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St Edmunds College

What says..

Accents range from East End to more plummy, reflecting the wider backgrounds than in many independent schools. ‘It’s not uber-glam at the gates, you get as many tracksuits as very wealthy,’ said a parent. School is known for its kindness, with a mental health lead, counsellor and two chaplains – priest and lay (the latter also one of the deputy heads). Parents who had faced difficulties told us the school was ‘amazing’. Current head has tightened up the academics, with a greater focus on pedagogy and teaching to the top end with scaffolding for the rest. ‘But we’re emphatically a school that is about developing the whole person – academics aren’t everything,’ he added…

 

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What the school says...

Pupils at St Edmund's College and Prep school receive an exceptional educational experience in a beautiful, safe and rural setting just north of London and the M25. As part of a happy and diverse school community, borders and day pupils come together to benefit from a structure that places equal value and importance upon academic, co-curricular and spiritual growth. Students are encouraged to aim high and, as a result, a St Edmund's pupil goes into the world ready and able to make a positive contribution to society. ...Read more

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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.

What The Good Schools Guide says

Headmaster

Since 2019, Matthew Mostyn, previously second master at Stonyhurst. Born in Northern Ireland to an army family, educated at Downside, degree in languages from Exeter. Started career at Cheltenham College, teaching French and German, thence to Shrewsbury for 14 years, including 10 as a housemaster. Still teaches – ‘I’ve never fallen out of love with it’ – currently a bit of A level French and ‘a magical mystery tour of the history of the college’ to year 7s and 8s.

A values-driven, self-effacing and erudite head, Catholicism is never far from his conversation. ‘But it’s not an education for Catholics that we’re offering,’ he says, pointing to the 70 per cent of non-Catholics who attend. ‘Rather, it’s a Catholic approach to education, putting good people out in the world to make it a better place.’ Forget the notion of strict nuns and children on their knees, he says – this Catholic education is ‘forming character and shaping souls, which isn’t just about the maths and science but also experiences, friends, drama, sport and charitable work’. Every school will tell you they value all these things, he says – ‘but will they tell you it’s of equal importance? No, and that’s where we are different.’

Pupils tease him for his go-to assemblies’ message that making other people’s lives better will lead you to be both successful and happy. ‘But to me, it really is as simple as that, and I think that simplicity is what’s attractive to parents.’ Parents concur, telling us he’s ‘charming’, ‘traditional’ and ‘surrounds himself by an excellent team’.

Multi-talented, he is a literary translator, amateur organist and pianist and he sings in the choir, as well as having directed numerous plays. Also formerly an officer in the CCF and a level 4 rowing coach, as well as having coached rugby. Still enjoys skiing, country sports, dog walking and, in quieter moments, a good book and the Times crossword. Lives at the end of the drive.

Entrance

School has seen a decrease in year 7 joiners (now around 75), but more coming in at years 9 and 12 (now around 30 each). Around a third of year 7s come from the prep; for the rest, there’s an interview with parents, plus reports, references from previous school and assessments in English and maths. Equally important is that parents ‘really understand us and share our aims’. In fact, those at the lower end academically may be accepted if ‘they have lots to offer in other areas’.

Sixth form entry requires GCSE grade 6s in subjects to be studied at A level (7 for maths, 8 for further maths and two 6s in combined science to do a science). Plus interview and school reports and references.

Exit

Up to a quarter leave after year 11 for state schools (including sixth form colleges) and occasionally other independents. Head would like this to be less and is focusing on ‘not just offering two more years of the same – it genuinely feels exciting and new, as well as being much less mother hen-ish’, he told us, adding that there are ‘study periods, a study room, coffee shop, different uniform and the opportunity to drive in at year 13’. Careers advice beefed up too – with new careers advisor praised by pupils for interview practice, links with alumni and exploring various options, not just university, eg two went off to do degree apprenticeships recently to PwC, CGI, Amazon, JP Morgan Chase, Airbus and GCHQ. Most to university, though, with around half to Russell Group. Recent destinations include Exter, Durham, Nottingham and UEA. Sometimes the odd few to Oxbridge. Two medics in 2024. Some overseas – to University of Arizona, Colorado State University (on a sports and academic scholarship), Maastricht University and Titu Maiorescu University in Romania (to do medicine) in 2024.

Latest results

In 2024, 42 per cent 9-7 at GCSE; 22 per cent A*/A at A level (53 per cent A*-B).

Teaching and learning

Current head has tightened up the academics, with a greater focus on pedagogy and teaching to the top end with scaffolding for the rest. ‘But we’re emphatically a school that is about developing the whole person – academics aren’t everything,’ he added.

