Pupils embark on a journey of development and exploration of their minds and subjects
At the heart of Bryanston’s approach is our distinctive model of education, the Bryanston Method
It has been the keystone of the school’s philosophy since our foundation in 1928, providing a curriculum that is tailored to the strengths and interests of each pupil
We encourage innovation and creativity in all areas of the curriculum, believing that imagination, perspective and boldness are as applicable in History, Science, or Maths as in Music or Art.
That journey begins in Year 9 (D) with Method classes. Once a week pupils learn to develop skills, from planning their assignment work to summarising texts, as well as honing their revision methods.
They then embark on the DPQ, a self-determined research-based report or artefact, under the guidance of their Method teacher and tutor. The school’s approach to academic honesty is also introduced at this point; covering research, referencing and the use of AI.
In addition to their lessons, all pupils have timetabled assignment periods during the week to complete their independent assignment work. They plan these periods around the specialist study rooms, where there is always a subject teacher supervising and available for help. In Year 9 (D) pupils have four, 35-minute assignment periods per week, to learn how to use both that time and the subject rooms in a small-scale and supported fashion.
As they move up through the school, and their capacity to manage independent study increases, this rises to about seven or eight periods during the GCSE years and then to twenty (about 40% of their timetable) in the Sixth Form. This means our Sixth Formers are in a position to maximise their independent learning time from the very start of their courses.
The feedback from weekly assignments, classwork and half-termly interim assessments are recorded on the Bryanston Chart. This feedback is live, being visible to tutors and parents in real-time, and forms a central part of the weekly tutorial discussion. Therefore, conversations, reflections and actions are immediate and impactful, rather than waiting for an end of term report when the opportunity for a meaningful response has often passed.
The Bryanston curriculum is deliberately broad. Distinctively, we do not operate a timetable using fixed ‘blocks’, which force pupils to choose between subjects. Each pupil has the freedom to explore their own combination of choices at GCSE and in the Sixth Form
In the Sixth Form, pupils may choose between A Levels, the IB Diploma, CTECs or a combined programme. In every subject each pupil has a weekly one-to-one or small group session, called a Correction Period, to review assignment work and develop their learning.
These are particularly powerful in allowing bespoke stretch and challenge or targeted support. Pupils are encouraged to be proactive in these sessions and bring questions, ideas, or work with them to discuss with their teacher.
Alongside high academic standards and expectations, we also provide an emotionally and intellectually supportive environment, allowing pupils to develop independent, creative and unlimited thinking.
The one-to-one tutor system
The Pastoral and the Academic integrate through the Bryanston one-to-one tutorial system. Each pupil is carefully matched to their tutor when they join the school. This relationship lasts for the duration of the pupil’s years at Bryanston.
The tutor guides each tutorial pupil in becoming responsible for their own learning and discusses their wellbeing and progress at the weekly one-to-one tutorial. They help pupils plan and manage their deadlines and priorities across the week and encourage independence.
Over time, the tutor also supports them through key moments in their education, such as option choices, exams, and university applications. At all times, they act as each pupil’s champion and advocate.
” I didn’t realise at the start how much impact the tutor would have but he has always been there, has been supportive and an all-round mentor for my son. We couldn’t have wished for anything more. He has played a massive part in my son’s experience.”
Parent
Old Bryanstonians are not recognisable as a particular ‘type’. They are comfortable in their own skin and do not impose their ideas on others, though they often inspire those around them. They are the embodiment of the spirit of enquiry, of the positive challenge to convention and of creative thinking.
Their Bryanston education equips them with a mastery of both their subjects and their minds, as well as a repertoire of soft skills that enable them to make a seamless transition into life beyond, whether that is at university, in an apprenticeship or the workplace.
