Shiplake College

The Good Schools Guide Review of Shiplake College, Henley-on-Thames, RG9 4BW

14/01/2012

Our View

A good school on an upward curve, with a charismatic, no-nonsense, forward looking head (complete with iPad and tweets) plus dedicated team in an enchanting location; especially suited to the reserved or those with bruised esteem. IQs cross many centiles but Shiplake is unlikely to suit the struggling child with little to offer, nor the multi-talented, über-confident, high-flying know-it-all. For everyone else, including abler, gentle souls, sporty or not, there may well be a fit. Send for the prospectus (we love the student one), visit and see if life by the river will float your child's boat.

Head

Since 2004, Mr Gregg Davies BSc Cert Mgmt (forties), an ISI inspector, married to Alison (teaches in the learning development department); one teenage daughter. Tall, athletic, follicly challenged, he has something of the tri-nations about him – Welsh birth, Scottish heritage, English country life and a northern lilt that blends the three. He greeted us in his trademark, Davies-tartan trews but later switched to his second uniform, smart sports kit. Describes his hobbies as loud singing (runs head's choir for non-singers) and log-chopping; he harbours a desire to branch-out, climb to the top of the tree and claim the crown - as a Tree Surgeon!

A talented sportsman, equally at home kicking or running with the ball, his own Shrewsbury school days were spent on field, not river. That changed when, aged 18, he discovered his sea legs, and crossed The Pond to Connecticut. In a country where football is characterised by shoulder pads and 'Giants', he wisely swapped balls for oars, garnering gold in the Stotesbury Cup and New England Championships. St Andrew's student life saw him switch sculls for scrums, a move that eventually paved the way to international honours (as a referee).

Began his career at Haberdashers' but disliked the dearth of teaching challenge, 'They didn't need me, just my university notes.' Next stop Fettes. At a time when rot had set-in, he not only learned about school as a business but spent glorious days in various remits. His favourite being housemaster, which he says is 'the best job in the world, so long as your wife agrees and those who inspect understand the job, its demands and the decisions you take.' Talks not of potential but of targets and stretching – finger-tip stuff, climbing mountains, appreciating the journey - recognising that sometimes it's not a higher peak but new direction and challenge that are needed.

Described by the boys as approachable, caring, funny, inspirational and charismatic, they say he sets very clear boundaries but does help you when you get things wrong. Praised by parents too, who say he is pivotal to the character and strength of the school. Mr Davies says he's not a typical head, we disagree: he may not be stereo-typical but headly characteristics such as tradition, stature, moral code, strong leadership skills and a love of learning are evident. Passionate about (good) teaching, learning, biology and statistics. Not afraid to upset the apple-cart: on arrival head fired strutting-peacocks, expelled the errant and swept dead-wood from the staff. The result is a school that has recently crossed the divide (just) from recruiting to selecting.

Academic Matters

Beefed-up academics, including monitoring and expectations. Introduced IGCSE maths for most able and single sciences for all; Y9 have learning to learn (study skills, organisation, planning, revision techniques etc) but no happiness lessons – that's a given here. School channels youngsters towards courses and colleges that will work; as much about stretching ambition as curtailing misplaced enthusiasm. Good post-16 choice of A levels (including further maths and recent addition of economics) for the erudite, plus generous smattering of 'studies' (PE, media, drama) and, for those with a practical bias, Btec's in music, business, travel and tourism - hands-on, modular, 100 per cent coursework. Politics, photography and psychology on pupil wish list, no guarantees of the former, photography currently offered as an art module but latter will remain strictly off-limits during current head's tenure.

Nine GCSEs the max here, allowing time to concentrate on English, maths, sciences. Getting on for 90 per cent get five or more GCSEs at grades A*-C including maths and English, 20-ish per cent of exams at A*/A. Sixty per cent A*-B at A level (on the rise), with 20 per cent A*/A. Headline results seem pretty ordinary until you dig out the value-added (very positive for almost all) and see that kids perform beyond predictions. Director of studies moved from reactive pursuit of academic rigour to proactive; differentiated work and low-key scholars programme aims to stretch the able. Still some grumblings from parents, who feel talented children aren't as challenged as they might be elsewhere - others say 'shouldn't mistake kindness for weakness, standards are high, school very on the ball and incredibly quick to get in touch if child appears to even think about slipping.'

