Marylebone Boys’ School, located in London, has been recognized as a good school following its inspection on November 15 and 16, 2022. The school is well-regarded by pupils and their families, who appreciate its welcoming environment. Students demonstrate politeness and respect towards one another and the staff, contributing to a positive atmosphere. Each pupil has two designated adults they can confide in, ensuring their safety and well-being.
The curriculum at Marylebone Boys’ School is ambitious and thoughtfully designed, with high expectations set for all students, including those with special educational needs and disabilities. This approach is effectively implemented in the classroom, where pupils engage with a broad and detailed knowledge base across various subjects. The majority of students continue to the sixth form, with nearly all progressing to universities of their choice.
Pupils serve as excellent ambassadors for their school, displaying eagerness to learn and actively participating in a wide range of extracurricular activities organized by the staff. The behavior within the school is calm and respectful, with reports of rare bullying incidents that are promptly addressed by the staff. The trust pupils have in their teachers to manage such situations contributes to a secure learning environment.
The school excels in providing a curriculum that aligns with national expectations, with leaders carefully considering what pupils need to learn. Teaching is structured to allow students to revisit and reinforce their understanding, which aids in long-term retention of knowledge. For instance, in science, pupils develop a solid understanding of scientific methods, enabling them to conduct complex investigations. Similarly, in design and technology, younger students learn about various materials, which prepares them for practical applications in their projects.
Teachers regularly assess pupils’ understanding, quickly identifying and correcting misconceptions. The strong subject knowledge of teachers is enhanced through ongoing professional development. However, in some subjects, the sequence of learning is not fully established, leading to less clarity regarding the end goals for pupils. This can hinder the development of secure knowledge in those areas.
Reading is a significant focus at the school, with leaders and teachers promoting its importance. Pupils express enthusiasm for the books they read, and targeted support is provided for those needing to catch up, helping them improve their reading skills.
Support for pupils with special educational needs is robust, with staff trained to address diverse needs effectively. While behavior and attitudes towards learning are generally positive, some teachers may not communicate their expectations clearly, which can affect pupil engagement.
The school offers an extensive program aimed at developing responsible citizens and critical thinkers. Pupils learn resilience through challenges such as redrafting work and managing setbacks. They are educated about healthy relationships in age-appropriate ways, and the careers program prepares them for future educational and employment opportunities.
Almost all pupils participate in after-school and enrichment activities, which include a variety of subjects and interests. The school is attentive to staff workload and well-being, with the governing body closely monitoring this aspect. Leaders maintain strong communication with parents and carers.
The safeguarding arrangements at Marylebone Boys’ School are effective, with a strong culture of vigilance among staff regarding pupil welfare. Leaders work collaboratively with external agencies to ensure pupils receive necessary support promptly. Staff and governors engage in relevant training to keep their safeguarding knowledge current, and pupils report feeling safe within the school environment.
To improve, the school needs to clarify curriculum end points and ensure better sequencing of learning in certain subjects. Additionally, leaders should ensure that teachers consistently communicate behavior and learning expectations to align with the school’s standards.
