Schools Guide 2018 by NappyValleyNet

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SCHOOLS GUIDE 2018/19

INSI Ope DE n D Guid ay e

SPOILT FOR CHOICE

Machine Learning

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

BE PREPARED

Tech in the classroom

Wellbeing

LOCAL HEADS ON CHANGING SCHOOLS

SPECIAL

30 PAGES

SW London schools, pre-schools & nurseries

It’s good to talk

MONEY MATTERS Local bursaries & scholarships

THE COMPLETE GUIDE TO EDUCATING YOUR CHILD IN SOUTH WEST LONDON nappyvalleynet.com /schools

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CONTENTS

Welcome to the fourth annual NappyValleyNet Schools Guide We published our first guide back in 2015, and since then the London school landscape has continued to evolve and change. Exams are being transformed, catchments continue to shrink and the majority of London day schools are proving harder to get into than ever. But the overriding question for all parents 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 as our awareness of our children’s mental health mounts, finding the right ‘fit’ has never been more important.

Your questions answered

NappyValleyNet will be speaking at this year’s show, helping parents to get answers from leading heads and education experts

Over the following 124 pages you will find school profiles, interviews with education professionals, advice on how to make the most of open days and so much more. You can sign up for our open day email reminders, and our jargon buster will help you get to grips with an often confusing system.

Falcons School for Girls

I hope our 2018/19 guide will lead you to the best educational home for your child and, as always, please do let us know how we can improve. Warmest wishes

Battersea Evolution, SW11 4NJ Meet the biggest names in British education. Speak in person with over 200 of the country’s leading schools, at the world’s biggest Open Day. Hear from the sector’s brightest thinkers in our Education Theatres, discussing the trends and choices that will affect your child’s future.

Founder, The London Magazine Company Ltd King’s College School

NappyValleyNet’s Schools Guide 2018/19 is published by the London Magazine Company Ltd. Company number 9965295

Saturday 10 November Sunday 11 November

I N PA R T N E R S H I P W I T H

FOR TICKETS VISIT WWW.SCHOOLSSHOW.CO.UK

Editor Gillian Upton Contributors Georgina Blaskey, Nicola Woolcock, Sian Griffiths, January Carmalt, Charlotte Peterson Chief Sub-Editor Charlotte Peterson Design & Artwork eighthouse.co.uk Sales & Marketing Clare Sheta Marketing & Production Assistant Caroline Evans Publisher C Hanage While every effort is made to ensure accuracy, The London Magazine Company Ltd cannot be held responsible for any errors or omissions. Printed by Elanders Polska Sp Published by The London Magazine Company Ltd info@thelondonmagazinecompany.co.uk

The Eveline Day School

4 Introduction 11 Choices 22 School timelines 24 School profile: The White House Prep School 25 Early Years education 30 School profile: Northwood Schools 31 Prep or primary? 36 Advice from prep heads 45 School profile: Woldingham 46 School profile: Cranleigh Prep 47 Boarding schools 51 School profile: Mayfield 52 School profile: DLD College London 53 Sixth form options 60 School profile: Emanuel School 61 Children’s wellbeing 69 School profile: The Laurels School 70 Open day guide 76 Learning support 79 Profile: David Patterson Wealth Management 80 School profile: Eaton Square Mayfair 81 Technology 87 Q & A with new school heads 91 Tutoring 95 Affordability 98 School uniforms 100 Jargon buster 102 Map of local schools 104 Schools directory 122 Resources Cover photograph courtesy of Alleyn’s Junior School

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INTRODUCTION

ALL CHANGE Sian Griffiths, Education Editor of The Sunday Times, tracks the ever-changing educational landscape and offers advice for the wary It’s been another year of turmoil in the education world as changes dreamt up by politicians bed down in schools. New tougher GCSE and A level exams are being rolled out for most subjects this summer, head teachers are grappling with frozen budgets and rising costs and sadly mental illness among youngsters, including high achieving children from aspirational families, continue to make headlines. All year teaching unions, aided by parent groups such as Rescue Our Schools, have kept up the pressure on ministers to come up with more money for school budgets. Families with children of school age will probably already have been asked to dip into their pockets to pay for everything from school trips to, in some schools, staples such as gluesticks and pens. Parents with children at schools particularly badly hit by the funding squeeze are even grappling with picking up their youngsters early as some head teachers make plans to move to a four and a half day week to find ways of saving money. PTAs have come to the rescue in some cases but it’s certainly not the solution. School funding has emerged as the most political of education issues in the past 12 months, and the impact on parents and

Finton House School

LET CHILDREN BE CHILDREN How often do we feel the need to organise our children’s time, whether it be at home or at school? Perhaps we are anxious that they are ‘missing out’ or not having ‘quality’ time. Yet how often do we hark back to our own carefree childhoods and all the good they did us? As teachers and parents we naturally do need to organise some of their time, but definitely not all of it. In the playground, children are able to share the space fairly and evenly amongst themselves, to think creatively and establish their own rules and

“IT’S BEEN ANOTHER YEAR OF TURMOIL IN THE EDUCATION WORLD”

request from The Sunday Times to the Department for Education last year revealed that the biggest class size in England last year was a staggering 181 after several PE groups in one secondary school were taught by a single teacher to try to save on costs. Head teachers in small schools are personally taking on maintenance and gardening jobs to save on hiring a handyman and music, art and drama lessons have also been casualties of the squeeze. But the most worrying step for many parents is the quiet drift in some schools to close early for the weekend. Head teachers are reluctant to speak publicly about the trend, fearing that critics may use it to condemn teachers as lazy, “knocking off early on Friday” as one insider put it. Schools Minister Nick Gibb has already stressed that it is not a “direction of travel” the government wants schools to take, but unless the government comes up with more money (ministers insist they have already found an extra £1.3 billion for school funding this year), it’s a direction many more are likely to opt for, despite protests from families. The implementation of a new national funding formula from this autumn is likely to intensify financial pressures, particularly in city schools. The formula will see school funding redistributed from cities like London, where historically schools have received more funding per pupil, to rural counties. Ministers have promised to keep a close eye on the effects but with many state school head teachers saying they are already struggling with their budgets, parents can expect more demands for them to dig deep to supplement state funding. Some argue that the cuts have widened the gap between private and state

imaginary worlds. They will organise themselves, decide upon the boundaries (physical or otherwise) of play and allocate responsibilities. Through unsupervised play they will learn the qualities of teamwork, of leadership, of negotiation and from this will come friendship, camaraderie, a sense of identity and confidence. So next time you feel the urge to organise, have the confidence to let the children find themselves, give them time and space and let them invent and learn. Source: Alleyn’s Junior School

children has been huge. According to a survey for the National Association of Head Teachers earlier this year, nearly 90 schools including several in London are closing or planning to close at lunchtime on Friday to save money. Other schools are also trying to schedule the two and a half hours of weekly preparation time that teachers are entitled to in a block on Friday afternoons, to save money on cover staff. For parents choosing a school for their child, it’s a new question to add to the list to ask the head teacher about - how healthy is the school budget and what steps are being taken to balance the books? Some schools are combining classes to try to save money on teaching staff. A freedom of information

Dulwich College

sectors more than ever before, with feepaying schools expanding their already wide range of arts subjects as well as many extra curricular activities. Suzie Longstaff, Headmistress at the independent Putney High School, who is also a governor at a state secondary school, says she is becoming increasingly aware of the gap opening up between the state and private sectors. “State schools are doing huge amounts for children with increasingly tight funding,” she said. “And my worry is that what is being cut is often things like music, art and sport, the things that build character and make children resilient to cope with the pressures they face in modern life.” In addition, in some parts of the country, families are facing a squeeze on places at good state schools. Some 750,000 new school places are needed in the next eight years, says the Department for Education; in regions of the country affected by the bulge in the number of pupils coming through the system, existing schools are increasing class sizes and even erecting Portakabins in playgrounds to accommodate the greater numbers. Luckily for parents in Wandsworth, the demand for state primary school places is static says Adam Wells, Head of Pupil Services for the borough. The boom will come when all of the 10,000 homes are occupied in the Nine Elms housing development, as he believes demand from the 800 new homes planned for the Springfield Hospital site can be met from existing supply in the area. “We’ve got the balance right in primary,” he says. “There are no more plans for new primary schools.” The last to open in the borough were Oasis Academy Putney and Floreat Wandsworth.

FOCUS ON VALUES, NOT RULES Values shape a school, the curriculum and ultimately the children and staff. At Ravenstone, our values are: Happy, Kind, Creative, Determined and Honest, and we use these to celebrate when the children show great progress, achievement and success. They have taken the place of school rules and are at the heart of our wellbeing and behaviour policy. If we focus on things the pupils should be doing rather than on what they shouldn’t, then we will develop children who are confident in doing the right thing and who in turn live happier and more fulfilled lives. As a family, you can develop your own core values through a joint understanding of what is important to you. Source: Ravenstone Primary School

However, secondary school provision in the borough is a very different picture and there are plans to expand, hopefully without the need for Portakabins. Ark Putney will expand by two forms of entry, Saint Cecilia’s and Chestnut Grove by one form of entry, all by 2020/21. Ashcroft Technology Academy will add an additional form of entry by 2019. Burntwood School is opening an additional form of entry this September. “Those will give 180 extra places per year group,” says Wells. It is in this straitened financial climate that schools are also being required to shoulder a new responsibility - monitoring and alleviating rising mental health problems among pupils including eating disorders, self-harm, depression and anxiety. Teachers are being sent on courses to spot the signs of mental illness and pupils are being trained in how to mentor each other. (See our feature on wellbeing on page 61). It’s a worry to Dr Joe Spence, The Master at Dulwich College. “My great concern about the promises the government is making as regards youth mental health is where they’re going to find the really well qualified first aid mental health trainers to bring into every secondary school”. High performing academic schools are trying to cut back on the pressures placed on pupils to achieve ‘perfect’ exam results at GCSE and A level. Instead, many are introducing initiatives designed to try to build children’s resilience so that they can cope with failures and set backs. Mobile phone bans, lessons on how to get eight hours sleep a night and mindfulness classes are among the measures some schools have introduced

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Wetherby Senior School

as they try to improve their pupils’ mental wellbeing, with many teachers believing that addiction to social media sites and the tendency among teenagers to live their lives online is deeply unhealthy. Pre-exam time this summer, pupils at the fee-paying Reigate Grammar School spent a

MENTAL HEALTH Wellbeing should be at the heart of any school or college in helping promote good mental health for its community. Removing the stigma of mental health is crucial and by discussing mental illness regularly, through the curriculum and through PSHE, some of the myths will be dispelled and honest and open dialogue will be encouraged.

week enjoying dodgem rides, open air classes, yoga and cookery in a bid to remind them of the importance of psychological health in the run up to GCSE and A level exams. Shaun Fenton, Headmaster at Reigate Grammar and the incoming head of the Headmasters’ and Headmistresses’ Conference, which represents the leading private schools, said: “Psychological and emotional wellbeing is every bit as important as exam results or university destinations. It is what will sustain them throughout their adult lives.” Jane Lunnon, Head at Wimbledon High School, is so concerned at the pressures being placed on children that from the autumn she is scrapping the traditional competitive 11+ style entrance tests for admission to the fee-paying girls’ school. Instead, she is bringing in a team-based activity similar to the challenge to escape a locked room in the TV programme Crystal Maze. Ten girls apply for every place at Wimbledon High and Lunnon is worried that instead of climbing trees or playing with friends they are spending weekends being privately tutored to pass entrance tests to competitive private and state grammar schools. “We’ll be looking at their problem-solving skills, at their curiosity, risk taking, creativity and team work, among other things,” says Lunnon of the new Crystal Maze-type admissions challenge. “It’s really exciting and we think truly innovative.” Suzie Longstaff, Headmistress at Putney High is also concerned at the pressures being placed on today’s children. She has scrapped exams for 11 year olds at the school. She says that the new harder GCSEs and

Giving young people healthy and safe ways to express themselves through creative outlets, such as sport, music, art and drama will help tackle difficult feelings and build emotional intelligence. Incorporating more physical activity is critical, so engaging students and staff in pursuits such as regular exercise, running, gym classes and yoga will support wellbeing, with the body and brain working in tandem. At DLD, we are developing a Health Charter in conjunction with our Pastoral team and Head of Wellbeing, to ensure the good mental health of the College. Though not revolutionary, changing attitudes and behaviour in schools, colleges and at home will create an environment conducive to good mental health and have a significant impact on wellbeing. Source: DLD College London Cameron House School

THE NEW 11+ Several competitive London day schools, including Wimbledon High School for Girls and the North London Girls’ Schools’ Consortium have announced sweeping changes to their entrance requirements for the 2019 11+ test. One major reform is an extended interview along with a more detailed reference from the child’s current head teacher. The interview process is likely to be developed from ‘what books do you like to read?’ and ‘tell me about your family’ to more critical thinking questions - ‘If you believe your lie, is it still a lie?’. Children should understand there is no right or wrong answer and they just need to work through their ideas and explain how they are thinking. It is really useful to pose questions like this at home in a playful way and have fun thinking through potential answers together. Always stress that the questions are not there to trip them up and the interviewer is just trying to understand what makes them tick. Source: London Home Tutors

A levels, a crop of which were rolled out in summer 2018, has again changed the exam landscape for teenagers. GCSEs will be graded from 9-1 instead of from A*-G, and it will be harder to score a 9 than it was to achieve an A*. “Coursework has been scrapped and children are being largely assessed on end-ofyear exams alone. In addition, questions are more difficult this year.”

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Worryingly, some mental health experts and teachers have warned that some perfectionist pupils could feel like failures if they are awarded a grade 8. On the bright side, Longstaff has told girls not to panic if they do not get the grades they hoped for. Universities were scrambling to fill places this year and were likely to drop A level entry requirements, even for popular courses. “It was to a certain extent a buyer’s market for a university place this summer,” she said. “I expect to see many degree courses in Clearing.” Clearing is the university admissions system that opens after A level results come out in August, which matches unfilled degree places to students who may have missed out on their first choice of degree course because of lower than expected A level grades. At Putney High School, apps are being developed that encourage girls to map their food intake, sleep quotient and energy levels and use the data to take responsibility for eating, sleeping and exercising sensibly. The school is also encouraging girls to recognise and talk about their emotions. “If they can say, ‘My emotional barometer is not very good today’, then they can begin to manage their feelings,” she said. Many fee-paying schools did not switch to the new tougher GCSEs this summer, preferring to stick with an older exam, the iGCSE. Some head teachers have argued that simply increasing the amount teenagers have to learn, as has happened with the new GCSEs, does not necessarily mean more of a challenging exam.

Trinity School

Dulwich College’s Dr Spence again: “It remains the case that iGCSEs appear to us a better preparation for A level than national GCSEs…In all forms of examined study what we need is not so much of a sharper concentration on the content of the curriculum, but space for the best students to enjoy their subjects and read around them. The great myth is that to increase the content of a syllabus is proof that it’s becoming more testing. This isn’t necessarily the case. More often than not this just numbs students of all abilities”. Twitter: @siangriffiths6

POINTERS FOR PARENTS • Remember you are the adult • Agree rules and responsibilities around phone use and social media early on • Establish clear consequences and be consistent • Be generous with appropriate praise and recognition • Encourage children to help around the house eg making beds, emptying the dishwasher • Take an interest in school, their friends and hobbies. Join them to watch some of the YouTube videos they find so funny • Treat your child as an individual and have one-to-one time with them to talk or do something they enjoy eg cooking or watching sport • Model communication: “I really hear that you are angry/upset with me/the school, let’s talk about it.” • Listen to them and let them finish: “What do you want me to know?” • Pause when things become too heated: “Let’s talk again when we’ve calmed down” • Try some apps to get them (and you) to keep calm eg ThinkPacifica, Breathe, Calm

‘Delightful school with pupils to match, benefiting from first class leadership and a realistic day school option for anyone within striking distance of Clapham Junction.’ Good Schools Guide

• If all else fails ask for help or try mediation (wandsworthmediation.co.uk) Source: Ernest Bevin College Wimbledon High School

woldinghamschool.co.uk

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CHOICES

SPOILT FOR CHOICE Single sex or co-ed, private or state, day or boarding? These are just some of the choices facing parents when launching their child into the British education system. Nicola Woolcock, Education Correspondent of The Times, shares her expert guidance on these options and more

A co-educational school for ages 10-18

Whole school open morning Saturday 15th September 2018 9am-12pm See website for details

Sixth form open evening Tuesday 18th September 2018 5pm-7pm www.emanuel.org.uk

Hornsby House School

Itâ&#x20AC;&#x2122;s fair to say that the English school system is one of the most convoluted in the world. Parents new to secondary education (since their own school days) have to pick their way through a patchwork quilt of pedagogy. The situation is worse for those fairly new to the country. The barrage of choice can be summarised as whether to go private or state, selective or non-selective, day or boarding, coeducational or single sex, faith or secular. But each of these can overlap - for example some prep schools now keep children until 16 while others have thrown in the towel with the 13+ and lose most of their pupils at 11. Throw free schools, academies, and

university technical colleges into the mix and it adds to the confusion. Education Secretary Damian Hinds said soon after he was appointed that he backed grammar school reforms, where there was demand from parents. He also supported a ban on new faith schools taking more than 50 per cent of pupils on the basis of their religion. There is still support for the expansion of the 163 existing grammar schools, many of which are in London and the south-east of England. The first expansion was approved last year when the Weald of Kent Grammar School opened an annexe in Sevenoaks, and this has opened the floodgates for other schools

to make similar applications, including Wallington County Grammar School in Sutton, which reportedly wants to open a new campus in Croydon for 1,000 pupils. To win a place at a grammar, children must sit an entrance exam - the 11 plus and the battle for places ranges from mildly competitive to downright ferocious. Similarly, some state schools that have garnered a fantastic reputation are partiallyselective and some are even comprehensive. Graveney School, an outstanding secondary school in Wandsworth, offers 70 places on ability. Harris, a London-based academy chain, has several outstanding primaries and secondaries. Its primary in East

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“THERE ARE A LOT OF CHILDREN WHO FOR WHATEVER REASON WEREN’T DESIGNED FOR THE [LARGER] EDUCATION SYSTEM” Dulwich, which opened in 2014, was rated outstanding in all areas in 2017. And Harris Academy Battersea came third in England in the Department for Education’s performance tables last year, which ranked GCSE results by children’s progress between 11 and 16. Its sixth form is extremely high performing and it works closely with Oxford University; pupils also have the chance to work alongside PhD students. The achievement is all the more impressive in the light of the overhaul of GCSEs and A levels over the last few years. Grades achieved by pupils at top state schools rival those of their independent counterparts, which confuses the issue if trying to choose between sending your child to a state or private school. Furthermore, one of the highest performing schools in A levels last summer was King’s College London Mathematics School, a highly selective state sixth form in Lambeth. Almost 99 per cent of exams were marked as an A* to B grade, and more than 58 per cent were graded A*. Impressive grades were also achieved by many grammars, leading some parents

Broomwood Hall Upper School

to seriously question whether to make the considerable investment in private education. Maths is something local state primary Ravenstone School is specialising in, having achieved the status of maths mastery specialist school. “We are now supporting six schools on implementing a mastery curriculum,” explains Head Joe Croft.

NEVER COMPARE CHILDREN The most important aspect of your child’s learning is how well he or she is doing personally, irrespective of the achievements of any other child. Parents often ask where their child is in comparison to their classmates; we do not rank children. When writing references, this is will invariably be asked and we refer to a quartile only an immeasurable measurement as each class holds so many variables. The phrase, ‘value-added’ is actually the most relevant, and the better question is how much has my child achieved rather than how do they compare to their peers. Resist the temptation to look at other pupil’s work on the wall; only read your child’s. Whether they are streets ahead or striving to catch up with their cohort, place importance on your child’s achievement rather than attainment. Celebrate every success, regardless of how big or small, and regardless of any other child, especially those living under the same roof. Categorising siblings as ‘the clever one’ or ‘not as clever as his sister’ is an absolute nono. Children should be taught to strive for their own best.

Emanuel School

Source: Cameron House School

NORTHWOOD SCHOOLS OPEN DAYS

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

State or private? The cost is considerable for the latter. The annual census by the Independent Schools Council (ISC), published earlier this year, showed that fees had risen by 3.5 per cent - the lowest since 1994 but still above the rate of inflation. A day school place now costs an average of £14,106 and a boarding education an average of £32,259 a year. For the London area the average fee rise was 4 per cent, to £16,572 for a day place and £36,363 for boarding. Luckily for parents, schools are providing more bursaries than ever, without which many would have become preserves of only the super-wealthy, squeezing out the middle classes. School finance teams will look not only at parents’ salaries but also outgoings and lifestyle, for example how many children

Tuesday 9 October 2018

RAMSDEN ROAD

50 NIGHTINGALE LANE, SW12 8TE THE VICARAGE - 192 RAMSDEN RD, SW12 8RQ

Both sites 9.00-10.15am Presentation at 9.25am

Thursday 11 October 2018

GARRAD’S ROAD

3 GARRAD’S ROAD, SW16 1JZ

BROOMWOOD HALL • GIRLS 8-13 YEARS

WHAT TO DO WHEN THINGS AREN’T RIGHT

UPPER SCHOOL

If your child’s performance at school doesn’t match your view of his or her ability. Talk to the school; if you are still in disagreement, consider having your child independently assessed by an educational psychologist (EP). If your child is bored or disruptive at school. Find out why: is the classwork too hard or too easy? Is there bullying? Might there be medical issues that your GP could spot? Once you have these answers, you can tackle the behaviour. If you have no idea how your child is doing. If the school cannot give you a satisfactory answer, have a full academic assessment with an educational consultancy to find out, which will include a comparison to the UK norms. If your child is struggling with organisation. Analyse why and then solve it together. Make timetables. Create a dedicated workspace at home. Help them pack their schoolbag each day. Set up charts and give rewards for daily management of homework. If you feel your child may have delayed development or undiagnosed special educational needs. Talk to the class teacher and Senco. If you are not satisfied, ask your local authority’s Parent Partnership for advice. You could also take your child to a private EP and find out for a fee. Source: JK Educate

The White House Prep School

are in the family, whether elderly relatives need to be supported, does one spouse choose not to work - even where the family goes on holiday and their brand of car. Schools are in a difficult position in balancing the books: they face criticism for fee rises but will not attract families with shoddy facilities and inexperienced teachers. Many parents still believe in the value of a private education for reasons beyond the academic. They have the freedom to offer amazing facilities and teaching in arts, drama, music, languages and sports; the ISC census shows more than 700 member schools have concert halls or theatres, 400 have dance studios and 600 have swimming pools. In sharp contrast, state schools are facing real-term budget cuts, leading to a squeeze on non-essentials in many cases, a welldocumented crisis in arts education - and growing class sizes. Private schools do not have the same constraints and many are also better placed to offer pastoral support. In an age of super-size secondaries of up

to 3,000 pupils, some independent schools use this as their USP. Thames Christian School near Clapham Junction prides itself on its small class sizes and intimate experience. It is also recognised for its specialist dyslexia teaching. Dr Stephen Holsgrove, its Head, said: “There are a lot of children who for whatever reason weren’t designed for the [larger] education system. Some can churn through bigger schools and everything is fine. There are others who are quirky creatives, who don’t quite fit and they need somewhere they’re going to be understood. “We have fantastic creative arts, performing arts, sport and music. Pupils’ maths and science can be quite strong and we make lessons more active and more visual - you can do that in a class of 16, you can’t in a class of 30. “We also educate a lot of bright children whose parents want them in a place where they are nurtured and looked after.” Dr Holsgrove said the school’s faith ethos

68-74 NIGHTINGALE LANE, SW12 8NR

Tuesday 9 October 2018 • 10.15-11.00am

NORTHCOTE LODGE • BOYS 8-13 YEARS

26 BOLINGBROKE GROVE, SW11 6EL

Wednesday 10 October 2018 • 9.00-10.00am

Please register for all open days by contacting admissions@northwoodschools.com Tel: 020 8682 8830 www.broomwoodhall.com / www.northcotelodge.com

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MAPPING YOUR CHILD’S EDUCATION More and more parents are carefully mapping out their child’s education. Thinking ahead will ensure your child has the best start to their education and that their ongoing path is a smoothly paved journey. Work your way backwards - thinking about the end goal is key. It is important to gain a clear picture of the choices available to you as well as all those different entry points, so investigate options. Visit schools and get a feel for what will be right for you and your child, it is equally important that you fit in. Ensure you know what is expected of your child throughout their journey: exams, interviews, computer tests, written tests. You will be instrumental in this part of your child’s education, so you need to be fully on board with these steps. Thinking ahead will help you to find the best school for your child’s needs. Source: Yellowbird Education

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was also attractive to some parents, and that the mix of pupils meant some of the brightest children learned to understand and respect that not everyone shared their academic abilities, and that pupils who could beat them in a debate might not be able to get their arguments down so well on paper. About half of children are local to Wandsworth with others from as far afield as Weybridge, Croydon, Islington and even Brighton. The school is mixed gender and the number of purely single sex schools is in decline nationally - however there is still sufficient demand for girls’ and boys’ schools, particularly in London and the south-east. Thomas Mylne, head of all-girls Streatham & Clapham Prep School, puts the case for single sex schools early on. “Girls, from the youngest age, need to be encouraged to use their ‘voice’ in both a vocal sense but also in terms of their physical presence. Too often in co-educational settings they lose out to rambunctious boys in the race for the more appealing activities and, sadly, get overlooked in terms of teacher’s attention, even despite the best conscious efforts to provide equal attention.”

Whitgift. One of Britain’s finest independent day and boarding schools for boys aged 10-18

‘Superb cosmopolitan boys school, with outstanding facilities and a strong academic reputation – an example of what education is really about’ Good Schools Guide OPEN AFTERNOONS BY APPOINTMENT BOARDING BY APPOINTMENT FRENCH BILINGUAL PROGRAMME OFFERED admissions@whitgift.co.uk +44 (0)20 8633 9935 www.whitgift.co.uk/opendays Haling Park, South Croydon, CR2 6YT, United Kingdom

“WE ALSO EDUCATE A LOT OF BRIGHT CHILDREN WHOSE PARENTS WANT THEM IN A PLACE WHERE THEY ARE NURTURED AND LOOKED AFTER”

Dolphin School

Northcote Lodge School and Broomwood Hall Upper School, both in Wandsworth, are fee-charging prep schools that teach children single sex from the age of 8 - they have the same owner and the former is for boys and the latter for girls. However Carole Jenkinson, the Head of Broomwood Hall, can see the merits of both single sex and mixed education at different ages. Younger children are in mixed classes at her school, then are separated from eight to 11. Although classes remain segregated after that, they have joint activities with boys, such as debates, from the age of 11 to 13, in preparation for senior school. She said: “I’m a believer in co-ed and a lot of my pupils go on to co-ed schools, mostly

A CO-ED SIXTH FORM? The decision to move to a coeducational sixth form has many benefits. Whilst parents and children may be considering remaining at a single sex school for continuity, the move to an integrated sixth form brings fresh opportunities and new challenges, both personal and academic. The co-educational environment offers more representative academic diversity and debate within the classroom, and the opportunity to develop interpersonal skills with a new peer group. The co-curricular activities on offer, in terms of drama, music, sport and clubs and societies, invariably present a more rewarding experience with both boys and girls involved. Within a caring and inclusive school community, the transition to a mixed sixth form is excellent preparation for university or the world of work. A change during these critical educational years can ensure a higher level of endeavour and motivation at A level. Source: Trinity School

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“A marvellous education for the modern teenage boy” Good Schools Guide 2019

OPEN DAY Saturday 6th October 11AM-2PM

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at 13. In the final two years of school, we bring them together a lot more and do a couple of residential trips together [with the boys from Northcote Lodge]. “But my experience is that from Year 3 upwards (age seven-eight), girls play with girls and boys play with boys. Most of the girls who start here in Year 4 say they can concentrate better without boys in the classroom, it’s quieter. It means we can create an environment to encourage girls to take risks, because some can be risk averse.” At secondary level, Robert Milne, Head at Emanuel School, stresses the importance of co-education. “Co-educational schools, at their best, serve as emblems for what our wider society should be: inclusive, caring and happy places, ones that support the

Ravenstone Primary School

fulfilment of personal ambition and harness that in helping others.” Chris Hutchinson, Head of Royal Russell co-ed school, believes passionately in coeducation while taking on board that girls and boys learn differently, at a different pace and require different stimulation and motivation. “It does not mean that educating boys and girls separately is the answer to increased academic success,” he says. “The opposite in fact can be true. Girls and boys are exposed to different points of view and perspectives, see ways of approaching a project they hadn’t yet considered or the benefit of beautifully organised notes.” Antonia Geldeard, Head of Sixth Form at Trinity - a single sex school from ages 10-16 – says that the boys are “free from

Towards wisdom

The SCPS difference starts with our Nursery...

The Roche School

any competitiveness that may arise between boys and girls” in Lower and Middle Schools, and that they have the “freedom to develop confidence in areas that they may otherwise feel they don’t have the ability to try.” At sixth form however, she feels co-ed is a distinct advantage. “Students…are better prepared for further education and the world of work…and any competition is channelled in a productive way.” Whichever way you jump, it’s imperative that the school allows the voice of the child, something that Eveline Drut, Head of The Eveline Day School and group of nurseries, stresses. “Every child, whatever their age, is capable of self expression. Giving every child

Bursary-assisted scholarships are available.

100 Marylebone Lane, London, W1U 2QU www.wetherbysenior.co.uk 020 7535 3530 admin@wetherbysenior.co.uk Finton House School

“CO-EDUCATIONAL SCHOOLS, AT THEIR BEST, SERVE AS EMBLEMS FOR WHAT OUR WIDER SOCIETY SHOULD BE...”

HOW TO CHOOSE When choosing a school for your child you are inevitably going to be wowed by all the incredible facilities and accomplishments it can demonstrate. Whilst we all fall in love with a school at its best and imagine our children gaining the highest grades and participating in the widest range of activities, it’s a rare child who gets from 11 to 18 without any problems and without the need for some support. So ask yourself, is this a school that will be there for me in difficult times too? Is this a group of people with whom I could speak and who would listen to me if I had a concern? Individual families will instinctively have different answers to those questions at different schools - it’s about finding your match, and they are important questions worth asking. Source: James Allen’s Girls’ School

Unafraid

...and lasts a lifetime. Visit schs.gdst.net to find out more Open Days Sat. 6 October 10:00-12:00 Tue. 6 November 9:00-10:45 Wed. 5 December 9:00-10:45

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Thames Christian School

a voice promotes self esteem and self worth; they learn that they are important and valued.” The choice you make for your child for secondary/senior school will determine at what age they leave prep school. Those going to state school will leave at 11, those going to boarding school will often stay at prep school until 13, and for those private day schools which take children at 11 or 13, the parents can choose. Carole Jenkinson said parents of those leaving at 13 were more likely to pick a coeducational school, than those who left at 11, which she felt was because of girls’ greater maturity at that age.

Some families apply at 11, do not get in, and then try again successfully for a place at 13. “The choice is overwhelming for parents,” says Mrs Jenkinson. “I start the process in Year 4 (when the child is eight or nine). I give parents a list then advise them to look at school websites and cull that list. When the child is in Year 5 they visit the schools. By then we have done our own exams and have those important results.” Preparation for 11+ and 13+ tests is vital. Each senior or boarding school has its own entry requirements and children usually sit tests and can also face interviews. For example, parents wanting to apply to Dulwich College for entry into Year 7, need to register by November of the year before. The child sits exams in January of the year of entry, in English, maths, verbal and nonverbal reasoning, and interviews take place later that month. Each school’s website will set out their entry requirements. Boarding is becoming an increasingly popular choice for some parents, partly to counteract the over-subscribed London day school market. Ben Freeman, Head of Finton House School, says it’s really a question of family choice. “Weekly/flexi boarding allows children access to a school’s co-curricular programme while spending part of the week at home.” Sarah Segrave, Head of Eaton House The Manor Prep School, sees another benefit: “Some families may see many advantages in having their boys weekly or full boarding though their teenage years.” While another consideration comes from Vania Adams, Head of The Roche School. She believes weekly boarding “can be a boon to the children of hard-working professionals”.

