Royal
Russell School
ISI Inspection Overview DECEMBER 2025
ISI Inspection December 2025
In December 2025, Royal Russell School was visited by the Independent Schools Inspectorate (ISI) for a routine inspection. In line with changes made in 2023, ISI inspection reports no longer provide schools with an overall judgement or grade, but instead report on five different aspects of school life:
• Leadership, 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
Feedback across key areas of the School is collated within this document alongside reflections from the Royal Russell team.
The full inspection report is published by the ISI and can be found here
Beyond compliance, the report highlights the positive relationships, strong safeguarding culture, thoughtful leadership and high-quality teaching that underpin daily life here.
Headmaster’s reflections on the ISI Inspection
I am immensely proud of the findings of our recent ISI inspection which recognises, so clearly and consistently, the true character of Royal Russell School. I would like to thank our staff, pupils and governors, whose commitment, professionalism and shared sense of purpose underpin everything that the report affirms, as well as our families for their positive feedback and support.
Throughout their visit, Inspectors recognised a school that is ambitious, open, distinctive and courageous in both ethos and practice. They noted a community in which pupils are genuinely known as individuals, where respect and kindness are deeply embedded, and where young people are encouraged to understand who they are and who they might strive to be.
The report reflects the strength of leadership at all levels of the School, highlighting the close and effective partnership between governors and senior leaders; recognising that leaders evaluate the School’s work carefully and reflectively, ensuring that pupils’ wellbeing and progress sit at the heart of ambitious planning and continuous improvement. This confidence was also echoed by parents and pupils in their survey feedback.
The quality of education across the School, from the Early Years through to the Sixth Form, was a key finding of the Inspectors. They recognised a broad, well-balanced curriculum, taught by knowledgeable and skilled teachers, which enables pupils to make good progress and achieve highly – with teaching thoughtfully adapted to meet individual needs. Pupils with SEND and EAL are well supported so that they can flourish alongside their peers. The wide range of academic pathways, including flexible options in the Sixth Form, ensures that pupils’ talents and aspirations are fully supported and I was delighted to see that these outcomes for our young people were recognised by the inspection team.
The report also highlights the exceptional breadth of co-curricular and enrichment opportunities available to our pupils. Inspectors noted the enthusiasm with which pupils engage in sport, music, drama, leadership roles and service activities, and the
confidence and self-esteem they develop as a result. Opportunities for responsibility, from prefects and ambassadors to leadership roles within boarding and House communities, are embraced by pupils and contribute strongly to their personal development.
Royal Russell’s strong culture of pastoral care is affirmed throughout the report, with Inspectors recognising the warm, respectful relationships that underpin school life here and the emphasis placed on emotional wellbeing and personal growth. Our wellbeing programmes, inclusive chapel services and carefully structured support systems ensure that pupils feel safe, supported and listened to.
Our boarding provision is also recognised as a strength, with inspectors noting the positive relationships between boarders and House staff, the high quality of accommodation, and the strong sense of community within the boarding houses, contributing to a secure and nurturing environment.
Finally, inspectors confirmed the School’s strong culture of safeguarding, recognising the vigilance, training and systems in place to ensure pupils’ safety and wellbeing, with pupils confident in how to keep themselves safe and knowing that trusted adults will respond promptly and supportively if concerns are raised.
This report affirms all that we value deeply at Royal Russell: that education is about far more than academic outcomes alone. It is about character, relationships, belonging and ambition. I am enormously proud of our learning community and excited about the journey ahead as we continue to build this exceptional school, always striving for successful outcomes for our young people as the family school of choice.
Headmaster, Royal Russell School
Early Years
Children benefit from a rich and varied Early Years experience that is carefully matched to their needs and interests. Teaching supports strong communication and language development, with children speaking confidently with both peers and adults. Behaviour is well managed and children demonstrate high levels of self-motivation, responsibility and enthusiasm for learning. Physical development is actively promoted through a balance of structured and exploratory activities, supporting children’s overall wellbeing and readiness for the next stage of their education. Safeguarding and wellbeing are prioritised, with appropriate staffing and a nurturing environment.
ISI Inspection Report, December 2025
Our distinctive approach in Early Years Foundation Stage (EYFS) is rooted in the joy of childhood, purposeful learning and strong partnership with child and parent. The ambitious synergy of powerful play, individual learning, specialist teaching, and innovative indoor and outdoor dynamic environments develops agency and metacognition in our youngest learners, ensuring learning is active, engaging and deeply meaningful. At the end of EYFS, the good level of development of our learners is significantly above local and national averages. The holistic start to each child’s learning journey not only secures exceptional early outcomes but also develops lifelong courageous learners.
