IDL - School Presentations version 2.2

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IDL Services in establishing
International Schools
School Set-up
School Improvements
School Management
We work with you to refine the vision for
your School, and become the steward of
that vision every step along the way. We
assist you in developing the School that
best meets the needs of your community
and ensures a world-class education for
every student. IDL has earned a worldwide
reputation for professionalism and first-inclass
service.
Our interest is creating the finest
educational establishments in the world. Our
clients have the security of knowing they are
partnering with the recognized leader in
international Schools development.
We have observed that school management
often finds it difficult to secure the return on
educational investment and increase
educational productivity.
This could be due to lacunae in planning
unduly fast-tracked school setup process,
improper organizational structure, unstudied
choice of educational program for the target
student community, inability to estimate &
plan finances, inefficient spending, lack of
technological awareness, insufficient
admissions, failure to figure out competition,
improper branding, inability to stay abreast
of 21st-century trends.
On Start of the School, the focus is on
enrolling students, achieving the learning
outcomes and effective operations within
budget. This can be cumbersome, when
management is unable to dedicate the
desired time to manage operations, market
the school wisely, source skills and
materials on time.
We have had the privilege of building,
managing schools and delivering the
learning outcomes. Services provided during
the planning and establishment stage will
continue to cover campus development and
expansion.

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Queen Elizabeth Hospital School
King Edward VI School
Shakespeare School
Oldham Hulme Grammar School
Giggleswick Boarding School
Dóverbroeck’s Oxford School

Queen Elizabeth’s
Hospital School

Queen Elizabeth's Hospital (also known as QEH) is an
independent school in Clifton, Bristol, England founded in
1586. Stephen Holliday has served as Headmaster since
2000, having succeeded Dr Richard Gliddon. The Queen
is the School's patron, although QEH is named after its
original patron Queen Elizabeth I.
Known traditionally as "The City School", Queen
Elizabeth's Hospital was founded by the will of affluent
merchant John Carr in 1586, gaining its first Royal Charter
in 1590. The school accepts from ages 7 to 18.
The school began as a boarding school, accepting 'day
boys' for the first time in the early 1920s. Boarders
continued to wear the traditional blue coat uniform on a
daily basis until the 1980s. After that, it was only worn on
special occasions. A Junior School opened in September
2007 in terraced Georgian town houses in Upper Berkeley
Place, adjacent to the main school.
The school is located in central Bristol, near Cabot Tower,
in a building built of Brandon stone, It has been
designated by English Heritage as listed building.
To celebrate 425 years since the school's opening, a new
school song was composed in 2015.

JUNIOR: Years 3 - 7
QEH Junior School established itself
with an enviable reputation, providing
the very best in junior education with
an exciting, vibrant and holistic
curriculum.
SENIOR: Years 8 - 15
QEH, traditionally known as The City
School is renowned nationally for
achievements in public examinations,
sport, music and drama is today a
thriving independent school.
COLLEGE: Years 16 - 18
QEH Sixth form offers academically
stimulating curriculum with 28 subject
options, to achieve outstanding A-
level results & pursue your first-choice
degree course at a top university.

Exam Results
QEH students continue to perform well in League Tables
published by the national press.
A-Level
In 2018 QEH celebrated another set of outstanding set of A-level results. One third of students
achieved straight A*/A grades, with the top grades making up half of all results awarded. This
success has extended right across the curriculum. Two thirds of students studying a STEM
subject (Further Maths, Maths, Biology, Chemistry, Physics) achieved the top A*/A grades, while
95% of Modern Foreign Language students achieved A*- B grades. Once again Oxbridge and
other Russell Group universities will be welcoming a large cohort of QEH students.
GCSE
Over half of all students taking GCSEs at QEH this year have been celebrating straight 9/8/7
grades, with more than a quarter of pupils achieving 10 or more 9/8/A* grades.
“Nationally 4% of grades have been awarded at level 9 and QEH pupils have achieved over 20%
of their grades at this exceptionally high level. Once again QEH have demonstrated success
across all areas of the curriculum, with two thirds of grades awarded at 9/8/7/A*/A. The vast
majority are now looking forward to joining QEH thriving co-educational Sixth Form. It is an
exciting time to be a student at QEH!”
ISI School Report
The main findings state: "The Queen Elizabeth’s Hospital Junior School is highly successful in
meeting its aims. The achievements of the pupils are excellent, both in their academic studies
and also in the wide range of sporting, musical, dramatic and extra-curricular activities. Their
enthusiastic and positive approach to learning is a strength of the school.” The report also says:
“The pupils’ personal development and the school’s provision of personal care are both excellent.
Strong spiritual, moral, social and cultural outcomes can be seen in the pupils’ self-confidence,
ability to reflect and social awareness.”

