Oxford International College

School and boarding progress monitoring inspection report

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Oxford International College 1-5 London Place, Oxford OX4 1BD

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this inspection

Boarding provision outcome The school meets all of the national

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(a), 2(2), 2(2)(d) to 2(2)(d)(ii), 2(2)(g), 2(2)(i) to 2A(1), 2A(1)(b), 2A(1)(d) to 2A(2)  At the last standard inspection, there were weaknesses in the quality of personal, social, health and economic (PSHE) education. Students in the sixth form did not receive any PSHE education as part of their curriculum. As a result, despite their academic studies equipping them well for future study, pupils were not adequately prepared for living in Britain.  Leaders have comprehensively overhauled arrangements for supporting pupils’ broader development. There is now a clear written policy for how PSHE will be delivered and how it is expected to contribute to pupils’ learning beyond the academic curriculum. PSHE is now an integral part of the curriculum for all pupils, including those in the sixth form. Weekly ‘life skills’ sessions taught by subject specialists are complimented by themes in

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Main inspection findings

assemblies and tutor time activities.  The school has sensibly sought advice from external experts and its sister school in putting the PSHE curriculum together, learning from what has been successful in other similar contexts. Written schemes of work cover an appropriate range of themes, which help pupils to learn about relevant topics such as healthy living, British law, relationships and consent. It promotes respect for those with protected characteristics.  There is currently some repetition in what is planned for each of the year groups to learn, recognising the gaps in pupils’ learning that stem from the historical weaknesses in the curriculum and which now need addressing. Additionally, some pupils told inspectors that topics are not always well timed to match their perceived or actual needs. For instance, some described wanting to learn sooner about how to open a bank account or navigate the public transport system to help them adjust practically to living

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Main inspection findings

in Britain. Staff have sought pupils’ feedback about the relevance and impact of the PSHE programme, in preparation for reviewing and updating the curriculum for the year ahead.  The two teachers who deliver the curriculum plan collaboratively, which helps to ensure consistency in what pupils are taught. The school’s nursing team supports teaching about sexual health and contraception. In time, there are plans to bring in other experts from beyond the school to help teach other specialist topics.  The ‘life skills’ PSHE programme incorporates arrangements for delivering relationship and sex education (RSE). The written RSE policy is thorough and reflects statutory requirements. The policy is shared with parents and carers via the school’s website and offers the opportunity to review the teaching materials and ask questions if they wish. Arrangements for withdrawing pupils from sex education are described clearly in the

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Main inspection findings

policy, mirroring the requirements and language contained in statutory guidance.  The school now meets the previously unmet independent school standards (the standards) in this part.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(b)(vi)  At the last standard inspection, arrangements for pupils’ spiritual, moral, social and cultural development were not good enough. Pupils were not taught specifically about what it means to be a citizen in 21 st century Britain. Consequently, they were not equipped to understand the opportunities and challenges they experienced as part of their daily lives as pupils at the school.  The ‘life skills’ programme is now in place for all pupils, providing a structure for their PSHE. The planned curriculum has a deliberate focus on relationships, which helps to enhance the school’s focus on respectful and accepting behaviours. These behaviours are demonstrated routinely in pupils’ interactions with each other and with staff.  The student council now helps to provide pupils with a voice about issues that matter to

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Main inspection findings

them. Pupils know that they can feed in their thoughts and ideas via weekly meetings, although they are less convincing about the difference this makes. They reflect some changes since last year, such as having fewer Saturday tests.  Assemblies and tutor time now provide pupils with additional opportunities to learn about life in modern Britain. Assembly themes reflect national events such as science week and neurodiversity week, as well as helping pupils to learn about the rule of law. Where safeguarding or behaviour logs identify specific risks to pupils such as in relation to scamming leaders adapt the programme in response, as well as providing specific support to the individuals involved.  Expectations for tutor time have been raised. Staff now take the role of ‘strategy tutor’, overseeing pupils’ pastoral needs as well as their academic progress. Activities such as mindfulness and world news are incorporated into a weekly programme. Pupils report

