Schools Guide 2022/23

DEAR SOUTH WEST LONDON PARENTS

Welcome to the eighth annual NappyValleyNet Schools Guide

September brings new beginnings to parents and pupils alike; a new academic year, a new school perhaps, certainly open days to attend and important school choices to be made, and ultimately, the hope that the world of education has made learning more relevant.

The good news is that school heads and groups have been tweaking the curriculum to drop learning by rote and deliver more independent and autonomous learning, to support pupils’ resilience and wellbeing. Our feature tracks this welcome move.

Time spent away from the classroom is more relevant than ever and we look at the merits of school trips, why using an outside consultant might help you make the right choice of school, share best practice on prepping for admissions, showcase why boarding is a fast track to independence and explore when and how best to switch schools when they don’t pass muster.

Our regular features on affordability, championing neurodiversity, open day dates and essential timelines, plus Early Years education options, are also crammed into this 124-page bumper issue.

We hope all our information and advice will lead you to the best educational home for your child. As always, please do let us know how we can improve.

Warmest wishes

Founder, Nextville IP Ltd.

Parsons Green Prep

EDUCATION IN THE NEW NORMAL

“Our orchestra day was a resounding success which only took place following the Covid experience and now we are planning to continue it,” says Jenny Rawlinson, Director of Communication at the girlsonly boarding school. “I think it’s fair to say students and staff appreciate the value of being together in live performances more than ever before.”

As schools started a new academic year in September 2021, they were different, but how different? After the biggest upheaval to schooling since World War Two, it was always unlikely that they would return looking as they did before the outbreak of Covid-19. Woldingham’s orchestra day was just of one many items on the agenda for change as teachers across the country tried to “build back better.”

The first ever orchestra day was held at Woldingham School in Surrey this year. Bringing together children from local prep and feeder schools, a professional orchestra and Woldingham’s own players, it was billed as a ‘community celebration’ in the wake of the Covid pandemic.

Children are getting involved in lots of community projects and are gaining a much broader view of the world

Online teaching is one of several innovations retained from lockdown days. Teachers have continued to film their lessons and stream them in real time or hold class gatherings on Microsoft Teams to teach children who are sick or who stay home to avoid bullying or other stresses. With absence rates still higher than prepandemic, some schools are also still holding parents’ evenings online – much to the approval of many families. As one parent put it, “virtual parents’ evenings mean I don’t have to rush from work, wait in queues as appointments with teachers go over time or listen to embarrassing disclosures about my child’s behaviour in public.”

But most schools have also been eager, like Woldingham, to emphasise the importance of a timetable of face-toface art, music, sport, drama and outdoor lessons as they help children catch up on the social and emotional learning they missed during lockdown. For many pupils, that absence has led to problems such as social anxiety and other mental health issues. Figures from NHS Digital show

that one in six children in England had a probable mental health disorder in 2021, an increase from one in nine in 2017. Some schools, as well as offering plenty of arts and sports, have also brought in counselling, meditation, yoga, and other

initiatives aimed at boosting children’s wellbeing.

At Putney High School, a fee-paying secondary school in south west London, headteacher Suzie Longstaff says: “We have launched initiatives including Mindfulness

AN EDUCATION BEYOND THE CLASSROOM

We believe that the outcome of a good education shouldn’t be limited to academic achievements: it should be about the type of people our pupils become. We invest a great deal of time into ensuring they are thinking about their connection to the world beyond the school gates.

We advocate equality and foster an ethos of social awareness and respect for difference, through regular talks, workshops and assemblies on equality, diversity and inclusivity. We have an extensive outreach programme and a number of longstanding partnerships

with 30 local primary and secondary schools, as well as local care homes and libraries. Pupils from Year 10 and above spend Friday afternoons volunteering in our local community, from mentoring primary pupils in maths to leading adult digital skills classes. Our pupils are exposed to interesting perspectives and new ideas which serve to challenge their understanding of the world around them. They leave us as lifelong learners, conscious of their responsibility to society.

Butterfly Preschool

Sian Griffiths, Education and Families Editor of The Sunday Times, investigates the state of education in the new normal of a post-pandemic landscape

on Wednesdays, ‘Wellbeing drop-in sessions’

wellbeing podcast

and Prep Schools

‘Thanks

Asking’. Putney also offers counsellors, a school nurse and personal tutors. But its secret weapon is a cuddly, four-legged beast called Ezra – a therapy dog. Ezra “has broken down barriers and opened up conversations – perhaps challenging some of the stigma associated with getting therapeutic support,” says Longstaff.

At Wimbledon High School play has been given a high priority with daily playtime made longer to allow children to focus on their friendships and invent their own fun. The school has also developed a ‘Wild Girls’ programme in the junior school to encourage children to explore “the wildlife on their doorstep.” It also now has a full-time inhouse counsellor, offering coaching sessions

HOW TO DEVELOP A GROWTH MINDSET AND BUILD RESILIENCE

• Never say never - remind children that learning is all about not being able to do things at first – in the Lower School we use the power of the YetiI can’t do it YET - to reframe the way children think about problems

• Let them take risks - the opportunity to tackle something outside of their comfort zones and learn how to overcome challenges is invaluable

• Show them you’re not perfectremind them that it’s fine not to be perfect in everything; we are all different and not everyone can be

great at everything. Let them know that you too excel in some things while finding other things harder

• Encourage them to take up a hobby that takes time - whether it’s learning an instrument or playing chess or sport. Nobody is perfect from day one – it takes time, resilience and determination, plus a lot of practice to succeed

• Above all, remind them that success comes in many different forms - it’s not all about win or lose.

Source: Northwood Schools

Alleyn’s

to help the school’s youngest pupils “solve their own problems.”

At Bolingbroke Academy, Principal Claire Edis says children are being taught “courage and compassion”. And individual academic and mental health plans are devised for each child to help them “thrive in school and beyond” post-Covid.

Julie Robinson, Chief Executive of the Independent Schools Council (ISC), cites that in the post-pandemic world of education, more cross-sector partnerships between state and independent schools are being forged, triggered by a stronger sense of civic duty and driven by the genuine sense of the public benefit that private schools can provide.

“Children are getting involved in lots of community projects and the children are gaining a much broader view of the world,” she says. “Independent schools have found all these opportunities to do good things, and share it more. There is a positive spirit in schools now.”

But arguably the biggest change this year has been the return of national GCSE and A-level examinations. In the pandemic, exam papers were scrapped. Instead, grades were awarded on the basis of teachers’

assessment of their pupils work in class or in tests schools set internally. In the summer of 2022 for the first time in three years, teenagers again crowded into school halls to sit traditional exam papers.

Concern about children’s wellbeing after the pandemic led some private schools including Eton College and St Paul’s Girls’ School to propose scrapping GCSEs outright. The government has resisted such a radical step but it is bringing in a new GCSE in Natural History which will allow youngsters to study flora and fauna outdoors and learn

DIVERSITY IN CHILDREN’S LITERATURE

Teaching children to celebrate and appreciate diversity is a top priority in schools and a hot topic globally, for good reason. We are often asked how these vital and valuable lessons are communicated in an ageappropriate way.

Books are a perfect way to introduce young children to concepts such as inclusion and open-mindedness, and a wonderful tool to start important conversations about difference, empathy and equality. Take a close look at your book collection and ensure that your children can access a wide variety of books that include stories about different families, varied cultures, nongender stereotyping and neurodiversity. An early introduction to diversity will have a positive impact on how children see - and engage with - the world. If you would like to explore this further, download our diverse EYFS book list from our website.

Source:

Concern about children’s wellbeing after the pandemic led some private schools to propose scrapping GCSEs outright

Whitgift School

how to protect the planet. The ‘climate change GCSE’ as it has been dubbed will be available from 2025 and is one of the first new GCSEs to be announced since 2017.

Some independent schools such as Thomas’s, Battersea, where Prince George and Princess Charlotte are pupils, are already holding increasing numbers of lessons outside, a tested way of boosting wellbeing and resilience. Under the school’s new curriculum, George will learn to kindle a fire outdoors and use a knife to whittle wood.

Headteachers have also recognised the pressure on younger children caused by highly competitive admission tests to senior fee-paying schools. Since 1903 the Independent Schools Examinations Board

(ISEB) has provided exams for children moving from prep and junior schools to senior schools in the UK, including designing and setting Common Entrance tests. The exams have traditionally tested 12- and 13-year-olds on up to 11 academic subjects, including Maths and Classics. Typical questions have included ‘What is the French for ‘his mother takes him to school’?’ And ‘How have polar bears adapted to living in the Arctic?’

But now changes are afoot

In 2019, not long before the pandemic began, the ISEB announced that Britain’s oldest exams were to be reformed. The move followed the decision by several top

private schools, including Westminster and St Paul’s to abandon Common Entrance for children approaching the age of 13 and recruit more children from state primary schools at the age of 11. Hot-housing and intensive coaching for admissions tests to highly selective senior schools had also been blamed for growing levels of anxiety in young children.

The board has now brought in online pretests to Common Entrance. Pupils in Year 6, aged ten and 11, can sit the computerised pre-tests in their existing primary and prep schools as well as take a new iPQ, a projectbased qualification devised by the ISEB.

Prep and junior schools are adjusting the way they teach to the new qualifications.

Eaton Square

Prep and Nursery Schools

At Broomwood Hall Upper School, part of the Northwood Schools group, which has placed pupils in senior schools including London day schools such as Alleyn’s and JAGS as well as in boarding schools like Wellington College, preparation for the new pre-tests are already bedded in. Louisa McCafferty, Head of Broomwood Hall, says senior schools are using the preentrance tests to select pupils in different ways. “Some schools, such as Alleyn’s, use the pre-tests to sift out up to half of the candidates applying while others look at the results as part of a package that includes English, Maths and Reasoning tests and interviews that are taken after the pre-tests,” she says. Although the pre-test was designed to be an exam that could not be coached for – easing the hot-housing of young children that had previously taken place – in fact McCafferty says, “it’s a red rag to a bull to say to a school that no-one is expected to prepare for it.”

At Broomwood, a long 8am to 5.30pm day means pupils can combine personalised

SUSTAINABILITY AND THE NEXT STEPS

Sustainability matters to us and there is much we can do for better environmental outcomes. We need to lead with action, but we want our students to see how they can be part of that leadership.

Our student Green Council has been excellent in encouraging the community to think about paper, plastic, transport and our consumption of meat, for example, but the big difference globally will be made by making significant changes and investment on a large scale.

One of the goals we have set for the school is to become carbon neutral as quickly as possible, and we intend to make significant progress towards this in the next three years, specifically tackling electrical energy, heating and the use of flights for overseas trips.

The aim is that our students will leave us as well-informed young people who care about our environment, with the confidence and motivation to be part of the change process that we will need on a global scale.

THE IMPACT OF ARTIFICIAL INTELLIGENCE ON EDUCATION

Artificial Intelligence will eradicate the one-size-fits-all approach to education says Kai-Fu Lee, former president of Google China. His book, AI 2041, predicts the automation of many teacher’s tasks utilising sufficiently advanced AI, to correct students’ errors, answer questions, assign homework and tests and grade them. Plus bring historical characters back to life to interact with students.

The greatest advance will be in individualised learning, using a personalised AI tutor assigned to each student to give a different homework to each pupil based on his/her pace, ensuring that each student achieves full mastery of a topic before moving on.

Human teachers will play two important roles: as mentors and connectors, stimulating students’ critical thinking, creativity, empathy and teamwork; and a clarifier when a student is confused, a confronter to quell complacency and a comforter to subdue frustration.

“In other words, teachers can focus less on the rote aspects of imparting knowledge and more on building emotional intelligence, creativity, character, values and resilience in students,” says Kai-Fu Lee.

coaching for the computerised pre-tests with a normal timetable including art and music, she explains.

“The London day market is so competitive, with up to seven children competing for each place, and many children sitting tests for four or five schools. However much you say

to parents this is just a cognitive test, there are schools that now prepare for it,” she says.

“The good thing about the pre-tests is that you can sit them at your own school and you only sit one pre-test. But the flip side is that if it does not go well that day that result hangs over you for all your applications. It can be

Source: Trinity School

Hornsby House School

hard to get other schools to look at you if you do not do well in the pre-test.”

“We do not teach to the test but we teach them how to handle this kind of test, we teach things like how much time to spend on each question, or to look for the red herring in a multiple choice series of questions,” says Hannah Rix, Assistant Head of Assessment at Broomwood Hall.

Rix argues that children’s stress and anxiety levels are lowered by being thoroughly prepared for the specific tests they will face at different schools. Parents are kept in the loop too. “Parents find it really hard to keep things relaxed. One of the things we do is ensure we keep parents informed. We hold sessions for them and explain what preparation for tests aged ten, 11 and 13 look like. The amount of hearsay and anxiety that goes round can be detrimental to the pupil.”

Parents are also turning to private tutors to coach children for the admission tests as well as for GCSE and A-level. One big change here according to Charles Bonas of the tutoring agency Bonas Macfarlane,

LONDON CALLING

Living in London can offer a spectrum of environments, so does a central location offer anything above a quieter London suburb?

Central London schools have access to everything a major capital city has to offer. The world’s best museums, art galleries and historic monuments are on the doorstep. All can be integrated into a lesson or short trip with easejust a quick tube ride or a short walk away, allowing for more engaging and creative learning without disrupting the timetable.

The heart of the city also offers access to sports facilities and specialist trainers not normally available at school - cricket training at Lords, use of specialist facilities like horse riding in Hyde Park or boxing at a professional training gym.

London is a multicultural city and that environment can provide a reallife education. Learning about other cultures and nationalities, respecting and valuing diversity and helping children learn more about themselves.

Being in the heart of London is a beautiful, exciting and inspiring educational experience - a privilege for any student.

Where Bright Minds Excel

Sydenham High School GDST

The Parent Team

is that much tutoring has stayed online, bringing the price down to a starter level of around £35 an hour.

To help children catch up on the months of lessons lost due to Covid-19 forcing school closures, the government has also brought in a parent pledge, promising free catch-up tutoring through state schools for children who have fallen behind. Some of the one-to-one sessions are held remotely, others in schools. They are of mixed quality and the national programme has also been criticised for delivering too few tutoring sessions to meet demand.

Above all, schools have built back better in the past year by recognising and emphasising the value of human connection, creating new opportunities for children to play and work together in teams, orchestras, bands, groups and lessons. At Woldingham, Jenny Rawlinson says that the best advice she can give to parents supporting their children in the new post-pandemic normal is: “support your child to make the most

of opportunities to do things in a group whether that is sport, music or drama, and to value simply being with friends and family in person. For many people it’s the personal connections with other people that make the most difference.”

At Putney, Suzie Longstaff agrees: “We have all learnt the value of in person ‘In Real Life’ interactions. Time spent with friends doing things we enjoy is hard to beat.”

COMMUNICATION IS KEY

The last two years have reminded us that humans are social beings, created to connect. Even though we see unprecedented digital connectivity, nothing can replace the power of faceto-face communication.

When the whole family shares time together and uses it to communicate well, there is a tangible shift in relationships at home.

• Increase shared mealtimes where conversation can flow freely

• Have regular digital detox days where all mobile devices are turned off, proven to improve person-to-person connection

• Plan days out that focus on your children’s passions as this will demonstrate a willingness to share your child’s dreams for the future.

A SCHOOL WITH VALUES AT ITS CORE

The White House - a happy prep school where pupils thrive –may be growing, but its core values remain firmly intact

The White House Preparatory School, located between Balham and Clapham, is a co-educational school for three to 11-year olds. It started life as a small, family-run school, founded by Principal Mary McCahery in 1985, who continues to lead a team that includes her daughters, Laura Randall and Grace McCahery, and Headmaster Tony Lewis. As one of the last local schools remaining in family ownership, family is still at the heart of the school’s ethos, but as an establishment which looks to the future rather than the past, it also has a raft of amazing new facilities to show off too.

From this September, The White House will open a second building next door, taking its pupil numbers over 200, ensuring a two-class entry for all year groups. Classes will remain small, around 16, but four new classrooms, a performance hall, music rooms and plenty of break-out space - not to mention a treehouse and extended garden - mean The White House is able to offer top class facilities while keeping

the school together on site. The improved science lab and art room ensure children of all ages benefit from these improvements, and in the larger dining room children can come together for lunch.

The benefit of a school this size is that different year groups can engage with each other throughout the day. Teachers encourage older children to model positive behaviour to younger ones, and all 175 pupils gather in assembly to celebrate each other’s achievements and milestones. Opportunities in public speaking help improve confidence and every child has the chance to perform to peers and parents each year. All children play every sporting fixture, regardless of their ability, so they can bond over the experience and have the chance to progress. Essentially, everyone has the opportunity to shine - there is no ‘forgotten middle’ at The White House.

This ongoing commitment and consistent attention from teachers to their pupils is clearly demonstrated in the outstanding results achieved year after year - every girl

leaving in 2022 has obtained an academic scholarship to their senior school and many boys have achieved academic and sport scholarships. Secondary schools of choice for outgoing Year 6 include Dulwich College, Alleyn’s JAGS, Emanuel, Woldingham and Whitgift.

The staff here strongly believe in positive behaviour management - good work is rewarded with a trip to the Head’s office to be congratulated, building confidence and encouraging positive learning. Teachers themselves truly care about each child - the senior team are on the door every morning and all staff know everyone’s name. With such a close-knit, supportive community, one which allows every child to find their voice and discover their strengths, it’s no wonder that children at The White House are described as happy, thriving, confident, close, loyal and kind - because at this perfectly sized school there is a joyful environment which breeds community spirit.

Source: Thames Christian School

Little Green Nurseries

Support your child to make the most of opportunities to do things in a group whether that is sport, music or drama

There is a joyful environment which breeds community spirit

DECISION TIME

The number of educational options that parents face is bewildering – single sex v co-ed, state v private, day v boarding, London v out-of-London and now virtual schools too. Nicola Woolcock, Education Editor of The Times, offers clarity on what can be a transformational decision

journey ahead

arents have traditionally faced several big choices when it comes to education, even before they get down to the nitty gritty of selecting an individual school. State or private? If the latter, day or boarding? Single sex or co-educational? Post-pandemic, there is a further category with some families also choosing between in-person and virtual schools.

Cranleigh School

TRANSFORMING boys’ lives through education…

Cost is the big deciding factor in choosing the independent sector. Adam D’Souza, founder of The Commons Education, poses this question: “If you are looking at the independent sector, think carefully about what you are looking to get out of it in exchange for your fees.

“What would a return on your investment look like? Grades? University entry? Access to opportunities in sports, arts, music, drama?”

Much has returned to normality, including the not-inconsiderable annual school fee rises. These were frozen, pretty much across the board during Covid. Now they have thawed, rising by an average of three per cent nationally in the last year; and more for the current academic year. At a time of a cost-of-living crisis, affordability is more of an issue than ever for many families. See our feature on finding the fees on page 93.

Added to this is the high quality of many state secondaries in south-west London including Bolingbroke Academy and Graveney, all rated good or outstanding by Ofsted.

Cost pressures have also forced the closure of some private schools - but new ones have opened, showing continuing demand for the sector.

WHY AND HOW GIRLS DO BETTER IN SINGLE SEX EDUCATION

Ignoring gender stereotypes

Girls-only schools offer a dedicated learning environment in which young women develop their values and confidence away from the gender stereotypes and unconscious bias often present elsewhere in society. As gender stereotypes are often created at a very young age, girl-focused learning from Early Years plays a significant role in providing ‘immunity’ to stereotyping later in life.

Leadership roles

Studies show that in a mixed environment girls are less likely to put themselves forward for leadership roles or lead discussions or group projects. In contrast, when girls are in a setting designed exclusively for them, they actively pursue and hold leadership

roles, largely because they do not learn to moderate their behaviour in the presence of boys.

Subject variety

Girls educated in a single sex school opt for STEM subjects at GCSE and A-Level in greater numbers because they have not experienced the gender bias often associated with those subjects. This leads to a wider breadth of academic achievement and greater professional choice throughout their lives.

Closing the confidence gap

Research shows girls start to lose their natural confidence from around the age of eight when educated coeducationally.

Founded in 1596, Whitgift is an independent day and boarding school providing a challenging and inclusive learning environment for boys aged 10 to 18.

Set within 45 acres of serene parkland in South London, we have exceptional academic standards, a comprehensive pastoral support structure, and a broad and vibrant co-curricular programme with 100+ clubs and societies. With a range of educational pathways, including IB and A Levels, our vision is to develop highly accomplished, grounded, and community-minded young men, well equipped to succeed in their personal aspirations and goals.

find out more about our inspirational school community, please explore our website or contact our admissions team.

Source: Streatham & Clapham High School

Join GDST Director of Innovation and Learning, Dr Kevin Stannard, in a panel discussion with Emma Lee-Potter, Senior Contributor to The Good Schools Guide and The Week’s Guide to Independent Education about Why and How Girls Do Better in Single Sex Education at Streatham & Clapham Prep School on Wednesday 21 September. Booking is required via SCHS.gdst.net/events.

child has been the driving force behind the launch of our online school. For many children, whether they suffer from anxiety or mental health issues, have additional needs or for other reasons simply don’t feel able to go to school, a more tailored, individual and flexible approach is what they need to be able to thrive.”

He said Minerva provided live online lessons backed up with a combination of audio, visual and discussion-based modules.

“Students are learning at a pace and in a way that suits them. It also means that

when it comes to live lessons with our teachers, students already know the areas that they need help with, which makes time spent in class much more productive and focused on these areas, as opposed to going over old ground.

“For our GCSE and A-Level students, it means that rather than spending four or five hours a week in maths classes, they spend the majority of their time working through self-directed modules and less time in live lessons than the average mainstream school. There’s minimal homework too with most

students completing work within the usual school day.”

By this summer, the school had 200 pupils from the UK, Dubai, South Korea and ten from Ukraine.

Many teachers, parents, children and teenagers were desperate to return to normal after the pandemic and rediscover in-person learning and activities, but Mr Viney says this is not universal.

“Previously reserved, disengaged pupils in the classroom thrived doing online learning

CHOOSING A PREP SCHOOL

Parents often ask themselves whether the school represents good value for money. Look for a school that offers a rich variety of opportunity for your child, so that talents are discovered and nurtured. Whether to board, and at what age, is a choice individual to families; trends are changing, with a range of flexible options for different ages.

Remember you are choosing for your child and not from your own childhood memories. Class sizes and the provision of extra academic support are crucial. Most parents will want a prep that will produce a ‘wellrounded’ individual who has plentiful opportunities to grow and shine. Many schools will declare a wide breadth of co-curricular opportunities, but do ask questions that dig a bit deeper.

Ultimately, think: ‘Will my child be happy here?’ Your decision will often come down to the way a school makes you and your child feel when you visit; taster days can be very helpful. Prep schools that are welcoming, caring and nurturing, ones that have strong and charismatic leadership with profound core values, that put the child at the centre of everything they do, cannot go far wrong.

Source: Cranleigh School & Prep School

Mainstream school isn’t the right fit for every child

during lockdown and teachers felt a little disillusioned when things went back to normal and all the old problems reappeared in the physical environment.”

It is not a view shared by more traditional schools, which say the return to normality and in-person teaching is exactly what children need.

Alex Hutchinson, headmistress of James Allen’s Girls’ School (JAGS), an independent day school in Dulwich, says: “There has been a joyful sense of normality this term, and seeing the school in full swing and the re-establishment of face-to-face encounters has been fantastic. I’m all for innovation and doing things differently, as long as the central tenet is the wellbeing and experience of young people; I strongly

believe that that isn’t established through online interactions.”

The key consideration for parents should be the abilities and personality of the child. An extremely popular and heated thread this summer on NappyValleyNet was triggered by someone asking how hard it was to get into a private school in south London, with discussions about Emanuel, Whitgift and Kingston Grammar. Opinions differed but many agreed that it was not for the faint-hearted - that successful children had to be academically able and be happyor at least prepared - to put in preparation work for the entrance exams. See our feature sharing best practice on preparation for admission tests and exams on page 41.

Some families look outside the

Clapham

immediate area and consider boarding, with Woldingham, Charterhouse and Caterham all popular - or even further afield to schools such as Royal High School Bath or Millfield in Somerset.

The latest Independent Schools Council census shows boarding numbers have not bounced back quite as much as their day counterparts, with figures rising from around 65,000 in 2021 to 69,000 in 2022, but still below the 73,500 in 2020.

The big names are still booming but some others are having to adapt - the census noted the continuing growth in flexiboarding, when pupils stay at school for some nights of the week and go home for others. This provides greater reassurance for parents who are not quite sure that full

LONDON PARK SCHOOL

MOVING FOM PREP TO SENIOR SCHOOL

Moving to senior school from primary or prep school is very exciting, but it can be daunting too. Try not to worry. Although it’s new to you, it’s not to your new head of year. Their job, particularly in your first year at senior school, is to help you settle in. There will always be someone around to help - everyone was new to the school once and knows what it feels like - so don’t be afraid to ask.

New experiences will come thick and fast. As well as studying exciting new subjects, such as design technology, drama and computer science, make sure to take part in some of the extracurricular activities your new school offers. As well as a great way to make new friends, you will find interests and develop skills that stay with you for life. Before you know it, the end of your first term will arrive and you’ll wonder what you were worried about.

Source: Woldingham School

boarding is for them or for their child. It also makes it more of a gradual process with some starting off flexi-boarding as a way of dipping a toe in the water, before building up to full boarding in sixth form.

Adam D’Souza of The Commons Education, sees clear advantages of weekly boarding. “Weekly boarding can be a huge blessing for working families in London,” he says. “Weekly boarders probably end up seeing more of their families, as the week is structured to give quality time at weekends, with no arguments over homework.”

Gavin Horgan, headmaster of Millfield, said however that full boarding was more popular than ever at his school.

“Post-pandemic we have seen a significant surge in interest for full boarding, especially for sixth form; numbers are the highest that they have ever been. I think that the scourge of the pandemic and the challenges many faced in online learning have drawn families to think carefully about what matters in life,” he said.

“Parents and children want to take advantage of the widest possible range of experiences on offer and they recognise citycentre exam factories don’t have the allure they once did, whereas big full boarding

schools enable breadth, interactions, opportunities and diversity on a different scale. There is also an exodus from London and other cities, often to the South West.” Our feature on boarding starts on page 76.

The number of boys’ schools appears to be in decline while those catering only for girls remain popular.

Winchester College is one of the biggest names to go co-educational - from this September - leaving only Eton, Harrow and Tonbridge of the original public schools as purely single sex.

However, some girls’ school heads have bristled at the suggestion that girls could be a civilising influence. Cheryl Giovannoni, Chief Executive of the Girls’ Day School Trust, suggested last year that boys’ schools going co-ed do so to benefit boys.

Alex Hutchinson, headmistress of JAGS, said parents choose girls’ schools ultimately because they are right for their child. A key attraction is they are “fun, focused and full of laughter” and remove pressure to conform.

She said: “There is a freedom, spontaneity and unaffectedness that allows everyone to thrive, both as learners and leaders. Without doubt, parents want to know their daughter will be safe and cared for, that she’ll be busy, have fun and make great friends, and that she’ll thrive pastorally, socially and academically.

“There are fantastic single sex schools and fantastic co-ed schools – and the key to the choice is first and foremost what is right for that individual child. And often it’s the more intangible aspects that add up – the welcome you receive on visiting, the role models you see in students and staff, the vision of the head, the relationships, the energy and ethos you pick up that permeates the school.”

Day schools suit those who want a busy The White House Prep School

Towards

There is a freedom, spontaneity and unaffectedness that allows everyone to thrive, both as learners and leaders

day at school, with after-school activities, and the opportunity to share that with parents and relax at home in the evening.

“A day school allows them to combine school clubs with out-of-school activities,

such as those students who play team sport for school during the week but enjoy playing for external clubs at the weekend. There are others with more niche hobbies, and a day school allows them to easily access these in

their spare time,” she said.

“Many day school students also get used to navigating travel to school independently on a daily basis and greater freedom over their leisure time, which many parents will see as an important step to independence.”

CHOOSING A SIXTH FORM

• A-levels or IB? What academic subjects are on offer and are there any limits on combinations? (Check for option blocks and ask early if you want to study an unusual mix of A-levels)

• Is academic enrichment provided outside of lessons, such as lectures, workshops and research projects that will help boost a university application?

• Visit the facilities and soak up the atmosphere - look for a warm, strong and inclusive community

• What emphasis is put on co-curricular in the sixth form and might you be able to lead on activities?

• Are there established partnerships in the community to which you could lend your time?

• Are there opportunities for student voice, such as a blog, magazine or forum?

• What advice is available for options beyond UK university applications?

• Is support given if you opt to wait and apply to university after A-levels, in ‘Year 14’?

Source:

London Park School’s debut next year aims to offer something different. Incoming Head Suzie Longstaff says being a new school will give it the agility to do things differently:

“I am thrilled and excited to be the new principal of London Park School. It’s not often that you get the chance to rethink and design a school in this way. LPS has the scale, scope and ambition to deliver a truly innovative secondary education for London students.

“As well as providing a rounded education with strong, academic underpinning, LPS will look ahead to the future with a focus on the creative application of digital technology, design thinking and entrepreneurship. It will prepare students to meet the demands of our fast-moving, radically different 21st century society. I can’t wait to get started.”

BEST OF BOTH WORLDS

Northwood Schools’ aim is to offer their pupils the very best while encouraging them to be their very best through a broad education, and so an excellent launch pad onto future successes, whatever they may be

Northwood Schools’ Prep offering encompasses Broomwood Hall Lower School (boys and girls aged four to seven), Northcote Lodge (boys aged eight to 13) and Broomwood Hall Upper School (girls aged eight to 13) and all schools live by the same motto, ‘To do your best, to be your best.’

The approach of the schools, which gives families a solid co-educational beginning in the Pre-Prep of Broomwood Hall Lower School, leading into single sex education in the boys’ and girls’ Prep schools, offers the best of both worlds. With a single sex ‘home’ base and day-to-day teaching, there is great collaboration and cooperation between the schools including musical performances, trips, clubs such as debating, social events, masterclasses, sports days, and the sharing of some facilities such as science and DT labs, the cookery school and the art rooms. Broomwood Hall has just organised the first Festival of Mixed-Cricket, which was held at Wellington College. It was a great success and will be repeated in the football arena. It is the ambition of the three Prep

schools that each child will give their best through an education that offers great breadth and depth. By instilling in pupils a ‘can-do’ attitude to always try their best, they will go on to achieve in life. Rather than just preparing them for exams and a narrow pathway onto the next phase in their educational journey, an all-encompassing education develops the whole child, and this broader approach really does reap rewards. A happy child succeeds and when the right senior school is chosen for the individual, Northwood Schools will help them get there.

The latest raft of results and destination schools is testament to this: 103 pupils sat 11+ and 13+ exams and gained an amazing 230 offers, which included a total of 26 scholarships - 13 from Northcote Lodge and 13 from Broomwood Hall Upper School, and not just Academic but across Sport, Music, Drama and Art.

Principal Kevin Doble explains, “We can’t underestimate the importance of happiness. A happy child is a successful child and by not teaching ‘to the test’ but enabling pupils

to have an education that gives them strong foundations across all aspects of school life, we see great achievements. Happy, vibrant children move onto their chosen senior schools brimming with enthusiasm for learning with a resilience and confidence for whatever lies ahead – and the possibilities are limitless.”

