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Our School Ethos

In a rapidly changing and highly competitive world it is vital that pupils achieve their best academic potential. Through our focus on the individual we ensure that all pupils not only realise their talents but that they also develop the necessary skills for life that are timeless in their application. Traditional values such as mutual respect; a quiet self - assurance; compassion and tolerance are some of the principles that are implicitly taught through the use of positive peer role models, in the form of our prefects and house captains for example and our emphasis upon ‘endeavour’ alongside ‘achievement’. We strive to develop lively and enquiring minds and as pupils progress through the school, an increasingly mature understanding of their responsibility in the learning process. We recognise that the National Curriculum provides a framework for a consistent whole school approach to learning and this

is constantly reflected in our policies and practices. However, education does not stand still and we are keen to take account of new educational developments in order to provide the best and most up to date resources for our children’s learning. “The leadership shows vision and drive, and all those in senior management positions make a tireless commitment to the achievement of the highest possible standards.” Every day is an open day at Bowbrook House School. We would be delighted to have the opportunity to show you our school at work.


“The pupils’ moral development is excellent, due, in part, to the positive relationships displayed between pupils across all age groups.” “A significant strength is the pride and loyalty of the entire school community.” “The pupils’ social development is excellent and their manners are exemplary.” All quotes ISI full inspection of 2011.

Infant Department (including EYFS)

In our department we believe that the foundation of learning for children is vital. This is an age where children absorb information and love to learn. We give our children unique experiences that capture imagination and real life; this enhances learning to the full and the memories that our pupils acquire stay with them into adulthood. We offer an exciting environment in a beautiful setting where each child is treated as an individual; their abilities are recognised and nurtured. Everyone in our setting is valued and learns respect for themselves and others. Our staff are well qualified and experienced in giving children opportunities to acquire knowledge and skills, both academic and social, for their futures. We believe that building children’s confidence and self-esteem will encourage motivation, self-discipline, independence, honesty and an inherent love of learning.

Our Early Years Foundation Stage (EYFS) is based upon four principles: A Unique Child: we recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. Positive relationships: we recognise that children learn to be strong and independent from secure relationships. Enabling Environment: the environment plays a key role in supporting and extending the child’s development. Learning and Development: our school allows children to explore and learn securely and safely. The seven areas of learning are followed by our EYFS staff.

Every day is an Open Day at Bowbrook!

“The quality of pastoral care and the ‘family atmosphere’ of the school are considerable strengths that were echoed by parents in their questionnaire replies.” ISI Inspection 2011.

This ethos is continued into Years 1 and 2 where the new National Curriculum objectives for Key Stage 1 are followed and pupils are regularly assessed to monitor progress. Parents are informed regularly of how pupils are developing. Children’s progress is carefully tracked and we work very closely with parents. Our children also benefit from specialist facilities and teaching in Music, ICT, P.E., French and Swimming (from year 1) and Dance lessons. Due to small class sizes we are able to incorporate many trips within the local community and further afield to further enhance learning and make it fun and exciting! We would warmly invite you to come and see our department in operation and we would be happy to show you around and to answer any questions you may have.

Pupils of all abilities and needs are successfully educated, from the EYFS onwards, in a nurturing and encouraging environment. (ISI Inspection Report Feb. 2011)

From the EYFS onwards, pupils are successfully educated and the school’s aims are amply fulfilled

The quality of links with parents is excellent. The school maintains a highly constructive and close relationship with parents,

All children gain excellent first-hand experiences of the natural world through exploration of the school grounds during activities in the woodland learning environment

Pupils of all abilities and needs are successfully educated, from the EYFS onwards, in a nurturing and encouraging environment. (ISI Inspection Report Feb. 2011)

Pupils are attentive, involved and enthusiastic learners and, in almost all lessons observed, behaviour in class was very good in the junior school, and exemplary in the senior school. (ISI Inspection Report Feb. 2011)

Pupils know that they are valued as individuals and this is reflected in their excellent relationships across the age groups. Pupils praise the care and encouragement given to them by their teachers, while parents highly appreciate the promotion of worthwhile attitudes and values. The support of parents also makes a significant contribution to the caring, family atmosphere of the school, which their children are happy to attend.