QEH Establishments
Queen Elizabeth's Hospital (also known as QEH) is an independent school in Clifton,
Bristol, England founded in 1586
Top Value Education
QEH leads the table in the Bristol area in the Government's recently published Value Added tables which
show how much added value each school gives to its students. Based on their GCSE results, a prediction is
made on the outcome a student should achieve at A-level. If a student gets the predicted results, the value
added score reads 1000. If a student gets better results, the value added reads above 1000 and for worse
results, below 1000. The VA score at QEH is 1028.5. Headmaster, Stephen Holliday, said: "It is now widely
accepted that Value Added is a more reliable measure of the academic success of a school than raw results
given in the A-level and GCSE tables. Our score betters many of the country's top academic names
including Eton, and Winchester Schools."
The Elizabethan (Alumni) Society
The Elizabethan Society allows Alumni’s to stay connected to QEH, and to each other, wherever they are in
the world now. As alumni of QEH you are part of a network bound together by our shared school connection
and our collective experiences. Through the society, you can reunite with old friends, relive your youth,
network with former students, discover what is happening at QEH today, or give back to the school by
donating or mentoring. The Society is here for supporting QEH with networking, mentorship, scholarships
and other opportunities.
Wells Golf Club
Wells Golf Club, established in 1893, is situated in the heart of Somerset, and is a beautiful 18-hole parkland
course that always offers new challenges. Known as an extremely friendly club, we provide a warm
welcome to visitors, societies and new members alike. Situated on the outskirts of the historic City of Wells,
the views from the upper reaches of Wells Golf Club are some of the very finest in the West Country. The
panoramic splendour, which includes the magnificent cathedral, Glastonbury Tor and the Mendip Hills,
produce a feeling of tranquillity and peace of mind which alone makes a visit to Wells so worthwhile.

The Grammar School of King Edward VI at Stratford-upon-Avon can
trace its origins to May 1295, when in the Register of Deacons of the
Diocese of Worcester there is the record of the ordination of Richard as
rector scholarum. William Shakespeare attended this school, leading to
the school describing itself as "Shakespeare's School“
King Edward VI School (K.E.S.) is recognised as one of the finest
grammar schools in the country today. It has a long and
distinguished history, a reputation for high academic standards,
and an outstanding extracurricular programme.
K.E.S. is a forward-looking school which cherishes its traditions.
Traditional subjects like Latin, languages and the arts are taught
alongside the latest developments in science, computing and technology.
Lessons still take place in the Guildhall, more than 400 years after
William Shakespeare studied there. As you would expect at
Shakespeare's School, drama is so good that it receives international
acclaim.
The Trustees of K.E.S. have led the project to restore Shakespeare's
Schoolroom & Guildhall and open it to the public. This has ensured that
the Guildhall's rich history will be shared with local people, as well as with
national and international visitors. It has also ensured that the Guildhall
will continue to be used for teaching, just as it has been for more than
450 years.

