The school recruitment process is fair, thorough and transparent and applies to all appointments consistently

The school endeavours to practise the process of safe recruitment. All advertisements state the school’s commitment to child protection and safeguarding. The school employs an agency to conduct background checks on every new employee.

All staff within the school including volunteers and supply staff meet high standards of child protection and the safeguarding of students

The Head of School is developing a robust child protection and safeguarding culture in both the Primary and the Secondary schools. The policies and procedures that the school has are clear and coherent and provide good guidance to the staff in carrying out their responsibilities.

The school provides a pastoral structure that meets the needs of all students and promotes their personal development

In both schools, the line and threshold awards provide visual reminders of student progress and development. Students are presented with badges in a school assembly upon reaching milestones; in the Secondary School the award of a tan or a blue Blazer is the highest accolade. In the Primary School the highest awards, presented at the end of the school year, are the Grange Scholar, the Junior Dux Scholar and the award of commendable conduct medals. The presentations are usually made at the beginning of a term to begin the term with a mood of celebration and to incentivise students. It was clear that the students both value and understand the system and wear their badges with pride.

The school has provision for the physical and mental health, and safe supervision, of all students to allow them to flourish in the school environment

The staff are committed to ensuring the physical and mental health of the students. The recently introduced Whisper App has been welcomed by staff and students and is helping to embed a caring and supportive culture in the school. The school counsellors, the medical staff and the DSL and DDSLs from each school work closely together to ensure a multi-agency approach towards student wellbeing is implemented.
The school health centre is well equipped with a treatment space that offers privacy and rest areas that provide peace and quiet. The centre maintains a risk register for students with particular medical needs including asthma. There are always two nurses on duty. More complex medical care is available at local hospitals. The medical team, pastoral team and safeguarding work closely together to provide effective support.

The school ensures that through positive behaviour management students are supported in their learning and safety.

Throughout both Compliance and the Accreditation visits, the behaviour of students was exemplary. They were polite and respectful and keen to tell the LIP about their school which they are justifiably proud of. The school's proactive approach to positive behavioural management is evidenced through the behaviour policies for the different schools, which seek to implement a common approach.
All students spoken to were aware of the merit system and the importance of observing the ‘Six Ps’. The students wear their badges with pride. One student was wearing a tan blazer which is awarded for good conduct; a rare achievement for a student in Year 10. A blue blazer is awarded for academic achievement. Students are presented with their awards and blazers at the accolades assemblies which happen at the beginning of each term. Students support this as it helps to motivate them to greater heights.

The school ensures that off-site activities are appropriate and safe Before the pandemic struck the school had a tradition of organising very successful school trips that support the schools aims. The most recent of which was in 2020 when the Grange won the World School Games in Dubai.
The trip was organised in line with the school’s detailed and comprehensive trips policy which informs the trip organiser of all steps to take when arranging a school trip.
The First Aid Policy clearly states the steps to be taken when trips in Nigeria or overseas are organised. A school nurse always accompanies trips and medical forms are completed by parents.

Accommodation supports the learning needs of all students. The sports facilities include a swimming pool, a basketball court, a football pitch and a grass athletics track. The Primary School has dedicated play areas including a space for nursery and reception students to play on equipment that is safe and fit for purpose. The facilities provide an environment that encourages student participation and has led to success in sporting events both in Nigeria and abroad.
The classrooms in each school are housed over four floors. In the EYFS section of the school there is a dedicated learning space as well as separate toilet areas and rest spaces. Classrooms in both schools make good use of space and are brightly decorated with displays of student work highlighting student endeavour and achievement. Classrooms have interactive whiteboards to aid learning - befitting a school developing 21st century skills.
Each school has its own library with a full-time librarian.

Security is paramount. There is a wall around the entire perimeter of the site with further security provided by an electric fence on top of the perimeter wall.
Security checks for entry to the school are thorough. Security guards verify the identity of any visitors and check that they have an appointment. They record names, dates and times, purpose for the visit and search bags before providing a lanyard with a card that will open the security barrier. The same vigilant approach occurs when a visitor leaves the campus. At the end of the school day parents are not allowed onto campus. Students wait in their tutor rooms until an electronic message arrives alerting the tutor to the arrival of the responsible adult who is collecting the student.
The school has close circuit television cameras on the site. The cover of the cameras has recently been increased, enhancing further the security provision on campus. The cameras are monitored from a dedicated space day and night.