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Main inspection findings

the quality of this to be variable, with some speaking positively about their tutor time experience but others less so.  Deliberate changes have enhanced the range of extra-curricular opportunities provided to pupils. The ‘super-curricular’ offer now has an additional strand that reflects the creative arts. Enrichment weeks incorporate cultural trips to Bath and London and visits to the theatre. Leaders are reviewing the extra-curricular offer through discussion with pupils to ensure pupils experience an appropriate balance between academic and social and cultural development.  The school now meets the previously unmet standards in this part.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 8(b), 32(1)(c)  At the last standard inspection, safeguarding was judged to be ineffective. Leaders and staff lacked the knowledge and training to understand and carry out their safeguarding duties. There was a lack of transparency around reporting concerns to external agencies such as the local authority or engaging with overseas agencies when necessary. This led to some pupils being at increased risk of harm.  Swift and rigorous action has been taken to address these significant weaknesses. Thorough, relevant and ongoing training is equipping staff, leaders and those responsible for governance with the knowledge and understanding to carry out their safeguarding duties effectively. Pupils’ safety and welfare are at the heart of decision-making, reflecting an open culture across the school. Improved communication between school and boarding staff is a vital element of this.

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Main inspection findings

 The updated safeguarding arrangements are captured clearly in the written safeguarding and child protection policy, which is published on the school’s website. The policy links clearly to the local safeguarding children partnership as well as the expectations and routines set out by the proprietor body. Contact details for staff and external support are readily accessible for anyone who might need them. The policy provides a useful reference point for staff, who are knowledgeable about its content.  The school now demonstrates an astute awareness of the potential additional risks for their pupils, linked to the school’s context. For example, staff are alert to pupils being at increased risk of criminal exploitation, because they are living and studying overseas. Leaders were able to demonstrate examples of where, as a result of deliberate teaching to raise awareness, pupils have alerted them to situations where they were at increased

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Main inspection findings

risk of harm. Evidence showed these concerns to be addressed robustly, with useful action taken to reduce the risk in the future such as through communication to pupils, staff and parents about signs to look for.  Oversight of safeguarding across the school and boarding provision is thorough and effective. Staff report concerns in a timely way and record them on a central system that helps build a picture over time for each pupil. The quality of written records is improving over time, as a result of ongoing staff training and support from the designated safeguarding lead and their team. Senior leaders keep safeguarding records under close review, acting quickly when necessary. Referrals to the local authority for additional support are appropriate. Leaders demonstrate persistence in contacting other external agencies such as foreign embassies, where this is helpful or necessary in ensuring pupils are safe.

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Main inspection findings

Paragraph 15  At the last inspection, oversight of attendance was not fit for purpose. Systems and routines for monitoring attendance were not working as they should. As a result, leaders were not sufficiently alert to patterns in attendance and records were not wholly accurate.  Arrangements for pupil registration have been strengthened and are securely in place. Pupils and staff understand the expectations for registering promptly at the start of every lesson. Newly appointed attendance officers review registers in real time, following up quickly on any pupils who appear to be unaccounted for. Longer-term monitoring helps to identify patterns where attendance is not as good as it should be. This enables staff to take action where necessary, including where this identifies a welfare concern. As a result of these clear expectations and routines, attendance and punctuality to lessons are high.  Arrangements for identifying missing pupils are clear, understood and fit for purpose.

