Schools Guide 2019 by NappyValleyNet

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SC H O O LS G U I D E 201 9/20 INSI Ope DE n D Guid ay e

SOUL TRAIN

WAY TO GO

Powering pupils’ wellbeing

Private v state schools Single-sex v co-ed Boarding v day schools

30 PAGES

Boardmasters Flexi, weekly or full-time boarding?

COUNTING THE COST Local bursaries & scholarships

SW London schools, pre-schools & nurseries

Rising up Why youth activism helps

TESTING, TESTING Is Common Entrance dead?

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DEAR SOUTH WEST LONDON PARENTS Welcome to the fifth annual NappyValleyNet Schools Guide

CONTENTS 31

Since we published our first guide back in 2015, the London school landscape has continued to evolve and change. New schools have opened, exam systems have been overhauled, the majority of London day schools are proving harder to get into than ever, and parents are presented with a dizzying array of choices. But the overriding question remains the same: How do I choose the best school for my child? The answer may be state or independent, day or boarding, academy or charitable trust, and the aim of this guide is to help make those choices easier and less stressful. Over the following 140 pages you will find school profiles, interviews with education professionals, advice on how to make the most of open days and much, much more.

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On page 71 we take a look at mental health and why the ‘right fit’ of school is so important. On page 81 we consider the rise of youth activism and why it is so positive, and on page 53 we explore the exciting ways today’s students are learning beyond the classroom. We hope that you find this guide will help lead you to the best educational home for your child and, as always, please do let us know how we can improve. Warmest wishes

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Trinity School

4 Introduction 13 Choices 27 School profile: Northwood Schools 28 School timelines 30 School profile: The Hampshire School 31 Early Years education 40 School profile: Whitgift School 41 Testing children 47 Profile: Mathnasium 48 Changing Schools 51 School profile: The White House 52 Profile: Turquoise Holidays 53 Teaching beyond the classroom 63 School profile: Eaton House The Manor 64 School profile: Woldingham School 65 Boarding schools 70 School profile: Emanuel School 71 Children’s wellbeing 79 School profile: Windlesham School 80 School profile: Eaton Square Upper School 81 Youth activism 87 Profile: Camp Suisse 88 Sixth form options 93 Open day guide 97 School profile: Alleyn’s 98 Profile: Patterson Wealth Management 99 Tutoring 107 Affordability 112 Learning support 114 Q & A with new school heads 120 Map of local schools 122 Schools directory 138 Resources Cover photograph courtesy of Eaton Square School

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INTRODUCTION

HIGH AMBITION It’s been another year of headlines as the government introduced controversial compulsory sex and relationships lessons, knife crime among young people rose to epidemic levels and the two main parties clashed over whether children should sit national tests in English and Maths in state primaries. Sian Griffiths, Education Editor of The Sunday Times, has the detail

espite the headlines, the one issue that has dominated the education world has been quite simply money – the lack of it. Headteachers grappling with frozen budgets and rising costs have marched, protested and campaigned for more funding for state schools. Over the past 12 months many schools had to make cuts to try to save money. Among the most dramatic: dozens of schools now close at lunchtime on Friday, leaving working parents grappling with childcare. In other schools, parents have been asked for donations to cover basics such as glue and pens. In the front line have been teaching assistants, who some have called a “Mums’ Army” of staff, who specialise in helping children with learning difficulties and special educational needs. With teaching assistant posts slashed because of the funding shortfall many children with special educational needs are finding it increasingly difficult to cope in mainstream schools. Some schools are even “off rolling” or putting pressure on parents to remove children with SEN for fear they will not do well in exams and thus affect a school’s academic reputation. (See feature on Learning Support/SEN, page 110). The good news is that there are signs that campaigners’ voices are finally being heard on the need for more money for schools. For example, there are plans for a new Church of England VA (voluntary aided) secondary school in Hammersmith and Fulham which look likely to proceed, despite councillors indicating it is not needed. The Chancellor is expected to promise an increase in the autumn statement for education though whether it will match the teaching unions’ demand for an extra £1.3 billion remains to be seen. And there is a crackdown by Ofsted inspectors on schools

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Eaton Square School

The effect of the constrained budgets in state schools has been to open the gap between state and top private schools even more when it comes to subjects like arts, drama and sports, the activities that build character and make children resilient

Falcons School for Girls

that are expelling children - sometimes illegally without following proper procedure. The effect of the constrained budgets in state schools has been to open the gap between state and top private schools even more when it comes to subjects like arts, drama and sports, the activities that build character and make children resilient. Adam Wells, Head of Pupil Services at the borough of Wandsworth admits: “The allround offer isn’t there as it was in the past, but all schools offer good facilities and lots of investment.” He cites five recent CapEx projects in the borough: the converted hospital that became Bolingbroke, the award-winning new build at Burntwood, the new builds at St John Bosco and Chestnut Grove and the re-build at Ark Putney.

Nonetheless, while leading private schools build arts centres, state schools are cutting back on the arts or coming up with ingenious ways of protecting their existing provision. The Charter School in south London for instance, where parents include the Channel 4 news presenter Cathy Newman, last year asked famous artists and celebrities including Tracey Emin to donate postcard-sized works of art which they then auctioned to raise money for the school’s arts provision. But the private sector is not without funding problems. Smaller schools in particular are struggling with a big hike

STRIKING A BALANCE “I remember sitting in another school’s library a while ago. In front of me was a vivid picture highlighting the danger of global warming. I looked around the room, and saw other posters referencing hunger, disease, transphobia, self-harm, exam stress and how to minimise the risks of being mugged after school. By the light switch as I left I saw a handwritten card saying ‘Feeling anxious or depressed? Speak to ...’.” We have to draw attention to all the ways in which we can try to change

our world for the better, but in doing so we must not create children who feel perpetually anxious that neither they, nor the adults in charge, are ever good enough. We live in sceptical, often accusatory times. Our schools have a key role to play in instilling in pupils a belief that life is not only worth living, it can be full of joy and creativity if approached with a degree of good humour, perspective and, most importantly, a good-hearted concern for those around us.” Source: King’s College School

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OPEN DAY in teacher pension costs as they try to match the pension benefits of state school teachers. Some have already threatened to pull out of the teacher pension scheme – but that could damage the quality of the teachers they attract. Andrew Halls, Head of King’s College School, Wimbledon, explained that teacher pension contributions this year have cost the school some £680,000 which was not budgeted for. One or two private schools, such as Millfield in Somerset, are talking about cutting fees, which have risen steeply across the sector in recent years. It’s a difficult balance to strike says Dr Gary Savage, Head of Alleyn’s. “I’d love to reduce the fees but we have to charge fees to do what we do. Costs continue to rise exponentially. In the long run, decelerating fee increases is less in our control.” However, private schools are helping with increased bursaries and more 100 per cent bursaries. (See feature, page 107). Despite these challenges, the top private schools are still able to offer much smaller class sizes than their state counterparts. They can also still pay a lot more to attract teachers in shortage subjects such as maths, science, foreign languages and computer science. The teacher quality shows in their exam results. Last summer almost half of A level entries at independent schools scored A or A* grades – twice the national figure. By contrast, in the state sector there are teacher shortages in subjects including maths, science, computer science and languages, a crisis likely to be made worse if Brexit happens and teachers from EU countries return home. Only 80 per cent of the number of trainee secondary school teachers needed in the state sector were recruited last year, with targets missed in

nearly all subjects. In addition, over the next six years the forecast is that pupil numbers will increase by almost 20 per cent making the teacher recruitment and retention problems even worse and class sizes even bigger unless action is taken. Moreover, changing demographics are adding to their woes. As the population bulge in primary schools moves through to secondary there is growing concern that some parts of the country will be swamped by demand. However, in Wandsworth, Adam

Finton House School

REACHING THEIR POTENTIAL In order for every child’s potential to be reached, Ravenstone Primary has developed two initiatives to provide enrichment opportunities at the core of school life. Community Spirit sets out over 30 different roles that children can apply for within school, and if successful following an interview process, they carry out that role every week. Pupils have opened a school shop, become the school gardeners, lunchtime heroes, early morning readers or school ambassadors. This ownership encourages children to be resilient and to think outside of the box while taking great pride in the school.

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Saturday 12th October OPEN DAY 9:30 to Saturday 11:30am 12th October 9:30 to 11:30am

Wells is content that they have matched demand with supply. “We have no plans for new schools as there is no need. Our strategy has been to expand existing schools,” he says, although there are plans for a new primary school in Nine Elms if demand materialises. Wells points out that it’s not necessarily about the need for places but more about demand for particular schools, such as in the Northcote Road area. State primary schools such as Honeywell and Belleville remain hugely popular, evidenced by their smaller

Ravenstone Entitlement encourages pupils to have belief in themselves and to aim high. Every term, children take part in at least one school trip (museums, historical sites, business centres), one internal visit (authors, designers, MPs, theatre workshop) and a themed day. The internal visits can create a great desire to achieve and to think beyond Ravenstone’s walls. When the world’s youngest ever female aeroplane captain spoke to Year 5/6, all the girls were inspired to fly planes – exactly the desired result of our approach. Source: Ravenstone Primary School

threshold distances, of 250m and 391m respectively. Despite this, 75 per cent of parents were successful in getting their first choice of primary school in the borough, compared with 60 per cent for Wandsworth’s 11 secondary schools. “Overall, 95 per cent were offered one of their preferred schools so it demonstrates that we’re meeting parental preferences,” says Wells. Some of our best state school teachers are also being lured abroad to work for lucrative tax-free salaries in overseas schools like Dulwich College and Brighton College. State schools, even our best grammar schools, are now saying they cannot offer A level classes in less popular subjects such as music and German, because they cannot afford the pupil teacher ratios.

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children. (See feature, page 71). New compulsory sex and relationships lessons being piloted in state schools will mean that even five-year-olds can be taught about healthy relationships, and same-sex families. In secondary schools the lessons will include sex education as well as the risks of cyberbullying, sexting and viewing pornography websites.

DEMOGRAPHICS – THE PRIMARY/PREP BULGE HITTING SENIOR SCHOOLS In the decade prior to 2012, London experienced a very high birth rate and low out-migration leading to rapid growth in the number of children living in the city. This resulted in the need for expansion in the number of primary school places available (Source: GLA Intelligence).

Dulwich College

One subject not being discarded in either sector is coding. As a growing opportunity in the workplace, schools are embracing the challenge. “All around the globe coding has become an intrinsic part of our lives,” says Eveline Drut, Headteacher at Eveline Day School. “We believe that children as young as three years old in our Reception classes should explore the world of coding and build upon these skills all the way through to our senior year children. We give them the opportunity to develop their logical thinking and problem-solving skills through fun and exciting games and platforms which brings out their creativity and imagination.” Coding can strengthen cognitive skills and encourage logical thinking too. The concept of coding as an essential life skill is echoed by Graeme Delaney, Principal at The Hall School Wimbledon. “Coding encapsulates, among many other skills, problem-solving, team work, resilience, inquisitive mind and creativity in a cross-curricular environment. Whether developing computer games or building and programming robots in a competitive environment, coding is a fun and useful skill for life and work. Learning how to solve real life problems through coding prepares you to live in the digital world of today and succeed professionally in the future.”

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However, opportunities come with risks and we must help children make sense of the digital world, explains Deputy Master Academic, Damian King at Dulwich College. “In an age in which data is power and large companies are using that data to anticipate behaviour and make devices more addictive, teaching pupils about what information they are unwittingly sharing as well as being aware of cyber security is critical. In turn, we are aiming to develop users and creators that have an appreciation of the world they are shaping, a knowledge of what consequences there are to using the web and assessing what is real and what is fake. In short, an awareness of Digital Citizenship.” Bullying, suicides, mental health issues and knife crime have been some of the issues worrying education experts this year. One of the saddest stories I wrote last year was based on an interview with Pat Sowa, a former primary headteacher whose lovely, clever 17-year-old son killed himself after being bullied for being gay. With the suicide of the south London schoolgirl, 14-year-old Molly Russell and her father Ian’s powerful interviews drawing attention to the self-harm she had viewed online before her death, there is increasing scrutiny in schools of the effect of the online world and social media on

As this mini baby-boom bulge moves into adolescence, there has been the same pressure on secondary places with most London boroughs reporting an increase in demand, and it is estimated that 65,000 additional school places will be needed by 2027/28. This demand applies across the whole sector and the resulting impact on London secondary places has meant that schools have tended to raise the entry bar ever higher, placing children under increasing pressure to be successful from even earlier ages. At a time when mental health is being talked about more openly than ever, this is a cause for concern. More options are needed in London that cater to the widest possible cohort of children to enable parents to have a valid choice, and not to be forced into decisions that are not necessarily right for them and their children. Source: Broomwood Hall

Putney High School

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NORTHWOOD SCHOOLS

Rising numbers of children, including very young ones, are being diagnosed with mental health problems, ranging from anorexia to anxiety and depression, and schools are required to shoulder responsibility for monitoring the problem. Teachers are being sent on courses to spot the signs of mental illness and lessons in meditation, yoga and mindfulness are being introduced in many schools. The knife crime epidemic among youngsters – and the rising death rates – are also being tackled in classrooms especially in big cities like London, Birmingham and Manchester with hard-hitting lessons even in primary schools and talks from bereaved parents and police about the dangers of carrying a knife. The risks and benefits of regularly testing and examining children has been in the news too. At the biggest teaching union conference this spring, Jeremy Corbyn promised to scrap all national tests in primary schools, or Sats as they are known. By contrast the Conservatives are still determined to introduce a so-called baseline test for four-year-olds, despite concern from some parents, and continue testing 11-year-olds. The last of the new harder GCSE subjects were rolled out in this summer’s exams for state schools. Some

A GROWTH MINDSET As parents we have a considerable influence over how our children’s belief system develops. The language we use and the actions we take show our children what we expect. Communicating the values of hard work and effort supports learning that leads to success. As part of a Growth Mindset, that communication aids the development of the self-confidence to challenge ourselves without a fear of failure. Although no parent will relish the thought of their child failing, children with a Growth Mindset do not let failure define them; instead, they use setbacks to motivate them.

private schools are insisting on sticking with international GCSEs, which some critics say are easier, while they watch how the new tougher GCSEs and A levels bed down in the state sector. Top universities are coming under pressure to accept more state school pupils. One private school head, Stowe’s Anthony Wallersteiner, believes that access and participation plans had “successfully

By modelling a Growth Mindset, children will be encouraged to love challenges, enjoy effort and learn that making mistakes, struggling through obstacles, and rebounding from failure are natural life experiences. Encourage your child to be resilient and not give up, even when they find something difficult or frustrating, and celebrate their mistakes as portals to learning. So, the next time you are tempted to correct your child’s homework for them, hold back: you could be denying them a vital opportunity to learn, grow and improve. Source: The Hampshire School, Chelsea

ALL SITES OPEN DAY FRIDAY 11 OCTOBER 9am-2pm

Come and see all that we have to offer your child across Northwood Schools. To see a full programme of events at each site during the day and to register to attend, please visit www.northwoodschools.com or contact admissions@northwoodschools.com . 020 8682 8830

BROOMWOOD HALL • BOYS & GIRLS 4-8 YEARS LOWER SCHOOL

driven down the number of Oxbridge places awarded to privately educated pupils”. For the first time for a while there are clear signs that in some parts of the country, notably London, the gap between state and private school achievement is closing. But parents should always visit any school they are thinking of applying to, to make sure it is a good fit for their individual child and their needs and passions.

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68-74 NIGHTINGALE LANE, SW12 8NR

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NORTHW OOD SENIOR 13-16 YEARS NEW CO-EDUCATIONAL SENIOR SCHOOL OPENING 2020 Ravenstone Primary School

NWSSenior@northwoodschools.com, 020 8682 8821 www.northwoodschools.com 3 GARRAD’S ROAD SW16 1JZ

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CHOICES

Founded 1594

WAY TO GO Single-sex vs co-ed, state or private, day or boarding? Nicola Woolcock, Education Correspondent of The Times, unpicks the educational choices facing every parent

A school of “young people ready to make a positive contribution to a global society.” INDEPENDENT SCHOOLS INSPECTORATE

Scholarships and fee-assistance available

Windlesham School

Lower school open morning

Sixth form open evening

Saturday 14th Sept 9am-12pm

Wednesday 25th Sept 4.30pm-6.30pm

Please book online for the headmaster’s talks

www.emanuel.org.uk

he vitality of independent schools increasingly depends on their location and what they offer to set themselves apart. No longer can a school assume that parents will beat a path to its door, ready to hand over a considerable part of their income.

Fees continue to rise above inflation, state school standards continue to rise and private schools continue to come under pressure to justify their charitable status and provide means-tested bursaries, rather than scholarships not dependent on income. But despite this, the popularity of private

schools in London and the South East shows no sign of abating. The latest Independent Schools Council (ISC) census has a map revealing the geographical breakdown of fee-charging schools across the UK - pupil density is highest in south-west London (Wandsworth, Richmond and Kingston-

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upon-Thames among others), plus a couple of other hotspots outside the capital. While London schools are buoyed up by high salaries and affluent foreign families, this should not engender complacency. Plenty of schools in other parts of the country are struggling, have gone coeducational or have closed or merged with neighbours, and house prices are stagnant or even falling in some London boroughs.

Single-sex vs co-educational Single-sex schools have experienced a long but very slow decline over the last few decades. They give multiple reasons for this: many former girls’ or boys’ schools that have gone co-ed have justified it on educational or social grounds, saying there is growing awareness of the benefit to boys of having girls around. Tempers have frayed among heads defending their support for single-sex or mixed education.

TECHNOLOGICAL LEARNINGS Technology brings exciting possibilities, but how to ensure it is an effective tool to support and enhance learning in the classroom and at home? Wimbledon High is a Microsoft Showcase school and one of the EdTech 50. Collaboration – students can work together on a task in the classroom or remotely as homework Feedback – timely, clear and personal feedback from teachers is vital for learning and so much easier with online systems Innovation – from designing apps to learning robotics, computing skills can be brought to bear on global problems through subjects like geography, the sciences, maths and design Cross-curricular understanding – tech tools make it easier for groups of students and teachers to work together across subjects, much as the working world uses interdisciplinary teams to reach ambitious goals Organisation – learning to keep online files methodically, grouping e-notes or photos alongside classroom notes and essays helps students develop independent research skills Curiosity – why does that robot do what it does? What could we make it do? Exploring tech develops problem-solving skills A good school will see teachers using technology seamlessly; when it positively benefits learning, the focus will always be kept on the humans in the room. Source: Wimbledon High School

Eaton House boys and girls are bright, enthusiastic, engaging and have a love of learning. The non-selective entry at 4+ allows children to blossom academically and emotionally at the right pace for each child and our results speak for themselves.

Our girls and boys receive both academic and non-academic scholarships and attend a wide range of prestigious senior schools, including Westminster, James Allen’s Girls’ School (JAGS), St Paul’s School, Dulwich College, Winchester, Wycombe Abbey and Eton.

Come and visit us and discover for yourself what makes us so special. 58 Clapham Common North Side, London SW4 9RU

020 3917 5050 | sfeilding@eatonhouseschools.com | www.eatonhouseschools.com

Alleyn’s Junior School

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EATON HOUSE SCHOOLS Celebrating 120 years of excellence

Richard Cairns at Brighton College, has questioned the ongoing need for girls’ or boys’ schools, as the sexes will mix in their professional lives - schools should mirror this, he says, and girls need to learn to socialise with boys in the classroom. He claimed it was “breathtakingly patronising” to suggest that girls clammed up in front of boys. However Jane Lunnon, Head of Wimbledon High School, has referenced the ‘#MeToo’ movement and the centenary of the suffragette movement in her defence of the sector. In response to Mr Cairns’ comments she said: “Less than 100 years ago, women and girls in this country were being dismissed with such casual sexism, and were having to fight so hard not to be patronised,” adding that prejudiced thinking was pervasive, insidious and dangerous. “Of course, girls don’t need boys to be confident, articulate, engaging and compelling in social situations or in class,” she said. Whether because of financial or societal pressures, some formerly single-sex schools have opened their doors to the opposite sex in recent years. Oona Carlin, a head who opened up her girls’ school in Ipswich to boys in 2017 spoke of “moving with the times”. However, she had adopted the socalled diamond model, where children are educated together in the primary years, separated from 11-16 and are taught together again in sixth form. It is a system used by at least a dozen schools, including The Royal School, Haslemere, which partially segregates from the age of seven and fully from 11-16. While nationally schools are increasingly going co-ed, some of the biggest names in single-sex education are in London and the home counties. It is unlikely that City of London, Roedean,

WHITGIFT Less than 100 years ago, women and girls in this country were being dismissed with such casual sexism, and were having to fight so hard not to be patronised

Broomwood Hall Lower School

Whitgift is one of Britain’s finest independent day and boarding schools for boys aged 10 to 18. Set in 45 acres of parkland, we offer pathways for IB and A Levels plus a Section Française. Generous bursaries and scholarships are available.

BENEFITS OF CO-ED VS SINGLE-SEX We see our co-ed status as a sign of the times. While historically the independent sector thought it much better to educate separately, it’s no longer an opinion held by all educators. First and foremost, we see a co-ed structure as a natural reflection of life. Mixing with the other sex is very good preparation for university and helps children grow the understanding and emotional intelligence to communicate effectively with their peers. In addition, during classroom discussion and debates in a co-ed environment,

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AN OUTSTANDING EDUCATION

children share perspectives from both the male and female point of view. Students are able to learn that men and women are not inherently the same but different, each with their own strengths, and that this does not detract from striving for equality. For children to thrive and succeed they need to feel happy and content in their surroundings. There is ‘no one size fits all’ model when it comes to choosing a school; whether you choose single-sex or co-ed, it has to be a choice made entirely around your own child’s character and need. Source: Eaton Square Prep School

If you wish to visit the School, please see our website for dates of Open Days.

Parkgate House School

North London Collegiate School, Wycombe Abbey, Dulwich College or King’s College School in Wimbledon will go mixed at any stage beyond the sixth form - although the boys-only St Paul’s School was reported earlier this year to be considering taking girls. Single-sex state schools have also seen numbers decrease but hundreds remain and others have even opened. They include The Fulham Boys School, a free school that opened in 2014. Burntwood School in Wandsworth is also resolutely single-sex; its mission statement is “the best education today for the women of tomorrow”. Others in the south-west London area for girls include Streatham & Clapham High School, Sydenham High School and Sutton High School, all members of the Girls’ Day School Trust. Some experts insist that girls and boys flourish without the other sex around as a distraction or intimidation and that it also allows the school to tailor teaching styles and the curriculum. Others disagree. “Boys’ schools are able to develop their own resources, choose their teachers, and design their curriculums with only one goal in mind, to meet the educational and developmental needs of young men,” says Sarah Segrave, Head of Eaton House The

Emanuel School

Bright children, Exceptional opportunities All the fun of the fair: recent excitements for our littler children this year included a Superheroes workshop, a visit from a flock of farm animals to our very own garden, trips to local landmarks like the Shard and the London Wetlands & several top authors like Cressida Cowell.

Not a problem. With three Wet play? indoor

halls huge

sports and a 70m x

40m astroturf 4-pitch,

Newton Prep has plenty of space inside and out!

“Newton combines knowledge of families with great space and facilities in which children are encouraged to be themselves. All the teachers understand my children, the management is open to fresh ideas and the school is big enough to accommodate variety.” Current parent

Our annual Open is Saturday October, 9.30am-12.30pm, but we also run

Day 12th

more personal Headmistress’s Tours most during Fridays

term-time: please sign up via our website now.

100% Bursaries from Year 3 upwards for sparky children who might not otherwise be able to afford We can offer

a fee-paying school. Contact us now for more details.

A co-ed London prep school for children 3-13 020 7720 4091 www.newtonprepschool.co.uk

Manor Prep and Director of Education at Eaton House Schools. Parents - who know their children best will be able to gauge whether or not a singlesex environment will suit their offspring’s personality.

State vs private The state vs private debate has moved in recent years from the quality of teaching to the exceptional extracurricular activities. Many of the big name independent schools are highly academically selective, catering for children who are intellectual and can hold their own in the classroom. However, many state schools - particularly in London - also have very high standards and impressive GCSE and A level results. Partly this was triggered by the London Challenge, which began in 2003 to transform results across the capital’s secondary schools. Other state schools have long had gilded reputations, including Grey Coat Hospital School in Westminster, where Michael Gove sent his daughter, Holland Park School in west London and The London Oratory School in Fulham. Add to this the numerous grammar schools on the fringes of the capital, in

King’s College School

GRE T

Independent schools continue to offer forms of education which are thin on the ground in the state sector, such as single-sex schools

DON’T THINK ALIKE

Learners Today, Leaders Tomorrow At Box Hill School, we understand all students are individuals and approach learning in different ways. Our holistic approach to education develops our children’s intellectual, social, physical and artistic talents. It encourages them to explore a path of self discovery thus stimulating the unique abilities within each child to achieve success.

A SINGLE-SEX EDUCATION

Open Morning, Sat 5th Oct 2019, 10.15am – 12pm School At Work Day, Thurs 14th Nov 2019, 11am – 12.15pm For 2020 open events please visit our website

Easily accessible from South West London

DAY, WEEKLY & FULL BOARDING London Rd | Mickleham | Dorking, | RH5 6EA +44 (0)1372 373382 | boxhillschool.com

Beyond tackling the difference in learning styles and concentration levels that there can be between girls and boys, the added benefit of single-sex education is that it can free children from any preconceptions about what comprises a ‘boy’ or ‘girl’ activity. Whitgift has a thriving uptake within performing arts and music and within co-ed schools these areas can often be dominated by girls. Indeed, there is evidence to show a much higher uptake of sciences at girls-only schools than at co-eds. Parents of new boys in Year 6 or 7 are often surprised to learn their son has a talent that they knew nothing about, one of the reasons behind our music scheme where all new joiners have a term of music lessons – even if they have never picked up an instrument before. We encourage the boys to reach outside of their comfort zone and give things a go. Ultimately, parents need to look at which school will provide the most suitable learning environment for their child to grow in confidence, so they can discover new talents and achieve their fullest potential. Source: Whitgift

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Pre-preps Schools for children aged three to seven; the majority are co-educational and independent. Prep schools Schools for children aged seven to 11 or 13, depending on the choice of senior school. The majority are co-educational and independent and either stand-alone or attached to a senior school. There are day preps and boarding prep schools. Primary schools Schools for children aged four to 11, usually in the state sector.

pools, concert halls and tennis courts. Pupils are exposed to illustrious speakers, and societies for debating, rocketry, robotics or dissection. Barnaby Lenon, the former head of Harrow and Chairman of the ISC, said: “Independent schools continue to offer forms of education which are thin on the ground in the state sector, such as single-sex schools, boarding, special needs schools and those with an emphasis on music and dance or cathedral choirs.”

Whitgift School

Sixth Form Open Event Mon 16th Sept 2019, 6pm - 8pm

JARGON BUSTER:

Barnet, Kent and Sutton, and the picture for parents choosing the state school route is far from bleak in many areas. Several highly academic state sixth form schools have opened in recent years, including King’s Maths School, set up in partnership with King’s College London, and Newham Collegiate Sixth Form Centre, where 95 per cent of leavers had an offer to study at a Russell Group university last year. So why are many families still fighting to get their children into private schools and paying handsomely for the privilege? While the average boarding fee is £34,700pa nationally, it is £40,000 in London. Day fees are £14,000 nationally and £17,300 in the capital - a hefty investment for most families, particularly those with two or more children. One reason is the outstanding exam results at many independent schools. Another is the more personalised attention - class sizes tend to be smaller as does the average school size (505 pupils at a senior school compared with about 950 in a state secondary). But it is the quality and breadth of the arts, music and sports on offer that really swings it for some families. Many state schools are struggling with squeezed budgets and curriculums that are ever more focused on core subjects, while private schools, according to this year’s ISC census, boast hundreds of dance studios, swimming

Day vs boarding British boarding is world renowned, whether for good or bad. Most boarding schools are keen to boast that they are unrecognisable from the days of yore, when

GRE T

DON’T THINK ALIKE

Private schools Also known as independent schools, they are fee paying. Pupils don’t have to follow the national curriculum and the schools are inspected regularly, either by Ofsted, the Independent Schools Inspectorate or The Bridge Schools Inspectorate. Public schools These schools are fee paying, despite their name. They were originally established to educate the children of civil servants and soldiers working in far-flung corners of the British Empire, and as such tend to mirror establishment values. Secondary schools Schools for children aged 11-16 or 18, usually within the state sector.

Sixth Form Open Event Mon 16th Sept 2019, 6pm - 8pm Open Morning, Sat 5th Oct 2019, 10.15am – 12pm School At Work Day, Thurs 14th Nov 2019, 11am – 12.15pm For 2020 open events please visit our website

Easily accessible from South West London

DAY, WEEKLY & FULL BOARDING London Rd | Mickleham | Dorking, | RH5 6EA +44 (0)1372 373382 | boxhillschool.com The Laurels School

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spartan dormitories, cold showers and regular beatings were accepted. Now many claim to offer study bedrooms, restaurantstandard meals, pastoral support and even pet dogs. (See our feature on boarding schools on page 65). Boarding is more of an option today because of the more flexible arrangements. Increasing numbers of schools offer flexiboarding, the chance to stay just one or two nights a week. Weekly or flexi-boarders now account for 18 per cent of all boarding pupils, up from 15.7 per cent two years ago. Despite this, the cost over a day school can be prohibitive for parents. Day schools might not be spread over huge acreage but they can offer a good selection of co-curricular activities, and a cohort that is more likely

The Hampshire School

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CHOOSING A SINGLE-SEX SCHOOL FOR BOYS • If you want boys to be taught in an active manner, specially geared to their needs, an all boys’ Pre-prep and Prep is a good idea • Get a good explanation of how boys will be actively and practically challenged and ensure a school has enough resources to help your son discover his strengths and passions • Look at the ways in which boys are supported so they thrive and achieve their best academically as well as in their sporting, artistic, dramatic and social life

• Is the school a merit culture? Boys love challenges

Come and visit our incredible senior school in the heart of Mayfair Boys and Girls 11 - 18 years old

• Finally, any boys’ school that you consider should have an open door policy and an experienced staff of committed male and female educators. The chance to speak briefly to your class teacher every day and to receive a sympathetic ear for any problem is invaluable.

Source: Eaton House The Manor

www.eatonsquareschool.com/mayfair/

INDEPENDENT SCHOOLS SHOW 2019 Where else could you find 200 private schools represented under one roof, combined with a full agenda of practical advice sessions sharing expertise from the brightest thinkers and the most respected heads across all aspects of junior and senior school entry?

Independent Schools Show

The Show enables parents to cut through the noise. It’s a less intimidating approach to gathering information

The answer is the Independent Schools Show. Being staged at the Battersea Evolution venue in Battersea Park on Saturday 9th November (10am-5pm) and Sunday 10th November (10.30am4.30pm), exhibitors include nursery schools for those children starting out on their educational journey, prep schools for seven and eight-year-olds, senior schools for 11 and 13-year-olds and sixth form schools for 16-year-olds. “The Show enables parents to cut through the noise. “It’s a less intimidating approach to gathering information,” says David Wellesley-Wesley, the Show Founder. The range of exhibitors span day and boarding schools, including a vast range of those schools popular with children living in Nappy Valley, including Bedales,

Caterham School, Eaton Square, Mayfield, Millfield, Putney High School, Streatham & Clapham High School, Sutton High School, Sydenham High School, Trinity, Wellington, Whitgift, Wimbledon High School and Young England Kindergarten. “Parents can come to the Show with a problem, perhaps they are looking for a senior school, a pre-test of 11+, and leave reassured. It takes away the angst and anxiety after the realisation that London schools are unbelievably academically selective.” Sessions on both days embrace subject matters close to the heart of parents with younger children, including an overview of London schools, how best to pay for private education, 11+ and Common Entrance explained, the merits of changing or staying in the same school and the pros and cons of boarding. For parents of senior school children, Saturday and Sunday sessions include how best to choose a senior school, the merits of changing schools at sixth form, options for 16+ and adolescence in the digital age. For more information and free tickets when you book in advance, visit www.schoolsshow.co.uk

Boarding is more of an option today because of the more flexible arrangements to live close by so your children can build friendships while parents keep a watchful eye on homework and social activities. It is nonetheless a dilemma when choosing between day and boarding. Are you happy to wave goodbye to your child each week? Does he or she have the personality to settle into boarding life and fully embrace the ethos of the school? For some families, the choice to board is one dictated by their lifestyle, such as if both parents regularly work late or travel abroad. Heathfield School in Ascot is one of the few girls’ full-boarding schools. Unlike many others, it does not offer flexi-boarding but girls have at least seven weekend visits home each academic year, plus the option to take more, and the half-term holidays. It

The White House

Alleyn’s Junior School

A SUNDAY TIMES TOP 100 PREP SCHOOL

OPEN DAY

SATURDAY 12TH OCTOBER 1-3PM

Open Events in September, October and November.

Co-educational excellence in a caring community for boys and girls aged 4 to 11. Our 2019 Open Events will take place on:

INDEPENDENT EDUCATION WITH A CATHOLIC ETHOS FOR GIRLS AGED 11 – 18

INDEPENDENT EDUCATION WITH A CATHOLIC ETHOS FOR GIRLS AND BOYS AGED 3 – 11

1 CHELSEA EMBANKMENT | LONDON | SW3 4LG 020 8674 7229 ENQUIRIES@THELAURELSSCHOOL.ORG.UK THELAURELSSCHOOL.ORG.UK

7-11 NIGHTINGALE LANE | LONDON | SW4 9AH 020 8772 1911 LYNN.HOWELL@OLIVERHOUSE.ORG.UK OLIVERHOUSE.ORG.UK

• Saturday 21 September from 10.00 am to 12 midday • Thursday 3 October from 1.30 pm to 3.00 pm • Tuesday 5 November from 1.30 pm to 3.00 pm All are welcome to attend these events and there is no need to book. Visit our website for full details. juniorregistration@alleyns.org.uk | 020 8557 1519 | www.alleyns.org.uk Townley Road, Dulwich SE22 8SU

SCHOOLS GUIDE 2019 TOP 30 INDEPENDENT SECONDARY SCHOOL

also started taking day pupils a few years ago. During weekends at school, activities include banana boating and skydiving. Marina Gardiner Legge, the headmistress, deliberately inculcates resilience among pupils at the small school of just 180 pupils (about 70 per cent are boarders). She said that she strove to create a safe environment, but not so nurturing that girls were overwhelmed when they went to university or into the world of work - “they need to be happy, but not too happy”, she said, tongue-in-cheek. She added that in terms of risk-taking, there was a balance to be struck between anxiety and boredom. Recent speakers, including polar explorer Rosie Stancer have been chosen to talk about their experiences of significant or public failure, and how they overcame that. Parents considering boarding should look very carefully at the pastoral support and what it offers to those who are homesick or struggling. What sports, music and group activities are promoted? During visits, do pupils look happy? Crucially, is your child enthusiastic to give it a go and fully aware of the reality, rather than fuelled by a Harry Potter fantasy?

