RGS Dodderhill A GSG School

What The Good Schools Guide says

Headmaster

Since 2023, Tom Banyard, previously head at King’s College International School, Bangkok (‘his study is still 10 degrees warmer than main school,’ say pupils). Raised in Gloucestershire, attending local primary then grammar schools before studying physics at the Queen’s College, Oxford. After a brief dalliance with accounting, determined teaching was for him, undertaking a PGCE at Lady Margaret Hall, Oxford and leaping at the opportunity to learn the ropes at Tonbridge, (physics and chemistry). Headed up physics at King’s College School Wimbledon three year later, where an interest in systems and cocurricular development catapulted him to the senior leadership team – perfectly positioned to grasp role of director cocurricular at the new King’s College International school, Hangzhou, China before heading to Thailand. A growing family (wife Rachel and three girls), saw them return to the UK for headship at RGS Dodderhill, recently welcoming a son to their brood.

Undoubtably a people person, this head takes ‘open door policy’ to new levels, literally wedging his study door wide, for a flow dialogue with reception, passing teachers, parents and pupils. ‘Hello Bob!’ he calls out during our chat. ‘Hello Gerald!’ a voice responds. A head pops round the door to explain, ‘My dad’s called Tom too, so I call him Gerald, his daughter shares my name, so he calls me Bob.’ But make no mistake, they all know where the line is. Head’s fondness for school community is reciprocated. Parents say, ‘his enthusiasm spills out’ and that ‘he’s in the car park every morning’ creating an ‘easy-going’ atmosphere. ‘He’s part of the reason my daughter came here. He listened, understood and made her feel relaxed. Come to think of it, she never even met the head of her last school.’ Joins pupils on DofE weekends, drives the minibus to pony club, teaches physics to year 10s. Tells us he doesn’t believe in ‘change for changes sake’ so while recent merger ‘beds in’, future plans are low key: improving driveway, updating girls and boys’ changing rooms.

Entrance

Nursery (from 2+), but early years all see new starters. Taster days and feedback from current setting to ensure pupils can access curriculum until year 4, thereafter addition of academic assessments (maths, English, VR). Main entry points and years 5 (due to three tier state system), 7 and 9 but spaces throughout. Considered less competitive than other Foundation schools.

Exit

Surprisingly few move up from nursery (three last year), perhaps demonstration of strong state system. Prep co-ed since 2021 (currently 31 girls, 10 boys) so ‘bespoke senior approach’ will likely see boys who join higher taking senior exam whereas those attending will ‘usually’ transfer directly to RGS Worcester in year 7. Almost no fall out for girls, pre-GCSE. Whilst many year 11’s head to RGS Worcester (around a quarter), school say numbers expected to rise to around 40 to 50 per cent from 2025 as Foundation establishes.

Latest results

In 2024, 29 per cent 9-7 at GCSE.

Teaching and learning

‘It’s pretty academic but with none of the pressure – I actually don’t know how they get such good results,’ say parents. Small class sizes maybe? Averaging 10 in seniors (fewer in prep). Or perhaps it’s the teachers - ‘school’s strongest selling point,’ according to parents. They make the time to ‘tend to every child’s needs – not merely a cookie cutter to fit a box’. Top-up sessions, revision, clinics, catch up before school, ‘nothing’s too much trouble’.

Early years recently refurbished with smooth beech flooring, matching furniture and light, bright walls, each housing well-resourced play zones and interactive boards. Sparsely populated nursery (only 25 across week). Classrooms spill onto covered areas, giving flexibility on inclement days and transitioning to spacious outdoor play. On our snowy visit, a gentle sledging slope was jam packed with delighted, well wrapped up kindergarten and reception pupils. Unfortunately, forest school (with tree climbing, mud kitchens etc) was inaccessible due to snow. To one side a long-sloped prep garden gives years 3 to 6 the chance to let off steam in breaks. Upstairs (past an ‘out of this world’ papier mâché solar system display) a honey brick corridor connects cosy classrooms for years 1 to 6, literally choc-a-bloc with displays. Nestled between classrooms, the library displays rewards encouraging reading (pencils, highlighters, stationery) along with cosy sofas to hunker down and devour a book or two.

