Independent Schools Council
2016/17 key figures

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Contents
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Introduction
Economic contribution
School type, size, structure
Fees
Fee assistance, bursaries
Partnership, public benefit
Exam results, value added
University success
Overseas students
Boarding
Career success, sport
Teachers, teacher training

The Independent Schools Council brings together seven associations of independent schools, theirheads, bursars and governors.
Member associations: Association of Governing Bodies of Independent Schools (AGBIS) Girls' Schools Association (GSA) Headmasters' and Headmistresses' Conference (HMC) Independent Association of Prep Schools (IAPS)
 Independent Schools Association (ISA) The Independent Schools' Bursars Association (ISBA) The Society of Heads
Affiliate associations: Boarding Schools' Association (BSA) Council of British International Schools (COBIS) Scottish Council of Independent Schools (SCIS)
 Welsh Independent Schools Council (WISC)
Through our member associations we represent over 1,200 independent schools in the UK andoverseas. These schools are ranked among the best and most famous in the world and educate
more than half a million children each year. In the UK, around half of independent schools are ISC
schools, and these educate around 80% of all independent school children.
This document uses data from the ISC's annual census, as well as other ISC research projects andexternal sources. Figures relate only to ISC independent schools unless stated otherwise.
Details of all ISC schools can be found at www.isc.co.uk.
3Introduction
In September 2016, in her speech on education and social mobility, we were delighted to hear thePrime Minister recognise the knowledge, expertise and resources that independent schools have tooffer. We will be encouraged to share these even further.
We now expect independent schools to be scrutinised as closely as they have ever been, withschools' ability to show what they are doing and to prove public benefit both key tasks.
This document is intended to provide key facts and figures in many areas of ISC independent schoollife.
At present the vast majority of independent schools engage in partnership work with other schools
around them and we estimate this involves 10,000 state schools and 160,000 state school pupils.
Partnership work is extremely diverse. Our schools organise sporting projects, host joint events,
share playing fields, provide coaching time, put on plays and concerts, arrange exciting academic
competitions and give advice to state school students who want to go to university. Those with theresources to do so have helped create new state schools.
Fee assistance continues to increase, with both the amount available and the number of children
who benefit rising. Bursaries are worth more than £700m a year and are provided to 41,000 pupils.
5,400 children pay no fees and 42% of bursary pupils only pay half fees. ISC schools do what they canto offer help with fees, so children can come to our schools whatever their background.
This work is not box ticking; it is part of the very essence of what our schools do. Schools partnerwith local communities and other schools because it is right to and because they want to.
With 25,000 state schools in the UK and just over 1,000 ISC independent schools, there is clearly alimit to the support our sector can provide and it is encouraging to hear the government recognisethat partnership work should be proportionate to the size and scale of each school.
ISC and its constituent associations are committed to the position that for productive partnershipwork, one size does not fit all and independent schools should be allowed to find the best way towork with each other according to local conditions and through established relationships.
The reality of charitable status is complex, but we can prove our schools put into society far morethan they take out by saving the tax payer, boosting local economies and supporting choice andinnovation. Our schools are grateful for the financial benefits of charitable status, but this is not what
motivates them to work hard in their communities. The UK benefits as a result.
The Prime Minister said she was 'unapologetic' in her belief in social mobility. We share the same
sentiment. And in the drive towards greater and meaningful social mobility in the UK, we believe
independent schools are part of the solution, not the problem.

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Economic contribution
In 2014 leading forecast and analysis firm, Oxford Economics, prepared a report on the impact of
independent schools to the British economy. This document remains the most thorough research
publication on the topic.
Headline figures
ISC schools' contribution to UK GDP£9.5 billion

Jobs supported by ISC schools in UK

227,200

Tax revenues generated by ISC schools£3.6 billion

Taxpayer saving from 500,000 ISC
pupils not being in state education
Value of charitable status tax relief

Greater than both the city of Liverpool and BBC.
Every 2.1 pupils at an ISC school support one
person in employment.
For every £1 contributed a further 98p is
generated in the rest of the economy.

£3 billion£150 million

Just 5% of the taxpayer saving

These figures cover ISC schools only. Total for all independent schools is higher and is detailed in the full report.

Other considerations
 The link between educational performance and economic output results in an annual
contribution to GDP of £1 billion.


ISC schools support strategically important and vulnerable subjects: science, technology,
engineering, mathematics, modern foreign languages and quantitative social sciences.
o These subjects are vital to the UK’s competitiveness and its international relations.



ISC schools also make large contributions and commitments to their local communities.
o In some areas the school is the major employer.
o Some schools are the mainstay of their local major arts and music festivals.
o Some schools' sports centres are their communities' main leisure centres.
o Some schools have theatres which are the only entertainment hub for theircommunities.
o Some schools play a leading role in renewal and regeneration, commissioning
building and maintenance projects that help local companies.
o A number of schools make provision for children with special needs and provide
places which local authorities may not be able to fund in full.

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School type, size, structure
Number of schools
2016
2015
2014
1,280
1,267
1,257


2013
1,223

2012
1,223

2011
1,232

2010
1,260

2009
1,265

2008
1,271

2007
1,276

In 2016 the number of independent schools in the UK returned to the pre-2008 recession
level.
The 2016 figure also represents the highest total this century.
Small numbers of schools close and some merge but just as many open up or grow.



