I am delighted to share with you the findings from our recent Independent SchoolsInspectoratereportfollowingtheirvisittoRMSinFebruarythisyear.I amincrediblyproudtosharethattheRoyalMasonicSchoolforGirlshasfullymet everyregulatoryandeducationalstandardacrosstheboard,fromthequalityof oureducationtothesafety,safeguarding,andemotionalwell-beingofourdayand boardingpupils.
ThenewISIframeworkgeneratesreportsthatarenotoriouslydryreads,toooften simplylistingtheareasthataschoolhasmet(orinmanycaseshasnotmet). Thatsaid,whatshinesoutfromthisreportisourdistinctiveculture.Weknow that RMS is authentic, values-led, and outcomes-focused. We know that RMS pupils attain exceptional academic value-added and first-rate futures destinations.TohavetheISIinspectorsacknowledgeallofthis,andtoseethat wepromoteaninclusive,nurturingenvironmentwhereourcorevaluesarelived out every day and where pupils prosper academically as well as socially is heartening
TheinspectorsobservedthatRMSgirlsareambitious,determinedandresilient, supported by a staff team and governing body who put their well-being at the heartofeverydecision.Theinspectorswereimpressedbyourbroadcurriculum leadingtofantasticuniversityandworkplacedestinations.FromourEarlyYears’ children exploring their identity in our grounds to the praise for our “comprehensive”Futuresprogrammepreparingoursixthformersfortheworld ofwork,thereportconfirmsthatRMSprovidestheskillsneededforlifebeyond ourgates.
To provide you with the best overview, we have prepared this Report summarisingkeysuccesses.Ihopethatyoufindthisusefulinhighlightingsome of ISI’s main findings. It follows the identical structure to the report itself in movingfromanassessmentofleadership,throughthequalityofoureducation,to thevigilantsafeguardingcultureatRMS.Thefullreportisalsoavailablethrough alinkinthisdocumentandonourwebsite.Whentimeallows,Iwouldencourage you to read that document too because it is a strong endorsement of a girls’ schoolthatthinksdifferently,onewhereeverypupilthrivesandispreparedto shapeherfuture.
Withbestwishes,
MrKevinCarson HeadteacheratRMSforGirls
TheNewISIFramework SinceSeptember2023,theISIhasmovedawayfromsingle-wordlabels.Schools arenowassessedonwhethertheyhave"met"or"notmet"rigorousstandards, withtheintentofofferingamorenuancedviewoftheschool'simpact.
Our2026InspectionScope:
Ateamof9inspectorscomprisedofheadteachers,deputyheads,andsenior leadersvisitedtheschoolacross3days.Thescopeoftheinspectioncovered Nursery,Prep,Senior,SixthForm,andBoarding.Theinspectionactivities included:
Observationoflessonsandextra-curricularactivities. Scrutinyofpupils’work,schoolpoliciesanddocumentation. Visitstoboardinghouses,learningsupportareas,andfacilitiesforphysical education.
Discussionswiththegovernors,schoolleaders,staff,andpupils. Analysisofsurveyresponsesfrompupils,parents,andstaff.
TheextenttowhichtheschoolmeetstheStandards Standardsrelatingtoleadershipandmanagement,andgovernanceare fullymet.
Standardsrelatingtothequalityofeducation,trainingandrecreationare fullymet.
Standardsrelatingtopupils’physicalandmentalhealthandemotional wellbeingarefullymet.
Standardsrelatingtopupils’socialandeconomiceducationandcontribution tosocietyarefullymet.
Standardsrelatingtosafeguardingarefullymet.
RMShasfullymetandpassedallaspectsoftheISIinspection.
SummaryofInspectionFindings Leadersencouragepupilsto succeedbutmaintainaclearfocus ontheirwellbeing.Pupilsandstaff arerespectfulintheirrelationships withoneanotherandpupilsare determinedandambitious.”
Leadersprovideabroadcurriculum sothatpupilsdevelopandbuildon theskillsneededtosucceedin publicexaminations,startinginthe earlyyears.Theco-curricular programmeenablespupilsto developawiderangeofskillsto preparethemforlifebeyondthe school.”
Pupilsdemonstrateself-awareness, conductthemselvesresponsiblyin lessonsandmovearoundtheschool calmlyandpurposefully.”
