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Bedes School

What says..

School buses cover a 35 mile radius, and you may well see their philosophy quotes darting past on their way in to Bede’s. There is some real effort to be true to these sayings - they’re not just sounds bites to sell places. Pupils say, ‘you don’t have to fit the mould’, and the appreciation of individuals is clear not just in their choice of activity, but also their choice of appearance, with no attachment to traditions empty of meaning: boys can have...

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What the school says...

Bede's inspires young people to achieve in every facet of their educational experience. We place the individual and their passions at the heart of what we do. Our pupils are encouraged to go beyond their academic successes to develop as whole people. We engage them in pursuits that liberate their creativity and talents, revealing their pathways to future success.

Bede's philosophy of breadth and excellence in the academic curriculum as well as our range of cultural, aesthetic, intellectual and sporting activities outside the classroom serves our pupils' uniqueness very well. Most importantly, these enriching experiences are open to everyone and not just to an elite few. We place development of values at the heart of school life. Young people need the opportunity to experiment, embrace responsibility, lead, succeed and, because we learn more from adversity, venture beyond where they are comfortable.

Our aim is for each child to make an outstanding contribution in all aspects of their lives: in school, in the local community and the wider world. We will do everything we can to make that happen.
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Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

Sports

Fencing

Shooting

What The Good Schools Guide says

Headmaster

Since 2016, Peter Goodyer (Rhodes, BA, Keele, MBA), previously deputy then acting head at Colston’s school, Bristol. First came to this country from his native South Africa as a teacher of history and geography to a school in Leatherhead, and never went home. Dad was a vicar, and there is something of the pastor with flock about Mr Goodyer: he wants his pupils to make a difference in their community and the world, and understand what it means to give of themselves.

Pupils are very enthusiastic about him: ‘easy to talk to’; ’knows us all’; ‘down to earth’; ‘his priority is our well-being…and the teachers’ well-being…and the bus drivers' and the cleaners'…’. Pupils find Mr Goodyer ‘accessible’, in what he says and how he says it, and although some parents might miss the smooth charm of his predecessor’s oratory, pupils prefer Mr Goodyer’s straightforward approach. They believe him, and think he believes in them.

Parents like Mr Goodyer too: ‘Extremely friendly, always smiling, easy to talk to, good sense of humour. Good psychology - about finding the talent in your child and helping them to grow’.

Academic matters

A pupil who left Bede’s returned a term later - ‘the difference was in the teaching - at the other school things were just presented, with no engagement…[here] they care’. Both pupils and parents praise the dedication of teachers, one describing chatting to her German teacher during the holidays over My Bede’s (a sort of firefly); another saying her son emailed a teacher at 11.45pm, and he answered at midnight.

‘Bede’s has a reputation as not terribly academic, but from what we’ve seen, he’s not held back at all’, said a parent. Results are good, sometimes exceptional (maths is a consistently strong subject), and a parent said that both the prep and senior school have become more academic, ‘but not scarily so’. In 2018, 40 per cent A*-A/9-7 at GCSE; at A level, nearly 42 per cent A*-A. There are some extremely academically bright pupils here, but they’re not all like that, and Bede’s wouldn’t want it so. The best mainstream independent school in Sussex for value added; evidence of the strong culture of growth mindset here for the pupils.

A good range of subjects on offer, and seven BTecs, including animal management. No feeling that they are a second class option - a pupil who wanted to study marine biology at university, but struggled with A levels, got to the same place by doing a double BTec in animal management. As the head says, ‘BTecs can get you where you want to go’.

Class sizes 15-20, eight or nine classes per year, with pupils from the prep making up a third of the first year.

The first year creative carousel is very popular, and, says the head, very important - ‘Once a child understands by what it is they are fulfilled, motivation will follow…You don’t have to be successful to be happy - you need to be fulfilled’. Carousel subjects range from graphic design to sculpture. First years also take 21st century studies, which teaches important skills like personal finance, psychology (taught by the head) and cooking - ‘my child can make a Mexican breakfast and an omelette’, said a parent.

The Bede’s diploma is for sixth form pupils, and includes the EPQ; a lecture series, much approved of by parents - ‘from Oxbridge to the New York school of dance’; leadership and teamwork competencies; and community service, options ranging from Meow Mondays at the Cats Protection League to assisting at a local primary school. A junior version of the diploma is in the pipeline.

Learning enhancement is much praised by parents for its ‘really really good support…he was not achieving in other schools’; another said that his bright dyslexic daughter has done better academically here than in her academic prep. Individual, small group and in class support available. Parents report good liaison between LE and class teachers.

