Schools Guide 2021/22 by NappyValleyNet

£5.00 WHERE SOLD

SCHOOLS GUIDE 2021/22 INSI Ope DE n D Guid ay e

BACK TO SCHOOL Future proofing our children

Time Out

TESTING 1,2,3

The changing face of exams

WALKING TALL Children’s wellbeing in the spotlight

Why outside learning is essential

GO YOUR OWN WAY

30 PAGES

SW London Schools

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

Sixth Form options

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

WELCOME TO THE NAPPYVALLEYNET SCHOOLS GUIDE

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

CONTENTS 47

A new academic year has just begun and we hope that it will coincide with school children’s fervent wish for their friendship groups and teaching to revert to prepandemic days so they can continue their educational journey unabated. We couldn’t create this year’s Guide without looking at the impact the pandemic has had on children’s wellbeing, learning and exams, three features that anchor this year’s edition. Our regular feature on the choices facing parents remains at the heart of the Guide with a thorough look at the options of single-sex v co-ed, London day schools v out-of-London, day v boarding and state v independent. Hopefully it will take the angst out of the bewildering array of options on offer. We also look at how to instil a passion for books at a young age, explore the trend towards teaching outside, discover how to ensure your SEN child reaches full potential, advise how to prepare your child for boarding, offer ways of finding the fees and provide a guide to the all-important autumn open days.

In centre and real time 1-to-1 online tuition

Finton House School

There are 116 pages crammed full of practical advice and insights for parents and we hope they will lead you to the best educational home for your child. As always, please do let us know how we can improve.

Warmest wishes Streatham & Clapham High School

Founder, Nextville IP Ltd.

At Mathnasium our instructors work with children to develop their numerical fluency. From learning number sense to mastering trigonometry, we help students in Year 1 through to GCSE prepare for exams, understand their homework and ultimately love maths.

NappyValleyNet’s Schools Guide 2021/2022 is published by Nextville IP Ltd Company number 9965295

We teach the logic behind the numbers and promote critical thinking and problem-solving skills, rather than rote learning. Your child’s confidence and mathematical ability will grow in a fun and friendly environment, transforming their experience and, quite literally, changing their lives through maths.

CLAPHAM

0207 0787 000

FULHAM

020 7471 4888

WIMBLEDON

020 7550 6100

www.mathnasium.co.uk

Whitgift School

31 Reading

Editor Gillian Upton

47 Out of classroom learning

Contributors Georgina Blaskey, Sian Griffiths, Charlotte Peterson, Dina Shoukry, Nicola Woolcock

52 The changing face of exams 58 How to prepare your child for boarding 65 Sixth Form options

Design & Artwork eighthouse.co.uk

72 Children’s wellbeing

Sales & Marketing Clare Sheta

020 8299 1171

12 Choices in education including Early Years 37 The big shake-up

Chief Sub-Editor Charlotte Peterson Sub-Editor Jane O’Brien

DULWICH

4 Introduction

Marketing & Production Assistant Caroline Evans

82 Open day guide

Publisher C Hanage

86 Affordability

While every effort is made to ensure accuracy, Nextville IP Ltd cannot be held responsible for any errors or omissions.

90 Special needs

Printed by Elanders Polska Sp

96 Schools directory

Published by Nextville IP Ltd info@nextvilleip.co.uk

94 Map of local schools

Newton Prep School

Cover photograph courtesy of The Roche School

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INTRODUCTION

ALL CHANGE Sian Griffiths, Education and Families Editor of The Sunday Times, explores the influence of lockdown on our children’s schooling and investigates the long-term ramifications for our education system likely to last well beyond the pandemic s schools start a new academic year in September 2021, they will be different, but how different? After the largest disruptions to schooling in living memory, it is inconceivable that they will return looking as they did before the outbreak of Covid. School uniform – and in particular the school skirt - is just of one many items on the agenda for change as teachers ‘build back better’.

The White House Preparatory School

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At Putney High School, school skirts are a hot subject for debate and the school is looking at its sixth form uniform policy after a year when lessons moved online and pupils wore comfy athleisurewear while studying at home. Now, as schools open up again, Suzie Longstaff, Headmistress of Putney High, says there is a feeling among many teenage girls that school skirts and tights are old-fashioned and uncomfortable. “School uniform is a new battleground,” says Longstaff, who herself wears trousers to work. “Students would like schools to look at uniform policies because they think they are outdated. There was a report earlier this year about a school where girls had to kneel on the ground to have their skirt lengths measured; that is the wrong thing to do for this generation. Is a school uniform about

Some schools are planning to continue to use online lessons to teach children who are sick or may want a few days at home comfort, is it about protecting you from other people? It used to be that girls wore skirts for school and boys wore trousers. Now in a growing number of schools girls can wear trousers too. Schools are really having to focus on how their uniforms might need to change [as they return after the pandemic].” Perhaps the biggest shift will be a likely revolution in the use of online teaching in 2021/22. Few schools are planning a fulltime return to classroom teaching. Instead many are planning to use what they have learned in the past year, when teachers filmed their lessons and streamed them in real time and classroom assemblies were held on Microsoft Teams or Zoom. Academy trusts such as Ark have bought laptops for all their pupils from age seven upwards and some experts are now arguing that the policy should be nationwide, with all schoolchildren given a laptop as a basic item of school equipment, as essential as a textbook. Certainly, the digital divide loomed large in the crisis, with many schools having to fundraise to get computers and

Ernest Bevin College

broadband to children so that they could carry on learning from home. There was a row too over the pace at which government managed to roll out more than a million devices to families in need. Some schools are planning to continue to use online lessons to teach children who are sick or may want a few days at home because of bullying or other school stresses.

Online lessons can be wheeled out for revision sessions too. A few schools are even planning to launch entire online qualification courses or even virtual schools: EtonX and HarrowOnline are two of the most famous brands offering teaching for some GCSEs and A-levels entirely online. Meanwhile reports that the annual ritual of rushing out of work to get to speak to

THE IMPORTANCE OF GIVING BACK The responsibility to educate future generations extends to ensuring that our pupils are in tune with their wider social responsibilities, developing a social conscience beyond their school years. Communities are built on respect and that is at the heart of all we do. We recognise the common purpose that we have towards ensuring that the community to which we belong embraces its social responsibility. One of our key aims is to ensure our pupils have a strong moral compass and are accepting and respectful of themselves and others. This past year has left many

of us feeling as though our life was not in our own hands, but we all have the power to make contributions, in productive and conscientious ways, that can benefit us as a global community: tackling racial injustice, protesting against gender inequality, campaigning for period poverty, fundraising to fix the digital divide or simply writing a letter to a local care home resident. Every and any action that is for something positive matters and is important, no matter how big or small. Source: Sydenham High School GDST

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BUILDING TOMORROW’S CITIZENS TODAY As we seek to best prepare pupils for an ever-changing and fast-paced new world, it seems crucial that, even at a young age, children develop transferable soft skills essential to 21st century life. All our Years 7 & 8 now follow a crosscurricular humanities programme, the Newton Diploma, which seeks to develop those 7 Cs: critical thinking, creativity and innovation, collaboration, cross-cultural understanding, communication, computing technology and career learning. Through local community and charity work, our pupils develop their ability to collaborate, to think critically and to be creative. They begin to understand the responsibility of leading a team and become increasingly resilient, tolerant and respectful global citizens. The Diploma encourages our pupils to leave at the end of Year 8 as happy, confident, well-rounded individuals ready to face the challenges thrown at them by this unpredictable world. Source: Newton Prep

Hornsby House School

your child’s teacher for ten minutes has had its day will be welcomed by parents and teachers alike. Parents’ evenings were held online in the pandemic and many headteachers want them to stay that way. As Sir Kevan Collins, the government’s former education recovery tsar, put it, online parents’ evenings are “much better than trying to find a parking space on a wet Tuesday and waiting your turn”. Ali Bucknall, Marketing and Communications Director of Northwood Schools, says “Covid forced many teachers and staff to make a massive leap forward in their technological skill-set - that’s a good thing. The creativity and inventiveness of staff was extraordinary.”

The four schools already had online systems, but still saw striking results from being forced to engage with parents online: “We saw parental engagement rocket - with regular updates, videos and photographs sent in by parents.” Northwood Schools also

CROSSING THE DIVIDE A new state/private partnership between 48 state schools and 14 independent schools in Wandsworth has been formed to help all children thrive post-Covid. Called Ascent, from this autumn around 1,000 pupils will engage in joint projects aimed at providing enriching experiences through access to science, arts and sports facilities and to mentoring.

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Trinity School

ran virtual tours and online open days as well as online parents’ evenings. Longstaff agrees about how 2020/21 was the year technology came into its own in many UK schools, with private schools on the whole out-performing the state sector

WHY A SCHOOL’S APPROACH TO DIVERSITY AND INCLUSION MATTERS Whitgift has a vision to be a beacon of diversity and with almost 50% of pupils on some form of bursary or scholarship, we are proud to attract boys from a range of socio-economic and cultural backgrounds. Being diverse alone is not the end of the story. Schools provide the context for a child’s first relationship with the world outside their families, enabling them to develop healthy social relationships. Alongside academic focus, there has to be an emphasis on nurturing emotional intelligence so students work collaboratively with others. The existence of a great pastoral framework, excellent tutoring and involvement of older student mentors is critical to an inclusive culture. Schools, with parents, help a child grow into a well-rounded adult who thinks independently but is willing to empathise with views of others and challenge discriminatory attitudes. Source: Whitgift School

in delivering real time online timetables. “There were so many discussions before Covid about the dangers of IT for kids - but this past year also has shown the power of IT.” Like several schools the fee-paying Putney High put parents’ evenings, open days and concerts online, initially as emergency provision, but now likely to be permanent. Longstaff also argues that there is further scope for digital engagement, including ‘flipping the classroom’, which means pupils studying a topic online the day before the lesson, and then coming to class prepared to debate and argue. “Opportunities for new ways of learning are very exciting, such as the digital learning platforms, to flip the classroom, collaborate online and learn in the classroom,” says Longstaff. The Alpha Plus Group has gone one step farther, launching a virtual school, Portland Place Online in January. As a hybrid school,

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children learn online four days a week and then on-site for the other day. The price is reduced compared to a normal day pupil fee so could this be a model for the future? “Our hybrid school aims to provide a flexible alternative for families whose working patterns are changing, as well as opening up independent education for all children,” says David Bradbury, Head at Portland Place School. “We use the most effective technologies including video conferencing and adaptive learning which help to personalise and differentiate learning through artificial intelligence (AI) technologies. “Teachers maintain regular contact with their tutees, to check in on both their academic progress and emotional wellbeing,” adds Bradbury. “Students also have access to experienced counsellors for online consultations if required. At the same time, parents can track their children’s

learning through the school’s learning management system.” Chris Ramsey, Head of Whitgift School believes new techniques developed in the last year will offer his pupils a more flexible learning experience; “We have certainly learned that you can learn remotely in the short term, so ‘snow days’, periods of absence for injury or indeed staff training can now be more productive. And I think there will be a role for more flexible sixth forms.” He also expects to see more ‘flipping’ but is sceptical about its benefits.

TOP

Thames Christian School

Opportunities for new ways of learning are very exciting, such as the digital learning platforms, to flip the classroom and collaborate online

FOUNDED IN 1594

UK co-ed independent school T H E S U N DAY T I M E S PA R E N T P O W E R 2 0 2 0

Emanuel is clearly on the up and there is a

“tangible buzz about the place.” GOOD SCHOOLS GUIDE 2020

Fee assistance available at 10+, 11+ and 16+ 43 free places to be awarded by 2024

www.emanuel.org.uk

THE LEGACY LIVES ON Maria Keaveney-Jessiman, founder of the Eveline Day & Nursery Schools, passed away in January this year and the impact she had on the education of the young should not be forgotten. She is credited with helping working mothers when she opened the first nursery in 1964 in Tooting, and went on to establish seven more across south west London and also a school, The Eveline Day School, in 1969. Her ethos was and remains that they should be an extension of the home. She was awarded an MBE for services to education in the Queen’s New Year Honours 2021 list.

Grace McCahery at The White House School echoes Ramsey, “We use Google Classroom for any instances when a child is off school for a period of time, perhaps needing to self-isolate or with a broken toe. This means the child at home can still interact with a teacher and their peers where in the past, work would have just been sent home.” Past pupils might have welcomed a few days off, but Longstaff reckons the last year has changed attitudes: “The children are all so keen to come back - the enthusiasm about school now is great.” But none of those interviewed foresees further drift towards STEM subjects, whatever the tone of government rhetoric. Instead, schools are stressing the importance of art, music, drama and sport to help children express their feelings and work together again after long periods spent at home, away from their friends. Mental health problems including anxiety and depression among youngsters have risen in the past year. Ali Bucknall again: “The skills that come from working in teams, learning how to interact with other people and to

DOWN BUT NOT OUT Between the recent pandemic, lockdowns and the restriction of freedom, the past year has knocked many of us down. Setbacks occur in life and at some point we will all experience disappointment. It can be tough but it’s essential in life to learn that although we are knocked down, we are not out!

The skills that come from working in teams, learning how to interact with other people and to express yourself creatively are invaluable express yourself creatively are invaluable life skills which suffered during lockdown. Our mantra is that ‘the whole child is the whole point’ so if anything we have worked particularly hard to try to do more to give children the confidence that comes from taking part in sports, drama and music, which we tried to keep on the timetable even in lockdown, with for instance musical

soirées brought to life through Zoom.” Alison Fleming, Headteacher of Newton Prep, agrees: “STEM subjects are hugely important but the creativity of our music, drama and sport are, I believe, essential ingredients in the total experience of being a school child,” she says. “We pulled out all the stops over this past year, from our Year 6s singing ‘together’ on a Wizard of Oz medley, to our Year 8 pupils posting fitness videos for the rest of the school to puff along to, to our youngest pupils filming their Christmas songs. We have learnt many

things through this past 18 months or so. The experience leaves me with no doubt whatsoever of the importance and value of the arts and of physical fitness.” Nor is home schooling likely to grow. The stresses of home schooling while parents also tried to work from home was cited by families as one of the most difficult aspects of the past year, with mothers in particular in many families forced to furlough in order to cope. Ramsey argues: “I suspect the opposite may well be the case: parents have appreciated just how difficult schooling is and may have a

new respect for schools who do it well!” And while change is certainly coming, these informed voices recognise vital points of continuity. Longstaff says: “I think what the past year has shown me is the importance of school as a structure for children; the importance of school as a place that goes beyond learning and exams, where they build friendships, learn team skills. Children have so needed that in the last year.” All that, we can hope, is what they will get this year.

MOVERS & SHAKERS

Ernest Bevin College has welcomed new Principal Tracy Dohel. She joins the Tooting school for boys aged 11-19 and girls aged 16-19 from Heathside School in Surrey.

Wetherby Senior has appointed Joe Silvester as Head of the school for 11-18 year-old boys. He was previously at Bancroft’s School in NE London as Deputy Head (academic).

Miss Jo Townsend has been appointed as Head of Broomwood Hall Lower School. She was previously Deputy Head (pastoral) at the school, part of Northwood Schools.

Mrs Louisa McCafferty has been appointed as Head of Broomwood Hall Upper School. She was previously Deputy Head (academic) at the school, part of Northwood Schools.

Northwood Schools’ new Group CEO is Kevin Doble. Previously Executive Headmaster of Shrewsbury House Trust, he will provide management and leadership to the group.

Sam Gosden joins as Head of Dolphin School and Noah’s Ark Nursery this term. He joins from Kensington Park School where he was Deputy Head of the Junior School.

Resilience, come to the fore! While formal education can equip children with the skills required to read and write, outdoor education is of surpassing importance, equipping young people with an ability to adapt and overcome. So why not start early and teach youngsters the basics of braving the elements? Get outside and go for a hike on a wet day. By introducing obstacles at an early age, we teach our youngsters that even though it may be temporarily uncomfortable, rain does dry, and the sun will eventually shine again. Source: Camp Suisse

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Parsons Green Prep School

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CHOICES

MAKING YOUR MIND UP

Where Bright Minds Excel

E US 22 HO 20 N R PE O O SF W NT N EE V E

Eaton House The Manor

The decisions you make for your child’s education are pivotal, says Nicola Woolcock, Education Editor of The Times. Here she offers clarity on the maze of educational options for parents single sex v co-ed, state v private, day v boarding and London v out-of-London options t is 40 years since The Clash released Should I Stay Or Should I Go? Clearly the London-based band weren’t singing about whether to choose a school in town or country - or whether to relocate the whole family out of the capital.

Eaton House The Manor Boys’ School in Clapham has been an Eton, Westminster and St Paul’s feeder for generations and Eaton House The Manor Girls’ School is proud to have won 44 scholarships from 20172020. Join our Headteachers for an Open House event to discuss 2022 and 2023 places. Book online at www.eatonhouseschools.com or call Miss Sam Feilding, Head of Admissions, on 0203 917 5050 for details.

58, Clapham Common Northside, London SW4 9RU

Finton House School

Celebrating 125 years of excellence

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London day schools While many schools wax lyrical about the attractions of bucolic life, Jane Lunnon, Head of Alleyn’s School in Dulwich, south London, champions the benefits of being a school in the capital. It is one of many impressive day schools across a belt of south London including The Roche, Streatham & Clapham High School and Dulwich College. “You can see the City of London shining on the horizon. London is your classroom and if you’re tired of London you’re tired of life,” Lunnon says. “It’s so cosmopolitan

Every day you’re looking beyond yourself which helps offset the natural solipsism of teenagers and diverse, you can’t walk down the street without being aware of amazing works, great architecture, energy and being part of something much bigger than yourself. Every day you’re looking beyond yourself which helps offset the natural solipsism of teenagers which is enhanced by social media. That’s what a big city can do.” Pupils thrive at an urban day school, she adds, because they are offered many different ways in which to define themselves whereas at a boarding school there is no escape from the same identity. Former boarding pupils are far more likely to identify themselves by their school in later life, she notes.

London day v out-of-London day schools For those choosing to move their child or family outside the capital there are numerous options - relocating the whole family to somewhere within easy access of London, sending your child to board or picking a school within commuting distance of your existing home. The high quality and reputation of independent schools in the capital and day and boarding schools in the Home Counties gives plenty of choice. Outside London these include Cranleigh, Ardingly and Woldingham, a Catholic girls’ day and boarding school set in 700 acres of Surrey countryside. It is a 25-minute commute from Clapham Junction and has its own train station in the grounds. Kerri Fox, Senior Deputy Head at Woldingham, says of the location: “We have a lot of London families who could have chosen city schools but love the green space. We all know the benefits of nature, it takes away the stress of being in a city centre or an urban environment. It’s a gentler, kinder environment which helps you psychologically. The girls go for walks or runs through the woodland. They look out of the window at rolling fields.”

GROWTH MINDSET A growth mindset can be developed by encouraging pupils to adopt a can-do attitude, to see challenges as opportunities and understand it is fine to make mistakes. Parents can use similar terminology to communicate confidence in their children’s ability and encourage them to try new things. • Ban the phrases ‘I can’t’ or ‘I give up’ or ‘I’m no good at this’ or ‘I’m never …’; instead use ‘I’m learning to …’ • Communicate that it is okay to make mistakes when you try hard things; they will be challenging but rewarding and will become easier • Tell them that when they master something, they can be proud of themselves because it wasn’t easy • State that you’ve seen them succeed in the past and they can do it again • Get your child to tell you when they start to get frustrated so you can support them and instil into them that you are confident in their ability. Source: Thames Christian School

Ernest Bevin College

Alleyn’s School

But in the aftermath of Covid, with remote working here to stay in many sectors, it’s a question that is preoccupying many parents. Throwing into the mix the perennial decision of whether to opt for day or boarding, or single sex or co-educational, can result in families feeling overwhelmed at the combinations on offer. Headteachers from a range of schools are, of course, keen to promote their own particular brand, but all agree that the most important factor is the child and what suits his or her needs. They recognise that different schools appeal to different personalities and aptitudes.

Alleyn’s offers co-educational excellence in a caring community for children aged 11-18. To discover more about life at Alleyn’s, view 2021 Open Event details and to learn how we can help with school fees, please visit our website.

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

Parsons Green Prep

Families also chose a girls’ school because they felt it kept their daughters younger for longer and removed some pressures, allowing them to focus on friendships. “It’s not remotely on our horizon to go coeducational,” she adds. The school is 50 per cent day and 50 per cent boarding and has year group boarding houses, which day pupils can also visit. “The fivenight model has become hugely popular and we only introduced that last year,” she said. “We have boarders from around the world as well as day students from central London and villages near the school. They all mingle in the common room. We have year-group boarding houses but also a house system that takes pupils from each year group. The benefits of being at school 24/7 are that pupils can relax and stay in one spot.”

But of the ultimate choice between single sex, and day or boarding, she says, “It’s a deeply personal choice and parents have to think about their particular child; every child is unique. [The best school] isn’t necessarily going to be a school that the parent thinks is good or that worked for the neighbours. There is so much on offer in today’s market. You have to visit the school.” Some schools have seen the impact of post-Covid relocation out of the capital. Victoria Richardson, Head of Wellington Prep School in Somerset, said: “They are coming predominantly from London, either moving back to the south-west where they’ve grown up or to be nearer to their children’s grandparents. We also have former pupils moving back.”

Of recent joiners, eight were relocators, compared with one or two normally. The appetite was being reflected in the local property market, she said, with houses in the area going for above the asking price. Cottesmore Prep School, on the Surrey/ Sussex borders, has also seen an increase in both children moving from the state sector and families moving into the area from London. The school has a farm, a lake and a golf course, which had attracted those wanting a different experience for their children cooped up during the first lockdown, according to its headteacher, Tom Rogerson. “Some families were moving down from south-west London, including Fulham, Battersea and Wandsworth, while others were sending their children to board while remaining in the capital. More people are able to work remotely and quality of life has become really important,” he adds. This is echoed by Tim Manly, Head of Hurstpierpoint College (known as Hurst), in the depths of the West Sussex countryside. He says: “Covid has, for many families, prompted a reappraisal of their priorities and life balance. This has resulted in an increased desire for community and communal activities, space, a healthy environment and routines, a dovetailed balance between school and family. “Many parents have also, following lockdown, become more aware of the significance - and the fragility - of adolescent mental health. They should ensure their child’s school shares that awareness.” The school caters for all ages and is coeducational, as well as day and boarding - this means its identity is forged around

A visit to any single-sex school will show you just how much our young people thrive in this environment. Often, the vibrancy, collaborative spirit, support networks and lifelong friendships formed in our schools are unrivalled. Pupils are able to wholeheartedly embrace all opportunities on offer with real enthusiasm, and without stereotyping, and as a result our young women are able to take their places as the trailblazers and leaders of tomorrow.

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Boys and Girls 4-8 Years

BROOMWOOD HALL UPPER SCHOOL

Girls 8-13 Years

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

68-74 NIGHTINGALE LANE, SW12 8NR

NORTHCOTE LODGE

NORTHWOOD SENIOR

Boys 8-13 Years

Co-educational 11-16 Years

26 BOLINGBROKE GROVE, SW11 6EL

3 GARRAD’S ROAD, SW16 1JZ

Academically ambitious, pastorally kind 9-12 Pre-prep and prep schools 9.30 – 12.30 Northwood Senior

Pupils in single-sex environments develop the skills and confidence they need during their younger years so that they can put these skills into practice and embrace the challenges ahead once they leave us. They feel safe and supported in an atmosphere that genuinely encourages their individuality, nurturing in them the aspiration that there is no limit to what they can achieve.

BROOMWOOD HALL LOWER SCHOOL

ALL SITES OPEN DAY Friday 8 October

BENEFITS OF SINGLE-SEX SCHOOLS

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

NORTHWOOD SCHOOLS

Bookings via website: www.northwoodschools.com

Mayfield School

Pre-Prep and Prep Admissions: admissions@northwoodschools.com Tel: 020 8682 8830 Senior Admissions: NWSSenior@northwoodschools.com Tel: 020 8161 0301 www.northwoodschools.com

Transforming boys’ lives through education… THINKING DIFFERENTLY Teaching pupils to be enquiring, curious and to explore questions from multiple perspectives encourages them to spread their intellectual wings and to develop as independent learners from an early age. Our culture of Modern Scholarship offers a truly innovative approach to teaching and learning. The newly launched Athena programme extends minds beyond the curriculum. From the Year 7 Badge Challenge and Year 8 BAFTAs to Sixth Form Hot Topics and lessons in PPE, students are challenged to think differently in readiness for entrance to top universities and the world of work. Design thinking is now part of the curriculum with students encouraged to innovate, engage collaboratively and to solve complex problems using digital technology and robots. A democratic environment offers opportunities for every student to develop their ideas, whether in lessons, a new debating forum or a huge range of co-curricular clubs and societies. Source: Putney High School GDST

family community rather than catering solely for a particular market. “Our mantras are ‘no-one on the bench’, ‘no-one beneath the radar’, we encourage each child to pursue their personal best (whatever that looks like) in all aspects of Hurst life and also develop and prepare them for their future life and the choices they will face. These things appeal to all of us as parents,” Mr Manly adds.

Other options On the choice between day and boarding, single-sex and co-ed and town or country schools, he says: “Logistics will be key. Whether a family wants their children to be at the same school and whether that fits their family work/life rhythms and balance - but also, more importantly, the school’s philosophy and feel. Three nights per week flexi boarding, which we pioneered many years ago, is hugely popular for busy parents and weekly boarding enables those further away to have a weekend focused on family often with a sports fixture on the Saturday. “Always be wary of a school that seems more interested in, and ambitious for, itself rather than your child. Such an attitude tends to be combined with unhealthy academic culling.”

Single sex or co-ed? Founded in 1596, Whitgift is an independent

The single sex v co-ed decision starts early in your child’s educational journey, in prep, with schools such as Northcote Lodge (part of the Northwood Schools group) offering an all-boys provision after their co-ed pre-prep for example, Streatham & Clapham High School offering all-girls from age three and schools such as Eaton House The Manor offering both, an all-boys and all-girls school from age four. Jane Lunnon, formerly head of a single sex school (Wimbledon High) and now running co-ed Alleyn’s, says the single sex v co-ed distinction is becoming less of an issue when it comes to parental choice. “Very few parents will now choose a school on the basis of it being single sex or co-ed,” she claims. “They are looking for a very good school but whether it is single sex or not is not a driving force. The benefit of co-ed is it allows you to model what healthy relationships based on respect look like. “But the question parents should ask is, will this school be the best preparation for my child’s life? Can I see them thriving and being happy in this space? Most children would fit into both co-educational and single sex.” Meanwhile, Whitgift School, a boys’ day school in South Croydon believes it has

day and boarding school providing a challenging and inclusive learning environment for boys aged 10 to 18. Set within 45 acres of serene parkland in South London, we have exceptional academic standards, a comprehensive pastoral support structure, and a broad and vibrant co-curricular programme with 100+ clubs and societies. With a range of educational pathways, including IB and A Levels, our vision is to develop highly accomplished, grounded, and community-minded young men, well equipped to succeed in their personal aspirations and goals. To find out more about our inspirational school community please visit our website or sign up to receive updates about Open Events at

TRANSITION TO SENIOR SCHOOL

www.whitgift.co.uk/keep-in-touch

• Have a go: with new opportunities in the co-curriculum, try new things and meet new people • Do not worry about getting lost: senior schools are big, but you will be with others and there will be plenty of kind people around

b s it e le a s e s e e w e P – S T N E V OPEN E

fo r d e ta il s

• Keep a note: with many new subjects and activities, staying organised can be a challenge; keeping note of important events and timings will really help • Make time for rest: there is so much to be excited about, but new pupils will find it tiring as they get used to a new environment • Get involved: the best way for parents to help is by joining the Parents’ Association - a great way to meet others and know what’s going on • Communicate: parents may see teaching staff every day at primary school; whilst it is different at senior school, don’t hesitate to get in touch with the form tutor in the first instance if you have any questions The Roche School

Source: Emanuel School

INDEPENDENT BOYS’ SCHOOL OF THE YEAR 2020

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admissions@whitgift.co.uk | Telephone: +44 (0)20 8633 9935 |

www.whitgift.co.uk

Whitgift School | Haling Park | South Croydon | CR2 6YT

Clapham, Wandsworth and Streatham, but also from Reigate and Plumstead. Boys don’t just meet other pupils like them but those who aren’t anything like each other. We do lots of activities and keep them very busy in Year 7 so they learn to get on. “I’m not opposed to co-educational education but the big thing for me about boys’ schools is they can be themselves, especially when they’re going through a very self-conscious stage. Girls tend to be more mature earlier. It’s not easy being a young man in 2021 and that’s a conversation you can have openly in a boys’ school.”

State v private

The Latymer School

a foot in both camps in terms of town vs country - but remains very much single sex. This is at a time when Winchester College has announced it will start taking girls in the sixth form and Charterhouse has revealed plans to take girls in Year 9 from this academic year (September 2021).

Chris Ramsey, Whitgift’s headmaster, says: “We have the best of both worlds and look both ways. You can be in the Surrey Hills in 10 minutes and into London on a fast train in 12 minutes. “The key thing is the diversity of our pupils, we have lots of boys from Balham,

‘State ‘til eight‘ has historically been a popular choice for parents trying to choose between state v private education. Choosing state nurseries and primary schools allows parents to save for a private senior school, for example. With fees at private schools continuing to rise – notwithstanding the fee hiatus in 2020 – it’s a big decision to make, and a challenge to which many Nappy Valley parents rise to according to figures from the Independent Schools Council (ISC) which highlights that pupil density is highest in south-west London (including Wandsworth and Richmond).

thameschristianschool.org.uk

THE FREEDOM OF ART Art provides a freedom of expression and a way to say something about yourself in your work, in whatever way you choose. It doesn’t matter if your spelling isn’t very good or if you aren’t great at maths; sometimes these are the children who are the best of the best in Art. Immersing yourself in such a different, creative way of thinking provides a glorious break from the routines of everyday life which is very good for mental health. All girls enjoy a special focus on art right from Nursery. When joining the Senior School, girls continue to develop through three art lessons every fortnight in our special studios as well as through opportunities for extended learning, clubs and trips. As such, our girls have thrived, whether selected for display at the Royal Academy and other elite prizes or simply deepening their creativity across other subjects. Source: Streatham & Clapham High School GDST

However, others decide it is not for them, partly because of the impressive standard of state schools in the capital which continues to rise. Some grammars in London and the surrounding area achieve among the best GCSE and A-level results in the country. Why the dilemma between state or private education in the first place? One reason is the outstanding exam results at many independent schools. Another is the more personalised attention - class sizes tend to be smaller as does the average school size (505 pupils at a senior school compared with about 950 in a state secondary). Furthermore, it is arguably the quality and breadth of the arts, music and sports on offer that really swings the decision for some families, especially at a time when Covid-19 restrictions are limiting extra-curricular activities. Many state schools are struggling with squeezed budgets and curriculums focused on core subjects, while some private schools have the grounds and more extensive facilities to provide hundreds of dance studios, swimming pools, concert halls and tennis courts.

