St. Andrew's College Cambridge

St Andrew’s College is an independent co-educational boarding and day school located in Cambridge, registered since 1976. The institution primarily serves international students, offering pre-A-level, A-level, and University Foundation courses. The school comprises a Year 11 cohort and a sixth form, with seven boarding residences situated within a 15-minute walk from the main teaching campus. The boarding facilities include three residences for female students and four for male students. Since the last Ofsted inspection in 2018, St Andrew’s College has become part of the Dukes Education Group, which oversees its governance.

The school aims to create a safe, caring, and friendly community that fosters both academic and personal growth for all students, regardless of their abilities. It emphasizes the development of independent learners who can communicate effectively in English, both socially and academically. The student body is diverse, representing over 21 nationalities, with a small number of day students living nearby. Nationally standardized test data indicates that the students' abilities are above average compared to their peers. The school supports one student with special educational needs and provides additional assistance for 113 students for whom English is an additional language.

The Independent Schools Inspectorate (ISI) conducted a compliance-only inspection to assess the school’s adherence to the Independent School Standards and the National Minimum Standards for Boarding Schools. The inspection revealed that the school does not meet all required standards and must take immediate action to address identified deficiencies.

In terms of educational quality, the school has demonstrated that its teaching enables students to make good progress at both GCSE and A-level, with documented curriculum plans and effective behavior management in place. The school provides a suitable program of activities for boarders and offers relationships and sex education in accordance with statutory guidance. Overall, the standards related to the quality of education are met.

The spiritual, moral, social, and cultural development of students is actively promoted, fostering responsible and tolerant citizenship. Boarders are encouraged to express their views, and their relationships with peers and staff are based on mutual respect. The standards in this area are also met.

Regarding the welfare, health, and safety of students, the school has established arrangements to safeguard students, promote good behavior, and prevent bullying. Health and safety requirements are generally met, including fire safety and first aid provisions. However, the school has not ensured that boarders receive good quality, nutritionally balanced meals with sufficient variety and quantity. Additionally, the school does not provide lunches or evening meals on weekends, which is a significant shortcoming. The number of staff supervising boarders outside teaching time is also insufficient, considering the age, number, and individual needs of the students.

The standards related to welfare, health, and safety are partially met, with specific action points identified. The school must ensure that all boarders receive adequate meals throughout the week and that sufficient staff are available to supervise them outside of teaching hours.

In terms of staff suitability, the school conducts appropriate checks to ensure that staff, supply staff, and proprietors are suitable to work with students. The standards in this area are met, and visitors to boarding accommodations are appropriately supervised.

The premises and accommodation provided by the school meet the necessary standards, with suitable facilities for students’ medical and therapy needs. The school maintains its premises to a standard that ensures health and safety, with adequate water provision and outdoor space for physical education.

The school publishes a range of information for parents, including details about the proprietor, the school’s ethos, curriculum, and arrangements for admission and behavior. The safeguarding policy is available on the school’s website, and a statement of boarding principles and practice is published.

Complaints from parents are handled effectively through a structured process, with clear time scales and appropriate record-keeping. The standards related to the handling of complaints are met.

However, the leadership and management of the school do not consistently demonstrate the necessary skills and knowledge to ensure that all standards are met. The proprietor has not ensured that boarders receive sufficient quality and quantity of food or that there are enough staff supervising boarders outside teaching time. The standards related to leadership and management are not met, necessitating action to improve the effectiveness of leadership in promoting student well-being.

The inspection involved observing lessons, discussions with students, and examining samples of students’ work. Inspectors also engaged with staff and governors, observed extracurricular activities, and reviewed documentation provided by the school. The findings indicate that while the school meets many standards, significant areas require immediate attention to ensure compliance with regulatory requirements and to enhance the overall quality of education and care provided to students.

In summary, St Andrew’s College has strengths in its educational offerings and student development but faces critical challenges in meeting the welfare and nutritional needs of its boarders. The leadership must take decisive action to address these deficiencies to ensure that all students receive the quality of care and education they deserve.