Tons of creative teaching in lessons – even from pupils. We delighted in watching a confident cohort of year 1s and 2s coding using scratch junior. Swiftly exceeding teacher expectations, a confident couple took it upon themselves to assist the less able. ‘Look at me, this is how you do it!’ In year 3 and 4 science, pupils and teacher sat cross legged discussing how to prevent ice from melting (‘bubble wrap, foil, felt?’). The cogs whirred, ‘I’m thinking around in my mind if it might be bubble wrap?’ We were on tenterhooks, regretfully dragged away by clockwatching tour guides. (We later discovered felt had won, scientists heading back to see what ice remained – we were tempted to tag along). Lots of interaction too. ‘J’adore le mathematique,’ a solitary year 5 pupil proffered beneath a smiling cartoon image during French. The remainder stood across the room beneath a grumpy cartoon face. ‘Je deteste le mathematique,’ they groaned, laughing. Formal homework from year 3 (weekends) increases from year 5 ‘but very manageable’.

Prep and senior schools are separate but intertwined (eg labs and specialist classrooms from year 5) with several buildings tightly packed around two playground areas. Two sets in maths, science and English from year 7. French kicks off with tiny tots in kindergarten, Spanish from year 3 with specialist teacher (school twins with one in Nice for eg pen pals, video links). History and geography classroom walls brim with latest topics. STEM ‘thriving’, one science lab per discipline. Physics room doubles up for business studies GCSE (response to demand for ‘financial literacy’). We popped in to see the 13-strong class of year 10s joining a spirited discussion on fixed and variable costs. ‘Fantastic’ foodtec from year 3, now offered at GCSE (year 4s elbow deep in bolognaise when we popped by).

An Apple accredited school, IT glistens with plethora of white terminals. iPads (provided until year 5, thereafter ‘bring your own’ scheme) mean individualised work to stretch or assist can be delivered directly ‘without drawing attention’. Parents can access to view progress

Pick-and-mix approach at GCSE (school ‘incredibly’ flexible). Majority take 10 (or 12, some eight). ‘Science default is triple award’, confirms physics teacher (only two of 26 year 11s taking double). Impressively, (particularly for a girls’ school) double the national average continue with a STEM A level (last year, 70 per cent). Option for additional maths in top set. English lit and lang can be studied individually (‘most take both’). Most popular options: ‘always changing’, currently business studies and history, top performers: history, geography, art. Three sets of mocks and long spells of revision clinics ‘dispel jitters and release tension’.

Learning support and SEN

The full-time SENCo, learning development teacher and learning support assistants liaise ‘continually’ with pastoral lead and teachers. Broad experience: autism, ADHD, anxiety, cerebral palsy, visually impaired, hard of hearing (sign language taught throughout prep), emotional based school avoidance. Currently, 35 per cent on SEN register (including nine EHCPs) receive tailored approach (in-class, group sessions, one-to-one, reduced timetable option). Regular parent contact: open door policy, annual reviews, termly updates. Workshops for years 5 to 11 parents, eg speech and language, anxiety, ‘navigating the teenage years’. ‘Although it’s my son who has SEN needs, they’ve also set up a mentor for my daughter as school and family life can be hard for siblings – it’s truly impressive.’ Another told us that the school ‘was so proactive when they spotted my daughter struggling, they moved her to the front, instigated coloured paper, even picking up on her eyesight. She now wears glasses’. Sensory audit saw bright green doors, acoustic absorbing flooring and handrails introduced. Some lifts but lessons rejigged for wheelchair accessibility.

The arts and extracurricular

Light and airy Atrium is home to music and drama with two practice rooms, drama studio. ‘Music comes into its own here,’ laud parents, with ‘infectious have-a-go’ attitude that sees ‘big’ choir (open to all) encompass 70 per cent of the senior school. Over 60 per cent receive individual music tuition (beginners to grade eight). ‘My girls were in the minority for not giving music lessons or choir a go, so they joined in.’ Masses of ensembles and performance opportunities (eg Foundation concert at Worcester Cathedral). ‘My daughter has blossomed from being hesitant to perform in front of an audience to considering a solo piece - and she’s understudy for Fagin in Oliver!’ (this year’s annual whole school production in sports hall). Chamber choir granted us an audience to witness the soaring crescendos and gentle diminuendos of Carol of the Bells (poised to perform at Birmingham Town Hall). Dodderhill’s Got Talent auditions (next day) generated animated run-throughs in nooks and crannies. ‘Astounding’ trips, eg Barcelona performing in cavernous cathedrals, local schools and retirement homes. Currently, seven year 11s taking music GCSE. Introduced by popular demand, drama GCSE has over 20 per cent take up (curriculum from year 3). ‘Healthy numbers’ for LAMDA.