Year groups are named after stages of learning in Latin and Greek: Elements, Rudiments, Grammar, Syntax, Poetry, Rhetoric I and Rhetoric II. Choice of French, German or Spanish – plus Latin – from year 7, with a second added from year 8, though a language no longer compulsory at GCSE. We observed a fast-paced Spanish lesson focusing on bullrings. Setting in maths and English from the second term of year 7. Separate sciences from year 9. RE compulsory for every age group (including an hour a week at sixth form, regardless of whether they take theology A level, which many do) and taken by all at GCSE (unless you join in year 11). Some GCSE subjects begin halfway through year 9 to give a head start.

Classes capped at 24 (15 for sixth form) but most we saw were smaller. Parents say this allows for ‘really personalised attention’ and ‘confidence to ask questions’ – as we saw for ourselves in an English class on The Boy in the Striped Pyjamas. The teacher was talking the class through her own photos of Auschwitz, with pupils quizzing her on every detail. We were also struck by teachers’ efforts to help pupils find ways to recall info – summary diagrams being used in a history class on the Civil War, where we also noticed some meticulously designed posters lining the walls. Pupils told us the politics tutor has his own website and uses the content to spice up lessons.

All schools say they run lots of science practicals, but here they were in every lab – year 13s making nylon in chemistry, a physics class doing magic tricks with a copper pipe, while cuddly DNA strands were being twisted and turned by young biologists (to be replaced by strawberry laces the following week – even better!).

Eight to 10 GCSEs the norm, with half taking triple science. Pretty even spread of non-core subjects which include business studies, and a couple even take astronomy. Again, results even across the board.

CTECs (worth two A levels) in business and sport available at sixth form – around a dozen take-up so far, which pupils combine with an A level or EPQ. Rest take three A levels (a few take four), with maths, physics and business getting the biggest numbers and best results. Small numbers for languages but stellar results – occasionally school will run these for just one student, currently the case for French (taught by the head). All learn EPQ skills, around a dozen completing the qualification.

Some feel the lazier pupils (aka less studious teenage boys) ‘could be pushed harder’ and some feel ‘there’s too much of a shock from year 8 to year 9’. A few would like to see ‘higher aspirations in terms of year 13 destinations, really going for those higher level places’ – school points out they now offer specialised support and report a rise in Oxbridge and medics applications as a result.

Learning support and SEN

Great to hear of sixth formers using research and data to present to prep pupils on ‘why my learning difference is a superpower’ – although we’d like to have seen a noticeboard or posters on neurodiversity around the school. Around 15 per cent on the SEN register, including one EHCP. Mostly dyslexia, autism and ADHD. Support mainly classroom based, although there is an office and classroom used by the ‘very accessible’ full-time SENCo (supported by a part-time assistant and two full-time and one part-time LSAs) for some small-group sessions. No one-to-ones. All the usual adaptations made – pupil passports, coloured overlays, laptops etc. Small size of school and pastoral emphasis felt by parents to suit children with SEN, one telling us the teacher had noticed her child’s ADHD medication was running out before the end of the day.

The arts and extracurricular

Co-curricular, not extracurricular, with the last period of every day dedicated to activities and subjects that other schools run as clubs. Pupils say it’s the best thing about the school. ‘You can do something different each day and change them termly,’ one of our lunch companions told us, explaining that he’s gone for the sportier and musical options, while others do everything from astronomy to chess, DofE, Model United Nations, academic societies, book clubs, drama, photography and board games – to name a few. CCF (army and RAF) also popular, with own flight-simulator. Our tour guide had been flying and gliding.

Exciting times for music, with ‘incredibly dynamic’ director of music poached from Haileybury and taking the department ‘to the next level’. Sheer quality, involvement and enthusiasm all come in for praise – with 65 now in Schola Cantorum, including ‘the characters you’d never expect’. Other choirs include Cantores (senior), junior and chamber. A quarter of pupils are instrumentalists (including organists), with the top-end talent soaring – a year 12 saxophonist is one of several you’d spend good money to hear. Abundance of nervous young faces on our visit for exam day. ‘I know how they feel,’ admitted head. ‘I did grade 2 clarinet during lockdown.’ Whole school orchestra, plus all the usual ensembles, as well as jazz group and self-driven pop groups. CCF also has a corps of drums and fife – you see them marching around. Masses of performance opportunities – Fauré’s Requiem and a rush-hour concert the week we visited. Three-floor department includes big music room, several practice rooms and own recording studio. Around 10 for GCSE, up to four for A level.