Number of pupils
2016
2015
2014

2013

2012

2011

2010

2009

2008

2007

518,432

508,601

508,472

506,500

511,886

514,531511,667

509,093

517,113

511,928

At 518,432, pupil numbers in 2016 are the highest since records began in 1974.

Regional school and pupil numbers 2016/17
Lon
SE
SW
WM
Schools
221
379
140
93
Pupils
86,252 144,841 49,307 36,596



EM
65
24,845

North
152
67,117

Sco
33
25,165

Wal
20
7,538

Regionally, schools have weathered the economic storm well, but as with all business they
are subject to local economies as well as national and international ones.
London and the south east continue to grow at the fastest rate.

Other 2016/17 figures
Junior schools (all < yr8)
Mixed age schools
Senior schools (all > yr7)

612
423
245

48%

Co-ed schools
Girls' schools
Boys' schools

994
174
112

78%

Day schools
Boarding schools

793
487

62%

Average school pupil number

405

White British pupils
Minority ethnic pupils

268,291
116,485



EA
159
62,156

33%
19%

14%
9%

38%

70%
30%

School sizes vary greatly, from <50 to >1,700.
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



The average school size has increased 30% in 30 years.
Roughly 7% of UK children go to independent school at any one time
The percentage of ethnic minority pupils is slightly above national levels (England)

Heads say
Guy Sanderson, Headmaster of Eltham College, a boys' day school with co-educational 6th form in
London: "We saw a record number of applications at all entry points for September 2016 and forthe first time ever are considering capping the number of applicants at 11+ in order to cope withdemand. Parents increasingly understand the value of independent education to provide not only
academic opportunity but also development of character. Independent schools provide more
opportunities for developing crucial life skills; the breadth and stretch of the vibrant co-curricular
programme on offer, from sport, music, art and drama to volunteering, trips and expeditions,enables students to build confidence and nurtures the development of great personalities. Parents
are increasingly looking for a holistic education to develop well-rounded individuals."
Andrew Hampton, Headteacher of Thorpe Hall School, a co-educational day school in Southend,
Essex: "The figures relating to the total number of schools and pupils in the independent sector arevery encouraging and that has been felt on the ground too. Locally it is clear the storm of the worst
recession in living memory has passed us and the climate for parents to invest in high quality
education for their children has returned. At Thorpe Hall we have continued to invest in our
teachers and facilities by using our reserves, and this strategy has proved successful in continuing to
attract families to the school and keep fees competitive. We are poised to grow over the next
decade in terms of the quality of our educational offer, and that is very pleasing."
Jenny Dwyer, Headmistress of Sherborne Girls, a day and boarding girls' school in Dorset: "At
Sherborne Girls we have a full student roll and our numbers are increasing year on year. Ourcommitment to full boarding is key to this success. The extended time in the boarding week gives us
the opportunity to take a creative and exciting approach to education. In addition to academic
studies, girls have the time and opportunity to explore many different areas and develop andenhance passions and skills, whether it is elite swimming in the morning or an evening art workshop.
There is also a busy and inspiring programme of activities every weekend. As well as having the time
to balance a range of experiences alongside academic studies, full boarding fosters a strong
community spirit. Girls feel a sense of belonging and develop lifelong friendships."
Jaideep Barot, Deputy Head (Academic) of Marlborough College, a co-educational day and boarding
school in Wiltshire: "We regularly read predictions of doom and gloom for the independent sector the reality is anything but. At Marlborough College, where we push on with plans for a new boarding
house, demand continues to far outstrip supply. The truly holistic education which we provide ishugely prized, both domestically and internationally. The academic is central, of course, and wellqualified teachers with deep, specialist subject knowledge add value to our pupils' achievements at alllevels. But beyond this, the level of care and individual focus we provide, nurturing talent andinterest in all areas, is what really sets our schools apart. This 'whole shebang' is why so many
parents choose to forego some of life's luxuries to give their children an independent education. The
figures show there is little sign of this letting up - as confirmed by the huge number of prospective
pupils and parents attending the college's 2019 entry open event."
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Fees
Average annual day fees (includes both day schools and boarding schools)
2016
2015
2014
2013
2012
2011
2010
2009
2008
2007
£13,623 £13,194 £12,723 £12,153 £11,709 £11,208 £10,713 £10,323 £9,579£8,655
+3.3%
+3.7%
+4.7%
+3.8%
+4.5%
+4.6%
+3.8%
+7.8% +10.7%
These numbers are from schools in ISC membership each year and do not represent exactly the same schools, or same number ofschools, from year to year.

Average annual fees 2016/17
Boarding fee
Day fee (boarding school)£30,951£17,481Day fee (day school)£12,939

Affordability is a priority issue for schools and they work hard to remain competitive whilst
facing pressures on salaries, pensions and maintenance costs.
Solutions will vary from area to area and each school will do what it thinks is right for
current and future pupils, without sacrificing the excellence of which they are all deeply
proud.
Independent schools are very mindful of the struggles hard working families face in paying
school fees and last year the fee increase was the lowest it has been in twenty years.