SCHOOL PROFILE

ABOVE AND BEYOND Northwood Schools extends its educational ethos to 16

Wimbledon High School

TECH IN CLASS Technology in the classroom is transformative; it liberates teachers from having to teach at a single speed or to conform to one approach, and it enables children to learn in the way and pace that is best for their own learning style. Teachers are able to share ideas and apps with each other and track what works for a child in one subject to see if that’s true in another. It also connects us as a school community as we can see examples from other classes, year groups and lessons – and occasionally, it can take us outside our own experience to engage with children in another school or on virtual visits to other countries - even into outer space! Technology also enables us to teach valuable life lessons including distinguishing between what is real and what is fake news; understanding the real life consequences of online actions whilst also learning to collaborate, solve complex problems and devise and deliver creative presentations. As educators, we need to be at the forefront of understanding what technology means for the future, ensure that we keep ourselves educated about its potential and harness it for the greater good. Woldingham School

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Source: Northcote Lodge

The opening of NorthWood Senior in September 2020 will fulfil a long-held ambition to extend the bespoke, childcentered education of Broomwood Hall and Northcote Lodge from preparatory to secondary level. After years of discussion and increasing demand from existing parents who wanted the option to continue their children’s education beyond the age of 13 within the Northwood Schools family, the group will open a co-educational senior school, initially for pupils aged 13-16 (Years 9, 10 and 11), at what is currently one of Broomwood Hall’s pre-prep departments on Tooting Bec Common. Northwood Schools’ Founding Principal Katharine Colquhoun said: “This is a landmark moment for us. It represents the fulfilment of the founding educational vision of Broomwood Hall 35 years ago, which was to create a local school that offered the highest standards whilst preparing children for life beyond education. That ethos and philosophy on which the school was built still holds true today: a belief in the value of hard work; the importance of self-

discipline and responsibility; in tolerance and a sense of duty; in firmness, fairness and empathy with others; in behaviour and good manners; and above all, in a child’s right to be a child.” The requirement for a stand-alone local site, with access to excellent facilities coupled with planning restrictions, have made it hard to find a location. As a result, after having searched for some time, the decision was taken to establish the school at Garrad’s Road, SW16, one of Broomwood Hall’s two Lower School sites which already has an educational licence, and to consolidate the Lower School into the Wandsworth site. NorthWood Senior Head Susan Brooks

NorthWood Senior will bring to life the group’s vision of what a modern senior school should be

NorthWood Senior will bring to life the group’s vision of what a modern senior school should be, and should meet the demand for a local day school that addresses the chronic shortage of secondary places in south London rapidly turning into a crisis - whilst staying true to the group’s ethos and principles. The strong focus on pastoral care, of which Broomwood Hall and Northcote Lodge are so proud, will continue, and there will be an equally strong focus on life-skills as preparation for the changing demands of the 21st century workplace and the challenges of modern life. While Broomwood and Northcote will continue to prepare children for the school that is right for them, the addition of NorthWood Senior will expand that choice. NorthWood Senior will be small with around 45 places per year group. Whilst there will be priority entrance for children from Broomwood Hall and Northcote Lodge, the intention is that the school should be open to any child in the local area who could benefit from the new school’s approach. Entrance will be by a combination of school report, baseline testing, group activity and a meeting with the newly appointed Head Designate, Susan Brooks, currently Deputy Head, Academic of Broomwood Hall.

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ESSENTIAL TIMELINES - Navigating the British education system - key dates and milestones

0-1

3½-4

1-2

4-11

11-18

Pre-prep school

4-7/8, 11 or 13

State primary school application deadline. This is the January of the year the child is due to start school, so those who will turn 5 during their first academic year (1st September – 31st August)

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

4½ 7/8

Pre-school or kindergarten starts

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

7/8 or 13

Independent prep school: your child will be assessed for selective schools aged 3 or 4

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

13-18

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. Applications for many boarding schools are often 18-24 months, or even 3 years, before the year of entry, not just 12 months like many London day schools

16-18

Independent day or boarding schools. There is a Year 6 entry at some independent secondary schools, with exams taken in Year 5 (10+). The 11+ exam is taken in 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

Finton House is an inclusive, non-selective prep school in Wandsworth for boys and girls aged 4 to 11 years old.

YOUR CHILD’S Independent Day School for Boys Co-Educational Sixth Form

adventure

OPEN MORNING

Shirley Park Croydon

Saturday 5th October 2019 9am –12pm or visit us by appointment

A LEVEL CHOICES AND SIXTH FORM OPEN EVENING

Monday 14th October 2019 by appointment CARING DEEPLY

•

trinity-school.org B1955[b] Trinity 125x200mmL.indd 1

OUTSTANDING LEARNING

•

JOINING IN

@TrinityCroydon

•

LOOKING OUTWARDS 020 8656 9541 10/06/2019 15:16

The educational experience at Finton is more than just a journey, it is an adventure which excites children to learn and explore. Assisted and free places available in Year 3.

020 8682 0921 / admissions@fintonhouse.org.uk / 171 Trinity Road, London SW17 7HL

OPEN HEARTS AND GUIDING HANDS

2½3

Some pre-prep and prep schools require registration the day your child is born, or shortly after

EARLY YEARS

HIGH FIVE Research consistently tells us that good early years education forms the basis of every child’s future success at school and beyond. Little wonder that parents strive to get this crucial stage of their child’s development right, says Susan Springate hloe Keys, Deputy Headteacher at Trinity St Mary’s C of E Primary School in Balham, who has welcomed two-year-olds to the school in its new setting for the past two years, proclaims: “Early Years is the foundation of all other learning. A child will develop their love of learning, their questioning and their curiosity about the world around them at this age. Research shows that those children who get a solid foundation stage education should continue to improve as they move through the rest of their school career.” An ever-growing number of women are going back to work early on in their child’s infancy, so the demand for nursery and daycare places is at a premium. Added to this are the recent reports that many council-run nursery schools could close if the government fails to safeguard funding beyond 2020. Many families in the area rely on private nurseries, but should the shrinking number of providers become a reality, it could have an impact on the whole early years community.

Professionals in the sector however, are advising parents to stay calm. There have been no nursery closures in Wandsworth so far. In fact, a couple of new nurseries have opened in Battersea and Tooting, and most are confident they can continue to provide high-quality places for all, despite the high demand. Some are planning on expanding to meet the need; Noah’s Ark Nursery is proactively looking for a site for another nursery, according to Principal Mrs Baldwin, who has also added more afternoon sessions in response to parental demand. Elsewhere, bilingual École du Parc has introduced afterschool care so that parents can pick their children up either at 5pm after they have done drama, cookery or science, or after tea at 6pm, and Trinity St Mary’s offers afterschool enrichment clubs. So how do you go about preparing for this first step onto the educational ladder? As with most big moments in life, it’s best to be well prepared and well versed in the options open to you.

What are the options? Nursery schools - offer education for children aged from two-and-a-half to five. They are registered with Ofsted to provide childcare and are usually open part-time. Your child’s first 15 hours a week are free. Private nurseries are also able to provide free nursery places if they are registered with both Ofsted and the local council. Pre-school playgroups - offer places for small groups of children aged from two-anda-half to five to learn and play together.

Eaton Square Upper Prep School

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Day nurseries - offer childcare for babies under one up to children of five, and are always registered with Ofsted. Usually open all year round from 8am to 6pm. For three and four-year-olds, they follow the same Early Years Foundation Stage (EYFS) curriculum as nursery schools.

Eaton House The Manor

Independent schools - some provide education for children aged from three before moving into the Reception in the year in which they turn four, and then up to 11. Schools must be registered with the Department of Education and are usually open part-time, in keeping with school terms. The first 15 hours a week are often free. Childminders - offer paid-for childcare for more than two hours a day, usually in their home but sometimes in yours, and always registered with Ofsted.

How to choose a nursery or pre-school “My advice would be to visit a number of nurseries when you know a little bit more about your child, so you can be confident with your decision,” says Sarah Sanger, Principal of Woodentops Nursery. It’s good to arrive with a few questions up your sleeve, which will help you to be mindful of not just the environment that welcomes you, but also to discover what goes on behind the scenes as well as day-to-day for the children.

Just outlined fonts.

THE EARLY YEARS For this fundamental stage in a child’s development, parents should consider the following:

• Is there a wide and balanced programme of activities to introduce children to the Early Years Foundation Stage curriculum (EYFS)? Ask to see the daily timetable as well as weekly and monthly plans

• Parents are partners so there should be regular and clear

Montessori preschool education, where the love of the great outdoors is fostered.

communications from teachers. Expect to receive weekly updates on what’s been happening in class and secure links to see your child’s work, as well as consultations each term to review progress

• Find out the ratio of teachers to children. How long have those teachers been in the post and do they look happy in their work? Does the school have good staff retention rates?

Tatler’s top 10 nursery schools.

• Do the children seem genuinely engaged? • How often are the children’s displays changed? Dolphin School

Butterfly Pre-School

• Is there proper investment in the school - how well maintained are the facilities, equipment and materials?

CLAPHAM

info@thebutterflypreschool.co.uk

0207 738 0019

WIMBLEDON

wimbledon@thebutterflypreschool.co.uk

07932 323 026

thebutterflypreschool.co.uk

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“As a new parent, you often don’t have a clue,” says Eva Toth, Co-Head in charge of admissions at bilingual nurseries L’École du Parc. “Make sure the ratio is right (legally 1:4 under three years and 1:8 over three years) and there is good interaction going on between children and staff – and that there isn’t a child left crying on the carpet!” Ultimately “go with your gut feeling,” advises Rozzy Hyslop, Principal of Marmalade Schools. “You’ve got to like the head and the school’s ethos and how they communicate with you.” Settling in - Most nurseries have settlingin sessions to support the children - and their parents - with this next crucial step in their development. The Kindergartens for example, offers home visits, half-hour music sessions and a welcome party before starting, to ease the settling-in period and to begin the crucial parent partnership.”We ask parents to walk their child past the school so it becomes a familiar building, to share stories on the subject of starting nursery, to pop in beforehand so they can see the classroom and once they start, they will be greeted by the same teacher,” explains Vice Principal Joanne Allen. Butterfly Pre-school Head Charlotte Butterfill advises parents to talk about the forthcoming nursery start in a positive way. ”Explain that they’re going to have fun,” she says. “My advice to parents is to give yourself enough time between settling in your child and going back to work,” says Sarah Sanger, of Woodentops Nursery. “Ideally give yourself one to two weeks after your child has settled before you go back to work full-time, so it is not too stressful for either of you.”

Separation anxiety - This is a normal part of a child’s development and nothing to fear or to try to avoid. Talk to your child about how it can be hard for us all, but that you’ll see each other soon enough and they’re going to have a lot of fun in the meantime. Don’t loiter as you drop-off. It’s best to have a quick kiss, hug and goodbye and then walk away. Thirsty to Learn - Once settled, your child will discover a whole new exciting world of making friends and enjoying activities from cooking and den building to yoga and ballet, and even weekly trips to forest school at Woodentops, who also have a creative arts studio, where a teacher comes in to do special projects with the children. “Learning through play forms the basis of what we do at nursery,” says Sarah Sanger. And because each child is unique, nurseries will find the one activity that inspires each child, explains Charlotte Butterfill. “It could be music or building bricks,” she says. “All of their learning is free play so they don’t realise they’re learning but there is an art to achieving that.” As the anxiety around school places increases, parents are understandably anxious that their child will be ready for entrance tests for prep and independent schools, as well as the new Reception Baseline Assessment due to be introduced in September 2020. At Parkgate Nursery they combine the Early Years Foundation Stage (EYFS) curriculum alongside the Montessori method of teaching. “Children will work 1:1 with teachers or in small groups alongside child-initiated learning, developing independence as they choose from a range of activities across the seven areas of learning,” explains Registrar Helen Bradley.

Towards wisdom

The Streatham & Clapham difference starts with our Nursery...

• How much time do the children play outside each day, and what are the outdoor facilities like?

• If meals and snacks are provided are they healthy and nutritious? • Does the school provide trips such as forest school and nature trails? Are there any visits from external groups - children’s zoo, healthy cooking, sporting activities, drama or pottery workshops?

• Don’t forget to look into the government’s Tax-Free Childcare Scheme, and does the school provide Early Years Education Funding? Source: Parkgate House School

Unafraid

...and lasts a lifetime. Visit schs.gdst.net to find out more Open Days Sat 5 Oct 10 am -12 pm Wed 4th Dec 9 -10.30 am Fri 13 Mar 9 am-10.30 am Special Early Years Focus

Sydenham High Prep

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“Independence at this stage is probably the best skill you can give your child,” says Eva Toth. “It is not all about phonics and handwriting but much more about being able to put on your coat, go to the loo and feed yourself.” Marmalade School’s Rozzy Hyslop says that parents can help beforehand by teaching their children the concept of independence. “Offer them achievable challenges like going to find their shoes and socialise them by doing things in groups. Children who have never left their parents will have a problem at nursery.” “For us it is about making sure children love coming to nursery every day,” adds Woodentops’ Sarah Sanger. “If they love coming to nursery they are probably going to love going to school. We just want to create this magical experience for them.”

WHAT AM I ENTITLED TO? Free nursery education All families in England are entitled to 570 hours free childcare or early education per year, which is usually taken as 15 hours a week for 38 weeks; but you can choose to take fewer hours over more weeks.

Working parents of three to four-yearolds, where both parents are earning less than £100,000 a year, are also eligible for a further 15 hours - ie a total of 30 hours - and in addition, there is the Tax-Free Childcare account, whereby the government will pay £2 for every £8 you pay your childcare provider. Find out what your family is entitled to at childcarechoices.gov.uk.

When to apply The closing date for applications for nursery places in a maintained primary school for entrance in September 2019 was February 2019. Each year follows a similar timeframe and planning ahead is essential. Visit childcarechoices.co.uk or your local borough’s website for further details.

Free education nursery providers Those offering free nursery education for three to four-year-olds include maintained nursery schools, primary school nursery classes and some private nurseries (including École du Parc and Young England Kindergarten) who offer the 15 or 30 free hours outlined above. Check with individual private nurseries. Maintained nurseries are council-run, usually open 9am to 3.15pm and free to all parents/carers. Many provide before and after school childcare too but generally do not offer nursery places for two-year-olds. Both public and private nursery schools must be registered with Ofsted and undergo regular inspections, although maintained nurseries have to undergo a more rigorous inspection – just the same as primary and secondary schools - whereas private nurseries receive an Early Years inspection.

WHAT IS THE EARLY YEARS STAGE? FOUNDATION STAGE? • The Early Years Foundation Stage (EYFS) is how the government and early years professionals describe the time in your child’s life between birth and five years old. This important stage helps your child get ready for school and prepares them for future learning. • Nurseries, pre-schools, reception classes and childminders registered to deliver the EYFS must follow a legal document, the Early Years Foundation Stage Framework, developed with a number of early years staff and parents.

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BELGRAVIA

Come and visit our exceptional prep school in our brand new buildings on Eccleston Square! Boys and Girls Nursery 2 - 4 Prep 4 - 11

www.eatonsquareschool.com/belgravia/

The EYFS Framework sets out: • The legal welfare requirements that all those registered to look after children must follow in order to keep your child safe and promote their welfare • The seven areas of learning and development to guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge • Assessments that will tell you about your child’s progress through the EYFS • The Early Learning Goals - the expected levels your child should reach at age five, usually the end of the reception year • There are two stages (at age two and age five) when the professionals caring for your child must give you written details on their progress

For more information about the Early Years Foundation Stage visit www.foundationyears.org.uk

NURSERY SCHOOLS Al-Risalah Nursery 10a Gatton Road, SW17 0EE 020 8767 0716 nursery@alrisalahschool.co.uk From three to five years Bertrum House Nursery 290 Balham High Road, SW12 7AL 020 8767 4051 office@bertrumhousenursery.co.uk bertrumhousenursery.co.uk From two to five years Bumble Bee Nursery School Church of Ascension, Pountney Road, SW11 5TU 01622 833331 Crescent Kindergarten Three locations: Flat 1, No 10 Trinity Crescent, SW17 7AE Holy Trinity Church Hall, Trinity Road, SW17 7SQ Grafton Tennis Club, 70A Thornton Road, SW12 OLF 01622 833331 Eaton Square Nursery 30 Eccleston Street, SW1W 9PY 020 7931 9469 Opening September 2019: 55-57 Eccleston Sq. SW1V 1PH. Also in Knightsbridge and Pimlico. nursery@eatonsquareschool.com eatonsquareschool.com/nurseries From two to four years

Gateway House St Jude’s Church Hall Heslop Road, SW12 8EG 020 8675 8258 gatewayhousenursery.co.uk From two and a half to four years Marmalade Cat St Andrew’s United Reform Church 1 Altenburg Gardens, SW11 1JH 020 8265 5224 marmaladeschools.co.uk From two to five years Mouse House Three locations: 27 Mallinson Road, SW11 1BW 13-15 Barmouth Road, SW18 2DT St Clement’s Church Hall, 286 Fulham Palace Road, SW6 6HP 01622 833331 thekindergartens.com From two to five years Nightingale 1 Montessori Nursery School St Luke’s Community Hall 194 Ramsden Road, SW12 8RQ 07958 567210 nightingalemontessori.co.uk From two to five years Noah’s Ark St Michael’s Church Hall Cobham Close, SW11 6SP 020 7924 3472 Ext 2 noahsarknurseryschools.org.uk From two and a half to five years

CHOOSING A NURSERY For this fundamental stage in a child’s development, parents should consider the following:

• Trust your instinct. You’ll know when you’ve got the right fit • Ask questions to ensure the nursery setting or school’s values and ethos match your beliefs and priorities. Does the school offer a curriculum that appeals to your child? Do they have a wide selection of co-curricular activities - are they better than elsewhere?

For children aged 18 months to 5 years. Monday to Friday mornings and Tuesday and Wednesday afternoon sessions.

• If you have a daughter, probe what the nursery or reception is doing to encourage girls’ self-confidence and self-knowledge. What role models will she be exposed to? Will she take risks and be messy as well as operate in a structured environment?

• Are the current pupils good role models and ambassadors? Are they happy and engaged? Are they learning? How well are they playing with each other? Think of them as an advert for the school

Streatham & Clapham Prep School

We are Ofsted Outstanding 2019 “Children make exceptional progress, are self-assured and eager to learn and explore”. Ofsted

Noah’s Ark West Side Church Hall Melody Road, SW18 2QQ

0333 455 1602 brighthorizons.co.uk From three months to five years

• What kind of wraparound care is there? Are each child’s needs

Parkgate Nursery 80 Clapham Common North Side, SW4 9SD 020 7350 2452 office@parkgate-school.co.uk parkgate-school.co.uk From two and a half to four

Balham Rainbow Nursery 3a Ramsden Road, SW12 8QX 020 8355 0892 balhamrainbow.com From four months to five years

• Check what transport is offered by the places you’re

Sparkies Nursery School 194 Ramsden Road, SW12 8RQ 07939 268861 grace@sparkiesnurseryschool.com sparkiesnurseryschool.com From 18 months to five years

Bright Horizons Day Nursery and Preschool Four locations: Bright Horizons Wandsworth Common 4 Northside, SW18 2SS 0333 920 8767

Streatham & Clapham Prep School Nursery 42 Wavertree Road, SW2 3SR 020 8674 6912 prep@schs.gdst.net From three to five years Trinity St Mary’s Nursery School 6 Balham Park Road, SW12 8DR 020 8673 4166 tsm.wandsworth.sch.uk

Call 07939 268861 to arrange a visit grace@sparkiesnurseryschool.com www.sparkiesnurseryschool.com 194 Ramsden Road Balham SW12 8RQ

DAY NURSERIES AND PRE-SCHOOLS Abacus Early Learning Nursery 135 Laitwood Road, SW12 9QH Also in Streatham (7 Drewstead Rd, SW16 1LY and 3 Palace Road SW2 3DY) and West Norwood 020 8675 8093 info@myabacusnursery.co.uk myabacusnursery.co.uk From nine months to five years Active Learning Fulham Grove House, Bagleys Lane, SW6 2QB 0333 230 4794 brighthorizons.co.uk From three months to five years Balham Day Nursery & Pre-school 36 Radbourne Road, SW12 0EF

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catered for? If your child is a ‘rising-three’ and still needs a nap, will she get it at the right time? considering, more important as your child progresses up the school. Many schools support parents with wraparound care from early morning to 6pm as well as a pick-up and drop-off bus service. Source: Streatham & Clapham Prep School

Bright Horizons Clapham 4-14 Brommels Road, SW4 0BG 0333 920 7031

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Bright Horizons West Hill 38 West Hill, SW18 1RX 0330 134 5510 Bright Horizons Northcote Road 119a Chatham Road, SW11 6HJ 0203 780 3030 brighthorizons.co.uk From three months to five years The Butterfly Preschool Two locations: 32b Webbs Road, London, SW11 6SF 0207 738 0019 The Butterfly Preschool Wimbledon Montessori St Mark’s Church, St Mark’s Place, Wimbledon, SW19 7ND 07932 323026 thebutterflypreschool.co.uk From two to five years L’Ecole du Parc Two locations: French: 64 Garfield Road, SW11 5PN Bilingual: 2 Stormont Road, SW11 5EN 020 7993 6460 admissions@ecoleduparc.co.uk ecoleduparc.co.uk From two to five years

A first-class education for girls aged 4-18, since 1887

Find out more about how we prepare your daughter to flourish and fly at one of our open events, taster days or Wednesday tours. Sparkies Nursery School

www.sydenhamhighschool.gdst.net 020 8557 7004 admissions@syd.gdst.net NappyValleyNet.com

Linden Tree Nursery Schools Three locations: 195 Lavender Hill, SW11 5TB 18 Old Town, SW4 OLB 52-53 Webbs Road, SW11 6SF 020 3900 2737 ltns.org.uk From birth to five years The Eveline Day and Nursery Schools Ltd Seven locations: 30 Ritherdon Road (Head Office) SW17 8QD 020 8672 7549 Parkgate House School

Seely Hall, Chillerton Road, SW17 9BE 020 8672 0501 Geraldine Road, SW18 2NR 020 8870 0966

Magdalen Nursery Two locations: The Lodge, Magdalen Road, SW18 3NP 020 8870 4022 The Grove, St George’s Grove SW17 OPZ 020 8682 1386 magdalennursery.com From three months to five years Playtime Wandsworth Spectrum Way, off Broomhill Road, SW18 4GQ 020 3735 9410 playtimenurseries.com From three months to five years

14 Trinity Crescent, SW17 7AE 020 8672 4673 22-23 The Boulevard, 205 Balham High Road, SW17 7BW 020 8675 7276 89a Quicks Road, SW19 1EX 020 8545 0699 Corner of Meadowsweet, Grand Drive, SW20 9NA 020 8554 9832 info@evelinedaynursery.com evelinedaynursery.com From three months to five years

The London Preschool 2 Knightley Walk, SW18 1GZ 020 3319 7330 londonpreschool.co.uk From six months to five years The House Nurseries 67-69 Salcott Road, SW11 5TG 020 7924 3696 housenurseries.com From three months to three years Bennerley House Pre-Prep 72 Bennerley Road SW11 6DS 020 7924 3696 housenurseries.com Three years to five years The Woodentops Nurseries 24 Thornton Road, SW12 0LF 020 8674 9514 woodentopsnurseries.com Ofsted Outstanding From six months to five years

SCHOOL PROFILE

A PERSONALISED APPROACH TO LEARNING The Hampshire School Chelsea is a co-ed school located across two sites. Its early years provision is in Wetherby Place and its pre-prep and prep school is located in the stunning Grade II listed former Chelsea library just off Kings Road

service to school and back and there is wraparound care from 8am to 6pm. There are also over 60 extracurricular clubs to chose from ranging from jiu jitsu, fencing and ballet (taught by the Chelsea Ballet School) to garage band music, LAMDA, Chelsea Young Writers, problemsolving and debating.

The Woodentops Nurseries 1 Poynders Road, SW4 8NX 020 8675 5033 woodentopsnurseries.com Ofsted Outstanding From six months to five years Young England Kindergarten St Saviour’s Hall, St George’s Square, SW1V 2HP 020 7834 3171 youngenglandkindergarten.co.uk From to two and a half to five years

BE READY TO LEARN Learning takes place in all we do, from the minute we wake up to the time we fall asleep.

• Begin the day bright and early - a good breakfast is essential • Exercise and breathe. Fill your lungs with fresh air and breathe out again slowly; a brisk walk or scooter to school or pre-school will help focus the mind

• Talk about your morning on the way, focusing on new smells, sights and sounds

• Arrive ready to explore, learning through involvement as well as sharing experiences

• Friendships are key. Finding friends, using negotiation skills to take turns, either using a timer or with the power of persuasion

• Learning to listen is a powerful skill; taking turns in conversation, listening to others and valuing their ideas

• Listening to the teacher and focusing on the task in hand • Engaging in tasks with attention to detail and trying your best; extending the focus to go that extra mile

• Follow an interest and extend the learning with teacher support

• A good healthy lunch refuels ebbing energy levels. Source: Sparkies Nursery School

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“It is a traditional prep with a global outlook reflected in its diverse pupil base, rooted in the local community,” says Headmistress, Dr Pamela Edmonds. The school lives up to its artistic roots having been established in 1928 as a school for music and dance. Today, under the leadership of Dr Edmonds who joined in August 2018, the school continues its legacy coupled with strong academic rigour and a growth mindset preparing children for life in a rapidly-changing global society. The growth mindset approach encourages pupils to build confidence to succeed. Mistakes are seen as learning opportunities rather than stumbling blocks and critical thinking is part of the curriculum. Dr Edmonds explains that this personalised approach to learning inspires a strong work ethic among the children. She has a mantra with the children which is, “There is no such thing as I can’t do it, just I can’t do it yet!” Since Dr Edmonds joined a year ago, she has widened pupil participation in all areas of school life. The children take an active role in the success of their school

through the Student Council where over 50 members meet regularly and work with staff on projects such as fundraising for a local homelessness charity, inviting external speakers to a Green Day and holding a wellbeing week. She has also introduced ‘Inspire Maths’, the Singaporean method of teaching maths, and implemented regular school audits and student attitudinal surveys to track academic progress and pupils’ happiness. Dr Edmonds’ philosophy is to inspire all children to achieve their best, discover their own unique abilities, interests and aspirations and to strive for high academic achievement, which is why the school is non-selective. For the early years, children are invited in for a ‘play date’. “It’s all about the right fit for the child and for the school,” says Dr Edmonds. In the prep school, children visit the school for the day where they are assessed in maths and English, although the focus on the right fit rings true further up the school too. Understanding the daily pressures of family life, the school offers a bus

We inspire our children to aim high and be the best that they can be through an enriching and personalised education, smiles Dr Edmonds Outdoor activities are plentiful as PE lessons take place just a short walk away in Battersea Park and children are taken on regular trips to local parks and swimming pools. Indeed, one of the school’s prized assets is its generous outdoor space coupled with its adventure playground climbing frame. The Hampshire School Chelsea is part of the Independent Association of Prep Schools and the Independent Schools Association, sharing standards in excellence and organising inter-school sports tournaments and competitions. Its small classes and specialist teachers thoroughly prepare the children for 11+ and 13+ entrance exams with last year’s leavers going to top day and boarding schools such as St Paul’s School, Queen’s Gate, Harrow, Dulwich College, City of London, Moor House, Brighton College, Emanuel, Ibstock Place and Francis Holland.

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SCHOOL PROFILE

TESTING

A SCHOOL WITH VISION

TRIALS AND TRIBULATIONS

Whitgift is an academically successful boys’ school with diversity and opportunity at its heart and great vision for its future

Headmaster Chris Ramsey has just completed his second academic year at the helm of boys’ school Whitgift where a great deal of positive, forward-thinking change is underway. His first year was spent getting to know the dedicated team of staff and pupils; regular student breakfast meetings enabled him to understand the heart of the school first-hand. Mr Ramsey commented, “Whitgiftians are a diverse bunch, all of them terrific company, bright and highly engaged. I very much enjoy conversing with them and learning about their likes, dislikes and ambitions.” Now, working with his senior management team, Chris Ramsey has launched Whitgift Vision 2025. One key pillar of the vision is ensuring Whitgift remains focused on being an academically leading school, not just in terms of results, but by embedding a love of learning within its students, something that will serve them well for future life. Mr Ramsey says, “Our ambition is to increase our international perspective and to place the boys and the school within a global context, so that students understand their place in the world and their responsibilities to both their local and global communities.”

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In support of their outreach programme at home and abroad, the school has also appointed a new Director of Outreach, who will have oversight of current and new initiatives. Since 2000, children from local primary schools have come to Whitgift each week to benefit from a variety of facilities and classes, including music, computing and art. This, and many other long-established partnerships, are set to continue while new forward-thinking avenues are forged. A key area of Vision 2025 is the school’s work on sustainability within the school and in the local community. Further afield, in plans yet to be unveiled, is a proposed partnership with an overseas school with an entirely environmental ethos. Running alongside this is a 10 year focus to enhance the leafy 45-acre site, in particular developing more social spaces for students. One of Whitgift’s unique characteristics is their diverse group of boys, something that will continue to be its bedrock. In addition, Foundation bursaries support just under half of Whitgift pupils leading to a good social and cultural mix. Classes are full of vibrant, happy boys who appreciate the privilege of their education and make

the most of their opportunities. Many will be familiar with the Whitgift known for its sporting prowess. However, success in sport is the product of encouraging participation and excellent coaching; alongside their studies, students enjoy being active and over 1200 students play in more than 2000 fixtures annually. With more than 80 clubs and societies, from debating and basketball to beekeeping and philosophy, many boys partake in these activities as passions rather than competitively. By 2020 there will be 1500 pupils at Whitgift, making it the largest school in south London, a size which allows for such breadth of co-curricular activity. Boys are encouraged to join a variety of clubs and to try something new. Pastorally, the junior years, middle years and sixth form have their own Heads of School, and the house structure is vertical, so that younger boys meet older boys who can then mentor and support them. But the overarching vision of Whitgift is to have boys who are excited about learning, to be even more curious, to question and debate everything, to think broadly and to look at the bigger picture, well beyond the classroom and into a world where resilience is key.

Georgina Blaskey questions whether Common Entrance is still fit for purpose as a way of testing children and whether there is a better admissions procedure ove it or hate it, Common Entrance has been the pinnacle (and bane) of many a prep school child’s life since it was introduced in 1904. Comprising of a range of subjects, from compulsory English, Maths and Sciences to Latin, History, Geography, Religious Studies (now Theology, Philosophy and Religion, or TPR) and a modern language, for three and a half days

in June of Year 8, over 20,000 children a year experience high levels of examination stress – as do a few parents and teachers for that matter. But with the rise in extensive pre-testing by senior schools, frequent unconditional offers, fears over young people’s mental health and a concern that the educational journey for many pupils is narrower than it could be, is Common Entrance still fit for purpose?

For years, prep school teachers and parents have been concerned that pupils are learning purely for exams. “It’s really important to look at how children interact with their peers, how they approach a problem collaboratively and how creative they can be in their thinking rather than how well they do in a test for which they might have been heavily tutored and prepared,” says Whitgift’s Kate Goldberg, Director of Learning and Innovation.

Alleyn’s Senior School

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Love it or hate it, Common Entrance has been the pinnacle (and bane) of many a prep school child’s life since it was introduced in 1904

Mathnasium

Newton Prep Headmistress Alison Fleming compared the testing process to “fattening up geese to make foie gras where knowledge is rammed down their throats”. The fear is that ‘teaching to the test’ stops children falling in love with subjects and discovering their passion. Echoing this are senior schools which find themselves increasingly fed up with 13-year-olds who are coached to pass an exam, but have little enthusiasm for an education beyond the need to achieve the right grade. In a joint announcement last year, St Paul’s Boys’ School and Westminster (both senior schools) said scrapping the 13+ Common Entrance exams in favour of the pre-tests would reduce “the sustained pressure upon pupils, parents and teachers between National Curriculum Year 5 and Year 8”. Mark Bailey, High Master of St Paul’s School, explained: “Not having to take the [Common Entrance] examination will relieve stress and create more time for the school. We strongly believe that this move will provide prep schools with the freedom to develop their curriculum in ways that are rigorous but inspiring for the pupils and also reduce unnecessary

burdens and testing for parents and pupils.” Wellington has the same policy. Julian Thomas, Master of Wellington College, wants the admissions procedure of his school to replicate education there. “We have transformed our assessment days to reflect the educational experience we aim to provide: candidates are invited to a day comprising a values-based interview, group discussions that mirror the way in which we teach, and activities that test creativity, critical thinking and problem-solving skills.” He hopes that abandoning CE would give “prep schools more flexibility to design their own courses, and to develop the skills for the future, without spending months on exam preparation.” Newton Prep have just completed the first year of the Newton Diploma, which replaces History, Geography and PPR (CE humanities subjects) with a thematic, enquiry-based approach. Headmistress Alison Fleming wrote to all senior schools to which the prep school sends children before the switch and received total support and encouragement for the move. Thomas’s Clapham has a similar plan underway. Headmaster Philip Ward explains their rationale. “Our History

An exceptional, leading, co-educational London day school offering an Early Years, Pre-Preparatory and Preparatory education for children aged 3 to 13 years.

and RE&P Subject Leaders were keen to move away from the harness of Common Entrance because they strongly believed that the curriculum they could give our Year 7 and 8 pupils would be rigorous, dynamic and relevant to the needs and interests of our pupils. This has certainly been true on all accounts and there are far more opportunities for pupils to use their research and soft skills within lessons. The curriculum has been tailored to an enquiry approach and we are confident that pupils will gain a secure knowledge base as well as skills we believe they need in the future, such as critical thinking, deep essay writing and collaboration.” Prep schools that haven’t made any changes are keeping abreast of the situation. While neither Broomwood Hall nor Northcote Lodge have any current plans to drop CE and the curricula are still geared towards preparing pupils for it at 13+, the school is keeping a watchful eye on

Pupils are impressively well-behaved, fully engaged, calm and relaxed. Respect, patience in taking turns, and ability to work well in groups and independently are all in evidence here. Good Schools Guide 2019

To book a private tour of The Hampshire School Chelsea, please visit

www.thehampshireschoolchelsea.co.uk/tour Yellowbird Education

admissions@thehampshireschoolchelsea.co.uk

0207 352 7077

Pre-Prep and Prep School: 15 Manresa Road, London, SW3 6NB | Early Years: 5 Wetherby Place, London, SW7 4NX 42

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the debate and any future developments. Broomwood Hall’s Director of Studies, Louisa McCafferty adds: “A potential move away from CE would allow schools the chance to develop their own syllabus and means of assessment which still embeds the necessary skills that pupils of that age range should be developing. However, schools would have more opportunity to ensure that the learning and related assessments were relevant, purposeful and age appropriate.” For senior schools that have not explicitly declared they will drop CE, many offer unconditional places where CE examination results are used as a method of setting new pupils and places have already been guaranteed, such as Cranleigh and Ardingly. “At Ardingly College, we run the ISEB Year 6 entrance examination process,” explains Pamela Bower-Nye, Director of Marketing and Admissions. “If the results meet our required standard and they pass the 13+ interview with the headmaster, this will secure them a place in senior school. The CE is used for setting purposes. Should a child not sit CE, we would use all data that we have, including school reports and references, to inform our knowledge for setting purposes.”

A change of admission procedure is trickling down to London day schools too. Dulwich College has introduced changes to the Year 9 admissions procedure which will affect 13+ entry in 2022 and beyond. Applicants will sit the ISEB Common Pre-Test in October/ November 2019 at its prep school, with shortlisted boys invited for interview in December of that year. “We are looking to fill approximately 75 per cent of our Year 9 places through this process,” explains Sarah Betts, Registrar at Dulwich College. “The remaining places will be available in the January of Year 8 by competitive examination and will follow the process we currently use. Boys who are not offered a deferred 13+ place in Year 6 may apply again in Year 8.” Alleyn’s has recently changed its admission procedure for next September, which will have an impact on those who were hoping to try for 13+ entry in 2020. “As a result of continued high application and acceptance rates at 11+, we have concluded that we are unable to offer a formal 13+ entry into Year 9 at Alleyn’s from September 2020 and until further notice,” says Headmaster Dr Gary Savage. “Whilst 13+ has always been a relatively modest entry point, we recognise that the suspension will

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IS YOUR CHILD STRUGGLING WITH MATHS? When a child gets stuck on a concept, they are unlikely to speak up, and as maths builds from one concept to the next, falling behind can compound from one year to the next. Parents should address any problems early on to help their children get back on track. Without a solid foundation, maths can become a source of frustration and can even lead to low self-confidence and self-esteem. Tell-tale signs: • Maths progress indicators or predicted grades lag behind other subjects • Low self-esteem: “I’m just not good at maths,” or “I hate maths” • Missing key milestones: finding half, a quarter or a third of shapes, quantities and numbers by end of Year 2; fluency with multiplication and division to 12x12 by end of Year 4; fluency with whole number calculations using all four operations at end of Year 6 • Reliance on finger counting and poor retention of number facts • Comments from your child’s teacher about “not working to his or her full potential” or “with just a little more help” • Maths homework is problematic or causes arguments • Child seems to learn a concept with a parent but ‘forgets’ how to do soon after • Reluctance to try or getting upset when asked to tackle maths out of the context of the lesson After talking to school, you may want to consider external assistance. Mathnasium of Clapham offers free assessments to pinpoint any gaps in mathematical knowledge and to ascertain the level of maths skill. Once strengths and weaknesses are identified, an afterschool customised learning plan will address where they are and where they need to go. Source: Mathnasium Northcote Lodge School

disappoint some parents, but can assure them that this decision has not been taken lightly. We shall definitely be keeping the matter under review.” With so many new methods of testing being trialled, adjustments to timings to testing and the number of places being released year on year, it’s crucial to check with each registrar at any school you’re interested in to keep up to date with policy changes.