Tanya Mawanda, Head of Early Years, Junior School
Junior School
Pupils make good progress through the Junior School as a result of effective teaching, regular assessment and careful monitoring of individual development. There is a strong emphasis on personal development, with pupils demonstrating kindness, respect and a clear understanding of fairness and equality. The PSHE programme supports pupils’ emotional wellbeing, resilience and self-confidence. Leadership opportunities encourage responsibility and pride in the School community, helping pupils to develop independence and a strong sense of belonging.
ISI Inspection Report, December 2025
Inspectors were keen to highlight the joyful atmosphere for learning in the Junior School. They reported very positively about the rich and varied Early Years experience, which is meticulously planned around the needs and interests of the children. Strong communication and language development was noted, along with the high levels of responsibility, self-motivation and enthusiasm that pupils show in their learning.
Our children become lifelong learners, and we are proud of how we develop the independence and active engagement of our learners which leads to excellent outcomes, including scholarships here at Royal Russell Senior School and at other competitive senior schools. This level of attainment was noted by the inspection team and we are pleased that the impact of leaders and teachers was recognised as a crucial part of this progress.
Safeguarding and wellbeing are clearly prioritised within a nurturing and supportive environment, helping children to feel safe, confident and ready to learn. Our proactive approach through PSHE, Emotional Literacy and celebration of clearly defined values ensures children are poised for success.
Our Junior School community is the cornerstone of all that we do and supports a notably strong focus on personal development. Children demonstrate kindness, respect and a clear understanding of fairness and equality, while also developing independence and a strong sense of belonging. Our children develop a clear sense of social responsibility, and they are active members of the wider community, sharing their Russellian values. Pupil voice has a demonstrable impact on how our community is shaped, and when children see the power of their words in action, they become the stewards of that environment.
John Evans, Headmaster, Junior School
Senior School
The Senior School offers a broad and well-balanced curriculum that supports strong academic progress and intellectual curiosity. Teaching is characterised by high expectations, secure subject knowledge and effective use of assessment to support and challenge pupils. Pupils benefit from a wide range of co-curricular opportunities, including sport, music, drama, leadership and service, which complement academic learning. Behaviour is positive, relationships are respectful, and pupils feel safe and supported within the School environment.
ISI Inspection Report, December 2025
In the Senior School we are very proud of the progress all of our pupils make, both in terms of their excellent academic outcomes and their individual personal growth, opportunities for leadership and their ability to have a positive impact on others. Life in the Senior School encapsulates the school motto, ‘Not for oneself but for all’. This was clear to the inspection team, who had the opportunity to meet many of our pupils and to observe the excellent practice taking place day-to-day.
We are extremely proud of the breadth and flexibility of our curriculum, which enables our pupils to pursue an exceptionally wide range of options and combinations of subjects. Inspectors were able to see that our teaching and learning is excellent, securing fantastic outcomes for all our pupils, who make higher progress than all national measures. Relationships between all members of the community are a special feature of our school, and it was good to see this reflected in their report; these relationships are underpinned by the pastoral care provided through the House system. The fact that pupils feel ‘at home’, happy and secure means that they take advantage of the very wide range of opportunities available to them.
Sam Powell, Head of Senior School
Sixth Form
The Sixth Form provides a range of academic and vocational pathways tailored to pupils’ strengths and aspirations. Pupils are well prepared for future destinations through strong academic guidance, careers education and leadership opportunities. Sixth Formers take on meaningful responsibilities within the School community, acting as role models and mentors to younger pupils. Opportunities beyond the classroom, including enrichment activities and enterprise initiatives, support the development of independence, confidence and real-world understanding.
ISI Inspection Report, December 2025
We are very proud of our Sixth Form, where we offer a truly holistic co-educational experience: one that is academically ambitious, globally minded, gives bespoke academic pathways and is grounded in exceptional pastoral care. Our Sixth Form journey is shaped by ten defining tenets that inspire every pupil to thrive. Pupils develop intellectual curiosity through research-driven independent learning and a challenging academic curriculum delivered by exceptional teachers. They learn to prioritise their own wellbeing and show empathy for others, embrace cultural and international opportunities that broaden their horizons and they give back through meaningful service, growing into confident, capable leaders.
Each generation of Sixth Form pupils leaves a lasting legacy on the community at Royal Russell, both in terms of the activities and events they inspire and the example they set to younger pupils.
