The publication of the Claires Court Inspection Report September 2025 last week provided many statements about the school’s work with the children and young people receiving their education with us. The inspection regime for our sector is conducted by the Independent Schools Inspectorate, the current framework introduced in 2023, known as f23, and its reports are particularly careful now with the use of language. The words ‘Excellent, Outstanding etc.’ are no longer permitted, because the report is only a snapshot of the school in action, and the words are carefully used to highlight what the school does well, and what it needs to improve.
Nevertheless, read as a whole, the report does explain quite why the school has such a good reputation for its work, in the classroom, for our pastoral work, for our extra-curricular activities and most importantly of all, for the academic results the school achieves for its students, and across all ages and stages. The report is available on the school’s website, as are those back to 2014.

Central to the inspection process is an additional challenge for the Inspectors involved, that being whether there is something that might be unusually successful that a school does that is worth highlighting, these being known as ‘Significant Strengths’.. In the way that Cathedral Choir schools could not get a mention for the quality of their singing, so Claires Court could not get a significant strength of its excellence in PSHE, Pastoral Care, Sport, the Arts or indeed our innovative use of ICT. These are already part of the school’s reputation, both locally and nationally. These can be seen clearly in the overarching summary of 12 inspection findings, copied below, covering 3 or 4 sentences as expected, and we are delighted to read them there.

However, Summary 7, about ‘special educational needs and/or disabilities (SEND)’ is worth further highlighting.
“Pupils who have special educational needs and/or disabilities (SEND) are identified early. Specialist staff review personal learning plans regularly. These are tailored carefully to each pupils’ needs. Teachers are well informed about these needs. Consequently, they offer appropriate support and well thought out activities in lessons. Sensitive support for pupils with physical disabilities or mental health needs allows them to access the curriculum fully and to participate in the activities on offer. Pupils are provided with sustained pastoral support to build confidence. As a result, pupils who have SEND make extensive progress from their given starting points. They achieve well in public examinations. The success of thoughtfully tailored provision on outcomes for individual pupils who have SEND is a significant strength* of the school”.

Everyone in the school, and most notably those who lead and support those who learn differently, is particularly pleased with this finding. This is because this approach to our work covers all children and not just those with SEND, and not just academics. During every INSET our teachers participate in, whole school and departmental activities occupy most of the time, checking our work, reflecting on what’s gone well or awry, and collaborating together for the greater benefit of all. Our CPD efforts have not just been about teaching, learning, marking and assessment, important as those are. Over the past 18 months, we’ve also tackled the emerging use of Artificial Agentive Intelligence in the classroom, the considerable differences between the way generations of adults review parenting (Victor Allen), ADHD and Neurodiversity Training (Fintan O’Regan) and understanding Abuse in society (Marilyn Hawes). All 3 are significant leaders of our thinking, each highlighting in their own way the transactional nature of human development and progress. As the last 4 summary statements make clear, the school is really on top of its brief, focused on the challenges our children and young people are facing in a world changing by the day, if not the hour!

I have chosen Arnold Schwarzenegger’s quote because it so aptly describes how the school has got where it is now, in 2025. His lifespan covers all the 65 years the school has been in existence. We started small as a school (19 children), and have 862 now as of November 2025. Over that period, we’ve had many successes and setbacks, challenges and opportunities. During my time as Head (1981- Seniors/1988 whole school), we’ve seen O levels depart, GCSEs commence, Co-education arrive, the Dot.com bubble, university expansion, the Global Financial crisis, Olympic Games, Brexit, the Pandemic and now VAT. We have learned from all of these events, particularly the Gove reforms in Education and, more recently, the growing crisis in well-being, and I am so proud of the school’s ability to lead from the front. As a school that only serves a local population, we’ve got to be connected to our local community, and now as then, we are struggling always to meet the demands that are placed on our teachers, our support staff, our parents and above all, our children.

The 2025 School Inspection may be the last in my long career at Claires Court. The findings could not be more pleasing, a validation of all that we hope for when we come to work each day. Our aims are crystal clear:
a modern, relevant education
a love of learning
a range of life skills – academic, social, musical, creative and sporting
a strong spiritual and moral character.

These are underpinned by our Core Values:
Responsibility for ourselves
Respect for others
Loyalty to our School
Integrity above all

Plus…
We recognise the importance of building confidence and self-esteem in each of our pupils, and preparing them for the next step in their schooling
We work in partnership with parents and guardians to help our pupils achieve their full potential
We promote an understanding of the need for care and consideration for others within our community and the wider world
ISI Inspection Report 2025:
The proprietor and leaders have a clear vision for the school based on the values of personal responsibility, respect for others, integrity and loyalty to the school. They understand and fulfil their responsibilities effectively. Leaders place pupils’ wellbeing at the heart of their decision-making. As a result, pupils thrive. They are proud to belong to the school community.

Need I say more?

*An Independent Schools Inspectorate (ISI) “Significant Strength” is a designation for a school’s provision that goes beyond simply meeting the standards and provides clear, demonstrable, and highly beneficial outcomes for pupils. It reflects the exceptional knowledge, skills, and dedication of leaders, staff, and governors in a particular area, which can include leadership and management, curriculum, or pupils’ welfare and personal development.
Key characteristics of a Significant Strength
Exceeds standards: It is not just about meeting the basic regulatory standards but about excelling in a specific area.
Leadership-driven: The strength is a result of the knowledge, skills, and decision-making of the school’s leadership, managers, and/or staff.
Impactful for pupils: It must result in a clear, demonstrable, and highly beneficial impact on pupils.
Demonstrable through evidence: Inspectors verify this strength through a range of evidence, including pupil, parent, and staff feedback; school records; observation; and scrutiny of pupils’ work and progress.