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JARGON BUSTER Common Entrance The exams taken in English, Maths and Science in Year 6 (plus humanities, language and classical subjects in Year 8), to gain entrance to senior independent schools at 11+ and 13+. Exams are marked by the senior school for which the candidate has applied. CE is usually the preferred approach for more traditional boarding schools, often called public schools.

International Baccalaureate (IB) An international educational foundation headquartered in Switzerland. Originally designed for the children of globetrotting diplomats, IB offers four programmes, the most popular in the UK being an alternative to A levels in the shape of a broader-based two-year diploma.

Pre-Test The ISEB (Independent Schools Examination Board) Common Pre-Tests are taken when a pupil is in Year 6 or Year 7 and are a standardised measure of ability and attainment. They are commissioned from GL Assessment and are online and adaptive. The tests include Verbal Reasoning, Non-Verbal Reasoning, English and Mathematics in a multiple-choice format and take about two-and-a-half hours to complete; the tests can be taken together or at separate times, either in the candidate’s own school or at the senior school for which he or she is entered. Among the senior schools using pre-tests to assess candidates for entry are Bradfield College, Brighton College, Charterhouse, Eaton Square Upper School, Wellington College and Westminster School. For a full list see www.iseb.co.uk/Examinations-Assessments/Common-Pre-Tests Newton Prep

WORKSH

OPS Creative Writing Handwriting

Thursday 10th October 5.15pm - 7.15pm (Evening) Principal’s talks at 5.15pm, 5.45pm & 6.30pm Saturday 12th October 9.30am - 12.30pm (Morning) Principal’s talks at 9.30am, 10.45am

Exam Preparation Mock Exams

TEACHING FOR UNDERSTANDING Mathnasium takes a new approach to learning – addressing the disconnect between skills and curriculum resulting in enhanced performance

You may have seen it on Northcote Road, the red and black Mathnasium sign that heralds the arrival of a fresh approach to maths for the children of south-west London. Mathnasium is a learning centre which aims to fill the gaps in a student’s knowledge and build solid foundations; whether your child is preparing for an exam, finding maths difficult at school or enjoys maths and would like to do more of it, then this is the place to do it. It’s an alternative to tutoring at home, but don’t let that fool you into thinking the approach is any less individual. Centre Director John Preston (a former City banker who knows a thing or two about numbers) explains: “Everything is bespoke for every child. The attention they receive is one to one and we have an extensive supply of materials that go up to GCSE.”

to answer the next couple of questions and check back. If they’ve made a mistake, they’ll ask them, how did you get to that? What made you get to that? This helps us understand how the child is thinking. Then, we can identify how to change the thought process to get the correct result.” The topics are changed regularly within the session to maintain focus. The emphasis is on number sense Mathnasium is not about rote learning, it’s about teaching for understanding and retention, providing mathematical dexterity and computational skills. Created by former teacher Larry Martinek over 40 years ago in America, the Mathnasium Method addresses the disconnect between students’ learning skills and the curriculum they are expected to master.

Mathnasium provides each student with a strong mathematical foundation, through developing a deep understanding of maths which is achieved via a combination of mental, visual, verbal, tactile and written exercises. Mathnasium has created an approach to maths that makes sense to children, and today it is a global community with over 1000 locations worldwide. As we know from visiting the gym, if you work a muscle it’ll get stronger. You join Mathnasium on a monthly subscription and students are encouraged to visit a minimum of twice a week with each session lasting one hour. “Our goal is to enhance your child’s maths skills, understanding of maths concepts and overall school performance. At the same time, we build confidence and help families see measurable progress.

Everything is bespoke for every child. The attention they receive is one to one and we have an extensive supply of materials that go up to GCSE

Reasoning Interview Skills

FIND OUT MORE AT OUR SIXTH FORM EVENT

Saturday 12th October 9.30am - 12.30pm Head of Sixth Form talks 10.15am and 11.30am

Children are assessed to find out where they are mathematically (it’s not determined by what year they’re in at school) and their customised learning plan is continually developed session by session through individualised instruction. “On arrival the children check in and get their folder. In it they’ll find their first task and the instructor will go through the first couple of questions with them,” Preston says. “Then the instructor will leave the student

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CHANGING SCHOOLS

CLASS ACT When parents have a hunch they’ve made a mistake with their school choice, should they ride it out or switch as quickly as possible? Georgina Blaskey looks at why, when and how you should change, and when to avoid doing it altogether The Roche School

he days of sticking out a school for the entirety of your education have been consigned to the history books. Now it’s more common for adults in children’s lives to listen and observe children’s behaviour and concerns and work out why they may not be happy at their school. Moving at unusual times isn’t as rare as it once was and children, often adaptable, are enjoying the benefits. “Generally moving school works well,” says Janie Richardson of Yellowbird Education. “If parents see something isn’t working and the child is not thriving, it’s the right thing to do.” It could be said that choosing a school when your child is as young as two years old is a random undertaking; you don’t know how your child will develop, and you can only hope the school you choose is the

their feelings on their own, or if they feel they can talk. Hood suggests opening a conversation with, “The way you’re talking to me/ behaving makes me wonder if something’s up.” First explore the feelings behind the behaviour, understand what’s triggering the anger or clinginess, and then, in the case of anger or rudeness, make sure your child understands it’s not okay and they are accountable for their actions. For little ones who may not be able to explain their feelings, it’s easy to miss that naughty, defiant and regressive behaviour which means something’s not right. “It could be a sign that they’re anxious at school or have low self-esteem. Some may try to seize control where they can, such as refusing to eat,” says Hood. If your child is finding it hard to fall asleep, wets the bed when they were dry, wakes up in the night with bad dreams, is sucking their thumb once more or even hair pulling, they may be unhappy.

If you see something isn’t working, don’t be afraid of moving. Always look at the child and their needs though

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It’s relatively easy to move school but there are tricky times to avoid when there may be a bulge of applicants If you’re able to recognise that they may be better suited to a different educational environment, you can start enquiring for occasional places and joining waiting lists. Casey explains the process: “Listen closely to the school about your child’s abilities. You

CHANGING SCHOOLS The choice of school for your child is made with all the excitement of the educational adventures that will unfold for them. Sadly, a small number of these decisions will not have a fairy tale ending. Students may come home upset by a range of issues; try to keep a healthy sense of perspective and avoid jumping to conclusions – remember you only hear one side of the story. If you are worried, early communication with the school is key to allow for changes to be implemented and embedded; many issues take time to resolve.

Mentor Education

right one for them. But as they grow up, their character and abilities become more established and a change might be needed. In some cases, this will be obvious – your child may need more SEN support than the school can offer, or require better sports or drama facilities. But what if something doesn’t seem right and you can’t put your

“Even if you can’t pinpoint exactly what’s happening, just by enquiring you are putting yourself in a more compassionate space with your child,” advises Hood. Once you’ve identified school as the cause, it’s time to talk to the teachers. Alida Casey, Schools Consultant at Mentor Education, advises a period of investigation before making any rash decisions. “Has your school been proactive in finding out the root cause of the unhappiness? Is it related to the difficulty of the work or is it a pastoral problem, such as friendships or other social issues? I would ask the teacher and head of year for a meeting first of all. Whatever they implement may take time to take effect. Work with the school to discover the source of the upset and if that doesn’t improve your child’s wellbeing, have a conversation about alternate schools.”

finger on it? What are the warning signs of an unhappy child? If your child is refusing to go to school and talks to you about it, it’s clear there is a problem. But when children aren’t happy and aren’t talking about it, it shows in different ways. “There may be physical signs of worry, such as eczema, stomach

aches, headaches,” explains Melissa Hood of The Parent Practice. “They could show regressive behaviour, such as childish chat or being clingy; they could be irritable, angry and have difficulty sleeping.” It depends on the emotional intelligence of the child and the culture in the family as to whether they feel they have to ‘man-up’ and deal with

If you conclude that a change of school is required, the next choice really needs to be the right one, so seek advice from people with first-hand experience. Visit first without your child, only taking them along when you are confident this new school has an ethos that will allow them to flourish; taster days are to be recommended. When to make the change will be entirely dependent on circumstances. If a child is in the middle of GCSEs for instance, the likelihood of finding matching exam boards between schools is slim, so movement at the end of a key stage is preferable.

OPENING IN SEPTEMBER 2020 A new state secondary school with drive and ambition for boys and girls in Years 7 to 11. Part of the Harris Federation, a group of highly successful schools in London. We will work closely with the new Harris Clapham Sixth Form to offer students a 7-year education.

OPEN EVENTS Thurs 26 September 2019 6 – 7pm & 7 – 8pm

Wed 2 October 2019 6 – 7pm & 7 – 8pm These will take place at Glenbrook Primary School while our new building is being constructed.

020 8253 7777

 @HarrisClapham

www.harrisclapham.org.uk

Source: Woldingham School

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SCHOOL PROFILE

JARGON BUSTER

LEARNING TO THRIVE

7+, 11+ and 13+ The names of the entrance exams used by the state and independent schools, denoted by the age that they are taken. The Common Entrance exams are taken in the same year as 11+ and 13+.

know your child’s personality better than anyone. Visit some schools and get a feel for the atmosphere. Talk to the teachers who would be directly responsible for your child and if you feel the school is a good fit, bring your child along next time. If the choice of schools is too confusing, consult an agency for an assessment of your child’s strengths and weaknesses and talk to them about the best school choice.” Consultants can be invaluable when it comes to educational expertise and knowledge about the nuances of various schools for a successful transfer, potentially opening up options you may not have considered before and ensuring that the problem doesn’t continue. Moving at primary level can be fairly simple. “It’s relatively easy to move school but there are tricky times to avoid when there may be a bulge of applicants. Among boys this can be at 7+ (entry in Year 3) and in general schools don’t want to take in new pupils at Year 6 if the school finishes at the end of that year.

The White House is a co-ed prep school where happiness and achievement go hand in hand

Hornsby House

If they continue to Year 8, you will be more successful,” suggests Janie Richardson of Yellowbird Education. At secondary level, it’s very hard to move in the middle of GCSEs and A levels. William Petty, Director at Bonas MacFarlane Education, explains: “Every exit point has its pros and cons. The absolute no-go is moving from Year 10 into Year 11. This is due to the multiple examination boards employed by schools across their subjects, the two-year length of the GCSE course and the non-

MANAGING THE TRANSITION TO SENIOR SCHOOL • Progressing to senior school is an exciting time, but for some it can be a source of anxiety. Change can be unsettling - acknowledge this and that it’s natural to feel nervous and unsure at first • A well-planned induction process makes the transition as smooth as possible, familiarising children with their new environment and introducing classmates encourage your child to make the most of this time and to ask any questions they may have

transferable nature of coursework. Should you absolutely have to consider moving your child though you need to explore tutorial colleges, schools offering one-year GCSE courses and international schools unburdened by the GCSE programme.” The trend for moving at sixth form continues, especially among girls from single-sex to co-ed, and those who want to board for A levels to gain independence and focus on their final exams. (See our feature on the options on page 88). A change for sixth form is a more natural transition but if it’s for any other reason, parents are advised to make the move to ensure that the child thrives in the right environment. Richardson’s parting advice is clear: “If you see something isn’t working, don’t be afraid of moving. Always look at the child and their needs though, not at what you want.”

• Ensure travel arrangements are clear. If they’re travelling independently or via school transport, know about pick-ups and drop-offs, and make sure the school has up-todate contact details. ‘Dry runs’ beforehand if on public transport can settle nerves • Establish a ‘school ready’ routine as children are expected to be more organised and independent. Encourage them to check what’s needed (including sports kit) and pack their bag the night before • Attend any welcome meetings - you’ll get key information and new contacts. Sign up for apps the school uses to notify about communications, sports fixtures, homework and so on • Expect that there might be some wobbles as children find their place, build new friendships and adjust to being the most junior members of the school community once more! Source: Box Hill School

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Falcons School for Girls

There’s a huge sense of momentum at The White House Prep School. When you walk in, you feel the energy bursting from pupils and teachers alike. Another year of fantastic results for Year 6, who continue to excel and prove this small school delivers when it comes to securing scholarships and attaining academic excellence. “Academic and sport scholarships have been achieved by our leavers and they’re going to a wide range of schools including Dulwich College, Alleyn’s, Trinity, Woldingham, Emanuel, Royal Russell, Seaford and Graveney,” Headmaster Tony Lewis announces proudly. The momentum is shown not only by these excellent results but also with the arrival in September 2017 of the first twoform entry at Reception. Class sizes remain small with an average of 16 per class, part of their secret to success. The attention to detail every teacher can give every pupil, and the pastoral care and academic support the school achieves as a result, nurtures each child and allows them to explore their potential and discover their talents. “We’re proud of what we do but we want to develop further and provide children with a vibrant, aspirational and relevant

When you walk in, you feel the energy bursting from pupils and teachers alike experience,” smiles Mr Lewis. The expansion of the school buildings continues from last year, when a new block was opened, including smart music and art and science facilities, as well as a new senior library and bright, airy classrooms for the top two year groups. “We are developing a Chrome Books project so children can access upto-date ICT when needed alongside the teaching of computing skills and e-safety,” says Mr Lewis, “and we’ve done lots of STEAM work, including a visit from the Science Museum, robotics days, CAD projects and a trip to the Apple store.” Teachers have a chance to run with their own ideas within the academic framework of the school. As a result, pupils have

learnt critical thinking skills and developed emotional intelligence and creativity by learning topics about which their teachers are passionate, including Apartheid, a ‘Stormbreaker’ day of high-level spy and espionage activity, and an exciting day of science wizardry. “It empowers their imaginations and allows them to take risks in the classroom, both of which help their creative writing skills at 11+ and their wider preparation for life beyond the school,” adds Mr Lewis. For the pupils of The White House, this is very much their school. They have a voice, an opinion which counts and a say in what happens here. “There is a ‘can do’ attitude and every child has their moment, from the Harvest Festival to the final Summer Assembly,” explains Mr Lewis. “We have a culture of empowering our friends and feeling empowered in return.” This is a school where changes happen because words and actions count for something. During Enterprise Week, Year 3 proposed a trip through a Dragon’s Den-style forum and raised money to go to HMS Belfast; Year 4 designed different theme park concepts for the younger children which developed into a funfair; Year 5 presented and constructed different board games which were trialled by their juniors; Year 6 created popular safety manuals for the younger children. The crossover in year groups along with the collaboration within the same year is testament to this happy, productive school. “We encourage relationships across all years through our house team-building days,” explains Mr Lewis. With a rigorous academic agenda, a vast selection of co-curricular clubs, impressive sporting success, an Outstanding rating from ISI and Ofsted and an impressive percentage of leavers achieving scholarships at London’s top secondary schools, The White House Prep School is preparing its pupils for the world without compromising on their happiness and wellbeing – a tough remit successfully met for each and every pupil.

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COMPANY PROFILE

LEARNING BEYOND THE CLASSROOM

BROADEN THEIR MINDS

TIME OUT

The Turquoise Holiday Company creates bespoke family holidays above and beyond the normal bucket-and-spade experience

Many believe the gift of travel is the best present you can give your children. The chance to explore another country, to experience the culture and the people, the sights and sounds, the wildlife and the environment, is a special opportunity. Parents are choosing holiday destinations, hotels and itineraries based on experiences and new learning for their children of all ages; in response, Turquoise has created tailor-made trips with ‘Edventure’ as the focus, so your children can optimise their new experiences on holiday, without even realising they’re doing so! Located in the heart of Nappy Valley on Northcote Road, Turquoise specialises in tailor-made, luxury, long-haul holidays to the Indian Ocean, Caribbean, Asia, Africa, Middle East, Australia, New Zealand and the South Pacific. This family-owned and run business handpicks every destination, hotel and partner, ensuring it ticks all the boxes for clients in terms of quality and experience. From very little ones to teens, Turquoise aims to add value to the holidays it creates through enrichment, giving a better experience of a destination to all family members so their time together makes memories. Keeping kids entertained and engaged is the best way to create ‘Edventure’. Here are Turquoise’s top three options:

EDVENTURE: WILDLIFE Elephant Hills, Thailand Spend a night at the Elephant Hills rainforest camp, learn about the ecosystems, kayak through the jungle, meet the elephants and learn all about them in a totally sustainable way, focusing on conservation as well as what they eat, how to wash them, how they play, and the risks and dangers that the Asian elephant population faces. From there, travel to Cheow Larn lake and the Elephant Hills floating camp – an incredible experience in itself – where guides will take you on jungle treks, kayak tours up into the inlets, wild monkey and bird spotting. Evening

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no doubt that they will leave enriched and inspired to do their bit, or be aware of the importance of protecting our planet. Aside from the Edventure elements, Laamu is a fabulous, safe and well equipped island for families of all ages. www.turquoiseholidays.co.uk/ themaldives/six-senses-laamu

entertainment is provided by local hill tribes, introducing kids to the Thai way of life, cuisine and dancing. (The minimum age for the floating camp is seven years and for the rainforest camp, four years.) www.turquoiseholidays.co.uk/thailand/ elephant-hills-tented-jungle-camp

EDVENTURE: SUSTAINABILITY Six Senses Laamu, Maldives Children at Six Senses Laamu are encouraged to engage in and learn about the environment from the moment they step onto the island. Depending on their age, the team will have them involved in counting manta rays, on turtle watch (getting up in the middle of the night to go and make sure the green turtles are safely in the right spots to lay eggs, or to experience the babies making their way into the ocean), joining the team to turn the old villa towels into flower pots, helping make one of the 40 flavours of homemade ice cream, visiting the local communities and schools. There is

Georgina Blaskey tracks the different methods schools are adopting for children to learn outside the confines of the school building utdoor learning is not a new concept but it continues to gather momentum. In our ever-growing technological world, parents and educators recognise the importance of balance between time spent on screens and time spent experiencing the natural world. Schools that used to display their array of iPads, coding programmes and ICT suites for all age groups, now champion their outdoor learning curriculum with as much enthusiasm, especially in city schools where children’s exposure to the environment can be more limited than for their country cousins.

EDVENTURE: NATURE & CULTURE Resplendent Ceylon, Sri Lanka In April, Resplendent Ceylon, who own three incredible properties in Sri Lanka, launched a junior ranger programme. The most all-rounder ‘Edventure’ itinerary Turquoise offer worldwide, it creates a trail of unique and educational experiences across the island, introducing littletwitchers-in-making to the country’s diverse wildlife and celebrated heritage, and awarding them with hand-crafted wooden badges for each activity they complete. From the junior ranger programme at Wild Coast Tented Lodge, including animal tracking, botany and identification sessions, to the nature walks of the Tea Trail and the ocean-based Cape Weligama, perfect for paddleboarding, surfing and whalewatching, this is true immersion in a country back on many a bucket list. www.turquoiseholidays.co.uk/srilanka/ family Pop in and see the Turquoise team at their beach-house inspired shop on the Northcote Road.

Windlesham

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From the early years of nursery and reception, a healthy exposure to fresh air and nature is important. Many city-based nurseries have gardens for breaktime and mud kitchens for messy play, but Leanna Barrett has taken it one step further. “I was so disappointed when I was looking for nurseries for my child so I started Little Forest Folk on Wimbledon Common. It’s a fully outdoor forest nursery that immerses two to five-year-olds in nature, helping them become creative, resilient little learners.” The nurseries (the sixth opened in Twickenham in spring 2019) connect children back to nature, inspiring them to live a naturally healthy lifestyle that builds confidence, independence and selfmotivation – all the tools Leanna says they need for a happy and successful life. Once a child enters the traditional school system, the opportunity for time outdoors can be compromised, with the demands to meet the rigorous school curriculum even encroaching on breaktimes. Research in

May 2019 by the UCL Institute of Education found school breaks have been significantly shortened over the last 20 years. The study of breaktimes revealed children aged five to seven now have 45 minutes less breaktime per week than those in 1995, and afternoon breaks seen in almost all primary schools in 1995 have virtually disappeared. In order to counteract this development, schools are bringing the classroom outside. OFSTED recognises the positive benefits of outdoor learning in that it contributes significantly to raising standards and improving pupils’ personal, social and emotional development. It believes that it is most successful when it is an integral element of long-term curriculum planning and closely linked to classroom activities. One caveat is that the success of learning outside the classroom depends very much on the leadership of the schools and colleges. The Council for Learning Outside the Classroom (LOtC) recognises and promotes

Emanuel School

Open Day Tours Saturday 5th October 11am, 12pm & 1pm wetherbysenior.co.uk

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The Eveline Day School

the benefits in young people’s attainment and social, emotional and personal development by providing information, advice and guidance to help schools work with young people to plan, run and evaluate exciting and challenging activities outside the classroom. There is even an annual conference on the subject as this year LOtC has teamed up with the Outdoor Education Advisers Panel to host a national conference dedicated to learning beyond the classroom, taking place in Blackpool in November. LOtCs CEO Kim Somerville refers to learning beyond the classroom as preparing young people for life beyond and after school. ”They must have opportunities to experience the world beyond the classroom,” she says. There is no doubt that, done well,

THE BENEFITS OF SCHOOL TRIPS Excellent teaching and learning within the classroom are crucial, but the value of learning which takes place on day and residential trips is not to be underestimated. If children are facing the challenge of rock climbing, pushing outside their usual comfort zone, how exhilarating to be cheered and encouraged by their peers and persevere with a ‘can do’ attitude. When outside, immersed in nature and feeling joyful and free while canoeing, a child is identifying with the wonders of the world through experiential learning, and it is a small step to link this to our responsibility to care for our planet. ‘Muddy’ occasions are often invaluable in helping pupils empathise with historical events, understand life processes and feel the exhilaration of human achievement. It is these moments that are imprinted on pupils’ minds and become cherished memories. As pupils prepare to move from prep to secondary schools, many reflect on the ‘gold’ that they have garnered from their numerous trips beyond the classroom. Source: Dolphin School

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Alpha Plus Group 17 Individual Schools - 3 Individual Colleges Outdoor learning is not a new concept but it continues to gather momentum. In our ever-growing technological world, parents and educators recognise the importance of balance between time spent on screens and time spent experiencing the natural world learning outside the classroom improves children’s achievement, safety and all-round development. They are able to apply their skills in everyday situations and that really brings things alive for them. There is a wealth of evidence which clearly demonstrates the benefits of learning

outside and it revolves around inspiring children to reach their true potential, remotivating children who do not thrive in the traditional classroom environment and increasing self-esteem, and raising attainment and improving discipline. Creative Education have come up with ten

LOOKING BEYOND THE CLASSROOM Set in the heart of bustling Wandsworth, Emanuel pupils are very aware of the longstanding relationship with the neighbourhood. Children are encouraged to look beyond the classroom and consider what they might do for others. The school’s founder Lady Anne Dacre established the school in 1594, wanting it to be an engine of social mobility, spiritual, academic and emotional growth, and those aspirations continue today. As part of the ‘Primary Ambitions’ programme, lower sixth students are timetabled off-lessons once a week to run mentoring, coaching or tuition sessions with children from 16 local primary schools where an average of 50% of children are awarded free school meals. The ‘community partnerships’ programme sees pupils working in food banks and kitchens for the homeless, and younger pupils support four charities each year through fundraising campaigns and by being awarded charity tokens (exchangeable for direct funding) for their academic achievements. The school’s motto has been ‘pour bien desirer’ (meaning ‘for the good cause’) since receiving our royal charter in 1601, and we believe that ‘getting out and looking out’ is as important today as it has ever been. Source: Emanuel School

DISCOVERY Falcons School for Girls is part of the Alpha Plus Group. Learn more: www.falconsgirls.co.uk Dolphin School

reasons why children should learn outside the classroom: • It makes learning more engaging. Subjects such as maths can be taught, where children find 2D and 3D shapes, find the height of a tree using trigonometry or compare the area explored to measurements on a Google map • It makes learning concepts real and relevant by being able to put them into a more realistic context • It nurtures creativity and imagination by letting childrens’ minds run free • Children learn more when they’re happy and engaged • Children will be more motivated to attend school • It can often mean a general improvement in behavior, although learning beyond the classroom does require implementing a new set of behavior management processes • It develops interest in the environment and wider surroundings

Tel: 020 7487 6000 Twitter: @Alpha_PlusGroup NappyValleyNet.com 56

www.alphaplusgroup.co.uk

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Dulwich College

• It exposes children to new opportunities • It keeps them healthy • Children can enjoy almost limitless – and often free - resources. At Newton Prep, outdoor learning is embedded in the school’s approach and the classroom is taken outdoors to their on-site garden. “We have visits from a farm which brings its animals to our garden,” says Susannah Frieze of Newton Prep. “Children groom a sheep, bottle-feed a lamb or tickle an alpaca. For city kids it’s so memorable that the animals come to their turf. Then they sit down and write about their experience and their memories.” At Alleyn’s Junior School, reception class pupils enjoy a full afternoon in the woods every week within the school’s 28-acre grounds. “Having the chance to spend extended periods of time having adventures and enjoying nature really helps to develop their creativity and independence,” says Headmaster Simon Severino. Even extracurricular clubs are being stretched beyond the norm at some schools – The White House Prep School has built an electric car during Engineering Club which has been raced at Goodwood and other tracks. The team, known as The White

PARKGATE HOUSE SCHOOL An independent co-educational preparatory school and montessori nursery for children aged 2½ - 11

House Whizzers, worked collaboratively to create the vehicle which they then race to compete against other teams – engineering prowess, team building and school pride rolled into one rich learning experience. At Windlesham, a co-ed prep school in West Sussex, the Maths department loves to take lessons outside. Teacher Ali Wild explains, “Learning outside of the classroom is so freeing for the children from what can sometimes be the restrictive boundaries of the classroom. Being outside with its almost limitless resources brings higher levels of motivation and greater enjoyment. This ultimately leads to higher achievement.” Part of engaging with the curriculum includes a range of trips to bring the studies of the timetable alive. “At Cranleigh Prep, we strongly support the theory that ‘I do: (therefore) I understand’ and so, whether the pupils toy with tarantulas, stand on the stage at the Globe Theatre, retreat to Wales for a writers’ workshop or weave a firebreathing dragon, their senses have been stimulated and real-life connections made,” says Headmaster Neil Brooks. A big drive among secondary schools today is to develop an awareness in their teenagers of the individual’s role in wider

Camp Suisse

Alleyn’s School

OPEN MORNING Saturday 5th October 2019 | 9.30am - 12.00pm

To register please contact Registrar on 020 7350 2461 or book online at www.parkgate-school.co.uk

Co-educational excellence in a caring community for children aged 11 to 18. Our 2019 Open Events will take place on: • Tuesday 10 September at 2.30 pm for prospective 16+ applicants • Wednesday 11 September at 2.00 pm for prospective 11+ candidates • Saturday 28 September from 9.30 am to 12 midday (11+ and 16+) • Wednesday 6 November at 2.00 pm for (16+) Help with fees is available. Visit our website for full details.

PARKGATE HOUSE SCHOOL 80 Clapham Common North Side, London SW4 9SD

www.alleyns.org.uk | 020 8557 1500 Townley Road, Dulwich SE22 8SU

Open Events in September and November.

SCHOOLS GUIDE 2019 TOP 30 INDEPENDENT SECONDARY SCHOOL

offering life-enriching outdoor adventures for children since 1957 while Camp Suisse has been operating for 15 years in an alpine village. Such adventures, “help campers grow as people, improving selfbelief, confidence, responsibility and time management,” says the company’s Julie Tyler. A staunch convert of outdoor learning is Eveline Drut of The Eveline Day and Nursery Schools. “The awe and wonder of learning in an outdoor environment cannot be underestimated,” she says, citing the early pioneer Margaret McMillan from the 1920s.

OUTDOOR ENRICHMENT The benefits of time spent in the natural world have been known about for centuries. Schools have been quick to see that outdoor learning is an excellent teaching and learning opportunity. We give pupils iPads from Year 4, bringing fun and flexibility to lessons and enabling staff and students to access innovative learning resources outside the classroom. Being out among trees and plants, breathing in huge gulps of fresh air, gets staff and pupils thinking, quite literally, out of the box.

Putney High School

society. The benefits of schemes that include an element of community service and volunteering can not only help pupils with their university applications and personal statement, they can ignite passion in areas which traditional school life cannot expose them to and teach them soft skills beyond classroom learning. Emanuel has outreach and community partnerships in the local area and from September 2019, all pupils take part in Friday afternoon sessions in which lessons are replaced with service, either to local charities or in local primary schools. “It’s important for teenagers to have a sense of the world beyond the school gates,” says Head Robert Milne. “I believe schools should play a role in social mobility and I see our pupils wanting to meaningfully contribute to the local area.” The Duke of Edinburgh scheme, still going strong after 60 years, has been instrumental

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for many young people: 93 per cent of participants feel that the scheme has helped them to work in a team and 84 per cent feel that they have become a more responsible person. You can’t get that from an A level! Richard Alldrick, housemaster and Duke of Edinburgh Award Manager at Alleyn’s School, says: “There continues to be a huge demand for the Award among our pupils, which, while offering many exciting opportunities and adventures, can also be challenging. We welcome the way in which the scheme nurtures positive attributes such as enterprise, purpose and perseverance, and we find that these new experiences whether volunteering in the local community or participating in an outdoor expedition across rugged terrain - help to encourage and develop skills that may not otherwise have been identified.” Summer camps are another source of outdoor activity for children. PGL has been

A dedicated Outdoor classroom complements Science, Geography and Art lessons, a “Bluebell Stage” for drama productions (and for sending balloons up into space!) and a Junior School outdoor auditorium, all see frequent and enthusiastic use. A new and highly adventurous Junior playground has not only put risk-taking back into playtime, but gives girls the chance to challenge themselves physically and imaginatively outdoors.

A commitment to supporting cocurricular activities ensures that every subject delights and excites the children, which can only be a good thing for their learning “She wrote that ‘The best classroom and the richest cupboard are roofed by the sky’. “All subjects can be taken outdoors,” says Drut, “which helps to enhance the children’s experience as it removes the pressure of academia and allows them to play to their strengths. “The fresh air, excitement and getting messy are all sensory experiences which

The White House

Ravenstone Primary School Children fulfilling their potential in the heart of the community Ravenstone Street - Balham – SW16 1JA

As well as a focus on eco and outdoor learning spaces, Putney’s commitment to health and wellbeing goes hand in hand with a deeper environmental awareness. Launched last year with the support of MP Justine Greening, the school’s BREATHE campaign was conceived to make a positive impact on Wandsworth school children and local residents by tackling environmental issues in the borough. Headmistress Suzie Longstaff explained, “BREATHE has shown how a few, relatively simple steps, that we can all take, can have a significant and lasting impact on our environment.” Learning, both in and about the natural world, is clearly alive and well. Source: Putney High School

Whole School Open events 24th September at 9am 22nd October at 9am 19th November at 9am 10th December at 9am

| | | |

8th October at 9am 7th November at 5:30pm 30th November at 9am 7th January at 9am

www.ravenstoneschool.co.uk – 0208 673 0594 info@ravenstone.wandsworth.sch.uk

help to improve communication skills. Children develop an interest in the great outdoors and a relationship with the natural world, helping to protect the environment for generations to come.” Drut believes that outdoor learning is

also beneficial for teachers, as it allows them to observe their children in a different setting and gain a new perspective and understanding of their class. Schools have a responsibility to guide their pupils through their education,

but their duty of care gives them the opportunity to offer even more. By exposing children to life’s lessons beyond the classroom they can give them the character development and sense of self that will carry them through to adulthood.

SCHOOL PROFILE

HIGH AMBITION Eaton House The Manor offers a traditional British education with an innovative edge and a strong pastoral core, bringing out the best in each and every child from three to 13

Turquoise Holidays

FAMILY ‘EDVENTURE’

INSPIRING LEARNING

The buzz word in the world of family travel this year is ‘Edventure’, and the team at family-owned and run tour operator Turquoise Holidays is fully on board.

If you ask a child what their favourite subject is, they may say maths, drama or sport. If you ask a child what their least favourite subject is, they may well say the same! So how can schools turn least favourite into most favourite subjects?

‘Edventure’ takes learning to far-flung tropical isles and jungleclad landscapes, offering families the opportunity to learn and grow together. Favourite escapes include sailing courses in the Caribbean, bubble-maker diving days in the Maldives, cookery lessons in Thailand, cycling tours in New Zealand and Junior Ranger ‘poo-safari’ programmes in malaria-free corners of South Africa. Whatever you choose to do and wherever you choose to go for your family holiday, we passionately believe that experiencing new destinations, however near or far, are a brilliant form of education. We strongly encourage our guests to ensure they spend at least a day beyond the hotel walls, beach and pool. For children to be immersed in local life, to be surrounded by new sights and smells, to understand how other societies live and work, provides an enriching and rewarding experience which is sure to conjure memories that will last a lifetime. Source: Turquoise Holidays

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Keeping children excited at every turn is key. At The White House, Science Week saw a host of activities including a visit from the Science Museum who trapped the headmaster in a giant bubble, much to the pupils’ delight. Science Wizards and a visit from Dulwich College’s ‘amphibian menagerie’ – a coterie of chameleons, lizards and spiders - rounded off the week, and science is now a firm favourite. ‘Enterprise’ encourages children to budget, handle money, work out profits and losses and creatively develop their art and writing skills. All subjects are supported by a wide range of trips including a recent visit to the Apple Store to talk Computer-Aided Design and Coding to support the IT curriculum. A commitment to supporting these co-curricular activities ensures that every subject delights and excites the children, which can only be a good thing for their learning. Source: The White House Preparatory School

The Georgian Eaton House The Manor, with its 120-year heritage, has an enviable position in the London prep school scene as being academically outstanding with boys and girls going on to leading day and boarding schools. Over the last decade some 46% of boys went to Eton College, Westminster, St Paul’s Boys’ School, Dulwich College, Tonbridge, Harrow School and KCS Wimbledon, and others to many other top schools. It is an exceptionally consistent track record. Eaton House The Manor Girls’ School has won 33 scholarships since 2017, with girls moving on to schools such as St Paul’s Girls’ School, Wycombe Abbey, St Mary’s Ascot, Brighton College and JAGS. The family-led school prides itself on being traditional but innovative - using the latest technology to maximise every child’s learning - as well as a strong emphasis on wellbeing, leading to happy school years and successful outcomes for all pupils. Single-sex and non-selective at four, it believes you cannot test a three-year-old, and higher aspects of intelligence come later. Children blossom at different stages and the school sees its role as pivotal in finding each child’s natural ability. The boys’ and girls’ schools run from the same site, so brothers and sisters can be educated separately but with a few touch points - some after school clubs and school trips - making it the ideal choice for many local families. The Manor’s impressive façade conceals a huge courtyard, playground area and Astroturf, wooden music pods, recently opened state-of-the-art DT and Science laboratories, plus two living walls and an Art Room with an incredible arched window to the London skyline. The school has grown but still maintains its caring nature. There is an ‘open door’ policy - parents are encouraged to talk to a member of staff if they have any questions or concerns. Issues can be untangled quickly and so the children remain happy, calm and quietly confident. They are polite, kind

and well behaved, prompting a nurturing atmosphere. Children learn to face the world with confidence, beginning with active learning in the pre-prep where teamwork is key, a life lesson for the wider world. Headmistress of the boys’ prep, Sarah Segrave focuses on each individual, knowing that there is no ‘one size fits all’. “On my watch, no boy will pass unnoticed,” she says. “No boy will be unhappy or disregarded; we will uncover their strengths. I have a committed and passionate staff and I ask them to ask themselves daily what difference did I make today?” The girls’ school, just celebrating its 10th year, offers great academic, creative, musical and sporting opportunities and there is a real vibrancy here too. Headmaster Mr Snowball’s leadership is calm and reassuring, wanting girls to go forward with a lifelong legacy of all they have learnt, believing they can do anything: “In our classrooms the girls flourish without the pressure of any gender stereotype, so

they can do any activity brilliantly,” he says. Eaton House believes every child can shine with the right teaching and a good positive reinforcement system; they try hard and excel in every aspect of school life from sport and music to drama and debate. Clapham Common is used constantly, be it to let off steam at break times, or for squad training and matches, and 30 clubs are on offer to enthuse and engage all preferences. Family-oriented, those who join Eaton House The Manor can expect to make friends and become part of the wider community. It is a nursery, pre-prep and prep school which knows the importance of finding the right senior school for every child and will guide you in that choice. A parent commented, “Our boys have thrived under such impressive and approachable staff; they’ve reached their academic best, have had countless sporting and creative opportunities and grown into confident and happy boys - and we’ve all had a lot of fun in the process!”