The Junior School The Junior School is the next and probably most exciting stage in the learning journey of your child. It is from Year 3 to Year 6 that children develop an appetite for learning and beginning to become aware of their own personal achievements. In the Junior School, we uphold the school ethos to ensure every child achieves their full potential in a nurturing, learning environment that combines traditional, classroom practise with up-to-date resources and methods. The Juniors are split into two stages- Lower Juniors, Year 3 and Year 4 and Upper Juniors, Years 5 and 6 each class with an average class-size of 14/16 pupils. In the Lower Juniors, the emphasis is placed on both the key skills and also the wider curriculum, with local and national visits planned to enhance the learning. These trips can range from a field-trip to Worcester to a day’s journey through the Victorian Blists Hill or the Roman baths in Bath! Subject specialists further enhance learning experience in Music, Art, French and PE The Upper Juniors aim to develop the work from Lower Juniors and begin to prepare for the more extended academic approach in readiness for the Middle School. Your child will be introduced to a more structured homework timetable as well as being taught

by Subject Specialists in further subjects Science, Maths, ICT and PE. For the Upper Juniors, there is an opportunity to also attend a Middle School Activity Weekend, which establishes a link with the Lower Middle School and forms good friendships as well as fantastic memories! We also ensure that the entire Junior School work collaboratively, be it in music concerts as a choir, school outings or creative or problem-solving projects. The department enjoys holding regular curriculum alive days where we spend a day off timetable immersing ourselves in a topic of interest e.g. Sikhism day and British Values Day The school was awarded the ISA National award for Excellence in 2010 and we would warmly invite you to come and see our department in operation and we would be happy to show you round and to answer any questions you may have.

Every day is an open day at Bowbrook!

Pupils are enabled to meet both curricular and extra-curricular challenges successfully. Pupils are attentive, involved and enthusiastic learners ISI inspection report 2011

The Middle School Years 7 – 9. Key Stage 3

Our aim in the middle school is to create a safe, friendly and stimulating environment where our pupils can develop socially and academically. Much of our success derives from an appreciation of the unique strengths, learning styles and needs of our pupils. We have high expectations of each and every child, both in terms of effort and conduct. For many years we have nurtured confident, happy learners who go on to achieve significantly above the national average and are fully equipped for life beyond school. Our approach to education is holistic and we seek to develop potential both inside and outside the class room. We offer rich opportunities for extra-curricular involvement and pupils will be able to develop their interests in the fields of sport, music, drama or the arts. There are frequent opportunities to compete or perform within the school as well as at public events beyond the school gates. We boast a number of pupils who have achieved

notable artistic or sporting success within the wider community. It has always been important for us to foster the kind of supportive and secure setting where pupils can explore and express their individuality. Our school is an environment in which our pupils can flourish without having to conform to the all too familiar stereotypes of many early teens. They are proud to work hard, demonstrate respect for peers and staff alike and are challenged at every step of the way. It is an environment where pupils are not afraid to challenge themselves as they know they will be supported. Nurturing a safe environment in which to learn, coupled with high standards of teaching and learning is a formula which works and has benefited so many:

“The personal development of pupils is outstanding. They know that they are valued as individuals and this is reflected in their excellent relationships across the age groups, their willingness to contribute to the community and to take responsibility, and their strong spiritual, moral, cultural and social values. Their thoughtfulness, courtesy and quiet selfconfidence are exceptional for their age.” ISI Inspection report 2011.

The excellence of pastoral care is clearly a contributory factor to pupils’ personal development. The response of pupils and parents to their preinspection questionnaires was overwhelmingly positive. Participation in class discussion, irrespective of academic ability, is considerable, and fostered by a genuine interest in what fellow pupils have to say In keeping with its aim of meeting the needs of individual pupils, the school has very good learning support provision.

The Senior School Years 10 &11

We recognise that years 10 and 11 are very important when preparing for the future. With this in mind we ensure high standards are maintained in terms of academic effort and commitment as well as creating an environment in which all can focus and learn. This ensures that students leave us having fulfilled their true potential. We are able to offer unrivalled support to our GCSE students, no matter their experience or previous attainment, through small class sizes and ambitious, forward thinking teachers who know each and every child and have time to support and encourage. ‘GCSE Courses’ Typically, students choose to take 8-10 GCSE’s from a wide range of subjects on offer. Some students have been able to sit a greater number to match ambition and capability as necessary. Others have opted to take fewer to enable more time for study perhaps to allow for medical restrictions or even national or international sporting commitments. The benefit of our environment means we can offer flexibility to suit individuals and truly get the best out of our older students.