Regional average annual day fees 2016/17
Lon
SE
SW
WM
EM
£15,897 £14,853£13,638 £11,544 £12,201


Day fee (boarding + day)
£13,623EA£13,599

North£10,704

Sco£11,259

Wal£11,544

Regionally there is a £5,193 per year fee difference between highest (London) and lowest(North).

Heads say
Sarah Welch, Principal of Gosfield School, a co-educational day and boarding school in Essex: "Aswith many smaller schools, Gosfield recognised during the recession that parents were struggling to
pay full fees. We decided to make cuts across the board to ensure that all families benefited. The
cuts saw on average a 40% reduction in prep school fees and we subsequently froze 2015-16 fees forYears 3-13. We continue to provide bursary support in addition. Since the initial fee cut overall
numbers in the school have risen from 185 to 240. Parents recognise Gosfield as a school that is
supportive and understands the financial commitment they are making. Importantly, our educational
product has not been affected by the cuts. We have introduced tighter financial controls but havealso been able to continue our programme of development."
Rob Jones, Headmaster of Rendcomb College, a co-educational day and boarding school in
Cirencester, Gloucestershire: "We recently took the decision to widen access to an independent
sixth form education by reducing our day fee by 30%. This decision will increase the affordability of aquality, independent education ahead of university applications for new pupils, but will also reward
the loyalty of current parents. Rendcomb College offers more than just A levels; we focus onbuilding essential skills for life such as independence, leadership, problem solving and confidence
8through our extensive enrichment programme and outdoor education scheme. We have long been
rewarding parent loyalty, particularly as pupils move up from our junior to senior school when often
the difference in fees is largest. We are committed to providing a learning environment that offers
inclusivity, accessibility and a broad-ranging education for our pupils."
Nick Bevington, Head of Town Close School, a co-educational day preparatory school in Norwich: "Iwould like to see more recognition of the amazing value for money offered by so many independent
schools, which provide children an exceptional education that is well within the reach of many
professional people. Fees at my school include meals, curriculum trips, educational materials and an
individual iPad for older children. We do not select by ability but were featured in the Times parent
power top 100 schools and were top rated in every area in our last inspection. Like so many
schools, we award the equivalent of 11 full places in means-tested bursaries, collaborate with local
state schools and make our facilities available for community use."
Guy Sanderson, Headmaster of Eltham College, a boys' day school with co-educational sixth form in
London: "Press stories that focus solely on images of boarding school pupils in straw boaters or tailcoats give many parents a misleading impression of how expensive or rarefied independent schools
are. The pressure to keep fee increases as low as possible while widening the access throughbursaries to support families who find full fees a struggle is an absolute commitment to maintain thecharacter of many of our schools. At Eltham College we work hard to maintain this fine balance ofinvesting in the facilities and in our excellent staff, all the while to ensure longevity and the best
possible education for our students."

9Fee assistance, bursaries
Total fee assistance
2016
2015
£858m
£836m
+2.6%
+7.3%
Fee assistance 2016/17
Total number of pupils helped
Number of pupils on 0 fees









2014
£779m
+6.6%

2013
£731m
+3.4%

160,216
5,629

2012
£707m
+6.6%

2011
£663
-0.2%

2010
£664m

32%

Bursaries have continued to increase over many years, with both the amount available andthe number of children benefiting rising.
The last fee increase was 3.5%; last means-tested fee assistance increase was 9%.
In recent years there has been a shift from scholarships to bursaries and the value of
bursaries has increased by more than £80 million since 2011.
ISC schools offer help with fees so children can come to our schools whatever theirbackground. Of course, this varies depending on the school and its means, but right acrossthe board there is consensus that while the education on offer is 'elite' the schools
themselves are not elitist.
Many ISC schools have launched their own bursary fundraising campaigns, calling on alumni
and parents past and present to contribute. Some are aiming to be able to offer more than
25% of places as fully funded bursary places - others are hoping to become 'needs blind',which means that any child who would benefit from going to the school would be able tohave a place, irrespective of their family income.
The effectiveness of bursary help can be seen in movement to higher education. Oxford
University states "There are students from relatively wealthy backgrounds at state schools,
and students from relatively disadvantaged ones at independent schools. 30% of entrants inreceipt of the full Oxford Bursary (students with a household income of £16,000 or less)were educated in the independent sector."

Heads sayJohn Franklin, Head Master of Christ’s Hospital, a co-educational boarding school in West Sussex:"For over 460 years, Christ’s Hospital has been one of the leading charitable boarding schools in thiscountry. By providing bright, but needy children with a first class education and opportunities thatthey would otherwise be denied, this 'school like no other' is, as it always has been, a highly effective
agent for social mobility that turns out young men and women ready to make a positive contribution
to society. Irrespective of their background, all pupils are provided with the unique Tudor uniform,
full board, all teaching and learning materials and, for those on a 100% bursary, the cost of theirtransport to and from the school and their pocket money. Of the 880 pupils, 13% receive a fullbursary, almost 40% pay less than a tenth of the full fees and three quarters are on some form ofmeans-tested bursary. Charitable support on this scale comes at a cost and last year, Christ's
Hospital provided around £16 million in bursaries, but when 98% of our leavers in 2016 secured
places at top universities, it does seem like money well spent."

