the judges EPQ 2024 – 25 outcomes: 79% of students achieved A – A* and 95% achieved A–C Students pursued a wide range of challenging independent research topics, including international relations, artificial intelligence and environmental science FPQ 2025 – 26 predicted outcomes: 91% of students currently at A – A* (including 57% at A*) and a projected 100% pass rate Current project titles explore future-focused themes such as artificial intelligence, healthcare innovation, teleportation and space exploration Across both qualifications, students demonstrated strong independent research skills, intellectual curiosity, critical thinking and readiness for university-level study Use of data-informed tracking and intervention systems to support individual progress Implementation of recognition systems (e.g. e-praise, postcards, celebrations). 510 Commendations awarded in 2025 - 26 (up from 450 in 2024 - 25). 1135 total accolades in 2025 - 26 (up from 1095 in 2024 - 25) Strengthening of personalised communication with parents regarding student success; review of reporting process

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ENRICHING EXPERIENCES All students enjoy OanUenriching R V I school S I Olife Nbeyond the classroom.

Review and refine the current approach to trip and event administration to manage complexity for staff whilst maintaining excellent Our vision expresses our combined sense of management of risk purpose, aspiring to be an environment which promotes the success of every individual whilst Ensure Supercurriculum is available to all and offered by all departments

A leading independent 2025-26 Objectives: co-educational day school: a community where every Develop the Sport curriculum and co-curriculum individual thrives. to enhance the quality of the offer for all students recognising that individuals must work together to create a strong, purposeful community and a Embed into the co-curriculum sense ofdebating belonging. Boost participation and value for money in the

“A wonderful example of the benefits co-curriculum, of a focus prep on the individual, and before-school provision Plan for co-education in the co-curriculum and Sir William Perkins’s School consistently turns out capable, confident house system young adults.” Talk Education

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ENRICHING EXPERIENCES The trips and events process has been substantially streamlined this year; we have strengthened the team that ensures trips and events run well to ensure our ever-growing array of trips runs smoothly. We continue to review and refine, with an external review of our risk assessment processes highlighting the robustness and effectiveness of our approach. This is reflected in our co-curricular offer more broadly: parents rating our co-curricular provision as Very Good rose from 27.1% to 41.6%, one of the largest improvements recorded in this year’s survey. The supercurricular offer continues to grow following the appointment of a new Head of Supercurricular. The Sixth Form Academic Conference took place in March, with a Junior Festival of Ideas planned for the Summer term. The Head of Supercurricular continues to share widely the opportunities students have at school and beyond to develop their academic interests, and we have welcomed an array of distinguished academics to the school this year to speak at the conferences.

Preparation for co-education in the cocurriculum and House system has progressed across several strands this year. The trip evaluation form has been updated to consider the suitability of trips for a co-educational cohort; we are confident following this review that our planned trips will cater for the needs of all students. The overview of the residential trips for the next academic year demonstrates our commitment to ensuring students can have excellent opportunities to enhance their learning, as well as develop their appreciation for other cultures; next year we have new language and history residentials joining the current schedule of trips. New sporting partnerships have introduced clubs such as basketball, alongside continued use of external facilities to broaden the offer ahead of co-education. We are thrilled that we have secured a long-term relationship with Reading FC as well as with Chertsey Cricket; this year particularly has seen a growth in the range and quality of sporting endeavours on offer. British Science Week was marked with a week of curiosity, discovery and hands-on

27 SD P E VA L U A T I O N 2 0 2 5 - 2 6 science across the school, and our commitment to sustainability was recognised externally when SWPS was awarded a Green Flag with Distinction by Eco-Schools. The performing arts have also gone from strength to strength, with our production of Newsies Jr. bringing together over 100 students from across the school both on stage and behind the scenes. The production of Chicago was a highlight of the year, with strong Sixth Form performances and the involvement of nearly 80 students. Rowing has enjoyed its most successful year in the Boat Club’s history. At the National Schools’ Regatta in June 2026 – the largest junior rowing event in the world, contested by more than 5,500 athletes from 159 schools and clubs – SWPS secured six medals and three national titles, finishing sixth overall on the national medal table. The Championship Girls’ Four not only won Gold but set a new Championship Record, the fastest time ever recorded in that boat class at a domestic event in the UK; prior to this year, the Boat Club’s only previous Championship gold had come in 2013. Every single SWPS crew progressed from time trials into the ranking finals, a testament to the strength and depth of the programme across all age groups. This success builds on an excellent start to the year, with SWPS rowers also selected for GB and England honours in September 2025, and a strong showing at the National Watersports Centre in Nottingham, where

13 rowers from Years 10 and 11 represented Thames Upriver East and returned with a clean sweep of medals across Gold, Silver and Bronze. Sixth Form rowers have also progressed to Great Britain U19 trial regattas this year, a sign of the pathway from school rowing into elite performance. Debating has been formally embedded into the co-curriculum this year: Junior and Senior Debating Clubs launched in the Autumn Term, the school registered and competed in debates run by the English Speaking Union, the prestigious Oxford Schools Debating Society and debates hosted at South Hampstead High School by their ‘Debate Hub.’ Our Junior and Senior students learned the rules and strategies for competitive debating and the first competitions for both age groups took place in the Autumn term, with further in-school events and external competitions following in the Spring term.

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ENRICHING EXPERIENCES Staff reflections Staff highlight a broad and vibrant co-curricular offer, including trips, competitions, partnerships, and a wide range of clubs. High levels of participation and student enthusiasm are evident across areas such as Duke of Edinburgh (DofE), debating, STEM challenges, sport, and the arts. As this provision continues to grow, strategic oversight will need to continue to ensure consistency and balance across the programme. Developing clearer coordination of activities, reducing potential clashes, and refining

participation models will further strengthen impact. Continued work to streamline administrative processes, particularly for trips, will also support staff in delivering this offer effectively. There is also strong potential to build on inclusivity and student voice, including expanding mixed and co-educational opportunities and further developing the house system. The next phase will focus on ensuring coherence, accessibility, and sustainability alongside breadth.