HIGH SCHOOL: 11 - 16
OFSTED Inspection Report: GRADE 1 - (Summary Extracts)
Source: http://www.kes.net/files/cms/25_Ofsted-report-27-September-2006.pdf
King Edward V1 is an outstanding school where pupils thrive and achieve
exceptionally well. Their achievement is exemplified by the consistency
with which they meet challenging targets, the exceptionally high
standards they produce year after year, their highly developed learning
skills and the good or better progress they make in lessons. The high
emphasis placed on creative arts and sport means that many also
become accomplished artists, musicians or sportsmen.
The curriculum is very well tailored to the needs of pupils and the range
and uptake of extra-curricular activities is outstanding. The school is
highly regarded both in the community and by parents. The school
provides first class opportunities for personal and social development to
which pupils respond very positively. This means that they are often
exceptionally well prepared for their future lives.
The school provides excellent care, guidance and support which is why
so many of its pupils are successful in meeting both their academic and
personal goals. The well-being of pupils is given high priority and the
school provides a safe learning environment. Very good specialist
teaching of personal health topics means that pupils make a very good
start in adopting healthy lifestyles. Regular sport lessons, including in the
sixth form, help to promote good levels of fitness and an appreciation of
the value of physical exercise.

SIXTH FORM COLLEGE: 16 - 18
OFSTED Inspection Report: GRADE 1 - (Summary Extracts)
Source: http://www.kes.net/files/cms/25_Ofsted-report-27-September-2006.pdf
The highly popular sixth form with a broad curriculum ensures that nearly
all students regularly stay on and almost all complete their courses. A
small number of students from other schools also join and they are
quickly integrated in an exemplary way. Achievement is very good and
students develop very high levels of analytical and evaluative skills. They
are constantly challenged and extended by outstanding teaching and
learn very quickly. Students develop as well-rounded, confident young
men and a high percentage are successful in progressing to their first
choice of university. The guidance provided for this and for other postschool
options is very good indeed.
Pupils achieve exceptionally high standards and have done so
consistently for a number of years. The school regularly meets all its
statutory targets and, in addition, sets very challenging internal targets,
which are nearly always met. Results at Key Stage 3 in both 2005 and
2006 were outstanding. At Key Stage 4, all pupils have achieved at least
five GCSE A*C grades, including English and mathematics, for the last
two years and a substantial number achieve many more than this. The
percentage of pupils gaining A* or A grades at GCSE is high and rose in
2006. However, the school is working hard to improve this percentage
still further. Students in the sixth form achieve extremely well and the
percentage of high grades are both high and have improved over recent
years.

Academic excellence in its fullest sense
The school was founded in the 19th century under the Endowed Schools Act 1869. The foundation of
the school followed some time after an earlier Oldham Grammar school, dating from 1611, became
defunct. Hulme Grammar School sometimes claims to have been founded in 1611, though the claim to
be a continuation of this earlier school is contentious. When the school was founded it obtained some
money from a charitable trust created in 1691 by a bequest from William Hulme, after whom the school
is named. The school was a direct grant grammar school from 1946 until 1976. It reverted to
independence with the phasing-out of the Direct Grant scheme, and is now an independent school
which selects its students by examination and interview. The main buildings were erected in 1895 by
the Hulme Trust.
The school has undergone several transformations since it was originally founded in 1611, and
provides a high quality modern education underpinned with traditional values. Proud to be ethnically
and socially diverse, we are a ‘diamond model’ school where the Nursery, Infants, Juniors and Sixth
form Collge are fully co-educational, whilst Years 7-11 are taught in single sex classes, yet able to mix
socially outside of the classroom.
Our approach to education is holistic and we encourage all our students to fulfil their potential both
academically and through the wide range of extra-curricular opportunities that we offer. Hulme helps to
mould students who are well-rounded, confident and successful; our alumni include Professor Brian
Cox (physicist), Sarah Lancashire (actress), Dr David Nott (surgeon), Nicola White (Olympic Gold
medallist) and Nedum Onuoha (Championship footballer). We are proud of our students, who year on
year produce excellent public examination results, compete at a high level on the sports field and excel
in music, drama and other extra-curricular areas.
From nursery to the sixth form, Oldham Hulme is a happy school where pupils, staff, parents and
visitors alike regard out family atmosphere as a defining feature. Please feel free to visit us anytime
and you will be guaranteed a very warm welcome.

