Schools Guide 2020/21

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SC H O O LS G U I D E 2020/2 1 INSIDE

Open Day Guide

CLASSROOMS OF THE FUTURE Virtual v face-to-face teaching

Soul Searching

30 PAGES

Focus on mental health

FAB FIVES

SW London schools, pre-schools & nurseries

First steps in education

SPOILT FOR CHOICE Single sex v co-ed Boarding v day schools Private v state schools

Leave or Remain?

The Sixth Form dilemma

OVERNIGHT SUCCESS

In praise of boarding

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

PLAN YOUR CHILD’S FUTURE Navigate the new normal at schoolsshow.co.uk

WELCOME TO THE NAPPYVALLEYNET SCHOOLS GUIDE

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

CONTENTS 11

What a year it’s been for schoolchildren!

Who could have predicted how Covid-19 would overturn education as we know it?

Digital learning platforms, for a long time the thorn in the side of many teaching staff, will be integrated seamlessly into learning going forward as one positive result from the health pandemic.

Keep your child learning How is your family coping?

Parents are acutely aware that independent schools, unlike others, have managed to deliver a first-class education throughout this crisis.

The Independent Schools 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.

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Over the following 124 pages you will find the answers, as well as in-depth features on subjects as diverse as private and state school partnerships (page 51), schools’ pastoral programmes (page 65), home schooling (page 90) and on page 94 the challenges new heads face in the post Covid-19 educational landscape.

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We hope this guide will lead you to the best educational home for your child and, as always, please do let us know how we can improve.

Warmest wishes

Are you loving home-learning or do you find you cannot work with children in the house?

Every week we are organising online and live events to support parents and help you plan the next steps for your family. Whether you will be staying in the city, moving to the suburbs or the countryside, the Independent Schools Show has the advice, support and information you need.

This is just one area of focus in our Guide this year, which overall aims to take the angst out of the dizzying array of choices parents have when starting the educational journey for their child. When should you register your child for pre-prep, how do you trigger your child’s thirst for learning, which type of school is best – day or boarding, state or private, co-ed or singlesex – and what should you be looking for when visiting schools?

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NappyValleyNet’s Schools Guide 2020/2021 is published by the London Magazine Company Ltd. Company number 9965295

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Editor Gillian Upton Contributors Georgina Blaskey, Nicola Woolcock, Sian Griffiths, Susan Springate, Dina Shoukry Chief Sub-Editor Charlotte Peterson Sub-Editor Jane O’Brien Design & Artwork eighthouse.co.uk Sales & Marketing Clare Sheta Marketing & Production Assistant Caroline Evans Publisher C Hanage

same venue, new spring dates

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Emanuel School

4 Introduction 11 Choices in education 22 School timelines 25 Early Years education 34 Remote Learning 44 Q & A on sixth form options 51 Private/state partnerships 59 Boarding schools 65 Children’s wellbeing 76 Open day guide 82 Affordability 90 Home schooling 94 Q & A with new school heads 102 Map of local schools 104 Schools directory 122 Resources Cover photograph courtesy of Newton Prep

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INTRODUCTION

CLOSE ENCOUNTERS Sian Griffiths, Education Editor of The Sunday Times, plots the extraordinary events of the last six months and muses on the likely ramifications for the education of our children in the years to come hen children go back to school this autumn they are in for a big surprise. Across the nation headteachers have been forced by the coronavirus crisis to get inventive.

“The impact of the pandemic on school fees and operations has thrown normality to the wind,” sums up Julie Robinson, CEO of the Independent Schools Council (ISC).

“Given that nobody foresaw this there was no model, so schools have had to create a whole new model from scratch.”

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to replace the traditional winter sports programme. Out goes rugby, the sport usually played by pupils in the autumn and winter months; in come the summer pursuits of cricket, athletics and tennis, in which it is easier to socially distance. “We’ll have our orchestra,” says Suzie Longstaff, Head at Putney High School - “but there will be a lot of chamber music played”.

Schools in England in the next academic year face extraordinary challenges after the government closed them in March 2020 as

The amount of work set for children to do at home varied wildly from a full timetable of lessons to just one hour a day A recent poll by a local Trust revealed that two-thirds of children had not engaged in online lessons at all during the first month of lockdown, with pupils at private schools more than twice as likely to receive daily online tuition as their state educated peers.

The extent of the provision has depended on the ability of teachers to prepare and distribute work as well as their technological capabilities.

The upside is that schools have had to develop digital learning at a fast pace.

“Before all this, there were reports of an ageing teaching force who were not the keenest on technology, but look now at all the possibilities,” says ISC’s Robinson. “It’s exciting and there are some really positive stories.”

“It’s a good time to think differently and question old norms,” says Putney’s Longstaff.

From September 2020, according to the government, children are expected to go back to school “five days a week”. Many headteachers, however, are drawing up a “Plan B”. For many that involves continuing

Whitgift

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Some schools will run temperature checks on children and staff, most will keep a supply of face masks for emergencies. There will be handwashing drills and copious supplies of hand sanitiser in classrooms.

In primary schools at least, pupils will be grouped into “bubbles” and will stay with a single teacher throughout the school day, not mixing with other youngsters, to limit the risk of coronavirus infections.

There are new plans for sport too and for music lessons. Many schools are planning

the country went into lockdown because of the coronavirus crisis. Millions of pupils have been home educated for months, with many schools offering online lessons for youngsters to complete under the supervision of their parents.

Northwood School’s Marketing & Communications Head Ali Bucknall flags up the contrasting emotions that parents felt during this period. “It was so contentious,” she says. “We had so many letters praising us but also anger about why there were no live lessons seeing as they were paying for them”.

And there’s the rub. The amount of work set for children to do at home varied wildly from a full timetable of lessons to just one hour a day, and some say the pandemic has highlighted the stark contrast between what an independent school and a state school offered pupils.

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Oliver House

online lessons for some pupils in case there is a second spike in infection rates and schools are closed again, either locally - as in Leicester in July - or nationally.

Sebastian Hepher, Principal of Eaton Square Schools, is planning to have different year groups in at different times if the bubbles continue. “We’ll have a two-week cycle rotation with say, Year 3 in on Monday to Wednesday in Week One and on Thursday and Friday for Week Two.” Windlesham has a different model.

“We’re planning bubbles by year groups,” says Lucy Thornton, Head of Marketing & Admissions, “but we want business as usual in September.”

At Putney High School Longstaff is developing two models, “One sees everyone going back full time, and another is a hybrid model which means pupils come in on a rota basis. In the same way that Cambridge has gone to online lectures, we are developing an online learning system that can supplement what we do in schools. In some ways it is very

exciting if technology is the future.

“Most heads think we will be back as normal in 2020/2021 but my money is on a hybrid model. I think January could be an issue, we could see a second wave of the virus then,” she says.

At Whitgift School Headmaster Chris Ramsey agrees. “There will certainly be a place for a blend of remote and school learning for some; balancing both will need careful thought and planning. We have used Microsoft Insights as a way of keeping all students positively engaged,” he says.

Ramsey thinks that the use of online learning during the long lockdown had benefits but stresses the need for children to take a break from the screen when studying at home. Many psychologists have warned of the damaging effects on children’s health of too much time on laptops and smartphones, including the risk of disturbed sleep if electronic devices are used too close to bedtime. See our feature on Wellbeing on page 65.

FORMING CONNECTIONS - A LESSON FROM LOCKDOWN It is important going forward that we remember the meaningful connections that formed during lockdown within our school communities.

have blossomed - pupils became keen bakers, avid readers, nature lovers and some developed a love for fitness thanks to regular virtual PE sessions.

Whilst it may not be a substitute for human contact, many pupils found new friends and formed stronger, lasting relationships.

Pupils and staff found new ways of connecting having more time to chat about hobbies and interests instead of just the lesson in hand, or asking one another how they are more often.

For many, a change of pace has given them the space to spend more time on the things that matter most.

Lockdown hasn’t been without its difficulties. However, we must seek positives wherever possible. New skills

We must remember the value of our care and support for one another as we move forward.

Source: James Allen’s Girls’ School

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HELPING CHILDREN ADAPT TO THE ‘NEW NORMAL’ Over the past months we have all used the term ‘new normal’ countlessly.

The reality is that this has morphed so many times that we may now be into double digits in relation to the version of ‘new normal’ we are currently operating on, and this is likely to continue. To help children adapt and readapt, particularly when parenting: • Stay flexible - feel free to make plans but be as open and relaxed as possible about them changing.

Modelling this flexibility is essential Putney High School

“Pupils have become more independent, and we have definitely seen many ‘fly’ as they have more time to pursue their passions, but we have also stressed the need to take breaks, keep active and pursue activities (sports, music, drama), which we have also prioritised through our remote platforms this is crucial,” says Ramsey.

In the state sector too, many expect online learning to play a bigger role in schools in the future. A national online school - Oak National Academy - was set up by 80 teachers in response to the crisis. It recorded 10,000 lessons in summer 2020 for primary and secondary school pupils, including GCSE

THE CLASSROOM OF THE FUTURE? The idea of using video to reinvent education is not new. Sal Khan created the Khan Academy, a virtual classroom offering a structured series of educational videos across the complete curricula, back in 2004.

Today, the Academy has over 42 million registered users from 190 countries. Lessons are available in 29 languages and collaborations include those with MIT and the Getty Museum.

The Academy gives students video lectures to watch at home and to do ‘homework’ in the classroom with teachers available to help so it becomes an interactive process. The Academy utilises Machine Learning to understand what the student likely knows and doesn’t know.

Khan, a former hedge fund analyst, began by making maths tutorials for his cousins and saw the benefits of flipping the traditional classroom script.

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and A-level classes. Schools will be able to use any of the lessons free of charge - and many teachers are planning to ask children to log in to their computers and follow Oak lessons even if they are in class, while other pupils who may be shielding because they have underlying health conditions, follow the lessons on their laptops at home.

Oak even ran virtual school assemblies in lockdown - with the Duchess of Cambridge delivering one of the most popular, on the benefits of kindness.

Some headteachers think that the longenforced home study period is likely to lead to some parents deciding not to return their children to school next year but to carry on home educating them, especially if they have special educational needs and struggle with the bustle of school life. See our feature on home-schooling on page 90.

Andrew Halls OBE, Head of King’s College School Wimbledon (KCS), says he expects 300,000 children to be home-schooled by 2025 - a five-fold increase on the current level of 60,000. He thinks there is scope for more online teaching to cater for these families.

“I do think online learning is here to stay after lockdown,” he says. “I am surprising myself with my response. I am old school.

I do not use computers in the classes that I personally teach. Pupils at KCS are not all given iPads. We are determinedly old school but I have realised this online teaching works a lot better than I thought it would. What is both interesting and threatening for schools is that after the crisis passes, up to 10% of parents may say, “My child found it easier to learn like this, they did not get bullied, they did not have an hour commute each way. I like it.”

Halls is now exploring setting up an online school to offer A-levels and other courses to

• Be honest - children understand there is something ‘other’ going on in the world right now, so talk to them about it when it feels appropriate • Practice gratitude - it is easy to get caught up in the difficult things that are going on day-to-day, but try countering this with a ‘gratitude practice’ where everyone in the family names at least two things each day for which they feel grateful Source: Eaton House Schools

youngsters. From September Harrow Online, an offshoot of Harrow School, has already decided to offer online A-levels.

Private tutoring is also likely to boom in the next 12 months as parents and schools try to help youngsters catch up with lost learning.

Several companies are using online tutors to give one-to-one lessons to those who have fallen behind in school under a government-backed scheme run by the Education Endowment Foundation. Other tutoring agencies are offering private clients online tutoring at lower rates than are charged when a tutor goes to the family home for a session. See our feature on Remote Learning on page 34.

Broomwood Hall Lower School

Mentor Education

Some private schools discounted fees for the last term of 2020 because they had to move their teaching online and there were no sports or extra-curricular activities. Famous schools like Eton College discounted fees by 30% for the summer term and Eton, along with many other private schools, has frozen fees for 2020/2021.

At Whitgift, Ramsey says: “We made a reduction of between 12-50% on Trinity term fees in recognition of savings the school has made by being only partially open.” The picture however is not consistent. At Thames Christian School, for example, there were no discounts, “as staff delivered a full timetable of online school including lessons, assemblies, tutor times, fitness and even some extra curricular activities - savings were therefore minimal, “explains Head Stephen Holsgrove.

Headteachers like Suzie Longstaff are also looking at ways of helping families who may have financial difficulties as a result of the crisis, such as offering extra bursaries or support from hardship funds. Most headteachers are reporting requests for help with fees. See our feature on Affordability on page 82.

GCSE and A-level exams were cancelled this year due to the Covid-19 outbreak.

Instead, students’ results will be based on teacher assessments, which will be moderated by the exam boards to try to ensure consistency with results in previous years. Students not happy with a grade awarded will be able to sit exams in the subject in the autumn if they want to challenge the result, but they can keep the summer grade if it is higher.

Next year ministers have already indicated that GCSE and A-level exams may be delayed by a couple of months and start in

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July. Some pupils may not be required to take eight GCSEs, giving them more time for Maths, English and three or four other subjects.

Another frustration for local parents is that the Wandsworth Year 6 Admissions Test has been delayed from September until December which means that parents won’t receive the test results before they make their application. “We wanted pupils to be able to settle in when returning and that advantage outweighs the delay,” believes Adam Wells, Head of Pupil Services at Wandsworth Council. “It’s a big psychological leap when their children haven’t been to school for what is almost six months. In the longer term it will be fine, but it’s a big shift for families.”

But Wells believes overall that Wandsworth schools have fared well. “They’ve had to adapt at very short notice and they’ve done a good job in the circumstances. Resources have been stretched, to provide laptops and free school meals throughout the summer holidays, for example.”

He is also confident that if the anecdotal evidence of less parents choosing a private education for their child materialises due to the economic uncertainty, that there are enough school places in the borough. “That migratory pattern is definitely happening,” he says, “But we have enough capacity to accommodate children across our schools if there’s a small peak that comes through.”

Popular Nappy Valley schools such as Belleville has offered 30 additional places while Beatrix Potter’s threshold distance has reduced slightly from 711m to 636m due to the recent opening of Floreat nearby to ease the demand. In addition, a new school, The Anglo Portuguese School of London, is opening this September on the same campus as South Thames College. It is a free school and sponsored by the Portuguese Embassy.

In addition, the long-mooted new school in Vauxhall looks likely to go ahead and open in 2023/24 says Wells.

The one thing that is certain is that education in the UK will look different after the pandemic has died down. “I am fairly certain that educational models over the next year or more will have to embrace hybrid models, [including online learning at home as well as face-to-face tuition in school]. Previously, there were much more clear boundaries between school and home.

These have changed and this will be the new normal,” says Putney’s Longstaff.

“September will bring a new vigour for learning back into schools,” believes Debbie Morrison, head of Oliver House. “With secure timetables and familiar patterns of lessons

TOP TIPS FOR STARTING SECONDARY SCHOOL Starting school is often a time of nervousness and never more so than this year. This autumn, pastoral care, and settling students of all years back into school life will be everyone’s priority.

• There will understandably be hesitation about public transport: check timings and apps for less crowded services.

• Some school uniform rules may be relaxed - you might be able to wear sports kit every other day to enable fresh clothes daily.

NORTHWOOD SCHOOLS

OPEN DAY

Friday 9 October 9am-12pm A family of schools providing an outstanding education from 4-16 BROOMWOOD HALL LOWER SCHOOL

BROOMWOOD HALL UPPER SCHOOL

• Don’t worry if you don’t know anyone else going to your school. It’s ok to be shy.

• Join clubs or develop an interest you took up in lockdown. This will help with friends and confidence.

• Keep track of homework tasks. If you’re struggling to organise your time, speak to teachers.

Parents should keep a bit of time and space to check in with their son or daughter in those early weeks.

Boys and Girls 4-8 Years

Girls 8-13 Years

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Boys 8-13 Years

Co-educational 11-16 Years

Source: Wimbledon High School GDST

and teachers, learning and teaching is set for a much-needed boost. In being denied the basic benefits of school life, the entire community within schools has become appreciative of all that was taken for granted before. This is our new and positive starting point when we return to school post Covid-19.”

This renewed vigour will shape the classroom of the future and it looks likely to mix online and a real-life setting and to make students take more ownership over their learning.

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CHOICES

DECISION TIME Nicola Woolcock, Education Correspondent of The Times, flags up the abundance of choice for parents when schooling their children, contrasting single-sex v co-ed, state v private and day v boarding uch has been made of the differences between state and private, single-sex and co-ed and of boarding vs day schools - but they have been united this year by a common problem.

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Covid-19 may have hit some families and parts of the country harder than others, but no school has escaped the impact and all were forced to close early in lockdown.

Parents have always thought long and hard when weighing up schooling options

for their children, but how schools handled the pandemic clarified the issue for many.

Anecdotal evidence from independent schools says there has been a higher-thanusual number of parents of state school children making enquiries about places, for

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Eaton House The Manor Prep School

example. Some sources quote the figure as high as 30% of new enquiries.

The fact that fees will be frozen at most private schools for the 2020/21 academic year due to Covid-19 will possibly help independent schools entice new families.

Nonetheless, there is an abundance of choice when it comes to how to educate your children but which way to go?

School Open House Events

Single-sex v co-ed Single-sex schools have experienced a long but very slow decline over the last few decades yet Nappy Valley parents still clamber into its most prestigious schools – Wimbledon High, JAGS, King’s and Putney High, for example.

Wimbledon High and JAGS are losing their headteachers, but this is unlikely to dampen the appetite for single-sex education in the Nappy Valley London boroughs and neighbouring counties.

Jane Lunnon from Wimbledon is leaving for Alleyn’s and former head of James Allen’s Girls’ School, Sally-Anne Huang, has started at St Paul’s School this September.

Many former girls’ or boys’ schools that have gone co-ed have justified it on educational or social grounds, saying there is growing awareness of the benefit to boys of having girls around. Tempers have frayed among heads defending their support for single-sex or mixed education.

Certainly at primary school, there seems to be a strong argument for co-ed, explains Ben Freeman, Head of Finton House School.

“There is no doubt that co-education in primary years is essential – as essential as it is for children to grow up with peers of

Bolingbroke Academy

different abilities and ethnicities if they are to properly understand inclusivity.

“This is a vital part of education, building important life skills such as tolerance, understanding and empathy which they will draw on for years to come. At Finton House, we find that by the time the children leave us at the end of Year 6 they do so with a sense of confidence and community, taking a genuine interest in those around them.”

The anti lobby points to the fact that singlesex schools are an anachronism and should mirror the fact that girls and boys mix in their professional lives, while the pro single-sex lobby insist that girls and boys flourish without the other sex around as a distraction and schools are then able to tailor teaching styles and the curriculum accordingly.

Parents - who know their children best will be able to gauge whether or not a single-

ADVICE FOR CHILDREN MOVING UP TO SENIOR SCHOOL Moving on to your senior school should be an experience to really look forward to and be excited about. It’s important to remember that the school you have chosen has also chosen you; they have noticed lots of special and unique qualities in you that they want to help you expand during an exciting journey towards even bigger things.

Take advantage of every opportunity that comes your way to try out new activities and ventures, not just seeking out those that you know and love at your current school. You are going to almost certainly find skills, talents and passions you never knew you had!

Ask for help if you are unsure about anything. Try to help others if you can and they will surely help you in return. Treat everyone as you want to be treated yourself and be sure to give of your very best in whatever you do; there’s is no substitute for hard work.

Source: Whitgift Hornsby House

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Join Eaton House The Manor Prep’s Headmistress, Mrs Sarah Segrave, for a tour of the school and a Q and A session to discuss 2020, 2021 and 2022 school places.

Book online at www.eatonhouseschools.com or call 020 3917 5050 for details.

58, Clapham Common Northside, London SW4 9RU

sex environment will suit their offspring’s personality.

Moreover, tutoring companies, such as Teatime Tutors and Yellowbird Education, are well placed to give tailored advice to families about local schools and how admission policies and tests may have changed. They are up-to-speed with all the changes, having been at the sharp end this summer.

Day v boarding schools British boarding is world renowned, with expansive grounds, study bedrooms, restaurant-standard meals, pastoral support and even pet dogs.

Boarding is a more popular option today because of the flexible arrangements schools offer. Increasing numbers of schools offer flexi-boarding, the chance to stay just one or

CREATING AN OUTSTANDING LEARNING ENVIRONMENT Ensuring a safe, stimulating and challenging environment for children in their early years is essential for them to thrive and become confident, independent and resilient people and learners.

T R A N S F O R M I N G B OYS ’ L I V E S T H R O U G H E D U C AT I O N

Providing children with opportunities to socialise, explore their feelings and emotions and, critically, deepen their language skills is fundamental to ensuring future success.

Children learn best from first-hand experiences and when others recognise the value and importance of a child’s development during their early years.

We have created an environment that provides opportunities for exploration, creativity, security and challenge, where children are encouraged to be autonomous and independent and follow their interests and passions.

The Goldfinch team works hard to establish excellent behaviours for learning and encourages a love of learning through their carefully planned provision.

A well-resourced indoor learning environment gives children the opportunity to develop the necessary skills to be inquisitive, curious and motivated learners.

Source: Goldfinch Primary School

Founded in 1596, Whitgift is an independent day and boarding school providing a challenging and inclusive learning environment for boys aged 10 to 18.

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.

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at an Open Event or take a virtual tour. Full details are available on our website.

Whitgift School | Haling Park | South Croydon | CR2 6YT 14

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To find out more about our inspirational school community please come and visit us

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James Allen’s Girls’ School

two nights a week. Weekly or flexi-boarders now account for 18% of all boarding pupils, up from 15.7% two years ago. However, if there is a second wave of Covid-19, some schools may insist on families committing to full boarding or being day pupils.

Despite this, boarding schools may hold greater appeal if the pandemic deters foreign pupils from coming here to board, which could open up more opportunities for British families.

Many boarding schools will make full use of their boarding houses and extensive grounds to isolate groups if there is a second outbreak of Covid-19. Parents could be swayed in their choice if schools can convince them that boarders will suffer less disruption if there is another outbreak of the pandemic.

Set within 45 acres of serene parkland, we have exceptional academic standards,

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Goldfinch Primary School

Woldingham School

Woldingham School - a girls’ school in Surrey - offers boarding, as does Ardingly College in West Sussex. Rugby School, a little further afield but an hour from London by fast train, is converting a boarding house into a sanatorium and will scrap exeats, or weekends back home, in the autumn term,

so it can become “biosecure”. It is also asking parents not to take holidays abroad in the October half term.

The cost over a day school can be prohibitive for some parents. Day schools might not be spread over huge acreage but they can offer a good selection of co-

curricular activities, and a cohort that is more likely to live close by so your children can build friendships while parents keep a watchful eye on homework and social activities.

There are other questions parents and children need to ask. Are you happy to wave goodbye to your child each week? Does your child have the personality to settle into boarding life and fully embrace the ethos of the school? For some families, the choice to board is one dictated by their lifestyle, such as if both parents regularly work late or travel abroad.

Parents considering boarding should look very carefully at the pastoral support and what it offers to those who are homesick or struggling. What sports, music and group activities are promoted? During visits, do pupils look happy? Crucially, is your child enthusiastic about giving it a go and fully aware of the reality, rather than fuelled by a Harry Potter fantasy? If you have any doubts then a day school might be a better bet.

and primary schools allows parents to save for a private senior school, for example.

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 the quality and breadth

State v private ‘State ‘til eight‘ has been a popular choice for parents trying to choose between state v private education. Choosing state nurseries

The Hampshire School Chelsea

READING FOR EMPATHY Book sales surged in 2020, and not just because lockdown meant people had more time to fill. As the death of George Floyd shed light on another pernicious disease rife in our society, that of racism, it has been heartening to see Emanuel pupils past and present turning to books in a bid to understand and appreciate perspectives outside of their own experience. People often dismiss reading as an antisocial pastime, but this is an

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 that are ever more focused on core subjects, while private schools, according to this year’s ISC census, boast hundreds of dance studios, swimming pools, concert halls and tennis courts.

It’s one reason that David Wellesley Wesley, founder of the Independent Schools Show (ISS), believes parents should find

error. Through reading, we learn how other human beings think and feel; we appreciate their qualities and flaws; we learn to see them as individuals rather than caricatures or stereotypes. From Jewell Parker Rhodes’ Ghost Boys, which has been a huge hit amongst Year 7s, to The Hate U Give by Angie Thomas, one of our most borrowed books for teens, now is the time to read yourself better.

Source: Emanuel School

their way to next spring’s event (April 24th & 25th at the Battersea Evolution Centre in Battersea Park). “I think there has been a profound change and now more than ever is the time to visit to find the right school. It will very much be business but not as usual, as we make all the necessary changes to make sure the event is safe for the visitors and exhibiting schools.”

Schools are also busy making themselves Covid-19 ready and while all schools are equal in being impacted by the pandemic, some are more equal than others in what they are offering this academic year. Vania

MADE IN PUTNEY This is Francesca, budding entrepreneur.

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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

ENHANCING LEARNING AND PROVISION All areas of a child’s development are connected - to excel in one area leads to higher achievements across the curriculum.

If opportunities are offered, children will learn and experience success in academic, physical, spiritual and emotional development. For this reason, we have increased time allocation for music, sport, reasoning, humanities and science. By paying due diligence to delivering an outstanding, broad curriculum, learning will be enhanced.

Adams, Head of The Roche School, a co-ed independent primary in Wandsworth, said: “A ‘new normal’ would be in place.”

This includes the reception nativity play going ahead, but in three separate classes, and plans for school trips including residentials.

The school prides itself on teaching children individual worth, responsibility and respect for others. Ms Adams adds: “We have to think creatively about how to deliver the values of the school.”

If all children are encouraged to learn to perform and take risks outside of their comfort zones, they will begin to realise that they can survive the challenge and grow from it. Whether it is public speaking, competitive games or musical performances, every child will develop life skills of courage, perseverance and resilience.