Leaderspromoteaninclusive, nurturingenvironmentforpupilsto developacademicallyaswellas socially.”
“Inthesixthform,leaders provideacomprehensive ‘Futures’programme,which enablespupilstoacquire knowledgeandskillstoprepare themfortheworldofworkor furtherstudies.”
“Boardingaccommodationiscomfortableandprovidespupilswithspaceto study,socialiseandrelax.Staffintheboardinghousesorganiseboardingtime thoughtfullysothatboardersdevelopappropriatelevelsofindependenceand responsibility”
“Teachersuseassessment informationtoensuretheymeet pupils’needs.Pupilsacrossthe schoolrecieveusefulfeedbackso theyknowwhattheydowelland howtoimprove.Pupilsare motivatedandapplyeffortintheir learning,developingskillsofselfawarenessandresilience.”
Thepersonal,social,healthand economiceducation(PSHE) curriculumiswellplannedsothat pupilsdevelopself-awarenessand understandhowtoformpositive relationships.”
“Leaderswithdesignatedsafeguardingresponsibilitiesfulfiltheirduties effectivelybypromotingarobustandcollectiveapproachtosafeguardinginthe school.Governors,staff,pupilsandparentsunderstandtheirresponsibilityfor safeguardingthrougheffectiveandregulartraining,assembliesandworkshops. Leadersworkcloselywithrelevantlocalauthoritiesandotherprofessionalsto informtheirdecision-making.”
Leadership, Management, andGovernance Leaderspromoteaninclusive,calmandpurposeful learningenvironment.Pupils’self-esteemandselfwortharepromotedthroughouttheschool,sothey areambitiousandresilient.
Leadersatalllevelsarereflectiveandmake appropriatechangestoprovision,consideringrisks andunintendedconsequencescarefully.For instance,theyhavereviewedthesubjectsthat pupilschoosetostudyatGCSEinordertoprovide abalancebetweenacademicachievementand pupils’wellbeing.Theyensurethatpupilsmake well-informedchoicesinconsultationwiththem andtheirparents.
InPrep,pupilsbuildsecurefoundationstoequipthem withtheskillstheyneedintheseniorschool.In mathematics,effectivevisualrepresentations,practical resources,andtrialanderrorapproachesenablepupils todevelopmathematicalreasoning.Inscience,pupils hypothesiseandtestideastodeepentheir understandingofconcepts.
Leaderspromotediversityandinclusionthroughthe curriculumaswellasclubsandsocieties.Pupilsinthe seniorschoolandsixthformregularlyworkin partnershipwithmalepupilsinanearbyschoolto understandaboutequalityintheworkplacethroughthe ‘futures’programme.
Intheearlyyears,leadersprovidea curriculumandalearningenvironmentthat providechildrenwithapositivestartto theireducation.Theyworkcloselywith parents,withdailyexchangesof information,bothinpersonandonline,so thatparentsarewellinformed.Asaresult, childrenmakegoodprogressinallseven areasoflearning.
QualityofEducation, Trainingand Recreation Leadersplanthecurriculumsothatpupils developawiderangeofskills.Staffplan schemesofworktobuildonpupils’prior knowledgeandskillsastheyprogressthrough theschool.
Pupilsdeveloplinguisticskillsacrossthe curriculumthroughtheteachingofprecise vocabularyandfrequentopportunitiesto articulatetheirlearning.Theydevelop confidenceinspeakingandlisteningskills throughroleplayintheearlyyearsand lessonsinperformingartsfromprepupwards.
Leadersreviewthecurriculumregularly,withcareful consideration,toensurethatitismodifiedtomeettheneeds, aptitudesandinterestsofpupils.
Intheseniorschoolandsixthform,teachersroutinelyinvolve pupilsinassessment,whichfostershighlevelsofmotivation.
Teachersgivepupilsdetailedwrittenfeedback,togetherwith timetoself-reflect,sothattheyunderstandwhattheydowell andhowtoimprove.
Leadersuseaneffectiveassessmentframeworktoevaluate pupils’performanceandadaptlearningtotheirneeds.