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Department highlights

Educational Visits & Trips

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Staff organised 109 educational visits, comprising 85 day trips and 24 residential experiences. Residential programme generated 530 student residential places. More than 1,000 student participations across trips and visits during the year

Duke of Edinburgh’s Award (DofE)

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Students contributed 2,262 hours of volunteering between April 2025 and March 2026. Supported by 50 adult volunteers Strong participation across all award levels: 65 Bronze, 31 Silver and 17 Gold participants. Outstanding completion rates: 90% Bronze, 99% Silver and 90% Gold

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Drama

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Music

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Over 120 students auditioned for the whole-school production of Chicago, with 79 students cast in the final production Extensive opportunities for students to participate in technical theatre, including lighting, sound, set design and stage management Successful Senior and Lower School productions, including Chicago and Newsies Jnr Approximately 25 musical events held across the year, including the Christmas Concert, Spring Concert, Summer Soirée and Carol Service Regular recital and lunchtime concert opportunities for students across the school

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Department highlights F24 Car Project

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Sport

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House Activities

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21 Sixth Form students participated regularly in the programme. Students designed, developed and raced electric vehicles at Mallory Park, Bedford Autodrome and Blyton Park Provided a distinctive STEM enrichment opportunity, combining engineering, innovation and teamwork. Supported by parent and volunteer expertise from engineering and business professions KS4 District Athletics Champions, demonstrating strength across the athletics programme Cricket participation expanded significantly, enabling the school to field A–D teams Gymnastics programme continued to excel, with the U13 team winning silver at the British Gymnastics Team Floor and Vault Championships Netball success at regional level, with both U12 and U15 teams reaching the Sisters n Sport South Semi-Finals Football provision continued to grow through the school’s partnership with Reading FC. Participation in national football competitions, including the ISFA Shield Development of student leadership through the appointment of eight Junior House Captains and three Community Prefects, who led assemblies and supported the organisation of House activities Whole-school participation in House competitions through events such as Inter-House Music, bringing together students from across the school. Strong engagement in Inter-House Sport, with the vast majority of students participating in each year group High levels of involvement in creative and community-focused House events, including Junior Drama, Christmas classroom decoration competitions, a Year 7 Murder Mystery event, a DT Upcycled Dress Design Challenge and Tug of War competitions

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C U LT U R E O F C A R E O U R VWe I Spromote I O N a culture of care for all

Review and redesign the student supervision strategy, focusing on use of spaces across the school to support a safe Our vision expresses ourenvironment combined sense of purpose, aspiring to be an environment which Agree andthe implement theevery plan individual for 1:1 devices promotes success of whilst ahead of Year 7 2026 entry

A leading independent 2025-26 Objectives: co-educational day school: a community where every Build a programme for promoting human individual thrives. flourishing, informed by Harvard University research recognising that individuals must work together to create a strong, purposeful community and a Continue to develop strong relationships with sense of belonging. parents and carers

“A wonderful the benefits of a focus on the individual, Refresh the approachexample to behaviourof management and Sir associated Williampolicies Perkins’s School consistently turns out capable, confident youngtheadults.” Prepare school for co-education with a particular focus on Relationships and Sex Talk Education Education (RSE), Life Skills and Personal, Social, Health, Citizenship and Economic Education (PSHCE) curriculum

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C U LT U R E O F C A R E Our approach to supervision at SWPS ensures all students can enjoy a safe time at school, and we continue to refine and develop our approach in readiness for our co-educational cohort. We are developing the external spaces to include more opportunity for play during breaks and lunch, and to ensure this is managed well we have introduced further supervision during those periods. Feeling safe at school remains one of our strongest areas: in our parent survey, those rating their child’s sense of safety as Very Good rose from 59.4% to 69.1%, the strongest improvement recorded across the whole survey, while our student voice work shows 98% of students feel safe at school, above our benchmark of 96%. The 1:1 device plan for Year 7’s 2026 entry has progressed significantly: a leasing company has been selected, and the decision was launched to stakeholders and the Tech Forum in March, with iPads due to launch in September 2026 for the incoming Year 7 and approximately ten current students. Our Assistant Head Digital Strategy has worked closely with Heads of Departments to explore possible apps for the

devices, and to consider how we maximise the potential for personalised learning with devices. A new behaviour point escalation policy was communicated to staff at the September training days, with the aim of supporting more effective management of low-level disruption and preparing staff to continue to manage all students equitably as we approach our move to a co-educational environment. Student survey feedback and learning walks have indicated a positive response; in assemblies this year we have reaffirmed our positive messaging about SWPS being a school where all can belong, and through ongoing consultation with students, such as in the recent surveys, we seek to ensure all can share any concerns with confidence. Our co-education preparations have been considerable; we successfully secured the material change approval from the Department for Education as well as the necessary approval to stage our introduction of boys to the school. Preparations for co-education within the PSHCE, RSHE and Life Skills curriculum have continued, with new schemes of work completed and

35 SD P E VA L U A T I O N 2 0 2 5 - 2 6 ready for being delivered. A student PSHCE forum and a Sixth Form survey on RSE have informed planning, and we are pleased to make the necessary changes in response to student comments. New RSE guidance which comes into force in September 2026 has already been included and taught in the PSHCE curriculum this academic year. For example, lessons on male body image and positivity masculinity. A PSHCE Forum sought the pupil voice in the Autumn term about how RSE should be taught in co-ed year groups in 2026 – 27 and plans have been made to facilitate single sex Q and A sessions. The SWPS Flourish programme, drawing on Harvard University research into human flourishing, was launched to students via a dedicated assembly this academic year. Flourishing surveys have since been completed by forms and analysed by Heads of Year, and appropriate activities are being planned for Wellbeing Week in July 2026; a fuller Flourishing course is being devised for the enrichment programme in 2026-27 so the school can continue its commitment to champion wellbeing. The school places a strong emphasis on promoting healthy living as part of its wider commitment to student wellbeing. This includes a coordinated approach across catering, nutrition and opportunities for physical activity, alongside a comprehensive PSHCE curriculum that addresses key aspects of personal safety,

including consent. Recent developments have further strengthened this provision, including initiatives to reduce exam stress in Key Stage 3 and enhanced support for students with SEND. Early indicators show positive impact, with improvements in attendance and behaviour, increased engagement with wellbeing support spaces, and encouraging feedback from the recent student survey. Together, these developments reflect a proactive and holistic approach to supporting students’ physical, emotional and mental wellbeing. Pastoral leadership has continued to strengthen, with three Heads of Year completing Level 1 of the HMC Pastoral Leadership qualification and leading form-time learning walks. Student voice in this area has also been strengthened through the launch of a student-led Accessibility Committee, ensuring that the views and experiences of students with additional needs directly inform how the school develops its provision. We are confident the pastoral team is ready to embrace our co-educational community in September.