Source: Oliver House – a PACT School

Wetherby Senior School

In addition, pupils are exposed to illustrious speakers and societies for debating, rocketry, robotics or dissection.

It’s one reason why the state v private debate has moved in recent years from the quality of the teaching to the exceptional extracurricular activities independent schools offer over their state counterparts.

While private schools on the whole have won praise and plaudits - and probably a few new families - in the last few months, some state schools have also proved their worth.

It is too simplistic to say that all independent schools have done brilliantly (although they have been under more pressure to justify what they offer in return for fees) and that state schools have been found wanting.

For example, Bolingbroke Academy in Wandsworth has fully embraced virtual lessons, and much more. This term it will scrap in-person parent evenings, so that families do not have to race back from work and wait around for hours to see different teachers. Instead, appointments will take place by video conference.

Claire Edis, the headteacher, described the last term as incredible and extraordinary, and said pupils had lived up to the school motto, “fortiter ubique”, or

If necessitated by lockdown, every single lesson will be set up on Microsoft Teams

Independent Schools Show

“ever courageous”. The school introduced live lessons for Year 12 and Year 10 each day and ran exams online, using a system that allowed teachers to monitor children’s concentration.

This has given the school the ability to “flip the curriculum to distance learning very rapidly”, either for year groups or the whole school, if necessitated by lockdown. Every

single lesson will be set up on Microsoft Teams.

Many of the big-name independent schools are highly academically selective, catering for children who are intellectual and can hold their own in the classroom. However, many state schools - particularly in London - also have very high standards and impressive GCSE and A-level results. Partly this was triggered by the London Challenge, which began in 2003 to transform results across the capital’s secondary schools. It means that the picture for parents choosing a state school is far from bleak in many areas.

Asked about running a state school in an area with many fee-paying establishments, Bolingbroke’s Ms Edis said: “We do have a

SINGLE-SEX V CO-ED Evidence suggesting that single-sex schools are a more effective way of educating children than co-ed schools, and vice versa, is conflicting.

A single-sex school may be able to deliver a curriculum that is tuned in to the way in which girls or boys learn best, without compromise, and the co-curriculum provision can be arranged to appeal specifically to one or the other.

Another traditional and widely held view is that boys and girls taught separately are free of the distractions of the opposite sex.

The argument offered by advocates of co-ed is that educating girls and boys together is more natural and prepares them for a life of collaborating with each other at university and the workplace. This may be more pertinent now than ever before as schools pursue an agenda of greater diversity and breaking down barriers and prejudices.

Source: Hornsby House

thameschristianschool.org.uk

Bright children, Exceptional opportunities All the fun of the fair: recent excitements for our littler children this year included a Superheroes workshop, a visit from a flock of farm animals to our very own garden, trips to local landmarks like Hampton Court, dressed as Tudors, and the London Wetlands

Just a five minute walk from Clapham Junction Scholarships available For details of open mornings contact: 020 7228 3933 TCS_NappyValley_Print_2020.indd 1

Not a problem.

With three Wet play? indoor

The journey ahead 04/06/2020 15:41

halls huge

sports and a 70m x

40m astroturf 4-pitch,

Newton Prep has plenty of space inside and out!

“Newton combines knowledge of families with great space and facilities in which children are encouraged to be themselves. All the teachers understand my children, the management is open to fresh ideas and the school is big enough to accommodate variety.”

Current parent

Our annual Open is Saturday October, 9.30am-12.30pm, which we will hope to run as normal.

But in the meantime, check out our

Day 10th

new parent tour video on

the school website.

100% Bursaries from Year 3 upwards for sparky children who might not otherwise be able to afford We can offer

a fee-paying school. Contact us now for more details.

A co-ed London prep school for children 3-13 020 7720 4091 www.newtonprepschool.co.uk

competitive side to us. From the outset in 2012 when we opened, excellence was at the heart of what we did. Moving lessons online has allowed parents to see dedicated staff and how they go above and beyond.

“Our building used to be a hospital, it’s magnificent and has real gravitas.” The school has had potential families “knocking on the door” and much of Bolingbroke’s growth in popularity has come from word of mouth, she said.

“We’re here to prove every child, from whatever background, has the chance to succeed, to excel, and the community has really grown. We did a ‘call to arms’ to buy laptops for more disadvantaged children during lockdown and parents had fundraised for 50 laptops within a day.

“We definitely have some families who would have gone private if we were not here, or who sent their older child to an independent school because they didn’t then have the option - and that changed. We’re really proud of that.

“We don’t have acres of land or a swimming pool but we do have amazing, dedicated staff.”

Despite this, many families are still fighting to get their children into private schools - and paying handsomely for the privilege.

For further reading, see our features on Boarding (page 59), Affordability (page 82), and how independent schools are working in partnership with state schools on page 51.

Emanuel School

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THE WORLD IS MIXED, SO WHY EDUCATE YOUR CHILD IN A SINGLE-SEX ENVIRONMENT? The number of highly successful single-sex schools is testament to the fact that this model really does work.

Plenty of research demonstrates that girls do better academically, as well as socially and emotionally, in a single-sex environment.

Girls and boys learn and develop differently and in a girls only environment, there is no place for gender stereotypes - everything and anything is an option. Girls are free to take greater risks in their learning, not be afraid of making mistakes, to speak out, and to put themselves forward.

Empowering every girl to be aspirational in all walks of life, developing her growth mindset, as well as her resilience, empathy and selfbelief, will go a long way in ensuring that her future ambitions are not limited or curtailed.

Staff are experienced and trained to bring out the best in every girl, to ensure that there are no barriers to success, and every girl is true to herself and true to her potential.

Source: Sydenham High School GDST

SCHOOL PROFILE

JARGON BUSTER: Pre-preps Schools for children aged three to seven; the majority are co-educational and independent.

Prep schools Schools for children aged seven to 11 or 13, depending on the choice of senior school. The majority are co-educational and independent and either stand-alone or attached to a senior school. There are day preps and boarding prep schools.

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

THE VALUE OF THE ALL-ROUNDER At Northwood Schools, teaching emphasises the importance of learning for the world of the future

Private schools Also known as independent schools, they are fee paying. Pupils don’t have to follow the national curriculum and the schools are inspected regularly, either by Ofsted, the Independent Schools Inspectorate or The Bridge Schools Inspectorate.

Public schools These schools are fee paying, despite their name. They were originally established to educate the children of civil servants and soldiers working in far-flung corners of the British Empire, and as such tend to mirror establishment values.

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

The founding ethos of Northwood Schools (Broomwood Hall Lower and Upper Schools, Northcote Lodge and NorthWood Senior) is that life in the classroom should be about much more than cramming for a test or entrance exam and that true education is about a well-rounded, enjoyable experience that provides a child with skills for life. During the recent lockdown, the schools worked hard to ensure that this fully rounded approach was well maintained by including music, art, drama and sport and strong pastoral care alongside core academic subjects in their remote learning programmes, which, judging by the positive feedback from parents, was highly appreciated. With every pupil back by the end of term, the school year finished strongly.

This broad approach is something that the Northwood group continues to build on across all of its schools with particular emphasis on the important foundational stages. The principles behind Broomwood Hall Lower School’s highly successful maths ‘mastery’ approach have been expanded across all other subjects and thematic

learning introduced throughout. Mastery adds real depth of skills whilst thematic learning allows for a purposeful, relevant, engaging cross-curricular approach.

In practice, this means presenting subjects in a way that is as relevant and hands-on as possible, to enable children to fully engage in and understand concepts, and to link topics across different subjects.

The result is not only greater understanding and proven retention of knowledge but the development of critical thinking skills and the ability to make abstract connections and apply knowledge, rather than simply regurgitating facts. Add in collaboration and the ability to present with confidence, fast forward a decade and you have a generation who can bring these valuable skills to their careers because they’re so ingrained.

When children examine themes and subjects in this way, it strengthens their learning and creates more impact, it ignites interest in reluctant learners and drives the ambition of pupils looking to stretch themselves. At Broomwood Hall Upper School, as girls progress up

the school, those with a passion for a particular subject are offered extension classes alongside scholarship candidates.

At Northcote Lodge, boys are encouraged to use their initiative in the many crosscurricular activities offered throughout their time at the school, culminating in the school’s own programme that celebrates independence and initiative – a bit like a mini Duke of Edinburgh programme.

NorthWood Senior will continue to build on these traditions with a strong emphasis on making connections across subjects and expanding community involvement.

The all-rounder ethos is reflected in the scholarships Northwood offer. At NorthWood Senior there are two allrounder scholarships - one for Year 7 entry and one for Year 9 entry, each worth a 20% reduction in fees. An academic level is expected for these, but value is also placed on other things, such as an active contribution to the community or a passion for music. At 7+ there are two academic scholarships and one music scholarship - they guarantee entrance to either Broomwood Hall Upper School or Northcote Lodge as well as a 20% reduction in fees.

By offering a first-class education for children from four years to 16, by bringing boys and girls together at certain ages, while recognising the benefits of the single-sex model at others, by continuing to mix across sites, through clubs, music and trips, by emphasising the importance of all subjects and interests, by using subject specialists in art, drama, music and sport, right from the start Northwood puts the child at the centre of everything they do. They continue to give pupils an excellent all-round experience, even 36 years on; something that’s reflected in the breadth of scholarships children win across all subject areas.

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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

1

4-11

2

3

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

5

6

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 like many London day schools

16-18

Independent day or boarding schools.

There is a Year 6 entry at some independent secondary schools, with exams taken in Year 5 (10+). The 11+ exam is taken in 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

7

8

9

10

11

12

13

14

15

16

17

18

open hearts and guiding hands We are a non-selective co-educational preparatory school for children aged 4-11, located next to Wandsworth Common in South West London.

An exceptional, leading, co-educational London day school offering an Early Years, Pre-Preparatory and Preparatory education for children aged 3 to 13 years.

We believe in preparing your child to flourish in an ever-changing world. We do this by giving children a secure, inclusive and happy environment where every child can shine, combining both classroom and outdoor learning by making use of nearby green spaces such as Trinity Fields and Wandsworth Common. Our successful record of entry into first choice schools at 11+ speaks for itself: pupils of all ability thrive at Finton House.

Book a visit and tour

www.thehampshireschoolchelsea.co.uk/tour

Email: admissions@thehampshireschoolchelsea.co.uk Tel: 0207 352 7077 The Hampshire School Chelsea, 15 Manresa Road, London, SW3 6NB

The best way to understand the appeal of a Finton education is to come and see us for yourself.

To book a visit, contact our Admissions team: 020 8682 5757

admissions@fintonhouse.org.uk

www.fintonhouse.org.uk |

COMPANY PROFILE

EARLY YEARS

SHARING THE GIFT OF LEARNING

A BUNCH OF FIVES Early Years is a crucial part of a child’s educational journey says Susan Springate, who outlines what the options are and how to choose the right kindergarten, pre-school, pre-prep or prep school

Mathnasium takes a new approach to learning – filling the gaps and enabling success

It’s arguable that never before has access to learning support been so crucial than it is now. When schools discovered that their pupils’ learning would take place remotely, many weren’t prepared. For John Preston and his team at Mathnasium, a learning centre on Northcote Road, it heralded the early introduction of a bespoke digital platform that had been in development for over three years. Taking the technology and advice from his overseas counterparts (the Mathnasium Method™ was created by an American former teacher over 40 years ago and currently educates 110,000 children a day worldwide), John was able to get his existing students online and learning in the ‘Mathnasium@Home’ programme, both quickly and effectively.

Online or in-centre: Many may choose to learn in the centre during term time and log on to the remote option during school holidays abroad. Others may stick with working solely online, but for some being in the

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centre forms an essential element of their learning. Mathnasium can help with all of these scenarios. Under new and changing guidelines, the centre can accommodate children whether the social distancing is at 2 metres or 1 metre by keeping desks separate and extending opening hours to create more session slots.

A unique approach: Mathnasium takes a unique approach to teaching maths from tutors or schools which has been developed by the pedagogy team. Mathnasium’s pedagogy team have spent years analysing how children learn, what they respond to and how they experience the lessons. The materials are designed and structured in a way that helps children master new mathematical concepts, reinforce existing learning and increase their mathematical dexterity as well as their critical thinking skills.

Students are assessed to determine their current level of mathematical ability (it’s not simply determined by what year they’re

in at school). A learning plan is created to specifically target the gaps identified in the assessment and is continually developed session by session through individualised teaching, filling in gaps and building students’ ability through increasingly challenging exercises. Ongoing assessments help track progress and highlight areas that need further attention.

For over a million children worldwide, this approach has been game changing because it addresses learning gaps and the proprietary materials increase student’s mathematical dexterity, enabling them to excel during exams. John references last year’s non-selective 11+ cohort in the Northcote Road centre, with 93% of children gaining entrance into their school of choice.

Coming out of the last few months and addressing the educational impact of lockdown, the Mathnasium approach has already helped children who have lost a habit of learning and the motivation to study. Whether @Home or in situ, Mathnasium looks forward to helping your child realise their true potential - and maybe even exceed it.

Dolphin School

eeping control of a classroom of under-fives is a challenge at the best of times. But how do you persuade little ones to social distance and refrain from hugging their friends in the post-coronavirus lockdown era? Nurseries and other early years settings have come up with some innovative ways of ensuring the safety of children and staff, while maintaining a wondrous world of learning and discovery.

“The wellbeing and safety of our children is paramount,” says Rozzy Hyslop, Principal of Marmalade Schools. “The children have all adapted to the new systems in place - one of the highlights is the disinfectant farm mat they jump onto before entering the building!”

Nurseries and other childcare settings were given the green light to welcome back children from 1 June - although some had remained open for the children of key workers - with government guidance advising them to keep children in smaller groups or “bubbles”, apart from one another, whilst upholding strict hygiene standards.

“We have created two bubbles; Pandas and Koalas, and we are fortunate enough to have more than adequate space to provide two fully functioning, separate

K

areas to adhere to the guidelines,” says Mrs Diana Agnew, Head of Topic at Streatham and Clapham Prep School and Nursery, where classroom layouts have been altered to accommodate social distancing requirements.

“Naturally, very young children cannot always strictly adhere to social distancing rules, but we assiduously ensure they are washing their hands (and we have modified the equipment they use so that it can be wiped clean regularly.)”

Other measures across the sector include staggered arrivals and pick-ups and lunch breaks, as well as using outside space as much as possible. At Eaton Square School, where they have reduced their nursery fees by 50%, staff and children all have their temperature taken on arrival at school and are reminded to social distance by signs on both the walls and floors.

Many settings have offered online learning programmes, where children cannot make it back into school. “We livestream lessons from the classroom to pupils at home, so that all pupils, whether at home or at school, continue to feel part of school life and benefit from direct contact with a teacher,” says Victoria Goodson, Head of Prep, Sydenham High School.

“Even our music director is Zooming her weekly lessons to the children as is the French mistress,” explains Zanna Clarke, Head of EYFS at Eaton Square School. “The children’s IT skills and typing skills have improved dramatically and even our nursery children can independently mute and unmute Zoom lessons!”

Getting children back to school and nursery has been a crucial step in enabling parents to return to or concentrate on work; but it has also been vital for children too, many of whom had not played with another child their age for many weeks.

“They are gaining so much from being back in the classroom,” adds Zanna. “It

is reminding them how to share, socially interact, work with their friends, take turns and communicate with their peers, which is at the heart of early years learning.”

Early Years education cannot be underestimated as it provides the skeleton on which to build childrens’ knowledge. “It shapes children’s dispositions and attitudes towards learning for life and influences the way children learn,” says Alexandra Samara, Director of Early Years at Alpha Plus.

She adds: “It helps provide opportunities in all seven areas of development: communication and language development, physical development and personal, social, and emotional development, literacy development, mathematics, understanding the world and expressive arts and design.”

What are the options?

Nursery schools - offer education for children aged from two-and-a-half to five.

They are registered with Ofsted to provide childcare and are usually open part-time.

Your child’s first 15 hours a week are free.

Private nurseries are also able to provide free nursery places if they are registered with both Ofsted and the local council.

Streatham & Clapham Prep School

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PREPARING CHILDREN FOR ‘BIG SCHOOL’ Getting children ready for school is a complex process which starts long before their new school uniform is bought.

Looking at both the social and emotional skills they will need is key, alongside preparing them for the more academic environment of school.

Independence and confidence are vital, encouraging children to get themselves dressed into school uniform and using the toilet without support are essential.

Good manners come next – being able to sit in a group and listen to their friends, raise their hand to ask a question and take turns with toys.

We work on early phonics and literacy skills, how to hold a pencil correctly, start forming their name, or more complex words, encouraging them to tell stories and act them out.

Most of all your child should feel excited to go to school and start new adventures.

Source: Woodentops Nurseries

Pre-school playgroups - offer places for small groups of children aged from two-anda-half to five to learn and play together.

Day nurseries - offer childcare for babies under one up to children of five, and are always registered with Ofsted. Usually open all year round from 8am to 6pm. For three and four-year-olds, they follow the same Early Years Foundation Stage (EYFS) curriculum as nursery schools.

Independent schools - some provide education for children aged from three before moving into the Reception in the year in which they turn four, and then up to 11. Schools must be registered with the Department of Education and are usually only open parttime, in keeping with school terms. The first 15 hours a week are often free.

Childminders - offer paid-for childcare for more than two hours a day, usually in their home but sometime in yours, and always registered with Ofsted.

How to choose a nursery or pre-school “It’s a difficult time for parents who are choosing a nursery,” says Rozzy Hyslop,

Principal of Marmalade Schools. “But I would suggest starting with the Ofsted report, websites and social media. But generally, I would say, ‘go with your gut’ and whether you like the ethos of a school.”

“We are different to other nurseries,” says Mrs Agnew from Streatham and Clapham Nursery. “Being a girls-only EYFS setting, priority is given to the wellbeing of our girls and we understand how our youngest girls learn and develop. Outdoor learning is central to this and the fact that we already have an outdoor classroom is a great advantage to us – especially in this present climate.”

“The most important thing is to make sure your son or daughter is happy, so look for a nursery or school that really suits your child,” says Miss Lynn Anderson, Headteacher at Trinity St Mary’s. “Don’t be afraid to ask questions and always look for substantial outdoor space.”

Settling in - The standard settling-in sessions nurseries run to support children as they get used to this new stage in their development, have been curtailed this year due to Covid-19. However, most establishments have adapted by introducing online alternatives, with Sydenham High School Prep offering a virtual open morning

as well as an online induction process.

“Nursery isn’t exactly the same, but as teachers, we are very good at adapting and creating something new out of this changing environment,” explains Head of Butterfly Preschool, Charlotte Butterfill. Meanwhile, Eaton Square School is optimistic that the settling-in process for new children will not be affected. “Our bubbles will allow all of our new children the time and settling-in process they need,” says Zanna Clarke.

Separation anxiety - This is a normal part of a child’s development and nothing to fear or to try to avoid, although staff are mindful that lockdown may have resulted in children being more clingy than normal. “Sometimes it is the case that the adults are anxious too and it is important that we recognise that this may be a challenging time for them as well,” says Emilie Haston, Headteacher at Goldfinch Primary School. “We ensure that they feel comfortable in the setting and that they know they are welcome to join their child for as long as is necessary for the child to settle, trust the setting and feel confident in leaving their child with us. We want the child’s experience to be positive so we are flexible and ensure small steps can be achieved during the settling process.” Talk to your child about what they

can expect from their new school and reassure them you will be there soon enough to pick them up at home time. Don’t loiter at drop-off.

It’s best to have a quick kiss and hug and walk away - but don’t be tempted to disappear without saying goodbye as this can upset trust.

It won’t be long before they meet new friends and form a bond with a teacher with whom they will feel secure.

Thirsty to learn - Most children will be ready for this new exciting stage of their development, especially after spending so much time in lockdown. They will relish making new friends and the wide selection of activities on offer, whether it’s cooking, den-building or getting in touch with nature.

“We have a brilliant outdoor learning space – a full outdoor classroom – where children can plunge their hands into soil in our garden, observe butterflies and birds, make creations in our ‘mud kitchen’ and use our natural wood and rope climbing equipment,” explains Mrs Agnew of Streatham and Clapham.

For children at Eaton Square School, there is a daily music and movement or music and mindfulness activity every afternoon as well as ballet, karate and drama every week.

All schools and Ofsted-registered Early

How far she goes

Eveline Day School

Years providers are expected to follow the Early Years Foundation Stage, which sets standards for learning, development and care from birth to five years.

“Our free flow structure and adult support means that the children in Early Years are able to explore the environment around them and develop learning in writing, maths and reading,” explains Headteacher at Trinity St Mary’s, Lynn Anderson.

“Encouraging the children to learn through play means they will achieve the best results because children learn better when they

Register now for an open event Scan the QR code

or visit schs.gdst.net/events

depends on where she starts

prep@schs.gdst.net • 020 8674 6912

What am I entitled to?

Eaton Square Prep

are having fun. Early Years is a place where they develop social skills and friendships it’s always a pleasure to see each individual personality develop throughout the year.”

Schools and nurseries have been stretched this year - due to Covid-19 - in delivering an exciting and varied mix of activities - but have largely risen to the challenge.

“During these unprecedented times, the ingenuity, resourcefulness and creativity of our staff and pupils towards teaching, learning and general school life has been nothing short of inspiring!” says Victoria Goodson, Head of Prep, Sydenham High School.

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.

Working parents of 3-4 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.

Free education nursery providers Those offering free nursery education for threeand four-year-olds include maintained nursery schools and primary school nursery classes, and some private nurseries offer the 15 or 30 free hours outlined above. Check with individual private nurseries, as many do not offer this option, and those that do will expect you to pay for 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 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.

When to apply The closing date for applications for nursery places in a maintained primary school for entrance in September 2020 was in February 2020. 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.

What is the Early Years Foundation Stage?

• The Early Years Foundation Stage (EYFS) is how the government and early years professionals describe the time in your child’s life between birth and five years old. This important stage helps your child get ready for school and prepares them for future learning.

BELGRAVIA

Come and visit our exceptional prep school in our brand new buildings on Eccleston Square!

Boys and Girls Nursery 2 - 4 Prep 4 - 11

www.eatonsquareschool.com/belgravia/

• 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

The EYFS Framework sets out: • The legal welfare requirements that all those registered to look after children must follow in order to keep your child safe and promote their welfare • The seven areas of learning and development to guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge

NURSERY SCHOOLS Bertrum House Nursery 290 Balham High Road, SW12 7AL 020 8767 4051 office@bertrumhousenursery.co.uk bertrumhousenursery.co.uk From two to five years

• The Early Learning Goals - the expected levels your child should reach at age five, usually the end of the reception year

Eaton Square Nursery 30 Eccleston Street, SW1W 9PY 0207 225 3131 55-57 Eccleston Sq. SW1V 1PH Also in Knightsbridge and Pimlico and in the Prep school building nursery@eatonsquareschool.com eatonsquareschool.com/nurseries From two to four years

• 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

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

• Assessments that will tell you about your child’s progress through the EYFS

Mouse House Three locations: 27 Mallinson Road, SW11 1BW 13-15 Barmouth Road, SW18 2DT St Clement’s Church Hall, 286 Fulham Palace Road, SW6 6HP 01622 833331 admissions@thekindergartens.co.uk thekindergartens.com From two to four years Nightingale 1 Montessori Nursery School St Luke’s Community Hall 194 Ramsden Road, SW12 8RQ 07958 567210 nightingalemontessori.co.uk From two to five years Nightingale 2 Montessori Nursery School St Stephen’s Church Hall 35 Weir Road, SW12 0NU Tel: 07930 401769 Noah’s Ark St Michael’s Church Hall Cobham Close, SW11 6SP 020 7924 3472 Ext 2 noahsarknurseryschools.org.uk From two and a half to five years Noah’s Ark West Side Church Wandsworth Common Westside Melody Road, SW18 2ED 020 7924 3472 ext 8

Sparkies Nursery School 194 Ramsden Road, SW12 8RQ 07939 268861 grace@sparkiesnurseryschool.com sparkiesnurseryschool.com From 18 months to five years Streatham & Clapham Prep School Nursery 42 Wavertree Road, SW2 3SR 020 8674 6912 prep@schs.gdst.net From three to five years

Falcons School for Girls

Parkgate Nursery 80 Clapham Common Northside, SW4 9SD 020 7350 2452 office@parkgate-school.co.uk parkgate-school.co.uk From two and a half to four Peregrine’s Nursery (part of Falcon’s School for Girls) 11 Woodborough Road, SW15 6PY 020 8992 5189 admin@falconsgirls.co.uk falconsgirls.co.uk For boys and girls from two to four years

Goldfinch nursery is a warm, welcoming and nurturing environment where all children can be confident, resourceful and independent learners.

The Butterfly Preschool Two locations: 32b Webbs Road, London, SW11 6SF 0207 738 0019 The Butterfly Preschool Wimbledon Montessori St Mark’s Church, St Mark’s Place, Wimbledon, SW19 7ND 07932 323026 thebutterflypreschool.co.uk From two to five years

DAY NURSERIES AND PRE-SCHOOLS Abacus Early Learning Nursery 135 Laitwood Road, SW12 9QH Also in Streatham (7 Drewstead Rd, SW16 1LY and 3 Palace Road SW2 3DY) and West Norwood 020 8675 8093

Nursery Places Available

info@myabacusnursery.co.uk myabacusnursery.co.uk From nine months to five years Balham Day Nursery & Preschool 36 Radbourne Road, SW12 0EF 0333 363 6389 brighthorizons.co.uk From three months to five years Bright Horizons Day Nursery and Preschool Four locations: Bright Horizons Wandsworth Common 4 Northside, SW18 2SS 0333 363 4355 Bright Horizons Clapham 4-14 Brommels Road, SW4 0BG 0330 127 5588

Our nursery has: New fantastic outdoor areas that provide stimulating learning experiences Spacious classrooms where the children can learn through purposeful play experiences, build friendships, take risks, explore and experiment and be reflective Access to before and after school provision, extending the nursery day Opportunities for rich, meaningful provision, extending the nursery day Opportunities for rich, meaningful first-hand experiences in which children are encouraged to be curious, creative and active learners

Short stories, such as Roald Dahl’s Henry Sugar and Six More collection, are an enjoyable way for reluctant or slow readers to get to the denouement of a plot more quickly.