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David Goodhew, Head of Latymer Upper School, a co-educational day school in London: "Thesector is responding to the challenge of affordability with a significant increase in the level of fee
assistance and means-tested bursaries. Contrary to popular mythology, fee increases have been
driven mainly by staff costs rather than a 'facilities arms race', but independent schools are using
their own funds to widen access and remain open to poor families and those in the 'squeezed
middle'. Why do we do this? We believe young people should be able to benefit from the education
we offer, whatever their background; we do not wish to become 'exclusive islands of privilege'. At
Latymer Upper 115 pupils are supported by bursaries, including 75 free places. Our aim is to double
this support by 2024, so we will be able to be 'needs blind' for up to 25% of our pupils."
Kevin Fear, Head of Nottingham High School, a co-educational day school: "Bursaries open up myschool to all those in the city who are academically able. Despite popular perception of independent
schools as havens of elitism, the parents at my school are much more likely to be taxi drivers thanhedge fund managers. We invest in a wide-ranging bursary programme because we believe that asuperb education should be open to all irrespective of their ability to pay. In many senses, as a result,
we are more diverse than many of the state-maintained schools in leafy suburbs because we draw
our students from all areas of the city, including some of the most deprived parts. We believe
passionately in our bursary programme and we are delighted that so many families in our city seek
such support. Few of them would recognise such provision as 'elitist'; it is just that they value
education to give their children the best possible start in life."

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Partnership, public benefit
Partnership 2016/17
ISC schools in partnership work
State schools benefiting
State school pupils benefitting
ISC schools fundraising

1,112
10,000160,000
99%87% - yet only 78% have charitable status

Average of £10,000 per school

Partnership examples
Area
NumberAcademic

848

Sport
Music
Drama
Other

991
616
570
892

e.g. Pupils attending lessons; sharing skills and expertise; preparing A level students for
HE; sharing classrooms; seconding teachers.
e.g. Host events; coaching; share facilities; seconding staff; fixtures with and against.
e.g. Pupils attending lessons; hosting concerts; seconding teaching staff.
e.g. Pupils attending lessons; seconding teachers; hosting joint events; sharing concert halls.
e.g. CCF; debating; school trips; governance; exam hosting; seconding pupils to help teach.

Sponsorship 2016/17
ISC schools in academy partnership(sponsorship or federation)











119

Independent schools play an important role in their communities.
With 25,000 UK state schools there is a limit to the support our sector can provide.
Most independent schools are charities with a deep-rooted belief that education is an
intrinsically charitable endeavour.
Experience shows the most effective engagement develops between heads or teachers reallywanting to work together, from genuine local relationships and enthusiasms.
o They are voluntary partnerships which arise from existing relationships. Schools
know what is likely to work. There is mutual enthusiasm and reciprocity.
o They have clear and specific aims. For example, to improve English GCSE exam
results at the C/D boundary, to increase music performance, to make pupils awareof and understand pupils from different backgrounds, to increase the proportion of
pupils going to top universities, etc.
o They have an efficient and committed teacher in charge - a strong administrative
backbone.
There has long been talk of a 'Cold War' between independent and state schools, which areseparated by a 'Berlin Wall'. In reality neither exists.
Forcing partnerships could result in antagonism between the sectors. It would be patronisingfor independent schools to 'swoop in' to 'fix' the state sector. Some state schools have nointerest or desire in entering into partnerships, something which is regularly overlooked.
Small prep schools forced into work they cannot afford could close down at a time when
there is national shortage of primary school places.
Narrow 'tick box' partnerships would create a loss of appetite for genuine partnership work.

12

ISC and the associations remain fully committed to successful partnership work based on
independent and state schools finding the best ways to work with each other, by themselves.

Heads sayJim Hawkins, Head Master of Harrow School, a full boarding boys' school: "Harrovians
engage purposefully and genuinely with our local community through Shaftesbury Enterprise, an
initiative that places service at the heart of a Harrow education, founded in the spirit of the 19thcentury reformer, philanthropist and Old Harrovian, the 7th Earl of Shaftesbury. Our 150
partnership activities involve over ten local schools and include the teaching of classics, science,
Spanish, government and politics, mathematics, music and PE, as well as a homework club, gardening
projects, a coaching course, reading support, mentoring, revision classes and a summer schoolfor year 12 state school students who are considering Oxbridge for university. These projects arecarefully orchestrated to meet local needs, but also serve an educational purpose: as in every
successful partnership, everyone benefits."
John Claughton, recently retired Chief Master of King Edward's School, Birmingham, a boys' day
school: "King Edward’s School, Birmingham has developed an outreach programme of remarkablescale and range. At the last count, the school works with 192 other schools, the vast majority ofwhich are state junior schools. Activities cover all aspects of the curriculum. We run a Year 4 and 5
maths competition in which over 90 junior schools take part, provide regular training for juniorschool teachers in numeracy and literacy, and we worked with Ogden Trust to provide a day forjunior school science teachers. All this not only raises aspirations in junior schools but makes theidea of coming to King Edward’s real. Our outreach fits in with provision of Assisted Places and thegreat breadth of our admissions; our 11+ candidates come from 300 different junior schools andnearly a third of our entry are now on an assisted place. We have raised £10m for that purpose
from our alumni in the last decade so outreach and accessibility are really making a difference in thiscity."Paul Smith, Headmaster of Hereford Cathedral School, a co-educational day school: "We hope toenable each individual to find something that they can enjoy, be good at and develop. So a key goal isto provide a broad range of opportunities, but not just for our own pupils. For example, we are
fortunate to have two doctorate physics teachers, one of whose expertise and experience we areable to share with primary schools throughout Herefordshire. This came about when our head ofphysics asked to relinquish his management role so that he could instead spend a day a week visiting
primary schools to provide staff training and science discovery lessons, and we readily agreed. Not
surprisingly, as a cathedral school, music also plays a significant role in our partnerships. We lead all
residential music courses in the county, the music department is open on Saturdays to the public
providing music lessons for students aged from 8 to 80, and every year the school organises major
outreach concerts involving up to 24 schools from across the county."