Pupils say they enjoy most lessons (though harrumphed about hour long sessions) and appreciate continual help and support of staff. Art & design, history and geography front-runners in the popularity (and performance) stakes (with good showing for girls taking biology); physics and French less so, English on the up. Teaching good and improving; lots of young blood with imagination, ideas and energy, honing their craft alongside the experienced and in some cases, inspirational. We saw traditional, teacher led-sessions but alas didn't witness any of the pizazz that head recounted: biology lessons exploring pond life and the yelps of delight when pupils realised the muddy water houses whole colonies of creatures; or the history lesson where boys not only built trenches, complete with sandbags and duck-boards but spent a miserable 15 minutes up to their knees in cold, damp and dank conditions. A fleeting glimpse of trench life but a life-long appreciation of the horrors of WW1 and the need to 'remember them.'

Lots of support for the 25+ per cent identified with SEN and a deservedly excellent reputation for learning development. There isn't a pill for dyslexia et al but the recommended strategies – small classes, careful monitoring, addressing dominant learning styles and a whole school approach are among the viable antidotes offered here.

Still no proper library (a big black mark in our book), only small, under-utilised department libraries. Even the paltry shelves in the lower school were too high for most boys to peruse. We left our guides with the task of finding somewhere to position Horowitz, Shan, Ransom et al; hopefully they'll be well-thumbed, scanned, and savoured when we return.

Games, Options, the Arts

A school for doers; dirty knees okay, wellies obligatory, though we are less sure about the rainy day 'smell like wet dogs' description of the boys that staff shared! Rugby, rowing, hockey, cricket athletics and netball plus good smattering of minor sports and house fixtures, important, improving, inclusive and competitive (notable successes against much bigger rivals). In line with school spirit, fixture boards welcome the opposition and wish them luck. Good facilities, plenty of pitches, Astroturf, tennis, gym (with squash courts), sports hall, heated outdoor pool used by hardy souls well into the bowels of November. Piece de resistance is a wonderful bend in the river, below school's terrace and grassy slope, with boathouse and island for adventure/rafting/camping exercises. Enthusiastic and popular D of E, community service and CCF.

Art much improved and displayed school-wide. Drama edgy, believe in pushing boundaries (ask about the camel, sand and theatre in the round). Lovely studio theatre in old tithe barn, scented with woody smells. Music something of an unfinished symphony; working towards music for all – sixth form girls must join school choir – no sing, no entry and all in lower school play either brass or strings. We listened to the whole (lower) school orchestra rendition of Fanfare; more cacophony than flourish but we'd blow a raspberry at anyone who knocked their heart, hale and effort; a sound all the sweeter when you realise that just two months prior many couldn't even name their instrument, let alone play it.

Background and Atmosphere

Stunning middle-England setting, overlooking the Thames; manicured, groomed, Wind In The Willows idyll. Just five minutes from Henley, Shiplake Court was built in 1895 as a family home and farm; today, characterful, adapted red-brick barns and buildings dot the site along with (mainly) attractive newer buildings, boarding houses and subject blocks.

Houses allocated according to boarding status: day, full or weekly boarder. Boarding flexible – a boon to busy parents though some full-boarders rue increasing numbers of part-timers. Boarding accommodation varies – some younger boys in rooms of up to five, older pupils in singles, mainly functional and reassuringly untidy. Good provision of games rooms, kitchens, common rooms etc plus tuck and endless bread supplies. Food tasty: fruit and salad offered alongside hot; dietary needs catered for, all served in gothic Great Hall.

School-home communication, covering everyone (from receptionists to head) and everything from drug awareness, through disciplinary matters and very regular academic feedback with associated praise, rewards and merits, is outstanding, frequent, inclusive and inescapable. Not a school for a fire-and-forget parent.