Slightly older children might enjoy the macabre account of a murderer’s innermost thoughts in The Tell-Tale Heart by Edgar Allan Poe. If your son or daughter prefers facts, there is nothing wrong with non-fiction: try history or science books. There are very funny biographies like My Family and Other Animals by Gerald Durrell.

It is definitely worth subscribing to The Week Junior for interesting, child-friendly current affairs stories and debates Source: The Commons

14 Trinity Crescent, SW17 7AE 020 8672 4673

Bright Horizons Northcote Road 119a Chatham Road, SW11 6HJ 0333 455 3144 brighthorizons.co.uk From three months to five years

22-23 The Boulevard, 205 Balham High Road, SW17 7BW 020 8675 7276 89a Quicks Road, SW19 1EX 020 8545 0699

L’Ecole du Parc Two locations: French: 64 Garfield Road, SW11 5PN Bilingual: 2 Stormont Road, SW11 5EN 020 7993 6460

CHOOSING A PREP SCHOOL • Is the school welcoming and do the girls look happy and confident?

• Do the aims and values of the school match your own?

• Is there provision for wraparound care and school transport? experiences and new activities?

• Are the girls you meet polite but assured of themselves? Do they reflect the kind of individual you hope your daughter will grow up to be?

• Are the staff friendly and well-informed? Do they help create the nurturing and inspiring environment for girls to reach their full potential?

• Does the school have a wide range of specialist teachers so that pupils are taught by experts in their field?

• Are there impressive facilities such as a science lab, a fullsized sports hall and large sports fields?

• Is playtime regarded as important? Are there diverting opportunities for the girls when they are out of the classrooms?

• Does the school have a Senior School with which close links are maintained, so that the majority can move on with the security of a peer group and known teachers?

To find out more about our nursery, please go to: www.goldfinchprimary.org.uk or email: info@goldfinchprimary.org.uk

Reading is the secret key that unlocks success in every subject – even maths. If your child struggles with reading, bombarding them with dull reading is not the way to develop a love of it.

Bright Horizons West Hill 38 West Hill, SW18 1RX 0330 057 2970

• Is there a broad extra-curricular provision for different We have full-time and part-time places available for children from 3 years old and offer free 30-hour childcare for eligible families.

WHY READING MATTERS ABOVE ALL ELSE

Corner of Meadowsweet, Grand Drive, SW20 9NA 020 8554 9832

Sydenham High School Prep

admissions@ecoleduparc.co.uk ecoleduparc.co.uk From two to five years Linden Tree Nursery Schools Three locations: 195 Lavender Hill, SW11 5TB 18 Old Town, SW4 OLB 52-53 Webbs Road, SW11 6SF 020 3900 2737 ltns.org.uk From six months to five years Magdalen Nursery Two locations: The Lodge, Magdalen Road, SW18 3NP 020 8870 4022 The Grove St, George’s Grove, SW17 OPZ 020 8682 1386 magdalennursery.com From three months to five years

info@evelinedaynursery.com evelinedaynursery.com From three months to five years The House Nurseries 67-69 Salcott Road, SW11 5TG 020 7924 3696 housenurseries.com From three months to three years The Woodentops Nurseries 24 Thornton Road, SW12 0LF 020 8674 9514 office@woodentopnurseries.com woodentopsnurseries.com From six months to five years

An independent school for girls aged 4-11, situated in a leafy conservation area in Putney, South West London — www.falconsgirls.co.uk admissions@falconsgirls.co.uk

Seven locations: 30 Ritherdon Road (Head Office) SW17 8QD 020 8672 7549 Seely Hall, Chillerton Road, SW17 9BE 020 8672 0501

Source: Streatham & Clapham Prep School

Geraldine Road, SW18 2NR 020 8870 0966

Register now for our open days: Friday 25th September 2020 9.00am - 11.30am Saturday 3rd October 2020 9.00am - 1.00pm

The Woodentops Nurseries 1 Poynders Road, SW4 8NX 020 8675 5033 office@woodentopnurseries.com woodentopsnurseries.com From six months to five years

The Eveline Day and Nursery Schools Ltd

• Trust your instincts - you’ll know when you have a good fit.

Discover your talent

Woodentops Nurseries

Goldfinch Primary School, Cunliffe Street, London SW16 6DS

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SCHOOL PROFILE

and gym, and a new senior wing with a dedicated study space and library. Growth continues as Woodentops Abbeville, part of The White House family, has also acquired a new building, confirming the school’s commitment to development and investment for all ages.

But despite this growth, the ethos of the institution remains uncompromised. Small class sizes in a family-run school that nurtures well-rounded children, achieves enviable 11+ results and offers an unparalleled experience. Just now with some smart, new facilities to add to the list.

GROWING WITHOUT COMPROMISE The White House is a small, happy prep school where pupils are known to thrive. Now they’re expanding while staying true to their ethos

The White House is a family-run prep school that doesn’t sit still. Having firmly established a reputation as an establishment that aims high for its cohort - leavers consistently attain academic and sports scholarships to a wide range of schools including Dulwich College, Alleyn’s, Trinity, Woldingham, Emanuel

and JAGS - it now has another feather in its cap. This small school, with classes of up to 18, eased a full student body back to the classroom as soon as the government allowed, the first in this neck of the woods.

Small but perfectly formed in this case, and no-one left behind.

The momentum of the founders, an all-

Small class sizes in a family-run school that nurtures well-rounded children

woman team, the Head Tony Lewis and his staff is unmissable. As the third phase in an ambitious development programme, they acquired the building next door and commissioned award-winning architects vPPR to transform it. On the ground floor there will be a large flexible hall to accommodate dining and performance

space. Above will be focused learning classroom space. The idea is to be able to support the growth of the whole school to become two-form entry. Behind is a garden which will remain just that, an outdoor area focused on wellbeing, full of plants, grass and trees where children can play and relax.

Working with the architects, the founders developed a design which is sensitive to the road and the aesthetic of the area whilst exciting for young children.

Materials are sustainable and include a sedum roof and air source heat pump, the style is traditional and looks like a house from the road, but within pupils will enjoy modern facilities. In earlier phases over the last few years, the school has also invested in a new studio for music, drama, ballet

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REMOTE LEARNING

FUTURE PROOFED Remote learning may have been the obvious reaction to Covid-19 but it will have lasting effects on how our children are taught, says Georgina Blaskey hen schools were given a matter of days to galvanise staff and IT resources to teach an entire student body from home via technology, to say it was a massive undertaking would be an understatement.

“Never before had the digital ‘call-to-action’ been so urgent, and our teachers rose to the challenge to employ new ways of engaging our girls and connecting with them away from the traditional classroom space,” says Claire Boyd, Head of Juniors at Wimbledon High School.

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Eaton Square Schools

The Commons

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For some, the pre-existence of digital platforms to upload resources making them accessible to both teachers and pupils made the transition a little easier, but it was far from perfect for many schools.

“In the first two weeks - which were the final weeks of the Lent term - we attempted remote learning as per the timetable,” Kate Goldberg at Whitgift explained. “The teachers struggled with Firefly because while it offered a platform to set and submit work, it didn’t offer any flexibility.”

Many of the struggles seem a distant memory now as schools have mastered digital platforms and integrated them into everyday school practices for the new term.

In both the private and state sector, remote learning ultimately wasn’t the horror story many teachers and parents feared, and schools are prepared for a second wave with a more flexible learning system.

As teacher Sharon Holloway of Eveline Day School says, “Our post Covid-19 return combines face-to-face, blended and online teaching, and new technological skills will be used to deliver blended lessons in the event a child has to be taught from home.”

Worldwide, reactions varied too. It is estimated that at the peak of Covid-19 some

Some youngsters have flourished during this lockdown with extra input from home educators 1.75 billion learners were not receiving any education worldwide. “A new educational landscape is set to unfold and the shape of this will certainly be dictated by a country’s wealth and infrastructure,” believes Julie Tyler, Camp Director at Swiss-based International Camp Suisse. “Some youngsters have flourished during this lockdown with extra input from home educators with time on their hands, online resources and life skills learnt outside the classroom.”

In fact, the positives of using digital platforms have shone through so brightly that heads are minded to keep many elements for the future. “It has sharpened

our thinking in terms of teaching and learning - how do pupils learn and how do we know they are learning? Insights has been helpful as well as the Accelerated Reader Scheme, which tracks what they’re reading,” says Whitgift’s Goldberg.

Another head has other reasons to integrate digital learning. “We have looked at the possible advantages of online learning for setting and receiving homework, a teacher still being able to provide a highquality lesson when absent and the ability to conduct parents’ meetings online at more convenient times when two parents are both able to attend. It even saves on babysitting costs!” explains Ed Rees, Head at Hornsby House, whose outlook may prove popular with Hornsby parents.

Sharon Holloway, a Year 6 teacher at Eveline Day School agrees, “No more lost or forgotten homework assignments - these will now go online via Google Classroom!”

A lasting impression has been the great sense of collaboration between pupils. They share resources, post messages explaining concepts for their peers and happily work in online subgroups. There is a really supportive sense of working together in lessons, says Suzie Longstaff, Head of

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Putney High. “It’s shown us that anything is possible when you are adaptable and open to new ideas. Working as a community and sharing knowledge, working collaboratively and showing kindness have enabled us to achieve far more than we ever thought we could.”

At Alleyn’s, the effect was dramatic. “It turned out to be one of the most creative moments of my career,” says Alleyn’s Acting Head Andy Skinnard. The school held fast to keep the school open until the government announced lockdown. “We gave special final assemblies, especially for Year 13, and told staff they would be working remotely.”

What was a shock for the school community resulted in a determined effort to respond quickly and effectively.

“Our virtual learning platform, which was already in existence, is called The Hub and it’s essentially a depository of learning material to which all pupils and teachers have access. We loaned over 50 computers to pupils and increased our server power but it was clear at that point the ability for live lessons wasn’t available.”

For state schools it was often a question of stretched resources. “Many children are not seeing their teacher at all unless they are watching a recorded message, and need some support with their school work but also many feel they are being left behind,” says Tash Rosin of Teatime Tutors. “There is a big discrepancy between state and private provision,” she says.

STRONG 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. The work may have been covered, but the understanding has not been fully embedded.

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.

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

Helping your child get back on track

Source: Mathnasium

A quick response came from Mathnasium, a learning centre on Northcote Road, which accelerated its digital platform, already in use in centres overseas

In their defence, Adam Wells, Head of Pupil Services at Wandsworth Council, says: “Schools had to adapt at very short notice and they’ve done a very good job in the circumstances.”

Andrew Halls, Head of King’s College School in Wimbledon, believes the pandemic has brought state and private schools closer together. “The remote stuff has helped level the playing field,” he says.

State or private, nothing can replace the one-to-one interaction of learning from a teacher, but there have been some interesting outcomes from last term’s immersion in a programme of full remote learning. While it’s no surprise that pupils were generally quick to adapt to the tech needed and acquire the skills demanded of them, what was perhaps even more interesting was the unforeseen advantages it provided.

“Some of the more reserved pupils found the opportunity to answer and feed back in written form during the lesson a distinct advantage,” says Katharine Woodcock, Head of Sydenham High. At Whitgift, Goldberg found educational software such as Insights and the Raise Your Hand function have helped more reticent pupils grow in confidence.

Having to self-start and motivate themselves on a daily basis, pupils had to

with exam prep and school support

7+ 11+ 13+ Support Home & Online Tuition SEN Consulting Academic Assessments Mocks & Workshops

LOCKDOWN LESSONS According to a survey by Teacher Tapp, up to 59% of private primary and 72% of private secondary schools were able to provide live online lessons for their pupils during lockdown. In comparison, just 3% of state-funded primary and 6% of state-funded secondary schools provided such lessons.

Hornsby House

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REPORT

“Holistic in their approach as well as ethical” The Good School’s Guide

White House prep school were among those who took learning beyond the standard curriculum. “We encouraged children to learn a new skill during lockdown, and came together as a whole school for weekly assemblies where we could celebrate different children’s achievements and birthdays,” says Grace McCahery.

At a senior level, Putney High’s pupils have put together online blogs, filmed fun and informative assemblies, organised online clubs, societies and debates – it’s been a feast of creativity and collaboration.

Another outcome has been the rise in tutor demand, especially in key year groups working towards entrance or national

HELPING TO PREPARE YOUR CHILD FOR 11+ • Be realistic about your child’s academic potential and only consider schools where they will thrive and be happy • Encourage honest communication with your child and accept the meltdowns • Be mindful of and adapt to their varying moods and stress levels • Keep things in perspective and don’t let it consume your household • Try not to compare with sibling or peer group achievements as this is demotivating • Reassure your child that you are proud of them whatever the outcome

Creativity has also flourished under lockdown, with teachers and pupils using time at home to nurture new interests

• Try not to relate every conversation back to tests and the 11+ • If extra work is having a negative impact on your relationship with your child, consider a tutor • Allow plenty of time to prepare for the exams - keep at a steady (not frantic!) pace • Encourage ‘ownership’ and agree a realistic timetable together with plenty of downtime • Allow your child to enjoy breaks; try not to change the boundaries and squeeze their well-earned time off • Organise practice papers - beginner to advanced - with progression only when targets are achieved • Take the time to mark practice papers, acknowledging effort and progress

Dolphin School

• Identify silly mistakes versus knowledge gaps

dig deep and grow quickly. “At Wimbledon, many of our girls were working with a level of independence not often replicated in the classroom or during homework; with parents and carers frequently committed to their own working from home priorities, there

was a real need for enhanced independent learning from all our girls and they really did this in spades,” says Boyd.

Creativity has also flourished under lockdown, with teachers and pupils using time at home to nurture new interests. The

THE COMMONS

IQ + EQ

“One Reception child read to us in Cyrillic, his skill learnt at home, while a Year 3 child showed us a Lego animation of a Roman Feast he had made. Encouraging these activities was key to keeping children engaged in the learning.”

• Encourage your child to read - children who do so have a distinct advantage over those who don’t • Book an Academic Assessment which will identify areas that require focus • Consider an 11+ Course which can be a dynamic and sociable learning environment Source: Mentor Education Newton Prep

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Eveline Day School

Schools have been amazing Julie Robinson - ISC

exams. “We have to assume that the 11+ entrance exams are going ahead as usual, since schools have not put out a statement, so exam practice and technique is still vital for those sitting the entrance exams beginning in November,” says Tash Rosin of Teatime Tutors.

Not all children responded well to the

ONLINE TUTORING Online tutoring was a whole new world when lockdown began but it has become a way of life and students have remained engaged and focused.

Schools have done a fantastic job at delivering the curriculum, but some students have needed to ask questions and have sought support that they were unable to find in a Zoom classroom.

Source: Teatime Tutors Mathnasium

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The Laurels

COUNTDOWN TO THE NEW NORM The Easter holidays was a sharp learning curve for many teachers who worked tirelessly to expand their understanding of technology and develop lessons and timetables that could effectively deliver a remote learning offering that genuinely engaged and educated.

girls, as well as to offer flexibility to our families,” says Wimbledon’s Head of Juniors Claire Boyd. “However, our aim was to concentrate maths, English and science teaching into the mornings, opening up the afternoon sessions to the remainder of curriculum and live form sessions.”

sessions, and other clubs and societies.

“We did adapt the timetable slightly to allow longer breaks between lessons, giving pupils a chance to get away from their screens and we also made sure to design ‘off-screen’ elements to the lessons,” explains Head, Suzie Longstaff.

First came the technology. Schools installed a range of platforms including Teams, Google Meets, Google Hangouts, Classkick, FlipGrid, alongside trusty Zoom.

“Before lockdown we were fortunate to have time to train the older children in the use of Teams, while lower school children were already familiar with Dojo and J2E and so these platforms were chosen to present lessons to the children,” explains Ed Rees, Head at Hornsby House.

Other junior departments responded with family life in mind. “We streamlined our timetable at the Prep School so that pupils with siblings had the same subjects on the same afternoons, in order to help those supporting children with their learning at home,” reveals Katharine Woodcock, Head of Sydenham High.

One of the biggest wins for pupils was the reduction - or even abolition - of homework.

Damian King, Deputy Master Academic at Dulwich, explains: “We asked teachers to give instruction for 15 minutes and the pupils were able to complete work in the remaining 45 minutes. This meant that we did not need to set homework.”

One school, Eveline Day School, stayed open throughout lockdown and won the praise and accolade of School Heroes from local MP Dr Rosena Allin-Khan, for going above and beyond in the service of their community. “To a person they have done all they can to support those who attend Eveline and their work has been really appreciated. It has been a true lifeline,“ said the MP.

The importance of replicating the school community has also been a vital aspect of remote learning because it helps maintain connection and motivation. At Newton Prep, combining learning with engagement has reaped rewards. “We ran House competitions, we awarded House Points and sent home subject certificates and House Point badges,” explains Newton Prep Head, Alison Fleming. “We kept our weekly newsletter but also widened out our online offering by broadcasting both a filmed message from me and filmed Celebration Assemblies. I even did a weekly jokes session, involving jokes sent in by the children and performed with a motley selection of props!”

For others, access to the hardware was a challenge to be urgently addressed. “We gave all staff a Surface Pro, a portable computer on which they can write on screen so they can mark and comment on work easily, and it’s also compatible with Microsoft Teams,” says Alleyn’s Acting Head Andy Skinnard.

Giving them the individual attention that they need to consolidate what they are learning in school and being able to prepare them for any exams they may be taking, has been a learning curve for all of us and one that we are enjoying. Face-to-face is of course excellent, but in the meantime online tutoring is working well.

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new world of online learning. Some chose to retreat entirely and turn off their camera on Zoom or Google Classrooms and become invisible in the lessons, with the upshot of falling behind.

“The pre-adolescent brain has the intellectual capacity to understand what needs to be done, but immediate gratification of gaming or play is much more tempting,” says Adam D’Souza, Founder of The Commons. “They find it hard to knuckle down and work, even though they know they have to do it if they want to succeed.”

Tutoring companies provide an external resource to help students struggling to learn in a classroom environment or, this year in particular, remotely and if exams were looming.

At Exceptional Academics, Dara Hanley and team were already teaching online for international students so the adaptation wasn’t huge. Assessments for new pupils have been conducted online. “Due to being inundated with an influx of new clients, we now provide an online assessment to parents to print and scan back to us. We then have to print, mark and scan back to the parents with an assessment feedback in writing. This is then shared with parents and the tutor who we carefully select to work with the pupil.” Rates have been reduced to reflect lower travel costs for tutors, who can take on more pupils as less time is wasted travelling between homes.

Quick response came from Mathnasium, a learning centre on Northcote Road. “We accelerated our digital platform, which was already in use in centres overseas,” said John Preston, Director Mathnasium UK. Continues on page 42.

Then came some timetable adjustments, adapting the school day to allow for reduced screen time and maximum efficiency. “At Wimbledon Junior School, our timetable varied to meet the ages and needs of our

For those in senior school, teachers were mindful of maintaining some consistency.

At Putney High, the aim was to retain as much of the familiar school day as possible – from lessons to registration and assembly – they even kept up lunchtime talks, sports

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Whatever the future brings, educational providers are in a far stronger position to cope

Teatime Tutors

“Older students have particularly enjoyed working from home and the aim is to maintain the platform to continue learning over the holidays when coming to the centre may prove difficult.”

Language schools were also quick to go digital with one, The language Web which teaches English to au pairs, introducing interactive white boards and break-out groups on Zoom, for example, to create a virtual class online.

Dulwich College

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“It’s made us more flexible and it’s also enhanced the experience for the au pairs,” says Principal Hazel Clarke.

Whatever the future brings, educational providers are in a far stronger position to cope. “Schools have been amazing,” says Julie Robinson, CEO of the Independent Schools Council (ISC). “Schools have had to create a whole new structure as there are no guidelines for a pandemic in an emergency plan. Online learning costs are similar as schools are still using teaching staff and it takes longer for them to prepare an online lesson. They’ve really had to step up and it’s not over yet.”

TIPS FOR SELECTING A GREAT TUTOR • Seek out personal recommendations from friends or refer to The Good Schools Guide.

• Check that the tutor possesses an enhanced DBS, 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

SCHOOL PROFILE

INVESTING IN THEIR FUTURE 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.

Paula explains, “Eaton House Schools are well-known for being academically secure and high performing. What sets us apart is our investment in wellbeing.”

Eaton House Schools are wellknown for being academically secure and high performing

The pastoral care has always been strong, but CEO 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.

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SIXTH FORM

SIXTH SENSE Should pupils continue their studies at the same school for Sixth Form or head for pastures new? Gillian Upton talks to seven local schools about the pros and cons hat advantages are there to children staying at the same school for Sixth Form? Is it all about familiarity of teaching practices, friendship groups and teachers?

Bruce Gerry, Deputy Principal & Head of Sixth Form, Burntwood School: “For us it’s about continuity. It’s about a seven year journey. Pupils have built a strong rapport

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with the staff and they feel secure. Staying on allows them to round off their experience from the Lower School.”

Dr Rob Atkinson, Head of Upper School, Alleyn’s: “The teachers know the pupils well: they know their strengths, and how to nurture their future success at A-level and beyond. We have a strong pastoral care system and kindness is one of our core

values. The sixth form pupils have great opportunities to develop leadership by taking on senior roles as prefects and within their house.”

Irfan Latif, Principal DLD College London: “The decision on whether to stay or move at sixth form is a very personal one and depends on the personality, aspirations and maturity of the student.”

Sixth Form is the culmination of their school careers and they have much to gain from the shared experiences Suzie Longstaff, Head of Putney High: “There is a lot to be said for being able to concentrate on your A-level studies without the added pressures of finding new friends and getting used to new surroundings and ways of doing things.”

Stephen Holsgrove, Head of Thames Christian School. The school is opening a Sixth Form in September 2021. “If they’re already known to their teachers, who know their weaknesses and strengths, they can hit the ground running.”

Judith Keaveney, Head of Marketing, Wetherby Senior School: “Sixth Form is the culmination of their school careers and they have much to gain from the shared experiences and support of their classmates who have been on the same journey with them up to that point.”

In contrast, how easy is it for students to settle in to a new Sixth Form?

Irfan Latif, DLD College: “The DLD experience is built specifically for fifth and sixth form students. Students join DLD when they feel ready to move on from a traditional school setting, towards a more independent experience. It is vitally important to study somewhere where there can be progression and growth, but also where there is a robust scaffolding of support.”

Suzie Longstaff, Head of Putney High: “Putney is such a friendly place that new students settle in really quickly – often we have difficulty remembering who was new in Year 12!”

Bolingbroke Academy

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Stay or go, Sixth Form usually provides a more adult learning experience in terms of facilities and the range of co-curricular activities, doesn’t it?

Irfan Latif, DLD College: “A lot of young people are looking for a new and more grown-up educational experience. They are looking for a setting that recognises them as an individual and which provides them with new challenges. At DLD we do both of these in abundance.”

DLD College London

Dr Rob Atkinson, Head of Upper School, Alleyn’s: “Pupils have access to dedicated spaces such as the sixth form centre, a group study centre and a café. They take on many leadership responsibilities.

As prefects, they play a key role in leading school duties as well as performing an important public-facing role at open days and interview days. Sixth formers who are Lower School prefects lead activities for Year 7 and Year 8 pupils during their tutor time and pupils also have many opportunities to take responsibility within the co-curriculum.”

Chloe Orchin, Director of Sixth Form, Bolingbroke Academy: “We have had an amazing refurbishment to our sixth form area – it has a very chic, calm, modern café style and feel. It includes classrooms, study booths and areas, a dedicated ICT suite and break-out space and is wonderful to work and socialise in.”

Sixth Form often provides qualifications and life skills beyond A-levels.

Stephen Holsgrove, Head of Thames Christian School: “Parents want not only an academic focus for pupils but also life skills.

We teach pupils social skills, how to hold a proper conversation, conflict resolution skills, skills to resolve their own problems, personal finance, leadership development and computer & IT skills.”

SIXTH FORM WHY STAY? 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.

There is a big step-up from GCSEs to A-levels but by remaining in the same school, the boys can essentially ‘hit the ground running’ from their first day of Sixth Form.

This invaluable continuity means they don’t lose time familiarising themselves with new teachers, fellow students and their new environment.

History, Physics, English Literature, Chemistry, Maths, Psychology, Biology and Music are deemed to be the hardest A-level subjects to study.

Due to the Trib (house) system in place in Wetherby Senior, there are strong vertical links between the year groups and this is important as the Sixth Form boys take on leadership roles of the student body which gives them an even stronger sense of community.

Source: SnapRevise

Source: 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.

Chloe Orchin, Bolingbroke Academy: “We have a large number of students take up the Extended Project Qualification (EPQ), ECDL (European Computer Driving License), peer mentoring, DofE Gold Award and Lamda qualifications to name but a few. Alongside our football and basketball teams, students are also offered

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Bruce Gerry, Burntwood School: “We offer A-levels and vocational subjects as BTECs plus Applied Science subjects. We also know that grades aren’t everything. They have to be self-assured and we invest a lot of time in pupils’ soft skills otherwise it’s very easy to feel intimidated walking into a Russell Group university.”

Judith Keaveney, Wetherby Senior School: “We don’t currently offer Pre-U or IB. Our A-level offering reflects the interests of the boys but is also drawn from the Russell Groups’ list of facilitating A-levels. As the Sixth Form grows and the interests of the boys widen, we expect our subject offering will also grow.”

