A WORD FROM RICK CROSS
I am pleased to share the findings from the Independent Schools Inspectorate (ISI) inspection of Reddam House Berkshire in December 2025. The report reflects the strength of our provision across all areas, from the quality of education to the wellbeing and support offered to our pupils.
Notably, the inspection identified a significant strength in the Junior School, recognising the impact of play as a central part of the learning experience. This is a rare distinction, awarded to only a small proportion of schools, and speaks to the depth and intention behind our approach in the early years.
The ISI framework focuses on whether schools meet the required standards. While the reports can be technical, ours highlights the consistency of experience across the school and the strong sense of community that underpins it.
Pupils were observed to be engaged in their learning, confident in expressing their ideas, and supported by staff who know them well. The report also celebrates our inclusive and respectful culture. Pupils demonstrate consideration for others, value different perspectives, and contribute positively to school life. This is reinforced through PSHE lessons, pastoral systems, and opportunities for pupils to share their views.
From the early years to the sixth form, the inspection reflects a clear and consistent approach to supporting both academic progress and personal development. This document provides a concise overview of key strengths, with the full inspection report available via the link provided for a more detailed account of the inspectors’ findings.
Inspectors noted the impact’ of effective leadership, a well-planned curriculum, and teaching that supports pupils in making good progress’
With best wishes,
Rick Cross Principal, Reddam House Berkshire
Teachers have secure subject knowledge and use a range of effective teaching methods to help pupils deepen their knowledge and understanding.”
OUR KEY FINDINGS
“Leaders in the junior school have implemented targeted initiatives to improve pupils’ behaviour during recreational play time. As a result, pupils’ self-regulation and behaviour have improved. This is a significant strength of the school.”
“Pupils make good progress as a result of effective teaching and a well-planned curriculum. They achieve well in their studies and perform well in public examinations in relation to their starting points.”
“Leaders ensure that pupils have a clear understanding of the school’s values. This fosters pupils’ understanding of respecting others and supports an inclusive, caring community.”
“Leaders monitor the impact of the curriculum carefully, making adjustments to ensure pupils’ needs are met and they are helped to improve their understanding.”
“Children are happy, settled and flourish under the care and support that staff provide. Children consistently make very good progress across the setting.”
HEALTH AND WELLBEING
“Leaders promote pupils’ wellbeing through the effective implementation of appropriate policies and procedures.”
“Pupils demonstrate respect for different traditions and beliefs, contributing to an inclusive and calm school community.”
“The PSHE curriculum is carefully planned to support pupils’ understanding of values, responsibility and the wider world.”
“Leaders respond to pupils’ views and take meaningful action, ensuring that pupils feel listened to and valued.”
“Targeted initiatives have improved pupils’ behaviour and self-regulation, which is a significant strength of the school.”
Leaders understand boarders’ needs well and take timely action to ensure their wellbeing.”
Teachers have secure subject knowledge and use a range of effective strategies to deepen pupils’ understanding.”
QUALITY OF EDUCATION
“A well-planned and carefully sequenced curriculum enables pupils to make good progress across subjects.”
“A structured programme of assessment, including regular testing, enables leaders to identify pupils who require additional support.”
“Targeted interventions, including one-to-one mentoring, support pupils in improving their understanding and making progress.”
“Teachers provide clear feedback so that pupils know what to do to improve their work.”
“Leaders provide a well-attended co-curricular programme that reflects the views of pupils and parents.”
CO-CURRICULAR
“A wide range of inclusive activities enables pupils to develop their skills, interests and values.”
“Outdoor learning supports pupils in developing problem-solving skills, teamwork and resilience.”
“Participation beyond the classroom contributes to pupils’ confidence, selfawareness and personal development.”
“Boarders benefit from a range of activities, including trips and experiences that extend learning beyond the classroom.”
THE EARLY YEARS
“Children flourish under the attentive care of staff, who respond sensitively to their individual needs.”
“A carefully considered and high-quality curriculum provides strong foundations for future learning and development.”
“Children make very good progress across the setting and are well prepared for the next stage of their education.”
“Highly effective partnerships with parents and external agencies ensure timely and appropriate support for every child.”
Staff build strong, trusting relationships, ensuring that children feel safe, secure and confident.”
SIXTH FORM
“The sixth-form curriculum offers a wide selection of subjects, enabling pupils to pursue their academic interests.”
“Staff support pupils in developing the learning skills required for study beyond school.”
“Pupils benefit from a curriculum that supports both academic development and future progression.”
“Leaders ensure that the curriculum enables pupils to develop and pursue their academic pathways effectively.”
The majority of pupils progress to a wide range of undergraduate courses at university.”
Boarding fosters a supportive community where pupils value and rely on one another.”
A LIFE IN BOARDING
“Boarding accommodation is secure and of a suitable standard, providing a supportive environment for pupils.”
“Boarding staff are well trained and provide consistent care and support for pupils.”
“Leaders understand boarders’ needs well and take timely action to ensure their wellbeing.”
“Boarders benefit from a wide range of activities and opportunities to relax and socialise.”