The collaboration and cooperation between the boys’ and girls’ schools means that there is plenty on offer for all pupils as they go through their Prep years linked but separate. Ultimately, many of them might move onto the same co-educational senior schools for which they are well prepared; for those who choose a single sex senior route, they are similarly well-used to this kind of educational format yet will have made lasting friendships and connections which will continue into young adulthood and beyond.

The schools used to be separate and they followed a much more rigid single sex format, but over the years the collaboration has grown, especially in co-curricular areas. Now they are moving to a model where the timetable and curriculum will be shared in part while boys and girls will continue to have their own unique bases in place, providing a bespoke, tailored approach that gives a fully rounded educational experience.

Emanuel School

Start to consider catchment areas for state schools. Almost all pre-prep and prep school applications will need to be submitted within this period

State primary school

State primary school. Your child will start in the academic year in which he/she turns 5 years old, so children begin school at 4 rising 5

school

13

The results of GCSE exams dictate entry into the sixth form or a Sixth Form college. Check admission dates at individual colleges as some request earlier applications. For a 16+ move to an independent school, applications, written exams and interviews are undertaken during the autumn term of Year 11

prep school.

child

be assessed for selective schools

3 or 4

11 or 13

State secondary school. Apply by 31st October of Year 6. Grammar schools set their own exams, taken early in Year 6 (see below)

Independent boarding or day schools. The 13+ Common Entrance exam is taken in Year 8 where still required, often preceded by a pre-test in Year 6 or 7, and many London day schools have their own 13+ exams in the January of Year 8.

for many boarding schools

even 3 years, before the year

often 18-24

not

the January of the year

child

to start school, so those who will turn 5 during their first academic year (1st September

Independent day or boarding schools. There is a Year 6 entry at some independent secondary schools, with exams taken in Year 5 (10+) usually in the November or January of Year 6. The 13+ Common Entrance exam is taken in June of Year 8 where still required; in cases of selective boarding and day schools this will have been preceded by a pre-test in Year 6 or 7. Some grammar school applications need to be in before mid-July of Year 5, with exams in the autumn of Year 6

INSPIRING LITTLE LEARNERS

Little Green Nurseries is a well-located pre-school nursery which offers young children a broad and solid foundation as their educational journeys get underway

LAYING THE RIGHT FOUNDATIONS

How do you ensure that your child gets the best start on the educational ladder?

Gillian Upton advises on the do’s and don’ts of this crucial part of a child’s development

It’s been Amy McManus’s dream, since she was seventeen years old, to open her own nursery. Over twenty years later and she is standing in Little Green Nurseries, in a brand-new building, conveniently located –especially for commuting parents - next to Clapham Junction station. But Amy and her team are anything but new, having decades of teaching experience behind them. In fact, Amy is very much a part of the community, often greeted on the street by children, and even young adults, who affectionately remember their first teacher, ‘Miss Amy’.

The Little Green Nurseries is for children from two-to-five-years-old. Morning dropoff is between 8am-9am, pick-up is in the afternoon at 12:15pm or 1:30pm, or at the end of the day at 4:15pm. It’s a small nursery for only 16 children when at full capacity. Its four members of staff work full time, and understanding the pressures parents are under, provide flexibility to swap days or book extra afternoon slots at a moment’s notice.

In fact, the team see themselves as an extension of the family, meeting parents to understand what is important to them and adapting their teaching accordingly. They can do this as each child has an independent learning plan. For example, the nursery teaches French, Spanish and German, but it will also incorporate languages the children speak at home into the teaching and celebrate cultural festivities significant to them.

We use a number of different approaches including Montessori, as well as special educational needs, using Makaton and sign language. When asked what their teaching style is now, Amy replies, “All of it. We take aspects of the best learning techniques and apply them to our teaching.” Many of the activities are child-led, helping children build their personal and social skills, communications and language, and

physical and personal development as well as numeracy, literacy and building their fine and gross motor skills.

Outside learning is also very important, and the nursery benefits from a large outdoor space where activities are set up daily, so the children have a free flow between indoors and outdoors with water play and sand play. The children also visit York Gardens just behind the nursery, where there is a small vegetable patch and a mud kitchen to learn about nature, and a new wooden playground to enjoy. This is supplemented with external trips and this summer they were lucky enough to visit ‘Chelsea in Bloom’, for breathtaking floral displays, inspired by the Queen’s Platinum Jubilee.

Amy and her team are always at the door at drop-off and pick-up times to talk to parents and stay in regular contact, sending them what they call, ‘Wow moments’ showing their children’s achievements.

They can also help parents understand the primary school system and guide them in selecting the best options for their sons and daughters. “We ensure our children are happy, secure and confident learners,” says Amy, “so they are prepared for primary school, wherever they go onto next.”

Pre-nurseries, nursery schools, forest nurseries, childminders, playgroups and daycare; there is a bewildering array of options for parents to choose from for the first milestone in their child’s educational journey. Your little ones will learn to socialise, take turns, to wait, grasp a proper pen grip, to focus on tasks, build confidence and to love learning at this early stage.

Much of what children learn at this point is laid out in the government’s Early Years Foundation Stage framework (EYFS) which dictates that the focus should be on seven areas of learning and development and the expected levels your child should reach by the age of five so they are prepared for school. The seven areas are: communications and language; personal, social and emotional

development; physical development; literacy; mathematics; understanding the world and expressive arts and design.

Some nurseries will go above and beyond and additionally teach the soft skills of resilience, confidence, problem solving and independence, skills that are arguably much needed after the two-year hiatus due to Covid.

It can be an exciting time for your child, but it can also be an anxious time so it’s imperative that you find the right fit. The pandemic caused some children to lose confidence, become more anxious and less independent; some may have additional social and communication needs. The only way to discover if your child’s wellbeing will be taken care of is to visit and ask lots of questions, not least what provisions are in place to teach resilience.

“Make sure you ask plenty of questions, to really understand what the ethos of the setting is,” advises Natalie Atkins of The Kindergartens.

Adds Amy McManus, owner of Little Green Nurseries in Clapham Junction: “I always say to parents, ‘Ask the managers how long the staff have been there’ as it’s a good indicator of the staffs’ happiness,” she says.

“A child’s personal, emotional and social skills must be solid before they go to reception. Parents are more aware that it’s not just childcare but what’s on the curriculum that matters. Understanding the world is such an important part of Early Years,” says McManus.

Emma Yates, The Butterfly Preschool registrar, adds: “To consider the nursery as the place where instruction is given is one

Eaton House The Manor Little Green Nurseries

point of view. But to consider the nursery as a preparation for life is The Butterfly way of doing things.“

Staff to child ratios are dictated by Ofsted so that’s one box ticked. Check out what emphasis is placed on core skills such as literacy and numeracy, ask how the curriculum is taught so that it inspires learning. Furthermore, find out how the nursery allows parents to check on their child’s progress or concerns.

Adam Woodcraft, Early Years Co-ordinator at Dolphin School/Noah’s Ark Nursery on Northcote Road, agrees that staff are the bedrock of any school. “Choosing a nursery is about being confident to trust the staff to look after - and I think nurture - each child’s growing interests and abilities.

“Nurseries should be places of fun, developing strong foundations and growing relationships. The way in which children and adults relate to each other is far more important than the resources or the buildings, although these should be chosen and used in the best way for the children to be able to safely enjoy making discoveries and trying out new skills.”

It is worth checking out the actual building as you do need to know whether your child will be exposed to both inside and outside facilities. McManus warns: “Resources can be deceiving; they might look pretty but are staff actually using them?” Also check the breadth of the curriculum. Are sports on offer, or dance, practise in buttoning-up jackets and tying shoelaces?

“Offering a range of creative activities gives children the opportunity to attempt things

in the familiar surroundings of their ‘second home’ such as learning a new language, song or physical skill,” adds Adam Woodcraft.

Last year Dolphin School/Noah’s Ark Nursery became part of the primary school building. “Having a key person for each child helped each child settle quickly,” says Woodcraft. They utilise two classrooms, the nursery classroom and the sensory room. In the nursery classroom mainly free-flow activities take place where children follow their own interests and are supported and stretched by adults as they interact with each other.

In the sensory room children enjoy group times, Spanish lessons and Rhythm and Movement sessions, for example. There is a weekly sports session in the hall with a specialist PE teacher from the primary school. There are fortnightly visits to the local playground and library, and even a trip to Bocketts Farm in Surrey.

Co-curricular and creativity is also key at Eveline Day Schools, a family-run business providing a wide-ranging curriculum and a home-from-home environment where children feel loved, cared-for and safe. “We provide a really good foundation for each

HELPING CHILDREN THRIVE AT NURSERY

Research suggests that high quality early childhood education and care have positive and long-lasting impacts on a child’s life. What might that look like in a nursery setting?

Foster curiosity - Children are born with an innate curiosity that allows them to explore their new world as they discover each sensory input; as they learn to crawl, walk, and talk, their curiosity ignites a passion to learn.

Enable exploration - The nursery environment should allow children the freedom to explore while being safe and well organised, prompting learning and problem-solving.

Encourage imagination - Imagination supports learning and the acquisition of knowledge. Children draw on their imagination in play to revisit prior experiences such as a day at the beach, which in turn expands their knowledge and understanding of the world.

Promote independence - Learning to do things for oneself, including making decisions and taking on responsibility, is key to independence and a crucial life skill - a major focus of the EYFS curriculum. Children build confidence through independence and it boosts physical development too, particularly with hand-eye co-ordination. Everyday tasks, such as hanging clothes, pouring drinks and tidying away toys, make strong foundations for handwriting and drawing.

Providing such a flexible and rich environment needs highly skilled staff who seek to draw out the very best from all the children in their care.

Eveline Day School

The Kindergartens

CHANNELLING THE ‘PLAY-DRIVE’ FOR LEARNING

Educators working in the formative years of children’s education are keenly alive to the different benefits arising from different types of play. They seek to harness children’s ‘play-drive’ - children’s natural and irrepressible desire to play - and to channel it towards the enjoyment of certain benefits, the nature of which will depend on each child’s unique learning journey. For example, a child whose next step is to develop turn-taking may be provided with a turn-by-turn construction game to complete with other children. The child who would benefit from strengthening fine motor control might be given the opportunity to remove buried treasure from a sand tray using tweezers. Classrooms and homes in which the benefits of play are prioritised in this way are a magical place to be and create an atmosphere filled with the enthusiasm of children playing and the buzz of learning.

individual to become the best of themselves,” says Executive Head Eveline Drut. “Our motto is that we go the extra mile and teach respect for one another. We bring up empathetic, emotionally intelligent children who can handle themselves and their mental wellbeing. The things we’re keen on offering our students, as a minimum, is swimming, speaking a language and playing an instrument.”

We all know that over and above all else, your instincts are a good guide and Little Green’s McManus advises to go by the feel of the place. “Don’t go on other people’s views; you must go and see it for yourself.” Visit on a typical day and time when you would be dropping-off and picking up.

Red flags are if the main person doesn’t show you round as you need to start building a relationship with them. “It’s a delicate time for parents,” says McManus “and you need to build a relationship from the outset. It shouldn’t just be via email.”

“Listen for the buzz in the classroom from the care and nurture of the teachers. Is there interaction and respect, is there laughter and camaraderie between the staff?” advises David Wingfield, Headmaster of Eaton House The Manor (EHTM) PrePrep School in Clapham.

“Children have a desire to play as engagement so the teacher’s role is for that to happen unencumbered. Schools should be building the classroom around that so children know they are able to make mistakes and teachers should facilitate it and not dictate,” adds Wingfield.

“There is something so profound about teaching maths to four or five-year-olds as they are learning concepts so mind-blowing, or the sound of letters and blending them to form words. Children are learning the most profound things through play. When they’re five or six in a more formal learning setting, that play-based learning can disappear, so schools must get a balance between the two and it is possible.”

What am I entitled to?

Free nursery education

All families in England are entitled to 570 hours of free childcare or early education per year, which is usually taken as 15 hours per week for 38 weeks.

Working parents of three-to-four-yearolds, where both parents are each earning less than £100,000pa, are also eligible for a further 15 hours, ie a total of 30 hours. In addition, there is a Tax-Free Childcare

account - the government pays £2 for every £8 you pay your childcare provider. More info at: www.childcarechoices.gov.uk

Free education nursery providers

Those offering free nursery education for three-and-four-year-olds include maintained nursery schools and primary school nursery classes; private nurseries offer the 15 (some 30) free hours as above.

When to apply

Closing date for applications for nursery places in maintained primary schools for entrance in September 2022 was in February 2022. Each year follows a similar timeframe. More info at: www.childcarechoices.gov.uk

The Early Years Foundation Stage (EYFS)

The EYFS is how the government and early years professionals describe the time in your child’s life between birth and five-years-old. Nurseries, pre-schools, reception classes and childminders registered to deliver the EYFS must follow a legal document, the Early Years Foundation Stage Framework, which sets out: the legal welfare requirement that all those registered to look after children must follow; the seven areas of learning and development to guide professionals’ engagement with your child’s play and activities; assessments of your child’s progress; Early Learning Goals - the expected levels your child should reach at age five; and the written details the professionals should give you at age two and age five. More info at: www.foundationyears.org.uk

FROM NURSERY TO ‘BIG SCHOOL’

Starting a new school can be daunting, especially when you’re just four years old and joining Reception.

Our Reception team visits nurseries in mid-June to meet the children before ‘Moving Up Morning’, held in early July, when the children spend a couple of hours meeting their new class and teacher. Fast-forward to September and new Reception children attend school for half-days for the first two weeks, which helps them adjust to school life and the exhaustion it brings!

We, alongside many other schools, learnt during Covid that saying goodbye at the school gate works better for separation anxiety versus parents entering the classrooms.

Some of the best things you can do with your child are: help them learn how to dress independently, teach them how to recognise their name in print, and develop their gross and fine motor skills with games like throwing, catching and Lego.

Source: Finton House School

Source: Eaton House The Manor Pre-Prep Streatham & Clapham Prep School GDST

WELL-GROUNDED AMBITION

This September, Eaton House Schools are celebrating 125 years since the establishment of the first school in the group, Eaton House Belgravia. With its educational roots firmly established, the schools go from strength to strength with forward-thinking ambition

In a wonderful symmetry with the Queen’s Platinum jubilee celebrations this summer, Eaton House has discovered photographs in its archives of flagwaving Eaton House boys lining the streets in celebration of the Silver jubilee in 1977. With that continuing spirit of tradition and celebration, the schools continue to flourish and engage with the vast possibilities that an academically ambitious education can bring.

Today, Eaton House The Manor, housed in its impressive Georgian building overlooking Clapham Common, where boys and girls enjoy breaktimes, sports and field studies, offers families a modern traditionalism – a strong and successful school, traditional at its core, with a modern and forward-thinking ethos that pervades the teaching as well as day-to-day life.

Behind the elegant façade, prospective parents are often amazed at the space on the site. A large playground surrounds a beautiful copper beech tree, overhung by a stunning living wall, one product of an early phase of the redevelopment plans which have unfolded over the last decade.

At the very back of the site, just beyond an astroturf used as much for sports classes as it is for playtime and afterschool clubs, is the most recently opened purpose-built block which houses the Nursery, dining rooms - which double as event space for fairs and secondhand uniform sales - science labs and a cutting-edge DT lab with state-of-the-art technology including 3D printers. Built with sustainability at its core, the side of the striking building is another living wall.

Sustainability is a key word in the school’s ethos. 70% of the electricity used is generated by solar panels on the roof, there is a rigorous recycling programme with pupils encouraged to divide their

litter, and a school-wide policy that zero waste goes to landfill.

Wellbeing is also at the forefront of an Eaton House education, a fundamental part of all learning and every school day, with Head of Wellbeing, Paula Kearney overseeing the programme. Kindness is one of the principal school mottos and there is a keen awareness among pupils of the importance of talking about any concerns and supporting each other.

A happy child is a successful child and this shines through in Eaton House The Manor’s successes.

Both boys and girls, taught in separate schools on the same site – ideal for families with sons and daughters looking for single sex education – flourish. Boys typically move on to their senior schools at 13 following the Pre-Tests for both day and boarding schools at 11, giving them two more years at Eaton House to enjoy being senior boys in an environment they are already so familiar with, time in which to mature and enjoy all that is on offer in

music, art, drama and sport, and across the co-curricular. Such a well-rounded education provides an ideal launchpad for senior school in Year 9. Popular destinations among boys are St Paul’s, Westminster, King’s College Wimbledon, Dulwich College, Eton, Tonbridge and Radley.

The Girls’ School, established in 2008, continues to go from strength to strength with an incredible raft of scholarships won through hard work, small class sizes and a far-reaching co-curricular in which girls are taught that the world is their oyster; nothing is out of their reach. In the most recent results, a staggering 30 scholarships were offered to 25 girls.

New headmistress, Claire Fildes, who has just joined the girls’ school from Bute, says, “With such a long history of academic and pastoral excellence and strong tradition, all of which contribute to the pupils’ sense of happiness and belonging, I’m excited by the opportunity to build on those traditions while embracing new, positive and progressive changes.”

BEST FOOT FORWARD

The process of applying to a new school can be stressful - for parents and children alike. Local prep and leading secondary schools share best practice on how to prepare and support pupils approaching admission tests and interviews. Georgina Blaskey reports

P

laces at London’s most prestigious secondary schools are highly sought-after and the admissions process can be a demanding one for children,” explains Eveline Drut, Executive Head and founder of The Eveline Day School. “A concentrated period of exams, interviews and tests, alongside additional tasks for children that are pursuing academic, art, music or sports scholarships, awaits each candidate.” There’s no doubt the process is rigorous, but with the right support and a well-planned approach, children can manage the array of assessments and emerge satisfied - and unscathed.

Do your research

The starting point for many parents is understanding how your child will be assessed. Prep schools will be well versed in the requirements of prospective secondary schools, even if they change from year to year. To support your child, try and be on top of this too. As well as having on-going, regular conversations with your child’s current school about what the process will involve, ask the secondary school you’re interested in how they assess. David Bradbury, Head of Portland Place School, believes parents and students need to know what is expected during the admissions

James Allen’s Girls’ School (JAGS)

TIPS FOR ADMISSIONS

• The best things pupils can do are work hard in their lessons, understand areas that need attention, and tackle practice questions from past papers

• We expect prospective pupils to do very little to prepare for interview though do use the school website to come up with a couple of questions. Run through a few simple questions such as ‘Why would you like to come to Emanuel?’ or ‘What are your favourite activities at school?’

• We ask pupils to bring an object of interest with them, and will ask a few scenario-based questions such as, ‘What would you do if you came home to find a penguin?’

• Rest assured character will shine through; staff are very experienced and young people will be put at ease and given time to talk about the things they enjoy

• Candidates forget they can ask for a question to be repeated if they are a bit unsure.

process and should be clear on the format of the tests and the content they will be tested on - after all, different schools have different approaches – so ask questions. “The process should not be there to create barriers and anxiety but to provide an opportunity to learn about a student,” he says. Emanuel School also prides itself on being open and honest about their admissions processes. There is no mystery, for example, about interviews. “This is a chance for pupils to talk about their interests and ask us about the school,” explains Stuart Turner, Deputy Head. “We ask a few scenario-based questions, such as ‘If you met the prime minister what would you ask him?’ or ‘What would you do if you came home and found a penguin in your front room?’ ’’

Limit the number

It’s worth saying something about how many admissions tests you put your child through. Be realistic and only apply for those schools where the candidates have a good chance of being offered a place; too many and your child’s wellbeing will suffer. Three is a good number but six is too many. Let your existing school advise on which schools to go for as they know your child well and his or her prospects.

Steady, stress-free preparation

From early on, your prep or primary school will be preparing your child for any English and Maths papers that they might be asked to sit – at the 11+ entry point, tests on these two subjects should align with the national curriculum. “The most important learning content for the children is the English and Maths curricula taught in school and supported by homework tasks,” explains Olivia Buchanan, Head of Falcons Prep, Richmond.

TIPS FOR A STRESSFREE APPLICATION PROCESS

Every parent wishes to find the right school for their child, and it is tempting to apply to several ‘just in case’. This may lead to a stressed and jaded applicant who has checked out by the time it comes to sitting assessments for what may be your preferred school.

Apply for a narrower range to cover your aspirational school, your more realistic school and a sensible safety net.

Do your research and try to visit schools prior to applying. Keep an eye out for Open Days, Private Visits, Taster Sessions and Tours. Make a note of the admissions process, entrance tests, key dates and deadlines for each school. Many now have admissions portals where you can log on and review your communications easily. If you have any questions after checking the website, do contact the Admissions team as they will always be happy to help.

Source: James Allen’s Girls’ School (JAGS)

Ambition

Source: Emanuel School

Finton House School

What to know about interviews

Over-preparing your child for an interview will be clearly obvious to anyone assessing them. Instead, you want to provide them with the opportunities to discover what it is they do enjoy and encourage them in their development – this gives them confidence which then carries across in the interview. “They can show their true personality when talking about what it is that they love doing or are interested in,” explains JAGS’ Henrietta Kiezun.

Suzie Longstaff, incoming head at London Park School, agrees: “Remember that ‘interested is interesting’. Being able to communicate a spirit of curiosity and an interest not only in the school you are

11+ PREPARATION

• Be realistic about your child’s academic potential - only consider schools where they will thrive

• Be mindful of and adapt to their varying moods and stress levels

• Keep things in perspective and don’t let it consume your household

• Try not to compare with sibling or peer group achievements as this is demotivating

• Reassure your child that you are proud of them whatever the outcome

• If extra work is having a negative impact on your relationship with your child, consider a tutor

• Allow plenty of time to prepare for the exams - keep at a steady (not frantic!) pace

• Encourage ‘ownership’ and agree a realistic timetable with plenty of downtime

• Organise practice papers with progression only when targets are achieved, taking time to mark them to acknowledge effort and progress

• Identify silly mistakes versus knowledge gaps

• Read How to pass the 11 Plus, a helpful parent guide to making informed decisions to benefit your child

• Book an Academic Assessment to identify areas that require focus

• Consider an 11+ Course which can be a dynamic and sociable learning environment.

applying to, but also in the world around, is a great place to start. We are as interested to hear girls chat confidently about a favourite pet, or a rain-soaked camping holiday, as about an impressive list of hobbies and achievements. We want to find out how they think rather than simply what they know.”

In the run up to the interview, try to keep them relaxed and chat through a few simple questions with a parent or older sibling.

“Run through a few short and sensible questions like ‘Why would you like to come here?’ or ‘What are your favourite activities at school’? or ‘Tell me about your favourite book or film’,” suggests Emanuel’s Stuart Turner. You can keep it even more casual if needed by having discussions on the way to and from school or at the dinner table.

“Read the paper and have a conversation on a topic,” says The Roche’s Ricki Hamilton.

“Ask family members who they don’t see regularly to have a phone call/Zoom with them as a mock interview.”

It may be that parents are concerned the interviewer will not grasp who your child really is, especially if they are nervous. But rest assured that personalities will and do shine through during interviews. “Our staff are very experienced at working with ten and 11-year-olds; we are able to put young

people at ease and give them time and space to talk about the things they enjoy talking about,” concludes Stuart Turner. And if you can put your child at ease from preparation stage through to interview, it shouldn’t be as stressful a process as so many of us fear. The main message is to let the school do their part with teaching, while you encourage reading and discussion at home so your child can relax and be his or herself. As Oscar Wilde famously said, “Everyone else is already taken.”

FURTHER HELP

Founder of Mentor Education Mary Lonsdale has recently released a guide to the 11 plus. Mary’s book, ‘How to pass the 11 Plus’ is helping parents navigate their way through the often complicated process. The book covers everything from making the right choice of school for your child, to how to start effective and stress-free preparation. All of Mentor’s 40 years of helping children successfully pass their entrance exams are in this book, making it invaluable to parents.

ON YOUR MARKS

Emanuel School prides itself on the quality, range and number of sports teams, for girls, boys and mixed participation

“Being involved in sports in a positive and engaging way is hugely significant to us,” says Deputy Head Stuart Turner. “We recognise the value of participation and enjoyment whatever the skill of the student.”

The school has invested heavily in its sports facilities which comprise large green playing fields on the school grounds, enough for three football pitches; a swimming pool; gym and sports hall in addition to the recently refurbished boathouse at Barnes and the sports fields in Raynes Park. There are also two aerobic suites and a new strength and conditioning space on site. “As the students grow older, in addition to traditional team sports, they are motivated by personal fitness activities like yoga, Pilates, dance, gym, rock climbing and aerobic work with a real focus on health, fitness and wellbeing,” says Mr Turner. Girls and boys can even take part in a regular morning running club to set them up for the day.

Team sports are a large part of life at Emanuel School, running approaching 1,000 fixtures a year with around half the school population (500 pupils) playing

in a match on any given Saturday. The rowing team has gone from strength to strength with the girls’ team competing at the Henley Regatta for the first time this year, and Tim Liversage, former coach of the England boys rowing team, has recently joined the faculty to drive the sport forward. In Year 8, all students take rowing as part of their games’ lessons and Easter and summer holiday camps are also available for the younger pupils.

Other team sports include water polo, tennis, cricket and rugby. New football and hockey sides have been added so that more girls and boys can compete, and last year, every Year 6 and 7 pupil took part in an inter-school fixture. Recent joiners, Director of Girls’ and Boys’ Cricket, Wayne White, newly retired from professional cricket with Derbyshire and Lancashire, and rugby coach George Ross, who also coaches the U16 Harlequins, are testament to the school’s commitment to sport for all.

As part of its community outreach programme the school lends its swimming pool and sports facilities to local state primary schools as well as to the Fulham Foundation disability football club and London Wayfarers Flyerz, disabilityinclusive hockey. In addition, as part of ‘Primary Ambitions’ (the school’s awardwinning partnership with 20 local primary schools), the Lower Sixth pupils regularly coach pupils from the local state primary schools in swimming, gymnastics and multi-sports each week.

Inclusivity is key and as well as academic, music, drama and art scholarships, keen sports girls and boys can apply for a sports scholarship for a significant reduction in fees. Indeed, talented young girls and boys may be able to achieve fully free places if academic and sporting ability or financial needs are evident.

Over 80% of Emanuel pupils go on to study at Russell Group universities, but for Mr Turner, “Like sport, it’s all about taking part, enjoying and excelling. We help our students mature, thrive and find their passion.’

We help our students mature, thrive and find their passion

Alleyn’s Prep School

WELLBEING: BEING COMFORTABLE, HEALTHY OR HAPPY

Wellbeing, kindness and resilience are in the sedimentary layers of our curriculum and several core aspects to our ethos have been in place since the school was founded.

Love for one another comes from a place of respect and tolerance where we celebrate differences in backgrounds, beliefs and identities.

Having wisdom as a child is crucial, and when we own our knowledge, we have a better sense of self-assurance and self-care to tackle problems, understand the feelings of others and take action. Similarly, recognising our mistakes or challenges enables us to confront them, allowing positive thought which helps us make progress.

These life skills sit within the curriculum, pathing the way for independence in work, mind and thought so that critical thinking comes with much greater ease.

Children are comfortable challenging each other, asking questions and developing their sense of agency.

longer the process by which children can demonstrate their ability to recall or repeat, but rather, it’s the quality of the journey that they’ve travelled, and the difference in their mindset, attitude, knowledge, skills and motivation, which has become significantly more important.”

Charlotte Baly, Director of Studies at The Roche School, which teaches philosophy for children concurs, “Children should not be defined by how well they’re doing in class, how many friends they’ve got, or how good they are at netball. We look at helping them move their own learning forward and giving them the kind of stimulus that sparks their curiosity and gets them talking. It’s also about the everyday interactions that feed into their self-esteem, praising their habits,

as opposed to their outcomes, their efforts, as opposed to their grades. And although we aspire for them to be achieving the best they possibly can, we find that happens anyway, because when they’re given the tools to be self-reflective, and analytical, that transfers to their written work, test papers and everything else in between.”

In fact, education has been undergoing a transformation for years, but the pandemic “resulted in accelerated change not just in educators’ minds, but in the minds of parents too,” says Susan Brooks, Head of Northwood Senior. “We no longer have to convince parents that there is a different way of doing things because most want to reimagine a better education for their children, more in line with the modern world.”

There are many opportunities in daily family life to boost children’s independent thinking and problem-solving skills which transfer to the classroom

“It would have been very easy to revert to type, but it wasn’t actually fit for purpose anymore,” says Kevin Doble, Principal of Northwood Schools. “The first and most significant change is that we now focus less on the performance of the teacher, and more on the impact of the learning. This has changed how we regard assessment. It’s no

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Putney High School GDST

FROM DISAPPOINTMENT TO RESILIENCE

Every child experiences setbacks at some point. Regardless of how hard they work, or how much they want something, things don’t always go to plan. These moments feel horrible, but there is much learning available enabling parents to guide their child through the difficult moment.

First, we have to accept and manage our own feelings of disappointment on behalf of our child. This is often difficult for us as we hate to see our child upset. The next step is to help them acknowledge their disappointment by naming it, so they learn they can manage it, despite how uncomfortable it feels.

Responding to how our children feel and using empathy, rather than rushing to cheer them up or distract them, is how children develop the emotional intelligence and self-regulation that leads to resilience – the mental and emotional capacity to recover from disappointment and try again.

Source: The Parent Team

Parents too have a role to play in their child’s levels of curiosity and resilience. “Parents nurture their child’s mental wellbeing each and every day by giving them positive attention and helping them understand their feelings,” explains Juliet Richards, co-founder of The Parent Team. She adds: “There are many opportunities in daily family life to boost children’s independent thinking and problem-solving

THE IMPORTANCE OF SPEECH AND DRAMA

Speech and drama is an empowering way for young people to learn effective, clear communication skills that will serve them well in life and help them to increase their self-confidence. It encourages them to think outside the box, take risks and engage actively with peers. Drama helps develop linguistic and social skills in a meaningful and impactful way; it enables children to better understand the world around them, developing intelligence and empathy.

Einstein suggested, “imagination is even more important than knowledge.” Imagination makes it possible for children to picture a whole world inside their minds, to travel both into the past and the future. As children engage in drama and allow their imaginations to lead them when problem-solving, they will be inspired to imagine the impossible. We know that the creative power of imagination has a pivotal role in success in any field - it will open doors, hearts and minds and allows children to be their innovative best as they journey through life.

Source: Eveline Day School

skills which transfer to the classroom.”

In the classroom, metacognitive teaching helps students recognise their own cognitive abilities, direct their own learning, evaluate their performance, understand what causes their successes and failures and learn new strategies. “Children become the leaders in their education,” explains Northwood’s Doble. “Previously, it was almost exclusively teacher-led. Now, in a good classroom,

you’re much more likely to see the teacher simply facilitating discussion among the pupils, rather than leading it.”

At Northwood Senior School students apply their knowledge, work in teams, and innovate through thematic learning, integrating subject areas together around macro themes, so students can relate basic academic skills to the real world. Pupils can study English Literature, History and

Wimbledon High School

It’s not about teaching in isolation. It’s about drawing on interdisciplinary skills and connecting the information to as many things as possible

ENTREPRENURIAL SPIRIT

Enterprise is not a subject you typically find within a prep school, but it is one of the most popular subjects on offer here. Using all their subjects to effectively plan, budget, design, pitch and execute a business plan, children love coming up with their own ideas to make money for the school charity.