How does the style of teaching change and how does it help with the university application process and launching themselves into the big wide world?

Bruce Gerry, Burntwood School: “Generally it’s smaller class sizes, depending on the subject. We focus on preparing pupils for life outside school with a careers and works-related supervisor, talks from industry experts such as eBay and Google and a lot of enrichment activities. There is also a

comprehensive UCAS programme to help pupils fine tune their choices.”

Irfan Latif, DLD College: “We encourage independent learning, developing our students to become autonomous and responsible for their own learning and laying strong foundations for further studies. Students benefit from small class sizes, close links with their teachers and plenty of discussion and debate with fellow students. We have a

dedicated Head of Universities and Careers who leads and advises on the UCAS process.

Heads of Faculties and Departments also offer extension activities for subjects and encourages students to develop a life-long love of their subjects.”

Susie Longstaff, Putney High: “The purpose-built Sixth Form Centre at Putney High School is designed as a stepping stone to university and offers much greater

DEVELOPING LEADERSHIP Leadership lessons are an integral part of the core curriculum for all pupils at Eaton Square Senior School.

We believe leadership development opportunities should not be for the elite few, but for each one of our pupils. Lessons provide time and space for our pupils to think, reflect and dream.

Our teachers encourage each individual to explore the values which are important to them; those which will guide them throughout their lives. They work alongside pupils to help them use their strengths to plan a pathway to achieve their most ambitious dreams.

Scenario work encourages pupils to take on the role of leader, learning to let others lead and working together to demonstrate the power of collaborative working.

We believe these lessons better enable pupils to achieve their potential in all areas of school life, especially those for which they have a real passion.

Source: Eaton Square Senior School

Alleyn’s School

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Source: DLD College London

Alleyn’s

a range of academic enrichment – the EPQ qualification is thriving with students broken into small groups of 3-5 placed with one supervisor. We also train students in computing, leadership, journalism/ marketing and debating.”

Suzie Longstaff, Putney High: “Alongside A-level studies most students also complete an EPQ. There is a huge cocurricular offering with a prolific debating programme, a wide variety of sport and music, the sixth form drama production, Model United Nations, Medical Society and POCSOC (People of Colour Society) where sixth formers take an active leadership role.

Our ‘Hot Topics’ and LEAP programme of lectures encourages students to think beyond the curriculum in readiness for university level study.”

Dr Rob Atkinson, Alleyn’s: “A-levels form the core of our curriculum pathways.

We also offer AS-levels in a few selected subjects (currently English Language and Mathematics) and additional language qualifications such as DELE (Spanish) and DELF (French).”

Irfan Latif, DLD College: “We offer GCSE, A-levels and International Foundation Programmes and a select few BTEC programmes.”

or visit schs.gdst.net/events

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Alleyn’s offers co-educational excellence in a caring community for children aged 11-18.

Our 2020 open events will take place in September, October and November.

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Please join us to learn about life at Alleyn’s, the application process, and how we can help with fees through scholarships and means-tested bursaries.

Everyone is welcome - visit our website for dates and details.

senior@schs.gdst.net • 020 8677 8400

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

Move on to DLD College London If you are looking for a challenge and want to be celebrated for the individual that you are, we offer a wide range of GCSE, A Level & BTEC courses together with exceptional pastoral care.

Move on to DLD College London to become more independent and well prepared for your future.

independence both in terms of everyday life and the teaching/learning style which is seminar-style classes in smaller teaching groups. Students are expected to take charge of their learning, to be intellectually curious and to lead debate with their peers. There is very much a democratic relationship between teacher and student – both unafraid to challenge.”

Chloe Orchin, Bolingbroke: “With our smallest class sitting at three and our largest at 20, the experience is highly personalised.

We give students and parents feedback on their progress in each subject every three weeks so that no student is left behind and we catch any underperformance early on.”

Dr Rob Atkinson, Alleyn’s: “Lessons take place in smaller groups and there is more scope for individual attention and involvement in lessons. Pupils have private study time and develop skills in independent learning too, with our support and guidance. All of our Year 12 pupils follow an Enrichment curriculum to enhance their academic learning which develops their critical thinking skills, broadens their interests and also gives them an opportunity to work with local primary schools to lead Film Studies, Geography, Art, Archaeology, Sociology, Food Studies, IT, Religious Studies, Drama and Law are the 10 easiest A-levels to study, with Religious Studies thought to be the easiest to attain.

Source: Thinkstudent.co.uk

Visit our website for details of our Autumn Webinars and Open Events.

An independent co-ed school for ages 14 - 19 in the heart of London.

Thames Christian School

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Gone are the days when there was an easy progression from education into a good job. Today’s jobseekers need to demonstrate tangible industry curiosity and experience.

As such, it is essential for students and parents to have an early understanding of personal development and careers.

While no one is crystal clear on their career path by the age of 14, it is important to be in a school environment which recognises the importance of meaningful careers support.

Ask… Is there is a qualified careers guidance professional employed by the school? Is there a focus on selfawareness and being well-rounded?

Does the school emphasise the importance of work experience and highlight varying routes to the world of work?

Are there dedicated events and initiatives to deepen knowledge around careers?

Do include questions about careers provision as you seek the best educational home for your child.

Source: Alleyn’s

activities in areas such as drama, dance, sport and literacy. Support with university applications is a core part of what we do in the sixth form.

“We run a course on Employability for Year 12 students as part of the Enrichment programme, which covers things like interview and communication skills with a focus on helping students to succeed in the workplace.”

Judith Keaveney, Wetherby Senior School: “Small class sizes, specialist subject teachers and excellent pastoral care, with each boy having a tutor to support and guide them through their final two years in school, ensures that our Sixth Form pupils maintain

Of the top 100 schools for A-levels, some 78% are independent schools, and include King’s College School London, King’s College London Maths School, St Paul’s School, London and Brighton College.

www.dldcollege.co.uk @dldcollege dld-admissions@dld.org 020 7935 8411 199 Westminster Bridge Road London SE1 7FX

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DON’T FORGET ABOUT CAREERS

Source: DFE

Putney High School

momentum both in and out of the classroom.

Their academic and personal development is reinforced by our co-curricular programme which allows them to build on their interests and develop teamwork and leadership skills. An awareness of both local and global issues is fostered by the Sixth Form lecture programme which is shared with local girls’ schools. This features thoughtprovoking talks and lectures delivered by teachers, guest speakers and the students themselves.”

What percentage of Sixth Formers stay with you?

Bruce Gerry, Burntwood School: “Last year we kept 80% of the Year 11 cohort.”

Irfan Latif, DLD College: “The majority of our GCSE students stay with us at sixth form, and many more join us in Year 12.”

Suzie Longstaff, Putney High: “The vast majority; usually around 92%.”

Chloe Orchin, Bolingbroke Academy: “The majority of our students who are eligible to stay with us choose to do so – last year over 85%.”

Dr Rob Atkinson, Alleyn’s: “Approximately 95% of Year 11 pupils stay with us.”

Judith Keaveney, Wetherby Senior School: “On average 90% of Sixth Formers stay at Wetherby Senior.”

at a top-third university, with a few gaining places on much sought-after graduate apprenticeships.”

Suzie Longstaff, Putney High: “The vast majority go on to top universities in the UK and abroad and many students have gone on to excel in creative fields, winning places at the finest art colleges, music conservatoires and drama schools.”

Bruce Gerry, Burntwood School: “It varies year to year but 82% of Year 13 went to university.”

Irfan Latif, DLD College: “The majority of our Sixth Formers go on to either university or other vocational institutions which fit their career path.”

How many of your Sixth Formers go on to university?

Dr Rob Atkinson, Alleyn’s: “99% go on to university with the vast majority going on to Russell Group institutions, as well as universities overseas, Art Foundation, music and drama courses. The remaining few pupils go on to apprenticeships.”

Chloe Orchin, Bolingbroke Academy: “The vast majority of our students go on to study

A-level results in 2019 across all subjects show a decrease in the proportion of A-level entries awarded a C or above, down to 75.5% in 2019 compared with 76.7% in 2018. This is the lowest level since at least 2015. The proportion of entries awarded A or A* grades is also at the lowest level in recent years, at 25.2%, down from 26.2% in 2018.

Source: FFT Education Data Lab

CHOOSING A SIXTH FORM The end of GCSE marks a natural transition to consider other options for Sixth Form. It could be a good opportunity for a new experience, such as boarding and single sex or coed alternatives. Bear in mind the two years will go quickly, before the next transition onto higher education and beyond.

Consider the benefits of staying in the same school where continuity of support can help the transition to Sixth Form, with its marked change in the style of life and lessons.

• Does the school offer a transition programme to support study and develop skills?

• Sixth forms vary from large colleges to small schools. Which size will suit bearing in mind the level of pastoral care?

• How much independence will there be – are free study periods directed?

• Is your child able to study the combination of subjects in the qualifications they want - A-levels, IB, Pre-U, BTEC, T-levels?

• Higher education - is there a programme to support the post-school pathway?

• Look at academic enrichment opportunities such as EPQ, and those which develop soft skills including music, drama, DofE, foreign trips and expeditions Source: Streatham & Clapham High School

VIRTUAL OPEN EVENT PRIMARY TO SECONDARY TRANSFER

Thursday 1st October 2020 5.00pm - 6.00pm Register for your place at www.arkbolingbrokeacademy.org

SIXTH FORM

VIRTUAL OPEN EVENT Thursday 1st October 2020 6.00pm - 7.00pm Register for your place at www.arkbolingbrokeacademy.org

Bolingbroke Academy, Wakehurst Road, London, SW11 6BF

+44 (0)20 7924 8200 arkbolingbrokeacademy.org info@arkbolingbrokeacademy.org

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SCHOOL PROFILE

PARTNERSHIPS

LEARNING THROUGH PARTNERSHIPS

FORCE FOR GOOD Independent and state schools are working together to help the most disadvantaged in our society reach their aspirations, as Dina Shoukry finds

Through its community partnerships, Emanuel School inspires its students to look outwards

Just a ten-minute walk from Clapham Junction train station, Emanuel School, with its green spaces and attractive campus, is easy to get to from around London and its outskirts. As well as geographical accessibility, top of mind in Headmaster, Robert Milne’s plan for the school is to make it more accessible, more open and more inclusive through Emanuel’s charitable organisation, the Battersea Rise Trust, benefiting both the local community and Emanuel students alike.

Established in 1594 by Lady Anne Dacre to educate 20 girls and boys for free, Emanuel has always embraced social mobility and diversity with almost 40% of the school population being supported by the assisted places scheme, before its extinction in the 1990s. Now an independent school for 10-18 year olds with a much larger student population of 1,000, it will offer 43 free places by 2024.

A happy school breeds a calm, collegiate and respectful environment among our boys and girls Headmaster Robert Milne emphasises, “It’s not just about giving. Everything we do with local schools and charities is a partnership and one in which our students benefit immensely. For example, through our Primary Ambitions programme, 250 pupils from 23 local primary schools come to Emanuel every Friday afternoon. Our sixth form pupils teach, coach or mentor them in subjects that their schools might not have extensive resources in such as Greek myths and legends, physics,

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f bright children from financially-stretched families had the same support to achieve as others, four in 10 would attend a top university. Today, only one in 10 make it according to Teach First, a charity which aims to address educational disadvantage in England and Wales.

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sport, drama, music, art and theatre. It is amazing how our pupils have developed as learners and young people because of it. We plan to roll out a similar initiative with our Year 8 pupils acting as learning partners to primary children from 2021.”

The students also play an active part in shaping life at Emanuel and making it better. In response to the Black Lives Matters movement, the school put together an advisory board of teachers and students to review the curriculum amongst other areas, working closely with Westminster City School in Victoria.

Mr Milne explains, “By having a positive impact on their surroundings, as well as developing academically, Emanuel students can stand tall, be confident and be proud. A happy school breeds a calm, collegiate and respectful environment among our boys and girls regardless of gender, race, culture or socio-economic background.”

In fact, there is a clear correlation between Emanuel’s community work and

its academic excellence, coupled with its superb pastoral care. Emanuel is in the top 50 co-ed schools in the country. Last year, 81% of its students secured their first choice UCAS offer and 76% of university places were at Russell Group universities.

The A-level grades leapt by 15% at A*/A in one year and GCSE A*/A has increased by 20% since 2013.

There are also plans afoot for a new leading-edge building housing the sciences, robotics and coding to complement the recently opened Dacre building, which is a hub for the arts and humanities, and echoing the passions of their ex-pupil and founder of the world wide web, Sir Tim Berners-Lee. By providing a holistic education, Emanuel introduces students to new opportunities and experiences that teach them kindness and leadership skills which will not only help them boost their university applications, but also create a better future for themselves and others.

Wimbledon High School

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For years, universities have made headway in reaching out to secondary school students from low-income families through outreach programmes, but more needs to be done.

Arguably, the institutions that know the 11-18 age group the best are secondary schools. More precisely, it is the independent secondary and senior schools who have the resources to make a difference.

Louise Richardson, Vice-Chancellor of Oxford University, said in the Daily Telegraph in 2019, “The reality is that independent schools are identifying these smart, poor kids. They are bringing them in, giving them scholarships and educating them, and then they apply to us, and we take them.”

One such example of social mobility being achieved through education is Emanuel School’s Battersea Rise Trust. The Trust seeks to provide an ever-growing number of free places, and applications for funding awards grew by 123% this year. By 2024, the school aims to have achieved 43 free places for bright young people, marking its 430th year. To date, it is on track with 30 free places achieved this September.

As well as free places, Emanuel aims to promote accessibility and opportunity in the local area through the school’s Primary

Emanuel School

Ambitions programme. This partnership with 23 local primary schools sees over 250 primary children mentored, coached and taught by sixth formers every week.

Headmaster, Robert Milne explains, “It is a true partnership and one that we are hugely grateful to the schools for working with us on. Our pupils gain so much from it. They

become part of a wider local community, see the true value of education and helping others. It’s so important to us and the growth of our pupils that we are planning to run a similar initiative with our Year 8 pupils called ‘learning partners’ next year.”

As well as its work with primary schools, Emanuel has a close partnership with

Independent Day School for Boys Co-Educational Sixth Form Shirley Park Croydon

Visit our website for news of forthcoming Open Events www.trinity-school.org/admissions

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Westminster City School, a comprehensive in Victoria. This October will see the first of their revision weeks run at Emanuel to help Westminster City’s Year 11 pupils catch up with GCSE prep, following the pandemic.

On social mobility, Jenny Cox, Director of Co-curricular and Partnerships at Wimbledon High School adds, “The starting point is giving students and staff across the independent and state sector the opportunity to understand and learn from each other.”

Wimbledon High School provides a multitude of exciting opportunities for students to work together as 1:1 mentors or to devise and deliver bespoke programmes in a range of subjects in local primary and secondary schools and it works, as over 80% of participants say that the sessions had increased their confidence.

The key to social mobility is aspiration.

Alasdair Kennedy, Headmaster at Trinity Croydon enthuses, “We want to be a hub of aspiration for the whole community.

We connect with local schools to make a difference. Our students leave Trinity with greater social awareness and empathy, which in turn shapes the adults they become in the world beyond school.”

He adds, “Independent schools must go the extra mile to welcome local students and their

families.” Trinity regularly hosts workshops, Saturday morning classes, and events for local children and their parents on-site.

Some 400 Year 5 students from local primary schools a year come to STEM workshops and 70 children come in every Saturday morning for maths and English tuition.

The Roche School

By making independent schools accessible, more children from disadvantaged backgrounds will apply through bursary schemes. In fact, 60% of Trinity students come from local state primary schools and 50% of them receive financial assistance. And many of them go

Whitgift

“We are hoping to increase our partnership with more schools throughout Croydon to improve education and aspirations.”

An amazing 25,000 children have passed through the Whitgift Primary Project, providing classes for primary school children at Whitgift, over the last 20 years.

Independent schools must go the extra mile to welcome local students and their families Andy explains that it is imperative to work closely with the heads of local schools and the council to ensure the sustainability of partnerships and that the greatest educational needs in the borough are met.

This summer, together with Croydon Council, Whitgift launched a Community Summer School to help local girls and boys in Year 5 whose education suffered the most because of lockdown.

The benefits of partnerships done well are evidently clear. Hannah Farhan, Headmistress at The Minster Junior School in Croydon who works in partnership with Whitgift says, “Our students really look up to their mentors from Whitgift. They are

kind, self-assured, and confident; and make Whitgift feel achievable for many who would never have considered education in the independent sector.”

Smashing perceptions that private schools are the preserve of the elite, the Alleyn’s message is clear, “Everyone is welcome here. Please don’t be put off because we are independent - our door is open to all,” proclaims Andy Skinnard, interim Headmaster.

Indeed, Alleyn’s has helped many students for whom private school would have otherwise been unattainable. 10% of senior school students receive financial assistance and the great majority of those are fully funded.

To further enhance its commitment to social mobility in London, Alleyn’s is a supporter of the London Academy of Excellence Tottenham Sixth Form free school, established in 2017. The school is located in one of the 2% most deprived wards in the country. Overcoming the odds, the first cohort of students achieved outstanding results, placing the school in the top 5% of state sixth forms nationally for attainment and progress.

Alleyn’s students also volunteer as Saturday Maths mentors for local primary school students and participate in ‘Rhythm for Reading’, supporting underachieving

Newton Prep

primary pupils’ reading skills through music.

The School’s Primary Outreach programme, in which Year 12 students develop specialist sessions for primary schools, was recognised in the final of ‘The Goldsmith’s Award’ in 2019, designed to recognise outstanding outreach within schools.

Cynics argue that independent schools do all of this to maintain their charitable status, but in truth, making a difference is the very reason many of them were founded and for Woldingham, actions speak louder than words.

Mrs Margaret Giblin, Deputy Head People says, “At the heart of Woldingham are the

Alleyn’s Junior School

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back to mentor at their old schools to inspire the next generation of students.

Once upon a time, partnerships were ad hoc. Nowadays, they are formalised, dynamic programmes that address the educational needs in society. Andy Marlow, Whitgift Director of Partnerships and Community declares,

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Alleyn’s Junior School offers co-educational excellence in a caring community for children aged 4-11.

Our 2020 open events will take place in September, October and November.

Please join us to learn about life at Alleyn’s Junior School, and how to apply.

Everyone is welcome - visit our website for dates and details. www.alleyns.org.uk | 020 8557 1519 | Townley Road, Dulwich SE22 8SU

We want our students to be positive contributors to the world

Alleyn’s

values of the Sacred Heart where the idea of service is key. The Founder of Sacred Heart schools, St Madeleine Sophie Barat, said, “Your example, even more than your words, will be an eloquent lesson to the world.” We want our students to be positive contributors to the world and where better to start this than in partnerships established in our local community.”

Woldingham has a longstanding link with nearby St Francis’ Catholic Primary School, inviting its pupils in for bespoke educational days, providing the school with a CAD software system, and lending students as volunteer mentors.

In truth, independent secondary schools are leading the way when it comes to partnerships, but this doesn’t mean that primary schools aren’t playing their part too.

Vania Adams, Headmistress at The Roche School smiles, “We are a small, family-owned school in London and as such feel invested in the local community and its rich variety of cultures. We are totally committed to diversity and inclusivity.”

The Roche School recently invited students from the local St Joseph’s Catholic Primary School to an inspirational talk by the astrophysicist, Jeffrey Bennett. It also runs workshops open to parents in the community on mental health, school readiness and transferring to secondary school.

Alison Fleming, Headmistress at Newton Prep explains, “Usually, we invite our local primary school’s children to come along whenever we have a visit from a children’s

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Dulwich College has been shortlisted for its Community Outreach as part of the Independent Schools of the Year Awards 2020, which celebrate educational excellence and innovation. The school’s pre-lockdown outreach programme sees 262 boys and 47 staff volunteering every week across 19 different community projects. During lockdown the pupils’ and staff commitment continued through fundraising initiatives and another to tackle digital poverty.

Whitgift

author; they attend some of our after school clubs and they come to our school to enjoy ‘enrichment weeks’. That has been difficult under lockdown circumstances, but we will resume when we can: it is a precious relationship to both of us. Along the way, we have also provided them with the services of our school photographer, and we have, on countless occasions, exchanged examples of best practice so it is very much a fruitful and two-way friendship.”

Similarly, Dolphin School hosts the annual football consortium shield event which is widely attended by both independent and state schools. Headmistress, Mrs Baldwin is also on the governing body of a London comprehensive school, where she serves on the Curriculum Committee, fostering links with the state sector and offering support.

There is still a lot of work to be done, but by widening access for students who would otherwise not have the opportunity to excel or the aspiration to aim high, these independent schools are collectively enabling more disadvantaged students to succeed in their applications to the most selective universities in the country and slowly but surely, closing the gap.

SCHOOL PROFILE

COMMUNITY GOALS Whitgift’s Vision 2025 revolves around creating global citizens, boys who consider their place in the world, act locally and contribute fully

Whitgift’s principle aim is to transform boys’ lives through education achieved by collaboration and communication both inside and outside of school. Within Whitgift, the student voice is heard loud and clear, something which Chris Ramsey, now beginning his fourth year as headmaster, fully encourages and supports.

From the start of his headship, Mr Ramsey introduced concepts which have revolved around students taking the initiative. The Grants Awarding Body started last year, an opportunity for students and staff to work together. Boys develop and present their entrepreneurial ideas to a committee hoping to be granted seed funding, with the ambition of developing it into something that could have success in the real world.

The School Council is another group who feel like they’ve had quite an influence on the direction and purpose of the school.

There’s a great culture at Whitgift of pitching in with ideas for positive change, with strong collaboration between boys and staff, and Chris Ramsey’s leadership has really propelled that forward. His regular lunches with students continued during lockdown, with boys meeting with him and other senior staff over Zoom.

“The breakfasts and lunches that the Senior Management Team share with pupils have become a great way for us to keep in touch. There’s no real agenda, they are meant to act as good connection points during which feedback can be shared both ways.”

Mr Ramsey goes on to say, “It’s also important to me that the SMT with teaching backgrounds still actively continue with that part of their role, and that includes me! It really helps to hear from the boys directly about what is going well, what they might be finding challenging or just general observations about school life or what is going on in the world.”

Global citizenship is another key ambition as the school aims to develop the boys in a wider way, guiding them towards ‘thinking globally, acting locally’. The newly appointed Director of Partnerships and Community, Andy Marlow, oversees all community work, including the Primary Project which has run for 20 years. Every week, primary school classes come in for lessons at Whitgift. Teachers are invited too and offered additional teaching skills and coding courses.

The Whitgift Community Summer School is another great outreach project and something which supported Year 5 pupils in the local area on the back of

four months out of school. Following consultation with Croydon Council, some of Whitgift’s teachers and Upper Sixth Form graduates returned to teach 45 pupils a week for four weeks. Funding has been in part from leaving student families who are supporting the school vision, of understanding their role in giving back to society. Boys know they’re lucky to be getting a Whitgift education; it’s not something that is taken for granted.

The school is developing digitally too. Laptops were rolled out to all First Formers (Year 7s) at the start of the 2019 academic year and the Lower First Form (Y6s) received them earlier than planned when they were the first year group to return to school in June 2020 after nearly three months of remote learning. Whitgift is clear that devices support learning and want to ensure that all children have access to them. The touchscreen technology means that the all-important art of handwriting is not forgotten.

From state-of-the-art technology to state-of-the-art sports facilities on-site and there are plans in their Vision 2025 to make the 45-acre site really work for the pupils. Sport is collaborative as well as competitive at Whitgift, and all boys are encouraged to take part and try something new – maybe even unlock a hidden talent.

Younger boys have a two-hour lunch break which enables them to really explore the huge range of clubs and societies.

As Whitgift develops boys who contribute to their community, so the school played its part in helping during the pandemic, using their school buses for essential food deliveries and the DTE staff developing PPE for use in hospitals. Meanwhile, Sixth Formers continue to volunteer in local primary schools and students undertaking the Duke of Edinburgh Award help with the elderly or become involved in other local social support schemes. The theme of giving something back runs deep in the school’s ethos, reflected in the boys’ attitude and outlook.

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SCHOOL PROFILE

BOARDING

BREAKING GLASS CEILINGS

STAYING POWER

Woldingham is a girls’ senior school which has been empowering women to change the world since 1842

Expansive grounds, flexi-boarding arrangements and locations within easy reach of south-west London has proven to be an overnight success for home counties boarding schools, says Gillian Upton

Created by nuns 177 years ago, long before women had the vote, Woldingham continues to empower its students to break glass ceilings. The school’s Sacred Heart ethos, encapsulating intellect, faith, social awareness, personal growth and community, courses through its veins. It’s an ethos new Head, Dr James Whitehead is embracing as he drives forward the school’s ambition to empower students to be confident, compassionate and courageous, much like Woldingham’s founders all those years ago.

At Woldingham, we equip our students with the tools and skills to navigate their way well into adulthood Indeed, the school’s THRIVE programme instils a growth mindset in students, teaching them to learn from their setbacks, broadening their horizons and helping them cope with the pressures of modern life.

The students have an excellent track record of doing well at GCSE and A-level and the school is committed to ensuring students achieve their chosen places at a wide range of educational destinations, including Oxbridge, Russell Group and overseas universities.

Learning at Woldingham extends well beyond the classroom. Students can choose from the exceptionally wide cocurricular programme of sport, clubs, performing arts and outreach into the local community.

The school has fantastic facilities including purpose-built science labs, hubs for languages and humanities, an art studio

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which is among the best in the country and amazing performance spaces for drama and music, including a 600-seat auditorium.

Students also benefit from a wide range of academic enrichment opportunities, from societies for debating, law and philosophy through to extra qualifications in areas such as mathematics, financial studies and sports leadership.

Coupled with this are Woldingham’s many community partnership initiatives.

The school has a long-standing link with nearby St Francis’ Catholic Primary School.