Games, options, the arts

‘Co-curricular is extraordinary’, said a parent. Activities take place three times a week, chosen from a vast range, from the BEden project (creating a sustainable, organic healing garden using recycling and freecycling), making a homebrew in wine-making (sixth formers only) and UK space design. Pupils say that strong community groups which span ages develop in different activity areas, and that trying new things is one of the best things about the school; but those who want something calm and low key are also catered for: in reading for pleasure, pupils sit peacefully in the library with thermoses of tea and coffee and a plate of digestives - no feeling that this is a choice for second class citizens. In animal management, pupils look after a range of zoo animals, and help with the dormouse breeding programme to increase numbers in the wild. One activity must be something physical, but determined games haters could choose walking, along the sea front or across the downs.

Many pupils are attracted by the choice of sport - others by not having to play it. The main sports are hockey, cricket and football because both sexes can and do play, in mixed and single sex teams. One family was attracted to Bede’s by the tennis academy, which is excellent. (Not a school for rugby devotees, but rugby 7s available for those who like a taste.) Sports facilities which could serve a small town - ‘second to none’, said a parent - and the sports coaching is outstanding, say parents and pupils. BTec sport is popular.

Art and DT are superb here, some of the most popular subjects in the school, from fine art, to weird and wonderful photography, to furniture that would not look out of place in Heals. Pupils consistently attain top grades in art and photography, and serious art lovers will receive the encouragement and help to take their studies further.

Drama is another strength popular - ‘productions are fantastic - if you close your eyes…on a par with X Factor’, said a parent. The theatre on site is small, but the school uses Devonshire Park Theatre in Eastbourne for big productions, such as the recent Oliver!, described by a parent as ‘simply fabulous. Evidence of fantastic teaching and mentoring…Such team work and commitment demonstrated…’.

Not many take music as an examination subject, but there are plenty of choirs, orchestras and bands, and for those keen to dance, Bede’s is home to the Legat dance school - the head boy of the prep dances every day.

Boarders

‘A real atmosphere of family…brotherhood’, said a pupil. In large boarding houses of around 80, pupils are organised into family groups of 10, spanning the year groups, who look out for each other. It works, one pupil saying, ‘I’ve got really good friends who are older than me’. A parent commented that the houses are run in a very inclusive way, with all sorts of events to bring them together; there is certainly a vigorous house system, with fierce competition ranging from cross-country (most run, but one pupil strolls, reading a book) to pumpkin carving.

Some 40 per cent of senior pupils board, weekly and full time only (for the same cost - pupils can choose whether to stay weekends). Day pupils can join in boarding activities at weekends if they book in advance, and there’s always plenty going on, from target rifle shooting to South Downs photography, with Sundays for lie-ins and shopping trips.

Boarding houses range from converted houses to modern and purpose built. The girls’ house decorated in pink and bunting, the boys’ with flags of all the different nationalities in the house. The houses we saw were in excellent condition - a pupil said some of the others are bit tireder, but good in essentials.

Younger pupils are four or five in a room, lower and upper sixth one or two. Kitchens with toast and fruit freely available. Kids have to hand in tech at 9.30pm, recently tightened up to ensure compliance, and wifi is turned off at night. Sixth formers can keep phones.

Day boarders also belong to boarding houses, with a place there to stay and study at school in the evening - ‘quiet and comfortable,’ said parent. ‘More support, a belonging feeling…’.

‘Good communication from tutor and housemaster’, said a parent who lives abroad. ‘They really look after my son…he’s very secure in the boarding environment’. If parents have a concern, they need to be proactive - ‘you need to be a partner, don’t sit back’, said a parent.

Such a variety of views about food it is difficult to believe they are talking about the same meals. Delicious on the day of our visit, with a good range of choice. Breakfast is ‘the best meal of the day,’ said a boarder - full English is available, plus fruit, cereals, and homemade yogurt and bread. There is the usual boarding takeaway pizza community, and boarders are keen supporters of the village shop, but the pupils’ food committee talks directly to caterers, and suggestions are implemented.

Background and atmosphere

‘Its location is a real plus…beautiful, surrounded by green…got a bit of a wow factor’, said a parent. A first impression of the school is one of great size, with school buildings a mish-mash of styles - some old and charming, some modern and splendid, and a few huts.

Plenty of international students - ‘it’s exciting to hear the variety…makes you tolerant of everyone…you can be yourself in that’, said a pupil, and a similar variety of religions.