36 SD P E VA L U A T I O N 2 0 2 5 - 2 6 C U LT U R E O F C A R E Staff reflections Staff reflect positively on the school’s strong pastoral provision and the emphasis on supporting individual students. Effective systems such as clinics, mentoring, and proactive communication with parents contribute to a caring and inclusive environment. Looking ahead, there is an opportunity to build greater consistency in behaviour expectations and routines across the school, ensuring a shared understanding for both staff and students. Refreshing and raising the profile of key initiatives such as the Flourishing

Programme will further strengthen the coherence of this work. There is also scope to continue developing clear, supportive communication with parents while maintaining sustainable approaches for staff. This next phase will focus on embedding consistency, clarity, and shared expectations across the community.

37 SD P E VA L U A T I O N 2 0 2 5 - 2 6 Department highlights Pastoral

• • • •

Strengthened student supervision systems and duty structures, ensuring a safe, well-managed environment with minimal behaviour incidents Development and implementation of a refreshed PSHCE, RSHE and Life Skills curriculum, designed to support wellbeing and prepare students for co-education Introduction of a clear behaviour escalation system and staff training, supporting calm, consistent classroom environments and positive student conduct Launch of the SWPS Flourishing Programme, including student surveys and targeted wellbeing activities to promote long-term personal development

Digital Strategy

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Ready to launch a 1:1 device strategy with enhanced monitoring and safeguarding systems, improving online safety and focus in lessons

Communication & Engagement

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Expansion of parent communication and engagement opportunities, including welcome events, forums, and improved pastoral dialogue

Whole School Environment

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Ongoing focus on safe use of space and student wellbeing during unstructured time, supporting a positive and inclusive school culture

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PA R T N E R S H I P S A N D CONNECTIONS OUR VISION

We are a school embedded in the local, national and global community, learning through partnership and collaboration

Develop the SWPS Partnerships Strategy Establish legacy ofour Project 300 sense of Our visionthe expresses combined purpose, aspiring to be an environment which Continue with keyindividual feeder schools promotesrelationships the success of every whilst through partnerships and other appropriate projects

A leading independent 2025-26 Objectives: co-educational day school: a community where every Continue to develop parental engagement individual thrives. Enhance thethat school profile through aspiring for recognising individuals must work together awards and sharingpurposeful stories of our activitiesand a to create a strong, community sense of belonging.

“A wonderful example of the benefits of a focus on the individual, Sir William Perkins’s School consistently turns out capable, confident young adults.” Talk Education

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PA R T N E R S H I P S A N D CONNECTIONS A significant development this year has been the appointment of an Assistant Head for Teaching, Learning and Partnerships, giving partnership work a clear home within the leadership structure. This has translated into good progress in connections with feeder schools, with successful transition-support visits and well-received primary visits for drama and music. Science Week included a Spectroscopy in a Suitcase Chemistry workshop in partnership with Salesian School, and plans are already in development for a STEM/Maths workshop and History/Politics-themed events with partner schools next year. Our growing profile within the local community was also reflected in a visit from Dr Ben Spencer MP, who saw first-hand the innovation and impact of SWPS’s approach to education, and in a football initiative bringing local schools together through sport. Project 300 has left a strong legacy. Founder’s Day was a notable success, supported by the Friends of SWPS and the Tallow Chandlers’ Company, and took place at Guildford Cathedral. We were pleased to welcome back many alumni who supported the day,

performing with student musicians as well as being part of the audience. The relationship with Runnymede continues to develop, with Friends of SWPS funding gardening equipment to support allotment plans, and ongoing conversations with the council about taking the lead on spaces for outdoor learning and community engagement; the ambition is to build this into a community partnership culminating in a Big Green Week in 2027. Feeder school partnerships have continued to flourish: the Assistant Head for Partnerships is mapping relationships across schools, a Design Technology workshop was delivered at Staines Prep School for the second consecutive year, and Ashley Primary School featured as one of the placement options for the Year 12 Make a Difference Day. A Music Summer Soirée saw Staines Prep students perform alongside SWPS students, and a secondary school taster day with The Mall School and Upton House School took place in June 2026. A Taster Day for a stateschool feeder school is also being developed for next academic year.

41 SD P E VA L U A T I O N 2 0 2 5 - 2 6 Parental engagement has remained a strategic priority, with forums continuing throughout the year, including a recent session on digital learning and teaching, and exploratory work underway on a parent webinar series. The value of this sustained engagement is reflected in our parent survey, where the proportion of parents who would recommend SWPS rose from 79% to 86% this year, a strong indicator of community confidence.

The school’s profile has been strengthened through a co-ordinated approach to award opportunities and external visibility, led by the Director of External Relations. Staff have represented SWPS at external conferences: the Head of History presented at the Historical Association, the Senior Deputy Head spoke at HMC, and the Assistant Head for Teaching and Learning contributed a blog on CPD platforms for the Chartered College of Teaching.

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PA R T N E R S H I P S A N D CONNECTIONS The various activities in our 300th year, led by the Project 300 Lead and the Senior Deputy, sought to capture the spirit of generosity that captures our Founder’s vision for a school in Chertsey; this culture of giving inspired us to target 1725 hours of volunteering over the course of the year. We are pleased to report our students surpassed this total, covering a range of volunteering efforts including supporting their neighbours to helping community projects. We held events throughout the year to mark our history, including an exhibition at Chertsey Museum, Year 7 Curiosity Week and our 300th anniversary concert at Sinfonia Smith Square. Music took centre stage again in our Founder’s Day celebration at Guildhall Cathedral. SWPS last celebrated at the cathedral for the 275th anniversary, and it was wonderful to return and mark our 300 milestone with the whole school community. Performances, readings and singing alongside addresses by the Head and an alumna made this a special moment to mark

our considerable achievements as a school. We are hugely grateful to the Friends of SWPS for supporting our event at the cathedral. Outside of generously supporting the Founder’s Day event, The Friends of SWPS have continued to provide generous financial support across the school, funding a wide range of initiatives that enhance both academic and co-curricular provision. In 2025 – 26, funding has supported

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resources such as new sports equipment, literacy and curriculum materials, technology for departments including Art, Drama and Computer Science, and wellbeing and enrichment activities for students. These contributions have enabled improved facilities, broadened opportunities, and enriched student experiences across all year groups, with a clear impact on learning, participation, and community engagement. The total spend funded by the Friends of SWPS for 2025 – 26 is £36,333.78.

