St Clare's, Oxford

Since 2022, Duncan Reith, educated at Glenalmond. With impressive academic credentials, more than twenty years’ experience in education management, and a long-held belief in the value of international collaboration and co-operation, he has a CV that equips him well for the role of principal of a complex business that includes an IB World School rated excellent (ISI), an international college, and £50m of prime Oxford real estate.

Having studied classics (Oxford) and English literature (OU), with a PGCE (Roehampton) and an MBA (Durham), he first worked in education as a teacher of English as a second language, initially in summer schools in Oxford, then in Greece before moving on to the independent sector as boarding housemaster at Walhampton. There’s not much he doesn’t know about pastoral leadership and life in schools, having been a senior housemaster at Durham School for seven years, head of teaching and learning at the British School in Muscat, head of English at Culford in Suffolk and on the sixth form team at state-run comprehensive Thomas Hardye in Dorset. As headteacher of Charterhouse in Shenzhen before he moved to St Clare’s, and prior to that, vice principal of Shrewsbury in Guangzhou, he understands the motivations and needs of both local and international students. He also has experience on school governing bodies, as well as having been chair of governors of Ixworth School in Suffolk.

From a diplomatic family, he’s a safe pair of hands, softly spoken with a measured, academic mien. On the day of our visit, he readily disappeared to make us tea whilst the school was upside down with builders. There is no arrogance here; like his staff, he believes in rolling up his sleeves and mucking in. Necessarily more focused on the big picture of running a business with a £14m annual turnover than on day-to-day minutiae, his eye is on St Clare’s as a business proposition. He is also committed to holistic education, very aware that his students need to develop a broad range of life skills and the ability to lead change to enable them to succeed and make a difference in today’s world. Backed up by a strong senior management team with academic and pastoral vice principals to assist him. Of all the schools he’s worked in, he is proud to describe the students at St Clare’s as ‘without doubt, the happiest’.

Senior staff and governors were touched at being invited to his home when he joined St Clare’s. He has two grown-up sons, and enjoys travelling, reading, hillwalking, sport and going to the theatre.

Although officially non-selective, in reality, students self-select. From wealthy families with the confidence to leave their home countries to travel overseas to study in English (pre-supposing a high level of proficiency in English), they possess drive and ambition in spades. Two years’ previous reports requested prior to invitation to interview which assesses motivation, plus tests in English and maths. Whilst some students are introduced to the school via overseas agents, word of mouth is St Clare’s secret weapon, with most students having links through friends or family. Conversion to joining once families have visited is 80 per cent. Most students join in year 12.

All straight to higher education or gap years – about half to UK universities, many others to the US. Popular choices include London colleges (LSE, UCL, Imperial) which are often favoured over Oxbridge by international students. Russell Group and new universities also popular. Three medics in 2024. US choices include the University of Chicago, New York University, Northeastern University, Bowdoin College, Syracuse University and Lafayette College. Interestingly, one student wishing to study medicine was applying to universities in the UK, the Netherlands and Australia. Twenty per cent of leavers decide to study in the EU, including Bocconi University (Italy), IE University (Spain), LUISS University (Italy), Esade Business School (Spain), Esmod (France), Maastricht University (Netherlands), University of Warsaw (Poland), Charles University, Prague (Czech Republic).

Careers advice at St Clare's is second to none. Students given individual support by a team of professionally trained careers advisors with in-depth knowledge of destinations and courses around the world that other schools are unlikely even to have heard of, plus an online tracking system covering everything from research and applications to offers from institutions in multiple countries. St Clare’s Connect (like a private version of LinkedIn) ensures alumni continue to benefit from global networking opportunities even after they leave.

The longest established World IB School in England, St Clare’s is a sixth form college famous for pioneering the country’s first IB programme in 1977. If IB is what you are looking for, its results, given its non-selective entry requirements, are top quartile, with a 100 per cent pass rate and average points score of over 36 in recent years (world average 31). Students ‘record real progress during their time at the college,’ according to parents. This is backed up by Cambridge CEM analysis which rates progress achieved by St Clare’s students in the 94th centile relative to other IB schools. Top students achieve the maximum 45 points and for those that might struggle, extra support is available. Many of the teachers wrote the IB manuals, so are true masters of their game.

