Bedales School A GSG School
- Bedales School
- Head: Mr K J Budge
- T 01730 300100
- F 01730 300500
- E firstname.lastname@example.org
- W www.bedales.org.uk
- A mainstream independent school for pupils aged from 13 to 18
- Boarding: Yes
- Local authority: Hampshire
- Pupils: 464
- Religion: Non-denominational
- Fees: Day £27,138; Boarding £34,533 pa
- Open days: 28 September 2016 (Bedales 6th Form), 15 October 2016, 26 November 2016, 4 February 2017, 4 March 2017, 6 May 2017
- Review: View the Good Schools Guide Review
- ISI report: View the ISI report
- Linked schools: Bedales Pre-prep, Dunannie and Bedales Prep, Dunhurst
What the Good Schools Guide says..
Bedales has recently started enrichment at A level, compulsory for those not taking four A levels. This safeguards time to learn something just for the joy of it; it could include beginners' Russian, oak framed building, dance or astronomy. ‘Education...
What the school says...
Bedales was founded to be different. Where other schools imposed conformity, we have nurtured individuality, initiative and an enquiring mind. We maintain high standards of behaviour, which we believe arise best from self-discipline and from caring about others. Although our students are naturally ambitious and competitive, the school places particular emphasis on collaboration. Our students move on comfortably to university and beyond, because they are already used to organising their own time, studying in depth, and mixing and debating with their elders. ...Read more
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2015 Good Schools Guide Awards
- Best performance by Girls taking English Language & Lit at an English Independent School (GCSE)
Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.
What The Good Schools Guide saysBedales has recently started enrichment at A level, compulsory for those not taking four A levels. This safeguards time to learn something just for the joy of it; it could include beginners' Russian, oak framed building, dance or astronomy. ‘Education at its best’, said a parent, another describing her child’s delight at doing art again, having given this up to concentrate on academic subjects.
Since 2001, Keith Budge, married with three grown up children. Read English at Oxford, and came to Bedales via Loretto and Marlborough. His previous schools, says the head, did not have the child so much at their centre. Neither, presumably, did the pupils call him Keith. Children here own and shape their education; the teachers, says Keith, are their collaborators. Who, indeed, would collaborate with Sir?
The head is deeply committed to the underlying ethos of Bedales (education of head, heart and hand). These are the ideals, says Keith, but ‘idealism here has a strong thread of pragmatism running through it’. He also believes that a school needs to constantly reinvent itself: the head originated Bedales Assessed Courses (BACs) as an alternative to GCSEs, and also now offers enrichment as an option instead of a fourth A level - “an intelligent brave approach’, said a parent. Others say he’s ‘intellectual and caring’; ‘kind, understanding, firm where necessary’; ‘tries to see others’ point of view’. ‘I’m a huge fan’, added another parent, who says he does an incredible job with diverse parents and really varied students.
Education is different here, its value much more in itself than the end qualifications - the qualification hoops to be jumped to get to the university to reach the gold-plated job. It’s not that Bedales ignores these reasonable parental desires - most students end up at the same universities - but it tries as far as possible to make education of the individual the thing: ‘to develop inquisitive thinkers with a love of learning who cherish independent thought’.
Qualifications look different here too, to fit this more holistic vision of learning: ‘the wonderful BACs’ (as described by a parent) are a living alternative to GCSEs. They focus on cross-curricular, independent thought, with a range of assessment methods from written assignments to presentations and performances: an organic process of learning over time, with few make or break final day assessments. And universities are happy with them too, though Bedales retains a compulsory core of five IGCSEs in English, maths, modern languages and sciences. Parents and pupils like the mixture of assessment methods in the BACs, and they’re done and dusted in time to leave a clear month to revise for IGCSEs.
At BACs/IGCSEs in 2015, 56 per cent A*-As. It’s a classical looking curriculum, but a global awareness BAC is imminent. Philosophy, religion and ethics (PRE) is one of the most popular BACs, with nearly half of the students taking this option. ‘It really makes pupils think, and they carry those skills and that knowledge with them. It’s evident in their thinking at A level…a really impressive linking of ideas’, said a parent. ‘Star course’, said another. Classics was also particularly highlighted by parents, who said the quality of teaching is ‘superb’. ‘[students are] really stimulated and pushed to the limit’.