School buses cover a 35 mile radius, and you may well see their philosophy quotes darting past on their way in to Bede’s. There is some real effort to be true to these sayings; pupils saying, ‘you don’t have to fit the mould’. The appreciation of individuals is clear, not just in their choice of activity, but also their choice of appearance, with no attachment to traditions empty of meaning: boys can have long hair, providing it’s kept neat (though the head doesn’t particularly like ‘those top knots’); boys can put their earrings in once they get back to the boarding houses in the evening; and with clear-sighted ease, the head put uniform changes to the vote: girls voted to wear trousers, then chose the design, and a tie in house colours, loosely tied (in truth, slightly BA style). But, most importantly: the head asked the pupils, and they decided.

Bede’s prep and senior are increasingly one school, the heads busy building strategies to ensure smooth academic and co-curricular progression through the schools. Service is a mantra Mr Goodyer returns to again and again, and he’s determined to make it school wide - ‘year 1 can be collecting for the food bank and the sixth form can volunteer there’.

Pastoral care, well-being and discipline

‘[They] make the kids feel good about themselves…[with] emotional support as well as academic support’, said a parent, another adding she has noticed a real difference in her child since going to Bede’s - body image, clothes and make up matter less, and her daughter told her to ‘embrace who you are - don’t worry about how you look’.

Another parent told us they chose Bede’s in the hope their introverted son would gain social skills; he’s now ‘coming out of his shell, more confident, speaking up…. Bede’s is the right place’, she went on; ‘it identifies the weakness of a child, and finds ways of taking them out of their comfort zone’ (her sports-loving son is encouraged to organise competitions).

A pupil transferring from another school said she couldn’t believe how well behaved everyone was, and pupils agreed it might not suit someone with really challenging behaviour - ‘but lots of chances are given’, said one earnestly. Misbehaviour is not generally a problem here: ‘Pupils are really happy, so they don’t need to misbehave’, suggested one.

There is less bullying than at many schools due to diversity and increased tolerance, thought one pupil - ‘from year 9 you have to accept difference’. The online Whisper programme allows pupils to report concerns anonymously; pupils are encouraged to blow the whistle, and have done in an incidence of sexting, which was dealt with thoroughly.

Mental health is ‘quite forensically managed,’ said the head, with an online system of recording anything of concern, from behaviour which is slightly out of character upwards, with regular reviews. A parent told us that when her daughter had anxiety problems, the head of house was ‘straight on to it’, and she praised the good relationships with tutors - ‘very supportive, know the children really well’. There are two school counsellors, and a mental health nurse.

Pupils also mention getting support from the chaplain, and from attendance at chapel - a message, or moral or a reflective piece of music. ‘We try and touch on all religions’, said the head.

At prep school, all staff are being trained in first aid mental health. The head says anxiety is sometimes a problem for pupils coming in from hothouse schools - pupils can be school phobic and need to be reintegrated into school. For pupils feeling pressured, the school counsellor runs ‘chill and chat’ drop in sessions at break time.

Pupils and parents

Social all sorts. ‘Not typical public school…as you imagine them to be’, said parent. ‘Bede’s has more variety…it has the diversity that a modern school needs’.

‘Caters for all sorts’, said a parent of three very different children who are all happily accommodated at Bede’s.

Entrance

Not academically selective. Entry to prep by interview and screening for SEN. Those applying to senior school must attend the Bede’s experience day: MIDYIS test, discussion and problem-solving tasks with prefects, then choice of activity. The head seeks diversity and balance - a year group will not consist solely of the loudest voices with best academic scores.

Exit

Some 25 per cent leave after GCSEs, mostly for sixth form colleges. After sixth form, students head out in every direction: two to Oxbridge in 2018, others to a range including Bath, Oxford Brookes, Exeter, Leeds, Liverpool, Nottingham, Sussex, UCL and Warwick. Plus: maths in Lausanne, business admin at Syracuse and Ontario, physics at NYU, engineering at Dartmouth, media in Paris, Rome and San Francisco.

Money matters

Scholarships of up to 25 per cent and a good and growing bursary fund.

Our view

Bede’s fosters individual strengths and helps individuals with weaknesses. As a parent said, ‘You don’t have to be good at everything…if they thrive at something it spills over into the rest of life’.

Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

All who have contact with the department describe it as outstanding. The newly appointed Director of Learning Enhancement is Mrs Cath MacGregor, a very well-qualified and experienced SENCo. The school has 25% of its students on the SEN register, with the majority of these pupils having dyslexia. Qualified staff with varying specialities give a broad service, eg SEN teachers also teach in the mainstream school to GCSE. A strong inclusion policy gives pupils plenty of support throughout their GCSE and A level programmes and the choice of programme is made according to their strengths. The SEN staff are fully supported by the headmaster and school staff with good communication apparent so that all departments are aware of and act upon an individual's needs.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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