The IB syllabus and crossover of topics is arguably a lot tougher than studying A levels. Three subjects are studied at standard level, three at higher, including mother tongue and English, a humanities subject, science and maths. Not forgetting the compulsory theory of knowledge course, extended essay and CAS (creativity, activity and service) programme. This involves committing to at least three creativity, activity and service experiences each term (one of each) from a list of over 50 choices. The IB programme, well liked by universities for its teaching of independent learning, certainly requires a high level of commitment. At least here everybody is following the same programme and working to the same exam timetable.

Whilst teaching takes place in English, the college offers language and literature teaching in over 20 languages, so it is truly international in flavour. For example, Swedish students can study language and literature in their mother tongue, with library resources on hand too. As regards STEM subjects, teaching is reported to be very strong, although one parent noted that German students studying standard rather than higher level maths at IB are now requiring top-up coaching to comply with entry requirements for German universities. St Clare’s said to be managing this challenge well. Subjects favoured by students include economics, business, psychology, history and global politics, with students rating the teaching in these subjects outstanding.

Lessons we observed were interactive, no room for a quick snooze first thing in the morning. Engaged students with enquiring minds, armed with laptops, were quizzed by their teacher in free-flowing two-way discourse, with all expected to contribute. And after lessons, students enjoy being free to choose which activities they want to pursue. With an average class size of nine (maximum 15), everyone here seems on a mission to do well and equip themselves with a global qualification that will open doors to good universities and top careers.

Those too young to commence the IB course (UK year 11) or who need to brush up their English language skills take the Pre-IB programme. Lasting up to 12 months, this can be joined at any point in the year to bring students up to speed for the two-year IB diploma programme. Progression onto this programme at the discretion of the college.

Learning difficulties identified at interview and via medical questionnaire prior to arrival. This is used by LDD coordinator and SENCo to determine future pathways. Mild to moderate learning difficulties supported. International students, unlike their British counterparts, tend not to appreciate labelling, but college will work with international parents to ensure they understand the importance of assessment and appropriate support.

St Clare’s does not offer the all-singing, all-dancing facilities of a traditional public school but it doesn’t try to. ‘There’s no concert hall for a thousand here.’ This is a sixth form college where students are free to explore their interests independently without the constraints of an enclosed campus. Over 50 activities offered as part of the IB programme, whether in sport, music, drama, dance, art, writing or debating. Peripatetic flute, piano and violin lessons available in dedicated music rooms, with college concerts reflecting the incredible diversity of students. Theatre is offered as a subject. Although productions are on a smaller scale than at many independent schools, the students really enjoy putting on an annual musical production. Art is taught in a much more holistic way at IB. Students had just returned from a trip to the Ashmolean Museum to see an exhibition by an Iraqi anti-war artist and were discussing the use of art as a political tool. The art studio, with photography also offered, seemed to reflect the more academic nature of the art teaching. We were disappointed not to see more evidence of creative work done by students.

Perhaps the highlight of the academic year is the college’s Model United Nations conference held at Oxford town hall. Every student is invited for a day’s debating on a range of UN resolutions, showcasing the truly international nature of St Clare’s.

Freedom to explore all that the city of Oxford has to offer, with its wealth of culture, academia and free university lectures, is one of the huge plus points.

Whilst St Clare’s does not have its own dedicated playing fields, a raft of team sports on offer include football, basketball, volleyball and badminton, with options to take part in local, national and international competitions. All students are given membership to the Nuffield Health Fitness and Wellbeing Centre (included in fees) where students have access to the gym, swimming pool, classes and tennis courts. Specialised facilities are used across Oxford such as Oxford City Football Club and Kirtlington Golf Club. Both female and male football squads enjoy travelling to Verona to take part in the Mediterranean Cup. Weekly sessions of tennis, golf, table tennis, dance, running and yoga. Bronze and Gold DofE programme available which the international students particularly enjoy. The gold award expeditions to the Brecon Beacons in Wales go down well.