THE MOVE TO SECONDARY Whilst incredibly exciting, the move to secondary school can feel daunting for pupils and parents alike. Here’s how to manage the transition over the summer: • Talk about the differences homework, a bigger setting, making new friends and making the most of all the exciting opportunities that await

use, both for independent study and social networking • Set clear ground rules for mobile phones and social media; ensure that your child knows how to raise a concern • Swap contact details on induction day and arrange activities with new classmates over the summer

• Practise the new journey a few times so that your child is familiar with the route

• Encourage your child to read, and to keep on reading - so important in this digital age

• Encourage greater independence; be more organised and take on greater responsibility at home

• Being happy and well-rounded are the cornerstones of a successful educational journey - the pastoral and the academic go hand in hand

• Use resources such as Childnet and Kidscape to talk about safe internet

Source: Sydenham High School GDST

THE 11+ AND HOW TO HANDLE IT For parents • Don’t let your anxieties become their anxieties; protect your child from your concerns • Be positive, work on your child’s confidence, enable and empower them to do their best - fear is the worst motivator • It’s a test of stamina rather than a sprint, so be measured in your approach and find a good pace so your child is as fresh and ambitious in their last exam as they were in their first For children • Work and play • Plan and structure your work, and also plan when not to work to stay fresh • 11+ is not a doddle so don’t be overconfident, but believe in what you can do and what you can do well • Have a go at every question - to get the result you want you don’t need to be perfect For parents and children preparing for January Christmas is for enjoying so enjoy it! Plan a routine that has revision-free action and R&R balanced with focused and structured work. And don’t forget - it’s good to smile. Source: The White House Prep School

Despite the staggering amount of information and choice out there, parents should not panic. The most important thing is to take your own child’s personality into account and be realistic about their abilities and the sort of environment in which they would thrive. The second is to visit a school, ask questions - even awkward ones - and talk to parents who already send their children there to get a feel for it. It might be a magnificent school on paper, but will not necessarily suit everyone. The third is to remember that one of the biggest inputs to a child’s academic success at any school is parental interest at home, and that south-west London and the surrounding area is jam-packed with amazing schools. Good luck!

An all-through education for your whole family Boys and Girls 2-18 years old Now open - Eaton Square, Kensington A co-educational prep school for ages 4 - 11 Located in the heart of South Kensington To book a tour of any of our Nursery, Preparatory or Upper Schools visit:

www.eatonsquareschool.com

Twitter: @nicolawoolcock

Belgravia

Kensington

Mayfair

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

2½3

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

1-2

3½-4

11-18

Pre-prep school

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

4-11

4-7/8, 11 or 13

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, often preceded by a Pre-test in Year 6 or 7, and many London days 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 will be taken in January of Year 6. The 13+ Common Entrance exam is taken in June of Year 8; in cases of selective boarding and day schools this will have been preceded by a Pre-test in Year 6 or 7. See the Pre-test definition in Jargon Buster on page 100. Some grammar school applications need to be in before mid-July of Year 5, with exams in the autumn of Year 6

Alleyn’s Junior School

Alleyn’s School

Open Events

We - lleyn's

22 September 4 October and 13 November

Open Events

We - lleyn's

0-1

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

11, 12 and 29 September and 7 November

Co-educational excellence in a caring community for boys and girls aged 4 to 11.

Co-educational excellence in a caring community for boys and girls aged 11 to 18.

Open events will take place on Saturday 22 September from 10.00 am to 12 noon, Thursday 4 October from 1.30 pm to 3.00 pm, and Tuesday 13 November from 1.30 pm to 3.00 pm.

11+ and 13+ open events take place on 12 September at 2.00 pm, 29 September at 9.30 am and 7 November at 2.00 pm.

Small group tours are available throughout September, October and November for families making an application for a September 2019 start. www.alleyns.org.uk @AlleynsJunior I 020 8557 1519 I Townley Road, Dulwich SE22 8SU

16+ open events take place on 11 September at 2.30 pm and 29 September at 9.30 am. Scholarships and means-tested bursaries are available. A registration fee waiver is available for those who qualify for pupil premium. www.alleyns.org.uk @Alleyns_School I 020 8557 1500 I Townley Road, Dulwich SE22 8SU

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SCHOOL PROFILE

EARLY YEARS

A PLACE TO SHINE The White House is a co-ed prep school where every child’s voice is heard as their characters develop and grow

The White House Prep School

“The White House is a great school,” new Headmaster Mr Tony Lewis explains, “but my job is to make it even better.” It’s a tough remit in an establishment which boasts an ‘Outstanding’ rating from Ofsted and more recently an ‘Excellent’ rating from the Independent Schools Inspectorate (ISI). In addition, 70% of leavers achieve scholarships at London’s top secondary schools, a freshly built block includes smart music, art and science facilities, as well as a new senior library and bright, airy classrooms for the top two year groups. Mr Lewis has introduced a range of innovations that have been enthusiastically welcomed by teachers and parents over the last year since he joined. “Every form teacher writes to every parent each week with a few highlights from life in

the classroom. I’ve introduced workshops on how to transition from prep to senior school - both for pupils and parents and we’ve started a school council, with representatives from Reception to Year 6.” Giving pupils a voice that is heard is of primary importance to Mr Lewis and the staff. At The White House Prep children are genuinely empowered to change how things are done. For example, this year’s Young Enterprise project has focused on plastics. “Years 5 and 6 have been looking at how we’re using it at school and how we can reduce it. A girl in Year 2 has questioned how we could use the yoghurt pots from lunch - everyone has a role to play in the school community.” Challenge Days created by the Year 6s presented riddles and tasks for all children to try, and during the

Parkgate House School

“AT THE WHITE HOUSE PREP CHILDREN ARE GENUINELY EMPOWERED TO CHANGE HOW THINGS ARE DONE” Gathering of the Houses this top year group galvanised house identity with a fun-filled, exciting day which was brilliantly organised. “These days provide pupils with the opportunity to develop their leadership skills and take responsibility - and they run them incredibly well,” says Mr Lewis, admiringly. September 2017 saw the first two-form entry at Reception but class sizes have remained small, with no more than 16 pupils per form. “I’ve been stunned by the rapidity of academic and social progress by pupils in the Reception classes. Our aim is to maintain the highest standards for our pupils in an environment where all are key players,” Mr Lewis reflects. The school has grown organically over the last 34 years, the continuing ethos of the school being to set out a broad and wholesome educational environment in which children can thrive. Maintaining that wholesomeness in 21st century life is a challenge the school is ready to face. “At the top of the school we look at e-safety, the impact of social media and fake news - we want pupils to develop awareness and understand when falsehoods are presented as truths,” Mr Lewis says. “We’re studying coding in our new ICT suite and incorporating more STEM and STEAM work to encourage independent critical thinking and develop a cross-over between subjects.” With a rigorous academic agenda, a vast selection of co-curricular clubs, easy-toaccess excellent sporting facilities, this small school punches well above its weight. “We’re proud of what we do and will continue to progress and lead the way,” smiles Mr Lewis. At The White House Prep School the potential, the confidence and the character of each and every child is given space to develop and shine, and that will never change.

UNDER STARTER’S ORDERS Taking your first step onto the schooling ladder can be daunting, and that’s just for the parents. Where to start, how to decide, what to choose and how will your little one fare? Charlotte Peterson investigates the world of the under fives The first day of nursery is a big one, whether you still have a babe in arms and you’re heading back to work for the first time, or you have a two-and-a-half year old toddler raring to go and racing you to the nursery gate. Some will take it in their stride (as you check your phone constantly and count the hours until you see them again), others will be slower to settle in and may take some coaxing across the threshold. So how to 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? What is it you’re looking for? Are you going back to work full time or part-time and need morning until evening childcare on your way to and from the commute? Perhaps you’re looking for a few mornings or afternoons of nursery so that your child can socialise and both you and your child gain a little independence. Or have you stayed at home, done a great raft of music, art, dance

and sports classes and are now considering which option will be the right choice to set them off on the national curriculum? 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. Any charges for extras or additional time will be invoiced separately.

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Pre-school playgroups - offer places for small groups of children aged from twoand-a-half to five to learn and play together. Playgroups are usually open part-time and often the responsible adult needs to stay for the session. 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. Independent schools - some provide education for children aged from three before moving into the Reception in the academic year in which they turn five, and then up to 11. Schools must be registered with the Department for Education and are usually only open part-time, in keeping with school terms. The first 15 hours a week are often free - check whether that is the case on an individual basis. 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. Their duties include providing a safe and loving environment and helping with children’s physical, intellectual, emotional and social development.

How to choose a nursery or pre-school As with any open day, 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, and day-to-day for the children. An impartial educational website, www.gettherightschool. co.uk has compiled these questions to help parents in their decision making:

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• How long have you been open? • Do you have outdoor and indoor areas for children to play and learn? • Do children have a rest during the day? • What time do sessions start and finish? • Is there a sibling policy?

What to expect when it’s time to start Practicalities - Set the alarm. It may be the first time you’ve had to do so in quite some time, but there’s a great deal to be said for starting the first day on the right foot, rather than on the back foot. Many eager beaver babies will be up with the lark anyway, but toddlers will be much more aware that this is the start of something new, and so if you’re calm and organised they are more likely to be so too. To avoid any ‘I shop and I shop and I have nothing to wear’ moments, it’s a good idea to choose what they’re going to wear the night before, so they rise to a happy day with a plan in place. Keep breakfast options limited so that is a short affair, keep a toothbrush downstairs to avoid any last minute disappearances upwards, and you’ll be ready for the off. Scooters, if they’ve mastered them, are great for the usually short journey to the nursery. Do check, but many nurseries don’t need children to be toilet trained when they start; this will doubtless come during their time there as they watch older children visiting the loos and want to do so themselves. Katherine Dawson, Head of Early Years at Parkgate House Nursery says, “We have the

• What resources and equipment do you have to support children’s learning? • How are activities planned and organised to meet the Early Years Foundation Stage? • Do you provide any additional help and support to under-fives with special educational needs? • How many children do you have attending? • What sort of activities do the children do? • How is the average day/session organised? • How do staff manage bad behaviour? • What qualifications and experience do the staff have?

Streatham & Clapham Prep School

KEEPING LITTLE LEARNERS BUSY When fine weather peeps through the clouds, the outdoor classroom is at your fingertips. With play underpinning the foundations of early learning, explore these outdoor mark-making activities together. • Try attaching a chunky coloured marker pen to your child’s favourite toy car. Cover a large area such as the patio with large plain paper and encourage your child to explore the different marks the car will create, changing directions all the time. Use open-ended questions like, “Tell me about what you’ve made.” • Children enjoy wonderful markmaking and printing opportunities in play-dough with a variety of natural objects you can collect in the garden such as twigs, pine cones, pebbles, flower petals and leaves. Make it a truly multisensory experience by adding some essential oils and a sprinkling of glitter to the dough too. • Relax and enjoy! Let your child guide you in these exploratory activities Source: The Roche School

facilities to cater for children in nappies and will support the parents in the toilet training process when their child is ready.” Pop a change of clothes, including pants, in a little backpack for them to hang on their peg, and

a nutritious packed lunch if one is needed. Most nurseries will offer a mid-morning or mid-afternoon snack. When you are due to pick up, always come armed with something to manage rapidly declining blood sugar levels. Being ‘on show’ is exhausting for young children, and it is incredibly common for a child who has been impeccably behaved, smiley and helpful for the teachers all morning, to be beside themselves with exhaustion and hunger the minute they’re handed over to you. Reintroducing a lunchtime nap is often a good move to ease them through the first few weeks, even months. Settling in - The first few weeks of the new routine will be exciting and exhausting in equal measure. Some nurseries have settlingin sessions and events to support the children with their first day nerves. Katherine Dawson of Parkgate House Nursery says, “We hold a teddy bears’ picnic before they start where the children meet their teachers and other new starters in a relaxed fair-like event. There’s a puppet show and lots of fun stalls like hook-a-duck and the lucky dip. We also hold parent workshops where we talk about the curriculum and strategies to support at home, and an ‘All About Me’ sheet is sent home so their teachers know about their favourite toys and so on.” Trinity St Mary’s C of E Primary School in Balham has just welcomed two year olds into the school – already sweetly named ‘Tiny TSMers’, and understands that a child’s first official schooling experience is a big step for both children and parents. David Wiggin, Chairman of the Board of Governors acknowledges, “This is why we feel it is important for parents and teachers to join together to make this experience a caring and successful one for everyone concerned, reflected in the passion and goodwill felt by the whole school to our new ‘Tiny TSMers’.” Some nurseries offer the chance to have a little sleep during the day as very young children are bound to be tired. Kay King, Principal of Young England Kindergarten says, “The length of the school day will gradually be increased throughout the first one to two weeks. Parents should follow the advice of their child’s teacher as they get to know your child.” Separation anxiety – This is a normal part of a child’s development and nothing to fear or to try to avoid. Babies will often cry when separated from the person who they are with the most. At a later stage, a child will often cry at drop-off but will then be distracted by an activity and focus on that

instead. Soon enough, a bond will develop with a teacher and the child will feel secure in his or her company - saying goodbye to you will become easier. Kay King, Principal of Young Kindergarten England says, “Separation anxiety is entirely normal, and reassurance from both parents and teachers will really help. A transitional toy can be a comfort to children and praising them at collection will also help their confidence.” 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. As you drop-off, don’t loiter. It’s best to have a quick kiss, hug and goodbye and then walk away. Hanging around will only prolong the concern and keep them focused on you rather than all the adventures that await. Eva Toth and Elisa Sicking-Bressler, Co-Heads of L’Ecole du Parc advise, “Remember the second day is often harder for the children than the first, as they now realise that being left at nursery is a recurring event. We encourage parents to say goodbye instead of disappearing without explanation to build up the trust, and children gradually understand that they’re not being abandoned and that someone will always come to collect them at the end of the session!” Easy steps to lessen separation anxiety • Be consistent at drop-off and pick-up • Have a goodbye ritual and stick to it • Reflect on your feelings about separation are your feelings influencing theirs? • Play out the goodbye scenario together at home first • Take a favourite toy to keep them company • Visit the nursery before day one so it’s familiar Any new stage in life - or simply a change in routine at this young age - can cause a range of emotions, but keeping calm, being well prepared and taking it in your stride will be the route to smoothing the path that lies ahead for your little one.

WHAT AM I ENTITLED TO? Free nursery education All families in England are entitled to free part-time childcare or early education for 38 weeks of the year - a total of 570 hours which you can use flexibly with more than

L’Ecole du Parc

one childcare provider - from 1st January, 1st April or 1st September following your child’s third birthday. Last year, there was a national roll-out of 30 hours of free childcare for working families which can also be used flexibly, even ‘stretched’ to cover 52 weeks of the year. Find out more details and what your family would be entitled to at www.childcarechoices.gov.uk. Free education nursery providers Those offering free nursery education for three- and four-year-olds include maintained nursery schools or primary school nursery classes. Maintained nurseries are council-run, usually open 9am to 3.15pm and free to all parents/carers, offering up to 15 hours a week. Many provide before and after school childcare too, but generally do not offer nursery places for two year olds. When to apply The closing date for applications for nursery places in a maintained primary school for entrance in September 2018 was in February 2018. Each year follows a similar timeframe and planning ahead is essential. Visit childcarechoices.co.uk or your local borough’s website for further details.

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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. A child’s early years experience should be happy, active, exciting, fun and secure, but it must also support their development, care and learning needs. • 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. 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 • You are able to get information about your child’s development at any time and 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, SW17 7AP 020 8767 4051 office@bertrumhousenursery.co.uk bertrumhousenursery.co.uk From two and a half to five years

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Eaton Square Nursery 28/30 Eccleston Street, W1W 9PY 020 7931 9469 nursery@eatonsquareschool.com eatonsquareschool.com From two to four years

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

The Eveline Day and Nursery Schools Ltd 30 Ritherdon Road (Head Office), SW17 8QD 020 8672 7549 info@evelinedaynursery.com evelinedaynursery.com From three months to five years

Gateway House St Jude’s Church Hall Heslop Road, SW12 8EG 020 8675 8258 gatewayhousenursery.co.uk From two and a half to five years

Streatham & Clapham Prep School Nursery 42 Wavertree Road, SW2 3SR 020 8674 6912 enquiry@schs.gdst.net schs.gdst.net From three to five years

The Eveline Day and Nursery Schools Ltd Seely Hall, Chillerton Road, SW17 9BE 020 8672 0501 evelinedaynursery.com From three months to five years

Marmalade Cat St Andrew’s United Reform Church 1 Altenburg Gardens, SW11 1JH 020 8265 5224 marmaladeschools.co.uk From two and a half to five years

The Little Red Hen Nursery School Christchurch Hall Cabul Road, SW11 2PN 020 7738 0321 thelittleredhennursery.co.uk From two and a half to five years

The Eveline Day and Nursery Schools Ltd Geraldine Road, SW18 2NR 020 8870 0966 evelinedaynursery.com From three months to five years

Mouse House 25 Mallinson Road, SW11 1BW 01622 833331 thekindergartens.com From two and a half to five years

Trinity St Mary’s Nursery School 6 Balham Park Road, SW12 8DR 020 8673 4166 tsm.wandsworth.sch.uk

Nightingale 1 Montessori Nursery School St Luke’s Community Hall 194 Ramsden Road, SW12 8RQ 07958 567210 nightingalemontessori.co.uk From two and a half to five years Noah’s Ark Endlesham Church Hall 48 Endlesham Road, SW12 8JL 020 7924 3472 noahsarknurseryschools.org.uk From two and a half to five years Noah’s Ark St Michael’s Church Hall Cobham Close, SW11 6SP Noah’s Ark West Side Church Hall Melody Road, SW18 2QQ

DAY NURSERIES AND PRE-SCHOOLS Abacus Ark St Paul’s Church, St John’s Hill, SW11 1SH 020 3733 1921 abacusark.com From three months to five years Abacus Early Learning Nursery 135 Laitwood Road, SW12 9QH Also in Streatham (7 Drewstead Rd, SW16 1LY) and West Norwood 020 8675 8093 info@myabacusnursery.co.uk myabacusnursery.co.uk From nine months to five years

READY FOR SCHOOL Ideally, there are a number of skills that your child should have mastered by the time he or she starts school

Listening - Sitting still and listening for a short while, following instructions, understanding the need to follow rules

Self-care - Washing hands, asking for help if feeling unwell, going to the loo on their own

Sharing - Taking turns and sharing toys, playing games with others and interacting with other children

Independence - Looking after belongings and keeping them tidy, being away from parents

Curiosity - Learning about the world, exploring new activities or environments, asking questions

Communication - Reading stories, looking at picture books, talking about own feelings, practising writing name and spotting it when written

Getting dressed - Buttoning and unbuttoning clothes, putting on socks and shoes, using a zip and putting on a coat

Writing - Tracing patterns and colouring in, experimenting with different scribbles, holding a pen Counting - Counting objects, number rhymes and counting games, recognising some numbers when written

Eating - Opening packed lunch and packaging independently Routines - Getting ready to leave on time, putting on uniform, good bedtime and mealtime routines Source: Dolphin School

The Woodentops Nursery

Active Learning Fulham Grove House, Bagleys Lane, SW6 2QB 0330 838 1969 activelearningchildcare.co.uk From three months to five years

Grove Hall Nursery 59 Balham Grove, SW12 8BD 020 8673 1943 grovehallnursery.com From five months to four years

Balham Day Nursery & Pre-School 36 Radbourne Road, SW12 0EF 0333 920 3046 asquithnurseries.co.uk From three months to five years

L’Ecole du Parc 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

Balham Rainbow Nursery 3a Ramsden Road, SW12 8QX 020 8355 0892 balhamrainbow.evolution-childcare.co.uk From four months to five years Bright Horizons Wandsworth Common Day Nursery and Preschool 4 Northside, SW18 2SS 0370 218 5309 brighthorizons.co.uk From three months to five years Bright Horizons Clapham Village 4-14 Brommels Road, SW4 0BG 0330 134 6448 brighthorizons.co.uk From three months to five years Bright Horizons West Hill Day Nursery and Preschool 38 West Hill, SW18 1RX 0330 057 2970 brighthorizons.co.uk From three months to five years

Little Wombles Broomhill Road, SW18 4JG 07884 253398 littlewombles.co.uk From six months to five years Magdalen Nursery The Lodge, Magdalen Road, SW18 3NP 020 8870 4022 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 The Baby Room 195 Lavender Hill, SW11 5TB 020 7228 8277 babyroom.co.uk From birth to five years

Bright Horizons Northcote Road Day Nursery and Preschool 119a Chatham Road, SW11 6HJ 0333 305 7539 brighthorizons.co.uk From three months to five years

The Baby Room 18 Old Town, SW4 0LB 020 7498 9450 babyroom.co.uk From birth to five years

Elm Park Nursery 90 Clarence Avenue, SW4 8JR 020 8678 1990 elmparknursery.co.uk From three months to five years

The Baby Room 52-54 Webbs Road, SW11 6SF 020 7924 2722 babyroom.co.uk From birth to five years

The Eveline Day and Nursery Schools Ltd 14 Trinity Crescent, SW17 7AE 020 8672 4673 evelinedaynursery.com From three months to five years The Eveline Day and Nursery Schools Ltd 22-23 The Boulevard, 205 Balham High Road, SW17 7BW 020 8675 7276 evelinedaynursery.com From three months to five years The Eveline Day and Nursery Schools Ltd 89a Quicks Road, SW19 1EX 020 8545 0699 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 Northcote House 67-69 Salcott Road, SW11 5TG 020 7924 3696 thehousenurseries.co.uk From one to five years The Woodentops Nurseries 24 Thornton Road, SW12 0LF 020 8674 9514 woodentopsnurseries.com From six months to five years The Woodentops Nurseries 1 Poynders Road, SW4 8NX 020 8675 5033 woodentopsnurseries.com 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

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SCHOOL PROFILE

PREP OR PRIMARY

EDUCATING THE WHOLE CHILD Over 30 years since its first school opened in a room above a church hall, a holistic education remains the focus of the Northwood Schools family, emphasised throughout a child’s journey at Broomwood Hall and Northcote Lodge Much has changed at the three schools in the group in the years since 1984, but the central ethos of the education of the whole child is still strong. Children are not assessed on entry to reception, but still manage to gain a wide range of prizes and scholarships in different disciplines when they leave - reflecting the importance placed on a fully rounded education. As well as stretching them academically, there is considerable emphasis on music, drama, art and sport, and each child is encouraged and supported to achieve the

Northwood Schools

highest standard they can. Carole Jenkinson, Head of Broomwood Hall, explains: “We look to see if a child has a passion or talent for something, and then give them every chance to develop it.” This starts from day one. “In the Lower School, we concentrate on getting the foundations right. Education should be an enjoyable experience and we ensure that children are stretched and challenged without them even realising it”. Gently building life skills is also subtly emphasised from the start. “Every child is greeted by a

member of the senior staff every morning and is expected to shake hands and make eye contact,” says Jenkinson. Performing in public is also something that begins at an early age and children regularly perform on the stage and speak in front of an audience, because instilling positive self-esteem is hugely important to the Northwood ethos. In the classroom, teachers give pupils the confidence to try without fear of failure, knowing they don’t have to succeed immediately and that having the time to develop at the pace that is right for the child will reap greater dividends. All children start together at Broomwood Hall Lower School in Reception, then at the age of eight, in Year 4, the boys move to Northcote Lodge and the girls move on to Broomwood Hall Upper School. At this stage girls and boys mature at different speeds and in different ways, so each school tailors teaching methods to its pupils’ specific learning styles. For the final two years (Years 7 and 8), children at both schools have increasing opportunities to collaborate on activities such as music, sport, debates and some trips and expeditions. Many children know each other from their pre-prep days or through brothers and sisters, and it’s this family feel that parents adore, and which enables children to thrive. They feel part of a community that cares for everyone, evident in their excellent pastoral care. “A family looks after its different members, cares about what those different members are doing and enjoys spending time together,” explains founding-Principal, Katharine Colquhoun, “The fact that we are family-owned has a big impact of how we feel and how we behave.” It’s this attention to each child within a caring environment that gives every pupil the opportunity to build their confidence, to have a positive attitude to their education and to believe in themselves. A Northwood Schools’ education is about more than preparing for the next school, it’s about building strong foundations, developing a true sense of self and so preparing for life.

STATE UNTIL EIGHT? When it comes to deciding on our children’s primary schooling, one of the biggest decisions is whether we opt for state primary or plump for private prep. January Carmalt examines some of the key factors to bear in mind to help make those first steps a little less stressful

Falcons School for Girls

State until eight. So goes the overused middle-class mantra whenever the thorny subject of education surfaces, but why? Is there a grain of sensible, forward-thinking logic behind this strategy? It’s a perpetual political hot potato as nuanced as it is divisive, and tricky to assess on its merits without suffering the subtle but sure undercurrent of judgment from all sides of the debate. First things first: running the numbers. According to the Independent Schools Council, a modest 7% of school children in England attend independent schools, but the absolute number is the highest level in decades. This is despite the fact that school fees have increased over three times the rate of consumer prices in the past five years, substantially outpacing the growth in wages. “Despite rising fees, we expect London will always see strong demand for private school places,” says Grace Moody-

Stuart, Director of the Good Schools Guide Education Consultants. The average cost of educating a child privately in London now sets one back a hefty £16,500 per annum. A family with two children has to earn over £55,000 annually simply to cover fees, more than twice the national average salary (ignoring future fee inflation). Bear in mind, too, this excludes necessary reserves for uniform, clubs, music lessons and field trips, not to mention other planned or unplanned - additions to the family. While some schools may offer sibling discounts, they are not likely to be game changing. These sobering sums make the decision for most middle class families a serious one indeed. Having a firm grip on one’s family planning, both financially and otherwise, is paramount when deciding on private education for the long haul. Financial hurdles cleared, we are fortunate in Nappy Valley that there are myriad

excellent schools right on our doorstep, both state and private. Indeed, one could argue we’re rather spoilt for choice; the borough of Wandsworth stands fourth in the country for the number of Ofsted-rated Good or Outstanding schools at primary level, for example. Of course, hand in hand with league table strides is the inevitable competition for spaces. When it comes to securing a spot in a sought after state primary school however, the good news for parents is they need not worry about registering their unborn child before the 12-week scan. This is purely a numbers game, no assessment days over which to fret, or pricey applications to rush through once the umbilical cord is cut; typically just a standard registration via the council by the January before the September of the year they start school. In Wandsworth, the percentage of pupils receiving their first choice of state primary school is 76.9%, or even higher, at 89.8%, for one of their first three preferences. Parents will often pay a premium to live spitting distance from a top state primary such as Honeywell or Belleville, in the hope that threshold distances keep them inside

Belleville Primary School

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A LOVING LEARNING ENVIRONMENT • The emotional environment of a classroom is extremely important for pupils and teachers, affecting children’s learning, problem-solving skills, enthusiasm and curiosity • Creation of a positive learning environment is essential for success in the classroom • Engaging children with the creation of a positive learning environment by having their artwork or accomplishments displayed, makes the space welcoming and gives a clear message that they are valued • Providing discipline, establishing rules for conduct during learning and playtime is also key • A vital part of a child’s development is to have a ‘Growth Mindset’ through which any feedback given is honest and encouraging, allowing them to see that they are not to be limited by any setbacks or challenges Source: The Eveline Day School

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the magical perimeter line. Honeywell’s 350m threshold last year has shrunk slightly to 315m this year; far worse is Belleville’s, having expanded to 985m last year to reflect the provision of a bulge class, is now reduced to 399m. Estate agents have a tough time marketing homes accurately in this regard. “Many factors determine a school’s intake including how many siblings of current pupils are scheduled to enter,” says MoodyStuart. “They will get priority, making entrance more of a lottery so hopeful families cannot necessarily rely on living in a defined catchment area.” This is where private education offers a valuable alternative for families dissatisfied with the local options available. Explains William Petty, Director at Bonas MacFarlane Education: “Sadly not all state schools are created equal and there can be huge disparity between one’s top choice and their second. Private schools not only ease the burden of over-subscription afflicting many state schools but critically provide families with a choice of how to educate their children.” For those gifted with their top choice state school, a big draw is the genuine sense of inclusion and community a local primary offers. Alongside that ethos of community

is also the diversity of the student body and exposure to different cultures that can be lacking in some private schools. Joe Croft, Head at Ravenstone Primary School in Balham says, “We are proud to deliver an outstanding education in a broad and balanced way for every child that comes through our gates. Along with our academic success in the statutory curriculum, more parents are realising schools like Ravenstone offer an experience that is holistic, stimulating, enjoyable and importantly, more representative of our society versus some private schools. Our children are succeeding and engaging with those from all backgrounds, and all at no extra cost.” Petty reckons that it can make sense for families to opt for state primary in order to “safeguard funds for secondary schools”. The fact that senior schools are bumping up bursary funds to increase the intake of state school students means that families can enjoy the best of both worlds. As guidance on state primary, parents often seek out an Outstanding Ofsted rating. However, Moody-Stuart warns not to judge a school on ratings alone. “Sometimes these labels are misleading, offering a false sense

WHEN YOUR DAUGHTER STARTS NURSERY, RECEPTION OR YEAR 1 • Ensure the setting provides plenty of opportunities for - and encouragement towards - building and construction play • Look in the book corner to see if there’s a stimulating selection of books and materials featuring strong female characters and role models • Check the outdoor areas allow girls to get messy and wet, and there’s enough opportunity for experimental play. A bit of mud doesn’t hurt and it’s important in building a girl’s confidence

Newton Prep

of security if, for instance, the last review is ten years old and/or leadership has changed hands since then. “Ratings should be used as a guide, not a substitute for doing your own homework. We advise to visit the school, meet the head teacher and determine if it is the right fit for your child.” One parent who opted for their local primary based on its Outstanding rating

was dispirited to learn that this translated into a strict concentration on SATS and assessment tests at the cost of sport and other extra-curricular activities. Clearly, assessment tests are an inevitable yardstick for all schools, but important too is turning out well-rounded, confident pupils with a passion for learning that does not necessarily come by being drilled for statemandated, standardised tests.

• Are there independent decisionmaking opportunities - when to take a fruit break or which activity to do? • Do the displays encourage inquisitiveness by providing magnifiers, note pads, mirrors or question boxes? Girls may need encouragement not to take things at face value but to look more closely Source: Streatham & Clapham Prep School

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WHEN CHILDREN FALL OUT • Try to establish the facts but remember the truth can easily become distorted - children don’t want to receive a negative or disappointed reaction from their parents • Be clear about the school’s pastoral system; there will be several layers. Most issues can be resolved by the form teacher who has the best understanding of the children and the class dynamic. For more serious matters, contact the Deputy Head (Pastoral) Peregrines Pre-Preparatory

Tony Lewis, Headmaster of The White House Prep School in Clapham mirrors these sentiments. “We encourage our pupils to take an interest in learning beyond a set academic curriculum, one which captures their imagination in a way that a more myopic, exam-focused strategy cannot offer.” We all seek high academic standards, and it is true there are many families who choose private school with an agenda - for its perceived exclusivity and to gain firm footing on the path towards a top university. Refreshingly, however, most parents simply want to give their children a more varied breadth of education alongside excellent pastoral care and expect private schools are better equipped to provide this. Smaller classes, individual attention and flexibility to offer a broader curriculum including more sport, art, drama and music are hallmarks of a good private education

TWINS AT SCHOOL Having siblings in the same school has many advantages, both practical (holiday dates) and emotional (magical shared memories), but there are different considerations when they are twins • Whether both children are in the same class is a matter for parental preference and school policy, with no choice at a one-form entry school • If twins start in the same class, ask for them to sit separately and consider moving them to different forms later on • Twins are two individuals who may have friends in common but will also foster separate friendships. Others should never feel obliged to invite both children

that, despite best intentions, some state schools struggle to provide in the current cost-cutting climate. Moreover, heading from primary to senior school, privately educated applicants can have the edge with more bespoke preparation, personal guidance and critically, the vested interest provided by their head teachers. Conversely, for students coming from state primary to a private secondary or grammar school, some advise tutoring in order to level the playing field. Today more than ever, the academic pressure put upon our children is fierce across the spectrum. But in our quest for the best, we forget there is no one size fits all. Circumstances change, education is fluid, and what may suit a family and child today, could change tomorrow. Whatever your choice, the most important thing to remember is a happy child will always thrive.