For the thoroughness of the security arrangements that are in place at the school.

The fabric of the school provides an effective and safe working environment.

Lockdown and fire notices are displayed throughout the school and fire muster points clearly marked on the school playing field. Fire extinguishers are visible throughout the site. They are checked every six months, and dates of checks are clearly displayed.
Students and staff interviewed were very clear about procedures in the event of a fire or a lockdown during the school day. Practices are monitored and detailed reports produced. Around the school you will see notices encouraging kindness and stating the school’s commitment to no bullying. Posters of the DSL and DDSL are in prominent places around the school as are posters informing students of the services of the school counsellors.
Students in both schools commented on how they felt safe and secure at the Grange; a view echoed by the parents.

Overall facilities meet the needs of all students, including those with additional educational needs and/or a physical disability.

The facilities were not purpose-built for students with physical disability. However, the staff are all flexible to the needs of the student and make adaptations where possible.
The school does provide ramps for wheelchair access to the school site. There is a disabled toilet in the health centre. Records are kept of students with additional needs and personalised support provided. The SEND policy outlines a holistic approach to supporting students.

All governors / proprietors meet all the requirements for adults with access to young people reinforcing the importance of safeguarding within the school

All governors have completed appropriate safeguarding training. The Designated Governor for Safeguarding has completed Level 3 safeguarding training. Governors directly involved in the recruitment of senior staff have completed the Educare Safer Recruitment course.

Measures are in place for governors to register interests and to manage any conflicts of interest

There is a conflict-of-interest policy which is practised at the beginning of each meeting via the agenda, including an item inviting governing council members to highlight any conflict of interest they may have with any agenda business.

There are written procedures / protocols for the remit of the work of the governing body.

The Governing Council is the main body that gives strategic direction to the school. The Council is sub divided into committees that cover all areas of school operations. The areas covered are: Buildings and Facilities, Technology, HR, Finance and Education and School Communications. The Governing Council includes two parent governors. The Head of School attends all committee meetings and Governing Council Meetings. The Governing Council reports to the Board of Directors. There is a schedule of meetings for the GC and the various sub committees.

There is appropriate support for new governors.

There is a thorough selection process when new governors are required. Once appointed new governors will receive the detailed Governors Information Manual and be registered on Educare so that the mandatory training courses can be completed. New governors will also be presented to the Board of Directors.

Governors have a commitment to their own training and development.

The experienced, reflective Board has a diverse background. The Governing Council expressed its commitment to ensure that the expertise of the members of the GC in various fields is used in a way that seeks to ensure a secure, financially stable and innovating educational environment.

The governors provide records of meetings and decisions which show evidence of active and committed governance. The profiles and contact details for the governors are available to parents along with key policies.

The names and profiles of governors are on the school website together with an email contact address. Each governor’s role on the GC is detailed although the governor in charge of safeguarding is not mentioned in the profiles. The minutes of GC meetings show governors are committed to the development of the Grange. Plans are well advanced to build a new boarding house.

British educational ethos and values are at the heart of a holistic approach to learning and to the development of learner qualities

The school embraces a British educational structure and ethos and is committed to a holistic approach to learning, underpinned by strong values.
The merit book, which is given to every student, enables tutors, heads of year and SLT members to track the development of the 6P learner qualities as defined by the school.
Enrichment activities are arranged by the different faculties and programmes take place throughout the year. Students are given the opportunity to develop their creativity through music and drama activities after school. Intellectual confidence is developed through public speaking and debating clubs. The enrichment programme aims to support the development of 21st century skills though the STEM and coding clubs. Successful participation in enrichment programmes is rewarded through the merit system.
The school enables students to participate in the Duke of Edinburgh’s International Award Scheme. The school uses external coaches to enhance its co-curricular provision. The school is justifiably proud of its success in AISEN competitions ranging from music and public speaking to sport with recent success in a swimming gala being particularly noteworthy. In 2020 before the Covid lockdown the Grange School won the Dubai World games at U13 level. The publication of the poetry anthology entitled, ‘A Splash of Nature’ is a further illustration of the school’s commitment to holistic learning.

The school has an outward-looking perspective promoting its values via a wide curriculum and through opportunities to develop awareness of other cultures and global issues as far as this is permissible within the host country.