Some 85 per cent of students from overseas, about 15 per cent day students. Boarding houses all single-sex and located around the school or in nearby Summertown, within walking distance of both teaching facilities and local eateries and shops. All Pre-IBs and younger IB1s (year 12s) housed in twin rooms with another student from a different nationality, while IB2s (year 13s) can state their preference for a single or double room depending on availability. All the rooms we saw were spacious, modern and well furnished, over half with ensuites. Common rooms for chilling out with facilities for making snacks or enjoying take-ins. All houses have a residential houseparent in charge of general wellbeing of students. School provides a safe environment with CCTV cameras operating outside houses but not inside. Meals taken in the light, modern communal dining hall and café known as The Globe at 135. Food rated good. Day students can join boarders for breakfast, lunch and dinner and socialise until curfew at no additional cost. Occasional boarding depending on room availability.

At weekends boarders go to London or enjoy having brunch or dinner with friends or picnics and walks in Oxford. The weekend activities programme offers trips to football matches, theatre, and shops.

Students thoroughly enjoy their diverse international community and like not being constrained by the English culture. They are given a lot of freedom but taught that with freedom comes responsibility. Support is there when it is needed and if needs be, a more managed routine can be implemented – after all, these are 15 to 18-year-olds away from home.

At the start of the IB programme, ‘excellent support is given to get used to being a boarder in a foreign country’. Students attend a four-day orientation programme to get to know each other and for boundaries to be set, but it’s not rule heavy. Freedom and trust are the starting point, but if not respected, freedoms are curtailed. ‘The great thing is when you join everybody is new.’

Where discipline is concerned, lateness or poor behaviour results in loss of free time, confinement to the library or house. Zero tolerance of drug use, transgression resulting in immediate suspension for five college days and permanent exclusion for a second offence – the college maintains the right to drug-test students at random. Sniffer dogs periodically sent in as a deterrent. Parents we spoke to seemed happy with the comprehensive sex and relationship education provided and most liked the way the college fosters a policy of freedom and trust. ‘Strict rules are in place’ if necessary, the college explains, but such is the high level of motivation, wayward students are, in the words of the principal, ‘not something we experience here’. The liberal environment makes for high tolerance of any differences relating to sexuality.

Students are allocated personal tutors with weekly meetings to discuss pastoral and academic issues. Open channels of communication between parents and staff – parents invited to email their child’s tutor or teachers at any time. Reports and test results viewed electronically via the parent portal. The college says it does its best to respond to School Council requests from students but when asked what might be improved, suggestions from students were not forthcoming – our take was that these busy learners were pretty content with their lot.

Full-time nurse and two full-time counsellors on hand – booked appointments and drop-in sessions available. Anxiety over stresses associated with IB pinch points often rears its head in such a competitive environment, as do eating issues, perfectionism and homesickness. Mental health awareness training for both staff and students considered a priority. Staff turnover very low – the sense of collaboration and respect that exists between teachers and students is really valued. Students describe their relationship with teachers as ‘informal, personal and friendly’ and praise the huge amount of time teachers are willing to spend with them to enable them to do well. First names used in a college where everybody is viewed as an equal – even the principal is addressed as Duncan. No uniforms. ‘It feels more like a university than a school,’ according to parents, with one mother noting, ‘The school is doing most things very right, it’s up to the student to take advantage of the support on offer. It’s about taking personal responsibility.’ Students are cared for, trusted and free. The school’s founder would be proud to witness Russians and Ukrainians co-existing, learning about war and discussing how to resolve conflict together.

With about 12 per cent of students British and St Clare’s keen to grow this number, those from families returning to the UK after living abroad have often attended international schools. We wonder whether local families are missing a trick here. Prospective sixth formers with a quest for a more global, challenging and independent learning environment may well find they are rather excited by the quality of the day student offering at St Clare’s if they step over the threshold of the college.

Students come from over 40 different countries, with Italians and Germans the largest groups. Numbers of Russians and Chinese have dwindled of late, impacted by negative headwinds such as Brexit, war and inflation. One student commented that his cohort was less international than he might have hoped and that it was quite heavily European. Another countered that he liked the fact that ‘we are with people who are the future’ – all very academically driven and competitive, although he did acknowledge this can be hard for some of the less able.

Students often progeny of the global elite. Parents we spoke to ‘discerning, intelligent and ambitious’ for their offspring, often big-picture thinkers and in no way parochial. They welcomed the opportunity for their children to be educated in English alongside such a diverse and rich mix of fellow students. Parents have little involvement in the school other than initial visits since most of them live overseas.