• Try to avoid contacting the parents of the child in question. Parental emotions can run high and the school is better placed to investigate • It can be hard to see your child upset, and schools will take these matters seriously. Minor disputes between children are a normal part of growing up, helping to build resilience and preparing them for senior school and adult life • In most cases, and with a helping hand from school, problems will pass but don’t always expect a resolution overnight Source: Hornsby House School

The Roche School Independent co-ed primary and nursery schools in Putney and Wandsworth

• Never compare your twins or allow anyone else to do so • Never label twins eg the academic twin vs the sporty twin - doing so clips their wings

With clear teaching and small class sizes, children develop their academic, sporting and creative talents in an engaging, friendly atmosphere

• Teachers must learn names, harder than it seems when twins are identical, in uniform and not standing side by side • Make separate appointments at parents’ evenings - ideally not consecutive • You know your children best; if you think they will do better together then inform the school. Some need the support of their twin until they are ready to separate, be it at five or at 15 Source: Peregrines Pre-Preparatory / Falcons School for Girls

The Eveline Day School

Discover The Roche Approach admissions@therocheschool.com

Tel: 020 8877 0823

www.therocheschool.com

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SECONDARY/SENIOR SCHOOLS

THE ONLY WAY IS UP

“IT IS IMPORTANT THAT THE SCHOOL EMBRACES A SIMILAR SET OF VALUES TO YOUR OWN. ”

Six schools’ head teachers share their wisdom on how best to choose a secondary school that will be the right fit for your child

FOUR SCHOOLS ONE MISSION

logistics – will your child be able to walk to school and if not, what are the options? Will there be other local children for them to spend time with? Should the decision be based exclusively on academic attainment?

Ben Freeman Headmaster, Finton House School

No. Children can only reach their potential if they feel happy, safe, valued and fulfilled, so it is important that a school is developing their physical, creative and academic potential equally. In London, the amount of time children will spend outdoors is significant, in the context of looking after their mental health. How are children helped to manage the stress of exams? What support does the school provide to encourage resilience and teach children how to develop the skills and values they need to flourish in a rapidly changing and challenging world?

What in your view are the key criteria when choosing the next school after primary/prep?

How important is co-curricular activity, such as sport and clubs when looking at private day/weekly boarding/secondary schools?

The ethos of the school has to be right, so either a competitive academic environment, or a school that is non-selective and inclusive. Look for the best fit for your child’s character. Try to discover whether the school actually delivers on the aspects that are important to you, or whether they are just aspirational. To what extent does the school individualise the education on offer, and how far will they go to meet your child’s own needs?

A good school can be measured on the strength of its co-curricular programme and will offer the broadest range of high quality experiences, where children can try things out and discover their individual strengths. Delve into whether the school actually delivers these things – they may look good on a list but are they really available to every child? In terms of boarding, are children actively encouraged to take part in activities and are they available in the evenings and at weekends?

Where do location, logistics and the fit for the family come in the pecking order? It is important that the school embraces a similar set of values to your own. This is a partnership and mutual trust is essential between school and home. Consider family

“LOOK AT EXAM PASS RATES AND THE WIDER CURRICULUM TOO”

Steph Neale, Head Teacher, Beatrix Potter School What in your view are the key criteria when choosing the next school after primary/prep? Go and have a look first. There is no magic to this process, but a visit will give you a good feel for the school. Don’t believe everything you are told – you must see it for yourself. Look at exam pass rates and the wider curriculum too - what does the school offer in addition to the academics? Does it run the Duke of Edinburgh scheme, for example? Look for what it may offer to give your child a good, all-round education. Where do location, logistics and the fit for the family come in the pecking order? Locally, if you’re a girl you can walk to Burntwood School; if you’re a boy, to Ernest Bevin College. If parents decide on private then they’re often prepared for

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family, not on other people’s criteria or opinions. When choosing schools for my own children I consider:

their children to go halfway across London, and it depends on the child too. If that school is right for your child then logistics don’t matter so much. Between 30-40% of Beatrix Potter pupils go on to private schools; Dulwich, Emanuel and Whitgift are all popular.

The Head. Are they charismatic, a strong leader, somebody who shares our family values? Will they inspire my child and be a good role model for them? The Staff. Are they warm and approachable, do they seem excited and engaged in their teaching? Are they experienced? Facilities. Will there be the opportunity and resources available to help my child discover their strengths and passions? Size and organisation. How will my child be known and noticed? Who will track their happiness and progress?

Should the decision be based exclusively on academic attainment? Academic attainment is important, but the wider curriculum is just as significant. How important is co-curricular activity, such as sport and clubs when looking at private day/weekly boarding/secondary schools? They can widen a child’s horizons and reflect the vibrancy of the school, and they can help parents who work late too.

“IT’S EXTREMELY IMPORTANT TO BASE ANY DECISIONS ON WHAT MATTERS FOR YOUR FAMILY”

Where do location, logistics and the fit for the family come in the pecking order?

Sarah Segrave, Headmistress, Eaton House The Manor Prep School What in your view are the key criteria when choosing the next school after primary/prep? The criteria might be different for every family, and it’s extremely important to base any decisions on what matters for your

This depends on how many children you have! In an ideal world, parents would consider each child in isolation; in practice many parents choose a school for their eldest child and younger siblings follow. Logistics are important for older children making their own way to and from school, and ensuring this journey is safe and manageable ought to be a key consideration.

Should the decision be based exclusively on academic attainment? Absolutely not. The competitive nature of London schools in particular, encourages a mindset which says ‘will they get in?’ instead of ‘will they thrive there?’. Do take into account your child’s personality and what they will need out of a school when making any decisions. At Eaton House The Manor we focus on the happiness of the individual boy, ensuring that on our watch he thrives and achieves his very best in every way. That means academically, in his sporting and extra-curricular life, and socially.

are available, but there should also be opportunities during the week for them to be in charge of their own free time rather than always in a teacher-led activity.

TOP TIPS WHEN STARTING SENIOR SCHOOL • Make sure you pack your bag the night before to avoid last minute panics, and don’t carry too much

“DO TAKE INTO ACCOUNT YOUR CHILD’S PERSONALITY AND WHAT THEY WILL NEED OUT OF A SCHOOL”

• Add something personal like a key ring to your bag to help you identify it – they all look the same otherwise! • Try to do homework the day you get it, even if it’s not for the next day. That way, you won’t be leaving it until the last minute, leaving yourself lots to do the night before

How important is co-curricular activity, such as sport and clubs when looking at private day/weekly boarding/secondary schools?

• Always make sure you read your timetable and pack all the right books

If prep schools are a place where children try everything, then senior schools ought to be the place where greater choice is given to pupils to help them pursue their own interests and dreams. Having a wide range is key and we offer a huge range of after school clubs. For children who are boarding, it is important that as many activities and clubs as possible

• Clubs are a good place to start when trying to make friends. Find out what you’re good at, join a club and you’ll make friends with people who have the same interests as you. There are always plenty of clubs to choose from including sports, music, drama, art and science

Self-Belief

Source: Sutton High School

The Cedars School

Kindness

Respect

Bright children, Exceptional opportunities All the fun of the fair: recent excitements for our littler children this year included a Mad Science workshop, a visit from a menagerie of farm animals, trips to local landmarks like the Museum of London & several top authors like Cressida Cowell.

Not a problem. With three Wet play? indoor

halls huge 40m

sports and a 70m x

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ton 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 13th

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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

Curiosity

At Finton House we aim to be our best selves every day by achieving our Finton Goals.

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

Resilience The Finton Goals are 0921 CONTACT US: 020 8682

Communication admissions@fintonhouse.org.uk

Doing the right thing 171 Trinity Road, London SW17 7HL

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Where the magic begins

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“DON’T UNDERESTIMATE THE FEEL OF A SCHOOL, WHICH CAN BE VERY POWERFUL IN THE DECISION-MAKING PROCESS”

TEAMWORK Working with others is a fundamental part of life and often central to wellbeing, as well as success in higher education and employment. It is vital that schools are providing opportunities for pupils to learn how to genuinely collaborate, influence and compromise. At King’s College School, pupils develop their teamwork skills in a variety of ways, including: • Partnerships with the local community - pupils support the teaching of Maths, Latin, Chinese, Games, Art and Music at local primary, special and secondary schools, collaborate on open doors projects and productions and welcome elderly guests to our weekly friendship hour • Co-curricular activities - pupils run clubs and societies, participate in CCF and DofE and represent their houses in a range of activities • Sport - pupils participate in 18 competitive sports and have at least one games afternoon per week • Music - a full-size symphony orchestra, chamber orchestra, three choirs, wind band, jazz and chamber music ensembles

Edward Rees, Head, Hornsby House School

What in your view are the key criteria when choosing the next school after primary/prep?

Royal Russell School

THE LANGUAGE OF LEARNING In 2011, Whitgift had the opportunity to radically rethink the structure of its language offering, with exciting results.

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 4+, 7+ and 10+ open events, taster days or Wednesday tours. www.sydenhamhighschool.gdst.net 020 8557 7004 admissions@syd.gdst.net

Languages are core to the curriculum and seen not simply as a skill, but as an academic endeavour with important cognitive benefits that can impact a pupil’s broader attainment. Year 6 pupils pursue a tailor-made languages awareness programme, including the study of Korean. In the main intake year, Year 7s study three languages of different types - French/Spanish, Japanese/Chinese and German/Latin. Pupils are expected to pursue two of those at GCSE level. Studying languages of such different types ensures that pupils learn about the nature of language, which not only makes them better at the languages they are learning, but also has a positive influence on their English as well as effectively acquiring new languages. Source: Whitgift School

There is state versus independent, single sex versus co-ed, day versus boarding and, for some children at more traditional prep schools, the option of a move at either 11+ or 13+. Academic considerations are inevitably high up on the list, particularly with London being such a competitive market, unfortunately with less choice for those who are either less able or just need more time to mature academically. The quality of facilities and space will seduce some, as will location. Don’t underestimate the feel of a school – the ethos, first impressions and the person at the helm – which can be very powerful in the decision-making process. Where do location, logistics and the fit for the family come in the pecking order? As much as we’d all want our children’s secondary school right on the doorstep, it rarely will be, and making a decision based solely on convenience is dangerous as the nearest school may not be the best fit for your child. If a key factor for parents though is to have all siblings in the same school, then they may accept that the school might not be the best fit for all of them. A busy family, perhaps with both parents working, cannot discount logistics, but with good transport links and many schools offering coach services, it should not be the main driver. Whilst it can appear daunting for parents to see their 11 year old setting off to catch a train or bus, they are almost always travelling in groups, enjoy the sense of independence and responsibility and quickly become very adept at negotiating their route – they’ll soon be teenagers!

• Drama - four productions in the last term alone, including a fabulous ensemble cast in School of Rock Source: King’s College School

WORKSHOPS Creative Writing Handwriting Exam Preparation Mock Exams

Should the decision be based exclusively on academic attainment? Most parents, in partnership with their primary/prep head, will want to select a secondary school that offers an appropriate academic challenge for their child. Given that most of the secondary options will

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have good facilities, strong pastoral systems and exciting co-curricular programmes, for many parents the academics will be key. You do not want your child to struggle though; this can erode self-esteem and your child’s happiness should be paramount. That said, there are always late developers and academic potential should not be stifled. The secondary schools have to draw a line in the sand somewhere when assessing applicants, but those that select purely on academic attainment are missing out on some real talent - there is always a place for a good egg! How important is co-curricular activity, such as sport and clubs when looking at private day/weekly boarding/secondary schools? Excellent co-curricular provision is what parents have come to expect of the top independent boarding and day schools. However, I do not think that it is one of the main reasons why parents choose boarding over day; both put a considerable emphasis upon this aspect of education and do it very well. That said, a child with a real talent or interest in sport, music, art or drama may be best suited to a school that has exceptional provision in that particular field. Sutton High School

school can change quickly, though it will take a number of years before this is shown in exam results. It might also be reassuring to seek feedback from parents who have children already attending the school.

Malcolm McKinlay, Head, Parkgate House School What in your view are the key criteria when choosing the next school after primary/prep? Look at the academic success of the school, how pupils have fared in exams and where pupils move onto after sixth form. Gauge the reputation of the school, perhaps from your prep school head, remembering that league tables only tell part of the story. A senior

The atmosphere and culture, in particular the relationship between staff and pupils, staff and the head and senior staff, and between the pupils themselves, is very important. Quite often parents have a ‘gut feeling’ on a visit as to whether it’s the right fit for their child. Try to find out about the teaching ability at the school, possibly different from the pupils’ academic achievements. Also get a feel for both the curricular and extra-curricular activities as well as the school’s facilities. Where do location, logistics and the fit for the family come in the pecking order? Fit for the family is key. The school will be continuing your child’s personal and academic growth and it has to be right for them and for you. Realistically in London children will need to travel, though it is important that this is manageable and they can cope. Many senior schools are good at making these logistics as easy as possible,

either by providing transport or advising on other pupils that travel the same route. The setting of a school is important and makes a big first impression, but the actual size and location does have an impact on learning so consider this aspect for your child too.

Peregrines Pre-Preparatory 11 Woodborough Road Putney SW15 6PY www.peregrinespreprep.co.uk

Should the decision be based exclusively on academic attainment?

Open Day: 29th September - 10:00am to 12:00pm

No. Look at what else the school offers – is there sufficient variety and opportunity for your child? The way a school broadens a young person’s horizons through study, sport and the arts is crucial so they can develop their talents in a safe and supportive environment. Pupils should be willing to make mistakes and learn from them to build their confidence. Personal development, resilience and a growth mindset should be the overall goal; academic attainment will be the natural effect of this approach. How important is co-curricular activity, such as sport and clubs when looking at private day/weekly boarding/secondary schools?

Cherishing

Hugely important. Co-curricular is a chance to try things out, work in a team,

Challenging

Creative

Falcons family of schools Girls up to 11 Boys up to 13 To register your interest contact the Registrar admin@falconsgirls.co.uk Tel: 020 8992 5189 Nappy Valley Schools Guide PeregrinesfinalCMYK.indd 1

27/06/2018 11:59:28

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experience activities that may reveal a talent or just provide fun. The knock-on effect on confidence and therefore achievement is not to be underestimated. What are the pros and cons of secondary/ private day and weekly boarding options? This really comes down to personal choice and knowing what will suit your child. What some would see as a pro others might feel is a con. Your primary/prep school head should be able to give you advice and guidance, both about the schools you are applying to and what might suit your child. This is a key part of the senior school selection process at Parkgate. It’s also important not to be swayed by other parents’ opinions.

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have friends in the neighbourhood and that is more likely at a local school than one situated halfway across London.

SCHOOL PROFILE

TO PASTURES NEW

Taking the whole family into consideration is crucial. It doesn’t matter if children end up at different schools. It does matter if the financial sacrifice is so great that it causes stress and anxiety, or the journey is taking its toll on the whole family as well as the child. Thoroughly brainstorm the pros and cons of any potential school; you want the placement to work.

Just a short train journey from London and you are delivered to the grounds of Woldingham, one of the largest school estates in the country, combining academic performance with a great sense of wellbeing

Should the decision be based exclusively on academic attainment? Academic attainment is important but it must be balanced in relation to the holistic development of the child. A truly successful child has good social and emotional intelligence, a sense of enjoyment of the world and a strong creative drive. If these aspects are squeezed out in the quest for grades, everybody loses. How important is co-curricular activity, such as sport and clubs when looking at private day/weekly boarding/secondary schools? The importance of co-curricular activity cannot be over-stated. A good range of

Mayfield

extra-curricular activities will create opportunities for children as well as introducing them to skills they never knew they had. Whether it is LegoRobotix, cooking or karate, they can really add to the experience of the school day.

Woldingham

Vania Adams, Head, The Roche School What in your view are the key criteria when choosing the next school after primary/prep? The years running up to the transition to secondary are formative in many ways. A child will absorb the values of the school they are in, and as long as these align to your family’s values, the child is likely to be happy, supported and successful. Teaching and learning are important - don’t be too blinded by facilities. It is what is happening in the classroom that counts, so make sure you have a proper look. Where do location, logistics and the fit for the family come in the pecking order? As children get older, they can handle a longer journey to school and for many London pupils, the bus or train ride in the morning is part of the social calendar. Bear in mind though, that it is always an advantage to

Trinity School

If a buzzword could be a school, it would be Woldingham. Now firmly established in the London day school market as a viable, commutable option, this dynamic establishment is shaking up the choice for families across south-west London thanks to speedy, efficient train links from Clapham Junction that deliver pupils to the rolling hills of Surrey in 25 minutes. “Girls get on the train each morning and in under half an hour, look where they are,” laughs Headmistress Alex Hutchinson, as she gestures to the 700 acres of beautifully landscaped grounds surrounding her. “We’re one of the largest school estates in the UK and you can’t underestimate the impact fresh air and green space have on wellbeing.” Not to mention the convenience of it - everything is on site, from the astro pitches and the swimming pool, to all club provisions and boarding houses (the school offers both day and boarding places). “Sometimes the girls just go and hang out under a tree or a tutor group goes for a walk

together. Everyone comments how much richer the conversation is when walking side by side, rather than sitting face to face across a desk. There is wellbeing in the everyday at Woldingham.” Year 7 is the most popular point of entry, with 60 to 80 girls joining, and around 40% from London. “It’s a reflection of the unease many families feel with the 11+ system. We are a selective school with a clear academic ethos, but we are not a hothouse,” emphasises Hutchinson. “We have a broad intake range deliberately because we aim for a broad profile - it’s a good reflection on real life.” Pupils are banded so those who need to be stretched are - 24 pupils have gone to Oxford or Cambridge in the last four years - and those requiring more support have it. Other leavers’ destinations include Russell Group universities and American and Canadian options are increasingly popular. “We are equally proud of every girl in the school and we’re in the top 17th percentile for value-added. This means girls will on

average do one grade better at GCSE than their initial measured potential suggests - and this is a direct result of our superb learning, teaching and academic ethos.” Listening to families and reacting with practical solutions is Woldingham’s secret weapon. New this year was the introduction of a deferred entry system, where girls can sit entrance exams in Year 6 for a Year 9 entry and it has proved very popular. Equally the flexi-boarding system, introduced a few years ago, has been a huge success. Girls can stay one or two nights a week, perhaps if they have a late club or a play rehearsal, and get a flavour of boarding. “It builds confidence and it’s convenient. Girls sign up for a term at a time and, in most cases, they will have the same bed, in a room with boarders so they are fully integrated,” says Judith Brown, Deputy Head (Pastoral). “We’ve always responded to our parents and have the wraparound care here to do it. It’s proved very effective in integrating day girls, weekly boarders and full boarders across year groups.” The school values its character education programme, an initiative which provides girls with the opportunity to develop the soft skills they’ll need when they leave school, but the traditional Catholic ethos on which the school was founded remains relevant. “It is not an entry requirement - about a third of our pupils are Catholic - but the Sacred Heart Foundation is hugely important to the school - faith, intellect, community, personal growth and social justice are all tangible, day-to-day goals,” explains Hutchinson. The school genuinely has a strong sense of community and values the individual as part of the whole. As January 2018’s ISI report states: “The pupils show excellent levels of empathy and tolerance towards others, respecting and valuing diversity. Throughout the school pupils appreciate that family spirit and unity, rather than difference, is the key to tolerance.” It’s well worth the quick train ride to visit and to see for yourself the opportunity it could offer your daughter.

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SCHOOL PROFILE

BOARDING

PUTTING THE CHILD FIRST Cranleigh Prep is a co-ed school in the Surrey countryside that offers a holistic approach to boarding and academic endeavour “Boarding at prep school offers a rounded approach to education,” says Neil Brooks, Cranleigh Prep’s new Headmaster. “We have 85 boarders out of a school of 245, with most boarding in the Upper School years. But we’d like to welcome more boarders to Cranleigh Prep and can offer flexi-boarding on one to two nights a week, weekly boarding, or even full boarding for international students.” Boys live in Old House and girls in School House, both under the nurturing care of a housemaster or housemistress, a matron and two ‘Gap’ students per house, who help with looking after the children. The structure aims to retain and promote a family atmosphere so everyone feels at home. Each evening, all the boarders eat together in the school dining room and then the fun starts, with different activities on offer, such as archery, climbing wall, dodgeball, golf, board games, or crafts. “We’re lucky that we have so much space to do things properly,” Brooks remarks. Supervised prep followed by some time to relax and unwind with friends is the perfect end to a fulfilling, busy day. The grounds of Cranleigh Prep, tucked away in the beautiful Surrey Hills, offer an opportunity for children to grow up in rolling countryside and fresh air, but only an hour from London, just beyond Guildford. There’s a private coach service from Wimbledon to take children to school on a Monday morning, so they can benefit from a full weekend at home. Many boarders are also current pupils who live close by and are keen to try boarding from 11+ before moving on to their senior school, be it Cranleigh or the other leading secondary schools to which Cranleigh Prep sends its pupils. “It’s

independent schools, they are introduced to a life-long love of learning. Academic curiosity is nurtured and personal responsibility gained. Part of engaging with the curriculum includes a range of trips to bring the studies of the timetable alive. “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 fire-breathing dragon, their senses have been stimulated and real life connections made,” says Brooks. Follow up work in the classroom is focused and purposeful, and the school’s aim is that Cranleighans grow up to be independent, thoughtful and

St John’s School

NIGHT MOVES Boarding no longer means three-month breaks without contact from home. There are many options for families now within a modern-thinking boarding school landscape, explains Georgina Blaskey Cranleigh Prep

a sensible idea as we can gently introduce boarding to the children, so by the time they go to senior school, they are familiar with the system,” reassures Brooks. The school’s academic programme is designed to be stimulating and challenging. Pupils respond to the encouragement of academic and pastoral staff, and whilst preparing to succeed at competitive

well-rounded, confident in their ability to question, analyse and express opinions. “We are a very positive, friendly, familyorientated school where the children are encouraged to work hard, join in and have a go,” says Brooks. “Cranleigh Prep is about rounding off the child to explore a variety of different things and to be comfortable in his or her own skin - that’s my aim.”

Picture the scene: it’s 6.30am in winter and your child’s alarm goes off. You tiptoe around the house making breakfast without waking everyone else and, after a lastminute panic that they have their kit, books and season ticket to hand, you send them off laden down to get a bus to the train station, along with a world of commuters busily travelling through the capital. It’s a scenario many families are questioning. For parents who would never have considered boarding school - due to financial or cultural

reasons - there’s a new, more flexible option that is creating a trend now growing in strength and numbers. Weekly and/or flexi-boarding is a wonderful halfway house; children get the experience of boarding without the full commitment. Moreover, many boarding schools just outside London provide the weekly pick-ups and drop-offs in areas of demand such as Balham, Clapham and Wimbledon. Judith Brown, Deputy Head (Pastoral)

at Woldingham, a girls’ secondary school in Surrey, reveals: “Half our pupils are weekly boarders and so many of our girls come from London - they can be flexi, weekly or day pupils. Throughout our history, we’ve always responded to our market. We had increased interest from London families and, as we have the existing wraparound care, it made sense to fill the beds and give greater opportunity to our day girls. It helps them get used to boarding and we are as flexible as we can be.”

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THE CHANGING FACE OF BOARDING Full boarding used to be everywhere; half term weekends (not weeks!) and ‘exeats’ were so rare, parent-teacher meetings so non-existent, that it simply did not concern parents if a school was at the other end of the country. Today, occasional ‘flexi’ and weekly boarding for as little as four nights are the norm. Few schools compel children to stay at weekends and Saturday morning lessons are on the wane. Most parents want boarding schools nearby, so they can drop in for events, meetings or just to catch up with their children. Boarding is now a collaboration between parents and school and it starts later too: only a few hundred seven to nine year olds board; all positive changes.

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Weekly or flexi-boarding has many benefits, including encouraging maturity and independence, supporting academic excellence and simply removing the stress of a daily commute. The key is to find the right fit for your family. For many parents, juggling the demands of work and family life is a daily challenge, so choosing to give their children the option to stay at school, avoid commuting and enjoy the extra time they have to be with friends, spend time with a teacher for extra help or join in on more sport and drama, provides the perfect balance, and it’s a price worth paying. James Johnson, Deputy Head at Ardingly College, a co-ed secondary school in Sussex, explains: “In Years 9 to 11 we offer full boarding and flexi-boarding. Flexi-

Meanwhile, Asian and African families still fly their children to British boarding schools. Some schools only have overseas boarders, but this trend may be dying rapidly with the explosion of British overseas schools. Many may lose their boarding altogether and with it, the wonderful experience of sharing an education with children from a global diaspora.

boarding is a minimum of three nights a week as that both suits the lifestyle of busy parents and also enables our Housemasters and Housemistresses to create a genuine boarding ethos. We have seen more and more families from London coming to the school. The bus we run from Clapham every Monday and Friday helps with this. We have an even split in the school between

Independent day, weekly and flexi boarding for boys and girls aged 11 to 18

Ardingly College

boarders and day pupils, with some 280 pupils boarding.” The popularity of flexi-boarding options has not gone unnoticed by many full boarding schools, many of which now offer weekly boarding and buses on a Sunday night from London. One such co-ed is secondary school Cranleigh, in Surrey, and Housemistress Beth Rhodes comments: “Our model is a full boarding school with the majority of our students as weekly boarders living within an hour and a half of school. They do sport on Saturday and go

Source: Independent Schools Show

Woldingham’s approach to flexi-boarding has been incredibly successful. What started in Years 7 and 8 has been rolled out to other age groups higher up the school. “Girls can choose to stay one or two nights a week they sign up a term in advance and a term at a time. Where we can, each girl will have the same bed each night they stay, in a room with other boarders so they are fully integrated, and we provide the bed linen! With activities throughout the week, it gives them the chance to relax if they need to stay late at school. Wednesday is our most popular night, as that’s the main extracurricular club night.” Strengthening the relationship between day pupils and boarding pupils is a wonderful by-product of the flexi approach. Rowena Cole, Head of St John’s School, Leatherhead, says: “The majority of our pupils are day pupils but a thriving boarding community sits at the heart of St John’s and all of our pupils belong to houses which create a base and sense of belonging within the school campus.” St John’s believes parents see it as a ‘best of both worlds’ balance between school and family life.

“FLEXI-BOARDING OPTIONS HAVE NOT GONE UNNOTICED BY MANY FULL BOARDING SCHOOLS”

“WEEKLY AND/OR FLEXI-BOARDING IS A WONDERFUL HALFWAY HOUSE; CHILDREN GET THE EXPERIENCE OF BOARDING WITHOUT THE FULL COMMITMENT”

BOARDING: THE DECISION Moving to boarding is a big decision for a family and may be a significant change from prep school life. Ensure that you have visited as a family and talk about the decision together. Schools will welcome visits and as many questions as you may have. Choose a school with a warm, friendly community and a strong pastoral care system, and a boarding environment that is right for your family. Schools will offer flexi, full or weekly boarding where the child spends the weekend after activities at home. Many busy families really appreciate this model as the children get the best of both worlds. Thanks to the extra time in the day, modern boarding offers a wealth of opportunity for children to try new experiences and discover what they are passionate about; it can also bring academic advantages. Clearly, the parents’ decision to allow a son or daughter to board can only really be justified by the fulfilment of their lives at school. Source: Cranleigh Cranleigh

Sixth Form Open Event Tuesday 25 September 2018 11+, 13+ and 16+ Open Events Friday 28 September 2018 Saturday 29 September 2018

www.stjohnsleatherhead.co.uk admissions@stjohns.surrey.sch.uk

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CRIB SHEET FOR NEW BOARDERS Aegrotat - illness or sickness, often shortened to aeger and is used mainly by classics students showing off their Latin. “Barty skipped rugger last night, a touch of the aeger.” Beak - teacher. Crammer - an educational institution which organizes intense series of stand-alone revision sessions, usually in the holidays before exams. Almost exclusively paid-for, these are often used by pupils hoping to “bump” a grade eg “I was forecast a B in English so my parents sent me to a crammer and I somehow squeaked an A”. Dormy raid - attack by one dormitory upon another. Usually performed under cover of darkness and when the stakes are high, eg after a pizza delivery or visit to the tuck shop. Exeat - a leave of absence from school. It’s generally used to describe weekend leave from a boarding school. Formal hall - the whole school eating together. Soup strainer - moustache. Mufti - the wearing of ordinary clothes, ie not school uniform.

Woldingham

back after their match with their parents who, for the most part, have come to watch. It’s a great point of contact for us with families so they feel fully part of the school.” Parents love that time with their child, from Saturday evening until Sunday night. They appreciate knowing their child is safe and nurtured, that they have time and space to enjoy their sport, their studies and their friends, and then they catch up with them at the weekend. Despite the new flexibility, established routines are still firmly in place, although contact with home is encouraged rather than withheld. At Cranleigh, for example, bedtimes are still enforced. In the first year students do not have a mobile phone and all iPads, which each child has for school

work, are kept in the classrooms. “It’s really effective for their relationships,” says Rhodes. As a former boarder myself, I recall one of the highlights being the contact with all age groups and the rich friendships that developed between all the years. It’s encouraging in this age of social media to hear this is still a wonderful by-product of life in a boarding house. With an increased sense of community, the freedom to stay as little or as much as they wish, and the ability to become more involved in school activities for all pupils, boarding has reinvented itself for the modern world, with families at the centre. Could it be that contemporary boarding even enhances family life?

New bug - new boy or girl. Prep - another word for homework in the private sector. Tardy - late, used recently by Prince William to describe the overdue birth of Prince George. “I’ll remind him of his tardiness when he’s older.” Trunk - errrr actually just a trunk! But it’s the most common method used to transport belongings to and from a boarding school. Tuck box - a robust, lockable box essential for boarding school life.

SCHOOL PROFILE

STRONG FOUNDATIONS A school which offers a sense of balance yet still achieves exceptional results, helping pupils identify and nurture their passions, is a balancing act on which Mayfield prides itself Mayfield School, an independent secondary school for boarding and day girls in East Sussex, offers engaging opportunities to help pupils challenge stereotypical views of what they can and should achieve. Finding a school that is not an academic hothouse, has a sense of balance yet still achieves exceptional results in public exams is a rare find. Headmistress Miss Antonia Beary says: “Our girls are sensible, rational, rounded and grounded. We help them understand where their strengths are and celebrate those, while also understanding what they’re not good at and giving them the tools to improve.” Mathematics and Science are among the most popular and successful subjects (last year 90% of girls achieved A*/A in Physics, Chemistry and Biology at GCSE, and results are similarly consistently high at A level). Equally successful are subjects as diverse as Geography and Music. Mayfield excels in areas traditionally considered to be “creative”: the school produces worldrenowned ceramicists, has a dynamic Drama department and an enviable sporting tradition. “The key to success is to encourage and nurture creativity in everything we do, inside and outside the classroom,” explains Miss Beary. “This leads to girls choosing an eclectic range of option choices: Chemistry and Ceramics, or Physics and History of Art are not unusual A level/Pre-U combinations. Most go on to Russell Group, Oxbridge or, increasingly, American and overseas universities, to study all manner of subjects from Architecture to Zoology, with a regular stream of engineers, medics and vets, lawyers and economists.”

Identifying the passions of each individual is the school’s aim, nurturing talent by giving girls confidence to be different and do different things. Learning to fail successfully and build on one’s mistakes, being able to laugh at yourself, and finding support from your peer group are all elements of this crucial development of self-knowledge and life skills. During their time at Mayfield, pupils make life-long friendships that last well after they leave. The vast setting of the school allows for a wide programme of extra-curricular activities. Horse riding is taken seriously here, with many girls competing at national level. There are three activity periods each day, one after lunch and two between the end of lessons and the end of school. This

Mayfield

gives all girls the opportunity to pursue a range of interests and enthusiasms, including sport, the arts and academic enrichment. There is a community service programme led by the girls which includes helping at local primary schools. This year pupils have been meeting older members of the village and hearing about their life stories, listening and recording their experiences to create an oral history. Alongside the Catholic ethos of the school is one of tolerance and understanding, of helping the girls find what they’re good at and to learn about themselves on the way. “Women have always responded to the needs of the age,” explains Miss Beary, “and that’s how we can make a positive difference.”