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Main inspection findings

Close working between the boarding house and school staff ensures that pupils are accounted for as they move between the residential and educational settings. Protocols are in place to help staff to act with suitable urgency in the event that a pupil does not arrive on the school site when expected to do so.  The previously unmet standards in this part are now met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  All of the standards in this part were unmet at the last inspection. Leaders and proprietors had not fulfilled their statutory duties in relation to safeguarding, which put pupils at increased risk of harm. A lack of oversight meant that weaknesses in the school’s provision had gone unnoticed or not been addressed. The proprietor body had not ensured that all of the standards were being met. The unmet standards were having a negative impact on leaders’ work to support pupils’ well-being.  Leaders’ response to the last inspection has been robust and impactful. A root-and- branch review has led to fundamental changes in how the school operates. Senior leaders hold a detailed and accurate view of the school’s strengths and weaknesses. This is helping them to take purposeful and ongoing action to improve the school, while

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Main inspection findings

retaining existing strengths in academic excellence.  Deliberate links are now in place that enable school staff to work more closely with their boarding house counterparts for the benefit of pupils. Improved communication and access to information is helping promote a shared ethos across all parts of the school. Systems and routines enable staff to easily share relevant information about pupils’ learning and welfare. This is contributing to all staff having a better oversight of pupils’ pastoral needs as well as their academic ones, promoting their well-being successfully.  Arrangements for governance have changed since the last inspection. The governing body has expanded, with all members new to their roles. Some, including the chair, are employees of Nord Anglia Education, the parent company that oversees the proprietor body. Others are deliberately independent of the school, proprietor body and Nord Anglia

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Main inspection findings

in order to provide a helpful external perspective. The chair of governors is also the chair of the proprietor body, providing a direct link between the school’s governance and the proprietor.  All governors bring relevant expertise and experience to their roles, which enables them to evaluate standards in the school accurately. As a result, they have a clear view about where the school is on its journey of improvement. They provide useful support and challenge to leaders about the purpose and impact of their work. Governors are fully attuned to their legal duties, including in relation to safeguarding, equality and meeting the standards and national minimum standards for boarding.  The school now meets all of the standards in this part.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Arrangements are in place for the school to meet their duties under the Equality Act 2010. The equality policy and accessibility plans are published on the school’s website. Both documents are fit for purpose and demonstrate leaders’ awareness of their requirements under the Equality Act 2010.

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Main inspection findings

Boarding provision The national minimum standards that were assessed during this inspection Standards 2, 2.2, 2.4, 2.5, 2.6, 2.7, 2.8  A new leadership team has been established, including a newly appointed principal, designated safeguarding lead and boarding management team. All individuals hold the relevant skills, experience and qualifications to ensure effective leadership.  The new boarding management team is actively transforming the boarding experience for pupils, placing a strong emphasis on their well-being and helping to ensure pupils’ voices are heard. This approach is helping leaders be fully aware of pupils’ needs and to take prompt, effective action when issues arise.  The head of boarding conducts regular meetings with staff to communicate key topics and updates. The introduction of a synchronised handover system has significantly improved communication between houseparents and staff, fostering a collaborative work

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Main inspection findings

environment. Staff report feeling a strong sense of pride in their roles and in the care they provide to pupils.  The addition of staff to monitor pupils’ attendance has improved safety by ensuring pupils are accounted for. With the introduction of a waking-night houseparent and increased staffing levels, pupils always have access to a responsible adult for support or in case of emergencies. This is providing greater security and peace of mind for both pupils and staff.  The staff training programme has been reviewed and enhanced, with additional courses focusing on safeguarding and pupil well-being. Staff now feel better equipped to support the diverse needs of pupils.  These national minimum standards are now met. Standards 4 and 4.8  School leaders have reviewed the closed-circuit television (CCTV) system and implemented clear signage in the pupils’ boarding houses. Staff responsible for CCTV monitoring have received the necessary training, ensuring the system is used

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Main inspection findings

appropriately. In addition, actions have been taken to manage the use of CCTV in boarding houses. This has prompted ongoing discussions with pupils to help them understand the purpose of CCTV and how the information is stored and used.  These national minimum standards are now met. Standards 7, and 7.2 to 7.3 and 7.6  The newly recruited nursing team provides expert support to staff, helping them meet the health needs of pupils.  Nursing staff have conducted a thorough review of health care management and medication administration systems. This has created clearer, more effective processes that have improved pupils’ experiences during and outside school hours.  Pupils have shared positive feedback about the one-to-one support they receive, including assistance with health appointments and emergency treatment.  The nursing team has contributed to the school’s renewed focus on the ‘life skills’ curriculum, encouraging pupils to engage with topics like sexual health, mental health and