13

Exam results, value added
A level 2016
Entries receiving A* or A
48.7%
Double the national average of 25.8%
One in fifteen of all students
Students gaining 3 A* grades
6.8%
Exams graded B or higher
75.2%
Three-quarters compared to a national average of half
Based on grades achieved (DfE tables 2015) 84 of the top 100 schools are ISC independent schools
Cumulative A level entry % by grade 2016
ISC
National

A*
17.9%
8.1%

A
48.7%
25.8%

B
75.2%
52.9%

C
89.9%
77.6%

D
96.6%
92.2%

E
99.1%
98.1%

Subject specific data, modern foreign languages, 'vulnerable subjects' 2015
Strategically important but vulnerable subjects show disproportionate numbers of independent pupils
choosing them.
Independent
schools
entries

All national
entries

Independent
as % of all
entries% A*/A in
independent
schools% A*/A in all
UK schools

French2,572

10,328

25%

54%

37%

German

929

4,009

23%

59%

39%

Spanish

2,220

8,694

26%

50%

35%

Maths

16,44592,711

18%

61%

42%

Physics

6,803

36,287

19%

47%

30%

Chemistry

8,895

52,644

17%

52%

32%

Biology

8,801

63,275

14%

45%

27%

Classics

2,385

6,633

36%

54%

35%

Music

1,341

7,776

17%

39%

19%

Economics

7,368

27,575

27%

46%

31%

GCSE 2016
Entries receiving A*
Entries receiving A* or A
Candidates achieving 5 or more A*-C grades(including English and maths)

34.5%
61.9%

Five times the national average of 6.5%
Three times the national average of 20.5%

90.8%

Cumulative GCSE entry % by grade 2016
ISC
National




A*
34.5%
6.5%

A
61.9%
20.5%

B
83.0%
41.9%

C
94.7%
66.9%

Annual exam results remind us that the academic side of school life is a top priority and thatthe grades achieved help pave a foundation for much that is to come.
Importantly, grades achieved are impressively high.
14




ISC schools focus strongly on 'facilitating' subjects which are much prized by top universities.
In 2015 our schools had record levels of entry to Russell Group universities.

Academic 'value added'
 Attending an independent school in England is associated with the equivalent of two
additional years of schooling by the age of 16. * Independent schooling accounts for 0.64 of a GCSE grade increase in every exam taken. * At GCSE independent schools have higher average scores in all subjects. **Figures from February 2016 'A comparison of academic achievement in independent and state schools' report by theCentre for Education and Monitoring at Durham University.



DfE performance tables from KS4 to KS5 show that 37% of state schools added 'significant'value, while 94% of ISC schools did. The average value for independent schools was 0.16.
The average for state schools was -0.09 (ISC research, 2015).

Heads say
Nigel Lashbrook, Headmaster of Oakham School, a co-educational day and boarding school in
Rutland: "Offering a real breadth of subjects ensures students can pursue their talents and interests
while at school and later on at university, or in the world of work. I know, from talking with parents,that this breadth of curriculum choice is something they are really looking for, and value, in the
independent sector. Firstly, we are able to offer an incredible breadth of choice in some subject
areas - languages really stands out - where students can choose from French, German and Spanish to
Italian, Latin, Greek and Mandarin. Secondly, families like to have the option to study either the IB or
A levels - regardless of which path they eventually choose."
Ceri Jones, Headmaster of Caterham School, a co-educational day and boarding school in Surrey:"Value added scores are parents' secret weapon when assessing the real effectiveness of a school.
Pupils of independent schools typically achieve well over half a grade more at GCSE than expected an indication of the high quality of teaching and learning and also the level of academic ambition andchallenge. At Caterham children gain almost three quarters of a grade more than expected at thestart of their time with us. Value added helps to distinguish schools which simply cream off thebrightest to gain the expected high results from those that nurture and stretch them in the right way- vital for children of every ability. It is a tool that can be incredibly helpful for parents, whether
they’re choosing state grammar versus independent or across independent schools."
Jenny Dwyer, Headmistress of Sherborne Girls, a day and boarding girls' school in Dorset: "Weconsistently raise the bar for students by one or two grades over their predicted results and areproud of our academic value added, which from GCSE to A Level puts us in the national top 5%.
However a 21st century education is about so much more than just exam results. We place greatemphasis on soft skills; the ability to communicate, think, reflect and take risks are just some of theessential skills our girls will need. This approach requires a broad and challenging curriculum thatbalances academic with sport, arts, adventure and leadership, exchanges, expeditions, community
service, and personal development. We aim to send out into the world young women who areadaptable, intellectually enquiring, courageous and compassionate, with the confidence to beeffective leaders and the skills and strategies to contribute positively to an ever changing world."

