Dover College
Effingham Crescent, Dover, CT17 9RH
Pupils
313
Ages
3 - 18
Gender
Co-educational
Type
Primary & Secondary
Head Teacher
Mr Simon Fisher
Boarding / Day
Day, Weekly/Flexible Boarding and Full Boarding
Fees
£3,438 to £6,559
ISC Associations
The Society of Heads, AGBIS, ISBA
Religion
Church of England
Bursaries
Check school website
About Dover College
Dover College is a non-selective school that prides itself on its inclusive approach, focusing on potential and a willingness to integrate into the school environment. The ethos of Pray together, stay together, eat together encapsulates the community spirit that the school fosters. This inclusive philosophy extends to the older students, where skills and aptitudes in arts, sports, and other areas are highly valued.
The school is flexible with admissions, accepting students into most year groups at any point during the academic year. The largest intake occurs in Year 12, attracting a significant number of international boarders and local day pupils, particularly those who have been rejected by grammar schools for sixth form. Entry requirements for Year 12 vary by subject, but a 5+ at GCSE is generally expected.
Dover College’s teaching and learning approach is distinctive, with a thematic curriculum that encourages interconnected learning and debate. This method, inspired by the International Baccalaureate (IB), was introduced in September 2019. While the school does not offer the IB itself, it has adopted its best elements, allowing sixth form students to choose between academic and vocational pathways, complemented by courses in ‘thinking differently,’ ‘leadership and skills,’ and the Extended Project Qualification (EPQ).
The school maintains a full ability spread, including very able students, and its exam results reflect this diverse intake. The value added by the school is evident, with many students who initially failed the Kent Test achieving better A-level grades than their peers who passed it. Extra lessons are routinely offered in the evenings, at weekends, and even during holidays for those who need them.
Class sizes are small, with one class per year in the junior school, rising to two per year in the senior school, usually between 10 and 15 students per class. Setting begins in Year 9 for Science, Maths, and English. Languages offered include French, Spanish, and Mandarin, with Latin recently introduced for Years 7 and 8. The range of subjects available at both GCSE and sixth form is impressive for a school of its size.
The lessons observed were lively, enjoyable, and expertly taught. The Head of Science’s lab, shared with fish and guinea pigs, and the French class with family photos on the board, exemplify the engaging and interactive teaching methods. The junior school history class was well-behaved yet full of energy, a pleasure to watch.
Learning support, known as individual needs, is highly praised by parents, although the school is not equipped for more than mild levels of need. Study skills such as organisation, prioritising tasks, and time management are taught to all students as part of the curriculum.
The arts and extra-curricular activities are a significant focus, with plans for a revamped creative arts centre. Regular productions and a strong music programme, centred around the chapel, are highlights. The art block is a hub of creative calm, offering Photography, Fine Art, and Textiles at A-level.
Sport is varied and inclusive, with every pupil in Years 7 and 8 participating in multiple fixtures. The school offers Rugby, Cricket, Athletics, Cross-country, Hockey, Netball, Tennis, Basketball, Rounders, Swimming, Squash, Sailing, and Horse Riding. Football is particularly popular, with recent tours to Germany and Holland.
Boarding is available from Year 7 upwards, with around a third of students boarding. The boarding houses are described as family-orientated, with homely, comfortable accommodation. Weekends are busy with trips and activities, and staff are praised for their kindness and hard work.
The school’s heritage is rich, built on the site of a 12th-century Benedictine priory. The chapel, with its white crumbly walls and timbered beams, is at the heart of the school. The school welcomes children of all faiths and none, with everyone attending chapel twice a week.
Pastoral care is a strong point, with a high standard of nurturing and care. PSHE is taught throughout the school, ensuring pupils feel happy, safe, and free to thrive. The food, once a source of unhappiness, has improved significantly, with a student food council and new chefs.
Parents are highly supportive and involved in fundraising and helping out. The school offers a range of scholarships and means-tested bursaries.
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ISI Review
Dover College is an independent coeducational day and boarding school located in Dover, Kent, catering for children aged 3 to 18 years. Founded in 1871, the school is situated on the grounds of a former 12th-century Benedictine Priory. The college has a diverse student body, with 318 pupils enrolled, including 93 boarders from 20 different nationalities. The school has made significant strides since its last inspection, with new leadership in place, including a new headteacher and chair of governors.
The school aims to nurture confidence, encourage inquisitiveness, celebrate individuality, and support creative learning, empowering pupils to achieve their personal best within a friendly and diverse community. The philosophy of the Round Square organization, which emphasizes adventure, democracy, environmentalism, internationalism, leadership, and service, is integrated into the school's ethos.
The recent inspection, conducted from February 4 to 6, 2024, involved a comprehensive evaluation by a team of five inspectors over two and a half days. The inspection included lesson observations, discussions with governors, staff, and pupils, and scrutiny of various school documents and records. The inspectors assessed the school's adherence to the Independent School Standards, the Early Years Foundation Stage statutory framework, and the National Minimum Standards for boarding schools.
The inspection findings indicate that the school has a clear vision and a detailed understanding of its strengths and areas for development. Governors and school leaders are committed to continuous improvement, and subject leaders effectively plan the curriculum to provide engaging lessons and co-curricular activities that foster pupil progress. Pupils generally make good progress, particularly in the prep school and at GCSE level. However, there are inconsistencies in progress for sixth-form students and those who speak English as an additional language (EAL). The school has been encouraged to expand its data analysis to include all sub-groups, particularly the more able pupils, to ensure appropriate challenges are provided.
Support for pupils with special educational needs and disabilities (SEND) is robust, with individual and group lessons tailored to meet their needs. The school has invested in staff and resources to address the increasing demand for support in this area. Relationships among pupils and between pupils and staff are positive, contributing to a calm and purposeful atmosphere. The pastoral care system is attentive, ensuring that pupils feel valued and cared for. The house system promotes camaraderie and healthy competition, fostering a sense of community.
The school has effective measures in place to prepare pupils for the next stage of their education. Regular visits to the senior school and a comprehensive induction program help ease the transition for younger pupils. The careers department has received recent investment, providing pupils with valuable information about the world of work. Senior pupils receive balanced advice on subject choices, careers, and university options, leading to successful placements in a variety of destinations.
Pupils are encouraged to contribute to the community beyond the school through charity work and participation in programs like the Duke of Edinburgh Award. The school offers a range of co-curricular activities that develop pupils' skills and interests, including sports, arts, and leadership opportunities. Boarding facilities are generally comfortable, with plans for improvements in accommodation. However, the school has been advised to enhance its monitoring of boarding to ensure risk management and the comfort of boarding accommodations.
Safeguarding arrangements are effective, with designated safeguarding leaders ensuring staff are well-trained and that there is effective communication with external agencies. Pupils feel confident in reporting concerns and know where to seek help. Regular reviews of safeguarding practices help identify trends and ensure the safety and well-being of all pupils.
The inspection concluded that the school meets all relevant standards across various areas, including leadership and management, the quality of education, pupils' physical and mental health, social and economic education, and safeguarding. The school has been recommended to take specific next steps, including improving the monitoring of boarding, expanding data analysis for attainment, reviewing support for EAL pupils, and enhancing lesson observation practices to share good practices among staff.
Overall, Dover College demonstrates a commitment to providing a high-quality education in a supportive environment, fostering the personal and academic growth of its pupils. The school is well-organized, with clear procedures for addressing identified issues and a proactive approach to risk management. The governing body plays an active role in overseeing the school's operations, ensuring that the ethos of inclusivity and support is maintained throughout the school community.
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Last Updated: 8 October 2024