|Wimborne, BH21 3AD, UK Wimborne|
+44 (0)1202 841254
WELCOME TO OUR SCHOOL
We want our young people to develop the qualities to live life in all its fullness and to contribute richly to society. Wisdom and moral courage are cornerstones of this and they are developed through such attributes as tolerance, compassion, self-discipline, imagination and resilience, each often hard won.
Beyond that there are the many skills such as leadership, flexibility, teamwork and reasoning power which will bring success. Not least amongst these I would place lightness of touch and a sense of proportion.
Our hopes and expectations for young people are great and it is Canford's task to help them meet these demands with a spring in their step. The environment is structured and yet allows them to grow as individuals through exposure to a very wide range of opportunities. Breadth is an essential feature of Canford life.
In achieving these aims, academic matters are of primary importance, of course. The school emphasises both the disciplines and freedoms of the intellect. Academic work may be the ladder to universities and careers but it is equally a source of much pleasure and personal growth, regardless of ability.
Creativity and self-discovery are fostered also through the range of extra-curricular activities. One can not tell whether balls or greasepaint or water or bees will fire up the imagination but the opportunities and encouragement are there.
Canford sets its entry standards at a level which should enable the motivated pupil to achieve a wide range of GCSEs (at grades A to C) and three A levels of sufficient quality to enter Higher Education. Ninety five percent of Sixth formers proceed to university.
There are seven boarding houses at Canford: Court, Franklin, Monteacute and School for boys; Beaufort, de Lacy and Marriotts for girls. While the housemaster/mistress provides continuity of care from before arrival through to university and beyond, each house tutor will share responsibility for one year-group's welfare and academic progress. The objective is to provide clear guidance and support without stifling individuality.
Above all else, the house is home. Pupils remain in the house unit throughout their time in the school, learning from each other and taking on different roles as they move up the year groups. Each house has a married housemaster/mistress, three tutors (one resident in each boarding house) and at least one house matron. House year groups vary between ten and fifteen and each house numbers sixty to sixty-five.
The houses are welcoming social environments but they are also places for the nurture of independent study. Each house has a library, internet access and, above all, a purposeful air. They also provide the context in which initiatives such as charity work or directing a play might be attempted.
In addition to the academic, sporting and cultural opportunities outside the classroom, there are a number of further activities, clubs and societies through which pupils can develop extra-curricular interests and explore new avenues.
Pupils in the Fourth Form (Year 10) begin a series of Enterprises, which initially consist of either the Combined Cadet Force or a programme of activities which includes Adventure Training, Community Service, Conservation Work, Cookery and First Aid. These activities take place on Tuesday afternoons and two further weekends are allocated during the year for expeditions and other project work. At the end of the Fifth Form (Year 11) options open up considerably and include the full Community Service Programme.
Sixth Form pupils are encouraged to help organise and run activities for themselves and younger pupils. Some, for example, have regularly entered the Devizes to Westminster Canoe race, taking responsibility for their own organisation and preparation. Others devise and run successful fund-raising events for charity. The Duke of Edinburgh Award Scheme continues to be popular.
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