Open Events for Years 3, 4 and 5 (ages 7 - 9) entry Please visit the Admissions section of our website to book a place for one of our Autumn Open Events. Find out more about our holistic approach to education from the Master, Head of the Junior School and members of staff, including the many opportunities in Sport, Drama, Music and Art. All applications to Year 3 are automatically considered for Academic Scholarships. The offer of a place in the Junior School is the offer of a place at Dulwich College to age 18. Visit www.dulwich.org.uk/admissions or please call the Junior School Registrar on 020 8299 8432. We look forward to hearing from you.

Just a five minute walk from Clapham Junction Open Events for Year 7 and Year 9 entry Scholarships available For details of open mornings contact: 020 7228 3933 TCS_NappyValley_2021.indd 1

Please visit the Admissions section of our website to book a place for one of our Autumn Open Events. Find out more about our holistic approach to education from the Master and members of staff, including the many opportunities in Sport, Drama, Music and Art, and details about how to apply for a Bursary. All applications are automatically considered for Academic Scholarships.

The journey ahead Woldingham School

20/05/2021 11:22

Visit www.dulwich.org.uk/admissions or please call the Registrar on 020 8299 9263. We look forward to hearing from you.

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

2½3

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

0-1

1-2

3½-4

4-11

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

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

4-7/8, 11 or 13

11 or 13

Independent prep school. Your child will be assessed for selective schools aged 3 or 4

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

13-18

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

Independent boarding or day schools. The 13+ Common Entrance exam is taken in Year 8 where still required, often preceded by a pre-test in Year 6 or 7, and many London day schools have their own 13+ exams in the January of Year 8. Applications for many boarding schools are often 18-24 months, or even 3 years, before the year of entry, not just 12 months or less 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+ is usually taken in the November or January of Year 6. The 13+ Common Entrance exam is taken in June of Year 8 where still required; in cases of selective boarding and day schools this will have been preceded by a pre-test in Year 6 or 7. Some grammar school applications need to be in before mid-July of Year 5, with exams in the autumn of Year 6

MADE IN PUTNEY Introducing Flo. Scholar, philosopher, meaning of life-erer. Asks the big questions. Finds equally big answers.

#whywelovehornsby

#Sparking Imaginations

To visit our school, call 020 8673 7573 or visit www.hornsbyhouse.org.uk Hearnville Road, SW12 8RS Telephone 020 8673 7573 school@hornsbyhouse.org.uk

SCHOOL PROFILE

EARLY YEARS

THE PREP SCHOOL WITH HEART

GETTING A HEAD START

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

The White House Preparatory School between Balham and Clapham, a coeducational school for three to 11-yearolds, is brimming with engaged, happy children who are confident and enthusiastic, achieving fantastic results in a nurturing environment that delivers for every pupil’s needs. Parents are drawn to the school because of this reputation rather than focusing solely on the outcome. There is a rigorous academic agenda, a vast selection of cocurricular clubs, easy access to excellent sports facilities, an Outstanding rating from the ISI, and - this year - an amazing 50 offers for the 15 children leaving in Year 6. The 11+ is not a process to be feared but instead children are excited about their learning and their successes. Teachers prepare their pupils for the world without compromising on their happiness and wellbeing – a tough remit successfully met for each and every pupil. Established in 1985, its secret may be that The White House remains a family school with a strong family ethos run by

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the founder, Mary McCahery. now joined by her daughters, Grace and Laura. Teachers are known by their first names and every child is greeted by Headmaster, Tony Lewis and the senior team each morning, allowing staff to spot if a child doesn’t seem themselves. The team here strongly believe in positive behaviour management - good work is rewarded with a trip to the Head’s office to be congratulated and approaches such as this build a child’s confidence and encourage them to learn in a positive way. As more parents value the whole picture, the school has grown to two forms. To accommodate the growing numbers and improve the facilities, The White House recently purchased the adjacent building which will offer more classrooms, STEM facilities and a large hall for indoor sports and performances for 2022. Strong peer-to-peer relationships are another successful technique. All 170 pupils gather in assemblies to celebrate each other’s achievements and milestones. Public speaking is a key aspect of

Early Years is a crucial part of a child’s development, says Dina Shoukry, who outlines how to choose the right setting for your child

improving confidence and every child will perform to peers and parents each year. Recently, a five-year-old in Reception talked to the whole school about Ramadan, Year 6 pupils plan regular Gathering of The Houses activity days, and on Enterprise Day year groups run fun stalls for each other to raise money for charity. Choice is a weekly session when children can choose an additional lesson in either DT (including Computer Aided Design and Coding), Performing Arts or Art. Childled initiatives and child-focused learning allow pupils to thrive, and these kind of opportunities unite year groups and foster a nurturing, caring school environment where every child has a voice that is heard. Putting pupils’ mental health first has always been important here, and Mental Health Week saw children trying a range of practices to help strengthen their emotional toolkit - gratitude journals, resilience activities and meditation. What The White House continues to prove is that you can be ambitious and achieve amazing results in such an environment - you do not need a hothouse to excel. “The White House feels like home,” concludes Sophie in Year 6.

hanges to the Early Years Foundation Stage (EYFS) framework come into effect in September 2021 and have by and large been welcomed by the Early Years sector. The aim is mainly to focus on language and literacy skills and to narrow the gap (further exaggerated by the pandemic) between children from deprived backgrounds and their peers by the time they start school.

Alleyn’s School

For practitioners, the new framework removes checklists based on age, and focuses on the individual learning journey of each child according to their ability. In reality this means spending less time on iPads ticking off attainment goals and more time with each child, focusing on their individual needs. For parents across the board, this is good news. Nappy Valley is abundant with excellent early learning options: pre-nurseries,

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nursery schools, independent schools, forest nurseries, childminders, playgroups, and daycares are plentiful. It can be a difficult choice, but there are some deciding factors every parent should take into consideration.

Happy interactive environment Every family is unique, and parents need to look around a few providers to see which one they feel is best for their child. “We believe that every nursery should provide a ‘home from home’ environment; so that each child feels loved, well cared for and safe,” says Eveline Drut, Director at The Eveline Day Nursery Schools, a family business with over 50 years’ experience. “A nursery should be nurturing, welcoming and friendly. The manager should be warm and reassuring, confident in their knowledge about the provision, and listen to a parent’s concerns.”

Sarah Sanger, Founder and Principal at The Woodentops Nurseries where teachers set up the ‘Wonder Room’ with new discoveries for the children every day, adds, “Parents should be looking out for high levels of interaction between the teachers and the children. Are they talking to each other and laughing with each other? Are they deeply engaged in extended play together? If the answer is yes, then you can be 90% certain, just from looking around, that they have an engaging and exciting curriculum that is based around the children’s interests and next steps of development.” For Emma Smith, who runs pre-nursery school, Tiddlywinks, from her home on Broomwood Road, it really is a home away from home. “Children have got 14 compulsory years of education in a classroom, so it’s lovely for them to start their journey in a home environment” – albeit a magical one filled with bubbles, baking and cuckoo clocks!

CHOOSING THE RIGHT NURSERY One of the most important things is to look at the overall quality of the early years learning experience. Ask about the teacher-to-pupil ratio and whether the play is structured by subject and themed to season. Structured play allows the youngest children to develop more quickly and enhances debate and engagement. Interactive white boards are a must to develop literacy and numeracy and it is worth asking how much emphasis is placed on these core skills. Make sure that curriculum-based learning is also enhanced by plenty of fun, imaginative play. Find a nursery that allows parents to chat to carers daily in the classroom, when details of progress or small concerns can be shared. Try to look for schools with a September start, ideally at age two. This benefits the youngest children by ensuring that they have the same time in the nursery as the oldest in the academic year. Source: Eaton House Schools

Emphasis on wellbeing

Streatham & Clapham Prep School GDST

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An Ofsted report in October 2020 found that many Early Years providers felt children had returned less confident and more anxious following the lockdown from March to June of that year. In some cases, children had also become less independent. Recognising this, they have been focusing on the personal, social and emotional development of the children. Indeed, for children starting their Early Years’ journey in September, social restrictions are all they have experienced in their short lives. “These children will have social and communication needs,” explains Rozzy Hyslop, Principal of Marmalade Schools in south-west London, and the newly opened Marmalade Duck in Kensington. She advises parents to ask what provisions are in place to teach selfregulation and resilience. “We have a soft, cosy and safe place in each of our nurseries that the children can take themselves off to, to calm down in. We also give them tools to express their feelings and encourage them to use their ‘safety voice’ if they are not happy.”

understanding the world and expressive arts and design. The really good nurseries have been developing soft skills such as confidence, resilience, self-regulation, problem solving and independence for years, not only readying our children for school but giving them a great head start in life.

What am I entitled to? Free nursery education All families in England are entitled to 570 hours free childcare or early education per year, which is usually taken as 15 hours a week for 38 weeks; but you can choose to take fewer hours over more weeks at some nurseries. Working parents of three to four-year-olds, where both parents are each earning less than £100,000 a year, are also eligible for a further 15 hours - ie a total of 30 hours - and in addition, there is the Tax-Free Childcare account, whereby the government will pay £2 for every £8 you pay your childcare provider. Find out more details and what your family would be entitled to at www.childcarechoices.gov.uk.

The Eveline Day School & Nursery

Inspiring learning The emphasis of the EYFS changes is not on reading and writing but understanding and communicating, and calls for a love of reading. The new guidance also gives Early Learning providers the autonomy to deliver the curriculum in a way they deem appropriate for their children to prepare them for school. Beverley Delfgou, Principal of The Kensington, Brook Green and Knightsbridge

Kindergartens, advises parents to ask exactly how the curriculum is taught. “We teach literacy by using jolly phonics through songs, books, visual aids, letters and sounds delivered as a fun activity and reinforced through play. As such, most of our children will know all their numbers and letters by the time they leave, and many will start to read already.” Ivana Earp and Beata Doody, Principals at Nightingale 1, 2, and 3 Montessori Nurseries - who recently won the

FROM NURSERY TO RECEPTION Transitioning to school from nursery can be a challenging time. Getting it right is key to ensuring your child starts their new school positively rather than nervously. It is a multi-step process. The first is the future form teacher or Principal meeting the child in their own nursery setting; children are more likely to be less shy and more eager to tell you all about what they enjoy doing. Step two is about welcoming the child into their new school for a settling-in day. Our annual Teddy Bears’ Picnic is hugely popular and another great opportunity for children and parents to come together. As a parent, you can also help your child by walking past the new school and talking about it in a very positive light. Try not to use negative language such as “are you feeling nervous” and instead talk about all the exciting things they will do there. All of these steps can help ensure a really positive start to ‘big school’. Source: The White House Prep School

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International Montessori Award for their teacher training programme - add, “Parents should also ask for a walkthrough of the activities children do to understand specifically how their learning is supported through encouraging dexterity, pincer grasp, recall, curiosity, and an understanding of the world around them.” “Ask about specialist teachers,” says Sophie Dowler, Reception class teacher at Streatham & Clapham Prep School. Some providers will have specialist PE, art, drama, computing and music teachers, “and this frees up the form teachers to focus on planning high quality phonics, English and maths. We adapt our curriculum on a regular basis depending on what the children are interested in and where their strengths and weaknesses lie. We may focus on writing about fairies this week and measuring trains and rockets the next.”

Free education nursery providers Those offering free nursery education for three- and four-year-olds include maintained nursery schools and primary school nursery classes, and private nurseries offer the 15 and some 30 free hours outlined above. Check with individual private nurseries, as many do not offer this option, and those that do may expect you to pay for wraparound hours/ extra activities and lunches, since government funding does not cover all their costs. Maintained nurseries are council-run, usually open 9am to 3.15pm and free to all parents/carers. Many provide before and after school childcare too but generally do not offer nursery places for two-year-olds. Both public and private nursery schools must be registered with Ofsted and undergo

Woodentops Nursery

regular inspections, although maintained nurseries have to undergo a more rigorous inspection, which is the same as primary and secondary schools receive, whereas private nurseries receive an Early Years inspection.

The EYFS Framework sets out:

When to apply The closing date for applications for nursery places in a maintained primary school for entrance in September 2021 was in February 2021. Each year follows a similar timeframe and planning ahead is essential. Visit www.childcarechoices.co.uk or your local borough’s website for further details.

• 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

What is the Early Years Foundation Stage?

• 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

• 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

Ready, steady, school

• 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.

• 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.

From day one, Early Years providers are preparing children for school by focusing on the seven areas of learning and development: communication and language, personal, social and emotional development, physical development, literacy, mathematics,

• 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.

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

Liberty Woodland School

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SCHOOL PROFILE

READING

INVESTING IN THEIR FUTURE

FOR THE LOVE OF READING

Wellbeing is at the heart of success at Eaton House Schools

Eaton House Schools have long been a popular choice for families of boys and girls aged three to thirteen, with an enviable academic track record and a supportive pastoral care system. The single-sex group of schools, which has two separate sites for boys and girls sitting side by side overlooking Clapham Common and a boys’ site in Belgravia, believes that by creating a happy and nurturing environment for children, they will flourish academically as well as become well-rounded individuals. Testament to this is the schools’ recent investment in a new Head of Wellbeing, Paula Kearney, who joined at a rather fortuitous time in the midst of the coronavirus pandemic, although her arrival had long been planned for by the school in order to ensure that its wellbeing provision matches its gold standard in education.

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So much of our education system hinges on reading, so how can you instil a passion for books at a young age and continue to encourage them, asks Georgina Blaskey

Eaton House Schools are well-known for being academically secure and high performing Paula explains, “Eaton House Schools are well-known for being academically secure and high performing. What sets us apart is our investment in wellbeing.” The pastoral care has always been strong, but Principal Luchie Cawood is taking this further, cementing wellbeing into all aspects of the school community and formalising it as an important and vital part of the schools’ DNA. In fact, it extends beyond the wellbeing of the children to the staff, parents and alumni too. Eaton House Schools have launched a wellbeing hub on the website which offers practical advice on how to cope with common challenges, such as not sleeping, and anxiety. It also publishes a wellbeing e-book each term for parents including mindfulness activities they can do with their children. In addition, Paula runs webinars giving parents the tools to help their children manage stress and worry, and she plans to run more face-toface events in future. Some of the more common causes of stress she sees amongst children are pressures around secondary school assessments, comparison with peers, social media and problems in their friendship circles. She says, “If a child is upset because they’ve fallen out with a friend, they experience a range of different emotions such as rejection, so I would work with them to build up their resilience. My aim is

to help the students build a skill set that will help them manage their own emotions as well as identify others’ needs and help them too, making them feel more secure and selfassured. All this is part of growing up.” Indeed, Eaton House Schools believe that children blossom at different stages in their lives which is why the schools in the group are non-selective. Its aim is to guide children to understand their natural abilities and find their passions by offering them a robust educational curriculum as well as 30 clubs to engage a wide variety of interests. Coupled with its wellbeing provision, students grow to be confident and mature individuals. Pupils successfully graduate on to prestigious schools such as Westminster, St Paul’s, Dulwich College and Eton for the boys, and St Paul’s Girls’ School, Wycombe Abbey, Godolphin & Latymer, Downe House and James Allen’s Girls’ School for the girls. It’s clear that their formula works. Happy children are successful children not just in their school lives but well into the future.

Start them young

King’s College School, Wimbledon

A love of reading starts from a young age and making reading enjoyable is the best way to encourage readers, Tash Rosin of Teatime Tutors explains. “Young children want to be with their parents having fun, and if you can do this for just a few minutes a day, your child will reach for a book in no time.” So much of parenting is about modelling behaviour and reading is no exception. Showing your child how you value and love reading yourself, even at times prioritising reading over other activities, all demonstrate its importance and can help foster a love of reading.

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“Seeing parents or older siblings reading for pleasure helps children to realise that reading is a highly prized activity,” confirms Nicola Baldwin, Principal of Dolphin School. Becoming a great reader also centres around easy access to books so provide a home that is overflowing with opportunities to share stories. “Keep books in every room and within children’s reach; a little basket of books in the kitchen to choose from as dinner is cooked, a basket that gets moved onto the balcony or garden each time you step outside, books in the bedroom, sitting room - keep them everywhere!” says Leanna Barrett, Head of Liberty Woodland School. “Next, prioritise times to read to your child. Make them special and bonding; snuggling on the sofa under a blanket, building a den and reading books undercover, in bed in the mornings at the weekend. Talk, question and wonder out loud about the story - making it personal and relevant to your child.”

Common blocks and how to overcome them When your child first starts to read, resist the instinct to correct every word they read incorrectly. It takes the enjoyment away

and slows them down. “If reading doesn’t immediately come to a child, they may get frustrated and want to give up,” says Mary Lonsdale of Mentor Education. “This is a normal response to attempting something challenging, especially when it doesn’t come naturally. If this happens, take a step back and try to prevent them from getting discouraged. It may be helpful for more practice at a lower level to build your child’s confidence up.” If your child is reluctant to read – at any age – take time to consider what they are being asked to read. The set text from school or the classic you loved as a child might be squashing their enthusiasm. “Giving the opportunity for children to explore all sorts of reading material is really important,” says Barrett. “From comics, short stories, annuals, picture books, favourite authors, books on a favourite theme, genre or interest - there is something out there for every child.” Be mindful about pushing them towards more challenging books too early - it could put them off. “Often when children are progressing with their reading, towards the end of primary school or during the 11+ process, well-meaning teachers and parents will say that they should be reading ‘better’

or ‘more advanced’ stuff,” explains Adam D’Souza, founder of The Commons tutors. “But without good guidance on accessible texts, graduating to more advanced reading can seem like an insurmountable barrier this is when motivation drops, kids switch off reading and start to fall through the cracks academically.” It’s also worth assessing what other commitments your child has in their week and how this impacts the time they have to read. There is evidence that there is a vast decline in the number of children reading for pleasure when they get to nine years old. “There is less time for reading when children’s attention is being spread thin between school, sports, clubs, family time and socialising,” warns Mary Lonsdale. “At this age, children start viewing reading as less of a relaxing pastime, and more of a chore that is expected of them.” This is when it’s important to protect reading time each day. “Keep a bedtime reading routine and keep reading out loud to them,” says Barbara Ferramosca, Head Librarian at King’s College School, Wimbledon. “The temptation to make them read the book themselves in order to ‘practise’ will be very strong at this point and our advice is to try to resist it.” There is a pervasive stereotype that girls

Dolphin School

like reading more than boys. According to the recent Kids & Family Reading Report from Scholastic, there is definitely a gender gap, with boys being left behind. “Traditional images of masculinity can portray reading for pleasure as unmasculine or uncool, but this can be addressed by challenging these conceptions from an early age, by rewarding reading-friendly behaviour and by providing male readers as positive role models,” says Ferramosca.

Teatime Tutors

ENCOURAGE A LOVE OF BOOKS EARLY Although we want to get children reading, we should not put them under pressure to do so as this could overshadow the joy. The key to developing a positive attitude is simple yet effective: parents are encouraged to spend time reading to children as well as to model a love of reading themselves. Have books in multiple places around the home, car and even the bathtub! Place books alongside toys on shelves and in boxes so that they are part of a child’s everyday experience. Have morning and bedtime reading as part of the daily routine. Children often take cues from adults, teachers and parents; if they see them reading, enjoying the activity and discussing books with their friends, it is likely that they will follow suit. Listening to audiobooks with children has huge benefits as hearing someone reading a book confidently is a great way to experience fluency. Source: Hornsby House School

THE COMMONS

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Eaton Square Schools

Nursery & Prep

NEXT OPEN MORNING: Thursday 14th October 2021 DON’T MISS OUT: New Nursery opening September 2021

www.eatonsquareschools.com 55-57 Eccleston Square, London SW1V 1PH | registrar@eatonsquareschool.com | 0207 225 3131

THE REMOTE LEARNING PROGRAMME FROM PGP WAS OUTSTANDING.

READERS’ RIGHTS Daniel Pennac and Quentin Blake have written an inspiring book and visual poster called ‘The Rights of the Reader’ whose principles apply to young as well as older readers. It really encapsulates the wealth of literature on the subject and it is fully endorsed by Children’s Laureates, academics and librarians alike. These are the rights of the reader:

YOU ARE INVITED TO OUR

OPEN DAY ON

SATURDAY 25 SEPTEMBER 9.30AM

• The right not to read • The right to skip • The right not to finish a book • The right to read it again • The right to read anything • The right to mistake a book for real life • The right to read anywhere • The right to dip in • The right to read out loud • The right to be quiet

Digital platforms While the physical feel of a book, the cuddles at storytime and the positive associations of reading together should not be replaced, there are some digital platforms that can help alongside. “For very young children, I really rate Lingumi,” says Adam D’Souza. “Toby Mather, who founded it, is a former teacher and extremely clever; the platform is really well designed.” Grace McCahery from The White House School Prep suggests a Kindle - “It can be a good way for children to read, particularly those with additional learning needs such as dyslexia.” Alternating a Kindle with a physical book can also be helpful. Due to the rise in online schooling, many pupils have experienced screen fatigue so listening to a story has been a welcome relief. “Because of the sheer amount of time spent in front of their computers during online lessons, screen fatigue was a big concern and the use of audiobooks really transformed their relationship with stories and made them more aware that reading for pleasure is a powerful tool for their wellbeing too,” says Barbara Ferramosca. They also offer freedom and flexibility for those deterred by the restriction a book

PLEASE CONTACT US TO BOOK A PLACE

www.parsonsgreenprep.co.uk w ww.parsonsgreenprep.c .co o.uk P arsons G reen P rep Parsons Green Prep 1 Fulham Park Road London SW6 4LJ T: 020 7610 8085 E: admissions@parsonsgreenprep.co.uk We are really looking forward to meeting you. The Commons

brings. “Audio books can be a great way into literature for reluctant teens because you can still do something active while listening to a book,” says Kate Jeffrey from Putney High School. “Libraries have free, downloadable audio books and Audible has a wide range of books for teenagers.”

The Covid effect The past year, opportunities for children to read aloud have been reduced and input from teachers has been affected by online school. “When children did read to teachers over Zoom or Teams, it often became impossible when screens froze, and children lost their connection or lost their focus,” says Mary Lonsdale. “Last year we worked

on a voluntary basis with three local primary schools in Wandsworth whose Year 2 and 3 children largely stopped reading during lockdown, setting children back in a skill so dependent on daily practice. Primary-aged literacy has been badly affected by Covidrelated school closures.” The challenge for schools will be establishing foundations and building quickly on them to help children access a curriculum designed around formal reading from Year 1. So the message to parents remains consistent and clear - read with your child and find the books they love, not what you think they should read. “Success leads to enjoyment, which leads to more success,” concludes D’Souza.

We would be delighted to show you our brand new Reception classroom and share our further plans towards becoming a major STEAM school.

PGP IS A WONDERFUL SCHOOL WITH STRONG ACADEMICS AND A LOVELY, CARING ETHOS.

Alleyn’s Junior School

WHY READING MATTERS ABOVE ALL ELSE

KCS Wimbledon suggests that every home should have this poster in their reading corner, understand and respect it. Parents may inadvertently create blocks every time that they push their child to read a classic when they are not ready, or insist on a particular book because it will improve their vocabulary. Reading for pleasure is not an outcome, it is a mindset, it is a passion and it is for life: it can only happen if children do it at their own pace and in their own way.

SHE AND WE LOVED PGP AND SHE LEFT FULL OF CONFIDENCE AND WITH GREAT RESULTS.

Reading is the key that unlocks success in every subject – even maths – as written instructions are the foundation of formal education. If your child struggles with reading, bludgeoning them with long novels or tedious reading schemes is not the way to help them love it. Short stories, such as Roald Dahl’s Henry Sugar and Six More collection, are an enjoyable way for reluctant readers to get to the plot twist. Slightly older children might enjoy the macabre account of a murderer’s mind in The Tell-Tale Heart by Edgar Allan Poe. If your child prefers facts, try history or science books, or biographies like My Family and Other Animals by Gerald Durrell, including the episode where boy Durrell’s French tutor shoots a gun out of the window! It is worth subscribing to The Week Junior for child-friendly current affairs. Source: The Commons

Alleyn’s Junior School offers co-educational excellence in a caring community for children aged 4-11. 2021 Open Events will take place in September, October and November. Join us to learn about Junior School life and our exciting redevelopment. Everyone is welcome. Visit www.alleyns.org.uk for details. 020 8557 1519 | Townley Road, Dulwich, London SE22 8SU

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SCHOOL PROFILE

POST COVID LEARNING

MOVING WITH THE TIMES

THE BIG SHAKE-UP

From classical to electronic, from the stage to the big screen, the sky is the limit for the creative arts within the ever-growing academic culture at Emanuel School

“Drama and music are good for the soul, spirit and collective identity of our pupils,” says Headmaster, Robert Milne, “working and having fun together as a collective is so important for their welfare, wellbeing and personal growth.” Whilst the lockdowns prompted all schools to embrace technology, the teaching and learning at Emanuel adapted, and in many cases thrived with every single pupil being able to maintain their timetable online every single day. But the school went the extra mile, placing just as much emphasis on its co-curricular activities as its academic curriculum. Music concerts and drama clubs continued online throughout. The school even managed to put on four performances during the pandemic period from March 2020 to July 2021, including the whole school musical, ‘The Addams Family,’ a major feat considering much of the rehearsals had to be done in small socially distanced bubbles.

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“Finishing the musical this year was almost like a metaphor for us fighting off this virus!” says Year 12 student, Maisie. “It enabled people to feel connected to each other in times of isolation.” Indeed, Emanuel’s aptitude to embrace technology is testament to its overall progressive outlook on education and as such the school constantly looks for opportunities for pupils wherever their passions lie, explains Charles Janz, Director of Music. “Most music departments have a bias towards classical music. Whilst I agree it is very important, I don’t think it is more important than other, more contemporary genres of music. There is room for both at Emanuel.” As such the music department has revolutionised its curriculum expanding into DJing, production, electronic dance music and remixing. Its efforts include hiring two professional DJs to its teaching staff; inviting representatives from dance music labels and popular night clubs to careers events; and much to the delight of the sixth formers, a performance at the Ministry of Sound in March 2022. As a result, boys and girls, who may have been DJing at home, are now engaging in music at school such as Year 10 DJ, Ice Dob. She says, “The lessons have allowed me to hone my technical skills and improve my overall performance as a DJ.” Similarly, in drama, pupils have just as much opportunity to take part in the technical aspects of production, such as stage and costume design, lighting, filming and editing, as performing. Students are often scouted by talent agents in the audience at the annual musical, and whilst some have appeared in Netflix series, BBC dramas and the West End, it is “the day-to-day transformative impact of the arts on pupils which is far

There is momentum growing to stop using the term ‘lost generation’ and reshape the debate from the big ‘catch-up’ to the big ‘shake-up’, says Dina Shoukry hildren have lost approximately half a year of in-school learning due to the pandemic. While schools have become experts in risk assessment, maintaining class bubbles, one-way systems, deep cleaning, and PPE, they have been given little government guidance on a ‘catch-up’ curriculum. In fact, the Department for Education’s non-

more inspirational,” says Clare Fearnley, Head of Drama. This is the very ethos that runs throughout the school and is the reason it offers scholarships of up to 50% of the fees and plans to offer 43 free school places by 2024. For those who don’t get plucked from the cast, Emanuel provides careers and auditions training, with several leavers going on to RADA, The Royal Central School of Speech and Drama, and Guildford School of Acting, as well as the big screen. Many go on to prestigious schools, conservatoires and Russell Group universities, but Ravi Kothakota, Deputy Head Pastoral insists, “It’s not so much about the destination than it is about finding the right path. Students find their passion at Emanuel, and we facilitate their journey by developing opportunities for them to thrive.”

statutory guidance for schools on ‘teaching a broad and balanced curriculum for education recovery’ was only published on 2 July 2021, a few weeks before the end of the academic year. The guidance is optional and based on best practice, but it will be up to each school to adopt its own recovery plan and put in adequate measures to best meet the needs of their students.