Nursery & Infants
Years 3 - 7
Juniors
Years 7 - 11
Seniors
Years 11 - 16
Sixth Form College
Years 16 - 18
Children are able to start attending our
Nursery in the term in which they turn
three. Our Early Years children are
taught in small classes with each class
having at least one teacher, and one
level 3 nursery nurse. Each child has
their own key worker who is responsible
for taking particular care of that child,
and liaising with their family to ensure
that their individual needs are identified
and met.
The Early Years curriculum allows each
child to learn in an individual and
unique way. The children have daily
Maths and English lessons and are
taught a new ‘jolly phonic’ sound each
week. They are able to explore the
world through carefully planned play
and investigative activities.
We follow the National Curriculum and
assess the children using age related
standardised scores. Our children do
not do the SATs tests at the end of year
6, but they do sit the entrance exam in
January in year 6 for our senior school.
Children are taught by primary
specialists for Maths, English, PSHE
and Humanities to ensure continuity in
their pastoral care.
They are taught by subject specialist
teachers for PE, Music, Science (Y5-6),
Art/ DT and Languages. In Year 5 and
6, our children use senior school
facilities for Science and Art. All of our
children use the school swimming pool
for swimming lessons, and the school’s
sports facilities for Games and PE as
appropriate.
We tailor the curriculum to individual
needs and circumstance. For example,
some year 8&9 students have Learning
Support in place of a second foreign
language. We ensure that the most
able students are fully challenged by
their academic work, for example
through Separate Science GCSE for
the higher sets. And in the planning of
lessons, the aptitudes, needs and prior
attainments of pupils are taken into
account.
We have small forms allowing us to
know our pupils well and to give
individual care. There is close
communication with parents and our
pupils are nurtured in a caring
environment.
We aim to prepare our students for top
universities and successful careers
beyond their academic study. As with
all sections of the school, we believe
that small class sizes, and individual
care and attention are the key to
effective pastoral and academic
support. Each student is assigned a
form tutor with no more than 12
students to a tutor group. Over the two
years they develop a strong, supportive
relationship with their students and their
families.
Academic progress is further supported
by the sixth form academic tutor as well
as subject teachers. A strong pastoral
care system keeps a close eye on each
student’s welfare as they progress
through their A level studies.

The Diamond Model
Oldham Hulme Grammar School is a ‘diamond model’ school. The youngest children are
taught in co-educational teaching groups in the purpose built Nursery and recently renovated
Thornycroft building. The co-educational teaching continues throughout the Junior years
(Years 3-6), the Lower Juniors in Hulme Court and Upper Juniors in the Estcourt building.
Senior School (Years 7-11) pupils are taught in single sex teaching groups which continues
until the students complete their GCSEs, when they progress into the co-educational sixth
form for their A Level study.
We believe that our model provides the ‘best of both worlds’ within our family of schools.
During the pupils’ formative years (between ages 11-16) they have the focus of single sex
teaching and tutor groups which allow lessons to be specifically tailored to their needs.
However, pupils are able to mix socially outside of lessons and extra-curricular activities can
be co-educational. As students prepare for university and the world of work, the coeducational
sixth form bridges the gap. Our structure enables us to offer small classes and a
broad range of subjects to A Level.
At Hulme we expect much of our pupils in the classroom. However, we also expect much of
them outside of it as well! We take a holistic approach to education and a dynamic and
vibrant extra-curricular programme is a key part of what we can offer your child. Our extracurricular
programme is rich and varied and runs across the age range.
We believe that what sets Hulme apart in this regard is the level of participation in our extracurricular
programme – it’s not just the preserve of the few. Our PE departments run teams in
sports that are too numerous to list here; 115 of our students take instrumental music
lessons, our Combined Cadet Force is flourishing and challenges its cadets in a range of
exciting ways. 88% of our Year 9 are undertaking Duke of Edinburgh Bronze Awards; 54% of
our Year 12 Gold awards. The award has stood the test of time building resilience, teamwork
and community spirit in our pupils.

