Independent Schools Inspectorate (ISI) Report Published May 2025 - A Guide
Introduction from Fiona Angel
“Dulwich College is an outstanding school and we love being part of the DC family.”
Our 2025 ISI report is a recognition of the hard work and dedication of staff and pupils at Dulwich, and while the ISI no longer awards single- word judgements (and reports on the extent to which statutory standards and requirements are met) you’ll see that the College has been widely commended. There is much to celebrate within the report and I am delighted that the areas where we particularly focus our work – intellectual challenge and stimulation, pastoral care, co-curricular opportunities and values of purpose, joy and kindness have been recognised by inspectors. ISI inspectors shared with us that parents, pupils and staff responded extremely positively to their ISI questionnaires, and we recognise how fortunate we are to be part of an enthusiastic, generous and supportive community. We are also appreciative of areas where inspectors have made recommendations and will ensure these are actioned as part of our commitment to continue to deliver our aim of an outstanding Dulwich education for every Alleynian. This booklet sets out a selection of highlights and to read the ISI report in full, please scan the QR code or visit the website.
Senior School parent
Fiona Angel Acting Master
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03
Quality of education, training and recreation “I believe the school is truly outstanding in the education of boys. They understand them, teach them to engage and inspire.”
ISI Key Findings
Older pupils are self-motivated and keen to engage in learning. Teachers encourage pupils to think and learn for themselves. They respond positively to their teachers’ subject expertise and show a willingness to explore topics broadly and deeply. In lessons for older pupils, the classroom atmosphere is typically one of absorbed mutual absorption, with the teacher guiding the pupils and stimulating their curiosity through careful questioning and creating links with other areas of the subject. (27) The extensive range of co-curricular activities extends beyond lessons. There is an appropriate range of activities available for boarders in the evenings and on weekends. Numerous clubs and societies, many initiated and run by pupils themselves, encourage pupils to pursue their interests and to explore new activities. The vast majority of pupils are enthusiastic participants in clubs, and their leadership skills, self confidence and self-esteem develop through their involvement. The co-curricular programme enriches pupils’ education, reflecting the school’s aim to bring purpose and joy to school life. (29)
Parent
“Dulwich has brilliant teachers, they could just see it as a job but it is so much more.”
Lower School pupil
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05
Pupils’ physical and mental health and emotional wellbeing
ISI Key Findings Leaders have created a curriculum and culture that emphasises inclusivity and helps pupils to feel valued. Staff forge positive and respectful relationships with pupils. Pupils know that they can turn to staff for support. (31) Pupils throughout the school develop self- esteem and confidence because they know that their opinions and happiness matter to their teachers as well as their academic progress. Their teachers’ praise of their efforts and initiatives help bolster their self- confidence, so that they are not afraid to take risks in their learning. The wide choice of extra-curricular activities provides pupils with many opportunities to challenge themselves intellectually and physically, further developing their self- belief and resilience. (35) Leaders set clear behavioural expectations appropriate to the age of the pupils. Pupils understand the school’s values of kindness and respect, and their behaviour exemplifies this. Leaders’ use of restorative conversations in the event of misdemeanours encourages pupils’ self-reflection so that they learn from their mistakes. (37)
“The co-curricular programme at Dulwich is truly amazing as there are so many societies and every day I find a few more opportunities to take part in.”
“What I like best is being in a school where I have teachers that I can talk to whenever I want.”
Year 12 pupil
Lower School pupil
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07
Pupils’ social and economic education and contribution to society
ISI Key Findings The broad extra-curricular programme encourages pupils to understand the importance of service and older pupils engage with other schools and community groups. Their understanding of the needs of others develops alongside their leadership skills as they realise that they have the power to make a difference to the lives of others. (47) Pupils are well prepared for adult life in British society. They learn about the role of democracy in lessons, through trips to the Houses of Parliament and visiting speakers. Pupils see how democracy works by voting for posts of responsibility and seeing the impact of the school councils. Boarders learn to understand British institutions and cultural expectations through various trips and activities. (48)
“We have seen such a positive transformation in him, and are incredibly grateful to Dulwich College for offering this holistic boarding experience. This journey has prepared him well for university and beyond, and we could not be prouder!”
Parent
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09
The quality of the early years foundation stage in the registered early years provision
ISI Key Findings
Children have regular opportunities to be outdoors, such as during forest school activities. They learn about the world around them, exploring, making dens and climbing trees. This supports children to learn about risk and challenge and to use tools and equipment. They similarly learn about plants in the environment and follow clear rules. These opportunities enable children to begin to understand rules and boundaries. (66) Staff promote positive behaviour well. They provide plenty of praise and positive feedback to children. For example, in the toddler room, staff congratulate children when they successfully create towers with colourful pegs. This helps to boost levels of self-esteem. (68) Children are encouraged to express their emotions. They have opportunities to socialise with others and learn how to interact respectfully with kind hands and words. Staff use clear and consistent instructions to support children to make good choices. For instance, children willingly join in with activities and respond well to staff who guide them in their learning. (69)
“...an amazing school...”
Parent
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10
Leadership and management and governance
ISI Key Findings
School leaders and governors consistently ensure that pupils’ wellbeing is actively promoted. Governors are well informed and staff have the skills needed to carry out their responsibilities so that school policies are appropriate and implemented, and Standards are met. (1) Governors and school leaders at all levels are self-reflective and rigorous in checking that decisions taken reflect the school’s published aims and values. They are not afraid to take difficult decisions and have been proactive in creating an inclusive and supportive environment where the school community is united in understanding that equal respect for all is a non-negotiable expectation. (13)
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11
ISI Key Findings
Pupils know how to report concerns, either in person or using an online system. They trust their teachers and are confident that appropriate action is taken as necessary to keep them safe. (53) There are robust systems for filtering and monitoring the school’s internet systems, with reports to school leaders and governors on the effectiveness of these. Pupils know the potential risks presented by the internet, how to protect themselves and what to do should they encounter material that poses a threat to their wellbeing. Boarders and pupils say they feel safe in school and know to whom they can turn for help. (56)
“Teachers are very supportive and engaging.”
Safeguarding
Year 13 pupil
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12
“Every single element is designed to help you excel. The teachers support you, build your confidence. Pupils are at the centre of everything. Here you really can become your own person.”
(Upper School pupil)
Pupil and parent quotes are taken from our own Dulwich College research
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or visit www.dulwich.org.uk/about/inspection-reports
DULWICH COLLEGE Dulwich Common, London, SE21 7LD www.dulwich.org.uk Registered Charity No 1150064
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