?????????????????? Mathnasium

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aimed to fill the educational void, for those who require it. Many of our tutors and support team are pouring their spare time into running 11+ booster revision courses, devising school specific mock exams, planning summer schools, and preparing for the autumn term 11+ and 13+ entrance exams and interviews.” Independent schools, on the whole, were able to maintain their regular timetable online with minimal disruption to their students, but the upheaval and trauma of the pandemic should not be underestimated in our rush to ‘catch-up’ says Claire Boyd, Head of Juniors at Wimbledon High School. Boyd actively rejects the terms ‘lost learning’, ‘catch-up’ and ‘recovery curriculum’, contending instead that we need to look at a more optimistic framework going forward. She explains, “The narrative we’re in danger of building is creating a real sense of negativity and anxiety for our children. If they keep hearing this term ‘lost generation,’ it becomes a self-fulfilling prophecy.” Instead, Boyd believes that we should “make the most of this opportunity

to let go of the shackles of some of the idealised expectations we have on academic performance and acknowledge, praise, and celebrate the attributes and skills children and young people demonstrated throughout the pandemic, such as resilience and the ability to adapt and flex to the situation they found themselves in.” Hannah Farhan, Head at The Minster Junior School, agrees. “When we talk about the big ‘catch-up’, it’s so much more than academics. It’s about the effects of the pandemic on our children’s behaviour, social awareness, mental health and fitness.” When students returned to school in March, the first aid room was full of bumped heads as they had forgotten about spatial awareness. And many of them, especially lower down in the school, had simply forgotten how to sit down and learn. “We realised pretty quickly that the first thing we had to do was to take the time to reintegrate them into school life again and only then could they really be ready for learning.” Indeed, all educators have had to take on a much larger pastoral role when it comes to

THE POWER OF DRAMA Emmys and Oscars are far from the only rewards studying drama reaps though we are proud of the dramatic success of alumnae, including Carey Mulligan and Emma Corrin. As well as showing students how to project their voices to an audience (useful in combatting a widely-held fear many adults have of public speaking), drama provides confidence to project their voices more figuratively too, building self-confidence and self-esteem. Encountering a variety of situations through playing different characters prepares students for novel experiences of their own and builds empathy through putting themselves in others’ shoes. Group work fosters valuable abilities required to work as part of a team, including communication, collaboration, respect and responsibility. The communal crafting of school productions, whether students choose backstage or onstage roles, gives them a shared sense of pride and accomplishment as well as valuable teamwork experience – not to mention being heaps of fun. Source: Woldingham School

the big ‘catch-up.’ The team at Mathnasium, the maths learning centre in Battersea, has invested extra time and resources in not only bringing children back up to where they should be in maths but also in helping them settle back into learning as a whole. “The gaps in knowledge that the children are coming in with now are larger than what

we would have seen 18 to 24 months ago,” says Centre Director, Fiona MacKenzie. What’s more, is that students across the ages are less confident and less independent than before the pandemic. “We just could not expect them to take off where they left off.” The Mathnasium team are spending more time working closely with each student

Acknowledge, praise, and celebrate the attributes and skills children and young people demonstrated throughout the pandemic Emanuel School

The government allocated a £650 million catch-up premium for the 2020 to 2021 academic year to schools to ensure they had the support they needed to help all pupils make up for missed learning, which equates to just over £91 per pupil. A further £350 million was provided for the National Tutoring Programme (NTP) to provide additional, targeted support for those children and young people who needed the most help. Another £130 million for the NTP programme has been announced for the next academic year 2021 to 2022 with plans to extend it a year or two thereafter. While early data from schools’ own assessments of their students is showing a steady progress in the children’s learning, to expect a full recovery within a term or two

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is far too premature, schools say, as they continue to put in place measures to help children well into the next academic year. Moreover, it is far too early to assess the total ‘loss’ as children are still experiencing the impact of the pandemic. Research last spring pointed towards a significant drop in pupils’ performance in reading and maths with younger children impacted the most, but the unprecedented nature of the crisis makes it almost impossible to fully predict the effects on children with the negative impacts extending well beyond educational attainment. “It’s not all doom and gloom,” believes Aaron Markwell, Web & Content Manager at Exceptional Academics. “Many teachers and tutors alike are running catch-up sessions,

COMING TOGETHER An academic partnership between eight state secondary schools in Merton, Kingston and Richmond and King’s College School, called the Wimbledon ISSP, supported GCSE pupils virtually during lockdown. From the beginning of the spring term, live online GCSE reinforcement sessions were run with six of the partnership schools and attended by up to 70 pupils. “Enabling students from a wide variety of schools to come together in person is very powerful in not only facilitating learning, but also in creating a stronger sense of community,” says Peter Hatch, director of partnerships and outreach at King’s.

Whitgift School

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amplification of young people’s voices on the ‘Everyone’s Invited’ forum and concerns about women’s safety in response to the abduction and murder of Sarah Everard. Recognising the risks of social media, schools have had to step up and create safe places for their students to talk and be listened to. Kevin Doble, CEO of Northwood Schools says, “What matters most is the ability of every student to feel that they are in an environment that is supportive, and that their learning occurs within the context of being socially aware, respected, happy and balanced. Those are the things that fundamentally matter, because frankly, without those, academics mean nothing at all. The difficulty, of course, is that we’re in such an outcome-driven society.” It is precisely because of our outcome-driven society that parents are understandably concerned about their children’s academic progress. Tash Rosin, founder of Teatime Tutors explains, “For many schools, the most they could hope for with remote learning was to ensure that the children were keeping up with the curriculum and not falling behind. Since returning to school, teachers are focusing on revising the children’s skills and consolidating their knowledge, but

Broomwood Hall Lower School

We need to hear our students’ voices and we have made space within the curriculum to do that

and collaborating with their parents in order to help them feel confident in their learning again. “With dedicated support, our students are thriving, not only hitting attainment levels for their age group, but more importantly, unlocking critical thinking skills, so they can work to the best of their abilities,” says MacKenzie. But in their rush to ‘catch-up’, some schools have cut down on play time, which could prove counterproductive in helping children recalibrate themselves for learning again says, Clive Smith-Langridge,

ONLINE TUTORING Online tutoring has become a successful and positive way of teaching. It offers convenience and flexibility, and you already have everything you need; wi-fi, a computer or tablet. Not having to travel to your tutoring session means that you’re no longer constrained by your postcode and you can allow more flexibility as to when your session is and who your session is with. You have the opportunity to find the perfect tutor for your child and ensure that they will always be available. If you’re concerned that there will be limitations, many channels allow tutors to view their tutees’ work, write on interactive whiteboards and share screens. Perhaps the most beneficial factor of online tutoring is that it offers the same possibilities as learning in person. Using a webcam means that tutors can see when a child is struggling and needs help. Source: Teatime Tutors

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Headmaster of Northcote Lodge. He argues that playing “is one of the most important aspects of schooling, as not only do the children develop the building blocks of learnings, but also social interactions.” In fact, schools like Northcote Lodge and its sibling pre and prep schools, Broomwood Hall Lower School and Broomwood Hall Upper School, are making play an integral part of their ‘recovery’ programmes. Incoming Heads, Jo Townsend and Louisa McCafferty, remark, “We’re putting much more emphasis on play-centred turn-taking and team-building activities to help children build up their social skills and confidence.” Susan Brooks, Head of Northwood Senior concurs. “We’ve worked really hard on the pastoral side.” And we can’t look at the pandemic in a vacuum says, Colette Morris, Head Teacher at Christ Church CofE Primary School, Battersea. “We shouldn’t underestimate bigger societal issues such as the Black Lives Matters movement. Children came back to school with questions that needed to be asked and answered, so we trained our teachers in racial literacy to be able to support them. We need to hear our students’ voices and we have made space within the curriculum to do that going forward.” Gender equality also came into sharp focus during the second lockdown with the

not necessarily extending them.” Indeed, Rosin’s work revolves around extending her students’ knowledge and ensuring they can apply it confidently, so they are ready for the year ahead. She adds, “Schools really are trying their best, and my advice to any parent who is concerned that their child is bored or is not being challenged enough during this time, is to speak to their teachers as a first port of call.” Mary Lonsdale, founder of the tutoring company Mentor Education adds, “For children going for 11-plus exams, many

Exceptional Academics

schools post past papers on their websites, and we recommend you go through them and practice them with your children. There are also great resources like the Bond or CGP books which are very helpful.” Lonsdale’s outlook is positive. She explains, “whether your child is in the state or private sector, primary or secondary school, there will be parts of the curriculum they inevitably couldn’t keep up with online or didn’t understand as well, so go over those topics again at home and ask their teachers for extra resources in those specific areas.” She adds that although schools are assessing children and putting in place intervention programmes for those who have fallen behind, for many parents it is still unclear how the pandemic has affected their child’s learning and they are concerned. “Most parents come to us because they don’t know exactly where their child is in their learning, compared to where they should or could be. We provide assessments with lots of data points on a child’s learning now, and their future academic potential. We can also pinpoint exactly where their weaknesses lie and help them overcome them.” From a wider societal point of view, the pandemic highlighted and further exacerbated a deep chasm in the education

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system between the haves and the have nots. According to Teach First, an education charity, disadvantaged pupils are twice as likely to have fallen behind during the pandemic as their wealthier counterparts. Northwood Schools’ Doble says, “It is in all of our interests to make certain that the majority of children are not left behind whether they are in the independent or maintained sector, because it’s a hollow victory. If the country goes backwards, it’s not going to benefit any of us; we need a community that is strong and positive and educated.” As such, independent schools, such as the Northwood Schools group, are doing a lot of work around closing the inequality gap in education and sharing it with other schools around them. Others such as Emanuel, Whitgift and Alleyn’s have a long, embedded history of serving their communities for the mutual benefit of their students and those they serve. As a result of the pandemic, they have adapted their community programmes to include helping families and children most affected by the coronavirus. Emanuel’s Ascent programme is a weekly Saturday school, running for nine Saturday mornings and two full days at the beginning of the summer holidays, for children from local state primaries in Battersea at risk of

It is in all of our interests to make certain that the majority of children are not left behind whether they are in the independent or maintained sector not reaching expected national attainment levels. The programme offers intensive maths and English lessons sandwiched between fun, co-curricular activities. Lisa Irwin, Deputy Development and Community Partnerships Director, says, “Some children were struggling at school already and others who had been performing at an acceptable level became disenfranchised, disengaged or struggled with the challenges of an extended

How far she goes

period of disrupted learning. So our aim is to help them to fill in some of the gaps in their education, but mainly to motivate, re-engage and inspire them, and to reignite their excitement about learning.” Similarly, Alleyn’s is running a one-week summer programme for children in Dulwich. Neil Green, Assistant Head (Co-curricular & Partnerships) explains that the programme is for families who would benefit the most rather than for children on pupil premiums alone. “Families experienced the lockdowns differently. Some had financial difficulties, bereavement and isolation from friends and family, so this is just as much for the families as for the children involved. The real focus is on fun dynamic learning that’s going to reinvigorate and re-enthuse, and hopefully encourage that relationship with education again.” Andy Marlow, Director of Partnerships and Community at Whitgift, which ran a twoweek community summer school for around 200 Year 5 primary pupils in Croydon this year for the second time since the pandemic began, says, “The programme is open to students who would benefit most from the boost, not just academically, but also socially, in terms of building up the children’s confidence and soft skills after a difficult 18

FUTURE PROOF So often we hear how much the world is changing, yet sadly in many ways education is lagging behind. It is time for change, for a reform of examinations and the curriculum. Schools need to be places that enable pupils to study hard, be reflective, become self-aware and empathetic, develop mental resilience and the ability to solve problems creatively. Children of the future need to develop a free and curious mindset that is at ease in an uncertain world, where critical thinking and problem-solving skills are increasingly important. Students who acquire high-level thinking skills, perseverance, to reflect on one’s own bias and the bias of others, will be the generation that is able to decide on the best outcome and deliver the solution. STEAM (Science, Technology, Engineering, Arts and Mathematics) should be fully embedded in the curriculum; only when this happens will we be really preparing children for the future. Source: Parsons Green Prep

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months. We hope they found it fun to try out new things, like fencing and drama.” And while everyone in the education sector is working tirelessly to help our children succeed, many are debating what we are actually ‘catching-up’ to. As we emerge from lockdown and the effects of the pandemic, the discussion is shifting towards wider educational reform and a potential scrapping of ‘out-dated’ GCSEs which even their creator, Lord Baker of Dorking says are “past their sell-by date” as experts debate whether the exams are necessary when all children now continue in education until the age of 18. “We are still very much under the Victorian model of education,” says David McCarthy, Director of Education at Sophia High School, an online school. “Children are cramming for exams and then forgetting about what they learnt six weeks later. I’m not sure how that prepares them for life.” He adds, “at our school, it’s not about how many dates or facts our pupils can remember - we have the internet for that. It’s about the skills they learn which they can transfer across subjects and build on year-on-year.” It will take a long time - McCarthy predicts

Wimbledon High School GDST

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SCHOOL PROFILE

THE ROLE OF MUSIC IN EDUCATION The musical learning style, also known as the aural (auditory-musical-rhythmic), is one of eight types of intelligence, as defined in Howard Gardner’s theory of Multiple Intelligences. There are great developmental benefits for learners that have an active and involved musical education alongside more academic subjects. Learners who develop their musical intelligence are better able to seek and recognise patterns in their environment. They are more easily drawn to sounds and have an increased capacity to easily memorise phrases and words in foreign languages. In addition to this, our broad musical curriculum confers a range of additional benefits including: developing the ability to work and practise independently, the self-discipline required to overcome the technical demands of playing an instrument and most importantly, the social and collaborative element of shared performance can help children become better communicators and more empathetic.

KIND AMBITION The Northwood Schools group is proud of the range of opportunities it provides, balancing academic ambition and rigour with pastoral care and kindness. This winning combination gives pupils a strong grounding and preparation for the next educational step – whatever and whenever that might be

Source: Eveline Day School

as long as 10 years - for our education system and our economy to recover, and a lot of money - significantly more than the government’s proposed £1.4 billion over the next three academic years - to ‘catch-up,’ let alone ‘shake-up’ our education system. The message is clear from educators in Nappy Valley; this is a marathon, not a sprint and

positive change can come out of the trauma we have all experienced but it will take time. Every school right now is evaluating the lessons learnt from the pandemic, working in collaboration with the student, parent, and education community to foster happy, independent, and resilient learners with the critical skills they need for the future.

The four schools within the group Broomwood Hall Lower School (co-ed 4-8), Broomwood Hall Upper School (girls 8-13), Northcote Lodge (boys 8-13) and Northwood Senior (co-ed 11-16) give parents both flexibility and certainty. Most children join Broomwood Hall Lower School at four, progressing automatically on to Northcote Lodge and Broomwood Hall Upper School at eight before leaving to a wide range of day and boarding schools at 11 or 13. From September 2020, the addition of Northwood Senior (co-ed, 11-16), gives parents another option: a smaller and local co-educational secondary school. “Our schools have always had a strong reputation for high-achievement – the most recent raft of scholarships pay testament to that – but with secondary schools placing increasing importance on selection at age 11 – for both Year 7 and 9 entry points, in day and boarding schools, we have placed further emphasis on what is already a robust academic preparation for exams,” says Kevin Doble, newly arrived CEO of Northwood Schools. However, this doesn’t change the fundamentals of what the schools offer - an education that is fully rounded and

pastorally kind. Head of Northcote Lodge, Clive Smith-Langridge, emphasises, “Our focus on educating the whole child means engaging and stimulating them not only intellectually, but physically and creatively too.” Across the group, enrichment sessions, once the preserve of Scholarship candidates, have been added to the curriculum for Years 7 and 8, in the form of an Intellectual Acceleration programme to encourage enquiring minds and a more in-depth knowledge of the world. Louisa McCafferty, Head of Broomwood Hall Upper School says, “This is about giving children the opportunity to explore subjects they care about in greater depth and to develop the skills to apply knowledge rather than just learning the facts.” The foundations for this broad education begin with the very youngest pupils at Broomwood Hall Lower School. “We harness a child’s natural curiosity and desire to learn and give them the opportunities to stretch and challenge themselves so that they are well prepared to move on to the more challenging and demanding prep stage with confidence,”

says Jo Townsend, Head of Broomwood Hall Lower School. Northwood Senior, led by Susan Brooks, formerly Deputy Head Academic of Broomwood Hall Upper School, has the same vision and ethos for a flexible and bespoke education. She introduced thematic learning as a way of helping pupils to apply knowledge and make connections, and has seen it transform attitudes to some subjects by awakening a thirst for knowledge and the development of higher-order thinking skills in a very short time. Masterclasses offer additional intellectual stimulation – further demonstrating how pupils can really shine when comfortable in a smaller space. The arrival of new Group CEO, Kevin Doble signals exciting times ahead. Early plans are to build on the strengths of the group with more collaboration on shared activities to stretch intellectual attainment. His overarching view across the schools will ensure a common policy with academic ambition at its core which will manifest itself accordingly across the age groups.

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SCHOOL PROFILE

EXTRA CURRICULAR

BEST FOOT FORWARD

TIME OUT

Whitgift’s ambition to transform boys’ lives through education remains front of mind as they continue towards their Vision 2025

At the foundation of Whitgift’s educational ambition for its boys are far-reaching academic and social values which will impact their lives and the lives of those with whom they will come into contact, both now and in the future. Headmaster Chris Ramsey comments, “We want our boys to be thought leaders, giving back to society and embracing diversity. We celebrate our values of diversity, respect for difference and equality, understanding that we become stronger by listening and learning together.” In a year that has seen not only a pandemic but also major movement for social change and justice, Whitgift is well positioned to effect change. The school is made up of a wide cross-section of society from a wide catchment area, with pupils from all backgrounds. “Based on where we are and what we can offer to potential pupils including many bursaries and scholarships, it is natural for us to attract diversity, but we mustn’t be complacent. It is important to work on inclusion and to keep conversations and actions happening,” continues Ramsey.

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The school runs a range of societies, many of them student-initiated and led, including the Afro-Caribbean Society and QueerSoc. Teachers are happy to be approached with new suggestions and will gladly set up inspiring forums for boys to meet, discuss and debate the important issues of today. “The groups talk frankly about current and historical issues, about Black Lives Matter for instance; there’s always an open door to talk,” says Alistair Osborne, Whitgift Assistant Head. Staff have a great desire to effect change and, working alongside parents, see it as their role to support developing the whole boy. Clearly there is a great deal going on in the world – discussions are happening, there is action and there is cultural change. Whitgift is keen to help change the story. Giving back to the community is a fundamental aspect of being a Whitgiftian. Director of Partnerships and Community, Andy Marlow has created an incredible number of relationships with the local community, many of which involve the boys directly, such as sixth formers volunteering at local schools.

Dina Shoukry explores the increasing trend in taking teaching outside as part of everyday learning and the many benefits it brings our children here is a global movement to get our children outside. Teachers worldwide agree that time to play outdoors throughout the day is critical for children to reach their full potential and it seems even our questionable weather is not putting them off! “We do all sorts of science experiments outside. The children absolutely love

“What we can do, we are doing or are busy planning. Our vision is that every boy in school should be involved in some form of ‘giving back’. Boys appreciate the privilege of being at Whitgift and understand that they need to ‘look outside’ their own immediate world.” This summer saw another Community School for Year 5s from local primaries, something that was instigated in 2020 to support the loss of learning brought about by the first lockdown. Despite the difficulties of recent times, Whitgift’s Vision 2025 is on track, even fast forwarded in many areas. The laptop rollout is now complete for the first four years with other year groups following soon, and exciting plans for the Sixth Form Centre have been brought forward, planning permission permitting. Boys at the top of the school will benefit from a state-ofthe-art space on campus to call their own, to inspire learning with one eye on their higher education and future careers. Above all, boys have learnt to appreciate more than ever before the opportunity that being a Whitgiftian brings, with its strong ethos of values to carry them forward, outward looking, in life.

exploring how changes in the weather impact the garden,” says Sarah Sanger, Founder and Principal at The Woodentops Nurseries where the children attend forest school once a week on Clapham Common and teachers set up garden activities daily to stimulate the imagination. Amy Gemmell, Head of EYFS at Hornsby House School, adds other benefits of outdoor

learning for the school’s youngest children: “Those children who are fidgety, prone to shouting out and have lesser developed fine and gross motor control skills, particularly in children aged seven and below who are still developing their basic senses and physical skills, thrive in an environment where they can move, smell, touch explore and ‘do’. “Learning outside works wonders to

Woodentops Nursery

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develop the child who is averse to taking risks or identifying hazards. I always feel immense pride when after our first few visits to Wandsworth Common where I encourage all of the children to trek through the bushes and under the trees, they quickly work out how to avoid nettle stings and bramble bushes. “While not always the case, those children who typically score well in school assessments are often the children who are frightened of getting dirty wellies, taking risks and adapting to a changing environment, as opposed to another child whose ‘can do’ attitude does not score highly in a test, but allows them to dip their toes in a particularly muddy puddle or test out a shaky looking branch with their foot while holding a minibeast which they intend to identify. The best example of conflict resolution I have seen is while watching two young children negotiating over the best home for a snail!” Ben Freeman, Head of Finton House, cites other advantages: “Extra-curricular clubs, trips and workshops enrich pupils’ learning and teach them respect for each other and the world around them. These invaluable experiences develop their social and cultural awareness outside of the classroom.”

CREATIVITY IN SCHOOLS Inspiring and encouraging creativity in children and young people is crucially important in these pressurised times. Creative pursuits allow pupils the opportunity to explore and experiment outside the structured world of academic learning and this exploration fosters key qualities including bravery and resilience. To be creative, pupils must conquer worries about how things will turn out and they must inevitably face moments when their efforts fall flat. Creativity Day at King’s earlier this year gave all pupils access to nearly 50 live and recorded sessions, discussing ideas and approaches to creative outputs or giving masterclasses on particular skills. The relevance of the initiative was clearly evident. Many pupils reported that their creative activity was ‘relaxing’, ‘interesting’ or made a positive impact on their mood. Others realised that applying imagination and creativity when facing problems could help them to innovate successful solutions across all areas of life. The Eveline Day School & Nursery

Camp Suisse

Although outdoor learning has been a staple for early years education for some time, more and more of our primary and secondary schools are incorporating it into school life too. One such school is Thomas’s London Day Schools which has pledged to take up to 20% of its lessons outside. Over the last decade, there has been a growing body of research demonstrating

how outdoor learning and playing improves cognitive functioning, reduces student (and teacher) stress, lowers the symptoms of attention deficit disorder, raises test scores, improves creativity and social skills and most importantly ignites a sense of wonder. At its core, the great outdoors makes children happy and happy children thrive. “Our children love to discover new things

Inspiring Hearts & Minds

every day, whether it’s flowers on the strawberry plants or worms in the soil. The garden ignites a real thirst for knowledge and exploration,” says Adam Woodcraft, Early Years Co-ordinator at Dolphin School where the children take great pride and ownership in growing and maintaining the garden themselves. Time and time again, learning outdoors has been proved to result in an enthusiasm for learning and better problem-solving skills. For pupils at Christ Church CofE Primary school, Battersea, the first primary school in London to be awarded the Learning Outside the Classroom gold accreditation, outdoor learning is a daily feature. The school boasts four gardens, one of which was co-designed by Chelsea gold medal winner, Cleve West, together with the children and the teachers. When asked

Open Morning 2 October 2021 Online Open Events throughout September & October Booking required for all events www.jags.org.uk 100% bursaries available from Year 7 entry James Allen’s Girls’ School 144 East Dulwich Grove London SE22 8TE s 020 8693 1181

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Parsons Green Prep

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Source: King’s College School, Wimbledon

Dolphin School

why they like learning outside, one Year 6 student said, “It’s more interesting learning outside, so it’s more memorable.” Another said, “You learn resilience in the garden. When I plant something, and it doesn’t grow, I try again and I nurture it, till it does.” And this is precisely why Head Teacher, Colette Morris is so passionate about outdoor learning, “I am interested in growing people who are well adjusted to life and know how to lead good lives as human beings, and that involves nature. It has to involve nature - we are not made of concrete.” Similarly, at Liberty Woodland primary and secondary forest school where 95% of the teaching takes place outside, projectbased learning means that it’s not how much content children can retain from a textbook or sitting at a desk, but rather how well they can apply their knowledge, work in teams,

self-regulate and innovate. “Our children have spent their school lives collaborating and creating. If you look at the top five characteristics that employers are looking for in Fortune 500 jobs, our kids are already doing it every day. They are set up for success,” says Head, Leanna Barratt. There is a misconception that outside is for playing and inside is for learning and never the twain shall meet, but in reality, learning outdoors enhances any teaching done in the classroom. You only need to consider the abundance of vocabulary in nature which can otherwise be overlooked. At Parsons Green Prep, Principal Tim Cannell is in the process of redesigning the reception playground to maximise opportunities for exploring, discovering and learning, renaming the new playground, the ‘outdoor classroom’.

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Eaton House Schools

“Inside or outside, the children are always learning something whether it’s sand play or water play or something else. There should be no distinction between the two,” says Cannell. He adds, “Children learn lots about capacity and volume and maths just from being outside.”

THE EARTH, NATURE, GARDENING AND CHILDREN “It was the sweetest, most mysterious looking place anyone could imagine” Frances Hodgson Burnett from The Secret Garden • Gift children the freedom to be led by nature itself - follow that bee or earthworm or whatever presents itself – no constraints!

The school is boldly doing away with set break times for reception children too, enabling pupils to flow freely between the inside and outside classrooms through childled learning, supported by their teachers to encourage the discipline of self-regulation. Indeed, outdoor learning is just as important for older students too, says John Layng, Assistant Head Co-Curricular at Emanuel School, “When sixth formers are doing biology in the garden, they are doing what real scientists do. Rather than studying the theory on a white board or a screen, they are out collecting samples, collecting data and doing statistical analysis of the different organisms they find.” In an age dominated by screens, it goes without saying that outdoor play results in more active and healthier children. “During the Covid 19 pandemic, opportunities for camps and group activities were stripped away and as such access to active learning was limited as kids were sadly forced indoors,” says Julie Tyler, Camp Director at Camp Suisse which runs winter and summer activity camps in Switzerland offering a range of life enriching activities from climbing mountains to crossing glaciers. Outdoor learning and play enhance children’s independence, resilience, agility and ability to assess and take risks within a managed environment, characteristics that help children navigate through life especially in this post-pandemic era. “A social residential environment can contribute to the personal development of our youngsters by fostering self-belief, and self confidence,” adds Tyler.

And while some schools have cut down on play in a bid to catch up on ‘lost learning’, Wimbledon High School has extended its day by half an hour for the younger years, specifically for play, “Play and social downtime have been the focus of this additional time to help children process the experiences of the past year,” says Claire Boyd, Head of Juniors. Being outside isn’t just good for the body but also for the mind and soul. When outdoor play is incorporated into school life, children can concentrate better and learn more. It also helps children feel calmer and able to process their day, their thoughts and their surroundings. “Being in the garden gives our children a chance to engage with nature, to slow down a bit and appreciate what’s around them,” says Emanuel’s Layng. With that sense of appreciation, comes empathy, respect and a connection to the earth which ignites a desire to protect it. That’s why environmentalism is a core subject right up there with maths and literacy at Liberty Woodland School, why Christ Church is stimulating the local bee population with its bee boxes and why sixth formers at Emanuel are inviting local primary students from nearby state schools to their garden to teach them about biodiversity, the food chain and food webs. But out of the classroom learning isn’t just about flora and fauna, it’s also about learning new skills away from textbooks and screens. Emma Smith of Emma’s Kitchen teaches students going off to university how to cook in her home on Broomwood Road. “Many of these young people are incredibly

bright and are going off to study subjects like astrophysics at university, but they’ve never chopped an onion!” Knowing where your food is from, managing your time, socialising around a table are all life skills. Not to mention the opportunity to forge relationships and learn from a diverse range of people outside of the classroom, says Amy Shone, Director at Let’s Act Drama School.

CO-CURRICULAR ACTIVITIES It is well worth encouraging your child to participate in co-curricular activities, as they provide children with fantastic experiences and opportunities to flourish as individuals, beyond the formal classroom. At Alleyn’s, we see the co-curriculum as an essential part of our holistic education. We provide numerous clubs and societies – from football to Fish Tank Club - for all pupils to pursue personal interests and develop new skills across a swathe of physical, artistic, cultural and recreational activities.

Wimbledon High School GDST

Hornsby House School

Source: Alleyn’s School

PREPARING FOR TOMORROW’S WORLD STARTS HERE .

• Encourage children to sow, plant, hoe, water, get messy, run free in nature

A successful co-curriculum encourages children to challenge themselves in different situations and helps develop greater personal confidence to draw upon in any scenario. Where pupils can influence the co-curriculum, or help run activities, as they are able to at Alleyn’s, the additional responsibility develops their sense of commitment and enhances their leadership skills.

“Mixing with a wide variety of peers from different social backgrounds is so important for children and after school clubs give them a fantastic opportunity to meet others from outside of their usual bubble.” Whether it’s learning in the great outdoors, in the community, on excursions or at co-curricular clubs, out of the classroom learning is not just an optional extra, it is essential for raising the global citizens of tomorrow.

CHOOSE

• Support them as they pause, observe, touch, smile, ask questions • Encourage the joy intergenerationally – gardens and flowers help us experience the interconnectivity of life • Accepting diversity in nature helps us understand human diversity. Help them see that nature accepts us as we are • Encourage children to understand that Earth’s story is our story too and that growth, life and death are part of it all

a co-ed prep school and nursery, for children 3-13, with bursary funding from Year 3 for those who need it, in Battersea

• Inspire children to treat Earth as if our lives depend on it and to think about future generations. Source: Dolphin School

Emanuel School

www.newtonprepschool.co.uk 50

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TESTING CHILDREN

THE CHANGING FACE OF EXAMS Parents can be forgiven for feeling like they face a minefield as their child approaches senior school. Decisions need to be made early before stepping onto the roller coaster of entrance exams with their varying formats, and now changes may be afoot. Charlotte Peterson investigates

associations, include the Common Pre-Tests and Common Entrance.” In the parlance of a south-west London parent then, the Common Pre-Tests are what we often call the Pre-Tests or the ISEBs which take place in Year 6, so when the child is ten rising eleven. For the majority of schools which start in Year 7, children sit the 11+ Common Entrance, most often at the school in question, also often using the common ISEB exams. Others use their own individualised papers, activities and interviews in order to really understand the child and make an offer on that basis. Ricki Hamilton, Head of 11+ at The Roche School recognises that, “secondary schools are starting to alter their entrance procedures in an attempt to mitigate excessive tutoring. Many now utilise creative and team-tasks on exciting discovery days, only assess reportedly ‘tutor-proof’ subjects like Reasoning or give heavier weighting to the reference and interview over the academic assessment.” St Paul’s Girls’ School has a computerised test after which girls are invited to sit the school’s actual exam, or not. The GDST group of schools including Putney High School, Sydenham High School and Streatham & Clapham High School have

Mathnasium

Independent Day School for Boys Co-Educational Sixth Form Croydon

Extraordinary

Putney High School GDST

s they approach the time when they have to start thinking about the next stage of schooling for their children, parents face myriad choices and an at times kaleidoscopic array of entry procedures depending on the schools they have in mind and the entry points they are considering.

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You’ve made the choice that independent is the way to go. Now what? If you’re already in an independent prep you will be guided by your school on when to look, where to consider and when to register. If you’re in the state sector, such support and advice is not always so forthcoming. Regardless, the current entry procedures can overwhelm even the

most attentive, multi-tasking of parents. The Independent Schools Examinations Board (ISEB) “provides rigorous, high quality examinations and assessments for pupils seeking entry to independent senior schools at 11+ and 13+.” The site goes on to explain that the examinations, “backed by the leading independent school

Curiosity After school in the library, Aden and Ronaal discover the next instalment in their favourite adventure series.

