Westminster Cathedral Choir School

The Good Schools Guide Review of Westminster Cathedral Choir School, London, SW1P 1QH

Our View

The sound of Moments Musicaux drifting down to us as we waited in reception set the tone for our visit. Music is everywhere in this lovely little school - with just 126 pupils, it fields two orchestras, four chamber ensembles, any amount of singing and a huge breadth of instrumental tuition. Many pupils achieve grades seven or eight in their chosen instrument(s) by the time they leave and the choral singing is internationally renowned. The choristers are, in the headmaster's words, 'completely immersed' in music, and the day boys get a pretty thorough soaking too. The musical repertoire has been classical to date, but new head of music, Mark Kennedy, is introducing a contemporary note as well – African music has made its way into the classroom and musicals are planned for later in the year.

The school is tucked away behind the red and white brick splendour of Westminster Cathedral and consists of a labyrinth of smallish rooms surrounding a splendid playground, round which we saw posses of healthy little boys throwing themselves. Football, rugby and cricket are the main sports here and are played enthusiastically at local pitches, swimming and PE at the Queen Mother Sports Centre. The classrooms are nothing out of the ordinary – our tour guide proudly showed us the gas tap in the science lab – but the standard of work on the walls was excellent and bore testimony to imaginative teaching. Parents describe the teachers as 'motivated', 'easy to approach' and 'inspirational'. A recent critical ISI report commented unfavourably on boarding facilities and the over-use of practice exams over the final two years - neither was a cause for concern when we last visited and parents we have spoken to before and since (with one notable exception) do not agree with the ISI.

The boys seem happy, confident, articulate, proud of their school and very well-mannered. Superb food is cooked on the premises by 'three funky young chefs'; a wide range of clubs and societies (debating, chess, reading, fencing). For the boarders, film nights, toast parties and other treats are held in their own spacious common-room, equipped with two pianos and a TV. A remarkably warm and caring head of boarding (a parent himself) supervises regular pillow-fights. One diminutive chorister admitted that he'd found the first couple of nights difficult but the matrons were 'big on cuddles' and he'd soon settled in. And indeed the junior dormitory, where teddy bears are compulsory, is delightful, resembling a children's bedroom in an IKEA showroom. The senior facilities are a little bleaker but due for a makeover this year, and our tour guide assured us that juniors only used the senior bathroom 'when the plumbing was bad' – which, judging from the state of the French classroom ceiling, must be pretty often.

Scored poorly on its pastoral care in its previous Ofsted report, but the head has turned this round and it is now rated as 'outstanding'. Boys are consistently rewarded for kind and caring behaviour and bullying is all but unknown. Parents report improvements in staff-parent communications. 'Concerns are now dealt with in a really professional and positive way,' wrote one parent. 'The children are very happy and the school is definitely on the up,' was another comment.

The headmaster is proud of the school's Catholic ethos, that 'prayer should be a natural and happy part of a child's life'. We were very struck by one recent innovation - the entire school (day boys and choristers) now sings together every Wednesday in Westminster Cathedral at their own special Mass. All the staff go and all the parents are invited. It is, says the headmaster, 'a unifying thing'. Certainly this seemed to us a cheerful, affectionate and successful community.

Headmaster

Since September 2007, Mr Neil McLaughlan (late thirties). Joined from Downside School, near Bath, where he was head of English and director of development. Before that he taught English at Worth and Stonyhurst. He was educated at Durham University and spent a few years with Andersen Consulting in London before embarking on a teaching career in 1997. His interests include poetry, drama and cooking. He is married with two small children and is utterly charming.

Entrance

Boys come into the school in year 3 or 4 (choristers must start in year 4) and leave at the end of year 8. Testing for would-be choristers, who must be Catholic and full-time boarders, is thorough. Information is sent out to every RC parish in the UK, inviting children along to the school's 'Chorister For A Day'. Those who are still interested after that can then apply for the six or so places. If candidates (a) survive the academic assessment and (b) sing their way past Martin Baker, the Cathedral's Master of Music, they spend two trial nights at the school. Only then, if they're judged suited to chorister life, are they offered a place. The head dismissed any 'misconception that chorister boys are whey-faced and insipid' – they need to be 'robust, fit, fun-loving and go-getting'. Around 80 to 100 boys also apply for 24 day places and are academically assessed like the choristers, in English, maths and verbal reasoning. Unlike choristers, these boys are mostly from local pre-preps (Eaton House etc), and can be of any faith. RC and C of E predominate but we spotted a Patel and a Rabinowitz on the roll as well. Sibling policy is strong – 'We like to keep families together.'

Exit

Exit record is outstanding, a significant factor in parents choosing WCCS for their sons. Choristers win music scholarships to the major Catholic boarding schools (Ampleforth, Downside, Stonyhurst etc), day boys go on to a raft of top London schools including Eton, Harrow, Westminster, St Paul’s, KCS Wimbledon and Alleyn’s.

Special Education Needs Survey

SEN Statement

The school's SEN policy gives staff guidelines to help them identify children with possible specific learning difficulties. These individuals are screened by the SENCO and a further educational psychologist assessment suggested to parents if necessary. Limited remedial help can be offered within the school, by withdrawing children with recognised learning difficulties from classes. Otherwise remedial tuition is recommended at a centre outside school. Staff are made familiar with any new SEN diagnosis, and Individual Educational Plans issued with specific recommendations.

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?
Please outline the screening programmes used by the school.		Dyslexia and Dyspraxia Screening where thought necessary
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).
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

OFSTED Outstanding school

Curriculum features

Choir School

Sports

Fencing

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