Ardingly College

The Good Schools Guide Review of Ardingly College, Haywards Heath, RH17 6SQ

Our View

Wide-ranging staff, confident and down-to-earth pupils, beautiful grounds and improving facilities – bit of a mystery as to why more people are not raving about this school. Relatively new head; perhaps he will sing loudly about it to local preps and beyond – otherwise it may well continue to be one of Sussex's best-kept secrets.

Headmaster

Since 2007, Mr Peter Green MA PGCE CertRE, a geographer (mid-forties). Began at Strathallan School before moving to Uppingham where he served first as head of geography and then as boarding housemaster. From 2002, second master of Ampleforth. A rugby-keen Scot, he talks fast, sensibly and a lot, full of good tales and good ideas, anchored by strong faith. Loves his job - always wanted to be a teacher - to be found (by parents, pupils, staff) under the archway at the beginning of every school day. Teenage son at Worth (Worth's head returning the compliment with his daughter at Ardingly) and daughter at Ardingly; married to Brenda who co-hosts the Thursday prefect dinner.

Strong leadership team with prep (external appointment 2007) and pre-prep (external appointment 2010) heads, lots of new blood recently, but it seems for natural reasons rather than character clashes. Predecessor invested money and time in school, leaving a good financial, environmental and academic foundation for what he called 'the best kept secret in Sussex'.

Academic Matters

Up to six sets in maths and English for Shell (year 9), GCSE subjects include Mandarin, PE and drama plus all the usuals, with 22 per cent achieving all As and A* grades. Fantastic new language labs on previously ignored floor, subject rooms much more spread out than in the past. Science labs traditional but effective – all manner of ponds and wildlife to use for practicals.

IB offered since 1996, now around 50/50 IB/A level. Students say IB great for those who thrive with exams, new A levels best for those who are crippled by stress and prefer modular work. Parents say school does not pressurise pupils to get highest grades but encourages those who can reach them. Good choice of A level subjects – theatre studies, business studies (popular) along with more traditional options (biology very popular, RS too), languages - French, German, Spanish and Latin. IB big pulling point for Europeans – Germans especially, with exchange rate and government incentives; this will be a safety net for school numbers even in recessionary times. Lots of overlap encouraged between different subjects, combined trips etc. Apparently ‘legendary’ teachers in English department encouraging creative writing – we imagine Robin Williamsesque invocation of carpe diem?

ICT seen as a tool, big PC suite, ceiling-mounted data projectors, lots of networked computers both in and out of teaching areas – wifi available in all the boarding houses and the school library. Light, bright and well-catalogued library – DVDs, books and periodicals; librarian responds with initiative to requests and moans. More staff because of IB, so good pupil:teacher ratio. Long-serving and well-appreciated SENCo who makes sure mild to moderate SEN pupils cope. Success stories include senior dyslexic studying history at Oxford.

Games, Options, the Arts

Stunning environment in good weather, blustery and gloomy in bad. Pupils really appreciate the surrounding green - from being distracted from personal study by the sight of sheep wandering across a hilltop to being able to go for a run through woods and discover something new. School set in 275 acres, a third of which is let as fields. Newly covered Astroturf pitch used for hockey or tennis (12 courts), plus hard courts, plus use of reservoir for sailing (inter-house competition) and rowing five minutes' walk from main buildings.

More than 80 sports offered during the year and school especially successful in cricket, netball, football, girls' hockey, cross-country. Post of director of sports (filled by ex-England rugby cap) seems to be working well - head stirred up tradition by replacing football goals with rugby posts on one pitch... Sports not compulsory but everyone finds something they like (horse-riding is back). Indoor hall built in 2000 and a new fitness room opened in 2010 offering weights as well as state-of-the-art fitness equipment and a personal trainer. Duke of Edinburgh award scheme is popular here, as is CCF - about 25 per cent girls, not just shooting and camping....

Music very strong under charismatic director, voluntary choir of 80-odd invited to sing at St Paul's, St George's Windsor, Chichester, Southwark, Westminster, Paris etc. Peripatetic staff give individual lessons and also perform in the London Philharmonic, The Sixteen and at Glyndebourne. The study of production and recording skills are sourced when needed - but most of pupils' energy is channelled into more traditional forms - string quartets, piano trios, house singing and music competitions.