Its pupils are invited to talks by visiting authors at Woldingham and to bespoke learning days, the most recent one focused on STEM subjects. Woldingham students also visit the school to help with reading and mentoring, and volunteer with the Orpheus centre, a local school for young adults with learning difficulties, inviting them to use Woldingham’s stateof-the-art performance facilities.

Charlotte Owen, Head of Marden (Years 7 and 8), enthuses that it’s not

just academics that are important at Woldingham, “For many jobs, it’s given that you have the academics but what makes an individual different is their soft skills. At Woldingham, we equip our students with the tools and skills to navigate their way well into adulthood.”

Woldingham is a day and boarding school and this year it had its largest intake and now has almost 600 students from more than 30 nationalities, from all faiths and none. Many come from southwest London as it’s only a 25-minute train journey from Clapham Junction to the station conveniently located within the school grounds.

Flexi-boarding is a popular option and many students stay one or two nights a week.

Day girls can even come in for breakfast or stay for dinner, which can sometimes help families with wraparound care.

And all of this is within 700 acres of glorious Surrey countryside, enabling girls from London to appreciate both city and country life.

Windlesham House School

sk what pupils missed most during lockdown and it was their friendship groups.

Boarding provides a positive experience in this regard, with pupils being able to form robust friendships that last long after they have moved on from their campus in the home counties.

It’s one of the soft sells of boarding, as are the expansive grounds, breadth of facilities and rich co-curricular activities in a location often only an hour’s drive away from London.

A

Two counties that surround London, Surrey and Sussex, are home to a clutch of boarding schools popular with children who live in south-west London. There are over 20 in Sussex and over 30 in Surrey.

Pupils will find rugby and cricket pitches, tennis courts, beautifully maintained grounds and usually architecturally-stunning school buildings an integral part of the boarding school experience. Hurst College even boasts an on-site farm which senior and Sixth Form students help maintain.

Moreover, boarding offers an alternative

to the competitive London day school environment, with a broader intake of students and arguably a chance to develop life skills such as independence, collaboration, delegation and compromise.

According to Epsom College Headmaster Jay Piggot, boarding can help support pupils through “the choppy waters of adolescence”.

He believes that there is a freedom and independence fostered through boarding that is hard to replicate elsewhere. “It is a wonderful preparation not only for university, but also for adult life,” he says.

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Located just 15 miles from London in Surrey, Epsom is a top co-ed school which sits on an 85-acre site with the rolling Epsom Downs as a backdrop. Classes end at 3pm to allow pupils to take advantage of some of the 150 clubs and societies that operate, including a barbershop group, acapella, orchestras, some 22 sporting activities and lots of competitive fixtures. The soon-toopen Mermaid Centre will include music practice rooms.

Sport is big at Epsom, with a dozen rugby and football pitches, five cricket squares, 33 tennis courts, nine netball courts, two long jump pits, a javelin area, athletics track, six squash courts, an indoor rifle range, outdoor shooting range and a floodlit astroturf pitch.

Epsom typifies what’s on offer just outside London. For example, Woldingham School sits on a sprawling 700-acre site, Box Hill School on 40 acres and Cranleigh on 240-acres, all in Surrey. In West Sussex, Ardingly College boasts 230 acres, Windlesham House School sits on 65 acres, and Hurst College on 140 acres.

Boarding schools have moved with the times to offer flexible boarding arrangements, having introduced weekly boarding so your child can come home at weekends, for example.

Flexi-boarding includes weekly boarding, where pupils enjoy the best of both worlds - a working week to focus on studies and activities followed by quality time at home with family at weekends. Some schools offer two or three-night boarding as a taster for longer boarding arrangements.

The Boarding Schools Association (BSA) the voice of UK boarding schools - has noted the rise in popularity of boarding over the last decade and believes that more flexible arrangements suit family schedules better and have helped fuel that increase.

Statistics from the Independent Schools Council (ISC), highlight the popularity of these more flexible boarding arrangements.

In 2016 just 15.7% of boarders were weekly or flexi and that figure rose to 17.9% in 2019 and is up to 20.2% this year. Figures also show the prevalence of boarding at sixth form rather than at junior level.

TYPICAL BOARDING SCHOOL FEES Average London termly boarding fees are £13,372, compared with £7,780 for day fees at boarding schools and £5,993 for day fees at day schools. Typically, boarding fees are more than twice that of day school fees.

Source: ISC

Scan the list of boarding schools in Surrey and Sussex and most offer pupils a mix of full, weekly, flexi and day arrangements. Some, including Burgess Hill Girls and Farlington School, also offer termly boarding.

Hurst College hasn’t offered full boarding for a number of years. “Our parents prefer a sensible balance between school and home,” explains Caty Jacques, Deputy Head Pastoral.

Royal Russell

Woldingham School

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“They want their children to be able to take advantage of all that is on offer at Hurst during the week and then enjoy family time at home with them at the weekend.”

In contrast, almost 100% of boarders at Royal Russell are full time but this reflects the high percentage of overseas pupils at the school.

Arguably, how to choose the right boarding school for your child comes down to the child’s talent or special interest, whether they will flourish in a co-ed or single-sex environment and the choice of qualifications offered. Ardingly offers the IB as well as A-level for example, Bedales replaced GCSEs with its own Bedales Assessed Courses while at Windlesham pupils can learn Greek and Mandarin.

Single-sex schools include Dulwich College for boys and Woldingham for girls, and there are specialisms for sport, STEM subjects and the performing arts across the network of UK boarding schools, for example.

Lucy Thornton, Head of Marketing & Admissions at Windlesham School, believes that it’s the whole range of opportunity that a boarding school affords. “It’s all here. We have the luxury of space and if you’ve got a curious child happy to have a go, we will support that enthusiasm. We have no school uniform so it’s more relaxed and while we

BOARDING BENEFITS An obvious benefit of boarding is the absence of a daily journey to and from school and the additional time to pursue interests. Students are able to spend more time in the company of friends, studying, relaxing, scrambling (safely) up walls in rock climbing club, on weekend trips to the seaside or attending jewellery-making classes.

Mayfield School

don’t tutor children, we will soft tutor them while they’re on a survival night in the woods or doing an activity in a treehouse.”

There are other factors at play that will affect parents’ decisions, particularly this year. “I think that boarding school provides a sense of normality and stability which is needed now more than ever,” says Hurst’s Caty Jacques. “Having said that, it can also be considered a luxury product that might prove problematic for those parents who have been financially affected.”

She believes that boarding schools may come into their own in this post

Friendships are deepened further by the experience of living together.

Woldingham boarders, unusually, live among their own year group so they are at the same stage in their journey through school together, sharing similar experiences, both academic and personal.

Boarding life also sees students travel on a journey to independence. The steps are small in the younger years, but over time responsibilities build, leading to a Sixth Form that will help prepare them for university life.

The journey can often be tailored to an individual student’s needs by a transition from flexi- to weekly or full boarding.

Source: Woldingham School

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Covid-19 educational landscape. “In these times, I think pupils - and parents - have appreciated the power of their children being surrounded by their peers. The feedback from pupils about what they have missed the most with remote learning is their friends. I think this is a massive selling point as we move forward. To be able to board and have all the things that they have missed while in lockdown readily available to them will be very appealing for both pupils and parents.”

It is a point not lost on Martin Reader, Headmaster at Cranleigh. “I think the attractiveness of a boarding community and how it can support friendships, even when things are remote, either within school or outside of school remains,” he says.

“In the immediate aftermath, there will undoubtedly be some uncertainty until schools have guidance and are able to communicate plans and reassure parents.

Instinctively, there will be some who just want to keep their family close. In many respects, the fuller the boarding model the range of daily contacts with those who have been infected is reduced.

“Boarding schools have space, countryside and activity, which cannot be replicated in many day schools. If schools have to operate rotas for teaching with some working remotely and some in classes, then parents may prefer a situation when that remote working is done in a boarding house as it is less isolated than being at home.”

Cranleigh

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Boarding schools, as with all others, have responded well in terms of helping parents out financially. Hardship funds have eased the financial burden, summer fees were reduced and many have frozen this academic year’s fees. Royal Russell, for example, will be charging boarders the lower day fee. All however, at the time of going to press, were watching and waiting to see how government guidelines changed.

Cranleigh’s Reader believes that if there are short periods of closure to manage local spikes, that schools will more likely change term dates to make up time before they reduce fees.

Whatever the situation for the next academic year, boarding schools will be nimble enough to embrace the post Covid-19 educational landscape.

Ardingly College

Reader believes that boarding schools that embrace family living will benefit. “If people are socialising less at the office, school sports fields and concert halls will be a place where people meet their friends. Local boarding schools could be very attractive in this scenario.”

Windlesham’s Lucy Thornton puts the case frankly: “We have more space and less germs. Boarding can be termed as a household so if anyone falls ill they can be isolated and we have set up a quarantine area and have nurses on tap.” The school has seen more interest from the London market, fuelled by accelerating plans to

move out of the city since Covid-19.

Cranleigh’s Reader concurs: “It would appear that people who are already committed still want something familiar in this time of uncertainty, even if it means tightening belts.”

Boarding schools make it easier for parents in south-west London to transport their children to and from school by providing coach transfers. While Woldingham is only a 25-minute train journey and Epsom a 45-minute journey from Clapham Junction, other schools such as Ardingly, St John’s Leatherhead and Windlesham offer weekly coach travel.

JARGON BUSTER Boarding school Schools where pupils study and live during the school year. They can be single-sex or co-ed and the majority are fee-paying.

St John’s School

SCHOOL PROFILE

WELLBEING

BREAKING BARRIERS

MIND GAMES

Alleyn’s is a progressive co-educational school with diversity and inclusivity at its heart

Established 400 years ago by Edward Alleyn with the aim of making a difference to the lives of local people, Alleyn’s still lives by this ethos today, championing diversity, inclusivity and community; values incoming head, Jane Lunnon (arriving in January 2021) is committed to building upon as the school looks to the future.

Alleyn’s is progressive, creative and ambitious with a strong academic reputation and an emphasis on student wellbeing. It was the first of its kind to become fully co-educational in 1976 believing that boys and girls learn best together and from each other. Today, it continues to break barriers and shows no signs of slowing down.

In fact, it had already begun to explore the decolonisation of its curriculum when the Black Lives Matter movement galvanised in the UK this summer. The school had an established diversity and

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equality committee in place, and also has a Minority Student Union and a School Council committee on diversity. These bodies have helped Alleyn’s to sharpen its focus on the issues raised, collaborating with the wider school community to help identify and eradicate racism and inequality wherever they appear.

Students come from a diverse range of cultural, ethnic and socio-economic

Alleyn’s is a uniquely energetic, exciting, kind and caring school and its message is clear, everyone is welcome.

backgrounds with children arriving from state and private education. The school attracts students from all walks of life through its scholarships and means-tested bursaries, enabling children for whom independent education would not have been an option to attend - its transformational bursary scheme often covers meals, uniforms and trips. Currently, 10% of students receive some sort of financial assistance and this continues to increase with the launch of a new bursary this year.

“We have an open door policy here at Alleyn’s and welcome everyone to apply.

We want our students to be excited about learning. We encourage them to pursue their individual interests and passions as well as nurturing social awareness and a curious mind. As such, many of our leavers move on to top university courses and specialist centres of learning for a wide range of disciplines such as music, veterinary sciences, the arts and medicine” says interim Headmaster, Andy Skinnard.

The rich co-curricular offering provides students with the chance to experience a multitude of activities. It boasts over 200 clubs and societies including CCF, Duke of Edinburgh, psychology, astronomy, cookery, music, arts and sports, supported with innovative facilities such as a rooftop observatory and a pool with special adaptations for water polo and an Olympic timer.

As part of its commitment to the community, Alleyn’s is a member of the Southwark Schools Learning Partnership, sharing opportunities and expertise with member schools. Its students volunteer at the Saturday Maths club held at Alleyn’s, mentoring children from local primary schools, and in local schools helping children to read through music, as well as fundraising for school bursaries, charities, both in the UK and abroad, and volunteering in the wider community.

Alleyn’s is a uniquely energetic, exciting, kind and caring school and its message is clear, “everyone is welcome.”

Children’s wellbeing has been a top priority for schools in the shape of deeper pastoral care provision to quell the rising problem of children’s mental health, explains Georgina Blaskey

he wellbeing of children and teenagers has been the bedrock of any school’s foundations in recent years. Pastoral roles have grown and teams have expanded over time to create and establish networks to which pupils can turn for support when they need it most.

T

Mentor Education

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At the heart of any good pastoral programme is a change in the definition of success, believes Mary Lonsdale, Founder of Mentor Education. It needs to move away from exam grades to wanting children to be happy, confident learners with the self-belief to explore their talents fully and express themselves, so that they can face failure and have the determination to try again.

“We’re changing the narrative,” she says.

“Instead of focusing on success as an end goal, we’re working to equip young people with the crucial life skills that they will need as they tackle the challenges of school,

university and the workplace.”

Being knocked back and learning how to pick themselves up again is something that Dr Edmonds, Head at The Hampshire School Chelsea, believes strongly in. “It’s part of our growth mindset approach which encourages pupils to build confidence to succeed.

Mistakes are seen as learning opportunities rather than stumbling blocks and critical thinking is part of the curriculum,” she says.

Her mantra is: “There is no such thing as I can’t do it, just I can’t do it yet!”

It’s an ethos shared by Paula Kearney, Head of Wellbeing at Eaton House Schools.

”It is important to align achievement and success with wellbeing. How do we do that without compromising children? We help them understand their self-worth, build confidence, deal with difficulties, build resilience and reduce stress caused by comparing themselves to others. We help them to identify their emotions and learn how to manage them.”

Children are more successful at school when they are academically confident, emotionally resilient, physically healthy and socially skilled, says Mentor’s Lonsdale, but with no school this summer, schools’

SAFEGUARDING AT SCHOOL Two new safeguarding initiatives have been implemented in the past year at The Roche. ‘Room At The Roche’, located in Hut 5 in the playground, is a safe space for children to drop-in and discuss any problem or anxiety with support from dedicated, trained staff. Open at breaktimes, it is about building resilience and confidence.

Head of Safeguarding & Pastoral Care, Stephen Womersley say, “It is confidential, but we will contact parents if the children are happy for us to do so and if the situation warrants it.” A database of outside professionals is available to point families in the right direction for further help.

In a parallel initiative, older children have been encouraged to develop support groups by establishing playground ‘Buddy Patrols’. Pupils don a high-visibility jacket and take turns to ensure that nobody is without a buddy when it is time to play.

Source: The Roche School

Children are more successful at school when they are academically confident, emotionally resilient, physically healthy and socially skilled

CREATING EXTRAORDINARY FUTURES

CHANGING ATTITUDES

Visit our website for

With a growing mental health crisis among teenagers, primary schools need to take a greater responsibility for equipping children with the tools needed to flourish mentally.

information on our

open Days

Reception age children need to learn to articulate their emotions so all stigma of mental health is removed.

Mindfulness lessons help children to relax and take time out, and to see that they can stay mentally fit, just as they can physically.

A school-wide focus on becoming more resilient to the challenges of life has included workshops for parents on problem solving or how dealing with ‘failures’ makes us stronger. We also undertook a survey of attitudes showing some areas of self-doubt amongst the children, and we tackled these with a growth mindset.

Children do now talk openly about their feelings, learn from each other, and are more comfortable asking for help - a far cry from having ‘a stiff upper lip’ or being told to ‘man-up’.

Wimbledon High School

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Source: Finton House School

Newton Prep

pastoral care programmes were put to the ultimate test. Tutors, form teachers, counsellors and learning support staff have been the frontline workers in education across the country.

Talking to the pastoral heads holding school communities together, the overarching message has been that the pre-existing frameworks have stood fast and weathered the storm, and the years

of support and guidance pupils have been given have built many of them up to cope with the conditions of lockdown and the threat of illness admirably.

Over the last few months we’ve seen many posts on social media championing our children as heroes, which may appear the teen dream on the surface, but it doesn’t take much of a scratch to reveal it really isn’t. “It’s important to recognise that

www.wetherbysenior.co.uk

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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, our children develop those 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. Through their 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. A good prep school must do just that; prepare their pupils for the challenges that lie ahead.

The Diploma encourages our pupils to leave at the end of Year 8 as happy, confident, well-rounded individuals.

Source: Newton Prep

children have been stuck in their bedrooms much more and families are having to juggle,” explains Suzie Longstaff, Head of Putney High.

While Covid-19 has presented families and schools with an unprecedented way of living day-to-day, many issues faced by children haven’t changed - academic pressure, peer pressure, social media use, bullying.

But now there’s a new layer to consider: uncertainty - in exams, in friendships, in school attendance, in their futures. “We already talk to our pupils about uncertainty a lot - what will their exam results be, where will they go, what will happen next,” says Andy Skinnard, Acting Head at Alleyn’s. “We explore this theme anyway and so we’ve been able to expand it naturally to talk about what’s happening and that has been very helpful.”

The absence of a school community Leaving certain aspects of school life behind has been a welcome break for certain groups. Edward Rees, Headmaster of Hornsby House, says: “Some children have benefited from the lack of distractions that they may experience in the classroom at

school, and for those children who do not always find it easy to socialise, not having the added pressures of navigating friendship groups has been welcomed. Others thrive off being with friends and have missed them more than we could have imagined.”

At a senior level, social distancing has had a bigger impact. A recent Lancet article on social deprivation, adolescent development and mental health found that, among its other findings, social distancing had, perhaps, the greatest lasting effect on teens as their brain chemistry and development very much depended on face-to-face interaction. This is a real issue which Ben Turner, Assistant Head Pastoral at Wimbledon High, is witnessing. “There is

SKIING A FAMILY AFFAIR? Getting your children into skiing can be a challenge if you’re not a skier yourself. How do you foster that love of high energy sports in your kids if it’s not your holiday of choice?

Ski camps and clubs give the opportunity to ski with like-minded or similar-aged youngsters.

If you want to go away as a family but don’t fancy hitting the slopes yourself, choose a family ski holiday where nonskiers are welcome - some resorts are better than others when it comes to activities off the piste.

Book lessons for everyone that needs them with a reputable ski school.

Group lessons can be great as long as there is a good fit for age, ability and confidence.

Children have been stuck in their bedrooms much more and families are having to juggle

Ski camps and school trips provide valuable social opportunities for kids to learn with their peers in a high energy environment, often with other winter sports thrown in.

Emanuel School

SKI. BOARD. PLAY. Against the stunning backdrop of Champéry, Switzerland, Camp Suisse delivers the ultimate ski camp to individual youngsters from all over the world.

Please contact us at admissions@oliverhouse.org.uk to arrange a tour or find out about our next Open Event.

Sunday 14th Feb – Friday 19th Feb 2021

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Source: Camp Suisse

a silent minority out there, whether children to two key workers, or simply because of anxiety around infection, who have not socialised with another person, outside their immediate family, since lockdown began.”

One of the most often overlooked benefits of school is the development of social skills in young people, explains Putney’s Longstaff.

“Teenagers need time away from their families, being with their friends and other mentors - school is usually vital for that, and of course that has been difficult in lockdown.”

A call to action A lack of motivation and purpose, anxiety about health, social distancing and the future are real concerns for many children, alongside the ongoing concerns around peer pressure and academic stress. Schools have

One of the most often overlooked benefits of school is the development of social skills in young people Putney High School

strategies to help and they’ve been able to continue to deliver these. At the prep level, The White House ran a live weekly Circle Time and live weekly PSHEE lesson focused on how children were feeling and any anxieties they wanted to express. “The nature of The White House means children feel very safe and nurtured and so feel comfortable talking to their teacher and their peers about how they are feeling, and these live sessions followed on from what we do at school weekly,” says Grace McCahery from the school.

At Newton Prep, help came in both virtual and real forms. “Our experienced Mental Health Lead posted wellbeing activities for children and set up a wellbeing ‘classroom’ for staff,” says Head Alison Fleming. “She provided online support to children who were struggling with the pressures of lockdown. We offered the children who were struggling the most to come to school alongside the children of key workers, so that their home life would be less fraught.”

Northwood kept their school counsellor available and have remained mindful of how much time is spent online. “Social media seems to be more prominent with children

Camp Suisse

HOW TO HELP CHILDREN GROW UP MENTALLY HEALTHY A first-class education for girls aged 4-18, since 1887

“Pupils of all ages show high levels of self-confidence and self-esteem” - ISI, 2020

Discover more: Virtual open mornings and meetings with the Head of Prep.

Bookable on our website.

• Strong mental health and academic success are interrelated; parents should not value one above the other, and aspire to develop children who are emotionally, physically and spiritually healthy.

• Choose a school that takes wellbeing seriously - educating for wellbeing is an approach to pastoral care that is proactive, positive, universal, informed and community-wide.

• Gender stereotypes are confusing for boys; they are aware we have shifted from men being the providers of ‘money and muscles’, but what do they need to be? Reassuring them that they can grow and become who they want to be will support their wellbeing.

• Encourage children to be thinkers, listeners and to ask questions. Talk openly about friendship, bullying, mindfulness, resilience, financial and emotional literacy, campaigning, sexting, pornography, mental health, drugs, domestic survival and sexual health to equip them for the world beyond home and school.

Source: Dulwich College

www.sydenhamhighschool.gdst.net 020 8557 7004 admissions@syd.gdst.net

Finton House School

Continues on page 74.

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PICTU R E YOU RSELF AT

NURTURING WELLBEING Our wellbeing needs nurturing in the same way as our physical health. We are advised to eat five portions of fruit and vegetables a day to stay in shape physically, so why not try these five daily steps to improve your mental wellbeing.

James Allen’s Girls’ School

CONNECT: form and maintain healthy relationships with other people; positive friendships encourage feelings of acceptance from both sides BE ACTIVE: exercise in any form improves self-perception and self-esteem, mood and sleep quality. It also reduces feelings of stress, anxiety and fatigue LEARN: broaden the mind with continuous learning, be open to change and maintain a growth mindset GIVE: contribute to your community with acts of kindness and servitude; shifting focus from self to others does wonders for your self-esteem

Entry into Years 3, 4 and 5 (ages 7-9) Online registration is now open for 2021 entry

NOTICE: look at what is around you, from architecture to nature. You will appreciate just how fortunate you are to live where you live

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.

Source: Thames Christian School

Like everyone returning to work, pupils will need to reintegrate into school life, rebuild friendships and relationships and talk about how they feel

Visit www.dulwich.org.uk/admissions or please call the Junior School Registrar on 020 8299 8432. We look forward to hearing from you.

The White House

PORTR AIT OF A JAGS GIR L

THE IMPORTANCE OF GIVING BACK

Keen broadcaster, passionate as a singer, performer… and humane

Children learn from an early age the importance of giving back and ‘Service’ is one of our five core values, from our work with a local elderly care home to addressing long-term global sustainability issues.

Charitable giving is also key, and we select one small charity to work with closely for two years. Our current charity is Chiltern Music Therapy and the volunteers come in to talk to the children about the difference that their fundraising makes. Volunteers attend our events and send us regular videos and updates, so children have a tangible sense of the work they are doing.

Entry into Year 7 Online registration is now open for 2021 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 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.

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

LEADING INDEPENDENT GIRLS’ SCHOOL 4–18 YEARS OPEN MORNINGS WEDS 23 SEPT* SAT 3 OCT THU 15 OCT* BOOKING R EQUIR ED. SEE OUR WEBSITE.

Pupils are inspired to adopt a benevolent approach with inventive fundraising ideas, whilst parents organise a charity ball and auction. The children display great kindness and we acknowledge this by rewarding them in school assemblies with Service Values Awards and Charitable Cups during our annual Prize Giving. By nurturing this philanthropic approach at school, we will create the real change we need to see in the world.

Source: Eaton Square Prep School

*11+ & deferred 13+ entry only.

100% bursaries available from 11+

FIND OUT MORE AT WWW.JAGS.ORG.UK Hornsby House

JAMES ALLEN’S GIRLS’ SCHOOL 144 EAST DULWICH GROVE, LONDON, SE22 8TE | 020 8693 1181

SCHOOL PROFILE

Those pupils considered vulnerable were given the chance to come into school to have some face-to-face contact only having methods to communicate online,” says Jo Townsend, Deputy Head, Pastoral, Broomwood Hall. “And we’re also concerned that recent relaxations in rules have seen open use of drugs and alcohol by underaged people in common spaces, as well as crime such as muggings.”

Turner and his team at Wimbledon High have continued their open door policy of care, with students knowing the key members of staff they can talk to when they feel overwhelmed. But they’ve taken a light-hearted approach to nurturing a sense of community too. “An informal sense of fun has been absolutely key to the success of our pastoral programme, and never more so than in lockdown. Form times have been amazing. Girls have taken to cook-alongs, karaoke and musical performances, quizzes and debates, like never before. The staff have been equally magnificent, preparing silly and irreverent videos to lighten the mood. It has been so affirming to see holistic pastoral care, through every member of our community, come alive virtually.”

At Sydenham High, the counsellor conducted mental health surveys of prep

TEACHING VALUES Eaton Square Senior School continues to establish and grow, nurturing core values and developing pupils’ academic potential

Sydenham HIgh School Prep

and senior pupils and collated the results to share as infographics. “Those pupils considered vulnerable were given the chance to come into school to have some face-to-face contact, both during full lockdown and when we were allowed to

A LOVING LEARNING ENVIRONMENT • The emotional environment of a classroom is extremely important for pupils and teachers, affecting children’s learning, problem-solving skills, enthusiasm and curiosity.

• Creation of a positive learning environment is essential for success in the classroom.

We all learn best when we feel valued and accepted, and as educators and parents, we enable our children to thrive when we offer support, praise and feedback. Having their artwork or accomplishments displayed, makes the space welcoming and gives a clear message to the children that they are valued.

• Providing discipline, establishing rules for conduct during learning and playtime is also key. Disruptive behaviour can disrupt the whole class, so children must learn that there are consequences. When a child feels safe, it frees up the mind for learning.