44 SD P E VA L U A T I O N 2 0 2 5 - 2 6 PA R T N E R S H I P S A N D CONNECTIONS Staff reflections Staff reflections indicate that partnerships and connections are an increasingly important and well-developed aspect of the school’s work, with strong foundations already established across local, national, and global contexts. Staff recognise the breadth of existing collaborations with external organisations, feeder schools, and community groups, alongside growing engagement with parents and wider stakeholders. Looking ahead, there is a clear opportunity to bring greater coherence and visibility to this work through the development of a strategic approach, ensuring partnerships are purposeful, well-coordinated, and aligned with the school’s long-term vision.

Staff are particularly supportive of establishing a clear legacy for Project 300, strengthening relationships with feeder schools to support transition and continuity, and further enhancing parental engagement through inclusive and proactive communication. There is also enthusiasm for raising the school’s profile through external recognition, awards, and more systematic sharing of partnership successes. Collectively, these next steps will ensure that partnerships continue to enrich learning, broaden opportunities, and embed the school more deeply within its community.

45 SD P E VA L U A T I O N 2 0 2 5 - 2 6 Department highlights

Feeder School Sports Festivals

•

Two football festivals and one hockey festival have seen over 160 children attend the school from seven different prep and primary schools

Design Technology

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Delivery of a STEM outreach workshop at Staines Prep School (second consecutive year), deepening feeder school engagement and raising the school’s regional profile

Music & Performing Arts

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Joint Summer Soirée with Staines Prep School, showcasing collaborative performance opportunities and strengthening creative partnerships Nearly 40 feeder school students attended a matinee performance of Newsies Jr.

•

Careers

• •

Teaching & Learning

•

Students engaged in an Industry Challenge with employers including Tesco and IGF Finance, presenting real-world solutions directly to professional partners Launch of a Year 12 alumni mentoring programme, connecting students with former students to support career insight and progression Secondary School taster day with partner schools (The Mall School and Upton House School), supporting transition, recruitment, and collaborative development

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F L O U R I S H I N G S TA F F OUR VISION

Our staff are engaged with the school’s mission, are valued members of the community and are supported in their personal growth

Embed the new Professional Development Review (PDR) process to ensure equity and meaningful professional and sense recognition Our vision expresses ourgrowth combined of purpose, aspiring to be an environment which Strengthen thesuccess offer forofteaching staff withwhilst promotes the every individual regards to professional learning resources

A leading independent 2025-26 Objectives: co-educational day school: a community where every Streamline HR practices through an online individual thrives. platform recognising that individuals must work together Establish improved Continuous Professional to create an a strong, purposeful community and a Development offer for support staff sense of belonging.

“A wonderful example of the benefits of a focus on the individual, Create a new SWPS People Strategy

Sir William Perkins’s School consistently turns out capable, confident young adults.” Talk Education

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F L O U R I S H I N G S TA F F Work on the new SWPS People Strategy has progressed from design to implementation this year, with a wide range of projects which have led to progress in areas such as staff recruitment to workforce training and development. A staff survey is planned for the Autumn term to capture feedback and further understand the needs of our staff community. The refreshed Professional Development Review (PDR) process has been received well this year; we have made the process equitable for all staff, regardless of role. Professional development engagement through the process is helping to build a stronger school-wide culture of professional learning; refinements for the next Professional Development Review (PDR) cycle will be considered ahead of September following evaluation. Professional learning has continued to deepen through the Chartered College of Teaching membership: a cohort of three new colleagues began their Certificate in Evidence-Informed Practice in September 2025, and two colleagues have progressed onto their second Chartered Teacher certificate. Usage of the Teacher CPD

Academy and progress with Chartered Teach modules has remained strong throughout the year. Our Assistant Head of Teaching and Learning contributed a blog on how we make the best use of two platforms for teachers to develop their practice. Close to 40 staff have engaged with a range of courses and conferences this year, in addition to the programme of compulsory CPD completed by all staff. Heads of Year have completed the HMC Pastoral Leadership Qualification, and some Heads of Department have begun Academic Management and Chartered Teacher programmes. Staff enrolled on the programmes have engaged with courses on research and evidence-informed practice, and this included studying key debates in education. To ensure the safety of all students, all staff now undertake first aid training. An online HR platform was launched in September 2025 to streamline HR practices and has been received well by staff, with line managers using the platform effectively to track attendance and requests; the system has now integrated well into school life.

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For support staff, initial work has begun on identifying suitable IT training programmes, alongside exploration of a course delivered by a visiting speaker. Support staff were offered the opportunity to undertake coaching training alongside teaching staff, and twelve colleagues

have opted to pursue this training. A full review of support staff PDRs this summer will inform a dedicated CPD programme ready for 2026 - 27.

50 SD P E VA L U A T I O N 2 0 2 5 - 2 6 F L O U R I S H I N G S TA F F Staff reflections Staff recognise a strong culture of collaboration and professional growth, supported by engagement in programmes such as the Chartered College, coaching, and internal professional development opportunities. Collegiality within and across departments is a notable strength, alongside informal recognition initiatives and supportive shared working environments. Building on this positive foundation, there is an opportunity to further enhance staff wellbeing and sense of community through more visible and structured initiatives. Strengthening the role of the staff social committee, creating additional opportunities for connection, and ensuring dedicated time for professional reflection and development will support continued improvement. Continued attention to staff voice, recognition, and working environments will ensure this strong culture is sustained and further developed.