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Main inspection findings

well-being.  Staff have benefited from clearer medication administration strategies, with strong oversight and electronic recording systems improving safety and reliability.  School leaders have prioritised pupils’ health and well-being, with a range of well-being events, leisure activities and extra-curricular opportunities enhancing pupils’ work–life balance.  These national minimum standards are now met. Standards 8, 8.1, 8.4  By working together, school leaders have significantly improved responses to pupils’ safety and well-being. Regular safeguarding training, boosted by extra in-service training days, have equipped staff with a clearer understanding of their roles and responsibilities in safeguarding pupils. The designated safeguarding lead has reviewed the safeguarding policy. This has further strengthened the school’s approach to keeping pupils safe. For example, there is more effective support for international pupils.

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Main inspection findings

 Staff read policies and complete online training before taking up employment. This is equipping them with the necessary knowledge to support pupils effectively.  The school collaborates closely with external safeguarding professionals and local schools. It provides resources to parents and pupils to help them recognise and manage risks. Safeguarding concerns are promptly addressed and patterns are reported to the relevant authorities.  The designated safeguarding lead conducts monthly audits. These are reported to governors and school leaders and contribute to an annual report. Key actions and learning points are shared in weekly meetings, keeping staff well informed.  The designated safeguarding lead has introduced a low-level concerns policy, promoting a transparent and open culture where staff feel comfortable seeking guidance when unsure.  The designated safeguarding lead’s collaboration with external agencies, including the

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Main inspection findings

police and international embassies, is enhancing pupils’ risk assessments and safety plans. This partnership ensures that pupils receive tailored support and guidance, helping them develop strategies to stay safe and navigate potential risks.  These national minimum standards are now met. Standards 11, 11.1, 11.4, 11.6  School leaders have reviewed how pupils receive and understand information before arriving at the school. This is helping to ensure that pupils are well-informed and fully prepared for boarding life.  There are now several new and improved ways for pupils to be consulted, ensuring their voices and experiences are heard. The introduction of an advocacy service offers pupils access to a professional who can provide support outside the school, including representation in meetings about their well-being and progress.  Since the last full inspection, school leaders have employed two new independent

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Main inspection findings

listeners, providing pupils with additional, impartial support. Information about the listeners is displayed on posters in boarding houses. School leaders held an assembly to ensure all pupils are aware of the independent listeners role and how to access this support.  These national minimum standards are now met. Standards 14, 14.3  School leaders have established a clear and comprehensive system for managing complaints, ensuring that all concerns, both formal and informal, are addressed consistently and effectively. They regularly analyse the patterns and themes from complaints to identify recurring issues and gain a deeper understanding of pupils’ current concerns. This proactive approach is helping leaders address problems early, make necessary improvements and continuously refine their strategies to meet pupils’ needs.  Pupils have expressed satisfaction with how their complaints and concerns are managed.

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Main inspection findings

They feel that their voices are heard and respected. Most complaints are resolved directly by staff, without the need for escalation. However, in cases where a complaint cannot be resolved at the school level, it is appropriately escalated to governors for further review. This is ensuring that all concerns are taken seriously and followed through to resolution.  These national minimum standards are now met. Standards 17, 17.1, 17.3  A new ‘life skills’ curriculum has been introduced to proactively educate pupils on essential topics such as sexual health, risk-taking and healthy lifestyles. This curriculum is supported by a variety of resources, including books and materials, which are available in the boarding houses.  Staff have invested considerable time and effort into creating the new curriculum focused on life skills. Pupils have expressed great enjoyment in discussing topics, feeling that the

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Main inspection findings

school has become a place where well-being is prioritised and supported.  Boarding staff numbers have more than doubled since April 2024, providing additional support for pupils. All staff complete a thorough induction and training process. There is an effective probation review in place to assess staff performance and provide necessary support.  These national minimum standards are now met. Standards 18, 18.2, 18.4  School leaders have introduced a wide range of extra-curricular activities, carefully balancing academic expectations with pupils’ well-being. The offerings are exceptionally broad, including local sports clubs and larger trips such as theme park visits, ensuring there is something for everyone.  The introduction of enrichment weeks provides pupils with unique opportunities for a variety of work experience activities, helping them gain practical skills and explore different career paths.