Annual whole-school productions – Made in Dagenham last year, Fiddler on the Roof up next. With several semi-professionals on roll and some strong dancers (who now have their own dance studio), you can expect polish. Curriculum drama also praised – we watched year 7s perform modern versions of Romeo and Juliet scenes that they’d written. Attracts around a dozen at GCSE, with seven or eight for A level. House drama popular, so too LAMDA. ‘I love drama,’ said one of our tour guides, ‘you get to use your own accents and really get deep into the characters.’ Parents tell us there’s a real ‘social scene in the department’ and ‘excellent teaching’.

The three art studios are kept busy, including at lunchtimes and period 7s. Plenty of media used – we spotted a mask made by a pupil who now works at Pinewood Studios. ‘As long as it’s not going to kill us or cost a fortune, we will support a student’s ideas,’ said art teacher. School has kilns for glass and ceramics – with a drawing, painting and sculpture project for every year group. Many pupils go into art-related careers, recently architecture and curating – and many get to skip a foundation year in art school. Around 20 take GCSE, between six and 10 at A level. Wonderful open-plan DT space – younger pupils were making wooden boxes in the workshop side, while GCSE pupils had heads down doing practice papers in the classroom bit.

Volunteering is huge, with up to £20K raised in charity week alone – everything from religious-based projects to hospices. They were planning a Christmas party for 150 senior citizens when we visited. A ton of food is collected for the local food bank. Strong links with the local and church community.

Trips recently to Costa Rica for biology and geography, France for year 7 activities trip and South Africa for sports. Annual ski trip for the entire college and top half of the prep every year, usually to USA or Canada. Sports tours coming up to Real Madrid.

Sport

Lower-end sport has always been good, but the older end was in the doldrums. Now turned around, thanks to new director of sport who has built up teams and brought in a decent fixture list – with teams of all ages winning tournaments in a way unthinkable even two years ago. Main sports for boys are rugby, football, cricket and athletics; hockey, netball, tennis and athletics for girls. Growth in girls’ football and cricket. Other opportunities include water polo, badminton and golf. ‘One of my children is sporty, the other one isn’t, and they’re both happy,’ said a parent.

Facilities include playing fields and hockey Astro, plus three hard courts (for netball or tennis), an athletics track, cricket field and nets – plus sports hall and fitness suite. Indoor pool used by all – frustratingly invalid for competitions as it’s just shy of 25m.

Boarders

Around 90 boarders – mainly from overseas, with Catholic links attracting many from Spain, Germany and France. Handful each of weekly and flexi. All well integrated, a couple of the international ones telling us of occasional sleepovers with friends who are day pupils. Separate corridors on upper floors of main house for girls and boys, with countryside views. Single rooms for sixth formers and singles or twins for the rest. Exceptionally neat – shoes lined up, duvets straightened out, and they even smelt good, one with the zesty reed diffuser scents. Modern communal kitchen with TV, large table and family feel – plus common room. Staff live alongside, with a matron on site. In the week, boarders have a snack before evening prayers, supper and study. On Saturdays, ‘We lie in, followed by sport and shopping or cinema, with optional trips further afield on Sundays.’

Ethos and heritage

Founded in Douai, France by Cardinal William Allen in 1568 as a seminary and Catholic school for boys, relocating in the 1790s during the French revolutionary wars to Old Hall Green, an east Hertfordshire village near Ware. As such, the oldest Catholic school in England, with 20 canonised saints and 133 martyrs among its alumni. In 1874, juniors separated off to Saint Hugh’s Preparatory School (now St Edmund’s Prep) while the sixth form welcomed girls from neighbouring Poles Convent from 1975, the school going fully co-ed in 1986.

Imposing buildings are surrounded by 400 acres, while inside there’s a heritage feel in the wide, stone-floored, mural-covered main corridor which leads to the jaw-dropping Pugin-designed main chapel, used for weddings, funerals and baptisms, as well as for school services. Overseen by the Archdiocese of Westminster, you’re left under no doubt of the school’s religion – with crucifixes, religious paintings and prayer corners throughout, and prayers and mass woven into daily life. Chaplaincy committee meets weekly – like a school council. But we spoke to plenty of non-Catholics who said ‘they don’t ram it down your throat’ and ‘the morals, kindness and humility means everyone benefits’.