15

University success
University entry 2015/16
Move from school to higher education

92%

Those going to HE studying in the UK

94%

Those going to HE studying overseas

4%

56% to Russell Group
6% to Oxbridge
50% to USA

UK university destinations by number
1
Bristol2
Durham3
Exeter4
Nottingham
5
Oxford6
Edinburgh
7
Leeds
8
UCL
9
Cambridge
10
Manchester

University entry is a strength of our schools and one of the major draws for UK andoverseas parents.
Our schools educate 7% of the UK's children, but this jumps to 12% in 6th form. It is clear
parents know they get something extra in the final years.
HEFCE 2015 research shows 82% of independent pupils go on to achieve a 1st or 2:1 atuniversity, compared with 73% nationally.

Heads saySue Hincks, Headmistress of Bolton School Girls’ Division, a girls' day school, part of Bolton School:"The majority of pupils leaving Bolton School aspire to attend university and we are well equipped toprepare our students. Our students benefit from tailored support thanks to a dedicated careers
department and a solid pastoral structure which means those who write the UCAS reference knowa pupil’s strengths and ambitions well. Key to a successful application is a student’s A Level profile.
Independent school pupils are more likely to be awarded A* or A grades and it is clear three As willallow a wider choice of course and institution than three Bs. Independent schools also promote
extracurricular and enrichment activities which help in demonstrating interests and aptitudes: often
it is these very activities, which in Bolton include a law society, a medics' society and frequent
extramural lectures, which help a student know which course is most appropriate."
James Priory, Headmaster of The Portsmouth Grammar School, a co-educational day school: "Wehave seen a marked increase in demand for places in the 6th form at Portsmouth Grammar School,
so much so that we recently opened a new building. There seems to be a growing recognition
amongst pupils and parents that these are critical years in which to develop the independent study
skills and subject knowledge needed to gain access to the best courses and universities. In my

16experience, it is the young people themselves who are the drivers of that decision making. And you
can understand why: the average number of university offers received per pupil continues to growand is well above the national average, even though the universities our pupils are applying to aresome of the most competitive. We provide outstanding pastoral care and career guidance, and thebenefit of a choice between studying A level and the IB diploma.
Katherine Haynes, Head of the The John Lyon School, a boys' day school in Harrow: "With anaverage 6th form class size of just ten we are able to tailor careers guidance to each pupil. Small
class sizes and dedicated higher education teams trained in guidance on personal statements andreference writing ensure we can set high goals, encourage aspiration and manage expectation. We
start the focus on life after school early on, with careers evenings and specialist STEM careers events
offered to all from Year 9. We have a university fair which sees UK and international institutions
offer advice to both our students and also local state schools. Six in every seven applications ourstudents submit results in an offer being made. Competition to get into the best universities is fierce
and we not only implicitly understand the application process but also have the time and resources
to work with every pupil."Mark Beard, Head of UCS Hampstead, a boys' day school with coeducational 6th form in London:"97% of our students secure places to university, of which 87% are Russell Group institutions. We
have also recently experienced a growth of interest in multi-disciplinary courses both in the UK and
increasingly overseas, resulting in a number of scholarships to prestigious institutions like NYU,
Stanford, Penn, Boston and Chicago. Closer to home, Bristol, Nottingham, Scottish universities andLondon colleges continue to attract pupils. We also support applications to drama, art and musiccolleges, competitive courses such as medicine and law, and aptitude tests and interviews for
Oxbridge. In learning about how much our students have gone on to enjoy and succeed in their
onward journeys, perhaps the most successful outcome we achieve is in placing each individual on
the right course at the right institution for them."
Kathy Crewe-Read, Head of Wolverhampton Grammar School, a co-educational day school: "It’sclear that independent schools like Wolverhampton Grammar School must be offering more thanjust access to a great education when students choose us for 6th form. We have found that our real
strength lies in the specialist HE and careers advice that we offer, when applications to universities
are at an all-time high, our students really benefit from the one-to-one guidance and support thatthey receive every step of the way. A good education alone doesn’t secure you a place at a good
university, an approach to education that teaches a diverse range of disciplines and life skills which
equip students to play an active part in society is what makes you stand out from the crowd. From
day one, students educated in the independent sector are nurtured in how to develop those skills.
An education that transforms lives as well as minds is what schools like Wolverhampton Grammar
School are all about."

17

Overseas students
Non-British pupils at ISC schools (whose parents live overseas)
2016
2015
2014
2013
2012
2011
2010
27,633
27,211
24,391
25,912
26,37624,55423,307
5.3%
5.3%
4.8%
5.1%
5.2%
4.9%
4.6%

2009
21,533
4.2%

2008
20,545
4.0%Country from which most pupils arrive (parents living in that country)
1
China
2
Hong Kong
3
Russia4
Germany
5
Spain
ISC schools with campuses overseas
2016
2015
46
44
Campuses
Pupils27,61924,710