Drama and art more adventurous; a production per year by each year group and a full school show as well - recently a play that the head of drama had seen win a fringe first at Edinburgh. Drama team delighted to use projection and non-theatre space to explore pupils' ideas. Art now housed in fantastic purpose-designed conversion - pupils walk through naturally lit and high-ceiling display gallery to get to studios, daily inspiration. Art library, IT suite (with video editing capability), new teacher for animation and video, kiln room, textile room - particularly popular around Leavers' Ball time... Fine art displayed all over campus, art trips to Europe and beyond. DT facilities online in dire need of upgrade.

Background and Atmosphere

The jewel in the Woodard crown - 23 independent C of E schools in England and Wales (another 22 state school affiliated), founded in the mid-19th century by Canon Nathaniel Woodard. Ardingly moved to this imposing, three storey, H-shaped redbrick building in 1870, high on the Sussex downs and with marvellous views over the landscape in all directions. Grandly solemn vaulted chapel (stained glass windows in restoration programme) used for weekly Eucharist, whole school and other house assemblies. Not a rich foundation and somewhat shackled by buildings' Grade II listings and doubtful privilege of being in an 'area of outstanding natural beauty'; school is continuously improving facilities - and ideally keeping more elderly ones like 'a well-scrubbed monastic corridor'. Good management, prudent changes, summer lets, all help to provide major investment (over £11 million in last 10 years) - IB fees paid in euros should help in current financial climate.

Boarding in cluster of three storey houses, moments from main building. All have a house computer (for Skype and facebook, only allowed at weekends), well-equipped games rooms (Wii for the girls, table footie, snooker, karaoke and X-box for the boys), and kitchens or 'brew rooms'. Girls start off in junior house (all named after old heads) and then in lower sixth are thrown in all together - although they still return to make pancakes for and mentor the girls in their old houses. The boys are in the same houses up until the Upper Sixth - when both genders mix in one boarding house, Woodard. There the sexes are separated by the Forum (interconnecting doors locked at 10pm), a space with table tennis, table footie, huge plasma (mostly playing music videos unless football, The Apprentice or Skins is on), two brew rooms (where mostly girls make burgers, pancakes, toast, pizza etc) and a bar (open on Saturday night for beer, wine, alcopops and J20s paid for out of house funds...). Boarding facilities best in the refurbed younger houses but construction has started on a new (en-suite), 100-bedroomed, upper sixth boarding house, which will contribute to the improvement of all the boarding and day accommodation at the College - due for completion September 2012. More pupils sharing each room (beds, desks, corkboards for posters) in the lower years, age and study load earns you seclusion and a better view - none of the rooms are spacious but all in good condition. Lots of ipod speakers, well-liked matrons, house parents on site to maintain calm.

Lots of tasty and healthy choice in the dining room, monitored by some staff and prefects. Pupils say school is not cliquey (Chinese and Germans groups could form). They seem confident and quick humoured, few exclusive romances - just lots of fun, socialising across years too. Perceived isolation of school is not seen as a negative factor - 'you can get on a train to London and there's so much to do here, you feel exhausted in a good way by the time you get to the weekend.' Very friendly and reasonable both inside and outside school - eg turning up to a parent-hosted party with a crate of Carling under one arm, sleeping bag under the other, cheery cleaning up by all in the morning.

Pastoral Care and Discipline

Everyone is assigned tutor on arrival – pupil's confidante, broker and spokesman and school's link with parents. Can switch if tutor's subject speciality is incongruous with pupil's choices. Thereafter, hierarchy of support/discipline ending at the top. Parents say you'll get an email reply from a teacher within a day and probably a follow up phone call.

Sixth form has dress code, lower forms have uniform – trouser option for girls. iphones not to be used in lessons, laptops only for dyslexics, school email accounts and controls on surfing, some relaxed at the weekend. Head boy and head girl – staff nominate, pupils vote, discussion with housemasters and SMT then head picks – and deputies have weekly meeting with head, prefects' dinner at head's house each Thursday.

Clear drugs and drinking policy – automatic out for class A/B and possible police involvement; second chance over cannabis with testing/counselling/collaboration with parents regimen. Surprising lack of drinking issues for school surrounded by copses/potential shebeens! Flexi-boarding must help – and also responsibility taken early, heads of house in lower sixth and informal mentoring seems almost instinctive.