Such old buildings require near-constant maintenance, but they seem to keep on top of things, with latest money spent on turning a disused building into a dance and table tennis venue, creating a new weights room and adding lighting and retractable seating to the theatre. Good-sized library and each of the five houses has its own common room. Huge dining room hosts staggered lunchtimes so queues ‘don’t get too silly’ – fish and chips when we visited, although we went for the colourful salad bar which, refreshingly, wasn’t just used by staff.

Parents like the size of the school – ‘big enough but not enormous’ – and pupils praise the friendly atmosphere and community spirit. Not the choice for helicopter parents, we heard – ‘unlike the prep, which is much more of a bubble in that sense’.

Pastoral care, inclusivity and discipline

School is known for its kindness, with a mental health lead, counsellor and two chaplains – priest and lay (the latter also one of the deputy heads). Parents who had faced difficulties told us the school was ‘amazing’. Peer mentoring and buddying systems in place. Wellbeing room currently being decorated by pupils, and the chaplaincy room is used a lot by those wanting a breather away from the hullabaloo of school life.

‘If you step out of line, you know about it,’ approve the (largely traditional) parents. New jargon of a ‘learning conversation’ gets some sniggers, though – ‘My children find it hilarious because it’s still a warning and it’s still a step towards a detention.’ What pupils do like is the clarity around the ‘sensible’ rules that mainly ‘focus on ensuring we don’t do anything to make anyone else unhappy’. Exclusions rare – parents usually take the child out first if ‘we all agree a fresh start is the best solution’. Around 20 suspensions a year.

Good ethnic diversity for the area, and we spotted a noticeboard for Black History Month, while pupils told us of culture days, including bringing in different foods. No LGBTQ+ society – school says it wouldn’t have one on account of being Catholic – but it does celebrate LGBTQ+ Awareness Week and ‘encourages an acceptance of all people, accompanying them on their journey’. Pupils say it’s not uncomfortable place if exploring your identity in terms of sexuality or gender.

Pupils and parents

Accents range from East End to more plummy, reflecting wider backgrounds than in many independent schools. ‘It’s not uber-glam at the gates, you get as many tracksuits as very wealthy,’ said a parent. Lots working in business, finance and trades. Vast majority from a 50-minute radius which is slowly moving north – so more from Cambridge than north London than in the past. Others from Hertford, Hitchin, Stevenage, Bishop’s Stortford etc. Most use school buses that criss-cross the Herts and Essex countryside. Thirty per cent from Catholic families, the rest all faiths and none. Recent fireworks night must be the most-mentioned PTA event in the Good Schools Guide history – over 1200 attended. Pupils are lively, talkative and proud of their school.

Money matters

Academic scholarships at 7+, 11+ and 13+, along with 16+ via a separate exam. Music, art, sport and all-rounder scholarships also available, often in combination with academic awards. These offer up to 20 per cent fee remission, which can be topped up with bursaries.

The last word

A character-focused school, with timetabled co-curricular a major feature, along with a strong sense of humility. ‘They do everything with kindness and aim to mould every kind of child into a good human,’ summed up one parent.

Please note: 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

St Edmund’s College is an inclusive school and offers provision to support students with specific needs. There is an expectation that all students, irrespective of their needs, should be offered inclusive teaching and learning which will enable them to progress in school and beyond, to the best of their ability. High-quality teaching, with suitable differentiation, will meet the needs of the majority of our students. Some students will need support which is ‘additional to’ and ‘different from’ that which is provided for the majority of students: this is special educational provision. All students with special educational needs will be fully integrated into all mainstream lessons and all aspects of College life. All teachers at St Edmund’s College should see themselves as teachers of students with special educational needs, following good practice in this area. In-class support is provided by members of the department: the College does not offer support through withdrawal from other subject lessons. The College welcomes visiting practitioners from outside agencies, such as educational psychologists, speech, language and communication therapists, sensory impairment specialists and counsellors. Following consultation with parents, support from these and other external practitioners can be arranged for students according to individual need. In order to meet the identified need of each pupil at the College, the following support is available: - Support by class teachers through differentiated classroom strategies - In-class support from members of the learning support department - Study support (offering help with homework) as part of the enrichment-activities programme during co-curricular time - Voluntary lunchtime support for reading comprehension is offered for selected students - Study skills - Exam access arrangements Regular ‘study skills’ workshops for all students are arranged by the director of studies in conjunction with ‘Elevate Education’. This forms part of the on-going Personal, Social and Health Education programme which is delivered by form tutors.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder
Y
HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment
Y
MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing
OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes
Y
PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma
Y
SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP)
SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD)
Y
VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment

Who came from where


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