• A vital part of a child’s development is to have a ‘Growth Mindset’ through which any feedback given is honest and encouraging, allowing them to see that they are not to be limited by any setbacks or challenges.

Source: The Eveline Day School

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bring pupils back,” says Dr Elyse Waites, Deputy Head Pastoral. “These check-ins have been invaluable.”

September will hopefully see a return to school. Back to school means meeting in person - while this is most certainly welcome, schools mustn’t be complacent.

Children have lived through an event which has caused ripples for most, and tsunamis for others. “It’s been a moment of national crisis that has been experienced together,” says Alleyn’s Skinnard. “They’ve had to learn how to handle stress, which is good. It’s important to experience stress and learn to channel it well.”

Like everyone returning to work, pupils will need to reintegrate into school life, rebuild friendships and relationships and talk about how they feel, processing events they’ve lived through as individuals and a community. Turner says: “If there is one lesson from lockdown that I think everyone, whether a teacher or not, has learnt, it is the importance of mental health, how fragile we are as humans, and the sheer necessity of connection with those around us.”

This September will see Eaton Square Senior School embark on its fourth year of learning. Part of the Eaton Square Schools group, which offers children education from two and a half years in its nurseries, the senior school opened in 2017 to create an academic institution for everyone to enjoy in the heart of London.

The school, located in Mayfair, is a co-ed day option and draws in pupils from all over the city, creating a close community of families in a busy capital.

The Head, Caroline Townshend, implemented and continues to champion the leadership programme which sits at the heart of the core curriculum. “We encourage pupils to realise and be guided by their core values, whilst emphasising the importance of the school values: perseverance, integrity, ownership, service and empathy” Townshend explains. “The pandemic has been an example of a reallife situation in which adaptability and flexibility have been key. Students have had to problem-solve under pressure, they’ve had to use their core values in their online learning. For example, they understand they need to take ownership of their work, persevere with their effort and have integrity during online assessments at home.”

We encourage pupils to realise and be guided by their core values Moving to online schooling accelerated the school’s IT programme and now they are enjoying the result. Every student will have a Microsoft Surface Go by September 2021, along with an integrated approach to the curriculum, ready for a second wave if it comes. “During our online learning, we have seen different

elements of school life develop - we had a House competition to design a new House Crest. The variety of platforms and ways pupils had access to create and submit their entries was amazing.

It gave them the opportunity to bring a broader outlook to the project that we haven’t used in school before. As a result of lockdown learning, pupils also created the Piccadilly Podcast and the Piccadilly Press, the school newspaper.” The school is keen to ensure these new platforms and ways of working are embedded into school life moving forwards.

In September 2022 the highly anticipated Sixth Form opens and pupils from other schools will also be welcomed, expanding the school to its final phase. As the student body continues to grow, Caroline and her team are keen to hold on to the unique atmosphere they have created - warmth in the heart of Mayfair, a small community in a big city, where everyone knows each other’s name and everyone looks out for each other. “Part of our new leadership

programme is about understanding different cultures and perspectives, celebrating the diversity we have here and broadening the bubble that many children live in,” says Caroline. “Students give assemblies on their backgrounds and cultures and I see this as an advantage of a central London school - it’s key for preparing them for a future global world.”

The teachers here think of London as their classroom and the school on Piccadilly as their base. Art, Drama and Music students have access to major galleries and theatres, and world-class speakers come and talk reguarly thanks to its location, enabling all children to immerse and engage in their subjects, a sure-fire way to draw out their passion for learning. With sports and cultural tours to countries such as South Africa and Japan on offer, as well as ski, swimming and sports camps, and residential trips, Eaton Square Senior School is poised to offer all children an educational journey that will stretch them far beyond the curriculum.

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OPEN DAY

resume and check the school website for updates: www.alleyns.org.uk/admissions/ junior-school

OPEN DAYS

GUIDE

65 Dolphin School Open Mornings during Autumn 2020.

Phone the Admissions Registrar on 020 7924 3472 or fill in the form on the school website.

Dulwich College Prep/Junior School

66 Eaton House The Manor

Eaton Square Pre-Prep and Prep School

October 10th 9.30am–12pm, November 11th 1.30-3.30pm.

Book an on-site tour in September online: eatonhouseschools.com/admissions/visit-us

September 24th, October 10th, November 25th. Book via www.eatonsquareschool. com/belgravia/admissions/open-mornings

67 Falcons School for Girls September 25th 9-11.30am, October 3rd 9am-1 pm. Email: admissions@falconsgirls. co.uk or fill in a form online: falconsgirls. co.uk/admissions/open-days/

68 Finton House School Virtual Open Morning via Zoom in early autumn and spring term 2020/21. Register online: fintonhouseorg.uk/admissions/ virtual-open-morning/

Eaton House The Manor

JAGS Pre-Prep & Prep School 69 Hall School Wimbledon September 24th 5.30-7pm, October 10th 9.30-11am.

Oakwood School

70 Hornsby House School

October 3rd. Please register in advance via: www.oakwoodschool.org.uk

Check school website for details.

76 Newton Prep October 10th.

A GROWTH MINDSET As parents we have a considerable influence over how our children’s belief system develops. The language we use and the actions we take show our children what we expect.

Finton House School

WANDSWORTH STATE PRIMARY SCHOOLS

39 Rutherford House School Every Thursday at either 9.30am or 2.30pm until January 14th 2021.

Email in advance: opendays@

4 Allfarthing Primary School

rutherfordhouseschool.co.uk

September 24th, November 6th, December 3rd 9.30am. Booking necessary, tel 020 8874 1301.

59 Trinity St Mary’s

19 Goldfinch Primary School Hope to host school tours and sessions with the headteacher on Tuesdays at 9.15am. Visit www.goldfinchprimary.org.uk for more details.

Individual tours available, tel: 020 8673 4166.

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

35 Ravenstone Primary School September 29th, October 13th, November 17th & 28th, December 8th, January 12th, February 25th & March 25th all at 9am.

November 5th 5.30pm.

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63 & 64 Broomwood Hall Lower & Upper School October 9th - 9am-12pm.

Communicating the values of hard work and effort supports learning that leads to success. As part of a Growth Mindset, that communication aids the development of the self-confidence to challenge ourselves without a fear of failure. Although no parent will relish the thought of their child failing, children with a Growth Mindset do not let failure define them; instead, they use setbacks to motivate them.

By modelling a Growth Mindset, children will be encouraged to love challenges, enjoy effort and learn that making mistakes, struggling through obstacles, and rebounding from failure are natural life experiences. Encourage your child to be resilient and not give up, even when they find something difficult or frustrating, and celebrate their mistakes as portals to learning.

So, the next time you are tempted to correct your child’s homework for them, hold back: you could be denying them a vital opportunity to learn, grow and improve.

Source: The Hampshire School, Chelsea

October 3rd. Booking essential.

77 Northcote Lodge School October 9th.

Sydenham High School Prep September 19th, 9am-12.30pm. Head of Prep School talks at 9.30am & 11.15am, October 9th, March 26th 9.30-11am, 4+ Taster Day September 25th,

11+ PREPARATION We are not just preparing our girls to achieve excellence in their 11+ exams, we are preparing them to thrive at their new setting.

Pupils will start lessons in verbal and non-verbal reasoning in Year 3 and by the end of Year 5, the girls have been taught all of the curriculum for primary school.

This enables us to revisit the learning, build on the pupils’ strengths, target individual areas that need more work and to master the examination process in Year 6. We also offer specialised interview practice, with external interviewers giving the girls an authentic experience of an 11+ interview.

In addition, internal interviews are carried out by senior members of staff, offering feedback on interview techniques.

Throughout Year 5 and 6, we have an open dialogue with parents to ensure the right schools are selected that best fit the child.

Source: Falcons School for Girls

7+ Taster Day October 15th.

78 Oliver House Call the school for Open Day dates and Visit Days: 020 8772 1911 or email: enquiries@oliverhouse.org.uk

81 Putney High School Please contact admissions@put.gdst.net

83 The Eveline Day School School tours on request throughout the year. Potential visitors must request a prospectus first. Call 020 8673 3188.

84 The Roche School September 19th, October 16th, November 18th, January 22nd, February 26th, May 7th & June 16th.

90 Wimbledon High Junior School GDST September 24th, October 15th, November 24th, January 21st, February 24th. Check the school website for details and to register. therocheschool.co.uk or tel 020 8877 0823.

OTHER PRIVATE PRIMARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s Junior School Email AJStours@alleyns.org.uk to join a waiting list should the open events

The Hampshire School Chelsea

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WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS 105 Emanuel School September 12th Lower School.

OTHER PRIVATE SECONDARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY Alleyn’s School Contact Ms Louise Mawer: registrar@alleyns.org.uk

106 Hall School Wimbledon September 24th 5.30pm, October 10th 9.30am

109 Putney High School Virtual Open Days: www.putneyhigh.gdst.net/open-days or contact admissions@put.gdst.net

110 Thames Christian School September 22nd 11am-12.30pm, September 26th 10am-12.30pm, October 7th 11am-12.30pm, March 4th 11am-12.30pm, April 22nd, 11am-12.30pm.

111 Wimbledon High School GDST

The Roche School

THE BENEFITS OF THINKING DIFFERENTLY Teaching children 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.

Being brave in the classroom does occasionally mean getting things wrong, so we encourage an openminded and democratic environment, whether in the classroom or the new debating forum, which allows risk-taking to really thrive. And when students do get it wrong - something which we actively encourage - they learn another important lesson: that failure is not a permanent condition.

Our newly appointed Teacher of Design Thinking joins an Entrepreneur in Residence and a teaching community that believes in a creative, entrepreneurial mindset and the resilience to learn from mistakes.

Our students learn that it takes grit to achieve really long-term goals, and that there is truth in the maxim, “nothing ventured, nothing gained”.

Source: Putney High School

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The Hampshire School Chelsea

96 Ernest Bevin

September 17th, November 19th, January 28th, March 18th and May 21st.

Contact the admissions office on 020 7352 7077 to book.

September 10th 9am-12pm & September 30th 5.30-8pm. Check school website for updates closer to the date

Windlesham House School October 3rd 9.30am. Call Admissions Manager on 07719 328396.

WANDSWORTH STATE SECONDARY SCHOOLS 93 Bolingbroke Academy October 1st, 5pm-7:15pm. Principal’s talks at 5:15pm, 5:45pm and 6:30pm. October 3rd, 9:30am-12:30pm. Director of Sixth Form talks at 10:15am and 11:30am. Check school website for updates closer to the date. Private tours not available.

94 Burntwood School September 30th, October 6th both at 6.30pm. Check school website for updates closer to the date.

September 23rd 8.50am, September 30th, October 10th, October 14th, November 4th. Check the school website for details and to register. Sixth Form Open Evening September 22nd 6-7.30pm. Bookings via wimbledon.gdst. net/admissions/open-days

Box Hill School October 3rd, March 13th 10am-12pm.

Sixth Form Open Evening September 16th, June 17th 6-8pm. School at Work Days November 11th, February 9th 11am12.15pm. Book via: www.boxhillschool. com/admissions/open-events

Dulwich College Year 9 Open Afternoons September 9th, October 1st & November 5th - only for boys in Year 6 applying for deferred entry in 2023 or for boys in Year 8 applying for entry to Year 9 in 2021. Years 5 and 7 will be able to visit in the summer of 2021.

Email the College for details of Open Events or Virtual Open Events.

Eaton Square Senior School September 17th, November 18th 9.3010.45am, October 10th 10am-12pm.

Book via the school website: www. eatonsquareschool.com/mayfair/ admissions/attend-open-day/

WHY MUSIC IS SO IMPORTANT IN A WELL-ROUNDED CURRICULUM Having the solace of being able to lose yourself in music for mental wellbeing plus the tenacity and discipline learning an instrument delivers, highlights the importance of music.

Learning an instrument teaches a child how to create, store and retrieve memories more effectively and requires the brain to work at advanced speeds.

Music and maths are highly intertwined. By understanding beat, rhythm and scales, children are learning how to divide, create fractions and recognise patterns.

Exposing a child to multiple musical genres (for example classical, jazz, blues, folk or medieval) gives a glimpse into the past and builds an understanding of the culture in which it was created.

Children learning to play an instrument can find themselves creatively and express themselves emotionally.

Playing as part of a group requires children to work together to collaborate on a specific sound or song.

Source: Northwood Schools

97 Graveney School October 14th, October 15th 9.30am12.30pm & 5.30-8pm. Check school website for updates closer to the date

98 Harris Academy Battersea September 22nd, September 23rd 10-11am & September 24th in the afternoon. Check school website for updates closer to the date.

99 St Cecilia’s Church of England School September 14th, October 12th 9am-12pm, September 17th 5.30-7.30pm. Check school website for updates closer to the date.

100 St John Bosco Catholic School & College September 12th 9-11am, September 21st 5.30-7.30pm.

95 Chestnut Grove Academy

101 Southfields Academy

September 15th, October 15th 9-10.45am, September 24th 5-8pm. Check school website for updates closer to the date

October 8th 7pm virtual event. Email: sean.french@southfieldsacademy.com for an invitation link.

The Independent Schools Show

The language Web

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James Allen’s Girls’ School

Woldingham School

September 23rd, October 15th 10.30am12pm, October 3rd 10am-1pm. Register at: www.jags.org.uk/admissions/openmornings-tours-taster-days

September 26th 9.30am-12.15pm.

Book via website or email registrar@woldinghamschool.co.uk

Sutton High School GDST September 3rd 6pm Virtual Open Evening.

Book via: www.suttonhigh.gdst.net/ admissions/open-events Trinity School

Physical activity should be engrained in day-to-day life for it not to become adolescent ‘collateral damage’

Sydenham High School GDST September 19th 9am-12.30pm.

To book a place register at: www. sydenhamhighschool.gdst.net/wholeschool-open-day-19-sept-2020/

The Cedars School September 12th 9.30am-12.30pm. Register at: www.thecedarsschool.co.uk

The Laurels School September 19th. Contact Admissions, tel 020 8674 7229 or email admissions@thelaurelsschool.org.uk

Trinity School

THE IMPORTANCE OF SPORT Sporting activity tends to peak at age 9-11 and adolescent drop-out is a worldwide trend, with girls most affected. With the right approach the trend can be countered.

• Early specialisation to find elite talent can work against young people finding the one thing that might become their passion. A broad, balanced and lively sporting curriculum should be on offer to give children opportunity and options.

October 3rd plus Live Virtual Open Events in September: 9th for 16+ 5.30pm, 14th for 10+, 11+ and 13+ 5.30pm.

Wetherby Senior School

136 Dunraven

LAMBETH STATE PRIMARY SCHOOLS 113 Clapham Manor Primary School School tours at 9.15am. For details and registration visit www.claphammanor. lambeth.sch.uk/admissions

118 Henry Cavendish Primary School Balham Email: office@henrrycavendish.co.uk

September 24th 6.30-9pm. October 15th Open Evening for Sixth Form. Register on the website for the Sixth Form event www.dunraven.org.uk

LAMBETH PRIVATE SECONDARY SCHOOLS 141 DLD College London Register at: www.dldcollege.co.uk/ admissions/uk-admissions/open-evenings

142 NorthWood Senior October 9th. Register in advance.

119 Henry Cavendish Primary School Streatham Email: office@henrrycavendish.co.uk

130 Telferscot Primary School School tours in October, November, December and early January. Booking essential via school office: 020 8673 7362.

LAMBETH PRIVATE SCHOOLS (UP TO 11/13)

October 3rd 10am-2pm.

Whitgift School

LAMBETH STATE SECONDARY SCHOOLS

133 Streatham & Clapham Prep School

September 20th. Register at: www. whitgift.co.uk/admissions/how-to-apply

October 3rd, December 2nd, March 11th 10am-12pm.

Windlesham House School

134 The White House Prep School

October 3rd 9.30am-12.30pm. Prebooking required and virtual tours online.

Personal visits can be arranged for pre-prep.

Complete the registration form at: www.whitehouseschool.com/admissions/ registration

143 Streatham & Clapham High School September 26th, October 6th, November 3rd, March 23rd. September 3rd Sixth Form Open Evening. Also Focus on Drama September 16th, Focus on Art September 18th, Focus on Sport September 21st, Focus on Music September 24th, What’s it like to be a SCHS Girl September 28th. Book via: Woldingham School AD.1212c (6.20)NappyValley.qxp_Layout 1 23/06/2020 14:48 Page 1 www.schs.gdst.net/filter/open-day

Applying for a place in a Wandsworth School for September 2021?

• Reduce the fear factor as it’s a major cause of turning away from physical activity.

• Inspire. It’s for the adults involved in sport to win over our children.

• Lifestyle. Physical activity should be engrained in day-to-day life with structured training sessions or simply a game at breaktime to increase the chance of it becoming a permanent fixture in their life.

Source: Windlesham House School Windlesham House School

Choose a Wandsworth Primary School

Choose a Wandsworth Secondary School

Closing date for applications for September 2021: 15 January 2021.

Closing date for applications for September 2021: 31 October 2020.

The Wandsworth Year 6 Test will be held in December 2020 for children starting secondary school in September 2021.

There is no need to register for the test in advance of making an application. If your child attends a state primary school in Wandsworth, they will take the test at school. Other children will be invited to sit the test at a test venue. For further information about the Wandsworth Year 6 Test visit: : www.wandsworth.gov.uk/y6test AD.1212c (6.20)

• Challenge and celebrate. Different successes should be sung from the rooftops and medals spread around liberally to give a tangible sense of achievement.

For further information please visit www.wandsworth.gov.uk/admissions 80

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AFFORDABILITY

PINCH POINTS Schools have gone out of their way this year to help parents find private school fees, with refunds, larger bursaries and hardship funds, plus a freeze on this year’s term fees, explains Gillian Upton

Broomwood Hall Lower School

he challenge of curtailing fixed overheads this summer – when schools regularly ‘sweat the asset’ and let their premises, was a non-starter as Covid-19 put paid to their annual incremental revenue stream.

Additionally, schools had to refund a proportion of fees for the summer term and freeze next year’s fees.

Those two actions have cost schools dear. At King’s College School, for example, the cost to the school was a cool £1.8m and, as a result, certain projects have been cancelled to try and claw some of it back. Fiscal frugality is the new norm as schools are also having to absorb extra staffing costs to manage bubbles.

“Every wheel has had to be reinvented,” sums up Andrew Halls OBE and Head at

T

Patterson Wealth Management. Credit: iStock

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King’s. The 17-acre school site lost the Camp Beaumont summer camp letting for example and the school ran remote house assemblies and remote fitness challenges to make parents feel connected. While no-one has pulled out of the school, King’s has received more requests for hardship assistance.

The global pandemic has put bursaries into sharp focus as it is often the only way to keep their child in the school. Refreshingly, Halls says that over 100 families gave back the 15% refund on the summer term to add to the bursary fund. “Remote teaching was not what parents signed up for so we had to take quite a big hit,” he says.

King’s is one of many schools trying to shed its elitist label by ensuring that its cohort is from a wide range of backgrounds, fostering social mobility and cohesion. “It’s

not a level playing field and there is a big divide between state and private,” he says.

In removing the financial barriers many schools have switched funds from nonmeans-tested scholarships to offer 100% bursaries which include all the extras, such as uniform, school trips and lunches.

Scholarships have shrunk from £10,000 pa to nearer £400 at King’s, in line with other schools, while King’s aim is to give seven 100% bursaries at age 11 and an additional three 100% bursaries for the 50 pupils the school takes in at age 16. “We want to do more,” says Halls, who has set a goal of doubling the number of bursaries. “We are making amends as fast as we can,” he says.

The King’s bursary pot is filled by donations, income from its three international schools, and lettings.

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The global pandemic has put bursaries into sharp focus as it is often the only way to keep their child in the school King’s is a large school with expansive facilities and is in contrast to most independent schools which tend to be notfor-profit organisations; around 50% are run as charities who do not have large reserves to fall back on. It’s been a tough summer for them.

If that wasn’t enough to contend with, the government may remove their business rate exemption next spring, which is worth about £100m a year. Independent schools enjoy at least 80% relief on business rates because of their charitable status so for example, Dulwich College saves more than £600,000 a

year and Eton more than £500,000.

“We understand that the majority of independent schools are looking to freeze fees in September,” says Julie Robinson, CEO of the Independent Schools Council (ISC). “Overseas boarders cannot get back and big schools’ alternate stream of income is letting their premises and facilities. Most schools rely wholly on school fees yet their main outgoing is teacher salaries who they couldn’t furlough as they were busy doing remote learning so there has been no wiggle room to reduce outgoings.”

Larger schools offer more bursaries as small independents tend not to be able to run a bursary fund. Robinson worries that if a school’s finances are squeezed by a recession then bursaries will suffer. “They wouldn’t do it willingly as offering bursaries is part of their community work,” she says.

If parents were finding it difficult to find private school fees pre-Covid-19 then the post Covid-19 landscape looks even more sobering. At least parents will not have to swallow a Michaelmas term increase.

Despite their squeezed finances, schools have reached out and lent a helping hand financially. Typical of the Covid-19 response is how Northwood Schools reacted. “We

HOW TO FIND THE FEES • Start saving as early as possible • Create a proper plan, with cashflows and realistic projections of fees and other costs (uniforms, trips, sports, music lessons). A good financial advisor can be a real help here • Review your plans at least once a year • Make sure you use your ISA allowances each year • Discuss scholarships and bursaries with the schools of your choice • Check for discounts if fees are paid early - they may be modest but every saved pound helps • Ensure you have appropriate financial protection in place (and wills).

• Discuss how further education is to be funded now; a university career can cost up to £60,000 so it is vital to have a plan in place Source: Patterson Wealth Management

King’s College School

We understand that the majority of independent schools are looking to freeze fees in September

Streatham & Clapham Prep School

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took a little while to get there but refunded 12.5% of summer term fees, and a further 8% after half-term,” explained Ali Bucknall, Head of Marketing and Communications.

“In addition, we have frozen our fees for the Michaelmas term.”

Northwood has also offered more bursaries to a number of families who were

impacted by Covid and, from next year, will be offering parents the opportunity to pay monthly rather than termly.

Lastly, Northwood has introduced three scholarships - two academic and one music – at 7+ with a 20% reduction in fees. Each is for 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.

“Affordability has become a bigger thing for parents and demographics are moving against us as the primary/prep school babyboom bulge hits senior schools. The way we have responded to remote learning has highlighted why you pay for an independent school. Covid has opened a fault line between state and private.”

Other schools being proactive in supporting parents include Eaton Square Schools, who refunded 25% in senior school and 50% in nursery fees for the summer

term, helped ten families through a hardship fund and launched a series of scholarships for the senior school with between 10-15% reduction in fees.

Sebastian Hepher, Principal of Eaton Square Schools, part of Dukes Education, explains: “The plan to launch scholarships and bursaries was a pre-pandemic strategy as we have fantastically able children who can’t afford to come otherwise. The whole independent sector is fully aware that we’re moving to a point where affordability is becoming increasingly difficult. It’s how a school adapts to that.”

Dukes Education is adapting by funding the bursary and hardship fund pots through its parent body and PTA. Bursaries will be reviewed on an individual basis and as yet the school hasn’t set a goal. “There is lots to review,” says Hepher.

Headteachers like Suzie Longstaff at Putney High are also helping families who

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whole of next year (2021). It’s just been a different mix of support this year.”

Bursaries are the key item to target now that scholarships have shrunk to negligible levels. It is a rigorous assessment of measuring need, based on threshold criteria of joint income, savings and property value.

The process will very often include a home visit too. Newton’s Barratt explains that the home visit is useful to ask and answer questions and to “make sure the flat isn’t spilling with gold ingots”. None of this financial intrusion will take place unless your child passes on merit as one thing schools will not do is dent their academic selectivity.

If the bursary route is not possible then one other option is to have a conversation with grandparents to persuade them to

James Allen’s Girls’ School

Eaton Square Senior School

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AVERAGE LONDON FEES* BOARDING: average termly fee £13,372 DAY FEE AT BOARDING SCHOOLS: £7,780 DAY FEE AT DAY SCHOOLS: £5,993 Parents in London have experienced the fastest rise in private school fees - over the past decade they have risen by 49%. Schools’ fees are linked to the location, demand in the area, academic track record and the range of facilities. Be aware that fees increase by age, so ensure that you can afford the fee increases too.

With average annual boarding fees around £40,000 a year, boarding your child from age seven or eight could cost a total of £300,000, making your children’s education probably the second most expensive outlay in your life. The total is more than ten times the national average salary.

This figure is the same if you choose a private education at day school from Year 1 all the way through to completion of A-levels in Year 13. *Source: ISC

Newton Prep

may have financial difficulties as a result of the crisis. Already at Putney High, one in five pupils are receiving some kind of financial assistance. “We are means blind,” she says. “We don’t want our fees to be any impediment and we do want to ensure that our community is diverse. What’s important is that we are a community school.”

The school offers mainly 100% bursaries, in line with the GDST ethos, with 7% of the 11+ cohort fully funded and 10% at 16+.

Bursaries have been part of the Newton Prep school ethos since the school was founded in 1991, explains Head Alison Fleming. “The fund can give up to 99% of fees for those bright children who might not otherwise be able to access a Newton education.”

This year Newton Prep used its bursary fund to help those impacted by Covid-19, explains Zac Barratt, Chair of the Newton Bursary Fund. “Our bursary is unfettered funds which we’ve always used to help parents get to the end of a suitable period.

This year that ranged from someone with existing bursary support needing more through to those who have lost income. We normally help 12-15 families each year and this year (2020) we’ve helped another six children this term and one family for the

Dulwich College

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Education for younger generations is an exciting way to create a legacy with today’s multi-cultural society and buzzwords of social mobility and social cohesion, not forgetting the latest campaign, Black Lives Matter.