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SCHOOL PROFILE

SIXTH FORM

MODERN THINKING A central London location, state-of-the-art facilities and staff with advanced ICT knowledge and technological ambition mean that DLD College London is making its mark

DLD College

DLD College is putting itself on the map as a modern, aspirational college for 14-19 year olds in the centre of London. “Our contemporary, technologically advanced building opposite Westminster reflects our ambition to be the school of choice in London. We have three floors of cutting-edge classrooms, 15 floors of safe, secure, homely boarding accommodation, as well as an underground pool and gym. Not only that, we combine computing with the classics to offer a well-rounded, holistic education,” explains Principal Mr Irfan Latif. The College has applied to be a Microsoft Showcase School, an accreditation that takes two years to achieve and reflects advanced ICT knowledge and facilities. The new Digital Hub at the College will explore many different types of learning, including collaborative and flipped learning.

“Technology has disrupted how we go about teaching,” says Mr Latif. “We need to make sure our staff are fully trained and completely embrace technological advances. Engaging staff is vital and our Head of eLearning is instrumental in this – we now have many colleagues who are digital experts in certain applications and areas.” The pupil body consists of 65-70% international students, who make up the majority of boarders, and 35-40% domestic students, who are mainly day pupils. There’s a full programme for those who are staying on site, including West End shows, paintballing and football matches, and the scope of what the capital has to offer is taken full advantage of for all students. “London is our classroom,” says Mr Latif. “We do a number of charity runs at the Olympic Park, enjoy visits to world-class museums and use outstanding facilities in the next door Archbishop’s Park for hockey, football, netball and tennis.” With plans for a musical production at The National Theatre and fixtures against other leading independent London schools in the diary, DLD is already fulfilling its ambitions as a serious contender in the competitive secondary school market. The highlight of the year for the school community came with graduation day for the sixth formers. “The students wore traditional caps and gowns by Ede & Ravenscroft and walked over Westminster Bridge to the Houses of Parliament where we held our graduation ceremony, the first school in the country to do so. It was a fantastic moment, as well as historical, as tourists and passers by applauded and stopped to congratulate our students.” The sixth form admissions process involves a formal application, followed by interview and a review of GCSE results.

Classes are small (six to 10) with expert, passionate staff. There is no uniform or traditional structure, the College concentrates on pupil-centred learning to facilitate their interests as best they can. “We are 440 students but intimacy is not lost in our large, modern building. Teachers are called by their first names. Students have the freedom to express themselves within the College and the opportunity to be creative, to be who they are. The recent Summer Ball at the world famous Shakespeare’s Globe, organised by the Student College is just one example of this entrepreneurial and creative spirit. This works well in an international context because we can build British values of respect and tolerance,” explains Mr Latif.

AT SIXES AND SEVENS Sixth Form creates an opportunity for teenagers to decide to stay at their existing school or move on to pastures new. Georgina Blaskey weighs up the pros and cons.

“CLASSES ARE SMALL (SIX TO 10) WITH EXPERT, PASSIONATE STAFF” The school has recently introduced a mental health charter. “We have plenty of opportunities, including mental, physical and creative outlets, to release any stress. We talk to and engage with our students, as communication is vital. Our Head of Wellbeing is supported by a well-resourced pastoral team. It’s important to us because we know happy students will succeed in the classroom.” Despite being at the forefront of technological breakthroughs in education, using this technology wisely is key. “We want to give students skills and knowledge so they understand the importance of pausing and reflecting when using tech and social media, that communicating with real people is crucial, and that they get out and about and enjoy what the world has to offer.” DLD is a big family, where staff work hard and go above and beyond the call of duty for their students; a place where young people jump in feet first to everything and give it a go, whether that be in debating or taking up leadership roles; where diversity is celebrated and where College is seen as a stepping stone to the future. “Our building is a studious and purposeful environment, a place of work, with a Google/Facebooktype atmosphere, but there is still plenty of time for fun and an appreciation of all our students’ cultures and beliefs.” It’s an attitude that should fulfil Mr Latif’s ambition very well.

Alleyn’s Senior School

“SHOULD I STAY OR SHOULD I GO? IT’S A DILEMMA FACED BY MANY A TEENAGER AND THEIR PARENTS DURING THEIR EDUCATION JOURNEY”

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An academically challenging education for girls aged 3—18

“THERE IS SOMETHING VERY SPECIAL ABOUT BEING IN THE SIXTH FORM AT ANY SCHOOL”

Thames Christian School

Should I stay or should I go? It’s a dilemma faced by many a teenager and their parents during their education journey. Deciding whether to stick with your current school or risk making a change can be a challenging decision. The pros and cons aren’t always clear - the fear of the unknown may put you off branching out, but staying put may lead to stagnation. If your current school doesn’t offer the breadth of curriculum at A level, IB or BTEC - or indeed the new T level, that may be a deciding factor along with financial considerations (moving from private boarding to state college or vice versa) or relocation. If the required GCSE grades to stay at the school have not been reached, re-sits may be needed, possibly at a specialist sixth form college. Remaining at your current school for sixth form may have many benefits including extensive subject choices, small seminarstyle teaching, increased responsibility within the school community and high-profile roles in sport, music and drama. Improved physical provision for the oldest pupils has been a strong focus in many senior schools, complementing students’ new-found status at the top of the school. Investment in state-of-the-art sixth form centres at many London day schools has transformed the traditional, nondescript common room at the end of the corridor into a dedicated space with technological facilities and breakout areas many top companies would envy. Suzie Longstaff, Head at Putney High School, explains: “Our new sixth form centre has purpose-

built classrooms, a lounge, café, diner, and a career centre. It mimics university life, helping them on their way when they’re not there yet.” A similar approach is taken at Ardingly College, a co-ed boarding and day school in Sussex. Deputy Head, James Johnson says, “In their final year at the school, all pupils - day, boarding, boys and girls - move into Godwin Hall, a state-of-theart house, designed to resemble a university

hall of residence and prepare the pupils more effectively for university life.” At Woldingham, the lower sixth and upper sixth have their own boarding houses where they can cook for each other, with day girls and boarders all mixed in and reaping the benefits. “They have a choice between working in the main school or in their house,” explains Josephine Lane, Head of Sixth Form. “It’s a fundamental change. We talk to the Year 11s about the differences but when they start they always say, ‘Wow it really feels so different’.” Rowena Cole, Head of St John’s School, Leatherhead, reminds us why the last two years of school are so special: “Sixth Form is such an important and exciting time for pupils - they are making decisions which will shape their futures and learning to become responsible, independent young adults, but we also want them to have fun, enjoy their friendships and be part of the school community. Our strong house structure is integral to school life and sixth formers take active leadership roles in the

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OPEN MORNING

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Saturday 6th October 2018 9am –12pm or visit us by appointment

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Cranleigh

Houses, cementing their places in the fabric of St John’s and giving them a sense of achievement and responsibility.” Reaching your academic potential can be easier in a familiar environment. Rebecca Parrish, Director of Sixth Form at Sydenham High School, emphasises the importance of hitting the ground running. “At the age of 16, anxieties about making new friends and fitting in in a new environment can really disrupt the start to A level education, and can often mean that the focus of the first term is on developing social networks rather than making the best possible start to the rigours of A level study.” John Parsons, Director of Sixth Form at Wimbledon High School, agrees. “There is something very special about being in the sixth form at any school. It’s the time for talents to be realised and new gifts developed. Feeling known is a huge advantage in terms of students staying on in their current school: the teachers understand how individuals learn and just as importantly, they also understand the pastoral background.” Whether students decide to stay or go, the jump to sixth form cannot be underestimated.

“Students enthuse about a new informality in their relationships with teachers, small classes and the chance to develop their own specialist areas of interest through extended project work,” says Katharine Crouch, Head at Sutton High School. At most secondary schools, once pupils reach the sixth form they are taught in small groups, which promote discussion, debate and independent thinking. There is typically a wider range of subjects offered at A level than at GCSE, often up to 25 options including History of Art, Economics and Psychology. Dr Atkinson, Head of Upper School at Alleyn’s, believes flexibility is key when helping pupils to choose their subjects. “We have a broad range of subject options in our sixth form curriculum and we offer as much choice as we can - which is a great deal, allowing students to choose freely rather than through columns of subject choice - and this helps the students find a pathway that suits them best.” For many, Pre-Us and EPQs give yet more opportunity to alight academic sparks. Dr John Taylor, Director of Learning, Teaching and Innovation at Cranleigh, a co-ed

boarding school in Surrey, developed the EPQ (Extended Project Qualification) and it is now the most rapidly growing qualification in the country, with 40,000 projects submitted last year. “A student works on a project with a supervisor over two years. They choose a topic that really interests them, and they have to learn to manage their time and research the project. It’s all their own input and direction, they grow in independence and they are the expert, so they really develop the skill of independent learning.” Evidence shows EPQ boosts the pupil’s chance of getting into university and boosts their A level results too. Many schools offer additional places at sixth form, enjoying the benefit of adding new faces to their existing student body. At Emanuel School, the broad curriculum is a draw to all-rounders who want to extend themselves academically while nurturing their passions. Head Robert Milne, says: “At 16, young people are often beginning to focus their talents: our new entry process, A level options and Extended Project Qualification recognise and harness such talents and personal ambitions.” The school

offers A levels and the EPQ to give pupils the freedom to develop their interests. At Alleyn’s there is an opportunity to join the school in lower sixth, although the majority of the students do stay on. “We expand our year group slightly and take on more students at 16+, some of whom join with a means-tested bursary. We are lucky to attract high-quality 16+ applicants, many of whom come to us seeking the coeducational experience that we can offer,” explains Atkinson. Assimilating new pupils through induction weekends and workshops is helpful when new students start. “At Wimbledon High School, we welcome girls from other schools into Year 12 and we make a point of making them feel welcome, spending time with them one-to-one,” explains Parsons. “Our Dream in the Woods induction weekend in September brings much laughter as the girls camp out and put on a scratch performance of A Midsummer Night’s Dream.” Ernest Bevin College, a boys’ secondary school in Tooting with a co-ed sixth form, prioritises finding the right course for students and has a broad range of qualifications as a result. “We are committed to offering a wide and varied curriculum,” says Nick Mason, Head of Year 13, “by offering an extensive choice of A levels (22), BTEC Level 3 (six) and Level 2 courses (five), as well as an array of vocational courses including Physical Training Instructor, Uniformed Public Services Course

REVISION TIPS A levels are extremely difficult, challenging and intense qualifications and students must prepare thoroughly, beginning early. The following tips can be applied to any exams. • Learn exactly what you need and no more. Have a copy of the specification and know thoroughly the content you will be examined on. • Don’t cheat; if you don’t know it, learn it! • Practice. A levels are as much about how you apply your knowledge as they are about expressing yourself on paper. Use a stopwatch and write answers to time to replicate the exam intensity. • Change one small thing that is likely to be sustained. Perhaps commit to one additional hour of study per week, or carry revision cards with you when you travel. Write out from memory one key definition each night before you go to bed.

Towards wisdom

The Sixth Form approach...

• The ten-minute rule. Commit to just ten minutes of study; you can achieve more than you might imagine and after ten minutes students are often ‘into’ their work and happy to carry on. It’s about getting through that first ten! Source: Eaton Square Mayfair

Unafraid

...starts at 16, lasts forever. Visit schs.gdst.net to find out more Open Evening Wed. 3 October 18:30 - 20:30

Sydenham High School

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(so students can understand what the Army, Navy, Air Force, Fire and Police do - it is the equivalent of a GCSE), Retail, Engineering and IT.” Ernest Bevin achieves the strongest BTEC results in the borough, giving students an opportunity to thrive, and they allow students to stay and resit English and Maths GCSE if needed. But for some, it’s simply time to make a complete change. Whereas sixth form college MPW used to be thought of as a crammer for those needing to retake, it is now a popular choice for those wishing to step away from the restrictions of traditional school life. James Barton, Director of Admissions, explains: “For some, after years at a traditional boarding school, MPW works - they don’t want the rigidity, such as compulsory team sports, and they can create their own structure here. The majority tend to integrate very well and enjoy their independence.”

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Sixth form colleges also give pupils the chance to make a fresh start in an age-specific environment. This year, DLD College, an independent sixth form in central London with a boarding option, was placed in the top 5% of colleges in England based on student progress in academic performance - the ranking recognises the advancement made by individual students between the end of Key Stage 4 and completing their A level studies. Also known as value-added scores, the results compare similar students across the nation to determine the positioning of each college. Principal Irfan Latif reveals his secret: “We stretch and challenge our students, motivating them and raising their own expectations of themselves. Classes are small, enabling students and teachers to focus upon the most effective ways of learning, and we focus on each student as an individual, offering each person the very best teaching and educational resources.”

Creating a positive environment where students can shine is both the challenge and opportunity presented to David Adkins at Thames Christian School, where the inaugural sixth form will open in 2020. “We will have a new building and we’re aiming for 60 to 80 people in the sixth form. Post-GCSEs our students will have more independence, more freedom and we will expect more from them.” Adkins believes there are advantages to a fresh start for the final two years of education. “Students widen their experience, they see how things can be done differently and they can be themselves in a different context.” Schools and colleges offer more options than ever before, with a variety of courses and vocational training. Finding a positive environment with the appropriate opportunities will give your child the chance to thrive, grow and be equipped to step into the world, ready and prepared.

Open Morning for Years 3-6 (ages 7-10) Saturday 13 October 9.30 – 12 noon (entry via Hunts Slip Road) Parents and boys will tour the College with our current pupils, meet staff and hear the Master, Dr Joe Spence, talk about Dulwich College and Dr Toby Griffiths about the Junior School. No appointment is necessary. The offer of a place in the Junior School is the offer of a place at Dulwich College to age 18. Mid-week visits are also available by appointment. Please call Junior Admissions on 0208 299 8432 or visit dulwich.org.uk/junior-school

DLD College

CHOOSING A LEVELS Do I want to study medicine, engineering or architecture? Some careers require A levels in certain subjects. You will have to study A level Chemistry to become a doctor (or vet), and Maths for engineering and architecture. It’s always good to check with your school’s university advisor. What if I don’t have a career in mind yet? That’s fine – just try and keep options open. Play to your interests and strengths. Do some homework - look in depth at a range of A level courses and think about whether you would enjoy studying the material and talk to subject specialists, current A level students and careers advisors. Choose wisely

Open Morning for entry into Year 7

Most students specialise in either the humanities or sciences and choosing subjects which are broadly connected helps to develop key skills such as essay writing or numerical problem solving. Some students can successfully mix from across the spectrum, but this tends to be the exception rather than the rule.

Saturday 6 October 9.30 – 12 noon

Source: Dulwich College Wimbledon High School

Tour the College with boys, meet staff and hear the Master, Dr Joe Spence, talk about Dulwich College. No appointment is necessary. Other opportunities are available to visit the College during the school day. Dates can be found on the Admissions section of our website, www.dulwich.org.uk, or please telephone the Registrar’s Office on 020 8299 9263.

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SCHOOL PROFILE

WELLBEING

MODERN HISTORY A new chapter lies ahead for Emanuel, a school that is rooted in its local community offering boys and girls a first class, varied and dynamic educational journey

Emanuel School

Emanuel prides itself on its position as a top independent school embedded in the local community, providing a first class, co-educational and vibrant learning environment. Headmaster Robert Milne, who joined in September 2017 after six years as Deputy Head at King’s College School, Wimbledon, has high academic aspirations for the school, without compromising the co-curricular and pastoral values that Emanuel is known for. “We have academic ambitions and the desire to make sure every girl and boy achieves their best,” explains Milne. “We want to see children succeeding based on their particular ambitions and talents, be that studying PPE at Oxford, applying to RADA or obtaining a place at the Royal Conservatoire.” The richly varied co-curricular life has historically been a big draw for pupils, with drama, music and sport celebrated passionately by the school community. “There is a breadth of opportunity here at Emanuel; when students do well in one area it can help with results in another by building good self-esteem leading to

good academic outcomes,” says Milne. He wants all of the pupils to pursue their cocurricular passions alongside their academic life, citing next year’s head girl and top order batter in the school’s first XI cricket team, as an example of this all-round achievement at the heart of Emanuel. There are continued plans, subject to funding, to develop the site, creating a bright, contemporary learning environment through refurbished classrooms and possibly a STEM or mathematics building, while retaining the iconic architecture and wellloved green space of the school. Mentor schemes with Google UK and workshops with YouTube have allowed students to explore future opportunities, building on the school’s links in the media and technology industries. World Wide Web founder Sir Tim Berners-Lee is a former pupil. Emanuel has outreach and community partnerships in the local area, but wishes to do more. From September 2019, all sixth form pupils will be involved in Friday afternoon sessions where lessons will be replaced with community service, either

to local charities or through teaching local primary school pupils. “It’s important for young people to have a sense of the world beyond the school gates - to look out as well as in,” says Milne. “I believe all schools should play a vital role towards social mobility and I see our pupils’ wellbeing growing through meaningful contributions to the local area.” Milne has changed the admissions process by removing, from all entry points, the current cap on the number of applications. “From 2020, there will be no cap on applications and the deadline will not close until October of the year before admission. Hence families can take their time to visit the school, understand more about our aspirations and get a sense of the atmosphere before they decide to register. Emanuel’s sixth form outcomes are thriving with the school being amongst the very highest for value added data. The confidence for parents in the value added performance, plus the range of co-curricular and academic scholarships and superb support for UK and US university and vocational course applications, makes the school an attractive pre-higher education choice. “At the age of 16, young people are often beginning to focus their talents: our new entry process, A level options and Extended Project Qualification recognise and harness such talents and personal ambitions.” Pupils leave Emanuel for Russell Group universities, American universities, art colleges, drama schools or music colleges, and the school is well equipped to help with this range of aspirations. “We want to make sure we get the most from the individual while they’re here and help them develop their talents within a caring, purposeful and happy school.” Milne’s aims for Emanuel and its pupils are clear: to modernise the school and support the potential of every child while harnessing its undoubted heritage and its existing strengths. It’s an exciting time to be part of the school’s next chapter. Alongside other developments for boys’ and girls’ sport offsite in response to growing demand, rumour has it that there will be football on the lower school curriculum from spring 2020!

IT’S GOOD TO TALK Growth mindset, learnt optimism, mindfulness - these are just some of the current buzzwords around pupil wellbeing, but how are schools tackling our children’s future mental health and what issues are they most concerned about, asks Georgina Blaskey For many parents, the thought of their child being unhappy, stressed, anxious or worse is a very real concern. In a competitive school environment, we want our children to benefit from their education, not to be swallowed up by a relentless demand for good exam results and optimum performance. “In a city that is a bubble of

King’s College School

competitive exams throughout a child’s education (sometimes starting at the age of three), it is difficult to get a grip on reality and what is right and wrong for the wellbeing of your child and their enjoyment of learning,” says Janie Richardson of Yellowbird Education. The pressure to perform well in exams

remains a burden for many families to deal with, thanks to an intense, on-going assessment system and the unforgiving battle for school places - a threat to children’s wellbeing. Understanding how to deal with these high-pressure moments is the key. “We reassure pupils that they should aim high and work hard for their grades but

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PICTU R E YOU RSELF AT

James Allen’s Girls’ School

WHY WE SHOULD BE ASSESSING OUR PUPILS FOR RESILIENCE Malcolm McKinlay, Headmaster at Parkgate House School, has created a simple way for teachers to measure resilience within their class At Parkgate we have always been aware of the strong link between children being resilient and performing at the maximum of their ability, which strengthened my desire to proactively build this in our pupils. The most natural way to do this, was to come up with a simple way of measuring resilience that teachers could use to monitor the children in their class. I started researching resilience and engagement scales and felt that by combining parts of a few of them, I could come up with a manageable way for teachers to assess pupils. The scale that we now use in school has ten descriptors, with pupils scoring from 1 to 5 against each one. So each child in the school has a score for their resilience and engagement from a minimum of 10 to a maximum of 50. An example descriptor is: the pupil is usually optimistic by nature; they expect to overcome difficulties and see them as temporary. Mayfield

that academic success is only one measure of a pupils’ worth and value,” says James Johnson, Deputy Head of Ardingly College. Working and supporting children through these intense times requires a collaborative approach from both teachers and parents. At The Laurels School, this relationship is key. “We see the parent/teacher relationship as the pillar of the school,” says Head Linda Sanders. “And I interview parents for admissions to make sure we’re on the same page.” At Alleyn’s, pupils are taught that education is more than where it takes you, it’s what you bring with you. “There should be a sense of progress,” insists Andy Skinnard, Senior Deputy Head. “In real life this means coping with doing some things less well. We recognise what pupils find difficult and adapt time and thinking to meet that.” At Mayfield School, learning to fail successfully and build on one’s mistakes are elements of the development of selfknowledge. “We help them understand where their strengths are and celebrate those while also understanding what they’re not good at and giving them the tools to improve,” says Head Antonia Beary. Parents can help too; by learning to manage their own anxiety, ensuring the role they are playing is of gentle support and encouragement rather than co-pilot. “Pupils

will often talk about how ‘stressed out’ their mum or dad is about the maths exam the pupil is sitting!” reports Fionnuala Kennedy, Deputy Head, Pastoral of Wimbledon High School. Potential wellbeing issues start early in a child’s educational journey, and introducing the concept of mental wellbeing in the formative years is useful so they have the language, confidence and understanding to express their worries and concerns from a young age. A happy child in a happy environment is more likely to learn.

Hilary Wyatt, Headmistress at Eaton Square, Kensington, has been studying the impact of emotional contagion, the phenomena of one person’s emotions and related behaviours directly triggering the same in others. “Creating a happy environment is key to learning,” she says. “If a teacher is stressed it increases the stress hormone cortisol in children. Equally, a sad or negative child can affect the whole class.” Wyatt works closely with her staff to ensure any personal stress and negativity

BUILDING RESILIENCE Learning to thrive no matter what life throws at you is an essential skill. One element of the Wellbeing Programme at Thames is to encourage pupils to develop resilience when faced with change and difficult circumstances. Build positive relationships. Staying connected with supportive family and friends is key as it encourages and builds you up Be courageous. Don’t listen to your fears as they often turn out to be unfounded. Maintain an optimistic outlook and turn your anxieties into an opportunity to grow

Value small positive changes. Certain circumstances cannot be changed. Focus instead on changes you can make, however small, which will make a difference over time Maintain a long term perspective. Avoid focusing on your problems and talking about them constantly. Try to be more outward looking and keep a broader perspective Care for yourself. Build activities into your life that you enjoy. Keeping active is beneficial, as is taking time to relax Source: Thames Christian School

When starting to work with a scale the most immediate impact is the teachers reflecting on their own resilience (they self-assess) and how they are modelling resilience to their pupils. How do they react to small things like the interactive whiteboard playing up? What message does that send to their class? Teachers quickly became aware of the powerful effect of being a resilient role-model. Once teachers have scored each pupil in their class, they collate the results and have a simple overview of the resilience, engagement and general wellbeing of the group. This allows them to target pupils to support or to look for general trends in pupils across the class and work on those areas. Do certain children find it difficult not to dwell on things that they can’t change? Maybe this is an area for the teacher to cover in more detail in PSHE? It’s important the pupils realise the possible impact on their learning of not being able to ‘move on’. In many cases the pupils with the lowest resilience will already be very familiar to staff at the school and interventions may already be in place. Where the scale is very effective is in highlighting those pupils in the next lowest band and this can often be where surprises are found. Teachers will also be able to use the information to open conversations with parents about any area of a child’s resilience they are particularly trying to strengthen. Working with parents like this is a vital part of trying to increase resilience and engagement and improve outcomes for pupils. Malcolm McKinlay is joint author of ‘Jigsaw Resilience and Engagement Scale and Toolkit’

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Where will your studies take you? Help with fees available at 11+ and 16+

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Emanuel School

FIVE WAYS TO HELP YOUR CHILD Inspiring a love of books - talking to them about books, making predictions, getting excited and showing them that we, as adults, read for pleasure too. Instilling curiosity - talking to children about relevant and appropriate news topics, ensuring they are aware of different cultures and the changes going on around the world, broadening their horizons. Encouraging independence - packing their own school bag, instruments and games kit; a list of equipment needed each day displayed near the front door can help! Promoting resilience - helping your children to find their own ways of coping with unhappiness or disappointment. Be sympathetic, but do not always ‘fix it’ for them. Relaxing - letting children just ‘be’. They are very stimulated during school time and with after school activities too, they sometimes need to watch television, read quietly or play with Lego. Source: Finton House School

never enters the classroom. She has also introduced ‘Tea and Toast’. “Every week, the Year 6s come to my study for a cup of tea and toast. The smell of toast has been proven to release positive endorphins and we talk about future schools, their fears or their worries; the setting gets them talking.” Future schools; now that’s enough to worry most children, particularly in prep schools, when pupils are sitting pre-tests and Common Entrance. One London head is trying to tackle this particular issue head on. Alison Fleming, Head of Newton Prep, is so concerned about children’s mental health and wellbeing and the idea of pretesting in Year 6 followed by the pressure to do Common Entrance - 13 or 14 exams over a three-day period - when they are only just 13 years old, that she is calling time on the process. “If it’s not needed, let’s not do it. Let’s take that level of anxiety away from children and indeed their parents. At Newton Prep, we are now retaining only the core subjects of CE and, instead, are focusing on a combined humanities ‘Newton Diploma’ for next year’s Year 7s.” Other heads are using other strategies to mitigate stress. Tony Lewis, Headmaster at The White House Prep School, says: “Around the 11+ there is increased anxiety,

so we meet regularly from early on to advise families and I run workshops on the transition from junior to senior school.” At Woldingham, they’ve tried to diffuse the exam frenzy through timetabling. “We spread exams throughout the year followed by activity days, for example Tough Mudder for Year 10, to release any stress and get everything in perspective. It means pupils can learn from mistakes and move forward within that year, rather than having the exams right at the end of term.”

“THE BEST WAY TO SUPPORT PUPILS THROUGH EXAMS IS TO HELP THEM DEVELOP STRONG AND SUSTAINABLE METHODS OF STUDY” Fortunately, conversations around children’s mental health are open and many schools have a well-developed network of staff to support pupils, usually dedicated school counsellors, school nurses and chaplains. “We have a very strong pastoral care network to make sure our girls can access the help they need through a

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“IT’S VITAL THAT THEY UNDERSTAND HOW TO USE SOCIAL MEDIA RESPONSIBLY AND POSITIVELY” world. How many of your ‘friends’ are real friends, for example?” The E-safety issue is a massive topic at all schools and impacts on wellbeing. With every teenager in possession of a mobile, they are switched on 24/7 and the unrelenting bombardment of messages and communication they experience leaves them vulnerable in an unprecedented way. Students need to be guided, says David Adkins, Head at Thames Christian School. “We want them to have healthy relationships and conduct themselves in a healthy way around social media. The speed of communication these days is so fast, they don’t have time to think about what and how they are responding. It’s vital that they understand how to use social media responsibly and positively.” Moreover, many teachers (and parents) agree that when it comes to social media and

smart phones, they just want children to turn them off. Judith Brown, Director of Pastoral Care at Woldingham, says, “We haven’t seen a spike in bullying through social media use but we have seen it impact self-esteem. We talk about the reality of the images they are seeing. Our Thrive programme is about resilience, character education, keeping safe, health and e-safety. It’s important they are content with themselves, learning that wellbeing comes first.” Similar workshops, programmes, talks, and assemblies help keep the communication open in many schools, enabling staff to support the most vulnerable. “I am concerned about social media and its negative impact on young men in particular,” cites Petrouchka Stafford, Vice Principal at MPW. “We’re aware of it and we talk about it. Nobody should feel ashamed. We encourage people to be open and honest because we want to help. E-safety is a huge issue for everyone.” 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. At Woldingham, girls do one day of community service where they go to an old people’s home, a church

THE STRUCTURE OF PASTORAL CARE Schools manage pastoral care in different ways but the form teacher usually has a crucial role to play. He or she is the child’s daily champion, their supporter and the colleague who helps them achieve their best, take part in school life and keeps an eye on their wellbeing. Often the tutor is the main point of contact with the parents, providing a hub of support and representing a consistent adult relationship within the school. Beyond the form teacher will be a head of house (organiser of countless fun activities that engender a sense of collective identity), head of section (lower, middle, sixth form), and often a counsellor, nurse and perhaps a chaplain. Each of these trusted colleagues makes up the matrix of support around an individual and plays an integral part in ensuring the pastoral welfare of pupils. Source: Emanuel School

James Allen’s Girls’ School

number of channels,” says Samantha Payne, Deputy Head, Pastoral at JAGS. “Extensive support is available from a dedicated team of qualified school staff with each Key Stage overseen by an assistant head, supported by heads of year and form tutors.” At Wetherby Senior School, mental health and wellbeing are a focus, “and we do not hesitate to bring in professional counsellors for one-to-one and group help,” says Head Seth Bolderow. “This allows us to offer

support that truly reflects the challenges that young men face in the modern world.” Peerto-peer mentoring is becoming a popular way of easing this issue. “At Dulwich College, our commitment to promoting wellbeing is provided in a range of age-appropriate ways, from circle time in the Infants’ and Junior School to the peer-mentoring scheme run by sixth formers for younger pupils,” reveals Nathalie Coppin, Head of Wellbeing. This development is in no small part down

HAPPY CHILDREN All parents hope their children will grow into flourishing and fulfilled adults, happy in their own skin and ready to take on life’s challenges with courage and good humour. Here are some tips to help them towards this goal

• Make sure they help in the house - it’s not a hotel!

• Make sure they know you love them for who they are – not what they achieve

• Never criticise teachers in front of them

• Stay firm and don’t give in to pressure to buy them the latest gadgets; their happiness really does not depend on them

• Eat together

Source: The Laurels School

• Help them to be considerate and to give to others in little ways - the more they think of others, the less they will be thinking of themselves

• Encourage them not to take themselves too seriously

• Build up memories of fun family times

to the biggest concern facing parents, teachers and pupils today - the impact of social media on mental health. At Alleyn’s, pupils in Years 7 and 8 receive a package from older students about behaviour online. In tutor time they discuss the issues. “Our house structure allows older children to talk to younger children and they work together on cyber bullying and bullying,” explains Skinnard. At JAGS, sixth formers, as part of their curriculum, lead a Digital Council, including peer-mentoring, and present wellbeing topics to the lower years. At Putney High School, they have trained peer-mentors (volunteer pupils who are formally trained and go on to train junior girls) and there’s a Big Sister programme in which pupils wear a badge to show who they are. There are weekly meetings where pupils can talk and share in a relaxed environment, maybe over making friendship bracelets as doing an activity can make it easier to talk. Connecting has been a key message at the school. “Our Wellbeing Within programme this year focused on human touch and making connections,” says Head Suzie Longstaff. “Our taught programme is about understanding emotions and the different challenges we face. It’s about finding genuine connections in a cyber-connected

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or a school. “‘Look outside yourself and give to others’ is part of our ethos,” says Brown. Emanuel has outreach and community partnerships in the local area and from September 2019, all sixth form pupils will be involved in regular sessions of community service in place of lessons. “It’s important for young people to have a sense of the world beyond the school gates - to look out as well as in,” says Headmaster Robert Milne. “I see our pupils’ wellbeing growing through meaningful contributions to the local area.” The concept that stress impedes learning is easy to get on board with, but not all negative emotions are to be feared. Fionnuala Kennedy of Wimbledon High observes, “One of the things we are battling against is the idea that all negative emotions are a threat. They are not: they’re necessary, natural and helpful, and the goal of permanent and unwavering happiness is unrealistic and even damaging.” Andy Skinnard at Alleyn’s agrees: “I think mental health is better now as children talk more than ever before.” But he cites parents listening and having realistic aims for their child as crucial in this finely balanced relationship. “Whatever happens, it should be about what you take with you in your personality, what you’ve become, not your A levels. If things don’t go to plan, there are still options and opportunities.”

