Tudor Hall School

Since 2022, Julie Lodrick BA (music, University College Chichester), PGCE, MA (educational leadership, OU). Hailing from a navy family, with father often deployed overseas, she has first-hand experience of boarding. She attended Catholic convent the Holy Family in West Sussex and admits that without her very happy time as a boarder she would not have followed the path she has taken. Initially intent on a career as a singer, she found her calling whilst mentoring groups of musicians and realised how much she enjoyed being involved with learning and pastoral care. Plans to become a professional musician were jettisoned in favour of a PGCE at Kingston University. She cut her teeth as director of music at secondary school St Margaret's in Sussex and as deputy head at erstwhile girls' school Farlington, then became housemistress to 65 girls at Queenswood School. She moved to Quaker school The Mount in York as principal for six years, and then to Kent College Pembury where, having been in post for six years, the opportunity to move to Tudor Hall came up.

Invited some years ago to Tudor Hall to sit on the Girls' School Association boarding committee, she was immediately struck by the school's 'wonderful ethos and values' and describes her appointment as 'a dream come true'. A staunch advocate of girls' boarding, she views schools such as Tudor as 'a real rarity these days' and is 'delighted to have joined this nurturing and very much full-boarding school'.

It would have been very easy to while away several hours chatting in her office, decorated in an elegant hue of soft rather than Barbie pink, with cream sofas and a roaring fire. We liked her enormously, as do parents we spoke to. 'She's good news' seems to be the consensus. Pupils describe her as 'human and down to earth, with a modern outlook’. They say, 'She's always open to discussion and keen to get to know everyone.' Parents like the fact that she's full of affirmation, offering encouragement and motivation to do well: 'You don't feel like you're talking to a teacher, you can really connect with her.'

Still teaching an A level music group, 'which is glorious', she is immensely proud of the 'outstanding’ sixth form provision at the school (remarkably for a girls' school, only one or two leave after GCSEs) and of the extraordinary support of the alumnae body - the school had just hosted a weekend for 140 old girls. She encourages Tudor girls to have empathy for others and to have the freedom to be themselves, to pursue their own interests and skills, and to aim high. Hearing that she has recently delivered her 10-year vision to the governors, we look forward to news on bursaries, curriculum revisions and a review of the house structure.

Married to Andrew, whom she met when they were both houseparents; they share a love of boarding school life and two grown-up stepchildren. A keen marathon runner with great energy, warmth and enthusiasm, she is a fitting role model for future Tudor girls.

All candidates interviewed. Admissions not based purely on academic ability; other personal strengths valued. Candidates for 11+ and 13+ invited for ‘taster day’ in summer term of year 5 and assessment day in autumn of year 6. Written test in English and online test in reasoning, numeracy, and literacy. Tests to 'ensure girls are compatible with academic pace’ of school. Places offered at 13+ not conditional places dependent on outcome of CE, but CE results are welcomed from prep schools for setting purposes.

For entry into sixth form, pupils need at least six good passes at GCSE, including English and maths. Grade 6s and above expected in subjects to be studied at A level.

Mainly to Russell Group universities – Bristol, Durham, Edinburgh, Exeter, Newcastle current favourites. One to Oxbridge in 2024, two overseas. Girls opt for a wide variety of subjects, from economics, biological sciences and marine biology to business management, criminology and fashion communication. Currently favoured are business or psychology related courses, with history of art and biology also popular. Other choices include specialist institutions such as Charles Cecil in Florence for art, Oxford Media and Business School and the JCA Fashion Academy (University of Jimmy Choo). Career paths extremely varied, ranging from conservation and design, working in exhibitions, costume and jewellery design to becoming a Royal Navy submariner – glass ceilings being broken by Tudor girls.

‘Inspirational teaching,’ according to many parents. An eagle eye kept on pupils, with weekly meetings and reports to parents. Very good lines of communication noted. Girls encouraged to take risks, develop a growth mindset and 'to aim high'. A High Performance Learning pathway school, one of fewer than 15 independent schools in the UK working towards the prestigious World Class School accreditation based on cognitive and neuroscience research. An ambitious school academically with an impressive upward trajectory of academic results in recent years testament to small classes (average 15 pre-GCSE, eight for A level) and plenty of individual attention. Head estimates its value-added represents 1-2 grades at GCSE. The school's stated aim is to produce future female leaders.

Tudor is very well resourced. Broad range of subjects on offer for a school of its size, particularly at GCSE (27 subjects available). Both humanities and sciences venerated, with girls encouraged to explore opportunities to identify their individual talents. Science facilities impressive with five modern science labs. About a sixth of girls study maths at A level with a quarter studying at least one science. Vocational courses offered include sport (BTEC) and the Cambridge Technical level 3 qualification in business.