Section2:QualityofEducation,TrainingandRecreation
Teachersacrosstheschooldemonstrate goodsubjectknowledgeandskilfullyuse good-qualityresourcestoengagepupilsin theirlearning.Relationshipsbetweenstaff andpupilsarepositivesothatpupilsare motivated,applydeterminationandmake goodprogress.
Section2:QualityofEducation,TrainingandRecreation
TheleaderofprovisionforpupilswhohaveSENDworks closelywithspecialistsandstafftosupportpupils.Staff aretrainedtoidentifyneedsearlythroughobservations andassessments,sothatappropriateadaptationscanbe made.Wherenecessary,one-to-onesupportand resourcessuchaswritingframesortheuseofdevices areputinplace.
Intheearlyyears,childrenlearnthroughplayina stimulatingenvironment.Staffdevelopchildren’s curiosity,creativityandimaginationthroughthoughtfully plannedactivities.Childrengainnewknowledgeand understanding.Childrendeveloptheircommunication andlanguageskillsthroughpositiveinteractionswith staffandmakegoodprogressinallareasoflearning.
Pupilsacrosstheschoolchoosefromanextensiverange ofclubstodeveloptheirskillsandinterests.Pupils developskillsinarangeofsportsthroughactivities suchasclimbing,runningclubandtrampolining.There areclubstopromotepupils’socialconfidenceinthe library,learnchess,astronomyandphilosophyor developteamworkandmusicaltalentsinorchestra.
Boardersenjoyawiderangeofeveningandweekend activities,withtimewellbalancedforstudy,socialising andenjoyingfreetime.Sixth-formboardersaregiven appropriateresponsibility,suchascookingfor themselves,todevelopindependenceandskillsforlife beyondschool.
Pupils’Physicaland MentalHealthand EmotionalWellbeing Pupilsexploretheiridentity,beginninginthe earlyyears,todeveloptheirself-awareness andself-knowledge.Theylearnaboutpositive friendshipsandrelationshipsinageappropriateways.Pupilsarerespectfulwith eachotherandwithadults.
Childrenintheearlyyearsdevelopbalance andco-ordinationthroughageappropriate games.
Thephysicaleducation(PE)curriculumiswellplanned sothatpupilsacrosstheschooldeveloparangeof skills.Forolderpupils,therangeofsportsiswidenedto includeyoga,Pilatesandhigh-intensityintervaltraining todevelopalife-longinterestinbecomingphysically activeadults.
Lessonsandassembliesfrequentlystartwithareminder oftheschool’svalues.Pupilslearnaboutdifferentworld religionsandculturessothattheyunderstand inclusivity.Pupilsdeveloptheirspiritualityinthemultifaithprayerroom,wheretheycanparticipatein discussionsaboutfaith,guidedbyamemberofstaff. Theyusethemindfulnessgardenforquietcontemplation andreflection.
Leadersprovidepupilswithpastoral supportthatiscarefullyadaptedtomeet theirneeds.Pupilsknowhowtoseekhelp whentheyneedit,includingfromadults suchastheirformtutors,thecounsellor andstafftrainedspecificallytosupport pupilssotheydevelopself-confidence.
Acrosstheschool,pupilsarepraisedfor makingpositivechoices.Pupilsbehavewell inlessonsandmovecalmlyaroundthe campus.
Theschool’sbehaviourpolicyis comprehensiveandeffectivelyimplemented. Stafftakethetimetolistentopupilsand understandtheirneedsbeforemetingout appropriatesanctions.Leaderssetclear expectations,andpupilsareawareofand respecttheboundaries.
Staffidentifychildren’ssocialandemotional needsintheearlyyearsand,throughcareful observations,provideeffectivesupportinclose partnershipwithfamilies.
Thereisaclearanti-bullyingpolicythatis implementedeffectivelybystaffsothat bullyingisrare.Leadersproactivelyencourage pupilstodevelopstrategiestodealwithunkind behaviourordisagreements.
Theschoolprovidesnutritiousandwellbalancedmealsfordaypupilsandboarders. Themenuisvaried,offersappropriateoptions andtakesintoconsiderationpupils’dietaryand culturalneeds.Arangeofsnacksisprovided forboarders,whichcatersfordietaryand culturalneeds.