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complete autonomy in deciding upon and setting their own tests. Some schools interview the children before exams, like Emanuel, others interview fewer children after the exams. This interviewing technique is more common at 13+ which makes use of the Common Pre-Test or ISEB in Year 6, typical in the process of entry to traditional boys’ schools which start in Year 9. In London, schools such as St Paul’s Boys’ School, City of London, Westminster and, most recently, Dulwich College follow this route, using an academic marker whereby they will only invite boys for interview if they attain a certain (undivulged) level at the online ISEB. Many of the boarding schools popular with south-west London families work in much the same way, so if you’re considering Charterhouse, Tonbridge, Radley, Eton or Harrow, for example, this will be the same route. Children are invited to the schools following the computerised exams (usually taken at the child’s own prep). Follow-up interviews at the senior schools take a variety of forms. They may entail further written exams in the key subjects, one-toone or group interviews, drama workshops, science activities, teamwork sessions and

Whitgift School

sports. Schools use these to fully assess the child and decide whether he or she is a good fit for the school and vice versa. With the changing face of exams in mind, Dulwich College is an interesting case in point. With two key entry points at 11+ and 13+, boys have historically attended those specific exams in the January of the year they would be joining. For 13+ (Year 9) entry from September 2022, they have moved to a ‘Deferred entry’ meaning the pupils sit the ISEB Pre-Test in Year 6 and are offered an unconditional place for Year 9, Dulwich thereby aligning themselves with many of the other leading London day schools for boys. Dr Nick Black, Director of Admissions says, “Over the last ten years, the number of schools that do a 13+ exam has become fewer and we wanted to change in such a way as to retain that important 13+ entry but give boys and parents as fair a choice as possible, taking away some of the anxiety of leaving the entrance exams until Year 8.” They retain 20 places for those who need to take the Year 8 exam – perhaps a move to the UK or a change of heart about boarding. Testing of children, especially boys, at this early stage though may have its limitations. Clive Smith-Langridge, Headmaster of

There is real danger in senior schools missing out on some future stars through over-reliance on pre-testing Northcote Lodge explains, “It is very unfortunate for boys in particular to be assessed via a computerized pre-test at age 10 or 11 for a senior school place at 13+. So many boys are late developers and the young man that you see at 13 is worlds away from the young 10-year-old boy. There is real danger in senior schools missing out on some future stars through over-reliance on pre-testing.” John Preston of Mathnasium points out that their way of teaching works especially well with the Pre-Test in mind, “As we don’t teach for exams per se, understanding maths enables the student to be able to adapt to unique and unfamiliar question styles using their underlying mathematical knowledge and number sense, making them more versatile and setting them up well for the GCSEs ahead.” Once interviews are done, offers are made. In many cases, these used to be conditional on the Common Entrance taken at 13+ at the end of Year 8 of a traditional prep. Now, many of the offers given in Year 6 are unconditional on CE, meaning the child has been offered a guaranteed place for Year 9 regardless of their future results. Some prep schools press on with CE regardless as it is a rigorous conclusion to their prep school years, sending them on to their senior schools just three months later with recent exam results under their belts and ready to hit the ground running. Sarah Segrave, Head of Eaton House The Manor and Director of Education of the Eaton House Schools Group explains, “I hope that Common Entrance at 13+ has a good future because any academic prep worth its salt will be feeding up to 20 senior schools and these schools want them to come up to the same standard. The joy of the word ‘common’ is that it is a universal standard and a universality about what children study at prep school. It is a strong base from which to build.”

She goes on to point out that boys will be choosing their GCSEs halfway through their first year at senior school and the current CE exams offer a breadth of learning, “not only to guide them to make informed choices but to better prepare them when they do.” Other schools like Thomas’s and Newton Prep have replaced CE with their own version of exams. The Newton Prep Diploma for instance, is condoned by the senior schools to which they send their pupils, offering a full preparation for the next stage of schooling through the traditional subjects and broader co-curricular opportunities. Does Common Entrance at 13+ have a future? “Unless Eton, Radley and all those other schools are going to drop their entrance to 11, then of course it does,” says Eaton House’s Segrave. “Traditionally, they have taken boys at 13+. That has been good for them from a pastoral point of view. In my opinion, 11-year-old boys are better at rubbing shoulders with 13-year-old boys [at prep level], rather than 18-year-old boys.” Of course, the global pandemic threw normal plans. For September 2020 many schools declared they no longer required the CE results and the transition for those pupils was secure. For the September

FOUNDATIONS FOR SUCCESS Maths success is achieved by building on firm foundations. Attempting to build on shaky foundations, where there is insufficient prerequisite knowledge or understanding makes progress difficult and undermines a child’s confidence. Gaps exist in maths knowledge for all sorts of reasons, from a child’s misconception or missed topic to a period of absence or life challenge. By taking the time to pinpoint where a child has gaps in their knowledge from topics studied earlier in their school career, a plan can be made to develop the understanding needed to fill those gaps.

The Roche School

2021 intake, schools had to think on their feet and put their heads together. Many of the schools which traditionally use their own entrance exams in the November or January of the academic year of entry such as Whitgift and Putney High School, opted for the ISEB. Chris Ramsey, Head of Whitgift comments, “It has advantages – it’s administratively convenient and only needs to be taken once, but it removes the

Taking a step back to work on strengthening the foundations enables an easier understanding of more complex topics that rely on existing knowledge. Ultimately this accelerates progress towards your particular maths goal, be it increased confidence, greater progress or exam success. Source: Mathnasium

Top boys’ or co-ed school in London (The Sunday Times Parent Power)

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Suzie Longstaff, Head at Putney High School agrees, “Most schools went to the ISEB - we all agreed. It was good in a global pandemic, but the Pre-Test doesn’t offer the ‘full package’ although it did rank the students pretty accurately. We took great care to scrutinise every application to ensure we looked at every child holistically, but of course we would always rather be able to meet them face-to-face.” Putney High will also be returning to a version of their usual exams this year, though always with one eye on the evolving situation. “Change is a good thing,” adds Longstaff, “and the future is exciting for teaching and assessing pupils, whether for entrance exams or at GCSE and A-level. We can see it’s going to be constantly evolving and we’re keeping a watching brief.”

Northcote Lodge

important personal connection and if a candidate has a bad day, it’s a cliff edge, so we will be returning to our own exam, with the interview and scholarship assessment day, both really important in our - and families’ - decision making.”

Change is a good thing, the future is exciting for teaching and assessing pupils

SELECTING A GREAT TUTOR Seek out personal recommendations from friends or refer to The Good Schools Guide for tutors that may be suitable for your child. Check that the tutor possesses an enhanced DBS certificate, a legal requirement to work with young people, and ask for a copy. If you source a tutor through a reputable agency, they will do these checks for you. Clarify the age range that they tutor, whether they have experience preparing for specific school examinations, and details of their success rate. Dip your toe in before committing fully. Most tutors and tutoring agencies will want to assess your child first. This will allow you to see their working practice, before meeting the tutor in person or online to see if the chemistry is right. Request referees for peace of mind or let the tutoring agency do this for you. Source: Exceptional Academics

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Dulwich College

So, for students embarking on their final year of GCSEs and A-levels in Years 11 and 13, what will exam season 2022 bring? The truth is nothing is certain. Simon Lebus, Ofqual’s Chief Interim Regulator told Radio 4’s Today Programme in May that they were working towards 2022 being an entirely normal year for public examinations. In June, we heard how the government had cut the budget for additional tutoring – dubbed the ‘catch up’ - to make up for so much time lost, from Early Years to GCSEs and beyond. Chris Ramsey, Head of Whitgift believes, “GCSEs will return in 2022 and not be changed dramatically. Exams at 16+ are deeply ingrained in our education, and actually do a lot of good in focussing pupils.” As for the Sixth Form, Ramsey suggests, “At this time of global uncertainty and ‘big, world issues’, it’s worth noting that the IB offers a unique and powerful values-led Sixth Form curriculum and we are modelling our junior year’s curriculum around the excellent IB values: collaboration, problembased learning and independent research/ critical thinking.” Seemingly sound advice at a time when students have had to embrace their own learning journey to forge forward with their education. Given the experience of the last 18 months and so much education interrupted, like Putney High’s Longstaff, we’ll be keeping a watching brief.

COMPANY PROFILE

MIND THE GAP The pandemic pressed pause on education and now many are seeking to bridge the gap between a remote lockdown and real time schooling

Mathnasium on Northcote Road is abuzz with learning and activity. The pandemic has been tough for so many children, whether they were thriving at school before the hiatus or not. Pupils went away in March 2020 and the lack of direct teaching in schools, with children relying only on remote learning for so many months of the academic year, has caused a general regression. Many of the students already at Mathnasium when lockdown hit were able to continue with their weekly sessions via the already-established online platform, Mathnasium@home, offering real time one-to-one online tuition. Since the end of lockdown, Mathnasium has welcomed a new raft of students, many of them further behind than the instructors would expect them to be. In many cases, part of the challenge is in retraining the children to be back in a classroom environment, although the centre on Northcote Road (other local Mathnasium centres are in Fulham, Wimbledon and Dulwich) is refreshingly non-school-like, with individual tables set up ready for student and instructor, facing each other and focused.

Children arrive for their timeslot, easily arranged via the efficient online booking system. Parents can select from either in-centre or online learning and can be flexible between the two depending on other commitments. Online learning can be more of a challenge for younger children; it has been proven that we learn better with pen and paper, noting down new learnings to really embed them in our memories. As such, Mathnasium has introduced stylus pens for those learning online.

In-centre the atmosphere is fun, friendly and upbeat and the instructors are young and engage easily with the students who pick up their files, settle down and get started. Parents receive comprehensive learning plans and regular updates in every mathematical topic they tackle. In addition to the core curriculum, Mathnasium assist students to complete any homework or provide specialist tuition for entrance exams, 11+ and GCSEs. Mathnasium has noted a change in recent years with parents proactively planning for senior school entrance exams plenty of time in advance, typically joining a good year or two ahead of when their children will be sitting the 7+, 8+ or 11+ exams. Similarly, the number of Year 10 and 11s tackling Maths GCSE and seeking some additional support to build their confidence, understand the logic behind numbers and enhance their problemsolving skills, is increasing. Interestingly, it’s not only those looking to bridge the Covid gap or fill the gaps in their understanding of maths who attend Mathnasium. A significant number of their students are in the ‘get ahead’ category, either starting out in remedial maths and catching up with their peers or looking to get into the top stream of their year with a Mathnasium boost. And then there are those who have an inherent love of maths and want to push ahead in the subject, and in these cases, Mathnasium can challenge them and help them to excel in the subject. Either way, after the pressures of lockdown, as well as encouraging a mastery of maths, Mathnasium emphasises to parents the benefits of taking a break over the holidays to actively help students’ progression, for them to return refreshed and reinvigorated for the academic year ahead. So, whether you are looking for support and a building of confidence in maths or to strive forward in a much-loved subject, talk to Mathnasium about the options available for your budding mathematician.

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BOARDING

BOARDING PREP We asked current house masters and mistresses at some of the country’s leading boarding schools for their advice on preparing children for the move from day school to boarding life. Georgina Blaskey delivers their sage advice Cranleigh School

Once a child knows they are going to boarding school, how far in advance should you start preparing them? For younger pupils, we suggest that in the time leading up to boarding, parents build in positive opportunities for their child to stay away from home. No one knows your child better than you, so take it at your own pace and whenever you feel you have hit a positive milestone, remind your child of how well they are doing and the progress they have made. Victoria Deadman Gatt, Director of Community and Communications, Royal Russell Take them on a tour of the school (real or virtual), show them pictures of the bedrooms from the boarding prospectus and explain that they will be in an environment with many other pupils and how exciting it will be. Suzanne Kuster, Marden Housemistress, Woldingham

Hurst College

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Mayfield School

We think it is important that all children spend a taster day and night at the school so they can become used to their new surroundings and any ‘fear of the unknown’ is very quickly removed. Alice Wright, Head of Boarding, Windlesham

What steps should you take for the practical side of things, such as changing a bed? Once you know your child is attending a boarding school, it is ideal if parents ensure their child has some of the life skills they will need to help them ease into boarding. They will need to know how to put on a duvet cover, ensure their dirty clothes are sent to laundry on the right days, and so on. Suzanne Kuster, Woldingham A great part of the boarding experience is being independent and learning new things, so we would encourage parents not to worry too much about the practicalities. A can-do attitude and willingness to make an effort is more important than knowing how to do everything. Victoria Deadman Gatt, Royal Russell

What about good habits around food and meal times, snacking and tuck? Three meals a day are really important and breakfast is not overlooked at boarding school, so getting them into the habit of having a good breakfast will be useful. As for snacks, they shouldn’t be used to eating too much rubbish! A few treats are fine but a healthy diet is crucial in long boarding days. Rob Lane, Housemaster of Loveday House, Cranleigh School

What advice do you have for creating good personal hygiene habits? It’s helpful if children can wash their own hair in a shower, and if they have already learned to brush their teeth for two minutes, that is an advantage too. Alice Wright, Windlesham One of the wonderful aspects of living in a boarding house is the girls help and support each other. House staff will ensure our

Living confidently and harmoniously with others is essential when boarding younger students are showering, brushing their teeth and hair and on weekends the girls love nothing more than to put on face packs and scare their housemistress! Suzanne Kuster, Woldingham

Sharing a room may be new to many pupils. How can children prepare for all this entails? Living confidently and harmoniously with others is essential when boarding. Our younger pupils all have shared bedrooms so we would encourage parents to have a discussion about how to be respectful of

The Royal High School Bath

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others’ personal space, boundaries and belongings, as well as how they would like to be treated by others. Victoria Deadman Gatt, Royal Russell Talking about it positively will really help – as might sharing with siblings for a while. But actually, it’s much more about a mindset than anything practical. Boarding is about living alongside others and learning to solve problems and share successes together. Rob Lane, Cranleigh

How would you support a child who is homesick? All children will miss home at some stage, especially when they first start boarding. It’s important that they understand that it’s all right to feel that way. Here, all staff

communicate with each other on a daily basis, so everyone is aware if a child is feeling wobbly. Alice Wright, Windlesham

BENEFITS OF BOARDING Encourages involvement in a wide range of activities Boarding provides the space for your child to grow and develop, both academically and as a person. The boarding week provides the opportunity to access a range of extra-curricular activities to develop existing talents, and discover new ones

Homesickness can happen in the first few weeks, especially with girls who have not spent much time away from home. We talk

If a child struggles to unwind and go to sleep, what is your advice?

Learning to be independent It’s not just about being able to work the washing machine, but about learning to live with and appreciate those with different strengths and weaknesses. Such social skills are part of the portfolio of skills that employers are increasingly prioritising as crucial for success in the modern workplace

In the younger years, we prepare the girls 30 minutes before bedtime. They hand in all devices, and everyone must be in their rooms with what we call ‘little lights on’ - their side lights and their fairy lights creating a calming atmosphere. The girls can then read or chat quietly for another 15 minutes in their beds before we turn out their lights. We find that the girls have had such a full-on day that they fall asleep quickly. Suzanne Kuster, Woldingham Read, read, read! Rob Lane, Cranleigh

The opportunity to engage with the local community Whether it be helping primary school children with their literacy and numeracy or volunteering at the local hospice, the opportunities for young people to look beyond themselves and to give something back are invaluable.

St John’s School Leatherhead

Source: Mayfield School

Royal Russell School

We encourage them to personalise their bedroom as they would at home to the girls about it in the first few days to let them know we are here for them to help, and we will buddy them up with another girl who has had homesickness to support them if needed. Suzanne Kuster, Woldingham We encourage them to personalise their bedroom as they would at home, for example, by putting up photographs of friends and family, and surrounding themselves with home comforts, such as cuddly toys. Niamh Green, Deputy Head, Mayfield

Should there be a shift in phone use to prepare for boarding, and if so, what? The time the girls spend on their phone each day is limited. In Years 7 and 8 we have a no mobile phone policy during the school day and boarders are allowed their phones before and after school, but not overnight. Girls respond very positively to this approach. Niamh Green, Deputy Head, Mayfield School Encourage good study habits and ask for your child’s phone while she studies so that she is not distracted. Encourage good sleep hygiene and request that all the family leave their devices in a central area like the kitchen overnight. Don’t allow phone calls late into the evening and set a time when device usage stops. Charlotte Owen, Head of Marden, Woldingham

What would be your approach to helping a child understand what they need to manage themselves and what they should ask for help or support with? Discussing with your child how to take responsibility for themselves and their own belongings is a great start. Perhaps share some of your own tips for how you help them organise their school uniform and equipment currently. Establishing good habits at home will help it to become part of their routine when they arrive at boarding school. If your child struggles with organisation, help them to create a checklist of items that they should pack each day and remind them to check it daily. Victoria Deadman Gatt, Royal Russell Try not to check their work every night! It’s a slow process of getting them to take ownership over their work but the earlier you start, the better. They need to feel empowered to make decisions about their work and how they do it. Rob Lane, Cranleigh.

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SCHOOL PROFILE

SIXTH FORM OPTIONS

FREE LEARNING

GO YOUR OWN WAY

Q & A with Dr Joe Spence, Master Dulwich College, and Sue Mulholland, Director of Free Learning

What is Free Learning? Joe: Free Learning is learning freely engaged in by students and teachers and free of the constraints of prescriptive syllabuses and public exams. It feeds intellectual curiosity. It is fostered by our teachers’ passion for their subjects. Through Free Learning we aim to instil a life-long love of independent learning and to build creative and critical thinkers. Teachers and students find time for Free Learning in every lesson, but it is particularly evident that it goes on in clubs and societies, when pupils write prize essays and when they are on trips and expeditions.

give students an opportunity to listen to keynote speakers and to participate in seminars across a range of subjects that have included Consumption, Uncertainty, Time and Power.

Sixth Form lays the foundation for pupils’ onward journey into higher education and beyond but does where they study for A-levels colour that outcome? Gillian Upton looks at the options for 16-year-olds

What are the benefits of Free Learning? What’s been your best piece of feedback? Joe: Free Learning can be seen in how pupils develop over time; intellectual curiosity is piqued and ideas explored without the constraints of the examined curriculum. It’s been heartening to hear, every year, of students whose university plans have been changed or challenged by their Free Learning experiences.

Dr Joe Spence

Can you provide some examples of Free Learning at Dulwich? Sue: Free Learning weaves through all aspects of teaching and learning. An art lesson will open the door to the gender equality debate and connect literature, music and history through the lens of artists and art critics. Every year our Free Learning Week takes a different focus centred around a particular discipline. These have included Dulwich Creative, Dulwich Inventive, Dulwich Linguistic and Dulwich Political. Off-timetable, Symposium Days

What I’ve learned here is so much more than exam subjects; I’ve learned ‘how to learn’ and to love learning and understand that most things are in some way connected. Year 13 pupil

Sue Mulholland

Could every school introduce Free Learning? Joe: All good schools have some form of Free Learning. We highlight it as integral to our holistic education. What are your Free Learning plans coming up this/next year?

I like this because it indicates that there’s often an interdisciplinary aspect to Free Learning: it decompartmentalises pupils’ approach to their studies. Does spending time on Free Learning impact on your exam results? Sue: Exam results improve! As Director of Art I have seen a steady increase in grades, especially at the top level, simply because Free Learning is embedded in everything we do.

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Sue: Forthcoming events include Black History Month, with a focus on ancestors and descendants; Eco Week, in conjunction with Target4Green; work with Echo Eternal on their Horizons project, teaching about genocide prevention by eliciting artistic responses to the testimonies of Holocaust survivors, and our Thinking About series, launched in conjunction with the Southwark Schools’ Learning Partnership, with its eclectic mix of speakers on space travel, medicine, human rights, architecture and ‘How to be a unicorn’.

hen teenagers are in the midst of their GCSEs another major challenge looms before them, where to go for Sixth Form. The options are binary, should they stay where they are or head for pastures new? The pro-stay lobby sets out persuasive arguments for staying; being able to enjoy the familiarity of teaching practices, the established friendship groups and teachers, for general continuity and security and being able to hit the ground running in their efforts to secure top grade A-levels and a better chance of securing a place at the university of choice.

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On the other side of the fence, the anti-stay lobby highlight a more independent and adult learning experience in terms of facilities and the range of co-curricular activities, being able to face new challenges as a rehearsal for university and often being given a wider choice of qualifications to study. It’s a tough decision to make as there are advantages common to both. For example, both offer smaller class sizes, seminarstyle classes which mimic the university experience, opportunities to develop leadership skills, more individual attention

from tutors, enrichment programmes and a robust UCAS programme to support their onward journey to higher education. “They would leave if they thought there was a better option out there,” asserts Laura Cottrell, Director of Admissions & Bursaries at Latymer Upper School. “At Sixth Form pupils earn certain rights and privileges, such as going out at lunchtime, private study time and a more self-directed learning style. It’s when you really get to choose and pick all the fun stuff the school offers.” Inevitably some pupils do leave, to a co-

ed if they have been in a single-sex senior school for example, or to a more cocooning boarding school environment, a larger sixth form or a specialist Sixth Form college where the cohort is more international. Girls make up a third of the 300-strong Sixth Form at co-ed Trinity School, for example.”Many are attracted by the co-educational offering,” says Antonia Geldeard, Deputy Head and Head of sixth form. “Certainly advocates of mixed schooling have long said that this model offers a real-world experience: the

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When teenagers are in the midst of their GCSEs another major challenge looms before them, where to go for Sixth Form

MAKING THE MOST OF SIXTH FORM Love your course - if you can’t keep up with Further Maths or regret taking French, say something now Use time wisely - work as much in free study time as in lessons Read around your subject - pick up a book, watch a documentary or listen to a podcast Get involved - sign up for trips, volunteer to read at the local primary or referee football to build up soft life skills University open days - hopefully inperson events this year but also online too, so start looking early Summer school - some universities run courses which are great for your UCAS statement. Application deadlines are usually in the spring Work experience - get a Saturday job or relevant work experience; if you want to study medicine, volunteering at a local hospital shows you’re serious Have fun - make new friends, try new activities, but don’t overdo the social! Sydenham High School GDST

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classroom is more diverse, and this is great preparation for university and real life.” However, statistics suggest that the majority of students decide to stay where they are. Some 85% of the Year 11 cohort at Bolingbroke Academy stay on explains Chloe Orchin, Assistant Principal, Director of Sixth Form at Bolingbroke Academy. The five or six pupils they lose every year is usually because “they want a bigger Sixth Form.” At Wimbledon High School it’s a similar picture as between 85%-88% of pupils are retained. Argues Head Fionnuala Kennedy: “Getting into Wimbledon High is really difficult so leaving is a gamble.“ At Burntwood School the retention rate is 80%, at Putney High around 92%, at Alleyn’s 95% and at Wetherby Senior School around 90%. “We only have about 8-10 pupils who leave us at the end of Year 11,” says Latymer’s Laura Cottrell. “Nearly everyone stays on and we add in a small cohort, typically of 20-30 students, at 16+.”

Pupils are staying in the environment they’re familiar with because of the uncertainty created by the pandemic She believes that the attraction for joiners at 16+ is the school’s bursary programme, tailored careers, a specialist sixth form team and US university connections. “Typically, 15-20 students will head overseas for their uni courses, to

An independent co-ed school for ages 14 - 19 in the heart of London, offering award-winning education. If you are looking for a challenge and want to be celebrated for the individual that you are, enquire today! E:dld-admissions@dld.org T:020 7935 8411 @dldcollege

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TOP TIPS FOR SIXTH FORMERS For many students the Sixth Form is the most rewarding period of their school life. In these final two years, not only do they have the chance to focus on the subjects that really interest them but also to take on positions of increased responsibility and leadership. • Make sure you get involved in cocurricular activities but try to focus on leading something related to your interests. If there is something missing from your school’s co-curricular provision, see if you can set it up • Start researching university options early in Year 12. It may sound a long way off but platforms such as Unifrog are a great starting point and will help you refine your search • Show your teachers how diligently and consistently you can work. They want the very best for you, and they’ll be writing your references at the end of Year 12! Source: Wetherby Senior School

Yale, NYU, Brown, Georgetown and Milan’s Bocconi,” says Cottrell. The subject of careers is embedded in the curriculum at the school from the end of Year 8 and those with their sights set on a US university will begin the process from the end of Year 10. A dedicated careers team under the heads of year support pupils all the way. Cottrell also believes Covid has had an impact on the decisions students make. “Pupils are staying in the environment they’re familiar with because of the uncertainty created by the pandemic.” At Sydenham High, the school goes out of its way to settle-in new Sixth Formers. In Year 10 there is a taster day, and after GCSEs are completed in Year 11, all incoming Year 12 students are invited in to meet their subject teachers and peers to ease any transition into Sixth Form. The preparation continues into Year 12, explains Rebecca Parrish, Head of Sixth Form: “At the very start of Year 12 we have a dedicated induction day for all of our students before term starts, so that they are fully prepared for the academic rigours of A-level study. We also have a group trip to Paris at the end of the first week in September where we focus on team building activities to help

SIXTH FORM MOVE

Year 11s are not automatically adults and that it’s too early to take the scaffolding away... strengthen friendships and relationships with tutors and the Sixth Form team.” In contrast, what is the attraction of a new learning environment? At DLD College London, an independent 14-19 co-ed school offering GCSE, A-level, IFP for international students and BTECs, it is dependent upon the personality and maturity of the student, says Principal Irfan Latif. “The decision on whether to stay at the same school for Sixth Form or move to a specialist college really boils down to what the support needs of that student may be. It is vitally important to study somewhere where you know you will be cared for and where you will be challenged. “There is a whole host of different reasons

Staying where you are for Sixth Form can provide continuity as you transition to A-level study. Your teachers know you, and you are within familiar surroundings, helpful as you move to the faster pace and academic rigour of A-levels. You may also have established a peer group with whom you are comfortable. Moving to a new Sixth Form can provide fresh opportunities, both personal and academic. You may find a greater range of academic subjects and co-curricular activities on offer. You will have the chance to develop interpersonal qualities and may find the change provides a new sense of motivation. If you are unsure, arrange a tour or attend a virtual event of schools or colleges that have captured your interest. Hearing from the Sixth Form teams will help answer some of your questions and help inform your decision. Wimbledon High School GDST

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CHOOSING A SIXTH FORM:

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1. Look for a school which has a strong and fun sense of community, whilst treating students as the young adults and individuals they are.

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2. Talk to current students – what do they love about their lessons and what are their future plans?

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3. Academic enrichment around A-levels is important. Will you be able to publish independent research? Interview visiting speakers for a student magazine? 4. Look at student leadership opportunities. 5. Check support for UCAS applications, investigate the range of leaver destinations. Does the school encourage applications to a wide range of courses and institutions? 6. Partnerships - are there connections with other schools and the wider community? 7. What options for clubs are there? Sport, Music, Drama? Co-curricular opportunities enhance learning and sixth formers should not just concentrate on exams. 8. Check fees assistance. 110% means-tested bursaries are possible, helping with the cost of travel, lunch and trips. Source: Wimbledon High School GDST Wetherby Senior School

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SIXTH FORM: WHERE TO GO? DLD College London is an independent 14-19 co-educational school, specialising in supporting students who are at an important point in their progression. Our infrastructure is built around supporting students with individual attention to their educational and pastoral needs. We encourage students to be autonomous, which is something they will need if they progress to either university or employment. Our curriculum is broad and we have many subjects and programmes to choose from, including BTEC , A-level and IFP for our international students. We have a diverse student body and a multi-cultural and global atmosphere, preparing students for their future working lives. We tend to find that our learners adjust very well to university because they are already used to attending a school in a major city and they are also used to working autonomously. Source: DLD College London

why students may opt to move to a specialist Sixth Form college, with the one thing uniting all their decisions being the need for a challenge,” says Latif. “Some students have had difficult personal circumstances and they want a fresh challenge, others want to challenge themselves academically and are keen to attend the best universities in the world.” James Barton, Head of Admissions at MPW, another independent fifth and sixth-form college, adds his reasons for why students move: “We are bridging a gap between school and university. Also, it’s our variety of subject choices and a wish to move home and independence though this last point always need contextualising as independence in a sixth form college doesn’t mean rules disappear, it is simply a requalification of how you are treated.”

On the flip side, Bolingbroke’s Orchin argues that Year 11s are not automatically adults and that it’s too early to take the scaffolding away. “It’s their last two years of growing up and we take away that scaffolding slowly so it’s less of sink or swim.” Bolingbroke offers what it calls structured independence, with a support system and certain freedoms, such as only arriving at school for lessons rather than when school opens, a designated quiet study area on the mezzanine level and a Sixth Form café.

Orchin believes it’s a classic myth that teaching at Sixth Form has to be different. “Good teaching is good teaching,” she declares. “Our teaching style doesn’t change but the content does change as it’s much tougher.” She cites having to read outside the curriculum, engaging with academic societies, learning about critical thinking, and listening to guest speakers as intrinsic to a tougher curriculum. As a through-school with children starting as young as four, Wimbledon High School‘s Kennedy believes it is important to make the Sixth Form experience different. “The relationship between students and teachers changes; it’s a more equal relationship,” she says and adds that a brand new Sixth Form block opens in 2022 with gym, café, library, courtyard, breakout space and a centre for the school’s partnership programme. Dena Deedat, Head of Sixth Form at Wetherby Senior, cites the small class sizes “where the teachers know every pupil,” as good grounding for their A-level journey and beyond. “I am proud of the university destinations secured by our pupils. Roughly two-thirds remain in the UK and around a third seek places in the most competitive universities across the USA, Canada and Europe.”

Sixth Form choice is clearly a subjective issue and factors affecting that choice include the maturity of the student, their academic prowess, the qualifications they wish to study and their ultimate goal of university and career. The good news is that there is an environment that will be the right stepping stone for every pupil.

WHERE DO PUPILS GO? The vast majority of ISC school leavers continue to higher education. Only small numbers take alternative routes such as apprenticeships. This year 2.2% of school leavers went straight to employment in 2021. A further 1.1% entered further education and training, including apprenticeships. This is a slight reduction from last year. Of those continuing to higher education, 92% do so within the UK. The majority continue to a Top 25 university. Some 2.5% of ISC pupils going to UK universities continue either to Oxford or Cambridge. A further 21% take up places at universities ranked 26-50. Source: ISC Census 2021 Latymer Upper School

The good news is that there is an environment that will be the right stepping stone for every pupil Ultimately, DLDs Latif believes that a specialist Sixth Form college “offers students a great deal more autonomy and this is one key reason why this option may not be for everyone.” Students who have learned selfworth and self-respect can eschew uniforms, and students and teachers are on first-name terms. By working autonomously Latif thinks that students adjust well when they progress to university.

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WELLBEING

LOUD AND CLEAR So many red flags were hoisted last year over children’s wellbeing. Schools acted swiftly to revise their pastoral care provision and brought in experts in many cases. Gillian Upton discovers what the government and schools are doing to act proportionally and keep the issue firmly on the radar ovid threw up so many concerns over the last 15 months, none more so than children’s mental wellbeing. The Good Childhood report from The Children’s Society highlights that children’s happiness can be tied into how they feel about school and friendships. Last year’s multiple lockdowns triggered isolation from those vital friendship groups and it’s no surprise that we’re seeing an explosion in children’s mental health and wellbeing.

