With standout academic results, Concord College offers students from across the globe rich opportunities to develop their strengths, find their direction and flourish
Mention Concord College and most people know about its academic success – and that is hard to overlook since the school is a heavy hitter at a national level. But results are only part of the story. Principal Dr Michael Truss is always careful to explain to prospective students that a Concord College education means a far broader approach to education. “Yes, the academic entry requirements are high, and the entry bar is high, and that’s right because that’s what our parents are looking for. But what we’re not, and never have been, is an academic hothouse where it’s only about grades.”
While the school welcomes and support many academic high-fliers, what it’s looking for is the right attitude to learning. “You’ve got to work really, really hard here to get your success. But actually, what counts is: are you interested in what you’re doing; are you interested in learning? Intellectual endeavour – intellectual activities – is that something that appeals to you?”
Concord College has an interesting history. Opened in 1949, it was one of that small group of schools established in the UK after the War with the express aim of bringing international students together in order to share learning and build cultural understanding. Today, that founding ethos of harmony remains alive and well. “Ask any of our students what the most important thing is and they won’t say getting A stars. They will say kindness,” says Michael Truss.
While it adheres to the British educational framework (GCSE and A levels), this has never been a ‘traditional’ public school and – very distinctively – it has no uniform. This can be surprising to parents from some parts of the world (including the UK), but Michael Truss believes it’s an important point of difference. “We’re one step closer to university, not in terms of curriculum necessarily, but in terms of approach and how we treat students,” he says. This is especially true in the A-level years. “There’s a lot more independence of study, of choice, and students react really well to that.”
“Ask any of our students what the most important thing is and they won’t say getting A stars – they will say kindness”
An interview – along with entrance tests – is how Concord checks it is the right fit. Michael Truss frequently interviews older students, while the Head of the Lower School Susan Corell meets the younger (13+) students. “What we’re testing in that interview is independence of thought, but also the willingness to be educated.” Truss (an Oxford Physics graduate himself) likens it to an Oxbridge interview, where something beyond grades is expected. “They want that demonstrated passion and commitment to the subject – and that’s also what we’re looking for.”
Feeding passion and commitment to learning is the most distinctive element of the educational approach here. Opportunities go way beyond ‘teaching to the test’, in order to build open and well-rounded minds. The Super-Curriculum offers an array (100+) of clubs, societies, discussion and special-interest groups. This means not only can the aspiring medic fill their boots with extra knowledge in areas such as anatomy, but also keep up interests in, say, philosophy, computer science or geography.
Many students gravitate towards sciences, and that is catered for with a stunning purpose-built science building featuring 22 labs, plus a ‘Special Projects Laboratory’ for experiments that let students far exceed typical school-level investigation. They have their own bench space for project work and get access to high-tech kit such as 3D printers, spectrometers, and so on. Truss says when students are writing that UCAS personal statement or attending university interviews those special projects are a great way of demonstrating commitment to their chosen field.
While sciences are popular – and nearly every student chooses to study Maths at A level – there’s a distinct cohort that favour humanities and arts subjects. This includes those looking towards architecture, design or fine arts pathways. Again, opportunities and quality of work produced are exceptional. Many students arrive with extra strings to their bow. “A huge fraction of students are very musical – lots of them arrive with Grade 8 or a Diploma,” says Michael Truss. There’s no Music A level offered, but it’s a popular choice for EPQ (Extended Project Qualification).
Every student gets involved in arts and creative activities via the lively programme of cultural activities. With four school Houses (not to be confused with the 17 boarding houses where boarders live), every student belongs to a House ‘team’. Michael Truss says this is central to the life of the school. “Our House system is incredibly important because they’ve all got their own identities. Students are very loyal to their House and it’s that nice element of competition – healthy competition.”
