FROM THE HEADMASTER
It has been a huge privilege to get to know Canford in my first term as Head. I have been struck by every one of the pupils I have met; they are the engine room of this School and the Christmas Term 2025 has really underscored that. From pupils’ outstanding results in GCSEs and A levels in August to being recognised as Regional Independent School of the Year – South in the Independent School Parent Awards to being a finalist for Tatler’s Best Public School in the Land, there has been plenty to celebrate.
From partnership trips to Argentina and Ghana to international successes in sport to a highly reviewed production of the musical The Addams Family, there is far too much to talk about at Canford for one small booklet.
Perhaps most striking, was the endorsement of the ‘significant strength’ of our pupils’ leadership by the team from the Independent Schools’ Inspectorate. The team spent two and a half days really getting to know us and speaking with
hundreds of pupils, our staff and a detailed survey of our parents; their description of our pupils as exemplary backed up their view that the ‘aspirational’ culture at Canford ensures that, ‘pupils actively make a difference to the lives of their peers and others’.
Many schools produce summary reports for their parents in order to cherry pick the best bits of the report and create a partial narrative. We want to encourage you all to read the full report on the ISI website. There will always be more to do and we are excited to embrace the challenge set down for us to develop our careers work further but we also want to take a moment to congratulate our staff and pupils on the tremendous strengths which so impressed the inspectors who visited Canford.
It is a very special place to be.
Chris Wheeler, Headmaster
FROM EVERY CORNER, THE SAME CONCLUSION: CANFORD LEADS
WINNER
Independent School of the Year
South
A LEVELS 2025
57.6% - A*/A
85.5% - A*/B
95.1% - A* - C
FINALIST
Tatler
Best Public School in the Land 2026
ISI SIGNIFICANT
STRENGTH FOR PUPIL LEADERSHIP
Awarded to very few UK independent schools, the ‘Significant Strength’ recognition is a rare accolade we are proud to have received
SUNDAY TIMES PARENT POWER 2026
Among the top co-educational independent boarding and day schools in the region for pupils aged 13-18
GCSE 2025
29.8% - Grade 9
- Grade 9-8
- Grade 9-7
FINALIST
TE Awards for Innovation in Education 2025
Top School in the UK for Pastoral Care and Wellbeing
TOP UNIVERSITY DESTINATIONS
83% of the 2025 cohort secured places at Russell Group Universities and 90% at Russell Group plus Sunday Times Top 12 universities
TOP 3
The Week Independent Schools Guide 2025
Best of the Best Awards – Top 3 Schools in the UK for Best Sixth Form
“For me, Canford is a welcoming community, full of hardworking and ambitious people who help to encourage you to be the best possible version of yourself.”
CANFORD PUPIL
INTRODUCTION
The Independent Schools Inspectorate is appointed by the Department for Education to inspect association independent schools in England.
The inspections report on the extent to which the statutory Independent School Standards and other applicable regulatory requirements are met, collectively referred to in this report as ‘the Standards’.
Canford School was inspected between 11 to 13 November 2025.
A team of eight inspectors visited the School for two and a half days, conducting lesson observations, some in conjunction with school leaders, observation of registration periods and assemblies, a sample of extra-curricular activities that occurred during the inspection. They spoke with the chair and other governors, the headmaster, school leaders, managers and other members of staff, and pupils. They visited the learning support area and facilities for physical education, boarding houses accompanied by pupils and staff. The inspectors scrutinised samples of pupils’ work and a range of policies, documentation and records provided by the School.
The inspection team considered the views of pupils, members of staff and parents who responded to ISI’s pre-inspection surveys.
This document is a topline summary of the findings. The full report can be found here: https://www.canford.com/who-weare/governance-and-policies
EHTLLA R E LEVANT S TANDARDS W TEMERE✓
Canford School was inspected in all five areas and met all standards.
Schools are expected to meet the robust standards listed below:
1. Leadership and management, and governance
2. Quality of education, training and recreation
3. Pupils’ physical and mental health and emotional wellbeing
4. Pupils’ social and economic education and contribution to society
5. Safeguarding
A POSITIVE SCHOOL COMMUNITY
“Boarders and day pupils integrate well into a purposeful school community.”
“Pupils actively make a difference to the life of their peers and others. Leaders ensure that pupils’ opinions are an integral part of their decision-making. This is a significant strength of the school.”
PUPIL WELLBEING
“Pupils’ wellbeing is at the heart of leaders’ decision-making”
“There is a positive culture of safeguarding across the school with effective training.”
LEARNING AND SKILLS FOR LIFE
“Leaders implement a broad curriculum that develops pupils’ knowledge, skills and understanding across a wide range of subjects, with an effective focus on cross-curricular links.”
“Teachers use their good subject knowledge skilfully to engage pupils in thoughtprovoking teaching.”
DEVELOPING CONFIDENT, RESPONSIBLE LEADERS
“Leaders are aspirational for pupils to develop the leadership skills and attributes they need to make a positive contribution to their school and local community.”
“Pupils develop mature leadership skills, confidence and a sense of responsibility in preparation for their adult lives.”