Enterprise comprises the essentials of modern day working - working collaboratively, putting forward different ideas, financial planning and gaining a confidence to stand up and pitch ideas - and we believe that teaching this from an early age is the key to success in business. We have found children are so enthralled by these lessons that more and more are taking what they have learnt out of the classroom to set up small enterprises such as mini-coffee shops, art prints and jewellery brands.

An entrepreneurial spirit is one to foster and we keep challenging our children to come up with the next big idea. Podcasts are coming soon – watch this space!

Geography, and Theology, Philosophy and Religion (TPR) all wrapped into the theme of ‘London’, for example, looking at writers such as Samuel Pepys up to the contemporary, Monica Ali, and studying the history of Saxon England right through to the Windrush and modern-day migration and citizenship. “It’s not about teaching in isolation. It’s about drawing on interdisciplinary skills and connecting the information to as many things as possible,” says Brooks.

John Preston, MD at Mathnasium UK, agrees “What is the point in learning by rote? If someone asks you something slightly more abstract, you can’t answer that question because you don’t have underlying mathematical knowledge.” Everything in maths is connected and it’s by working out those connections that students can problem solve, and those skills are transferable to other areas such as reading and comprehension too. “But it’s also about

customising the work for the students,” explains Preston. “Too easy and they won’t be engaged; too hard and it’s demoralising. It’s a fine balance.”

“It is all about preparing students with skills for the workplace, such as how to innovate, solve complex, multi-faceted problems, engage collaboratively and empathetically, while looking at solutions from different angles,” says Suzie Longstaff, Headmistress at Putney High School, which

has a bespoke Design Thinking curriculum in Year 9 spanning product design, computer science and entrepreneurship to encourage creative and original thinking. Inspiring girls to love STEM is a way of life at Putney High and the new Innovation Centre is a central hub for the school’s focus on robotics and AI. Jane Lunnon, Head of Alleyn’s School says, “According to the World Economic Forum the shelf life of professional skills is approximately five years. Therefore, the most critical attributes for young people entering the workplace alongside creativity and problem solving are resilience, selfefficacy and flexibility. The ability to move across projects and teams, and to respond to a rapidly changing workplace all come into how we ought to be educating our children.”

A large part of this is the Alleyn’s Learner Programme (ALP), developing those all-important metacognitive skills. From gardening and mindfulness courses, to cookery, touch typing, Zumba, parkour and Model United Nations, opportunities are plentiful to learn new skills. “The bottom line is that we’re not educating exam robots,” continues Lunnon. “We are developing interesting, motivated, successful people who will flourish and will contribute to powerfully shaping the world in years to come.”

Everything in maths is connected and it’s by working out those connections that students can problem solve and those skills are transferable to other areas

The Roche School

Touch typing is an essential life skill in the increasingly digital world we live in.

“Being able to touch type liberates the brain to concentrate on content and quality of writing and allows pupils to show their full potential,” says Clare and Philippa of Qwertykids.

A rich, co-curricular life in school is embedded in the ethos at Sydenham High School GDST, explains Antonia Geldeard, incoming head this month. ”It cultivates enquiring minds through enrichment and extension both within the classroom and beyond, at all ages. Our girls should be ambitious in their endeavours, develop their higher order thinking skills and be confident to speak up, stand out, think creatively, and reach for opportunities.”

At Emanuel School, as well as independent study coaching, the Years 6s and 7s take Philosophy, thinking through

ethical dilemmas and learning political literacy. “We are really proud of our academic results, but there’s more to life that our students need to be prepared for,” says Rebecca Brown, Assistant Head, Academic. “So, rhetoric and debate are important as well as getting them to express their point of view clearly, give support and evidence for it, listen to other people’s views and be able to ask questions and engage.” The students are regularly encouraged to think about the world outside of school and take on leadership opportunities through mentoring younger peers or teaching local primary school students each week, part of the school’s Primary Ambitions community outreach programme.

Relationships are currently a big focus at Whitgift School. “During lockdown our students gained a lot of soft skills such as independent learning and resilience, but what they missed out on was interacting face-to-face with people,” says Kate Goldberg, Assistant Head, Learning and Innovation. Students are given the tools to work on their own relationships, such as mastering the art of listening to words, facial expressions and body language and in debate, the boys learn to be inclusive and mindful about their language. “The Blacks Lives Matter and Everyone’s Invited movement really highlighted the need for inclusion and empathy and the need to strengthen relationships so that everyone

MODERN SCHOLARSHIP –MAKING EDUCATION RELEVANT

Having an entrepreneurial mindset is very much encouraged, and not only in the Sixth Form boardroom.

A culture of Modern Scholarship makes learning exciting and, most importantly, relevant. Pupils of all ages learn to ‘think differently’, exploring diverse technologies and developing their problem-solving skills in the classroom and with myriad cocurricular opportunities.

Design thinking is now a timetabled lesson, with students making connections between physics, maths and product design alongside computer science and AI in the new Innovation Centre - a hub for creativity of all kinds.

Beyond the curriculum, pupils are intrepid, relishing the Year 7 Badge Challenge, Year 8 BAFTAs, and later, lessons in PPE and Sixth Form Hot Topics, all part of the bespoke AthenaProgramme designed to expand minds and perspectives in preparation for entrance to top universities and the world of work.

HAPPI N ESS GETS RESU LTS .

CO-EDUCATIONAL SCHOOL FOR 10-16 YEAR OLDS

WE SEE YOUR CHILD’S POTENTIAL THEN WE SET IT FREE

We all want our children to succeed, but it’s how that success is defined that can make a school stand out.

At Portland Place School the personalised and nurturing educational environment allows children to become inquisitive, creative and open-minded and to attain a real-life education beyond just exams.

The result? Our students achieve personally, socially and academically.

Spirited learning in the heart of London.

Entry in Years 6, 7 and 9. Find out more at www.portland-place.co.uk or admissions@portland-place.co.uk

Source: Putney High School GDST

Parsons Green Prep School

Dolphin School/Noah’s Ark Nursery

Trinity

feels they can take part in the conversation,” explains Goldberg.

Prioritising social and emotional connections has been a huge part of Wimbledon High’s work recently. They have increased playtime, unstructured time together, team building exercises and residential trips, and the new ‘playground in the sky’ is due to be completed this month (Sept 2022). “We want it to be a totemic space for us to celebrate childhood and play,” explains Head of Junior School, Claire Boyd. “Through play children strengthen their schema building, develop a better sense of themselves and therefore can process the world and people around them better. As they get older, we really need to protect that.”

Alderbrook Primary School has taken a school-wide approach to positive wellbeing and mental health, explains Carly Tremblin, Deputy Head. “This includes emotion coaching training for all staff, parent workshops, a dedicated sanctuary space in the school, daily mindfulness for every class and a bespoke cognition curriculum that excites children to learn more about how their brains work.

“Our headteacher Pete Weal says, ‘a rounded approach has enabled children to

develop the language needed to understand and share their state of wellbeing.’ ”

Meanwhile at Dolphin School, students start the day with Relationship Time each morning to reflect. “Love for one another comes from a place of respect and tolerance – a place where we celebrate differences in our backgrounds, beliefs, identities and moral compass,” says Sam Godsen, Headteacher at Dolphin School.

“Respecting someone else’s differences to discover friendship is truly exciting.” Group work helps children to redefine themselves using higher emotional intelligence, and termly sessions with the positivity coach help children understand the power of their thoughts to stimulate change.

It’s all about learning powers for the little ones at Broomwood Hall Lower School - confidence, communication, curiosity, independence and resilience - and the most recent addition, ‘the power of the yeti’ as in ‘I can’t do it YET, but I will’. “It’s about growth mindset,” says Caron Mackay, Deputy Head. “We just give the children the tools to use their powers independently.”

Since the re-opening of schools, there has been a strong government drive to support mental wellbeing as part of personal, social, health and economic (PSHE) education too.

“Lots of parents are worried about learning gaps. However, as a teacher, what I have really noticed is the mental health impact of Covid; the children seem immature and less resilient than in the past. Even primary-aged children are suffering from depression and anxiety. Lockdown was challenging but the real work starts now for teachers and parents,” says Adam D’Souza, Founder of The Commons Education.

“When pupils are faced with difficult situations in their adolescence, we help them to face up to and overcome those challenges, leading to greater independence and resilience,” says David Adkins, Deputy Head at Thames Christian School. “We aim to support and challenge pupils

Interviews are a key part of the assessment process and an opportunity to get to know your child and what makes them tick. Being able to answer essential and stretch question types, plus any curveball scenarios are really important. Based on our 40 years experience supporting children, our course will encourage your child to confidently respond to a range of tasks and question types.

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“Mentor were fantastic with ‘out of the box’ preparation, boosting my child’s confidence and ability to talk about all the things she enjoys!”

Respecting someone else’s differences to discover friendship is truly exciting

whether academically or in their personal development. At Thames, pupils spend at least one hour a week on our wellbeing curriculum plus Life Skills lessons in Year 9 and Critical Thinking in Year 11. The skills gained within these sessions are reinforced further by teachers and pupils in all classes.”

It’s precisely because of this that schools like Alleyn’s have invested in a new Well Centre, where pupils can see counsellors or connect with each other and with nature; Putney High’s award-winning biophilic classroom design improves both mental wellbeing and academic performance; and Emanuel’s biodiversity garden offers a place of calm and tranquillity.

When it comes to the 11+ exams, independent schools are equally looking at applicants more holistically and seeking a wide variety of diverse thinkers. Mary Lonsdale, founder of the tutoring company, Mentor Education, has seen a shift with the ISEB exam adopted by many independent schools in lockdown. “There’s more of an emphasis on getting to know the child better at the interview stage,” says Lonsdale. “This is a positive change. Children are given a bit more time and attention, so they have an opportunity to shine and show who they really are.”

DEVELOPING A POSITIVE ATTITUDE TO MATHS

“Children don’t hate maths. What they hate is being confused, intimidated and embarrassed by maths.”

So said Larry Martinek, founder of the Mathnasium Method. As a parent, you can help build positive foundations for maths without sitting down and battling with worksheets. Look for maths in the everyday - when shopping, travelling or cooking.

Focus on concepts and processes, not just the answers. Ask your child how they solved a problem or encourage them to teach you something. Search for numbers and patterns in the world around you and engage older children in discussions about the maths behind a report or headline. Play games - those involving logic and critical thinking as well as numbers.

Finally, and most importantly, however you feel about the subject keep a positive attitude and encourage a ‘have a go’ approach to replace the fear or the concern about right or wrong.

Source: Mathnasium

“The pandemic really opened parents’ eyes to their children’s education,” says Tash Rosin, founder of Teatime Tutors.

“A great deal of my work now revolves around helping parents decide what kind of schooling they want for their child, and in what kind of culture their child would thrive.

Many schools are taking on the learnings from the pandemic and are growing and adapting, so there is a plethora of differing options out there.”

Metacognitive teaching doesn’t happen overnight. It takes time and a seismic shift in mindset from a results-driven society to one focused on learning for everyone. In fact, “the most impactful, effective and valuable teachers are the ones who are the greatest learners,” says Northwood’s Doble. It’s a learning journey that schools are taking collectively with their student and parent communities, together fostering our global leaders of the future.

BOYS WITH VISION

A Whitgift education provides a strong grounding in life which encourages all pupils to look upwards and outwards, to appreciate the opportunity they have, and to give back to society

From the moment they join the school at 10+, 11+, 13+ or in the Sixth Form, the boys at Whitgift are made aware of the key values by which the school abides, namely diversity, respect, inclusion, equality, listening and learning. Boys are taught from an early stage the importance of a forward-thinking outlook in life, one which seizes opportunities and helps others, either within their community, wider society or closer to home.

In keeping with this ethos, Whitgift for All is a new bursary and fundraising initiative for future Whitgiftians. Originally set up as an endowment 425 years ago, the Gift of John Whitgift enables around 50% of all pupils to be on some form of bursary or scholarship. Now the school hopes to be able to increase that number by fundraising from within and across its alumni. “We want to increase the bursary pot,” explains Head, Chris Ramsey, “to be able to welcome more boys from diverse backgrounds into the school and offer them an exceptional education, all part of our giving back to the community. Our strength already lies in our diversity - we offer a true representation of the real world, and we want to strengthen that even more.”

In addition to offering more full bursaries, the fund will be used to set up additional community masterclassses and Saturday school sessions as well as the Community Summer School, where Year 5 pupils from local primaries are encouraged to reach higher academically through a specially designed week of lessons taught by Whitgift staff. Whitgift hopes to also grow the boys’ volunteering – sixth formers are already very active in the community, offering support in primary schools and homes for the elderly among other initiatives.

Chris Ramsey reflects on themes emerging in Junior Years around the idea of global citizenship; Year 8s working on individual research projects, taking ownership of their learning and communicating as a team after Covid-19 deprived them of that opportunity.

The school was very upfront with pupils post-pandemic. “We told the new Year 7s - welcome to Whitgift; you are here to gain from this experience but also to give back. The school was founded as a Gift and not only won’t we survive - but we don’t deserve to survive - as a school if we don’t give back.

“Our academic ambition,” Ramsey

continues, “is that boys are independent in their learning, not just processed for exams. Increasingly, staff are more adventurous in their teaching, especially post-pandemic, a time which set us all an extraordinarily steep learning curve, one that we mastered and that will not be wasted.”

Meanwhile, the Whitgift Vision 2025 continues at pace. Great progress has been made with the digital strategy and all school years bar one have school laptops, increasing students’ digital literacy and instilling the importance of digital ethics. The development of the school site goes on. Outdoor areas are being designed for year groups to make the most of being outdoors with their peers at breaktimes. Most recently a new basketball court has opened for the Fourth Form (Year 10) next to the long-established ‘Kick-About’ area, and almost all of the car parking is being moved out to the edges of the site to create an entirely pedestrianised school environment. Ultimately, a new Sixth Form/ Academic Centre and wellbeing hub will be built and will include social space to talk with friends, resembling a campus-like atmosphere for the pupils, preparing them for life at university.

The all-encompassing and outwardlooking grounded attitude of the Whitgift community helps boys to make real life connections and prepares them for a future in the real world.

MOVING ON UP

Dr Maria Hafalla - Deputy Head (Academic), Eaton Square Senior School

Dr Pamela Edmonds - Head, Parsons Green Prep School

Victoria Goodson - Head, James Allen’s Girls’ Junior School (JAGS)

Richard Hinton - Acting Head Master, Streatham & Clapham High School

Isabel Tobias - Interim Exec. Head, Streatham & Clapham High School

Claire Fildes - Head, Eaton House The Manor Girls’ School

Sophie Dowler - Head of EYFS, Streatham & Clapham Prep School

Antonia Geldeard - Head, Sydenham High School GDST

Gavin English - Deputy Head (Pastoral), Alleyn’s School

TIME OUT

One of the biggest losses in children’s education as a result of the pandemic - and one which has continued to have an impact well beyond the date schools reopened - has been the absence of school trips. Now they’re back and it’s time to fully recognise their value, says Georgina Blaskey

Days out away from the classroom have always been a highlight for school children. They are an opportunity to witness the curriculum in action, to bring a subject alive and to bond with friends. “For many children, their most treasured memories of school come not from the hours of

learning in the classroom but from the enriching school trips,” says The Roche School Director of Studies, Charlotte Baly.

“Children have a great time and they love to talk about everything they are experiencing. The routine of school, although fun and engaging, is broken with a new and unique experience.”

Giving children the opportunity to try new things and explore and understand a world different to their own is invaluable. “School trips offer children unique experiences beyond the curriculum which develop social skills, confidence, independence, empathy, compassion, and opportunities to practise leadership – all while having fun!” explains Neil Green, Assistant Head (Co-Curricular and Partnerships) at Alleyn’s School.

Even the youngest children can benefit from a day out, while for older children it can offer light relief from a heavy workload. “A nursery trip might involve visits to the forest or to a discovery centre, and we organise residentials for older pupils to enhance independence, such as a cultural French trip, PGL activity holiday and sporty ski trip,” says Charlotte Baly.

Julie Tyler, Camp Director at Camp Suisse voices other benefits: “The essence of being in nature, at its very core, serves to grow and inspire young minds in ways that are not only unique but essential,” she says. “Residential trips are enabling and positive

An extraordinary London school, a springboard tothe world

James Allen’s Girls’ School (JAGS)

Camp Suisse

that allow young people to

flourish

them in developing as people and realising their full

“We aim to foster passions in children that may hopefully be life long,” says Ed Rees, Head of Hornsby House School. “Where their parents might not have a particular interest, the school can introduce them to a world of opportunity.”

A day away from school can also offer insight for teachers into a pupil’s character and behaviour - everyone changes when they leave the school gates behind and it can be hugley beneficial to interact in a less formal setting. Rhona Muir, Deputy Head Community & Co-Curricular at JAGS believes, “young people who find it difficult to contribute or focus in the classroom can come to life in an alternative environment

where different skills come to the fore.”

Not only that, time away from school can positively enhance teacher pupil relations.

“Trips allow the staff and students to be more relaxed with each other, creating a less formal relationship outside the classroom.

Staff get to see a totally different side to a student and vice versa - 99% of the time it’s of great benefit to both student and staff,” says Simon Croucher, Assistant Head CoCurricular, Head of Outings and Expeditions at Dulwich College.

Living in London, families and teachers

are lucky to be able to draw on a rich pool of resources. Outings to Kew Gardens, the Natural History Museum and Institut Francais all support the curriculum to bring a new perspective on topics, incorporate real-life scenarios and add context to academic content. “Visits to museums, galleries, exhibitions, theatres, historical and religious sites, sports and outdoor activities all bring subjects and topics taught in schools to life,” remarks Steve Hill, Assistant Head of Co-Curriculum at Portland Place School. These opportunities encourage and build many transferable skills including developing character, self-belief, motivation, adaptability, team bonding and relationships. Not all trips are about supporting academic endeavours. Sometimes a day out of school - for no other reasons than for the pure pleasure of the assigned experience - can be just as enriching.

Wetherby Senior School Headmaster, Mr Joe Silvester, explains why: “Each term, Wetherby Senior pupils enjoy a Field Day which takes our boys beyond the usual curriculum, extending their learning and knowledge in a fun and memorable manner. Recent activities have ranged from a behind the scenes tour of the Royal Albert Hall and a literary tour of Hampstead to a hike

Staff get to see a totally different side to a student and vice versa - 99% of the time it’s of great benefit to both student and staff

across the Chiltern Hills.” Theatre trips are back on the agenda and proving incredibly popular with pupils. “Theatre appreciation has always been a big part of school life but, since the pandemic, our optional trips are more popular than ever, with pupils keen to get back into the West End and enjoy fantastic productions, adds Ms Twomey, Head of Drama at Wetherby Senior School.

Residential trips play an important role in children’s personal development. “We offer residential trips from Year 2 upwards,” says Eveline Drut, Executive Head of Eveline Day School. “For many children, these trips are their first experience of being away from their families in unfamiliar surroundings.”

Staying away from home helps to develop confidence, independence and resilience, as well as providing new physical activities and challenges, so they represent a great opportunity for personal growth.

The skills learnt and developed through

outward bound activities transfer perfectly to the classroom and school in general, ensuring children become confident, wellrounded learners who are able to lead, work collaboratively and listen to others, Ben Evans, Headmaster at Windlesham House School, explained. “The awe and wonder children experience when exploring new destinations, be it inside a historic building, being knee deep in a river, or testing endurance and resilience while climbing a mountain, is second to none.”

At the older age range, many far-flung trips are on offer among the schools we spoke to, often with a charitable or volunteering aspect. A good example is Alleyn’s: “As part of the triennial South Africa sports trip in 2019, we took just under 100 pupils to South Africa,” says Neil Green.

“Our pupils raise funds for Langa Township, take those funds to South Africa and buy sports equipment from local businesses,

SCHOOL TRIPS – REMOVING MORE THAN THE CLASSROOM WALLS

School residentials are once-in-a-lifetime experiences that foster lasting memories for young minds, serving not only to educate and develop hard skills, but to positively shift the dynamics of the relationships between children and school staff.

By taking children away from the convention of the regular school routine, we break through boundaries and allow them to flourish as independent people. The soft skills required to engage and interact on this entirely new level are invaluable.

Seeing a maths teacher in a tracksuit or class teacher scrambling up a crag shows their role models in a whole new light – not just formal educators but caregivers, adults, fallible humans, in loco parentis. Children grow, explore and develop in so many ways by going beyond their comfort zone and by sharing that experience with their peers and teachers.

Well-rounded people grow from varied life experiences rich in adventure, learning, discovery and development.

which we then donate to the teams we play from the township.”

The Duke of Edinburgh Award Scheme and Combined Cadet Force both have an element of service to the local community. Many pupils have to raise money through cake sales or sponsored events to partially fund trips overseas, and even younger pupils will visit care homes or pick up litter as part of a school day out. It is these occasions that enrich students and broaden their horizons whilst taking part.

Whether it’s grimacing at the torture chamber in the Tower of London, taking river bed samples in the Surrey countryside, dangling from an abseiling wall on the Isle of Wight or trekking across the ice in northern

Sweden, school trips make the memories that children take from their school days - and create the ones that shape them. “I have seen students return from trips with greater confidence, greater enthusiasm for life and learning, a more focused approach to academic and non-academic work, and personally richer through their shared and individual experience,” concludes Portland Place’s Steven Hill.

I have seen students return from trips with greater confidence, greater enthusiasm for life and learning

Eveline

A SCHOOL WITH A PHILANTHROPIC HEART

Dulwich College is one of the UK’s leading independent boys’ schools. Exceptional, state-of-the-art facilities sit within beautiful historic buildings set in 70 acres of green open space, yet it’s only 12 minutes from Central London by train

Founded in 1619 by Edward Alleyn, Dulwich College offers a diverse social mix bringing together a breadth of talents, characters and backgrounds. It’s an academically selective independent day and boarding school where all pupils feel equally valued. The school is deeply committed to outstanding teaching for public examinations combined with Free Learning, an extensive programme of learning beyond the curriculum, and to nurturing curiosity and a sense of social responsibility. The school’s ethos is one of equality, and its values are founded in respect and support for others alongside inspired teaching and genuine scholarship in and beyond the classroom.

At the heart of the founder’s mission is philanthropy and over 38% of pupils at Dulwich receive financial assistance in the form of scholarships and bursaries. Two hundred pupils are supported by meanstested bursaries worth over £4m; 75% of bursaries are for between 75% and 100% of

fees; and full bursaries at Year 7 and Year 9 also include funding for academic trips, coaches, uniform, lunch and music lessons.

In addition to excellent public examination results, Dulwich offers a truly holistic education with a breadth of opportunities, underpinned throughout

with strong pastoral support. On arrival at the College each boy is allocated to a Day House. His Housemaster will provide further care and guidance, helping to monitor participation in co-curricular activities alongside the Tutor. This wellestablished pastoral system ensures that the individual needs of boys (and their parents) are well attended to and that the continuity of care is guaranteed.

On leaving Dulwich, many pupils go on to the most competitive universities in the UK, US and other global destinations.

2022 sees Dulwich marking the great explorer and alumnus Sir Ernest Shackleton’s centenary with a year of fascinating exhibitions and talks at the College.

Sustainability is on the school community’s agenda and they are committed to reducing its carbon footprint through action in every area of the College.

It is the school’s mission to fulfil its aims and build on its achievements. “It is our responsibility to enable Alleynians to be thoroughly well prepared for the challenges of the 21st century and this includes helping pupils set themselves independent challenges - and support others with their challenges. Another part of this preparation is service to the community and an appreciation of its importance,” adds Dr Joe Spence, the Master of Dulwich College.

OUTSIDE HELP

Educational consultants, once used primarily by families relocating to the UK, are increasingly helping local parents navigate the school choice maze, discovers Dina Shoukry

Choosing the right school for your child can be bewildering at the best of times. From the early years right through to university, the education highway can be tricky. Consultants are increasingly guiding parents through the quagmire of choice, admissions processes, entrance exams and fierce competition and the experts are unanimous - you need to have a strategy. State, independent, grammar, boarding, sixth form, single sex or co-ed. Try to narrow it down by working out what is important to your family.

The school’s ethos is one of equality, and its values are founded in respect and support for others

Broomwood Hall Upper School

Charles Bonas, Founder of Bonas MacFarlane, suggests looking through a wider prism at schools that prepare students for work. “Employers are actively looking for a broad spectrum of cognitive abilities. It is worth considering schools that select students with a wide variety of skills, talent

Know your child

Much of the role of an educational consultant is guiding parents towards understanding what their children are good at and where they will be the most confident.

“Data is key,” says Mary Lonsdale, Founder of Mentor Education. “Our online assessment tells us students’ current attainment but also their academic potential so that we can recommend the most appropriate schools. Sometimes this means going for those very academic schools with some targeted tutoring, but sometimes it’s clear that those schools will not be right for them.”

Sophie Irwin, educational consultant and specialist educational needs and disabilities (SEND) specialist, adds. “Your child’s school should be able to tell you how they learn, and what their strengths and weaknesses are so you can select a learning environment that suits. Many schools do Cognitive Abilities Tests (CATs) which will give an indication of their potential and their ability to reason.”

“Combine your child’s academic and anecdotal information from school with their character and interests, likes and dislikes,” concurs Sebastian Hepher, Principal at Eaton Square Schools.

Look beyond the usual suspects

“Do not follow a list of schools that ticks the dinner party circuit box,” warns Hepher.

“Sometimes you only have to look at a school a little further out of London and suddenly everything is possible,” agrees Debbie Bowker, Director of Bowker Consulting Ltd. “For a child that may need a slightly less pressurised and nurturing environment, but is still academically strong, actually being part of the whole cohort without competing or bouncing along at the bottom of a set can make a huge difference to their confidence.”

“The best feedback I get from parents is when they say I’ve opened their eyes to schools they didn’t even know existed,” says Irwin.

Get to know the school

Look beyond reputation and league tables to understand the school’s culture, pastoral care, attitudes towards inclusivity, individualism and learning. “When you visit, gauge how happy the students and staff seem and what the relationship between the two is like as well as child-to-child relationships,” advises Hepher.

“Talk to the head about their philosophy, where they want to be in ten years’ time,

what their sustainability policy looks like, what they are doing about equity, diversity and inclusion,” he continues.

Irwin, who also helps parents apply for bursaries and scholarships, recommends that parents look at the school’s outreach policy.

“You can gauge a school’s inclusivity by having a look at what their community outreach is and whether they are trying to be more accessible to a diverse range of students.”

“Don’t ask closed questions,” advises Bonas. “Don’t ask, ‘Do you have a bullying problem?’ Ask, ‘What do you do if you have a bullying problem?’ You are looking for a school that works with the student and parent community to tackle social problems.”

“Parents who have a child who is considering their sexual identity may be looking for a school that is particularly inclusive and understanding,” adds Bowker.

Relocating mid-year

When time is of the essence, educational consultants can help advise on locations with good and outstanding state schools with spaces. “You have to be very patient when calling schools and councils to find spaces mid-year,” says Sarah Teasdale, Managing Director at Educatus. “For schools

ONLINE

ENTING

Being a parent can be

Many parents seek short one-to-threehour consultancy meetings for advice, guidance and education planning

that handle their own admissions, call them directly. For those that don’t, contact the schools’ admissions team at the council. The process takes time and perseverance - this is something we can take on for parents.”

“When it comes to independent schools, you may be in competition with other parents, so present yourself as a family that they want there.”

Supporting SEND

If you have a child with special educational needs, you really need to do your homework.

“Check if a school can meet your child’s needs, either through their facilities or their policies,” advises Vania Adams, educational consultant for Exceptional Academics.

“Ask how those provisions are embedded in everyday school life. Can they accommodate regular movement and rest breaks, quiet time, or a fiddle toy?”

Irwin adds, “Much of my work is ensuring that a student’s learning profile is

documented to ensure the school can meet their needs and troubleshoot when they can’t – which often occurs around exam access arrangements.”

To consult or not?

Parents can engage with education consultants a little or a lot depending on their needs and their budget - and different consultants have different specialisms: in the early years or later, in London or

beyond, in SEND or in relocations, and there are three main areas where they can help. One is the discovery stage, looking at a range of schools for you and drawing up a shortlist; two is the application process; and three is the preparation. This could be academic tuition, but also emotional preparation - Bonas MacFarlane has a summer camp, Camp Bonas, which prepares children for boarding, for example.

Rather than opting for a full range of services, “Many parents seek short one-tothree-hour consultancy meetings for advice, guidance and education planning,” says Irwin.

“Sometimes children experience difficulties a year or two into school,” she adds. “The first port of call is always to talk to the child and the school. Often the parents don’t know what to do, so I act as a silent mediator preparing them for what they should say to the school.”

The education highway is full of twists and turns. For parents tackling it on their own, the advice from the experts is to ask lots of questions, visit schools, talk to heads, subject teachers and other parents. Keep an open mind - the shortlist of schools you started off with may change completely by the end of the process. For those who need a helping hand, working with an education consultant can save time and money in the long run and provide you with the peace of mind that you have made the right choice for the right reasons.

A FRESH START

Dukes Education recently announced a new senior school for Clapham, opening next autumn and offering families a fresh approach to education within the heart of the neighbourhood

There is a buzz in the air as the news of a new senior school opening in September 2023 south of the river spreads. London Park School (LPS) is opening at the old Oliver House prep school site opposite Clapham Common. The site will spend the next year undergoing an extensive redevelopment, so when the doors open the setting will be a perfect fit for senioraged pupils. It will have a two-form entry from Year 7, ultimately resulting in a community of approximately 240 pupils. Northwood Senior pupils and staff will be moving onto the new site in September 2023, where there is significantly more space and improved facilities. The intention behind LPS is to create a new kind of senior school which combines the scale and opportunities of a bigger school with the warmth, camaraderie, and bespoke attention of a smaller school. In other words, to combine the best qualities of Northwood Senior with the experience within, and investment from, Dukes Education to create a high-quality senior school with direct access to a specialised Sixth Form at 16+.

LPS Clapham, educating Years 7 to 11, will develop its own local character and identity within this broad ethos. It will have its own staff, its own Head, and its own individual clubs, events, and co-curricular programme. It will, however, be able to combine with pupils and staff on the other LPS sites occasionally to participate in certain activities, such as competitive sport and overseas trips and tours.

Exemplary, proven leadership

Suzie Longstaff, currently Head of Putney High School GDST, is joining Dukes Education as the founding Principal of the new London Park School. “I am thrilled and excited to be the new Principal of London Park School. It’s not often that you get the chance to rethink and design a school in this way. LPS has the scale, scope and ambition to deliver a truly innovative

secondary education for London students. As well as providing a rounded education with strong, academic underpinning, LPS will look ahead to the future with a focus on the creative application of digital technology, design thinking and entrepreneurship,” says Suzie.

Leading LPS Clapham as Head is Paul Vanni, who has 25 years’ experience working in independent schools in London. Starting his secondary teaching career at St Paul’s School, Paul moved to St Paul’s Girls’ School as Director of School. Prior to being appointed as Head at LPS Clapham, Paul served as the founding Head at Kensington Park School, a split-site, coeducational day and boarding school in central London.

