LEH Junior School 2025
For those in search of academics, ‘LEH really takes it up a notch,’ one parent said. Another, ‘almost deterred by the rather daunting school prospectus’, went to visit anyway and was delighted to discover the school’s nurturing and creative side. For now, the school seems to have the balance between academics, creativity and wellbeing just right and we would agree with the parent who said, ‘They are doing a cracking job!’
Head of Junior School Mrs Paula Mortimer
After a brief stint at a ‘very small prep’ in Ealing she spent 15 years at St Augustine’s Priory before heading to Channing junior school as deputy and acting head. First headship at St Christina’s, St John’s Wood. Now settled at LEH, with no desire to move elsewhere. Lives in Ealing with her husband and Heinz 57 rescue dog. Two adult daughters.
For relaxation, head loves being in Devon and likes nothing more than to head off with her husband in their camper van. Music festivals are a preferred destination, ‘I just love live music,’ she told us, adding, ‘live music and food.’
When she first arrived at LEH she felt the impression was ‘that the school was a bit strict and harsh-elbows’ and was keen to change this.
‘Approachable from day one,’ she is seen as a ‘clear communicator’ who responds quickly and takes feedback on board. Just the right amount of strictness according to parents. ‘She wants discipline but often of the don’t-run-in-the-corridor type,’ to ensure all members of the school community can enjoy their time there.
Parents credit her with ensuring that the environment is challenging, but also encouraging, supportive and empowering. One told us, ‘She’s a star. I love her. She’s so on it.’
‘Approachable from day one,’ she is seen as a ‘clear communicator’ who responds quickly and takes feedback on board. Just the right amount of strictness.
Joining LEH Junior School
Entrance Two forms of 24 at 7+. English and maths assessments and candidates ‘may be invited’ to attend an observed problem-solving activity session. Very competitive (success at this stage means a virtually guaranteed transition to the senior school) so there’s a lot of tutoring. Head hopes to identify girls with a sense of ‘can do, will do’. Attracts significant numbers from less selective competitors as well as from state primaries. Some say the intake can be dominated by girls from Jack and Jill but we have been unable to verify actual numbers.
Pupil Voice
Pupils described the school as inclusive, fun, creative, inspirational and glorious: a list of adjectives that would warm the cockles of any head’s heart. Parents agree. ‘Really, really good teachers who truly inspire the girls,’ one said. Girls are enthusiastic when speaking about lessons with clear views about what makes learning fun: ‘When we are given freedom to express ourselves in different ways.’ We saw role play, presentations, poster-making and different writing genres in lessons and on display. Visible evidence too of the imaginative and creative links between subjects: ICT and science (stop motion animation about space junk), geography and DT (rainforest designs on batik bags), history and food tech (Egyptian flat bread).
Before and after topic tests plus standardised assessments in English, Maths and Reasoning allow progress to be tracked and possible difficulties identified. Streaming is informal and fluid.
Year 5 girls complete an IPQ (‘a baby version of the EPQ’) on a subject that interests them. Structured as part of the humanities curriculum, girls learn to ask and answer questions, evaluate sources, compile bibliographies and then present their project in whatever way they wish. In year 6, a curious six programme ensures greater breadth to the girls’ learning and adds new skills ahead of the transition to year 7.
IT & Screentime
No complacency when it comes to the use of screens and screen time. Girls are prepared for senior school by giving them the IT skills they will need but ‘cutting, sticking and handwriting’ are still equally valuable. During the pandemic iPads were key to delivering the curriculum, but subsequently the school conducted a review of screen time and the use of apps in class and for homework. As a result, it has reverted to a greater reliance on textbooks, pen and paper, a move of which most parents
approve. ‘Nobody was unhappy with the reduced screen time,’ we were told.
SEND
Few girls have a SEND diagnosis ahead of the 7+ but intervention is rapid if teachers raise concerns about spelling, reading or fine motor skills or if any issues are identified following termly tests in reading and writing. Blanket dyslexia screening in year 4.
School supports children with dyslexia, autism, ADHD and executive functioning difficulties as well as with physical needs. EHCPs are accepted provided the school is confident the pupil’s needs can be met, and she will thrive. Praise for the way the school balances support with realistic challenges with one parent telling us, ‘It’s the best school ever for my daughter. The leadership and the culture make everyone embrace differences.’
Creative Arts
Lots of music. Training orchestra for relative newcomers to their instruments, symphony orchestra for those with grade 3 or above. Lots of music. Choir open to all; those who have attended for a year (proving commitment) can audition for the junior Holles singers.
Beautifully crafted papier maché masks, batik tote bags, jungle collages and an intriguing ‘glimpsing universes’ display were just some of the fabulous examples of art and design technology on display in the light and spacious art room and around the school. Hedgehog homes were under construction when we visited and the timely arrival of a hedgehog in the school grounds had added to the general excitement.
Drama is a timetabled subject. The junior hall (enjoying the benefits of new lighting, sound and staging courtesy of the PTA) is venue for the year 4 production while years 5 and 6 perform in the senior theatre. A week offtimetable obviously a source of excitement for many. Subtle core subject learning opportunities seized - girls work on maths fun packs when not needed on stage.
Extra-Curricular
Plenty of clubs, especially at lunchtime. ‘Every girl has the chance to discover what she loves and where her talents lie,’ we were told. Parents sign up online (some disappointed by the ‘fastest finger first’ process when it comes to securing places) but are advised to curb any ‘natural instinct to sign up for anything and everything’. Several told us
they would like more art-related options while others voiced frustration about the clashes between clubs.