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SCHOOL PROFILE

BOARDING

FROM STRENGTH TO STRENGTH

HOME AND AWAY The introduction of weekly and flexi-boarding has been an overnight success for those schools within easy reach of south-west London, says Jane O’Brien

Woldingham is a girls’ senior school recognising and responding to the needs and demands of 21st-century life

It’s been three years since Alex Hutchinson became headmistress at Woldingham and the school continues to go from strength to strength. “We’re the biggest we’ve been, with 590 pupils in September and our largest ever Year 7,” Mrs Hutchinson explains with great satisfaction. “We’ve had our best ever league tables – the 25th independent girls’ school in the country and top ten percent for value-added education.” Woldingham is not a hothouse and it has a deliberately broad intake, yet when it comes to results, it is doing brilliantly. “There’s so much more here than just what happens in the classroom,” continues Mrs Hutchinson. “There are the beautiful rural surroundings and our broad range of extracurricular activities. I always say, ‘busy in the classroom, busy out of the classroom’; it is only a truly holistic education that builds character.”

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There’s little advantage to having amazing exam results but no soft skills, so the school creates opportunities for the girls to develop them. There are networking events for Sixth Formers to learn to engage with people they’ve never met before, to find out what they have in common and to hold a conversation, and ‘Women and the Workplace’ sessions at which parents and alumnae share their experiences of the world of work. Coursing through a Woldingham day are its values which underpin the school community. “We’re proud of our Sacred Heart ethos, and it is tangible in everything we do”, Mrs Hutchinson explains. Personal growth is a value which extends from the chapel to the classroom and beyond, be it on a sports pitch or a stage. The THRIVE programme - a cornerstone of each pupil’s school experience - continues to evolve, but as the headmistress and her team carry

out a curriculum review, there are even more building blocks for these girls: from the life skills employers are looking for, to the more pragmatic considerations of how to use a bank account and what it means to pay taxes, to how to conduct yourself on social media - these are all areas under discussion to ensure the girls are ready for life beyond school. On which note, the school community had a ‘slow tech week’ which encouraged everyone to take a step back from technology and consider alternative ways of spending their time. There is a wide programme of volunteering across all year groups. The school has a cherished relationship with the Orpheus Centre, a school for young adults with learning difficulties; girls attend musical theatre workshops with the students and Sixth Formers lead sports sessions. There’s no doubt Woldingham is outward looking (it is now a fully-fledged cricket school), and welcoming London families is part of that. Flexi-boarding is now open to all year groups, which is very popular, with over 70 girls signed up to stay one to two nights a week. There are between 120130 girls commuting by train to the station which sits in the school’s grounds. “London day girls, local families and boarders from across the world make up our school community”, says Mrs Hutchinson. “Day girls can come early and have breakfast or stay late and join supper if they wish. The food is amazing and the apple crumble is particularly popular!” Woldingham is recognising and responding to the needs and demands of 21st-century life, developing girls who are world-ready and outward looking, with a sense of purpose and global responsibility. And it’s all done in 700 acres of glorious English countryside just 25 minutes from Clapham Junction.

f your child doesn’t suit the competitive London day school options then there is an alternative, so picture this. Acres of pristine grounds punctuated by tennis courts, rugby and cricket pitches, set against a backdrop of historic architecture with plenty of co-curricular activities, a broader intake of students and often only an hour’s drive away from London. This sums up the opportunity awaiting any child who boards. Room to breathe away from the Big Smoke is one distinct advantage. Woldingham boasts some 720 acres of Surrey countryside, Ardingly College sits among 420 acres in West Sussex, Cranleigh is set on a 240-acre campus and Box Hill School on 40 acres in the village of Mickleham near Dorking.

These are boarding schools just a stone’s throw from London. Epsom College, for example, is only 15 miles from central London on an 85-acre estate close to the rolling Epsom Downs. Woldingham is a 25-minute train journey from Clapham Junction, while Ardingly and St John’s Leatherhead make it even easier, with coach travel into the Nappy Valley area. The breadth of facilities on offer is often mind-boggling. St John’s School Leatherhead, for example, has nine rugby/football pitches, two Astroturf pitches, six netball courts, four cricket squares, a sports hall, five hard tennis courts and 24 synthetic courts, an athletics track and swimming pool. Students do have a longer day of study, but that translates to more time with

teachers and help with prep. They also learn to be independent sooner and form robust friendships. Moreover, parents no longer have to wave goodbye to Little Johnnie for a term at a time as boarding schools offer flexible arrangements so that weekends back home are eminently do-able. Two or three-night boarding is a way of dipping a toe in the water and these flexi arrangements can extend to weekly boarding or even ease a younger child into full boarding. It’s a winwin for both parties as working parents get some breathing space while pupils, freed from the rigours of daily commuting, get to spend more time on their studies and extracurricular activities. Boarding is a positive experience for the family.

Box Hill School

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Boarding won’t suit every child but it’s becoming a more popular option as numbers of pupils boarding have risen over the past ten years, according to the Boarding Schools’ Association (BSA). “A large contributing factor has been families opting for their child to attend boarding school on a full, weekly or flexi-board basis, according to their family schedule,” says Aileen Kane from the BSA. The ISC has witnessed a shift in recent years to weekly and flexi-boarding, noting that the proportion of weekly and flexiboarders has increased for three consecutive years. In 2016, 15.7 per cent of boarders were weekly or flexi while this year the figure has risen to 17.9 per cent. “When we introduced flexi-boarding for Years 7 and 8 in 2016, one of our London parents described it as ‘genius, so in tune with London life,’” recalls Alex Hutchinson, Headmistress of Woldingham. Last year, it was made available to all age groups to meet the growing demand. “I’ve no doubt our flexi-boarders enjoy a break from their daily journey to and from school, but I think the bigger bonus is the opportunity to spend more time in the company of friends,” said Hutchinson. At St John’s School Leatherhead, the majority of boarders opt for flexi-boarding. Head Rowena Cole, explains: “The priority for our families is achieving a happy balance

Royal Russell

Some 473 schools, representing 35 per cent of all schools belonging to the Independent Schools Council (ISC), cater for boarding pupils but in the large majority (74 per cent) of ISC boarding schools, fewer than half of the pupils board. Boarding is far more prevalent at sixth form than at junior level, and sixth formers are more likely to board on a full-time basis.

DAY OR BOARDING? A day student’s life is busy: travel to school, participate in lessons, clubs, sports fixtures and training, perhaps perform in evening concerts, then travel home again for homework and the next day’s preparation. Many parents lead busy working lives and cannot always fully supervise the afterschool routine, while wanting their child to be busy, enjoying healthy, stimulating and enriching pursuits, with the right balance of social life and relaxation. This is where boarding comes into its own. With no travelling, boarders have more time to develop their co-curricular interests, play more sport and have homework support. Students learn to manage their time and develop good self-discipline, tolerance and teamwork, all key attributes for university and beyond. Equally important are the relationships with their peers, many of whom come from around the world, resulting in a global awareness and network that will pay dividends. If a family is undecided, it is wise to choose a day school with long-established boarding. At Royal Russell there are nine Houses, buildings where girls and boys have their own space and common rooms, and age-appropriate pastoral care. Four have boarding accommodation, making it a simple process to switch to weekly or full boarding when the time is right. They are welcoming communities created with the student’s growth, development and happiness at their heart. Pupils are exceptionally well cared for by House staff who live on-site with their families, creating a nurturing family ethos. The combination of both day and boarding offers ample opportunities to thrive, and the best of both worlds. Source: Royal Russell

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between home, work and school life and, to do that, they need flexibility and choice.” Boarding can also support your child “through the choppy waters of adolescence” according to Epsom College. “For some parents, especially those new to the notion of boarding, the idea can feel a little daunting at first,” says Headmaster Jay Piggot. “But as their child becomes established at the school, with friendships formed and a routine in place, the benefits of boarding can prove persuasive. “There is a freedom and an independence that is fostered through boarding that is hard to replicate in any other setting; it’s wonderful preparation not only for university, but also for adult life. Very few of us will enjoy success in our careers without knowing how to collaborate, share, delegate and compromise. Living among and working alongside a diverse group of peers offers invaluable preparation.” Family life doesn’t suffer; arguably, boarding benefits family life according to Whitgift’s Headmaster Chris Ramsey. He believes that family dynamics change for the better as both parents and students appreciate each other that bit more for being apart. Some 45 per cent of boarders are weekly at the South Croydon school and Ramsey adds: “It means that when students come

Whitgift School

There is a freedom and an independence that is fostered through boarding

home parents can plan family time safe in the knowledge that time during the week has been given to boys’ studies, which leads to greater ‘quality time’ as a family.” The introduction of flexi-boarding certainly meets the demands of today’s often dual-career families. Box Hill School, in Dorking, Surrey offers weekly, flexi where possible, and full boarding. Head of Boarding John Attewell says: “Weekly boarding at Box Hill School has been specifically tailored to meet the growing requirements of the busy modern-day family and provides many associated benefits. “We regard the boarding experience as ‘home from home’ and therefore try to mirror, as far as possible, the post-school experience of our day students,” he says. St John’s Rowena Cole adds: “At its best, flexi-boarding offers the balance between maintaining a rich family life and creating the opportunities for a child to grow in confidence and independence by living away from home for a proportion of the week.” Another advantage of flexi-boarding is that if extracurricular activities start early or finish late, there is no added travel on top. Whitgift, for example, has a small number of regular flexi-boarders who stay for one or two nights a week, usually to attend early morning sports training.

Similarly, at Cranleigh in Surrey, boarders return to their families after sports fixtures on Saturdays. Martin Reader, Headmaster of Cranleigh explains: “This offers our students the best possible balance. A working week focusing on studies and activities and some good quality time with families at weekends.” Windlesham House School in West Sussex is offering a two or three-night flexi option in Years 3 to 6 from this academic year. “A lot of schools are going that way; it’s definitely the start of a new era and it’s a good way to ease into boarding,” says Lucy Thornton, Head of Admissions. “We see flexi becoming a very important offering in Year 9. The children are ready and have made the move from prep school and want to spread their wings,” believes Pamela Bower-Nye, Director of Admissions at Ardingly College in West Sussex. “If you have been a day prep pupil it is a good bridge between the giant step of full boarding and the usual routine of day,” she says. If the combination of rolling English countryside, less travel, more time for friends and the activities you love plus quality family time appeals, then boarding in one form or Windlesham RR_2019_NappyValley_Advert_200Wx124-5H.qxp_Layout 1 07/06/2019 09:46 Page 1 another is very definitely for you.

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Boarding schools Schools where pupils study and live during the school year. They can be single-sex or co-ed and the majority are fee-paying. Woldingham

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SCHOOL PROFILE

WELLBEING

LOOKING OUT

SOUL TRAIN

Emanuel School is an ever-popular secondary choice for parents in the neighbourhood and beyond, and it places a strong emphasis on the importance of looking outwards

Emanuel School is a name known to every parent living in the Nappy Valley area and beyond. Just a ten-minute walk from Clapham Junction and well connected to the entire city and its outskirts, but an impressive 60% of pupils walk or cycle to school, arriving at a 12-acre leafy oasis in Battersea on the northern edge of Wandsworth Common. The school boasts fantastic facilities with an on-site sports centre, astro fields and a pool, as well as more fields and a boathouse offsite. Back at school, and the recently opened Dacre Building is a bustling hub for arts and humanities, including a state-of-the-art film studio and media suite, very popular with students. Emanuel has been on this site since 1883 but was founded by Lady Anne Dacre in Westminster in 1594, established to educate 20 children for free - ten boys and ten girls - and building the foundations of a school focused on the co-education of ten to 18-year-olds, just as it does today. The school has a welcoming, friendly and kind community. The co-educational system means no stereotyping or gender separation and there’s an even balance of boys and girls in the population of over 900. It’s only on the sports fields where there is some distinction, but both do rowing and cricket with great team successes, and last year’s head girl played on the boys’ first XI cricket team. Emanuel also prides itself on its local and global partnerships. For several years they have been involved with Christ Church Primary School, with Year Six pupils working side by side on anything from robotics to mime, learning about each other and making friends; the benefits are clear for both sides. Headmaster Robert Milne comments, “Looking outwards, showing empathy and helping others is at the heart of Emanuel.” Now Emanuel plans to expand its outreach work to schools with a particularly high percentage of pupils on free school meals. Starting this September is their Primary Ambitions Programme, where all

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Schools are taking mental health in pupils as a major priority with extra provision to ensure their enjoyment of learning, both inside and outside the classroom, says Susan Springate romoting happiness and a sense of wellbeing in the classroom is nothing new, but with mental health problems on the rise, headteachers are resolved more than ever to put pastoral care at the heart of their schools. “Wellbeing is central to everything we do,” says Samantha Hazlehurst, spokesperson for Putney High. “We believe that the happiness, personal development and the wellbeing of our pupils should come before all else, and

Looking outwards, showing empathy and helping others is at the heart of Emanuel Lower Sixth students will be off-timetable on Friday afternoons to mentor, teach or coach local primary school pupils in creative, STEM, sports and language taster sessions. Teenagers will have the chance to try something new, through which they will thrive and develop confidence, kindness and leadership, and gain experience to boost their university applications. Other areas of outreach include football supported by the Fulham Football Foundation, where Year 4s who don’t usually have access to facilities, battle it out in a tournament, vying for the coveted trophy. Emanuel’s charitable organisation, the Battersea Rise Trust (BRT), is establishing relationships with schools lacking in resources and Emanuel

is partnering with them, as well as lending their pool to local schools. Head Robert Milne says, “We are very excited by our partnerships with 17 local primary schools and community charities; it’s important to us that Emanuel is a good neighbour.” For the older pupils there are links with state secondaries including Westminster City School, with projects covering public speaking, Model UN, and film-making schemes during the holidays. Every year, 18-20 Lower Sixth students spend three weeks teaching English in a primary school in Tamil Nadu, India, living with local families and experiencing the culture. Now Emanuel is launching a new initiative in The Gambia for their Year 10 pupils. John Layng, Assistant Head, CoCurricular says, “The most effective projects are two-way, where individuals and organisations on both sides will benefit from the partnership. Emanuel’s aim is to reach out to inspire, to share and to learn with our partners.” These partnerships, in tandem with the school’s aim of doubling its free places to coincide with its 430th anniversary, make Emanuel an exciting school to watch.

are essential for every pupil to flourish in her time at school.” Statistics show that a staggering one in eight children and young people aged between five and 19, have diagnosable mental health problems (NHS Digital Report 2018), including anxiety, depression and phobias, and an unprecedented number of young people – girls and boys - now self-harm. The causes behind these alarming figures are complicated and manifold; and whether it’s the relentless demand for good exam

Dulwich College

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PICTU R E YOU RSELF AT

HELPING CHILDREN TO GROW UP MENTALLY HEALTHY

James Allen’s Girls’ School

Good mental and emotional health is key to a child’s growth and personal development. Negative life events and experiences can lead to mental health issues, but many simple factors are identified as positive contributors to mental wellbeing. Eating well, exercising and being in good physical health all contribute to a better state of mind. Young people who are given reasonable opportunities for independence and those who have healthy and open relationships with adults are more likely to feel better about themselves. And simply having the chance to engage in outdoor and indoor play is also important for a child’s healthy mental development. Feelings of belonging and security - a sense of community, being part of a family that gets along, a school where wellbeing is well managed - feeling valued, trusted, understood and safe, as well as some gratitude for these things, are also key. Helping your child find their strengths and to understand they have control over their choices in life - and the ensuing consequences - can help them handle stress and manage disappointment. Simple tools, but ones to help your child maintain mental balance and grow up well-adjusted in an increasingly complex social environment. Source: Camp Suisse

Emanuel School

results, peer pressure on social media, or simply getting to grips with being a teenager, schools agree that providing young people with the skills they need to be in control of their own wellbeing is fundamental. “Certainly, there are increased pressures on young people today,” says Linda Sanders, Headmistress of The Laurels School. “To be a teenager is a time to grow and develop and begin to define your identity. Never before have teenagers faced so many choices and mixed messages about who they should be; but we know that authenticity and being a person of integrity is what ultimately leads to self-fulfilment and a life well-lived. As educators, we see our role as guiding and helping young women to make the right choices for the right reasons and to ‘tease out’ from each one their very best selves.” Oliver Snowball, Headmaster of Eaton House The Manor, concurs. “Preparing girls for life in the 21st-century means providing them with the life skills and character traits to thrive in a fast-paced, ever-changing world.” Most schools have well-developed pastoral systems in place with dedicated teams of qualified school staff, safeguarding officers, nurses, chaplains and counsellors and various

Happiness, personal development and the wellbeing of our pupils should come before all else programmes and mentoring schemes. “Our pastoral centre is the hub for sharing concerns and worries, along with our Nurses’ area”, explains Deputy Head (Pastoral Care) Samantha Payne at James Allen’s Girls’ School. “Our Chaplain has an open-door policy to our multi-faith space and girls can often be found there, chatting with her and her therapy dog, Lina. We also have a counselling space for one-to-one sessions and run a Sister Scheme, where younger pupils can be paired with older ones to support them in their concerns.”

Putney High’s Peer Mediation Programme is designed to help girls develop valuable interpersonal and empathetic communication skills. “Girls are given a digital toolkit of useful apps on their iPads to help them to regularly ‘check-in’ with their own mental wellbeing and develop emotional awareness with tools like the ‘Emotional Barometer’ and even a ‘Worry Filter’, adds Hazlehurst, who says their approach has recently involved the trial of an app for parents, an extension of the pupils’ own digital toolkit, giving families a ‘shared language’ with which to discuss the issues surrounding emotional wellbeing. The school also holds a ‘Wellbeing Within’ week every May to tie in with National Mental Health Awareness Month, as well as team-building days and weekly ‘Happy Mondays’. Exam Pressure Most agree that prioritising good mental health and building character and resilience is the best way to produce better academic results too. “Anxiety around exams is a big concern,” says Ravi Kothakota, Deputy Head Pastoral at Emanuel School. “We talk to the

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WELLBEING IN SCHOOLS With a growing mental health crisis among teenagers, primary schools need to take a greater responsibility for equipping children with the tools and strategies they need to flourish mentally. Reception age children need to learn to articulate their emotions so all stigma of mental health is removed. Mindfulness lessons not only help children to relax and take time out, but also to see that they can stay mentally fit, just as they can physically. A school-wide focus on becoming more resilient to the knocks and challenges of life has included workshops for parents on problem solving or how dealing with ‘failures’ can make us stronger; adults can inadvertently shield children from experiencing failure first hand. We also undertook a survey of attitudes showing some areas of self-doubt amongst the children, and we tackled these with a growth mindset.

Ernest Bevin College

students regularly about keeping things in perspective and supporting them in managing their time during this stressful period, particularly with GCSEs. But we also encourage them to continue taking part in their sports or other activities in order to maintain a healthy balance.” Boys at Dulwich College are given an Alternative Revision Guide, providing them with a range of advice, tools and activities to support their wellbeing, alongside their academic revision and wellbeing lessons, while sixth form prefects have introduced Year 11 Mental Health Day to support Year 11s manage their time, stress and anxiety in the lead-up to the examinations. Last year they invited a panel of speakers to discuss mental health, ranging from an ex-rugby player, clinical psychologist, mindfulness practitioner and former police officer. For The Laurels School, self-awareness of what each individual can achieve is key. “That makes a huge difference to stress levels,” Headmistress Linda Sanders says. “With some we work on ways to deal with their perfectionism, looking at how they relax, how long they are studying; with others, we encourage them to develop more ordered habits of study. We also run a bespoke Mindfulness club, which focuses on how to deal with exam stress.” Alison Fleming, Head of Newton Prep, is mindful of how critical Year 6 has become

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for pupils and has a range of strategies to help, but underlying all of them is the choice of school. “The most important thing is that children are applying for schools that are a sensible option. Whilst it is fine to be ‘aspirational’, there has to be a healthy dose of realism in deciding upon which schools to apply to.” Social Media Undoubtedly, one of the biggest concerns facing parents, teachers and students today is the impact of social media on mental health and yet few schools have gone down the prohibition route. “We don’t believe that banning phones from school is a solution to the problem,” says Putney High’s Hazlehurst. “Obviously we expect phones to be put away during lesson time and the school day, but we believe more in encouraging children to develop a healthy attitude to social media and mobile phone use, and to learn to focus on genuine friendships, positive interactions and real-life likes”. Within this, E-safety is a big issue. “Our network is monitored through two security levels, so parents can feel confident that whilst using the school systems, staff are fully aware of all internet activity,” says Samantha Payne of James Allen’s Girls’ School (JAGS). “We have a group of tech-savvy sixth

Despite these pre-emptive steps, there is still an increased demand for our counsellors, and mentor groups for the oldest children reveal worries and concerns. Children do now talk openly about their feelings though, learn from each other, and are more comfortable asking for help - a far cry from having ‘a stiff upper lip’ or being told to ‘man-up’. Source: Finton House

First Aid for Life recommends several strategies to help stress, anxiety and panic attacks in children: to operate an open-door policy to facilitate communication; encourage energetic activity, known to improve physical and mental wellbeing; have a regular bedtime routine; somewhere to escape to; and to switch off phones outside the sleeping environment.

form students who are the College’s Digital Ambassadors,” says Nathalie Coppin, Head of Wellbeing at Dulwich College. “As users of social media and technology themselves, they are able to share the message of the impact of social media from a place of experience,

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Pushing the Boundaries The same methodology is used with regard to pupils experimenting with drink or drugs. “Inevitably, pupils growing up in contemporary society will be faced with numerous pressures to experiment with drink and drugs, compounded by social media and the expectation to have a particular body image,” comments Payne. “We do not underestimate the effect that these pressures place on their self-esteem and self-worth at an incredibly vulnerable period of their lives. Our pastoral programme and PSHCE curriculum address these issues directly and we are open and honest about how peer pressure can impact on young people and their ability to make sensible decisions. They will want to take risks, of that we are all aware, and this is an important and crucial part of their development. However, we give our

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reflection, and empathy with their peers. It is so key and relevant that this is student-led. This year, the Digital Ambassadors produced a parent guide to supporting their son with healthy gaming approaches.” Dulwich also works in collaboration with Digital Awareness UK, as do many secondary schools, to keep up to date on emerging challenges facing the users of social media. Bullying In all schools, there is zero tolerance for bullying, whether it’s online or face to face. “In our diverse community, bullying behaviour is not tolerated and will be dealt with appropriately,” says Payne. “JAGS has developed an approach to bullying in which we actively gather information about issues between pupils which might provoke conflict, and develop strategies to prevent bullying occurring in the first place.”

Social Responsibility At secondary school level, it is proven that getting teenagers to look outwards rather than inwards is a huge part of the puzzle of positive mental health. “Teaching a strong sense of social responsibility and the need to play an active role in the community to our girls is as important as the school curriculum,” stresses Payne at JAGS. “Whatever our girls go on to become, it won’t just be their academic experience they remember from JAGS. Equally important will be the time they spent mentoring local children at our Saturday Literacy Scheme, teaching elderly people in our community how to connect with the world online, singing in one of our many choirs or helping children less fortunate than themselves in Uganda.” Emanuel has similar outreach programmes in the local area, as well as a focus on supplying 43 fully funded bursary

WELLBEING FROM THE ROOTS Many schools have wellbeing programmes embedded within their curriculums, either provided by an external organisation or a more bespoke offering organised in-house. Strategies for coping with stresses and anxieties can be taught and counselling offered, but for some children this can be too little too late. A fundamental shift in emphasis to prevent mental health issues from festering in the first place is needed. Schools must develop curricula that allow children time within the day to relax and de-stress with the more creative subjects of art, drama, music and sport playing their part.

James Allen’s Girls’ School

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As educators, we have a responsibility to change the way success looks. It is not all about exam results and which schools children get into at 11+ or 13+. Happiness, personal development, character and good citizenship should be valued above all else, and the best practice sees joined up thinking between parents and schools. Schools can offer support in good parenting, advice about how to reduce pressure at home and help in educating parents about mental health.

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students the tools to make sensible choices and to step back from situations where their decision-making puts them in danger.” The high level of self-harm in recent years has also been of particular concern. “This is a scourge which is on the increase in schools,” acknowledges Sanders. “Like most schools, we have experienced a few incipient cases but have been able to nip them in the bud at an early stage thanks to our tutorial system: concerned classmates have spoken about their worries to their tutors who in turn have spoken to the appropriate person”. At Dulwich College, they hold discussion groups about positive masculinity. “The notion that as boys, we cannot talk about our feelings (combined with the fact that mental health problems usually develop from the age of 16 onwards and stress is a major factor behind them) is deeply worrying,” says Coppin.

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SCHOOL PROFILE

SPACE TO BE A CHILD Windlesham gives the gift of a brilliant education in stunning surroundings just a short journey from south-west London at the start of each week

Whitgift School

DIVERSITY IN INDEPENDENT SCHOOLS Many independent schools have a long history of offering meaningful bursaries to students from lower income backgrounds, often covering more than 100 per cent of fees, and allowing pupils to access all aspects of school life including trips and music lessons. Such transformational opportunities make a huge difference in terms of social mobility in that, not only does the pupil concerned have better life chances, but they also have a positive impact on their families and local community following their education. Of increasing interest to parents choosing an independent school, is the opportunity to place their child in a community which properly reflects national and international diversity. This means that fee-paying parents are fully in support of bursary programmes which contribute to the socio-economic diversity of a school. Prospective and current parents at JAGS say the fact that their intake reflects the world in which their children will grow and work is a major draw. They are also keen to be part of a community that seeks to make a difference in this way. They are not seeking a ‘private school bubble’ that will leave children ill prepared for adult life. Source: James Allen’s Girls’ School

places at the school in the next few years. “From September all lower sixth pupils will be leading small groups of local primary school children, who have signed up for short courses,” says Kothakota. And there is a similar ethos at The Laurels: “Our motto is ‘In gaudio serviamus’ which imparts the idea of giving of ourselves – thinking of others – and recognising that the world does not revolve around us,” says Linda Sanders. Elsewhere, Ernest Bevin School has signed up to the Wellbeing Award for Schools, administered by Award Place in

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partnership with the National Children’s Bureau, and hosted a Wellbeing conference in April. “The award will enable us to develop these practices where necessary and help us to ensure that wellbeing is embedded in the long-term culture of our school,” says spokesperson Fiona Wilkins. “It will help us to create an ethos where mental health is regarded as the responsibility of all.” Northwood Schools (which operates Broomwood Hall and Northcote Lodge) meanwhile adhere to The Five Learning Powers - Confidence, Independence,

In all schools, there is zero tolerance for bullying, whether it’s online or face to face Curiosity, Resilience and Communication – and ran a staff conference on the subject of wellbeing this summer. “This is the most exciting time to be alive,” says Hazlehurst of Putney High. “We have seen an unprecedented pace of change in only the last 30 years. Schools have an essential role to play in futureproofing children for what lies ahead, and for ensuring they have the skills, adaptability and the vision to achieve their goals.”

DID YOU KNOW… that one in six young people will experience anxiety, according to Anxiety UK.

Windlesham is a co-educational day and boarding prep school in West Sussex which offers an escape for children from the stress of daily life in London alongside a first-class education. A popular boarding option for those in Year 7 and 8 who want to develop their independence and get used to being away from home before they start their senior school, Windlesham offers space and fresh air in the heart of the South Downs yet it’s only one hour and 20 minutes from London. A weekly bus from Putney each Monday morning and relaxed parent access means this is a modern boarding choice for families who want the best of everything – dedicated family time, an active school life and the space to be a child for as long as possible. Windlesham is one of the oldest prep schools in the country and was the first to go co-ed in 1967. The founding family, the Maldens, are still involved in the school and pupils go on to over 35 different senior schools, including all the top ranking independents, with 25% of leavers winning scholarships – this year the school has set a new record with 29 children gaining awards. The school’s

impressive results do not come at a cost to pupil happiness, however. The mental health of the children is of paramount importance, with wellbeing taken care of through mindfulness practice, an inhouse counsellor and an array of teacher support, such as tutors, housemasters and housemistresses and matrons. Every child is equally valued and, as a result, there is no head girl or boy and no head of house. The democratic approach of the school is also evident through its lack of uniform and teamwork initiatives, which span year groups and encourage collaboration.

Windlesham is one of the oldest prep schools in the country and was the first to go co-ed in 1967 While there’s a no mobile phone policy, this isn’t a school that shies away from technology. Windlesham teaches robotics

and computer skills, including Android and PC as well as Apple, from Reception. From Year 6 upwards all pupils have an iPad. The momentum of the school can be seen in other areas too – since opening its new sports centre and pool, the senior swim squad has reached the IAPS Nationals. In academic life, the curriculum is wide. Beyond standard French, Spanish and Latin, language options include Mandarin, Italian, Russian and German, and in all subjects there are lots of clinics for extra help as well as a supportive SEN department. Admission is non-selective and siblings are looked upon favourably. Headmaster Richard Foster, who has been at the school for 11 years, says: “We provide children of all academic abilities with an opportunity to reach their personal potential in subjects and activities in which they show promise, from maths and science, languages, the arts and sports. Academic excellence and success are a high priority, and we achieve results, but we think that it is important to maintain a very caring, family atmosphere at Windlesham through our unique pastoral care.” If you’re considering a taste of the countryside and the opportunity to extend their childhood for a few more years, then bring your family to Windlesham and see what this reputable prep school has to offer.

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SCHOOL PROFILE

YOUTH ACTIVISM

FUTURE-PROOF Eaton Square School is focusing on character education to prepare every child for life beyond their education

just their academic capabilities, and from there they can provide a recommendation in a much more considered and effective manner. For many parents the path to finding the dream school for their child isn’t always a straightforward process. However, the Eaton Square Schools Group still aims to eradicate the challenge of tough entrance exams at 11+ and provide a wellrounded, holistic educational pathway for students, ranging all the way from nursery school through to the upper school where students can remain until they’re ready for higher education.

Each pupil undertakes the ‘Compass for Life’ programme which encourages them to aspire to achieve the most ambitious of dreams... It’s been two years since Eaton Square Mayfair disrupted the secondary school market in London when it opened on Piccadilly in September 2017. It’s been a time of development, reflection and definition, where the school has found its place in the independent education sector and is now focusing on character education and preparing each and every child for the world beyond the school gates. Under the strong leadership of joint heads, John Wilson and Caroline Townshend, the school continues to go from strength to strength. These Heads and all the teaching staff are passionate about nurturing each individual’s soft skills and instilling values that will enable pupils to confidently and successfully embrace their future world. Leadership development lessons are an integral part of the core curriculum; each pupil undertakes the ‘Compass for Life’ programme which

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encourages them to aspire to achieve the most ambitious of dreams, and then helps them plan pathways to achieve these. All pupils also participate in a life skills programme which aims to equip them with the skills and strategies for success in our multifaceted and ever-changing world through debating, mentoring, public speaking and communication workshops. Running alongside this, ‘Genius’ lessons allow pupils to work collaboratively, across curriculum areas, in a way which reflects much of the modern world of work. Pupils take ownership of their learning because they are actively involved in creating and leading their own projects. The upper school entry process remains balanced and well-rounded, with significant value placed on a teacher/student interview rather than just a test. This enables the school to develop a much greater picture of the student as a person, rather than

The prep school is expanding in September to a new building on Eccleston Square with a new head at the helm and the sixth form is opening in 2020. On the cusp of this exciting development, the group is using the change in buildings to assess the entire curriculum throughout every stage. There are many factors to consider and striking a balance between an environment that’s stimulating and exciting, which allows children to thrive and develop their passions – without the stress of tough entrance exams, constant testing and physical and emotional upheaval – can be a challenge. Championing children’s mental health remains the schools’ priority and the next chapter aims to deliver a happy, successful education experience for all pupils to prepare them for the future.

Thames Christian School

RISING UP Mobilising for political and social change is the hallmark of the new generation and it has far-reaching ramificiations on careers, income levels and empathy, says Georgina Blaskey here’s a fresh wave of political activism in the air. Call it the Brexit effect, #MeToo movement or 16-year-old Greta Thunberg’s extraordinary global influence, but young people have something to say and they’re talking with their feet. For the first time in a very long time, children are out marching on the streets of Britain.

Youngsters with their friends and families at the People’s Vote, girls with sisters, mothers, grandmothers and aunties on International Women’s Day, and of course, the pupils marching for climate change and joining a worldwide revolution started by one Swedish teen who camped out on her government’s steps on 20th August 2018. On 15th March 2019, an estimated 1.6 million

students from 125 countries followed in Greta’s footsteps by walking out of school to demand climate change action. Globally, Fridays for Future (FFF), Thunberg’s movement, attracts more girls than boys, which is perhaps fitting seeing as it has been claimed that climate change is also escalating existing gender inequality, according to a 2015 report by the World

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to analyse critically are key to Putney High’s approach to learning and relevant in every subject, from humanities and languages to science. Harkness Table lessons and parliamentary-style sessions encourage debate at every opportunity. There is a democratic Student Council and girls practise “elle-oquence” and “power poses” with the school’s dedicated Orator in Residence. From the campaigning Eco-committee to the school’s Feminist Book Society, one

Taking part in political activism is good for teenagers, according to an American study

student says, “We are always prompted to engage ourselves in intellectually stimulating and challenging discussions”, and according to Orator in Residence, Miranda Kiek, “That’s one of the wonderful things about Putney High School students – they care about a lot!” Headmistress Suzie Longstaff, who has even initiated stand-up comedy lessons in order to encourage girls to stand up and think on their feet, explained, “Careers are changing so fast that we need to give girls the transferable skills that they will need in the future, and the confidence to speak up and strive for what they believe in.” Emanuel’s sixth form students participate in an annual Model United Nations (MUN) event with a range of schools and students from across London, offering them the chance to represent an assigned nation, with the opportunity to present a solution to a

PLAYING THEIR PART Now, more than ever, young people are faced with complex global challenges on a daily basis. Climate change, world poverty, food ethics and political uncertainty are discussed in the media, on social media and in the classroom. Many young people have an active social conscience and the desire to make a genuine difference in the lives of others. Our pupils have the opportunity to experience a trip to rural Africa to work with the charity, Go Make A Difference. Students travel to Tanzania to build water tanks and goat sheds, visit schools and contribute to medical work in rural villages. Experiencing how people live in the face of great hardship, and being able to contribute a little, inspires and empowers our pupils, opening their eyes to the challenges of life in a developing world country. Pupils return from this experience with a high level of gratitude, having gained far more than they could give. In recent years our pupils have raised over £60,000 for Go MAD projects, and trips to Tanzania resulted in an ISA Award for Outstanding Contribution for International Understanding for the school. Source: Thames Christian School

SOAPBOX Speaking in public is listed by many adults as their greatest fear, yet communicating ideas clearly and presenting them to others is a lifelong skill that is an advantage in all walks of life.

Alleyn’s Senior School

Health Organisation, which puts women as more vulnerable than men to the impact of extreme climate events. However, engaging all children in politics and activism can help their personal development, their understanding of geopolitics and increase levels of empathy. Gone are the days where activism meant violent protests. For this generation, joining a march is a positive experience which many parents encourage. In the USA in 2018, a month after a gunman killed 17 people at a high school in Florida, thousands of school children took part in a 17-minute protest that involved walking out of their classrooms with signs and banners, while some held a minute’s silence. Taking part in political activism is good for teenagers, according to an American study highlighted in the New York Times on the

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day of the protests. “The study, published in January in the journal Child Development, found that late adolescents and young adults who voted, volunteered or engaged in activism ultimately went further in school and had higher incomes than those who did not mobilise for political or social change,” the article said. The researcher found “civic activity linked to better academic and financial outcomes regardless of early school performance and parental education levels, two factors that usually drive later success.” Many schools are keen to encourage the political passions of their pupils, creating scenarios in their timetable to give students a voice and a space to talk about the issues close to their hearts. Intellectual sparring has always been very much part of life at Putney High School. The skills to think independently, to argue persuasively, and

Pupils are encouraged to engage indepth with issues that interest them before delivering a presentation on their chosen subject to the whole school. Philosophy 4 Children classes enable pupils to think critically before they choose a topic on which to speak. Nothing is off limits and recent soapboxes have included climate change, robotics and the adoption of children during WWII. Soapbox is the initiative by which our Year 5 pupils can stand up and be counted, overcoming their fears in order to deliver an interesting talk followed by a Q & A with fellow pupils. Vocal skills of clarity and projection are key to the success of such a task and although the thought of it may be daunting, pupils feel empowered. Once they reach Year 7, standing up in a new school as a Sports Captain or Class Rep holds no fear for them. They have the ability and confidence to hold the attention of an audience, an important life skill. Source: The Roche School

The Roche School

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also offers myriad opportunities to transfer political beliefs into a community and make a tangible difference. At Wimbledon High School, a weekly online magazine gives students the chance to comment on issues of the day to the school community. The school’s Year 7s campaigned last year to get rid of disposable cartons in the dining hall. Year 10 students, on their own initiative, became involved in Merton Against Trafficking, to raise awareness and campaign against exploitation and human trafficking. Another group of students campaigned for LGBTQ and helped the school win a Stonewall Bronze award. “I don’t see snowflakes,” says Wimbledon High’s Senior Deputy Head Fionnuala Kennedy. “Rather, I work with engaged young people, who are acutely aware of the political landscape in which they are growing up, and the environmental challenges facing the world today. They are outraged and they are ready to use their voices for the good. It’s heartening and a privilege to see.”