Future-proofed education

Aatif Hassan, Chairman and Founder of Dukes Education, said, “We are radically rethinking what a good secondary education can be at Dukes; London Park School aims to provide an outstanding

learning experience to prepare pupils for tomorrow’s world.”

Pupil wellbeing, character education, sustainability, financial literacy and other life skills will be central to the LPS ethos, plus extraordinary experiences aimed at bringing learning alive will be on offer to students, such as immersive programmes in marine conservation at sea and global climate science in the Alps.

Emphasis on sustainability

The renovation plans include a science suite, art/DT lab, collaborative learning space, dining facilities and a rooftop garden: a green eco-haven for those pupils who wish to spend their breaks and lunchtimes there. There will be a strong emphasis on sustainability, so the refurbishment process will explore ways to increase the biodiversity and urban greening across the site, such as alternatives to gas energy, renewable energy sources, and raised beds for food production.

Wimbledon High Junior School GDST

The Commons Education

A HOME AWAY FROM HOME

Despite the rising cost of living, the number of boarding pupils in the UK is on the rise. According to ISC data from their census on boarding numbers, there were 65,232 boarding pupils on census day – 21 March 2021. Despite this showing a drop from the previous year – 73,500 in 2020 - the number of pupils registered to board at any point during the academic year 2021/22 was back on the rise at 69,937 boarders, an increase of 4,592 from the previous year, so why is boarding proving so popular?

Schools have worked hard to develop the boarding model and respond to the needs and expectations of families. This includes parents having impromptu opportunities to see their children more frequently, such as taking them out for mid-week pizza nights, and pupils having access to their mobile phones to call or message home regularly. “21st-century boarding needs to fit in with family life and be flexible,” confirms Ben Evans, Headmaster at Windlesham House School.

In addition, the trend in recent years towards weekly and flexi-boarding continues - 22.8% of boarders are in these two categories compared with 20.2% in 2020. Woldingham School has been a trailblazer of the flexi approach for some time. “Day students of all year groups have the opportunity to flexi-board. It’s a great introduction to boarding and is very popular, especially with our younger students,” adds Suzanne Kuster, Marden Housemistress at Woldingham School.

Boarding life presents many opportunities for young people to develop greater independence. Here are some of the key advantages highlighted by some of the boarding schools.

A sense of community

“The primary aim of any boarding house is to create a warm, supportive sense of community which feels like a home when at school; where there is a natural sense of fun and camaraderie, where juniors can look

up to strong Sixth Form role models and where teenagers can develop a deep sense of belonging and identity. The inclusive atmosphere and shared experience develops these deep bonds and lasting friendships and pupils become highly socially adept with strong ‘people skills’. The best boarding schools have a culture where senior students take prefecting and role modelling responsibilities seriously and develop a strong sense of duty and service.” Simon Bird, Deputy Head, Cranleigh School

“Boarders learn what it means to be part of a community that lives together. Children learn vital life skills such as empathy, care and understanding, even during the most challenging times. When children are tired, anxious, feeling unwell or have just woken up, boarding spirit really comes in to play and it is wonderful to see children come together and support each other. Boarding helps children to learn about themselves and others, while having fun in the process.”

Ben Evans, Headmaster at Windlesham House School

Boarding life presents many opportunities for young people to develop greater independence

Whitgift School

Woldingham School

Boarding continues to grow in popularity with increasing numbers of pupils choosing to embrace a

school life. Here, Georgina Blaskey investigates some of the key opportunities boarding offers

If you are tempted to take the boarding route, preparation is key to ensure as smooth a transition as possible

or exeats, they are focused on family time rather than academics and co-curriculars.”

Shirley Mitchell, Director of Boarding, DLD College London

Inter-year friendships

BOARDING FOR PREP

Parents with limited experience of boarding schools today will naturally have reservations about enrolling their child. Here are some top tips on getting your child on-board with boarding:

Enriched relationships

“Lifelong friendships are formed at boarding school. Students work, rest, and play together and develop familial bonds with their peers. In such a close environment they learn how to manage conflict and compromise earlier than non-boarders. This is of particular benefit to only-children, who sometimes lack the skills that are developed through sibling relationships. We often hear that parent/child relationships flourish when a son or daughter begins boarding; when students return home for holidays

“Boarders at Whitgift are enabled to form close bonds both within and across year groups. All boys will automatically be paired with at least one other student from their year group to help them settle in. Additionally, Founder’s House (our boarding house) operates a family system whereby boys are grouped vertically and attend meals, activities, meetings and social events as a group. Boarding often forges bonds and a kinship which last a lifetime; we intentionally harness the power of the environment to foster belonging among the pupils in an open and inclusive atmosphere.”

William Chaloner, Senior Boarding Housemaster, Whitgift

Positive working habits

• Boarding houses should feel homely, warm and inviting. Your child should be encouraged to personalise their room and surroundings

• Compassion and kindness matter, as do friendships. Make sure your child has the opportunity to experience boarding before you enrol

• Speak to other young boarders about their experience and ask questions

• Having free time to develop social skills is essential for young children. Find out what opportunities and activities the school offers

• Parents should be invited into the boarding environment to see how it operates first-hand

• Make sure you explore different boarding options to find out which is right for your child.

allowing them to form good habits which carry through to their future learning. It also facilitates the work/life balance we urge our students to strive for; completing homework and academics during allocated periods of time means students are free to relax and socialise without worrying about the last-minute deadline. For on-site boarding schools, the availability of facilities outside of the school day is an added bonus, as is the availability of tutors at evenings and weekends.” DLD’s Shirley Mitchell

Peer-to-peer learning

“Study sessions are done all together and girls can quietly work together and go through the day’s homework. They love being able to help each other, especially those who have found a topic easier than others and so can peer teach to their friends. Most of our boarders continue with studying after the allocated time as they also want to do the best that they can.” Woldingham’s Suzanne Kuster

Developed life skills

“Most boarding schools will provide a structured form of ‘prep’ or ‘study time’. In younger years, this encourages students to build study into their daily routine, Cranleigh School

“Confidence and resilience are skills which are strongly developed in boarding students. Communal living exposes students to a

Source: Windlesham House School

wealth of experiences with trained staff on hand to help them navigate difficulties.

Cohesion, compromise, conflict resolution, respect, tolerance, all of these are developed and nurtured in a boarding environment.

On a practical note, students also develop life skills like cooking, cleaning and washing - skills which are essential for independent living.” DLD’s Shirley Mitchell

Improved organisation

“One of the huge benefits of being a weekly or full boarder is the degree of independence that is required of pupils when it comes to being responsible for themselves in managing things like room tidiness, ensuring they put in their laundry daily, and doing chores around the house, such as cleaning and tidying communal areas, including Common Rooms and kitchenettes. We are here to support each boy as much as possible, without doing everything for them so that they develop habits of caring for themselves that will set them up for life.” Whitgift’s William Chaloner

Better work/life balance

“Students have access to co-curricular activities, workshops, excursions, study -

everything they need for a balanced life. They are monitored to ensure they are engaging in a range of various activities to promote good mental health and are guided by key staff if they are neglecting a particular area. By incorporating these healthy habits into everyday life, it is more likely they will become established, and students will continue to practise this throughout life.” DLD’s Shirley Mitchell

Prepared for further education

“Boarding life in the Sixth Form is yet another step forward towards independence, while also feeling supported by a wonderful, warm community. Pupils have more choice in how they manage their studies, extra-curricular activities and free time, always under the helpful guidance of our experienced residential team. Students in Woldingham’s Sixth Form live in purposebuilt modern accommodation, providing the perfect transition from school to university.” Woldingham’s Suzanne Kuster

Common pitfalls

“It can be a challenging transition to boarding and homesickness is likely to be a

factor in any pupil’s enjoyment of boarding, no matter how mild or severe. Pupils often try to put a brave face on their true feelings, yet we encourage open discussion of the matters that pupils find most challenging about how to manage and overcome any concerns. Don’t try to contact home too often – in the connected world we live in it is very easy to contact parents and indeed old friends, which can hold pupils back from fully embracing their new environment. Get involved – pupils are often keen to ‘settle in’ or see how the land lies before deciding which activities to commit to, but it is important to engage with any co-curricular pursuits or hobbies early to settle in and feel at home. First and foremost, this will expose you to other like-minded peers and open up the possibilities of new relationships, while also allowing you to begin to develop a sense of belonging to the school.” Whitgift’s William Chaloner

If you are tempted to take the boarding route, preparation is key to ensure as smooth a transition as possible. Before they go, encourage them to learn to look after their belongings, fold and hang up clothes, learn to make a bed and change a duvet cover. Warn them it’s not all Hogwarts! Sneaking out with friends for adventures

after curfew will end in ‘gatings’ (being made to stay in) or worse, so manage their expectations. Tell them some days will be difficult - a number of pupils will be homesick - this is all normal and expected.

“Listen to your son about their hopes and fears for their new experience,” says Whitgift’s William Chaloner. “There will be an intense mixture of excitement and nerves at being away from home that can be managed. Spend some time discussing them. Do reassure your son regarding their worries and be compassionate towards their feelings.”

By the end of their boarding school journey, pupils will be well-versed in independent living with the skills they need for survival in the real world. “One of the key things they take away is knowing there are people they can ask for help,” adds DLD’s Shirley Mitchell. “Boarding teaches students that there is always someone on hand to help you to learn how to do something for yourself, and this is a vital lesson.” Whitgift’s William Chaloner concludes: “The structure and balance that life as a boarder affords pupils is an excellent blueprint to take forward, both in terms of staying on top of studies and getting involved in university life.”

DLD College London

THE SPIRIT OF POSSIBILITY

Alleyn’s School is a place where 400 years of heritage, tradition and resourcefulness meet a dynamic, creative institution, full of exuberance and opportunity

Agile and progressive, Alleyn’s is a school which strives to do things differently. Liberal and exciting, enterprising and fun, Alleyn’s is looking to shape the future of education as much as deliver it. A coeducational senior and junior school with 1,329 pupils based in Dulwich, Alleyn’s is academically selective with an exemplary achievement record for both boys and girls with over 85% of students going on to firstchoice universities. It sends leavers onto Oxbridge, Russell Group and top specialist and overseas centres of learning, and has a particularly good record with medicsbut an Alleyn’s education stretches well beyond exam syllabus and grades. The school’s values are based upon the Alleyn’s ROCCK: Respect, Opportunity, Curiosity, Courage and Kindness. These are the fundamental values that underpin the school’s ethos and everything that they do. The extra ‘C’ - the Courage to break the frame - is an enterprising, pioneering and slightly quirky way of expressing their vision. “We like to think and do things differently, and to encourage our pupils to speak up: to own their voices and have the confidence to be change-makers,” explains Head Jane Lunnon.

Mrs Lunnon - voted Tatler Independent School Head of the Year in 2020 - is passionate about contributing to the national conversation around educational issues. Her vision for Alleyn’s includes preparing pupils for a future workplaceone which many of us will not recogniseand this is one of the school’s priorities. In a recent letter to The Times, Mrs Lunnon wrote: “Employers increasingly tell us that the most critical attributes are creativity, problem-solving and resilience: in short, the practical and emotional capabilities to embrace the challenges and opportunities of a rapidly changing world, with a positive and empowered mindset.”

Leading in innovation (be that digitally or academically) is a key focus of the school, as evidenced by its VR workshops for pupils and staff, and the establishment of the Alleyn’s Digital Academy to develop and share digital expertise. Fostering an enterprising attitude to learning is keyexploring the spirit of possibility, a ‘have a go’ attitude and believing everyone can make a difference lies at the heart of the school’s ethos. In May 2022, Mrs Lunnon contributed to a Science and Technology parliamentary committee session that was exploring how to improve the uptake of maths and physics by girls and other underrepresented groups in the UK - and the momentum for learning is as prevalent among the pupils as the Head. A recent ISI School Inspection (2021) found, “Pupils seize the many opportunities presented to them by their teachers to follow their own interests and passion.”

The energy of the school and the prioritisation by the Head, staff and pupils for joy, wonder and happiness extends beyond the classroom. The achievements make an admirable list - the inaugural Alleyn’s Multicultural Week, a Gender Equality Charter through to a school Sustainability Committee, the formation

of SEND Society - a student council to discuss issues relating to neurodiversity, specific learning difference and disability, and an U19 football team that included the first girl in history to play in a London Schools’ FA Under 19 Final - they won! A commitment to the arts through music, art and drama performances, and strong connections to the local community through charitable initiatives such as the Alleyn’s Summer School and for disadvantaged state school pupils (and Ukrainian refugee children), cement Alleyn’s values as a forward-thinking, outward-looking school brimming with the spirit of possibility.

ALL CHANGE

Occasionally a child may need to make an unexpected switch of school at an inopportune time. Georgina Blaskey spoke to both prep and secondary schools for their advice on how to navigate an unscheduled change

It’s unusual - although not unheard of - for a child to stay at one school for their entire education, and as a result there are some very clear, tried and tested routes to changing school. Reception, Prep School (Year 4), 11+ (Year 7), 13+ (Year 9) and Sixth Form (Year 12) are the standard entry points, with certain year groups the main gateway, depending on the age at which the school starts. Outside of these key year groups, it can be a trickier process to undertake.

And yet, according to a recent RSA report, 300,000 pupils move schools at non-standard times every year. To put it another way, for every ten children about to move from primary to secondary school over the year ahead, another six will change schools. In a recent ADDitude* survey of 934 caregivers dealing with ADHD and other learning disabilities, about 85% of parents said they had considered changing their child’s school, and 52% had actually made the move to a new school. Key reasons include unresolved bullying, dissatisfaction with the school, or a change in financial circumstances.

What if you need to change?

Like all well-planned journeys, sometimes we need to reroute. But how do you know when to take action? First, consider what might be valid reasons for moving your child. Grace McCahery from The White House Prep School has welcomed children who have been “bruised” from past experiences.

THE RIGHT FIT

When deciding whether a school’s approach to helping your child grow aligns with your own, does the school have high expectations around how children treat each other? Do you see that when you visit? Does the school have a reactive approach or do they make a concerted effort to drive positivity and high levels of mental fitness in children?

Look for parent-facing sessions to support and guide, a broad co-curricular offering and an exciting curriculum that highlights the fun and opportunity in learning. Bespoke programmes like the ‘Alleyn’s Learners Programme’ allow children to grow critical thinking skills and to question the world around them and the positive role they can play in it. Finally, look out for schools with an established outreach offer; a school that looks to promote wellbeing in the community is likely to have their own house well in order. Altruistic opportunities are incredibly valuable in keeping pupils tuned into what matters – also, it’s hard to be sad when you’re making others happy!

Source: Alleyn’s School

Schools. It’s worth noting, many schools will take a child at any point in the school year, not just in September, so if your child is very unhappy, you needn’t wait until the end of the academic year. In order to prepare for a change, start by familiarising your child with the school through an open day. In addition, they will often be invited to attend a ‘settling in’ day, where they can make new friends, and you may even plan some playdates

in the holiday before they start so there are some familiar faces around on that nerve-racking first day. “It is important to be realistic about the amount of physical, emotional, intellectual and often spiritual energy required to move from one school to another, and to understand that the vast majority of ‘bumps in the road’ are completely natural and normal,” advises Oliver Snowball, outgoing Head of Eaton House The Manor Girls’ School.

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Victoria Davies Jones, Head of Admissions, DLD College London, often finds that young people are very adaptable, and it is the parents who are full of anxiety (especially those with younger children). “If this is communicated to the child it can make it much harder to settle. It is important that parents don’t give mixed messages: the young person needs to feel that everyone at home supports his or her move. School and home should work together as a team.’’

The challenge of moving at secondary

Entry at the start of Year 10 as GCSE groups settle into their new courses and meet new teachers is a time during which students embark on a new learning journey in many areas, and changing schools is less disruptive than it may initially seem, believes Jamie Whiteside, Deputy Head at Portland Place School. “Classes, syllabuses

and timetables at this point are new for all, making it a fresh start for many despite familiarity of surroundings.”

Finding a school that would be willing to take on a pupil mid-GCSE or mid-A-level is a far greater challenge - “pupil progress can be significantly impacted by inconsistency in these critical years,” warns William Forse, Assistant Head (Admissions and Marketing) at King’s College School Wimbledon. If unavoidable, be sure to know exactly which board is being taught and how far the new school has progressed. “Make sure you are organised with electronic learning tools and know your way around the learning platform of the school,” says Jamie Whiteside. “Many institutions will have shared all the relevant content but may rely on you to know how to access it already.’’ As well as having to put in a considerable amount of extra work to keep up, students also face the added pressure of being one of the only new faces in the class and will have to settle into a cohort which may already have an established friendship group, as well as having to learn a whole new set of routines.

Like a carefully written birth plan, your child’s education may not always go the way you initially thought it would. Take a deep breath and know that the chances are the outcome will be just as good - it may just take a different path to what you first imagined.

*A comprehensive website for parents, adults, and professionals dealing with ADHD, learning disabilities, and related conditions

CREATING STORIES

Thames Christian School seeks to find each individual child’s gift and pursue his or her potential in a small but vibrant and nurturing community

Students at Thames Christian School are a story waiting to be told – each individual and each unique. In fact, individuality is at the heart of the school’s ethos which aims to help pupils understand their value both as individuals and as part of the community, attaining academic excellence, but more importantly nurturing skills and talents for their life beyond school.

Stephen Holsgrove, Headteacher, explains, “Every child’s potential is more than they think when they arrive. Each is gifted. What we do is create an atmosphere of trust, and the freedom and responsibility for every student to discover what their gift is and pursue it.” The school can do this because it’s small, with less than twenty students per class, each supported with a personalised education plan.

In 2022, Thames Christian School moved to a larger, eco-friendly, state-of-the-art site, but it has no intention of becoming a large school, accommodating only 300 students once it launches its new sixth form in 2023. The school will soon offer a wide range of A-levels and co-curricular subjects to help children navigate the next phase of their lives.

The new building also provides more facilities to support and stretch the potential of each child. A new food technology lab, an art department with

Every child’s potential is more than they think when they arrive

purpose-built lighting, two DT rooms, several high-tech sound-proofed music rooms, a large theatre and stage all provide the space for students to flourish. Pupils are also free to pursue activities outside the curriculum. For example, those who don’t enjoy traditional sports, can take up recreational sports, such as rock climbing, and the school will support them.

Staff go the extra mile too, with passionate teachers who enable the students to develop self-awareness and resilience by equipping them with critical skills such as communications, leadership, problem solving and teamwork. Beyond the rich and varied curriculum, the school also provides extra resources to help each child fulfil their potential. For example, a student can take a Computer Science

GCSE, but the school plans to offer professional computing qualifications relevant to the workplace too. From Year 11, pupils have one-on-one careers advice tailored to their gifts and are exposed to a variety of careers they can pursue.

Thames Christian School students are happy, calm, confident, and have a strong pupil voice, even deciding on aspects of their new building and uniform. They have a student council, a school newspaper, and in the lockdowns, launched their own radio station. There is a strong sense of community and responsibility and on any given day, you will find the older pupils mentoring the younger ones.

The student body is truly diverse, representing a range of cultures. Students are drawn from the local community and further afield, given the school’s convenient proximity to Clapham Junction station. They are of all faiths and none, but all identify and embrace the school’s Christian values of compassion, respect, courage, openness and diligence, all highly desirable attributes - writing their own stories for the future.

FROM STRENGTHTO-STRENGTH

Mathnasium helps children understand numbers, think logically, boost confidence and excel in exams

OPEN DAY GUIDE

Since opening its doors on Northcote Road in 2019, Mathnasium has been abuzz with children of all ages problem solving, thinking, getting stuck and unstuck and perhaps surprisingly for most, having fun. That’s because it heralds a fresh approach to learning, far from rote learning. Its proprietary curriculum focuses on helping children initially build their number sense, then once the foundations are in place teaching increasingly complex mathematics all the way through to GCSE, using mental, verbal, visual, tactile, and written techniques. With careful questioning, instructors understand how students think, identify any problems and guide them through the right thought processes to reach the right answer.

By learning how to think logically, children can solve any problem they face. As one mother commented, “Not only have we noticed an improvement in maths, but also greater levels of enthusiasm and a willingness to accept challenges across all academic areas. There has been a noticeable increase in self-belief and it’s lovely to witness.”

Although Mathnasium is not a specialist in special educational needs and disabilities (SEND), their materials help children with learning differences such as dyslexia, dyspraxia and dyscalculia master maths too.

Unlike many supplementary education providers, every child has a bespoke education plan based on their ability, not school age, so they are sufficiently challenged but not overwhelmed.

“Reinforcement is key,” says John Preston, MD of Mathnasium UK. “Once students have mastered a topic, it doesn’t mean they will never see it again. We’ll revisit it, but it will be slightly more complex the next time.”

Children come to the centre for various reasons. Some to fill in gaps in their knowledge, some, who are already passionate about numbers, come to get ahead (Mathnasium gives them the challenge they need to excel) and some for the all-important common entrance exam preparation.

The Centre delivers specialised 11+ and GCSE exam preparation courses aligned

to the curriculum and tailored to the schools in question. “Many parents ask if their children should start preparing for the 11-plus in Year 3 or 4,” says John. “The reality is all children are different and what we can do is assess them, so that parents can make an informed choice as to when to start.” Assessments are free and there is no obligation to sign up.

Children from Year 1 through to Year 11 are welcome and plans are afoot to start a fun ‘drop-in’ Reception club soon. Students can also interchange their incentre sessions with online real time learning.

Mathnasium also provides places to families who otherwise couldn’t afford it at their centres on Northcote Road, Fulham, Wimbledon and Dulwich, and are actively looking for partnerships with local state schools to expand their offering.

Walk past Mathnasium on any given afternoon and you will see children piling in and out, smiling and laughing. There is a real passion amongst the team to inspire, build confidence and help children perform better at school, and thousands of families across south London will happily attest to that.

WANDSWORTH STATE PRIMARY SCHOOLS (2-11)

2 Alderbrook Primary School

September 20th, October 11th & 18th, and November 1st, 8th, 15th & 29th, all at 9am. Bookings for small group tours, for parents of children due to start nursery or reception in September 2023, are open on the website.

4 Allfarthing Primary School September 22nd & October 11th.

6 Beatrix Potter Primary School September tbc.

7 Belleville Primary School

Tours on Tuesday and Thursday mornings, plus virtual meetings. Call 020 7227 6727 to arrange.

27 Honeywell Junior School November tours via laura.glover@honeywell.wandsworth.sch.uk

31 Oasis Academy Putney Tours every Friday during term time, 10am.

35 Ravenstone Primary School

September 27th, October 11th, November 8th, December 6th, January 10th & June 27th, 9am. Booking essential.

39 Rutherford House School

September 23rd, October 14th, November

11th & January 6th, 9.30am. October 9th, November 6th, December 4th, 10.30am & 2pm. October 30th & November 18th, 2pm. December 9th, 10.30 am.

56 Swaffield Primary School

To arrange a visit email swaffield@swaffield.wandsworth.sch.uk

WANDSWORTH & MERTON PRIVATE PRIMARY SCHOOLS (UP TO 11/13)

63 Broomwood Hall Lower School

October 7th.

64 Broomwood Hall Upper School October 7th.

66 Eaton House The Manor Boys’ School

Open Houses held Wednesdays throughout term, 9am - 10.30am.

66 Eaton House The Manor Girls’ School

Open Houses held Tuesdays throughout term, 9am -10.30am.

68 Finton House

October 1st. Registration via website.

70 Hornsby House October 13th, 9am.

76 Newton Prep School

October 8th, plus regular Friday morning tours during term-time via hmpa@ newtonprep.co.uk

77 Northcote Lodge October 7th.

80 Putney High School

Online: September 27th & 29th, October 3rd & 4th. Junior School Open Day October 8th, 10th & 11th.

82 The Eveline Day School

Open Morning November 5th. Tours available throughout the year.

83 The Roche School

September 24th, 9.30am, October 14th, November 16th, January 20th, February 23rd, March 15th, May 5th, June 14th, all at 9.15am. Virtual Open Days December 1st, March 22nd, June 28th, all at 3pm.

88 Wimbledon High School Juniors

Open Day September 17th. Junior School Tours September 28th & 29th.

WHY IT IS COOL TO TOUCH TYPE

Gone are the days when touch typing was purely seen as a skill needed for clerks and secretaries. Which teen, student or adult is not using a computer every day for their work or communication?

• Touch typing is not only hugely beneficial for children with learning difficulties, but it has become an essential life skill for all children in our ever increasingly technological world

• With the omni-presence of computers, using a keyboard without touch typing is like using a feather and pot of ink to write –painfully slow!

• Touch Typing allows children the freedom to compose and create with faster speed and higher accuracy. Give your child the edge at school and get them typing! Don’t let them be chickenshunting and pecking!

• Can you think of any other single way that would do more to improve productivity, and help future generations of children to achieve their full potential?

Northcote Lodge School

Check school websites at the start of the new school year. Entry numbers refer to map on page 102.

OTHER PRIVATE PRIMARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Dulwich College Junior School

(Years 3, 4 and 5 entry)

October 8th 9.30am & 10.45am and November 2nd, 1.30-3.30pm, only for families considering entry in September 2023. Ticketed & booked online. Families looking for entry in 2024 may visit from May 2023.

Eaton Square Prep School

October 1st, November 2nd & 15th, February 2nd, March 16th, May 11th & June 15th.

James Allen’s Girls’ School (JAGS)

Junior Pre-Prep (4+ entry), October 1st 9am -12 noon. Prep (7+ entry), October 1st, 9am – 12 noon.

Parsons Green Prep School

September 24th, 9.30am. Individual tours of the school each week.

Sydenham High School GDST

Whole school, September 17th, 9-12.30pm.

Prep Open Morning, October 7th, 9.30-11am.

Windlesham House School

October 1st

WANDSWORTH STATE SECONDARY SCHOOLS

91 Bolingbroke Academy

October 6th, 5.15pm-7.15pm, October 15th, 9.30am-12:30pm

94 Chestnut Grove Academy

October 4th & September 20th, 9-11am.

95 Ernest Bevin College

September 28th, 5.30-7.30pm. September 30th & October 7th, 9-11am.

96 Graveney School

October 12th & 13th, 5.30-8.30pm

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

103 Emanuel School

September 17th.

106 King’s College School

September 17th.

108 Putney High School GDST

September 17th, Come and Play: Music

Taster Morning. Open Day 11+, October 8th, 11th & 12th. Open Afternoon 16+, September 22nd. Online, October 3rd & 4th.

109 Thames Christian School

September 21st & 27th, October 6th, March 1st & 7th and April 25th, all at 11am12.30pm. September 24th, 10am-1pm.

110 Wimbledon High School GDST

Year 7 Open Mornings, September 23rd, October 1st & 12th. Year 7 & Sixth Form Open Evening, September 27th. Sixth Form Open Evening, September 29th

LAMBETH STATE PRIMARY SCHOOLS

117 Henry Cavendish Primary School

Balham site

Mid-September; check website.

118 Henry Cavendish Primary School Streatham site Mid-September; check website.

129 Telferscot Primary School September; check website.

LAMBETH PRIVATE SCHOOLS (UP TO 11/13)

131 Streatham & Clapham Prep School GDST October 1st.

132 The White House Preparatory School

October 8th, 9:30am-11:30am, with opening of new building for new parents

MAKING THE MOST OF OPEN EVENTS

There is always so much to see and do at a school Open Event. To get the best out of them, it is important to be prepared with questions that will help you to compare and so confirm the best choice for your child. Take time to chat with staff, and if you are given the opportunity, to the students too. You will get an honest and open insight to the school that way!

Some questions to consider:

• How was your transition to the school?

• How easy was it for you to make friends?

• What is your Form Tutor like?

• What is your favourite subject and why?

• What is your least favourite subject and why?

• How much homework do you get?

• What would you change about the school?

• How do you travel to school?

Source: Whitgift School

LAMBETH STATE SECONDARY SCHOOLS

134 Dunraven Secondary School

September 20th, 6.30-9pm, September 22nd, 24th & 27th, 9.15-10.30am.

135 Harris Academy, Clapham

October 5th 4.30-7.30pm, October 7th, 10th & 12th, 9-10.30am

LAMBETH PRIVATE SECONDARY SCHOOLS

139 DLD College London

Open Evening September 29th, Year 9 Activity Morning October 8th, Sixth Form Open Evening November 24th.

140 Northwood Senior October 7th.

141 Streatham & Clapham High School GDST Open Mornings September 24th, October 6th

OTHER PRIVATE SENIOR SCHOOLS & THROUGH SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s School

THINKING BEYOND ACADEMICS

With the increased competition for schools at 11, both independent and maintained, it is easy forget that children won’t necessarily peak at the end of primary school. Boys and girls are specialising at younger and younger ages in music and sport, when evidence suggests that trying their hand at a variety of activities develops a greater number of transferable skills that serve them better as they enter their teens. Encourage your children to give all the co-curricular areas of school a try, keeping the door open across sport, music, art and drama, and even if they’re not top team material or don’t make the selective choir by Year 6, they will have the confidence to give it a go at secondary school. It’s not just about achievement in these areas but creating shared memories and experiences as well as providing a fantastic way to make friends quickly, so important as they navigate the challenging teenage years.

Source: Hornsby House School

THE IMPORTANCE OF EXTRA-CURRICULAR

What happens outside the classroom should not be seen as extra but fundamental to pupils’ wellbeing, happiness, development and love of learning. Pupils are actively encouraged to explore their own interests and develop new hobbies through our comprehensive range of over 100 afterschool activities and clubs.

Through sport or music, drama or science, art or chess, fencing or programming, pupils are able to enjoy their activities away from the pressures of school work and formal classroom learning.

First-class facilities include an allweather-pitch capable of fielding four matches simultaneously, two stand-alone gyms, three dance studios and a vast indoor Sports Hall. Pupils can use iPads, laptops, computers, robots and cameras to experience the myriad opportunities technology offers. Whether singing in one of the choirs, playing an instrument within an ensemble, participating as a member of a band or learning lines for a Shakespeare play, we believe a strong extracurricular offering not only fulfils pupils’ desires, but surpasses even their biggest dreams.

Source: Newton Prep School

11+ Open Afternoon September 14th & October 12th, 11+ & 16+ Open Morning September 24th, Sixth Form Open Evening September 20th. Experience Alleyn’s September 23rd, Music Department Open Morning, October 5th.

Cranleigh School

Welcome events on Tuesday afternoons and Thursday and Saturday mornings in term-time. Prep School, October 1st, February 25th, May 6th & June 10th. Sixth Form Welcome Morning September 10th, Information Evening September 20th.

Dulwich College

For families looking for entry to Year 7 in 2023: September 13th & 23rd, October 13th, 10.15am. October 1st, 8.45, 10.15 and 11.45am. Webinar: October 5th, 6pm. For families looking for entry to Year 9 in 2025 via deferred entry or late entry to Year 9 in 2023: May 4th, September 14th & 27th, all at 2pm. Booking essential via school website. Families looking for entry to Year 7 in 2024 may book a visit from April 2023.

Eaton Square Senior School

October 1st, November 17th, February 7th, March 21st & April 25th.

James Allen’s Girls’ School (JAGS) Senior School (11+ only), September 21st & October 11th, 10.30am-12pm; October 1st, 9am – 1pm.