Streatham & Clapham Prep School

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SCHOOL PROFILE

LEADING FROM THE HEART A girls’ senior school in Clapham Park, The Laurels School’s aim is to give every girl the opportunity to flourish Patterson Wealth Management Ltd

While children’s wellbeing is a major issue, it’s also useful to remember that the majority will go on to have rewarding lives, they’ll go to university or apprenticeships and embark on exciting careers, and this should rightly be celebrated. “The risk of achievements,” warns Kennedy, “is the mistaken belief

that we are what we achieve, rather than understanding that we achieve what we do because of who we are.” Valuing the individual above all else, letting children fail, encouraging them to try again with courage and resilience, is a priceless gift that will take them well beyond their school years.”

At the beating heart of The Laurels School is a desire to be the best you can be. It’s a phrase often bandied about by head teachers and educators, but without the due diligence to follow it up. There are no empty words or promises at this girls’ secondary school, which at nearly five years old is forging a new path in the well-trodden, local private school market. Founding Headmistress Mrs Linda Sanders is dedicated to character education alongside the curriculum. Her passion has led her to sit on the executive committee of the Association for Character Education supported by educational luminaries such as Professor James Arthur and Sir Anthony Seldon. “Central to the ethos of the school is the belief that each child has the ability to develop and grow and to fulfil their potential through the cultivation of moral, intellectual and social virtues,” explains Mrs Sanders. “To be happy and flourish it’s all about living life well, but how do we teach our girls to do that?” In Key Stage 3 the pupils look at different, traditional virtues and how they translate to modern day character qualities. For example, temperance is updated to self-control, which could relate to social media usage and how our behaviour online makes others feel. Similarly, fortitude is updated to resilience and how we cope under peer pressure. “Getting teenagers to look outwards rather than inwards can make a substantial difference to their emotional intelligence, how they care for themselves and know themselves, which in turn leads to a happier person who does their best and achieves their potential in the classroom.” In Key Stages 4 and 5, pupils study women who love, or dare, or work, and they revisit these virtues in new contexts. The school has a one-form entry, although this will become

a two-form entry from next year, currently with 88 girls from Year 7 up to Lower Sixth (the first group to sit A levels will do so in summer 2019). Small class sizes allow discussions and topics to be tailor-made to match each pupil’s passion. “We ask the girls, when you’re 80 years old and looking back, what do you think it will mean to have lived your life well?” This journey of self-discovery is supported by a personal tutor who meets their tutee at least once a month and helps coach them in character education, complementing other elements, such as Philosophy for Children (a course which all pupils do and all teachers are trained in) and the service ethos, which is strong in the school community and beyond. “We have strong female speakers talking to and inspiring our girls, such as the dancer Tamara Rojo, but also a mother who

The Laurels School

spoke brilliantly about motherhood,” recalls Mrs Sanders. “After all, education is about exposing them to much more than just the curriculum.” The partnership between parents and the school is highly valued, with plenty of contact flowing freely and fast responses to queries actioned. In a recent ISI report, the school was congratulated on having one of the highest ranking results from parents. “We see the parent/teacher relationship as the pillar of the school,” smiles Mrs Sanders, “and I interview parents for admissions to make sure we’re on the same page.” This headmistress is a passionate advocate of an education that encompasses the whole person and looks to how each pupil can aspire to a life of personal fulfilment and real purpose. It’s this offering that makes The Laurels School unique.

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OPEN DAYS

QUESTION TIME

57 Tooting Primary Contact the school to book a visit

58 Trinity St Mary’s Call to book a tour

School open days present the perfect opportunity for parents to ask searching questions about school life, academic and sporting choices, facilities, logistics and the all-important feel of the school. Read on for the most important dates for your diary this autumn

WANDSWORTH & MERTON PRIVATE PRIMARY SCHOOLS (UP TO 11/13) 62 Broomwood Hall Lower School, Ramsden Road: October 9th 9am-10.15am

63 Broomwood Hall Upper School

OPEN DAY

October 9th 10.15am-11am

64 Dolphin School Thursday morning tours for parents only (except nursing babies) 9.15am - 10.40am. Booking required

GUIDE

65 Eaton House The Manor Open mornings bookable through school website

Exceptional Academics

66 Falcons School for Girls 29 Mosaic

September 29th. Please register

September 27th, October 17th, January 10th & May 15th 9.30am

67 Finton House

2 Alderbrook

28 John Burns

69 Hornsby House

Contact school office to arrange a visit

October 5th & 12th 9.30am

October 18th 9am

4 Allfarthing

34 Ravenstone

WANDSWORTH STATE PRIMARY SCHOOLS

October 4th, November 8th & 29th 9.30am

5 Beatrix Potter Open afternoons each Tuesday from 2pm

15 Floreat Wandsworth Book a tour online

19 Granard September 19th, October 5th, November 7th, December 4th, January 10th 9.15am

22 High View Contact the office to book a tour

26 Honeywell Junior Whitgift School

Regular tours take place on Thursday mornings. Booking required

71 Ibstock Place

October 9th 9am, November 6th 5.30pm, November 13th & 20th 9am, December 1st 10am, December 4th & January 10th 9am

Pre-Prep and Prep (Kindergarten to Year 6) September 27th, November 15th 9.30am, January 31st, May 2nd & June 20th 9.30am

35 Riversdale

75 Newton Prep

Tours by appointment every Thursday morning

38 Rutherford House Contact to book an open event

October 13th 9.30am-12.30pm

76 Northcote Lodge October 10th 9am-10am

77 Oliver House October 6th 10am-1pm

44 St Faith’s September 20th, October 4th & 17th, November 7th & 29th, December 6th 9am

78 Parkgate House

51 Shaftesbury Park

79 Peregrines Pre-Prep

25 Honeywell Infant Regular tours take place on Thursday mornings. Booking required

September 29th 10am-12pm

Nursery: November 9th & 30th 9.30am Reception: October 9th & 23rd 9.30am Show rounds from late October to mid-January Tuesday mornings by appointment

October 6th, March 2nd, June 8th 9.30am-12pm

September 29th 10am-12pm. Booking required

83 The Eveline Day School October 6th. Booking required

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84 The Roche School

Hill House

101 Southfields Academy

110 Thames Christian School

September 22nd, October 12th, November 14th, January 16th, all mornings. Booking required

Tours every Monday, Tuesday, Thursday or Friday during term time 8.30am. No appointment necessary

September 12th, 13th, 21st, 28th & October 8th 8.45-10.30am, October 4th 5.30-7.30pm

September 25th & October 10th 11am-1pm, September 29th 10am-1pm

89 Wandsworth Prep

JAGS Pre-Prep & Prep

Contact school to book a visit

October 6th 10am-12pm

OTHER PRIVATE PRIMARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

Oakwood School October 6th 10am-1pm

105 Emanuel Whole school: September 15th 9am-12pm Sixth Form: September 18th 5-7pm

Parsons Green Prep School Contact school to book a tour

Alleyn’s Junior School September 22nd 10am-12pm, October 4th & November 13th 1.30pm - 3pm

107 Ibstock Place

Sydenham High School Prep

Cameron House School

September 15th 9am-1pm 10+, 7+ & 4+ respectively on October 3rd, 10th, 18th 9.30am-11am

Tours on Wednesday & Friday mornings. Booking required

Tower House School

September 22nd 9am-12.30pm Sixth Form: September 25th 5-8pm

108 King’s College School Whole school: September 15th 9am12.30pm. 11+: October 9th 6pm. Sixth Form: September 13th, October 4th 6pm

Open mornings. Contact school to book

DUCKS (Kindergarten and Infants’ School; part of Dulwich College) Open Mornings held by appointment on Wednesdays 9.30am

Dulwich College Junior School October 13th 9am-12.30pm

Wimbledon High Junior School October 2nd. Booking required

WANDSWORTH STATE SECONDARY SCHOOLS

Eaton House Belgravia Pre-Prep & Prep

91 Ark Putney Academy

Open mornings bookable through school website, plus individual tours

September 24th-27th 9 -10.45am. Booking required

Falcons Pre-Preparatory School for Boys

92 Ashcroft Technology College

Contact school to book a tour

September 11th 6-8pm, September 13th 5-8pm & October 14th 9-11am

Bolingbroke Academy

93 Bolingbroke Academy October 11th, 5.15pm-7.15pm & October 13th, 9.30am-12.30pm

94 Burntwood School September 26th 6-8pm & October 9th 8.45-11am

95 Chestnut Grove Academy September 18th 9-10.45am, September 27th 5-8pm & October 10th 9-10.45am

96 Ernest Bevin College September 25th 5.30pm-8pm October 1st, 3rd & 5th 9am-11am

97 Graveney School October 10th 9.30am-12.30pm & October 11th 9.30am-12.30pm & 5.30-8.30pm

98 Harris Academy Battersea September 17th & 19th 9-11am & October 20th 5-7.30pm

99 St Cecilia’s September 17th, 9am-12 noon, September 20th 6.30-8.30pm & October 15th 9am-12noon

100 St John Bosco College The Laurels School

September 18th & October 16th 9-12pm September 23rd 9-11am

109 Putney High School Junior School: October 13th 9am-11.45am & October 18th 8.45am-10.45am. Senior School 11+: October 13th 9.45am-1pm, October 15th 2.15pm, October 16th & 17th 8.45am. Sixth Form: October 13th 11.45am-1pm

111 Wimbledon High School September 12th, October 6th & 9th am Sixth Form October 6th am. Booking required

OTHER PRIVATE SECONDARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY Alleyn’s School For 11+ & 13+: September 12th 2pm, September 29th 9.30am- 12pm, November 7th 2pm. Sixth Form: September 11th 2.30pm, September 29th 9.30am- 12pm

Ravenstone Primary School

Dulwich College October 6th 9am-1.30pm & September 13th 2pm, September 19th & 28th, October 17th & November 14th 11am. Booking required. Middle School (Year 9) September 12th, October 10th & November 8th 2pm-4.30pm

Cranleigh For 11+ & 13+: October 6th For 7+ & 8+: October 6th & November 7th Booking required

Eaton Square Mayfair

DLD College

JAGS Senior School

November 14th 5pm-7pm Booking required

September 26th, October 6th & 18th 9.30am Sixth Form: October 6th 10am-1pm

September 20th, October 16th, November 21st 9.30am. Booking required

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MPW

Sydenham High School

Contact to arrange a private tour

Whole school: September 15th 9am-1pm Year 7: September 27th, November 6th & 22nd 9.30am-11am. Sixth Form: October 2nd 6.30pm-8.30pm

Mayfield September 20th, October 30th, March 22nd, April 30th am

APPLYING TO US UNIVERSITIES More British students study in the USA than anywhere else in the world: we want to study there, and they want us on their campuses. Here is what to consider when applying:

The Cedars School

Do not just focus on the Ivy League

September 29th 10am-12pm

Harvard, Princeton, Yale, Columbia, Brown, Dartmouth, the University of Pennsylvania and Cornell, all on the east coast, go by the name of Ivy League. Don’t forget other prestigious and highly ranked universities though, such as MIT, Stanford and the California Institute of Technology, and many other specialist and state universities.

Royal Russell September 22nd 8.30am-1pm

Trinity School

St John’s School, Leatherhead

October 6th 9am-12pm; no booking required. Sixth Form evening: October 15th; booking required

Senior School & Sixth Form September 28th 5pm-7pm & September 29th 9am-11am Sixth Form September 25th 5pm-6.30pm

Sutton High School September 22nd 10am, March 20th 9am & June 20th 6pm

WHAT TO ASK ON A SCHOOL VISIT Pupils are a school’s best ambassadors and are very engaging tour guides. Their enthusiasm, eloquence and the pride they show about being part of the school community can speak volumes. Be aware that in most schools, students are prepped for tours, and so should be able to give accurate answers to many questions, but they might not know the number of successful Oxbridge candidates or the development plan for the school, so direct those questions to the appropriate staff. To find out a school’s real character, pose some open-ended questions. Students can be very honest sometimes disarmingly so - and will certainly tell it as it is! • What do you think about the school’s policy on mobiles? • How strict are the staff about uniform? • What three words would you use to describe your school? • What are you most proud of about your school? • What makes you laugh at school? • What was the most exciting thing that happened in school last year? Source: Woldingham

Do not underestimate the time and effort required to complete the application process

Wetherby Senior School

Start early. Unlike UCAS, students need to apply to each US university separately and application requirements can vary greatly; typically they are due between November and January for the following autumn.

October 6th 11am-2pm

Whitgift September 22nd 9am-1pm, October 9th 4pm-8pm. Bookings required for afternoons on October 15th (Section Francaise/Sixth Form) & 16th, November 7th, 14th, 15th, 19th, 20th

Check the website of each institution’s international admissions office - each will have its own application deadlines, fees and entry requirements. Research well and choose suitable universities, and you stand every chance of being an attractive applicant. Work with your senior school Good senior schools offer dedicated assistance with the application process to US universities, including preparing the necessary documentation. Do not panic if your school does not offer this though: there are many organisations, education consultants and test tutors who can assist.

Woldingham September 29th, May 11th 9.30am-1pm, Booking required

LAMBETH STATE PRIMARY SCHOOLS

Hornsby House School

134 Streatham & Clapham Prep School 113 Clapham Manor September 24th, October 8th & 29th, November 12th & 26th, November 26th, December 10th 9.20am

118 Henry Cavendish, Balham Contact school for next available tour date

October 6th 10am-12pm, November 6th & December 5th 9am-10.45am

135 The White House Prep School Kindergarten & Prep October 13th 9.30am-11.30am. Booking required for personal tours

Source: Wetherby Senior School

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Applying for a place in a Wandsworth School for September 2019?

119 Henry Cavendish, Streatham Contact school for next available tour date

124 Richard Atkins Contact school to book autumn term open days. Tours run first Wednesday of every month

130 Telferscot Weekly throughout October, November, December, and early January 2019 (term time). Booking essential

LAMBETH STATE SECONDARY SCHOOLS 137 Dunraven Autumn 2018. Check website

LAMBETH PRIVATE SECONDARY SCHOOLS

LAMBETH PRIVATE SCHOOLS (UP TO 11/13)

141 Streatham & Clapham High School

131 Broomwood Hall Lower School

September 29th 10am-1pm, October 9th & November 7th 9.15am-11.30am. Sixth Form October 3rd 6.30pm

Garrad’s Road October 11th 9am-10.15am

132 London Steiner School Every Wednesday 9am. Booking required

142 The Laurels School September 19th 10am-12pm & October 13th 10am-1pm

Choose a Primary School

Choose a Secondary School

Closing date for applications for September 2019: 15 January 2019.

Closing date for applications for September 2019: 31 October 2018.

The Wandsworth Year 6 Test will be held in September 2018 for children starting secondary school in September 2019. Children not attending a Wandsworth primary school* must be registered online by 7 September 2018 to be invited to a test session. To register for the Wandsworth Year 6 Test visit: www.wandsworth.gov.uk/y6test If you have questions about this information visit our website www.wandsworth.gov.uk/admissions or call 020 8871 7316. *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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Having said that, state provision for children with SEND is there, provided either in mainstream schools – which is preferable – or at special SEND units or schools if the child has more significant needs, such as autism or visual and hearing impairment. See our list of SEND units and schools on page 122. This will also involve a statutory Education, Health and Care Needs Assessment and possibly an Education, Health and Care Plan (EHCP). SEND provision in Wandsworth’s special schools, for example, extends to the age of 19. But it’s not an easy journey for the parents or the child. The decision-making process over choosing the right school can be an emotional rollercoaster for parents and if it is not possible to find an appropriate placement for a child with SEND in their local borough, the local authority will look to either another borough or the private sector. It should be a collaborative process and there are disagreement-resolution teams to try and come to a solution. Steph Neale, Head of Beatrix Potter

LEARNING SUPPORT

ASSESSING THE NEED

“DYSLEXIC AND DYSPRAXIC CHILDREN ARE EXTREMELY BRIGHT AND ARTICULATE”

Finding the right school for your child if they have special educational needs is particularly challenging in the ultra competitive London market, says Gillian Upton

James Allen’s Girls’ School

When the school’s Special Educational Needs Co-ordinator (SENCo) suggests an educational psychologist assessment report on your child it’s advisable to embrace the idea. The warning signs should have been there already; unimpressive grades, lack of self-esteem, possibly bad behaviour in class. Or the grades may be impressive but disappointing compared to effort and/or suspected intellect. The sooner the issue can be identified, the sooner your child will flourish.

It may be that your child requires extra support in class as they are struggling in certain areas, perhaps in reading, writing and maths. An assessment may not reveal dyslexia but may highlight weaknesses in processing speed and working memory that require classroom and exam accommodations such as extra time. Having said that, children with specific learning difficulties such as dyslexia and dyspraxia can thrive in mainstream schools but they need to be identified and an intervention plan put in place.

Such a scenario is not uncommon, particularly in the London school market which is hyper-selective. Some less able students are unable to cope in what can feel like a hothouse environment during school hours. At James Allen’s Girls’ School, for example, the school supports pupils by providing small group intervention and lunchtime drop-in sessions. It also advises early intervention as it, “enables pupils to develop the strategies which help them to access the curriculum with confidence,” says Samantha Payne, Deputy Head, Pastoral at JAGS. “It also stands them in good stead as the demands become more challenging,” she adds. Currently, around 7% in the Senior School have a diagnosed Special Educational Needs Disability (SEND). Depending on IQ and the severity of dyslexia, it can make sense for your child to opt for BTECs rather than try and handle the pressure of A levels, and at GCSE to choose subjects that are not 100% reliant on an exam, such as drama, media studies and dance. In some cases, from GCSEs onwards, children can be allocated extra time, a laptop and a scribe to make exams less daunting, if the assessment flags up an issue. Very often the stumbling block to beginning this process is the inability of parents to be emotionally ready to accept that their child requires specialist help. Patricia Snowden is the registrar at the privately-run Fairley House full-time school, which takes children with dyslexia, dyspraxia and dyscalculia, and she sees this issue frequently. “Very often parents are upset to find their child has some specific learning difficulty,” she says. “But dyslexic and dyspraxic children are extremely bright and articulate.” Pupils stay at Fairley House for two

Wetherby Senior School

to three years and then go back into mainstream schooling. It is full-time from Years 2-11 and children learn in small classes of no more than a dozen, central to which is therapy, be it language therapy, occupational therapy or literacy. A close discussion between the school’s head and parent will decide a suitable school and Snowden believes that there is better provision in the private sector, citing Millfield, Bede’s in East Sussex, Portland Place School and St Chris in Letchworth as popular options. But in the first instance, children must be assessed. Assessments can be carried out as young as five and the likes of autism and ADHD can be picked up earlier than that. The assessment can lift the lid on your child’s weaknesses. Melanie Tham is the Assessment Coordinator at Fairley House and runs the external assessment clinic. Her assessment gives a holistic overview, furnishing the teachers with a roadmap to follow and highlighting the interventions needed. The sooner it can be done the sooner the child can be supported correctly. “Parents can wait up to a year to see an ed psych in the state system so only critical children get to the top of the list, which means the self-esteem of those still on the waiting list suffers,” she warns. “If interventions aren’t put in place, children’s behaviour will change in class.” For this reason, parents often see no other option but to pay to go privately.

The McLeod Centre For Learning

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School in Earlsfield, has first-hand experience of this and says: “Integration of children with special needs is a minefield for parents and a funding conundrum for schools. My son, now a very successful 34 year old, was statmented (now called an EHCP), so I have been on both sides. “Successful integration requires patience and understanding from all sides. Money is not the total answer for success. Undoubtedly result-driven schools are risk averse and quietly avoid any challenges. Good schools will try to involve you in what they do; small group arrangements are in schools where a SEN child can access appropriate content, but it will depend on the funding available to the school. “Similarly, schools will adapt planning to various groups not just SEN. There is no magic answer and without doubt schools struggle to meet every need. How a school approaches the parent when you mention they have an EHCP will speak volumes. Honestly, it will not be a smooth ride, but schools who believe in integration do a great job, often with little support.” SEN funding is the big challenge currently. It’s under scrutiny to reduce deficits in what is called the high needs part of school

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funding, and will inevitably impact on what schools can provide, even if an EHCP demands many things, so funding will become a stumbling block for schools and parents. A ‘halfway house’ is The McLeod Centre for Learning, a tutorial centre for dyslexia, dyscalculia, dyspraxia, SEND examination preparation and study skills. McLeod will take children in for remedial classes to get them off the bottom rung of the ladder, tackling phonics, spelling, comprehension, creative writing, handwriting, spelling, maths, touch-typing and other subjects needed for examinations. “The morning school is a part-time arrangement,” says founder Amanda McLeod. “They come for a term to a year and a half, between one to five mornings a week returning to their schools for the afternoon, or they remain at the Centre for organised play activities.” She sympathises with parents on this journey. “It can feel like a bit of a minefield out there. It’s incredibly hard to get an EHCP and it can be difficult to get appropriate support.” Often, a problem won’t get picked up if a child has a high IQ and mild dyslexia. In the private sector, it can be difficult

Eaton Square Mayfair

to find a school as some London schools have such a difficult entrance test that a child with moderate to severe dyslexia may not pass their exam, “even if they have the appropriate intelligence level for that school,” says McLeod. It leaves parents with few options. Some have taken this into their own hands, which may account for the rise in home schooling for dyslexic children in London. Industry observers say schools worth considering if your child has mild difficulties include Wetherby pre-prep, Thomas’, Hill House and Eaton Square while more specialist provision can be found in schools such as Fairley House, Abingdon, The Domine, Bruern Abbey and other such CReSTeD-registered providers. Parents should view assessments by educational psychologists and other professionals as a welcome part of their child’s educational journey. They should choose the school that is appropriate for their child rather than one to suit the parents. “If the right level of support is given to a child, at the right time, that child will be able to flourish both emotionally and academically to his or her appropriate level,” asserts Amanda McLeod.

PROFILE

SECURING THE FUTURE The choice to go down the private education route is a big one financially. For the lucky few, school fees planning is unnecessary but for the vast majority, spending many thousands per year per child for up to possibly 13 years can be a daunting prospect, creating enormous financial challenges. David Patterson, Director of Patterson Wealth Management Ltd, a senior partner practice of St. James’ Place Wealth Management, says that early and careful planning and structure are essential, “We work with families to help organise their finances so they can have what is most important to them in their lives.” He speaks from experience, having worked in this area for 25 years, and knows that education can be key in family finances. “Education trumps housing these days,” he notes. “How we educate our children has become absolutely fundamental in life. For families, especially young families just starting out, how to fund education is the big issue - it dominates thinking”. When clients go to talk to PWM - and there is no charge for the first detailed conversation to assess your position David’s aim is to reach an understanding of the family’s finances and aspirations. “You can never start planning too soon,” counsels David. “Finding the right school is competitive, so many families will be thinking early on where they might like their child to go, at least for pre-prep and prep”. A long term plan might be more vague but if private schooling is on your list of criteria, then talk sooner rather than later. “First we talk to our clients: where do you see yourselves in five years? How many more children do you want? We will look at the assets you have and your earning potential, the benefits your current job offers - does

that all work? Do you have enough today, and will you have enough income to afford private schooling and still do the things you want to do as a family - holidays, house, mortgage?” And all of this is so important to take into account, says David, because once you’re committed to private education, it’s almost impossible to stop. “Having to leave a school you’ve settled into, whichever stage you may be at, is disruptive for the children. So can you realistically afford up to 13 years of fees or is five years more achievable?” When you initially meet the small team at PWM Ltd, you will discuss whether it is practical, are there family resources or savings to meet the need? “Talk to parents, grandparents and even great-grandparents,” suggests David. “Senior generations are highly motivated to pass on money in this way now. How much more of a family legacy is a fund to support education than a pension pot?” This is why it’s important for David to have family-based discussions - it’s usually a decision for more than one person to make. “There’s no doubt this is an expensive project all the way up to and including university, and each family’s position will be different.” If the private education route is a feasible one, PWM uses software to build a model of your plan. David explains: “We know your resources, now let’s see how this might work. Our job is to help get those pots of money in the right place, gaining appropriate growth with the least risk”. This might take the form of equity release, ISAs, and grandparents giving funds to educational trusts. “We work with people over a long period of time, through changing markets, changes in jobs or careers, and we help them carve out the money for education.”

Careful and timely planning are the key to managing the financial commitment of private school fees, says David Patterson, of Patterson Wealth Management Ltd Also key is the little-talked-about subject of death. “In the worst case scenario, we need to make sure your education fund goes on. Families need wills and powers of attorney in place so that the money ends up in the right hands if tragedy does strike,” advises David. School fees should be ring-fenced within the estate in a trust administered by the spouse so that schooling is unaffected. To have to leave a school after the death of a parent, with its support network of teachers, friends and counsellors, would be another terrible blow. “People forget that Death in Service cover might pay off the mortgage, but would it cover everything else too?” At PWM Ltd, a highly personal service is on offer. With St. James’ Place Wealth Management guaranteeing the advice, ensuring a backstop so no mistakes are made and all regulations are met, David and his team can give you advice appropriate to your needs. “We will devise a well-defined plan, show you how we will maintain it, and then review and adjust over the years. Being proactive, with the right low risk investments, is the best way to master the challenge of school fees”. Ultimately, you may decide to move to an area with great state schools but the key is to start early enough with good planning, to understand what you and your spouse want, and then we can work out what resources we can deploy to help with that plan, including minimum taxation and having the right protection in place.” Patterson Wealth Management Ltd is not there to say no, but to show you what the next several years might look like and to help you put in place a successful means to make your financial future work for you and your children.

The Partner Practice 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. Patterson Wealth Management Limited is registered in England and Wales, Number 08268067. Registered Office: Lynton House 7-12 Tavistock Square, London, WC1H 9LT.

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SCHOOL PROFILE

TECHNOLOGY

CAPITAL GROWTH One year after opening its doors on Piccadilly, Eaton Square Mayfair is a central London co-ed senior school putting its best foot forward at pace For many parents the path to finding the dream school for their child isn’t always a straightforward process. There are a lot of factors to consider and striking a balance between an environment that’s stimulating and exciting, which allows children to thrive and discover and develop their passions - without the stress of tough entrance exams, constant testing and physical and emotional upheaval - can be a challenge. However, the Eaton Square Schools Group aims to eradicate that challenge and provide a well-rounded, 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. The Upper School entry process is balanced and well-rounded, with significant value placed on a teacher-student interview rather than just a test. This enables them to develop a much greater picture of the student as a person, rather than just their academic capabilities, and from there they can provide feedback in a much more considered and effective manner. Launched in September 2017, the school has undergone extensive organic growth and under the strong leadership of joint heads, John Wilson and Caroline Townshend, continues to go from strength to strength. Feedback from parents and students alike has been overwhelmingly positive and the school is looking forward to continuing to grow and build on its outstanding beginning. Eaton Square Mayfair occupies a beautiful Grade I-listed building steeped in rich history, with beautiful original ceiling murals, a grand stone staircase and state rooms lined with historic silk wallpaper, all complemented by state-of-the art technology and science labs, a cutting-edge canteen and stunning art studio. The school takes advantage of the fact that it is located in the middle of some of London’s greatest resources. Children

“FEEDBACK FROM PARENTS AND STUDENTS ALIKE HAS BEEN OVERWHELMINGLY POSITIVE” spend break times in the glorious Green Park, they swim at Covent Garden, row at Fulham Reach and enjoy specialised sports facilities at Acton. They also regularly hold lessons in world-renowned galleries, host drama workshops in famous theatres and teach science in the country’s most famous museums.

The established parent body is as engaged with the school as the pupils are and has an active PTA, which is heavily involved in key decision-making processes. One of this year’s biggest highlights was the annual charity gala involving all the schools. The event raised over £130,000 for the Evelina Children’s Hospital. This echoes the family-centred ethos, with the home-to-school partnership deeply valued, alongside a strong sense of community. The school’s aim is to ensure children develop self-confidence and respect for others, as well as a genuine love for learning with a balanced, all-round education. For London families looking for excellence in the heart of the capital, this exciting new option is moving forward with purpose.

Northcote Lodge School

FUTURE-PROOF Educators have a duty to equip the next generation with the tools they need for jobs that don’t exist yet, and they are fully embracing the challenge, says Gillian Upton

Eaton Square Mayfair

The spectre of AI is upon us, with sweeping changes predicted that will touch every aspect of our everyday lives. Technology that hasn’t been invented yet will be powering our homes, our cars, our workplaces, our high streets, airports and factories around the globe. New technology is also infiltrating our schools, colouring how and what children are taught, preparing them for the changing

employment landscape, dubbed the Fourth Industrial Revolution. Encouragingly, technology is not replacing traditional teaching but enhancing it; it merely becomes one of the devices in the teachers’ toolbox. There are fantastic Google apps for complex mathematical formulae, for example. It means that children will enter the real world post-school being able to use the latest applications.

Many schools begin by giving children their own iPad so that technology is integrated into the curriculum. Some are going further, and becoming Google or Apple accredited schools. Online safety is at the heart of any deployment, and schools are stripping out access to any social media and controlling all passwords centrally. Similarly, they are monitoring the amount of screen time to which children are exposed.

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also use Bee-Bots, programmable toys which introduce coding. The subject of coding is the cornerstone of this brave new world as it presents one of the growing job opportunities; learning how to programme a computer teaches children how to think and the subject of computer science is now compulsory for all children aged five to 16. Schools are running coding clubs at senior school for the real enthusiasts. At Northcote Lodge children learn coding from Year 4 and build their own games, programme robots and fly drones. “It’s all in curriculum time,” says Joe Knight, Deputy Head. “Older boys use it for the National Lego Robotics Competition; the boys are usually more advanced at it than the teachers so we have to inset train our staff.” Teachers at Sydenham High School - an early adoptor of the Google G Suite for Education - were apprehensive about the new teaching tool but Matthew Llewellin, Digital Strategy Leader & Physics teacher likens it to riding a bike; “Once you’ve done it once or twice you’re away”. He stresses that technology is only used if it’s effective for students and will enhance students’ experience; Sydenham has many classes that don’t involve technology at all. But at the same time he says: “I can’t stress to them enough how important coding and computing will be in all walks of life.”