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Department highlights Chartered College of Teaching and Teacher professional development Academy Membership

•

Staff Engagement

•

• •

Engagement in professional development pathways (e.g. Chartered College of Teaching, coaching, professional development academy) Support for early career teachers and trainees

Strong culture of collaboration through learning walks and departmental sharing of practice Staff involved in working parties on key topics such as reporting and skills development The staff forum meets every term with the Head and Director of Finance and Operations to represent staff views and share feedback

Staff Recognition

•

Development of staff recognition initiatives (e.g. “unsung hero”, staff-led activities)

Initial Teacher Training (ITT)

•

Continued partnership with St Mary’s with strong PGCE outcomes; expanding provision via i2i SCITT to improve recruitment (especially in shortage subjects) and offer year-long placements that better prepare trainees Supported two ECTs who made good progress and contributed widely; next year includes progression of current staff, and three new ECTs joining, strengthening teaching and school life

•

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MARKETING, ADMISSIONS, C O M M U N I C AT I O N S & A L U M N I OUR VISION

•

Increase enquiries, registrations and conversions at key entry points

Our vision expresses our combined sense of •purpose, Successfully secure aspiring to beco-educational an environment which recruitment into key for whilst promotes the success ofentry everypoints individual September 2026

•

A leading independent 2025-26 Objectives: co-educational day school: a community where every Strengthen brand individual visibility, marketing impact thrives. and digital performance

recognising that individuals must work together •to create Raise school profile throughcommunity partnerships, a strong, purposeful andPR a and awards sense of belonging.

• Grow alumni engagement, mentoring and wonderful example of the tobenefits of long-term a focussupport on the individual, •“AStrengthen feeder school partnerships secure the Admissions pipeline consistently turns out capable, confident Sirhelp William Perkins’s School

adults.” •young Improve Sixth Form recruitment and retention Talk Education

•

Enhance parent engagement, communication and satisfaction

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MARKETING, ADMISSIONS, C O M M U N I C AT I O N S & A L U M N I 2025–26 has been a pivotal year, with the successful launch of coeducation, strengthened market positioning, and significant growth in engagement across prospective families, parents, and alumni, laying strong foundations for sustainable future growth. Significant progress has been made in strengthening the school’s marketing, admissions, communications and alumni functions during 2025–26, with a clear focus on successfully recruiting students into the school’s first co-educational year groups, improving enquiry and conversion rates, and enhancing engagement across all stakeholder groups.

within co-educational and boys’ feeder schools. Early engagement was particularly encouraging, with growing traction from new feeder schools, increased participation in festivals and workshops, and successful delivery of a coeducational taster day with partner schools. This effort has rapidly repositioned the school in an increasingly competitive marketplace.

A key area of success has been the development and implementation of a comprehensive co-education marketing strategy, supported by targeted advertising campaigns and expanded feeder school engagement. This has included new digital and local advertising initiatives, partnerships with local organisations, and increased visibility

Admissions outcomes this year represent a significant milestone for the school. We have successfully recruited our first co-educational Year 7 cohort, with the intake comprising 25% boys, exceeding expectations and establishing a strong foundation for future growth. This significant intake will contribute to a vibrant and dynamic Year 7 community from September,

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reflecting the positive market response to the school’s co-educational vision and strengthened positioning. Admissions activity has also been strengthened through a more strategic and personalised approach to conversion. The introduction of the “Pioneers” engagement programme, alongside enhanced revisit events and tailored communications, has improved engagement with prospective families. Attendance at key events has increased, including higher turnout at revisit mornings, while workshops and festivals have been well subscribed, demonstrating strong interest in the school’s offer. There has been a clear and sustained focus on improving the quality, clarity and consistency of communication with parents, contributing to measurable improvements in parental engagement. The delivery of regular, targeted communications, including newsletters, podcasts, forums, webinars and events, has ensured that parents are better informed about the school’s strategic direction, particularly in relation to co-education, site development and the future vision of the school. Parent survey outcomes in 2026 reflect increased levels of understanding, engagement and confidence in the school’s direction, with positive feedback on general communication.

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MARKETING, ADMISSIONS, C O M M U N I C AT I O N S & A L U M N I Digital marketing has been a significant strength this year, with exceptional growth in reach, engagement and website performance. Organic social media activity has delivered over 1.2 million content views, while website engagement remains significantly above sector benchmarks, with high engagement rates and very low bounce rates on key admissions pages. Continued optimisation of SEO, PPC and user journeys has ensured that marketing activity is increasingly effective in targeting and converting high-quality prospective families. Work has been undertaken on AI Search Optimisation (AEO) to ensure SWPS remains visible within emerging AI-powered search experiences. The digital content strategy continues to support the school’s strategic priorities, including co-education, Sixth Form recruitment and academic excellence. Content is increasingly aligned with prospective parent search behaviour, helping to strengthen search visibility, improve engagement and support admissions growth.

Work to improve Sixth Form retention and recruitment has progressed, supported by enhanced communication, careers and mentoring initiatives, and a strengthened partnership with the alumni network. While this remains a key strategic priority, there is increasing alignment between marketing, pastoral and academic teams in delivering a coherent retention strategy. Alumni engagement has been a notable success, with sustained high levels of engagement across communications and events. Newsletter open rates have consistently exceeded 70%, LinkedIn engagement has grown significantly, and participation in mentoring, careers panels and events has increased. The success of initiatives linked to the 300th anniversary celebrations, including Founder’s Day and alumni events, has strengthened community connections and contributed to a growing culture of engagement and giving.

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There has also been positive progress in raising the external profile of the school, through awards applications, thought leadership activity, and increased staff participation in professional networks. This has supported greater visibility of the school’s strengths across areas such as pastoral care, sustainability, and academic enrichment. Overall, this year has seen significant advancement in the strategic alignment of marketing, admissions and alumni activity. The school is now better positioned in the

market, with stronger brand visibility, improved engagement and enhanced community connections. The next phase will focus on converting increased interest into sustained growth in student recruitment, further strengthening Sixth Form recruitment, and continuing to build on the strong foundations of parent engagement and community confidence.

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F I N A N C E & O P E R AT I O N S OUR VISION

•

Deliver the site facilities to allow for the commencement of co-education in 2026 our combined sense of OurSeptember vision expresses

purpose, aspiring to be an environment which •promotes Improve the financial management of whilst the the success of every individual school

•

A leading independent 2025-26 Objectives: co-educational day school: a community where every Renew the school’s transport strategy individual thrives.

•recognising Develop that the school’s estates individuals muststrategy work together to create a strong, purposeful community and a •sense Renew the school’s IT strategy of belonging.