Portland Place School

September 15th & November 3rd, 5-7pm, September 24th & November 12th, 10am12pm, October 13th & November 24th, 8.45-11am. Bookings via school website.

Sydenham High School GDST

Whole school September 17th, 9am12.30pm. Senior school, September 29th, 9.30-11am.

Trinity School October 1st. Book in advance via school website.

Wetherby Senior School October 1st.

Whitgift School

Open Morning, September 24th, Open Evening, September 29th.

Woldingham School September 24th & May 6th.

Gold Wealth Management

PLAN EARLY AND PLAN HOLISTICALLY

By planning ahead, a private school education is achievable, says Lawrence Gold, Managing Director of Gold Wealth Management and Senior Partner Practice of St. James’s Place Wealth Management

Lawrence, recognisable for his role as financial expert in the award-winning BBC2 programme, ‘The Bank of Mum and Dad’, has successfully helped many families structure their finances to pay for their children’s private education over his 30-year-long career. He says, “There is no silver bullet to paying for school fees. It’s all about life goals.” In fact, Lawrence established his family business, Gold Wealth Management in 1996 to help people achieve those life goals. “If an independent education is a priority for a family, we can help them achieve it with investments and savings. By examining their finances holistically, we find opportunities to save, make, and protect their wealth.”

There is a medley of financial solutions, says Lawrence. “An obvious way to reduce outgoings now is to fix your mortgage rate as they are going up this year.” His next big tip is, “Diversification - invest in different geographies and different asset types such as offshore and onshore assets, stocks and shares, bonds and ISAs to ensure you have a well-balanced

portfolio. Also look at growing areas such as the ethical and green industries.”

When it comes to growing your wealth, investing early is key. “If you have a large sum of money, invest it sooner rather than later, but if you don’t, then start saving monthly. Junior ISAs are tax-efficient and by saving as little as £2,000 to £3,000 a year, university expenses can easily be covered. If you are a two-income family and invest £20,000 each in ISAs every year, starting before the kids are even born, over ten years, that equates to half a million pounds factoring in an example potential growth rate of around 5% per annum. That’s the children’s education covered.”

Lawrence cannot emphasise enough the importance of protection. “You’d be surprised by how many people have insufficient cover,” explains Lawrence. It’s imperative that appropriate life assurance, critical illness cover, income protection, and wills are up to date for your family’s needs in the unfortunate event that illness or death strike. Bear in mind that inflation is on the rise as are interest rates.

Increasingly, the bank of grandma and grandpa is coming into play when it comes to school fees too and Lawrence, and his team, work with families to plan specific investments and tax efficient ways for grandparents to help.

Savings can also be made by educating children partially in the private system –senior school onwards is commonplace, some schools offer a discount if you pay for a number of years in advance, or if your child shows a real talent or aptitude for a subject, apply for a scholarship. Some schemes are more generous than others.

The bottom line is that there are many options available, and a financial adviser can guide you through them.

At Gold Wealth Management, all clients complete a questionnaire laying bare all their finances and assets. By developing a relationship built on mutual trust, clients can achieve their life goals. Much of it will depend on aspirations, earning potential and appetite for risk, but with careful planning, an independent school education is within reach.

The value of an investment with St. James’s Place will be directly linked to the performance of the funds selected and the value may fall as well as rise. You may get back less than the amount invested.

The favourable tax treatment of ISAs may be subject to changes in legislation in the future.

The Partner Practice is an Appointed Representative of and represents only St. James’s Place Wealth Management plc (which is authorised and regulated by the Financial Conduct Authority) for the purpose of advising solely on the group’s wealth management products and services, more details of which are set out on the group’s website www.sjp.co.uk/products.

SEIZING THE OPPORTUNITY

Despite the headlines about the widening social gap, academically-minded boys and girls

have more opportunity to be privately educated since the pandemic, says Gillian Upton

O

ne unexpected silver lining of Omnicron is that schools are extending their range of help in finding private school fees. To be fair, it began before the pandemic and has accelerated with the start of the new

academic year this month, which many believe is when the real recovery begins.

“We’ve come out of the pandemic with a greater sense of social conscience; I’m blown away by all the good things that have come out of this crisis,” says Julie Robinson,

Chief Executive of the Independent Schools Council (ISC), which represents over 1,300 independent schools across the UK. Bigger bursary funds, easier payment terms, an extension of hardship funds in some cases, and a less formal interview

Dulwich College

APPLYING FOR A BURSARY

• Identify the three or four schools you feel would be the best fit for your child – do you want, for example, a school whose philosophy is to welcome families from many different and interesting backgrounds?

• Before visiting the schools and registering your child, explore the schools’ websites for details of their bursaries offer - their means-tested awards that pay all or part of the fees

• Many schools share full details about how many bursaries are awarded every year, the eligibility criteria eg. household income and assets, the range of bursaries on offer (from 10% to 100%), what ‘extras’ are included eg. uniform, lunches, trips, and how to apply

• If your child is academically very bright, you might also be awarded a scholarship after sitting the entrance examinations in addition to a meantested bursary

• Always contact the schools’ registrars with any questions; they will be happy to advise.

process are in play to make it easier for parents to access funds and for schools to foster greater social mobility and cohesion to be more relevant to local families.

The not so good news is that schools have returned to pre-pandemic fee level hikes.

Schools absorbed zero fee hikes in the first year of the pandemic, set them around 3% in the last academic year but this year increases are well over that, with some as high as 6%.

“The cost-of-living crisis means that the cost of running schools has gone up, too” says ISC’s Robinson. “They have to cover everincreasing costs and maintain staff levels.”

Wimbledon High’s fees have risen this year between 4.5-6%, hikes in schools in the Alpha Plus group average 4.5% and at Whitgift it’s 4.7% while Thames Christian School and Dulwich College have increased by 6%.

Schools are reeling from the cost-of-living crisis, with already depleted coffers from running hardship funds, issuing refunds, absorbing extra staffing costs and missing out on ancillary revenues from letting premises.

Northwood Schools – now part of Dukes Education – has set their fee increases this year in line with others, between 3.8-5.5% - and cites the economies of scale it now benefits from, being part of the largest independent schools group in the UK.

“There has been a concerted effort to keep

fee increases to a minimum,” says Principal Kevin Doble.

Despite the fee hikes, independent schools are focused on helping those academically-minded children whose parents could not otherwise afford private school fees. Northwood “has a keen interest in providing access across the range and it’s become more central over the last year,” says Doble. “We’re very keen to connect with families in our neck of the woods and provide an opportunity to join. Dukes is offering a deeper opportunity and support from central HQ.”

Rather than a formal, publicised process, Northwood works under the radar, in conversation with parents who pass the means assessment. Three children are currently being educated on a no-fees basis, which includes trips and uniforms. “We give them a boost at the outset in the hope that they can pick up the fees later on,” says Doble.

Scholarships are offered at 11 and 13 when children have already established their skills, and not at the younger stages.

“I don’t want children to be coached into performing in a certain way; it can be counter-productive to their wellbeing,” explains Doble. Northwood also offers easier payment terms.

This picture is replicated across London to a greater or lesser extent. One of the most generous is Dulwich College with a massive 205 pupils on bursaries, up from 160 five years ago, being paid from a £4m-strong bursary pot.

The majority are on 100% bursaries and the remainder on over 75% bursaries. The College hasn’t set a target to reach as it feels it could drive decisions, and is bent on “increasing the number year-on-year; that’s very much the direction of travel, as long as it’s incremental,” says Dr Cameron Pyke, Deputy Master External. “We are absolutely committed to supporting pupils. It’s a core thing of who we are. An extra ten bursaries have been added this year.” This year’s cohort of assisted pupils will include five from Ukraine, while the College has also employed Ukrainian mums as translators and TAs too.

A smaller pot, of £1.4m, funds scholarships at Dulwich and these are a mark of distinction in the usual subjects of art, music, sport and academic performance but with discounts in the region of 10%.

As schools focus on bursaries this level of discount has become the norm for scholarships across the board. “There’s definitely a trend towards means-testing the amount so that schools can direct their resources to where they’re needed most and target the families who really need that discount,” says ISC’s Robinson.

Dulwich’s fees this year have been hiked by 6%, explains Dr Nick Black, Director of Admissions at Dulwich. “In the worst part of the pandemic we didn’t raise fees at all and last year we were very aware of the impact of Covid and kept them to an absolute minimum (2%), but this year the increase has essentially been driven by the cost of living.”

Bursaries are also part of the DNA at Whitgift and being full the school has the reserves to provide 17 pupils 100% bursaries and 750 pupils across the whole school part bursaries/fee concessions. The school has launched a new initiative, ‘Whitgift For All’ with the aim of providing at least two more full bursaries per year.

“Fostering social mobility is a massive part of who we are,” says Whitgift Head, Chris Ramsey. “At 11+ we have 60% of pupils from state schools and at 13+ the figure is slightly less. We offer easier payment terms, either termly, monthly or spread across payment plans and our fee office spends lots of time talking and re-packaging.” At 4.7% fee hikes for this academic year Whitgift is on the lower side compared with other schools. Whitgift scholarships are more generous, averaging 35% but down from 50% some years ago.

Emanuel prefers to call bursaries ‘allfee assistance’, explains Stuart Turner, Deputy Head Co-Curriculum, Partnerships & Admissions, and he is vocal about the contribution fee-assisted pupils bring to the school. “We get amazing things from fullyfunded pupils; their talent and vibrancy rubs off on everybody,” he says.

For the last five years Emanuel has been running The Battersea Rise Trust 43 to mark the school’s 430-year anniversary and to provide funds for 43 100% bursaries. The school is almost there with 37 fully-funded places this year and a further 22 pupils who will receive some form of means tested fee assistance. The Trust is funded by generous donations from private individuals, alumni and fundraising, such as the sponsored Henley to Barnes row this month. Plus, there are 15 scholarships available each year. “We are looking to give back and focus on transformational bursaries; they are all 100%, focusing on the lowest income bracket and we include fees, trips, uniforms, sports equipment and so on.

“The number of bursaries has definitely grown, particularly since Rob Milne has become Head as one of his family members benefitted from a bursary.” Billing is termly but the school is looking to offer other payment options soon.

Eaton House The Manor set up a Foundation as a separate registered charity to fund 16 pupils on 100% bursaries from Year 3 upwards; this year the figure will be 23 pupils. “As a family business we’ve always done it on a needs basis with no targets, so it was always under the radar up until now,” explains Lucie Cawood, Principal at the school, which is now part of Dukes Education. One thing it has always offered is a monthly payment scheme, while discounts for scholarships are “not a huge amount; it’s the recognition really,” says Cawood.

GDST schools have a long 150-year legacy of helping girls into the private sector, originally referred to as working class girls, explains Head Fionnuala Kennedy of Wimbledon High, “We maintain that legacy,” she says. “Our 11+ offers are means-blind and we work solely on merit and our 100% bursaries include the cost of uniforms, laptops, trips, music lessons, rowing clubs and so on.

This year Wimbledon is offering eight bursaries, of which six are at 100% but Kennedy is clear on her objective. “It’s not about social mobility but making sure there are no unnecessary barriers in the way,” she says. In addition, Wimbledon offers scholarships at three points of entry – at

SCHOOL FEES PLANNING

We all want the best for our children. We don’t know what the future holds, but we do want to make sure they have every opportunity to live a fulfilled and happy life, whatever they choose.

We know that money isn’t everything but it does provide us with choice, assuring us that we can consider options. It can deliver a good education and open up opportunities. The key to this and anything we want to achieve in life that requires capital, is to start saving.

There is no silver bullet or magic solution for school fees planning, and saving isn’t the only option. Using holistic family financial planning, specific life goals can be achieved; saving for your child’s education, moving home, or retiring earlier than you might have thought possible. Comprehensive financial planning can make all the difference when helping your child get the best start in life.

Gold Wealth Management

11+, Year 9 and Sixth Form – with discounts of between 5-20%.

Woldingham offers bursaries of up to 100% of day fees and Linda Underwood, Admissions Registrar, notes the lifechanging impact they can make. “Typically, bursary students throw themselves into the wider co-curricular opportunities and take on positions of leadership. We have had students supported by bursaries who have become Head Girl and won places at Oxbridge and medical schools,” she says.

Woldingham spends around £1.4m per annum on all forms of fee assistance and more than a third of students currently receive some form of fee reduction.

The school’s Development team raises funds to increase the number of 100% transformational bursaries, with a goal of 30 bursaries by 2030. Scholarships trigger a discount of between 5-20%.

Thames Christian School runs a self-funded bursary pot and nearly one third of all pupils benefit from fee assistance, some by 100% bursaries. Referring to this year’s 6% fee hike, head Dr Stephen Holsgrove says: “As the school moves forward in its new building, an income stream will be generated from lettings which will help improve affordability.”

In a move “to be fair and open to parent needs,” Finton House School moved to monthly direct debits before the pandemic, explains Guy Collins-Down, Bursar, “having seen affordability as a potential long-term issue. Small changes like this can help parents

spread the burden and plan ahead. In the past few years, we have seen the importance that parents put on giving their children the best possible start in life, even if this means making sacrifices to pay for education.”

If easier payments terms don’t ease the financial burden and your child is not awarded a bursary then what to do? It can be a stretch to find an extra £15,000£18,000 each year for each child. Tapping grandparents for an early inheritance for their grandchildren is one option; another is to link up with finance companies and arrange a savings plan, and yet another is to broker a second charge mortgage on your home over a long term.

Whichever route you choose, planning ahead is the key piece of advice. Lawrence Gold, MD of Gold Wealth Management, has been inundated with enquiries from cashstrapped parents. “The new term is the Bank of Grandpa and Grandma,” he quips but on a more serious note says: “Working with a financial adviser can be one of the best decisions you can make for your family and your family’s future.

“Inflation rates are skyrocketing and interest rates are rising rapidly this year so a savings plan is key. And I can’t stress enough the need to take out life insurance, critical illness cover and income protection in case the main earner cannot work.”

Don’t rule out the independent school sector if your child shows academic potential. Take advantage of the many and varied options you have to ease the burden of finding the fees.

h tratsdae

You want to give your children the best opportunities in life, and few things provide that like a first-class education. We understand that the financial commitment can be daunting. However, the key to meeting school fees is to start saving as early as you can.

We offer a local, friendly service backed by the strength and security of FTSE 100 company St. James’s Place Wealth Management. Whether you’re considering tax-efficient ways to save for school fees, spread their cost, or protect funds you’ve set aside for them, we can give you the guidance you’re after. You can’t know what their future holds but giving your children the best possible start in life is priceless.

The value of an investment with St. James’s Place will be directly linked to the performance of the funds selected and may fall as well as rise. You may get back less than you invested.

and

Northcote

Woldingham

DIFFERENT MINDS

Access to quality first teaching is still an upward battle for neurodiverse children, but increasingly mainstream schools are adapting to ensure that their condition is not a barrier to education, finds Dina Shoukry

academic offering. With a newly designed and bespoke ‘Learning Hub’, pupils are supported in their learning needs without being made to feel that they are in any way under achieving. Through high quality teaching, state-of-art technology and a truly inclusive approach, we strive to empower every child to succeed.”

The starting point for educating all pupils is the same: an acceptance of diversity, pupils’ rights, and the knowledge that all pupils can learn if they receive good teaching. No one size fits all and no child should be labelled too rigidly. Quality first teaching emphasises high quality and inclusive teaching for all. It relies on a variety of learning strategies in order to be effective, like differentiated learning, ongoing formative assessments and a personalised learning experience, encouraging greater inclusion of pupils with additional needs.

THE SIGNS OF DYSLEXIA

Dyslexia affects around 10% of the population. Common characteristics include difficulties with:

• Language processing

• Oral reading/spelling skills

• Listening comprehension

• Interpretation of language

• Copying, handwriting, eye-hand coordination

• Organisation/time management

If you suspect your child may have dyslexia:

• Ask teachers to send key vocabulary for the week, so your child can practise reading and spelling

• When reading aloud to them, ask them to jot down any word they do not understand or know how to spell onto colourful sticky notes. You can write down the correct spelling later. (A dyslexic child may not be able to find the word easily in the dictionary)

• Younger children may find deconstructed words, written out onto jigsaw shapes, really useful. They can practise putting the words back together and reading the spelling aloud. Then they can practise writing the words, tracing over them using tracing paper.

Source: Exceptional Academics

school will have agreed to implement in full.”

Typically, people with autism, attention deficit hyperactivity disorder (ADHD), dyspraxia, dyslexia, dyscalculia and in fact anyone experiencing a condition that impacts certain thinking skills is categorised as neurodiverse. It is widely believed that one in seven people (more than 15% of the UK) are neurodiverse. Students with special educational needs and disabilities (SEND) are on the rise. According to the Department for Education, the number of pupils with SEND in 2022 is just under 1.5 million, an increase of 77,000 from 2021 and in the independent sector alone, almost 96,000 pupils were identified as having SEND, equating to 17.6%, as reported by the Independent Schools Council.

“Neurodiversity is not synonymous with less able,” says Vania Adams, Head at The

Roche School, “A neurodiverse child may need support in the classroom but not because they are not capable. Sometimes the problem for a neurodivergent child is insufficient challenge rather than the reverse. A good school will offer plenty of support and understanding whilst remaining aspirational.”

“SEN is celebrated, and proudly part of our offer,” agrees Helen Loach, Deputy Head at Streatham & Clapham High School GDST. “Staff are devoted to tailoring a curriculum that all girls can access, and priority is given to refining the curriculum model and resourcing to ensure all girls make rapid progress on their learning journey.”

A similar learning opportunity lies in wait at Newton Prep, explains Cristina Losito, SENDCo, Special Educational Needs and Disabilities Co-ordinator. “Newton Prep’s SEND department is an integral part of our

“Inclusion is at its most effective when parents, class teachers, school leadership, special educational needs and disabilities co-ordinators (SENDCos) and multiprofessionals work seamlessly together,” says Matthew Pickard, Head at The Eveline Day School. “By being creative and flexible in our thinking, the right combination of differentiation, strategies and therapeutic interventions can give neurodivergent children every opportunity to fulfil their potential.”

However, “parents shouldn’t hold back from being assertive,” advises Melina Brook, Specialist Dyslexia Tutor with Exceptional Academics. “If classroom or homework adjustments aren’t happening, they should go through each of the recommendations within their dyslexia or Educational Psychologist report with the SENDCo, asking how the school will follow through. If their child has an education health and care plan (EHCP), this is a legal document that a

Sophie Irwin, Educational Consultant and SEND specialist agrees, “Often parents aren’t sure what they should ask for or what they should say to schools. I work with them in the background to make sure that all their child’s cognitive abilities and needs are documented, particularly when

Broomwood Hall Lower School

Exceptional Academics

Alleyn’s School

they are transferring to senior school. With specialist support, neurodivergent children can thrive in a selective school if they are high performers. If not, they may fare better in a less demanding academic environment. The key is to find the right place for them to engage and enjoy learning.”

Parents of neurodivergent children should look for schools with specialist staff, continues Brook, “For example, will a level 5 specialist support their child? Do form teachers and teaching assistants have continuing professional development (CPD) training in specific learning difficulties (SpLDs)? Will there be at least an hour of targeted 1-1 support per week?” When it comes to secondary transfer, in the state sector, records of children on the SEND register are transferred automatically to their new secondary school. In the independent sector, the onus is on the parents to inform the school. “Many parents aren’t comfortable with telling schools that their child has extra needs when they apply, because they fear that it will affect them negatively,” says Kirstie Richardson, Head of Learning Support at Whitgift School. “It won’t. By being up front, we can ensure that we support that child from day one with access arrangements for the entrance exam, to having a member of our learning support team sit in on their interview and having the right resources in place for when they start.”

Trudi Williams, SENDCo at Ernest Bevin College, concurs, “We don’t want any child to experience negativity at the start of their new journey at secondary school. We often visit new starters in their primary schools and invite them to our Welcome Day and week-long summer school to get to know

them, and vice versa. There are so many growing demands on adolescents from Year 7 to Year 11, so we need to make sure that our neurodivergent students trust and feel safe with us early on, and that we can accommodate their changing needs as they progress up the school.”

Every child with SEND will have a learner profile which documents their cognitive abilities and needs so that every teacher can provide that all important quality first teaching by including provisions such as movement breaks, quiet time, fiddle toys, differentiating the curriculum, for example, by breaking down the instructions, or even provide extension work, if it’s a subject at which they excel. They can adapt the timetable and provide additional technology such as laptops, audible books, speech-totext software or a scribe.

Emotional support is equally as important, and many schools have safe spaces – at The Roche School, it is the Room at the Roche and at Ernest Bevin College, it’s a lunch club offering welcome refuge from the busy playground.

Other areas in which neurodivergent students might need help is with strengthening their executive functions including skills such as organisation, motivation, focus, attention, time management and self-regulation.

“Our team of specialist teachers offer group and one-to-one sessions with students focusing on equipping them with the study, revision, examination, homework and organisation skills that help them to become independent learners and help to maintain and build up their confidence and selfesteem,” says Louise van der Valk, Head of

Learning Support at Alleyn’s School.

However, “as students get into their teens, they are increasingly reluctant to do additional learning and support clubs,” explains Whitgift’s Richardson, “so we have to show them results. We help them understand their own strengths and weaknesses and if they see positive results themselves, they will return.”

“Learning support groups are reviewed termly,” says Amy Burt, Head of Learning Support at Northcote Lodge School, “so that we can adapt to pupil targets and review whether children are ready to apply strategies more independently. Children might be included in a vocabulary group that focuses on visual learning strategies or be invited to a typing club to help build fluency and accuracy, and some may benefit from occupational therapy to support their fine motor skills.”

A culture of inclusivity is paramount for neurodivergent children to feel a sense of belonging. Burt says, “We encourage our children to use positive dialogue around neurodiversity. We have information books

and displays around the school that include neurodivergent role models. Our pupil neurodiversity ambassadors in Year 8 help the younger children understand how people think and learn differently and some of our neurodivergent pupils are confident about sharing their journeys with their classmates.”

Similarly, at Alleyn’s School, the students have established a neurodiversity society.

“Our SEND society looks at specific learning differences. Students discuss issues they face and sometimes a lack of knowledge among their peers of specific learning differences and we use that to inform our staff training,” adds Dr Rob Atkinson, Head of the Upper School.

“Some schools are better than others when it comes to SEND provisions,” concludes The Roche’s Adams, “and too often, parents come up against a one-sizefits-all approach. If you celebrate the child as an individual then they will relax and engage with their learning, and that’s when we find that they have fantastic strengths in a range of areas.”

Elevated

MOTIVATING DYSLEXIC STUDENTS TO READ

The most powerful lever you can pull to ensure your child’s academic success is reading. If your son or daughter is dyslexic, however, this can sometimes feel like walking across hot coals – for them and you.

Often dyslexic readers will have a specialist interest; you can indulge this with nonfiction reading materials linked to their special interest, such as magazines and reference books.

Current affairs publications like The Week Junior or First News are brilliant for increasing active vocabulary - and therefore comprehension - of the text. BBC Newsround’s website has useful words of the day for understanding the news. Short stories reduce cognitive load by getting to the plot payoff much faster. Roald Dahl’s Henry Sugar and Great Automatic Grammatisator, along with collections by Edgar Allen Poe, R J Palacio, Enid Blyton or Kevin Crossley-Holland are all fun to read in double-quick time.

Whitgift

Ernest Bevin College

Thames Christian School

FIND

LOCAL PRIMARY AND SECONDARY SCHOOLS

WANDSWORTH

STATE PRIMARY SCHOOLS

Saints

Portuguese School of London

(CE)

Alton

Hill

Primary

St Mary’s

Academy

WANDSWORTH & MERTON PRIVATE SCHOOLS (UP TO 11/13)

Hall

School

House

School

House

House

Park

Wandsworth

(Muslim)

Primary

Heathmere

View (see

Ghost (Catholic)

Infant

Junior

School

Place School

House School

School

Prep

LAMBETH

PRIMARY SCHOOLS

Manor

Christi

Glenbrook

Cavendish, Balham

Cavendish, Streatham

(Muslim)

Avenue

Hotham

Burns

Mosaic (Jewish)

Academy

Lady of Victories (Catholic)

Lady Queen of Heaven (Catholic)

Riversdale

Lodge

House School

House School

High School

Dominie

Eveline Day School

Roche School

Battersea

Clapham

Prep School

Preparatory School

Wimbledon High Juniors

WANDSWORTH STATE SECONDARY SCHOOLS

Putney Academy

Church (CE)

Ross

House

Heart Battersea (Catholic)

Heart Roehampton (Catholic)

Anne’s (CE)

Anselm’s (Catholic)

Boniface (Catholic)

DID YOU KNOW…

OF WANDSWORTH’S SEVEN SCHOOLS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ARE JUDGED OUTSTANDING OR GOOD BY OFSTED. THERE ARE ALSO 18 RESOURCE BASES, MEANING THAT OVERALL, CHILDREN ARE EXTREMELY WELL SERVED IN TERMS OF ADMISSIONS OPTIONS IN THE BOROUGH.

Hall Primary

Macaulay (CE)

Richard Atkins

School

Grove Academy

Bevin College

School

Academy Battersea

Cecilia’s

LAMBETH

E School

John Bosco College

Thames College

Francis Xavier

Form College

& MERTON PRIVATE SECONDARY SCHOOLS

Nappy Valley Schools Directory

KEY FOR STATE SCHOOLS

A Academy school

C Community school

F Foundation school

V Voluntary aided school

(C of E, Catholic, Muslim)

Class size: maximum 30

Gender: mixed

WANDSWORTH STATE PRIMARY SCHOOLS (4-11)

1 Albemarle Primary School F

Rated outstanding by Ofsted

Princes Way, SW19 6JP

T: 020 8788 3170

E: info@albemarle.wandsworth.sch.uk

albemarle.wandsworth.sch.uk

Head: Mandy Kaur

Pupils: 209

Ages: Nursery to Year 6

Clubs: Pre- & post-school care plus holiday clubs

Leavers’ destinations: St Cecilia’s, Ashcroft Technology College, Southfields Academy

2 Alderbrook Nursery & Primary School C

Rated good by Ofsted

Oldridge Road, SW12 8PP

T: 020 8673 4913

E: info@alderbrook.wandsworth.sch.uk alderbrookprimaryschool.co.uk

Head: Mr Peter Weal

Pupils: 233

Ages: 3-11

Clubs: Pre- & post-school care and a range of school clubs

Leavers’ destinations: Ark Bolingbroke, Burntwood, Chestnut Grove, Emmanuel, Graveney, James Allen’s Girls’ School, Streatham & Clapham High, Whitgift and a range of other state and independent schools.

3 All Saints’ C of E Primary School, Putney V

Nurtures individuality, provides challenge, develops self-esteem and promotes respect and care for each other

Putney Common, SW15 1HL

T: 020 8788 5196

E: admin@allsaints.wandsworth.sch.uk allsaints.wandsworth.sch.uk

Head: Ms C Wood

Pupils: 260

Ages: 3-11

Clubs: A range of school clubs

Leavers’ destinations: Christ’s School,

St James Senior Boys’ School, Emanuel, Ibstock Place, St Cecilia’s

4 Allfarthing Primary School C

Rated good by Ofsted

St Ann’s Crescent, SW18 2LR

T: 020 8874 1301

E: info@allfarthing.wandsworth.sch.uk allfarthing.org.uk

Head: James Heale Pupils: 397

Ages: 3-11

Clubs: Pre- & post-school care available, plus a range of school clubs

Leavers’ destinations: Ashcroft Technology College, Wallington Grammar, Burntwood, London Oratory, Ernest Bevin, Graveney, Lady Margaret’s, Ricards Lodge, Fulham Boys, St Cecilia’s, Southfields Academy

5 Anglo Portuguese School of London (APSoL)

Opened in September 2020 with a cohort of Reception children. England’s first school to provide a bilingual curriculum in English and in Portuguese

25 Courthouse Way London SW18 4QG

T: 020 3417 0905

E: info@angloportugueseschool.org angloportugueseschool.org

Principal Designate: Marta Correia Pupils: 420 when at full capacity Ages: 4-11

6 Beatrix Potter Primary School C

Rated good by Ofsted Magdalen Road, SW18 3ER

T: 020 8874 1482

E: info@beatrixpotter.wandsworth.sch.uk beatrixpotterschool.com

Head: Amanda Robertson Pupils: 339 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Ernest Bevin, St Cecilia’s, Emanuel, Whitgift, Streatham & Clapham High School, Dulwich College, Wallington Grammar, Lady Margaret’s, Alleyn’s School

7 Belleville Primary School A

Rated outstanding by Ofsted Webbs Road, SW11 6PR Meteor Street, SW11 5NZ

T: 020 7228 6727

E: enquiries@bellevilleschool.org belleville-school.org.uk

Executive Head: John Budden Pupils: 1,012 available places across the 2 sites

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Bolingbroke Academy, Graveney, Saint Cecilia’s C of E School, Burntwood, Streatham & Clapham High School, Emanuel, Alleyn’s, Dulwich College

8 Belleville Wix Academy C

English and bilingual school which shares its site with Ecole de Wix French primary, an annexe of the Lycée Français Charles de Gaulle in South Kensington. 14 places per year group available in each bilingual class via Wandsworth and 14 available via the Lycée.

