in particular those serving special needs children. In addition, the school makes available some places to pupils offered on scholarship, bursaries or free of charge; almost a third of current pupils receive financial support for their places. Motto The French motto Quant Je Puis (As Much as I Can) is central to the ethos of the school, which focuses upon the all-round development of the individual. It is inherited from the Shireburn family who once owned the original mansion on the site; the family emblem is emblazoned, in stone, with the motto, above the fireplace in the Top Refectory. At the far end of the same room, once the dining room of the Shireburns, the motto can be seen again, carved into the minstrel's gallery: Quant Je Puis. Hugo Sherburn armig. me fieri fecit. Anno Domini 1523. Et sicut fuit sic fiat. Academic Academic standards are high: 93% of GCSE students attain A*-C grades; there is a 100% pass rate at A-Level; and 100% of A-Level leavers take up places at universities (10% to Oxbridge) or on gap year schemes. The school's most recent inspection rated much of the education and pastoral provision as 'outstanding'. Ten GCSEs are usually taken by each pupil, consisting of five compulsory subjects (Religious Studies, Mathematics, English Language and Literature, and a modern language (French, German or Spanish) plus Information Technology and Personal, Social Education, with five other options from humanities, sciences, or arts subjects. In Poetry (lower sixth), four or five AS-Levels are taken from a choice of 25 subjects, with a weekly Theology class. One of these may be dropped and the remainder, or all, taken on to A-Level. Six A* – C grades are the requirement for Sixth Form entry. Each academic department has dedicated teaching rooms around the school, in addition to the general classrooms and playroom study places. Education during the college's early history was based on St Ignatius' Ratio Studiorum, with emphasis upon theology, classics and science, all of which still feature prominently in the curriculum. The educational practice, observed at the College of St Omer, of dividing a class into Romans and Carthaginians continued long after the migration to Stonyhurst but is not employed today; each pupil would be pitched against an opponent with the task of picking up on the other's mistakes in an attempt to score points. Until Roman Catholics were admitted to Oxbridge in 1854,