• Overhaul the school’s catering strategy wonderful example of capital the benefits of a focus on the individual, •“AContinue to develop the school’s for new sporting • turns Improveout the school’s emergency action Sirinvestment Williamplans Perkins’s Schoolfacilities consistently capable, confident planning •young Ensureadults.” the financial sustainability of the school Talk Education

•

Student recruitment and retention – planning and modelling

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F I N A N C E & O P E R AT I O N S The school has made significant progress in enhancing its financial and operational infrastructure. Significant progress has been made in preparing the school for the introduction of co-education in September 2026. Following detailed planning and consultation, the school has secured all necessary regulatory approvals, including the required consent from the Department for Education and the relevant Equality Act exemptions. A major programme of facilities improvements has been undertaken, including the creation of new boys’ changing and shower facilities within the gymnasium building and enhancements to male toilet provision across the site. These investments will ensure that the school’s facilities are fully aligned with the needs of a co-educational environment while maintaining high standards of student welfare and comfort. During the year, the school undertook a comprehensive review of its financial management framework. This included a

full overhaul of finance policies, procedures, and internal controls to ensure that financial administration, governance, compliance, and risk management continue to reflect sector best practice. The school also commissioned an independent review by specialist education finance consultants. The findings have informed both the policy review and future developments to key financial systems, supporting more efficient financial processes, enhanced management information, and an improved experience for families through more effective billing and customer service arrangements. The school continues to progress its long-term investment plans designed to enhance sporting provision and the wider student experience. Following positive engagement with the local planning authority through pre-application

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F I N A N C E & O P E R AT I O N S consultations, plans for new cricket net facilities have proceeded to a formal planning submission, while proposals for a new nationalstandard hockey facility are being further developed for submission during the next academic year. In addition, an underutilised classroom has been converted into a dedicated Strength and Conditioning Suite adjacent to the Dance Studio. This new facility provides additional training space and further enhances opportunities for student to develop their sporting performance and physical wellbeing. Ensuring the long-term financial sustainability of the school remains a key strategic priority. Alongside the development of capital investment plans, extensive financial modelling and scenario planning continue to be undertaken to ensure that future investments remain affordable, proportionate, and aligned with the school’s strategic objectives. Student recruitment and retention remain central to these plans. We are encouraged by the strong market response to the school’s co-educational future, with highly positive levels of interest, registrations, and enrolments already secured

for September 2026 and growing demand for subsequent entry years. The school has undertaken a significant review of its transport provision. This has included investment in two new minibuses, strengthening the school’s transport fleet while providing greater operational flexibility, long term financial savings, enhanced visibility within the local community and reduced reliance on external transport providers. In addition, the school has appointed Vectare to provide a fully managed transport service. This has improved route planning, operational efficiency, and value for money while enhancing the experience for families through real-time journey tracking and service updates. A new ten-year Estates Strategy has been finalised to support the effective stewardship of the School’s buildings and infrastructure. The strategy provides a structured framework for planned preventative maintenance, lifecycle replacement, and the prioritisation of investment across the estate.

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The school has undertaken a comprehensive review of its technology strategy with the support of specialist external consultants. This review examined IT infrastructure, systems architecture, cybersecurity, device management, operational processes, and future technology requirements. We have further developments planned to further strengthen data management, and to introduce a revised 1:1 student device strategy from September 2026. These developments will improve operational efficiency, and support an enhanced digital learning experience. With a new operational leadership structure in place, the school commenced a comprehensive review of its catering provision which has resulted in a new catering strategy. The focus is on enhancing food quality, menu variety, student engagement, and family feedback while ensuring that the catering offer continues to support student health and wellbeing. The initiatives also include a renewed focus on sustainability, responsible sourcing and reducing food waste, ensuring that the school’s catering provision reflects both current expectations and future priorities.

The school has continued to strengthen its emergency planning and resilience arrangements. Existing emergency response procedures have been reviewed and updated to ensure they remain aligned with current best practice, revised regulatory expectations and the evolving operational needs of the school. This work supports the school’s commitment to safeguarding students, staff, and visitors while ensuring that robust arrangements are in place to respond effectively to a wide range of potential incidents and operational disruptions.

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SWPS SPOTLIGHT The following pages present a series of Spotlights that bring into sharp focus three areas of particular distinction for the school in 2025 – 26: Rowing, Sustainability and Wellbeing. These are not simply successful initiatives, but powerful expressions of the school’s vision in action, demonstrating how our commitment to championing the individual is realised through depth, ambition and impact across all aspects of school life. Each spotlight highlights an area where the school’s work goes beyond strong provision

to deliver something genuinely distinctive. Together, these areas exemplify the school at its best: ambitious, values-driven, and forwardlooking. They illustrate how strategic intent is translated into lived experience for students, whether through elite sport, meaningful engagement with global challenges, or a culture that prioritises care, belonging and personal growth. At a landmark moment as the school transitions to co-education, these spotlights serve as compelling evidence of the strength, coherence and confidence with which the school enters its next chapter.

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SPOTLIGHT ON ROWING OUR VISION

In 2025 – 26, we have deliberately strengthened the sense of belonging that underpins our rowing performance through a programme which recognises that sustained excellence relies on students feeling supported,Aconnected and valued. leading independent co-educational day school: a community where every ambition is normalised and every student is individual thrives.

At SWPS, athletes at every stage, whether challenged to discover how good they can be. learning in their early years or competing internationally, are part of the same programme, Our vision expresses our combined sense of recognising that individuals must work together The 2025 a– strong, 26 season exemplifies this. In and a both expected to push limits, both which purpose, aspiring to betheir an environment to create purposeful community summer 2025, six students represented Great equally part of something exceptional, united promotes the success of every individual whilst sense of belonging. Britain and England, winning eight international by shared expectations and a commitment to medals. At the 2026 National Schools’ Regatta, improvement, with no selection barriers limiting “A wonderful of a Boat focus on the 6th individual, access to the sport. example of the benefits SWPS Club finished overall out of 159 schools and clubs, competing largely against coSir William Perkins’s School consistently turns out capable, confident educational and specialist rowing schools, and Our rowing programme is distinctive because adults.” was the highest-performing girls’ programme, ityoung combines genuine inclusivity with sustained winning three gold, two silver and one bronze international excellence within a single, unified Talk Education medals. programme. While squads are structured by age and experience, all athletes - whether beginners or GB internationals - progress through a Yet what truly sets us apart is the atmosphere: early mornings on the Thames, purposeful, single, coherent coaching system, creating a clear and inclusive pathway from first strokes to disciplined training, and crews learning to move elite performance. This creates a culture where as one. Success is not reserved for a few; it is

68 SD P E VA L U A T I O N 2 0 2 5 - 2 6 SPOTLIGHT ON ROWING experienced across the programme, from first races at local regattas to podium moments on the national and international stage. In 2025–26, we have deliberately strengthened the sense of belonging that underpins performance. Our programme recognises that sustained excellence relies on students feeling supported, connected and valued. A key differentiator is the strength of our boat club community. Families are actively integrated through a structured programme of events: Gala Dinner, Club BBQ, Christmas House Rowing and Quiz Night run by a committed parent volunteer group. These are not simply social occasions; they actively contribute to retention, motivation and wellbeing by building a strong, inclusive culture around the sport. This approach ensures that students are supported holistically. They are not only coached to perform, but enabled to thrive, balancing ambition with enjoyment, and pressure with belonging. The result is a programme where commitment remains high across all levels, and where students feel equally proud to participate, improve and compete.