The school’s outward-looking perspective, combined with strong values is a strength of the school.

The school teaches the majority of subjects through the medium of English.

Lessons are taught in English apart from French and Spanish lessons.

The school has taken appropriate measures to ensure the health, safety, well-being and happiness of boarders, taking into account their age and gender.

The boarding facility has a capacity of 96 students. There is a detailed risk assessment in place and a helpful Boarding House Handbook. The school caters for full boarding, weekly boarding and flexi-boarding. There is a detailed plan to build a new boarding complex opposite the school campus.
The school has installed permanent fixed fire escape ladders for all boarding pods. All students have used the ladders during a fire drill.This is a much safer means of escape should there be a need to evacuate the facility because of fire.
The school employs a security company to manage entrance and exit to and from the facility. The process is very thorough. The site is enclosed by a high security wall on top of which there is an electric fence. The security staff receive safeguarding training from both the Head of School and the secondary school DSL.

Staffing and facilities are designed to allow boarders to flourish educationally.

Staffing in the boarding house provides a high level of support to boarders. Each pod of up to 12 boarders has a resident houseparent. There is also an overall Head of Boarding on site together with one fully trained nurse. Staff have completed appropriate training for their respective roles.

Boarders are able to communicate with parents or guardians.

Boarders can contact their parents every night and at weekends.

New boarders are inducted successfully and supported as they join the boarding community.

The Boarding House Handbook, which includes the Boarders Code of Conduct, provides support for students when they first arrive. Students stated that the induction process helped them settle into boarding quickly.

Meals meet the needs of boarders.

Food is cooked at the school campus and transported to the boarding facility: a journey of between 10 and 20 minutes. Students remarked that the food was fine overall, with some meals better than others.

There is an appropriate range and choice of activities for boarders outside teaching time, including sufficient free time each day.

Provision is made for students to arrive early and/or stay late at school to enable participation in co-curricular activities. When at the boarding facility there are activities that students can do.
At weekends occasionally trips are arranged to a shopping centre or a cinema as well as religious worship and study time. When trips happen, students travel with a police escort.

The curriculum meets the needs of all students The curriculum should be broad and balanced and aspire to develop learner qualities and skills. The curriculum offers broad opportunity and choice for all students at all stages

The Early Years Foundation Stage (EYFS) at Grange is well organised and designed to meet the Early Learning Goals (ELGs). Nursery 1 places a strong emphasis on fostering communication skills and personal, social, and emotional development in young learners and the curriculum provides a supportive environment that encourages children to express themselves, develop positive relationships and build emotional resilience. Teachers and leaders take proactive steps to integrate Nigerian culture into the curriculum, fostering a sense of relevance and familiarity for the students. This includes incorporating Nigerian dances, songs and drums into the learning experience, allowing students to connect with their cultural heritage while engaging in their education.
The English curriculum is clearly mapped out from EYFS to Year 6 and a Literacy Curriculum Handbook has been developed and disseminated to staff to support the teaching of this subject. It shows clear progression and expectations for each year group to aid with planning, delivery and assessment. During Book Week, local authors are invited into school to read to students along with secondary students who come to do shared reading with the primary students.
The Primary School students maintain high levels of success in Mathematics. The students have been identified as generally being very strong in mental maths and the school have been working on developing the strand of problem-solving to further develop student understanding and skills. They currently use Target Maths and Rising stars to support their Maths curriculum. There have been a number of new Maths teachers join the school this year so CPD and training around consistent marking is ongoing.
The school has an impressive computing suite where students can access robotics, drones as well as a comprehensive computing curriculum.
The school website gives detailed information about the curriculum that operates in the Secondary School. The curriculum is broad, balanced and meets the needs of all students. At KS3 students study a wide range of subjects. The school aims to develop students who are critical thinkers, problem solvers, team players and who deploy imagination and creativity to navigate their way through the challenges of the curriculum.
At IGCSE, students study up to 10 subjects from a choice of 15. There is a strong core of compulsory subjects which includes English Language, Mathematics, one modern language, at least one Science, one Humanities subject and one vocational subject as compulsory subjects.
There are also a wide choice of co-curricular activities enabling students to continue their learning and social development outside of the classroom. The culture of continuous improvement that underpins all that happens at Grange School seeks to develop key thinking skills as well as the character traits of empathy, agility and hard work.