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Main inspection findings

 The well-being offer is comprehensive, providing staff with a thorough understanding of each pupil’s individual needs. This enables them to offer tailored support, ensuring that pupils receive the specific care and attention required to promote their overall well-being.  These national minimum standards are now met. Standards 19, 19.1  The school has reviewed working arrangements with partner organisations, improving communication and the sharing of information. This enables leaders to be more confident in the staff working closely with pupils. Additionally, the introduction of a new single central record (SCR) system allows school leaders to quickly identify any instances of non- compliance, enhancing oversight and accountability.  These national minimum standards are now met. Standards 20 to 20.1 and 20.3  The new boarding management team has had a significant impact on staff development by demonstrating a clear understanding of the importance of enhancing staff skills. Their

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Main inspection findings

leadership has prioritised providing staff with valuable professional growth opportunities, including regular training sessions and reflective practices. This focus on development has led to noticeable improvements in staff confidence, effectiveness and overall job satisfaction, ultimately benefiting the pupils they support.  Under the guidance of the new team, a structured approach to professional development has been introduced, ensuring that staff are equipped with the latest skills and knowledge. By emphasising continuous learning, the boarding management team has empowered staff to feel more prepared and capable of addressing pupils’ diverse needs.  School leaders have recruited additional boarding staff, leading to stronger support and supervision for pupils in boarding houses. Pupils are now more closely supported in their daily routines, whether moving to and from the boarding houses, settling in at night or

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Main inspection findings

seeking professional guidance when needed. Houseparents have taken on mentoring roles for small groups of pupils, providing each child with a familiar and trusted adult they can turn to for advice, encouragement and care.  These national minimum standards are now met.

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standards for boarding schools

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’), the national minimum standards for boarding schools and associated requirements that were checked during this inspection. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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The school now meets the following independent school standards

Part 1. Quality of education provided.  2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aim and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs; – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  2A(1) The standard in this paragraph is met if the proprietor-

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The school now meets the following independent school standards

– 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and – 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph

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The school now meets the following independent school standards

(1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which- – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence; – 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and – 5(b)(vii) encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England;

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  8 Where section 87(1) of the 1989 Act 3 applies in relation to a school that standard in this paragraph is met if the proprietor ensures that- – 8(a) arrangements are made to safeguard and promote the welfare of boarders while they are accommodated at the school; and – 8(b) such arrangements have regard to the National Minimum Standards for Boarding Schools or, where applicable, the National Minimum Standards for Residential Special Schools.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school’s internet website or, where no such website exists, are provided to parents on request;

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

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Part 8. Quality of leadership in and management of schools

 The school now meets the following national minimum standards for

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residential special schools

 2.2 The school’s leadership and management, including its governing body where appropriate, demonstrate good skills and knowledge, appropriate to their role and undertake appropriate training as required.  2.4 The school’s leadership and management fulfil their responsibilities consistently and effectively so that the standards are met.  2.5 The school’s leadership and management and governance actively promote the well- being of pupils.  2.6 Senior boarding staff are knowledgeable and experienced and have undertaken appropriate training in the management and practice of boarding. They use this to ensure that boarders’ welfare is safeguarded and promoted.  2.7 The school follows and maintains the policies and documents described in Appendix A.  2.8 The records specified in Appendix B are maintained and monitored by the school and action taken as appropriate.  4.8 Any use of biometric data/technology or surveillance equipment (e.g. CCTV cameras)