The impact of rowing at SWPS is both immediate and enduring. A high proportion of our leavers continue rowing at university, demonstrating a deep-rooted engagement with the sport and the habits established during their time with us. Former students remain closely connected to the programme, regularly sharing their experiences and reinforcing a powerful culture of aspiration. For some, the opportunities are transformative. Recent students have progressed to leading US university rowing programmes, including Princeton and the University of Tennessee, securing pathways that combine academic and athletic excellence. For all students, the benefits extend far beyond competition. Rowing develops resilience, discipline and integrity, qualities forged through early mornings, shared challenge and sustained commitment. Students learn to support one another, to respond positively to setbacks, and to take pride in collective achievement. These lessons endure long after school, equipping them to lead confident, healthy and purposeful lives.

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SPOTLIGHT ON S U S TA I N A B I L I T Y OUR VISION

At Sir William Perkins’s School, sustainability is not an initiative but a research-informed, student-led culture, embedded across curriculum, campus, and community. Through measurable impact, authentic leadership, and real-world engagement, our students empowered A leadingare independent as active changemakers shaping a more sustainable future. co-educational day school: a community where every Environmental Reviews, directly shaping school individual thrives.

Our approach to environmental sustainability is priorities and action plans. This is reinforced distinctive because it is grounded in a researchled, whole-school model of Climate Change through large-scale initiativesmust suchwork as the Year Our vision expresses our combined sense of recognising that individuals together 8toSustainability Conference, where all students Education (CCE), based on environment Greer and Glackin purpose, aspiring to be an which create a strong, purposeful community and a present research to peers, staff, and external (2021). This ensures students actively engage promotes the success of every individual whilst sense of belonging. guests, including a specialist speaker and judge. with complexity, climate justice, multiple This combination of research, leadership, and perspectives, and ecological worldviews rather “A surface-level wonderfulawareness. example of the benefits measurable of a focus on ensures the individual, than impact sustainability is fully embedded and continuously within our Sir William Perkins’s School consistently turns out capable, evolving confident school culture. Our 4Cs framework (Culture, Curriculum, young adults.” Community, Campus) embeds sustainability Our approach to sustainability combines across all aspects of school life, ensuring a Talk Education shared and strategic approach. Students are academic learning, real-world application, and student leadership to ensure meaningful recognised as active agents of change and take leadership roles through our Eco-Committee impact. In the classroom, sustainability is embedded through a cross-curricular model, and SEEd Young Changemakers Programme, which has helped secure the Eco-Schools Green most notably in the Year 8 Sustainability Project, Flag with Distinction. Students also carry out where students research solutions linked to

72 SD P E VA L U A T I O N 2 0 2 5 - 2 6 CHAMPIONING S U S TA I N A B I L I T Y climate justice across multiple subjects. This culminates in a Sustainability Conference where every student presents their findings to a real-world audience and raising expectations. Outside the classroom, students lead initiatives through the Eco-Committee and the SEEd Young Changemakers Programme, delivering long-term projects such as biodiversity and renewable energy solutions. Engagement across the school is significant, with 340 students participating in carbon-reduction activities in one month. Events such as the Bikeathon, which raised over £1500, and Green Careers Week further extend impact. This ensures sustainability is not just taught, but actively experienced, measured, and embedded across school and community life. We have developed a data-driven, studentled approach to making our school site environmentally sustainable. Following a full environmental review conducted by our EcoCommittee, key priorities were identified, including energy use, biodiversity, and reduction of single-use plastics. In response, students and staff have implemented a range of initiatives. These include plans for a dedicated eco-space designed to enhance biodiversity while also functioning as an outdoor classroom,

supporting both environmental improvement and learning. Students have also undertaken a detailed feasibility study into the installation of solar panels, exploring environmental impact, costs, and long-term sustainability. Wholeschool assemblies have been used to raise awareness of energy consumption, encouraging behavioural change. In addition, termly clothes and book swap events promote reuse and reduce waste on a large scale. Tree planting and biodiversity projects further support site development. These initiatives ensure our school grounds act as both a sustainable environment and a living laboratory driven by student action and measurable environmental impact. One of our most outstanding sustainability initiatives is the SEEd Young Changemakers Programme, which empowers students to lead ambitious, long-term projects with realworld impact. Students work collaboratively to research, design, and implement solutions to complex environmental challenges. One group has designed a biodiversity eco-space, conducting detailed research into native species, securing funding, and developing a realistic implementation plan to enhance wildlife and outdoor learning opportunities.

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Another group investigated renewable energy, producing a feasibility framework for the installation of solar panels and contributing to wider discussions about transitioning to a greener energy provider. Students worked closely with the Site Team and senior staff, gaining insight into financial, logistical, and operational processes. This sits within a wider culture of engagement, where 340 students participated in sustainability actions and the Bikeathon raised over £1500. The programme stands out for its depth, authenticity, and ability to develop students as informed, confident agents of change capable of delivering measurable environmental impact. Our future plans focus on deepening impact, scaling student leadership, and embedding sustainability further across all aspects of school life. We plan to implement the studentdesigned eco-space, increasing biodiversity and providing enhanced outdoor learning opportunities. We will also progress work on renewable energy, including exploring the feasibility of installing solar panels to reduce our carbon footprint. Building on existing success, we aim to expand participation in sustainability initiatives, increasing engagement beyond the 340 students already involved in

carbon-reduction actions. We will continue to grow programmes such as the Eco-Committee and Young Changemakers Programme, ensuring more students take on leadership roles and contribute to decision-making. Our Sustainability Conference will be expanded, with additional external speakers and judges to strengthen real-world connections. Using our 4Cs framework, we will ensure continuous development across culture, curriculum, community, and campus. Our goal is to create a school environment where sustainability is fully embedded, datainformed, and driven by empowered students creating lasting environmental change.