Teaching consistently encourages and enables students to make progress.

During an observation of an Art lesson students were encouraged to create their own 3D lamps. The teacher provided key vocabulary and clearly modelled the task giving students the freedom to be creative and problem solve throughout the project. This was a good example of the ways in which group work were effectively used to develop understanding as well as provide challenge and support for those students who needed it.
In a Nursery lesson on minibeasts, students took part in a minibeast parade as well as a “guess what minibeast I am” activity which supported the development of key vocabulary in this area in an engaging and fun way.
In the Secondary School, subject teachers observed had very good subject knowledge. The effective use of interactive whiteboards in all lessons observed confirmed the efficacy of the educational technology initiative. Staff are competent users and are certainly using the timer function to good effect.
Many lessons observed certainly encouraged students to make progress. In a Year 7 English Literature lesson students collaborated successfully both in class and through Google classroom to produce project work. In a Y9 French class all students were engaged in a part of the body exercise which was challenging for all levels of student. In a Spanish lesson student-led learning was an observed key feature. An exit ticket question and answer session in a Y10 Physics lesson encouraged students to check their knowledge and understanding.
Creativity and imagination were seen in a Drama lesson during which students were challenged to devise their own characters for a screen play. Logical thinking and problem-solving skills were being developed in Mathematics lessons. In a music lesson which showcased positive relationships students were making progress on their chosen instrument in a very well-equipped music studio.

Use of interactive whiteboards and in the initiative to drive the use of educational technology throughout the school.

The quality of learning and teaching is monitored effectively across the school to ensure improvement and to identity best practice which can be shared and celebrated.

There is a detailed Learning and Teaching Policy that applies in both the Primary and the Secondary School. The policy documents the expectations and appraisal practice, and this is clear for staff.
Additionally, the Primary School fosters a strong culture of peer observation and peer mentoring among teachers, promoting collaborative growth and improvement. Through one-on-one feedback sessions, teachers are able to engage in constructive discussions about their instructional practices, share best practice and receive valuable insights from their colleagues. This commitment to ongoing professional development and reflective teaching practices greatly enhances the overall quality of teaching and learning within the school; this is especially useful for new staff. There is a clear ethos of continuous improvement.
In the Secondary School, teachers spoke positively about the regular Wednesday meetings which ran throughout the academic year and allowed faculties to work and plan collaboratively. CPD sessions have focused on the components of an outstanding lesson and teachers during interviews were able to discuss these components confidently.

Marking, assessment and feedback supports and enables students to make progress The school meets the learning needs of the full range of students.

There is a clear and robust Primary Assessment Policy which outlines the expectations of both teachers and SLT. To ensure that each student receives the appropriate level of support, baseline assessments are conducted when students join Reception.
Assessment data across all subjects is closely monitored by the subject leads and the Head of Primary and any support needed is discussed with the SENCO and an IEP or intervention is planned.
In the Secondary School there are many points of internal and external assessments before students sit their IGCSE exams including CAT assessments, five annual internal assessments, including one project-based assessment for all students, which further encourages enquiry-based learning. After internal assessments, a thorough review of the data is undertaken with those requiring extra support being identified and provision made. There is a very good tracking system to identify underperformance which is tagged at 65% and there is a clear intervention system which picks up on underperforming students and engages them in intervention groups for improvement. In the secondary school close monitoring of Y11 student mock examination results according to internal data is having a positive impact on student performance.

Student attitudes to learning.

In the Primary School, all the students spoken to shared their love for school. They could articulate the things they were proud of achieving and were aware of their next steps in learning. During the observation, it was evident that the overwhelming majority of students displayed high levels of engagement and motivation in their learning.
In the Secondary School, all students felt that the academic programme on offer at Grange was the best thing about the school. The students presented themselves as very focused young people who had a clear educational path ahead of them. Students said that the school helped hugely in the transition process from Year 6 to Year 7. In some lessons, particularly MFL, Global Perspectives and English it was clear that students were confident to lead learning by working well in groups and by leading peer reviews.

The school’s leadership at all levels actively promotes the well-being of students and staff.