Research shows civic activity is linked to better academic and financial outcomes worldwide issue, debating such topics as how to best protect languages across the globe. As part of the Newton Prep Diploma, which has replaced Common Entrance at the school, pupils take part in a day based on MUN. Last year, they discussed foreign aid, this year they held a climate change conference. Year 7s were assigned different roles, from activist to mediator to statesman, and encouraged to research and develop that role. The activists led a protest using placards and banners, demonstrating outside the dining room where the ‘delegates’ were eating, and recruiting other year groups who were out playing to join them. The event raised the pupils’ political awareness, introduced them to the power of veto and explained how to forge alliances. The day-to-day running of a busy school

Newton Prep School

A BROAD OUTLOOK Being aware of and engaging in topics which affect children or might impact them in the future is paramount. So how can we ensure that the children of today are the responsible citizens of tomorrow? • Check your child is accessing good and age-appropriate sources of news: Newsround, First News, National Geographic for Kids, rather than ‘fake news’ • As a family, especially during meals, discuss a range of relevant issues objectively to engage your child in key topics, showing empathy towards national and global matters • Ensure that your child has a broad understanding of our electoral system, of who is who in politics, and that they understand the importance of the right to vote • Encourage social awareness through donating to charity, being eco-friendly and demonstrating kindness and tolerance • Show an interest and follow up on topics covered at school, such as in PSHE and assembly With so much going on in the world currently - climate change, Brexit, continued prejudice and inequality - it is paramount that the young people of today are brought up with a social conscience and a strong moral compass so that they will strive to make the world a better place for all. Source: Sydenham High School

They are outraged and they are ready to use their voices for the good. It’s heartening and a privilege to see

MADE IN PUTNE Y Meet Penny, science lover and committed environmental activist. Today Putney, tomorrow the Earth.

Eco-activism has certainly come to the fore at Alleyn’s School, initially driven in recent years by the school’s pupil-led Eco Committee, but now also championed by a passionate wave of support from the wider pupil and staff body. This year, the school turned green for its inaugural Sustainability Week, which highlighted the importance of providing for the present without compromising the future. A range of activities took place, including a meatfree Monday, lunchtime talks and the opportunity to donate clothes for reuse or recycling. A local business serviced and repaired pupil and staff bikes, pupils planted trees on site, and the Eco Committee policed recycling bins to instruct on correct recycling methods as well as working with the London Wildlife Trust to plant a new hedgerow on the edge of the Sydenham Hill Wood reserve. Our concern for the planet starts even

Falcons School for Girls

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SCHOOL PROFILE

THE ALLEYN’S EXPERIENCE Co-educational Alleyn’s is a forward-thinking community currently celebrating its 400-year history with the same ethos with which it began – inclusivity and ambition

Wimbledon High School

earlier than secondary school, however. At The White House Preparatory School, pupils are passionate about the impact they and their school are having on the environment. They lead assemblies on the subject and introduce ways to reduce their carbon footprint. “Children are committed to cycling - we are doing Bikeability so children learn how to cycle safely on the roads and also the Big Pedal encouraging families to scoot, cycle or walk to school rather than drive. This has been so effective we now need to buy a new bike and scooter rack to house all the bikes!” says Headmaster Tony Lewis. Giving a voice to children undoubtedly raises awareness of their place in the world and helps to create outward-looking, engaged, invested young people. That can only be a good thing for all our futures.

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POLITICS FOR PERSONAL DEVELOPMENT AND EMPATHY Politics as a subject can sound a little dry to some, but the skills and values required to engage successfully with political topics are essential in so much of life. Debating, listening, expressing views in an articulate and concise manner, and accepting results that do not reflect one’s own views, are all key and the sooner they are developed the better. We run Votes For Schools, an online voting platform that gives pupils a better understanding of current affairs whilst enabling them to take part in a democratic process. Interestingly, we have found that our Year 1 to Year 6 children’s resilience and empathy - two words not always associated with the cut-throat world of politics - have increased. Feeling that they can make a difference (the Malala or, more recently, the Greta Thunberg effect) and wanting to support causes they strongly believe in, have given children the grit to keep going until they are listened to whilst also providing them with an understanding of how it feels to stand in someone else’s shoes, developing their own moral compass along the way. No educator or parent could wish for more. Source: Falcons School for Girls

Alleyn’s attracts boys and girls from all backgrounds. It is proudly co-educational, creative and progressive, always looking to the future as it constantly builds on its strong, 400-year old foundations. There is a unique energy to the school; pupils and staff are kind, reflected through the volunteering in the local community, and there is a vast range of co-curricular activities and clubs on offer including CCF, music, drama and the Duke of Edinburgh scheme - the largest school programme in the south-east. It is from this context and with an outwardlooking attitude that Alleyn’s welcomes candidates from all walks of life. The school community is made up of children from a rich variety of social, ethnic and cultural backgrounds, who arrive at Alleyn’s from both the state and private sector. The school provides a great deal of financial assistance for families, occasionally through scholarships but principally through a significant number of means-tested bursaries. What sets Alleyn’s apart from other schools is their transformational bursary scheme, covering the education and making provision available for other key elements such as uniform, school trips and school lunches, encouraging those who might not otherwise consider an independent school to do so. It is something which Headmaster Dr Gary Savage set out to do when he arrived at the school, and this year Alleyn’s have formalised their intention to increase their bursary offering. At the moment around 10% of all Senior School pupils receive help with fees and the school is currently fundraising with the goal of doubling that figure to 20% in the near future. Celebrating 400 years of history is an excellent time to raise awareness of this ‘open door’ policy. “It is where we came from, where the school’s roots lie,

and it is still very much the way we want to be going, both today and long into the future,“ says Dr Savage. There are good relationships with a great number of state and independent schools and Alleyn’s is a member of the Southwark Schools Learning Partnership, as well as the London Fee Assistance Consortium, a group of London schools who highlight the availability of bursary places. It is also a supporter of the London Academy of Excellence in Tottenham. Families are fully encouraged to come to visit the school on one of the many open days during the academic year. The very popular Year 6 taster day, Experience Alleyn’s, is held in September, and allows boys and girls to try activities ranging from sport, art and music to drama, cookery and science to get a sense of school life. Sign-up for the limited places opens in July. “A day spent with us will show the child what we are all about and hopefully the lively, buzzy atmosphere will leave them

enthused and excited about what we have to offer. We want children and families to come to see for themselves what an Alleyn’s education looks like,” says Savage. When Edward Alleyn established the Foundation of the College of God’s Gift four centuries ago, his goal was to make a difference to the lives of local people, an ambition valid today through help with fees, fundraising for bursaries and extensive community and partnership work. The school shares its facilities for thousands of hours a year and pupils gain more of an understanding of the world around them by spending time volunteering and on outreach work. Dr Savage concludes, “We are so much more than one thing; we offer so many different things to so many different people. Diversity is at the heart of what we do and there are myriad opportunities ranging from the academic to the sporty or creative. Please don’t be put off because we are independent - our door is open to all.”

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SIXTH FORM

TO BE A SIXTH FORMER

LEAVE OR REMAIN? Should I stay or should I go? Sixth Form creates an opportunity to stay or to move on to pastures new. Susan Springate unpicks the pros and cons

The sixth form is often the most rewarding stage of a school career, enabling students to focus on the subjects that really interest them as well as taking on positions of responsibility and leading the student body. At Wetherby, most boys continue into the sixth form. Familiarity with the school environment, teaching staff and support structures give the boys a seamless and less disruptive start to the final phase of their schooling. The existing relationships the boys have with those teachers who were formative in their A level choices provide a nurturing bridge from the Middle School into the top two years. However, for some students a change may be beneficial. Boys may wish to move from a boarding environment to a day school, or they may be keen to study in the heart of London with a wealth of work and cultural opportunities on the doorstep. Source: Wetherby Senior School

tay put or move? It’s a dilemma faced by many teenagers once the euphoria – or the disappointment – of GCSEs is over and it’s time to decide where to go for the next stage of their academic journey. For many, it will be an automatic decision to stay where they are; where they are known by their teachers and where they can concentrate on their studies, rather than worrying about settling in and making new friends somewhere new. Those who did better than expected in their exams might consider moving to another school or sixth form college to improve their university prospects; while for others, lower grades might mean they are not allowed to carry on to the sixth form at their current school and need to look at alternative options. The more mature among them might feel the time has come to spread their wings and opt for the more grown-up environment of a sixth form college in preparation for

Sydenham High School

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university life, and those in single-sex schools may feel a mixed environment is preferable, ahead of higher education or the workplace. Then there are the financial issues to consider: students may have to leave their private schools for a state school, or strong grades at GCSE or sporting prowess, might enable them to access a bursary or scholarship at an independent school. Whatever the situation, there is an option to meet each individual’s personal requirements. The vast majority of students will stay where they are. “Students need to hit the ground running”, says Rebecca Parrish, Director of Sixth Form at Sydenham High School. “A levels and the uplift in academic rigour can cause anxiety for some students and being in a familiar environment, where staff know you and your learning styles inside out, is paramount. Joining a new place of study for sixth form means students often need to focus their time on building new

social networks, which can detract from the core business of getting to grips with the demands of A level subjects.” Bolingbroke Head Claire Edis agrees. “Moving to sixth form from within the same school ensures a seamless transition,” she says. The school has a small, dedicated sixth form of 200 pupils and class sizes of 4-16 students. Schools have come a long way from the old style sixth form common room, with a kettle and a jar of instant coffee if you were lucky. Today’s sixth form centres offer state-of-the-art facilities, along with small seminar-style teaching and great support for the university application process. Putney High School’s multi-million pound purpose-built Sixth Form Centre sets a new benchmark with its specialist seminar rooms and internet café and diner with rooftop terrace. “It was designed to create an environment closer to university level study, encouraging girls to push their learning and look to the future,” says Samantha Hazlehurst, the school’s Communications Manager. Emanuel School meanwhile, has recently refurbished its own top floor Sackville Café, and is proud of the co-curricular opportunities for older pupils, including a wide range of clubs, societies and sports, as well as music, drama, art and technology. “These experiences give students a sense of balance, happiness and long-lasting friendship. We also find that A levels are the time when you and your parents need a trusted adult the most, so each pupil’s tutor - the single person with the most holistic knowledge of the young person - is vital,” says Kate Bainbridge, Head of Sixth Form. “Our aim is to ensure our students leave the sixth form being curious, considerate, self-motivated and future-confident, often exceeding their own expectations,” says Katharine Woodcock, Headmistress at Sydenham High School. As well as teaching

Harris Academy

in much smaller groups, most schools offer qualifications and studies beyond the A level courses, including the Pre-U options and the increasingly popular Extended Project Qualification (EPQ) which has been proven to boost a pupil’s chance of getting into university. “For those students who would like to pursue a research-based project with a strong science focus, we also offer the opportunity to take part in the CREST award, in which a number of our students have achieved gold for their work,” says Woodcock. “Our challenging LEAP programme of lectures offers stretch and extension to encourage students to think beyond the curriculum in readiness for university level study,” adds Samantha Hazlehurst of Putney High. University is the end-game for most students at this stage of their education and most schools support them in the process, helping them research university choices and complete their applications and personal statements. Emanuel uses the very popular online research platform

unifrog - as do Dulwich College and many others - where students are able to research apprenticeships as well as degree courses. Special attention and support is given to students applying for Oxford and Cambridge, those wanting to study Medicine or Law, or those planning to study overseas. Bolingbroke, which had its first set of A level results this year, offers a dedicated UCAS officer, “typically only available at much larger sixth form colleges or independent schools,” says head Claire Edis. If the move is from private to state school at sixth form, there can be advantages too, such as a wider range of qualifications on offer. Ernest Bevin College, a boys’ secondary school in Tooting, has a co-ed sixth form, and prioritises finding the right course for each individual, whether A levels or BTEC qualifications, or the new two-year technical qualification, known as the T level, which will be taught from 2020. For some however, a complete change is what’s needed, both on a social and academic level. “Students come to

Ernest Bevin

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SIXTH FORM MOVE

GETTING THE MOST OUT OF SIXTH FORM

Staying where you are for sixth form can provide continuity as you transition from GCSE to A level study. Your teachers know you, and you are within familiar surroundings, helpful as you move to the faster pace and academic rigour of A levels. You may also feel that you have built up a network of support at your current school and have established a peer group with whom you are comfortable.

Whether you are moving to a new sixth form college or entering the exclusive sixth form college enclave of your current school, the next two years will go by quickly so there is no time to waste.

Moving to a new sixth form can provide a wealth of opportunity and new challenges, both personal and academic. You may find a greater range of academic subjects on offer as well as co-curricular activities. You will have the chance to develop your interpersonal qualities as you move to a new environment and make new friends, and may even find that the change of scene provides a new sense of motivation for your studies.

• Love your course - if you can’t keep up with Further Maths or regret taking French, say something now as you may be able to change

If you are unsure, speak to your teachers and visit the schools or colleges that have captured your interest. Meeting the sixth form team at other schools, and speaking with the students, many of whom may have faced the same decision as you, will help answer some of the questions you have, and may help inform your decision.

• Read around your subject - pick up a book, watch a documentary or listen to a podcast

Source: Trinity School

• University taster days - a great way to try different courses; they are free but you need to sign up as places can be limited

• Use your time wisely - work as much in free study as in lessons

• Get involved - sign up for trips, volunteer to read at the local primary or referee football to build up soft life skills Bolingbroke School

us looking for a different experience, something perhaps more academic or a different structure from what they have been used to. We have a very wide course offering including nearly 30 A level subjects as well as BTECs in Business, Digital Media Production and Music Technology,” says Emily Symmons, Head of Admissions at DLD College, an independent sixth form in central London with a boarding option. “We create unique learning opportunities,” she adds, quoting the college’s mission statement. The college also has a strong track record of students applying to some of the top art colleges in the UK as well as in a range of more unusual courses including Song Writing, Jewellery Design, Ecology and Conservation, Games Development and Artificial Intelligence. Similarly, MPW, which used to be thought of as a crammer for those needing to retake GCSEs, is now a popular choice, particularly among former boarders looking for an alternative to the

restrictions of traditional school life. James Barton, Director of Admissions, explains: “The most common reason (they switch) is ‘for a change’ as the sixth form environment of a college does offer something demonstrably different from the traditional confines of a boarding school. They can create their own structure here and there’s much greater choice – we offer 44 A level subjects in any combination and that variety, flexibility and multi-functional approach is a key driver for students joining us.” Both schools and colleges offer more options than ever before, with a variety of courses and vocational training. But there are pros and cons to every situation and it often depends on the student’s personal experience of their current school or their level of maturity. “They need to be prepared not just to cope with university life, but also with the world of work and have that essential toolkit to draw upon to face any future challenges or demands placed on

them with confidence,” explains Sydenham High School’s Katharine Woodcock. The choice of whether to leave or remain rests firmly with the individual, but it is clear that today’s sixth forms offer a multi-layered launch pad into the big wide world.

SIXTH FORM – TO MOVE OR STAY?

• Summer school - many universities run week-long summer courses. Great for your UCAS statement but application deadlines are usually in the spring, so apply early

Towards wisdom

The confidence you get in our Sixth Form starts at 16...

• Work experience - get a Saturday job or relevant work experience. If you want to study medicine, volunteering at a local hospital shows you’re serious • Have fun - make new friends, try new activities but don’t overdo the social! Source: Ernest Bevin College

Deciding whether to stay or to move can be difficult. Making new friends in a new location with new teachers - it can be tempting to think it would be easier to stick with what is familiar. However, the advantages of taking some time to assess other options can be extremely rewarding. A new sixth form may offer a much wider choice of courses which may suit the student much more, having changed significantly since joining their current school; what was the right choice aged 11 may no longer be so aged 16. There is a whole world of opportunities for those who make the leap and the end of GCSE is the natural point to make the break.

Unafraid

...and lasts forever. Visit schs.gdst.net to find out more Open Evening Weds. 2 October 6.30 pm - 8.30 pm

By choosing an independent sixth form college, students will find themselves treated as young adults providing the perfect stepping stone to university. There is also no question of breaking into existing friendship groups as the whole cohort will be joining at the same time. The final years of school are crucial to the development of any young person and a strong sixth form experience can help develop self-confidence, resilience and maturity. DLD College

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Source: DLD College

Wetherby Senior School

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SIXTH FORM

OPEN DAY

OPEN DAYS

GUIDE

66 Falcons School for Girls

SKI CAMP 2020

September 29th 10am-12noon, March 13th 9.15-11am.

Against the stunning backdrop of Champéry, Switzerland, Camp Suisse delivers the ultimate ski camp to individual youngsters from all over the world.

68 Hall School Wimbledon

67 Finton House School Open Morning September 28th 10am12noon. Tours available during term time by appointment.

Junior School: September 23rd & October 9th 9.15am. Booking necessary, tel 020 8394 6144.

69 Hornsby House School October 17th 9am. Booking necessary, www.hornsbyhouse.org.uk.

Sunday 16th Feb – Friday 21st Feb 2020

OPEN DAY ADVICE Open season is upon us again, as schools throw open their doors to prospective parents and pupils. The process can sometimes seem complex, so here are a few words of advice. Royal Russell

WANDSWORTH STATE PRIMARY SCHOOLS 4 Allfarthing Primary School October 3rd, November 7th & December 5th 9.30-10.30am. Booking necessary, tel 020 8874 1301.

5 Beatrix Potter Primary School Each Thursday 9.30-11.30am Nursery. Booking necessary, email jewins.212@ lgflmail.org. Each Tuesday 2pm Primary. Booking necessary, email info@ beatrixpotter.wandsworth.sch.uk.

25 & 26 Honeywell Infant & Junior Schools Each Thursday morning. Booking necessary, tel 020 7223 5185/020 7228 6811.

34 Ravenstone Primary School

Book online at campsuisseski.com

September 24th, October 8th & 22nd, November 19th & 30th, December 10th, January 7th, February 27th & March 26th all at 9am. November 7th at 5.30pm. Tel 020 8673 0594 for details or email admissions@ravenstone.wandsworth.sch.uk

38 Rutherford House School September 26th & October 10th 9.30am, October 3rd & 17th 2pm and every Thursday until January 9th 2020. Booking necessary, tel 020 8672 5901.

58 Trinity St Mary’s C of E Primary School One-to-one tours each Thursday and Friday morning, tel 020 8673 4166.

WANDSWORTH & MERTON PRIVATE PRIMARY SCHOOLS (UP TO 11/13) 62 & 63 Broomwood Hall Lower & Upper School October 11th 9am-2pm.

64 Dolphin School Each Thursday 9.10am. Booking necessary, tel 020 7924 3472.

65 Eaton House The Manor September 17th 9am boys and girls, boys only September 18th 9am and girls only September 24th 9am. Booking necessary, www.eatonhouseschools.com.

The great thing about visiting a school is meeting teachers and pupils in person, and taking a tour to soak up the atmosphere. There is simply no substitute for seeing a school first-hand. Every child is different, so this is your best chance to make up your own mind about what looks and feels best for your own child’s needs and next steps in education. Some schools offer additional taster days and departmental open days, which offer children an opportunity to spend a few hours getting to know a school. Numbers are often limited and you may need to reserve a place for your child. Open events offer a great opportunity for parents and pupils to get a feel for a school. Make the most of them - wander around, notice how staff and pupils behave, and listen to talks by senior leaders and students. Importantly, make sure you don’t leave with unanswered queries - pick your moment and take a staff member aside for questions if you need to. Source: Alleyn’s

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75 Newton Prep School October 12th 9.30am-12.30pm.

76 Northcote Lodge School October 11th 9am-2pm.

ENGLISH FOR AU PAIRS

78 Parkgate House School

Many au pairs arrive hoping to build on and improve their English language skills. While this will happen naturally living with an Englishspeaking family, many choose to supplement their day-to-day speaking and listening practice with more formal learning.

79 Peregrines Pre-Prep School

October 5th, February 29th & June 6th.

September 29th 10am-12noon, March 13th 9.15-11am.

83 The Eveline Day School

The Hampshire School Chelsea

October 5th 9.30am-12.30pm.

Open Morning September 17th 9-11.15am.

84 The Roche School

Wimbledon High Junior School GDST

September 21st 9.30am-12noon. Booking necessary, email admissions@ therocheschool.co.uk or tel 020 8877 0823.

Open Morning October 1st.

105 Emanuel School

WANDSWORTH STATE SECONDARY SCHOOLS

OTHER PRIVATE PRIMARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

93 Bolingbroke Academy October 10th 5.15-7.15pm, October 12th 9.30am-12.30pm. October 12th 9.30am12.30pm Sixth Form Open Day.

Dulwich College Junior School: Open Morning October 12th 9am-1.30pm, Open Afternoon November 13th 2-4.30pm.

The Language Web offers English as a foreign language to au pairs arriving principally from Europe. Teaching is based in Balham in small, friendly, sociable groups. Four CELTA qualified teachers cover nine levels and provide preparation for the Cambridge Exams, offering continuity and three terms a year, as well as the opportunity to meet other au pairs living in the neighbourhood.

94 Burntwood School September 25th 6-8pm, October 8th 8.45-11am.

JAGS Pre-Prep & Prep School October 5th. No booking required.

95 Chestnut Grove Academy September 17th & October 16th 9-10.45am. September 26th 5-8pm.

Sutton High School GDST September 21st 10am, March 18th & May 8th 9am for Nursery & Prep School.

96 Ernest Bevin College & Sixth Form Centre

Sydenham High School Prep

Source: The Language Web

September 14th 9am-1pm, October 17th & March 26th 9.30-11am.

Independent Schools Show

AD.1212c (6.19)NappyValley.qxp_Layout 1 26/06/2019 10:44 Page 1

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

Applying for a place in a Wandsworth School for September 2020?

Open Morning September 14th.

106 Hall School Wimbledon Senior School: September 28th 10am & October 15th 5.30pm. Booking necessary, tel 020 8394 6144.

108 King’s College School Open Evening September 24th for 16+ candidates.

Patterson Wealth Management Ltd

109 Putney High School

OTHER PRIVATE SECONDARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Junior School: October 12th 9am, October 17th & 18th 9-30-11am. Senior School: October 12th 9.45-11am & 10.45am-12noon, October 14th 2.15-3.50pm, October 15th 8.45-10am, October 16th 8.45-10.45am. October 12th 11.45am-1pm Sixth Form Open Day.

110 Thames Christian School

September 30th, October 4th & 8th 9-10.45am, October 1st 5.30-8pm.

September 24th, October 9th, February 25th, March 5th, April 23rd 11am-1pm, September 28th 10am-1pm.

98 Harris Academy Battersea

111 Wimbledon High School GDST

Call to book a visit, tel 020 7622 0026.

Open Morning October 5th.

Alleyn’s School September 11th & November 6th 2pm and September 28th 9.30am-12noon for 11+ candidates, September 10th 2.30pm & September 28th 9.30am-12noon for 16+ candidates.

Box Hill School October 5th & March 14th 10.15am-12noon, June 11th 6.15-8pm Open Evening.

DLD College London October 10th 5-7pm. Booking necessary, dldcollege.co.uk.

Dulwich College

Choose a Wandsworth Primary School

Choose a Wandsworth Secondary School

Closing date for applications for September 2020: 15 January 2020.

Closing date for applications for September 2020: 31 October 2019.

September 12th & 27th and October 14th, 11am-1pm and October 5th 9am-1.30pm Lower School. Booking required: tel 020 8299 9263. Small group visits for Year 6 on some Tuesday and Friday mornings. September 11th, October 9th, November 7th, March 18th and May 6th, 2.30-4.30pm Open Afternoons for middle school visits (Year 9 candidates). Booking required: tel 020 8299 9263.

Eaton Square Mayfair September 12th, October 10th & November 21st. Booking necessary, eatonsquareschool.com.

The Wandsworth Year 6 Test will be held in September 2019 for children starting secondary school in September 2020.

JAGS Senior School October 5th. No booking required.

Children not attending a Wandsworth primary school* must be registered online by 6 September 2019 to be invited to a test session. To register for the Wandsworth Year 6 Test visit: www.wandsworth.gov.uk/y6test

*This includes children attending an independent school, a school in another London borough or receiving education otherwise than in a school.

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Royal Russell School The Hampshire School AD.1212c (6.19)

If you have questions about this information visit our website www.wandsworth.gov.uk/admissions or call 020 8871 7316.

Nursery, Junior School, Senior School & Sixth Form: September 28th 8.30am-1pm.

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MAKING THE MOST OF AN OPEN DAY VISIT Open days are helpful but don’t be duped by window dressing. Ask lots of questions, especially of the children, often a school’s best ambassadors.

BESPOKE PROMOTION

Sutton High School GDST September 21st 10am, October 1st & March 18th 9am, June 18th 6pm for Senior School Sixth Form.

A HOLISTIC APPROACH TO SCHOOL FEES

Sydenham High School September 14th 9am-1pm, September 26th, November 12th, March 18th & May 7th 9.30-11am. October 1st 7-9pm Sixth Form Open Evening.

At an Open Day • Is the Head freely available to talk to? Do you like him/her and the school’s philosophy? • Are the children involved or are the staff dominating? • Do the children speak freely and enthusiastically?

Trinity School Open Morning October 5th 9am-12 noon. October 14th A Level Choices evening.

Wetherby Senior School October 5th 11am-2pm. Plus visitor mornings. Booking required.

• Are the teachers passionate about their subject(s)?

Whitgift School

• Are sporting/dramatic/musical achievements and participation celebrated?

Woldingham School

Open Morning September 20th.

September 28th & May 9th.

Good Questions • If selective, what does the assessment involve and what do you look for in a child? • What characterises a child from this school? • How do you manage the transfer process onto senior school or university? • Is there a strong school community; are parents actively involved? • Do the older and younger children interact? • Is the school traditional or trail-blazing? Source: Newton Prep

LAMBETH STATE PRIMARY SCHOOLS

Trinity School

LAMBETH STATE SECONDARY SCHOOLS 137 Dunraven September 24th 6.30-9pm & September 26th, 28th & October 1st 9.15-10.30am.

LAMBETH PRIVATE SECONDARY SCHOOLS 142 NorthWood Senior School October 11th 9am-2pm.

113 Clapham Manor February 11th, March 4th & 18th 9.20-10.30am. Booking necessary, tel 020 7622 3919.

118 Henry Cavendish Primary School Balham Call in September for dates, tel 020 8673 3376.

119 Henry Cavendish Primary School Streatham Call in September for dates, tel 020 8673 3376.

143 Streatham & Clapham High School September 28th 10am-1pm, October 8th 9.15-11.30am and November 6th 9.15-11.30am. October 2nd 6.30-8.30pm Sixth Form.

OTHER SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY The Laurels School October 12th 1-3pm.

130 Telferscot Primary School Call in September for dates, tel 020 8673 7362.

LAMBETH PRIVATE SCHOOLS (UP TO 11/13) 134 Streatham & Clapham Prep School October 5th 10am-12noon, December 4th 9-10.30am for Nursery and all Prep. March 13th 9-10.30am for Nursery & Reception.

135 The White House Prep School The Kindergartens

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October 12th 9.30-11.30am. Booking necessary, email admissions@ whitehouseschool.com

DULWICH COLLEGE CELEBRATES ITS 400th ANNIVERSARY this year with an entire programme of 30plus events. For the full programme see: www.dulwich.org.uk/400th/ programme-of-event

Admission into private schools is fiercely competitive and despite the cost, families are still focusing on gaining admission and leaving the financial planning to the last minute

“The decision of which school to send your children to is a hugely important one, potentially involving large sums of money that could have a serious impact on your cash flow for many years to come,” says David Patterson, Director of Patterson Wealth Management Ltd, a Senior Partner Practice of St. James’ Place Wealth Management. He suggests many families are failing to properly plan for their children’s education from the outset. Families are relying on their monthly income and bonuses to pay the fees, often underestimating the rising costs of education, school trips, extracurricular activities and uniform, creating an added strain to modern family life. But David insists that it doesn’t need to be that way. “The key is to look at your finances holistically, including school fees, and decide what is important for you, your family and the life you want to lead.” David and his team of advisers help parents understand what is most important to them, rather than what they perceive to be important, by asking searching questions, scrutinising their finances and having frank conversations. “We often find that in this way we can help families prioritise and achieve their life goals, sometimes by making cutbacks. Although the financial commitment of private schools is large, it does not necessarily mean that families have to make life-changing sacrifices.” However, financial planning isn’t just about aspirations, it includes planning for the unexpected. “People have pensions, wills and life insurance in place to protect their families, but nothing specifically to cover their children’s education should tragedy strike,” he says. “Would you really want to take your children away from

Taking control of their finances can help families achieve whatever is most important to them. It’s a question of priorities school in times of hardship when what they need most is the school community to support them?” Patterson Wealth Management helps clients put together the appropriate critical illness cover, and insurance should bankruptcy, redundancy, illness or death strike, to help prevent their children’s education from being disrupted. Couples should start sorting out their finances for private school as early as possible. David would like couples to come to him when children are a mere glint in their parents’ lovestruck eyes. Putting away a little at a time in ISAs or other investment vehicles early on can help build up a tidy sum for children before they even start school.

However, he recognises that life doesn’t always pan out that way. There are many financing options available, from investment funds, to gifts from grandparents, trusts*, equity release** and refinancing options. Much will depend on aspirations, earning potential and appetite for risk. Savings can be made by educating children only partially in the private system - senior school onwards is commonplace or relocating to a sought-after catchment area. Either way, there will be a financial implication which needs to be planned for. If you are considering the private school route, ask yourself what is important to you in terms of your children’s education and your life in general. Is it a house renovation or holidays, for example and could you compromise if you had to? Then seek financial advice. There is no obligation for an initial consultation and the first meeting is to understand your financial needs. The team will then create a bespoke, structured financial model to ensure you can cover your children’s private school education as long as you need to. Funding an independent education is challenging but by taking a holistic approach to your finances and with careful planning, it is manageable. 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 levels and bases of taxation, and reliefs from taxation, can change at any time and are generally dependent on individual circumstances. *Trusts are not regulated by the Financial Conduct Authority. **To understand the features and risks associated with such products, please ask for a personalised illustration.

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. The titles ‘Partner’ and ‘Partner Practice’ are marketing terms used to describe St. James’s Place representatives

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COMPANY PROFILE

TUTORS

ALPINE PERFECTION

GREAT EXPECTATIONS

Camp Suisse gives your children a winter holiday camp they’ll never forget

Camp Suisse’s Ski and Snowboard Camp allows children and teens to explore a snowy alpine world while learning to ski or improving their downhill. Campers hit the slopes each day to work on their skiing or snowboarding, then enjoy a range of engaging activities on offer in the evenings, including climbing, swimming and ice skating. Ski camp offers your child an adventurous, unforgettable independent holiday set in the beautiful village of Champéry, part of the vast Portes du Soleil ski area nestled in the Swiss-French Alps. The organisation’s ethos of learning and laughing in a safe and secure environment has seen Camp Suisse develop into one of the leading summer camps in Europe, and this amazing winter option follows the same principle. Children who join develop skills, knowledge and understanding in winter sports and outdoor pursuits in an enriching environment and stunning surroundings. It is a challenging and constructive experience of independence and personal development shared with like-minded individuals from a range of backgrounds and cultures.

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We foster self-belief, self-confidence, a sense of identity, independence, and effective time management “We foster self-belief, self-confidence, a sense of identity, independence, and effective time management,” explains Camp Director Julie Tyler. “Not only do campers develop their skiing ability but they learn and grow as people, developing important life skills which aren’t taught in the classroom - everything from negotiating, sharing personal space and resources to managing their own time.” Most children come alone and enjoy making new friendships with people from all over the world, and often the kids arrange and book future camps to see each other again. Aged from seven to 17, there is always a good range of ages and

abilities; ski or snowboard lessons are taught in small groups. The venue is a multi-million-pound centre containing an ice rink, state-of-the-art sports hall, curling rink, swimming pools and climbing wall, so there’s no shortage of activities to keep the kids busy when they’re off the slopes. Camp Suisse has exclusive use of the on-site hotel accommodation where they enjoy breakfast, afternoon tea and dinner, with a hot lunch enjoyed at a mountain restaurant on the slopes each day. There’s a packed evening programme too, including mountain safety education (digging snow holes and learning to use rescue equipment), torch lit walks, a creperie visit and indoor climbing. Mobiles are used for an hour each evening but otherwise they’re safely locked away so the children can maximise their experience of the trip. With the choice of travelling by coach from London or flying to Geneva, your children can easily access an alpine adventure of a lifetime. The next Ski and Snowboard Camp runs from 16 February to 21 February 2020. For more information visit campsuisseski.com

Why do you need tutors? When do you engage one? How do you find the good ones, and what are the alternatives? Georgina Blaskey tackles the subject of tutors and tutoring aking the decision to engage a tutor is a big one. On top of the commitment to school life, homework, extracurricular activities and making space for downtime, the thought of building in tutoring to our already jam-packed lives can feel overwhelming. Not to mention it’s an expensive commitment which, for some, comes on top of school fees. So how do you identify the need for a tutor?

Sometimes parents don’t fully trust the school or feel the support the school can offer is maxed out Start by asking yourself, why do we want a tutor? “Usually there’s a need, either parent-driven because they are worried about an aspect of their child’s education or they’re not happy about what the school is doing,” explains Lorrae Jaderburg, founder of tutor agency JK Educate. “If it’s childdriven, it’s usually because the child needs to go deeper into a subject. Sometimes parents don’t fully trust the school or feel the support the school can offer is maxed out, but the child needs more so they need to look to an external source.” A tutor offers an opportunity to learn and develop in a way that’s different to school, and this is a driving force for many who take the decision to tutor. “Families engage tutors for a

Eaton Square Prep School

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MENTAL MATHS Mental Arithmetic is a pivotal part of 11+ Maths. It not only saves time, but also increases accuracy and selfconfidence, improving your child’s ability to understand relationships between quantities and fostering logical thinking and planning. Equipping your child with a range of mental strategies to tackle a variety of calculations is vital. • Adding in ‘jumps’: 56 + 37= 56 + 30 +4+3 • Counting up when two numbers in a subtraction are close: 205 – 187 = 13 + 5

Inspiring a love of learning with confidence boosting tuition and courses

• Multiply by partitioning: 24 x 5 = (20 x 5) + (4 x 5) • Doubling and halving two-digit numbers by partitioning • Apply times tables onto division rapidly: 45 ÷ 7 = 6 r.3 Exceptional Academics

variety of reasons, but frequently tutors are requested for students who struggle to learn in a classroom environment. This may partly be due to distractions in the classroom, but often this is because the student learns best via learning channels that are not typically used, or practically possible, in a classroom environment,” says Clare Mostyn, Tutor Placement Manager at Bonas MacFarlane Education. “One-to-one tutorials provide a focused environment, where students are able to direct the pace of their lessons, and provide an excellent opportunity for a variety of different learning channels to be used. A good tutor will tailor their lesson plans and teaching methods to the student, ensuring the time spent in the tutorial is maximised, allowing the student to achieve their full potential.”

Once you have established a need for a tutor, the next step is finding the right one. The industry remains unregulated which leads to a host of problems, such as lack of qualifications, experience, DBS checks and accountability. In your search for a tutor, it can be tempting to go with word-of-mouth suggestions. “Be wary of this route,” says

When engaging a tutor for any exam, it is best to start looking for a tutor as the exams for the previous year’s intake draw to a close

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Our experienced tutors use in-house resources to scaffold key skills, including mastering a range of mental strategies to excel in exams. Source: Exceptional Academics

Need help preparing for 11+ entrance exams? Our popular 11+ courses run from August to December. Expert teachers delivering Foundation through to Scholarship levels, and Mock exams. Small group classes at Dulwich College. Mathnasium

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For those who need consolidation of the foundations, we also recommend Kumon as it provides repetition, sometimes a necessary teaching strategy.