2014
39
22,5142013
29
18,7842012
20
12,379ISC schools have a long and strong history of welcoming international students.
It is a relationship which is mutually beneficial.
o From whichever country they arrive, overseas pupils are often very able, well
behaved and set a good example to all other pupils within their communities, as wellas enriching the UK students' lives with the cultures they bring with them.
Far from 'propping up' the independent sector figures show little change in 30 years - 4.4% in
1982; 5.3% in 2016.
Nations like China and India are no strangers to impressive academic attainment but it is thebreadth of curriculum in UK independent schools which draws in new parents and this issomething we should be proud of.
British education is a huge export success story, and the independent school model, whichhas played such a key part in this nation's success, is being increasingly translated to all partsof the world.
The great British export of private education can also be seen in the number of UK school
campuses being set up overseas. This appetite for a British way of learning - as well as adirect line into the schools' ethos and philosophy - shows no sign of diminishing.
Many of our established independent schools accept international students and set up
franchise schools overseas for financial reasons.
o Income generated through international students, who typically pay 100% of fees,
can be used to support bursaries for UK students.

18

Heads say
Rhiannon Wilkinson, Head of Wycombe Abbey, a day and boarding girls' school in High Wycombe,
Buckinghamshire: "There is no doubt in my mind that British education, particularly as it isrepresented by the independent schools' sector, is enormously attractive to many parents
throughout the world. Our emphasis on doing the best for each individual child has great appeal. We
work very hard to bring out each pupil's qualities, recognising that every child is going to be different
and that every child wherever she or he comes from has much to contribute to a school community.
This approach lies at the heart of Wycombe Abbey's educational philosophy, as it does in ISC
schools. It explains the continuing strength of independent schools in the UK, and it fuels the desire
for British-style education abroad. It is a cliché to say that we live in an inter-connected world, butthat world increases the importance of fostering everyone’s individual strengths."
Guy Ralphs, Bursar of Malvern College, a co-educational day and boarding school in Worcestershire:"We at Malvern College understand how crucial it is to produce not just accomplished, confident
young people but citizens of the world. The British independent school system is globally renowned
and we are at the forefront of exporting our unique brand and 'educational DNA' overseas. Malvern
College now has campuses in China, at Qingdao and Chengdu, and in Egypt, mainly for theindigenous population and most recently in Hong Kong, largely for the expatriate community. Our
headmaster and staff enjoy close links with these schools and monitor the education they deliver.
We are hugely proud that so many parents within these communities recognise and value not justMalvern’s academic strengths but also our rich, broad-based curriculum, our ethos and our focus on
the individual. For us, success is not only about stellar exam results but about bringing out the
special qualities and talents of each student."

19

Boarding
Boarding 2016/17
70,637 boarders
487 schools have boarders

14% of all pupils
38% of all schools

Boarding remains a popular option for parents and pupils.
Boarding schools are able to offer a much wider range of extra-curricular activities to a highproportion of pupils because they have more time with them.
The standard of pastoral care is outstanding and boarding provides a safe and consistentenvironment with a well-structured and healthy social life.
Boarding schools take pupils from all over the country and all over the world. This is avaluable educational experience in itself.

Heads say
Keith Budge, Headmaster of Bedales, a co-educational day and boarding schools in Petersfield,
Hampshire: "Independent school day pupils spend around 40% more time at school - significantly on
extra-curricular activities. These opportunities allow the time and space for them to get to knoweach other and staff in rather different ways - the conversations you have whilst kneading bread tend
to be different from the more directed exchanges of formal lessons. Boarding extends suchpossibilities further still when older students take on some pastoral responsibilities for younger
children. Boarders must learn to take good care of themselves and others, and it is not hard to see
why they tend to leave us as confident, well-rounded and empathetic young adults."
Samantha Price, Headmistress of Benenden School, a girls' boarding school in Cranbrook, Kent: "At
Benenden we believe in modern boarding, where school is a home from home and in which parents
remain involved in their daughters’ education. Girls go home, on average, every three weeks andparents are always welcome on site. We believe in offering every girl a complete education - inwhich she achieves her academic potential but also grows as an individual. We want her to relish allthat this 24/7 school life has to offer so that she leaves us as a confident, positive young woman truly
prepared for her future."
Jo Heywood, Head of Heathfield School, a boarding and day girls' school in Ascot, Surrey: "Webelieve the market has entered calmer waters after the last recession. Boarding for girls is a modern
21st century choice for many parents and I think it is increasingly being viewed as one in an era
when many parents are both out working long hours and balancing that with their children’s needs.
Boarding means their child has access on site to the best opportunities in and out of the classroom.
Boarding schools like Heathfield are able to nurture the individual academically and pastorally while
keeping an overall eye on each child's well-being which, of course, is paramount to their academic
success and success in other areas. Sporting and extra-curricular opportunities at boarding schools
in the UK are phenomenal as are the chances to develop a child's musical and dramatic talents.
Boarding schools also help to develop children's social and communication skills and confidence andinvariably they will leave school having made lifelong friends."