In the Primary School the leadership team is passionate about creating a happy and respectful school environment. This was observed in lessons where teachers and staff encouraged a culture of respect and celebrated the uniqueness of each individual. Staff members are present at the gate to warmly welcome children into the school, fostering a sense of belonging and security which was commented on by many students that we spoke to.
In the primary phase, as well as in secondary, the school has a Zero-Tolerance Policy towards bullying, with a proactive approach to addressing conflicts. Training sessions have been conducted with parents to educate them about bullying, differentiate between conflict and bullying, and provide conflict resolution strategies. In cases of suspected bullying, the Pastoral Lead and Designated Safeguarding Lead (DSL) conduct thorough investigations. The school ensures that all support staff members are trained to identify and address instances of bullying.
The school does look after its staff. There is a clear sense amongst the staff that to teach at Grange School is an honour and means something. Just as the students are proud to be at Grange School, so are the staff. Those staff who have done long service at the school are recognised. The school provides health cover for all staff and staff are encouraged to take full advantage of the cover by having an annual health check. The counsellor is available to staff. The school organises financial wellbeing advice if staff wish to take advantage of the opportunity. There is also a staff discount for staff children should staff wish to take advantage of the scheme.

The leadership at all levels has high expectations and works to improve and enrich the educational experience of all students.

All teachers in Primary spoke highly of the support from SLT and the sense of team and community that was apparent within the team. This was mentioned several times across the school, and it was clear that the support from the Primary Head was valued and respected by the staff both from a CPD perspective but also with regards to their wellbeing and sense of belonging.
The Secondary School has a well thought out faculty system. The head of teaching and learning is clear about the gravitas of his role and responsibilities which is wide ranging. Lesson observations are organized each term. The lesson plan template has the features of an outstanding lesson bullet pointed at the bottom of the template to remind teachers of the school’s expectations. The CPD programme reinforces the importance of learning and teaching, safeguarding and wellbeing. Over the past year staff have completed external online courses on Adaptive Teaching and Effective Questioning. The school also supports teachers who wish to complete CIE subject specific training. The CPD programme therefore seeks to enrich the educational experience of all students. The school development plan with its focus on outstanding teaching and the improvement of the educational use of technology further confirms that the leadership is committed to improving the educational experience of all students.
The SEND Policy is implemented with great energy and commitment with intervention strategies monitored by the Head of Teaching and Learning as well as the SENCO lead. All teachers have personal school files that contain the list of students on an intervention support pathway. This commitment is certainly enriching the educational experience of those students who are on the SEND register.

The work of the SEND department throughout the whole school. The work of this team in identifying students who require additional support, setting clear and manageable targets for intervention and supporting teachers in teaching and learning helps to ensure positive outcomes for all students.

The leadership gives clear direction and vision for the school.

Leadership of the Primary School is clear and purposeful, and all of the staff spoken to shared how supported and encouraged they felt. The sense from primary was that of mentorship and empowerment for staff who wanted to further develop their skills and roles. With new staff in middle leadership roles and some with acting subject lead roles, it will be important that these staff members are supported to develop their leadership skills in order to undertake the assessment, monitoring and improvement of their subject or priority areas effectively. With a large number of new staff this year, time and space has been given for staff to peer observe, have 1:1 meetings and feedback with SLT and a large range of CPD sessions have been planned and delivered. There are a large number of new middle leaders or acting middle leaders and further training and support for these staff will be essential to meeting the shared vision of the school. The leadership does give clear direction and vision for the school.
The internal CPD programme, the development of the use of educational technology, the building of a new boarding house, the phased refurbishment of classrooms and the extensive enrichment programme on offer all point to a clear direction of travel. Initiatives such as the reenergising of the peer lesson observation policy, the effective use of data to both attend to the needs of individuals and to identify year group and whole school trends confirms that the leadership of the school is clear about overall strategy. This was noticed particularly in the primary school.

Leadership across the Primary School, in particular the clear identification and strategies/plans for improvement both in subject development and monitoring of progress for all students.

Student leadership and the student voice contribute to the development of the school and the quality of the students’ experience.

In the primary, the students feel as though they have a strong voice in the running of the school and that their opinions are valued. They did, however, say they would like to meet more regularly to discuss changes and improvements across the school.
In the Secondary School student leadership contributes helpfully to school culture. A student-led anti bullying week encouraged all members of the community to call out anti-social behaviour.

Parents are aware of the school’s aims and ethos and regularly receive news relevant to their children and about the development of the school.