Academic Achievements
Our 2018 results show that academic success continues to be central to the life of the school
and I am delighted to report that last year’s Year 13 and Year 11 carried on our proud
traditions in this regard.
Our sixth form students have achieved another set of excellent A Level results this summer.
Almost a third of grades achieved (32%) were at A*/A, and in total 57% of Hulme’s grades
were at A*-B level. 32% of students achieved at least 2 A grades and 20% of the cohort
secured at least 1 A*.Hulme’s Year 11 students are celebrating having achieved a superb set
of GCSE results this summer. The overall pass rate (A*-C / 9-4) has risen to 99%, the highest
the school has ever achieved; with 97% of students achieving the national benchmark of 5
A*-C / 9-4 grades including English and Maths.
The % of the very top grades (A* / 9-8) rose by 12% and was also a school record at 32%.
Well over half of Hulme’s grades (55%) were at A*-A / 9-7 level, an increase of 6% from last
year. 44% of the cohort achieved the threshold of at least 7xA /7 grades for one of Hulme’s
academic scholarships to enter the sixth form, including 16 students who gained 9 or more
A*- A / 9-7 grades.
We are academically selective. The pursuit of academic excellence is at the very heart of
who we are as a school. As a result our students achieve highly. In 2016 our Year 11 students
achieved a pass rate of 97%, with over half (54%) of those grades at A* or A.
98%achieved the national benchmark of 5 x A*- C grades including English and Maths. 43%
of Hulme’s Year 11 achieved in excess of 7A* - A grades and 11 achieved 11A*/A grades.
In 2016 our over all pass rate was 99% with over 70% top grades (A*-B) achieved. 11 of our
students achieved in excess of 3 x A grades. Our top performers secured 5, 4, 3A * grades
respectively. We are proud of our success in STEM subjects at A Level. This year 76% of
grades in Maths and 79% grades in Physics at A Level were A* to B.

GIGGLESWICK
SCHOOL
“The school successfully achieves its aims of providing a supportive and
stimulating education. Its core values of participation, respect and
excellence permeate throughout.”
Independent Schools Inspectorate (ISI), 2015

GIGGLESWICK
SCHOOL
Giggleswick is one of the UK’s oldest and most
distinguished schools, founded in 1512 and over 500
years later we proudly maintain its reputation as one of
the top co-educational boarding schools in the north of
England. Our forward-thinking approach to education is
not just about excellent academic achievement, but
providing a well-rounded education, equipping young
people with the skills, confidence and self-belief they
need to embrace their world beyond school.
The modern Giggleswick is a warm and vibrant school
of some 500 pupils between the ages of 3 and 18,
offering both boarding and day provision for boys and
girls in a highly supportive and inspiring environment.
The enriching experience of our boarding ethos
permeates throughout the junior and senior school,
allowing our day pupils as well as boarders to benefit
from the close community, outstanding facilities and
vast range of activities available throughout the
extended day and weekends too.
Our unique brand is further defined by our amazing
location in the beautiful Yorkshire Dales National Park.
Our idyllic and iconic English setting gives life a sense
of adventure and discovery at Giggleswick. Our pupils
enjoy the strong sense of community and the freedom
and space they need to grow as individuals.
Giggleswick is not just a school: it is a way of life.

Pre-School: Years 2 - 4
Children are naturally inquisitive and
curious to explore the exciting world
around them, and at Mill House our
aim is to nurture these enquiring
young minds in a stimulating, fun
and safe learning environment.
Here, play is at the heart of a
genuinely unique pre-school
experience for our youngest
learners, aged 2 to 4 years.
Junior: Years 5 - 10
We are blessed with fantastic
facilities and grounds, which provide
endless opportunities for learning
through discovery. We also benefit
from the use of the wider school’s
theatre, chapel, sports grounds,
swimming pool & design workshops.
Giggleswick has been voted ‘One of
the UK’s Top 10 Best Value School
by The Telegraph, acknowledging our
outstanding teaching and facilities.
Senior: Years 11 - 18
Our academic standards are high
across a broad curriculum and we
embrace a breadth of ability,
supporting each child to achieve their
personal best.
At Giggleswick, success is not just
about grades and academic skills. We
put an equal emphasis on personal
development, helping young people to
build confidence, resilience &
independence, to take responsibility
and initiatives towards success.