Rated good by Ofsted Wix’s Lane, SW4 0AJ

T: 020 7228 3055

E: admin@wix.wandsworth.sch.uk wix.wandsworth.sch.uk

Executive Head: John Grove

Head: Ms Seana Henry Pupils: 283*

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Bolingbroke Academy, Lycee Charles de Gaulle, St John Bosco College

*14 bilingual French/English and 30 English-only places

9 Brandlehow Primary School C

Rated outstanding by Ofsted Brandlehow Road, SW15 2ED

T: 020 8874 5429

E: info@brandlehow.wandsworth.sch.uk brandlehowschool.org.uk

Head: Ms E Loughnan MA Pupils: 330

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

10 Broadwater Primary School C

Pupil care, guidance and support praised by Ofsted in its last report

Broadwater Road, SW17 0DZ

T: 020 8672 3062

E: admin@broadwater.wandsworth.sch.uk broadwaterschool.org.uk

Head: Ms Clare Scarlett

Pupils: 378

Ages: 3-11

Clubs: A range of school clubs

11 Chesterton Primary School C

Shares a vision of individuals who exceed expectations and enjoy education

Dagnall Street, SW11 5DT

T: 020 7622 1619

E: office@chesterton.wandsworth.sch.uk chesterton.wandsworth.sch.uk

Executive Headteacher: Mr Siswick

Head of School: Miss Smith

Pupils: 394

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Harris Academy, Wallington Grammar

12 Christchurch C of E

Primary School V

Rated good by Ofsted

Batten Street, SW11 2TH

T: 020 7228 2812

E: info@christchurch.wandsworth.sch.uk christchurchbattersea.co.uk

Head: Mrs C Morris

Pupils: 179

Ages: 3-11

Clubs: A range of school clubs

Leavers’ destinations: St Cecilia’s, St John Bosco, Harris Academy Battersea, Ashcroft Technology College, Burntwood

13 Earlsfield Primary School C

Rated outstanding by Ofsted Tranmere Road, SW18 3QQ

T: 020 8946 5452

E: admin@earlsfield.wandsworth.sch.uk earlsfield.wandsworth.sch.uk

Head: Mr S Trow

Pupils: 485

Ages: Nursery to 11 Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Ashcroft Technology Academy,Southfields Academy, Ark Putney Academy, Graveney and also various independent schools

14 Falconbrook Primary School C

Rated good by Ofsted Wye Street, SW11 2LX

T: 020 7228 7706

E: admin@falconbrook.wandsworth.sch.uk falconbrook.wandsworth.sch.uk

Head: Mrs S Smith

Pupils: 269

Ages: 3-11

Clubs: A range of pre- and post-school clubs

Leavers’ destinations: Harris Academy Battersea, Burntwood, Bolingbroke Academy, Chelsea Academy, Hurlingham Academy, Ark Putney Academy, Saint John Bosco College

15 Fircroft Primary School C

Rated good by Ofsted Fircroft Road, SW17 7PP

T: 020 8672 6258

E: officemanager@fircroft.wandsworth.sch.uk fircroftprimaryschool.sch.uk

Head: Mrs Denise York

Pupils: 415

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Graveney, Chestnut Grove, Dunraven, Ernest Bevin and various Harris Academies

16 Floreat Wandsworth A

Opened September 2015

305 Garratt Lane, SW18 4EQ

T: 020 8353 4195

E: office@wandsworth.floreat.org.uk floreatwandsworth.org.uk

Head: Mr M Custance

Pupils: 420 ultimately

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

17 Franciscan Primary School C

Rated good by Ofsted

221 Franciscan Road, SW17 8HQ

T: 020 8672 3048

E: admin@franciscan.wandsworth.sch.uk franciscan.wandsworth.sch.uk

Head: Mrs P Andre-Watson

Pupils: 412 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

18 Furzedown Primary School C

Mission is to make every child feel valued and to experience the thrill of learning

Beclands Road, SW17 9TJ

T: 020 8672 3480

E: admin@furzedown.wandsworth.sch.uk furzedownschool.co.uk

Head: Dionne Morris

Pupils: 410 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

19 Gatton Primary School V F

First Muslim voluntary-aided primary school in UK to be rated outstanding by Ofsted 10 Gatton Road, SW17 0EU

Tooting sIte: 13E Broadwater Rd, SW17 0DS Balham site: 47A Balham High Rd SW12 9AW

T: 020 8682 5570

E: info@gatton.wandsworth.sch.uk gatton.wandsworth.sch.uk

Head: Majid Ishaque

Pupils: 420

Ages: 4-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: Al-Risalah Secondary School, Burntwood, Ernest Bevin

20 Goldfinch Primary School F

Cunliffe Street, SW16 6DS

T: 020 8769 6486

E: info@goldfinchprimary.org.uk goldfinchprimary.org.uk

Head: Mrs Emilie Haston

Pupils: 450 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Chestnut Grove, Southfields Academy, Graveney, Dunraven, Ernest Bevin

21 Granard Primary School C

Rated good by Ofsted Cortis Road, SW15 6XA

T: 020 8788 3606

E: info@granard.wandsworth.sch.uk granardprimary.co.uk

Head: Mrs C Grigg Pupils: 516

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Academy, Ark Putney Academy, Richmond Park Academy, Ricards Lodge

Butterfly Preschool

22 Griffin Primary A

A vibrant multicultural school with aspiring global learners, nurturing students to develop their individual talents

Stewarts Road, SW8 4JB

T: 020 7622 5087

E: info@griffinprimary.org.uk griffinprimary.org.uk

Executive Head: Ms Karen Bastick-Styles

Pupils: 360

Ages: 3-11

Clubs: Pre-school care plus a range of school clubs

Leavers’ destinations: Harris Academy

Battersea, Burntwood, Southfields Academy, Platanos College, Ashcroft Academy, Graveney, Chestnut Grove

23 Heathmere Primary School C

Rated good by Ofsted

Alton Road, SW15 4LJ

T: 020 8788 9057

E: sbm@heathmere.wandsworth.sch.uk heathmereprimary.org

Head: Mrs E Lewis

Pupils: 285 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

24 High View Primary School C

(Now Ark John Archer Primary Academy)

Motto: “Together as one”, providing the best all-round education

Plough Terrace, SW11 2AA

T: 020 7228 1710

E: admin@highview.wandsworth.sch.uk highview.wandsworth.sch.uk

Head: Moira Cruddas

Pupils: 358 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

25 Hillbrook School F

Rated outstanding in all features

Hillbrook Road, SW17 8SG

T: 020 8672 3957

E: admin@hillbrook.wandsworth.sch.uk hillbrookschool.org.uk

Head: Mrs D Hart Pupils: 700 Ages: 3-11

Clubs: Pre- & post-school care on site, a wide range of school clubs, an autistic base nursery and a children centre on site

26 Holy Ghost Catholic Primary School V

Rated outstanding by Ofsted

Nightingale Square, SW12 8QJ

T: 020 8673 3080

E: olivia@holyghost.wandsworth.sch.uk holyghost.wandsworth.sch.uk

Head: Miss S Lawless

Pupils: 206

Ages: 5-11

Clubs: Pre- & post-school care plus a range of school clubs

27 Honeywell Infant School C

Rated outstanding by Ofsted Honeywell Road, SW11 6EF

T: 020 7228 6811

E: office@honeywell.wandsworth.sch.uk honeywellschools.org

Head: Fiona Arnold & Jane Neal

Pupils: 270 Ages: 3-7

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destination: Honeywell Junior School

28 Honeywell Junior School F

Rated outstanding by Ofsted. Throughschool that encourages children to enjoy learning and to be successful Honeywell Road, SW11 6EF

T: 020 7223 5185

E: office@honeywell.wandsworth.sch.uk honeywellschools.org

Head: Jo Clarke Pupils: 360

Ages: 7-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: Dulwich College, Alleyn’s, JAGS, Emanuel and Whitgift

29 Hotham Primary School C

Develops independence, confidence and celebrates achievements and diversity Charlwood Road, SW15 1PN

T: 020 8788 6468

E: info@hotham.wandsworth.sch.uk hothamprimaryschool.org.uk

Head: Richard Byrne-Smith Pupils: 377*

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Techology Academy, Richmond Park Academy, Ark Putney Academy, St Cecilia’s and Whitgift

* 30 bilingual French/English places and 30 Englishonly places offered

30 John Burns Primary School C

Rated “good with outstanding features” by Ofsted

Wycliffe Road, SW11 5QR

T: 020 7228 3857

E: office@johnburns.wandsworth.sch.uk johnburns.wandsworth.sch.uk

Executive Head Teacher: Ms C Grigg

Head: Brian Grogan

Pupils: 180

Ages: 3-11

Clubs: Pre- & post-school care plus a range of a school clubs

31 Mosaic Jewish Primary School A

Judged as outstanding by Ofsted. Moving to new premises, as below

170 Roehampton Lane, SW15 4EU

T: 020 8944 8731

E: info@mjps.org.uk or admin@mjps.org.uk mjps.org.uk

Head: Jo Gordon

Pupils: 22

Ages: 4-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ark Putney, Ashcroft, Christ’s Richmond, Coombe Boys, Harris Academy, Kingston Academy, Richmond Park Academy, Saint Cecilia’s plus the private sector

32 Oasis Academy Putney A

Brand new academy opened in September

2016 as an inclusive, non-selective, co-ed school

184 Lower Richmond Road, SW15 1LY

T: 020 7884 6000

E: info@oasisputney.org oasisacademyputney.org

Interim Executive Principal: Glenn Lillo Pupils: 200

Ages: 4-11

33 Our Lady of Victories

Catholic Primary School V

Developing full academic, personal and social potential

1 Clarendon Drive, SW15 1AW

T: 020 8788 7957

E: info@ourladyofvictories.wandsworth.sch.uk ourladyofvictories.wandsworth.sch.uk

Head: Chris McPhilemy

Pupils: 195

Ages: 4-11

Clubs: Pre-school care plus a range of school clubs

Leavers’ destinations: London Oratory, Sacred Heart, Cardinal Vaughan, Ursuline High School, Lady Margaret’s, Tiffin

34 Our Lady Queen of Heaven

RC School V

Rated outstanding by Ofsted

Victoria Drive, SW19 6AD

T: 020 8788 7420

E: info@ourladyqueenofheaven. wandsworth.sch.uk ourladyqueenofheaven.wandsworth.sch.uk

Head: Jeremy Tuke

Pupils: 212

Ages: 3-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: Ursuline High School, Sacred Heart, Holy Ghost, Wimbledon College

35 Penwortham Primary School C

Rated good by Ofsted

Penwortham Road, SW16 6RJ

T: 020 8769 3949

E: admin@penwortham.wandsworth.sch.uk penwortham.wandsworth.sch.uk

Head: Helen Hesketh

Pupils: 491

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

36 Ravenstone Primary School and Nursery C

Rated good by Ofsted Ravenstone Street, SW12 9SS

T: 020 8673 0594

E: info@ravenstone.wandsworth.sch.uk ravenstoneschool.co.uk

Head: Joe Croft

Pupils: 408

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Chestnut Grove, Graveney, Burntwood, Ricards Lodge plus private schools such as Streatham & Clapham High, Whitgift

37 Riversdale Primary School C

Rated good by Ofsted

302a Merton Road, SW18 5JP

T: 020 8874 6904

E: info@riversdale.wandsworth.sch.uk riversdaleprimaryschool.co.uk

Head: Amy Roberts

Pupils: 257

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

38 Roehampton Church School V

Rated good by Ofsted

245 Roehampton Lane, SW15 4AA

T: 020 8788 8650

E: info@roehampton.wandsworth.sch.uk roehampton.wandsworth.sch.uk

Head: Mr R Woodfin

Pupils: 200 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

39 Ronald Ross Primary School C

Commended by Ofsted for “very effective help with learning in Early Years Foundation Stage”. Rated outstanding by Ofsted

Beaumont Road, SW19 6RY

T: 020 8788 5233

E: info@ronaldross.wandsworth.sch.uk ronaldross.org.uk

Head: Abigail Brady

Pupils: 204

Ages: 3-11

Clubs: No pre- & post-school care, but a range of school clubs

40 Rutherford House School A

Focus on literacy and numeracy

Balham High Street, SW17 7BS

T: 020 8672 5901

E: info@rutherfordhouseschool.co.uk rutherfordhouseschool.co.uk

Head: Ms M Mallett

Pupils: 180 at present, with full capacity by 2020 Ages: 4-7

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Dulwich College, Old Palace, Royal Russell, Streatham & Clapham High, Alleyns, Graveney, Whitgift, Northcote Lodge

41 Sacred Heart Catholic

Primary School, Battersea V

Giving firmest-possible grounding in the core academic subjects

Este Road, SW11 2TD

T: 020 7223 5611

E: admin@sacredheart-battersea. wandsworth.sch.uk sacredheartschoolbattersea.co.uk

Head: Nicola Byrne

Pre- & post-school care plus a range

Sacred Heart Catholic Primary School, Roehampton V

Recently commended by Ofsted for “exceptional progress across Key Stage 2” Roehampton Lane, SW15 5NX

info@sacredheart-roe.wandsworth.sch.uk sacredheart-roe.wandsworth.sch.uk

Pre- & post-school care plus a range of school clubs

Leavers’ destinations: St John Bosco College, Richmond Park Academy, Wimbledon College, Ashcroft Technology Academy, St Cecilia’s, Ursuline High School, Holy Cross School, Gumley House RC Convent School, Christ’s C of E School Richmond

43 St Anne’s C of E Primary School V

Main focus on excellent academic progress and achievement

208 St Ann’s Hill, SW18 2RU

T: 020 8874 1863

E: admin@st-annes.wandsworth.sch.uk st-annes-wandsworth.sch.uk

Head: Mrs L Steward

Pupils: 148

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

44 St Anselm’s Catholic Primary School V

Teaching and learning firmly centred on Christian values within a culture of love and respect for others

19 Tooting Bec Road, SW17 8BS

T: 020 8672 9227

E: admin@stanselms.wandsworth.sch.uk stanselms.wandsworth.sch.uk

Head: Ms H Elwes

Pupils: 201

Ages: 4-11

Clubs: Pre-school care only, plus a range of school clubs

Leavers’ destinations: Ursuline High School, Coloma Convent Girls’ School, London Oratory, Wimbledon College

45 St Boniface RC Primary School V

Strong Catholic ethos that values good manners, respect for others and hard work Undine Street, SW17 8PP

T: 020 8672 5874

E: admin@stboniface.wandsworth.sch.uk stboniface.wandsworth.sch.uk

Head: Lisa Platts

Pupils: 314

The Parent Team

Camp Suisse

Ages: 3-11

Clubs: Post-school care plus a range of school clubs

Leavers’ destinations: Ursuline High School, St Philomena’s High School for Girls, Wimbledon College, Graveney plus a selection of the Sutton grammar schools

46 St Faith’s C of E

Primary School V

Belief in success coming from a safe, nurturing and purposeful learning environment

Alma Road, SW18 1AE

T: 020 8874 2653

E: admin@stfaiths.wandsworth.sch.uk stfaiths.wandsworth.sch.uk

Acting Head Teacher: Julie De Silva

Pupils: 205

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

47 St George’s C of E

Primary School V

Attainments well above national expectations in a calm, learning-focused environment

Corunna Road, SW8 4JS

T: 020 7622 1870

E: admin@st-georges.wandsworth.sch.uk www.st-georges.wandsworth.sch.uk

Head: Mrs S Collymore

Pupils: 195

Ages: 3-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: St John Bosco College, Lady Margaret’s C of E Academy, Greycoats, Harris Academy Battersea, Westminster City School

48 St Joseph’s RC Primary School V

Rated good by Ofsted

90 Oakhill Road, SW15 2QD

T: 020 8874 1888

E: info@stjosephsrc.wandsworth.sch.uk stjosephsrc.wandsworth.sch.uk

Head: Emma Cashier

Pupils: 228

Ages: 3-11

Clubs: Pre-school care only plus a range of school clubs

49 St Mary’s RC Primary School (Battersea) V

Rated good by Ofsted

St. Joseph’s Street SW8 4EN

T: 020 7622 5460

E: admin@st-marys-pri.wandsworth.sch.uk stmarysschoolbattersea.co.uk

Head: Mr J Brading (executive)

Pupils: 217 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

50 St Mary’s C of E Primary School (Putney) V

Belief that all children are capable of achievement within inclusive and nurturing Christian environment

Felsham Road, SW15 1BA

T: 020 8788 9591

E: admin@st-marys-putney.wandsworth.sch.uk stmarysschoolputney.co.uk

Head: Ms C Payne Pupils: 208 Ages: 4-11

Clubs: A range of school clubs

51 St Michael’s C of E Primary School V

Christian values that include humility, endurance, thankfulness, reverence and wisdom Granville Road, SW18 5SQ

T: 020 8874 7786

E: info@stmichaels.wandsworth.sch.uk stmichaels.wandsworth.sch.uk

Head: Mrs A M Grant Pupils: 410 Ages: 4-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Technology College, St Cecilia’s, Lady Margaret’s plus private schools such as Wimbledon High, Whitgift

52 Sellincourt Primary School C

Vision is to “Aim high and achieve your full potential”

Sellincourt Road, SW17 9SA

T: 020 8672 6796

E: info@sellincourt.wandsworth.sch.uk

sellincourt.wandsworth.sch.uk

Head: Hayley Clayton Pupils: 406

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Graveney, Chestnut Grove

53 Shaftesbury Park

Primary School C

“A Local School with a Global Perspective” Ashbury Road, SW11 5UW

T: 020 7228 3652

E: info@shaftesburypark.wandsworth.sch.uk shaftesburypark.wandsworth.sch.uk

Head: Bunmi Richards

Pupils: 345

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: (for English-only stream) Lambeth Academy, Graveney, Southfields Academy, Burntwood, Harris Academy, Chestnut Grove

* Number of places split into 30 bilingual French/ English and 30 English only

54 Sheringdale Primary School C

Rated outstanding by Ofsted Standen Road, SW18 5TR

T: 020 8874 7340

E: info@sheringdale.wandsworth.sch.uk sheringdale.org

Head: Ms S Jones

Pupils: 346 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Technology Academy, St Cecilia’s, Burntwood, Ricards Lodge, Graveney plus private schools such as Emanuel and Putney High

55 Smallwood Primary School C

Celebrating all achievement, developing confidence, self-belief and sense of worth Smallwood Road, SW17 OTW

T: 020 8672 6024

E: admin@smallwood.wandsworth.sch.uk smallwood.wandsworth.sch.uk

Head: Mrs F Loudon

Pupils: 302 Ages: 3-11 Clubs: Pre-school care plus a range of school clubs

56 Southmead Primary School C

Rated “making good progress, with children growing in confidence and happiness” by Ofsted Princes Way, SW19 6QT

T: 020 8788 8901

E: office@southmead.wandsworth.sch.uk southmeadschool.co.uk

Head: Sarah Parry

Pupils: 372

Ages: 3-11

Clubs: Pre-school care plus a range of school clubs

57 Swaffield Primary School C

Creative and inclusive environment for children to develop both academically and socially St Ann’s Hill, SW18 2SA

T: 020 8874 2825

E: swaffield@swaffield.wandsworth.sch.uk swaffield.wandsworth.sch.uk

Head: Ms Julia Hamilton

Pupils: 450

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ark Putney Academy, Ashcroft Technology Academy, Blenheim High School, Bolingbroke Academy, Burntwood, Chestnut Grove, Ernest Bevin, Fulham Cross Girls’ School, Harris Academy Battersea, Ricards Lodge, Southfields Academy, St Cecilia’s, Wimbledon College

58 The Alton School C

Works hard to develop children’s selfesteem. ‘Give me a firm place to stand and I will move the Earth.’ Rated good by Ofsted Danebury Avenue, SW15 4PD

T: 020 8876 8482

E: admin@thealton.wandsworth.sch.uk thealtonprimaryschool.co.uk

Head: Ms R Hudson

Pupils: 225 Ages: 3-11

Clubs: Pre-school care and a range of school clubs

Leavers’ destinations: Ark Putney Academy, Ashcroft Academy, Richmond Park Academy

59 Tooting Primary A

Provides a first-class education for all Franciscan Road, SW17 8HE

T: 020 3700 0790

E: admin@tootingprimary.org tootingprimary.org.uk

Acting Head: Miss Kelly Dixon

Pupils: 63 Ages: 4-11

Clubs: Pre- & post-school care plus a range of school clubs

60 Trinity St Mary’s C of E Primary School V

Friendly, family-oriented church school. Creative curriculum. In top 1% of schools for academic achievement nationally and top in Borough of Wandsworth. Rated good by Ofsted 6 Balham Park Road, SW12 8DR

T: 020 8673 4166

E: sao@tsm.wandsworth.sch.uk tsm.wandsworth.sch.uk

Head: Miss Lynn Anderson

Pupils: 179

Ages: 2-11

Clubs: Wraparound care from 7.45am to 5.30pm. Full range of enrichment clubs run from 2.00pm - 4.15pm

61 West Hill Primary School C

Rated good by Ofsted

5 Merton Road, SW18 5ST

T: 020 8874 5900

E: info@westhill.wandsworth.sch.uk westhillprimaryschool.org

Head: Ms Lisa Carmen and Ms Anna Healy

Pupils: 266

Ages: 3-11

Clubs: Pre-school care plus a range of school clubs

62 Westbridge Academy A

Part of the Chapel St family of schools; encourages children to aim high Bolingbroke Walk, SW11 3NE

T: 020 7228 1293

E: info@westbridge.wandsworth.sch.uk westbridgeprimaryschool.com

Head: Misbah Mann

Pupils: 189 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

WANDSWORTH & MERTON PRIVATE SCHOOLS

(UP TO AGES 11/13)

63 Broomwood Hall Lower School (Northwood Schools)

Co-educational pre-preparatory school for ages 4-8: the first stage of Northwood Schools’ prep experience offering children aged 4-13 an excellent all-round education that’s academically ambitious and pastorally kind. Wrap around care options available. Entry by random ballot

Reception & Year 1: The Old Vicarage, 192 Ramsden Road, SW12 8RQ.

Years 2&3: 50 Nightingale Lane, SW12 8TE

T: 020 8682 8820

E: admissions@northwoodschools.com northwoodschools.com

Head: Ms Jo Townsend Pupils: 270 Ages: 4-8, co-ed Clubs: Broad and varied range available from Year 1.

Term fees: £6,140

Leavers’ destinations: Automatic entry to second stage of Northwood Schools’ prep experience: boys to Northcote Lodge; girls to Broomwood Hall Upper School

64 Broomwood Hall Upper School (Northwood Schools)

Girls’ preparatory school for ages 8-13: the second stage of Northwood Schools’ prep experience offering children aged 4-13 an excellent all-round education that’s academically ambitious and pastorally kind. Automatic entry from Broomwood Hall Lower School; others by assessment 68-74 Nightingale Lane, SW12 8NR

T: 020 8682 8810

E: admissions@northwoodschools.com northwoodschools.com

Head: Mrs Louisa McCafferty Pupils: 220

Ages: 8-13, girls Clubs: Broad and varied

Term fees: £7,535

Leavers’ destinations: At 11 & 13 to a mix of London day schools eg JAGS, Emanuel, SCHS, Francis Holland, Alleyn’s; and boarding eg Benenden, Bradfield, Woldingham, Cranleigh, Wellington, Marlborough

65 Dolphin School (incorporating Noah’s Ark Nursery Schools)

Dolphin aims to nurture children’s potential in academic and creative work and sport and develop character according to a Christian understanding 106 Northcote Road, SW11 6QW

T: 020 7924 3472

E: admissions@dolphinschool.org.uk dolphinschool.org.uk

Heads: Mr S Gosden

Senior Deputy Head: Mr J Schmidt Pupils: 150+

Ages: 2-11

Clubs: Early Bird, After-School Care, range of school clubs and music

Term fees: Noah’s Ark £2,200, Dolphin £4,465- £4,890

Leavers’ destinations: Alleyn’s, Emanuel, Francis Holland, The Hall School, Ibstock Place, JAGS, Putney High, Russell, Dulwich College, Thames Christian School, Streatham & Clapham High School, Trinity, Whitgift

66 Eaton House The Manor

A group of warm and welcoming single-sex schools based on the same site, embodying traditional values with a modern perspective. We provide a safe, caring, and inspirational learning environment that enables every child to flourish academically, culturally, and behaviourally. We are ambitious for every child and take an individual approach to support growth, wellbeing and the whole child’s development. We embrace our community of pupils, parents and staff with a sense of belonging and shared purpose. 58 Clapham Common North Side, SW4 9RU

T: 020 3917 5050

E: sfeilding@eatonhouseschools.com eatonhouseschools.com

Heads: Mrs Sarah Segrave

Dolphin School/Noah’s Ark Nursery

Pre-Prep: Mr David Wingfield

Girls: Mrs Claire Fildes

Nursery: Mrs Roosha Sue

Pupils: Boys 510, Girls 260, Nursery 48

Ages: Boys’ Pre-prep 4-8, Boys’ Prep 8-13, Girls’ 4-11, Nursery 2-4

Term fees: Pre-Prep £6,300, Prep £7,560, Girls (KG-Year 3) £6,300, (Year 4-Year 6) £7,360, Nursery £640 – £3,110 depending on sessions and numbers of days

Leavers’ destinations: Boys: Eton, Westminster, St Paul’s School, Dulwich College, Harrow, Tonbridge, Winchester, King’s College Wimbledon, Brighton College, Whitgift, City of London and Alleyn’s.

Girls: St Paul’s School for Girls, James Allen’s Girls’ School (JAGS), Godolphin & Latymer, Wycombe Abbey, Downe House, Alleyn’s, St Mary’s Ascot, Wimbledon High School, Streatham & Clapham High School, Benenden and Woldingham

67 Falcons School for Girls (incorporating Peregrines Nursery School)

An independent school for girls with a reputation for academic excellence, creativity and lifelong learning

11 Woodborough Road, SW15 6PY

T: 020 8992 5189

E: admissions@falconsgirls.co.uk falconsgirls.co.uk

Head: Mrs Sara Williams-Ryan Pupils: 250 Ages: 2-11

Gender: Girls with co-ed Nursery (2-4)

Clubs: Before school care from 8:00am (7:30am for Nursery) and after school care until 6:00pm. We also offer a range of extracurricular clubs and a homework club every day

Term fees: Nursery £2,675 - £6,325, Reception £4,645, Years 1 to 6 £5,390 (Spring & Summer term fees to be confirmed)

Fees are inclusive of learning resources, term-time day trips, and food provided on site, including lunch and after school snacks.

We take part in the Universal 15 hours free childcare for Early Years scheme provided by Wandsworth Council

Leavers’ destinations: Putney High, Wimbledon High, Surbiton High, Francis Holland, City of London School for Girls, Ibstock, Marymount, St Paul’s Girls’ School, St James Senior Girls

68 Finton House School

An inclusive co-ed prep school that offers a broad and inspiring education, embracing outdoor learning and technology, which is based on the belief that kindness, resilience and self-belief are the foundations of success

171 Trinity Road, SW17 7HL

T: 020 8682 5757

E: admissions@fintonhouse.org.uk fintonhouse.org.uk

Head: Mr Ben Freeman

Pupils: 340 Ages: 4-11

Clubs: Pre- and post-school care offered alongside a wide range of clubs at all ages

Term fees: £5,876

Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Epsom College, Ibstock Place, James Allen’s Girls’ School, King’s College, More House Farnham, Royal Russell, Streatham & Clapham, Trinity, Whitgift, Woldingham and Wimbledon High

69 Hall School Wimbledon Junior School

Aims to provide an inclusive education based on practical learning and a passion for knowledge. By developing pupils’ imagination, they grow into well-rounded pupils ready for the next stage

17 The Downs, SW20 8HF

T: 020 8879 9200

E: admissions@hsw.co.uk hsw.co.uk

Head: Mr A Hammond Pupils: 50 Ages: 4-11

Clubs: A range of school clubs plus the Duke of Edinburgh Award Scheme

Term fees: Years 3-6: £5,550

Leavers’ destinations: Junior School feeds into the Senior School

70 Hornsby House School

A warm, nurturing and inclusive school but with academic vigour Hearnville Road, SW12 8RS

T: 020 8673 7573

E: school@hornsbyhouse.org.uk hornsbyhouse.org.uk

Head: Mr E Rees Pupils: 430 Ages: 4-11

Clubs: Pre- & post-school care, prep club and a range of school clubs until 5.15pm

Term fees: Lower School £5,592, Upper School £6,003

Leavers’ destinations: Alleyn’s, Dulwich College, James Allen’s Girls’ School, Whitgift, Streatham & Clapham High School, Emanuel, Royal Russell, Woldingham, Graveney, Trinity, Wimbledon High and KCS Wimbledon

71 Hurlingham School

Experienced, dedicated and enthusiastic staff provide opportunities which strongly promote creativity and independence of thought, essential attributes for the 21st century

122 Putney Bridge Road, SW15 2NQ

T: 020 8874 7186

E: office@hurlinghamschool.co.uk hurlinghamschool.co.uk

Head: Simon Gould

Pupils: 326

Ages: 4-11

Clubs: Post-school care and a range of school clubs

Term fees: Reception, Years 1 and 2: £6,210, Years 3 to 6: £6,425

Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Epsom College, Godolphin and Latymer, Ibstock Place, Kingston Grammar, King’s College School, Lady Eleanor Holles, Latymer Upper, Putney High, Queen’s Gate, St Paul’s Girls’, Surbiton High, Whitgift and Wimbledon High

72 Ibstock Place School

Lots of extracurricular activities aim to produce happy, well-rounded, socially responsible, honest, resilient young people with determination, ambition and selfconfidence

Clarence Lane, SW15 5PY

T: 020 8876 9991

E: registrar@ibstockplaceschool.co.uk ibstockplaceschool.co.uk

Head: Christopher J Wolsey Pupils: 960

Ages: 4-11

Clubs: Prep to 5pm plus a range of school clubs

Term fees: Kindergarten/Prep 1 £6,200, Prep 2 to Prep 6: £6,380

Leavers’ destinations: Ibstock Place secondary school. A few leave at 11+ and 13+ but the vast majority stay; however, no automatic entry

73 L’Ecole de Battersea

English-French preparatory school, opened in 2005. A strong emphasis on its French/ English bilingual context, aiming for all pupils to be immersed in both cultures and becoming fluent in both tongues

Trott Street, SW11 3DS

T: 020 7924 3186

E: battersea@lecoledespetits.co.uk lecoledespetits.co.uk/lecol--battersea/

Head: Mme Frederique Brisset

Pupils: 255

Ages: 3-11

Clubs: Pre- & post-school care

Term fees: £5,075

Leavers’ destinations: Automatic right of entry to the AEFE French schools network. Some pupils go onto English schools and are tutored in CM2 to achieve the required standard

74 Lion House School

Now part of Hurlingham Nursery and School. See entry number 71.

75 Merlin School

Aims to encourage a sense of excitement about learning that nurtures children and ensures individual attention in order to reach full potential

4 Carlton Drive, SW15 2BZ

T: 020 8788 2769

E: secretary@merlinschool.net merlinschool.net

Head: Violet McConville

Pupils: 200+ Ages: 5-8

Clubs: A variety on a Monday only.

Term fees: £5,241

76 Newton Preparatory School

Bright children, exceptional opportunities and a commitment to children enjoying their precious childhood years, which doesn’t stop them achieving a sweep of scholarships to senior schools across the board. Aims to inspire independent learning, encourage diversity and academic commitment and create considerate citizens of a wider world

149 Battersea Park Road, SW8 4BX

T: 020 7720 4091/1207

E: registrar@newtonprep.co.uk or hmpa@newtonprep.co.uk newtonprepschool.co.uk

Head: Mrs A Fleming. Deputy Head Lower School: Mrs Wendy Smith Pupils: 620+

Ages: 3 (Nursery), 4-13

Gender: Boys and girls Clubs: 100+: combination of external activities and FREE staff-run clubs

Term fees: Nursery £3,525, Lower School £6,520, Upper School £7,465

Leavers’ destinations: Alleyns, Brighton College, City of London, Dulwich, Emanuel, Eton, Francis Holland, Godolphin & Latymer, Harrow, JAGS, KCS Wimbledon, Latymer Upper, Putney High, St Paul’s, Tonbridge, Wellington, Westminster, Wycombe Abbey

77 Northcote Lodge  (Northwood Schools)

Boys’ preparatory school for ages 8-13: the second stage of Northwood Schools’ prep experience offering children aged 4-13 an excellent all-round education that’s

academically ambitious and pastorally kind.