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residential special schools

or patrolling of school buildings or grounds for security purposes does not intrude unreasonably on boarders’ privacy. Any schools which use biometric technology and/or CCTV should set out the rationale for its use in the school’s security policy. In addition, schools using CCTV must be registered with the Information Commissioner’s Office (ICO) and comply with relevant data protection legislation including the UK General Data Protection Regulations, the Data Protection Act 2018 and the Protection of Freedoms Act 2012.  7.2 Boarders are supported and educated to understand their health needs, how to develop and maintain a healthy lifestyle and to make informed decisions about their own health.  7.3 Effective arrangements are made to care for boarding pupils who are sick or injured.  7.6 All medication is stored safely and securely, and accurate records are kept of its administration. Staff are properly trained to provide the support that pupils need when

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residential special schools

administrating medicines. Prescribed medicines are given only to the boarders to whom they are prescribed. Boarders allowed to self-medicate are assessed as being sufficiently responsible to do so. Where applicable, schools have regard to government guidance.  8.1 The school should ensure that: arrangements are made to safeguard and promote the welfare of pupils at the school; and such arrangements have regard to any guidance issued by the Secretary of State.  8.4 Keeping Children Safe in Education sets out that boarding schools have additional factors to consider with regard to safeguarding. As such it will be important that the boarding school’s child protection policy (and/or other policies if appropriate) reflect: the school’s policy on sexual relationships between children (and importance of boarders understanding this policy); the school’s approach to child-on-child abuse, reflecting the unique nature of boarding accommodation and the risks associated with children sharing

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residential special schools

overnight accommodation, the approach to harmful online content and how boarders’ devices are managed in terms of bringing a device into the school, and harmful content that may already be downloaded on to it, and the opportunity to download harmful content via 3,4 and 5G that will bypass the school’s filtering and monitoring systems.  11.1 There is an appropriate process of induction and guidance for new boarders and that process includes information covering the standards 11.2 through 11.6.  11.4 The school identifies at least one person other than a parent, outside the staff, and those responsible for the leadership and governance of the school, who children may contact directly about personal problems or concerns at the school. This person may be known as the ‘independent person.’ Children know who this person is, know how to contact them and feel comfortable talking to them. The person is easily accessible.

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residential special schools

 11.6 Boarders are provided with appropriate advocacy support where necessary and are made aware of what advocacy services are available, how they may access such support and any entitlement they may have to advocacy provision, and that advocacy provision adheres to the National Standards.  14.3 The school’s written record of complaints identifies those complaints relating to boarding provision, and action taken by the school as a result of those complaints (regardless of whether they are upheld). The school should keep a record of complaints made but later withdrawn. The school should keep under review any emerging patterns arising from complaints.  17.1 Boarders are supported to develop good relationships with fellow pupils and staff which are based on mutual trust and respect. Through regulations made under section 34 of the Children and Social Work Act 2017, boarding schools are required to teach

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residential special schools

relationships education to primary school pupils and relationships and sex education to secondary school pupils.  17.3 Staff understand and help boarders to understand what makes a healthy, nurturing relationship. Staff are trained to think curiously about and recognise the signs of children at risk of or involved in damaging relationships with others, including teenage relationship abuse, criminal exploitation, sexual exploitation, and child-on-child abuse, and take appropriate action when they have a concern.  18.2 All boarders are able to access a good range and choice of activities outside teaching time, including sufficient and suitably timed free time each day. Suitable risk assessments are in place and followed for any activities which may put boarders at risk of harm. These should not prevent children having experiences that provide challenge and adventure.  18.4 Schools where there are unusual or especially onerous demands on boarders ensure

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residential special schools

that these are appropriate to the boarders concerned and do not unacceptably affect boarders’ welfare.  19.1 Schools operate safer recruitment and adopt recruitment procedures in line with the regulatory requirements and having regard to relevant guidance issued by the Secretary of State.  20.1 Any staff member or volunteer employed or volunteering in a position working with boarders has a job description reflecting their duties, receives induction training in boarding when newly appointed, and receives regular reviews of their boarding practice, with opportunities for training and continual professional development in boarding.  20.3 The staff supervising boarders outside teaching time are sufficient in number, training and experience for the age, number and individual needs of boarders, and the locations and activities involved.