Uniquely at Bedales, there is no dead time after IGCSEs and BACs. Pupils start their A level courses immediately, so they have a month’s A level taster before the summer holidays. If pupils don’t like what they have opted for, they can change courses before starting A levels properly in September.
At A level, 44 per cent A*-A, 73 per cent A*-B in 2015. Maximum class size is 14 but often significantly smaller. On average seven per cent to Oxbridge over the last five years (three offers in 2016). Bedales has recently started enrichment at A level, compulsory for those not taking four A levels. This safeguards time to learn something just for the joy of it; it could include beginners' Russian, oak framed building, dance or astronomy. ‘Education at its best’, said a parent, another describing her child’s delight at doing art again, having given this up to concentrate on academic subjects. Some parents are concerned that enrichment subjects won’t be as rigorous as examined courses, and might be viewed by universities as wasted time. But the school believes that enrichment is valuable in itself (hear hear).
The counter-side of all this educational roaming is a strong and structured guidance system: there’s a six weekly review by teachers of each student’s effort and attainment, and students have a fortnightly one-to-one tutorial. The tutor’s job to get students to self-motivate and organise, and help them realise that what they put in to learning is what they get out. This ‘got it’ moment should happen earlier at Bedales because of the innate value placed on learning, but in the rare case that it hasn't clicked by the sixth form, they will put a military structure in place to try and help.
In this strong community, students are encouraged to help others academically: year 13s can be Badley seniors (from founder John Badley) and help year 9s with their work; others become dons - English dons, physics dons etc - and champion a subject to help others.
Homework is generally fitted into free periods during the day, one parent commenting on the different homework culture at traditional schools: her non-Bedales child swots all evening. Some teachers give loads of homework (don’t worry if that leg injury’s keeping you at home - you can be Skyped the French homework), others much less. A parent commented that his daughter feels the pressure a bit, but the Bedalian atmosphere helps: ‘If she was surrounded by little Miss Perfects it would be much worse’.
Students at Bedales are generally highly motivated, owing, a Harvard study suggests, to a love of learning, and the level of autonomy and choice enjoyed by students here. But ‘some don’t bother at all’, said a parent, who wonders whether a more pushy environment might galvanise the lazy. Here, the approach is to try to find out why children are not performing, and help them develop their full potential. And generally this works much better than an order from above: parents refer to the unusual mutual respect between teachers and pupils - ‘a powerful developmental thing’. ‘[They’re a] really gifted staff’, said another.
Learning support (LS) is staffed by one full-timer and six part-timers, two of whom are maths specialists, and is charged as an extra. A speech and language therapist comes in as necessary. No in class support here, so students need to be able to cope with lessons on their own. Up to two sessions of support a week during free periods. LS rooms here are dotted around, so students don’t have to leave a subject area to go to a particular stigmatised centre. There’s close liaison between LS and subject teachers, with LS feeding into every year group review. LS emails home with progress reports, keeping in regular contact.
Around a third of students use LS at some point: the department is happy to provide spasmodic support for particular difficulties, although often short term problems can be mopped up by teachers and supervised study. LS generally supports mild learning difficulties (but can cope with severe dyslexia). Progress rates of dyslexic students are the same as others, with some doing exceptionally well.
Several parents described dyslexic children who suffered from self-esteem issues while attending high achieving, pressurised schools, and the difference in their children once they started at Bedales: ‘Bedales is outstanding in the support it offers pupils’; ‘it’s inspiring pastoral care’; ‘they draw out the best in children’.
One couple with a dyslexic child were initially sceptical about Bedales - ‘we’re not celebrities, just ordinary middle class parents’. Four open days later, they decided to go for it, and describe an open and supportive atmosphere, and a child who now loves school and has regained her confidence.
Games, Options, the Arts
This must be the only school in the country which has ‘appreciation of the beautiful’ as one of its aims. ‘There is an intense delight in seeing your work grow under your hand…It is the delight of creation, of shaping something that shall have use and beauty, the delight of an artist’. (John Badley, founder). Outdoor work is a key part of the curriculum: from planting, to building a posh pig sty, to putting a new engine in an ancient land rover.
