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ISI Inspection Highlights 2025

Awarded a Significant Strength for Pupil Leadership - ISI November 2025

“The school benefits from effective governance and leadership, where rigorous self-evaluation, strategic planning and thorough risk assessment underpin decision-making. This ensures that the Standards are met consistently and that pupils’ wellbeing is prioritised.”

I am delighted to be able to write to you to share the outcome of our recent Independent Schools Inspectorate (ISI) visit to Halliford School. Independent schools are inspected every three years and, following our last inspection in 2022 where the school was judged to be excellent in all areas, the inspection framework has since changed. One-word qualitative judgements have been removed and inspections now simply determine whether a school meets the incredibly rigorous Independent School Standards Regulations. I am delighted to let you know that Halliford School was judged to have met these standards.

The highest accolade came in the form of Halliford School being awarded a ‘significant strength’. A significant strength is an area of provision that demonstrates a deep understanding of aspirations for students’ development of knowledge, skills, and understanding, with a demonstrably clear and highly beneficial impact for students. Such recognition is rare, goes well beyond what would typically be seen in other schools, and is therefore subject to rigorous quality assurance by the Independent Schools Inspectorate. I am absolutely thrilled that Halliford School was awarded our significant strength for ‘the development of pupils’ leadership skills, enabling pupils to articulate their opinions and ideas with confidence, contribute meaningfully to decision-making and play a substantial role in the school and wider community’. In a world where warm-hearted leadership can sometimes feel in short supply, I am delighted that our work in this vital area of education has been recognised in such exceptional terms. It truly underlines our vision for every member of the school community to feel valued as an individual and to be able to ‘come as you are and go as all you can be’.

I am especially pleased that our commitment to developing intellectual curiosity, alongside our distinctive approach of being academically ambitious while remaining academically sensitive and tailoring expectations to each individual student, has also been recognised. We know that our students achieve exceptional value-added outcomes at both GCSE and A-level, and following meticulous scrutiny of our results, I am delighted that the report concludes that ‘GCSE and A-level results are consistently above national outcomes, particularly in the higher grades’.

This validation of our approach in combining high expectations with a deep understanding of each student as an individual, while also offering a rich range of opportunities to develop character is superb.

Words can ultimately only tell you so much, so please do come and visit us to see for yourself what makes Halliford School such an incredible place.

James Davies Headmaster

ALL INSPECTION STANDARDS WERE MET

Leadership and management, and governance

Quality of education, training and recreation

Pupils’ physical and mental health and emotional wellbeing

Pupils’ social and economic education and contribution to society

Safeguarding

Our Significant Strength

“Leaders and governors articulate a clear and ambitious vision that places pupil leadership and opportunities for pupils to share their views with leaders at the centre of school life.”

“Central to this vision is the commitment to know each pupil individually and to support them in line with the school’s aim of ‘come as you are and go as all you can be’.”

“Pupils are very well prepared for life in British society, particularly because their leadership skills are highly developed across all year groups.”

“By the time they reach the sixth form, pupil leaders assume an extensive range of responsibilities across the school, including taking assemblies, managing the school council and leading ‘student voice’ meetings where they engage weekly with groups of pupils throughout the school to gather views and represent their peers.”

“The development of pupils’ leadership skills, enabling pupils to articulate their opinions and ideas with confidence, contribute meaningfully to decision-making and play a substantial role in the school and wider community, is a significant strength.”

SECTION 1: Leadership and management, and governance

“Governance is provided by a dedicated board of governors who use their wide range of expertise from education, business and the community to provide effective and thorough oversight of the school.”

“Leaders and governors systematically evaluate the effectiveness of the school’s provision and identify areas for improvement.”

“Leaders ensure that the curriculum is supported by a wide range of high-quality resources, including specialist facilities for art, design and technology, science, physical education (PE), creative and performing arts.”

“Parents are well informed regarding their child’s progress and attainment. Parents are invited to discuss their child’s progress and achievements in person twice per year.”

“Subject leaders are highly knowledgeable about their subjects. They ensure that planning is well matched to pupils’ needs and prior attainment. Schemes of work in all subjects extend well beyond the age-related expectations of the national curriculum.”

“As pupils progress through the school, they develop highlevel literacy and reasoning skills that enable them to synthesise information, evaluate complex ideas and draw nuanced conclusions.”

SECTION 2: Quality of education, training and recreation

“Teaching is underpinned by effective planning and is designed to inspire and motivate pupils through taking account of their individual learning needs.”

“GCSE and A-level results are consistently above national outcomes, particularly in the higher grades.”

“The school offers a wide range of co-curricular activities. Pupils throughout the school benefit from this diverse and engaging programme that enhances their academic and personal achievements.”

SECTION 3: Pupils’ physical and mental health and emotional wellbeing

“Teachers enable pupils to ask questions with confidence, explore sensitive issues openly and gain practical knowledge to support their personal development.”

“Spirituality is nurtured through the school’s ethos, curriculum and assemblies, where there is a focus on appreciating the non-material aspects of life including kindness, beauty and friendship.”

“Physical development is promoted effectively through PE lessons, competitive games and a wide range of co-curricular and sports activities that encourage participation. Through these experiences, pupils develop skills such as teamwork, leadership, resilience, communication, problem-solving, discipline and perseverance.”

“Recognition of positive behaviour and effort is given through praise in lessons, commendations, certificates and awards in assemblies, as well as opportunities for leadership and responsibility. Pupils value these rewards because they recognise effort, resilience and kindness as well as academic success.”

“Prefects and pupil leaders provide positive role models for younger pupils, consistently demonstrating leadership, maturity and integrity. Their contribution reinforces the school’s ethos that works towards every pupil feeling known, valued and supported within the community.”

“British values of democracy, respect for all, individual liberty and tolerance of different faiths and beliefs are promoted widely through PSHE, the curriculum and assemblies. They are continuously reinforced through the school’s core values of respect, warm-heartedness and teamwork.”

“Pupils listen attentively and respectfully to the views of others, collaborating effectively in lessons, performances and co-curricular activities. Pupils of all ages arriving new to the school are welcomed into the community.”

SECTION 4: Pupils’ social and economic education and contribution to society

“The school supports a range of charities and has been recognised nationally for its support of men’s health charities.”

“Pupils substantially appreciate that the way in which they fulfil their social responsibilities helps them to make a positive difference to their community and beyond.”

“Pupils in the sixth form receive tailored support towards university applications, personal statements and interview preparation. This comprehensive provision enables pupils to develop the confidence, knowledge and ambition to make informed choices about their future pathways.”

Safeguarding

“There is a well-established culture of safeguarding throughout the school community. Leaders effectively take into consideration contextual safeguarding risks and prioritise safeguarding across the school.”

“Teachers and staff specifically trained to support pupils’ mental health and emotional wellbeing work well together to create a culture that enables pupils to communicate their feelings and any concerns they may have.”

“Pupils consistently receive a clear message that they will be listened to and that action will be taken to ensure their wellbeing.”

“Pupils