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SPOTLIGHT ON WELLBEING OUR VISION

Our ethos, championing the individual, is operationalised through a deeply embedded, whole-school approach that aligns teaching, pastoral care and leadership. A leading independent co-educational day place, from staff social events at localschool: venues to volunteering initiatives that support and a community where every improve the local environment. individual thrives.

At Sir William Perkins’s School, wellbeing is not a standalone initiative but a defining principle of our educational model. Our ethos, championing the individual, is operationalised through a For the student community, what sets us apart deeply embedded, whole-school approach that Our vision expresses our care combined sense of recognising thatand individuals must work together is the precision responsiveness of our aligns teaching, pastoral and leadership. purpose, aspiring to be an environment which to create aAdaptive strong, purposeful community and a provision. teaching ensures that staff promotes the success of every whilst sense of belonging. dynamically respond to students’ academic Our wellbeing-first approach is individual embedded in and emotional needs in real time, while a fully our strategic plan, with two of six pillars focused integrated SEND and pastoral structure enables on a ‘culture of care’ and ‘flourishing staff’. “A wonderful example of the benefits of a focus on the individual, swift, personalised intervention. This creates This is reflected in a reimagined Staff Review Sir William Perkins’s consistently turns out capable, confident process, increased investmentSchool in professional a genuinely joined-up system of care, moving beyond the more fragmented models often development, and a personalised whole-school young adults.” seen across the sector. model where support and teaching staff learn together. Coaching training is available to all Talk Education Our curriculum is deliberately designed to staff, alongside full engagement in strategic protect space for wellbeing. Timetabled review and annual evaluation, and a new Wellbeing Weeks are not enrichment add-ons staff forum that actively facilitates feedback to leadership. Engagement with the local but core to the academic experience, reinforcing balance, reflection and belonging. Investment in community further strengthens wellbeing, dedicated spaces, such as our Wellbeing Room, enhancing staff and student connection to

76 SD P E VA L U A T I O N 2 0 2 5 - 2 6 WELLBEING and access to trained counsellors for both students and parents, further signals the priority placed on student and staff welfare. Impact is both measurable and meaningful: 89% of students report feeling known as individuals, significantly above national benchmarks for student connectedness, while parent surveys reflect consistently high confidence in the school’s care and responsiveness. In a high-performing academic environment, we demonstrate that excellence and wellbeing are not competing priorities but mutually reinforcing outcomes. Like many leading independent schools, we faced the challenge of supporting highly motivated students navigating increasing academic pressure and external competition. Student voice revealed that while engagement was strong, only 53% of students felt confident managing workload without stress; a critical insight shaping our strategic response. We introduced the Flourishing Programme, a research-informed framework that brings greater intentionality and accountability to student wellbeing. Students assess themselves across six

domains, including belonging, rest, intellectual engagement and connection to nature, enabling them to identify imbalance and take ownership of change. This marks a shift from reactive pastoral care to a proactive, data-informed model. Staff are equipped to interpret this insight and embed wellbeing more explicitly within teaching and tutor programmes, ensuring consistency across the student experience. By addressing workload pressure through both cultural and structural change, we are redefining success: balancing ambition with sustainability in a way that reflects emerging best practice across the UK independent sector. Our approach is equipping students with the insight, habits and resilience needed to thrive beyond school. Through the Flourishing Programme, wellbeing is now measurable, trackable and actionable, enabling Heads of Year to design targeted interventions that respond directly to cohort needs. Students are developing sophisticated selfawareness; understanding not just how they feel, but why, and how to respond. Age-specific

77 SD P E VA L U A T I O N 2 0 2 5 - 2 6 initiatives, from creative reflection in Year 7 to mindfulness and nature-based experiences in older years, ensure this development is progressive and embedded. We have also taken bold steps to align assessment with wellbeing. The removal of high-stakes end-of-year exams in Years 7 and 8, replaced by explicit teaching of effective revision and study strategies, reflects a

commitment to long-term learning over shortterm performance, particularly benefiting neurodiverse learners. As a result, our students are not only highachieving but highly adaptable, able to manage pressure, sustain wellbeing and engage positively with the demands of modern life. This is wellbeing not as support, but as preparation for lifelong success.

78 SD P E VA L U A T I O N 2 0 2 5 - 2 6 SCHOOL DEVELOPMENT PLAN 2026-27 As we continue our strategic journey, our focus will be on building upon the strong foundations established during this landmark year. Key priorities for 2026 - 27 include: Preparing students to thrive in a changing world We will continue to develop our distinctive approach to world-readiness, strengthening opportunities for students to build transferable skills, leadership, confidence and independence through curriculum, enrichment and real-world experiences. Careers education, employer engagement and alumni connections will continue to play an important role in helping students make informed choices about their futures. Embedding an outstanding co-educational experience Following the successful introduction of our first co-educational cohort, we will focus on ensuring that every student benefits from an inclusive, ambitious and enriching school experience.

This will include ongoing evaluation of the curriculum, pastoral provision and co-curricular programme, informed by student and parent feedback. Continuing to champion academic excellence We will further develop evidence-informed teaching, personalised support and effective use of data to ensure every student is able to achieve their potential. Alongside this, we will continue to review approaches to learning beyond the classroom to support both academic success and student wellbeing.

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Developing digital literacy and responsible innovation As technology continues to evolve, we will further strengthen students’ understanding of digital literacy, artificial intelligence and online safety. Our focus will remain on preparing young people to engage with emerging technologies thoughtfully, responsibly and confidently. Strengthening wellbeing and belonging Building on the success of our Flourishing programme and wider pastoral provision, we will continue to promote wellbeing, resilience and a strong sense of belonging for every member of the school community.

Expanding partnerships and community engagement We will continue to deepen relationships with families, alumni, employers, universities, local schools and community organisations, creating new opportunities for collaboration, learning and social impact. Investing in our staff Supporting the development, wellbeing and professional growth of our staff remains a strategic priority. We will continue to invest in high-quality professional learning and create opportunities that enable colleagues to flourish and make an even greater impact on students’ lives.

Building on the momentum of 2025-26, we look forward to a year focused on embedding our co-educational vision, strengthening opportunities for every student, and continuing to develop a school community where individuals thrive and are prepared to make a positive contribution to the world around them.