Parents eulogise about the music, arts and drama here - ‘art is very, very good - they’re really pushed and well prepared for A level’. Music receives similar accolades: the BAC is much more demanding than GCSE, dismissed by the head of music as a ‘pub quiz’: students go from the BAC to music Pre U - 100 per cent got A*-B in 2015. Performances take place in the lovely timber-framed Olivier Theatre. Bedales arts feels a thoroughly professional affair, from a display of Matisse, visiting theatre, music and dance, to in-house productions.
‘Sport doesn’t dominate the extracurricular’, says Keith, although he adds that Bedales competes in the usual rounds of county, regional and national competitions. But sport is just one option in the compulsory activities programme, allowing pupils to choose from a range of cerebral, social and physical activities (heads up for the boys - this is not a big rugby school).
Plenty of charity initiatives, D of E, but no students marching around in combat gear - not a natural home for CCF. No noticeable community service either, which parents feel is an omission, and surprising since one of the school’s aims is engaging with the local community.
Pastoral care for boarders is excellent, agree parents, one saying that the housemistress ‘did a better job than we would have done’ with his anxious daughter: she ‘knew instinctively’ what would work.
Comfortable, well-kept single sex boarding houses, with mixed aged dorms, which are a big plus, parents feel. Year 12 pupils take the responsibility of running dormitories and caring for younger pupils, although one parent said her daughter opted out of boarding to avoid being dorm boss, which is a time-consuming post. No flexi-boarding, so those who aren’t interested in boarding full time may revert to day pupil status. Year 13 pupils live in a separate, co-ed boarding house as preparation for university. Dorm size varies from two to six beds. To clamp down on overuse of technology, school Wifi is switched off at midnight and the Block 3s (year 9s) hand in their phones at night.
Dorms have a comfortable homely feel even during the day, students returning during breaks to lounge happily on beds and chat or work. Of the school population, 68 per cent are boarders and eight per cent are overseas students.
Laundry is done for younger children; year 13s learn to do their own. Kitchens in boarding houses are open 8.30- 9.30pm, with pasta, bread and butter, and fruit available. Students do kitchen duty twice a week - ‘a bit grim’ said a boarder. There are activities on Sundays, which are not compulsory. ‘Some just slump’, said a student.
Students keep in touch with home by phones, text and email, most returning home on Saturday afternoon until Sunday evening. For those left at school - overseas boarders, or those who live further afield in the UK - things can be quiet at weekends.
‘It’s the ethos of boarding school with day pupils’, said one parent, who feels this is a boon - even day students have to do activities in the evening, so can be at school until around 9.30pm.
Background and Atmosphere
Nonconformist. No Sir or Miss, no uniform - unless the prevalence of hoodies could be described as such. Emphasis on development of the individual, and collaboration between individuals.
This school is in many ways quite extraordinarily lovely: you can feel the life and energy in the wood when you enter the oak-framed arts and crafts memorial library. It must be inspirational to study in: an 18th century timber-framed barn housing some outdoor work, donated, dismantled and carefully re-erected in a convenient spot; and a new art and design building is imminent, with arching roofs and skylights. There is an integrity about these buildings, their construction and materials: a clear coherence with the school’s ethos. Bedales sits comfortably in the surrounding gentle countryside: a world apart in many ways - a ‘Bedales bubble,’ said a parent - very gorgeous for the lucky students who attend.
The head wants this to be a protected part of life, but says there ‘needs a breeze to come through from beyond’. This evident in the fortnightly Jaw, a more inclusive version of other schools’ assemblies, with student or visitor led debate on matters of moral or spiritual engagement. ‘It opens their horizons’, said a parent; ‘makes them feel they can do anything’. The breeze is also evident in careers advice, which aims to develop ambition and show horizons, old Bedalians playing their part by mentoring and networking.
‘Not pressurised’, said a parent, whose academic children benefit from being big fish in a small pond. ‘Work is not carried out in a competitive fashion’. She sometimes asks herself whether more pressure might make them do better (her son just failed to get into Oxford) - ‘[but] the ethos of the school is very attractive, and of more benefit than attending a school which would have helped achieve Oxford. And socially Bedales is the best’, the parent concludes. Another parent commented on this positive atmosphere: her daughter was lazy at her old school, but now never wants to be late, is really trying hard and working her best.
‘Bedales doesn’t do prizes’, said a parent, ‘it just doesn’t believe in them’. An egalitarian, no marks on the wall sort of establishment. This means if you’re not very good at something, no one need know. Achievement is celebrated, via a handwritten card, or email, with those doing really well being invited to a Keith’s feast.
