ABSTRACT
Raddery has expanded and become more complex with different 'venues' for different groups of children. The Quaker influence is common to Raddery's morning meeting —John Cross himself being a Quaker. Classroom teaching was possibly about mid-way between Raddery's holistic classroom teaching and Cotswold's abandonment of teaching in their 'polys'. The main features the Cotswold Community shares with Raddery are, perhaps, the notion of the therapeutic community and the extent of individualization in pursuing a child-centred approach. There are two main purposes in trying to set Raddery in context. First, it highlights some of the distinctive features of this particular residential school and community. Secondly, it raises issues about Raddery's practice and the practice of other schools. The Head of Education told one they are considering a new venture, an alternative 'small school' for secondary children to serve the whole school, along the lines of 'small schools' developed elsewhere as alternatives to traditional education.