Removing the financial barrier is key and many private schools are doing all they can to fill their bursary pots, ensuring that they can offer full bursaries that cover not just the cost of a private education but all the frills too, such as the cost of uniforms, school trips, meals and transport.

The move is integral to the school ethos, usually anchored in maintaining a local school, embedded in the local community.

They want the cohort to include local residents and not just fee-paying parents.

It sits well with what employers want of their new employees, filling their talent pool with bright young things from a wider variety of backgrounds. One banker told one school that they can teach graduates the numbers but they can’t teach them social skills.

This year over all others, affording the fees will be challenging, but schools are doing all they can to help cash-strapped parents afford a private education for their child.

Thames Christian School

contribute; another is to start a savings plan early enough.

“Education for younger generations is an exciting way to create a legacy,” says David Patterson of Patterson Wealth Management. But he also advises to start planning early and saving as much as you can. “It may sound obvious but many people still wait too long before putting money aside for school fees.”

Many schools will accommodate more flexible payment terms too. The ISCs Robinson advises that it’s always best to ask.

“Most schools have said to parents, ‘Please contact us. Talk to us and we’ll see if we can work out a new payment plan so fees are paid over a longer period.’ Schools want to do what they can and be flexible.”

Schools’ drive to help is underpinned by their goal of offering full school places to more children. They are striving to ensure that their student cohort emanates from a wide range of backgrounds in keeping

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THE COST OF A PRIVATE EDUCATION • The typical fee level is £4,980 per term or £14,940 per annum • Fees charged by schools vary by region, with London typically at just under £6,000 per term for a day school compared to £3,700 per term in the North West. There is a similar disparity with day fees for boarding schools, with London at £7,780 per term compared with £5,142 in the North West; and boarding fees too. London stands at £13,372 per term compared with the lowest, in Yorkshire, at £7,898 • The average fee increase this year was 4.1%, which is higher than in recent years but likely to reflect the 43% hike in the Teacher Pension Scheme that had to be absorbed

• £1.1bn was provided in fee assistance this year, more than £900m directly from schools and £440m on a means-tested basis. That is a rise of 5.5% on last year • Some 179,536 pupils are receiving help with their school fees this year representing 34% of all pupils • Pupils in receipt of means-tested fee assistance received on average £9,919 per annum, an increase of 5.2% compared with last year. This is a real increase relative to fee level increases and suggests schools are diverting fee assistance to those most in need • Some 592 pupils benefit from 100% bursaries which contribute to costs additional to the basic fee and is up from 584 pupils last year

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

G I V E YO U R C H I L D R E N A H E A D S TA RT Everyone wants the best for their children and, with a little forward planning, it is possible to give them a bright future and first-class education. Whether you are considering tax-efficient ways to save for, spread the cost of, or protect funds set aside for, school fees, we can help you plan by providing you with a range of financial solutions and investment options to help your loved ones on life’s journey.

Contact us for further information.

The value of an investment with St. James’s Place will be directly linked to the performance of the funds selected and may fall as well as rise.You may get back less than the amount invested.

Tel: 07717 474444

Email: david.pwm@sjpp.co.uk

Website: www.pwm.co

Source: Independent Schools Council (ISC) 2020 Census

Patterson Wealth Management Ltd is an Appointed Representative of and represents only St. James’s Place Wealth Management plc (which is authorised and regulated by the Financial Conduct Authority) for the purpose of advising solely on the group’s wealth management products and services, more details of which are set out on the group’s website www.sjp.co.uk/products. The ‘St. James’s Place Partnership’ and the titles ‘Partner’ and ‘Partner Practice’ are marketing terms used to describe St. James’s Place representatives.

H2SJP0676 07/20

HOME SCHOOLING

PARENT POWER Families of children with learning difficulties are increasingly home educating, but for many it’s not an easy option, says Dina Shoukry he modern home-schooling movement emerged in the 1970s when it was considered to be a fringe pursuit. Today, it is the fastest growing form of education with between 50,000 and 80,000 children in the UK being home educated.

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The Roche School

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Home education is not an option most parents take lightly, but thousands feel their children are being failed at school because of a lack of funding. For some children with special needs, school can be so difficult that they suffer stress, anxiety and even bullying.

According to Department of Education

figures, there were over 1.3 million pupils with special educational needs and disabilities (SEND) in 2019 in England. Only 271,000 had an education, health and care (EHC) plan meaning that their care is paid for by the local council, but EHC plans are notoriously difficult to obtain with many

parents feeling abandoned by the council.

One parent of a child with ASD, ADHD and a Sensory Processing Disorder said, “It feels like councils are trained to put roadblocks in place, so people give up the fight.” For children without an EHC plan, the funding they need is met from mainstream school budgets which have largely been cut.

The government has pledged an additional £790 million to those with complex needs but this only partially addresses the gap, which could potentially rise to £1.6 billion by 2021/22 according to The Local

Home education is not an option most parents take lightly Government Association (LGA). Advances in life expectancy, more awareness and better diagnoses means there are now more children and young people with needs that are difficult to meet within mainstream schools and this is likely to increase, further exacerbating the funding shortfall.

Across all pupils with SEND, Speech, Language and Communication is the most common primary type of need. Fortunately, most mainstream schools will support children with mild dyslexia and dyspraxia, but the level of support is dependent on the school.

Many state schools have very strong SEND departments such as Belleville Primary School, Christ Church C of E Primary School Chelsea, and St George’s C of E Primary School Battersea, which runs a training centre for Talk4Writing and SoundsWrite programmes attracting school leaders and teachers from all over the UK to learn from them, but others are overstretched.

In the private sector, the child’s educational development depends on how results-driven the school is. There is a clutch of independent schools that support children with mild difficulties including The Roche School, Cameron Vale School, Wetherby Pre-Prep and Thomas’s, with the aim of transitioning them into mainstream secondary schools.

Some schools accommodate external special needs specialists during the school day either on or off the premises and some will even allow students to attend school part-time while attending intensive additional support sessions. Hema Desai, Specialist Dyslexia Teacher & Speech and

Exceptional Academics

Language Therapist at Connect Literacy explains, “We offer intensive specialist teaching sessions where children can either come to our centre for 1-2 hours during the day for additional support within a hybrid model of specialist support and mainstream education, as well as after school sessions.

The best-case scenario is when the schools and parents work collaboratively with the specialist tutors to help the child.”

Melina Brook, specialist Dyslexia Tutor with Exceptional Academics emphasises, “Dyslexia is supported through focus on learning style and much breakingdown, scaffolding and repetition to gain automaticity. But difficulties with literacy, numeracy, processing or executive functions won’t all magically disappear in adulthood.

“As a tutor I help close gaps, reinforce concepts in multi-sensory ways and give tools and techniques towards independent learning. But the earlier the intervention the better, so that these children are best equipped for the increasing demands of secondary school - with continued support.

Specialist dyslexia workshops and tutors are also available to give schools - and parents - a more in-depth understanding of specific learning difficulties and strategies needed.

“For parents who fear that a label will hold their child back, assessment provides not only reasons why and access to support, but brings with it knowledge vital for a child’s self-esteem: that their frustration with learning isn’t to do with intelligence or potential; we all have different strengths, weaknesses and talents and we don’t learn everything at the same pace or in identical ways.”

At secondary and senior schools, students with special needs may be granted extra time in exams, a scribe and a laptop, but it has to be determined by an educational psychologist’s assessment.

But parents need to be realistic. The short-and long-term memory difficulties experienced by dyslexic children mean that considerable reinforcement and repetition is necessary. Hema explains, “Many parents want their children to attend competitive secondary schools. In some cases, the child can overcome their difficulties but for some

Turn to page 122 for a listing of state SEN schools and private schools for children with learning difficulties.

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HOME SCHOOLING AND THE LAW • You are responsible for ensuring that your children receive an education suitable to their age, ability and aptitude, as well as any special needs • You do not need the permission of a Local Education Authority (LEA) to home educate a child (unless the child attends a special needs school) • You must write to your headteacher to explain that you are withdrawing your child to home educate. Schools in the state system are obliged to notify the LEA, independent schools are not • You do not have to hold any particular qualifications to home educate your child • There are no predetermined hours or times that you must tutor your child at home • You do not have to follow the national curriculum • Home educated children are not required to undertake examinations or SATs but if you want them to pursue further education, they will most likely have to take national

Wetherby Senior School

HELPFUL RESOURCES • Independent Provider of Special Education Advice (IPSEA) – www.ipsea.org.uk • SOSSEN – www.sossen.org.uk • CReSTeD - www.crested.org.uk • Bell House Dulwich www.bellhouse.co.uk • The Bloomfield Learning Centre – www.bloomfieldlearningcentre.org.uk • Connect: Literacy, Speech and Language Services www.connectlit.com • Emerson House Learning www.emersonhouse.co.uk • Helen Arkell Dyslexia Centre www.helenarkell.org.uk • The McLeod Centre for Learning www.amandamcleod.org • Patoss - www.patoss-dyslexia.org

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it is just too big a stretch. If the school is very results-driven, then the pressure might be too high for them.”

Amanda McLeod, founder of The McLeod Centre and author of the Scholastic handwriting series of books, helps children with dyslexia, dyspraxia and dyscalculia.

Alongside those needs, Amanda specialises in handwriting and touch-typing. Many SEND writers find it difficult to keep handwriting legible under pressure. Touchtyping allows them to acquire the speeds that they need to keep up with their peers.

On home-schooling, she says, “Parents in lockdown may have noticed that their special needs children and especially those with autism, coped better in a quiet and calmer environment away from the distractions of school. For these children, home education might be more suitable. There are many local home education groups who come together to socialise and there are a multitude of resources, specialists and tutors who can support the child.”

Children with special educational needs sometimes need to learn in creative, hands-on and visual ways Children with special educational needs sometimes need to learn in creative, handson and visual ways, unlike in the classroom where they must sit still, listen, write and focus. There are many educational online companies such as Outschool which runs small group classes and camps for children aged 3-18 in a range of topics; others who do mail order arts and science home kits such as KiwiCo and MEL Science.

For children for whom school is simply not the right setting, there are online schools such as Interhigh and My Online Schooling for primary (from age eight), secondary and sixth form students covering the national curriculum, staffed by subject specialists, with smaller ‘classrooms’ and a virtual common room for children to socialise as well as opportunities to meet in real life. This type of flexible learning allows students to follow classes live or catch up later.

For some, a specialist environment might be more suitable, and London has some fantastic specialist state schools such as Paddock School, Garratt Park School and Oak Lodge School; and private specialist schools such as The Dominie, Fairley House and the The Moat School, each with their own SEND specialisms. The advantage of these schools is that the classes are smaller, often with one-to-one help; work is tailored to the child’s individual needs and linked carefully to their own targets; and the children don’t feel different, finding it easier to make friends.

However, demand generally outstrips supply and the fees in the private sector can be prohibitive, far exceeding mainstream fees at approximately £30,000 a year.

The good news is that the government has announced 3,500 extra SEND school places which will include 39 special free schools.

However, until the Treasury releases more money to councils and schools, the shortfall remains large and parents of special needs children have no choice but to continue their fight.

examinations such as GCSEs or A-levels. You are responsible for paying for these exams • If you choose to home educate your child, you are not entitled to financial assistance from the council • You can home-school part-time if your school agrees part-time attendance, but this is very rare • Your local council may make an informal enquiry and request an in-home visit to ensure that your child’s educational needs are being met. You are not required to grant them a visit • The Education Welfare Service (EWS) will contact you to check you are meeting your duty to provide an education to your child. If they are unhappy with your provision, they will write to you to explain their concerns and ask for further information. In rare cases, if the local authority remains unsatisfied with your provision, they can issue a School Attendance Order which requires you to either provide further evidence of education or enrol your child at a school named in the order within 15 days.

You can challenge this in court

Belleville Primary School

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NEW HEAD TEACHER PROFILES

ONWARDS AND UPWARDS A clutch of new heads and senior staff are joining many of the schools popular with Nappy Valley children this month. Gillian Upton discovers their plans Will Quayle so, to change the world. That’s our vision: to educate our young men and women to be ambitious, to work hard, to find out who they are, what life is all about and what needs doing and then to go out and do it with their whole hearts and minds, having a great deal of fun in the process.

What changes are you hoping to make and how do you hope to make a difference?

I am due to start in January 2021. So one change I profoundly hope I’ll be making is phasing out Covid-19 distancing measures and reinstating the full richness of an Alleyn’s education - whilst ensuring all our students are vaccinated!

Jane Lunnon

Jane Lunnon Head, Alleyn’s School Formerly at Wimbledon High School What do you love about your new school?

The sense of possibility, energy and imagination which fizzes in the air all around you. That, combined with the groundedness, warmth and decency of the people in it staff and pupils alike. It is a heady cocktail!

What is your vision for the school?

To make history! I mean that in the broadest sense. Alleyn’s has a rich and inspiring history (founded by a top Elizabethan player - pioneering and playful - that’s in the DNA of the school!). But schools are all about the future. We want our students to go out and make their own histories, and in doing

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Other than that, at this stage, it feels a little early to talk about making changes, especially in such an incredible school. It has an outstanding record and reputation and rightly so. That said, all of us who work in education have been challenged to think about how schools can be as expansive and open and richly diverse as possible. As we stand together to say that black lives matter, we are invited very explicitly to revisit our assumptions as individuals and as communities and to think more widely about what scholarship and enlightenment looks like in the 21st century.

What general challenges do you face in the post Covid-19 educational landscape?

Above all, the challenge is to keep our students and staff focused on what really matters: the excitement and the adventure of learning, no matter what the exigencies of the time. It’s hard to say what will be happening in January - right now, the main challenge is maintaining the vibrancy and potency of a co-curricular offering - music,

drama, dance, sport - all of which are key to the Alleyn’s experience - whilst operating in year group bubbles. I think this will require some ingenuity and creative thinking.

What specific challenges do you face due to the age group?

Alleyn’s educates 4 to 18-year-olds, so we are catering for pretty much all school age groups. One of the great joys of Alleyn’s is that its junior school is literally and metaphorically, at the heart of our school.

It means the sound of children laughing and playing is a constant! Much has been said about the problem of keeping young children socially distanced but ours have been very good. The benefit of sharing our site is that older students model the behaviours we need for younger pupils.

Alleyn’s

Will Quayle Head of Sixth Form, Emanuel School Formerly at Dulwich College What do you love about your new school?

Each time I have visited, I have been struck by the welcome that I have received from both staff and pupils. It is clear that there is a real sense of community and it is exciting to be joining such a positive environment.

I also admire how the school ensures that they not only enable all students to achieve their academic potential, but they also offer a range of opportunities and support, to ensure all students flourish.

What is your vision for the school?

As Head of Sixth Form, I am looking forward to building a culture of aspiration. I want to encourage students to be ambitious about what they aim for and reflect on and learn from setbacks. I think that developing character is vital so students are equipped to succeed at Emanuel and beyond. I hope students will develop a character that is robust enough to deal with what life throws at them. Thirdly, I would like to foster a compassionate environment, encouraging diversity and serving others.

What changes are you hoping to make and how do you hope to make a difference?

Emanuel School is thriving and I am excited about the opportunity to see first-hand more of the great things that are already taking place. I hope to draw on the experience I have gained both inside and outside education to build on its success.

Emanuel School

What changes are you hoping to make and how do you hope to make a difference?

When schools return in September, it is likely that day-to-day schooling will look very different to what everyone has been used to. The government’s guidelines will certainly present challenges to how we provide an education that not only enables our students to thrive academically, but also gives students the opportunities to engage with a range of co-curricular activities.

What specific challenges do you face due to the age group?

Time out of school under lockdown will undoubtedly have challenged the mental health of our students. With this in mind, it will be essential to think carefully about the pastoral support we provide to all sixth form students.

Those joining in September have missed out on the experience of an intensive set of public examinations. Whilst some may have welcomed this, public examinations provide students with the ability to work under pressure and a taste of what is to be expected for A-levels. It will be important to offer practice opportunities in examination conditions over the next academic year.

For those joining the Upper Sixth, some students will have found virtual lessons a positive learning environment. However, others will have found it more challenging.

It will be essential for us to identify those in need of greater support and offer them additional help to ensure their A-levels are not unduly impacted. We must also offer relevant and individually tailored support and advice for those in the upper sixth as they think about life beyond Emanuel.

Alex Hutchinson

Alex Hutchinson Head, James Allen’s Girls’ School Formerly at Woldingham School What do you love about your new school?

I love the diverse community and the vibrancy and ambition that are apparent from the very second you enter the school.

What is your vision for the school?

The school of choice for girls who: Are bright, intellectually curious and ready to be stimulated in an environment where academic enrichment is part of our DNA. The school of choice for families who: Know us a school that offers outstanding academic success, an innovative education and individualised pastoral care.

The school of choice for a community who: Love the diversity that JAGS offers and knows that our school is embedded in the heart of this community.

What changes are you hoping to make and how do you hope to make a difference?

JAGS has a long history of academic excellence combined with a commitment to ‘total education’, both cornerstones of the school. So, my focus is to ensure that every aspect of this is contemporary and to pave the way for JAGS students to be at the forefront of academic development.

At the same time, the focus on those wider skills garnered from a committed approach to a holistic education cannot be underestimated. These skills are essential for ensuring the girls are both well-rounded and broad-minded, and will face life’s

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firmly on the future, equipping children with the skills they’ll need for the workplace: teamwork, collaboration, the application of knowledge in cross-subject projects and evaluation. We will ensure pupils develop the necessary critical thinking skills to navigate this ever-changing world.

I am also keen for us to be active members of our local community and will introduce a social involvement programme. Additionally, we will provide the pupils with the opportunities to develop their mental wellbeing through a programme that aims to build their mental fitness which includes resilience and building protective factors for academic success and participation in community life.

Susan Brooks

Susan Brooks

Head, NorthWood Senior Formerly Deputy Head (Academic), Broomwood Hall (Lower and Upper)

James Allen’s Girls’ School

challenges with good humour and a light touch. The third strand is to ensure that the wider community benefits from our school, both in terms of our continued bursary provision and our commitment to local partnerships.

My job in all of this is, without doubt, to be a role model for this vision whilst making sure that I quickly get to know and understand the very heart of this community.

What general challenges do you face in the post Covid-19 educational landscape?

Everything that our young people knew about education and its constancy in their lives changed when schools closed in March.

The community will take time to heal and mend and we must not lose sight of this.

There may be anxiety for those facing public exams; there may be anxiety about social situations for others. Students who have experienced a whole range of different situations will come back together and JAGS will, without doubt, do what it does best and wrap up each individual in the warmth and care of its community.

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What specific challenges do you face due to the age group?

The joys of running a school far outweigh the challenges! For our senior students I would say that a particular challenge is the proliferation of mental health issues and the publicity surrounding these. It’s easy for young people to think that life should be one long picture-perfect idyll – they see this often enough on social media to believe it’s true.

The reality is that life is anything but, and the resilience to steer through the bumps in the road is crucial. whether this is exam results, university applications or the pressure of social media appearances. Anyone seeing my photos from this summer will see an extremely windswept individual in walking boots, grinning broadly on top of numerous UK peaks. They are not snaps that are going to garner an impressive Instagram following, but they are memories of me – relaxed and taking a break from my screen –that would be ruined by trying to impose any form of filtered perfection on top of them. If our young people can learn to value more and more their precious individuality then we will be heading in the right direction.

What do you love about your new school?

As a smaller secondary school, NorthWood Senior can have a more bespoke approach and will provide an education that is not only academically excellent but which equips pupils with the skills and experiences to face their future with confidence.

We have the best of both worlds – the opportunity to start something new and fresh at secondary level, whilst having the backing and proven experience of the Northwood Schools group.

What is your vision for the school?

To create something different from the pressure-cooker environment that seems to be true of too many London schools: a smaller, more inclusive school that puts children first with a strong familial and community approach.

What general challenges do you face in the post Covid-19 educational landscape?

As with all schools, the need to be diligent with hygiene will be an ongoing necessity.

However, as a smaller school with plenty of space for pupils and staff, we don’t anticipate any problems with social distancing guidelines.

In addition, as a new school we had the opportunity to design our online learning platforms from day one, meaning there will be no disruption to teaching if there is a need for remote learning in the future.

What specific challenges do you face due to the age group?

As a secondary school we are charged with educating boys and girls during the most profound changes they will experience in their lives as they move from childhood to young adulthood. We need to be sensitive to these changes and guide and support pupils to navigate their way with confidence.

Mark Weatherhead Academic Director, Streatham & Clapham High School Formerly at Ernest Bevin College What do you love about your new school?

I love that the girls are happy, enthusiastic and keen to learn. They are a testament to the “Family not Factory” ethos of the school.

What is your vision?

My vision is to develop a high-tech, innovative curriculum without diluting any of the successful, traditional elements. A curriculum that builds on the great work already done by my predecessors and prepares our girls to be the leaders of the future.

What changes are you helping to make?

I am helping to create even more opportunities for our pupils by forging new

Robert Bannon partnerships to ensure that they can be at the forefront of breaking down society’s barriers.

What challenges are you facing?

The current situation has created much uncertainty in the world of education which makes all innovations more complicated to enact, but I am determined not to let that thwart my ambitions for the girls of SCHS.

Robert Bannon Head, Hall School Wimbledon Formerly at Italia Conti Academy What do you love about your new school?

Hall School Wimbledon is a warm, caring environment and what struck me immediately was the family atmosphere.

The school fosters a relaxed, modern informality, although good manners and respect are still emphasised.

The individual attention given to pupils and their engagement in learning, and the balance between academic and nonacademic activities, makes each HSW pupil an all-rounder. The co-ed nature of the school instils values of mutual respect, encouraging cooperation and collaboration across school life. Central to the academic and creative growth of the pupils is our emphasis on wellbeing and promoting good mental and physical health.

Our pupils will know the joy of an education that is rounded, stimulating and healthy both physically and mentally; an education where good grades are still important – along with healthy competition in sport, drama, music and the arts, but where the focus will be on developing the self; building reflective, community-minded young adults who have a passion for learning and the skill set to tackle the future.

What changes are you hoping to make and how do you hope to make a difference?

We will cover all that is needed for exam success, but will deliver it with one eye

Mark Weatherhead

Streatham & Clapham High School

What is your vision for the school?

To inspire confident learners who will thrive in an ever-changing world. We strive not just to teach, but to inspire and build confidence.

We are all learners, including the staff.

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The school’s curriculum has been designed to equip pupils with life-long skills, inspiration and an aspirational future. We want pupils to follow their dreams and achieve academic excellence.

Recent build.

Full of character.

In need of attention.

What changes are you hoping to make and how do you hope to make a difference?

Now that both schools are on one site, it is possible to provide an all-round education in one joined-up community for pupils aged five to 18.

The junior school merger and the launch of a new sixth form brings many and varied prospects and opportunities for staff and students to flourish. The school finish at 4pm will enable us to focus more on our co-curricular offering. Amongst our immediate strategic objectives, I aim to focus on wellbeing, community outreach and partnerships.

What general challenges do you face in the post Covid-19 educational landscape?

It was a challenge to take over a school during a pandemic. The pandemic resulted in the largest ‘online movement’ in the history of education. I am proud to say HSW has undertaken this challenge and exceeded all expectations.

With every crisis comes deep challenges and opportunities. One challenge has been to provide online learning to junior school pupils who were not using an online platform.

However, schools are not just buildings where students go to learn, face-to-face contact is equally important. We have tried to replicate it in this distance learning environment, especially for children requiring SEN support.

From this crisis we have learned that we can work through anything together. It has been an opportunity for the education sector to unite, forge connections and share experiences in a global capacity.

It has been an opportunity for the education sector to unite, forge connections and share experiences in a global capacity

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to make it happen. We have exciting projects in the pipeline, including global opportunities for collaboration abroad for our pupils and staff (once it is safe to do so), but also projects that are going to make a meaningful difference in our local community.

David Cresswell

David Cresswell Senior Deputy, Whitgift Formerly at Barnard Castle What do you love about your new school?

Firstly the ambition of the boys to be exceptional in their chosen fields, and the ambition of the school in supporting them on that journey. Whitgift wants to be truly world class; more than that, we want to be a leader in global education. Secondly, I have been lucky enough to work at some wonderful independent schools, but none that have the potential transformational nature of education at Whitgift for boys from a diverse range of backgrounds.

What general challenges do you face in the post Covid-19 educational landscape?

It’s going to take a lot to move on from Covid-19 and it will be the strength of our community and our role models that lead the way. I think that C-19 has created a paradigm shift for all of us, not just in education. However, I choose to see this with bounded optimism. There is an opportunity here to connect with our community and global partners on a timescale that we never thought possible. In a world where there are many uncertainties, the one thing we know for sure is that we will be spending more time connecting using online platforms. Whitgift is already ahead of the game with our digital strategy and 2-in-1 tablet laptops have been rolled out to all Years 6, 7 and 8 on an affordable lease scheme.

What specific challenges do you face due to the age group?

There are a few themes that Whitgiftians care deeply about. They care about diversity, inclusion, and global sustainability, and spend time debating and reflecting on these important matters. I think the challenge comes in creating an environment where they can care about all of these things, but can also still be teenagers.

Fionnuala Kennedy

Fionnuala Kennedy Head of Wimbledon High School GDST Formerly Senior Deputy Head What do you love about your new school?

The school isn’t ‘new’ for me as I’ve been here already for five years as Deputy Head, and the reason I’ve chosen to stay and am so excited to be offered the chance to lead the school, is because I absolutely love it.

I have never before worked somewhere which so successfully combines intellectual ambition with a grounded and connected community, and which allows us to be entirely serious and very light-hearted all in the same breath.

What is your vision for the school?

I want our young men to leave the school excited about what they are going to contribute to the world. I want them to have limitless ambition and the confidence to remain agile as they navigate uncertainty in their lives. They will be self-aware, resilient and possess an infinite mindset. I want them to be passionate learners, racially literate and care about their community and the world they live in.