Schools report an increase in anxiety levels, self-harm, eating disorders, a lack of concentration and engagement in lessons which will impact attainment, and the need to re-socialise children with groups. Children may have been in touch digitally but that’s not the same as being in a school together. James Allen’s Girls’ School (JAGS) acted and made short films about going round the campus in readiness for their return to school. Wellbeing issues are manifesting themselves more in secondary provision rather than in primary, and across both the state and independent sector. But some practitioners see younger age-groups equally affected. “Impact is felt across all age-groups. From experience (and parental and school feedback), children in pre-school and Key Stage 1 have (developmentally) regressed in their social and inter-personal skills and that’s where emphasis will need to lie initially,” says Dr Josephine Storek, consultant neurodevelopmental psychologist. Juliet Richards, co-founder of The Parent Team, agrees. Her company works with parents of nursery, primary and early secondary school age, and children’s wellbeing is a key topic in their courses. “We’ve had questions from parents

Some children need to adjust and some may need counselling support about helping their children re-establish friendships, re-balance digital use, and how to manage increased anxiety levels and emotional outbursts,” she says. “We’re asked about how best to respond to emotional outbursts all the time by parents with kids of all ages. They want to know how to respond to a child who literally can’t listen because they’re so upset, whether they’re acting out or withdrawing. These situations can easily escalate, whether the child is upset about not getting an ice-cream, not wanting to do homework, or something their sibling or a friend or a teacher said to them, and leave parents feeling upset and frustrated too.” Schools believe that these issues are only the beginning of much longer-term concerns.

“We have to accept that there will be issues. Some children need to adjust and some may need counselling support,” says Sam Payne, Senior Designated Lead for Mental Health at JAGS. “All they want to do is mix in year groups across the school.” Paula Kearney, Head of Wellbeing at Eaton House The Manor, also believes it will be a long haul. “It’s naïve to think [the lockdowns] won’t have a long-term impact. We won’t know for a number of years how this plays out. A year is a huge portion of their lives but also don’t underestimate how robust children are and how they bounce back. We need to prepare them for better.” All is not doom and gloom. Simon Severino, Head of the Junior School at Alleyn’s, paints a more optimistic picture. “Some kids have become stronger, more independent, more responsible and with better IT skills, but we recognise that for some kids it was really tough, particularly if you have no siblings.” Severino points to the lockdown period where children controlled their world, their computer and their resources, and the shock of coming back to school and having to share again. The Parent Team’s Richards advises to reach out for help. “I think we will see behavioural and

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We’ve had questions from parents about helping their children re-establish friendships, re-balance digital use, and how to manage increased anxiety levels emotional issues emerging over the next year or so, for children of all ages. The important thing for parents to know is that there is a lot they can do to develop their child’s confidence and emotional resilience, and there is support available to do this. Rather than worry alone, they can ask for help.” Concerns over mental wellbeing were already on the rise pre-Covid. The Children’s Society tracks children’s wellbeing in the UK between the ages of 10-17 and their statistics show that it was on a downward trajectory up to the pandemic. “Over the past decade children have reported less satisfaction with school, specifically school culture with areas such as sexism, racism, even school uniforms. They say it feels like a prison and that no-one listens to them,” says Richard Crellin, the society’s Policy & Research Director. “They spend five hours a day there so it’s important to get it right.” The ChiIdren’s Society has been calling for a balance between academic catch-up and children’s wellbeing. “They work in harmony

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Governance Services at support services provider Strictly Education 4S. “There have to be barriers and boundaries so it’s about starting them young.” Sufficient provision to listen to children is at the heart of the issue. “When a child feels valued and listened to their self-esteem rises and the results that they achieve are the best that they can be,” asserts Matthew Pickard, Head at Eveline Day School. Streatham & Clapham High School GDST

not against one another. A happy child is ready to learn but if a child is worried about an eating disorder or abuse at home they won’t perform. If we can take one thing from this pandemic it’s that keeping the child happy is key.” Alleyn’s Severino agrees. “The key thing is not necessarily academic catch-up but social catch-up. Children need those interactions

HANDLING EMOTIONAL OUTBURSTS Children get upset easily and strong emotions overwhelm them leading to challenging behaviour. It’s due to the immaturity of their developing brain. Until their mid-20s, their emotional centre dominates over logical parts of the brain. How we respond to outbursts affects our child’s ability to calm down, develop emotional awareness and self-regulation. It’s tempting to reassure or distract and prioritise changing behaviour above making an emotional connection. But helping children develop ‘Emotional Intelligence’ is one of the most important things we can do. Our children’s ability to recognise and manage feelings makes a fundamental difference to their behaviour, relationships and learning capacity. We recommend an approach called Emotion Coaching which involves staying calm ourselves, identifying and describing how our child may be feeling, and using that emotional connection to help them self-soothe and re-direct their actions. Source: The Parent Team

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Finton House models and promotes kindness in everything they do. “We also believe in the importance of being kind to oneself. As such, pupils can attend lunchtime mindfulness sessions and are given mentors to help them to develop this relationship with themselves as well as others,” says Head Ben Freeman. In most schools these ‘touch points’ will be the TAs, school nurse and/or counsellor,

and the ability to play.” Keeping children in year group bubbles means missing out on cross-year groups, such as older year groups mentoring younger ones. The pandemic coincided with new government guidelines on RSE (Relationships and Sex Education), revised for the first time in twenty years, so long overdue. Before schools re-opened this spring, they had to absorb these statutory changes which impacted on pastoral care provision and teacher training, and readied themselves to deal head-on with a wide range of support pupils would need to shore up their confidence, resilience, stress levels, emotional intelligence and general self-confidence. Schools must ensure that they have the mechanisms in place, which is essentially a robust pastoral care programme, a trusted adult who children can talk to and a general school culture of feeling free to share what’s going on. “In primary school that might be a TA or wherever that trusted bond is and in secondary it’s the likes of form groups and year groups,” says Steve Barker, Head of

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THE CHILDREN’S SOCIETY SURVEY The Children’s Society survey of children’s wellbeing aged 10-17 highlights sexualised behaviour, jokes made about personal lives and appearance-based bullying. Moreover, Richard Crellin, the society’s Policy & Research Director, believes that underlying these issues is the focus UK schools have on attainment and exam results. “The pressure we put on children to succeed is immense. We have the highest levels of fear of failure across 28 European countries. We have a pretty gladiatorial style of education.”

tutors - the personal champions for both pastoral and academic matters - and for some the sports coach. Typical is Broomwood Hall Upper School with its Listening Lady, aka the school counsellor, who works with girls on an on-going basis to help them with whatever troubles them. Alleyn’s Junior School made it plain what all the ‘touch points’ were for children as well as reminding staff about their duty to children.

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“Supporting children is a team effort and our tutors and senior staff work closely with parents to keep our girls feeling that they are loved and that there are people who value them,” says Will Morris, Senior Master, Broomwood Hall Upper School. He believes that how well an individual child coped with lockdown started with what their resilience and emotional security was like before the pandemic. “Attachment Theory advocates would suggest that the child’s emotional wellbeing was to a large degree set by the time they were very young children.” This subject is being explored fully in The Big Ask, a post-Covid government survey of children and young people aged 4-17 across England. The results will inform government of what children need to live happier lives. Questions will drill down to what children want in the future and what is holding them back. “This is the largest ever survey of children and young people in England,” says Rachel de Souza, the Children’s Commissioner for England. “My job is to speak up for children in England, stand up for their rights, and make sure that the people in power listen to what children need and want.” It’s a pivotal time for school children as in tandem with the Big Ask is the Ofsted review into an issue far darker: sexual abuse

When a child feels valued and listened to their self-esteem rises and the results that they achieve are the best that they can be

STRONG WELLBEING It has been well documented that anxiety and wellbeing concerns have increased during the pandemic. Young people and teenagers are no exception. Strong mental wellbeing can help teens flourish in life, supporting them with the challenges of the teenage years and providing skills and strategies that they can use throughout their lives. Here are five simple actions that a family can apply for a positive effect on your collective wellbeing: • Connect with people • Be active • Appreciate the small things; practise gratitude • Learn new skills or be creative

and harassment in schools. As a result, the NSPCC has been commissioned by the Department for Education to set up an independent helpline for children, parents and professionals to seek expert, sensitive advice from the NSPCC and safely report abuse that has happened or is happening in educational settings. Some 16,000+ anonymous testimonies of survivors of abuse at schools, colleges and top universities shared on the Everyone’s Invited website since its launch in June 2020 has prompted not only outrage but a quick response from many quarters. Most schools audited their communications with children and parents, all schools reviewed their PHSE teaching. Many of the issues are political matters and are tackled in current affairs classes. The movement has opened debate on broader issues of gender equality, LGBTQ, Black Lives Matter and the attitudes, behaviours and beliefs in society which some say normalise and trivialise sexual violence and discrimination. Casual sexism, misogyny, the notion of consent and how to maintain respectful sexual relationships have all come under the spotlight and schools have been quick to strengthen their PHSE provision. Schools are busy having meaningful conversations with students, alumni and parents as they look at what further actions they can take to address all these issues. “Some have already announced they are commissioning external, independent reviews in a range of areas including policies, procedures, training and curriculum, and are also revisiting their peer-on-peer abuse procedures to ensure they provide best possible outcomes for the school community and that pupils know how to report, so they can be supported and action taken,” says Julie Robinson, Chief Executive of The Independent Schools Council (ISC). Moreover, schools are sharing best practice in relation to delivering

• Give back Our students benefit from coaching and mentoring timetabled as part of the curriculum and individual counselling is also offered to all. This approach helps students thrive mentally, emotionally, physically, and academically. Source: Portland Place School

relationships and sex education and health and wellbeing initiatives. Putney’s Longstaff says that they are constantly reviewing processes and that the Everyone’s Invited campaign highlighted the importance of their pastoral programme. “It has allowed us an opportunity to talk about it more,” she says. JAGS has appointed gender equity and respect prefects to ensure the girls will be listened to. “Gender equality needs to be embedded in school life. We need to model good relationships and good behaviour,” says Alleyn’s Severino. “Sometimes we are explicit but children learn most by what they see in front of them and it becomes normalised.” The most powerful counter argument to racism is seeing different races in schools. Schools’ drive for inclusion and diversity is helping

THE TRIGGER POINTS • The Everyone’s Invited movement believes attitudes, behaviours and beliefs in society have the effect of normalising and trivialising sexual violence. It is committed to eradicating rape culture and over 16,000 anonymous testimonies from survivors was testament to widespread abuse. • The kidnap, rape and killing of Sarah Everard on March 31 2021 in south London by a Met Police officer. Home Secretary Priti Patel released a statement saying that “every woman should feel safe to walk on our streets without fear of harassment or violence” and Mayor of London Sadiq Khan stated that London streets are not safe for women or girls. Patel announced that new laws are being considered to protect women against sexual harassment in public, including the potential of making public harassment a specifically defined crime. • The murder in May 2020 of unarmed African American George Floyd during an arrest in the US triggered protests around the world over police brutality and racism in law enforcement and re-energised the Black Lives Matter campaign.

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but Severino says that more can be done to diversify the staff body. “It could be better,” he says. “It’s critical to have that so children can see themselves reflected.” Perhaps most shocking of all was the inference that school pupils didn’t feel they could say anything about what was going on. Fingers have been pointed at government and at schools for failing to educate pupils and students appropriately despite much of the offensive activity being played out on chat forums and social media platforms. “Schools are not the only factor in all of this,” says Steve Barker. “Change has to come from home and society. Schools cannot be the scapegoat.” Barker was concerned a few years ago when the sexting scandal broke as teenagers didn’t see anything wrong with receiving and sending such messages. “It highlights the systemic weaknesses in our society,” he says. Relationship and Sex Education (RSE) is taught on an age-appropriate basis so areas such as sexual consent and party culture for example, will only begin in Sixth Form. “There is a huge national problem, and we have a lot of work to do to resolve it,” says Jane Lunnon, new Head at co-educational Alleyn’s. “Most schools, my own included,

have been teaching sex education, consent and mutual respect through PSCHE for years, and we are now reviewing that programme and ensuring we support parents as well as pupils in the future. However, it is clear to see that an immense and nationwide effort is needed to ensure the right messages

land properly and effectively. “Critically, boys and young men need to be part of the conversation and part of the solution. A gender war helps no-one, and pitting girls against boys or ‘othering’ the opposite gender, is no solution. Our young people must learn how to tackle these

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things head on; how to listen to each other generously and with respect, and how to express their concerns and their hopes openly together.” Lunnon stresses that it is not a question of protecting your daughter and educating your son. The message of gender equality and mutual respect should involve every male and female pupil in the school. Alleyn’s pupils, parents, staff and alumni are drawing up an Equality Charter. Schools run age-appropriate RSE but it’s questionable whether teachers have the ability to know how to respond to a child if they are told something sensitive. All-girls school Putney High, for example, relies partly on outside provider the School of Sexuality Education with their team of “unembarassable facilitators”, for pupil workshops on sex education and a safe place for them to talk and ask questions of a nonjudgmental specialist. “It’s helping children to grow up in a modern world, to navigate their way,“ says Head Suzie Longstaff. The school also has its version of a secret postbox, where the school nurse runs anonymous surveys. “We listen and learn,” she says. “We have a very open culture.” And that involves running

WELLBEING IN SCHOOLS With a growing mental health crisis among teenagers, primary schools need to take a greater responsibility for teaching children how to lead a healthy life in its broadest sense; ensuring that they stay mentally, as well as physically, fit. All children should learn how to articulate their emotions early on so that any stigma surrounding mental health is removed.

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talks for parents too and working together. DLD College London works with The Rap Project to raise awareness about personal safety and prevention in areas of rape and sexual assault and to openly discuss how

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We do this by teaching the ‘Zones of Regulation’ where four different colours correlate to four emotional states, encouraging the children to connect with their emotions whilst also gaining an understanding of how their peers are feeling. Mindfulness is incorporated into our assemblies and it is taught as part of the PSHEE curriculum, with Mentoring groups for older children. All pupils can spend time with visiting therapy dogs (and pigs!) which help them to relax and talk openly about their feelings.

King Street Hammersmith W6 9LR 0208 148 4519

11+ Upper School Open Day Saturday 11 September and 2 October latymer-upper.org/admissions/open-days

pornography and social media influence attitudes and expectations. “We have qualified, respectful and honest conversations about these topics,” says Thomas Hadcroft, Senior Vice Principal (Pastoral). Gender equality is taught by promoting equality and challenging prejudicial behaviour, while college staff took part in conscious bias training and appointed Equality and Diversity Leads to support Black Lives Matter. As regards LGBTQ, DLD is working towards becoming a Stonewall Champion school, had staff trained by Educate and Celebrate and staged whole school talks with the likes of transgender racing driver and transgender rights activist Charlie Martin. Streatham & Clapham Prep School is working towards accreditation as a TraumaInformed School. Rachel Watson, the school’s Trauma and Mental Health Informed Practitioner, leads the way although all staff receive training. She explains: “They can relate to children and young people in ways that alleviate their suffering, support their learning and make them feel cared for and appreciated as well as knowing how to respond to children who are in stressed and distressed states in ways that help them to emotionally regulate, feel psychologically safe and develop the capacity to handle stress well over time.”

SCHOOL PROFILE

HEAR THEIR VOICES Empowering its students to use their voices, Alleyn’s is leading the charge

Alleyn’s School

“Schools have a crucial part to play in teaching pupils about sex and relationships, as well as equality and diversity – as part of their wider education, helping to develop respectful, responsible and empathetic young people,” says the ISC’s Robinson. “The Everyone’s Invited movement has helped to raise awareness of what is clearly a hugely distressing social and cultural issue that

cannot and must not be ignored,” she says. The drive for enhanced wellbeing provision runs in tandem with the academic catchup and no school wants one to overshadow the other. As a country we may have the unenviable label of the worst in the fear of failure category, but schools are waking up to the fact that the best results come from the enriching whole-school experience.

EQUALITY & INCLUSION In an amazing city like London, one hopes to see classrooms – both primary and secondary - full of pupils reflecting a range of cultures, languages, ethnicities and experiences. In such schools, pupils develop a strong understanding of the joys of diversity and can confidently navigate situations without prejudice. Social and communication skills skyrocket for pupils who are able to discuss their concerns and experiences. Respect for difference should be at the heart of a good school alongside a determination to challenge educational environments where sexism and racism have taken hold. We have seen, through the Everyone’s Invited reporting that we cannot be complacent. Don’t be afraid, when choosing a school, to ask senior leaders to evidence their commitment to Equal Opportunities, to Personal, Social and Health Education (PSHE) and to working towards a respectful and diverse society with room for the talents of all. Broomwood Hall Lower School

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Source: The Roche School

When asked, by the students, what her hopes and dreams for Alleyn’s were, new Head, Jane Lunnon (who joined the school in January 2021) said, “I hope that every single pupil contributes to the wider good of the community, learning how to be good citizens.” Alleyn’s has a long history of being progressive, diverse, and inclusive. When the ‘Everyone’s Invited’ forum steered the national conversation to the treatment of women and girls, the school galvanised to create a gender equality charter – a set of guidelines - informed not just by members of staff, parents, and alumni but most importantly by the students themselves. “Through the bumpy ride of adolescence, the school encourages us to have the confidence to create our own views of the world and how we want it to look, treating one another with respect along the way,” said 20/21 School Captain, Morgan Le Fevre. Jules Lanari-Collard, 20/21 Vice Captain, added, “Participating in the tough but crucial discussions about gender equality and the school’s role in promoting it was really productive. The new Gender Equality Charter will hopefully be a springboard for further progress.” When it comes to equality and diversity, students are also leading the charge. Members of the Minority Student Union (MSU) ran their own webinar earlier this year, attended by over 150 young people from Alleyn’s and other local schools, looking at what’s next in the Black Lives Matter movement. Recent MSU Chair, Esther Akinyomi, said, “Everyone’s opinions are important. To form an opinion, you actually have to question your thoughts, and research and listen and learn.” The school will soon have its own diversity and inclusion logo designed by a student as a symbol of its efforts in this sphere. The final design, selected and refined after consultation with the Student Council, the MSU and the LGBTQ+ Society will be visible around the school.

Young people at Alleyn’s can be whoever they want to be, to pursue their own interests and passions and to make their own mark on the world. Testament to this is its 200 plus co-curricular clubs, where there is something for everyone, from the traditional to the alternative fish tank club, for example. Students are welcome to start new clubs and societies if they don’t already exist and many of the clubs in the lower school are run or supported by the older pupils. The school continues to break barriers in terms of social mobility and accessibility too. It has partnered with the Royal National SpringBoard Foundation in a pioneering pilot to provide bursary places to looked after or vulnerable children, in

addition to the 10% of students currently receiving help with fees, many through transformational bursaries up to 100%. “At Alleyn’s we have a culture of mutual understanding, kindness and respect. Our young men and women are heard and are encouraged to use their voices. Only in this way can they feel confident, happy and empowered to make a positive change both at school and in the world outside,” says Lunnon. There is a unique buzz in the corridors at Alleyn’s with its enriching academic and co-curricular programme where excellent exam results are a by-product of its creative, vibrant environment and its contagious energy inspires students to stand tall and use their voices.

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OPEN DAY GUIDE

It’s crucial to do your homework before any visit to a new school. James Allen’s Girls’ School advises: “Most school websites offer a pretty comprehensive profile of school life, so get a sense of the school before your visit.” This may enable you to create a more realistic shortlist of schools worth visiting. After all, if a school doesn’t cater to your child’s passion for a particular subject or sport, or the logistics of travelling to the school make it untenable, there is no reason to waste your time on a visit.

OPEN DAYS

QUESTION TIME Open days showcase schools like no other time so it’s essential that you have your questions at the ready and eyes wide open, says Gillian Upton It’s that time of year again and some of the most important dates for your diary are school open days coming up this autumn. Schools fling open their doors to prospective parents and children and it’s the best chance you have to make your mind up as to whether the school is the right fit for your child, or not.

Newton Prep School

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If we are still in pandemic mode then Covid rules will apply: small bubbles/ family groups, staggered departure times, mask-wearing, one-way systems, possibly even vaccination certificates to be shown. At the time of writing however, most schools were determined to go ahead as there really is no substitute.

Some school open days are highly orchestrated, with strict and tight timetables, and you will regret not turning up on time; while others have a more relaxed schedule where you are more free to wander around unfettered and soak up the atmosphere. In short, how the open day is run, in terms of

QUESTIONS TO ASK PUPILS: • What are you most proud of about your school? • Does the school celebrate achievements? • How does the school prepare you for exams? • Do you think the school offers a stimulating and challenging learning environment?

James Allen’s Girls’ School (JAGS)

where and who you can access during your time there, will speak volumes. “Don’t be duped by window dressing,” is how Newton Prep’s Susannah Frieze sees some school open days. She adds: “Having children as your guides ensures honesty!” Nonetheless, open days are an important opportunity for you to ascertain the feel of a school as well as ask searching questions about school life, academic and sporting choices, facilities, logistics, and extra-curricular opportunities. You’ll want to know about the school’s academic prowess, leaving destinations, the size of classes, the teaching style, the after-school clubs, whether the school lays on a school bus, any payment plans to ease the sting of annual school fee payments, details of any scholarships and bursaries, the entry requirements, the skillset of the teachers and, most importantly, what chance your child has of getting into the school. Find out how long the waiting lists are and what percentage of pupils are normally offered a place. Moreover, it will be important to sit and listen to how the head and senior school leaders present their school. These firsthand impressions will help build a picture of the school that no brochure or website can ever match.

Warning flags are no-go areas around the school, not being able to talk directly to pupils, and the Head scurrying off after a presentation and not hanging back to answer one-to-one questions. Woldingham refers to their pupils as the “school’s best ambassadors.” They believe that their enthusiasm, eloquence and the pride they show about being part of the school community “can speak volumes.” Of course, pupils are prepped before being let loose on a group of potential new parents. Nonetheless, they will give a good indicator of the sort of pupils that particular school nurtures and develops. You can ask yourself whether this is how you would like your child to turn out. Alleyn’s Registrar Louise Mawer offers this advice: “Make the most of open days - wander around, notice how staff and pupils behave, and listen to talks by senior leaders and students. Importantly, make sure you don’t leave with unanswered queries - pick your moment and take a staff member aside for questions if you need to.” Open days are often augmented by Taster Days and private tours so check the school’s website as to whether you can see more of the school this way. You will often get one-to-one time with the Head on private tours, which will give a real insight into what matters most to them.

• Are you enjoying your time at school?

QUESTIONS TO ASK TEACHERS: • What do you look for in a child? • What are the chances of being offered a place? • What characterises a child from this school? • How involved are parents? • How well-rounded is the curriculum?

Emanuel School

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Check school websites at the start of the new school year. Rutherford House School September 23rd 9.30am and September 30th 2pm.

WANDSWORTH & MERTON PRIVATE PRIMARY SCHOOLS (UP TO 11/13) 63 Broomwood Hall Lower School October 8th, 9am-12noon. 64 Broomwood Hall Upper School October 8th, 9am-12noon. 65 Dolphin School & Noah’s Ark Nursery Virtual tour available on the website. 1-2-1 tours available by appointment. 68 Finton House Open Morning ‘Open House’ September 25th. 77 Northcote Lodge October 8th, 9am-12noon. 83 The Roche September 25th, October 15th, November 17th, January 21st, February 24th, (March 17th Virtual Open Morning, to be confirmed), May 6th & June 15th.

OTHER PRIVATE PRIMARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY Eaton Square Nursery & Prep School October 14th & November 17th. Latymer Prep School Open Day September 18th.

WANDSWORTH STATE SECONDARY SCHOOLS 92 Bolingbroke Academy Open Evening October 7th 5.15-7.15pm. Principal’s talks at 5.15pm, 5.45pm & 6.30pm. Open Day October 9th 9.30am12.30pm. Principal’s talks 9.30am & 10.45am. Director of Sixth Form talks 10.15am & 11.30am.

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95 Ernest Bevin Open Evening September 29th, 5.30-7.30pm. Open Morning October 1st & 8th, 9-11am.

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS 104 Emanuel Open Day September 11th. More details on website. 107 King’s College School Open Morning September 11th. 108 Putney High School Come & Play September 18th, Online Q&A Open Event October 4th, Open Day October 9th, 11+ Family Tours Day October 12th. 109 Thames Christian College September 21st & October 5th & 14th, 11am-12.30pm. September 25th, 10am12.30pm. February 24th, March 8th & April 26th, 11am-12.30pm.

OTHER PRIVATE SECONDARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY Dulwich College Open Afternoons for Middle School (Year 9 candidates) September 15th & September 30th, 2-4.30pm. Call the Registrar on 020 8299 9263 to reserve a place. Open Morning for Junior School October 9th, 9.30am-12noon and Open Afternoon November 3rd, 1.30-3.30pm. Both will be either a live or zoom event. Open Morning for Lower School (Year 7 candidates) October 2nd, 9am-1.30pm. Open Mornings September 14th & 24th and October 14th, 11am-1pm. Call the Registrar to reserve a place. Eaton Square Senior School Open Morning October 7th & November 24th. Sixth Form Information Evening September 28th.

Sydenham High School Open Morning September 18th. The Cedars Open Day October 9th, 9.30am. The Laurels School Open Day April 16th, 10am. Woldingham Open Morning September 25th.

LAMBETH STATE PRIMARY SCHOOLS Check school websites at the start of the new school year.

LAMBETH PRIVATE SCHOOLS (UP TO 11/13) 131 Streatham & Clapham Prep School Open Morning October 2nd, 10am-12noon, October 12th, 9-10.45am, plus 7+ taster morning October 14th, 9am-12noon. 132 The White House Prep School Showrounds are private tours, staged weekly at present.

LAMBETH STATE SECONDARY SCHOOLS

OTHER SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY Alleyn’s School Open Events September 18th, 10am12noon, October 7th & November 2nd, 1.30-3pm. DLD College London Open Evenings September 30th & November 25th, 5.30-7pm. Eaton Square Senior School Open Morning October 17th, November 18th. Sixth Form Information Evening September 28th Whitgift School Open Morning September 18th, 9am1pm. Open Evening October 6th, 4-8pm. Open Afternoon September 23rd (13+, Sixth Form), September 30th (10+, 11+), October 5th (10+, 11+, 13+), and October 13th (10+, 11+).

HOW TO MAKE THE MOST OF AN OPEN DAY • Do your homework: make sure that you know what the school says about itself. Browse their website and read reviews. Do you like the tone and feel? • Plan what you want to see and do: an Open Morning is a big event and schools are keen to show off their wares. Plan your visit around the things that matter to you and your child • Ask questions: most of the key questions will be answered on the website, but there will be others that matter to you personally • Listen to the Head: do you agree with their ethos and approach? Are they new or likely to leave soon? What’s the staff turnover like? • Try to picture your child dressed in the uniform at the school: if tradition and formality matter to you, a school with relaxed rules/uniform may not be the best fit • Look beyond the obvious: talk to staff and pupils about the things that matter to you eg. discipline, class sizes, clubs, wraparound care • Ask pupils for their views on the best and worst things about the school: they’ll be honest! • What state is the school in: does it feel loved and cared for or is the paint peeling? It could signal neglect and despair, or that money is simply focused on teaching • Is IT integrated into the curriculum? Most schools have interactive technology in classrooms - how is it used in lessons? • Trust your gut - how does the school make you feel – is this your sort of place? Source: Northwood Schools

Applying for a place in a Wandsworth School for September 2022?

Check school websites at the start of the new school year. Harris Academy Clapham Open Evening October 6th 4.30-7.30pm. Open Morning October 8th, 11th & 13th 9-10.30am.

LAMBETH PRIVATE SECONDARY SCHOOLS

James Allen’s Girls’ School Open Morning October 2nd, Open Event evening webinars on, September 21st and October 13th, all at 5pm. Booking required via website.

140 Northwood Senior October 8th, 9.30am-12.30pm. Plus taster mornings for pupils in Year 6 on September 24th, November 12th & December 3rd.

Latymer School Upper School Open Day September 11th & October 2nd.

141 Streatham & Clapham High School Open Morning September 25th, 10am1pm, October 5th & November 3rd, 9-11am.

Choose a Wandsworth Primary School

Closing date for applications for September 2022: 15 January 2022.

Choose a Wandsworth Secondary School Closing date for applications for September 2022: 31 October 2021.

For further application information please visit www.wandsworth.gov.uk/admissions

AD.1212c (7.21)

WANDSWORTH STATE PRIMARY SCHOOLS

AFFORDABILITY

BRIDGE OVER TROUBLED WATER Finding private school fees has taken on an added urgency this year but schools are reaching out to parents with schemes to lessen the burden, says Gillian Upton o one will deny that the last 18 months have been an unprecedented time for schools. Aside from having to re-imagine the classroom experience online, practically overnight, their finances have been depleted

by the refunds offered to parents, the creation of hardship funds, extra Covid secure measures such as extra staffing and cleaning costs, and the inability to benefit from annual fee rises and incremental revenue from lettings of their premises.