Dynamic head of art draws out a talented bunch, demonstrated by beautifully framed displays on stair wells and in corridors. Fine art and textiles produce similar numbers at GCSE (each has two sets of five year 10s, marginally less year 11s). Gifted and talented offered additional graphic art option. Perk for GCSE sessions is radio (blaring Ed Sheeran when we visited). Huge Georgian windows flood studio and three capacious worktables for large scale, group or individual work from year 5s. Mouthwatering giant chocolate bars, litter the walls (Freddo, Dairy Milk, Maltesers). DT in prep only - carousel with food and nutrition and textiles from year 3. Textiles students busily sewed pyjama bottoms in an array of zany fabrics. ‘It’s a year 7 tradition’, they told us, excitedly.

Clubs cover every endeavour: United Nations, board games, cross country. ‘My son loves mindful baking’. Some are free and a number incur a charge (eg golf, horse riding, sailing). Timetabled enrichment for year 10 and 11s (currently planning a disco for nursery) and plentiful ad hoc opportunities further down school eg, DofE from year 9 (‘just about everyone does bronze and silver’), Royal Society of Chemistry awards (recent regional finalists), Foundation Faraday science challenge, early years planning animal husbandry visit. Impressive trips ie BETT Show (digital technology), Science Live and residentials (Boughton Woods Bushcraft – making fires, eating bugs!, Condover netball tour, London cultural). Wraparound care from 7.45am (with breakfast for a nominal charge) until 6pm.

Sport

Lots of playing up and blending to compete against ‘the big hitters’ (Malvern, The Grange, Bromsgrove, RGS Worcester, King’s Worcester) and ISA tournaments. Small pool of pupils means everyone represents. Crucially, ‘girls keep on playing throughout seniors’ (refreshing as often girls’ sport falls away). ‘We will win but we do lose,’ a pragmatic pupil posed, ‘it’s your choice if you want to get involved or not.’ Parents describe the standard as ‘middling’ – ‘Actually, they’re pretty good at cricket, with the odd county player,’ reflected one.

Parental consensus that ‘if you’re looking for a school based primarily on sports facilities, you wouldn’t choose Dodderhill’. But they could do worse, and are made up for by ‘proactive, supportive’ coaching staff. On-site there’s an Astro (netball, tennis, hockey), playing fields (hockey, rounders, athletics, football) and modern (1999) multipurpose sports hall (assemblies, recitals, theatrical productions). Dance, swimming (nearby leisure centre) and PE rotate. Use of international hockey centre 20 mins away. School access Foundation Astro and cricket nets. Sport billies are scooped up for teams (uber talented join RGSW IAPS).

Ethos and heritage

A welcome committee of snowmen, scattered across white playing fields, greeted us on our visit. Bypassing assorted school buildings and the busy car park (parents, depositing bundled-up pupils, dashed back to heated cars), we swept onto a gravel drive, halting before the warmly welcoming, picture perfect, clotted cream, Georgian, Hillcourt House.

Head believes the 2019 merger with RGS Worcester Foundation (RGS Worcester, RGS The Grange and RGS Springfield) has brought them ‘security’, (‘especially in light of the VAT increases’) and resource sharing, along with their renowned pastoral and SEND provision, opportunities for cross curricular and sport and ‘great’ transport links. Parents note that Dodderhill’s senior numbers have swelled post-merger and praise school for retaining its inherent personality. Some criticise ‘minimal activity between Foundation, saying more could be done to ‘share facilities’. School stress it’s ‘early days and plenty in the pipeline’.

There’s no two ways about it, the prep is petite (eg two pupils in year 1, five in year 2 when we visited), but parents ‘love’ the ‘small, family feel’, seeing positives in blended learning for years 1 and 2, and 3 and 4, with ‘concentrated teacher interaction’ and ‘friendships spanning age groups’. School adamant they want to keep numbers ‘pretty much as they are’ to retain individualised approach. Only 10 boys in prep (still new on the scene) but parents quick to defend this, pointing out that ‘it’s never been an issue, at this age friends are friends regardless of gender.’
‘Girls generally do better academically at single gender senior schools, it’s as simple as that’, the head told us, with ‘higher participation in sport, stem take up, increased mental wellbeing and confidence.’ Parents like ‘status quo’ and seamless flow from prep to senior with ‘no distractions’ and not a whiff of ‘academic pressure or pressure to conform’. Diamond system sees co-ed RGS Worcester sixth form (or eg Bromsgrove, King’s Worcester, colleges or state: ‘We look for the right school for each pupil’). Parents and pupils pine for a Dodderhill sixth form. ‘We would love to but are focused on doing what we’re doing really well’, head responds.

Uniform is undergoing transition with old wool blazers making way for Foundation alignment (navy blazer and jumper, white shirt, plaid navy and green skirt or grey trousers). Much praise for ‘continual, smooth flow of information’ on parent portal.