20

Career success
Independent and state school alumni invarious professions 2016*
IndependentState
Law (judiciary)74%
26%
Law (bar)
71%
29%
Military
71%
29%
Medicine
61%
39%
Journalism
51%
49%
Law (solicitor)
51%
49%
Politics (cabinet)
50%
50%
Civil service
48%
52%
Business
34%
66%

Independent and state school alumni
winning career awards (all time)*
Independent
State
Film (Oscars)
67%
33%
Nobel prizes
63%
37%

2016 Rio medallists
Independent
Olympic Games
32%
Paralympic Games
11%

State
68%
89%

Independent
41%
53%

State
59%
47%

*Figures from Sutton Trust 'Leading People' report

England rugby union squad (autumn internationals, November 2016)
England cricket Test match squad (vs India, winter 2016)










Many hours spent learning a broad curriculum and the rich range of artistic, sporting andother cultural experiences on offer in ISC schools, have helped create knowledgeable, skilful
and aspirational women and men who are a credit to the UK.
Seeing predecessors lauded can only help to inspire current pupils.
Independent schools make great efforts to give breadth to their curriculum.
Many independent schools have a strong dramatic tradition and make space in their teaching
timetable for drama as a distinct lesson. Pupils are expected to perform, to support
productions and even to write and direct their own plays, so they develop confidence inpublic speaking and performance, as well as technical skills.
Many schools have their own purpose-built theatres, and in many cases provide the artistic
hub for a number of schools and even the entire local community.
Schools such as Sylvia Young and Italia Conti specialise in spotting young talent and preparing
girls and boys from all backgrounds for a potential life in the arts.
Sport is particularly strong in independent schools as shown in the success of many former
pupils on the worldwide sporting stage.

Career earnings
 A 2015 report from the Sutton Trust and upReach charities found that six months after
finishing university, independent school graduates in high-status jobs are earning £670 per
year more than those from the state sector in the same high-status positions.
 Three years later, this gap has grown such that an independent school graduate is on average
earning £2,198 per year more than a comparable state school graduate.

21

Teachers, teacher training
Teacher numbers 2016/17
Full-time teaching staff
56,650
Men
39%
Teaching assistants
8,144
Pupil-teacher ratio
8.7 : 1
26% nationally17.1 : 1 nationallyAs pupil numbers in independent schools have increased, so have teacher numbers.
The low pupil-teacher ratios reflect the commitment of many schools to teach a wide rangeof subjects and provide a bespoke education for each cohort, with excellent pastoral
support.
Around 17% of ISC school teachers are Oxbridge graduates - nationally this is c.5%.
Teachers enjoy teaching at independent schools because of the freedom to develop theirown curriculum, there is generally less government interference, pupils are motivated andwell-disciplined, parents are supportive and there are excellent resources and facilities.

Teacher training At present there is real concern about teacher recruitment and retention. The teacher
workforce moves between the sectors so it is in everyone's interests to support teacher
training.
 ISTIP (Independent Schools' Teacher Induction Panel) is the largest provider of teacher
induction and was described by the DfE in its annual review 2014: "You have, over the years,
developed the level of service and support to your NQTs and schools that we regard as exemplary
practice".
 Five independent schools are teaching schools but more are in teaching schools alliances.
More still would be keen to share teaching expertise, observations, continuing professional
development opportunities and good practice.
 ISC is working with DfE to set up a cross-sector SCITT for MFL ITT that could act as amodel in the future, leading to similar maths and science schemes.
Heads sayRhiannon Wilkinson, Head of Wycombe Abbey, a day and boarding girls' school in High Wycombe,
Buckinghamshire: "First and foremost, independent schools recognise the value of their teachers.
We have high expectations of them certainly. Parents pay handsomely for their services and it isright that our teachers should work very hard on their pupils' behalf. In return, they are treated as
professionals. They are encouraged to spend their time helping and inspiring their classes, not fillingin forms or producing unrealistically detailed plans. WB Yeats is often said to have observed that
education is about 'the lighting of a fire, not the filling of a pail'. Although the words seem not to behis, the sentiment, wherever it originated, hits the spot. Yes, we want our teachers to gain the best
results they can for their pupils, but most of all, we want them to develop a love of learning for its
own sake."

22

Katherine Haynes, Head of The John Lyon School, a boys' day school in Harrow, North West
London: "Free of the constraints of the national curriculum, independent schools allow teachers tobe the teachers they want to be. We enable a perfect learning environment by offering small classsizes, longer contact time and excellent resources. Teachers enjoy the ethos of independent schools;
whereby extra-curricular involvement is valued alongside academic progress. Unfettered by external
constraints, ours is an environment where outstanding subject knowledge and enthusiasm ischerished. Our teachers are mentored closely and are given the opportunity to train and to lead andtake part in educational research projects. Most departing staff gain promotion when moving on toother schools. All staff are empowered to shape the school, contributing to whole-school planningthough their departments. Those wanting to experiment with new teaching practices are given theopportunity to run and take part in educational research projects. This is an environment where
innovative thinking is encouraged."23

About this document
Produced in November 2016
This document has been produced by Ed Holmes, Head of Media and Communications.
For feedback and suggestions, please email ed.holmes@isc.co.uk.
Independent Schools Council
t 020 7766 7070
f 020 7766 7071
First Floor
27 Queen Anne's Gate
LondonSW1H 9BU
www.isc.co.uk

Constituent Associations:
Association of Governing Bodies of Independent Schools
Girls' Schools Association
Headmasters' and Headmistresses' Conference
Independent Association of Prep Schools
Independent Schools Association
The Independent Schools' Bursars Association
The Society of Heads
Affiliate associations:Boarding Schools' Association
Council of British International Schools
Scottish Council of Independent Schools
Welsh Independent Schools Council

24