Nonetheless, this hiatus in their earnings is set against a positive drive to find extra funds to provide more generous bursaries to foster social mobility and cohesion. Private schools very much want to be open to local families and, cognisant of affordability becoming increasingly difficult, want to offer easier payment terms. The Alpha Plus Group for example, has launched a more affordable online school, Portland Place Online which undercuts the cost of a normal day pupil fee by twothirds. At this hybrid school, children aged 10-16 learn online via video conferencing four days a week and then attend on-site for another day of the week for more practical subjects such as art, design technology, science and sport. The big question mark hangs over what will happen to school fees for this academic year. Schools froze fees for the last academic year and it is widely believed that after 18 months’ hardship, there will be a hike in fees this year. “It is remarkable that schools were able to hold down fees,” says ISC’s chair Barnaby Lenon. His organisation noted an annual rise in fees of 1.1% last year, the lowest recorded since the ISC began in 1974. Woldingham offered fee reductions covering the lockdowns during 2020 and

Portland Place Online School

2021 for example, but now Head Dr James Whitehead says, “We have kept our fee increases to a minimum for the year ahead.” At Dulwich College, fees will rise by 2% for the 2021-22 academic year. The College also benefitted from a range of bookings over this summer but they were nothing like

the norm. “We do not, however, anticipate reaching pre-pandemic levels of income this year,” says Dr Pyke. Northwood Schools announced their 2021-22 fee levels with a 3.77% hike to £7,140 for Northcote Lodge, Broomwood Hall Upper School and Northwood Senior,

Help with School Fees Bursaries and Scholarships

www.dulwich.org.uk

Over 35% of boys are supported with financial awards at Dulwich College

Woldingham School

We would warmly welcome applications from academically minded boys. Please contact the Registrar on 020 8299 9263 86

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and a 3.74% rise to £5,820 at Broomwood Hall Lower School. Private schools may have queues at the door as lockdown pushed some parents from no-fee state schools into the more resourceheavy independent sector, having been disappointed by the online provision during Covid. Heads of private schools report an increase in demand for this September. The attraction of the independent sector means that parents have to find the not insubstantial fees. It can be a stretch to find an extra £15,000-£18,000 per child each year, something not lost on schools. “Careful control of the school’s expenditure means our fees are set as low as possible and, as a registered charity, all income is invested into our pupils’ education,” says Thames Christian School Head, Dr Stephen Holsgrove. “No extra charge is made for public exam fees, textbooks, extra-curricular clubs, theatre trips, entry to competitions or compulsory trips and field studies. This means a family can manage their monthly outlay without facing additional extras.”

The real game changer is that schools are digging deep to create sizeable bursary funds to offer full school places to more children. The new-style, all-encompassing bursaries cover not just the private education but also uniforms, school trips, meals and transport. Generally speaking, it is the larger schools which offer more bursaries as they are more able to run a bursary fund. Income from lettings, overseas franchised schools, alumni and even the PTA fuel these funds. Some £455m is provided in means-tested fee assistance for pupils at ISC schools, which represent 80% of independent schools in the UK. Nearly half of all pupils on means-tested bursaries have more than half of their fees remitted. Some one in three pupils receive some sort of assistance. King’s College School has a goal of offering seven 100% bursaries at age 11 and an additional three 100% bursaries for the 60 pupils the school takes in at age 16. The school has a long-term goal of doubling the number of bursaries. Putney High School is equally generous,

AFFORDABILITY If your child shows academic potential, but you’d ruled out independent schools because of the cost, think again, as you may be eligible for assistance with school fees. London Fee Assistance Consortium schools are working together to highlight the availability of free or subsidised places for children who do well in their entrance exams, but whose families may need support to pay the fees. Scholarships are typically oneoff payments, awarded based on academic/co-curricular merit. Bursaries are means-assessed and usually remain with the child throughout their time at the school. Bursary programmes can offer a life changing education to children, as well as assistance with other costs like uniform, lunches, music lessons and trips becoming a permanent fixture in their life. Source: Latymer Upper School

Dulwich College

Thames Christian School

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with mainly 100% bursaries, while Newton Prep offers around 99% of fees through bursaries. The majority of bursaries awarded at Dulwich College are for between 75% and 100% of school fees, for example. Woldingham offers full bursaries to six students to attend the school from Year 7 to Upper Sixth. The school launched a foundation fundraising programme in 2017 as part of its 175th anniversary in order to offer these transformational full bursaries. Scholarships have shrunk to negligible levels as schools have switched their focus away from these non-means tested schemes. At King’s College School, for example, they have shrunk from £10,000pa to nearer £400. At Thames Christian School, there are five scholarships on offer in Year 7 worth up to 20% of fees. They are made in academics, art, music, performing arts and sport “to encourage the pursuit of excellence,” says Dr Holsgrove. Northwood is offering three scholarships at 7+ - two academic and one music – with a 20% reduction in fees. Each covers one year at the Lower School with guaranteed entry to either Northcote Lodge or Broomwood Hall Upper School at eight. The music scholarship is for either school. Moreover, schools are offering more flexible payment terms to ease the burden of finding an annual lump sum. At Northwood

Schools for example, parents can move to a monthly scheme. At Thames Christian School parents can find the fees on a monthly, termly or annually in advance basis, the latter in exchange for a small discount. Dulwich College’s Coronovirus Hardship Committee has arranged bespoke payments in particular cases of need for parents; for example, for parents working in the

hospitality sector. Grandparents have also been stepping up to help with fees while finance companies offer savings plans or, like Secta Finance, will broker second charge mortgages on family homes on up to 30-year terms. The key message is to ask the school admissions team what is on offer to ease the burden of fees in the first place. You may be surprised.

Broomwood Hall Lower School

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teacher training courses, says Dr Hudson. “It can be as little as a two-hour session covering all specific learning difficulties. While this is improving, there is still a long way to go,” she says. Nonetheless Dr Hudson believes that staying in mainstream schools is the best route. “Some schools are very good but they do vary with the support that they provide for SEND and parents would be wise to investigate this thoroughly when choosing a school.” To exacerbate this issue, in a post pandemic world of schools with stretched budgets, TAs may be thin on the ground to provide exclusive resource for children with learning difficulties. In a class of mixed abilities, teachers will tend to pitch their teaching in the middle and aim for the best. “Bright dyslexic children

SEN

LET’S GET LIFTED Acknowledgment and early assessment of a special educational need is key to ensuring that your child reaches their full potential, says Gillian Upton he pandemic has had many ramifications but one that will resonate with parents of children with special needs was the issue of home-schooling during lockdown. Sitting round the kitchen table and seeing first-hand the struggles children were experiencing was a light bulb moment for some, who up until then were not ready to acknowledge that there was a learning issue.

The Eveline Day School & Nursery

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“Parents often suspect that something is amiss but wait too long in the hope that things will resolve naturally,” says Dr Josephine Storek, a chartered consultant psychologist specialising in neurodiverse conditions such as attention deficit hyperactivity disorder (ADHD) and autism. She has been swamped with new enquiries since lockdown. If parents are to support their children it

takes courage to recognise the issue in the first place and then to move swiftly from denial to an early assessment in order to receive the right support. “We’ve had parents who are reluctant to have their children tested although we suggested it strongly,” says former science teacher Dr Diana Hudson, who ran the learning enrichment department at Wycombe Abbey and who is now a successful author of books on children with dyslexia.* “In those cases, we put in as much provision as we could, but some families resist testing because they don’t want their children labelled.” Dr Storek says that it can take parents 12-18 months to accept their child has a neurodiverse condition such as autism. “Coming to terms with having a child that is notably different from their peers can be very hard. Parents are often overwhelmed by the diagnosis and worry about how their child will manage when they are no longer around. Psychoeducation of parents and educators is essential,” she says. Matthew Pickard, Head at Eveline Day School agrees. “When additional needs are identified, it can come as a surprise, and navigating the sometimes-complex landscape around SEND can feel daunting.” He offers this advice for parents: “By being resilient, brave and engaging in partnership with the school, medical professionals and any additional services that may be involved, the best outcomes for their child can be realised.” It doesn’t help that the time devoted to SEN needs can be very limited on some

We’ve had parents who are reluctant to have their children tested although we suggested it strongly Dr Diana Hudson

POINTERS FOR PARENTS • Be as upbeat as you can • Keep a sense of humour • Think about ways around homework and learning • Keep a sense of proportion • Don’t punish them for bad spelling • Recognise their strengths; they are imaginative and creative. Think what they can offer the world • Persevere when things go wrong • Touch typing is one solution • Repeat any instruction • Try and secure a male teacher who speaks in fewer words and in lowerpitched voices • Celebrate successes Source: Dr Storek and Dr Hudson

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Nightingale Community Academy

Dr Jospehine Storek | Photography: Daniel Scemama

Get in touch to find out more portico.com/valuation 0207 099 4000

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and autistic pupils generally work hard and get away with mainstream school in the early years, however they may struggle in later years as they have short-term memory issues and will mis-read questions in written tests for example, and their morale plummets,” says Dr Hudson. “Dyslexic children in particular can get a long way as they can be eloquent and popular but will fall apart in exams.” Set against an educational system in this country which is results-driven, what Dr Hudson calls exam factories, these children may underperform and struggle. “If they are surrounded by high achievers it’s depressing for them so it’s really important to get teachers to realise they need extra support and extra time,” she says. An assessment will measure the extent of the learning difficulty but Dr Hudson warns against doing this too soon. Age five is too early but age eight or nine is about right, when reading and writing is beginning to develop. Dr Storek believes that schools have become better at identifying and accommodating children with SEN needs, but we still fall short for children with

undiagnosed medical conditions such as attention deficit hyperactivity disorder or highly functioning on the autism spectrum as they often fall under the radar. “With a lot of awareness for mental health and neurodiversity, parents and teachers are becoming aware of certain behaviours that impact and impede children’s learning. For attention deficit it can be consistently inconsistent academic performance and for autism, difficulties with social awareness and relationships. Also, certain conditions manifest at different ages. Like Dr Hudson, Dr Storek believes that testing from eight years onwards results in most reliable results. Some experts also feel that independent schools are better at picking up learning difficulties and that having siblings helps as parents can compare another child’s progress. “Diagnosis is just the starting point,” says Dr Storek. “What is far more important is what parents and schools do then, as small changes to learning and daily routines can have a tremendously positive impact for these children, such as allowing use of technology, touch typing and focusing on more teacher-led education.”

The vagaries of local authority provision can drive parents into a private SEN schools which carry an annual bill of around £55,000 for a day school and as much as £120,00 for a residential place, although the borough of Wandsworth is a shining beacon in this regard, at about half the cost of day provision. Andre Bailey is Principal at Nightingale Community Academy which caters for boys aged five to 19 with social, emotional and behavioural difficulties. “By the time children get to us there are behavioural traits that exist and we need to co-operate with parents to ensure routines, physical exercise and a particular diet are kept. A child with challenges around reading can be read to, or use sub-titles or audio books, for example. It comes down to a systematic approach both at home and school.” The school’s mission is to produce happy children who can enjoy fulfilled lives. “The mainstream curriculum is quite narrow and can present significant challenge to children with SEN. Our job is to prepare them for the world of work or place them in college or keep them in our sixth form where they can study City & Guilds or for an apprenticeship,” says Bailey. During the last year the school sent three children back to mainstream school and two to mainstream colleges. One in ten children are diagnosed with dyslexia and they may excel in areas such as drama, music, design and graphics. They tend to think more visually and the key is to find their strengths and preferred way of learning. “Encouragement and acknowledging progress are really important,” says Dr Hudson.

The key is to avoid them feeling a failure which could lead to self-harm and depression. “Some take the route of being the class clown as one way of getting some sort of street cred, or the kudos of being in a gang. Be sensitive to a child feeling they’re under-achieving.” As there is a lot of overlap in neurodiverse conditions, misdiagnoses happen frequently. This is particularly true for ‘2E or twice exceptional children’, who are very bright but also have SEN or another condition and thus fall under the radar. “Consequences of missing a diagnosis can be truly damaging to a child and their self-esteem, but also to their willingness to progress with their education,” says Dr Storek who has worked with many adolescents who refused to engage in distance learning during the pandemic or dropped out, thanks to living with undiagnosed condition, such as attention deficit. “What’s more, neurodiverse conditions are remarkably hereditary, with the diagnostic process often uncovering the presence of the same condition in one or both parents. This is most liberating as it often ends a life-long struggle and brings about a sense of belonging and acceptance,“ says Dr Storek. Dr Storek’s advice is to have the child assessed, and Nightingale’s Bailey agrees. “Assessment is key; an EHCP is not the end point, it’s the start point,” he says. “It states what the short and long-term goals are and only by carrying out routine assessments can we identify progress and mitigate their special educational needs.” *Dr Hudson’s latest book is Exploring Science with Dyslexic Children and Teens. Her earlier book is entitled, Specific Learning Difficulties, What Teachers Need to Know.

THE STATISTICS • The percentage of pupils with an Education, Health and Care (EHC) plan has increased to 3.7% in 2021, continuing a trend of increases since 2017 • The percentage of pupils with SEN but no EHC plan (SEN support) has increased slightly, from 12.1% to 12.2%, continuing an increasing trend • The most common type of need for those with an EHC plan is Autistic Spectrum Disorders and for those with SEN support, Speech, Language and Communication needs. Source: gov.uk

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

KEY:

139

Secondary schools

Turn to the school listings on page 96 to find the detail of each school by the number reference

76 48

73 99

10 97 116

78 7b

71 23

32 8

45 5 101

60 84

122 138

104

4 88

111

15 98

137 125 130

123

36 6

129 35

82 39

68 93

132 124

117

94 70

100

135

102

114

113

119

79 38 33

120

50 37

128

136

56 30

127

108

112

74 75

49 28

106 72

109

121

118

141 131

14 43

134 140

110

107

24 103

54 18

126 44

87 105 69

DID YOU KNOW… THAT THERE ARE OVER 3,000 SCHOOLS IN THE CAPITAL, AND 92 PER CENT OF STATE-FUNDED SCHOOLS ARE GOOD OR OUTSTANDING. ALTHOUGH NEARLY ALL SCHOOLS IN LONDON ARE HIGH PERFORMING, 97,000 PUPILS ARE BEING EDUCATED IN SCHOOLS RATED BY OFSTED AS LESS THAN GOOD. © Crown Copyright. All rights reserved. Licensed to Wandsworth Council. LA 1000019270 (2015)

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133

58 96

19 34

115

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

58 Tooting Primary

105 Hall School Wimbledon

59 Trinity St Mary’s (CE)

106 Ibstock Place School

60 West Hill

107 King’s College School

61 Westbridge

108 Putney High School

62 Wix (Now Belleville Wix Academy)

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

Broomwood Hall Lower School Broomwood Hall Upper School Dolphin School 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 (see listing) Merlin School Newton Prep Northcote Lodge Parkgate House School Prospect House School Putney High School The Dominie The Eveline Day School The Roche School The St Michael Steiner School (see listing) Thomas’s Battersea Thomas’s Clapham Ursuline Prep School Wandsworth Preparatory School

89 Wimbledon High Juniors

WANDSWORTH STATE SECONDARY SCHOOLS

109 Thames Christian School 110 Wimbledon High School

LAMBETH STATE PRIMARY SCHOOLS 111 Bonneville 112 Clapham Manor 113 Corpus Christi 114 Glenbrook 115 Granton 116 Heathbrook 117 Henry Cavendish, Balham site 118 Henry Cavendish, Streatham site 119 Iqra (Muslim) 120 Kings Avenue 121 Lark Hall Primary 122 Macaulay (CE) 123 Richard Atkins 124 St Bede’s (Catholic) 125 St Bernadette’s (Catholic) 126 St Leonard’s (CE) 127 St Mary’s (Catholic) 128 Sudbourne 129 Telferscot

LAMBETH PRIVATE SCHOOLS (UP TO 11/13) 130 London Steiner School 131 Streatham & Clapham Prep School 132 The White House Prep School

90 Ark Putney Academy 91 Ashcroft Technology Academy 92 Bolingbroke Academy 93 Burntwood School 94 Chestnut Grove Academy

LAMBETH STATE SECONDARY SCHOOLS

95 Ernest Bevin College

133 Bishop Thomas Grant Catholic Secondary School

96 Graveney School

134 Dunraven

97 Harris Academy Battersea

135 Harris Academy Clapham

98 Saint Cecilia’s C of E School 99 St John Bosco College 100 Southfields Academy 101 South Thames College

136 Lambeth Academy 137 La Retraite Roman Catholic Girls’ School 138 Trinity Academy

102 St Francis Xavier Sixth Form College

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

LAMBETH PRIVATE SECONDARY SCHOOLS 139 DLD College London

103 Al-Risalah

140 Northwood Senior

104 Emanuel School

141 Streatham & Clapham High School

NappyValleyNet.com

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

of school clubs

St Ann’s Crescent, SW18 2LR

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

T: 020 8874 1301 E: info@allfarthing.wandsworth.sch.uk allfarthing.org.uk

8 Brandlehow Primary School

Rated good by Ofsted

lass size: maximum 30 C Gender: mixed

WANDSWORTH STATE PRIMARY SCHOOLS (4-11) F

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

2 Alderbrook Primary School

Rated good by Ofsted

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

T: 020 8874 5429 E: info@brandlehow.wandsworth.sch.uk brandlehowschool.org.uk Head: Ms E Loughnan MA Pupils: 330 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

9 Broadwater Primary School

5 Anglo Portuguese School of London (APSoL) Opened in September 2020 with a cohort of Reception children. England’s first school to provide a bilingual curriculum in English and in Portuguese Wandsworth High Street, SW18 2PP

Broadwater Road, SW17 0DZ T: 020 8672 3062 E: admin@broadwater.wandsworth.sch.uk broadwaterschool.org.uk

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

10 Chesterton Primary School

6 Beatrix Potter Primary School

Dagnall Street, SW11 5DT

Magdalen Road, SW18 3ER

T: 020 8673 4913 E: info@alderbrook.wandsworth.sch.uk alderbrookprimaryschool.co.uk

T: 020 8874 1482 E: info@beatrixpotter.wandsworth.sch.uk beatrixpotterschool.com

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

Head: Mr Peter Weal Pupils: 233 Ages: 3-11 Clubs: Pre- & post-school care and a range of school clubs

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

Putney Common, SW15 1HL

7 Belleville Primary School

T: 020 8788 5196 E: admin@allsaints.wandsworth.sch.uk allsaints.wandsworth.sch.uk

Rated outstanding by Ofsted

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

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

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

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

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

Rated outstanding by Ofsted Tranmere Road, SW18 3QQ

16 Franciscan Primary School

T: 020 8946 5452 E: admin@earlsfield.wandsworth.sch.uk earlsfield.wandsworth.sch.uk Head: Mr S Trow Pupils: 485 Ages: Nursery to 11 Clubs: Pre- & post-school care plus a range of school clubs

13 Falconbrook Primary School

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

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

Beclands Road, SW17 9TJ T: 020 8672 3480 E: admin@furzedown.wandsworth.sch.uk furzedownschool.co.uk

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

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

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

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

Fircroft Road, SW17 7PP

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

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

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

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

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

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

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

15 Floreat Wandsworth

Opened September 2015 305 Garratt Lane, SW18 4EQ

Head: Mr M Custance Pupils: 420 ultimately Ages: 3-11

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

Cortis Road, SW15 6XA

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

Rated good by Ofsted

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

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

Wye Street, SW11 2LX

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

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

221 Franciscan Road, SW17 8HQ

Rated good by Ofsted

11 Christchurch C of E Primary School V Batten Street, SW11 2TH

20 Granard Primary School

17 Furzedown Primary School C

Rated good by Ofsted

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

Rated good by Ofsted

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

14 Fircroft Primary School

Shares a vision of individuals who exceed expectations and enjoy education

Rated good by Ofsted

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

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

Head: Ms Clare Scarlett Pupils: 378 Ages: 3-11 Clubs: A range of school clubs

T: 020 3417 0905 E: info@angloportugueseschool.org angloportugueseschool.org

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

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

Brandlehow Road, SW15 2ED

Oldridge Road, SW12 8PP

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

Rated outstanding by Ofsted

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

(C of E, Catholic, Muslim)

1 Albemarle Primary School

4 Allfarthing Primary School

12 Earlsfield Primary School

19 Goldfinch Primary School

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

21 Griffin Primary

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

Cunliffe Street, SW16 6DS T: 020 8769 6486 E: info@goldfinchprimary.org.uk goldfinchprimary.org.uk Head: Mrs Emilie Haston Pupils: 450 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

The White House Prep School

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Head: Miss S Lawless Pupils: 206 Ages: 5-11 Clubs: Pre- & post-school care plus a range of school clubs

26 Honeywell Infant School

Honeywell Road, SW11 6EF T: 020 7228 6811 E: office@honeywell.wandsworth.sch.uk honeywellschools.org Head: Mrs J Clark Pupils: 270 Ages: 3-7 Clubs: Pre- & post-school care, plus a range of school clubs Leavers’ destination: Honeywell Junior School

22 Heathmere Primary School

27 Honeywell Junior School

Alton Road, SW15 4LJ T: 020 8788 9057 E: sbm@heathmere.wandsworth.sch.uk heathmereprimary.org Head: Mrs E Lewis Pupils: 285 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

Balham High Street, SW17 7BS

Head: Miss Nerrissa Bear Pupils: 22 Ages: 4-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Ark Putney, Ashcroft, Christ’s Richmond, Coombe Boys, Harris Academy, Kingston Academy, Richmond Park Academy, Saint Cecilia’s plus the private sector

Head: Ms D Morgan Pupils: Will have Reception - Year 5 in September 21 Ages: 3-11

Plough Terrace, SW11 2AA

28 Hotham Primary School

Developing full academic, personal and social potential

T: 020 7228 1710 E: admin@highview.wandsworth.sch.uk highview.wandsworth.sch.uk

Develops independence, confidence and celebrates achievements and diversity

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

Head: Georgina Roberts Pupils: 358 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

24 Hillbrook School

Rated outstanding in all features Hillbrook Road, SW17 8SG T: 020 8672 3957 E: admin@hillbrook.wandsworth.sch.uk hillbrookschool.org.uk Head: Mrs D Hart Pupils: 700 Ages: 3-11 Clubs: Pre- & post-school care on site, a wide range of school clubs, an autistic base nursery and a children centre on site

25 Holy Ghost Catholic Primary School V Rated outstanding by Ofsted Nightingale Square, SW12 8QJ T: 020 8673 3080 E: olivia@holyghost.wandsworth.sch.uk holyghost.wandsworth.sch.uk

NappyValleyNet.com

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

T: 020 8788 6468 E: info@hotham.wandsworth.sch.uk hothamprimaryschool.org.uk 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 * 30 bilingual French/English places and 30 Englishonly places offered

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

29 John Burns Primary School

Rated “good with outstanding features” by Ofsted Wycliffe Road, SW11 5QR T: 020 7228 3857 E: office@johnburns.wandsworth.sch.uk johnburns.wandsworth.sch.uk Executive Head Teacher: Ms C Grigg Head: Ms S Rutherford Pupils: 180 Ages: 3-11 Clubs: Pre- & post-school care plus a range of a school clubs

Rated good by Ofsted Ravenstone Street, SW12 9SS

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

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

40 Sacred Heart Catholic Primary School, Battersea

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

36 Riversdale Primary School

Giving firmest-possible grounding in the core academic subjects

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

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

43 St Anselm’s Catholic Primary School V

Este Road, SW11 2TD T: 020 7223 5611 E: admin@sacredheart-battersea. wandsworth.sch.uk sacredheartschoolbattersea.co.uk

Teaching and learning firmly centred on Christian values within a culture of love and respect for others

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

T: 020 8672 9227 E: admin@stanselms.wandsworth.sch.uk stanselms.wandsworth.sch.uk

41 Sacred Heart Catholic Primary School, Roehampton

19 Tooting Bec Road, SW17 8BS

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

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

Roehampton Lane, SW15 5NX T: 020 8876 7074 E: info@sacredheart-roe.wandsworth.sch.uk sacredheart-roe.wandsworth.sch.uk

37 Roehampton C of E Primary School V Rated good by Ofsted

Head: Mr A Gibbons

Head: Mr R Woodfin Pupils: 200 Ages: 3-11 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

T: 020 8672 5901 E: info@rutherfordhouseschool.co.uk rutherfordhouseschool.co.uk

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

33 Our Lady Queen of Heaven RC School V

T: 020 8788 7420 E: info@ourladyqueenofheaven. wandsworth.sch.uk ourladyqueenofheaven.wandsworth.sch.uk

Focus on literacy and numeracy

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

245 Roehampton Lane, SW15 4AA

Victoria Drive, SW19 6AD

Leavers’ destinations: Dulwich College, Old Palace, Royal Russell, Streatham & Clapham High, Alleyns, Graveney, Whitgift, Northcote Lodge

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

Rated outstanding by Ofsted

35 Ravenstone Primary School and Nursery C

302a Merton Road, SW18 5JP

1 Clarendon Drive, SW15 1AW

Charlwood Road, SW15 1PN

Penwortham Road, SW16 6RJ

Rated good by Ofsted

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

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

39 Rutherford House School

32 Our Lady of Victories Catholic Primary School

23 High View Primary School

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

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

T: 020 7884 6000 E: info@oasisputney.org oasisacademyputney.org

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

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

170 Roehampton Lane, SW15 4EU

184 Lower Richmond Road, SW15 1LY

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

Rated good by Ofsted

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

Honeywell Road, SW11 6EF

34 Penwortham Primary School

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

31 Oasis Academy Putney

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

Rated good by Ofsted

T: 020 8944 8731 E: info@mjps.org.uk or admin@mjps.org.uk mjps.org.uk

Rated outstanding by Ofsted

Mathnasium

30 Mosaic Jewish Primary School

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

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

45 St Faith’s C of E Primary School V

Beaumont Road, SW19 6RY T: 020 8788 5233 E: info@ronaldross.wandsworth.sch.uk ronaldross.org.uk Head: Mrs D Hart Pupils: 204

Strong Catholic ethos that values good manners, respect for others and hard work Undine Street, SW17 8PP

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

38 Ronald Ross Primary School

44 St Boniface RC Primary School V

Dulwich College

Belief in success coming from a safe, nurturing and purposeful learning environment Alma Road, SW18 1AE

NappyValleyNet.com

48 St Mary’s RC Primary School (Battersea) V Rated good by Ofsted Lockington Road, SW8 4BE T: 020 7622 5460 E: admin@st-marys-pri.wandsworth.sch.uk stmarysschoolbattersea.co.uk Head: Mr J Brading (executive) Pupils: 217 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

Emanuel School

Head: Mr S Cook Pupils: 205 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

46 St George’s C of E Primary School V

T: 020 7622 1870 E: admin@st-georges.wandsworth.sch.uk www.st-georges.wandsworth.sch.uk Head: Mrs S Collymore Pupils: 195 Ages: 3-11 Clubs: Pre- & post-school care, plus a range of school clubs Leavers’ destinations: St John Bosco College, Lady Margaret’s C of E Academy, Greycoats, Harris Academy Battersea, Westminster City School

47 St Joseph’s RC Primary School

Rated good by Ofsted

Leavers’ destinations: (for English-only stream) Lambeth Academy, Graveney, Southfields Academy, Burntwood, Harris Academy, Chestnut Grove * Number of places split into 30 bilingual French/English and 30 English only

Rated outstanding by Ofsted

Felsham Road, SW15 1BA

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

Standen Road, SW18 5TR

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

50 St Michael’s C of E Primary School V

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

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

54 Smallwood Primary School

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

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

57 The Alton School

Works hard to develop children’s selfesteem. ‘Give me a firm place to stand and I will move the Earth.’ Rated good by Ofsted T: 020 8876 8482 E: admin@thealton.wandsworth.sch.uk thealtonprimaryschool.co.uk Head: Ms R Hudson Pupils: 225 Ages: 3-11 Clubs: Pre-school care and a range of school clubs

Head: Ms J Hillman Pupils: 406 Ages: 3-11

Provides a first-class education for all

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

60 West Hill Primary School

Rated good by Ofsted T: 020 8874 5900 E: info@westhill.wandsworth.sch.uk westhillprimaryschool.org

Part of the Chapel St family of schools; encourages children to aim high Bolingbroke Walk, SW11 3NE T: 020 7228 1293 E: info@westbridge.wandsworth.sch.uk westbridgeprimaryschool.com Head: Mrs D Thompson Pupils: 189 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

52 Shaftesbury Park Primary School C

Creative and inclusive environment for children to develop both academically and socially

“A Local School with a Global Perspective”

St Ann’s Hill, SW18 2SA

Ashbury Road, SW11 5UW

T: 020 8874 2825

Girls’ preparatory school for ages 8-13: the second stage of Northwood Schools’ prep experience offering children aged 4-13 an excellent all-round education that’s academically ambitious and pastorally kind. Automatic entry from Broomwood Hall Lower School; others by assessment 68-74 Nightingale Lane, SW12 8NR T: 020 8682 8810 E: admissions@northwoodschools.com northwoodschools.com

62 Wix Primary School (Now Belleville WIx Academy)

Pupils: 220 Ages: 8-13, girls Clubs: Broad and varied

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

Term fees: £7,140

Wix’s Lane, SW4 0AJ

Head: Mrs Y Wozniak Pupils: 228 Ages: 3-11 Clubs: Pre-school care only plus a range of school clubs

Leavers’ destinations: Automatic entry to second stage of Northwood Schools’ prep experience: boys to Northcote Lodge; girls to Broomwood Hall Upper School

Head: Mrs Louisa McCafferty

Princes Way, SW19 6QT

Leavers’ destinations: Burntwood, Graveney, Chestnut Grove

T: 020 8682 8820 E: admissions@northwoodschools.com northwoodschools.com Head: Miss Jo Townsend Pupils: 270 Ages: 4-8, co-ed Clubs: Broad and varied range available from Year 1.

5 Merton Road, SW18 5ST

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

56 Swaffield Primary School

Years 2&3: 50 Nightingale Lane, SW12 8TE

T: 020 8874 1888 E: info@stjosephsrc.wandsworth.sch.uk stjosephsrc.wandsworth.sch.uk

Reception & Year 1: The Old Vicarage, 192 Ramsden Road, SW12 8RQ.