Recognising the significance of parental involvement, The Grange places a strong emphasis on fostering strong partnerships with parents. Induction into Nursery is supported by a dedicated parents' morning, providing essential information and guidance about the programme.
Children in Reception are able to spend a half day transition to get to know their new Year 1 class and experience some of the changes in the structure of the day and the curriculum. This is the same across the Primary School and all students have an opportunity to meet their new teachers and find out more about the expectations of their new year group. Students in Year 6 have many transition support tools in place to help them when transitioning to the secondary school such as, being issued with a lanyard in keeping with secondary students, eating together with the secondary students and taking part in a number of pastoral sessions on “getting ready for Secondary”.
Furthermore, throughout the school year, additional support sessions are planned to encourage ongoing communication and collaboration between parents and teachers. Parents and carers feel that they can speak to teachers openly and this has been supportive when organising additional support for students and encouraging parents to play an active role in both their child’s education and wider school life.
Parents are aware of the school aims. There is an extremely active PTA which organises events and, in addition to the school leadership, keeps parents informed of developments at the school. The school leadership communicates regularly with the parent community via termly newsletters as well as communications regarding special events at the school. Parents are invited to attend curriculum presentations in both the primary and the secondary school. At parent meetings during the Compliance visit both primary and secondary school parents stated that the level of communication from the school was excellent.

Parents are suitably informed about their child’s progress and pastoral welfare as well the curriculum, wider opportunities and important stages as their children move through the school .

The EYFS lead takes a proactive role in monitoring progress and attainment across the phase, with the support of the Deputy Head of School. This continues across the Primary phase where regular parent/teacher meetings as well as a termly report are sent home. This collaborative effort ensures that students' learning needs are continuously assessed and addressed.
Reports are sent home termly in the Primary School and in English lessons, work is deep marked at the end of each unit and sent home so that parents/carers can see the comments and next steps for students.
The school uses Google Classroom to communicate with parents/carers and this is regularly updated with homework, ppt slides from sessions and parent support presentations to aid parents in supporting their children at home.
In the Secondary School parents are reported to termly. The school reports contain both attainment and attitude towards learning grades. To support the reporting system the school organises parent conferences which help the development of the home school partnership, which is vital to successful education.
It was very evident during the visit that the leadership of both schools communicate very well with parents either formally or informally

Parents know how to contact key personnel and how to raise issues, or seek advice and information.

The school’s Complaints Policy is on the school website. Parents are encouraged to raise issues at the appropriate level so that they can be resolved quickly and satisfactorily.
The SLT in both schools operate an informal open-door policy. The contact details of the Governing Body are on the school website.

Parents are aware of admission arrangements and have open access to relevant school policies.

The school's website provides clear directions on how to complete the application form for requesting admission to the school. Parents who were interviewed found the process to be simple and easy to follow. Moreover, the school encourages families to schedule personalised tours, which parents highly valued as an opportunity to engage in meaningful conversations with the Headteacher.

The school provides a broad range of extra-curricular, enrichment opportunities for all students.

Grange offers a broad range of extra-curricular enrichment opportunities. It is clear that the school continually looks for opportunities to extend the range of extra-curricular opportunities on offer. A recent student survey in the Secondary School suggests the majority of students participate in extracurricular activities.
Students commented enthusiastically on the range of outside classroom opportunities. The school participates in swimming events both in Nigeria and this year in the UK. Students enjoy the opportunity to compete in AISEN organised sports competitions. The recent Festival of Rugby, a new addition to the co-curricular programme, was a great success.
In the primary school there is broad range of extra-curricular activities that includes computing, basketball, dance, chess, athletics and fashion design!

There are a range of opportunities for all students to engage with the outside world - locally, regionally and internationally - which support and promote the school’s educational ethos and values and provide rich learning experiences.

There are most definitely a range of opportunities for students to engage with the outside world. In recent years, post pandemic, students in the Secondary School have been to Student World Swimming Championships in London; Y10 students went on a leadership course to South Africa and students in Years 8 & 9 visited Spain on a languages and humanities trip. In the primary school this year pupils in Years 5 and 6 enjoyed a trip to a PGL Centre in the UK.
Locally, both the Secondary and the Primary School are engaged in charity projects developing in students the value of service. The enrichment programme does provide a rich learning experience for those students who actively participate in the programme. It was clear from student interviews that those who engaged in the enrichment programme saw how it was helping to develop qualities of hard work, agility and empathy.