Pastoral Care and Discipline

Available, alert and approachable, the support team, from nurses and The Rev through caterers, cleaners, matrons, masters and mentors make it their business to look out for problems; eating, depression, self-harm just some of the sensitively handled issues. Parents love the fact that girls will always be picked up for high-heels, tight skirts or a blush too far on the make-up front.

Whole school assemblies important – indeed this is one of the few schools where pupils (and parents) have spoken about the inspirational assemblies led by the head – not only do they not nod-off but it seems they duly act on the pearls cast. Head speaks oft to boys about 'choice, risk and consequences'; so we were most impressed when one of our guides cited this – but slightly less so, when head admitted candidly that this probably had more to do with a recent 'scrape' involving sibling of said guide.

Big on building confidence, esteem and self-belief, work to generate a can-do attitude but with consideration and respect for others. Said one parent, 'My son is able but a complete softie; he's beginning to toughen up though, and school always keep in touch and deal with sensitive issues speedily.' Kids are genuinely caring and nice (in the best, not boring, sense of the word). Indeed when we asked a group of strapping 16-year-olds what they would change if they were head, the second most popular answer (after abolish Saturday lessons) was 'make more of the mentoring'. Every Y9 boy is allocated a sixth-former who befriends and advises. Those who benefitted from its introduction are keen to expand the remit, with a desire to add socials and structure, to maximise benefit. Older pupils feel they should be given more slack - allowed out at weekends (or perhaps a student bar / dining club, now drink alone is verboten). Somehow we doubt they'll get the town pass – shenanigan's of Shiplake boys (in mid noughties) not totally erased from long-memories of locals. Cleaned its act on the drugs front - a zero-tolerance approach sent shock-waves then, but appears to be paying dividends now (though never say never, whatever the school) – smoking still a burning issue.

Pupils and Parents

Parents pretty grounded for this part of the world but demanding and discerning never-the-less. Not a smart or fashionable school, with parents citing manners, etiquette and old-fashioned courtesy as some of the things they love about the school. Few Forces children, fewer yet from overseas; majority from local schools some relieved to no longer be in pressure-pot environment of local preps that push hard for places at nearby grammars.

Very much a school for children who enjoy challenges and stretch. 'Kids are privileged yet earnest; no tribes no real cliques ' said one parent, another added, 'My son has a dimmer switch, sometimes it's turned down low but since he's been at Shiplake the bulb is burning brighter for longer.' Notable former pupils (aka Old Vikings for most implausible reasons) include Sydney gold medallist Ben Hunt-Davies and Starbucks UK CEO Phil Broad.

Entrance

Getting more picky but not academically so. At 11 and 13 selection takes place during taster day which includes an interview, discussion groups, outdoor activities and short tests in English and maths, not as a pass/fail exercise but to inform. Girls from 16. Incomers require 5+ GCSEs (with English and maths at C or higher) 'though they make exceptions' for those they feel will fit in. 'We will let our own boys stay on if we can find something useful and enjoyable for them to do.' Rescue those burnt-out from (or shot-out of) Thames Valley swot-houses.

Some 25 per cent have a learning difficulty or difference. The dys-strata and ADD account for most, plus a sprinkle of ADHD and Aspergers and a handful with EAL needs. Trying to attract more scholars and all-rounders.

Exit

Outcomes divergent; everything from the Oxbridge/ Harvard student (two of each in recent times) to those who pursue art and the vocational. Around 80 per cent to degree courses with new universities Bournemouth, Southampton Solent etc outweighing trad – Leeds, Newcastle et al. Handful to vocational further education courses, rest into interesting gap year activities or employment.

Money Matters

Art, music and sports scholarships awarded but more for prestige than pounds. Sixth form schols depend on general aptitude test, plus test results in two subjects to be studied at A level. Means-tested bursaries awarded at the school’s discretion with small pot to assist existing pupils, should financial hiccups occur.