CRACKING THE CODING Give your children a fun head start with coding and they’ll always enjoy it. Here are five great activities to whet their appetite: Ozobot - Bit and Evo (6+) from £39 ozobot.com Tiny line-following bots that children can program by drawing coloured codes on paper or iPad before moving on to more advanced tasks using Blockly   Sphero SPRK+ (8+) £120 sphero.com A waterproof and almost indestructible transparent ball that follows routes drawn on the iPad. Older children can code in Apple’s Swift or JavaScript, with an online community for sharing imaginative projects. The Sphero Mini costs under £50  VEX IQ (8+ with help) £275 - £330 vexrobotics.com A large box of construction possibilities with sensors, switches and motors to build a dream robot. Finished constructions can be programmed and/or remote controlled. Coding through Flowol (flow diagrams) and Modkit (blocks) for younger children, or RobotC (text) for the more advanced Dash (7-11) £150 ukmakewonder.com A very cute robot with personality partnered by five coding apps enabling remote control, line following, flow diagram and block coding. Apple’s Swift Playgrounds offer a text-based approach for older coders  Lego Boost (7+) £119 lego.com Lego has a number of codeable packs for different ages ranging from WeDo for 6+ to EV3 for 12+. Lego Boost sits between the two and is the latest addition; it includes instructions for five robots. Eaton Square

Happily, the ‘reading, writing and arithmetic’ rule is still at the heart of a child’s educational journey. “We like to balance tradition with technology,” explains Patricia Watt, Deputy Head of Eaton Square Kensington. “We secure handwriting skills first so we don’t negate books and libraries and then from Year 3 we incorporate iPads.” Eaton Square is planning to become an Apple Distinguished School within three years (see panel on page 84). The use of iPads has brought other benefits, such as teachers no longer being stuck at the front of the class, securing 100% engagement in lessons, ruling out low-level disruption in class, and teachers tweeting what’s going on in class to involve parents too. “Children are so much more engaged now,” says Watt. “If they’re learning about angles they take photos of chair corners, or they’re making Adobe Spark videos. It’s been fantastic.” Simon Severino, Headmaster at Alleyn’s Junior School, points out another benefit: “Not only does using technology develop their IT and computing skills but it also provides a safe way for children to take risks, use trial and error and collaborate with their peers.” At Putney High School, Years 4 and upwards have their own iPads for all subjects

Source: Broomwood Hall School

except for outside in the playing fields, although there are relevant applications even here, such as analysing tennis swing. “It’s changed the way teachers teach,”

says James Mutton, Director of IT & Digital Learning, a newly-created role at the school that reflects the importance that the school places on digital learning. “Pupils can ‘visit’

TECHNOLOGY AS A TEACHING TOOL

Alleyn’s Junior School

“TECHNOLOGY IS ONLY USED IF IT’S EFFECTIVE FOR STUDENTS AND WILL ENHANCE STUDENTS’ EXPERIENCE”

Putney High School

the field trip site beforehand in geography, or in biology use virtual reality to see how joints in the body move when projected onto a skeleton,” he says. “It makes learning more exciting and adds to the richness of the classroom.” Younger children are also eager to learn this way and have not been left out of the technological revolution. Familiar from a young age with touch screens, smartphones and the like, it is only natural that these digital natives will gravitate towards digital learning. Parkgate Nursery uses walkie-talkies, remote-controlled cars that children steer round a track (the start of coding), digital

cameras and so on, explains Head Malcolm McKinlay. “Technology is going to be their lives so we have to expose children to it, otherwise we’re doing them a disservice. They still have real books, real toys so it’s a balance. By Year 6 they’ll be starting to write their own code. We need to prepare them for the future.” The children also use PowerPoint and iMovie to prepare a presentation at the end of every academic year. A class bank of iPads is utilised at Alleyn’s Junior School and many lessons are delivered using the school’s VLE (Virtual Learning Environment), from which teachers can show interesting video clips or images, which stimulate discussion and inspire work. “Watching a video clip of a caterpillar changing into a butterfly in slow motion on a large screen, is arguably far more engaging than looking at a photocopy of a lifecycle diagram,” explain IT Coordinator, Charlotte Hatton and Director of Studies, Paul Swindell. Younger ones use digital microscopes to look more closely at minibeasts they have found in the school garden at Alleyn’s. They

Technology does not replace good teaching but it can complement it; it can be added to lessons in many ways to develop critical thinking, enhance pupils’ content knowledge and enable pupils to learn in a selfdirected way. Technology can enhance children’s learning through rich multimedia, which can appeal to a variety of learning styles, and can encourage meaningful collaboration. The key to the success of this is to integrate such tools with good pedagogy rather than jumping on the bandwagon of technology as a gimmick; there needs to be real educational value in how it is applied. Outstanding teachers have always used the full range of techniques at their disposal to enthuse their pupils and, when used intelligently and with purpose, technology adds an exciting new dimension to their toolkit. Source: St John’s School

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TECHNOLOGY FOR EDUCATION Technology is changing education in classrooms, but it must be for the enhancement of learning rather than the introduction of technology just for the sake of it. Combining the best educational methods with the possibilities that new technology brings opens up new possibilities for genuine learning. Sometimes the most effective way to remember a science experiment is to video it, to rehearse your Spanish dialogue is to film yourself and to learn algorithms is to make hard-copy notes. So students will be guided to the most effective way of completing tasks, whether digital or otherwise.

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with potential employers; from Year 10 they create their CV and from Year 12 they make visits to universities including Cambridge. Some 25% of leavers are offered places in Russell Group universities. Future-proofing children is also at the root of what Wimbledon High School sets out to do. “Students who are intellectually agile, flexible in their thinking and adaptable to different environments and people will stand out,” says Head of the all-girls school, Jane Lunnon. “We need students who can code but

we also need students who can make connections across traditional disciplines, and think creatively and expansively about how to solve problems. “Finally, we need students who are resilient and who know that with failure comes the deepest learning. That resilience will stand them in good stead as they move across a multitude of possible jobs when the age of the traditional professional career path is replaced with something much more fluid and uncertain yet potentially incredibly exciting.”

ONLINE SAFETY Keeping our children safe online is a growing concern for parents and knowing the right approach to take can be daunting. One simple step is to ensure that their children use devices openly and see them as a shared experience. By using laptops, iPads and any other technology in a communal part of the house rather than tucked away in a bedroom, means there is naturally an open dialogue related to what the children enjoy accessing, and parents are involved and informed. Keeping this discussion open is key in encouraging children to share their online experiences, even when mistakes happen, and parents should try to listen rather than react. It is through these shared experiences that children feel supported and develop responsible and sensible approaches to technology and the internet. When something does go wrong, they know who to talk to and how to avoid it happening again.

Blended learning brings new ways of collaborating and co-creating. Group tasks can be genuinely collaborative and individual learning can be just that. Teachers can monitor work in ‘real time’ and intervene accordingly, rather than waiting for a finished product. With technology we are changing the way that learning happens, not just the tools with which it is accomplished.

Sydenham High School

Source: Royal Russell School

Llewellin is particularly impressed with the Google Expeditions Kit, a free app of 600 expeditions that runs on its own 5G network. Teachers control the lesson and transport students to far away locations to show the solar system to Year 8 for example, or careers on computing or perhaps historical re-enactments. “It shows the ‘why things happen’ very visually,” he says. At Ernest Bevin, pupils are immersed in technology, with an amazing array of equipment at their disposal, including laser cutters, 3D printers, wireless classrooms, ICT suites, finger-printers and leading software such as Google Sketcher. Some 75% of pupils study STEM subjects; chemistry and engineering being most popular while at GCSE a large number opt for Computer Science and go on to study it at A level. “Coding classes start in Year 7 and we’re proud that our teachers are properly qualified,” says Lee Morrissey, Head of STEM. “Our Head of Science is a PhD, for example.” The curriculum is geared to giving them an insight into the world of work. From Year 7, children start to build their portfolios of all their extra curricular activities and engage

Ernest Bevin College

TECHNOLOGY PROVIDERS AND EDUCATION Technology companies such as Apple and Google are collaborating with many schools up and down the country by offering free professional learning programmes to hook them into using their products. For example, Apple supports teachers with classroom-friendly programmes, recognises them as Apple Teachers, rewards primary, secondary and higher education pioneers who are using Apple technology as Apple Distinguished Educators (offering best practices, lessons, courses, books etc en route). It does the same for schools - Apple Distinguished Schools - when all the learning comes together to support

learning goals. There are 400 schools in 29 countries that have been awarded the Apple Distinguished Schools accreditation, the closest to London being West Thornton Primary Academy in Croydon, Caterham School in Caterham and Harlow College in Essex. Similarly, Google for Education supports teachers with free online training in the shape of video tutorials for the classroom, downloadable study guides on subjects such as How to build interactive lessons, online safety and training on devices, all from its Online Training Centre, the caveat being that the school must be deploying Google tools.

MADE IN PUTNE Y Meet Charlotte, mathematics and coding wonderkid. Fluent in English, HTML and C#. www.putneyhigh.gdst.net

Source: Parkgate House School

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HEAD TEACHER PROFILES

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Robert Milne Emanuel School What do you love about your new school? The fact that it’s truly co-ed and that many of the pupils live close enough to cycle or walk to school. There’s a real sense of community and support among the boys and girls, as well as an evident sense of mutual respect. What is your vision for the school? To be a school in which pupils are excited to learn, thrive academically and purposefully seek to fulfil their ambitions. Beyond lessons, I hope that girls and boys enjoy their sports, music, drama and creative subjects - these are all great for their sense of wellbeing and long-term enjoyment of life. For many too, these are areas of great skill and talent, ones that may form the core of a young person’s life as they grow up. Our growing outreach programme featuring opportunities for pupils to teach in primary schools and support local charities is part of our commitment to help Emanuel pupils

In addition to the above, we are now in the process of drafting a site and facilities masterplan for the school. This will be drawn up by architects to show how the school and its site might look over the coming decade. The designs will be in response to our desire for smarter, lighter and brighter classrooms, more meeting spaces and an aspiration to sustain the sense of open green areas at the school. We hope to be sympathetic to the Henry Saxon Snell designs for the main building, yet modernise as we move cogently along, subject to funding and logistics. Sport matters a great deal to our pupils and we are pleased to be offering football, initially to the lower school pupils, from spring 2019. We are in the midst of a curriculum review for Key Stage 3; this has altered the foreign languages offered and will bring about more changes in the future. In the middle school, more time is now available for the sciences and we have plans to slightly broaden our A level offer from 2019. As ever, we will seek to maintain our support for the arts.

“THERE’S A REAL SENSE OF COMMUNITY AND SUPPORT AMONG THE BOYS AND GIRLS, AS WELL AS AN EVIDENT SENSE OF MUTUAL RESPECT.”

intake to Year 7 and wish to maintain this. More ambitiously we have two fundraising projects underway. The first is to ensure we have 20 pupils fully funded in the school by 2020 - we currently have 17. The second is to more than double the amount of funds we have set aside to support prospective and current pupils in need of bursaries.

Chris Ramsey Whitgift School What do you love about your new school? The quality of the boys, their diversity and their energy! Whitgift is probably London’s most generous school in terms of bursary funding, and the boys here enjoy a really rich heritage. They also learn immeasurably from each other, from the variety of things they do, and from our engagement with the local community.

What challenges do you face? As with a number of independent schools, we wish to sustain our levels of accessibility. We have around 50% primary school

What is your vision for the school? To educate the leaders of tomorrow, and to help our boys to be good men. There are big

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challenges in today’s society, and we aim to help the boys develop as independent and creative thinkers, as well as to know what it is to be a genuinely good and successful young man. What changes are you hoping to make? The value of a range of activities, the close links with a range of partner schools … and the wildlife! On the other hand, we do want to continue to help the boys to be more independent in their learning, and we’re looking at what facilities we will need in the next 20 years. What challenges do you face? Plenty, but mostly the social challenges we all face: social media, the rise of artificial intelligence, and society’s attitudes to independent education. My role is to help our pupils shape and lead in these areas, rather than be catching up.

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maximum of their ability, along with our mutually respectful relationships between staff, students and families.

each child at the school to understand and share the values that shape our Catholic, Salesian community. These values of respect, understanding, affection and humour (RUAH) underpin everything that we do.

We hope the school will embed further its sustainability, and adapt and grow to become even more inclusive, whilst firmly preserving the unique and valuable place it is for the deaf community.

What changes are you hoping to make? To develop and grow the school further by adding even more expertise to our already excellent teaching and support staff, and to widen the extra-curricular opportunities for our pupils.

“THERE IS SO MUCH GOOD PRACTICE IN PLACE AND SO MANY TALENTED STAFF WHO CAN BE DEVELOPED EVEN FURTHER”

What challenges do you face? With high property prices in London, recruiting and retaining teachers is a challenge facing all local schools.

What changes are you hoping to make? I never ‘throw the baby out with the bathwater’ when I start a new role, and after just four months I am still identifying fully our strengths and challenges. Our sixth form and on-site vocational education, our associated residential unit ‘Phoenix House’, and our traded service ‘Deaf First’ are all high on the priority list for growth, development and diversifying to meet changing needs. What challenges do you face? Firstly, we are looking for governors and trustees, particularly those from the deaf community. Secondly, finding additional funding for expanding our family and community sign language lessons and thirdly, funding the crucial holistic school and residential curriculum to further enhance and develop wellbeing, self-esteem, communication, independence and life skills in extra-curricular time.

rest of their lives. Knowing how to overcome the challenges and frustrations that are often part of everyday learning is key to all academic success, as is developing the necessary perseverance in order to master a skill or acquire knowledge. Moreover, we must build on pupils’ emotional intelligence at every opportunity, as good relationships make for a happy school and ensure that cooperative work is rewarding.

Paul Dunne St John Bosco College What do you love about your new school? I love working every day with staff who care deeply for their pupils’ wellbeing and academic progress. Ofsted recognised this recently when they commented, “The school’s vision that ‘it is not enough for young people to be loved, they must know that they are loved’ permeates the school’s culture.”

What changes are you hoping to make?

What is your vision for the school? I want every young person who comes to our school to flourish academically, socially and spiritually. To do that we are continuing to build a vibrant learning community where we set high expectations and pupils are challenged to do their best every day. I want

Sara Williams-Ryan Peregrines Pre-Prep What do you love about your new school?

Derek Kitchin Oak Lodge School What do you love about your new school? Its highly therapeutic, welcoming and inclusive approach and practice, which has a real impact on the students and families we serve, its strong links with and use of the local community, but mostly the students, who make me smile every day. What is your vision for the school? To maintain our caring and nurturing environment where all students feel valued, safe and are encouraged to achieve to the

THE ART OF COMMUNICATION Intellectual agility and the ability to communicate effectively are essential ‘real world’ skills that can be learnt. At Putney High School GDST, democracy, dialogue and debate are part of every pupil’s learning journey and that is why the school has just introduced its first Orator in Residence to encourage and enable every pupil to not only find their voice, but to stand up and stand out. Vibrant debates, school council, public speaking - there are so many ways to get involved and develop valuable

communication skills for the future. Here are a few tips for success: • Practise the art of persuasion. Learn to listen and respond to another’s point of view creatively and respectfully • Be inquisitive, intellectually agile and independent minded • Don’t be afraid to be heard. Open your mind but stand up for what you believe in Source: Putney High School GDST

Whitgift School

The children are confident, cheerful and motivated, the staff knowledgeable, positive, kind and creative, with high expectations, and the facilities are superb, especially in London where space is at a premium. Additionally, being part of the Alpha Plus group of schools enables us to share best practice and for me, as a new head, this is invaluable. I also love the way the school size enables all staff - not just teachers - to know each child really well. What is your vision for the school? Two of my priorities will be our pupils’ academic buoyancy and emotional literacy, both of which will serve the children for the

From September 2018, our pre-prep department, Peregrines, will be welcoming boys and this exciting move to co-education will entail a series of changes, as boys and girls enjoy learning in different ways. Additionally, we will continue to improve our sporting facilities, in particular our netball courts, and finally, I am hoping to build on our current links with the Falcons PrePreparatory School for Boys and the Falcons School for Boys. What challenges do you face? Brexit could have an impact on the number of European businesses in London, but let’s wait and see. And despite having moved to Putney from Ealing in 2014, we are still seen as the ‘new kid on the block’ by some. As we continue to make ourselves known by getting involved in the local community, this should change.

Clive Smith-Langridge joins Northcote Lodge as Head in January 2019. From September to December 2018 Peter Clare-Hunt will take up the role.

FINDING THE STUDENT VOICE Encouraging student voice has never seemed more relevant. While teens may be very good at talking back to parents, what about speaking up for the things that matter and using their voice for good? • Help them find where their passions lie; these interests will build their confidence and give them something to speak up about • Have conversations around the dinner table where their point of view is respected and listened to (with all phones out of sight so no distractions!) • Highlight where you think someone is using their voice effectively (The Week gives a good summary). Does your teen agree? How might they counter the argument? • Look at what schools do to encourage student voice - is there a magazine written by the students? Is their writing celebrated? • Are students engaged in social media? Not Insta selfie culture but in promoting discourse and ideas, through blogs and tweets Source: Wimbledon High School GDST

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TUTORS

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SUPPORTING ROLE To tutor, or not to tutor, that is the question. Georgina Blaskey investigates the pros and cons: which tutor to use, when to get started and all the other questions asked by parents as children approach key stages on their educational path

“WE SEE THE ROLE OF TUTOR AS COLLABORATIVE WITH BOTH SCHOOLS AND PARENTS ALIKE” 020 3002 3770

worth asking the question, ‘If I need to tutor my child to get into this school, is it really the right school for my child?” Dina Mallett, Head of Cameron House, concurs. “It is more important for a child to gain entry to a school that is suited to their character and pace of work, where they can be happy and thrive.”

info@exceptionalacademics.com www.exceptionalacademics.com

PARENTS: ROLE MODELS FOR LEARNING AND HOME EDUCATORS As a parent, you can do so much at home to help your child be the best he or she can be: • Invest your time by paying attention to both school and tutoring content • Make sure the foundations are laid in the core subjects of English and Maths: develop your child’s vocabulary and consolidate their number foundations London Home Tutors

Giving your child the opportunity to reach their full potential is a given for many parents. At a certain point in their education, your son or daughter may need extra support beyond what their school can provide, and this is when you may consider the benefits of a tutor. However, many schools are nervous when they hear a tutor has been employed. At primary and prep school level, teachers are concerned that after a full school day a child should attempt their homework unassisted

and then relax, rather than hitting the books for a couple more hours. Moreover, schools want to assess for themselves where the pupil is really at. Katharine Woodcock, Head at Sydenham High School, says to parents at open mornings that they don’t recommend tutoring. “It has no place in our entrance procedures,” she says. “We look at the whole child, interviewing every girl, setting an entrance exam which reflects the curriculum of state and independent feeder schools. It is

• Register with online learning platforms and apps such as Lumosity, Bofa & Magoosh • Nurture a love of learning by fostering an enquiring mind and a capacity to think in a creative and innovative way through discussion, debate and reading widely • Exploit additional educational opportunities. Take them travelling and to the theatre, galleries, museums and talks Source: Exceptional Academics

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“ENSURE THE TUTOR IS ABSOLUTELY THE RIGHT PERSON, ACADEMICALLY, IN THEIR TEACHING SKILLS AND IN THE CHEMISTRY BETWEEN THEM”

Exceptional Academics

Sara Williams-Ryan, Head of Peregrines Pre-Preparatory, sees the value in tutoring if it is short-term and targeted, “to reinforce knowledge or provide additional practice,” she says. “Individual tutoring can also be very beneficial for children who are introverts or particularly shy.” Tutoring companies have to walk a very fine line. Explains Dara Hanley, Director of Exceptional Academics and Head of English: “We see the role of tutor as collaborative with both schools and parents alike in collectively helping the children in our care to firstly grow in confidence and ultimately reach their full academic potential.” There is genuine worry that spoon-feeding a child essay plans and exam strategies leads to a lack of self-reliance. Once in the school they were aiming for at 11+, a CAT test (an aptitude test which they can’t be prepared for) may quickly indicate that they aren’t where they thought they were, which can be very damaging for self-esteem. “Intensive tutoring can be detrimental to a child’s wellbeing,” adds Woodcock. There are strategies you can use to avoid these pitfalls.

“INDIVIDUAL TUTORING CAN ALSO BE VERY BENEFICIAL FOR CHILDREN WHO ARE INTROVERTS OR SHY”

Each child will need their own plan to avoid burn-out and reach their peak at the appropriate time. When making the decision about when to tutor, Lorrae Jaderberg of tutor agency JK Educate, suggests you start with why. “Ask yourself what you want to achieve – in most cases it’s to get some sort of result.” Most tutor agencies will start with

JK Educate

a consultation to assess what needs to be done and the desired outcome. “If there’s a particular school parents have in mind, we will discuss whether that child is bright enough to qualify, and whether the choice they are making is aspirational or realistic. Once we are agreed, we need to look at what might sabotage the student’s success. For example, the home environment, the timetable, and then ensure the tutor is absolutely the right person, academically, in their teaching skills and in the chemistry between them.” Finding the right person is crucial, agrees Dara Hanley of Exceptional Academics, as the industry is unregulated. “Some are qualified teachers but many aren’t. Doing your research and choosing a tutor with the relevant experience is important.” Crucially, it’s having an experienced tutor on board who can help regulate how much work is done, and on what timeline, to not only get the best results and avoid burn-out, but also

MOCK EXAMS Sitting an exam can be a daunting and scary process. Many schools run trial exams in-house, but on the day itself your child will not be surrounded by children he or she knows, or be in a familiar room. Sign up for a couple of mock exams where your child can experience sitting an exam in a different environment alongside children they don’t know. The examiner should help children with their timings, which will boost their confidence for the real thing.

access to a wide pool of qualified, checked teachers, and so can take a careful brief about the child and match their personality and learning style to a tutor.” Usually there will be a trial lesson to check the chemistry is there. Charlotte Hyde of Hyde Tutors points out that the better the rapport between the tutor and child, the more the child will enjoy the process of learning. Hanley agrees: “Ask yourself – are they a good fit? Do they have relevant experience with the age group of your child? Are they ethical and honest? In some cases it might be too soon for the child and I would

continues. “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.” Planning ahead is key in this process. All too often parents leave it until the September term before a January set of exams such as 11+ and 13+, only to struggle to find a tutor at all, let alone one who is a good fit. Hyde advises that the more notice you give the more options you have, and a year is the optimum time to spend preparing a child for a set of exams but,

If you’re not able to find a suitable mock exam, start helping your child with timing. For comprehensions or creative writing tasks, many examinations only allow 30 minutes for each and your child should be able to manage this time effectively. Set a clock, stopwatch or sand timer and ask your child to keep a close eye on the time, always leaving a few minutes at the end to check their work. Source: Teatime Tutors

“YOUR SON OR DAUGHTER MAY NEED EXTRA SUPPORT BEYOND WHAT THE SCHOOL CAN PROVIDE, AND THIS IS WHEN YOU MAY CONSIDER THE BENEFITS OF A TUTOR” to instil a love and curiosity for education. Tash Rosin of Teatime Tutors explains: “A tutor needs to know how to explain something in different ways to help a child understand. Graduates may seem a good option but they won’t have the relevant teaching experience – there’s a difference between keeping a child occupied and keeping a child interested.” Good agencies will ensure their tutors have the right qualifications, experience, DBS checks and references to ensure a positive result, giving a better chance of success than choosing a tutor from the library noticeboard or an online search. As Mary Lonsdale of London Home Tutors points out, “It’s good to choose an agency because they should have

Teatime Tutors

happily suggest to parents that it might be worth reviewing and coming back to tutoring at a later stage.” Tutoring is also a financial commitment, so while going through an agency is expensive, you may get more value for money - the best match, the best experience and, therefore, the best result; you can expect to pay upwards of £55 per hour. Many agencies also support their staff with continual training and talks to keep them up-to-date on any syllabus and exam changes, the recent GCSE changes being an example. Honesty and trust are as key in the relationship between tutor and parent as in the relationship between tutor and tutee. The partnership between the child, tutor and parents is an important one. Showing your child just how valuable the role the tutor plays in their life is, is crucial to a good outcome. You should be consistent and committed, sticking 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,” Jaderberg

naturally, that depends on the child. Any more than a year in advance and it could have the opposite effect. As Lonsdale says, “As long as there are no major gaps in knowledge in respect of Maths and English, one year’s preparation should be perfect. Too long a campaign can make the child lose motivation and put pressure on them over too long a period. Their mental health and happiness should be paramount.” Beware the last-minute rush! Rosin has found herself counselling stressed parents through the process, who in turn stress out their children by leaving it too late, causing panic and anxiety all around. While tutors are not counsellors, they can bring a different perspective to what can be a stressful process and offer real solutions, as many agencies have in-house school consultants or know the institutions well themselves. Equipping your child for the future is as important as aiming for good exam results. Children should use a tutor to get to a certain point and then they need to learn to do it independently. Ignite the spark and let them fly.

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AFFORDABILITY

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

MONEY MATTERS Private schools are offering generous bursaries to ease the burden of school fees, but don’t expect an easy ride, warns Gillian Upton A diverse and inclusive school community is the rationale behind the bursaries and scholarships offered by private schools, and the fact that pupil numbers are at their highest today suggests that a private school education remains an attractive option. That’s all well and good but there is often the not insignificant matter of finding the fees. Scholarships have shrunk so much that they offer only kudos rather than any financial reward. Most parents will be lucky to have 5% shaved off the annual fees. The average scholarship fee reduction at JAGS, for example, is £1,000.

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.

to learn and able to benefit fully from the broad curriculum that Finton House offers.” Royal Russell cherry-picks those individuals “who exhibit a passion for education and an enthusiasm for participation” and is unequivocal about their target market. “Our range of scholarships and bursaries are aimed at attracting talent which we will then nurture.” Independent schools are mindful of the struggles families face in paying school fees; it’s cold comfort to learn that last year the fee increase across the body of the 1,326 Independent Schools Council (ISC) members was the lowest it has been in 20 years but at 3.5% nationally (and 4% in London), still

“SOME 40,402 PUPILS RECEIVED ON AVERAGE £9,352 VIA MEAN-TESTED BURSARIES IN 2017, REPRESENTING 7.6% OF ALL ISC PUPILS AND A TOTAL OF £378M GIVEN IN THIS WAY” Source: ISC

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 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 title ‘Partner Practice’ is the marketing term used to describe St. James’s Place representatives. H2SJP29575 07/18

So efforts must be harnessed around securing a bursary, which is closely meanstested - be prepared to bare all. The prize however, can be up to a 100% discount plus the cost of school trips and uniform, so clearly worth the invasion into your private affairs. And let’s not forget that your child also has to be up to muster. The majority of private schools are rigorously academic and your child has to reach the threshold; bursaries are not a backdoor into private education. Finton House explains: “The ideal bursary applicant will be a child whose achievement is well above average at school, who is keen

Royal Russell School

above the rate of inflation. It doesn’t quite make finding the £16,500 per child per year (the average London fee) and over double that figure for boarding, any easier though. Share a thought for the schools however, as the vast majority are run as not-for-profit businesses with charitable status and have to balance the rising cost of salaries, pensions, maintenance and utilities with keeping the school affordable. One thing they are reliant on is the income from school fees. Providing fee assistance via bursaries is hugely expensive and schools have to raise money in order to finance them. Wealthy alumni help, PTAs contribute and schools themselves are sweating

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their asset by marketing their facilities to sports camps, conferences and visiting theatre productions in school holidays, as incremental revenue streams. The Whitgift Foundation for example, is one of the largest educational charities in the country and through their support and the school’s own bursary fund, Trinity School provides financial assistance to half of its students. It was the legacy of the founder of the school to provide education to the young people of Croydon, that is “reflective of the community around them, and the world they will enter when they leave Trinity” says Eugene de Toit, Deputy Headmaster. Bursaries are the main way schools today strike the balance of achieving a cohort from a wide mix of socio-economic backgrounds. “This year one third of pupils at ISC schools benefitted from fee assistance,” says ISC spokesperson Georgina Belcher, adding that the total pot of bursary and scholarship money

stands at £400m across ISC schools. “That’s an increase of nearly £140m since 2011”. Over 35% of boys at Dulwich College are supported by bursaries and scholarships, for example. But the savings can start earlier in the educational journey too. At Newton Prep, it’s the head’s long-term goal to reach 10% of the pupil body on bursaries, which would be 63 pupils; they currently have 16. “It must never seem patronising, like crumbs from the rich man’s table,” says Head, Alison Fleming. “It’s a partnership for us. I will talk to the headmistress of say, St George’s Church of England Primary School, and it becomes a word of mouth thing.” Alongside this, Newton Prep has massively increased the number of free after school clubs, covering from 8am to 5.30pm for time-poor parents. The school has a bursary fund of £1.7m, donated by the Newton Trust, alumni and the PTA. Dr Gary Savage, Head of Alleyn’s has an equally ambitious target, aiming to increase

TOP TIPS FOR SCHOOL FEES PLANNING • Start planning early and save as much as you can. It may sound obvious but many people still wait too long before putting money aside for school fees

Paddington W2

• Sit down with a financial advisor and look at where you are now financially • Take advantage of tax-favoured savings - use that ISA allowance you keep meaning to get around to before that annual deadline passes you by once more Patterson Wealth Management Ltd

its bursary fund from £1.3m this year to £1.7m in 2018/19. “We have 9% of senior children on bursaries, we’ll have 10% by next year and 20% by I don’t know when. I’m not even putting a date on it but it will be a stretch. “We’re all passionate about bursaries but it’s difficult as we’re having to charge fees and that introduces a level of inaccessibility to begin with.” Alleyn’s does offer up to 100% bursaries and some 68% of bursary holders in 2017 received the full fee, including trips, meals and uniforms. The average bursary at Alleyn’s is 90%. “I want the school to be accessible to anyone and for them to flourish here from

• Review your financial protection life assurance, critical illness cover, wills and powers of attorney. Do you have what you need in place? • Talk to parents and/or grandparents. Education for younger generations is an exciting way to create a legacy Source: Patterson Wealth Management Ltd

our local community,” says Dr Savage. “Most of our bursary places are for kids from south-east London and I love that.” It’s clear that schools take the issue of affordability seriously and are doing all they can to be inclusive and truly embedded in their communities.

PLANNING AHEAD • Requesting a reduction if paying the whole year’s fee in advance • Pay the fees weekly, monthly or per term. Ask for more flexible payment terms • Check out the numerous charitable trusts that exist to help, available through the Educational Trusts’ Forum, an umbrella organisation representing certain professions, such as acting, the military or clergy

Newton Prep

• Grandparents can often be leaned upon to ease their inheritance tax liability by paying the fees instead • Explore staff discounts, sibling discounts, and concessions for certain professions

WRAPAROUND CARE In this age of both-parents-working, wraparound care for primary school children is in more demand than ever. Staff-run clubs, rather than paid activities from external providers, are an opportunity to tap into the broad and sometimes startling range of talents within the staff body, beyond their traditional classroom subjects. The children get to see their teachers in a whole new light and the fun,

alternative topics covered fit our aim to educate the whole child: Boggle, crossstitch and park-running may not be curriculum subjects but they are skills for life! Also, we want to meet the needs of all our children, not just those whose parents can afford paid activities. Of over 100 Clubs & Activities per week, a staggering 44 are run for free by staff - 4 to 5pm each day is certainly a busy hour! Source: Newton Prep School

• If your financial circumstances change - the main breadwinner is made redundant for example - remember that bursaries can start part way through school. School fees insurance plans also kick in on redundancy or similar. These insure a percentage of the cost of school fees but there are strings attached, so it’s worth checking the small print • Plan early. David Patterson, of Patterson Wealth Management advises, “The key to affordability is to start planning early enough. A family’s first step with us it to have a detailed conversation so that we can understand their financial position: is private schooling affordable now, and will it still be affordable in ten year’s time? Families need to be clear on their priorities and aspirations - is private education a feasible choice, will they be able to have that as well as everything else they want out of life - house, mortgage, holidays and so on? It’s a commitment for anything up to 13 years per child so the finance to cover it needs to be carved out early on.”

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SCHOOL UNIFORM

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WEAR AND TEAR Love them or loathe them, school uniforms are a boon to busy parents and as Georgina Blaskey discovered as she traced their history, even children don’t think they’re so bad Many of us parents can recall our school uniform, normally without a happy association. Mine was a brown, scratchy, A-line skirt, a brown, scratchy V-neck jumper, a practically see-through white shirt, a gold, silver and brown striped tie, ribbed brown knee socks and a brown, very thick, very scratchy blazer. Brown. It was clearly a thing back in the 80s. But little did we realise, our uniform was our greatest asset. Us girls were united in our hatred of brown, supporting one of the arguments for school uniforms - to unite. Others believe uniforms equalise pupils and put them in the correct mindset to be ready to learn, essentially putting on their work clothes to go to work (or as one aged aunt used to put it, “dress smart, think smart”). There is no legal requirement to have uniforms, but a 2007 report by the Department for Education found that almost 98 per cent of schools chose to have one. Christ’s Hospital in West Sussex claims to have the oldest school uniform in the country. Founded in 1552 for “fatherless

Northcote Lodge School

children and other poor children”, London citizens provided long blue frock coats for pupils and today the uniform remains virtually unchanged. Harrow is known for its straw boaters and Eton has distinctive tailcoats and so-called spongebag trousers, King’s School Canterbury has winged collars and Hill House has cravats and recognisable orange corduroy breeches. You’d think the teachers would have a full-scale rebellion on their hands when subjecting children to such outdated items of clothing on a daily basis, but apparently not. According to the BBC, in 2011, Christ’s Hospital surveyed its pupils to find out if it should keep its 16th-century-style blue coats and yellow stockings, and an amazing 95% said yes! But there’ll always be rebels and wannabe fashion designers. A school uniform provides a safe space for kids to test their boundaries - fictional girls’ school St.Trinian’s was a wonderful example of how you could show your personality within the confines of your uniform, how you could express your individuality while still belonging to the

Eaton Square Mayfair

group, simply by rolling up your skirt or wearing your tie in a quirky way. Following the prescriptive, strict nature of education in the 1950s, many schools relaxed their uniforms in the 80s and 90s, with polo shirts, sweatshirts and trousers as standard issue. But some have gone back to the more formal items, with huge pupil support. In some cases, the children have designed it themselves, voting on cut and fabric. Where relaxed clothing has lead to lapsed discipline, schools can use uniforms to change attitudes. The Independent reported on the tragic case of headmaster Philip Lawrence, who was stabbed outside St George’s School in Maida Vale. The article explains that after his death the school was on the brink of closure when Lady Marie Stubbs, a Glaswegian-born educator, came out of retirement to turn it around: “She introduced hardline uniform policies, banned the chewing of gum and showed zero tolerance to anyone infringing the new rules. In little more than a year, the school was transformed.” David Burgess, Managing Director of uniform supplier David Luke, went on to claim that, “Marie Stubbs has always maintained she used uniform to help turn that school round. She was convinced that it was a really important tool.” According to Mintel, 80% of parents are in favour of school uniform - it stops the morning discussion of what to wear for starters. But at some London schools, like St Paul’s Girls’ School for example, girls can wear their own clothes all the way through from 11 to 18 and it’s very popular. Some schools introduce an own-clothes policy in the sixth form, seen by many as the opportunity to at last express yourself more freely, to feel like the senior member of the school community that you have

now become, or just to be more comfortable throwing on what you like to wear each morning. Despite this new-found freedom, back in my day, the sixth form ‘uniform’ was a white t-shirt, second hand men’s jeans from Ken Market and Penny Loafters. So perhaps we are all creatures of habit, regiment and conformity after all. You could argue that style and fashion offer up a kind of uniform too - there’s certainly a ‘look’ that many adopt around Nappy Valley, or any other neighbourhood across the country for that matter. Many of us dress to be part of the tribe - wherever or whichever that tribe may be - so that we feel we belong and fit in, either consciously or sub-consciously. Uniform: it’s just a distinctive way of dressing.