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School details

Social care unique reference number 1257929

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. The inspection of boarding provision was carried out under the Children Act 1989, as amended by the Care Standards Act 2000, having regard to the national minimum standards for boarding schools.

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School details

School status Independent boarding school

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School details

Gender of pupils in the sixth form Mixed

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School details

Of which, number on roll in sixth form 312

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School details

Proprietor Oxford International School Limited

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School details

Annual fees (day pupils) £33,637 to £35,075

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School details

Annual fees (boarders) £26,680 to £36,754

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School details

Email address info@oxcoll.com Date of previous standard inspection 16 to 18 April 2024

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Information about this school

 Oxford International College is a large independent boarding school for pupils aged 14 to 19. Most pupils are from overseas and live in the school’s boarding provision. The school offers a one-year GCSE and a two-year A-level programme.  Senior leadership has changed extensively since the last inspection in April 2024. After a period of interim leadership, the current principal joined the school in January 2025. All other members of the school’s senior leadership team are also new to the school since the last inspection.  The school’s proprietor body is Oxford International School Limited, a subsidiary of Nord Anglia Education. Nord Anglia oversees a large network of international day and boarding schools across the world. The chair of the proprietor body took up that post in March 2025 and is one of Nord Anglia’s regional directors. The Department for Education has been informed of this change to the chair of the proprietor body. The school also has a

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Information about this school

governing body, which is chaired by the chair of the proprietor body. All members of the governing body are new since the last inspection.  The school’s most recent inspection took place in April 2024 and was an aligned inspection of the educational and boarding provision. Both the school and the boarding provision were judged to be inadequate. This is the first progress monitoring inspection since those judgements were made.  The school operates from three sites: – 1–5 London Place, Oxford, OX4 1BD – 1 Alfred Street, Oxford, OX1 4EH – Threeways House, 36 George Street, Oxford, OX1 2BJ There is also an administrative hub at 58 St Clements, Oxford OX4 1AH.  Boarders each live in one of six boarding houses situated across Oxford.  None of the pupils receive any of their education via alternative provision.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  This was the first progress monitoring inspection since the educational and boarding provision were judged to be inadequate in April 2024.  Following the last inspection, the school was required to submit actions plans indicating how it intended to address the unmet standards and national minimum standards for boarding. These plans were evaluated by Ofsted on 1 November 2024 and 12 December 2024 respectively. Both were found to be satisfactory.  This inspection was conducted without notice.  Inspectors met with the principal, the head of boarding and a broad range of other senior leaders, including the interim principal who now holds a leadership role in another

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Information about this inspection

Nord Anglia school.  Inspectors visited two of the three school sites and four of the boarding houses and spoke to pupils and staff. Inspectors also reviewed policies and documentation relevant to the unmet standards and gathered other first-hand evidence about the work done to improve the school since the last inspection.  The school’s safeguarding arrangements were scrutinised. This includes reviewing the school’s recruitment and vetting arrangement and how they are recorded on the SCR. Inspectors also met with the designated safeguarding lead and considered how staff training and the school’s personal development programme contribute to the safeguarding culture in the school. Inspectors also reviewed safeguarding records and actions taken in the event of concerns, including liaison with Oxfordshire local authority.

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Inspection team

Kathryn Moles, lead inspector His Majesty’s Inspector

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Inspection team

Kelly Monniott Social Care Regulatory Inspector

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Inspection team

Peter Jackson Social Care Regulatory Inspector

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Inspection team

Mark Newington Social Care Regulatory Inspector

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Inspection team

Jill Sephton-Wright Social Care Regulatory Inspector

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Inspection team

Kell guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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Inspection team

excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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