Our Aims & Ethos

Mission statement

At Marylebone Boys’ School (MBS), we have a mission:

To support boys to achieve their full academic potential and become well-rounded, resilient citizens prepared for life beyond school through application and hard work.

We have created an environment in which knowledge is valued and available to all those who strive to achieve it. We embrace our motto, Studio et industria (Latin for “through application and hard work”), and ensure appropriate support and stretch for each individual.

MBS is a school where every boy is known personally and where every boy matters. We welcome students of all faiths and we serve young people from every part of the diverse local community.

Focus on boys in Key Stages 3 & 4

At Marylebone Boys’ School, boys gain confidence in their ability to learn without being compared to girls. We want boys to be able to grow at their own pace, knowing that pace varies considerably between the ages of 11 – 16, and we use teaching methods which are especially relevant to boys and their learning styles. Once pupils are preparing for A Levels, co-education is a realistic preparation for the world beyond education. In September 2019, MBS opened its co-educational Sixth Form.

Our Curriculum

At MBS, we teach the National Curriculum but go well beyond it in order to enrich boys’ learning; teachers are supported to make lessons fun and exciting. We focus on the core of mainstream academic subjects - English, maths, science, languages, history and geography. Unlike many schools, we teach biology, chemistry and physics as discrete subjects from Year 7 in order to encourage boys to take the opportunity to study triple science at GSCE.

MBS Teaching and Learning Pledges

The MBS Teaching and Learning Pledges were developed to ensure that our boys succeed in every aspect of their education and are equipped for life beyond school. We call these our “Four Rs”.

Resilience: Recovering from setbacks

Aim: An MBS student will make excellent use of all opportunities provided to help him secure his learning. He will have determination to learn. He will seek further opportunities to extend his knowledge and learning both in and out of the classroom. He will take pride in completing homework and classwork to the very best of his ability. Resilience means that when a boy makes a mistake, he will always be eager to know how he can improve. He will not be afraid to make mistakes. He will have a robust and spirited thirst for knowledge, learning and improving.

Resourcefulness: Problem-solving

Aim: An MBS student will ask enquiring and investigative questions. These questions often compare and contrast different events and theories, and ask probing or evaluative questions such as “How far?” or “To what extent?” He will make links between topics and look for opportunities to deepen his learning. Resourcefulness means that a boy will use resources around him to find answers to his questions. He will seek to work things out methodically using problem solving skills and active thinking skills.

Reciprocity: working together

Aim: An MBS student will work well in a team and be able to listen, respond and further a discussion. He will use peers to improve his own learning and support the learning of others. He will be encouraged to lead others in group work and to distribute roles effectively to maximise the performance of a team. Reciprocity means understanding “give and take” in group work and how to be an excellent communicator.

Reflection: understanding strengths and weaknesses

Aim: An MBS student will look back over his ideas and work. He can identify strengths and weaknesses and how he can improve. He will set himself challenging targets, independently looks at his work and addresses corrections regularly. Reflection means considering how well work has been done and seeing mistakes as opportunities.

High standards of English

We believe that a strong performance in English is the foundation for success both academically and in life beyond school. Our commitment to “literacy across the curriculum” means that every teacher is expected to be a literacy teacher. Raising the standard of reading and writing as well as speaking and listening is an objective in every subject, not just in English lessons.

Boys have a choice of Spanish or French and also either study Latin or have additional literacy lessons. We provide Year 11 boys the opportunity to take a GCSE in their home community language, for example Arabic, Portuguese or Russian.

School culture

To support our school mission, we teach our students to develop three MBS core values:

Professionalism

MBS boys will be professional leaders who conduct themselves in a professional manner, ensuring respectful interactions with all peers and adults to allow them to become successful, independent citizens in their community and career.

Positivity

MBS boys will be positive role models who are rewarded for their hard work and are able to use feedback as an opportunity to develop their skills and knowledge. Students will have a positive and collaborative approach to learning, contributing fully at all times.

Productivity

MBS boys will be productive citizens who are ambitious and work hard; they will take opportunities within the curriculum to use the ‘4 R Learning Powers’ (Resourcefulness, Reciprocity, Resilience and Reflection) and have a growth mindset, allowing them to embrace new challenges. MBS boys will always work to their absolute maximum.

Ready for life beyond school

We aim to prepare our pupils to make their way in a rapidly changing world. We want them to leave with a solid base of knowledge and the ability to enjoy learning throughout their lives, so that they can make the most of further education and their chosen careers.

Strong support from parents

The school was set up in response to the demands of parents who want to support teachers in achieving an excellent education for their children. The school will expect parents to share its commitment to learning and to work with it in close partnership. To reinforce this partnership, parents/carers and the school sign a home-agreement (please click the link to see a copy). 

Equality objectives

In compliance with the Equality Act 2010, objectives are set annually. Detailed below are the school’s current set of equality objectives.

Pupil Achievement

• All pupils are assessed, monitored and tracked through the school’s management information system.
• Under-achievement is identified and appropriate intervention is implemented.
• Pupils are able to participate in a full range of extra-curricular opportunities.

Behaviour and Safety

• Pupils respect one another.
• Pupils feel safe and valued.
• Pupils, staff and parents know that misconduct and gross misconduct will be challenged.

Teaching  

• Expectations are high for all pupils. Those who need extra time and support will be helped and expected to achieve their full potential.

Leadership and Management

• The staff and governing body reflects the diversity of the school community.
• No pupils (or their families) are disadvantaged academically, socially or emotionally. All staff are mindful of the academic and social needs of all children, especially potentially vulnerable children.
• The Senior Leadership Team is responsible for the collection, analysis and publication of equality data including the recording of prejudice-related incidents.

The school will make reasonable adjustments to meet the needs of disabled pupils and implement an accessibility plan aimed at:

• increasing the extent to which disabled pupils can participate in the curriculum;
• improving the physical environment of schools to enable disabled pupils to take better advantage of education, benefits, facilities and services provided; and
• improving the availability of accessible information to disabled pupils.

The school’s leaders accept and welcome their responsibility to have due regard in decision-making and actions to the possible implications for pupils with particular protected characteristics. They will consider equality implications before and at the time that they develop policy and take decisions.