As many as 15 per cent of sixth form girls take A level history of art with Tudor girls regularly applying to study at the Courtauld Institute. Places on art courses without needing to do a foundation course are reported here, such is the quality of the art teaching. Architecture and fashion-related courses including costume design at Edinburgh University are other popular creative avenues. 'The girls are very visually literate,' explains the head of history of art, 'with the creative arts very much in the bricks here.'

The school makes full use of its very strong and committed alumnae support. Many successful old girls visit to talk about their lives and careers. Annual Futures Fair for years 11 and 12, where career options are showcased with the aid of parents and old girls.

‘A lot of learning support goes on here,’ according to the head of SEN, with the admissions process used to identify students with challenges. A recent talk to parents on neurodiversity demonstrates the school is not afraid to have the 'neurodiversity conversation' which, they emphasise, is about brain development having gone down a different pathway. The focus is on extrapolating the positives - for example, with mild autism often comes the ability to hyper-focus. 'Reasonable adjustments are made to meet pupils' needs either individually or in classes but this is not the place for a girl with serious needs; we want all pupils to be able to participate fully in the curriculum.' Currently two EHCPs.

Girls encouraged to ‘have a go’ with a vast range of subjects and activities on offer, both curricular and co-curricular, whether it's joining the Glitter Bombs science club, the MedSoc, or Hester's Cookery Club, where a full meal is prepared and consumed every week. Girls can even apply to man the popular Café 6 (with its own formal application and interview process) and become fully trained baristas; girls can also gain a lifeguard qualification valuable real-world skills. The school's 'Tudor in three continents' programme, which offers opportunities to join projects in India and South Africa to help less fortunate children, aims to foster global citizenship among the girls, playing to their sense of adventure as well as the school's focus on charitable giving. Work with local charities and a project in Durham involve less air travel and are also very well supported.

The Griffiths Centre, named after a revered ex-head, is a superb new modern facility, housing classrooms, seminar rooms, a cookery suite and a quite fantastic art, ceramics and textiles block, which fairly blew us away. Almost every facility imaginable for the creative mind. With facilities open into the evening and at weekends, this is an amazing asset. The spacious ceramics room, headed up by Tudor's very own Great Pottery Throw Down finalist, photography studio and art and textiles rooms mean 'there is almost nothing the girls can't do, whether it's embroidery, tufting rugs, digital design or costume making'. It's a veritable paradise for the creative. Examples of the art girls have produced are showcased and include wonderful innovative designs produced in the textiles department as well as pieces of stunning art.

The cookery department, boasting a joint venture with Leiths Cookery School, provides girls with the option of obtaining a professional qualification on leaving school, ensuring the wherewithal to fund gap years and university holidays. Links with Le Manoir aux Quat’ Saisons facilitate invaluable behind-the-scenes learning visits for business and Tudor Enterprise (the school’s own version of Young Enterprise) students.

Entering the drama studio, with its neon signage, feels like stepping into an edgy fringe theatre. A flurry of excitement was evident during our visit as one of the drama staff rushed in props for the forthcoming production of The Tempest. This three-night extravaganza, with 40 girls in the cast and 20 backstage roles, involved the whole school, with two lower sixth girls composing music for the performance. Other recent performances include Our Country’s Good and the musical Frozen and it’s clear that Tudor girls love performing. GCSE and A level drama are offered, with stellar results common. Opportunities to take part in Shakespeare Schools festival (Stratford-upon-Avon and the RSC are nearby) and trips to numerous productions on offer. Many girls do well in LAMDA exams too. Dance also popular and, unusually, offered at GCSE, with the school running its own audition-only dance group. Given the current head's musical background, we expect to see great things from the already impressive school concerts and musical events hosted in the community.

Girls encouraged to be active. Sports facilities on site comprise tennis courts in the former walled garden (which double up as netball courts), a glass-roofed outdoor swimming pool, sports hall, new gym, hockey and lacrosse pitches and a new fitness centre. Tudor holds its own on the school match circuit but those who are keen on higher level competitive sport are encouraged to venture into Banbury where swimming coaching or county-level sports are available at local clubs. Sports day takes place off site at the Horsepath athletics stadium in Oxford. Skiing is popular, equestrian sports strong, particularly given the rural demographic of the girls, and non-competitive options such as yoga and Zumba available to sixth formers.

Ethos is of a full boarding school, but needs must so flexibility has been introduced, with weekly and occasional boarding (up to two nights per week). Weekly boarders in years 7 and 8 can go home on Friday evening and return Sunday night or Monday morning; from year 9, girls can choose to go home after lessons and commitments on a Saturday, returning Sunday evening or Monday morning, but a full weekend programme of activities and options continues.