The House competitions bring lots of fun. “House Arts is the biggest competition, and that involves a bit of dance, a bit of drama, a bit of musical performance. There’s a winner for each, but also an overall winner. That is the one that every student wants to take part in, and every student wants to win.” While that is the top trophy, there are competitions going on throughout the year. Apart from the two Head Prefects, every prefect is linked to one of the four Houses, and part of their prefectorial remit is organising everything from volleyball knockabouts to maths competitions. “It could be anything, but it’s a common thread throughout the year,” says Michael Truss.
The House system is an important element in the school community, and another layer of friendship and support. But, as you’d expect of a school where some 85% of students board, the pastoral care here is wraparound. “The tutor is at the centre of everything because the tutor is the person that sees the student every single morning. The tutor is the hub, if you like, of information that’s flowing through. It could be academic, co-curricular or boarding – whatever it is, the tutor is that conduit.
“You’ve got to work hard here to get your success. But actually, what counts is: are you interested in learning?”
“But the key to our system here with our 17 boarding houses is we’ve got an unusual number of adults involved in caring for each child. So, for example, a Form Four boy or girl boarder here will have their tutor and their teachers. They will also have a boarding parent, assistant boarding parent, head of year, head of lower school and they have a head of house.”
This exceptional level of support is matched by a strong live-in culture – for obvious reasons since so many students are international. Exeats are easily applied for if parents or relatives are coming to visit and all young people have UK-based guardians, giving them the opportunity to enjoy life out school. The boarding houses provide ample creature comforts (another one is currently under construction), and students have their own bedroom, with home-from-home shared spaces for social and down time.
While traditional independent school team games like rugby are not a Concord College tradition, there are other sports the school shines in, including basketball, badminton, volleyball and tennis. It has nurtured elite athletes, including swimmers, a fell runner and a world-class windsurfer – and reached the finals of the Society of Heads U18 National Cup Final for football for the first time last year (taking along many supporters to cheer on the team). Varied and inclusive games sessions happen for Years 9-11 and with a sports ‘prep’ for boarders to choose their own activity. The popular ‘twilight’ programme, taking place after the school day, gives students the opportunity to let off steam. A new sports hall is under construction to add even more opportunities.
The fact that this is a rural setting – and in glorious Shropshire countryside – provides an immersion into way of life that seems a long way from, say, urban Hong Kong, Thailand or Singapore. And that brings fresh-air pleasures, with stunning landscapes to explore on foot or by mountain bike, plentiful trips and expeditions locally and further afield and more organised outdoor education activities – some via the school’s highly active Duke of Edinburgh (DofE) Award scheme. Students get involved in local community life, with outreach and volunteer work and some board in the local village. The Saturday afternoon bus to the medieval market town of Shrewsbury is well used for cinema, meals out and shopping.
Shropshire is a peaceful backdrop for study and outdoor pastimes – but many students naturally gravitate back to cities for their university years. London – with its world-city experiences and exceptional universities – is a huge draw. Currently, UCL is favourite for offers and applications, with a sizeable number of students also choosing Imperial or King’s. Oxford and Cambridge are firmly in the mix. It depends, says Michael Truss on the courses offered since students here invariably build a highly focused approach to onward study and the best route to their career goals.
Getting in to Concord College is a significant milestone on that longer journey and something to celebrate. So, when students arrive each September, there’s immersion into British life with induction week. Rather like university freshers’ week, it is all about orientation, fun social events and finding friendship groups. It finishes with a hugely popular British Day, complete with a proper funfair (think Ferris wheel, dodgems, coconut shy). “The students love it,” says Michael Truss.
The structure and setting here are perfect for developing and honing academic strengths. The fact that it’s such an international environment builds social confidence and strong friendship networks. “National societies are really strong here,” says Michael Truss. “You can join any society you want, not just your home country!” This year the school has introduced a cultural festival week to let students celebrate all home countries’ special days. It’s a perfect example of what Concord College was established to do – develop deeper understanding and broader knowledge. “On paper, it looks such a challenge to get 40 nationalities from all over the world living together harmoniously, but they do, adds Michael Truss. “The community is strong here.”
* Concord College concordcollegeuk.com
Further reading: Cheltenham College’s passion for progress
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