Due to class size early booking is essential – call us today or visit our website.

020 8883 2519 mentoreducation.co.uk

‘Holistic in their approach as well as ethical’

One of London’s leading agencies

You can expect to pay upwards of £55 per hour but it could be over £100 per hour in some instances. A less expensive alternative is a learning centre. Mathnasium is a maths-only learning centre which offers bespoke, 1:1 maths instruction to help build confidence through filling gaps in the pupil’s knowledge and strengthening the foundations for those who are struggling. “We have a monthly subscription with a minimum of six months and children come twice a week for an hour each time,” explains Centre Director John Preston. It’s a successful American model that teaches for understanding and retention, so children develop mathematical dexterity. When your child first meets their tutor, they should be assessed to find out where they are now, what their potential is, what the goal is and how they will get there. This means looking at gaps in their knowledge, their strengths and weaknesses, what schools they should be realistically aiming for and creating a plan to succeed. Tash Rosin runs Teatime Tutors, an interesting concept that involves tutoring a small group, no more than four, in a local café with a break for supper. “Assessment is important – we look at how they feel about school, their attitude to learning; sometimes they just

DOES MY CHILD NEED A TUTOR? To identify your child’s tutoring needs, gather as much information as possible from the child, school, reports, exam results and homework struggles. • Key exams (7+, 11+, GCSE & A level) - a good tutor will help your child to present the best version of themselves • Your child might be slipping behind at school and need some one-toone attention • An extended absence from school - a bout of illness or unexpected set-back • Confidence-boosting in problem areas or reinforced learning in a relaxed environment • A set of disappointing exam results • A specific learning difficulty is suspected or identified, and school support is insufficient • Homework battles - a tutor can take the pressure off time-poor parents

Finding a good tutor • Recommended local tutors will often have a long waiting list - a tutor agency will be your next best option. The best agencies take enormous care matching a tutor with your child, talking through your requirements in great depth. • A reputable agency will have rigorously checked references. Tutors will have been interviewed and must be up to date with curriculum and entrance examinations. • If searching on the internet, look out for credible affiliations such as The Tutor Association, The Good Schools Guide and The School Report, all of whom publish a list of recommended and reviewed companies. Source: Mentor Education

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Mentor Education

Tutoring is a financial commitment, so while going through an agency is expensive, you may get more value for money in terms of the best match, the best experience and, therefore, the best result the selection process is rigorous; all of our tutors have been met by a member of the team at our London office, where they are required to deliver a sample lesson plan, as well as satisfy our requirements on their qualifications, experience and background checks. We are constantly receiving feedback on our tutors and are therefore able to ensure that we send only the best.” Most reputable agencies operate in the same way and that is why they are the more expensive option - the monitoring and accountability aspect is vital to the end result. Tutoring is a financial commitment, so while going through an agency is expensive, you may get more value for money in terms of the best match, the best experience and, therefore, the best result.

Heads at all levels have a unified message for parents: do not embark upon tutoring without due care and consultation with the school. Entering into tutoring blindly can cause added stress to the child and achieve little, but with careful planning, research, and communication about what is needed and why, it can help children progress. A tutor can provide the extra support and one-to-one interaction not always possible at school. If parts of the curriculum have been missed due to absence, or if children join the school from abroad, a tutor can provide the background or catch-up work. If the parents are not up to speed with a curriculum area (non-UK parents who may struggle to support their child with comprehension exercises) then a tutor can help too. Tutoring just because other families are doing so is a big no-no. Your child may get into a school where they will later struggle, having been stretched beyond their natural ability, causing anxiety and stress. Many senior schools have designed new entry systems in the hope of negating the existing pressure to gain an advantage over peers. Tutoring for the right reasons, with good communication between school and tutor, is the key to success. Areas of focus should be agreed, with regular updates and feedback and an established timeframe. Rather than a cycle of constant extra-lessons and added pressure, children should be allowed to learn at their own pace and achieve their full potential in a sustainable and realistic way. Source: Eaton Square School

need a bit of support and encouragement to boost their confidence. I’ll also fill in key gaps, consolidate the basics and go back over topics when we need to. It’s often over teatime, when we have general relaxed

Inspiring Conﬁdence, Unlocking Potential. Private Tutoring

Jaderburg. “The problem with word-ofmouth recommendations is that what works for one child won’t always work for another and everyone’s expectations are different.” Equally, online tutor boards should be treated with caution. “I’m concerned about online tutoring. These suppliers don’t have the teaching skills, methodology and experience of teaching children, particularly young children.” A tutor agency offers extensive assessment and continuous monitoring of both the tutor and the child to ensure a successful outcome. “Finding a tutor through an established agency that has a reputation to uphold will ensure the tutor has been carefully selected and vetted,” explains Mostyn. “At Bonas MacFarlane,

THE TUTORING DEBATE

Home Schooling

School Consultations

11+ & 13+ Saturday Classes 11+ & 13+ Booster Courses 11+ & 13+ Mock Exams Venue: Belleville Primary School, SW11 6PR

Pimlico Academy, SW1V 3AT

020 3002 3770 info@exceptionalacademics.com www.exceptionalacademics.com

discussions, that the child reveals the most about what they struggle with or their feelings about a subject.” Starting from a baseline assessment with a clear goal in sight is vital but the right

will be happy and thrive – we have school entrance consultants who can help you draw up a suitable shortlist.” For the partnership to work, honesty and trust are as key in the relationship between tutor and parent as in the relationship between tutor and tutee. Showing your child how valuable the role the tutor plays in their life is crucial to a good outcome. It’s helpful if families are consistent and committed to fulfil their aim and get results. It’s best to stick to weekly classes to keep the motivation going. If you move classes around a lot or even cancel them, it shows a lack of commitment that the child picks up on. Show them you value the tutor sessions by having the books ready each week (a ‘tutor space’ on a shelf can be a good idea), by marking their homework when required and by being organised for every session. Hopefully you will find a tutor who ignites your child’s love of learning, reduces any stress in the build-up to exams and offers real solutions to prepare your child for their next steps.

OTHER RESOURCES: KUMON Programmes to establish strong foundations in Maths and English, helping your child to feel confident enough to tackle challenging work through daily worksheets and twice weekly study centre visits.

kumon.co.uk 11+ BOFA Online subscription service with a free trial option. Planet BOFA tests, teaches and retests then tracks student progress, personalising each step, boosting learning with a laser-focus on weaker areas. Good for English, Maths, Verbal and Non-Verbal Reasoning.

bofa11plus.com SMARTICK Smartick is an online Maths programme for kids which they can access at home through a PC, laptop or tablet. In as little as 15 minutes a day, five days a week, your child will enjoy the benefits of improved mathematical skill and knowledge.

smartickmethod.com The Language Web

MATHS IS FUN timing is also important. “If students have a particular exam they are working towards, such as the 11+, it is preferable to engage the tutor at least one year before the exam,” advises Mostyn. “If a tutor is engaged before this point, this is certainly helpful, but the tuition should support the general curriculum until nearer the exam, when exam-targeted tuition becomes the focus. When engaging a tutor for any exam, it is best to start looking for a tutor as the exams for the previous year’s intake draw to a close. This is the time when the schedules of the most experienced tutors start to open up, as tuition for some of their students comes to an end.” While it’s all well and good to have identified the schools you are aiming for and the plan to get there, the testing process is continually changing, so how able is a tutor to stay on top of the shifting sands of the assessment process? Many tutor agencies also have school consultants who can help guide parents through these changes. Mary Lonsdale from Mentor Education explains: “Great steps have been taken by the most forward-looking schools to prevent the overworking of children for entrance exams. We particularly love Wimbledon High’s innovative Creative Assessment Day with small groups of girls. Similarly, at Common

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Explanations and lots of worksheets for younger children.

Group English classes help au pairs improve their English, providing a more confident relationship with the host family and children in their care The Language Web

Entrance level, schools have realised that children learning in-depth syllabuses across multiple subjects at 13 might be unnecessary if they are given unconditional offers off the back of IQ tests in the autumn term of Year 6. We are being contacted by lots of anxious parents who are trying to navigate these new entrance exams. We tell them that the basic educational truths still hold. Look for a school where your child

mathsisfun.com MRS WORDSMITH

Teatime Tutors

Mrs Wordsmith is the world’s most innovative vocabulary programme which combines data science and creativity to illustrate the 10,000 words that matter for academic success.

mrswordsmith.com

THE IMPORTANCE OF FACE-TO-FACE LEARNING Many children and parents turn to the internet for online tutoring or to access programmes that may enhance their child’s learning. It has been said that the ‘future of education is digital.’ Having been a classroom teacher for over 20 years though, nothing beats face-toface teaching; it is important to read a child’s mood, their attitude to learning and their comprehension of a task by the mere rise of an eyebrow, and sitting with them and observing is the only way this can be done. Certain recommended websites may reinforce a learning point or offer timed testing to do at home so as not to eat into precious tutoring time, but those should only be an aid, not an answer. Most tutoring is to encourage, support and build confidence, all of which human contact can achieve and the internet cannot. Tutoring is personal; your tutor should build a relationship of trust between both parent and child ensuring that both parties feel supported in what can sometimes be difficult times. Source: Teatime Tutors

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AFFORDABILITY Senior Partner Practice of St. James’s Place Wealth Management

THE GAME CHANGER Finding private school fees can be a stretch, but the good news is that schools are digging deep to create sizeable bursary funds to offer full school places to more children, says Gillian Upton ocial mobility and social cohesion are the buzzwords in private schools these days as they strive to ensure their cohort emanates from a wide range of backgrounds, and for that to materialise they need to grow a sizeable bursary fund. Schools are cognisant that finding £18,000 a year for private school fees is a challenge for most parents and if you have two or three children, even more so. Grandparents may be persuaded to contribute, savings plans can begin early, and schools often help with flexible payment plans. Outside that, scholarships can no longer be relied upon as they have shrunk to negligible levels. Removing the financial barrier is key and many private schools have switched funds away from non means-tested scholarships in order to offer more and larger bursaries. They want the bursary to cover not just the cost of a private education, but to be allencompassing, covering the cost of uniforms, school trips, meals and transport too. The drive for a bigger bursary pot is integral to the school ethos, usually anchored in maintaining a local school, embedded in the local community. Schools want to foster a cohort which includes local residents and not just fee-paying parents. “Employers are also conscious of finding employees from a wider variety of backgrounds - the biggest benefit of that variety is for our whole school ethos,” says Alasdair Kennedy, Head of Trinity. “Part of Trinity’s DNA is that it’s also a school for local families.” On the flip side, schools have little influence in curtailing fixed overheads, the largest being staff costs, but are nonetheless conscious of keeping annual fees to a minimum in order to maintain social breadth. “Independent schools have become quite an elite preserve,” says Andrew Halls, Head of King’s College School (KCS) in Wimbledon. KCS fees rose by 3.2 per cent

G I V E YO U R C H I L D R E N A H E A D S TA RT Everyone wants the best for their children and, with a little forward planning, it is possible to give them a bright future and first-class education. Whether you are considering tax-efficient ways to save for, spread the cost of, or protect funds set aside for, school fees, we can help you plan by providing you with a range of financial solutions and investment options to help your loved ones on life’s journey. Contact us for further information. 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 the amount invested.

Tel: 0207 744 2420

Email: david.pwm@sjpp.co.uk

Website: www.sjpp.co.uk/davidpatterson

Patterson Wealth Management Ltd 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. The ‘St. James’s Place Partnership’ and the titles ‘Partner’ and ‘Partner Practice’ are marketing terms used to describe St. James’s Place representatives. H2SJP32492 07/19

Trinity School

this year and the school has consciously pitched KCS termly fees at just over £1,000 less than those of St Paul’s, with whom they compete. That’s quite an achievement in the same year KCS has had to shoulder an increased bill of £680,000 for teacher pension contributions. Conscious of moving away from its elitist position, the school dropped its demand for upfront fees in favour of per term and is also looking to introduce more flexible payment terms for parents. It’s abundantly clear that private schools are feeling the pinch just as much as parents. Schools are also busy ‘sweating the asset’ to create incremental income, by hiring out halls and sports grounds for example, and some also rake in funds from their overseas schools. Alumni and even PTAs often add to the bursary pot. KCS wants to change lives and is aiming to give seven 100 per cent bursaries to 11-yearolds in Year 7, so 49 across the whole school, plus five in sixth form. They are advertising the bursaries on sides of buses, as much

to let local parents know that they take in children aged 11, something the school introduced four years ago. “It’s a very big project for us,” says Halls. Some £1.8m stands in the bursary pot currently and the plan is to double the 3-4 per cent of the KCS school community currently on bursaries. Bursary children must still pass the 11+ exam so schools retain their academic selectivity and the bursary child arrives on merit alone, just like the rest of their classmates. “Fundamentally, we are looking for potential, regardless of the ability to pay,” says Suzie Longstaff, Head of Putney High, a GDST school. Bursaries at Putney range from 30 per cent to 100 per cent. For parents though, it is a rigorous process of measuring need, based on threefold criteria: joint income; savings; and property value. It will very often include a home visit too. Income thresholds vary from school to school. For Trinity, for example, joint income has to be under £80,000pa. Most higher-value bursaries at GDST senior

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The Hall School Wimbledon

schools are awarded to pupils from families with a total income of less than £36,000pa, or £41,000 for London schools, who have no capital asset other than their income. “It’s a rigorous assessment,” says Zac Barratt, Chair of the bursary fund at Newton Prep. “Our head is checking that the child will flourish here, that they are bright enough and that they will not disrupt the cohort.” And he adds: “We rarely turn them down.” Dulwich College has a big bursary push this year because it is celebrating the school’s 400th anniversary, which was founded on helping “poor scholars”. It is a project close to the heart of Deputy Master External, Dr Cameron Pyke as he explains: “I was on an assisted place at my school and it was a gateway to life.” The Dulwich bursary pot stands at £13.2m and 33 per cent of pupils are benefitting from a bursary this year, with the average

bursary discount at 83.7 per cent. “The direction of travel is for deeper bursaries,” says Dr Pyke. Alleyn’s is on a similar journey. Over the last decade the school has doubled the number of children in receipt of a bursary and this year that means that 100 children are bursary funded, a figure that head Dr Gary Savage wants to double “as soon as I can”. To this end the school is launching an endowment fund this year to generate an annual income sufficient to offer 100 per cent bursaries. Already the average bursary at Alleyn’s is 90 per cent. “We’re one of the largest [bursary providers] in the land,” says Dr Savage. “It’s unusual and we’re proud of it. We’ve concentrated on transformational bursaries.” Trinity School has created a six-strong

0207 099 4000

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• Make sure you use your ISA allowances each year • Discuss scholarships and bursaries with the schools of your choice • Check for discounts if fees are paid early - they may be modest but every saved pound helps • Ensure you have appropriate financial protection in place (and wills) • Discuss how further education is to be funded now; a university career can cost up to £60,000 so it is vital to have a plan in place. Source: Patterson Wealth Management

• The average London fee for a day private school across the ISC membership is £5,787 • The average per term boarding fee is £11,565; the average per term day fee at a boarding school is £6,402; and the average per term day fee at a day school is £4,763

Parkgate House School Hornsby House

Bursaries - or assisted places - offer financial assistance to cover between 5% and 100% of fees. Many bursaries also include ‘extras’ for school uniform, lunch and help towards co-curricular trips. They are means-tested and the calculation usually takes into account the family’s total income and capital from all sources. Scholarships are not means-tested and are usually offered for academic, musical, artistic, sporting and dramatic excellence. They range in value and children might be awarded both a bursary and scholarship. Speak to the Registrar and Head; excellent schools are always keen to welcome children who will make the most of the opportunities and enrich their communities.

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• Review your plans at least once a year

• In London, boarding school fees rose by 2.2%, day fees at London boarding schools went unchanged and fees at London day schools rose 4.5%

Bursaries and scholarships offer an excellent opportunity for pupils whose parents are unable to afford fees. They also play an important role for schools in helping maintain a healthy social mix in their communities. The aim at Dulwich is to provide 50% of boys with financial assistance; the independent sector is ambitious to increase access for families on a range of incomes.

Source: Dulwich College

• Create a proper plan, with cashflows and realistic projections of fees and other costs (uniforms, trips, sports, music lessons). A good financial advisor can be a real help here

• Average fee increases this year were 3.7%. Since 2010 they have averaged 3.9% and between 2000 and 2010 they averaged 6.6%

Much is written about preparing to pay school fees - to start saving early, to ask grandparents to consider helping and to take advantage of any pre-payment discounts.

portico.com/valuation

• Start saving as early as possible

COUNTING THE COST

AFFORDABILITY

Get in touch to find out more

EASING THE BURDEN OF SCHOOL FEES

team to work towards its bursary fund, with the aim of engaging alumni in the school. “We’re being cautious to start with, aiming to raise an additional £350,000 a year, and that will support 20 full bursary places or 40 half bursaries,” says Head Alasdair Kennedy. Unsurprisingly, exam results of bursary pupils and non-bursary pupils are identical. Bursary pupils are not singled out and share all the same opportunities as their peers. Newton Prep highlights bursary pupils reading modern languages at Oxford after leaving the school for KCS, and another training to be a solicitor after studying at Bristol. “We did an informal tracking process two years ago and it was pretty impressive,” says Barratt. Dr Gary Savage adds that bursary pupils are “some of our best performing children”, totally involved in all co-curricular activities and indistinguishable from other children. Adding more resource to the bursary pot is good news for any cash-strapped parent hoping for a private education for their child.

• A total of 176,633 pupils currently receive help with their fees, representing 34% of all pupils; and the value of this help totals over £1bn, an increase of 5.3% on last year • Nearly half of all pupils on means-tested bursaries have more than half of their fees remitted. Source: Independent Schools Council (ISC)

Patterson Wealth Management

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LEARNING SUPPORT

THE RIGHT FIT Children requiring learning support often have an uphill struggle to realise their full potential, and now school funding cuts may hamper that realisation, says Gillian Upton he Mayor of London has referred to the crisis for parents of children with special needs as a Special Needs’ timebomb. Demand outstrips supply as London requires thousands of new school places for these children, and the situation is exacerbated by the shortfall in teaching assistants due to the funding shortfall in many mainstream state schools. It means that Special Educational Needs Coordinators (SENCOs) are coming under increasing pressure as they take on more responsibility with less resources.

Wetherby Prep School

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According to a survey by the Association of Teachers and Lecturers (ATL), 83 per cent of teachers thought children and young people with SEND were not getting the support they needed. Emotions are running high and in May, disabled children and their families took to the streets to demand action on what they call a national crisis in special needs funding, delivering a 13,000-signature petition to Downing Street. The end goal for any SEN child is to secure employment yet there are further challenges here because of a lack of job opportunities, training and work experience. All in all, it’s not an upbeat picture. It is estimated that over 200,000 children and young people in London have some level of special educational need or disability and that some 41,000 of these have high needs and either a special educational statement or an Education, Health and Care Plan (EHCP).

Learning at Garratt Park SEN School says: “Inevitably, when you get to Year 9, schools realise that children won’t get any accreditations and then we receive casual admissions requests.” All is not lost as a clutch of private schools accept a broader intake of children with mild difficulties, including Wetherby Pre-prep, Thomas’s, Hill House and Eaton Square. At secondary and senior school some disabilities become amplified and coping strategies can include taking GCSE subjects not reliant on an exam, such as drama, dance and media studies, or opting for BTECs. Extra time, the use of a laptop and a scribe can help exams seem less daunting, but this support is dependent on the results of an educational psychologist’s assessment. Around 7 per cent of senior school pupils at JAGS, for example, are diagnosed as SEN children. “Children can stay in mainstream schools if their needs are being met and they can

Inevitably, when you get to Year 9, schools realise that children won’t get any accreditations and then we receive casual admissions requests Obtaining an EHCP can be a protracted process; once the SEN has been identified, a referral form is completed which is then sent to a panel for approval. “The majority go through,” says a spokesperson from Merton Council. There has been a 20 per cent increase in the number of children with high-level needs though, and the types of need are increasingly complex. If the proportion of children needing an EHCP remains the same as the last ten years, London will need to support 2,340 more young people at secondary school age - many with Autistic Spectrum Disorder - over the next five years. Traditionally, children with mild dyslexia or dyspraxia have been well supported in mainstream schools. It may be speech and language support for example, and the level of support will very much depend on the funding available to the school if it’s in the state sector. In the private sector, the child’s educational journey could depend on how results-driven the school is. Andy Alborough, Director of Language and

fulfil their potential,” says a spokesperson from the borough of Merton. The current funding crisis may well be at the root of the increase of children being taught at home, particularly dyslexic children. However, any moderate learning difficulties (MLD) – particularly significant autism or social and emotional needs – are best supported at a SEN school. Figures suggest that 1 in 58 people are diagnosed with autism, although many children can function independently. The bulk of children who attend Garratt Park SEN secondary school have moderate learning difficulty (MLD) and are usually about four years behind, explains Andy Alborough. The equivalent school in the borough of Lambeth is Elm Court. “They are learning at a slower pace - at Year 1 or 2 - so need a higher adapted curriculum, and often have physical or social skills disorders too.” Children learn in small groups of no more than a dozen to a class and are taught a simplified secondary curriculum. Success is measured by accreditation. “By end of Year 11 some 85 per cent will get five or more secondary school accreditations - GCSEs, BTECs, DofE or an Art Award in a nonacademic subject,” says Alborough. “Our goal is to get children into college at 18 and some 98 per cent do get into college or supported employment,” he says. Demand outstrips supply for places. “This

SPEECH, LANGUAGE OR COMMUNICATION NEED SLCN (Speech, Language or Communication Need) is the most commonly identified special educational need nationally. Students may struggle with:

• Be honest and open with your child about their difficulties

• Attention and listening

• Speak clearly and slowly and ensure your child is facing you when speaking to them

• Receptive language: understanding what they hear • Expressive language: talking about events and expressing ideas • Spelling and reading • Social communication • Speech fluency

How can parents help? • Contact the special needs department at your child’s school so that they can offer support, such as a referral to a speech and language therapist (SALT)

• Reassure them that support is available

• Use short sentences and language that your child will understand • Encourage them to read and read to them - explore together the types of material which would engage them, bearing in mind that a magazine on a hobby or sport may be better than a book • Simply rephrase things for them rather than correcting them when they express themselves incorrectly. Source: Harris Academy Clapham

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year we had 80 applications for 24 places so we have to be strict and very clear on our admissions criteria,” he says. “The MLD curriculum is our bread and butter whereas somewhere like Centre Academy is more specialist and will take more able-bodied students than us.” Wandsworth offers a wide range of SEN schools. Some are day schools and others offer weekly boarding or residential arrangements. If the matchmaking process fails in their own borough then parents can look elsewhere or the private sector. (See our list on page 137). Despite the competition for places in the state-funded SEN schools, only a small number look at private provision and here there is choice, including Fairley House School and Fairley House Assessment Clinic, The McLeod Centre for Learning, The Dominie, Abingdon, Bruern Abbey and Beyond Autism, which has both a

primary (Park House School) and secondary school (Tram House School). CReSTeD accreditation is the gold standard. At Park House School, all pupils have their own tutor on a 1:1 basis, with no more than eight to a class, and the education is underpinned by ABA, (Applied Behaviour Analysis), which is intensive intervention, and VB (Verbal Behaviour), both gold standards for the teaching of autism. “It’s an effective way of teaching,” says Head Kieran Bird. The admissions process is the same, with open days to view the school and check its suitability. “We have to see if there is a peer group for the child. Developmentally they’re far behind their peers, so we have to ensure that interaction between the pupils is right as behaviour could be an issue. We’re honest about whether we can meet a child’s needs,” says Bird. One glimmer of hope is the plan to build 37 new and free special schools across the

NEW HEAD TEACHER PROFILES

country, Kingston being one of five London locations which together will provide over 400 additional places for children with complex needs. Until they open and the government releases more money from the Treasury, SEN funding remains a major stumbling block and parents have no choice but to fight for the right level of support so their child can flourish.

MOVERS AND SHAKERS

USEFUL LINKS www.ipsea.org.uk www.gov.uk/government/ publications/send-guide-forparents-and-carers

A clutch of schools in Nappy Valley are welcoming new heads this month. Gillian Upton profiles the newcomers on how they plan to make a difference

www.sossen.org.uk www.sendist.gov.uk

What is your vision for Burntwood? Burntwood’s motto has always been to provide the “best education today for the women of tomorrow”. I feel this is just as relevant today as it was over 30 years ago when the school was founded. Our primary aim is to ensure that our young people, whatever their aspirations, have the qualifications, knowledge and wider skills they need to thrive and succeed in a complex society and rapidly changing world. What changes are you hoping to make? Burntwood School is a UNICEF Rights Respecting Gold school. This prestigious award recognises our school’s commitment

to students’ rights. We can use this to further develop how our students support children - in our wider community and around the world - to exercise their rights just as our students do. What challenges do you face? A main challenge today for young people is the rapidly changing world that they live in. Technology, including the use of social media, is a challenge for us all and how we teach young people to use it and interact with it. We must convey its positive applications as well as ensuring students know how to safeguard themselves against the welldocumented negative aspects of social media.

Helen Shorrock

Head, Burntwood School

Eaton Square

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What do you love about your new school? I am proud of our established tradition of success that encourages our students to be independent, articulate young women who take power and control over their lives in an informed and intelligent way. There have been so many moments this year where I have been hugely proud of our school community. Hearing the Chamber Choir sing at Cadogan Hall, listening to our Year 8s asking important questions of Helen Pankhurst, great-granddaughter of Emmeline Pankhurst, when she visited in May, our para-sports team being awarded Wandsworth Young Team of the Year and watching our 17 Wimbledon ball girls training with dedication and precision.

Streatham & Clapham Prep School

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Nerys James

Director of Sixth Form, Ernest Bevin College What is your vision for the Sixth Form at Ernest Bevin? My vision is a large successful sixth form that delivers the best academic outcomes for all students, regardless of their pathway. A sixth form that prides itself on receiving outstanding student voice, because this period should be about more than just grades; one that shapes the whole individual, supporting them to learn about wellbeing, life skills, the world of work and helping them create their own vision for the life they want to achieve; one that actively engages with the local community to become a beacon in the local area for who we are and what we represent. What changes are you hoping to make? My job is to now raise the profile of our sixth form, ensuring we build on our current successes. We will start with providing varied subject pathway options to cater for all our students, offering excellent teaching in all subjects; we will build on the sixth form community, ensuring students feel part of our inclusive school by putting them at the heart of all we do. It is about building the sixth form of the future, gradually evolving to reach our destination. What general challenges do you face? One of my greatest personal challenges will be recognising that my vision of the sixth form will take time to build - step by step, student by student, week by week. We cannot escape the fact that education, like many other sectors, is currently in a very tight financial

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Clive Smith-Langridge climate, so we need to deliver our vision while ensuring we spend money wisely, appropriately and in areas which will have the greatest impact. As Director of Sixth Form, I will be looking at alternative ways to source financial support and hope our alumni and community links will be willing to work with me initially. What specific challenges do you face due to the age group? I am fully aware of the diverse and complex challenges our young adults face: forming personal relationships, tackling prejudice, overcoming economic concerns, a rising crime rate, pressures to achieve future goals, access to illegal drugs and peer pressure. The backdrop of social media and having an online presence in today’s contemporary society though, means our young adults are at greater risk. It is more important than ever to educate our students about these risks and challenges, to provide them with the tools they need for the ever-changing world which they face. We cannot wrap our students in cotton wool; we must equip them with knowledge and skills to tackle challenges with confidence and courage, and most importantly we must trust them to do so.

Clive Smith-Langridge Head, Northcote Lodge

What do you love about your new school? I love our ‘country prep school’ ethos, right in the middle of Wandsworth - long days into which we pack a great deal: sport, music, drama and art on top of the daily academic rigours, which give the boys a really rich education. It also means a relaxed but respectful environment where all staff know each boy well.

Debbie Morrison What is your vision for Northcote Lodge? I want to build on the successes of the past and ensure that it remains the happy, holistic school that it has always been. We will continue to focus on educating the whole boy and giving each one the best possible start to his educational journey, striving continuously for excellence right across the broad curriculum. What changes are you hoping to make? I want to improve our provision for those who find academic work challenging and to do more to stretch the most able. We are also improving the preparation for the plethora of pre-tests that now exist for 13+ places, and we will utilise to our best advantage the power of technology within teaching and learning.

Oliver House

sport, languages, art, drama and music or in areas that are not measurable ‘on paper’. What is your vision for Oliver House? To continue to build on the successes of the school and maintain the high standards that are being achieved. My aim is for children to leave Oliver House and enter into the next phase of their education as bright, confident and happy individuals who make good choices. Making a stand for what you believe is right is difficult for adults, so a fair challenge for those about to embark on a world of peer pressure! To nurture this robust, positive mindset, the school needs to have provided a full and rich programme that enhances personal development in all areas of a child’s learning.

What challenges do you face? Along with most other preparatory schools, we face the challenge of the increased pretesting of young children for 13+ places; senior schools are placing a great deal of pressure onto younger and younger minds.

What challenges do you face? Many people feel that academic excellence and strong character development cannot be achieved simultaneously, but my challenge is to prove the sceptics wrong! It is entirely possible to embed vital attitudes and life skills while children continue to study and flourish academically.

Debbie Morrison

Renata Joseph

What do you love about your new school? I was drawn to the school because of the ethos and emphasis on character development. The school has very strong links with the families of their pupils and I believe wholeheartedly in a system whereby school and home work collaboratively for the good of the child. We also celebrate children’s achievements that fall outside of the typical academic subjects, recognising and applauding all successes, be they in

What do you love about your new school? Staff and pupils genuinely care about each other and relationships matter. All staff understand how their roles impact learning and achievement for pupils, and do the very best job they can, day in, day out. Pupils are confident - but not arrogant and want to do well. My school is one with untapped potential and I believe I can make a difference. I love that it’s co-educational reflecting life - and that it’s inclusive.

Head, Oliver House, a PACT School

Head, St Cecilia’s

Renata Joseph What is your vision for the school? As a proudly Christian school, our vision is underpinned by our mission statement ‘Glorifying God through outstanding enjoyable education’. We want to be a great and exceptional school, to stand apart from the rest, to be known to do things differently so that learning experiences in and beyond the classroom are memorable and effective, leaving pupils with a well-rounded education; our Christian context results in pupils being proud of their faith and beliefs, to behave in a respectful and responsible way, and we help and challenge pupils to be socially mature and independent. What changes are you hoping to make? A greater emphasis on challenge for pupils at all levels, with a particular focus on higher attaining pupils and their academic and personal development. To raise aspirations of all pupils, so they become confident learners irrespective of their background. I want to establish partnerships with other schools - collaboration is key. We want to help other schools become better, while at the same time learning from others. Our local community is important to us hosting events and engaging with charities, community groups and local businesses. What challenges do you face? Like every school in the country, we face shrinking resources in real terms. In the current climate it is incredibly challenging to create the conditions where teachers and support staff can fulfil their roles so pupils can achieve. My hope is that nationally there will be a review of funding into education and investment. Our children are this country’s greatest and best resource.

Ruth Lockyer

Head of Early Years, Streatham & Clapham Prep School What do you love about your new school? I particularly love the diversity and how the girls blossom from an early age. I am fully aware that the world is a small place and it’s important children develop an understanding and awareness of the wider world in which we live. These girls will go far in life because they start with open and curious minds. I also love the school’s small size but huge facilities and excellent staff. The teamwork is brilliant. There are no silos; we take a totally integrated approach to enriching the girls and our shared mission to help them to learn without limits. What is your vision for Early Years? To ensure every girl becomes a confident learner who knows and values herself. By the time my girls leave me, they are independent and know how they learn, which helps them develop and progress. What changes are you hoping to make? My ultimate ambition is to build the most comprehensive ‘wilderness’ and outdoor space this part of London has ever seen, giving girls the option to be outside as much as the weather allows. I am creating an Early Excellence Unit, with the whole of EYFS staff working as an integrated team across Nursery and Reception. What challenges do you face? When making changes we need to allow time and training for all staff and to find a balance, ensuring our girls’ needs are met now while we develop our future plans.

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enterprising, resilient and all-round savvy girls who feel ready to play a central role in the world and compelled to make a difference. The spirit of adventure as an attitude, as well as a state of mind, will characterise the experience of every girl from Reception through to Year 6.

include teaching and management at some of the country’s leading independent boarding and day schools. Together, we have recently unveiled exciting plans to enable Hall School Wimbledon to deliver its vision of being an all-through school. By September 2020, children aged four to 16 will be educated on one site, a stone’s throw from Wimbledon Village and the Common.

Victoria Goodson

Victoria Goodson Head of Prep School, Sydenham High School

What do you love about your new school? I was instantly drawn to the school’s warmth and wholehearted commitment to excellent teaching and learning. What is your vision for the Prep School? My vision is to lead a happy, forwardthinking school which leads the way in providing an ambitious, inspiring and creative education for our girls. With ‘Girls First’ at the forefront of what we do, I am committed to ensuring that we provide excellent teaching and learning opportunities, and that we equip girls with the confidence and skills they need to be happy, strong and resilient learners.

Sydenham High School

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Bruce Rickards What changes are you hoping to make? I am introducing a regular lecture series which, over 2019/2020, will focus on inspiring and empowering girls in STEM (Science, Technology, Engineering and Mathematics). What challenges do you face? Environmental responsibility is incredibly important to the future of our pupils and I am keen to ensure that our girls grow up with an intrinsic commitment to their environmental responsibilities.

Bruce Rickards

Head, The Hall School Wimbledon What do you love about your school? Hall School Wimbledon thrives on its inclusive, independent nature. We welcome children aged four to 16 (rising to 18 from September 2020, with plans for a Nursery too), and we offer outstanding pastoral care, small class sizes, caring staff, and a commitment to co-education, which all comes together to draw a circle of care around each child. Every pupil is known, valued and able to develop his or her talents, all central to the school’s ethos since it was founded in 1990, and recognised in our recent OFSTED inspection, which highlighted the wonderful education we provide for all the children in our school. What is your vision for The Hall? Since joining the Chatsworth Schools group in September 2018, the school community has benefited from increased investment in facilities. We are able to draw on the expertise of their incredibly experienced team, whose backgrounds

What changes are you hoping to make? Our school must evolve while building upon its broad and stimulating academic curriculum. This year, the new Deputy Head (Academic) will work with teachers and heads of department to further improve the quality of teaching, learning and academic achievement. The plans to integrate the Junior and Senior Schools into one campus will provide opportunities for older and younger pupils to work alongside each other - peer mentoring, book and reading clubs, and in sport, music and drama. There is huge investment being made in technology, with all classrooms being equipped with projectors and whiteboards, the continuing development of the libraries for juniors and seniors, and plans for the Sixth Form from September 2020. What challenges do you face? To manage the extensive upgrade of our facilities. Every classroom at the Senior School will be completely refurbished, light-filled and modern, ready for this academic year. As part of the focus on technology, Google Classroom has already been implemented for all senior pupils. In the pre-prep, there will be a dedicated garden ready for the Junior School’s move at the beginning of September 2020. The Oberon Fields site (the school’s nine-acre playing fields and pavilion) will be completely redeveloped as a hub for curriculum enrichment, with teaching spaces for outdoor learning, performing arts and cookery. In the pavilion, there will be refurbished changing rooms, a brand new drama, dance and music space, and a teaching kitchen. Outside will be a renovated tennis court, netball courts with an Astro covering for hockey in winter, a new nature trail, orchard, garden allotments and a Forest School area. The pitches will be reconfigured to allow greater use for all the major sports and athletics.

What changes are you hoping to make? I am keen to ensure that all aspects of teaching and learning are firmly rooted in first-class pedagogy and best practice. I see it as incumbent on the Junior School to bring a pioneering fearlessness to the delivery of exciting and aspirational opportunities, both in the classroom and as part of an ambitious co-curricular programme.

Claire Boyd

Head of Junior School, Wimbledon High School What do you love about your new school? The girls! You need only spend a few moments in their company to feel their effervescent energy; their appetite for learning is utterly intoxicating. Obvious additional attractions to the school lie in its reputation and eminence in its innovative, original and successful approach to education for girls. What is your vision for the Junior School at Wimbledon High School? I want the school to be renowned for consistently developing discerning,

EQUIPPING YOUR CHILDREN FOR LIFE An inclusive and co-educational school for boys and girls aged 4 to 16

What challenges do you face? The challenges I face sit more as opportunities. The ambition to position the Junior School as the finest purveyor of innovative, uncompromising and spirited education for young girls will require each pupil to be known and cared for as an individual. Nurturing and developing positive relationships with all members of the school community will be key and I am really looking forward to growing and embedding these over the coming months. NorthWood Senior School: Susan Brooks, currently Deputy Head (Academic) at Broomwood Hall, will become Head-designate of NorthWood Senior School opening September 2020 at 3 Garrad’s Road.

