Devon has long-been one of England’s most popular places to live, and it is also a great place to go to school. At a time when there is, rightly, an ever-growing focus on adolescent mental health and wellbeing, the advantage of our location is self-evident.
Devonians are known for their warmth, and this is reflected in the strength of the relationships we see within the school. This is fostered by the Boarding Houses, central to the lives of our pupils. We are grateful for our safe, secure campus, set on the edge of the market town of Tiverton, surrounded by gentle hills and green space.
We count ourselves very lucky here at Blundell’s to be so close to a huge range of sought-after locations and exciting experiences for our pupils; opportunities to camp, sail, surf, and hike are right on our doorstep, as are towns and cities like Taunton and Exeter.
Outdoor activities are a key element of the Blundell’s experience, not just because the pupils love them (which they do), but because they help them to develop values such as resilience and resourcefulness and, more simply, to learn the joy of discovery. Our extensive Blundell’s garden develops pupils’ horticultural skills and provides a space for them to be with friends and connect with nature.
A final advantage of being based in Devon is that we are able to attract a truly outstanding staff body. Our inspirational teachers are diverse, talented and committed. They focus not only on learning, but also on the process of learning, both in and out of the classroom. As a result, we consistently rank among the top schools in the country for value-added data, and regularly achieve national success in academics, sport, music, and drama. We are committed to our ambition to be more thoughtful in understanding our pupils, and more innovative in developing their potential, than any other school in the country.
The academic ethos at Blundell’s is fuelled by a number of complementary principles and beliefs.
We see exam performance as a way of opening doors in the future, rather than an end unto itself.
Our highly effective academic approach is based on the very latest research into the way in which pupils learn. Self-efficacy, derived from a pupils’ belief that they can succeed and that they are believed in, is key. We know that a pupil with drive and determination to do well, whatever their academic ability, will find achievement at every turn.
Complementing this, we have a carefully-constructed system in place to guide pupils towards a more active approach to their learning. Rather than sitting back and listening, we need our pupils to be on the front foot – asking questions, discussing ideas, engaged and thinking for themselves.
We entwine the academic and the pastoral as we know that pupils learn best when they are supported and happy. We are therefore committed to ensuring that every pupil at Blundell’s is known and wholeheartedly encouraged to succeed in every facet of their life.
The academic ethos at Blundell’s is fuelled by a number of complementary principles and beliefs.
We see exam performance as a way of opening doors in the future, rather than an end unto itself.
Our highly effective academic approach is based on the very latest research into the way in which pupils learn. Self-efficacy, derived from both believing that you can succeed and being believed in, is key, as we know that a pupil with drive and determination to do well, whatever their academic ability, will find achievement at every turn.
Complementing this, we have a carefully-constructed system in place to guide pupils towards a more active approach to their learning. Rather than sitting back and listening, we need our pupils to be on the front foot – asking questions, discussing ideas, looking things up, engaged and thinking for themselves.
Finally, our commitment to entwine the academic and the pastoral; that pupils learn when they are supported and happy, and that they are supported and happy when they are learning, ensures that every pupil at Blundell’s is known and fully supported to achieve their best.
We are tremendously proud of our pupils for the excellent set of results that they have achieved with over half being awarded A* or A for their A Levels. This is the generation of pupils arguably most affected by Covid. Not only were their studies disrupted, but they also were the ones not to write GCSE exams. This year was their first experience of sitting public exams and they passed the test with flying colours. Throughout the exam period these pupils showed a quiet determination and poise, and these results vindicate their confidence and hard work.
It is worth bearing in mind that these results have been accomplished alongside exceptional success in music, drama, sport, and other pursuits, like Gold Duke of Edinburgh awards, and confirms that a good education is so much more than just a set of grades. In fact, much evidence indicates that busy and diverse involvement enhances rather than undermines academic achievement.
85% of our pupils secured places at their university of choice, the majority of which are Russell Group universities based in the UK. In addition to this, we are seeing a growing number of pupils looking further afield both in Europe and in America. One pupil has been awarded a scholarship to an Ivy League University and three others have received generous scholarships including one full scholarship for Athletics.
I would especially like to commend our inspirational staff who have believed in and supported our pupils over these past few challenging years. It is our privilege to walk this journey with our pupils and we celebrate their success with joy and gratitude.
