Page 5 - OM Newsletter - Issue 44 - 2020

FROM THE HEADMASTER
By the second year, most Heads will expect to have come across some obstacles or even some mountains to climb in their new roles. However, I am not sure anybody could have predicted the types of challenge that have been thrust into the paths of all schools, and indeed all businesses, by Covid-19. As with the picture of our pupils ‘Covid climbing’ the trick is to learn, very quickly, how to adapt and carry on, and rather than dwelling on some of the difficulties, it is much more helpful to reflect on some of the more positive aspects of how we are managing to adopt and adapt to change.
Along with many other schools, teaching simply switched online and remotely. As a school we were fortunate to have spent considerable time training teachers and pupils in the use of Microsoft 365 before the pandemic struck, and so the transition to remote learning was relatively seamless. Similarly, co-curricular activities and academic enrichment were re- imagined and made available virtually, with pupils continuing to deliver and attend society meetings, join debates and fitness classes, and undertake a series of meaningful House and fund-raising challenges.
As many of you will be aware, the usual public examinations system was completely torn asunder, both by the removal of exams as well as by the press. Schools were asked to submit Centre Assessed Grades and rankings for those pupils who were due to take their GCSEs and/or A levels, with IB following a similar pattern alongside some assessed work. Although there was a significant amount of concern expressed over the manner in which grades were apportioned, it is important to recognise that the grades that were eventually used for IB, A level, and (I)GCSE were based entirely on the pupils’ work and performance over the year, and the grades that this would most likely have led to them achieving. I am very pleased to report that the outcomes for our pupils were excellent, with them achieving some of the highest grades of recent years. For example, 67% of our (I) GCSEs were graded 9, 8 or 7 (A*-A in old money); at IB 33% of the cohort achieved 40 points or higher, and at A level, 71% of grades were A*-B.
Commem was broadcast virtually in May, and in my speech I noted that there is a major concern that school children are missing out, they are falling behind, a whole generation of children is going to be scarred. However, I have looked at our Malvern pupils and I can see that rather than missing out, they have kept up to speed with their academic syllabuses and have simply been learning a whole new range of skills and qualities that are going to stand them in good stead for the future.
All of the above is being replicated across the Malvern Family with the increased use of Teams and Zoom increasing communication and collaboration, building relationships and the sharing of ideas. Each of the International Schools and Associated Prep Schools has
faced its own unique challenges through this period, but the number of pupils attending schools within the Malvern family is almost at the 4000 mark as of this September.
One of the strategic aims of the College is to enhance its reputation - locally, nationally and internationally. By the interest in admissions and the many virtual open day events that we are holding, the positive press, such as
the ‘Great for Music’ award in The Week’s Independent Schools guide in September, and the continued growth and global recognition of the Malvern International schools, we are certainly making some positive steps in this direction.
Keith Metcalfe
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