Pupils and Parents

40 per cent of pupils live within 50 minutes drive of the school, 25 per cent come from overseas. IB is prime attraction for Europeans - restricted intake of Germans to 12 per year (but 300 apply). More than 30 other nationalities represented. Parents say great for all-rounders and siblings with different talents. A broad social spectrum - families are doctors, lawyers, city commuters, diplomats, landed gentry - just entered the Tatler Schools Guide.... According to a recent questionnaire, a third attracted by the Woodard ethos, in general families are unpretentious. 'It all feels normal - people might go off on their yachts in the holidays but they won't flaunt it!' Good social network of parents, many used to walk their dogs on grounds after dropping children off - recent dog embargo put paid to that (proliferation of signs to that effect irritates some locals). Old Ardinians include racing driver Mike Hawthorn, Ian Hislop, composer Stephen Oliver, actors Terry-Thomas and Alan Howard

Entrance

Selective via scholarship, CE or other exams depending on point of entry – English, maths, VR tested. 50 per cent from the prep, 50 per cent external (St Paul's, Westminster, Westbourne House, Great Walstead, Prebendal, Hurst, state schools). Over-subscribed at present – spaces may appear in current financial climate.

Exit

Around 15 leave after GCSE, mostly to local sixth form colleges. Rest stay and go on to everything from Oxbridge (49 interviews in past couple of years, about eight got in) to aviation studies at Kingston (also Imperial, LSE, Princeton, Stanford, Edinburgh, Lancaster) – 95 per cent to Russell Group universities or equivalent, 40 per cent take 'constructive' gap year (not much loafing around and working in local pub any more).

Money Matters

Academic, music, art, drama, sport and DT awards on offer at 13+ and 16+ various stages - up to 50 per cent tuition remission. Special awards for clergy, Services, Sussex and Old Ardinians’ children. Worth scrutinising the literature. Maybe not one to go for if finances are unpredictable - not as strong on tide-you-over bursaries as many.

Special Education Needs Survey

SEN Statement

The Learning Support Department offers individual lessons for pupils who have a mild specific learning difficulty. All pupils however must be able to cope in the classroom without individual Learning Assistant support.

Autistic Spectrum Disorder

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Aspergers Syndrome Mild
Aspergers Syndrome Moderate
Aspergers Syndrome Severe
Autism Mild
Autism Moderate
Autism Severe
Semantic Pragmatic Disorder
Other Autistic

Behavioural Difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Attention Deficit Disorder Mild
Attention Deficit Disorder Moderate
Attention Deficit Disorder Severe
Attention Deficit / Hyperactivity Disorders Mild
Attention Deficit / Hyperactivity Disorders Moderate
Attention Deficit / Hyperactivity Disorders Severe
Emotional and behavioural difficulties Mild
Emotional and behavioural difficulties Moderate
Emotional and behavioural difficulties Severe
Conduct Disorders
Obsessive Compulsive Disorders
Oppositional Defiant Disorders
Tourettes and other tic disorders

Genetic and related Disorders

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Down's Syndrome Mild
Down's Syndrome Moderate
Down's Syndrome Severe
Fragile X
Other genetic

Learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Moderate learning difficulties
Profound and multiple learning difficulties
Severe learning difficulties

Specific learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Dyscalculia Mild
Dyscalculia Moderate
Dyscalculia Severe
Dyslexia Mild
Dyslexia Moderate
Dyslexia Severe
Dyspraxia Mild
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties Mild
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional language

Sensory Impairment

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Hearing Impairment Mild
Hearing Impairment Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment Mild
Visual Impairment Moderate
Visual Impairment Severe

Medical and Related Needs

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Cerebral Palsy Mild
Cerebral Palsy Moderate
Cerebral Palsy Severe
"Delicate" children
Epilepsy
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions

Are all children tested for SEN on entry to the school?		All children are screened for learning difficulties on entry
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair access
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?
Please provide information on staffing. Does the school have:
A SENCO or equivalent?
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		2.6 FTE in Senior School
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

School Features

Curricula

International Baccalaureate: Diploma

GCSE - standard English curriculum

A level - standard English curriculum

Curriculum features

Combined Cadet Force

SEN attributes

Has SEN unit or class

Sports

Lacrosse

Horse riding

Fencing

Shooting

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