‘Entry into years 10 and 11’ Year 10 is one of our regular newentry age groups. There are times when a little extra motivation is required or a personal touch to ensure individuals flourish in their GCSE’s. Although the majority of year 10 students have moved through from our Middle School, we have had much success in changing the fortunes or simply offering an alternative to those looking to move at the end of year 9 or even year 10. ‘High expectations’ We set high expectations for our senior pupils, not simply when it comes to academic achievement, but also in extra-curricular activities and additional responsibilities. Seniors play a full part in school life and are encouraged to participate and contribute in sporting fixtures, school productions and school events. They are given opportunities

for responsibility through guiding visitors on tours around the school, meeting and greeting guests as well as specific Prefect, Games Captain, House Captain and Head Boy/Girl positions. We are proud of the way all of our students can interact politely and courteously with both their peers and adults. A skill which seems to be dwindling in society and can really help one get along in the future. ‘Preparing for the future’ Our students move onto a range of pathways once completing their GCSE’s. Some will move to local independent sixth forms, often with scholarships or bursaries through academic or sporting achievement.

Pupils praise the care and encouragement given to them by their teachers, while parents highly appreciate the promotion of worthwhile attitudes and values.

Buildings & Grounds ACRES OF FACILITIES Music Music is taught throughout the school, including GCSE, by specialist teachers. In addition more than half the Middle School pupils belong to the School Choir which practises weekly. Instrumental tuition is offered in 9 different instruments and pupils with the aptitude are encouraged to learn at least one. The School Orchestra comprises all those pupils who learn an instrument. Sport and Outdoor Activities The 14 acres of school grounds provide on site facilities for many sports - the main school games are Soccer, Rugby, Netball, Hockey and Cross Country Running in winter; Cricket, Athletics, Rounders, Tennis and Swimming in the summer. Although our school is small, we field teams at many ages to compete against other schools on a regular basis and with a degree of success!

House System All Middle and Senior pupils belong to one of 4 Houses Blenheim, Hastings, Trafalgar, or Waterloo which compete with each other in many respects. The House system fosters a sense of belonging and a belief that hard work and cooperation brings rewards. The House Points system encourages maximum effort in all activities. House competitions are many and varied and always keenly fought: from Hockey, Soccer and Cross Country, to Chess, General Knowledge and Music. Each and every member of the house plays a full and active part.

Academic Progress “The overall achievement of the pupils is good. From EYFS onwards pupils are successfully educated and the school’s aims are amply fulfilled” We are non selective and very proud of our ‘value added’, which is always extremely high, well above the upper quartile according to data analysis services provided by CEM; Cambridge University. Statistically we need to be careful because of the small numbers in each class or year group, the SATS and GCSE results for our school could be displayed to show virtually any situation. This year for the third time in the last five years we have appeared in The Daily Telegraph Top 500 Independent Schools for A and A*s This year appearing at 368 an achievement we are extremely proud of. We would also like to point out to prospective parents that we enter all pupils for GCSE at 16 NOT ‘GCSE equivalent’ course such as B’Tech or NVQ which some schools use to boost their pass rates by claiming 2 or some times 4 ‘GCSE equivalents’ with such passes.

The summary of GCSE results for recent years shows: Year (No. of candidates

Passes A* - G

Passes A* - C

5+ Passes at A* - C

5+ Passes at A* - C inc Eng & Maths

% of all GCSE entries passed at A/A*

2011 (28)






2012 (28)






2013 (29)






2014 (27) 2015 (28)

100% 100%

76.7% 81%

77.8% 78.5%

70.4% 68%

24.8% 28%

We would like to draw your attention back to the introductory comments in that, because there are small classes, ‘percentages’ do not tell the whole story. There have been candidates who have achieved 10 A*s at GCSE. We have also had former pupils written off by previous schools delighted with 4 or 5 grade C passes. Each child is an individual; each child’s progress should be measured individually.

Admission Pupils are accepted at any age from 3½ to 14 years following a parental visit and discussion with the Head. Prospective pupils are required to attend the school for taster days before a formal offer of a place is made. The school is situated in the quiet village of Peopleton, one mile from the A44 Worcester - Evesham road, 3 miles from Pershore. The city of Worcester is 9 miles away, whilst the towns of Evesham and Droitwich are within easy commuting distance. School minibuses provide transport from Worcester, Alcester and surrounding villages.











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Proprietor and Headmaster Mr C D Allen

BOWBROOK HOUSE SCHOOL Peopleton, Pershore, Worcestershire WR10 2EE Tel. 01905 841242 or 01905 841843 • Fax. 01905 840716 Email.



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Peopleton, Pershore, Worcestershire WR10 2EE Tel: 01905 841242 or 841843 •

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