THE BOARDING EXPERIENCE
“Boarders are well cared for in comfortable, secure and well-maintained accommodation.”
“Leaders organise boarding time thoughtfully to enable boarders to study, take part in house activities or enjoy free time.”
Scan the QR code to watch our ‘A Team’ inspired film highlighting the ‘Significant Strength’ of our Pupil Leadership
1.
LEADERSHIP AND MANAGEMENT, AND GOVERNANCE
• “Leaders prioritise pupils’ wellbeing in their decision-making. They establish a positive culture built on the school’s values of courageous attitude, gracious leadership, humble ambition and purposeful engagement. Leaders consistently model these values, and, in turn, the pupils reflect them in their daily conduct, upholding high standards of behaviour and mutual respect.”
• “Leaders are ambitious for the pupils and the school. They regularly consider aspects of school life that may need developing, including boarding.”
• “Leaders actively seek pupils’ feedback to inform their decision-making.”
• “Boarding houses are well managed and boarding leaders successfully foster a sense of belonging and community spirit in their houses.”
• “Leaders ensure that parents are well informed about their child’s progress.”
2.
QUALITY OF EDUCATION, TRAINING AND RECREATION
• “Leaders carefully plan the curriculum so that pupils develop the essential knowledge and skills they need, as well as an enthusiasm for learning.”
• “The sixth-form curriculum is academically ambitious.”
• “Well-planned lessons include a variety of effective teaching methods, such as role play, group work and independent learning.”
• “The variety of tasks engages pupils and contributes to their motivation to learn.”
• “There are many opportunities for pupils to develop linguistic, creative, scientific and numeracy skills.”
• “Pupils show well-developed creative-skills reflected in the vibrant artwork they create.”
• “Provision for pupils who have SEND is robust. Leaders oversee how pupils are identified, monitored and supported.”
• “A rich and stimulating range of co-curricular opportunities, such as kayaking, theatre technical club, chamber choir, the production of the pupil-led magazine, Combined Cadet Force (CCF) and the Duke of Edinburghs’ Award scheme (DofE) enable pupils to develop their individual interests and skills.”
PUPILS’ PHYSICAL AND MENTAL HEALTH AND EMOTIONAL WELLBEING
• “Leaders create an ethos that focuses on building positive and trusting relationships based on mutual respect and kindness.”
• “Close liaison between boarding and day houses, and teaching and pastoral staff, ensures that pupils receive a high level of care.”
• “The school’s wellbeing curriculum, which includes units on sleep education and nutrition, is effective in teaching pupils how to be healthy, manage their mental health and seek support when needed.”
• “The curriculum for physical education (PE) enables pupils to explore a wide variety of sports and activities, including rowing, squash, dance and swimming. Pupils develop their skills and strategy in a range of competitive and team sports, including sport fixtures, tournaments and coaching sessions. Leaders adapt the curriculum to take into account pupils’ feedback, such as by introducing girls’ rugby and football.”
• “The provision facilitates a culture of respect and contemplation in which pupils are encouraged to explore different beliefs, ask thoughtful questions and reflect on their own beliefs.”
• “Pupils display respect and courtesy in their daily lives.”
PUPILS’ SOCIAL AND ECONOMIC EDUCATION AND CONTRIBUTION TO SOCIETY
• “Through the ‘beyond the gates’ PSHE and wellbeing programme, as well as assemblies and the wider curriculum, pupils learn how to recognise and respect differences.”
• “Pupils delve into studies about the life and impact of lesser-known important historical figures who represent different ethnicities and backgrounds.”
• “The school fosters appreciation of other cultures by serving food that reflects the different traditions of the community, promoting cultural and religious celebrations and organising trips abroad. As a result, pupils become respectful and tolerant young people, accepting of others.”
• “Pupils develop confidence and organisational skills when leading activities, house events and sports teams and when making proposals which leaders put into place to improve the life of the school.”
• “Participation rates in the community activities are very high.”
• “Pupils are encouraged to see things from different points of view and listen carefully to the opinions and ideas of others.”
5.
SAFEGUARDING
• “There is a positive culture of safeguarding across the school with effective training.”
• “Leaders have established clear and effective systems to safeguard pupils.”
• “Governors place safeguarding at the heart of their decision-making.”
• “Staff understand that safeguarding is everyone’s responsibility.”
• “Pupils are confident to speak to adults in school if they have any worries or concerns. They know that adults will listen and take appropriate action.”
• “Leaders ensure that appropriate systems for internet filtering and monitoring are in place and that such systems are regularly tested. The school teaches pupils how to keep themselves safe when online.”
“This is a senior boarding school with serious game, turning out wonderfully grounded young men and women with a real awareness of the world around them. The pupils we met were unselfconscious and articulate, and the staff hugely dedicated, always devoting time and energy to improve and share best practice. In a word, Canford is inspiring in every way you look.”
TALK EDUCATION
THANK YOU FOR YOUR INTEREST IN READING CANFORD SCHOOL’S INDEPENDENT SCHOOLS INSPECTORATE REPORT. WE ENCOURAGE YOU TO READ THE FULL VERSION ON OUR WEBSITE: https://www.canford.com/who-we-are/governance-and-policies