Section3:Pupils’PhysicalandMentalHealth
Pupils’Socialand EconomicEducation andContributionto Society Pupilsareinclusive,kindandhelpfultooneanother. Acrosstheschool,pupilsaretaughthowtorecognise rightfromwrongandmakeappropriatechoices.Inthe seniorschoolandsixthform,pupilstakepartin discussionsaboutethics,humanrightsandwomen’s rights.Asaresult,pupilsareinclusive,kindandhelpful tooneanother.
Pupilsofallagesareinspiredbyarangeofvisitorsto theschool,whosharewiththemtheirexperiencesofa widevarietyofjobsandcareers.Pupilsinpreplearn aboutinspirationalwomenindifferentcareers.Inthe seniorschool,pupilsreviewtheskillsneededfor differentcoursesandcareersthroughtalksandusing appropriateonlineapplications.
Sixth-formpupilsbenefitfromawell-plannedand purposeful‘futures’programme,wheretheylearna rangeofskillstoequipthemforlifebeyondschool. Theyaretaughttheimportanceofpresenting themselveswhennetworking,whetherinpersonoron professionalsocialmediasites.Theydiscusshowto keepsafeanddeveloptheirindependencewhen socialisingandonline.
Intheearlyyears,staffcreatelearningenvironmentsfor childrentoaccessresourcesindependentlyandfollow theirinterests.Staffareskilledinenablingchildrento developtheircommunicationandsocialskills,adapting theirlanguagetosuitdifferentchildren’sneeds.
Childrenworkproductivelyinpairsandgroups,sharing andco-operatingwitheachother.
Pupilsinthesixthformattend‘FuturesFridays’,where theylearnaboutawiderangeofcareersfromvisitors. Theyreceiveimpartial,one-to-onesupportsothatthey canchoosecourses,universitiesandfuturepathways, includingapprenticeships,resultingindiverseand ambitiousdestinations.
Thereisarangeofopportunitiesforpupilstodevelop leadershipskillsandasenseofresponsibility. Prefectsinthesixthformundertakerolessuchas presentinginformationaboutdifferentcharitiesfor pupilstovoteon,orinformationaboutchoicesatGCSE andcareers.Pupilsintheseniorschoolandsixthform provideacademicsupporttoyoungerpupilsassubject ambassadorsanddigitalambassadors.Prefectsinthe boardinghousesupportyoungerboarderswith academicworkaswellasorganisingactivities.
Childrenintheearlyyearsbegintodevelop financialawarenessthroughroleplaywhenthey payforitemsinshopsandrestaurantswithplay moneyandcreditcards.Pupilsinprepgain understandingoftherelationshipbetweendifferent currenciesthroughmathematicslessonsabout ratioandproportion,andtheylearnaboutfair trade.InYears5,8and12,pupilstakepartin entrepreneurshipprogrammes,wheretheymanage budgetsandmarketproducts.Intheseniorschool, pupilslearnaboutbanking,borrowinganddebt, includinghowthelattercanaffectcreditscores.
SixthFormpupilsreceivepersonalised guidance,asneeded,tohelpthemachieve well.Pupilsusespacesprovidedtothem responsiblytostudyorcollaborateon projects.Theyleadassemblies,organise events,directmusicalensemblesandrun clubsandsocietiesontopicssuchas medicineorwomen’srights.
safeguarding.Governorsareeffectivelytrained toscrutinisepolicies,ensuringtheyareimplemented effectively.
Leaderswithresponsibilityforsafeguardinghaveup-todateknowledgeandskills,includingappropriate‘Prevent’ dutytraining.Leadersworktogetherwithprofessionals, suchaseducationalpsychologists,sothattheyprovide considerateandeffectivesupportforpupilsandtheir families.
Leaderswithresponsibilityforsafeguardingensure thatnewstaffhaveathoroughinductionin safeguarding,withdueconsiderationfordifferent rolesandresponsibilities.Theyundergorequired training,aswellasadditionaltrainingrelevantto theirrole.Thisprovidesstaffwithadeeper understandingofcontextualandsituationalrisksto pupils,sothattheyarevigilantandknowwhento reportaconcernaboutpupils.
Theschoolhassuitableinternetfilteringand monitoringsystems.Thesesystemsaretested regularlytodeterminetheirrobustness.Leaders followupalertsquicklyandsensitively.Pupilsare taughthowtostaysafeonlineinICTlessons,PSHE lessonsandassemblies.
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