The White House Prep School

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JARGON

BUSTER

Our glossary defines the different school types and all the terms associated with our education system

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Common Entrance (CE) 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.

Community schools State-funded schools or colleges where the local council is responsible for the admissions policy.

Day schools Schools where children are educated each day before returning home.

Faith schools Schools associated with a particular religion. They follow the national curriculum and priority is given to children attending a place of religion or worship.

Free schools Trinity St Mary’s

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+.

Academy schools Publicly-funded schools run by an academy trust which employs the staff. They don’t have to follow the national curriculum but do follow the same rules as other state schools on admissions, SEN and exclusions.

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.

Schools funded by the government but not run by the local council. Set up on a not-for-profit basis by teachers, parents, charities or community/faith groups, they have more control over how they are run, and don’t have to follow the national curriculum. Free schools include university technical colleges and studio schools.

Foundation schools State-funded schools in which the governing body has greater freedom in the running of the school than a community school. They own their own assets, employ their own staff and are their own admission authorities.

Independent Schools Examination Board (ISEB)

the schools are inspected regularly, either by Ofsted, the Independent Schools Inspectorate or The Bridge Schools Inspectorate.

Provides rigorous, high quality examinations and assessments for pupils seeking entry to independent senior schools at 11+ and 13+. The examinations, backed by the leading independent school associations, include the Common Pre-Tests, Common Entrance and Common Academic Scholarship examinations.

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.

Independent Schools Inspectorate (ISI) The Independent Schools Inspectorate (ISI) is the body responsible for the inspection of schools in membership of the Associations that make up the Independent Schools Council.

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 twoyear diploma.

International schools These promote an international education (often the IB, see above), and cater for students who are not nationals of the host country. The Council of International Schools (CIS) lists 13 member schools in London.

Ofsted The Office for Standards in Education, Children’s Services and Skills. Ofsted inspection reports can be viewed online at www.reports. ofsted.gov.uk and are often used as school selection criteria.

Grammar schools

Oxbridge

Academically-oriented secondary schools in the state system operating selective intake by means of entry tests at 11+. Of the 164 left in England, 19 are in Greater London.

A collective term referring to the 800-year-old universities of Oxford and Cambridge, sometimes modified to Loxbridge to include London universities.

Russell Group The self-selected association of 24 leading UK universities with arguably the best research and teaching.

Cranleigh

SEN schools Pre-preps Schools for children aged three to seven; the majority are coeducational 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.

Charterhouse, Eaton Square Mayfair, Wellington College and Westminster School. For a full list see www.iseb. co.uk/Examinations-Assessments/ Common-Pre-Tests

Primary schools

Secondary schools

Schools for children aged four to 11, usually in the state sector.

Schools for children aged 11-16 or 18, usually within the state sector.

Private schools

Voluntary aided schools

Also known as independent schools, they are fee paying. Pupils don’t have to follow the national curriculum and

State-funded faith schools or colleges where the governors are responsible for the admissions policy.

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, NonVerbal Reasoning, English and Mathematics in a multiple-choice format and take about two-and-ahalf 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,

Specialist and mainstream schools which provide units or bases for children with Special Educational Needs (SEN).

The Laurels School

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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

47 75

72 100

9 98 117

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70 22

31 7

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139 126 132 142

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135 125

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DID YOU KNOW… …IN THE EARLY YEARS FOUNDATION STAGE (EYFS), A GREATER PROPORTION OF FIVE YEAR OLDS IN WANDSWORTH – 75% - ACHIEVED A GOOD LEVEL OF DEVELOPMENT THAN THOSE NATIONALLY (71%), IN THE 2016/17 ACADEMIC YEAR © Crown Copyright. All rights reserved. Licensed to Wandsworth Council. LA 1000019270 (2015)

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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 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

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 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 Pre-Prep & Prep

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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

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

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 Lambeth Academy 139 La Retraite Roman Catholic Girls’ School 140 Trinity Academy

LAMBETH PRIVATE SECONDARY SCHOOLS 141 Streatham & Clapham High School 142 The Laurels School

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Nappy Valley Schools Directory

10 Christchurch C of E Primary School V

BEYOND ACADEMIA

Rated good by Ofsted

Whilst striving for academic excellence, what other life skills should we teach? Humans are social beings and the ability to interact is a valuable life skill. Good grades are important, however a 2016 employer survey found 93% considered soft skills to be essential. Social and interpersonal skills are key in forming friendships and successful networking.

Batten Street, SW11 2TH

KEY FOR STATE SCHOOLS A Academy school C Community school

Head: Ms E Loughnan MA Pupils: 330 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Rated good by Ofsted St Ann’s Crescent, SW18 2LR T: 020 8874 1301 E: info@allfarthing.wandsworth.sch.uk allfarthing.org.uk

F Foundation school V Voluntary aided school (C of E, Catholic, Muslim)

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

lass size: maximum 30 C Gender: mixed

WANDSWORTH STATE PRIMARY SCHOOLS (4-11) 1 Albemarle Primary School

4 Allfarthing Primary School

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: Ms J Revell Pupils: 233 Ages: 3-11 Clubs: Pre- & post-school care and a range of school clubs

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

3 All Saints’ C of E Primary School, Putney V Nurtures individuality, provides challenge, develops self-esteem and promotes respect and care for each other Putney Common, SW15 1HL T: 020 8788 5196 E: admin@allsaints.wandsworth.sch.uk allsaints.wandsworth.sch.uk

5 Beatrix Potter Primary School

Rated good by Ofsted

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

Head: Mrs C Morris Pupils: 179 Ages: 3-11 Clubs: A range of school clubs Leavers’ destinations: St Cecilia’s, St John Bosco, Harris Academy Battersea, Ashcroft Technology College, Burntwood

9 Chesterton Primary School

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 both reduced fees and scholarships achieved

Dagnall Street, SW11 5DT T: 020 7622 1619 E: office@chesterton.wandsworth.sch.uk chesterton.wandsworth.sch.uk Executive Headteacher: Mr Siswick Head of School: Miss Smith Pupils: 394 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Harris Academy, Wallington Grammar

11 Eardley School Rated good by Ofsted

Webbs Road, SW11 6PR Meteor Street, SW11 5NZ

Head: Seana Henry Pupils: 450 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Chestnut Grove, Southfields Academy, Graveney, Dunraven, Ernest Bevin

12 Earlsfield Primary School

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

T: 020 8874 5429 E: info@brandlehow.wandsworth.sch.uk brandlehowschool.org.uk

Source: Camp Suisse

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

221 Franciscan Road, SW17 8HQ

14 Fircroft Primary School

Head: Mrs A Wilson Pupils: 415 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Burntwood, Graveney, Chestnut Grove, Dunraven, Ernest Bevin and various Harris Academies

15 Floreat Wandsworth

Opened September 2015

Wye Street, SW11 2LX

Leavers’ destinations: Christ’s School, St James Senior Boys’ School, Emanuel, Ibstock Place, St Cecilia’s

Create a sense of team, exemplified by the African proverb: “If you want to go far, go together; if you want to go fast, go alone”.

16 Franciscan Primary School

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

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

Head: Mr J Grove Pupils: 766 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

7 Brandlehow Primary School

Recognise how emotions are a source of motivation and can affect the way people feel about you; research shows that people may mimic each other’s emotional states.

Rated good by Ofsted T: 020 7228 7706 E: admin@falconbrook.wandsworth.sch.uk falconbrook.wandsworth.sch.uk Head: Mrs S Smith Pupils: 269

T: 020 8672 3048 E: admin@franciscan.wandsworth.sch.uk franciscan.wandsworth.sch.uk Head: Mrs P Andre-Watson Pupils: 412 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

305 Garratt Lane, SW18 4EQ T: 020 8353 4195 E: office@wandsworth.floreat.org.uk floreatwandsworth.org.uk Head: Mr M Custance Pupils: 420 ultimately Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

17 Furzedown Primary School

Brandlehow Road, SW15 2ED Ernest Bevin College

Mission is to make every child feel valued and to experience the thrill of learning Beclands Road, SW17 9TJ T: 020 8672 3480 E: admin@furzedown.wandsworth.sch.uk furzedownschool.co.uk Head: Mrs M Kitchlew-Wilson Pupils: 410 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

18 Gatton Primary School

V F

First Muslim voluntary-aided primary school in UK to be rated outstanding by Ofsted 10 Gatton Road, SW17 0EU Tooting sIte:13E Broadwater Road, SW17 0DS Balham site: 47A Balham High Rd, SW12 9AW

For open day reminders, school application deadlines and entrance exam dates all sent straight to your inbox, simply email schools@nappyvalleynet.com and we’ll sign you up right away!

Rated outstanding by Ofsted

Rated good by Ofsted

Fircroft Road, SW17 7PP

Tranmere Road, SW18 3QQ

13 Falconbrook Primary School

Head: Ms C Wood Pupils: 260 Ages: 3-11 Clubs: A range of school clubs

Understand the vibes and energy you give out and what effect these may have on your peers or colleagues.

Ages: 3-11 Clubs: A range of pre- and post-school clubs

Rated good by Ofsted

Rated outstanding by Ofsted

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

Leavers’ destinations: Bolingbroke Academy, Graveney, Burntwood, Ashcroft Technology College

Demonstrate an interest in other people and challenge yourself to remember something about everybody you meet.

Cunliffe Street, SW16 6DS

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

Rated outstanding by Ofsted

Practise engaging and interacting with all kinds of people in different situations: teachers, family, friends, children, shopkeepers. Consider the importance of non-verbal communication: look people in the eye when talking to them.

T: 020 8769 6486 E: info@eardley.wandsworth.sch.uk eardley.wandsworth.sch.uk

Shares a vision of individuals who exceed expectations and enjoy education

Magdalen Road, SW18 3ER

6 Belleville Primary School

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

Broadwater Road, SW17 0DZ

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

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

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

Head: Georgina Roberts Pupils: 358 Ages: 3-11

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

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

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: Mrs C Grigg Pupils: 516 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Ashcroft Academy, Ark Putney Academy, Richmond Park Academy, Ricards Lodge

A vibrant multicultural school with aspiring global learners, nurturing students to develop their individual talents. Stewarts Road, SW8 4JB T: 020 7622 5087 E: info@griffinprimary.org.uk griffinprimary.org.uk Executive Head: Ms Karen Bastick-Styles Pupils: 360 Ages: 3-11 Clubs: Pre-school care plus a range of school clubs Leavers’ destinations: Harris Academy Battersea, Burntwood, Southfields Academy, Platanos College, Ashcroft Academy, Graveney, Chestnut Grove

21 Heathmere Primary School

Rated outstanding in all features Hillbrook Road, SW17 8SG

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.

24 Holy Ghost Catholic Primary School V

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

Rated outstanding by Ofsted Honeywell Road, SW11 6EF

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

Develops independence, confidence and celebrates achievements and diversity

T: 020 8944 8731 E: info@mjps.org.uk or admin@mjps.org.uk mjps.org.uk Head: Miss Nerrissa Bear (Acting) Pupils: 22 Ages: 4-11 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 184 Lower Richmond Road, SW15 1LY

Head: Ms S Martin Pupils: 377 * Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Ashcroft Techology Academy, Richmond Park Academy, Ark Putney Academy, St Cecilia’s and Whitgift

T: 020 7884 6000 E: info@oasisputney.org oasisacademyputney.org Head: Ms D Morgan Pupils: Initial intake of 38; Reception and Year 1 places only for 2017 entry Ages: 3-11

31 Our Lady of Victories Catholic Primary School V

28 John Burns Primary School

Developing full academic, personal and social potential

Wycliffe Road, SW11 5QR

Executive Head Teacher: Ms C Grigg Head: Ms S Rutherford Pupils: 180

Rated good by Ofsted Penwortham Road, SW16 6RJ

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

34 Ravenstone Primary School

Rated good by Ofsted Ravenstone Street, SW12 9SS T: 020 8673 0594 E: info@ravenstone.wandsworth.sch.uk ravenstoneschool.co.uk

Yellowbird Education

Head: Joe Croft Pupils: 408 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Chestnut Grove, Graveney, Burntwood, Ricards Lodge plus private schools such as Streatham & Clapham High, Whitgift

35 Riversdale Primary School

1 Clarendon Drive, SW15 1AW T: 020 8788 7957 E: info@ourladyofvictories.wandsworth.sch.uk ourladyofvictories.wandsworth.sch.uk

38 Rutherford House School

Balham High Street, SW17 7BS

Ofsted July 2015 rated good 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

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

36 Roehampton C of E Primary School V

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

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

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

Ages: 3-11 Clubs: No pre- & post-school care, but a range of school clubs

Focus on literacy and numeracy

302a Merton Road, SW18 5JP

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

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

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

T: 020 8769 3949 E: admin@penwortham.wandsworth.sch.uk penwortham.wandsworth.sch.uk

30 Oasis Academy Putney

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

T: 020 8788 9057 E: sbm@heathmere.wandsworth.sch.uk heathmereprimary.org

29 Mosaic Jewish Primary School

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

Rated “good with outstanding features” by Ofsted

Leavers’ destination: Honeywell Junior School

33 Penwortham Primary School

170 Roehampton Lane, SW15 4EU

Head: Mr D Roberts Pupils: 360 Ages: 7-11 Clubs: Pre- & post-school care, plus a range of school clubs

27 Hotham Primary School

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

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

T: 020 7228 6811 E: office@honeywell.wandsworth.sch.uk honeywellschools.org

Alton Road, SW15 4LJ

T: 020 8672 5901 E: info@rutherfordhouseschool.co.uk rutherfordhouseschool.co.uk Head: Ms M Mallett Pupils: 180 at present, with full capacity by 2020 Ages: 4-7 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: The first cohort of Year 6 children will leave in 2019

39 Sacred Heart Catholic Primary School, Battersea

Giving firmest-possible grounding in the core academic subjects

Rated good by Ofsted

Este Road, SW11 2TD

245 Roehampton Lane, SW15 4AA

T: 020 7223 5611 E: admin@sacredheart-battersea. wandsworth.sch.uk sacredheartschoolbattersea.co.uk Head: Mr J Brading Pupils: 454 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

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

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

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

Honeywell Road, SW11 6EF

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

Nightingale Square, SW12 8QJ

Rated good by Ofsted

22 High View Primary School

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

Charlwood Road, SW15 1PN

Rated outstanding by Ofsted

25 Honeywell Infant School

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

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

Rated good by Ofsted

20 Griffin Primary

23 Hillbrook School

26 Honeywell Junior School

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James Allen’s Girls’ School

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

37 Ronald Ross Primary School Commended by Ofsted for “very effective help with learning in Early Years Foundation Stage”. Rated outstanding by Ofsted

40 Sacred Heart Catholic Primary School, Roehampton

Recently commended by Ofsted for “exceptional progress across Key Stage 2”

Beaumont Road, SW19 6RY

Roehampton Lane, SW15 5NX

T: 020 8788 5233 E: info@ronaldross.wandsworth.sch.uk ronaldross.org.uk

T: 020 8876 7074 E: info@sacredheart-roe.wandsworth.sch.uk sacredheart-roe.wandsworth.sch.uk

Head: Mrs D Hart Pupils: 204

Head: Mr A Gibbons Pupils: 429

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43 St Boniface RC Primary School V

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

51 Shaftesbury Park Primary School C

Strong Catholic ethos that values good manners, respect for others and hard work

Rated good by Ofsted

“A Local School with a Global Perspective”

Lockington Road, SW8 4BE

Ashbury Road, SW11 5UW

Undine Street, SW17 8PP

T: 020 7622 5460 E: admin@st-marys-pri.wandsworth.sch.uk stmarysschoolbattersea.co.uk

T: 020 7228 3652 E: info@shaftesburypark.wandsworth.sch.uk shaftesburypark.wandsworth.sch.uk

Head: Mr J Brading (executive) Pupils: 217 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Head: Mrs O Richards Pupils: 345 Ages: 3-11

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

44 St Faith’s C of E Primary School V King’s Coillege School

Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: St John Bosco College, Richmond Park Academy, Wimbledon College, Ashcroft Technology Academy, St Cecilia’s, Ursuline High School, Holy Cross School, Gumley House RC Convent School, Christ’s C of E School Richmond

41 St Anne’s C of E Primary School

Main focus on excellent academic progress and achievement 208 St Ann’s Hill, SW18 2RU T: 020 8874 1863 E: admin@st-annes.wandsworth.sch.uk st-annes-wandsworth.sch.uk Head: Mrs L Steward Pupils: 148 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

42 St Anselm’s Catholic Primary School V Teaching and learning firmly centred on Christian values within a culture of love and respect for others 19 Tooting Bec Road, SW17 8BS T: 020 8672 9227 E: admin@stanselms.wandsworth.sch.uk stanselms.wandsworth.sch.uk Head: Ms H Elwes Pupils: 201 Ages: 4-11 Clubs: Pre-school care only, plus a range of school clubs Leavers’ destinations: Ursuline High School, Coloma Convent Girls’ School, London Oratory, Wimbledon College

48 St Mary’s C of E Primary School (Putney) V Belief that all children are capable of achievement within inclusive and nurturing Christian environment Felsham Road, SW15 1BA

Belief in success coming from a safe, nurturing and purposeful learning environment

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

Alma Road, SW18 1AE

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

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

45 St George’s C of E Primary School V

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

Corunna Road, SW8 4JS

Head: Mrs A M Grant Pupils: 410 Ages: 4-11 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

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

Vision is to “Aim high and achieve your full potential” Sellincourt Road, SW17 9SA T: 020 8672 6796 E: info@sellincourt.wandsworth.sch.uk sellincourt.wandsworth.sch.uk Head: Ms J Hillman Pupils: 406 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Burntwood, Graveney, Chestnut Grove

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

Head: Mrs C Lilley 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

56 The Alton School 52 Sheringdale Primary School

Rated outstanding by Ofsted

53 Smallwood Primary School

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

50 Sellincourt Primary School

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 2019

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

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

Head: Mrs S Collymore Pupils: 195 Ages: 3-11 Clubs: Pre- & post-school care, plus a range of school clubs

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

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

Christian values that include humility, endurance, thankfulness, reverence and wisdom

Creative and inclusive environment for children to develop both academically and socially T: 020 8874 2825 E: swaffield@swaffield.wandsworth.sch.uk swaffield.wandsworth.sch.uk

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

49 St Michael’s C of E Primary School V

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

T: 020 3700 0790 E: admin@tootingprimary.org tootingprimary.org.uk Head: Mr D Milligan Pupils: 63 Ages: 4-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: First cohort of Year 6 children leave in 2019

58 Trinity St Mary’s C of E Primary School V In the top 5% nationally for Maths and top 20% nationally for English, placing the school 10th in Wandsworth. Rated good by Ofsted 6 Balham Park Road, SW12 8DR T: 020 8673 4166 E: sao@tsm.wandsworth.sch.uk tsm.wandsworth.sch.uk

Danebury Avenue, SW15 4PD

Head: Miss Lynn Anderson Pupils: 155 Ages: 2-11 Clubs: Pre-school and after school care, and a range of school clubs

T: 020 8876 8482 E: admin@thealton.wandsworth.sch.uk thealtonprimaryschool.co.uk

59 West Hill Primary School

Head: Ms R Hudson Pupils: 225 Ages: 3-11 Clubs: Pre-school care and a range of school clubs

Rated good by Ofsted

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

Head: Ms J Dobson Pupils: 266 Ages: 3-11 Clubs: Pre-school care plus a range of school clubs

57 Tooting Primary

Provides a first-class education for all Franciscan Road, SW17 8HE

5 Merton Road, SW18 5ST T: 020 8874 5900 E: info@westhill.wandsworth.sch.uk westhillprimaryschool.org

60 Westbridge Primary School

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

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

Bolingbroke Walk, SW11 3NE T: 020 7228 1293 E: info@westbridge.wandsworth.sch.uk westbridgeprimaryschool.com Head: Mrs D Thompson Pupils: 189 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

61 Wix Primary School

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

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

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

Smallwood Road, SW17 OTW

54 Southmead Primary School

St Ann’s Hill, SW18 2SA

Standen Road, SW18 5TR

Granville Road, SW18 5SQ

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

55 Swaffield Primary School

109

Wix’s Lane, SW4 0AJ Parkgate House School

T: 020 7228 3055 E: admin@wix.wandsworth.sch.uk wix.wandsworth.sch.uk

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Executive Headteacher: John Grove Acting Headteacher: Rebecca Osuntokun 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

NappyValleyNet.com

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

WANDSWORTH & MERTON PRIVATE SCHOOLS (UP TO AGES 11/13) 62 Broomwood Hall Lower School, Ramsden Road A pre-preparatory school with four-form entry at the Ramsden Road site and twoform entry at Garrad’s Road. All-round education that incorporates lots of art, music, drama and sport. We aim to bring out the best in every child. Part of familyowned and family-oriented Northwood Schools The Vicarage, Ramsden Road, SW12 8RQ & 50 Nightingale Lane, SW12 8TE T: 020 8682 8820 E: broomwood@northwoodschools.com broomwoodhall.com Head: Mrs Carole Jenkinson Pupils: 290 Ages: 4-8 co-ed Clubs: A range of clubs available for all from class 1 upwards Term fees: 2017/18 £5,125 Leavers’ destinations: Boys to Northcote Lodge and girls to Broomwood Hall Upper School Term Fees: From £1,725 to £3,985

63 Broomwood Hall Upper School A preparatory school for girls offering an 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

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: Nursery £1,980, Lower School £4,090, Upper School £4,495 Leavers’ destinations: Alleyn’s, Emanuel, Francis Holland, The Hall School, Ibstock Place, JAGS, Putney High, Royal Russell, Dulwich College, Thames Christian School, Streatham & Clapham High School, Trinity, Whitgift

65 Eaton House The Manor 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 58 Clapham Common North Side, SW4 9RU T: 020 7924 6000 E: admin@eatonhouseschools.com eatonhouseschools.com Heads: Prep: Mrs Sarah Segrave Pre-Prep: Mrs Nicola Borthwick Girls’: Mr Oliver Snowball Nursery: Ms Roosha Sue Pupils: Boys’ Pre-prep 210, Boys’ Prep 190, Girls’ 180, Nursery 40. Ages: Boys’ Pre-prep 4-8, Boys’ Prep 8-13, Girls’ 4-11, Nursery 3-4

Leavers’ destinations: Boys go to top boarding schools, as well as day schools such as Dulwich College, Alleyn’s, Emanuel, King’s College School, St Paul’s, Westminster and City of London Boys Girls go to top boarding schools as well as day schools such as Alleyn’s, Francis Holland, Godolphin & Latymer, Ibstock Place, JAGS, Putney High, Wimbledon High, Streatham & Clapham High School, Emanuel, Queen’s College, More House and City of London Girls

66 Falcons School for Girls 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 Head: Mrs Sara Williams-Ryan Pupils: 125 Ages: 8-11 Gender: Girls Clubs: A range of school clubs Term fees: £5,235 Leavers’ destinations: Putney High, Wimbledon High, Latymer Upper, Godolphin & Latymer, Lady Eleanor Holles, Ibstock Place School, Benenden

67 Finton House School 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

Head: Mr Ben Freeman

70 Hurlingham School

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

Experienced, dedicated and enthusiastic staff provide opportunities which strongly promote creativity and independence of thought, essential attributes for the 21st century

Term fees: Lower School £5,126, Upper School £5,196 Leavers’ destinations: Alleyn’s, Emanuel, Francis Holland, Hall School Wimbledon, JAGS, King’s College School, More House, Royal Russell, Streatham & Clapham High School, Trinity, Whitgift and Wimbledon High School

68 Hall School Wimbledon Early Years education emphasises multisensory learning and first-hand experience, nurturing individual strengths and encouragement to reach full potential Junior School Beavers Holt, Stroud Crescent, SW15 3EQ T: 020 8788 2370 Senior School The Downs, 17 The Downs, SW20 8HF T: 020 8879 9200

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

DLD College London

Ages: 3-11 Clubs: Pre- & post-school care 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

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

Term fees: Reception to Year 2: £3,744, Years 3 to 6: £4,321

Clarence Lane, SW15 5PY

Old Methodist Hall, Putney SW15 6EH

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

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

Head: Ms Marion McDonald Pupils: 960 Ages: 4-11 Clubs: Prep to 5pm plus a range of school clubs

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

Term fees: Kindergarten/Prep 1: £5,220 per term. Prep 2 to Prep 6: £5,415 per term

Leavers’ destinations: KCS, Latymer

Leavers’ destinations: Junior school feeds into the senior school plus Emanuel, Epsom College, Harrow, Hurstpierpoint, King’s College School, Sevenoaks and Tiffin

69 Hornsby House School A warm, nurturing and inclusive school but with academic vigour

171 Trinity Road, SW17 7HL

Hearnville Road, SW12 8RS

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

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

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.

Head: Mrs Carole Jenkinson Pupils: 240 Ages: 8-13, girls Clubs: A range of clubs available

T: 020 8874 7186 E: office@hurlinghamschool.co.uk hurlinghamschool.co.uk

Head: Mr T Hobbs Pupils: 250 Ages: 4-11 Clubs: A range of school clubs

Term fees: Lower School £4,760, Upper School £5,115 + lunch £265 per term

T: 020 8682 8810 E: broomwood@northwoodschools.com broomwoodhall.com

122 Putney Bridge Road, SW15 2NQ

E: enquiries@hsw.co.uk hsw.co.uk

Head: Mr E Rees Pupils: 430 Ages: 4-11 Clubs: Pre- & post-school care, prep club and a range of school clubs until 5.15pm

68-74 Nightingale Lane, SW12 8NR

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

73 Lion House School Encourages individuality and creativity and fosters self-esteem in a harmonious and happy learning environment

Term fees: £1,035-£4,525 Junior, Putney High, Wimbledon High, Fulham Prep, Tower House School, Shrewsbury House School, Ibstock Place, The Hall School and Prospect House

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

Trott Street, SW11 3DS

4 Carlton Drive, SW15 2BZ

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

T: 020 8788 2769 E: secretary@merlinschool.net merlinschool.net

Head: Mme Frederique Brisset Pupils: 255

Head: Ms K Prest Pupils: 200+

For open day reminders, school application deadlines and entrance exam dates all sent straight to your inbox, simply email schools@nappyvalleynet.com and we’ll sign you up right away!

Term fees: 2017/2018 £6,295 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, Wellington, Marlborough

Term fees: Nursery £2,135 up to £3,540, Pre-prep £4,748, Prep £5,808, Girls’ £4,748

Camp Suisse

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Ages: 5-8 Clubs: A variety on a Monday only. Term fees: £3,988

75 Newton Preparatory School Bright children, exceptional opportunities: offers a vibrant, challenging education for inquisitive children. Aims to inspire independent learning, encourage perseverance and create considerate citizens of a wider world 149 Battersea Park Road, SW8 4BX T: 020 7720 4091 E: hmpa@newtonprep.co.uk or registrar@newtonprep.co.uk newtonprepschool.co.uk Head: Ms A Fleming; Dep Head Lower School: Victoria Goodson Pupils: 600+ Ages: 3-13 Clubs: Over 90: combination of external activities and staff-run free clubs Term fees: Nursery, mornings only: £2,980, Lower School Reception to Year 2: £5,510, Upper School Year 3-8: £6,310 Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, JAGs, King’s College School, St Paul’s, Westminster, Eton, Harrow, Tonbridge, Winchester, Benenden, Wycombe Abbey, Wellington, Rugby, The King’s School, Canterbury & Marlborough

76 Northcote Lodge School 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 26 Bolingbroke Grove, SW11 6EL T: 020 8682 8888 E: admissions@northwoodschools.com northcotelodge.com Head: From January 2019, Clive SmithLangridge (Interim Head, Michaelmas term: Peter Clare-Hunt) Pupils: 260 Ages: 8-13 Gender: Boys Clubs: A range of school clubs Term fees: £6,295 Leavers’ destinations: At 13 to London day schools eg Dulwich College, Whitgift, Emanuel, and boarding schools eg Bradfield, Marlborough, Harrow, Tonbridge, Wellington, Charterhouse, Eton, Radley

NappyValleyNet.com

T: 020 8772 1911 E: enquiries@oliverhouse.org.uk oliverhouse.org.uk Head: Mr R Farrell Pupils: 165 Gender: Co-ed Ages: 3-11 Clubs: Pre- and post-school care plus a range of school clubs Term fees: Nursery: £2200 - £3760, Pre-prep: £4,790 - £4,855, Prep: £5,030 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: £1,980 - £4,370 Reception/Pre-prep: £4,990 Prep: £5,200 Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Hall School, Ibstock Place, Putney High, Wimbledon High, Whitgift

79 Peregrines Pre-Preparatory School

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

Term fees: £5,017 Leavers’ destinations: Junior to senior school entry not automatic, but don’t have to compete with external candidates, just qualify

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

11 Woodborough Road, SW15 6PY

Head: Ms A O’Doherty Pupils: 31 registered Ages: 6-12 Clubs: A range of school clubs

T: 020 8992 5189 E: admin@falconsgirls.co.uk peregrinespreprep.co.uk Head: Mrs Sara Williams-Ryan Pupils: 120 Ages: 3-8 Gender: Boys and girls Clubs: A range of school clubs

Term fees: £8,550

Term fees: £5,235, Pre-Reception: £2,860

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

Leavers’ destinations: Falcons School for Girls, Falcons School for Boys

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

Aims to create an atmosphere where children feel valued and secure in an educational experience that is both challenging and fun 75 Putney Hill, SW15 3NT T: 020 8780 0456 E: info@prospecths.org.uk

T: 020 7978 0900 E: Battersea@thomas-s.co.uk thomas-s.co.uk 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

Academically selective with an ethos of excellence, outstanding opportunity and care. “Teaching in the Early Years Foundation Stage is excellent. It is lively, imaginative and fun,” concluded ISI

Head: Ms Pippa Daverson Pupils: Junior School – 320 Ages: 4-11 Gender: Girls Clubs: A range of school clubs across art, design, drama, music and sport

Leavers’ destinations: Mainstream schools

83 The Eveline Day School

Swan House, 207 Balham High Road, SW17 7BQ T: 020 8673 3188 E: eveline@evelinedayschool.com evelinedayschools.com Head: Ms Eveline Drut Deputy Head: Mrs Gillian Tomlins-Young Pupils: 120 Ages: 3-11

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’

28-40 Battersea High Street, SW11 3JB

81 Putney High School

T: 020 8788 4886 E: putneyhigh@put.gdst.net putneyhigh.gdst.net

89 Wandsworth Preparatory School

Term fees: £4,375-£5,800 pa

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

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

35 Putney Hill, SW15 6BH

Ages: 3-14

86 Thomas’s Battersea

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

A non-selective school for girls and boys where children are encouraged to flourish and thrive

80 Prospect House School

7-11 Nightingale Lane, SW4 9AH

or registrar@prospecths.org.uk prospecths.org.uk

Term fees: Reception-Year 2: £5,563, Years 3-8: £6,385 St John’s School

Clubs: Pre- and post-school care clubs and prep-club, including compulsory strings orchestra for KS2 Term Fees: £4749.68 (8.45am to 4pm) 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

84 The Roche School 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: 323 Ages: 2.5-11 Clubs: A wide range of school clubs Term fees: Nursery £1,744 - 4 mornings, £3,596 – 5 mornings & 4 afternoons, Years 1 to 2 £4,760, Years 3 to 6 £4,990 Leavers’ destinations: Latymer Upper, Alleyn’s, King’s College School, Dulwich College, Ibstock Place, Wimbledon High, Emanuel, JAGS, Whitgift, Putney High School

85 The St Michael Steiner School Parent & Child Group Ofsted judged it as providing a good quality of education Merton Road, SW18 5ST T: 020 8870 0500 E: info@stmichaelsteinerschool.co.uk stmichaelsteiner.wandsworth.sch.uk Pupils: 62 full-time, +11 part-time

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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.