Dining room’s a ‘bit of a squash and a squeeze’, but calm and relatively quiet. Orange feature wall separates serving and seating. Excitement palpable as our visit fell on ‘build your own baguette’ day, a highlight of the culinary week (instigated by school council). Much chatter about fillings and choice of potato wedges or tortillas. Salad bar and options to suit. Staff well versed in dietary requirements. Parents recently invited to sample menus after some rumbles of dissatisfaction – all concerns allayed.

Pastoral care, inclusivity and discipline

‘Pastoral problems are almost magically resolved,’ parents say, thanks to ‘tight-knit’ pastoral team (head of department, ‘countless staff’, full time nurse, healthcare assistant). School reactive to recent rise in lesson avoidance and anxiety. ‘Staff spotted my daughter was nervous and struggling to go into school, so the wellbeing hub was made available’ (relaxing music, dim lighting, starry ceilings, beanbags). ‘Now she runs in with her friends but knows it’s there if needed.’ Playgrounds peppered with rainbow buddy benches (friendly snowman perched on one), and year 11 mental health ambassadors befriend youngsters (informal chats, ‘check-ins’). Friendship ‘dramas’ and clique issues (inevitable at all-girls school) ‘quickly resolved’ with ‘occasional’ staff intervention. ‘They’ve known us forever so they know what’s going on,’ a savvy pupil recognised. Year 9s say the older ones ‘support each other’. Mentoring initiatives (currently 14 girls formally supported but all welcome), plus discussion groups, Lego therapy, peer support – all of which have resulted in less call for external counsellor and ‘significant decline in self-harm instances’.

Although ‘not a sniff of it’, school say ‘anti-bulling is always a focus’ and makes rules ‘really clear’. Head facilitated ‘buy in’, rallying pupils to inform colourful ‘Nandos-style’ flyers, clearly visible around site denoting traffic light scale of sanctions. Each new dawn sees previous sanctions forgotten and pupils returning to green. We asked our guide the consequences of moving into the red. ‘I’ve never seen that happen,’ she replied wide eyed and stony faced. House tokens for positive behaviour (three houses with usual sporting, academic and cocurricular endeavours) lead to gold and silver badges. Phones kept in lockers (without locks) throughout day – happily no reports of items going astray. School monitor pupils’ IT (‘some girls see this as a massive invasion of privacy but as a parent, I like it’). LGBTQ+ group initiated by pupils but interest has ‘tailed off’. School open minded and ready to assist gender questioning (none to date).

School council by pupil vote, ‘usually petitioning food or uniform’. ‘There’s a monitor for everything under the sun,’ a parent remarked (yrs 6 and 11), ‘most have at least one commission.’ Since head’s arrival year 11s responsibilities have broadened: interviewing staff, hosting assemblies, meetings with senior leadership team and more perks: individual study in refurbished library (book nooks and ‘cosy’ areas), a waft of (burnt) toast at break, year 11s only benches, and ‘after Christmas we can leave school at lunch times’.

Transition visits to RGS Worcester for year 6 boys and year 10 girls (afternoon in sixth form centre, meeting teachers, taster lessons). In year 11, sixth form teachers visit Dodderhill. Careers provision throughout, included in PSHE from yr 7, plus forums with parents and visiting professionals, Foundational careers fair.

Pupils and parents

We found pupils to be confident, unaffected and outgoing with lots of friendly interaction between age groups. Parents view is that ‘they’re a nice bunch of wholesome, decent girls (and boys) who just get on with it’. Parents a mixed bag across professions and wealth spectrum, some rock up in large 4x4s, others in ‘little Peugeots, or a van like me,’ said a parent – but ‘there’s no hierarchy or sense of entitlement, I think we all just feel really lucky to have Dodderhill’. A few relocated: ‘We chose to move to the area, having heard such great things about school’ (not the only ones). Most socials for families rather than just parents., eg cake sales, Christmas fayre (‘although we manage the odd night out via WhatsApp’). Transport free between Foundation schools, then comprehensive network reaches far and wide (Redditch, Alvechurch, Stratford, Malvern, Pershore).

Money matters

Two academic scholarships for year 7s (worth £1,000). Three senior music scholarships fund instrument tuition. Means tested bursaries available.

The last word

This quintessentially confident, ambitious and ‘gung-ho’ (predominantly) girls’ school embraces change, whilst fiercely (yet politely) retaining their independent spirit. In our view, ‘small, but perfectly formed’.

Special Education Needs