OPEN DAYS Junior School 23rd September 2019 9.15am - 11.00am

9th October 2019 9.15am - 11.00am

Senior School 28th September 2019 10.00am - 12.00

15th October 2019 5.30pm - 7.00pm

Wimbledon High School

Find out more at www.hsw.co.uk or admissions@hsw.co.uk

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FIND YOUR LOCAL PRIMARY AND SECONDARY SCHOOLS State and private schools in Nappy Valley Primary Schools

KEY:

Secondary Schools

Turn to the school listings on page 104 to find the detail of each school by the number reference

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DID YOU KNOW… WELHAM ROAD NEAR GRAVENEY AND FURZEDOWN SCHOOLS WILL SOON BENEFIT FROM A CYCLE AND PEDESTRIAN ZONE. VEHICLES WILL BE BANNED BETWEEN 8.15AM AND 4.30PM MONDAY TO FRIDAYS

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WANDSWORTH STATE PRIMARY SCHOOLS 1 Albemarle 2 Alderbrook 3 All Saints (CE) 4 Allfarthing 5 Beatrix Potter 6a Belleville (Webbs Road site) 6b Belleville (Meteor Street site) 7 Brandlehow 8 Broadwater 9 Chesterton 10 Christchurch (CE) 11 Eardley (Now Goldfinch Primary) 12 Earlsfield 13 Falconbrook 14 Fircroft 15 Floreat Wandsworth 16 Franciscan 17 Furzedown 18 Gatton (Muslim) 19 Granard 20 Griffin 21 Heathmere 22 High View 23 Hillbrook 24 Holy Ghost (Catholic) 25 Honeywell Infant 26 Honeywell Junior 27 Hotham 28 John Burns 29 Mosaic (Jewish) 30 Oasis Putney Academy 31 Our Lady of Victories (Catholic) 32 Our Lady Queen of Heaven (Catholic) 33 Penwortham 34 Ravenstone 35 Riversdale 36 Roehampton Church (CE) 37 Ronald Ross 38 Rutherford House 39 Sacred Heart Battersea (Catholic) 40 Sacred Heart Roehampton (Catholic) 41 St Anne’s (CE) 42 St Anselm’s (Catholic) 43 St Boniface (Catholic) 44 St Faith’s (CE) 45 St George’s (CE) 46 St Joseph’s (Catholic) 47 St Mary’s Battersea (Catholic) 48 St Mary’s Putney (CE) 49 St Michael’s (CE) 50 Sellincourt 51 Shaftesbury Park 52 Sheringdale 53 Smallwood 54 Southmead 55 Swaffield 56 The Alton 57 Tooting Primary

58 Trinity St Mary’s (CE) 59 West Hill 60 Westbridge 61 Wix (Now Belleville Wix Academy)

WANDSWORTH & MERTON PRIVATE SCHOOLS (UP TO 11/13) 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90

Broomwood Hall Lower School, Ramsden Rd Broomwood Hall Upper School Dolphin School (incorporating Noah’s Ark Nursery Schools) Eaton House The Manor Falcons School for Girls Finton House School Hall School Wimbledon Hornsby House School Hurlingham School Ibstock Place School L’Ecole de Batteresea Lion House School Merlin School Newton Prep Northcote Lodge School Oliver House School Parkgate House School Peregrines Pre-Prep (See entry 66) Prospect House School Putney High School The Dominie The Eveline Day School The Roche School The St Michael Steiner School Thomas’s Battersea Thomas’s Clapham Ursuline Prep School Wandsworth Preparatory School Wimbledon High School GDST

WANDSWORTH STATE SECONDARY SCHOOLS 91 Ark Putney Academy 92 Ashcroft Technology Academy 93 Bolingbroke Academy 94 Burntwood School 95 Chestnut Grove Academy 96 Ernest Bevin College 97 Graveney School 98 Harris Academy Battersea 99 Saint Cecilia’s C of E School 100 St John Bosco College 101 Southfields Academy 102 South Thames College 103 St Francis Xavier Sixth Form College

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS 104 Al-Risalah 105 Emanuel

106 Hall School Wimbledon 107 Ibstock Place School 108 King’s College School 109 Putney High School 110 Thames Christian School 111 Wimbledon High School

LAMBETH STATE PRIMARY SCHOOLS 112 Bonneville 113 Clapham Manor 114 Corpus Christi 115 Glenbrook 116 Granton 117 Heathbrook 118 Henry Cavendish, Balham site 119 Henry Cavendish, Streatham site 120 Iqra (Muslim) 121 Kings Avenue 122 Lark Hall Primary 123 Macaulay (CE) 124 Richard Atkins 125 St Bede’s (Catholic) 126 St Bernadette’s (Catholic) 127 St Leonard’s (CE) 128 St Mary’s (Catholic) 129 Sudbourne 130 Telferscot

LAMBETH PRIVATE SCHOOLS (UP TO 11/13) 131 Broomwood Hall Lower School, Garrad’s Rd 132 London Steiner School 133 Rann Horizon School 134 Streatham & Clapham Prep School 135 The White House Prep School

LAMBETH STATE SECONDARY SCHOOLS 136 Bishop Thomas Grant Catholic Secondary School 137 Dunraven 138 Harris Academy Clapham 139 Lambeth Academy 140 La Retraite Roman Catholic Girls’ School 141 Trinity Academy

LAMBETH PRIVATE SECONDARY SCHOOLS 142 NorthWood Senior School 143 Streatham & Clapham High School

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Nappy Valley Schools Directory KEY FOR STATE SCHOOLS A Academy school F Foundation school V Voluntary aided school

(C of E, Catholic, Muslim) lass size: maximum 30 C Gender: mixed

WANDSWORTH STATE PRIMARY SCHOOLS (4-11)

2 Alderbrook Primary School

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

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

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Rated good by Ofsted T: 020 8874 1301 E: info@allfarthing.wandsworth.sch.uk allfarthing.org.uk

8 Broadwater Primary School

Head: Mr Tom Holmes Pupils: 397 Ages: 3-11 Clubs: Pre- & post-school care available from September 2017, plus a range of school clubs

Broadwater Road, SW17 0DZ

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

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 plus a range of private schools

5 Beatrix Potter Primary School

Rated outstanding by Ofsted Princes Way, SW19 6JP T: 020 8788 3170 E: info@albemarle.wandsworth.sch.uk albemarle.wandsworth.sch.uk Head: Mrs T Moses 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

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Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

St Ann’s Crescent, SW18 2LR

C Community school

1 Albemarle Primary School

4 Allfarthing Primary School

9 Chesterton Primary School

Rated good by Ofsted

Dagnall Street, SW11 5DT

Magdalen Road, SW18 3ER

T: 020 7622 1619 E: office@chesterton.wandsworth.sch.uk chesterton.wandsworth.sch.uk

T: 020 8874 1482 E: info@beatrixpotter.wandsworth.sch.uk beatrixpotterschool.com Head: Mr Steph Neale 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 and a further range of state and independent schools

6 Belleville Primary School Webbs Road, SW11 6PR Meteor Street, SW11 5NZ

Head: Mr J Grove Pupils: 766 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Bolingbroke Academy, Graveney, Burntwood, Ashcroft Technology College

T: 020 8874 5429 E: info@brandlehow.wandsworth.sch.uk brandlehowschool.org.uk Head: Ms E Loughnan MA Pupils: 330

Rated good by Ofsted

Head: Mrs C Morris Pupils: 179 Ages: 3-11 Clubs: A range of school clubs

T: 020 7228 6727 E: enquiries@bellevilleschool.org belleville-school.org.uk

Brandlehow Road, SW15 2ED

10 Christchurch C of E Primary School V

T: 020 7228 2812 E: info@christchurch.wandsworth.sch.uk christchurchbattersea.co.uk

Rated outstanding by Ofsted

Leavers’ destinations: Harris Academy, Wallington Grammar

Batten Street, SW11 2TH

7 Brandlehow Primary School

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

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

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

19 Granard Primary School

Cortis Road, SW15 6XA T: 020 8788 3606 E: info@granard.wandsworth.sch.uk granardprimary.co.uk

Head: Mr M Custance Pupils: 420 ultimately Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

12 Earlsfield Primary School

Rated outstanding by Ofsted Tranmere Road, SW18 3QQ

16 Franciscan Primary School

T: 020 8946 5452 E: admin@earlsfield.wandsworth.sch.uk earlsfield.wandsworth.sch.uk

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

20 Griffin Primary

T: 020 8672 3048 E: admin@franciscan.wandsworth.sch.uk franciscan.wandsworth.sch.uk

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

Head: Mrs P Andre-Watson Pupils: 412 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

17 Furzedown Primary School

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

Wye Street, SW11 2LX

Beclands Road, SW17 9TJ

T: 020 7228 7706 E: admin@falconbrook.wandsworth.sch.uk falconbrook.wandsworth.sch.uk

T: 020 8672 3480 E: admin@furzedown.wandsworth.sch.uk furzedownschool.co.uk

Head: Mrs S Smith Pupils: 269 Ages: 3-11 Clubs: A range of pre- and post-school clubs

Head: Mrs M Kitchlew-Wilson Pupils: 410 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

14 Fircroft Primary School Rated good by Ofsted

T: 020 8769 6486 E: info@goldfinchprimary.org.uk goldfinchprimary.org.uk

Fircroft Road, SW17 7PP

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

221 Franciscan Road, SW17 8HQ

Rated good by Ofsted

Cunliffe Street, SW16 6DS

Head: Mrs C Grigg Pupils: 516 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Rated good by Ofsted

Head: Mr S Trow Pupils: 485 Ages: Nursery to 11 Clubs: Pre- & post-school care plus a range of school clubs

13 Falconbrook Primary School

Rated good by Ofsted

T: 020 8353 4195 E: office@wandsworth.floreat.org.uk floreatwandsworth.org.uk

11 Eardley School (Now Goldfinch Primary School)

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

Head: Mrs Rifat Batool Pupils: 420 Ages: 4-11 Clubs: Pre- & post-school care, plus a range of school clubs

305 Garratt Lane, SW18 4EQ

Head: Mrs Emilie Haston Pupils: 450 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Head: Mrs Denise York Pupils: 415 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Opened September 2015

Eaton House The Manor

Shares a vision of individuals who exceed expectations and enjoy education

T: 020 8682 5570 E: info@gatton.wandsworth.sch.uk gatton.wandsworth.sch.uk

15 Floreat Wandsworth

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

T: 020 8672 6258 E: officemanager@fircroft.wandsworth.sch.uk fircroftprimaryschool.sch.uk

18 Gatton Primary School

V F

First Muslim voluntary-aided primary school in UK to be rated outstanding by Ofsted

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

21 Heathmere Primary School

Rated good by Ofsted Alton Road, SW15 4LJ T: 020 8788 9057 E: sbm@heathmere.wandsworth.sch.uk heathmereprimary.org

10 Gatton Road, SW17 0EU

Head: Mrs E Lewis Pupils: 285 Ages: 3-11

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

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

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22 High View Primary School

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: Georgina Roberts Pupils: 358 Ages: 3-11

Clubs: Pre- & post-school care, plus a range of school clubs Leavers’ destinations: Dulwich College, Alleyn’s, JAGS, Emanuel and Whitgift

27 Hotham Primary School

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

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

Head: Miss Nerrissa Bear Pupils: 22 Ages: 4-11 Clubs: Pre- & post-school care plus a range of school clubs

34 Ravenstone Primary School and Nursery C

Leavers’ destinations: The first cohort of Year 6 children leave in 2020

T: 020 8673 0594 E: info@ravenstone.wandsworth.sch.uk ravenstoneschool.co.uk

Leavers’ destinations: The first cohort of Year 6 children will leave in 2020

30 Oasis Academy Putney

Head: Joe Croft Pupils: 408 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

39 Sacred Heart Catholic Primary School, Battersea

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

Este Road, SW11 2TD

35 Riversdale Primary School

Head: Mr J Brading Pupils: 454 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Brand new academy opened in September 2016 as an inclusive, non-selective, co-ed school

T: 020 8788 6468 E: info@hotham.wandsworth.sch.uk hothamprimaryschool.org.uk

184 Lower Richmond Road, SW15 1LY T: 020 7884 6000 E: info@oasisputney.org oasisacademyputney.org

Hillbrook Road, SW17 8SG

Head: Ms S Martin Pupils: 377 * Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

T: 020 8672 3957 E: admin@hillbrook.wandsworth.sch.uk hillbrookschool.org.uk

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

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

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

31 Our Lady of Victories Catholic Primary School V

28 John Burns Primary School

Developing full academic, personal and social potential

23 Hillbrook School

Rated outstanding in all features

Wycliffe Road, SW11 5QR

24 Holy Ghost Catholic Primary School V

T: 020 7228 3857 E: office@johnburns.wandsworth.sch.uk johnburns.wandsworth.sch.uk

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

25 Honeywell Infant School

Rated outstanding by Ofsted Honeywell Road, SW11 6EF T: 020 7228 6811 E: office@honeywell.wandsworth.sch.uk honeywellschools.org

Executive Head Teacher: Ms C Grigg Head: Ms S Rutherford Pupils: 180 Ages: 3-11 Clubs: Pre- & post-school care plus a range of a school clubs

29 Mosaic Jewish Primary School 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

School

Ravenstone Street, SW12 9SS

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

Rated good by Ofsted

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

245 Roehampton Lane, SW15 4AA

32 Our Lady Queen of Heaven RC School V

Head: Mr R Woodfin Pupils: 200 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Rated outstanding by Ofsted Victoria Drive, SW19 6AD T: 020 8788 7420 E: info@ourladyqueenofheaven. wandsworth.sch.uk ourladyqueenofheaven.wandsworth.sch.uk

T: 020 8788 8650 E: info@roehampton.wandsworth.sch.uk roehampton.wandsworth.sch.uk

37 Ronald Ross Primary School

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: Mrs D Hart Pupils: 204 Ages: 3-11 Clubs: No pre- & post-school care, but a range of school clubs

Penwortham Road, SW16 6RJ T: 020 8769 3949 E: admin@penwortham.wandsworth.sch.uk penwortham.wandsworth.sch.uk

T: 020 7223 5185 E: office@honeywell.wandsworth.sch.uk honeywellschools.org Finton House

Head: Ms S Andrews Pupils: 491 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

38 Rutherford House School 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

Giving firmest-possible grounding in the core academic subjects T: 020 7223 5611 E: admin@sacredheart-battersea. wandsworth.sch.uk sacredheartschoolbattersea.co.uk

36 Roehampton C of E Primary School V

Rated good by Ofsted

Honeywell Road, SW11 6EF

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Head: Ms Anna Malden Pupils: 195 Ages: 4-11 Clubs: Pre-school care plus a range of school clubs

33 Penwortham Primary School

Rated outstanding by Ofsted. Throughschool that encourages children to enjoy learning and to be successful

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T: 020 8788 7957 E: info@ourladyofvictories.wandsworth.sch.uk ourladyofvictories.wandsworth.sch.uk

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

Leavers’ destination: Honeywell Junior

Head: Mr D Roberts Pupils: 360 Ages: 7-11

1 Clarendon Drive, SW15 1AW

Head: Ms A Pitcher Pupils: 212 Ages: 3-11 Clubs: Pre- & post-school care, plus a range of school clubs

Head: Mrs J Neal Pupils: 270 Ages: 3-7 Clubs: Pre- & post-school care, plus a range of school clubs

26 Honeywell Junior School

Rated “good with outstanding features” by Ofsted

Head: Ms D Morgan Pupils: Initial intake of 38; Reception and Year 1 places only for 2017 entry Ages: 3-11

Rated good by Ofsted

Pupils: 180 at present, with full capacity by 2020 Ages: 4-7 Clubs: Pre- & post-school care plus a range of school clubs

40 Sacred Heart Catholic Primary School, Roehampton

Recently commended by Ofsted for “exceptional progress across Key Stage 2” Roehampton Lane, SW15 5NX T: 020 8876 7074 E: info@sacredheart-roe.wandsworth.sch.uk sacredheart-roe.wandsworth.sch.uk

The Eveline Day School

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

Head: Mr A Gibbons Pupils: 429 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

43 St Boniface RC Primary School V

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

Undine Street, SW17 8PP

41 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

Strong Catholic ethos that values good manners, respect for others and hard work T: 020 8672 5874 E: admin@stboniface.wandsworth.sch.uk stboniface.wandsworth.sch.uk Head: Mrs S Kerins Pupils: 314 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

Head: Mrs L Steward Pupils: 148 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

44 St Faith’s C of E Primary School V

42 St Anselm’s Catholic Primary School V

Alma Road, SW18 1AE

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

Belief in success coming from a safe, nurturing and purposeful learning environment T: 020 8874 2653 E: admin@stfaiths.wandsworth.sch.uk stfaiths.wandsworth.sch.uk Head: Mr S Cook Pupils: 205 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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45 St George’s C of E Primary School V

48 St Mary’s C of E Primary School (Putney) V

52 Sheringdale Primary School

Attainments well above national expectations in a calm, learning-focused environment

Belief that all children are capable of achievement within inclusive and nurturing Christian environment

Standen Road, SW18 5TR

Corunna Road, SW8 4JS

Felsham Road, SW15 1BA

T: 020 7622 1870 E: admin@st-georges.wandsworth.sch.uk www.st-georges.wandsworth.sch.uk

T: 020 8788 9591 E: admin@st-marys-putney.wandsworth.sch.uk stmarysschoolputney.co.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

46 St Joseph’s RC Primary School

Head: Ms C Payne Pupils: 208 Ages: 4-11 Clubs: A range of school clubs

Rated good by Ofsted 90 Oakhill Road, SW15 2QD T: 020 8874 1888 E: info@stjosephsrc.wandsworth.sch.uk stjosephsrc.wandsworth.sch.uk Head: Mrs Y Wozniak Pupils: 228 Ages: 3-11 Clubs: Pre-school care only plus a range of school clubs

49 St Michael’s C of E Primary School V Christian values that include humility, endurance, thankfulness, reverence and wisdom

47 St Mary’s RC Primary School (Battersea) V

T: 020 8874 7786 E: info@stmichaels.wandsworth.sch.uk stmichaels.wandsworth.sch.uk

Leavers’ destinations: Ashcroft Technology College, St Cecilia’s, Lady Margaret’s plus private schools such as Wimbledon High, Whitgift

Sellincourt Road, SW17 9SA

Lockington Road, SW8 4BE

T: 020 8672 6796 E: info@sellincourt.wandsworth.sch.uk sellincourt.wandsworth.sch.uk

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

Vision is to “Aim high and achieve your full potential”

Rated good by Ofsted

Head: Ms S Jones Pupils: 346 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

53 Smallwood Primary School

Celebrating all achievement, developing confidence, self-belief and sense of worth

Head: Ms J Hillman Pupils: 406 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood,

“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: Mrs O 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. First cohort of Year 6 bilingual children will leave in 2020 Royal Russell

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* Number of places split into 30 bilingual French/English and 30 English only

Danebury Avenue, SW15 4PD

T: 020 7228 1293 E: info@westbridge.wandsworth.sch.uk westbridgeprimaryschool.com

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

57 Tooting Primary

Provides a first-class education for all

Princes Way, SW19 6QT T: 020 8788 8901 E: office@southmead.wandsworth.sch.uk southmeadschool.co.uk Head: Miss A Watts Pupils: 372 Ages: 3-11 Clubs: Pre-school care plus a range of school clubs

Leavers’ destinations: First cohort of Year 6 children leave in 2020

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

Bolingbroke Walk, SW11 3NE

Head: Mrs D Thompson Pupils: 189 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

61 Wix Primary School C (Now Belleville WIx Academy) 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 T: 020 7228 3055 E: admin@wix.wandsworth.sch.uk wix.wandsworth.sch.uk Executive Headteacher: John Grove Head: Ms Seana Henry Pupils: 283* Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs *14 bilingual French/English and 30 English-only places

58 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

WANDSWORTH & MERTON PRIVATE SCHOOLS (UP TO AGES 11/13) 62 Broomwood Hall Lower School, Ramsden Road

6 Balham Park Road, SW12 8DR

Wix’s Lane, SW4 0AJ

Acting Head: Miss Kelly Dixon Pupils: 63 Ages: 4-11 Clubs: Pre- & post-school care plus a range of school clubs

Graveney, Chestnut Grove

51 Shaftesbury Park Primary School C

Part of the Chapel St family of schools; encourages children to aim high

T: 020 3700 0790 E: admin@tootingprimary.org tootingprimary.org.uk

Rated “making good progress, with children growing in confidence and happiness” by Ofsted

55 Swaffield Primary School

60 Westbridge Primary School

Franciscan Road, SW17 8HE

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

54 Southmead Primary School

56 The Alton School

Works hard to develop children’s selfesteem. ‘Give me a firm place to stand and I will move the Earth.’ Rated good by Ofsted.

Smallwood Road, SW17 OTW

Head: Mrs A M Grant Pupils: 410 Ages: 4-11 Clubs: Pre- & post-school care plus a range of school clubs

50 Sellincourt Primary School

T: 020 8874 7340 E: info@sheringdale.wandsworth.sch.uk sheringdale.org

Leavers’ destinations: Ashcroft Technology Academy, St Cecilia’s, Burntwood, Ricards Lodge, Graveney plus private schools such as Emanuel and Putney High

Granville Road, SW18 5SQ

Rated outstanding by Ofsted

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

A pre-preparatory school with four-form entry. All-round education that incorporates lots of art, music, drama and sport. We aim to bring out the best in every child. Part of family-owned and family-oriented Northwood Schools The Old Vicarage, 192 Ramsden Road, SW12 8RQ for Reception and Year 1. 50 Nightingale Lane, SW12 8TE for Years 2&3

Rated good by Ofsted

T: 020 8682 8820 E: admissions@northwoodschools.com northwoodschools.com

5 Merton Road, SW18 5ST

Head: Mrs Carole Jenkinson

T: 020 8874 5900 E: info@westhill.wandsworth.sch.uk westhillprimaryschool.org

Pupils: 290 Ages: 4-8, co-ed Clubs: A range of clubs available for all from Class 1 upwards

59 West Hill Primary School

Head: Ms Lisa Carmen and Ms Anna Healy Pupils: 266 Ages: 3-11 Clubs: Pre-school care plus a range of school clubs

Term fees: £5,610 Leavers’ destinations: Boys to Northcote Lodge and girls to Broomwood Hall Upper School

Camp Suisse

63 Broomwood Hall Upper School A preparatory school for girls offering an allround education that incorporates lots of art, music, drama and sport. We aim to bring out the best in every child. Part of family-owned and family-oriented Northwood Schools 68-74 Nightingale Lane, SW12 8NR T: 020 8682 8810 E: admissions@northwoodschools.com northwoodschools.com Head: Mrs Carole Jenkinson Pupils: 240 Ages: 8-13, girls Clubs: A range of clubs available Term fees: £6,880

Leavers’ destinations: At 11 & 13 to a mix of London day schools eg JAGS, Emanuel, Streatham & Clapham High School and Alleyn’s, and boarding eg Benenden, Bradfield, Woldingham, Cranleigh, Wellington, Marlborough. From 2020, additional option for 13+ to remain within Northwood Schools at new co-ed senior school, NorthWood Senior, in SW16

64 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: Mrs N S Baldwin Senior Deputy Head: Mr J Schmidt Pupils: 200+ Ages: 2.5-11 Clubs: No pre- and post-school care but a range of school clubs Term fees: Noah’s Ark Nursery £2,095; Dolphin £4,295 – £4,695 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

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65 Eaton House The Manor

67 Finton House School

69 Hornsby House School

Family-owned and run Christian nondenominational school whose aim is to provide a caring and secure environment that treats each child as an individual so they can blossom academically, socially and behaviourally

An inclusive school that offers a broad and inspiring education, embracing technology and outdoor learning, which is based on the belief that happiness, kindness and confidence are the foundations of success

58 Clapham Common North Side, SW4 9RU

171 Trinity Road, SW17 7HL

T: 020 7924 6000 E: admin@eatonhouseschools.com eatonhouseschools.com

T: 020 8682 0921 E: admissions@fintonhouse.org.uk fintonhouse.org.uk

Heads: Prep: Mrs Sarah Segrave Pre-Prep: Mrs Nicola Borthwick Girls: Mr Oliver Snowball Nursery: Ms Roosha Sue

Head: Mr Ben Freeman

Pupils: Boys 510, Girls 260, Nursery 48. Ages: Boys’ Pre-prep 4-8, Boys’ Prep 8-13, Girls’ 4-11, Nursery 3-4

Term fees: £5,379 - £5,414

Term fees: Nursery £2,810 for 5 mornings with extra afternoons from £580 for one afternoon, Pre-Prep £5,693, Prep £6,838 Girls’ Junior £5,693, Senior £6,650 Leavers’ destinations: Boys: Eton, Westminster, St Paul’s School, Dulwich College, Harrow, Tonbridge, Winchester, King’s College Wimbledon, Brighton College, 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, Streatham & Clapham High, Benenden and Woldingham

66 Falcons School for Girls (Incorporating Peregrines Pre-Preparatory School) A non–selective school for girls with a reputation for academic excellence, creativity and lifelong learning 11 Woodborough Road, SW15 6PY T: 020 8992 5189 E: admin@falconsgirls.co.uk falconsgirls.co.uk

Pupils: 300+ Ages: 4-11 Clubs: A range of school clubs 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

68 Hall School Wimbledon Junior School Aims to provide pupils 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 Beavers Holt, Stroud Crescent, SW15 3EQ T: 020 8788 2370 E: admissions@hsw.co.uk or enquiries@hsw.co.uk hsw.co.uk Principal: Mr. G Delaney Head: Mr B Rickards Pupils: 100 Ages: 4-11 Clubs: A range of school clubs Term fees: £4,375 - £5,150 Leavers’ destinations: Junior School feeds into the Senior School

Term fees: £6,880

Leavers’ destinations: KCS, Latymer

Leavers’ destinations: At 13 to a mix of London day schools eg Dulwich College, Whitgift, Emanuel, and boarding schools eg Bradfield, Marlborough, Harrow, Tonbridge, Wellington, Charterhouse, Eton, Cranleigh, Radley. From 2020, additional option for 13+ to remain within Northwood Schools at new co-ed senior school, NorthWood Senior, in SW16

Junior, Putney High, Wimbledon High, Fulham Prep, Tower House School, Shrewsbury House School, Ibstock Place, The Hall School and Prospect House

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

74 Merlin School Aims to encourage a sense of excitement about learning that nurtures children and ensures individual attention in order to reach full potential

Term fees: Lower School £4,995, Upper School £5,320 + lunch £280 per term Leavers’ destinations: Alleyn’s, Dulwich College, James Allen’s Girls’ School, Whitgift, Streatham & Clapham High School, Emanuel, Royal Russell, Woldingham, Graveney, Trinity and Wimbledon High.

70 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: Mr J Brough Pupils: 326 Ages: 4-11 Clubs: Post-school care and a range of school clubs Term fees: Reception, Years 1 and 2: £5,180 and Years 3 to 6: £5,395 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

Sparkies Nursery

71 Ibstock Place School Lots of extracurricular activities aim to produce happy, well-rounded, socially responsible, honest, resilient young people with determination, ambition and self-confidence

Head: Ms K Prest Pupils: 200+ Ages: 5-8 Clubs: A variety on a Monday only.

Clarence Lane, SW15 5PY

Term fees: £3,988

T: 020 8876 9991 E: registrar@ibstockplaceschool.co.uk ibstockplaceschool.co.uk

75 Newton Preparatory School

Head: Ms Marion McDonald Pupils: 960 Ages: 4-11 Clubs: Prep to 5pm plus a range of school clubs Term fees: Kindergarten/Prep 1: £5,220. Prep 2 to Prep 6: £5,415 Leavers’ destinations: Ibstock Place secondary school. A few leave at 11+ and 13+ but the vast majority stay; however, no automatic entry

72 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

Term fees: £3,665 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

Fees are inclusive of learning resources, afterschool care until 5:00pm, term-time day trips, 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

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: hmpa@newtonprep.co.uk or registrar@newtonprep.co.uk newtonprepschool.co.uk Head: Mrs A Fleming. Deputy Head Lower School (new): 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: £3,100 (Nursery); Lower School Recep-Year 2: £5,730; Upper School Years 3-8: £6,565 Leavers’ destinations: Alleyns, Benenden, City of London, Dulwich, Emanuel, Eton, Francis Holland, Harrow, JAGS, KCS Wimbledon, Putney High, St Paul’s, Wellington, Westminster, Wycombe Abbey

76 Northcote Lodge School

Encourages individuality and creativity and fosters self-esteem in a harmonious and happy learning environment

A traditional boys’ prep school that delivers an outstanding all-round education including lots of sport, music and drama. Dedicated to bringing out the very best in boys. Part of family-owned and familyoriented Northwood Schools

Old Methodist Hall, Putney SW15 6EH

26 Bolingbroke Grove, SW11 6EL

T: 020 8780 9446 E: admissions@lionhouseschool.co.uk lionhouseschool.co.uk

T: 020 8682 8888 E: admissions@northwoodschools.com northwoodschools.com

73 Lion House School

Hornsby House

4 Carlton Drive, SW15 2BZ T: 020 8788 2769 E: secretary@merlinschool.net merlinschool.net

Head: Mme Frederique Brisset Pupils: 255 Ages: 3-11 Clubs: Pre- & post-school care

Term fees: Nursery £2,500 - £4,250, Reception £4,750, Years 1 to 6 £5,235.

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Term fees: £1,035-£4,525

T: 020 8673 7573 E: school@hornsbyhouse.org.uk hornsbyhouse.org.uk

T: 020 7924 3186 E: battersea@lecoledespetits.co.uk lecoledespetits.co.uk/lecol--battersea/

Clubs: Before school care from 7:30am and after school care until 6:00pm. Plus a range of extracurricular clubs and a homework club every day

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Hearnville Road, SW12 8RS

Head: Mr Clive Smith-Langridge Pupils: 260 Ages: 8-13, boys Clubs: A range of school clubs

Trott Street, SW11 3DS

Head: Mrs Sara Williams-Ryan Pupils: 250 Ages: 3-11 Gender: Girls. Pre-Prep (age 3-4): Boys & Girls

Leavers’ destinations: Putney High, Wimbledon High, Latymer Upper School, Lady Eleanor Holles, City of London School for Girls, Ibstock Place School, Benenden, Radnor House

A warm, nurturing and inclusive school but with academic vigour

Head: Ms J Luard Pupils: 100+ Ages: 2-8 Clubs: A range of school clubs

77 Oliver House School Independent school with a Catholic ethos, part of the PACT Educational Trust. A Sunday Times Top 100 Preparatory School. A character-based approach aims to foster respect, sound judgment, resilience and making wise choices based on personal values 7-11 Nightingale Lane, SW4 9AH T: 020 8772 1911 E: enquiries@oliverhouse.org.uk oliverhouse.org.uk Head: Mrs Debbie Morrison Pupils: 165 Gender: Co-ed Ages: 3-11 Clubs: Pre- and post-school care plus a range of school clubs Term fees: £2,270 - £3,870, Pre-Prep: £4,930 - £5,000, Prep: £5,180 Leavers’ destinations: Alleyn’s, City of London Girls’, Dulwich College, Emanuel, JAGs, Mayfield, St Mary’s Ascot, Sutton Grammar, Streatham & Clapham High School, The Cedars School, The Laurels School, Trinity, Whitgift, Woldingham

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: £2,075 - £4,580 Reception/Pre-prep: £5,230 Prep: £5,460 Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Ibstock Place, Jags, King’s College School, Putney High, Wimbledon High, Whitgift, Woldingham

79 Peregrines Pre-Preparatory School Now incorporated with Falcons School for Girls. See entry at 66.

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80 Prospect House School

85 The St Michael Steiner School Parent & Child Group

Aims to create an atmosphere where children feel valued and secure in an educational experience that is both challenging and fun

Ofsted judged it as providing a good quality of education Merton Road, SW18 5ST

75 Putney Hill, SW15 3NT

T: 020 8870 0500 E: info@stmichaelsteinerschool.co.uk stmichaelsteiner.wandsworth.sch.uk

T: 020 8780 0456 E: info@prospecths.org.uk or registrar@prospecths.org.uk prospecths.org.uk

Pupils: 62 full-time, +11 part-time Ages: 3-14

Head: Mrs D Barratt Pupils: 295 Ages: 3-11 Clubs: A range of school clubs

Term fees: £4,375-£5,800 pa

Term fees: Nursery: £1,920-£4,210, Reception/Pre-prep: £4,840, Prep: £5,020

Opened in 1977, it aims to embed kindness and understanding in which pupils’ strengths are identified and supported

86 Thomas’s Battersea

Leavers’ destinations: Benenden, Colet Court, Emanuel, Harrodian, King’s School Canterbury, Putney High, St Paul’s Girls’ School, Tiffin, Westminster Under, Wimbledon High

81 Putney High School ‘The school is highly successful in fulfilling its aim to achieve academic excellence through a love of learning. The pupils’ achievement and learning are exceptional,’ concluded ISI 35 Putney Hill, SW15 6BH T: 020 8788 4886 E: putneyhigh@put.gdst.net putneyhigh.gdst.net Head: Mrs Pippa Page-Roberts Pupils: Junior School – 320 Ages: 4-11 Gender: Girls Clubs: A range of school clubs across art, design, drama, music and sport Term fees: £5,468 Leavers’ destinations: The vast majority of girls go on to Putney High Senior School

82 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: £8,550 Leavers’ destinations: Mainstream schools

83 The Eveline Day School A warm and nurturing school with small classes and high-quality teaching. Open 51 weeks a year from 7.30am-6.30pm. Ideal for working parents who require excellent education and pastoral care Swan House, 207 Balham High Road, SW17 7BQ

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28-40 Battersea High Street, SW11 3JB T: 020 7978 0900 E: Battersea@thomas-s.co.uk thomas-s.co.uk Thames Christian School

T: 020 8673 3188 E: eveline@evelinedayschool.com, office@evelinedayschool.com evelinedayschool.com Head: Ms Eveline Drut Deputy Head: Mrs Gillian Tomlins-Young Pupils: 120 Ages: 3-11 Clubs: Pre- and post-school care clubs and prep-club, including compulsory strings orchestra for KS2 Term Fees: £4,879.68 (8.45am to 4pm)

Head: Mr Simon O’Malley Pupils: 550 Ages: 4-13 Clubs: No pre/post school care but a range of after school clubs and sports activities Term fees: Reception-Year 2: £5,563, Years 3-8: £6,385 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.