Trips for all year groups but some feel these can be a little ‘Hamptoncentric’ and that the reliance on PGL for residential trips (years 5 and 6) is ‘unimaginative’.
Staff are conscious that girls can be ‘over busy’ and ensuring they get down time is important. To that end a ‘club free day’ for each year group is in the pipeline. This will please the parent who told us, ‘Slightly less busy is something I would like.’
Sport
In sport, netball, swimming, tennis, rounders, gymnastics and athletics predominate with lacrosse for the older girls. Cricket and football gaining traction. No hockey. Full use made of top-notch senior school facilities for lessons. There is confidence that improvements underway in the senior school are filtering down to the younger girls so the somewhat harsh parent view that, ‘Any excellence in sport is due to outside clubs and not what’s happening at school,’ should soon be a thing of the past. Fixtures not numerous but parents are pleased that opportunities to participate in matches against other schools now extend to all year groups. ‘They love playing but are less worried about winning,’ the head told us, although we gather this may be less true when it comes to the netball and swimming teams (the latter now competing successfully in national competitions).
Environment & Sustainability
Plenty of initiatives relating to the environment and sustainability. The school’s litter-picking equipment is less busy after the introduction of a ‘no wrapper’ policy but it is not wasted; families are encouraged to borrow it and tidy up in their local area at weekends. Parents would now like ecocredentials extended to include an internal ride share app for school runs and a higher profile given to secondhand uniform sales.
Campus
On a site this extensive (with a science garden, vegetable plot, small drawing area and teepee), there are opportunities to bring learning outside. Girls tell us they enjoy ‘lots of lessons outside in the summer’ although parents feel these are rather ad hoc.
The light, bright and organised library is open to pupils at lunchtimes. ‘We especially pop in when it is cold or hot,’ we were told, ‘as it has heating and air conditioning.’ A new reading hut (‘opened by an actual author’)
means girls can grab a bean bag and a book if the entertainment afforded the by playground lacks appeal.
Lots of fun competitions - head insists competitions are good and help build resilience. Proof came when a girl who had lost a tennis match in an eliminator competition shrugged and told us, ‘She was just better than me.’
Every four years the girls produce designs that are transferred onto plates for use in the dining room. When we visited, lunch was tasty (with lots of choice) and made special by eating it from a colourful plate with the words ‘be happy’ across the middle.
Wellbeing
Pupil wellbeing is a priority with dialogue constant and evolving. Girls complete Monday morning checkups on iPads, head of pastoral monitors responses and information is shared when appropriate. Staff happy ‘to scoop up and listen’ (as one parent put it) or to monitor gently. Parents are kept in the loop with the school dispensing ‘support, observations and advice without being remotely patronising’. A wellbeing room at the heart of the school is for ‘when you are feeling stressed’ and a wellbeing garden is in the pipeline. A specialist mental health coach sees children on a 1:1 basis when needed. Worry boxes, 'wellbeing Wednesdays' and the bounce programme (to raise resilience) all actively promoted and a termly survey helps highlight any specific issues. Academic and wellbeing data are carefully aligned and monitored. For many, the adjustment on arrival in year 3 can be challenging as those who were stars at pre-preps and primaries may find they shine less brightly. Pupils are taught how to identify emotions and are given strategies to manage them. Year 6 buddies (known as ‘sisters’) support new girls as they settle in and peer mentors (identified by lanyards) help those who are struggling in the playground.
Carrots, rather than sticks, underpin the behavioural policy with good conduct (consistent with the school’s values) recognised and celebrated. ‘Girls tend to adhere to rules and to look after each other,’ one parent said. Another told us, ‘Some might describe the school as strict. I’ve found it to be structured yet refreshingly modern, open-minded and exceptionally flexible.’
Wraparound Care
Parents, generally both working, appreciate wraparound care (7.30am to 6pm). ‘It’s a godsend,’ said one. We heard some concerns that ‘the culture is changing’ and there may be pressure on the school to become more
academic and results-driven: ‘We have our fair share of tiger mums who can be super-competitive,’ but most trust the school to ‘do a great job’ and they hope the head continues to resist the demands of ‘those parents who shout loudest’.
Catchment area is huge and almost half the pupils make use of the extensive coach network (shared with Hampton School). The fact that girls come from such a wide area and because ‘kids are so busy’ means that arranging a casual playdate can be nigh on impossible. To try and mitigate this, school takes into account where girls live when organising year 3 classes.
Impressions
‘Alpha girls may be the school’s bread and butter, but they have a fifth gear for the kids who aren’t alpha,’ one parent observed. Others confirmed that their not-alpha daughters were thriving and that ‘the teachers know and understand’ them.
The pupils we spoke to were polite, thoughtful, erudite and entertaining. They aspire to be lawyers, doctors, ‘a brain surgeon or an author’, architects, teachers and Olympians; we would not be surprised if they were to become all of these, and more.
Girls are prepared for senior school by giving them the IT skills they will need but ‘cutting, sticking and handwriting’ are still equally valuable.
The last word
For those in search of academics, ‘LEH really takes it up a notch,’ one parent said. Another, ‘almost deterred by the rather daunting school prospectus’, went to visit anyway and was delighted to discover the school’s nurturing and creative side. For now, the school seems to have the balance between academics, creativity and wellbeing just right and we would agree with the parent who said, ‘They are doing a cracking job!’