GIGGLESWICK
SCHOOL
The most distinctive aspect of a Giggleswick education is its real focus on
personal development and participation. The School is exceptionally good at
discovering and developing individuals’ strengths, nurturing the whole person
with a breadth of educational opportunities and activities, and a ‘can do’
philosophy encouraged by a close and supportive community. Giggleswick is a
values-driven community and places a strong emphasis on participation,
ambition and respect, encouraging all to be creative, aspirational and resilient
whilst looking firmly to the outside world. The Giggleswick Learner profile
defines the character the School encourages in its pupils to give them the very
best opportunities beyond school.
Academic Excellence
Academic standards are high, with the Giggleswick Learner being encouraged
to aspire beyond his or her immediate horizons in all areas. Pupils achieve
some 70% A*-B grades at A level and over 60% of pupils progress to
Russell/1994 Group Universities, the most senior and prestigious
establishments within UK tertiary education. Teaching staff live on, or close to
the Giggleswick campus, ensuring a personal approach to classroom learning
from Early Years right through to GCSE and A Level, and a spirit of investigative
research is nurtured through the School’s participation in the Extended Project
Qualification, where outstanding results are obtained year on year.
Participation, Ambition and Respect
While the School always encourages its pupils to be ambitious with their
academic outcomes, it also recognises that an education that is based on
breadth helps build character. All pupils participate in Giggleswick’s extensive
sporting programme, with the best achieving national and international
standards and each, irrespective of ability, growing in confidence through the
opportunity to participate.

GIGGLESWICK
SCHOOL
The Board and Executive of Giggleswick firmly believe that the qualities of
their distinguished and renowned brand can now be shared to mutually
beneficial effect with an esteemed and respected international partner. A
Giggleswick international partner school or chain of schools will foster new
levels of educational creativity and excellence within the partner’s community,
whilst spreading awareness of the Giggleswick brand and enabling both the
partner and the home school to achieve their financial objectives.
The Giggleswick Board has carefully researched the challenges and
opportunities presented by international expansion and is now ready to commit
swiftly to such a venture once a partnership has been established.
Giggleswick has extensive experience and expertise in shaping and
implementing an educational vision based on an all-age K-12, co-educational
day and boarding environment located on a single site. Yet whilst the
Giggleswick board recognises that such experience will be ideally suited to
many international schools, it is, (whilst naturally wishing to retain suitable
influence), open-minded about the way its brand should be developed in terms
of location, age range and price point.
Giggleswick has a broad range of options within its fee structure, ranging from
excellent value to premium, and recognises that an international partnership
venture will only succeed if the new school or chain of schools reflects both
the best of its and the partner’s own culture.
Giggleswick has a strong international outlook, currently nurturing students
from 14 different countries within a British educational environment. It was also
the first school in the UK to offer a specialist Pre-A level programme for
international students. The School encourages a tolerant, plural and diverse
approach amongst its pupil body and it is envisaged that the new Giggleswick
International School will reflect these values.