64 Broomwood Hall Upper School (Northwood Schools)

55 Southmead Primary School

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

Head: Miss Lynn Anderson Pupils: 179 Ages: 2-11 Clubs: Wraparound care from 7.45am to 5.30pm. Full range of enrichment clubs run from 2.00pm - 4.15pm

Co-educational pre-preparatory school for ages 4-8: the first stage of Northwood Schools’ prep experience offering children aged 4-13 an excellent all-round education that’s academically ambitious and pastorally kind. Wrap around care options available. Entry by random ballot

61 Westbridge Primary School

51 Sellincourt Primary School Sellincourt Road, SW17 9SA

T: 020 8673 4166 E: sao@tsm.wandsworth.sch.uk tsm.wandsworth.sch.uk

63 Broomwood Hall Lower School (Northwood Schools)

58 Tooting Primary

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

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

6 Balham Park Road, SW12 8DR

(UP TO AGES 11/13)

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

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

Friendly, family-oriented church school. Creative curriculum. In top 1% of schools for academic achievement nationally and top in Borough of Wandsworth. Rated good by Ofsted

WANDSWORTH & MERTON PRIVATE SCHOOLS

Term fees: £5,820

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

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

59 Trinity St Mary’s C of E Primary School V

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

Franciscan Road, SW17 8HE

90 Oakhill Road, SW15 2QD

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Head: Ms Julia Hamilton Pupils: 450 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Smallwood Road, SW17 OTW

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

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E: swaffield@swaffield.wandsworth.sch.uk swaffield.wandsworth.sch.uk

Danebury Avenue, SW15 4PD

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

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

Corunna Road, SW8 4JS

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

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

Granville Road, SW18 5SQ

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

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

53 Sheringdale Primary School

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

T: 020 8874 2653 E: admin@stfaiths.wandsworth.sch.uk stfaiths.wandsworth.sch.uk

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

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

Latymer Upper School

Executive Headteacher: John Grove Head: Ms Seana Henry Pupils: 283* Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs *14 bilingual French/English and 30 English-only places

Leavers’ destinations: At 11 & 13 to a mix of London day schools eg JAGS, Emanuel, SCHS, Francis Holland, Alleyn’s; and boarding eg Benenden, Bradfield, Woldingham, Cranleigh, Wellington, Marlborough. New co-ed Northwood Senior in SW16 provides option to remain within Northwood Schools family from 11-16

65 Dolphin School (incorporating Noah’s Ark Nursery Schools) Dolphin aims to nurture children’s potential in academic and creative work and sport and develop character according to a Christian understanding

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106 Northcote Road, SW11 6QW T: 020 7924 3472 E: admissions@dolphinschool.org.uk dolphinschool.org.uk Heads: Mrs N S Baldwin Senior Deputy Head: Mr J Schmidt Pupils: 200+ Ages: 2.5-11 Clubs: No pre- and post-school care but a range of school clubs Term fees: Noah’s Ark Nursery £2,095; Dolphin £4,295 – £4,695

Head: Mrs Sara Williams-Ryan Pupils: 250 Ages: 2-11 Gender: Girls with co-ed Nursery (2-4)

70 Hornsby House School

72 Ibstock Place School

A warm, nurturing and inclusive school but with academic vigour

Clubs: Before school care from 8:00am (7:30am for Nursery) and after school care until 6:00pm. We also offer a range of extracurricular clubs and a homework club every day

Hearnville Road, SW12 8RS

Lots of extracurricular activities aim to produce happy, well-rounded, socially responsible, honest, resilient young people with determination, ambition and selfconfidence

Term fees: Nursery £2,675 - £6,325, Reception £4,645, Years 1 to 6 £5,390 (Spring & Summer term fees to be confirmed)

Leavers’ destinations: Alleyn’s, Emanuel, Francis Holland, The Hall School, Ibstock Place, JAGS, Putney High, Russell, Dulwich College, Thames Christian School, Streatham & Clapham High School, Trinity, Whitgift

Fees are inclusive of learning resources, term-time day trips, and food provided on site, including lunch and after school snacks. We take part in the Universal 15 hours free childcare for Early Years scheme provided by Wandsworth Council

66 Eaton House The Manor

Leavers’ destinations: Putney High, Wimbledon High, Surbiton High, Francis Holland, City of London School for Girls, Ibstock, Marymount, St Paul’s Girls’ School, St James Senior Girls

A warm and welcoming school, embodying traditional values with a modern perspective. We provide a safe, caring, and inspirational learning environment that enables every child to flourish academically, culturally, and behaviourally. We are ambitious for every child and take an individual approach to support growth, wellbeing and the whole child’s development. We embrace our community of pupils, parents and staff with a sense of belonging and shared purpose.

68 Finton House School An inclusive co-ed prep school that offers a broad and inspiring education, embracing outdoor learning and technology, which is based on the belief that kindness, resilience and self-belief are the foundations of success

58 Clapham Common North Side, SW4 9RU

171 Trinity Road, SW17 7HL

T: 020 3917 5050 E: sfeilding@eatonhouseschools.com eatonhouseschools.com

T: 020 8682 5757 E: admissions@fintonhouse.org.uk fintonhouse.org.uk

Heads: Mrs Sarah Segrave Pre-Prep: Mr David Wingfield Girls: Mr Oliver Snowball Nursery: Mrs Roosha Sue

Head: Mr Ben Freeman

Pupils: Boys 510, Girls 260, Nursery 48 Ages: Boys’ Pre-prep 4-8, Boys’ Prep 8-13, Girls’ 4-11, Nursery 2-4

Term fees: £5,534 - £5,570

Term fees: Pre-Prep £6,010, Prep £7,215, Girls (KG-Year 3) £6,010, (Year 4-Year 6) £7,020, Nursery £610 – £2,965 depending on sessions and numbers of days Leavers’ destinations: Boys: Eton, Westminster, St Paul’s School, Dulwich College, Harrow, Tonbridge, Winchester, King’s College Wimbledon, Brighton College, Whitgift, City of London and Alleyn’s. Girls: St Paul’s School for Girls, James Allen’s Girls’ School (JAGS), Godolphin & Latymer, Wycombe Abbey, Downe House, Alleyn’s, St Mary’s Ascot, Wimbledon High School, Streatham & Clapham High School, Benenden and Woldingham

67 Falcons School for Girls (incorporating Peregrines Nursery School) An independent school for girls with a reputation for academic excellence, creativity and lifelong learning 11 Woodborough Road, SW15 6PY T: 020 8992 5189 E: admissions@falconsgirls.co.uk falconsgirls.co.uk

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Pupils: 340 Ages: 4-11 Clubs: A range of school clubs Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Epsom College, Ibstock Place, James Allen’s Girls’ School, King’s College, More House Farnham, Royal Russell, Streatham & Clapham, Trinity, Whitgift, Woldingham and Wimbledon High

69 Hall School Wimbledon Junior School

T: 020 8673 7573 E: school@hornsbyhouse.org.uk hornsbyhouse.org.uk Head: Mr E Rees Pupils: 430 Ages: 4-11 Clubs: Pre- & post-school care, prep club and a range of school clubs until 5.15pm Term fees: Lower School £5,155, Upper School £5,535 Leavers’ destinations: Alleyn’s, Dulwich College, James Allen’s Girls’ School, Whitgift, Streatham & Clapham High School, Emanuel, Royal Russell, Woldingham, Graveney, Trinity, Wimbledon High and KCS Wimbledon

71 Hurlingham School Experienced, dedicated and enthusiastic staff provide opportunities which strongly promote creativity and independence of thought, essential attributes for the 21st century 122 Putney Bridge Road, SW15 2NQ T: 020 8874 7186 E: office@hurlinghamschool.co.uk hurlinghamschool.co.uk Head: 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: £5,975 and Years 3 to 6: £6,185 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

Term fees: Kindergarten/Prep 1 £5,870, Prep 2 to Prep 6: £6,040 Leavers’ destinations: Ibstock Place secondary school. A few leave at 11+ and 13+ but the vast majority stay; however, no automatic entry

73 L’Ecole de Battersea English-French preparatory school, opened in 2005. A strong emphasis on its French/ English bilingual context, aiming for all pupils to be immersed in both cultures and becoming fluent in both tongues Trott Street, SW11 3DS T: 020 7924 3186 E: battersea@lecoledespetits.co.uk lecoledespetits.co.uk/lecol--battersea/ Head: Mme Frederique Brisset Pupils: 255 Ages: 3-11 Clubs: Pre- & post-school care Term fees: £4,660 - £4,745 Leavers’ destinations: Automatic right of entry to the AEFE French schools network. Some pupils go onto English schools and are tutored in CM2 to achieve the required standard

74 Lion House School

4 Carlton Drive, SW15 2BZ

Principal: Mr. G Delaney Head: Mr R Bannon Pupils: 50 Ages: 4-11 Clubs: A range of school clubs plus the Duke of Edinburgh Award Scheme

T: 020 8788 2769 E: secretary@merlinschool.net merlinschool.net Head: Ms K Prest Pupils: 200+ Ages: 5-8 Clubs: A variety on a Monday only.

Term fees: £4,570 - £5,305 Leavers’ destinations: Junior School feeds into the Senior School

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

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

T: 020 8879 9200 E: admissions@hsw.co.uk hsw.co.uk

Wimbledon High School GDST

Leavers’ destinations: At 11 & 13 to a mix of London day schools eg Dulwich College, Whitgift, Emanuel, Royal Russell, Trinity, St Paul’s, and boarding eg Bradfield, Marlborough, Harrow, Tonbridge, Wellington, Charterhouse, Eton, Cranleigh, Radley, Winchester. New co-ed Northwood Senior in SW16 provides option to remain within Northwood Schools family from 11-16

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

75 Merlin School

17 The Downs, SW20 8HF

Term fees: £7,140

Clarence Lane, SW15 5PY

Now part of Hurlingham Nursery and School

Aims to provide an inclusive education based on practical learning and a passion for knowledge. By developing pupils’ imagination, they grow into well-rounded pupils ready for the next stage

Head: Mr Clive Smith-Langridge Pupils: 230 Ages: 8-13, boys Clubs: Broad and varied

Term fees: £4,650

78 Parkgate House School Bolingbroke Academy

76 Newton Preparatory School Bright children, exceptional opportunities and a commitment to children enjoying their precious childhood years, which doesn’t stop them achieving a sweep of scholarships to senior schools across the board. Aims to inspire independent learning, encourage diversity and academic commitment and create considerate citizens of a wider world 149 Battersea Park Road, SW8 4BX T: 020 7720 4091/1207 E: hmpa@newtonprep.co.uk or registrar@newtonprep.co.uk newtonprepschool.co.uk Head: Mrs A Fleming. Deputy Head Lower School: Mrs Wendy Smith Pupils: 620+ Ages: 3 (Nursery), 4-13 Gender: Boys and girls Clubs: 100+: combination of external activities and FREE staff-run clubs Term fees: Nursery £3,325, Lower School £6,150, Upper School £7,045 Leavers’ destinations: Alleyns, Benenden, City of London, Dulwich, Emanuel, Eton, Francis Holland, Harrow, JAGS, KCS Wimbledon, Putney High, St Paul’s, Wellington, Westminster, Wycombe Abbey

77 Northcote Lodge (Northwood Schools) Boys’ preparatory school for ages 8-13: the second stage of Northwood Schools’ prep experience offering children aged 4-13 an excellent all-round education that’s academically ambitious and pastorally kind. Automatic entry from Broomwood Hall Lower School; others by assessment 26 Bolingbroke Grove, SW11 6EL T: 020 8682 8888 E: admissions@northwoodschools.com northwoodschools.com

Opened 1987 to provide a warm, welcoming and nurturing atmosphere with strong educational ethos 80 Clapham Common North Side, SW4 9SD T: 020 7350 2452 E: office@parkgate-school.co.uk parkgate-school.co.uk Heads: Principal: Ms Catherine Shanley, Head: Mr Malcolm McKinley Pupils: 200 Ages: 2.5-11 Clubs: A range of school clubs Term fees: Nursery: £2,137 - £4,946 Reception/Prep: £5,387 - £5,624 Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Ibstock Place, Jags, King’s College School, Putney High, Wimbledon High, Whitgift, Woldingham

79 Prospect House School Aims to create an atmosphere where children feel valued and secure in an educational experience that is both challenging and fun 75 Putney Hill, SW15 3NT T: 020 8780 0456 E: info@prospecths.org.uk or registrar@prospecths.org.uk prospecths.org.uk Head: Mr Michael Hodge Pupils: 315 Ages: 3-11 Clubs: A range of school clubs Term fees: Nursery: £3,160 - £6,320, Reception / Pre-prep: £6,320, Prep: £6,585 Leavers’ destinations: Benenden, Colet Court, Emanuel, Harrodian, King’s School Canterbury, Putney High, St Paul’s Girls’ School, Tiffin, Westminster Under, Wimbledon High

80 Putney High School ‘The school is highly successful in fulfilling its aim to achieve academic excellence through a love of learning. The pupils’ achievement and learning are exceptional,’ concluded ISI

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Deputy Head: Mrs Gillian Tomlins-Young Pupils: 120 Ages: 3-11 Clubs: Pre- and post-school care clubs and prep-club, including compulsory strings orchestra for KS2

86 Thomas’s Clapham

Leavers’ destinations: Alleyn’s, JAGS, Streatham & Clapham High School, Wimbledon High, Dulwich College, King’s College School, Whitgift, Trinity, Royal Russell, Wilson’s, Wallington and Graveney

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

35 Putney Hill, SW15 6BH T: 020 8788 4886 E: putneyhigh@put.gdst.net putneyhigh.gdst.net Head: Mrs Pippa Page-Roberts Pupils: Junior School – 320 Ages: 4-11 Gender: Girls Clubs: Art, Music, Drama, Fencing and Gymnastics. Individual music lessons are also available for all orchestral and band instruments Term fees: £5,468 Leavers’ destinations: The vast majority of girls go on to Putney High Senior School

81 The Dominie Education for dyslexic and dyspraxic children. Recently rated ‘oustanding’ by Ofsted 55 Warriner Gardens, SW11 4DX T: 020 7720 8783 E: info@thedominie.co.uk thedominie.co.uk

Established in 1983, The Roche School is family-owned and provides a thorough, extensive 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: Mrs G Emery Pupils: 300 Ages: 2-11 Clubs: A wide range of school clubs

Broomwood Road, SW11 6JZ T: 020 7326 9300 E: clapham@thomas-s.co.uk thomas-s.co.uk Head: Mr P Ward Pupils: 650 Ages: 4-13 Clubs: No pre/post school care but a range of after school clubs Term fees: From £6,460 a term in Reception, Year 3-8: from £7,300 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

Leavers’ destinations: Dulwich College, Alleyn’s, Trinity, Whitgift, Westminster, Tonbridge, Marlborough, Eton, Harrow

Latymer Prep School is an academically selective independent prep school. Prep pupils automatically transition to the Upper School in Year 7. Pupils, parents and teachers work together to create a learning environment which is intellectually exciting, academically engaging and imaginatively stimulating. The curriculum ranges across 16 subject areas – including cookery, mandarin, design, science, art, history, philosophy and literature. The prep aims to nurture intellectual curiosity and confidence

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

Eaton Square Prep School

Head: Ms Claire Boyd Pupils: 340 Ages: 4-11 Clubs: A variety of music, drama, sport, chess and many more

T: 020 7225 3131 E: registrar@eatonsquareschools.com eatonsquareschools.com

wimbledonhigh.gdst.net

Term fees: £5,113 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 Alleyn’s Junior School

18 The Downs, SW20 8HR

Townley Road, SE22 8SU

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

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

Leavers’ destinations: Latymer Upper, Alleyn’s, King’s College School, Dulwich College, Ibstock Place, Wimbledon High, Emanuel, JAGS, Whitgift, Putney High School

Park Road Hanworth Park London TW13 6PN

Latymer Prep

Running an innovative curriculum, harnessing and embracing a cross-curricular approach to learning. Academically selective

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

87 Ursuline Prep School

This school has now closed. SW London Parents should contact The St Michael Steiner School at:

Ages: 3-13

A warm and caring community providing co-educational excellence within an academically selective setting in which pupils flourish. Takes pride in its holistic approach to wellbeing. Automatic entry to Alleyn’s Senior School

Term fees: Lower School: Reception to Year 2 £5,200, Upper School: Year 3 to Year 6 £5,430. Nursery: 5 mornings per week: £2,535, 4 mornings per week: £2,028, Per afternoon: £410, Full time (5 mornings & 4 afternoons): £4,175

84 The St Michael Steiner School Parent & Child Group

89 Wimbledon High Juniors

Mansel Road, SW19 4AB

Term Fees: £4,944.68

83 The Roche School

Whitgift School

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.

Head: Anne Farnish Pupils: 250 Ages: 3-11 Term fees: £3,880 (Full time nursery to Year 6) Leavers’ destinations: Emanuel, Kingston Grammar, The Laurels School, Lady Eleanor Holles, Putney High School, Sutton High School, Ursuline High School, Ibstock Place, Royal Russell, Streatham & Clapham High School, Wimbledon High School, Woldingham

Head: Simon Severino Ages: 4 – 11 Pupils: 245 Term fees: Reception, Years 1-2 £6,275, Years 3-6 £6,535 Leavers’ destinations: Alleyn’s Senior School

Cameron Vale School A boutique prep school in the heart of Chelsea 4 The Vale, SW3 6AH

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

T: 020 8893 1299 E: info@stmichaelsteiner.com stmichaelsteiner.hounslow.sch.uk

Term fees: £9,350

85 Thomas’s Battersea

Leavers’ destinations: Mainstream schools

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

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

The Old Library, Allfarthing Lane, SW18 2PQ

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

T: 020 8870 4133 E: office@wandsworthprep.com wandsworthprep.com

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

Head: Mrs Jo Fife Pupils: 90 Ages: 4-11 Term fees: £4,710

38-42 Alleyn Park, SE21 7AA

Term fees: Reception-Year 2: £6,910, Years 3-8: £7,810

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

T: 020 8670 3217 E: admissions@dulwichpreplondon.org

82 The Eveline Day School A warm and nurturing school with small classes and high-quality teaching. Open 51 weeks a year from 7.30am-6.30pm. Ideal for working parents who require excellent education and pastoral care Swan House, 207 Balham High Road, SW17 7BQ T: 020 8673 3188 E: eveline@evelinedayschool.com, office@evelinedayschool.com evelinedayschool.com Head: Ms Eveline Drut

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Leavers’ destinations: Bradfield, Brighton College, Bryanston, Harrodian, Marlborough,

88 Wandsworth Preparatory School

T: 020 7352 4040 E: info@cameronhouseschool.org Head: Mrs Dina Mallett Ages: 4-11 Gender: Co-ed Term fees: From 2021/2022: £7,095 Leavers’ destinations: King’s College Wimbledon, Godolphin and Latymer, Francis Holland, City of London, Latymer Upper, Queen’s College, The Harrodian, Dulwich College, Woldingham

Dulwich Prep London Independent prep school founded in 1885. Formerly known as Dulwich College Preparatory School

Head: Michael Roulston Pupils: 850

55-57 Eccleston Square, London SW1V 1PH

Principal: Sebastian Hepher Head: Trish Watt Pupils: 330 Age: 4-11 Term Fees: £7,230 - £7,780 Leavers’ destinations: Alleyn’s, JAGS, Queen’s Gate, Emanuel, Latymer Upper, Godolphin and Latymer, Dulwich, Eaton Square Senior School and many other schools in London and beyond

Hill House International Junior School

T: 020 7993 0061 E: Registrar@latymerprep.org Principal: Andrea Rutterford Ages: 7-11 Gender: Co-ed Term fees: £6,515 Leavers’ destinations: Latymer Upper School

Oakwood School Independent education with a Catholic ethos. A Sunday Times Top 100 Preparatory School, part of the PACT Educational Trust

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”

Coombe Road, Lloyd Park, CR0 5RD

Hans Place, SW1X OEP

Head: Mr C Candia Pupils: 160 Ages: 3-11 Gender: Co-ed

T: 020 7584 1331 E: info@hillhouseschool.co.uk hillhouseschool.co.uk Head: Richard Townend Ages: 4-13 Pupils: 800 Term fees: From £5,000 for Reception to £6,000 for Year 8 Leavers’ destinations: Girls to More House School, Putney High School, Queen’s Gate School, Latymer Upper School, JAGS, Francis Holland, Alleyn’s School and Cheltenham Ladies’ College. Boys to Dulwich College, Wetherby Senior School, Westminster School, St Paul’s, Emanuel, The London Oratory, Eton, Stowe, Harrow and Bradfield College

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, £5,463 , Prep £6,268, Senior £7,245, Sixth Form £8,391 Leavers’ destinations: Bournemouth, Bath, Birmingham, Bristol, Cambridge, Durham, Edinburgh, Exeter, Glasgow, Leeds, Kings College London, Loughborough, Newcastle, Nottingham, Oxford, St Andrews, UCL

T: 020 8668 8080 E: admissions@oakwoodschool.org.uk

Term fees: Nursery Fees: £1,690 - £3,200 Infants: £3,200 Juniors: £3,480 Leavers’ destinations: Cardinal Vaughan, Caterham School, Coloma, Croydon High, JAGS, London Oratory, Nonsuch, Old Palace, The Cedars, The Laurels, Trinity, Wallington High for Girls, Whitgift, Wilson’s, Woldingham

Parsons Green Prep School Opened 2001. 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 and now a STEAM school. ‘Those who are searching for somewhere to nurture and inspire happy, confident children – look no further.’ (Good Schools Guide) 1 Fulham Park Road, SW6 4LJ T: 020 7610 8085 E: admissions@parsonsgreenprep.co.uk parsonsgreenprep.co.uk Head: Mr Tim Cannell (Principal) Pupils: 160 Ages: 4-11 Clubs: Chess, coding, Young Engineers Lego Club, Chelsea Foundation football etc Term fees: £5,418 - £6,500 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

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Royal High Nursery and Prep School GDST A beautiful setting which allows girls to fully immerse themselves in learning. All year groups focus on an immersive and holistic curriculum model following the Reggio Emilia approach, which has been designed to be diverse, engaging and girlcentered. Specialist teachers and a wide variety of learning activities beyond the classroom provide the perfect environment for pupils to shine Weston Park East, Bath, BA1 2UZ T: 01225 422 931 E: royalhigh@rhsb.gdst.net Head: Claire Lilley Ages: 3-11 Gender: Girls Term fees: From £3,432 Leavers’ destinations: Royal High School Bath

Royal Russell Junior School

The Hampshire School, Chelsea Inspiring children to aim high and be the best they can be through an enriching and personalised education 15 Manresa Road, London, SW3 6NB T: 020 7352 7077 E: admissions@thehampshireschoolchelsea.co.uk thehampshireschoolchelsea.co.uk Head: Dr Pamela Edmonds Pupils: 240 Ages: 3 – 13 years Clubs: Pre- and post-school care and a vast range of school clubs Term fees: Pre-Nursery/Nursery Half Day £4,600, Full Day £6,051, Reception £6,051, Year 1-3 £6,350, Year 4-8 £6,670 Leavers’ destinations: City of London School for Girls, City of London School for Boys, Dulwich College, Canford School, Emanuel School, Frances Holland, St Pauls, Harrow, Benenden School, Putney High School, Charterhouse, Queens’ Gate, Ibstock School, Wetherby, Wellington, plus a further range of Independent Schools

Independent co-educational school in Croydon, Surrey, set in 110 acres of stunning private parkland, creating a wonderful learning environment for our girls and boys. Academic excellence is nurtured through our broad curriculum and co-curricular programme. Seamless transfer to our Senior School at Year 7

Windlesham House School

Coombe Lane, Croydon, Surrey CR0 5RF

T: 01903 874701 E: admissions@windlesham.com windlesham.com

T: 020 8651 5884 E: juniorschool@royalrussell.co.uk www.royalrussell.co.uk Head: Mr John Evans Ages: 3 to 11 Pupils: 360 pupils Clubs: Breakfast club, broad range of after school clubs and activities Fees: Nursery: (3 years old), Three full days £2,340*, Four full days £3,115*, Five mornings plus lunch £2,184*, Five full days £3,887*, Reception, Year 1 and Year 2: £3,887*, Years 3-4: £4,760, Years 5-6: £4,953. All fees include lunch * Less Early Years Funding entitlement (children aged 3&4)

Independent boarding and day school for boys and girls aged 4-13, set in 65 acres of the South Downs National Park. Academic excellence and more than 250 extracurricular activities to choose from Washington, West Sussex, RH20 4AY.

Head: Mr Richard Foster Pupils: 320 Term Fees: Day from £3,185 to £8,174 Full time Boarding from £9,578 to £9,860 Part-time boarding available Leavers’ destinations: Over 35 different schools last year, including Brighton College, Oundle, Marlborough, Eton, Lancing and Bryanston

WANDSWORTH STATE SECONDARY SCHOOLS 90 Ark Putney Academy

Sydenham High School Prep

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

15 Westwood Hill, SE26 6BL T: 020 8557 7070 E: prep@syd.gdst.net

sydenhamhighschool.gdst.net Head: Mrs Katharine Woodcock, Head of Prep: Ms Victoria Goodson Ages: 4-11 Gender: Girls Term fees: Prep £4,541 (fees frozen for Autumn 2021 but this may change)

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Pullman Gardens, SW15 3DG T: 020 8788 3421 E: receptionist@arkputneyacademy.org arkputney.org

Prepares all pupils for university courses or a career of their choice. Specialisms are maths and music Wakehurst Road, SW11 6BF

Cecilia’s as a Church of England school are outstanding” SIAM report, November 2016

Principal: Ms Tracy Dohel Pupils: 1,250 including 350 in the Sixth Form Ages: Boys 11-18, Girls 16-18 Gender: Boys Clubs: A range of school clubs

Sutherland Grove, SW18 5JR

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

96 Graveney School

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

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

Head: Ms C Edis Pupils: 800 Ages: 11-18 Clubs: Wide range of school clubs

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

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

Head: Mr G Stapleton Pupils: 1,949 Ages: 11-18 Clubs: A range of school clubs

93 Burntwood School

97 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

Burntwood Lane, SW17 0AQ

401 Battersea Park Road, SW11 5AP

T: 020 8946 6201 E: info@burntwoodschool.com burntwoodschool.com

T: 020 7622 0026 E: info@harrisbattersea.org.uk harrisbattersea.org.uk

Head: Ms Helen Shorrock Pupils: 1,779 Ages: 11-18 Gender: Girls Clubs: A range of school clubs

Head: Dr D Moody Pupils: 1,150 including 250 in sixth form Ages: 11-18 Clubs: A range of school clubs

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

98 Saint Cecilia’s Church of England School V Outstanding teaching within a caring and supportive Christian environment. “The distinctiveness and effectiveness of Saint

Chestnut Grove, SW12 8JZ T: 020 8673 8737 E: info@chestnutgrove.wandsworth.sch.uk chestnutgrove.wandsworth.sch.uk

T: 020 8672 8582

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

Head: Mrs S Flannery Pupils: 1,400 Ages: 16+

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

T: 020 7924 8310 E: info@sjbc.wandsworth.sch.uk stjohnboscobattersea.org

100 Southfields Academy

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS 103 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 T: 020 8767 6057 E: admin@alrisalahschool.co.uk alrisalahschool.co.uk

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

Head: Mr S Lee Pupils: 210 Ages: 11-16 Clubs: No pre- or post-school care but a range of school clubs Term fees: Check with school Leavers’ destinations: Burntwood, Graveney, Virgo, Ashcroft

333 Merton Road, SW18 5JU

104 Emanuel School

T: 020 8875 2600 E: info@southfields.wandsworth.sch.uk southfields.wandsworth.sch.uk

An inspiring educational experience where boys and girls are guided towards their varied aspirations by motivated staff. The school is rooted in the local community with an ethos that promotes kindness and mutual respect. The Good Schools Guide says, “Emanuel is clearly on the up, and there is a tangible buzz about the place”

Head: Ms W Golinska Pupils: 1,741 including 391 in sixth form Ages: 11-19 Clubs: A range of clubs, societies and afterschool booster sessions Leavers’ destinations: Oxbridge and Russell group universities, apprenticeships in banking, IT and telecommunications, work-related training, further education and employment

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+ Putney High School GDST

Leavers’ destinations: Around 15% go to Russell Group universities

145 Upper Tooting Road, SW17 7TJ

Head: Mr S Uttley Pupils: 446 Ages: 11-18 Clubs: A range of school clubs

101 South Thames College

Community School that specialises in Science, Technology, Engineering, Computing & Maths (STEM) subjects and offers opportunities for elite sport Beechcroft Road, SW17 7DF

T: 020 8772 6000 E: enquiries@sfx.ac.uk sfx.ac.uk

Parkham Street, SW11 3DQ

Encourages students to be independent, articulate young women who take power and control over their lives in an informed and intelligent way

Leavers’ destinations: 70% go on to university, of which 35% go to Oxbridge & Russell Group universities

Malwood Road, SW12 8EN

Rated good with outstanding leadership by Ofsted

102 St Francis Xavier Sixth Form College Offers 50 courses; one out of three students achieved grades A* – B in 2014

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

99 St John Bosco Catholic School & College V

Leavers’ destinations: Oxford, Cambridge & Russell Group universities

95 Ernest Bevin College & Sixth Form Centre C

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

92 Bolingbroke Academy

E: mail@ernestbevin.london ernestbevin.london

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

Head: Ms A Downey Pupils: 449 Ages: 11-18 Clubs: A range of school clubs

91 Ashcroft Technology Academy

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

94 Chestnut Grove Academy

Leavers’ destinations: Pupils transfer to Royal Russell Senior 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. Prep pupils are affectionately known as ‘Giraffe Girls’. They stand tall, stick their necks out and always try new things

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

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: 1,000+ Ages: 10-18 Clubs: A range of school clubs, including rowing and the Duke of Edinburgh Award scheme Term fees: £6,715 Leavers’ destinations: Russell Group universities, music/art/drama colleges and conservatoires, and universities overseas

105 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

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17 The Downs, SW20 8HF

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

T: 020 8879 9200 E: admissions@hsw.co.uk hsw.co.uk

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

that learning should be a pleasure. Pupils also benefit from high-quality pastoral care. HSW will have a Sixth Form from September 2022

Principal: Mr G Delaney Head: Mr R Bannon Pupils: 125 Ages: 11-18 Clubs: A range of school clubs plus the Duke of Edinburgh Awards scheme

LAMBETH STATE PRIMARY SCHOOLS

Rated good by Ofsted Bonneville Gardens, SW4 9LB

Ages: 11-18 Gender: Girls

Clarence Lane, SW15 5PY

Term fees: £6,609

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: £7,450 Leavers’ destinations: Oxbridge, Bristol, Durham, Exeter, Nottingham, Imperial College, KIng’s College, LSE, St Andrew’s

107 King’s College School (KCS) Junior and senior school. According to The Sunday Times Parent Power 2021, King’s has been the top boys’ and co-educational independent school in the UK since 2017. The Good Schools Guide said, “Intellectually exhilarating yet principled, this is selective education at its very best…a real golden ticket” Southside, Wimbledon Common SW19 4TT T: 020 8255 5300 E: Junior: hmjssec@kcs.org.uk; senior: reception@kcs.org.uk kcs.org.uk Head: Mr A D Halls Pupils: 1,470 Ages: 7-18 Gender: Boys 7-18; girls 16-18 Term fees: Please visit kcs.org.uk

108 Putney High School Putney High School offers a relevant and forward-thinking approach to education which encourages girls to think differently, to achieve academically, and to develop the character, confidence and creativity to make their mark in the modern world 35 Putney Hill, SW15 6BH T: 020 8788 4886 E: putneyhigh@put.gdst.net putneyhigh.gdst.net Head: Mrs Suzie Longstaff Pupils: 1,030 (including junior school)