Automatic entry from Broomwood Hall

Lower School; others by assessment

26 Bolingbroke Grove, SW11 6EL

T: 020 8682 8888

E: admissions@northwoodschools.com northwoodschools.com

Head: Mr Clive Smith-Langridge

Pupils: 230

Ages: 8-13, boys

Clubs: Broad and varied

Term fees: £7,535

Leavers’ destinations: At 11 & 13 to a mix of London day schools eg Dulwich College, Whitgift, Emanuel, Royal Russell, Trinity, St Paul’s, and boarding eg Bradfield, Marlborough, Harrow, Tonbridge, Wellington, Charterhouse, Eton, Cranleigh, Radley, Winchester

78 Parkgate House School

Opened 1987 to provide a warm, welcoming and nurturing atmosphere with strong educational ethos

80 Clapham Common North Side, SW4 9SD

T: 020 7350 2452

E: office@parkgate-school.co.uk parkgate-school.co.uk

Heads: Principal: Ms Catherine Shanley, Head: Mr Malcolm McKinley

Pupils: 200

Ages: 2.5-11

Clubs: A range of school clubs

Term fees: Nursery: £2,137 - £4,946

Reception/Prep: £5,387 - £5,624

Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Ibstock Place, Jags, King’s College School, Putney High, Wimbledon High, Whitgift, Woldingham

79 Prospect House School

Aims to create an atmosphere where children feel valued and secure in an educational experience that is both challenging and fun

75 Putney Hill, SW15 3NT

T: 020 8780 0456

E: info@prospecths.org.uk or registrar@prospecths.org.uk prospecths.org.uk

Head: Mr Michael Hodge

Pupils: 315

Ages: 3-11

Clubs: A range of school clubs

Term fees: Nursery: £3,318 - £6,636, Reception / Pre-prep: £6,636, Prep: £6,914

Leavers’ destinations: Benenden, Colet Court, Emanuel, Harrodian, King’s School Canterbury, Putney High, St Paul’s Girls’ School, Tiffin, Westminster Under, Wimbledon High

80 Putney High School

‘The pupil’s achievement and learning are exceptional. From the EYFS onwards, pupils are highly successful in their academic studies and co-curricular activities due to access to an inspiring pupil-centred curriculum and excellent, innovative teaching,’ concluded ISI 35 Putney Hill, SW15 6BH

T: 020 8788 4886

E: admissions@put.gdst.net putneyhigh.gdst.net

Head: Mrs Pippa Page-Roberts

Pupils: Junior School – 320 Ages: 4-11

Gender: Girls Clubs: Art, Music, Drama, Fencing and Gymnastics. Individual music lessons are also available for all orchestral and band instruments

Term fees: £5,630

Leavers’ destinations: The vast majority of girls go on to Putney High Senior School

81 The Dominie

Education for dyslexic and dyspraxic children. Recently rated ‘oustanding’ by Ofsted 55 Warriner Gardens, SW11 4DX

T: 020 7720 8783

E: info@thedominie.co.uk thedominie.co.uk

Head: Ms A O’Doherty Pupils: 31 registered Ages: 6-12

Clubs: A range of school clubs

Term fees: £9,350

Leavers’ destinations: Mainstream schools

82 The Eveline Day School

A warm and welcoming co-educational and non-selective family-run school, featuring smaller class sizes and a rich, creative and stimulating curriculum. Open 51 weeks a year from 7:30am-6:30 pm, The Eveline Day School is ideal for working parents who desire both an excellent education and highquality wrap-around pastoral care Swan House, 207 Balham High Road, SW17 7BQ

T: 020 8673 3188

E: eveline@evelinedayschool.com, office@evelinedayschool.com evelinedayschool.com

Head: Ms Eveline Drut

Pupils: 120

Ages: 3-11

Clubs: Pre- and post-school care clubs and prep-club, including compulsory strings orchestra for KS2

Term Fees: £5399.68

Leavers’ destinations: Alleyn’s, JAGS, Streatham & Clapham High School, Wimbledon High, Dulwich College, King’s College School, Whitgift, Trinity, Royal Russell, Wilson’s, Wallington and Graveney

83 The Roche School

A family-owned nursery and primary school that provides a thorough, extensive education in a warm, lively and diverse environment. Respect for others and fulfilling personal potential are key to its aims

11 Frogmore, SW18 1HW

T: 020 8877 0823

E: admissions@therocheschool.com therocheschool.com

Head: Ms V Adams, Nursery Head: Mrs G Emery

Pupils: 300

Ages: 2-11

Clubs: A wide range of clubs, over 50 each week

Term fees: Lower School: Reception to Year 2 £5,490, Upper School: Year 3 to Year 6 £5,730. Nursery: 5 mornings per week: £2,675, Per afternoon: £435, Full time (5 mornings & 4 afternoons): £4,415

Leavers’ destinations: Latymer Upper, Alleyn’s, King’s College School, Dulwich College, Tiffin, Ibstock Place, Wimbledon High, Emanuel, JAGS, Whitgift, Putney High School, Woldingham

84 Thomas’s Battersea

Opened in 1977, it aims to embed kindness and understanding in which pupils’ strengths are identified and supported 28-40 Battersea High Street, SW11 3JB

T: 020 7978 0900

E: Battersea@thomas-s.co.uk thomas-s.co.uk

Head: Tobyn Thomas

Pupils: 600

Ages: 4-11

Clubs: No pre/post school care but a range of after school clubs and sports activities

Term fees: Reception-Year 2: £7,250, Years 3-8: £8,195

Leavers’ destinations: Bradfield, Brighton College, Bryanston, Harrodian, Marlborough, Wellington, Westminster, KCS, Downe House, Francis Holland, Dulwich College, Eton, Harrow, St Pauls’ Boys’, St Paul’s Girls’, Radley, Alleyn’s, Latymer Upper and JAGS.

85 Thomas’s Clapham

Ethos of kindness and understanding in which pupils’ strengths are supported Broomwood Road, SW11 6JZ

T: 020 7326 9300

E: clapham@thomas-s.co.uk thomas-s.co.uk

Head: Mr P Ward

Pupils: 650

Ages: 4-13

Clubs: No pre/post school care but a range of after school clubs

Term fees: Reception-Year 2: £6,780, Year: 3-8 £7,660

Leavers’ destinations: Alleyn’s, Brighton College, Emanuel, Marlborough, Wellington, Benenden, St Mary’s Ascot, Woldingham, Dulwich College, King’s College School, Eton, Radley, St Paul’s, Tonbridge, Whitgift, Westminster, JAGS, Wimbledon High

86 Ursuline Prep School

A non-selective independent catholic prep school for girls aged 3-11 (and boys up to age 4 and co-ed nursery)

18 The Downs, SW20 8HR

T: 020 8947 0859

E: office@wups.co.uk ursuline-prep.merton.sch.uk

Head: Caroline Molina

Pupils: 250

Ages: 3-11

Term fees: £4,275 (Full time nursery to Year 6)

Leavers’ destinations: Emanuel, Kingston Grammar, The Laurels School, Lady Eleanor Holles, Putney High School, Sutton High School, Ursuline High School, Ibstock Place, Royal Russell, Streatham & Clapham High School, Wimbledon High School, Woldingham

87 Wandsworth Preparatory School

Believes that education should not simply be about exam results, reading, writing or arithmetic but also spark learning by developing the courage to take risks, the confidence to ask questions and the desire to know not just ‘what’ but ‘how’ and ‘why’ The Old Library, Allfarthing Lane, SW18 2PQ

T: 020 8870 4133

E: office@wandsworthprep.com wandsworthprep.com

Head: Mrs Jo Fife

Pupils: 90

Ages: 4-11

Term fees: £5,165

Leavers’ destinations: Alleyn’s, City of London Boys’ and Girls’, St Paul’s Boys’ and Girls’, Dulwich College, Emanuel, Ibstock Place, JAGS, Kew House, Ewell Castle, Reeds

88 Wimbledon High Juniors

Running an innovative curriculum, harnessing and embracing a cross-curricular

approach to learning, with a strong pastoral focus to nurture success and happiness. Main entry point into Reception through 4+ admissions process

Mansel Road, SW19 4AB

T: 020 8971 0902

E: info.juniors@wim.gdst.net wimbledonhigh.gdst.net

Head: Ms Claire Boyd

Pupils: 340

Ages: 4-11

Clubs: A wide variety of music, drama, sport, language, multi-skills and many more

Term fees: £5,580

Leavers’ destinations: The vast majority of Juniors transfer to Senior school, sitting the same 11+ assessments as external candidates

OTHER JUNIOR SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s Junior School

A warm and caring community providing co-educational excellence within an academically selective setting in which pupils flourish. Takes pride in its holistic approach to wellbeing. Judged excellent in an ISI report, which concluded, “The quality of the pupils’ academic and other achievements is excellent.” Automatic entry to Alleyn’s Senior School Townley Road, SE22 8SU

T: 020 8557 1519

E: juniorregistration@alleyns.org.uk

Head: Simon Severino Ages: 4 – 11

Pupils: 298

Term fees: £6,990 for all years

Leavers’ destinations: Alleyn’s Senior School

Cameron Vale School

A boutique prep school in the heart of Chelsea

4 The Vale, SW3 6AH

T: 020 7352 4040

E: info@cameronhouseschool.org

Head: Bridget Saul Ages: 4-11

Gender: Co-ed

Term fees: £7,535

Leavers’ destinations: King’s College Wimbledon, Godolphin and Latymer, Francis Holland, City of London, Latymer Upper, Queen’s College, The Harrodian, Dulwich College, Woldingham

Dulwich Prep London

Independent prep school founded in 1885. Formerly known as Dulwich College Preparatory School

38-42 Alleyn Park, SE21 7AA

T: 020 8670 3217

E: admissions@dulwichpreplondon.org

Head: Louise Davidson

Pupils: 850 Ages: 3-13

Term fees: Nursery and reception: £5,000, Years 1 -2: £5,760, Years 3 - 4: £6,535, Years 5 - 8: £7,315

Leavers’ destinations: Dulwich College, Alleyn’s, Trinity, Whitgift, Westminster Tonbridge, Marlborough, Eton, Harrow

Eaton Square Prep School

55-57 Eccleston Square, London SW1V 1PH

T: 020 7225 3131

E: registrar@eatonsquareschools.com eatonsquareschools.com

Principal: Sebastian Hepher

Head: Trish Watt

Pupils: 330 Age: 2-11

Term Fees: £6,610 - £8,245

Leavers’ destinations: Alleyn’s, JAGS, Queen’s Gate, Westminster, Francis Holland, Godolphin and Latymer, Dulwich, Eaton Square Senior School, Radley, Downe House

Hill House International Junior School

A family-owned and run school with the guiding ethos of “A child’s mind is not a vessel to be filled but a fire to be kindled”

Hans Place, SW1X OEP

T: 020 7584 1331

E: info@hillhouseschool.co.uk hillhouseschool.co.uk

Head: Richard Townend Ages: 4-13

Pupils: 800

Term fees: From £5,000 for Reception to £6,000 for Year 8

Leavers’ destinations: Girls to More House School, Putney High School, Queen’s Gate School, Latymer Upper School, JAGS, Francis Holland, Alleyn’s School and Cheltenham Ladies’ College. Boys to Dulwich College, Wetherby Senior School, Westminster School, St Paul’s, Emanuel, The London Oratory, Eton, Stowe, Harrow and Bradfield College

James Allen’s Girls’ Junior School

Offering an outstanding and nurturing education whilst fostering the values of kindness, commitment and generosity. An environment of happiness, fun and warmth in which girls are motivated to work to the best of their abilities and to learn through play.

Pre-Prep 2 Dulwich Village SE21 7AL

Prep 144 East Dulwich Grove SE22 8TE

T: 020 8693 0374

E: prep@jags.org.uk

Head: Victoria Goodson Ages: 4-11

Gender: Girls Pupils: 300

Term fees: £6,235

Leavers’ destinations: James Allen’s Girls’ Senior School

Latymer Prep

Latymer Prep School is an academically selective independent prep school. Prep pupils automatically transition to the Upper School in Year 7. Pupils, parents and teachers work together to create a learning environment which is intellectually exciting, academically engaging and imaginatively stimulating. The curriculum ranges across 16 subject areas – including cookery, mandarin, design, science, art, history, philosophy and literature. The prep aims to nurture intellectual curiosity and confidence

T: 020 7993 0061

E: registrar@latymerprep.org

Principal: Andrea Rutterford

Ages: 7-11

Gender: Co-ed

Term fees: £6,840

Leavers’ destinations: Latymer Upper School

Oakwood School

Independent education with a Catholic ethos. A Sunday Times Top 100 Preparatory School, part of the PACT Educational Trust Coombe Road, Lloyd Park, CR0 5RD

T: 020 8668 8080

E: admissions@oakwoodschool.org.uk

Head: Mr C Candia

Pupils: 160

Ages: 3-11

Gender: Co-ed

Term fees: Nursery Fees: £1,690 - £3,200

Infants: £3,200 Juniors: £3,480

Leavers’ destinations: Cardinal Vaughan, Caterham School, Coloma, Croydon High, JAGS, London Oratory, Nonsuch, Old Palace, The Cedars, The Laurels, Trinity, Wallington High for Girls, Whitgift, Wilson’s, Woldingham

Parsons Green Prep School

Opened 2001. Rated Excellent in all areas in their 2022 ISI inspection. The teachers deliver an exciting and contemporary curriculum in a unique setting, with an abundance of inside and outside space in which to learn and play. New Reception classroom and STEAM room in 2022 and moving towards becoming a major STEAM school. ‘Those who are searching for somewhere to nurture and inspire happy, confident children – look no further.’ (Good Schools Guide)

1 Fulham Park Road, SW6 4LJ

T: 020 7610 8085

E: admissions@parsonsgreenprep.co.uk parsonsgreenprep.co.uk

Head: Dr Pamela Edmonds

Pupils: 160

Ages: 4-11

Clubs: Chess, coding, Young Engineers Lego Club, Chelsea Foundation football etc

Term fees: £6,577 - £7,475

Leavers’ destinations: King’s College School, St Paul’s Girls’, Godolphin and Latymer, City of London Boys, Fulham Boys, Putney High, Wimbledon High, Ibstock Place, Lady Margaret’s, The Harrodian and many others

Royal High Nursery and Prep School GDST

A beautiful setting which allows girls to fully immerse themselves in learning. All year groups focus on an immersive and holistic curriculum model following the Reggio Emilia approach, which has been designed to be diverse, engaging and girlcentered. Specialist teachers and a wide variety of learning activities beyond the classroom provide the perfect environment for pupils to shine

Weston Park East, Bath, BA1 2UZ

T: 01225 422 931

E: royalhigh@rhsb.gdst.net

Head: Claire Lilley

Ages: 3-11

Gender: Girls

Term fees: From £3,712

Leavers’ destinations: Royal High School Bath

Royal Russell Junior School

Independent co-educational school in Croydon, Surrey, set in 110 acres of stunning private parkland, creating a wonderful learning environment for our girls and boys. Academic excellence is nurtured through our broad curriculum and co-curricular programme. Seamless transfer to our Senior School at Year 7

Coombe Lane, Croydon, Surrey CR0 5RF

T: 020 8651 5884

E: juniorschool@royalrussell.co.uk www.royalrussell.co.uk

Head: Mr John Evans Ages: 4-13

Pupils: 360 pupils Clubs: Breakfast club, broad range of after school clubs and activities

Fees: Nursery: Nursery: Three full days £2,535*, four full days £3,380*, five mornings plus lunch £2,373*, five full days £4,224*. Lower School: Reception, Year 1 and Year 2 £4,224. Upper Junior, Years 3 and 4 £5,172; Years 5 and 6 £5,382.

* Less Early Years Universal Funding entitlement (children aged 3 & 4)

Leavers’ destinations: Pupils transfer to Royal Russell Senior School

Sydenham High Prep School GDST

An independent girls’ day school delivering a first-class education through academic and pastoral excellence. The school motto, Fear Nothing, lies at the heart of the school. Prep pupils are affectionately known as ‘Giraffe Girls’. They stand tall, stick their necks out and always try new things

15 Westwood Hill, SE26 6BL

T: 020 8557 7070

E: prep@syd.gdst.net sydenhamhighschool.gdst.net

Head: Ms Antonia Geldeard, Head of Prep: Mrs Gillian Panton Ages: 4-11

Gender: Girls

Term fees: £4,909

Finton House School

The Hampshire School, Chelsea

Inspiring children to aim high and be the best they can be through an enriching and personalised education

15 Manresa Road, London, SW3 6NB

T: 020 7352 7077

E: admissions@thehampshireschoolchelsea.co.uk thehampshireschoolchelsea.co.uk

Head: Richard Lock Pupils: 240

Ages: 3 – 13 years

Clubs: Pre- and post-school care and a vast range of school clubs

Term fees: Pre-Nursery/Nursery Half Day £4,922, Full Day £6,470, Reception £6,470, Year 1-3 £6,790, Year 4-8 £7,140

Leavers’ destinations: City of London School for Girls, City of London School for Boys, Dulwich College, Canford School, Emanuel School, Frances Holland, St Pauls, Harrow, Benenden School, Putney High School, Charterhouse, Queens’ Gate, Ibstock School, Wetherby, Wellington, plus a further range of Independent Schools

Windlesham House School

Independent co-ed boarding and day school, set in 65 acres of the South Downs National Park. There is full, weekly and flexible boarding. It’s an hour and 15 minutes from London and 15 minutes from the coast. A bus runs to Putney at the weekends. Academic excellence and numerous extra-curricular activities to choose from Washington, West Sussex, RH20 4AY.

T: 01903 874701

E: admissions@windlesham.com windlesham.com

Head: Ben Evans Pupils: 320 Ages: 4-13

Term Fees: Day from £3,405 - £8,740

Full time boarding from £10,240 - £10,540

Leavers’ destinations: Over 35 different schools last year, including Brighton College, Oundle, Marlborough, Eton, Lancing and Bryanston

WANDSWORTH STATE

SECONDARY SCHOOLS

89 Ark Putney Academy A

Ensures outstanding progress through a well-designed curriculum, a broad range of enrichment and extension programmes and excellent pastoral care Pullman Gardens, SW15 3DG

T: 020 8788 3421

E: receptionist@arkputneyacademy.org arkputney.org

Head: Ms A Downey

Pupils: 449

Ages: 11-18

Clubs: A range of school clubs

90 Ashcroft Technology Academy A

Offers excellent opportunities to achieve the highest possible standards of learning

in a technology-rich environment, including the IB Diploma

100 West Hill, SW15 2UT

T: 020 8877 0357

E: info@ashcroftacademy.org.uk atacademy.org.uk

Head: Mr D Mitchell

Pupils: 1,000 Ages: 11-18

Clubs: Wide range of school clubs

91 Bolingbroke Academy A

Prepares all pupils for university courses or a career of their choice. Specialisms are maths and music

Wakehurst Road, SW11 6BF

T: 020 7924 8200

E: admissions@arkbolingbrokeacademy.org arkbolingbrokeacademy.org

Head: Ms C Edis

Pupils: 800 Ages: 11-18

Clubs: Wide range of school clubs

Leavers’ destinations: Russell Group universities including Bath, Bristol, Cambridge, Durham, Edinburgh, Exeter, Lancaster, Loughborough, Oxford, Warwick and York.

92 Burntwood School A

Encourages students to be independent, articulate young women who take power and control over their lives in an informed and intelligent way

Burntwood Lane, SW17 0AQ

T: 020 8946 6201

E: info@burntwoodschool.com burntwoodschool.com

Head: Ms Helen Shorrock

Pupils: 1,779 Ages: 11-18

Gender: Girls Clubs: A range of school clubs Leavers’ destinations: 70% go on to university, of which 35% go to Oxbridge & Russell Group universities

93 Chestnut Grove Academy A

A culture of high aspiration for all is central to the school’s vision and ethos

Chestnut Grove, SW12 8JZ

T: 020 8673 8737

E: info@chestnutgrove.wandsworth.sch.uk chestnutgrove.wandsworth.sch.uk

Head: Mr C Kingsley

Pupils: 958

Ages: 11-19

Clubs: A range of school clubs

94 Ernest Bevin College & Sixth Form Centre C

Community School that specialises in Science, Technology, Engineering, Computing & Maths (STEM) subjects and offers a wide

range of extracurricular activities, including opportunities for elite sport

Beechcroft Road, SW17 7DF

T: 020 8672 8582

E: mail@ernestbevin.london ernestbevin.london

Principal: Ms Tracy Dohel

Pupils: 950 including 250 in the Sixth Form

Gender: Boys Clubs: A range of school clubs

Leavers’ destinations: 100+ to universities every year, approx. two-thirds to study STEM subjects

95 Graveney School A

Ofsted remarked in March 2015 on the pupils’ “positive attitude to learning”, their outstanding results and how the school develops the whole person

Welham Road, SW17 9BU

T: 020 8682 7000

E: info@graveney.wandsworth.sch.uk graveney.org

Head Cynthia Rickman

Pupils: 1,949 Ages: 11-18

Clubs: A range of school clubs

Leavers’ destinations: Oxford, Cambridge & Russell Group universities

96 Harris Academy Battersea A

Part of the Harris Federation, the motto is “head, heart and heroism” in order to promote curiosity, endeavour, skills and knowledge ready for an ever-changing world 401 Battersea Park Road, SW11 5AP

T: 020 7622 0026

E: info@harrisbattersea.org.uk harrisbattersea.org.uk

Head: Miss P Leigh

Pupils: 1,150 including 250 in sixth form

Ages: 11-18

Clubs: A range of school clubs

97 Saint Cecilia’s Church of England School V

Outstanding teaching within a caring and supportive Christian environment. “The distinctiveness and effectiveness of Saint Cecilia’s as a Church of England school are outstanding” SIAM report, November 2016 Sutherland Grove, SW18 5JR

T: 020 8780 1244

E: admissions@saintcecilias.london

E: info@saintcecilias.london saintcecilias.london

Head: Mrs Renata Joseph Pupils: 950

Ages: 11-18

Clubs: A range of school clubs

Leavers’ destinations: Oxbridge, Durham, Exeter, Leeds, Liverpool, Birmingham, Royal Academy of Music, LSE and universities abroad

98 St John Bosco Catholic School & College V

Rated good with outstanding leadership by Ofsted

Parkham Street, SW11 3DQ

T: 020 7924 8310

E: info@sjbc.wandsworth.sch.uk stjohnboscobattersea.org

Head: Mr P Dunne

Pupils: 446

Ages: 11-18

Clubs: A range of school clubs

99 Southfields Academy A

Rated good by Ofsted. Excellent A-level results. Achievement-focused in all areas of its broad curriculum, allowing students to achieve their potential in academic subjects and applied-learning disciplines

333 Merton Road, SW18 5JU

T: 020 8875 2600

E: info@southfields.wandsworth.sch.uk southfields.wandsworth.sch.uk

Head: Ms W Golinska

Pupils: 1,741 including 391 in sixth form

Ages: 11-19

Clubs: A range of clubs, societies and afterschool booster sessions

Leavers’ destinations: Oxbridge and Russell group universities, apprenticeships in banking, IT and telecommunications, work-related training, further education and employment

100 South Thames College

Offers a wide range of courses, including BTECS, HNDs, apprenticeships and leisure courses

Wandsworth High Street, SW18 2PP

T: 020 8918 7777

E: info@south-thames.ac.uk south-thames.ac.uk

Head: Peter Mayhew-Smith

Pupils: 20,000+ Ages: 16+

Leavers’ destinations: Russell Group universities & London-based universities

101 St Francis Xavier

Sixth Form College

Offers 50 courses; one out of three students achieved grades A* – B in 2014

Malwood Road, SW12 8EN

T: 020 8772 6000

E: enquiries@sfx.ac.uk sfx.ac.uk

Head: David Hayes

Pupils: 1,400 Ages: 16+

Leavers’ destinations: Around 15% go to Russell Group universities

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

102 Al-Risalah

A faith school that aims to equip students with life skills in order to be role-model citizens and ambassadors for Islam as well as good Muslims

145 Upper Tooting Road, SW17 7TJ

T: 020 8767 6057

E: admin@alrisalahschool.co.uk alrisalahschool.co.uk

Head: Mr S Lee

Pupils: 210 Ages: 11-16

Clubs: No pre- or post-school care but a range of school clubs

Term fees: Check with school

Leavers’ destinations: Burntwood, Graveney, Virgo, Ashcroft

103 Emanuel School

An inspiring educational experience where boys and girls are guided towards their varied aspirations by motivated staff. The school is rooted in the local community with an ethos that promotes kindness and mutual respect. The Good Schools Guide says, “Emanuel is clearly on the up, and there is a tangible buzz about the place”

Battersea Rise, SW11 1HS

T: 020 8870 4171

E: admissions@emanuel.org.uk emanuel.org.uk

Head: Mr R Milne

Pupils: 1,000+ Ages: 10-18

Clubs: A range of school clubs, including rowing and the Duke of Edinburgh Award scheme

Term fees: £7,151

Leavers’ destinations: Russell Group universities, Oxbridge, music/art/ drama colleges and conservatoires, and universities overseas

104 Hall School Wimbledon

Aims to provide an all-round education through a balanced curriculum, in which art, music, sport and drama play a valuable role

alongside core academic subjects. Believes that learning should be a pleasure. Pupils also benefit from high-quality pastoral care. HSW will have a Sixth Form from September 2022

17 The Downs, SW20 8HF

T: 020 8879 9200

E: admissions@hsw.co.uk hsw.co.uk

Head: Mr A Hammond

Pupils: 125

Ages: 11-18

Clubs: A range of school clubs plus the Duke of Edinburgh Awards scheme

Term fees: £6,250 - £6,420

Leavers’ destinations: HSW Sixth Form

105 Ibstock Place School

Aims to produce happy well-rounded children with lots of extracurricular activities to become socially responsible, honest and resilient with determination, ambition and self-confidence

Clarence Lane, SW15 5PY

T: 020 8876 9991

E: registrar@ibstockplaceschool.co.uk ibstockplaceschool.co.uk

Head: Christopher J Wolsey

Ages: 11-18

Clubs: A range of school clubs plus the Duke of Edinburgh Awards Scheme

Term fees: £7,940

Leavers’ destinations: Oxbridge, Bristol, Durham, Exeter, Nottingham, Imperial College, KIng’s College, LSE, St Andrew’s

106 King’s College School (KCS)

King’s College School offers outstanding academic and pastoral provision for boys aged 7-18 and for girls aged 16-18. Set opposite the beautiful Wimbledon Common, it combines convenient access with a peaceful environment and strong sense of community

Southside, Wimbledon Common SW19 4TT

T: 020 8255 5300

E: Junior: hmjssec@kcs.org.uk; senior: reception@kcs.org.uk kcs.org.uk

Head: Dr Anne Cotton Pupils: 1,477 Ages: 7-18

Gender: Boys 7-18; girls 16-18 Term fees: Please visit kcs.org.uk

107 London Park School, Clapham (from September 2023)

An exciting new secondary school with sites both north and south of the river that will provide an outstanding, innovative, forwardthinking education for 21st century students 7-11 Nightingale Lane, Clapham South, London SW4 9AH

T: 020 8161 0301

E: nwssenior@northwoodschools.com northwoodschools.com (Until 2023)

Principal: Suzie Longstaff

Head: Paul VanniJames Allen’s Girls’ School (JAGS)

Ages: 11-16

Fees: Check with school

Leavers: Opportunity to progress to LPS

Sixth Form in Belgravia

108 Putney High School GDST

Academically high-achieving, rounded and responsible, Putney is as down-to earth as it is dynamic. An ethos of ‘modern scholarship’ makes learning challenging, fun and relevant. Lessons are inspiring, with so much on offer from debating to design thinking

35 Putney Hill, SW15 6BH

T: 020 8788 4886

E: admissions@put.gdst.net putneyhigh.gdst.net

Head: Mrs Suzie Longstaff

Pupils: 1,060 (including junior school)

Ages: 11-18

Gender: Girls

Term fees: £6,804

Leavers’ destinations: Oxford, Cambridge, LSE, UCL, Imperial, USA, Russell Group, music conservatoires, art colleges

109 Thames Christian School

The school aims for pupils to understand their innate value, both as an individual and as a member of the community, so that they become well rounded and compassionate young people, who embrace good character, personal responsibility and academic excellence. “The quality of the pupils’ academic and other achievements is excellent” and “The quality of the pupils’ personal development is excellent.” ISI April 2022

12 Grant Road, SW11 2FR

T: 020 7228 3933

E: admissions@thameschristianschool.org.uk thameschristianschool.org.uk

Head: Dr Stephen Holsgrove

Pupils: 175

Ages: 11-16 with Sixth Form starting Sept 2023

Term fees: £6,480

Clubs: Wide range of sports and academic clubs and competitions, Duke of Edinburgh’s Award

Leavers’ destinations: St Paul’s School, Emanuel, Monkton Combe, Graveney, The Brit, Esher College

110 Wimbledon High School GDST

A beacon school of the Girls’ Day School Trust. Keen to provoke intellectual curiosity and help students equip themselves for the challenges of 21st-century life Mansel Road, SW19 4AB

T: 020 8971 0900

E: info@wim.gdst.net wimbledonhigh.gdst.net

Head: Ms Fionnuala Kennedy

Pupils: 700 Ages: 11-18 Clubs: Some 140 clubs a week

Term fees: £7,178

Academic, Sports & Music Scholarships for Year 7; For Sixth Form: Academic, Sports, Music, Drama, Art Scholarships. Meanstested bursaries available

Leavers’ destinations: UK-wide destinations and beyond: USA and Canada

LAMBETH STATE PRIMARY SCHOOLS (4-11)

111 Bonneville Primary School C

Rated good by Ofsted

Bonneville Gardens, SW4 9LB

T: 020 8673 1183

E: admin@bonneville-primary.lambeth.sch.uk bonneville-primary.lambeth.sch.uk

Head: Andrea Parker Pupils: 397

Ages: 3-11

112 Clapham Manor Primary School and Children’s Centre C

Outstanding by Ofsted Belmont Road, SW4 OBZ

T: 020 7622 3919

E: admin@claphammanor.lambeth.sch.uk claphammanor.lambeth.sch.uk

Head: Mr James Broad Pupils: 453 Ages: 3-11 Clubs: A range of school clubs

113 Corpus Christi Academy Catholic Primary School A

Rated outstanding by Ofsted

Trent Road, SW2 5BL

T: 020 7737 2796

E: office@corpuschristi.lambeth.sch.uk corpuschristischool.co.uk

Head: Mrs J Connery and Mr R Coyle Pupils: 413 Ages: 3-11

114 Glenbrook Primary School C

Part of Gipsy Hill Federation. Ofsted rated it good in terms of overall effectiveness Clarence Avenue, SW4 8LD T: 020 8674 2387 / 020 8674 1407

E: glenbrook@ghf.london gipsyhillfederartion.org.uk

Head: Jane Scarsbrook Pupils: 315 Ages: 3-11

115 Granton Primary School C

Rated good by Ofsted Granton Road, SW16 5AN

T: 020 8764 6414

E: admin1@grantonprimary.org.uk grantonprimary.org.uk

Head: Lisa Bosse Pupils: 492 Ages: 3-11

116 Heathbrook Primary School and Children’s Centre C

Rated good for overall effectiveness by Ofsted St Rule Street, SW8 3EH T: 020 7622 4101

E: admin@heathbrook.lambeth.sch.uk heathbrook.org

Head: Mr Ben Roberts Pupils: 409 Ages: 3-11

117 Henry Cavendish Primary School Balham site C

Rated outstanding by Ofsted Hydethorpe Road, SW12 0JA

T: 020 8673 3376

E: office@henrycavendish.co.uk henrycavendish.co.uk

Head: Matthew Apsley Pupils: 761 Ages: 3-11

118 Henry Cavendish Primary School Streatham site C

Rated outstanding by Ofsted Dingley Lane, SW16 IAU

Head: Matthew Apsley T: 020 8673 3376

E: office@henrycavendish.co.uk henrycavendish.co.uk

Details as above

119 Iqra Primary School V A

Rated good for overall effectiveness by Ofsted 127 Park Hill, SW4 9PA

T: 020 7622 3630

E: admin@iqra.lambeth.sch.uk iqra.lambeth.sch.uk

Head: Mrs H Saleem Pupils: 211 Ages: 4-11

120 Kings Avenue Primary School C

Requires improvement according to Ofsted Kings Avenue, SW4 8BQ

T: 020 7622 1208

E: office@kingsavenue.lambeth.sch.uk kingsavenueschool.co.uk

Head: Joy Clarke Pupils: 452 Ages: 3-11

121 Lark Hall Primary School and Children’s Centre C

Rated good by Ofsted Smedley Street, SW4 6PH

T: 020 7622 3820

E: admin@larkhall.lambeth.sch.uk larkhall.lambeth.sch.uk

Head: Mr Gary Nichol

Pupils: 450 Ages: 3-11

122 Macaulay CE Primary School V A

Rated outstanding by Ofsted Victoria Rise, SW4 ONU

T: 020 7720 9378

E: admin@macaulay.lambeth.sch.uk macaulaycofeschool.co.uk macaulay.lambeth.sch.uk

Heads: Miss Jo Samways Pupils: 222 Ages: 3-11

123 Richard Atkins Primary School C

Rated good by Ofsted. ‘Inspiring curiosity & the courage to succeed’ New Park Road, SW2 4JP

T: 020 8674 0156

E: admin@richardatkins.lambeth.sch.uk richardatkins.lambeth.sch.uk

Head: Nadia Macintosh Pupils: 372 Ages: 3-11

Clubs: Breakfast Club & a range of after school clubs

124 St Bede’s Catholic Infants School V A

Rated good for overall effectiveness by Ofsted Thornton Road, SW12 OLF

T: 020 8674 7292

E: office@st-bedes.lambeth.sch.uk st-bedes.lambeth.sch.uk

Head: Ewa Ostrynska Pupils: 226 Ages: 3-7

125 St Bernadette’s Catholic

Junior School V A

Rated good by Ofsted

1-4 Atkins Road, SW12 0AB

T: 020 8673 2061

E: office@st-bernadette-rc.lambeth.sch.uk stbernadette.co.uk

Head: Ewa Ostrynska Pupils: 241 Ages: 7-11

126 St Leonard’s CE

Primary School V A

Rated good by Ofsted

42 Mitcham Lane, SW16 6NP

T: 020 8769 2712

E: mgr@st-leonards.lambeth.sch.uk st-leonards.lambeth.sch.uk

Head: Mr Simon Jackson Pupils: 207 Ages: 4-11

127 St Mary’s RC

Primary School V A

Rated outstanding by Ofsted Crescent Lane, SW4 9QJ

T: 020 7622 5479

E: office@st-marys.lambeth.sch.uk st-marys.lambeth.sch.uk

Head: Miss Karen Pluckrose Pupils: 348 Ages: 3-11

128 Sudbourne Primary School C

Rated outstanding by Ofsted Hayter Road, SW2 5AP

T: 020 7274 7631

E: shardy@sudbourne.lambeth.sch.uk sudbourne.com

Head: Richard Blackmore Pupils: 350 Ages: 3-11

129 Telferscot Primary School C

Rated outstanding by Ofsted Telferscot Road, SW12 OHW

T: 020 8673 7362

E: office@telferscot.co.uk telferscot.co.ukk

Head: Mr David Cooper

Pupils: 455 including nursery Ages: 3-11

Leavers’ destinations: Burntwood, Chestnut Grove, Dunraven, Graveney, Harris Academy Clapham, Kingsdale Foundation School, La Retraite, Lambeth Academy, Putney Academy, The Norwood School plus the private sector

LAMBETH PRIVATE SCHOOLS (UP TO AGES 11/13)

130 London Steiner School

The curriculum focuses on the academic creative, physical and emotional development of the whole child with an emphasis not just on passing exams but on loving learning

9 Weir Road, SW12 0LT

T: 020 3417 3190

E: office@londonsteinerschool.org LondonSteinerSchool.org

Head: College of teachers (no head) Pupils: 50

Ages: 3-14

Fees: kindergarten £5,175-£8,625 per annum, Classes 1-7 £8,775-£10,800 pa Leavers’ destinations: State and independent secondary schools, The Brit School, Steiner upper schools

131 Streatham & Clapham

Prep School GDST

Unrivalled in empowering our girls to discover, nurture and project their unique identities and character in a vibrant family environment. An academically inclusive school where targeted interventions ensure girls of a range of abilities, including gifted and able, excel beyond expectations.

