MQuality Assurance visit of Malvern College Chengdu
by Malvern College International
October 2016
Letter for Parents of Malvern College Chengdu
Malvern College Chengdu (MCC)’s aims and ethos are derived from those of Malvern College UK (MCUK) which licences its name and best practice to the school. MCUK maintains close contact with the school through the senior staff of Malvern College International (MCI). MCI works in genuine partnership with MCC, through regular communication with the Headmaster and Business Director, termly visits to the school, attendance at Advisory Board meetings and through an annual Quality Assurance (QA) visit, which is conducted by MCI on behalf of MCUK. The purpose of this visit is to review the overall quality of the educational provision and ensure that the school is being managed in accordance with the aims and ethos of Malvern College UK.
Malvern College Chengdu was visited for the annual QA visit between 24th and 26th October 2016 by Miss Nicola Dudley, Director of Education for MCI and Mr Chris Hall, former Head of Science of Malvern College UK. During the visit, discussions took place with students, teaching and support staff, senior managers and the Chief Executive; all teachers were observed; the boarding houses were visited and meals were taken with students in the school dining hall. This letter provides a summary of the QA team’s observations around academic and co-curricular, pastoral and boarding arrangements.
From observations and discussions it was evident that the students are Malvernian in their attitudes and were unfailingly polite, welcoming, hard-working, busy and confident. It was clear that they uphold the values and ethos of Malvern College and take pride in their school. In line with a Malvern Education, the school is committed to the holistic development of students with a focus on both the academic and the personal development of students. The academic curricular programme is appropriately tailored to the needs of the students with a programme of English enrichment firmly embedded into the curriculum. There is a very wide range of co-curricular clubs provided and overall the provision and organisation of the co-curricular programme is excellent. Leadership skills and Study skills are an explicit part of the curricular provision to support the students in becoming confident, articulate individuals, with the ability to work independently.
In lessons the teaching observed was overall of a very high standard. It was clear that the teachers had high expectations of their students, that the lessons were well structured and that students who found learning difficult owing to their level of English language skills were well catered for, often with the aid of co-tutors in class. In the best lessons the pace was brisk with the students fully engaged and involved, discussing and questioning. In some lessons observed the students were encouraged to take responsibility for their learning by researching topics independently and co-operatively. There were some impressive examples of marked work with full and detailed comments that enable the students to progress and
develop. There was also evidence of peer marking which proved beneficial to the students. The newly appointed Deputy Head Academic is in a very good position to take the academic development of the school forward, implementing and embedding academic management procedures across the school to ensure consistency and quality of practice.
Overall the pastoral care of students is very good and staff demonstrate a high level of care for the students. The care and welfare of individual students is well supported by a team of people including tutors, co-tutors, and boarding house staff. Staff are aware of their duty with regard to safeguarding the welfare of students and appropriate training is provided. The system of Merits to reward good work and behaviour is well embedded. With the first cohort entering Sixth Form this academic session, a focus is being put on university and careers guidance and Lower Sixth students are being well supported by tutors, with a range of university visits and parents’ information sessions organised to support the process leading to university applications in Upper Sixth. Student Voice meets monthly with the Headmaster, providing students with a forum to raise concerns and put forward suggestions.
Boarding is a new experience for the majority and therefore there is a focus on developing teamwork and an appreciation of others’ needs when living together. Students spoken to enjoy the experience of boarding and appreciate in particular having their friends around. The boarding houses were comfortably furnished and well maintained. It is clear that boarding staff know students well as individuals and look out for their welfare, supported by the school nurse who deals with all medical concerns.
In conclusion, since opening in August 2015, the school has been well led during the first year of operation and has established strong foundations on which to build, supported by committed and high calibre staff. The focus in the second year is on ensuring the structures, procedures and resourcing are able to support the demands of a rapidly growing school. From detailed discussions during the QA visit it was clear that the Chief Executive and senior management team are aware of the key areas to prioritise in taking the school forward to the next level.
Miss Nicola L Dudley
Director of Education
Malvern College International
December 2016