87 Thomas’s Clapham

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

Ethos of kindness and understanding in which pupils’ strengths are supported

84 The Roche School

Head: Mr P Ward Pupils: 650 Ages: 4-13 Clubs: No pre/post school care but a range of after school clubs

Established in 1983, The Roche School provides a thorough, wide-ranging education within the context of a warm, lively atmosphere. 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: Ms G Emery Pupils: 312 Ages: 2.5-11 Clubs: A wide range of school clubs Term fees: Lower School: Reception to Year 2 £4,990, Upper School: Year 3 to Year 6 £5,230. Nursery: 5 mornings per week: £2,440, 4 mornings per week: £1,952, Per afternoon: £395, Full time (5 mornings & 4 afternoons): £4,020 Leavers’ destinations: Latymer Upper, Alleyn’s, King’s College School, Dulwich College, Ibstock Place, Wimbledon High, Emanuel, JAGS, Whitgift, Putney High School

Broomwood Road, SW11 6JZ T: 020 7326 9300 E: clapham@thomas-s.co.uk thomas-s.co.uk

Term fees: from £5,483 a term in Reception 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

Term fees: £3,465 (Nursery to Year 6)

Leavers’ destinations: Emanuel, Kingston

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

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

Leavers’ destinations: Alleyn’s School

89 Wandsworth Preparatory School

4 The Vale, SW3 6AH

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’

T: 020 7352 4040 E: info@cameronhouseschool.org

Harrodian School

Head: Mrs Dina Mallett Ages: 4-11 Gender: Co-ed

Harrodian is a friendly educational community which encourages pupils’ individuality and excellent academic results

Term fees: £6,155

Lonsdale Road, SW13 9QN

Leavers’ destinations: King’s College Wimbledon, Godolphin and Latymer, Francis Holland, City of London, Latymer Upper, Queen’s College, The Harrodian, Dulwich College, Woldingham

T: 020 8748 6117 E: admin@harrodian.com harrodian.com

Dulwich Prep London

Term fees: Pre-prep £4,431, Prep £5,076, Senior £5,867, Sixth form £6,766

The Old Library, Allfarthing Lane, SW18 2PQ T: 020 8870 4133 E: office@wandsworthprep.com wandsworthprep.com Head: Miss B Saul Pupils: 90 Ages: 4-11 Term fees: £4,458 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

90 Wimbledon High School GDST Running a truly creative curriculum, harnessing the imagination and embracing a cross-curricular approach to learning. Academically selective Mansel Road, SW19 4AB T: 020 8971 0902 E: info.juniors@wim.gdst.net

wimbledonhigh.gdst.net Head: Miss Claire Boyd Pupils: 340 Ages: 4-11 Clubs: A variety of music, drama, sport, chess and many more Term fees: £5,113 Leavers’ destinations: The vast majority of Juniors transfer to Senior school, sitting the same 11+ assessments as external candidates

Cameron House School A boutique prep school in the heart of Chelsea

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: Michael Roulston Pupils: 850 Ages: 3-13 Leavers’ destinations: Dulwich College, Alleyn’s, Trinity, Whitgift, Westminster, Tonbridge, Marlborough, Eton, Harrow

Eaton Square Pre-Prep and Prep School 55-57 Eccleston Square, London SW1V 1PH T: 020 7931 9469 E: registrar@eatonsquareschool.com eatonsquareschool.com Principal: Sebastian Hepher Head: Trish Watt Pupils: 300 Age: 4-11 Term Fees: £7,020 - £7,555

OTHER SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY Alleyn’s Junior School

A non-selective independent catholic prep school for girls aged 3-11 (and boys up to age 4 and co-ed nursery)

A top ten Sunday Times Parent Power school providing co-educational excellence in a warm and caring community. Takes pride in its holistic approach to pupils’ well-being. Automatic entry to Alleyn’s Senior School

18 The Downs, SW20 8HR

Townley Road, SE22 8SU

T: 020 8947 0859 E: office@wups.co.uk ursuline-prep.merton.sch.uk

T: 020 8557 1519 E: juniorregistration@alleyns.org.uk alleyns.org.uk

Head: Anne Farnish Pupils: 250 Ages: 3-11

Head: Simon Severino Ages: 4 – 11 Pupils: 240

88 Ursuline Prep School

Term fees: Reception, Years 1-2 £6,121, Years 3-6 £6,375

Leavers’ destinations: Eaton Square Upper School and many other schools in London and beyond

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 £4,000 for Reception to £5,500 for Year 8

Head: James Hooke Ages: 4-18 Pupils: 282

Leavers’ destinations: Bournemouth, Bath, Birmingham, Bristol, Cambridge, Durham, Edinburgh, Exeter, Glasgow, Leeds, Kings College London, Loughborough, Newcastle, Nottingham, Oxford, St Andrews, UCL

Oakwood School Independent education with a Catholic ethos. A Sunday Times Top 100 Preparatory School, part of the PACT Educational Trust 59 Godstone Road, Purley, CR8 2AN T: 020 8668 8080 E: enquiries@oakwoodschool.org.uk Head: Mr C Candia Pupils: 160 Ages: 3-11 Gender: Co-ed Term fees: Nursery Fees: £1,640 - £3,100, (now accepting 30 hrs Govt. funding), Infants: £3,100, Juniors: £3,380

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. 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. Winner of the 2016/2017 ISA award for Outstanding Provision in STEM. ‘Well ahead of the curve at primary level in putting STEM subjects at the heart of the maths curriculum’ (Good Schools Guide) 1 Fulham Park Road, SW6 4LJ T: 020 7610 8085 E: admissions@parsonsgreenprep.co.uk parsonsgreenprep.co.uk Head: Mr Tim Cannell

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Pupils: 200 Ages: 4-11 Clubs: Chess, coding, STEM, Chelsea Foundation football etc Term fees: £4,910-£5,890 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 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: 3 to 11 Pupils: 360 pupils Clubs: Breakfast club, broad range of after school clubs and activities Fees: Nursery: (3 years old), Three full days £2,340*, Four full days £3,115*, Five mornings plus lunch £2,184*, Five full days £3,887*, Reception, Year 1 and Year 2: £3,887*, Years 3-4: £4,760, Years 5-6: £4,953. All fees include lunch * Less Early Years Funding entitlement (children aged 3&4)

Leavers’ destinations: Pupils transfer to Royal Russell Senior School

Sydenham High School Prep 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. A Sydenham High education offers exceptional learning opportunities, ensuring every girl reaches her potential and gains the necessary skills and confidence to prosper and succeed 15 Westwood Hill, SE26 6BL T: 020 8557 7070 E: info@syd.gdst.net

sydenhamhighschool.gdst.net Head: Mrs Katharine Woodcock, Head of Prep: Ms Victoria Goodson Ages: 4-11 Gender: Girls Term fees: Prep £4,541

The Hampshire School, Chelsea Inspiring children to aim high and be the best they can be through an enriching and personalised education

T: 020 7352 7077 E: admissions@thehampshireschoolchelsea.co.uk thehampshireschoolchelsea.co.uk

T: 020 8673 8737 E: info@chestnutgrove.wandsworth.sch.uk chestnutgrove.wandsworth.sch.uk

188 Sheen Lane, SW14 8LF

Head: Gregory Evans Pupils: 180 Ages: 4-13

93 Bolingbroke Academy

Term fees: Reception & Year 1 £4,155, Year 2 & 3 £4,585, Senior school £4,710 Leavers’ destinations: St Paul’s, King’s College School, Hampton, Reeds, Emanuel, Eton, Harrow, Charterhouse, Marlborough, Wellington, Bradfield

Ensures outstanding progress through a well-designed curriculum, a broad range of enrichment and extension programmes and excellent pastoral care Pullman Gardens, SW15 3DG

97 Graveney School

T: 020 7924 8200 E: info@arkbolingbrokeacademy.org arkbolingbrokeacademy.org

Ofsted remarked in March 2015 on the pupils’ “positive attitude to learning”, their outstanding results and how the school develops the whole person

Leavers’ destinations: Founding students receive Bolingbroke’s first set of A Level results in August 2019 with 51% receiving offers to top Russell group universities (nationally 19% in the state sector). Includes two Cambridge offers and top 100 company apprenticeships

Head: Mrs Renata Joseph Pupils: 950 Ages: 11-18 Clubs: A range of school clubs

Welham Road, SW17 9BU T: 020 8682 7000 E: info@graveney.wandsworth.sch.uk graveney.org

Leavers’ destinations: Oxbridge, Durham, Exeter, Leeds, Liverpool, Birmingham, Royal Academy of Music, LSE and universities abroad

100 St John Bosco Catholic School & College V Rated good with outstanding leadership by Ofsted T: 020 7924 8310 E: info@sjbc.wandsworth.sch.uk stjohnboscobattersea.org

Leavers’ destinations: Oxford, Cambridge & Russell Group universities

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

Offers excellent opportunities to achieve the highest possible standards of learning in a technology-rich environment, including the IB Diploma

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

98 Harris Academy Battersea

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

102 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: Ms S Rimmer Pupils: 20,000+ Ages: 16+ Leavers’ destinations: Russell Group universities & London-based universities

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: Mrs S Flannery Pupils: 1,400 Ages: 16+ Leavers’ destinations: Around 15% go to Russell Group universities

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

Head: Mr S Uttley Pupils: 446 Ages: 11-18 Clubs: A range of school clubs

101 Southfields Academy

Head: Mr G Stapleton Pupils: 1,949 Ages: 11-18 Clubs: A range of school clubs

Russell group universities, apprenticeships in banking, IT and telecommunications, work-related training, further education and employment

103 St Francis Xavier Sixth Form College

Parkham Street, SW11 3DQ

Wakehurst Road, SW11 6BF

94 Burntwood School

Head: Ms A Downey Pupils: 449 Ages: 11-18 Clubs: A range of school clubs

Head: Mr D Mitchell

Prepares all pupils for university courses or a career of their choice. Specialisms are maths and music

Leavers’ destinations: 100+ to universities every year, approx. two-thirds to study STEM subjects

T: 020 8780 1244 E: admissions@saintcecilias.london E: info@saintcecilias.london saintcecilias.london

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 8788 3421 E: receptionist@arkputneyacademy.org arkputney.org

92 Ashcroft Technology Academy

Head: Ms C Edis Pupils: 800 Ages: 11-18 Clubs: Wide range of school clubs

WANDSWORTH STATE SECONDARY SCHOOLS

5 Wetherby Place, London, SW7 4NX (Early Years)

Sutherland Grove, SW18 5JR

Head: Ms R Sheikh Pupils: 1250 including 350 in the Sixth Form Ages: Boys 11-18, Girls 16-18 Gender: Boys Clubs: A range of school clubs

Pupils: 1,000 Ages: 11-18 Clubs: Wide range of school clubs

T: 020 8876 3323 E: admissions@thsboys.org.uk thsboys.org.uk

100 West Hill, SW15 2UT

96 Ernest Bevin College & Sixth Form Centre C

T: 020 8672 8582 E: mail@ernestbevin.london ernestbevin.london

Broomwood Hall Lower School

99 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

Beechcroft Road, SW17 7DF

Founded in 1932, this is “A traditional boys’ prep school but with a modern twist,” says The Good Schools Guide

Head: Dr D Moody Pupils: 1,150 including 250 in sixth form Ages: 11-18 Clubs: A range of school clubs

Head: Mr C Kingsley Pupils: 958 Ages: 11-19 Clubs: A range of school clubs

Community School that specialises in Science, Technology, Engineering, Computing & Maths (STEM) subjects and offers opportunities for elite sport

Tower House School

15 Manresa Road, London, SW3 6NB

NappyValleyNet.com

Chestnut Grove, SW12 8JZ

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

91 Ark Putney Academy

A culture of high aspiration for all is central to the school’s vision and ethos

Head: Dr Pamela Edmonds Pupils: 240 Ages: 3 – 13 years Clubs: Pre- and post-school care and a vast range of school clubs Fees: Pre-Nursery/Nursery Half Day £4,510, Full Day £5,875, Reception £5,875, Year 1–3 £6,120, Year 4–8 £6,475

T: 020 8877 0357 E: info@ashcroftacademy.org.uk atacademy.org.uk

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95 Chestnut Grove Academy

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

104 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: £3,300 per year Leavers’ destinations: Burntwood, Graveney, Virgo, Ashcroft

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105 Emanuel School Providing a wonderfully well-rounded education to bright, ambitious and talented boys and girls Battersea Rise, SW11 1HS T: 020 8870 4171 E: enquiries@emanuel.org.uk emanuel.org.uk Head: Mr R Milne Pupils: 922 Ages: 10-18 Clubs: A range of school clubs plus the Duke of Edinburgh Awards scheme Term fees: £6,426 Leavers’ destinations: Russell Group universities, music/art/drama colleges and conservatoires, and universities overseas

106 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 17 The Downs, SW20 8HF T: 020 8879 9200 E: admissions@hsw.co.uk or enquiries@hsw.co.uk hsw.co.uk Principal: Mr G Delaney Head: Mr B Rickards Pupils: 150 Ages: 11-16 Clubs: A range of school clubs plus the Duke of Edinburgh Awards scheme Term fees: £5,789 - £5,950 Leavers’ destinations: HSW aims to have a Sixth Form as from Sep 2020

this is selective education at its very best… a real golden ticket” Southside, Wimbledon Common SW19 4TT T: 020 8255 5300 E: Junior: hmjssec@kcs.org.uk; senior: reception@kcs.org.uk kcs.org.uk Head: Mr A D Halls Pupils: 1,400 Ages: 7-18 Gender: Boys 7-18; girls 16-18 Term fees: Years 3-4 £5,980; Years 5-8 £6,510; Years 9 onwards £7,200

109 Putney High School A spirited, ambitious and relevant education which encourages girls to think differently and gives them the edge in a modern world 35 Putney Hill, SW15 6BH T: 020 8788 4886 E: putneyhigh@put.gdst.net putneyhigh.gdst.net Head: Mrs Suzie Longstaff, Director of Sixth Form: Ms Ella Barden Pupils: 1020 (including junior school) Ages: 11-18 Gender: Girls Term fees: £6,609 Leavers’ destinations: Oxford, Cambridge, LSE, UCL, Imperial, USA, Russell Group, music conservatoires, art colleges

Leavers’ destinations: Oxbridge, Bristol, Durham, Exeter, Nottingham, Imperial College, KIng’s College, LSE, St Andrew’s

108 King’s College School (KCS) Junior and senior school. King’s was awarded the title Sunday Times London Independent Secondary School of the Year 2017-18. The Good Schools Guide said, “Intellectually exhilarating yet principled,

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Leavers’ destinations: Oxbridge, Russell Group, universities in the US, Canada and mainland Europe

Head: Dr Stephen Holsgrove Pupils: 135 Ages: 11-16 (adding Sixth Form in 2021) Clubs: A wide range of sports and academic clubs, Duke of Edinburgh Award Term fees: £5,660 Leavers’ destinations: Royal Russell School, Christ’s Hospital, Alleyn’s School, Highgate School, Ashcroft Technology Academy, Esher College, The Brit School and Harris Westminster

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

Granton Road, SW16 5AN

Rated good by Ofsted

T: 020 8764 6414 E: admin1@grantonprimary.org.uk grantonprimary.org.uk

Smedley Street, SW4 6PH T: 020 7622 3820 E: admin@larkhall.lambeth.sch.uk larkhall.lambeth.sch.uk

Head: Mr Andrew Terrey Pupils: 492 Ages: 3-11

Head: Mr Gary Nichol Pupils: 450 Ages: 3-11

117 Heathbrook Primary School and Children’s Centre C

Victoria Rise, SW4 ONU

Head: Mr Ben Roberts Pupils: 409 Ages: 3-11

T: 020 7720 9378 E: admin@macaulay.lambeth.sch.uk macaulaycofeschool.co.uk macaulay.lambeth.sch.uk

118 Henry Cavendish Primary School Balham site C

Heads: Miss Jo Samways Pupils: 222 Ages: 3-11

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

113 Clapham Manor Primary School and Children’s Centre

New Park Road, SW2 4JP

119 Henry Cavendish Primary School Streatham site C

Head: Nadia Macintosh Pupils: 372 Ages: 3-11 Clubs: Breakfast Club & a range of after school clubs

T: 020 8674 0156 E: admin@richardatkins.lambeth.sch.uk richardatkins.lambeth.sch.uk

Rated outstanding by Ofsted Dingley Lane, SW16 IAU

114 Corpus Christi Academy Catholic Primary School A

Details as above

Head: Ms A Hardy T: 020 8673 3376 E: office@henrycavendish.co.uk henrycavendish.co.uk

125 St Bede’s Catholic Infants School V A Rated good for overall effectiveness by Ofsted

Rated outstanding by Ofsted.

120 Iqra Primary School

Trent Road, SW2 5BL

Rated good for overall effectiveness by Ofsted

T: 020 7737 2796 E: office@corpuschristi.lambeth.sch.uk corpuschristischool.co.uk

127 Park Hill, SW4 9PA

V A

T: 020 7622 3630 E: admin@iqra.lambeth.sch.uk iqra.lambeth.sch.uk

Part of Gipsy Hill Federation. Ofsted rated it good in terms of overall effectiveness

121 Kings Avenue Primary School Requires improvement according to Ofsted

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

128 St Mary’s RC Primary School V

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

Thornton Road, SW12 OLF

129 Sudbourne Primary School

T: 020 8674 7292 E: office@st-bedes.lambeth.sch.uk st-bedes.lambeth.sch.uk

Rated outstanding by Ofsted

Heads: Ewa Ostrynska and Laura Lowney Pupils: 226 Ages: 3-7

Head: Mrs H Saleem Pupils: 211 Ages: 4-11

Rated good by Ofsted

Rated good by Ofsted. ‘Inspiring curiosity & the courage to succeed’

Head: Mrs Alexandra Hardy Pupils: 761 Ages: 3-11

Head: Mr B Hazell Pupils: 453 Ages: 3-11 Clubs: A range of school clubs

Head: Mrs J Connery and Mr R Coyle Pupils: 413 Ages: 3-11

127 St Leonard’s CE Primary School V A 42 Mitcham Lane, SW16 6NP

124 Richard Atkins Primary School

T: 020 8673 3376 E: office@henrycavendish.co.uk henrycavendish.co.uk

T: 0207 622 3919 E: admin@claphammanor.lambeth.sch.uk claphammanor.lambeth.sch.uk

DLD College

Rated outstanding by Ofsted Hydethorpe Road, SW12 0JA

123 Macaulay CE Primary School V A Rated outstanding by Ofsted

T: 020 7622 4101 E: admin@heathbrook.lambeth.sch.uk heathbrook.org

Rated good by Ofsted

115 Glenbrook Primary School 111 Wimbledon High School GDST

122 Lark Hall Primary School and Children’s Centre C

St Rule Street, SW8 3EH

(4-11) 112 Bonneville Primary School

Rated good by Ofsted

Rated good for overall effectiveness by Ofsted

LAMBETH STATE PRIMARY SCHOOLS

Belmont Road, SW4 OBZ

T: 020 7228 3933 E: info@thameschristianschool.org.uk thameschristianschool.org.uk

Term fees: £6,690 per term

Academic, Sports & Music Scholarships for Year 7; For Sixth Form: Academic, Sports, Music, Drama, Art Scholarships. Meanstested bursaries available

Thames Christian School is a place where pupils thrive. “Thames children make a contribution, think critically and flourish in a fast-changing and globally-integrated modern world. And your child will be safe, happy and inspired to learn while at the school.” Thames parent 2019

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

Head: Mrs A Sylvester-Johnson Ages: 11-18 Clubs: A range of school clubs plus the Duke of Edinburgh Awards Scheme

Term fees: £6,578

110 Thames Christian School

Wye Street, SW11 2HB

T: 020 8876 9991 E: registrar@ibstockplaceschool.co.uk ibstockplaceschool.co.uk

116 Granton Primary School

Outstanding by Ofsted

107 Ibstock Place School

Clarence Lane, SW15 5PY

Head: Mrs Jane Lunnon Pupils: 660 Ages: 11-18 Clubs: Some 140 clubs a week

126 St Bernadette’s Catholic Junior School V A Rated good by Ofsted

Clarence Avenue, SW4 8LD

Kings Avenue, SW4 8BQ

1-4 Atkins Road, SW12 0AB

Mansel Road, SW19 4AB

T: 020 8674 2387 / 020 8674 1407 E: glenbrook@ghf.london gipsyhillfederartion.org.uk

T: 020 7622 1208 E: office@kingsavenue.lambeth.sch.uk kingsavenueschool.co.uk

T: 020 8673 2061 E: office@st-bernadette-rc.lambeth.sch.uk stbernadette.co.uk

T: 020 8971 0900 E: info@wim.gdst.net wimbledonhigh.gdst.net

Head: Ms Carmel Longley Pupils: 315 Ages: 3-11

Head: Elizabeth Maxted Pupils: 452 Ages: 3-11

Head: Mrs Deborah Hogan Pupils: 241 Ages: 7-11

Hayter Road, SW2 5AP T: 020 7274 7631 E: shardy@sudbourne.lambeth.sch.uk sudbourne.com Head: Mr Milan Stevanovic Pupils: 350 Ages: 3-11

130 Telferscot Primary School

Rated outstanding by Ofsted Telferscot Road, SW12 OHW T: 020 8673 7362 E: admin@telferscot.lambeth.sch.uk telferscot.lambeth.sch.uk Head: Ms Jennifer Martin Pupils: 455 including nursery Ages: 3-11

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Heads: Robert Timmerman and Lorraine Timmerman Ages: 5-11 Term Fees: Years 5-6 £1,596; Years 7-11 £2,196

134 Streatham & Clapham Prep School The school is unrivalled in empowering our girls to discover, nurture and project their unique identities and character. Beginning in Nursery, a specialist teaching approach and a trailblazing curriculum places the development of discussion, reasoning and collaboration at its heart forming the foundations of educational success beyond A Levels Wavertree Road, SW2 3SR T: 020 8674 6912 E: prep@schs.gdst.net

Harris Academy

LAMBETH PRIVATE SCHOOLS (UP TO AGES 11/13) 131 Broomwood Hall Lower School, Garrad’s Road From 2020 the Garrad’s Road site will change from a pre-prep to the new NorthWood Senior School and all Lower School pupils will now be based at the Ramsden Road site

132 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 8772 3504 E: info@londonsteinerschool.org LondonSteinerSchool.org Head: College of teachers (no head) Pupils: 80 Ages: 3-14 Term fees: Kindergarten: £3,967 to £6,612 pa; Classes 1-8: £7,014 to £8,412 pa Leavers’ destinations: State and independent secondary schools, the Brit School, or Steiner education in St Michaels in Hounslow or Michael Hall in Forest Row Sussex and Kings Langley

133 Rann Horizon School Rated good by Ofsted 121 Nelsons Row, SW4 7JR T: 020 7720 1591 E: rannhorizonschool@gmail.com rannhorizonschool.com

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Head: Dr Millan Sachania Head of Prep: Mr Thomas Mylne Pupils: 220 Ages: Rising 3’s (girls who will be 3 in next term) to 11 Gender: Girls Clubs: Over 30 clubs at no charge Term fees: Prep £4,724 per term (inclusive of non-residential trips and extras), Nursery Part-time places, less EYFS funding, start at £237 per term Wrap-around care: 7.30 am to 5.50 pm. Transport: 6 Minibus routes available

135 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 24 Thornton Avenue, SW12 OLF T: 020 8674 9514 E: admissions@whitehouseschool.com whitehouseschool.com Head: Tony Lewis Pupils: 140 Ages: 2.5 - 11 Clubs: A range of before, during and after school clubs including Sports, Engineering, Science, Gymnastics, Chess and Quiz Club Term fees: Reception-Year 2 £4,690 Year 3-6 £5,127 Leavers’ destinations: Dulwich College, JAGS, Alleyn’s, Emanuel, Streatham & Clapham High School, Woldingham, Whitgift, Trinity

LAMBETH STATE SECONDARY SCHOOLS 136 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

137 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

141 Trinity Academy

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: Ben Thompson Pupils: 120 Year 7 intake Ages: 11-18 Clubs: A range including Capoeira, steel pans and fencing

Head: Mr D Boyle Ages: 11-18 Clubs: A range of school clubs

138 Harris Academy, Clapham

LAMBETH PRIVATE SECONDARY SCHOOLS

A new co-educational secondary school, opening in September 2020 in a state-ofthe-art building.

142 NorthWood Senior School

Part of the successful and well-established Harris Federation

Part of family-owned and family-oriented Northwood Schools. Entry by combination of base-line testing, interview and school report. Priority, but not guaranteed, entrance for pupils from Northcote Lodge/ Broomwood Hall Upper schools

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

139 Lambeth Academy

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

140 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

Opening: September 2020

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 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 “the quality of the pupils’ personal development is outstanding” Townley Road, Dulwich SE22 8SU T: 020 8557 1500 E: registrar@alleyns.org.uk alleyns.org.uk Head: Dr Gary Savage Ages: Years 7 to 13: £6,950 Term fees: Years 7-13 £6,617

Leavers’ destinations: Oxford, Cambridge,

3 Garrad’s Road, Streatham, SW16 1JZ

Bristol, Durham, Edinburgh, Exeter, Leeds, University College London and US universities

T: 020 8682 8821; E: nwssenior@northwoodschools.com northwoodschools.com

Ardingly College

Head: Mrs Susan Brooks (previously Deputy Head, Broomwood Hall) Ages: 13-16, Co-ed Pupils: Two form entry. c.45 places per year Term fees: Likely to be in line with those of other Northwood Schools Curriculum: Broadbased - all the main key GCSE subjects plus options for additional subjects depending on need/interest; emphasis on the individual child

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

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 Pupils from £5,995, Weekly Boarding Pupils from £9,450, Full Boarding Pupils from £11,650 Leavers destinations: Brighton, Edinburgh, Coventry, Westminster, Royal Holloway, Exeter, Southampton, Warwick, Munich Business School, Oxford Brookes, Hotelschool the Hague and many others

Cranleigh Cranleigh, Surrey, GU6 8QQ T: 01483 276377 E: admissions@cranleigh.org cranleigh.org

Head: Ben Figgis Ages: 4-18 Gender: Co-ed

Head: Mr Martin Reader Pupils: 628 Gender: Co-ed Ages: 13–18

Term fees: Nursery/pre-nursery (5 days), Reception & Years 1 & 2: from £2,800; Prep

Term Fees: Boarding £12,635, Day £10,390

143 Streatham & Clapham High School In the top 20% of independent schools nationally and in the top 7% of independent girls schools for sport, nurtures girls to attain success across the widest spectrum of activity

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

Cumnor House School Separate boys’ and girls’ prep schools owned and operated by Cognita

42 Abbotswood Road, SW16 1AW

Boys: 168 Pampisford Road, South Croydon CR2 6DA

T: 020 8677 8400 E: senior@schs.gdst.net schs.gdst.net

Girls: 1 Woodcote Lane, Purley CR8 3HB T: boys: 020 8660 3445; girls: 020 8668 0050 E: boys: admin@cumnorhouse.com; girls: admin.purley@cumnorhouse.com cumnorhouse.com

Head: Dr Millan Sachania Pupils: 500 Ages: 11-18 Gender: Girls

Head: boys: Floyd Steadman; girls: Dina Mallett Ages: 4-11

Clubs: A range of clubs plus Scholars’ Society, Duke of Edinburgh Awards, Combined Cadet Force Term fees: £6,080 per term (inclusive of non-residential trips and extras). A range of scholarships and bursaries are available

as day pupils from £4,020; Senior as day pupils from £7,460, boarding from £10,160

Term fees: Pre-prep £3,350; Prep £4,030

Woldingham

Leavers’ destinations: Boys to Westminster, Dulwich College, Charterhouse, Whitgift and Trinity; girls to Woldingham, Caterham, Royal Russell and Roedean

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DLD College London

Mayfield

Co-educational boarding and day school in the heart of London offering A level, GCSE, BTEC and International Foundation Programmes

Leading independent Catholic boarding and day school for girls aged 11 to 18. The Independent Schools Inspectorate described the quality of education as outstanding

199 Westminster Bridge Road, SE1 7FX

The Old Palace, Mayfield, East Sussex TN20 6PH

T: 020 7935 8411 E: dld@dld.org Head: Irfan Latif (Principal) Ages: 14-19 Gender: Co-ed Term fees: Term fees: £7,833 for GCSE, A levels/BTEC Leavers’ destinations: Oxbridge, Russell Group universities and US universities

T: 01435 874 600 E: enquiry@mayfieldgirls.org Head: Miss Antonia Beary Ages: 11-18 Gender: Girls Term Fees: Full boarding £11,300, Day £7,000

Leavers’ destinations: Cambridge, Durham, Edinburgh, Exeter, Oxford

Dulwich College An academically-selective school, Dulwich was rated excellent in every category in ISIs report. 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: £7,082 (Day), £13,859 (Weekly boarding), £14,782 (Full boarders) ‘Flexi Boarding’ is also available Leavers’ destinations: Bristol, Cambridge, Durham, Exeter, Leeds, UCL, LSE, Manchester, Nottingham, Oxford and Warwick universities, as well as Hong Kong, Netherlands and USA

Eaton Square Mayfair 106 Piccadilly, London W1J 7NL T: 020 7491 7393 E: registrar@eatonsquaremayfair.com eatonsquareschool.com Head: Caroline Townshend / John Wilson Pupils: 400 Gender: Co-ed Ages: 11-18 Term Fees: £7,720 - £7,985

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: £8,845 - £9,374 for full-time students at A level; £8,651-£9,374 at GCSE Leavers’ destinations: Manchester, Exeter, King’s College, Bristol, UCL, Warwick, SOAS, Bournemouth, Goldsmiths, Imperial, Loughborough, St Andrews, Glasgow

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

E: admissions@syd.gdst.net sydenhamhighschool.gdst.net

Head: Mr Chris Hutchinson Ages: 3-18 Gender: Co-ed Term fees: Senior Day Fee: £6,437. Day fees include lunch and optional supper if staying after school for an activity. Full Boarding: £12,723

Head: Mrs Katharine Woodcock Ages: 11-18 Gender: Girls

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: Katharine Crouch Ages: 3-18 Gender: Girls Term fees: Senior School and Sixth Form: £5,880 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 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. A Sydenham High education offers exceptional learning opportunities, ensuring every girl reaches her potential and gains the necessary skills and confidence to prosper and succeed

Term fees: Senior: £5,775 Leavers’ destinations: Oxford, Exeter, London, Manchester, Southampton, Warwick, York, King’s College London, Edinburgh

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 Coombe Road, Croydon, CR0 5RD T: 020 8185 7770 E: enquiries@thecedarsschool.org.uk thecedarsschool.org.uk Head: Mr R Teague Pupils: 210 Ages: 11-18 Gender: Boys Term fees: Year 7 -11: £4,480; Sixth Form: £5,150

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 1 Chelsea Embankment, SW3 4LG T: 020 8674 7229 E: enquiries@thelaurelsschool.org.uk thelaurelsschool.org.uk

19 Westwood Hill, SE26 6BL

Head: Mrs L Sanders Pupils: 105 Ages: 11-18 Gender: Girls Clubs: A range of school clubs

T: 020 8557 7070;

Term fees: Year 7-11: £6,300, Sixth Form: £6,300

Leavers’ destinations: Opened September 2017; no leavers yet

Trinity School A Sunday Times top 40 Independent School for boys aged 10-18 with coeducational Sixth Form. Shortlisted for Senior School of the Year at TES Independent School Awards 2019

James Allen’s Girls’ School (JAGS) JAGs aims to help all pupils fulfill their potential by stimulating their intellectual curiosity, enthusiasm and imagination

Shirley Park, Croydon CR9 7AT

144 East Dulwich Grove, London SE22 8TE

T: 020 8656 9541 E: admissions@trinity.croydon.sch.uk trinity-school.org

T: 020 8693 1181 E: admissions@jags.org.uk. jags.org.uk Head: Mrs Sally-Anne Huang Ages: 4-18 Gender: Girls Term fees: Senior School: £6,267 Pre-Prep and Prep School: £5,679

Head: Alasdair Kennedy Ages: 10-18 Gender: Boys with co-educational Sixth Form Term fees: £6,078

Leavers’ destinations: Bath, Birmingham, Bristol, Cambridge, Cardiff, Durham, Edinburgh, Exeter, Imperial, Leeds, Liverpool, London, Manchester, Newcastle, Oxford, York

Leavers’ destinations: Cambridge, Oxford, UCL, LSE, Imperial College London, Edinburgh, Exeter, Bristol, Durham, Warwick, Southampton, Loughborough

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Turquoise Holidays

Wetherby Senior School A rigorous academic curriculum, complemented by a broad range of extracurricular activities T: 020 7535 3530 E: admin@wetherbysenior.co.uk Head: Mr Seth Bolderow Pupils: 330 Ages: 11-18 Gender: Boys Term fees: £8,310 Clubs: An extensive range of activities from basketball and boxercise to coding and creative writing

Whitgift School One of Britain’s finest schools with exceptional academic standards and co-curricular facilities, set in 45 acres of serene parkland. Offering a harmonious environment for day and boarding, pathways for A Levels, IB, and selected Pre-U subjects Haling Park, South Croydon CR2 6YT T: 020 8633 9935 E: admissions@whitgift.co.uk whitgift.co.uk Head: Mr Chris Ramsey Ages: 10-18 Gender: Boys Term fees: Day pupils: £6,880, Weekly boarding: £11,027, Full boarding: £13,380

Leavers’ destinations: Bristol, Cambridge, Durham, Exeter, KCL, Leeds, Loughborough, Newcastle, Nottingham, Oxford, Warwick and York

Windlesham House School -

Head: Mrs Alex Hutchinson Ages: 11-18 Gender: Girls Term fees: Years 7-8: Day £7,100, Boarding £11,580; Years 9-Upper Sixth: Day £7,740, Boarding £12,180 Leavers’ destinations: Bath, Bristol, Cambridge, Cornell (USA), Durham, Edinburgh, Exeter, Imperial, King’s College London, LSE, Manchester, Oxford, Princeton (USA), St Andrews, Warwick, York

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

Independent boarding and day school for boys and girls aged 4-13, set in 65 acres of the South Downs National Park. Academic excellence and more than 250 extracurricular activities to choose from

T: 020 8672 5982

Washington, West Sussex, RH20 4AY.

T: 020 8672 6024

T: 01903 874701 E: admissions@windlesham.com windlesham.com

Southfields Community College

Head: Mr Richard Foster Pupils: 320 Term Fees: Day from £3,092 to £7,936 Boarding from £7,436 to £9,573 Part-time boarding available Leavers destinations: Over 35 different schools last year, including Brighton College, Oundle, Marlborough, Eton, Lancing and Bryanston

Smallwood School Language Unit

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

Woldingham School

T: 020 8246 6000

Independent boarding (flexi-boarding available) and day school for girls set in 700 acres of Surrey countryside and with its own train station in the grounds; 25 minute journey from Clapham Junction

The Alton School

Marden Park, CR3 7YA T: 01883 654206 E: registrar@woldinghamschool.co.uk

Resource Based Provision for moderate learners

Tooting Primary School Autistic Spectrum Disorders T: 020 3700 0790

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The Livity Special School

Linden Lodge

A special school for children with complex needs

Day and weekly boarding school for children with severe sight impairment, multiple disability and profound needs

T: 020 8769 1009

T: 020 8788 0107

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

Nightingale Community Academy Caters for boys with social, emotional and behavioural difficulties T: 020 8874 9096

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)

Oak Lodge

Head of Park House School (R-Yr 8) Mr K Bird

Residential and day school for deaf and language impaired pupils

Park House School: 48 North Side Wandsworth Common, SW18 2SL

T: 020 8673 3453

T: 020 3031 9700 E: parkhouseschool@beyondautism.org.uk

Paddock Secondary School

Head of Tram House School (Yr 9-14) Mr J Ascot

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

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, handwriting, 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 2019 Meet the UKs leading schools and nurseries and plan your child’s future at this annual exhibition showcasing the UKs independent schools, from nurseries to sixth form. Battersea Evolution, Battersea Park November 9th (10am-5pm) and November 10th (10.30am-4.30pm). Tickets free if you register in advance. www.schoolsshow.co.uk, tel: +44 (0)20 3301 0291.

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Ofsted The Office for Standards in Education, Children’s Services and Skills. Find an Ofsted inspection report at www.reports.ofsted.gov.uk

Thrive Online (formerly Wandsworth Council’s Family Information Service, FIS), tel: 020 8871 7899/4, www.wandsworth.gov.tk/fis or email: fis@wandsworth.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. Incorporates State Boarding Forum for impartial help and advice for parents on UK boarding schools, www.stateboarding.org.uk

Local Authority websites

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 1,300 independent schools it represents, www.isc.co.uk, tel: 020 7766 7070. The Independent Schools Inspectorate Log and browse school reports, www.isi.net

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 (covering Mitcham, Morden and Wimbledon) For a list of Merton play areas, log on to www.merton.gov.uk/environment/ openspaces/play-areas.htm

At Mathnasium our instructors work with children to develop their numerical fluency. From learning number sense to mastering trigonometry, we help students from Year 1 through to GCSE prepare for exams, understand their homework and ultimately love maths. We teach the logic behind the numbers and promote critical thinking and problem-solving skills, rather than rote learning. Your child’s confidence and mathematical ability will grow in a fun and friendly environment, transforming their experience and, quite literally, changing their lives through maths.

0207 0787 000

122 Northcote Road, SW11 6QU

www.mathnasium.co.uk/clapham

Dulwich College Open Mornings

Open Morning for entry into Year 7 Saturday 5 October, 9.30 â&#x20AC;&#x201C; 12 noon

Junior School Open Morning for entry into Year 3, 4 and 5 Saturday 12 October, 9.30 â&#x20AC;&#x201C; 12 noon Tour the College with boys, meet staff and hear the Master, Dr Joe Spence, talk about Dulwich College. For Year 7 and Year 9 entry, contact Senior Admissions on 020 8299 9263 and for Years 3-6 entry contact Junior School Admissions on 020 8299 8432.

1619 - 2019

Other opportunities are available to visit the College during the school day. Dates can be found on the Admissions section of our website. Visit www.dulwich.org.uk/openmornings