Exam Results
Giggleswick School sees increase in top grades at A level
A-Level
Giggleswick celebrated yet another 100% A level pass rate with 36% achieving A*A grades - an
impressive 38% increase on last year's record results. We have enjoyed a long tradition of
excellence in Performing Arts and this year’s A level students achieved 100% A*-B grades in
Theatre Studies and in Music too. Results in Modern Languages were also strong with 100% of
students achieving A*-B grades. Other highlights included our large cohort of Maths students who
achieved 90% A*-B grades and our art students celebrated 88% A*-B grades.
Rather than taking a fourth A level, all of our A level students also take an EPQ (Extended Project
Qualification), with over 78% achieving A*-B grades this year. More and more students are also
choosing to study BTEC’s and 72% of our BTEC Business and Sport students have achieved the
top two grades, offering them the same access to leading universities as top A levels can provide.
Maths students performed well, with 90 per cent achieving A* to B, while of those taking art A
level, 88 per cent achieved the top A* to B. Instead of taking a fourth A level, all at the school take
an Extended Project Qualification (EPQ), with 78 per cent achieving A* to B grades. More and
more students are also choosing to study BTECs and 72 per cent achieved the top two grades,
providing them with the same access to leading universities as top A levels.
Many of the school's pupils have secured their first choices for university, including Imperial
College, London; St Andrew's, Scotland; Durham and Nottingham, where they will be studying a
range of subjects including engineering, architecture, biochemistry, law and film.
GCSE
Giggleswick pupils exceeded national expectations by achieving record top grade results and an
impressive 94% overall pass rate this year, despite concerns over the new, tougher, numerically
graded GCSEs. 46% of candidates achieved A*A equivalent (7-9) grades, compared with a
20.5% national average, and the overall A*-C equivalent pass rate increased to 94%, compared
with a 66.9% national figure.
Our scientists have been top performers again this year with an impressive 87% achieving grades
7-9 in chemistry, 81% in physics, and all science subjects recording a 100% pass rate. There was
more success in drama, music, German, further maths and PE, with a clean sweep of 100%
passes in these subjects too.

d’Overbroeck’s was founded in 1977 by Malcolm van Biervliet.
(d’Overbroeck is a part of his family name which has Flemish origins.)
Malcolm was, indeed is, an inspirational teacher. He left it to others to
run the school while he devoted himself to what he enjoyed best:
teaching. For thirty years, from 1977 until he retired in 2007, he was a
full time teacher (of French and Spanish) and head of the modern
languages department. Malcolm led by example, and his legacy is still
very much in evidence in the ethos and educational approach of the
d’Overbroeck’s of today.
In a city and a county which boast many independent schools with
resounding names and long histories, d’Overbroeck’s has, in a
comparatively short time, established itself as a thriving, forwardlooking
and highly successful school with a robustly distinctive ethos,
an outstanding staff team, and a strong reputation for the quality of its
educational and pastoral provision.
This year has seen some significant developments at the school with
the opening of our new Sixth Form facilities at 333 Banbury Road and
our new boarding house opposite.
These new developments give us substantially more physical space
and enable the school to take its facilities and its educational provision
to a whole new level. The fact that this is a new building has given us
the opportunity to design every aspect of it to be exactly as we want it
- with spacious, light, well equipped classrooms, spaces for private
study in different parts of the building, a new and much bigger library,
state-of-the-art science laboratories, spacious and very well equipped
suites for Art, Drama and Music and a large common room.
The external design and the landscaping of the site makes for a very
attractive setting. And the new, beautifully designed Hall provides
dining facilities for students and staff, as well as a new Auditorium for
music and drama performances and all kinds of other school events.

d’Overbroeck’s offers an exceptional academic and extra-curricular programme
that provides excellent opportunities for individual growth through shared values
and an ethos of commitment to each other.
We’re often asked what makes d’Overbroeck’s different from other schools. Well
of course we offer a progressive and far-reaching academic curriculum delivered
by committed and brilliant staff in excellent facilities. And of course, the learning
environment is supported by a huge range of sporting, cultural and academic
extra-curriculum activities. The school’s success in delivering this programme of
excellence is evident in our exceptional exam results, in students’ joyful
achievements in their extra-curricular activities and in the enthusiastic
endorsement we receive from current and former parents and students.
This success is not accidental. It’s based on an ethos of support for each and
every individual, on the development of shared values, and on offering a caring,
creative, nurturing and relatively informal environment that encourages every
single student to create the very best versions of themselves, both for today and
for the future.
But it’s not just about individual achievement. At d’Overbroeck’s, we embrace the
understanding that we are all in this journey together, that each person – staff as
well as students – contributes to the life of the school and of the wider community
in their own unique and valuable way. It’s an ethos that recognises that humans
do not exist in isolation; that we depend on connection, community, and caring –
quite simply, our humanity depends on each other. In the words of the great
South African Archbishop Desmond Tutu – “A person is a person through other
persons.” This philosophy, which demands a conscious shift in how we think
about ourselves and others, is at the heart of the d’Overbroeck’s philosophy, and
it produces community members who are mature, caring, enthusiastic and
engaged, and who are set on the road not merely for great academic careers but
for truly great lives.