‘Excellent’ in all areas (ISI, 2019)

Wavertree Road, SW2 3SR

T: 020 8674 6912

E: prep@schs.gdst.net

Acting Head: Mr Richard Hinton

Head of Prep: Mr Thomas Mylne

Pupils: 250

Ages: 3-11

Gender: Girls

Clubs: Over 30 clubs at no charge

Term fees: Prep £5,108 per term (inclusive of non-residential trips and extras), Nursery Full-time places, less EYFS funding, start at £2,103.86 per term

Wrap-around care: 7.30 am to 5.55 pm.

Transport: 9 Minibus routes available

Little Green Nurseries

132 The White House Prep School

With a strong family ethos, the school allows children to fulfil their potential through a vibrant and broad curriculum that stimulates, challenges and excites. Excellent pastoral support. Rated outstanding by Ofsted and excellent by the Independent Schools Inspectorate. Children leave the school happy and confident with a love of learning 24 Thornton Avenue, SW12 OLF

T: 020 8674 9514

E: admissions@whitehouseschool.com whitehouseschool.com

Head: Tony Lewis

Pupils: 200 Ages: 3 - 11 Clubs: Wrap-around care from 8am-6pm. A range of before, during and after school clubs including Sports, Engineering, Science, Gymnastics, Quiz and Flower arranging

Term fees: Reception-Year 2: £5,300, Year

3-Year 6: £5,750

Leavers’ destinations: Dulwich College, JAGS, Alleyn’s, Emanuel, Woldingham, Trinity

LAMBETH STATE SECONDARY SCHOOLS

133 Bishop Thomas Grant Roman

Catholic Secondary School V A

Rated outstanding by Ofsted. A specialist maths and computing school Belltrees Grove, SW16 2HY

T: 020 8769 3294

E: info@btg-secondary.lambeth.sch.uk

Head: Ms Bernadette Boyle

Pupils: 180 Year 7 intake

Ages: 11-18

134 Dunraven Secondary School

An all-through school aiming to offer an exciting and enriching learning experience for all its students. Rated outstanding by Ofsted 94/98 Leigham Court Road, SW16 2QB

T: 020 8696 5600

E: info@dunraven.org.uk dunraven.org.uk

Head: Mr G Maidment

Ages: 11-18

Clubs: A range of school clubs

135 Harris Academy, Clapham

Opened in 2020. A co-educational secondary school in a state-of-the-art building

Part of the successful and well-established Harris Federation

Clarence Avenue, London SW4

T: 020 8253 7777

E: info@harrisclapham.org.uk

Executive Principal: Mr Sam Hainey

Head: Ms Gizle Landman

Ages: 11-16

Sixth Form: Affiliated to the Harris Clapham Sixth Form opening in September 2021

136 Lambeth Academy V

Part of United Learning, it is committed to bringing out the best in everyone to achieve their potential as confident, well-rounded individuals

Elms Road, SW4 9ET

T: 020 7819 4700/ 7498 5004

E: admin@lambeth-academy.org lambeth-academy.org

Head: Jan Shadick

Pupils: 1,039

Ages: 11-18

Clubs: A range of school clubs

137 La Retraite Roman Catholic Girls’ School V

Rated outstanding by Ofsted. Specialises in science. Achieves very high exam results Atkins Road, SW12 OAB

T: 020 8673 5644

E: schsec@laretraite.lambeth.sch.uk laretraite.lambeth.sch.uk

Head: Dominic Malins

Pupils: 168 Year 7 intake Ages: 11-18

Clubs: A range of clubs, including hockey, gymnastics and Music School

Leavers’ destinations: 90% of students go to university, including Russell Group and Oxbridge

138 Trinity Academy A

Opened 2014. Relentless focus on academic rigour and style of education associated with grammar schools and the independent sector. Brand new campus being built 56 Brixton Hill, SW2 1QS

T: 020 3126 4993

E: info@trinityacademylondon.org trinityacademylondon.org

Head: Antony Faccinello Pupils: 120 Year 7 intake

Ages: 11-18

Clubs: A range including Capoeira, steel pans and fencing

LAMBETH PRIVATE SECONDARY SCHOOLS

139 DLD College London

A distinctive, multi-award-winning boarding and day school, described by the Good Schools Guide as “one of the most unique and exciting schools in Britain” and recommended by Tatler as “pioneering a modern alternative to traditional boarding schools” Year 9 opening September ‘23. 199 Westminster Bridge Road, SE1 7FX

T: 020 7935 8411

E: dld-admissions@dld.org

Head: Irfan Latif (Principal) Ages: 13-19

Gender: Co-ed

Term fees: £8,500 for GCSE, A-levels/BTEC Leavers’ destinations: Oxbridge, Russell Group and US universities, Arts Institutions

140 Northwood Senior

Co-educational secondary school for ages 11-16 opposite Tooting Common. Academically ambitious and pastorally kind, we offer transformative teaching in a more personal setting. Part of Northwood Schools. Entry by combination of digital data, interview and school report. Main entry in Year 7 with some additional places at Year 9. All-Rounder Scholarships available. Will become London Park School, Clapham from 2023 and move to Clapham South 3 Garrad’s Road, Streatham, SW16 1JZ

T: 020 8161 0301

E: nwssenior@northwoodschools.com northwoodschools.com

Head: Susan Brooks / Paul Vanni

Ages: 11-16, Co-ed

Pupils: Two form entry. c.45 places per year

Term fees: £7,535 (22-23)

Curriculum: Broadbased - all the main key GCSE subjects plus options for additional subjects. Emphasis on a transformative, dynamic educational experience within a smaller setting

141 Streatham & Clapham High School GDST

In the top stratum of independent schools nationally. Member of HMC and GSA, the school promotes academic excellence and strives to empower young women to discover, nurture and project their unique identity and character. ‘Excellent’ in all areas (ISI, 2019).Recipient of 2021 TES Independent School of the Year Award 42 Abbotswood Road, SW16 1AW

T: 020 8677 8400

E: senior@schs.gdst.net schs.gdst.net

Acting Head: Mr Richard Hinton

Pupils: 900

Ages: 3-18

Gender: Girls

Clubs: A range of clubs including Scholars’ Society, Duke of Edinburgh’s Awards, Combined Cadet Force

Term fees: £6,573 (inclusive of nonresidential trips and extras). A range of scholarships and bursaries are available

Leavers’ destinations: Cambridge, Oxford, Bath, Birmingham, Bristol, Durham, Edinburgh, Exeter, Glasgow, Leeds, Manchester, Newcastle, Nottingham, Reading, St. Andrew’s, UEA, University of London (UCL, Kings, Royal Holloway, SOAS, Queen Mary) Warwick, York

OTHER SCHOOLS & THROUGH SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s School

Co-educational excellence for boys and girls in a caring community. Judged excellent in an ISI report concluding “Pupils demonstrate exceptional knowlege, skills and understanding for their age across all areas of learning”

Townley Road, Dulwich SE22 8SU

T: 020 8557 1500

E: registrar@alleyns.org.uk

Head: Mrs Jane Lunnon Ages: 11-18

Term fees: £7,620

Leavers’ destinations: Oxbridge, Russell Group Universities, US and European Universities, Conservatoires and Art Foundation Courses

Ardingly College

In Tatler list of top public schools. Excellent results and Top 10 IB school in the UK College Road, Haywards Heath RH17 6SQ

T: 01444 893000 ardingly.com

Head: Ben Figgis

Prep Head: Harry Hastings Ages: 4-18

Gender: Co-ed

Term fees: Reception £3,495, Years 1 and 2 £3,595, Years 3 - 6 day pupils £5,095£6,095. Year 7 - 8 day pupils £6,750, Year 9 - Sixth Form day pupils £8,995. Boarding £7,645-£13,520

Leavers’ destinations: Russell Group universities

Box Hill School

A day, weekly and full boarding school for girls and boys aged 11-18, situated in the Surrey hills with good transport links from SW London. Rated good for the “quality of the pupils’ academic and other

achievements” by the ISI Inspectorate Report 2019, with the “quality of the pupils’ personal development” excellent. Sixth Form offers both A-level and IB London Road, Dorking RH5 6EA

T: 01372 373 382

E: Admissions@boxhillschool.com

Head: Mr C Lowde

Ages: 11-18

Pupils: 425

Activities: Diverse range of over 50 extracurricular activities

Term fees: Day from £6,600, flexi boarding from £6,800, weekly boarding from £8,300 and full boarding from £10,650

Leavers’ destinations: Brighton, Edinburgh, Coventry, Westminster, Royal Holloway, Exeter, Southampton, Warwick, Munich Business School, Oxford Brookes, Hotelschool the Hague and many others

Cranleigh

A modern co-ed day and boarding school set in a 280 acre campus in the Surrey Hills, Cranleigh develops pupils into global citizens, excelling in academics, sports and co-curricular activities alike. A school large enough to afford a wide-range of opportunities and experiences to all pupils, but small enough for each pupil to be known and celebrated Cranleigh, Surrey, GU6 8QQ

T: 01483 276377

E: admissions@cranleigh.org cranleigh.org

Head: Mr Martin Reader

Pupils: 628

Gender: Co-ed Ages: 13–18

Term Fees: Boarding: £14,240, Day: £11,725

Leavers’ destinations: 99 per cent of pupils go on to higher education, with around 80 per cent getting into their first-choice university, including Oxbridge, Bristol, Durham, LSE and UCL

Dulwich College

An academically-selective school. The college produces some of the finest actors, musicians, sportsmen and writers in the country

Dulwich Common, SE21 7LD

T: 020 8693 3601

E: enquiries@dulwich.org.uk dulwich.org.uk

Head: Dr Joseph Spence (Master)

Ages: 3-18

Gender: Boys

Term fees: £7,657 (Day), £14,984 (Weekly boarding), £15,983 (Full boarders)

Leavers’ destinations: Bristol, Cambridge, Durham, Exeter, Imperial College London, Leeds, UCL, LSE, Manchester, Nottingham, Oxford and Warwick universities, as well as Hong Kong, Netherlands and USA

Eaton Square Senior School

106 Piccadilly, London W1J 7NL

T: 020 7491 7393

E: admissions.senior@eatonsquareschools.com eatonsquareschools.com

Principal: Sebastian Hepher

Head: Caroline Townshend

Pupils: 165

Gender: Co-ed Ages: 11-18

Term Fees: £8,720

Leavers’ destinations: Sixth Form opening September 2022; no leavers yet

Harrodian School

Harrodian is a friendly educational community which encourages pupils’ individuality and excellent academic results Lonsdale Road, SW13 9QN

T: 020 8748 6117

E: admin@harrodian.com harrodian.com

Head: James Hooke Ages: 4-18 Pupils: 282

Term fees: Pre-prep (4-7+) £5,735, Prep (8-12+) £6,580, seniors (13-15+) £7,607 and Sixth Form £8,810

Leavers’ destinations: Bournemouth, Bath, Birmingham, Bristol, Cambridge, Durham, Edinburgh, Exeter, Glasgow, Leeds, Kings College London, Loughborough, Newcastle, Nottingham, Oxford, St Andrews, UCL

James Allen’s Girls’ School (JAGS)

JAGs aims to help all pupils fulfill their potential by stimulating their intellectual curiosity, enthusiasm and imagination

144 East Dulwich Grove, London SE22 8TE

T: 020 8693 1181

E: admissions@jags.org.uk. jags.org.uk

Head: Mrs Alex Hutchinson Ages: 11-18

Gender: Girls

Term fees: £7,045

Leavers’ destinations: Bristol, Cambridge, Edinburgh, Kings, Manchester, UCL and USA

Qwertykids

Trinity School

Latymer Upper School

Academically selective Independent School. Pupils joining the prep go ‘all through’ to the Upper School. Latymer is academically excellent and the School prides itself on its ‘rounded and grounded’ ethos. Modern and forward-thinking, combining the highest academic achievement with excellence in the arts and sport

T: 020 8148 4519

E: admissions@latymer-upper.org

Head: David Goodhew

Ages: 11-18

Gender: Co-ed

Term fees: £7,510

Leavers’ destinations: Oxbridge, Ivy League, Russell Group, leading music and art schools

Mayfield

Leading independent Catholic boarding and day school for girls aged 11 to 18. The Independent Schools Inspectorate rated the quality of education as excellent

The Old Palace, Mayfield, East Sussex TN20 6PH

T: 01435 874642

E: registrar@mayfieldgirls.org

Head: Miss Antonia Beary

Ages: 11-18

Gender: Girls

Term Fees: Day Years 7-8 £7,950, Years 9-13 £8,375, full boarding £12,975

Leavers’ destinations: Bristol, Cambridge, Durham, Edinburgh, Exeter, King’s College London, LSE, Oxford, UCL

MPW

Independent fifth and sixth form college with non-selective intake, offering A-level, GCSE and specialised retake and revision courses. Set up by ex-Cambridge graduates Mander Portman Woodward

90-92 Queen’s Gate, SW7 5AB

T: 020 7835 1355

E: london@mpw.ac.uk

Head: John Southworth (Principal) Ages: 16-18

Gender: Mixed Term fees: Various, basic fee is £10,252 for both A level and GCSE

Leavers’ destinations: Manchester, Exeter, King’s College, Bristol, UCL, Warwick, SOAS, Bournemouth, Goldsmiths, Imperial, Loughborough, St Andrews, Glasgow

Portland Place School

A leading independent day school located in central London close to Regents Park. The school ethos is to be small, nurturing, and inspirational, encouraging and enabling pupils to achieve their very best personally, socially and academically, with space to develop and express their creativity and athleticism. Portland Place has also extended this ethos into a new hybrid

school, with specialist online learning and one day on site in London for more practical subjects

T: 020 7307 8700

E: admissions@portland-place.co.uk

Head: David Bradbury

Pupils: 210

Ages: 10-16

Gender: Co-ed

Term fees: £7,845 (Day School) £4,000 (Hybrid School)

Clubs: An extensive range of clubs and activities including fencing, LAMDA, Mandarin, horse-riding, cricket, choir

Leavers’ destinations: UCS, DLD College, Fine Arts College, Ashbourne, Woodhouse College, The St Marylebone CE School, St Pauls, Wetherby Senior, Brit School

Royal High School Bath GDST

Independent day and boarding school where every girl makes her mark. Offers both the A Level and IB pathways. Excellent facilities, flexible boarding options, an extensive co-curricular timetable, Steinway Music School and state of the art recording studio. Exceptional pastoral care with a focus on wellbeing. Our expert teachers are specialised in a wealth of subjects which feed pupils’ curiosity and challenge them in new ways Lansdown Road, Bath, BA1 5SZ

T: 01225 313 877

E: royalhigh@rhsb.gdst.net

Head: Kate Reynolds

Ages: 11-18

Gender: Girls

Term fees: From £5,041

Leavers’ destinations: Bath, Bristol, Birmingham, Cambridge, Edinburgh, Exeter, Imperial College, London, King’s College London, Nottingham, Oxford, Queen Mary University of London, Royal Holloway, Sheffield, St Andrews, Warwick

Royal Russell School

Independent co-educational HMC day and boarding school in Croydon, Surrey, set in 110 acres of stunning private parkland with extensive modern facilities for science, sport, music and drama. Excellent public transport links - Less than 30 minutes from many SW London prep schools

Coombe Lane, CR9 5BX

T: 020 8657 4433

E: admissions@royalrussell.co.uk

Head: Mr Chris Hutchinson

Ages: 3-18

Gender: Co-ed

Term fees: Senior Day Fee: £6,995. Day fees include lunch and optional supper if staying after school for an activity. Full Boarding: £13,826

Leavers’ destinations: Bath, Cambridge, Durham, Edinburgh, Exeter, Imperial College London, Leeds, Loughborough, Manchester, UCL, Westminster, Warwick, York

Sutton High School GDST

Independent day school for girls. Students do better because they feel better. Balances top examination results with exceptional pastoral care and maintains an unrelenting focus on good mental health

55 Cheam Road, SM1 2AX

T: 020 8642 0594

E: office@sut.gdst.net suttonhigh.gdst.net

Head: Beth Dawson

Ages: 3-18

Gender: Girls

Term fees: Senior School and Sixth Form: £6,357

Leavers’ destinations: Bath, Bristol, Cambridge, Exeter, Imperial College London, King’s College London, Nottingham, Oxford, Queen Mary University of London, Royal Academy of Music, Sheffield, York

Sydenham High School GDST

An independent girls’ day school delivering a first-class education through academic and pastoral excellence. The school motto, Fear Nothing, lies at the heart of the school. Pupils have independence of mind, the courage to take risks, a strong moral compass as well as a social conscience, and are accepting and respectful of themselves and others. They have been described as having ‘selfconfidence without arrogance’

19 Westwood Hill, SE26 6BL

T: 020 8557 7004

E: admissions@syd.gdst.net sydenhamhighschool.gdst.net

Head: Ms Antonia Geldeard

Ages: 11-18

Gender: Girls

Term fees: Senior £6,244

Leavers’ destinations: Oxbridge and Russell Group universities, Art Foundation courses, Degree Apprenticeship

The Cedars School

Independent education with a Catholic ethos, part of the PACT Educational Trust. A character-based education with a rigorous academic curriculum and an outstanding personalised tutorial system

147 Central Hill, Upper Norwood, SE19 1RS

T: 020 8185 7770

E: enquiries@thecedarsschool.org.uk thecedarsschool.org.uk

Head: Mr R Teague

Pupils: 212

Ages: 11-18

Gender: Boys

Term fees: £5,190, Sixth Form: £5,460

The Laurels School

Independent education with a Catholic ethos, part of the PACT Educational Trust. A character-based approach strives to develop qualities of greatness to achieve academic potential and also help in every other aspect of life

Our Lady’s Close, Upper Norwood, SE19 3FA T: 020 8674 7229

E: admissions@thelaurelsschool.org thelaurelsschool.org.uk

Head: Mrs L Sanders

Pupils: 105 Ages: 11-18

Gender: Girls Clubs: A range of school clubs

Term fees: £5,190, Sixth Form: £5,460

Trinity School

A Sunday Times top 50 Independent School for boys aged 10-18 with coeducational Sixth Form. Shortlisted for Senior School of the Year at TES Independent School Awards 2019 Shirley Park, Croydon CR9 7AT T: 020 8656 9541

E: admissions@trinity.croydon.sch.uk trinity-school.org

Head: Alasdair Kennedy

Ages: 10-18

Gender: Boys with co-educational Sixth Form

Term fees: £6,812

Leavers’ destinations: Cambridge, Oxford, UCL, LSE, Imperial College London, Edinburgh, Exeter, Bristol, Durham, Warwick, Southampton, Loughborough

Wetherby Senior School

An independent day school for boys, aged 11-18, in Marylebone, London, that has built a strong reputation as a vibrant, caring and successful community. A rigorous academic curriculum is complemented by extensive co-curricular activities, guidance on applying to universities in the UK and overseas, a rich careers programme, and strong pastoral support. Pupils are encouraged and supported to realise their potential, which is reflected in the places that alumni hold at top universities in the UK, continental Europe and North America

T: 020 7535 3530

E: registrar@wetherbysenior.co.uk

Head: Joe Silvester

Pupils: 415 Ages: 11-18

Gender: Boys

Term fees: £9,060

Clubs: Alongside timetabled games lessons for each year, there is a variety of cocurricular activities with options in music, drama, art, sport and more. Clubs include boxercise, board games, cookery, coding, Young Enterprise and yoga

Leavers’ destinations: NYU, Berkeley, UPenn, Northeastern, Bocconi, Imperial, King’s College, Manchester, Warwick, Edinburgh, Southampton, York

Whitgift School

Day and boarding school for boys aged 10-18 years old and winner of Independent School of the Year in 2020 located in a serene parkland site. It has exceptional academic standards, a comprehensive pastoral support structure and a broad and vibrant co-curricular programme all complemented by outstanding on-site facilities. Through its generous bursary and scholarship scheme, Whitgift educates boys from a range of social backgrounds, producing highly accomplished, grounded, and community-minded young men Haling Park, South Croydon CR2 6YT

T: 020 8633 9935

E: admissions@whitgift.co.uk whitgift.co.uk

Head: Mr Chris Ramsey

Pupils: 1,550 Ages: 10-18

Gender: Boys

Term fees: Day pupils: £7,423, Weekly boarding: £11,991, Full boarding: £14,543

Leavers’ destinations: Bath, Bristol, Cambridge, Durham, Edinburgh, Exeter, KCL, Leeds, Loughborough, Manchester, Newcastle, Nottingham, Oxford, UCL, Warwick and York

Woldingham School

One of the UK’s leading boarding and day schools for girls aged 11 - 18, set in 700 acres of the most beautiful Surrey countryside, Woldingham provides an inspiring place for students to become confident, compassionate and courageous young women. It’s a place where students learn to ‘write your own story’ through excellent teaching, boundless opportunities and first-rate pastoral care. Woldingham’s rural location is remarkably easy to get to from London. Direct trains from Clapham Junction take 25 minutes.

Marden Park, CR3 7YA

T: 01883 654206

E: registrar@woldinghamschool.co.uk

Head: Dr James Whitehead

Ages: 11-18

Gender: Girls

Term fees: Years 7-8: Day £7,720, Weekly Boarding (5 nights/week) £11,390, Full Boarding £12,965; Years 9-Upper Sixth: Day £8,455, Weekly Boarding £12,430, Full Boarding £14,110; Flexi-boarding £66/night (max. two nights per week)

Leavers’ destinations: Bristol, Cambridge, Central St Martins, Cornell (USA), Durham, Edinburgh, Exeter, Imperial, King’s College London, LSE, Parsons (USA), Warwick

STATE SCHOOLS AND COLLEGES WITH SEN UNITS

Ashcroft Technology Academy

Autistic Spectrum Disorder

T: 020 8877 0357

Eastwood Nursery

Autistic spectrum disorder and social communication disorders

T: 020 8876 3976

Hillbrook Resource Base

Autistic spectrum disorder and social communication disorders

T: 020 8672 3857

Sacred Heart Primary School

Autistic Resource Base T: 020 7223 5611

Sellincourt School

Hearing Impaired Unit T: 020 8672 5982

Smallwood School Language Unit T: 020 8672 6024

Southfields Community College

Hearing Impaired Unit; Speech, Language and Communication Needs T: 020 8874 0585

Southmead School

Autistic Resource Based Provision T: 020 8788 8901

St John Bosco College

Autistic Spectrum Disorder Unit

T: 020 8246 6000

The Alton School

Resource Based Provision for moderate learners

The Livity Special School

A special school for children with complex needs T: 020 8769 1009

Wetherby Senior School

Tooting Primary School

Autistic Spectrum Disorders

T: 020 3700 0790

SEN SCHOOLS

Bradstow School, Kent

Supports children with severe and complex learning difficulties or an Autistic Spectrum Disorder with Severe Learning Difficulties

T: 01843 862123

Centre Academy

Provides support for all students with special needs and specific learning difficulties

T: 020 7738 2344

Garratt Park School

Caters for children with moderate learning difficulties with associated complex needs including Autism Spectrum Disorder

Head: Mr Mike Reeves

T: 020 8946 5769

Greenmead School

Mixed day school for physically disabled and profound and multiple learning difficulties

T: 020 8789 1466

Linden Lodge

Day and weekly boarding school for children with severe sight impairment, multiple disability and profound needs

T: 020 8788 0107

Nightingale Community Academy

Caters for boys with social, emotional and behavioural difficulties

T: 020 8874 9096

Oak Lodge

Residential and day school for deaf and language impaired pupils

T: 020 8673 3453

Paddock Secondary School

Caters for pupils with severe and complex learning difficulties or an Autistic Spectrum Disorder with severe Learning Difficulties

T: 020 8878 1521

PRIVATE SCHOOLS FOR LEARNING DIFFICULTIES

Fairley House School and Fairley

House Assessment Clinic

Specialist day school for children with dyslexia and dyspraxia

30 Causton Street, SWIP 4AU

T: 020 7976 5456

E: ps@fairleyhouse.org.uk fairleyhouse.org.uk

Beyond Autism Schools

Run Independent Special Schools for children and young people with autism and related communication disorders aged 4-19. Teaching is based on the principles of Applied Behaviour Analysis (ABA) and Verbal Behaviour (VB)

Head of Park House School (R-Yr 8) Mr K Bird

Park House School: 48 North Side Wandsworth Common, SW18 2SL

T: 020 3031 9700

E: parkhouseschool@beyondautism.org.uk

Head of Tram House School (Yr 9-14) Mr J Ascot

Tram House School: 520 Garratt Lane, SW17 0NY

T: 020 3031 9707

E: tramhouseschool@beyondautism.org.uk beyondautismschools.org.uk

The McLeod Centre For Learning

A tutorial centre for touch-typing, hand writing, literacy, maths, study skills, dyslexia, dyscalculia and dyspraxia

74A Lupus Street, SWIV 3EL

T: 07866 552767

E: amanda@amandamcleod.org amandamcleod.org

Where to find help and information

Childcare & Business Consultancy Services (formerly Wandsworth Primary Play Association)

For a list of Wandsworth pre-school playgroups and holiday play schemes for three and four-year-olds, www.cbcservices.org.uk, tel 020 7738 1958.

Department for Education

Find a list of school and college performance tables and find and compare schools and colleges using a map, www.education.gov.uk

Independent Schools Show

November 2022

The show brings together the leading independent schools, the brightest thinkers and the most respected heads to help you make the right decisions for your child.

Battersea Evolution, London, SW11 4NJ

12-13 November 2022

Tickets free if you register in advance. www.schoolsshow.co.uk

Ofsted

The Office for Standards in Education, Children’s Services and Skills. Find an Ofsted inspection report at www.reports.ofsted.gov.uk

State Boarding Schools’ Association

Rather than paying £25,000+ pa on a private boarding school, a state boarding school would cost nearer £10,000 pa. www.sbsa.org.uk, tel: 020 7798 1580.

The Good Schools Guide

A guide to independent and state schools. www.goodschoolsguide.co.uk

The Independent Schools Council Includes a search facility for the 1,400 independent schools it represents, www.isc.co.uk, tel: 020 7766 7070.

The Independent Schools Inspectorate Browse school reports, www.isi.net

Wandsworth Children Services Department/Multi Agency Safeguarding Hub (MASH)

Tel: 020 8871 7899/4 www.wandsworth.gov.uk or email: mash@wandsworth.gov.uk

Parenting Education & Advice

The Parent Team

A team of certified and experienced parent educators teaching positive parenting skills and providing practical support and advice to parents to help children thrive at home and school. www.theparent.team hello@theparent.team

Local Authority websites

Wandsworth www.wandsworth.gov.uk/ schoolsandadmissions

Tel: 020 8871 6000/7.

Lambeth

www.lambeth.gov.uk/eadmissions, tel: 020 7926 9503.

Merton www.merton.gov.uk/admissions, Tel: 020 8274 4906.

Merton play areas www.merton.gov.uk/environment/ openspaces/play-areas.htm