P is for prep

Pis for Prep

What di erentiates preps from the primary-school model? Katie Hughes fi nds that it’s about more than a bespoke curriculum and enriched pastoral care

THIS BROADER CURRICULUM COULD INCLUDE subjects such as foreign languages, classics (Latin and Greek) AND SEPARATE SCIENCES

Sompting Abbotts pupils often gain scholarships to prestigious senior schools

The grounds at Hanford give the girls plenty of opportunity to play There are currently more than 640 prep – or preparatory – schools in the UK, educating close to 150,000 pupils*, in an array of locations stretching from Crie to Croydon and Edinburgh to Ealing. But what exactly do prep schools o er and how do they do it?

The principles of prep education

To parents asking what prep schools are, Sussex-based Sompting Abbotts explains, “ ey are UK private schools, equivalent to the primary and middle schools of the state education sector.” Headmaster Stuart Douch says that, over the years, they’ve changed from “small establishments designed to make boys aged eight to 13 ready for boarding school”, to fully edged co-educational schools. Today, 44 per cent of prep school pupils are girls.*

Alastair Speers, Headmaster of Sandroyd Prep in Wiltshire, explains the di erence between primary schools and preps, saying, “Prep schools are independent, so can follow a broader curriculum than state primaries. is, he says, “allows children to spend more time outside of the classroom, developing their important character and communication skills.”

WHEN CHILDREN CAN BE CHILDREN

At The Elms, children clamber into carts and race around on roller skates. At Queen Mary’s in Thirsk, they surf down the grand staircase on gym mats and set o on secret pirate missions. And at Cundall Manor they camp out in tipis and enjoy Wild Wood expeditions.

If there’s one common thing that bonds many prep schools up and down the country, it’s their ability to o er children a healthy dose of good old-fashioned fun.

“Children should be children for as long as possible, climbing trees, building dens, riding ponies and playing in the garden,” concludes Hanford’s Headmaster Rory Johnston.

is broader curriculum may include subjects such as foreign languages, classics (Latin and Greek) and separate sciences, as well as music, drama and regular team sports, according to David Pearce, Co-Head at e Elms School near Malvern. He points out that prep school class sizes will o en be much smaller than their state school counterparts, and also that preps may well o er families exi or full boarding options.

In pursuit of the right prep

Finding the right prep school to suit your child is “such an important decision, for the whole family,” says Rory Johnston, Headmaster of Hanford in Dorset, “and you want to nd a school where your child will feel happy and supported, but also one that ts in with your family’s demands and lifestyle.”

But how to make the right choice? “It’s not so much about asking questions,” says Alastair Speers, “as any slick admissions o cer can answer these in a attering manner.” Instead, he advises prospective prep parents to visit schools and “observe the relationships between the children, and also between the children and teaching sta .” en, “look for a school that has a culture of excellence delivered in a happy and kind environment.”

When it comes to deciding when to start their child at prep school, parents have plenty of choice. Lambrook Prep in Berkshire, like many, says, “pupils can begin at any stage,

“YOU WANT TO FIND A SCHOOL WHERE your child will feel happy and supported, but ALSO ONE THAT FITS IN WITH YOUR FAMILY’S DEMANDS AND LIFESTYLE”

DOES SIZE MATTER?

• The average number of pupils in UK prep schools is 235, but the largest is 1,139 and the smallest is just 10*. Some prep schools stand alone, while others are a liated to senior or pre-prep schools. • Small schools may argue that they can o er pupils a tailored approach with lower pupil-teacher ratios. Meanwhile, their larger counterparts may claim to provide stateof-the-art facilities and a wider range of resources to meet di erent children’s needs. • Which is best? There’s no right or wrong answer: it all comes down to personal preference and what suits individual children.

Pupils enjoy getting out on rollerskates after classes at The Elms in Herefordshire

At Sandroyd, creativity is celebrated, with pupils using all kinds of art media

At Cundall Manor, youngsters enjoy archery, tipi camping and Wild Wood expeditions

At Sandroyd Prep in Wiltshire, children learn responsibility by caring for the school ponies

SETTING OFF FOR SENIOR SCHOOL

“Prep schools will prepare pupils for individual senior school entrance exams and the Common Entrance Exam, but equally important are the wide range of skills, qualities and abilities that are less easy to mark,” says The Elms School. “Among those, pupils should be encouraged to have self-confi dence, teamwork skills, a good moral code, kindness, sociability, self-discipline, resilience, trustworthiness and perseverance.”

So, when should pupils’ journeys to the next educational stage begin? The traditional age for pupils to move from prep to senior school is 13. But today, according to the Independent Schools Council (ISC), slightly more pupils leave at 11, to take up places at both independent schools and state secondary schools. depending on space available,” although “the most usual points of entry are into nursery, reception, year three, year four and year seven.”

Beyond the classroom

“Prep school parents should expect to see extracurricular activities built into the timetable,” says Rory Johnston, “as well as activities a er school and at weekends.” is means giving pupils an opportunity to do a range of common activities, such as drama, music and art, but also giving them a hand in deciding what additional activities are open to them. ese additional activities can range from Air x to archery, card games to computer modelling and rowing to riding. But what’s important, says Clare Stovin, Deputy Head of Cundall Manor School in York, is that they’re “embedded with the overall objective of preparing each boy and girl for adult life.”

And just as crucial in preparing pupils for life is the pastoral care on o er in prep schools. Clare Stovin, like other school leaders, believes that “children need to feel safe, secure and con dent; qualities that foster a desire for self-enrichment and improvement. She says, “prep schools should understand each pupil on an individual basis to establish a caring ethos that nurtures qualities of equality, fairness and mutual respect.”