D’OVERBROECK’s
OXFORD
D’OVERBROECK’s
OXFORD
D’OVERBROECK’s
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JUNIOR: Years 7 - 11
That journey begins in Year 7 (or in
Year 9 for those joining us from Prep
schools), where this potential is
identified, challenged and given every
opportunity to grow. At the heart of our
ethos is the knowledge and
celebration of each of our students as
an individual. Our consistently proven
academic excellence comes as a
result of this ethos, as does our
community of students who are
engaged, happy and at ease with
themselves and their peers.
SENIOR: Years 11 - 15
For the second year running,
d’Overbroeck’s is the top school in
Oxfordshire for progress at A level
(value added) and is ranked, for
progress at A level, among the top 2% of
schools in England. The value added
scores describe how much progress
students who studied A levels at a
particular school or college made
between the end of key stage 4 and the
end of their A level studies, compared to
similar students across England.
COLLEGE: Years 16 - 18
d’Overbroeck’s started life in Oxford as
a Sixth Form. Over the years, we have
evolved and grown to become a
successful 11 – 18 school; yet we
remain a school with a big, thriving and
high-achieving Sixth Form.
The combination of the compellingly
distinctive ethos and more ‘grown up’
environment that we have here, the
quality of teaching and pastoral care
that we provide and the high calibre of
our students’ academic and other
achievements.

GCSE Results 2018
32% of all entries achieved 9/8 (A*) grades
• A third of all entries awarded grades 9/8 (A*)
• 58% of all entries awarded grades 9/8/7 (A*/A)
• 100% of entries in English at grade 4 and above
• 100% of entries in Maths at grade 4 and above
• 1 in 7 students achieved all 9-7 (A*/A) grades
58% of all our entries were graded at 9, 8 or 7 which is up on our tally of A*/A
grades last year and which continues our year on year improvement. This
constitutes a significant achievement given all the changes which GCSE is
undergoing at the moment and I’d like to congratulate all the students, staff
and, of course, our parents for all their commitment, dedication and hard work.
It just proves once again that a small, happy, nurturing environment can really
deliver the academic goods. We offer a full and broad curriculum with a strong
academic core. Although based on the National Curriculum, we tailor our
offering to the needs of our students and go significantly beyond national
standards. Our curriculum covers the full range of subjects in the sciences,
humanities, arts and modern languages; it includes music, drama and sport,
both as curriculum subjects and as extracurricular activities.

A level Results 2018
1 in 4 entries achieved A*
• Grade A*: 25%
• Grade A*/A: 55%
• 1 in 4 entries achieved A*
• More than half our entries gained A*/A
• Over a third of all our students achieved 3 or
more A* or A grades
Academic enrichment
In addition to their studies in class students will benefit from many speakers, visits, workshops
and conferences that are part of their course in many subjects. This will enhance their learning
in the classroom and ensure their studies are relevant, active and engaging. d’Overbroeck’s
Plus: a specialist preparation programme for the most competitive courses and universities. Our
Independent Learning Skills course is available to all students who would like to work for short
periods of time on specific skills such as organising their revisions, structuring an essay or note
taking Subject workshops: these are offered by different departments at relevant times during
the academic year. They include support sessions for those wanting help on a particular aspect
of the subject .
Extended Project Qualification: The EPQ is an exciting option for students wanting to pursue a
particular area of interest. There are some general classes to develop research skills but each
student has a personal supervisor to support their work. Most of the projects are focused on a
written report on an academic area but they have also included the creation of a poem, a film ,
dance choreography and a musical composition.

88-90 Hatton Garden
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