Pastoral care, well-being and discipline
Pastoral care is the real strength of the school, said a parent - ‘if you’re vulnerable, if you've had a terrible time, it’s lovely’. Another said that ‘people are understanding, friendly, kind, and very open’. ‘They will find something good about you’. Understandably, in the light of this, Bedales does sometimes find itself receiving serial offenders from other schools. Sometimes it works; sometimes parents are not happy that these kids convince peers to follow them into ‘naughty projects’; worth perhaps bearing in mind the comment from a parent that this school suits best children who know their own minds.
‘Before we went to the school, we had the impression it was all about sex and drugs’, said a parent, who was very pleased to find it was zero tolerance in many areas.’There are a fair number of pupils who smoke’, she added, but the school firmly try and stop this amongst Block 3s (year 9); it is harder to control amongst sixth formers. ‘They try to keep an eye out, but the kids need some freedom’, she added. Parents are pleased that the head talks to them about his approach to drugs, taking into account their views. There are occasional incidents of bullying, said a parent, but they are dealt with appropriately - ‘it’s harder to get away with here because of the strong integration between the years’.
Many parents spoke of the strong relationships at this school: between pupils, and pupils and teachers - ‘[it’s] as close to family as possible to get’. ‘Pupils good at celebrating each other’, said another, describing the time when her child had to wear sunglasses for an eye problem, and was teased by a couple of class mates. The housemistress sent out a carefully crafted light email: some kids sent apologies, and the next day all the kids in class turned up in sunglasses in support. The day mistress called the parents and kept them informed. Several parents commented on the unusual level of involvement: at other schools, the doors are closed, school knows best. Not at Bedales. Parents are very involved here. ‘It’s almost like being at primary school’, said one, who said school is very welcoming to parents and ‘very, very patient’.
Food was delicious on the day of our visit, though no meat Thursdays, the brain child of the vegan head boy a couple of years ago, is controversial with committed meat eaters, who don’t see why they should be forced to abstain.
Pupils and Parents
Parents include media, actors, business, celebrities, professionals, scientists, a few bankers (‘with exceptional educational views’, said a parent), trust fund kids, and a few from overseas. A broader range than there used to be, says the head, with more traditional parents reassured by good behaviour and academic records. ‘Good alumni’, said one parent practically - ‘you’re buying a network’.
Communication with parents is generally good: a weekly newsletter keeps parents up to date with what’s going on; there are half termly reviews, and termly parents’ evenings (not the usual siren when time's up - ‘that would not be Bedalian’, said a shocked parent). There are a few blips: one said that when a teacher has an issue, this can be slow to trickle through to the parent; another, that there are a few administrative issues: wrong half term dates and occasional typos on the school website, and they were once sent the wrong school report - it’s ‘sort of charming,’ she said, but could be improved. On the other hand, another parent described the head’s involvement of parents on the changes to A levels with shocked delight: she had never experienced such engagement at other schools.
Maths, English and general ability test for 13+ entry. Just over half from Dunhurst, and most of the rest from preps in London and the south east, in particular Highfield. For sixth form entry, minimum of five Bs, four Cs at GCSE or equivalent points.
Pupils depart for a variety of universities and art colleges, a small number of Oxbridge (seven in 2015), and many to Russell group. Only a handful to science-based degrees.
Scholarships are largely honorific in nature, but the school funds 70 bursaries at a cost of over £1 million per annum.
Most children would thrive at this lovely school. Parents described the very clever, the quirky, the academic and those in the middle, all of whom are happy. Not perhaps for a child who needs lots of boundaries, or a large degree of privacy, thinks the head; and it wouldn’t, perhaps, suit all parents, who need to be broad-minded about the purpose of education. But for most children, this would be a wonderful place to grow a rooted sense of self, and joy in life and learning.
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
At Bedales, students with specific learning difficulties receive one-to-one support on a weekly basis with an SEN teacher. Typically, these students will receive one learning support lesson per week, and most of them will go on to achieve high grades at GCSE and A level. All but a few enter higher education where they read a wide range of subjects, notably maths and sciences but also history and English.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders||Y|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)||Y|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty||Y|
|PD - Physical Disability||Y|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health||Y|
|SLCN - Speech, Language and Communication||Y|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment||Y|