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Thames Christian School

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

117 Henry Cavendish Primary School Balham site C

Head: Andrea Parker Pupils: 397 Ages: 3-11

Rated outstanding by Ofsted

109 Thames Christian School

Outstanding by Ofsted

“Thames achieves a rare balance: it allows its pupils to be themselves, valuing their different talents, interests and personalities. At the same time, the ethos challenges and supports pupils to engage, work hard academically and, perhaps most importantly, take responsibility for the behaviour, decisions and the role they want to play in the world.” Thames parent 2021

Belmont Road, SW4 OBZ

Wye Street, SW11 2HB moving to new building at 12 Grant Road, SW11 2FR January 2022 T: 020 7228 3933 E: admissions@thameschristianschool.org.uk thameschristianschool.org.uk Head: Dr Stephen Holsgrove Pupils: 160 Ages: 11-16 with Sixth Form starting Sept 2022 Term fees: £6,280 Clubs: Wide range of sports and academic clubs and competitions, Duke of Edinburgh Award

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

Rated outstanding by Ofsted

Thornton Road, SW12 OLF T: 020 8674 7292 E: office@st-bedes.lambeth.sch.uk st-bedes.lambeth.sch.uk

Rated good for overall effectiveness by Ofsted

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

127 Park Hill, SW4 9PA

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

Clarence Avenue, SW4 8LD

Mansel Road, SW19 4AB

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

Head: Ms Fionnuala Kennedy Pupils: 700 Ages: 11-18 Clubs: Some 140 clubs a week

115 Granton Primary School

Term fees: £6,578

V A

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

129 Telferscot Primary School

Rated outstanding by Ofsted Telferscot Road, SW12 OHW T: 020 8673 7362 E: office@telferscot.co.uk telferscot.co.ukk Head: Mr David Cooper Pupils: 455 including nursery Ages: 3-11 Leavers’ destinations: Burntwood, Chestnut Grove, Dunraven, Graveney, Harris Academy Clapham, Kingsdale Foundation School, La Retraite, Lambeth Academy, Putney Academy, The Norwood School plus the private sector

LAMBETH PRIVATE SCHOOLS (UP TO AGES 11/13) 130 London Steiner School

125 St Bernadette’s Catholic Junior School V A

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

Rated good 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

1-4 Atkins Road, SW12 0AB

9 Weir Road, SW12 0LT

T: 020 8673 2061 E: office@st-bernadette-rc.lambeth.sch.uk stbernadette.co.uk

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

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

Head: College of teachers (no head) Pupils: 80 Ages: 3-14 Fees: Kindergarten: £6,000-£7,500pa, Classes 1- 6 £7,800 - £9,600 pa

120 Kings Avenue Primary School

Requires improvement according to Ofsted T: 020 7622 1208 E: office@kingsavenue.lambeth.sch.uk kingsavenueschool.co.uk Head: Elizabeth Maxted Pupils: 452 Ages: 3-11

Heads: Ewa Ostrynska and Laura Lowney Pupils: 226 Ages: 3-7

Rated outstanding by Ofsted

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

Kings Avenue, SW4 8BQ

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

128 Sudbourne Primary School

Rated good for overall effectiveness by Ofsted

Trent Road, SW2 5BL

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

Rated outstanding by Ofsted

124 St Bede’s Catholic Infants School V A

119 Iqra Primary School

110 Wimbledon High School GDST

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

118 Henry Cavendish Primary School Streatham site C

Rated outstanding by Ofsted

114 Glenbrook Primary School

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

Head: Nadia Macintosh Pupils: 372 Ages: 3-11 Clubs: Breakfast Club & a range of after school clubs

Details as above

Leavers’ destinations: St Paul’s School, Emanuel, Monkton Combe, Graveney, The Brit, Esher College

122 Macaulay CE Primary School V A

T: 020 8674 0156 E: admin@richardatkins.lambeth.sch.uk richardatkins.lambeth.sch.uk

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

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

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

New Park Road, SW2 4JP

Head: Mrs Alexandra Hardy Pupils: 761 Ages: 3-11

Crescent Lane, SW4 9QJ

Rated good by Ofsted. ‘Inspiring curiosity & the courage to succeed’

Dingley Lane, SW16 IAU

113 Corpus Christi Academy Catholic Primary School A

Rated outstanding by Ofsted

123 Richard Atkins Primary School

T: 020 8673 3376 E: office@henrycavendish.co.uk henrycavendish.co.uk

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

Heads: Miss Jo Samways Pupils: 222 Ages: 3-11

Hydethorpe Road, SW12 0JA

112 Clapham Manor Primary School and Children’s Centre

127 St Mary’s RC Primary School V

T: 020 7720 9378 E: admin@macaulay.lambeth.sch.uk macaulaycofeschool.co.uk macaulay.lambeth.sch.uk

Head: Mr Ben Roberts Pupils: 409 Ages: 3-11

T: 020 8673 1183 E: admin@bonneville-primary.lambeth.sch.uk bonneville-primary.lambeth.sch.uk

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

Victoria Rise, SW4 ONU

T: 020 7622 4101 E: admin@heathbrook.lambeth.sch.uk heathbrook.org

111 Bonneville Primary 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

116 Heathbrook Primary School and Children’s Centre C St Rule Street, SW8 3EH

Term fees: £5,980- £6,140

106 Ibstock Place School

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

Rated good for overall effectiveness by Ofsted

(4-11)

Leavers’ destinations: HSW Sixth Form

E: admin1@grantonprimary.org.uk grantonprimary.org.uk

Rated good by Ofsted

121 Lark Hall Primary School and Children’s Centre C

Granton Road, SW16 5AN

Rated good by Ofsted

T: 020 8764 6414

Smedley Street, SW4 6PH

126 St Leonard’s CE Primary School V A Rated good by Ofsted 42 Mitcham Lane, SW16 6NP T: 020 8769 2712 E: mgr@st-leonards.lambeth.sch.uk st-leonards.lambeth.sch.uk Head: Mr Simon Jackson Pupils: 207 Ages: 4-11

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

131 Streatham & Clapham Prep School Unrivalled in empowering our girls to discover, nurture and project their unique

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LAMBETH STATE SECONDARY SCHOOLS 133 Bishop Thomas Grant Roman Catholic Secondary School V A Rated outstanding by Ofsted. A specialist maths and computing school Belltrees Grove, SW16 2HY

The Roche School

identities and character in a vibrant family environment. An academically inclusive school where targeted interventions ensure girls of a range of abilities, including gifted and able, excel beyond expectations. ‘Excellent’ in all areas (ISI, 2019) Wavertree Road, SW2 3SR T: 020 8674 6912 E: prep@schs.gdst.net Head: Dr Millan Sachania Head of Prep: Mr Thomas Mylne Pupils: 250 Ages: 3-11 Gender: Girls Clubs: Over 30 clubs at no charge Term fees: Prep £4,724 per term (inclusive of non-residential trips and extras), Nursery Full-time places, less EYFS funding, start at £2,103.86 per term Wrap-around care: 7.30 am to 5.55 pm. Transport: 9 Minibus routes available

132 The White House Prep School With a strong family ethos, the school allows children to fulfil their potential through a vibrant and broad curriculum that stimulates, challenges and excites. Excellent pastoral support. Rated outstanding by Ofsted and excellent by the Independent Schools Inspectorate. Children leave the school happy and confident with a love of learning 24 Thornton Avenue, SW12 OLF T: 020 8674 9514 E: admissions@whitehouseschool.com whitehouseschool.com Head: Tony Lewis Pupils: 168 Ages: 3 - 11 Clubs: A range of before, during and after school clubs including Sports, Engineering, Science, Gymnastics, Quiz and Flower arranging

Leavers’ destinations: 90% of students go to university, including Russell Group and Oxbridge

138 Trinity Academy

134 Dunraven Secondary School

56 Brixton Hill, SW2 1QS

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

94/98 Leigham Court Road, SW16 2QB

Head: Ben Thompson Pupils: 120 Year 7 intake Ages: 11-18

T: 020 8696 5600 E: info@dunraven.org.uk dunraven.org.uk

Opened 2014. Relentless focus on academic rigour and style of education associated with grammar schools and the independent sector. Brand new campus being built

Clubs: A range including Capoeira, steel pans and fencing

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

135 Harris Academy, Clapham Opened in 2020. A co-educational secondary school in a state-of-the-art building

LAMBETH PRIVATE SECONDARY SCHOOLS 139 DLD College London

Clarence Avenue, London SW4

Co-educational boarding and day school in the heart of London offering A-level, GCSE, BTEC and International Foundation Programmes

T: 020 8253 7777

199 Westminster Bridge Road, SE1 7FX

E: info@harrisclapham.org.uk

T: 020 7935 8411 E: dld-admissions@dld.org

Part of the successful and well-established Harris Federation

Executive Principal: Mr Sam Hainey Head: Ms Gizle Landman Ages: 11-16 Sixth Form: Affiliated to the Harris Clapham Sixth Form opening in September 2021

136 Lambeth Academy

Part of United Learning, it is committed to bringing out the best in everyone to achieve their potential as confident, well-rounded individuals Elms Road, SW4 9ET T: 020 7819 4700/ 7498 5004 E: admin@lambeth-academy.org lambeth-academy.org Head: Jan Shadick Pupils: 1,039 Ages: 11-18 Clubs: A range of school clubs

Head: Irfan Latif (Principal) Ages: 14-19 Gender: Co-ed Term fees: £8,220 for GCSE, A-levels/BTEC Leavers’ destinations: Oxbridge, Russell Group and US universities, Arts Institutions

140 Northwood Senior (Northwood Schools) Co-educational secondary school for ages 11-16 opposite Tooting Common. Academically ambitious and pastorally kind, we offer transformative teaching in a more personal setting. Part of Northwood Schools. Entry by combination of digital data, interview and school report. Main entry in Year 7 with some additional places at Year 9. All-Rounder Scholarships available 3 Garrad’s Road, Streatham, SW16 1JZ

137 La Retraite Roman Catholic Girls’ School V

Term fees: Reception – Year 2 £5,075 per term, Year 3 – 6 £5,545 Leavers’ destinations: Dulwich College, JAGS, Alleyn’s, Emanuel, Woldingham, Trinity

Atkins Road, SW12 OAB

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Head: Dominic Malins Pupils: 168 Year 7 intake Ages: 11-18 Clubs: A range of clubs, including hockey, gymnastics and Music School

T: 020 8769 3294 E: info@btg-secondary.lambeth.sch.uk Head: Ms Bernadette Boyle Pupils: 180 Year 7 intake Ages: 11-18

Rated outstanding by Ofsted. Specialises in science. Achieves very high exam results

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E: schsec@laretraite.lambeth.sch.uk laretraite.lambeth.sch.uk

T: 020 8673 5644

T: 020 8161 0301 E: nwssenior@northwoodschools.com northwoodschools.com Head: Mrs Susan Brooks Ages: 11-16, Co-ed Pupils: Two form entry. c.45 places per year Term fees: £7,140

Curriculum: Broadbased - all the main key GCSE subjects plus options for additional subjects. Emphasis on a transformative, dynamic educational experience within a smaller setting

141 Streatham & Clapham High School In the top stratum of independent schools nationally. Member of HMC and GSA, the school promotes academic excellence and strives to empower young women to discover, nurture and project their unique identity and character. ‘Excellent’ in all areas (ISI, 2019).Recipient of 2021 TES Independent School of the Year Award 42 Abbotswood Road, SW16 1AW T: 020 8677 8400 E: senior@schs.gdst.net schs.gdst.net Head: Dr Millan Sachania Pupils: 900 Ages: 3-18 Gender: Girls Clubs: A range of clubs including Scholars’ Society, Duke of Edinburgh’s Awards, Combined Cadet Force Term fees: £6,080 (inclusive of nonresidential trips and extras). A range of scholarships and bursaries are available Leavers’ destinations: Cambridge, Oxford, Bath, Birmingham, Bristol, Durham, Edinburgh, Exeter, Glasgow, Leeds, Manchester, Newcastle, Nottingham, Reading, St. Andrew’s, UEA, University of London (UCL, Kings, Royal Holloway, SOAS, Queen Mary) Warwick, York

Head: Ben Figgis Ages: 4-18 Gender: Co-ed Term fees: Reception and Years 1 & 2: from £3,240, Year 3 - 8 day pupils from £4,727£5,874 Sixth Form as day pupil £8,395, boarding £5,740 to £11,645 Leavers’ destinations: Russell Group universities

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 Head: Jane Lunnon Ages: 11-18 Term fees: £7,125 Leavers’ destinations: Oxbridge, Russell Group Universities, US and European Universities, Conservatoires and Art Foundation Courses

Ardingly College In Tatler list of top public schools. Excellent results and Top 10 IB school in the UK College Road, Haywards Heath RH17 6SQ T: 01444 893000 ardingly.com

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 Senior School

Box Hill School

106 Piccadilly, London W1J 7NL

A day, weekly and full boarding school for girls and boys aged 11-18, situated in the Surrey hills with good transport links from SW London. Rated good for the “quality of the pupils’ academic and other achievements” by the ISI Inspectorate Report 2019, with the “quality of the pupils’ personal development” excellent. Sixth Form offers both A-level and IB

T: 020 7491 7393 E: admissions.senior@eatonsquareschools.com eatonsquareschools.com Principal: Sebastian Hepher Head: Caroline Townshend Pupils: 165 Gender: Co-ed Ages: 11-18 Term Fees: £7,250

London Road, Dorking RH5 6EA

Leavers’ destinations: Sixth Form opening September 2022; no leavers yet

T: 01372 373 382 E: Admissions@boxhillschool.com Head: Mr C Lowde Ages: 11-18 Pupils: 425 Activities: Diverse range of over 50 extracurricular activities Term fees: Day Pupils from £6,175, Weekly Boarding Pupils £7,995 - £10,160, Full Boarding Pupils £10,250 - £12,515 Leavers’ destinations: Brighton, Edinburgh, Coventry, Westminster, Royal Holloway, Exeter, Southampton, Warwick, Munich Business School, Oxford Brookes, Hotelschool the Hague and many others

Cranleigh

OTHER SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Term fees: £7,224 (Day), £14,136 (Weekly boarding), £15,078 (Full boarders)

Cranleigh, Surrey, GU6 8QQ T: 01483 276377 E: admissions@cranleigh.org cranleigh.org

James Allen’s Girls’ School (JAGS) JAGs aims to help all pupils fulfill their potential by stimulating their intellectual curiosity, enthusiasm and imagination 144 East Dulwich Grove, London SE22 8TE T: 020 8693 1181 E: admissions@jags.org.uk. jags.org.uk Head: Mrs Alex Hutchinson Ages: 4-18 Gender: Girls Term fees: Senior School: £6,615 Junior School - £5,995 Leavers’ destinations: Bath, Bristol, Cambridge, Durham, Edinburgh, King’s College, Imperial College, Leeds, LSE, Manchester, Oxford, UCL and York, as well as USA

Head: Mr Martin Reader Pupils: 628 Gender: Co-ed Ages: 13–18 Term Fees: Boarding £13,570, Day £11,170 Leavers’ destinations: 99 per cent of pupils go on to higher education, with around 80 per cent getting into their first-choice university, including Oxbridge, Bristol, Durham, LSE and UCL

Dulwich College An academically-selective school, Dulwich was rated excellent in every category in ISI’s report. The college produces some of the finest actors, musicians, sportsmen and writers in the country Dulwich Common, SE21 7LD T: 020 8693 3601 E: enquiries@dulwich.org.uk dulwich.org.uk Head: Dr Joseph Spence (Master) Ages: 3-18 Gender: Boys

James Allen’s Girls’ School (JAGS)

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Latymer Upper School

Royal Russell School

The Cedars School

Academically selective Independent School. Pupils joining the prep go ‘all through’ to the Upper School. Latymer is academically excellent and the School prides itself on its ‘rounded and grounded’ ethos. Modern and forward-thinking, combining the highest academic achievement with excellence in the arts and sport

Independent co-educational HMC day and boarding school in Croydon, Surrey, set in 110 acres of stunning private parkland with extensive modern facilities for science, sport, music and drama. Excellent public transport links - Less than 30 minutes from many SW London prep schools

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

T: 020 8148 4519 E: admissions@latymer-upper.org

T: 020 8657 4433 E: admissions@royalrussell.co.uk

Head: David Goodhew Ages: 11-18 Gender: Co-ed Term fees: £7,513

Head: Mr Chris Hutchinson Ages: 3-18 Gender: Co-ed Term fees: Senior Day Fee: £6,437. Day fees include lunch and optional supper if staying after school for an activity. Full Boarding: £12,723

Coombe Lane, CR9 5BX

Leavers’ destinations: Oxbridge, Ivy League, Russell Group, leading music and art schools

Leavers’ destinations: Bath, Cambridge, Durham, Edinburgh, Exeter, Imperial College London, Leeds, Loughborough, Manchester, UCL, Westminster, Warwick, York

Mayfield Leading independent Catholic boarding and day school for girls aged 11 to 18. The Independent Schools Inspectorate rated the quality of education as excellent The Old Palace, Mayfield, East Sussex TN20 6PH T: 01435 874642 E: registrar@mayfieldgirls.org Head: Miss Antonia Beary Ages: 11-18 Gender: Girls Term Fees: Full boarding £12,250, Day £7,750 Leavers’ destinations: Bristol, Cambridge, Durham, Edinburgh, Exeter, King’s College London, LSE, Oxford, UCL

MPW Independent fifth and sixth form college with non-selective intake, offering A-level, GCSE and specialised retake and revision courses. Set up by ex-Cambridge graduates Mander Portman Woodward 90-92 Queen’s Gate, SW7 5AB T: 020 7835 1355 E: london@mpw.ac.uk Head: John Southworth (Principal) Ages: 16-18 Gender: Mixed Term fees: Various, basic fee is £9,905 for both A level and GCSE Leavers’ destinations: Manchester, Exeter, King’s College, Bristol, UCL, Warwick, SOAS, Bournemouth, Goldsmiths, Imperial, Loughborough, St Andrews, Glasgow

Portland Place School A leading independent day school located in central London close to Regents Park. The school ethos is to be small, nurturing, and inspirational, encouraging and enabling pupils to achieve their very best personally, socially and academically, with space to develop and express their creativity and athleticism. Portland Place has also extended this ethos into a new hybrid school with specialist online learning: Portland Place Online

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Woldingham School

Sutton High School GDST T: 020 7307 8700 E: admissions@portland-place.co.uk Head: David Bradbury Pupils: 200 Ages: 10-16 Gender: Co-ed Term fees: £7,470 Clubs: An extensive range of clubs and activities including fencing, LAMDA, Mandarin, horse-riding, cricket, choir Leavers’ destinations: UCS, DLD College, Fine Arts College, Ashbourne, Woodhouse College, The St Marylebone CE School, Highgate School, Mill Hill School

Royal High School Bath GDST Independent day and boarding school where every girl makes her mark. Offers both the A Level and IB pathways. Excellent facilities, flexible boarding options, an extensive co-curricular timetable, Steinway Music School and state of the art recording studio. Exceptional pastoral care with a focus on wellbeing. Our expert teachers are specialised in a wealth of subjects which feed pupils’ curiosity and challenge them in new ways Lansdown Road, Bath, BA1 5SZ T: 01225 313 877 E: royalhigh@rhsb.gdst.net Head: Kate Reynolds Ages: 11-18 Gender: Girls Term fees: From £4,661 Leavers’ destinations: Bath, Bristol, Birmingham, Cambridge, Edinburgh, Exeter, Imperial College, London, King’s College London, Nottingham, Oxford, Queen Mary University of London, Royal Holloway, Sheffield, St Andrews, Warwick

Independent day school for girls. Students do better because they feel better. Balances top examination results with exceptional pastoral care and maintains an unrelenting focus on good mental health 55 Cheam Road, SM1 2AX T: 020 8642 0594 E: office@sut.gdst.net suttonhigh.gdst.net Head: Katharine Crouch Ages: 3-18 Gender: Girls Term fees: Senior School and Sixth Form: £5,880 Leavers’ destinations: Bath, Bristol, Cambridge, Exeter, Imperial College London, King’s College London, Nottingham, Oxford, Queen Mary University of London, Royal Academy of Music, Sheffield, York

Sydenham High School GDST An independent girls’ day school delivering a first-class education through academic and pastoral excellence. The school motto, Fear Nothing, lies at the heart of the school. Pupils have independence of mind, the courage to take risks, a strong moral compass as well as a social conscience, and are accepting and respectful of themselves and others. They have been described as having ‘selfconfidence without arrogance’

147 Central Hill, Upper Norwood, SE19 1RS T: 020 8185 7770 E: enquiries@thecedarsschool.org.uk thecedarsschool.org.uk Head: Mr R Teague Pupils: 212 Ages: 11-18 Gender: Boys Term fees: £5,030, Sixth Form: £5,300

The Laurels School Independent education with a Catholic ethos, part of the PACT Educational Trust. A character-based approach strives to develop qualities of greatness to achieve academic potential and also help in every other aspect of life Our Lady’s Close, Upper Norwood, SE19 3FA T: 020 8674 7229 E: admissions@thelaurelsschool.org thelaurelsschool.org.uk Head: Mrs L Sanders Pupils: 105 Ages: 11-18 Gender: Girls Clubs: A range of school clubs Term fees: £5,030, Sixth Form: £5,300

Trinity School A Sunday Times top 50 Independent School for boys aged 10-18 with coeducational Sixth Form. Shortlisted for Senior School of the Year at TES Independent School Awards 2019 Shirley Park, Croydon CR9 7AT T: 020 8656 9541 E: admissions@trinity.croydon.sch.uk trinity-school.org Head: Alasdair Kennedy Ages: 10-18 Gender: Boys with co-educational Sixth Form Term fees: £6,367 Leavers’ destinations: Cambridge, Oxford, UCL, LSE, Imperial College London, Edinburgh, Exeter, Bristol, Durham, Warwick, Southampton, Loughborough

Leavers’ destinations: Bristol, Cambridge, Durham, Exeter, Imperial, LSE, Manchester, UCL, Warwick, Georgetown (USA) and McGill (Canada)

Whitgift School A leading independent day and boarding school for boys aged 10-18 years old. It has exceptional academic standards, a comprehensive pastoral support structure, and a broad and vibrant co-curricular programme, complemented by outstanding facilities. Through its generous bursary and scholarship scheme, Whitgift educates boys from a range of social backgrounds, producing highly accomplished, grounded, and community-minded young men

Term fees: Years 7-8: Day £7,570, Weekly Boarding (5 nights/week) £10,950, Full Boarding £12,465; Years 9-Upper Sixth: Day £8,250, Weekly Boarding £11,950, Full Boarding £13,570; Flexi-boarding £64/ night (max. two nights per week) Leavers’ destinations: Bath, Bristol, Cambridge, Cornell (USA), Durham, Edinburgh, Exeter, Imperial, King’s College London, LSE, Manchester, Oxford, Princeton (USA), St Andrews, Warwick, York

STATE SCHOOLS AND COLLEGES WITH SEN UNITS

Haling Park, South Croydon CR2 6YT T: 020 8633 9935 E: admissions@whitgift.co.uk whitgift.co.uk

Ashcroft Technology Academy Autistic Spectrum Disorder T: 020 8877 0357

Head: Mr Chris Ramsey Pupils: 1,550 Ages: 10-18 Gender: Boys

Eastwood Nursery

Term fees: Day pupils: £7,080, Weekly boarding: £11,420, Full boarding: £13,850

T: 020 8876 3976

Leavers’ destinations: Bath, Bristol, Cambridge, Durham, Edinburgh, Exeter, KCL, Leeds, Loughborough, Manchester, Newcastle, Nottingham, Oxford, UCL, Warwick and York

Autistic spectrum disorder and social communication disorders

Hillbrook Resource Base Autistic spectrum disorder and social communication disorders T: 020 8672 3857

Woldingham School

Sacred Heart Primary School

One of the UK’s leading boarding and day schools for girls aged 11-18. Set in 700 acres of the most beautiful Surrey countryside, Woldingham provides an inspiring and safe place for students to become confident, compassionate and courageous young women ready to take their place in the world. Woldingham is remarkably accessible from London. Direct trains from Clapham Junction take 25 minutes

Autistic Resource Base

Marden Park, CR3 7YA T: 01883 654206 E: registrar@woldinghamschool.co.uk Head: Dr James Whitehead Ages: 11-18 Gender: Girls

T: 020 7223 5611

Sellincourt School Hearing Impaired Unit T: 020 8672 5982

Smallwood School Language Unit T: 020 8672 6024

Southfields Community College Hearing Impaired Unit; Speech, Language and Communication Needs T: 020 8874 0585

Southmead School Autistic Resource Based Provision

Wetherby Senior School

T: 020 8788 8901

A rigorous academic curriculum, complemented by a broad range of extra curricular activities located in the heart of London

St John Bosco College

T: 020 7535 3530 E: registrar@wetherbysenior.co.uk

T: 020 8246 6000

The Alton School

Term fees: Senior £5,775 (fees frozen for Autumn 2021)

Head: Joe Silvester Pupils: 415 Ages: 11-18 Gender: Boys Term fees: £8,670

Leavers’ destinations: Oxbridge and Russell Group universities, Art Foundation courses, Degree Apprenticeship

Clubs: An extensive range of activities from basketball and boxercise to coding and creative writing

19 Westwood Hill, SE26 6BL T: 020 8557 7004 E: admissions@syd.gdst.net sydenhamhighschool.gdst.net Head: Mrs Katharine Woodcock Ages: 11-18 Gender: Girls

Autistic Spectrum Disorder Unit

Resource Based Provision for moderate learners

The Livity Special School Sydenham High School

A special school for children with complex needs T: 020 8769 1009

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Tooting Primary School

Linden Lodge

Autistic Spectrum Disorders

Day and weekly boarding school for children with severe sight impairment, multiple disability and profound needs

T: 020 3700 0790

T: 020 8788 0107

SEN SCHOOLS Bradstow School, Kent Supports children with severe and complex learning difficulties or an Autistic Spectrum Disorder with Severe Learning Difficulties T: 01843 862123

Centre Academy Provides support for all students with special needs and specific learning difficulties T: 020 7738 2344

Garratt Park School Caters for children with moderate learning difficulties with associated complex needs including Autism Spectrum Disorder Head: Mr Mike Reeves T: 020 8946 5769

Greenmead School Mixed day school for physically disabled and profound and multiple learning difficulties T: 020 8789 1466

Nightingale Community Academy Caters for boys with social, emotional and behavioural difficulties T: 020 8874 9096

30 Causton Street, SWIP 4AU T: 020 7976 5456 E: ps@fairleyhouse.org.uk fairleyhouse.org.uk

Beyond Autism Schools Run Independent Special Schools for children and young people with autism and related communication disorders aged 4-19. Teaching is based on the principles of Applied Behaviour Analysis (ABA) and Verbal Behaviour (VB)

Oak Lodge

Head of Park House School (R-Yr 8) Mr K Bird

Residential and day school for deaf and language impaired pupils

Park House School: 48 North Side Wandsworth Common, SW18 2SL

T: 020 8673 3453

T: 020 3031 9700 E: parkhouseschool@beyondautism.org.uk

Paddock Secondary School

Head of Tram House School (Yr 9-14) Mr J Ascot

Caters for pupils with severe and complex learning difficulties or an Autistic Spectrum Disorder with severe Learning Difficulties T: 020 8878 1521

PRIVATE SCHOOLS FOR LEARNING DIFFICULTIES Fairley House School and Fairley House Assessment Clinic Specialist day school for children with dyslexia and dyspraxia

Tram House School: 520 Garratt Lane, SW17 0NY

Department for Education Find a list of school and college performance tables and find and compare schools and colleges using a map, www.education.gov.uk Independent Schools Show November 2021 The show brings together the leading independent schools, the brightest thinkers and the most respected heads to help you make the right decisions for your child. Battersea Evolution, London, SW8 4NW 13 - 14 November 2021 Tickets free if you register in advance. www.schoolsshow.co.uk

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Ofsted The Office for Standards in Education, Children’s Services and Skills. Find an Ofsted inspection report at www.reports.ofsted.gov.uk State Boarding Schools’ Association Rather than paying £25,000+ pa on a private boarding school, a state boarding school would cost nearer £10,000 pa. www.sbsa.org.uk, tel: 020 7798 1580. The Good Schools Guide A guide to independent and state schools. www.goodschoolsguide.co.uk The Independent Schools Council Includes a search facility for the 1,300 independent schools it represents, www.isc.co.uk, tel: 020 7766 7070. The Independent Schools Inspectorate Browse school reports, www.isi.net Thrive Online (formerly Wandsworth Council’s Family Information Service, FIS), tel: 020 8871 7899/4, www.wandsworth.gov.tk/fis or email: fis@wandsworth.gov.uk

Saturday 13 November Sunday 14 November Battersea Evolution, SW8 4NW

T: 020 3031 9707 E: tramhouseschool@beyondautism.org.uk beyondautismschools.org.uk

The McLeod Centre For Learning A tutorial centre for touch-typing, handwriting, literacy, maths, study skills, dyslexia, dyscalculia and dyspraxia 74A Lupus Street, SWIV 3EL T: 07866 552767 E: amanda@amandamcleod.org amandamcleod.org

Where to find help and information Childcare & Business Consultancy Services (formerly Wandsworth Primary Play Association) For a list of Wandsworth pre-school playgroups and holiday play schemes for three and four-year-olds, www.cbcservices.org.uk, tel 020 7738 1958.

PLAN YOUR CHILD’S FUTURE

Parenting Education & Advice The Parent Team A team of certified and experienced parent educators teaching positive parenting skills and providing practical support and advice to parents to help children thrive at home and school. www.theparent.team hello@theparent.team

Local Authority websites Wandsworth www.wandsworth.gov.uk/ schoolsandadmissions Tel: 020 8871 6000/7. Lambeth www.lambeth.gov.uk/eadmissions, tel: 020 7926 9503. Merton www.merton.gov.uk/admissions, tel: 020 8274 4906. Merton play areas www.merton.gov.uk/environment/ openspaces/play-areas.htm

The world’s largest school open day

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Eaton Square Schools

Senior & Sixth Form

Preparation for Life. By popular demand, Eaton Square Schools are expanding. Eaton Square Senior School’s new Sixth Form unites academic excellence, unrivalled university preparation and a pioneering Preparation for Life programme. Set in an innovative educational framework in central London, pupils are fully equipped to make their mark in our ever-changing world. Discover more at our Sixth Form Information Evening on Tuesday 28th September. Book your place now: www.eatonsquareschools.com