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

87 Thomas’s Clapham

Mansel Road, SW19 4AB

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

T: 020 8971 0902 E: info.juniors@wim.gdst.net

Broomwood Road, SW11 6JZ

wimbledonhigh.gdst.net

T: 020 7326 9300 E: clapham@thomas-s.co.uk thomas-s.co.uk

Head: Miss Kate Mitchell Pupils: 325 Ages: 4-11 Clubs: A variety of music, drama, sport, chess and many more

Head: Mr P Ward Pupils: 650 Ages: 4-13 Clubs: No pre/post school care but a range of after school clubs 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: £4,874 per term Leavers’ destinations: The vast majority of Juniors transfer to Senior school, sitting the same 11+ assessments as external candidates

OTHER SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

88 Ursuline Prep School A non-selective independent catholic prep school for girls aged 3-11 (and boys up to age 4 and co-ed nursery) 18 The Downs, SW20 8HR T: 020 8947 0859 E: office@wups.co.uk ursuline-prep.merton.sch.uk Head: Anne Farnish Pupils: 250 Ages: 3-11 Term fees: £3,465 (Nursery to Year 6) Leavers’ destinations: Emanuel, Kingston Grammar, The Laurels School, Lady Eleanor Holles, Putney High School, Sutton High School, Ursuline High School, Ibstock Place, Royal Russell, Streatham & Clapham High School, Wimbledon High School, Woldingham

Alleyn’s Junior School 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’ wellbeing Townley Road, SE22 8SU T: 020 8557 1519 E: juniorregistration@alleyns.org.uk alleyns.org.uk Head: Simon Severino Ages: 4 – 11 Pupils: 240 Term fees: Reception, Years 1-2 £5,787 Years 3-6 £6,027 Leavers’ destinations: Alleyn’s School

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Cameron House School

Parsons Green Prep School

A boutique prep school in the heart of Chelsea

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)

4 The Vale, SW3 6AH T: 020 7352 4040 E: info@cameronhouseschool.org Head: Mrs Dina Mallett Ages: 4-11 Gender: Co-ed Term fees: £6,155

1 Fulham Park Road, SW6 4LJ

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 7610 8085

Dulwich Prep London Independent prep school founded in 1885. Formerly known as Dulwich College Preparatory School 38-42 Alleyn Park, SE21 7AA T: 020 8670 3217 E: admissions@dulwichpreplondon.org Head: 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 79 Eccleston Square, SW1V 1PP T: 020 7931 9469 E: registrar@eatonsquareschool.com eatonsquareschool.com Head: Sebastian Hepher Pupils: 300 Age: 4-11 Term Fees: £6,875 - £7,090 Leavers’ destinations: Eaton Square Upper School and many other excellent 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 Leavers’ destinations: Girls to More House School, Putney High School, Queen’s Gate School, Latymer Upper School, JAGS, Francis Holland, Alleyn’s School

E: admissions@parsonsgreenprep.co.uk parsonsgreenprep.co.uk

Bolingbroke Academy

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

Harrodian School Harrodian is a friendly educational community which encourages pupils’ individuality and excellent academic results Lonsdale Road, SW13 9QN T: 020 8748 6117 E: admin@harrodian.com harrodian.com Head: James Hooke Ages: 4-18 Pupils: 282 Term fees: Pre-prep £4,431, Prep £5,076, Senior £5,867, Sixth form £6,766 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: £1,595 - £3,010, Infants: £3,010, Juniors: £3,280 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

Head: Mr Tim Cannell 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.

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 Ages: 4-11 Gender: Girls Term fees: Prep £4,387

91 Ark Putney Academy

188 Sheen Lane, SW14 8LF T: 020 8876 3323 E: admissions@thsboys.org.uk thsboys.org.uk Head: Gregory Evans Pupils: 180 Ages: 4-13 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

A culture of high aspiration for all is central to the school’s vision and ethos

Ensures outstanding progress through a well-designed curriculum, a broad range of enrichment and extension programmes and excellent pastoral care Pullman Gardens, SW15 3DG T: 020 8788 3421 E: receptionist@arkputneyacademy.org arkputney.org Head: Ms A Downey Pupils: 449 Ages: 11-18 Clubs: A range of school clubs

92 Ashcroft Technology Academy

Offers excellent opportunities to achieve the highest possible standards of learning in a technology-rich environment, including the IB Diploma 100 West Hill, SW15 2UT

Head: Mr D Mitchell Pupils: 1,000 Ages: 11-18 Clubs: Wide range of school clubs

Head: Mr C Kingsley Pupils: 958 Ages: 11-19 Clubs: A range of school clubs

T: 020 7924 8200 E: info@arkbolingbrokeacademy.org arkbolingbrokeacademy.org Head: Ms C Edis Pupils: 800 Ages: 11-18 Clubs: Wide range of school clubs Leavers’ destinations: First cohort of Year 13 children leave in 2019

Encourages students to be independent, articulate young women who take power and control over their lives in an informed and intelligent way Burntwood Lane, SW17 0AQ T: 020 8946 6201 E: info@burntwoodschool.com burntwoodschool.com Head: Mrs H Dorfman 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

Outstanding teaching within a caring and supportive Christian environment. “The distinctiveness and effectiveness of Saint Cecilia’s as a Church of England school are outstanding” SIAM report, November 2016 Sutherland Grove, SW18 5JR

96 Ernest Bevin College & Sixth Form Centre C

Head: Mr N Gallagher Pupils: 950 Ages: 11-18 Clubs: A range of school clubs

Ofsted rated Outstanding and awarded STEM Assured status in recognition of the excellence in teaching Science, Technology, Engineering, Computing & Maths

Leavers’ destinations: Oxbridge, Durham, Exeter, Leeds, Liverpool, Birmingham, Royal Academy of Music, LSE and universities abroad

Beechcroft Road, SW17 7DF

100 St John Bosco Catholic School & College V

T: 020 8672 8582 E: mail@ernestbevin.london ernestbevin.london

Wakehurst Road, SW11 6BF

99 Saint Cecilia’s Church of England School V

T: 020 8780 1244 E: admissions@saintcecilias.london E: info@saintcecilias.london saintcecilias.london

Leavers’ destinations: 100+ to universities every year, approx. two-thirds to study STEM subjects

Prepares all pupils for university courses or a career of their choice. Specialisms are maths and music

94 Burntwood School

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

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

T: 020 8877 0357 E: info@ashcroftacademy.org.uk atacademy.org.uk

93 Bolingbroke Academy

Chestnut Grove, SW12 8JZ

Tower House School Founded in 1932, this is “A traditional boys’ prep school but with a modern twist,” says The Good Schools Guide

95 Chestnut Grove Academy

WANDSWORTH STATE SECONDARY SCHOOLS

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97 Graveney School

Rated good with outstanding leadership by Ofsted Parkham Street, SW11 3DQ T: 020 7924 8310 E: info@sjbc.wandsworth.sch.uk stjohnboscobattersea.org Head: Mr S Uttley Pupils: 446 Ages: 11-18 Clubs: A range of school clubs

Ofsted remarked in March 2015 on the pupils’ “positive attitude to learning”, their outstanding results and how the school develops the whole person Welham Road, SW17 9BU T: 020 8682 7000 E: info@graveney.wandsworth.sch.uk graveney.org

101 Southfields Academy

333 Merton Road, SW18 5JU T: 020 8875 2600 E: info@southfields.wandsworth.sch.uk

Head: Mr G Stapleton Pupils: 1,949 Ages: 11-18 Clubs: A range of school clubs Leavers’ destinations: Oxford, Cambridge & 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 Head: Dr D Moody Pupils: 1,150 including 250 in sixth form Ages: 11-18 Clubs: A range of school clubs

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

Woldingham

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southfields.wandsworth.sch.uk

105 Emanuel School

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

Providing a wonderfully well-rounded education to bright, ambitious and talented boys and girls

Leavers’ destinations: Oxbridge, top universities including many Russell Group, apprenticeships in banking, IT and telecommunications, work-related training, further education and employment

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

Battersea Rise, SW11 1HS T: 020 8870 4171 E: enquiries@emanuel.org.uk emanuel.org.uk Head: Mr R Milne Pupils: 910 Ages: 10-18 Clubs: A range of school clubs plus the Duke of Edinburgh Awards scheme Term fees: £6,194 Leavers’ destinations: Oxbridge and Russell Group 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 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

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 (junior school): £5,980; Years 5-8 (junior/lower school): £6,510; Year 9 onwards (senior school): £7,200

109 Putney High School 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

103 St Francis Xavier Sixth Form College

2017-18. The Good Schools Guide said, “Intellectually exhilarating yet principled, this is selective education at its very best… a real golden ticket”

T: 020 8879 9200 E: admissions@hsw.co.uk or enquiries@hsw.co.uk hsw.co.uk Head: Mr T Hobbs Pupils: 270 Ages: 11-16 Clubs: A range of school clubs plus the Duke of Edinburgh Awards scheme Term fees: £5,513 Leavers’ destinations: Graveney, Westminster, King’s College School, St Cecilia’s, Esher College, Richmond College, Epsom College, Royal Russell, Whitgift

107 Ibstock Place School Aims to produce happy well-rounded children with lots of extracurricular activities to become socially responsible, honest and resilient with determination, ambition and self-confidence Clarence Lane, SW15 5PY T: 020 8876 9991 E: registrar@ibstockplaceschool.co.uk ibstockplaceschool.co.uk Head: Mrs A Sylvester-Johnson Ages: 11-18 Clubs: A range of school clubs plus the Duke of Edinburgh Awards Scheme Term fees: £6,690 per term 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

Head: Ms Carmel Longley Pupils: 315 Ages: 3-11

Leavers’ destinations: Oxbridge, Russell Group, top universities in the US, Canada and mainland Europe

116 Granton Primary School

T: 020 8788 4886 E: putneyhigh@put.gdst.net putneyhigh.gdst.net

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

Outstanding by Ofsted Belmont Road, SW4 OBZ

110 Thames Christian School Individuals are known and valued enabling teachers to develop each pupil’s talents and inspire them to achieve. “Performance across the subject range at GCSE is markedly higher than that predicted from their prior attainment.” ISI 2015 Wye Street, SW11 2HB T: 020 7228 3933 E: info@thameschristianschool.org.uk thameschristianschool.org.uk Head: Dr Stephen Holsgrove Pupils: 125 Ages: 11-16 (adding sixth form in 2020) Clubs: A wide range of school clubs Term fees: £5,260 Leavers’ destinations: Royal Russell School, Christ’s Hospital, Alleyn’s School, Highgate School, The Harrodian School, The Brit School, Harris Westminster and Ashbourne College

111 Wimbledon High School A beacon school of the Girls’ Day School Trust. Keen to provoke intellectual curiosity and help students equip themselves for the challenges of 21st-century life Mansel Road, SW19 4AB

T: 0207 622 3919 E: admin@claphammanor.lambeth.sch.uk claphammanor.lambeth.sch.uk Head: Mr B Hazell Pupils: 453 Ages: 3-11 Clubs: A range of school clubs

114 Corpus Christi Academy Catholic Primary School A

Granton Road, SW16 5AN

Head: Mr Andrew Terrey Pupils: 492 Ages: 3-11

(4-11)

113 Clapham Manor Primary School and Children’s Centre

Rated good by Ofsted T: 020 8764 6414 E: admin1@grantonprimary.org.uk grantonprimary.org.uk

LAMBETH STATE PRIMARY SCHOOLS

35 Putney Hill, SW15 6BH

Leavers’ destinations: Oxford, Cambridge, LSE, UCL, Imperial, Stanford USA, Russell Group, music conservatoires, art colleges

T: 020 8674 2387 / 020 8674 1407 E: glenbrook@ghf.london gipsyhillfederartion.org.uk

Academic, Sports & Music Scholarships for Year 7; For sixth form: Academic, Sports, Music, Drama, Art Scholarships. Meanstested bursaries available.

112 Bonneville Primary School

Term fees: £5,017 per term

Clarence Avenue, SW4 8LD

Term fees: £6,270

Rated good by Ofsted

Part of Gipsy Hill Federation. Ofsted rated it good in terms of overall effectiveness

Head: Mrs Jane Lunnon Pupils: 640 Ages: 11-18 Clubs: Some 140 clubs a week

Intellectual agility, pupil wellbeing and outstanding opportunity are at the heart of the school’s ethos. “A spirit of innovation, openness and creativity pervade the school,” said ISI report

Head: Ms Pippa Daverson, Director of Sixth form: Mr P Dwyer Pupils: 320 (including junior school) Ages: 11-18 Gender: Girls

115 Glenbrook Primary School

T: 020 8971 0900 E: info@wim.gdst.net wimbledonhigh.gdst.net

Dulwich College

117 Heathbrook Primary School and Children’s Centre C

120 Iqra Primary School

Rated good for overall effectiveness by Ofsted

127 Park Hill, SW4 9PA

St Rule Street, SW8 3EH

T: 020 7622 3630 E: admin@iqra.lambeth.sch.uk iqra.lambeth.sch.uk

T: 020 7622 4101 E: admin@heathbrook.lambeth.sch.uk heathbrook.org Head: Mr Ben Roberts Pupils: 409 Ages: 3-11

118 Henry Cavendish Primary School Balham site C Rated outstanding by Ofsted Hydethorpe Road, SW12 0JA T: 020 8673 3376 E: office@henrycavendish.co.uk henrycavendish.co.uk Head: Mrs Alexandra Hardy Pupils: 761 Ages: 3-11

V A

Rated good for overall effectiveness by Ofsted

Head: Mrs H Saleem Pupils: 211 Ages: 4-11

121 Kings Avenue Primary School Kings Avenue, SW4 8BQ T: 020 7622 1208 E: office@kingsavenue.lambeth.sch.uk kingsavenueschool.co.uk Head: Elizabeth Maxted Pupils: 452 Ages: 3-11

122 Lark Hall Primary School and Children’s Centre C

Rated outstanding by Ofsted. Trent Road, SW2 5BL

Rated outstanding by Ofsted

Smedley Street, SW4 6PH

T: 020 7737 2796 E: office@corpuschristi.lambeth.sch.uk corpuschristischool.co.uk

Dingley Lane, SW16 IAU

T: 020 7622 3820 E: admin@larkhall.lambeth.sch.uk larkhall.lambeth.sch.uk

Head: Ms A Hardy T: 020 8673 3376 E: office@henrycavendish.co.uk henrycavendish.co.uk Details as above

Requires improvement according to Ofsted

119 Henry Cavendish Primary School Streatham site C

Head: Mrs J Connery and Mr R Coyle Pupils: 413 Ages: 3-11

117

Rated good by Ofsted

Head: Mr Gary Nichol Pupils: 450 Ages: 3-11

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Head: Mrs Deborah Hogan Pupils: 241 Ages: 7-11

T: 020 8682 8850 E: broomwood@northwoodschools.com broomwoodhall.com

42 Mitcham Lane, SW16 6NP

Head: Mrs Carole Jenkinson Pupils: 130 Ages: 4-8 Co-ed Clubs: A range of clubs available for all from class 1 upwards Term fees: 2017/18 £5,125

T: 020 8769 2712 E: mgr@st-leonards.lambeth.sch.uk st-leonards.lambeth.sch.uk

Leavers’ destinations: At 8 to Northcote Lodge and Broomwood Hall Upper School as well as local Dulwich schools

127 St Leonard’s CE Primary School V A Rated good by Ofsted

Head: Mr Simon Jackson Pupils: 207 Ages: 4-11 Exceptional Academics

Rated outstanding by Ofsted Victoria Rise, SW4 ONU T: 020 7720 9378 E: admin@macaulay.lambeth.sch.uk macaulaycofeschool.co.uk macaulay.lambeth.sch.uk Heads: Miss Jo Samways Pupils: 222 Ages: 3-11

124 Richard Atkins Primary School

T: 020 8674 0156 E: admin@richardatkins.lambeth.sch.uk richardatkins.lambeth.sch.uk Head: Nadia Macintosh Pupils: 372 Ages: 3-11 Clubs: Breakfast Club & a range of after school clubs

125 St Bede’s Catholic Infants School V A Rated good for overall effectiveness by Ofsted Thornton Road, SW12 OLF T: 020 8674 7292 E: office@st-bedes.lambeth.sch.uk st-bedes.lambeth.sch.uk Heads: Ewa Ostrynska and Laura Lowney Pupils: 226 Ages: 3-7

126 St Bernadette’s Catholic Junior School V A Rated good by Ofsted 1-4 Atkins Road, SW12 0AB T: 020 8673 2061 E: office@st-bernadette-rc.lambeth.sch.uk stbernadette.co.uk

Crescent Lane, SW4 9QJ

9 Weir Road, SW12 0LT

T: 020 7622 5479 E: office@st-marys.lambeth.sch.uk st-marys.lambeth.sch.uk

T: 020 8772 3504 E: info@londonsteinerschool.org LondonSteinerSchool.org

Head: Miss Karen Pluckrose Pupils: 348 Ages: 3-11

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

129 Sudbourne Primary School

Rated outstanding by Ofsted

Rated good by Ofsted. ‘Inspiring curiosity & the courage to succeed’ New Park Road, SW2 4JP

Rated outstanding by Ofsted

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

128 St Mary’s RC Primary School V

123 Macaulay CE Primary School V A

132 London Steiner School

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

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

133 Rann Horizon School

130 Telferscot Primary School

121 Nelsons Row, SW4 7JR

Rated good by Ofsted

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

LAMBETH PRIVATE SCHOOLS (UP TO AGES 11/13) 131 Broomwood Hall Lower School, Garrad’s Road A pre-preparatory school (co-ed, ages 4 to 8) with two-form entry at Garrad’s Road and four-form entry at the Ramsden Road site. 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 3 Garrad’s Road, SW16 1JZ

T: 020 7720 1591 E: rannhorizonschool@gmail.com rannhorizonschool.com 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 aims to empower pupils and help them exceed expectations in a caring, nurturing environment. A rich, challenging curriculum is matched by opportunities outside the classroom Wavertree Road, SW2 3SR T: 020 8674 6912 E: prep@schs.gdst.net Head: Dr M Sachania, Head of Prep school: Mr T Mylne Pupils: 220 Ages: 3-11 Gender: Girls Clubs: A range of school clubs Term fees: Nursery £3,360; Prep £4,410

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: 130 Ages: 2.5 - 11 Clubs: A range of after school clubs including swimming, ballet, computing, Spanish and chess

139 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

Term fees: £4,510 (Reception - Yr 2), £4,930 (Yr3-Yr6)

140 Trinity Academy

Leavers’ destinations: Dulwich College, JAGS, Alleyn’s, Emanuel, Streatham & Clapham High School, Woldingham, Whitgift, Trinity

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

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

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

LAMBETH PRIVATE SECONDARY SCHOOLS 141 Streatham & Clapham High School In the top 20% of independent schools nationally, with a focus on achieving beyond expectation and with exceptional pastoral care in a ‘family’ school

94/98 Leigham Court Road, SW16 2QB T: 020 8696 5600 E: info@dunraven.org.uk dunraven.org.uk

42 Abbotswood Road, SW16 1AW T: 020 8677 8400 E: senior@schs.gdst.net schs.gdst.net Head: Dr M Sachania Pupils: 478 Ages: 11-18 Gender: Girls Clubs: A range of clubs plus the Duke of Edinburgh Awards Scheme Term fees: Senior £5,676 Leavers’ destinations: Cambridge, Bristol, Durham, East Anglia, Exeter, Goldsmiths, Hull, Leeds, Liverpool, Newcastle, Nottingham, Royal Holloway, Sheffield, Sussex and UCL universities

142 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 126 Atkins Road, SW12 OAN T: 020 8674 7229 E: enquiries@thelaurelsschool.org.uk thelaurelsschool.org.uk Head: Mrs L Sanders Pupils: 90 Ages: 11-18 Gender: Girls Clubs: A range of school clubs Term fees: Year 7 to 11: £4,740, Sixth Form: £5,000

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: Mr D Boyle Ages: 11-18 Clubs: A range of school clubs

138 Lambeth Academy

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Head: Dr Gary Savage Ages: 11-18

Term fees: Years 7-13 £6,617

Part of United Learning, it is committed to bringing out the best in everyone to achieve their potential as confident, well-rounded individuals

Leavers’ destinations: Oxford, Cambridge, Bristol, Durham, Edinburgh, Exeter, Leeds, University College London and US universities

Elms Road, SW4 9ET

Ardingly College

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

In Tatler list of top public schools. Excellent results and Top 10 IB school in the UK College Road, Haywards Heath RH17 6SQ Dolphin School

T: 01444 893000 ardingly.com

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Head: Ben Figgis Ages: 4-18 Gender: Co-ed

The college produces some of the finest actors, musicians, sportsmen and writers in the country

Term fees: Nursery/pre-nursery (5 days), Reception & Years 1 & 2: £2,800; Prep as day pupils from £4,020; Senior as day pupils from £7,460, boarding from £10,160

Dulwich Common, SE21 7LD

Leavers’ destinations: Russell Group universities

Cranleigh Cranleigh, Surrey, GU6 8QQ T: 01483 276377 E: admissions@cranleigh.org cranleigh.org Head: Mr Martin Reader Pupils: 628 Gender: Co-ed Ages: 13–18 Term Fees: Boarding £12,205, Day: £9,995 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

T: 020 8693 3601 E: enquiries@dulwich.org.uk dulwich.org.uk Head: Dr Joseph Spence (Master) Ages: 3-18 Gender: Boys Term fees: £6,816 (Day), £13,339 (Weekly boarding), £14,227 (Full boarders) 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

Separate boys’ and girls’ prep schools owned and operated by Cognita

Head: Caroline Townshend / John Wilson Pupils: 400 Gender: Co-ed Ages: 11-18 Term Fees: £7,250-£7,500

Boys: 168 Pampisford Road, South Croydon CR2 6DA

Leavers’ destinations: Opened September 2017; no leavers yet

Cumnor House School

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: boys: Floyd Steadman; girls: Dina Mallett Ages: 4-11 Gender: Separate boys’ and girls’ schools Term fees: Pre-prep £3,350; Prep £4,030 Leavers’ destinations: Boys to Westminster, Dulwich College, Charterhouse, Whitgift and Trinity; girls to Woldingham, Caterham, Royal Russell and Rodean

DLD College London Co-educational day and boarding college in the heart of London offering A level, GCSE, BTEC and International Foundation Programmes 199 Westminster Bridge Road, SE1 7FX T: 020 7935 8411 E: dld@dld.org Head: Irfan Latif (Principal) Ages: 16-18 Gender: Co-ed Term fees: £7,333 for GCSE, A levels/BTEC and £9,333 International Foundation Programme Leavers’ destinations: Russell Group universities, Swiss hotel school and Oxbridge

James Allen’s Girls’ School (JAGS) JAGs aims to help all pupils fulfill their potential by stimulating their intellectual curiosity, enthusiasm and imagination 144 East Dulwich Grove, London SE22 8TE T: 020 8693 1181 E: admissions@jags.org.uk. jags.org.uk Head: Mrs Sally-Anne Huang Ages: 4-18 Gender: Girls Term fees: Senior School: £5,997 per term Leavers’ destinations: Bath, Birmingham, Bristol, Cambridge, Cardiff, Durham, Edinburgh, Exeter, Imperial, Leeds, Liverpool, London, Manchester, Newcastle, Oxford, York

Mayfield Leading independent Catholic boarding and day school for girls aged 11 to 18. The Independent Schools Inspectorate described the quality of education as outstanding The Old Palace, Mayfield, East Sussex TN20 6PH T: 01435 874 600 E: enquiry@mayfieldgirls.org

Dulwich College

Heads: Miss Antonia Beary Ages: 11-18 Gender: Girls Term Fees: Full boarding £11,300, Day £7,000

An academically-selective school, Dulwich was rated excellent in every category in ISIs report.

Leavers’ destinations: Cambridge, Durham, Edinburgh, Exeter, Oxford

MPW

Gender: Girls Term fees: Years 7-8: Day £6,860, Boarding £11,190; Years 9-Upper Sixth: Day £7,480, Boarding £12,180

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

Leavers’ destinations: Bath, Bristol, Cambridge, Cornell (USA), Durham, Exeter, Imperial College, Leeds, King’s London, UCL, Manchester, Oxford, St Andrews, Trinity College Dublin, Warwick, York

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

STATE SCHOOLS AND COLLEGES WITH SEN UNITS

Leavers’ destinations: Manchester, Exeter, King’s College, Bristol, UCL, Warwick, SOAS, Bournemouth, Goldsmiths, Imperial, Loughborough, St Andrews, Glasgow

Ashcroft Technology Academy Autistic Spectrum Disorder The Laurels School

T: 020 8877 0357

Royal Russell School Independent HMC day and boarding school in Croydon, Surrey, set in 110 acres of stunning private parkland. Extensive modern facilities for sport, music and drama. Less than 30 minutes from many SW London prep schools Coombe Lane, CR9 5BX T: 020 8657 4433 E: admissions@royalrussell.co.uk Head: Mr Chris Hutchinson Ages: 3-18 Gender: Co-ed Term fees: Junior: £3,720 - £4,740, Senior School Day: £6,160, Boarding: £12,175 Leavers’ destinations: Bath, Cambridge, Durham, Edinburgh, Exeter, Imperial College London, Leeds, Loughborough, Manchester, UCL, Westminster, Warwick, York

Sutton High School Independent school for girls in Sutton and part of the Girls’ Day School Trust (GDST) 55 Cheam Road, SM1 2AX T: 020 8642 0594 E: office@sut.gdst.net suttonhigh.gdst.net Head: Katherine Crouch Ages: 3-18 Gender: Girls Term fees: Senior School and Sixth Form £5,681 Leavers’ destinations: Russell Group universities including one or two to Oxbridge

sydenhamhighschool.gdst.net

Wetherby Senior School

Head: Mrs Katharine Woodcock Ages: 11-18 Gender: Girls

A rigorous academic curriculum, complemented by a broad range of activities

Term fees: Senior & Sixth Form: £5,579

T: 020 7535 3531 E: admin@wetherbysenior.co.uk Head: Mr Seth Bolderow Pupils: 225 Ages: 11-18 Gender: Boys Term fees: £7,990

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: 135 Ages: 11-18 Gender: Boys Term fees: Years 7-11 £4,740; Sixth form £5,000

Trinity School A Sunday Times top 50 Independent School and best independent school in Croydon for boys aged 10-18 with coeducational Sixth Form Shirley Park, Croydon CR9 7AT

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 19 Westwood Hill, SE26 6BL T: 020 8557 7070; E: info@syd.gdst.net

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T: 020 8656 9541 E: admissions@trinity.croydon.sch.uk trinity-school.org Head: Alasdair Kennedy Ages: 10-18 Gender: Boys with co-educational sixth form Term fees: £5,816 Leavers’ destinations: Cambridge, Oxford, UCL, LSE, Imperial College London, Edinburgh, Exeter, Bristol, Durham, Warwick, Southampton, Loughborough

Clubs: A wide range of school clubs

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

Whitgift School

T: 020 7223 5611

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, A Levels, IB, BTEC and selected Pre-U subjects

Sellincourt School

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

Hearing Impaired Unit T: 020 8672 5982

Smallwood School Language Unit T: 020 8672 6024

Southfields Community College Hearing Impaired Unit; Speech, Language and Communication Needs T: 020 8874 0585

Term fees: Day pupils: £6,712, Weekly boarding: £10,758, Full boarding: £12,622

Southmead School

Leavers’ destinations: Bristol, Cambridge,

Autistic Resource Based Provision

Durham, Edinburgh, Exeter, Imperial, LSE, Leeds, Oxford, Reading, Sheffield, UCL, Warwick

T: 020 8788 8901

St John Bosco College

Woldingham School

Autistic Spectrum Disorder Unit

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: 020 8246 6000

Resource Based Provision for moderate learners

T: 01883 654206 E: registrar@woldinghamschool.co.uk

Tooting Primary School

Head: Mrs Alex Hutchinson Ages: 11-18

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

Nightingale School Caters for boys with social, emotional and behavioural difficulties

Supports children with severe and complex learning difficulties or an Autistic Spectrum Disorder with Severe Learning Difficulties T: 01843 862123

T: 020 8874 9096

Centre Academy

T: 020 8673 3453

Provides support for all students with special needs and specific learning difficulties

Paddock Secondary School

Oak Lodge Residential and day school for deaf and language impaired pupils

T: 020 7738 2344

Caters for pupils with severe and complex learning difficulties or an Autistic Spectrum Disorder with severe Learning Difficulties

Garratt Park School

T: 020 8878 1521

Caters for children with moderate learning difficulties with associated complex needs including Autism Spectrum Disorder T: 020 8946 5769

Greenmead School Mixed day school for physically disabled and profound and multiple learning difficulties T: 020 8789 1466

PRIVATE SCHOOLS FOR LEARNING DIFFICULTIES Fairley House School and Fairley House Assessment Clinic Specialist day school for children with dyslexia and dyspraxia

30 Causton Street, SWIP 4AU T: 020 7976 5456 E: ps@fairleyhouse.org.uk fairleyhouse.org.uk

Rainbow School Wandsworth Provides a specialist education using Applied Behaviour Analysis (ABA) and Verbal Behaviour (VB) for children and young people with autism and related communication disorders aged 4-19 Head of Lower School (R-Yr8) Mr K Bird Head of Upper School (Yr9-sixth form) Mr D Anthony Primary site: 520 Garratt Lane, SW17 0NY T: 020 3031 9707 Spencer Park: 48 North Side Wandsworth Common, SW18 2SL T: 020 3031 9700 E: rainbowschool@beyondautism.org.uk rainbowschool.org.uk and beyondautism.org.uk

The McLeod Centre For Learning A tutorial centre for touch-typing, handwriting, literacy, maths, study skills, dyslexia, dyscalculia and dyspraxia 74 Lupus Street, SWIV 3EL T: 020 7630 6970 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 The annual exhibition showcasing 200 of the UK’s independent schools, from nurseries to sixth form. Venue: Battersea Evolution, Battersea Park, London SW11 4NJ. Date: 10th & 11th November 2018. Tickets are free if you register in advance, www.schoolsshow.co.uk

Local Authority websites Wandsworth www.wandsworth.gov.uk/

schoolsandadmissions tel: 020 8871 6000/7 Lambeth www.lambeth.gov.uk/schools-andeducation, 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 Ofsted The Office for Standards in Education, Children’s Services and Skills. Find an Ofsted inspection report at www.reports.ofsted.gov.uk State Boarding Schools’ Association Rather than paying £25,000+ pa on a private boarding school, a state

boarding school would cost nearer £10,000 pa, www.sbsa.org.uk, tel: 020 7798 1580 Incorporates State Boarding Forum for impartial help and advice for parents on UK boarding schools, www.stateboarding.org.uk 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 on and browse school reports, www.isi.net Thrive Online (formerly Wandsworth Council’s Family Information Service, FIS), tel: 020 8871 7899/4, email: fis@wandsworth.gov.uk, or log on to www.wandsworth.gov.uk/fis

Independent Co-educational Day & Boarding College in the heart of London GCSE, A LEVEL & BTEC

Open Evening

Wednesday 14th November 5pm-7pm

Visit www.dldcollege.co.uk or Call 020 7935 8411