CLC receives ‘Significant Strength’ accolade from Independent Schools’ Inspection

‘Significant Strength’ accolade from ISI Inspection

22/04/26
ISI Inspection
Fearless Futures

We are very proud to announce that the ISI’s recently published inspection report has provided formal recognition of the value of our educational approach and outcomes.

In a highly positive set of findings, College was not only found to be fully compliant in all areas, but also received the rare accolade of a Significant Strength.

This has been given in recognition of its co-ordination of curricular, co-curricular and pastoral care programmes contributing to pupils’ levels of maturity and resilience, and the development of key skills such as collaboration, leadership and oracy, leading to improved success in their levels of achievement.

The publishing of the report provides timely reinforcement and context for College’s recently announced strategic brand repositioning, which celebrates how we develop and nurture fearless individuals ready to take on the future with curiosity, courage and compassion.

The report evidences how CLC’s provision enables pupils to discover their own pathway, develop knowledge and skills, promote individual pupils’ best interests, and play an active role in contributing to the community and society.

Other key findings include:

teaching and learning

Recognition of the quality of CLC’s teaching and learning, noting its wide ranging and flexible approach to curriculum – including its enhanced dual IB / A Level offer at Sixth From - and use of technology to support everyday learning.

A Flexible Curriculum

“There is a particular focus on providing a flexible curriculum that is tailored to individual pupils, where possible, and facilitates pupils’ selection of subjects suitable for their individual needs.”

Expert teaching

"Expert questioning from teachers promotes active engagement in lessons and the opportunity for pupils to develop ideas and confidently display their oracy skills.”

Recognising Potential

“Teachers provide challenging extension work, to enable pupils to develop well towards their potential.”

Stimulating Learning

“Teachers use their subject knowledge to deepen pupils’ learning and inform a stimulating, learning environment."

AI and Technology

"Pupils learn the advantages and disadvantages of using artificial intelligence and to adopt a reasoned approach to technology.”

Wellbeing

College’s support of pupils’ physical and mental health and emotional wellbeing.

Building Resilience

“Leaders actively promote the emotional wellbeing of pupils through the curriculum and co-curricular programme. They […] ensure that pupils receive the support they need to enable them to build resilience and feel confident and respected.”

Inclusivity & teamwork

“Sport is inclusive and pupils have a wide variety of sports to choose from, including outdoor adventure activities[…]. Proficient pupils have opportunities to flourish and be involved in teams.”

Global Community

“Pupils are exposed to a wide range of traditions and cultures and develop an understanding of these and enhance their sense of deeper issues and ideas about the world.”

Emotional Wellbeing

“The school has a clear focus on supporting the emotional wellbeing of boarding and day pupils, both inside and outside the classroom.”

Life Beyond CLC

Students’ wider contribution to society and preparation for adult life beyond school.

Social Maturity

“Pupils display high levels of social maturity and engagement with activities that enable them to contribute to society.”

Positive Attitudes

“The school actively promotes positive attitudes towards diversity and equality."

Diversity & Community

"Pupils learn about different forms of prejudice, so that pupils understand the importance of tolerance in a diverse society.”

College underwent a routine inspection during the final week of the Autumn term using the ISI’s new Framework 23: this format has changed from previous formats in that the published findings no longer include overall judgements or grades, but instead present more nuanced evaluations, with findings given using supporting evidence in five key areas: leadership and management, and governance; quality of education, training and recreation; pupils’ physical and mental health and emotional wellbeing; pupils’ social and economic education and contribution to society; and safeguarding.

Inspectors are, however, able to highlight what they consider to be ‘significant strengths’ within a school if they find evidence of a deep understanding of and aspiration for pupils’ development of knowledge skills, and understanding, which is attributable to the knowledge, skills and decision making of leaders and/or staff, and has very clearly and beneficial impact for pupils. Significant strengths are awarded to only a small proportion of schools, making this achievement even more impressive.

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