Our dedicated Futures and Wellbeing programmes stand out when compared to other schools. These prepare pupils for life far beyond the classroom, equipping them with the skills, resilience and clarity they need for the world ahead. With the support of our lifelong Old Russellian network, every pupil leaves not only ready for their future, but forever part of the Royal Russell family.
Michele Worsfold, Head of Sixth Form
Value Added
Pupils make strong progress from their individual starting points as a result of high-quality teaching, targeted support and a culture of high expectations. Additional provision supports a wide range of needs, ensuring pupils are challenged appropriately and supported to achieve their potential. A broad enrichment programme enhances learning beyond the classroom and prepares pupils effectively for future education and life beyond school.
ISI Inspection Report, December 2025
When we talk about “value added”, we are describing the progress a child makes during their time at school, not just the grades they achieve at the end. Children arrive with different strengths and starting points and our focus is on how far each child progresses from where they began. Through high-quality teaching, individual support, encouragement and challenge, we help pupils to exceed expectations, grow in confidence and develop a love of learning. Value added is therefore about recognising effort, improvement and potential, ensuring every child is supported to achieve their very best, both academically and personally. At Royal Russell, our pupils make higher progress than all expected national measures.
Clare Tovey, Deputy Head Learning, Senior School
Pastoral Care & House System
Pastoral care is central to the School’s ethos, with staff knowing pupils well and providing consistent, thoughtful support. The House system plays a key role in fostering strong relationships, leadership opportunities and a sense of belonging. Pupils demonstrate confidence, self-esteem and positive behaviour, reflecting the strength of the School’s pastoral framework. Wellbeing and safeguarding are embedded throughout school life, ensuring pupils feel safe, supported and valued.
ISI Inspection Report, December 2025
The House system is central to our exceptional pastoral care. In many schools what are described as Houses are simply a way of dividing pupils up to compete against each other in sporting events. Of course, we do have exciting and spirited House competitions of all kinds, but the most important thing about our Houses is that they make ‘a school within a school’, a home within the school, a family within the school. Our pupils are known, valued and cared for by House tutors and housemasters/housemistresses that know them well as a result of time spent together over their years at the School. Wonderful things happen in House that you just don’t see in other schools, when younger and older pupils collaborate on community activities, House projects, fundraising and mentoring. Each House has its own ethos and traditions and a sense of pride and community. The feeling of belonging that this engenders in our pupils helps them through challenging times and allows personalised celebration of their successes and interests during good times.
Pupil leadership is a key part of the House system, but is also at the heart of everything we do. While all Schools have prefects, often this is a role that involves carrying out duties rather than actually leading or being creative and confident in that space. At Royal Russell, our pupil leaders are everywhere: giving awards in House assemblies, visiting tutor groups in House time to gather feedback for student council, reporting back on activities in whole School assemblies and genuinely leading on projects and events in House and across the School.
Pupils are supported to grow into ambitious, open, distinctive and courageous young people through pupil leadership opportunities and the care they receive in House and beyond. Our Wellbeing curriculum allows them to reflect on all important aspects of life, from healthy relationships, good friendships, how to find a career that suits their interests and values, financial education, and how to listen and contribute respectfully to debate. When times are more challenging for an individual, one-to-one support is available from House staff, School counsellors and our pupil wellbeing coach.
Sara Ward, Deputy Head Pastoral, Senior School
Boarding
Boarding provision is well structured and supportive, with staff available to pupils at all times. Strong relationships between boarders and House staff create a safe and caring environment where pupils feel confident seeking guidance and support. Accommodation is comfortable and well maintained, and a full programme of activities promotes balance, wellbeing and community life. Clear systems ensure pupils are supported academically, pastorally and socially, while maintaining close contact with families.
ISI Inspection Report, December 2025
Our boarding pupils are extremely positive about their experience here: the progress they make academically, the opportunities they have to be part of a whole school community and the range of co-curricular activities they can take part in were strongly reflected in what the inspection saw. Most of all, though, they speak of the fact that their House offers a home from home, with support that very much feels like that of a family.
Our pastoral care is exceptional, with high levels of staffing in boarding, meaning that pupils feel they have a strong support network in their boarding houses. The integration of day pupils into the boarding houses is a key aspect of our pastoral structure, which gives our boarders the opportunity to forge deep and lasting friendships across both the day and boarding communities. There is always a high level of support available for boarders and an imaginative range of activities helps to build a very strong sense of community.
Sam Powell, Head of Senior School