Boarding houses divided horizontally by year group with day girls joining boarding houses according to their age. Each house has a housemistress, deputy and assistant. Pastoral and academic input coordinated with the support of tutors. Activities, rules, bedtimes etc tailored to individual year groups. Parents of boarders appear very happy both with the care girls receive and with the impressive calendar of activities and outings at weekends. Knowing at the beginning of term what their daughters will be doing when they spend weekends at school gives peace of mind. Both day girls and boarders were brimming with enthusiasm following the previous weekend's silent disco, with others relishing plans for pizza-making and baking.

Girls often start out as day girls and then move on to boarding at 13+. In years 7 and 8 around half the cohort are day girls and they are housed together with boarders in Todd, a prettily furnished house named after the school's founders. Situated on the edge of the school's site with its own garden, 'It's like home from home.' The small number of young boarders have breakfast round a large kitchen table to introduce them gradually to being away from home and are buddied up with lower sixth girls to provide a 'big sister' support system. A new induction programme to ease the settling in process has been well received by girls. Dorms of between two and six cabin beds are pretty and girly, lots of room for ornaments and fluffy friends. Separate clean and functional bathrooms. Mobile phones and laptops allowed for an hour during the evening at the lower end of the school and delivered to house parents' office to be charged for the rest of the day. Girls can request a telephone or video call to family at any time.

Other houses for older year groups are spacious and equally girly. Each house has its own character and traditions. Vertical integration of year groups through activities and sport so that different ages get to mix.

Sixth form accommodation is designed as a halfway house to prepare girls for living independently. Lower sixth girls share rooms, individual rooms for upper sixth. Separate bathrooms. Sixth formers can cook, organise their own trips and activities, and are taught to do their own laundry and ironing. The solid houseparent team provide support through these sometimes stressful years and are very tuned into looking out for performance anxiety.

As a full-boarding school, the focus is on creating a happy term-time home. The staff we met were warm, affectionate and absolutely committed. Parents say they constantly 'go over and above' and that care for the girls is 'second to none'. Day pupils are very much in the minority and expected to fit in with the boarders' schedule. Day girls say they feel very much part of the school and are always made to feel welcome at activities planned for boarders. However, the school day is long (ending at 6.45pm), with some parents suggesting it's a very long week for day girls (especially the younger ones) who get tired, particularly with prep at school, Saturday school and only Sunday to recover at home. Perhaps keeping teenage girls busy and out of mischief does have its advantages, leaving little energy to rebel.

On the day of our visit, we noted girls keenly making their way to a talk by a visiting team of speakers from It Happens Education, a group that delivers PHSE education on topics such as drugs, relationships and mental abuse. The school has a team of three counsellors and takes wellbeing very seriously (for both pupils and staff). 'Post-Covid things are very different,' explains the head. A new wellbeing programme has been introduced and a general reappraisal and focus on monitoring how the girls are really feeling and doing academically has been implemented. That the school is small, and tutors are integrated into the house system, means that there are lots of eyes on the girls at all times. Weekly meetings on all girls, with emphasis on always keeping lines of communication open with parents.

The site is very secure and self-contained with no public access. Girls can walk around freely. Parents felt bullying issues rare and dealt with promptly if they surfaced. The overriding atmosphere here is one of collaboration and friendship with the lasting friendships that are grown here testament to this. One parent felt that the common characteristic amongst Tudor girls was 'empathy' and suggested that this accounts for the fact that girls often join the caring professions.

In terms of inclusivity, girls of diverse nations are very much embraced, with issues of gender discussed intelligently and full professional support given where required.

Often close family members or friends have been to the school. Huge number of children of old girls. Many of the parents come via first-hand recommendation. The head of local Great Tew primary school is a former Tudor girl and firm supporter, with Carrdus School (prep school wholly owned by Tudor Hall) also a feeder. A lot of traditional boarding families. Parents welcomed into the school. They enjoy meeting each other - whether at parents' lunches or at events such as talks and careers fairs. First names used to address parents - 'We're very close to the girls' families,' explains the head.

Tudor has a reputation for turning out considerate, empathetic and generally rounded girls who also have a strong work ethic, tenacity, and a desire to do well. We found them animated, engaged and very much individuals who were comfortable in their own skins. Those we saw were certainly not caked in make-up, more tomboys than princesses.

Means-tested bursaries to support new and current parents in financial need. Tudor's Making THe Difference campaign aims to offer transformational bursaries for one girl entering year 7 and one entering year 11 every year. Academic, music, art, drama and sport scholarships (up to £1,000 pa) available at 11+, 13+ and 16+. Also textiles and dance at 16. Day fees for local families good value considering time spent in school.