What changes are you hoping to make and how do you hope to make a difference?

Chris Ramsey is going into his fourth year as Headmaster at Whitgift and has given me a mandate to supercharge the Vision 2025. In my role, it’s all about giving high support and high challenge; both to pupils and to colleagues.

The path for the vision has been set and it’s my job to give my colleagues the direction, tools and the headspace

Wimbledon High School

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What is your vision for the school?

The short-term vision is to be able to have all of our girls back together again, under one roof, living life joyfully and moving on from this very unsettling time. Longer term, we aim to build on the lessons learned during Guided Home Learning.

I am also very keen on ensuring our role in our community – local and beyond – is one of service and compassion. With our new buildings starting to emerge, the idea is to use the privilege of glorious new facilities to act as more of a hub for people beyond our school gates.

What changes are you hoping to make and how do you hope to make a difference?

I truly believe in authentic leadership and the critical impact opportunity that lies within leading from the heart, so I hope that simply by being myself, a change will be felt! That aside, I want to take the opportunity of a more pared-down approach post Covid to think about what amazing, ambitious teaching and learning really looks like, building on our collaborative, interdisciplinary STEAM approach.

What general challenges do you face in the post Covid-19 educational landscape?

Emotionally, we know this has been an intense and challenging period for all of our community, and we know the challenge will be to provide the support everyone needs on return; listening will be key.

There’s also the on-going challenge of not being able to welcome people on-site, so working out how we can get to know our new and prospective families. We are very much a warm and friendly school – it’s palpable when you come here - so translating that on screen is certainly a challenge.

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

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Then there are the national issues of a declining economy, education gaps ever-widening and the matter of public examinations. But currently we’re focusing on the opportunities as much as the challenges, which is really important at times like this.

What specific challenges do you face due to the age group?

All our girls are grounded and resilient.

Our public examination candidates have been particularly hard-hit and Year 13 have some big questions to ask about university provision. But the biggest challenge for all of the girls has been being away from the people of WHS: their friends, their teachers, our brilliant support staff – we’ve all missed each other very much.

WHO IS AT THE SHARP END? A total of 58,233 full-time equivalent teachers are employed at ISC schools. The teaching profession (across the education sector as a whole) has a far greater proportion of female teachers, but the imbalance is much less pronounced at ISC schools. Some 37% of full-time equivalent teachers at ISC schools are men. This compares with 26% in state-funded schools.

A total of 9,855 full-time equivalent teaching assistants are employed at ISC schools, making up 14% of classroom staff. The equivalent proportion at state-funded schools is 36%, over double the amount. The pupil-teacher ratio at ISC schools is 8.7:1. This compares to an average of 18.9:1 across all state-funded schools in 2018 (based on Department of Education data 2018/19).

Source: ISC 2020 Census

Dr James Whitehead

Dr James Whitehead Head, Woldingham School Formerly at Rugby School What do you love about your new school?

The atmosphere of kindness at the heart of Woldingham. The school’s Sacred Heart ethos and sense of a real and active Christian kindness are tangible at the school and in the students and staff. It is also a very beautiful place.

What is your vision for Woldingham?

Woldingham has a clear vision of providing an outstanding education that empowers women to change the world. As the first male Head of one of the oldest girls’ schools in the UK, I look forward to playing a part in its continued success and development.

What changes are you hoping to make and how do you hope to make a difference?

I am excited at the opportunity of helping to shape Woldingham’s future. Having only just joined, I will begin by getting to know, and becoming part of, Woldingham’s wonderful community. Then I will seek to develop the school in a manner that is in keeping with its character as a leading school.

A sense of a real and active Christian kindness are tangible at the school Woldingham School

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

KEY:

141

Secondary schools

Turn to the school listings on page 104 to find the detail of each school by the number reference

61

46

76 48

73 86 100

82

21

10 98 117

40

3

79 7b

71 23

32 8

67

57

91

92

45

93

5 42 102

60 85

81

123

105

26

4 89

112

87 63

77

53

55

124

6

59

12

130 35

83 39

68 94

134 125

118

95 70

22

1

137 139 126 131

25

36

115

78 103

64

2

101

114

120

15 99

121

27

50 33

129

7a

80 38 37

140

132

66

138 65

56 30

62

128

47

75 41

113

84

74

109

107 72

11

49 28

20

29

52

13

110

31

122

96

119

143 133

14 43

136 142

90 108

9

111

24 104

54 18

127 44

88 106 69

DID YOU KNOW… THE WANDSWORTH YEAR 6 ADMISSIONS TEST HAS BEEN PUT BACK TO EARLY DECEMBER EXCEPTIONALLY THIS YEAR FOR 2021 SECONDARY TRANSFER. FAMILIES WILL NOT NEED TO REGISTER, BUT WILL BE INVITED TO SIT THE TEST IF THEY APPLY FOR ONE OF THE FIVE SCHOOLS THAT REQUIRES IT © Crown Copyright. All rights reserved. Licensed to Wandsworth Council. LA 1000019270 (2015)

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WANDSWORTH STATE PRIMARY SCHOOLS 1 Albemarle 2 Alderbrook 3 All Saints (CE) 4 Allfarthing 5 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 59 Trinity St Mary’s (CE) 60 West Hill 61 Westbridge 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 89 90

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 Merlin School Newton Prep Northcote Lodge Oliver House School Parkgate House School Prospect House School Putney High School The Dominie The Eveline Day School The Roche School The St Michael Steiner School Thomas’s Battersea Thomas’s Clapham Ursuline Prep School Wandsworth Preparatory School Wimbledon High School GDST

WANDSWORTH STATE SECONDARY SCHOOLS 91 Ark Putney Academy 92 Ashcroft Technology Academy 93 Bolingbroke Academy 94 Burntwood School 95 Chestnut Grove Academy 96 Ernest Bevin College 97 Graveney School 98 Harris Academy Battersea 99 Saint Cecilia’s C of E School 100 St John Bosco College 101 Southfields Academy 102 South Thames College 103 St Francis Xavier Sixth Form College

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS 104 Al-Risalah 105 Emanuel School

106 Hall School Wimbledon 107 Ibstock Place School 108 King’s College School 109 Putney High School 110 Thames Christian School 111 Wimbledon High School

LAMBETH STATE PRIMARY SCHOOLS 112 Bonneville 113 Clapham Manor 114 Corpus Christi 115 Glenbrook 116 Granton 117 Heathbrook 118 Henry Cavendish, Balham site 119 Henry Cavendish, Streatham site 120 Iqra (Muslim) 121 Kings Avenue 122 Lark Hall Primary 123 Macaulay (CE) 124 Richard Atkins 125 St Bede’s (Catholic) 126 St Bernadette’s (Catholic) 127 St Leonard’s (CE) 128 St Mary’s (Catholic) 129 Sudbourne 130 Telferscot

LAMBETH PRIVATE SCHOOLS (UP TO 11/13) 131 London Steiner School 132 Rann Horizon School 133 Streatham & Clapham Prep School 134 The White House Prep School

LAMBETH STATE SECONDARY SCHOOLS 135 Bishop Thomas Grant Catholic

Secondary School 136 Dunraven 137 Harris Academy Clapham 138 Lambeth Academy 139 La Retraite Roman Catholic Girls’ School 140 Trinity Academy

LAMBETH PRIVATE SECONDARY SCHOOLS 141 DLD College London 142 NorthWood Senior 143 Streatham & Clapham High School

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Nappy Valley Schools Directory KEY FOR STATE SCHOOLS A Academy school

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

C

Rated good by Ofsted

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

St Ann’s Crescent, SW18 2LR

C Community school

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

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

Head: Mr Tom Holmes Pupils: 397 Ages: 3-11 Clubs: Pre- & post-school care available from September 2017, plus a range of school clubs

lass size: maximum 30 C Gender: mixed

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

4 Allfarthing Primary School

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

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

5 Anglo Portuguese School of London (APSoL) Opening September 2020 with Reception intake only. England’s first school to provide a bilingual curriculum in English and in Portuguese Wandsworth High Street, SW18 2PP T: 020 3417 0905 E: info@angloportugueseschool.org angloportugueseschool.org Principal Designate: Marta Correia Pupils: Starting with two Reception classes of 30 in 2020; 420 when at full capacity Ages: 4-11

C

8 Brandlehow Primary School Rated outstanding by Ofsted Brandlehow Road, SW15 2ED T: 020 8874 5429 E: info@brandlehow.wandsworth.sch.uk brandlehowschool.org.uk

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

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

Broadwater Road, SW17 0DZ T: 020 8672 3062 E: admin@broadwater.wandsworth.sch.uk broadwaterschool.org.uk Head: Ms Clare Scarlett Pupils: 378 Ages: 3-11 Clubs: A range of school clubs

10 Chesterton Primary School

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

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C

Leavers’ destinations: Harris Academy,

11 Christchurch C of E Primary School V Rated good by Ofsted T: 020 7228 2812 E: info@christchurch.wandsworth.sch.uk christchurchbattersea.co.uk

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

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

Head: Mr J Grove Pupils: 766 Ages: 3-11

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

18 Gatton Primary School

Alleyn’s Junior School

V F

First Muslim voluntary-aided primary school in UK to be rated outstanding

by Ofsted

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

20 Granard Primary School

C

Rated good by Ofsted Cortis Road, SW15 6XA T: 020 8788 3606 E: info@granard.wandsworth.sch.uk granardprimary.co.uk

Fircroft Road, SW17 7PP

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

Head: Mrs C Grigg Pupils: 516 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

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

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

C

Rated good by Ofsted

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

Batten Street, SW11 2TH

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

14 Fircroft Primary School

Shares a vision of individuals who exceed expectations and enjoy education

7 Belleville Primary School Webbs Road, SW11 6PR Meteor Street, SW11 5NZ

C

Pupil care, guidance and support praised

by Ofsted in its last report

Wallington Grammar

Rated outstanding by Ofsted

C

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

A

17 Furzedown Primary School C

9 Broadwater Primary School

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

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

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

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

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

Putney Common, SW15 1HL

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

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

T: 020 8672 3480 E: admin@furzedown.wandsworth.sch.uk furzedownschool.co.uk

Dagnall Street, SW11 5DT

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

221 Franciscan Road, SW17 8HQ

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

C

Rated good by Ofsted

Beclands Road, SW17 9TJ

Magdalen Road, SW18 3ER

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

16 Franciscan Primary School

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

Wye Street, SW11 2LX

Rated good by Ofsted

Head: Mr Steph Neale Pupils: 339 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Tranmere Road, SW18 3QQ

Rated good by Ofsted

Oldridge Road, SW12 8PP

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

Rated outstanding by Ofsted

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

6 Beatrix Potter Primary School

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

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

C

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

Rated good by Ofsted

C

C

12 Earlsfield Primary School

15 Floreat Wandsworth

A

Opened September 2015 305 Garratt Lane, SW18 4EQ T: 020 8353 4195 E: office@wandsworth.floreat.org.uk floreatwandsworth.org.uk Head: Mr M Custance Pupils: 420 ultimately Ages: 3-11

10 Gatton Road, SW17 0EU

19 Goldfinch Primary School

F

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

21 Griffin Primary

A

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

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22 Heathmere Primary School

C

Rated good by Ofsted

34 Penwortham Primary School

F

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

Penwortham Road, SW16 6RJ T: 020 8769 3949 E: admin@penwortham.wandsworth.sch.uk penwortham.wandsworth.sch.uk

Honeywell Road, SW11 6EF T: 020 7223 5185 E: office@honeywell.wandsworth.sch.uk honeywellschools.org

Head: Mrs E Lewis Pupils: 285 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

C

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

35 Ravenstone Primary School and Nursery C

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

Rated good by Ofsted Ravenstone Street, SW12 9SS

T: 020 7228 1710 E: admin@highview.wandsworth.sch.uk highview.wandsworth.sch.uk Head: Georgina Roberts Pupils: 358 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

Camp Suisse

C

Develops independence, confidence and celebrates achievements and diversity

31 Oasis Academy Putney

Charlwood Road, SW15 1PN

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

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

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

29 John Burns Primary School

T: 020 8673 3080 E: olivia@holyghost.wandsworth.sch.uk holyghost.wandsworth.sch.uk Head: Miss S Lawless Pupils: 206 Ages: 5-11 Clubs: Pre- & post-school care plus a range of school clubs

C

Rated “good with outstanding features” by Ofsted

C

Rated outstanding by Ofsted Honeywell Road, SW11 6EF

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

30 Mosaic Jewish Primary School

A

Judged as outstanding by Ofsted. Moving to new premises, as below 170 Roehampton Lane, SW15 4EU

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

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

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

Head: Miss Nerrissa Bear Pupils: 22 Ages: 4-11 Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destination: Honeywell Junior

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

School

NappyValleyNet.com

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

32 Our Lady of Victories Catholic Primary School

T: 020 8673 0594 E: info@ravenstone.wandsworth.sch.uk ravenstoneschool.co.uk Head: Joe Croft Pupils: 408 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Chestnut Grove, Graveney, Burntwood, Ricards Lodge plus private schools such as Streatham & Clapham High, Whitgift

36 Riversdale Primary School

V

1 Clarendon Drive, SW15 1AW T: 020 8788 7957 E: info@ourladyofvictories.wandsworth.sch.uk ourladyofvictories.wandsworth.sch.uk Head: Ms Anna Malden Pupils: 195 Ages: 4-11 Clubs: Pre-school care plus a range of school clubs Leavers’ destinations: London Oratory, Sacred Heart, Cardinal Vaughan, Ursuline High School, Lady Margaret’s, Tiffin

33 Our Lady Queen of Heaven RC School V Rated outstanding by Ofsted Victoria Drive, SW19 6AD T: 020 8788 7420 E: info@ourladyqueenofheaven. wandsworth.sch.uk ourladyqueenofheaven.wandsworth.sch.uk Head: Ms A Pitcher Pupils: 212 Ages: 3-11 Clubs: Pre- & post-school care, plus a range of school clubs Leavers’ destinations: Ursuline High School, Sacred Heart, Holy Ghost, Wimbledon College

39 Rutherford House School

C

302a Merton Road, SW18 5JP T: 020 8874 6904 E: info@riversdale.wandsworth.sch.uk riversdaleprimaryschool.co.uk

Focus on literacy and numeracy Balham High Street, SW17 7BS T: 020 8672 5901 E: info@rutherfordhouseschool.co.uk rutherfordhouseschool.co.uk

42 St Anne’s C of E Primary School V

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

Main focus on excellent academic progress and achievement 208 St Ann’s Hill, SW18 2RU

40 Sacred Heart Catholic Primary School, Battersea

T: 020 8874 1863 E: admin@st-annes.wandsworth.sch.uk st-annes-wandsworth.sch.uk

V

Giving firmest-possible grounding in the core academic subjects

Head: Mrs L Steward Pupils: 148 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

41 Sacred Heart Catholic Primary School, Roehampton

V

Recently commended by Ofsted for “exceptional progress across Key Stage 2” Roehampton Lane, SW15 5NX

43 St Anselm’s Catholic Primary School V Teaching and learning firmly centred on Christian values within a culture of love and respect for others T: 020 8672 9227 E: admin@stanselms.wandsworth.sch.uk stanselms.wandsworth.sch.uk Head: Ms H Elwes Pupils: 201 Ages: 4-11 Clubs: Pre-school care only, plus a range of school clubs

Leavers’ destinations: Ursuline High School, Coloma Convent Girls’ School, London Oratory, Wimbledon College

Rated good by Ofsted 245 Roehampton Lane, SW15 4AA T: 020 8788 8650 E: info@roehampton.wandsworth.sch.uk roehampton.wandsworth.sch.uk

44 St Boniface RC Primary School V

Head: Mr R Woodfin Pupils: 200 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Strong Catholic ethos that values good manners, respect for others and hard work Undine Street, SW17 8PP T: 020 8672 5874 E: admin@stboniface.wandsworth.sch.uk stboniface.wandsworth.sch.uk

C

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

Head: Mrs S Kerins Pupils: 314 Ages: 3-11 Clubs: Post-school care plus a range of school clubs

Beaumont Road, SW19 6RY

Head: Mrs D Hart

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

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

37 Roehampton C of E Primary School V

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

A

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

19 Tooting Bec Road, SW17 8BS

Head: Amy Roberts Pupils: 257 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

38 Ronald Ross Primary School

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

Este Road, SW11 2TD

Rated good by Ofsted

Developing full academic, personal and social potential

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

Nightingale Square, SW12 8QJ

A

184 Lower Richmond Road, SW15 1LY

Wycliffe Road, SW11 5QR

Rated outstanding by Ofsted

26 Honeywell Infant School

28 Hotham Primary School

Head: Ms S Martin Pupils: 377 * Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

F

Rated outstanding in all features

106

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

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

Plough Terrace, SW11 2AA

24 Hillbrook School

Pupils: 204 Ages: 3-11 Clubs: No pre- & post-school care, but a range of school clubs

C

Rated good by Ofsted

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

Alton Road, SW15 4LJ

23 High View Primary School

27 Honeywell Junior School

Dolphin School

Leavers’ destinations: Ursuline High School, St Philomena’s High School for Girls, Wimbledon College, Graveney plus a selection of the Sutton grammar schools

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45 St Faith’s C of E Primary School V

achievement within inclusive and nurturing Christian environment Felsham Road, SW15 1BA

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

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

Alma Road, SW18 1AE T: 020 8874 2653 E: admin@stfaiths.wandsworth.sch.uk stfaiths.wandsworth.sch.uk

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

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

50 St Michael’s C of E Primary School V

Corunna Road, SW8 4JS 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

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

V

Rated good by Ofsted 90 Oakhill Road, SW15 2QD T: 020 8874 1888 E: info@stjosephsrc.wandsworth.sch.uk stjosephsrc.wandsworth.sch.uk Head: Mrs Y Wozniak Pupils: 228 Ages: 3-11 Clubs: Pre-school care only plus a range of school clubs

Head: Mrs A M Grant Pupils: 410 Ages: 4-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Ashcroft Technology College, St Cecilia’s, Lady Margaret’s plus private schools such as Wimbledon High, Whitgift

51 Sellincourt Primary School

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Vision is to “Aim high and achieve your full potential” Sellincourt Road, SW17 9SA T: 020 8672 6796 E: info@sellincourt.wandsworth.sch.uk sellincourt.wandsworth.sch.uk Head: Ms J Hillman Pupils: 406 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Graveney, Chestnut Grove

“A Local School with a Global Perspective” Ashbury Road, SW11 5UW T: 020 7228 3652 E: info@shaftesburypark.wandsworth.sch.uk shaftesburypark.wandsworth.sch.uk

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

Leavers’ destinations: (for English-only stream) Lambeth Academy, Graveney, Southfields Academy, Burntwood, Harris Academy, Chestnut Grove. First cohort of Year 6 bilingual children will leave in 2020 * Number of places split into 30 bilingual French/English and 30 English only

53 Sheringdale Primary School

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T: 020 8874 2825 E: swaffield@swaffield.wandsworth.sch.uk swaffield.wandsworth.sch.uk

T: 020 8874 7340 E: info@sheringdale.wandsworth.sch.uk sheringdale.org Head: Ms S Jones Pupils: 346 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Ashcroft Technology Academy, St Cecilia’s, Burntwood, Ricards Lodge, Graveney plus private schools such as Emanuel and Putney High

54 Smallwood Primary School

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Celebrating all achievement, developing confidence, self-belief and sense of worth Smallwood Road, SW17 OTW

55 Southmead Primary School

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

Belief that all children are capable of

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Creative and inclusive environment for children to develop both academically and socially St Ann’s Hill, SW18 2SA

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

Princes Way, SW19 6QT T: 020 8788 8901 E: office@southmead.wandsworth.sch.uk southmeadschool.co.uk

Independent Schools Show

Eaton Square Pre-Prep School

Standen Road, SW18 5TR

Lockington Road, SW8 4BE

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

6 Balham Park Road, SW12 8DR

Rated outstanding by Ofsted

Rated good by Ofsted

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

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

56 Swaffield Primary School

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

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

Head: Miss A Watts Pupils: 372 Ages: 3-11 Clubs: Pre-school care plus a range of school clubs

E: admin@wix.wandsworth.sch.uk wix.wandsworth.sch.uk 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

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

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

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

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

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

Granville Road, SW18 5SQ

46 St George’s C of E Primary School V

52 Shaftesbury Park Primary School C

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Head: Ms Julia Hamilton Pupils: 450 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs Leavers’ destinations: Ark Putney Academy, Ashcroft Technology Academy, Blenheim High School, Bolingbroke Academy, Burntwood, Chestnut Grove, Ernest Bevin, Fulham Cross Girls’ School, Harris Academy Battersea, Ricards Lodge, Southfields Academy, St Cecilia’s, Wimbledon College

57 The Alton School

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

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T: 020 8874 5900 E: info@westhill.wandsworth.sch.uk westhillprimaryschool.org

Head: Mrs Carole Jenkinson

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

61 Westbridge Primary School

Danebury Avenue, SW15 4PD

Bolingbroke Walk, SW11 3NE

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

T: 020 7228 1293 E: info@westbridge.wandsworth.sch.uk westbridgeprimaryschool.com

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

Head: Mrs D Thompson Pupils: 189 Ages: 3-11 Clubs: Pre- & post-school care plus a range of school clubs

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

62 Wix Primary School C (Now Belleville WIx Academy)

A

Franciscan Road, SW17 8HE T: 020 3700 0790 E: admin@tootingprimary.org tootingprimary.org.uk

A

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

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 Wix’s Lane, SW4 0AJ T: 020 7228 3055

The Old Vicarage, 192 Ramsden Road, SW12 8RQ for Reception and Year 1.

T: 020 8682 8820 E: admissions@northwoodschools.com northwoodschools.com

5 Merton Road, SW18 5ST

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Provides a first-class education for all

A pre-preparatory school with four-form entry. All-round education that incorporates lots of art, music, drama and sport. Three new 7+ scholarships for September 2021 for children looking for a place at either Northcote Lodge or Broomwood Hall Upper School. 2 x Academic and 1 x Music.

Part of family-owned and family-oriented Northwood Schools

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

Rated good by Ofsted

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

58 Tooting Primary

(UP TO AGES 11/13) 63 Broomwood Hall Lower School

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

60 West Hill Primary School

WANDSWORTH & MERTON PRIVATE SCHOOLS

Pupils: 290 Ages: 4-8, co-ed Clubs: A range of clubs available for all from Class 1 upwards Term fees: £5,610 Leavers’ destinations: Boys to Northcote Lodge and girls to Broomwood Hall Upper School

64 Broomwood Hall Upper School A preparatory school for girls offering an allround education that incorporates lots of art, music, drama and sport. We aim to bring out the best in every girl. Part of family-owned and family-oriented Northwood Schools 68-74 Nightingale Lane, SW12 8NR T: 020 8682 8810 E: admissions@northwoodschools.com northwoodschools.com Head: Mrs Carole Jenkinson Pupils: 240 Ages: 8-13, girls Clubs: A range of clubs available Term fees: £6,880

Leavers’ destinations: At 11 & 13 to a mix of London day schools eg JAGS, Emanuel, Streatham & Clapham High School and Alleyn’s, and boarding eg Benenden, Bradfield, Woldingham, Cranleigh, Wellington, Marlborough. From 2020, additional option to remain within Northwood Schools at new coed senior school, NorthWood Senior, in SW16

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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 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 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

66 Eaton House The Manor Family-owned and run Christian nondenominational school whose aim is to provide a caring and secure environment that treats each child as an individual so they can blossom academically, socially and behaviourally 58 Clapham Common North Side, SW4 9RU T: 020 3917 5050 E: sfeilding@eatonhouseschools.com eatonhouseschools.com Heads: Prep: Mrs Sarah Segrave Pre-Prep: Mr David Wingfield Girls: Mr Oliver Snowball Nursery: Mrs Roosha Sue Pupils: Boys 510, Girls 260, Nursery 49 Ages: Boys’ Pre-prep 4-8, Boys’ Prep 8-13, Girls’ 4-11, Nursery 3-4

Term fees: Nursery £2,810 for 5 mornings with extra afternoons from £580 for one afternoon, Pre-Prep £5,693, Prep £6,838 Girls’ Junior £5,693, Senior £6,650 Leavers’ destinations: Boys: Eton, Westminster, St Paul’s School, Dulwich College, Harrow, Tonbridge, Winchester, King’s College Wimbledon, Brighton College, 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, Streatham & Clapham High, 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 Head: Mrs Sara Williams-Ryan Pupils: 250 Ages: 2-11 Gender: Girls with co-ed Nursery (2-4) 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 Term fees: Nursery £2600 - £6150, Reception £4,510, Years 1 to 6 £5,235 (Spring & Summer term fees to be confirmed) 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 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

68 Finton House School An inclusive school that offers a broad and inspiring education, embracing technology and outdoor learning, which is based on the belief that happiness, kindness and confidence are the foundations of success 171 Trinity Road, SW17 7HL T: 020 8682 5757 E: admissions@fintonhouse.org.uk fintonhouse.org.uk Head: Mr Ben Freeman

Eaton House Schools

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Pupils: 340 Ages: 4-11 Clubs: A range of school clubs Term fees: £5,379 - £5,414

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

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

69 Hall School Wimbledon Junior School

72 Ibstock Place 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 17 The Downs, SW20 8HF T: 020 8879 9200 E: admissions@hsw.co.uk hsw.co.uk 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 Term fees: £4,375 - £5,150 Leavers’ destinations: Junior School feeds into the Senior School

70 Hornsby House School A warm, nurturing and inclusive school but with academic vigour Hearnville Road, SW12 8RS 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: £5,180 and Years 3 to 6: £5,395 Leavers’ destinations: Alleyn’s, Dulwich

Lots of extracurricular activities aim to produce happy, well-rounded, socially responsible, honest, resilient young people with determination, ambition and self-confidence Clarence Lane, SW15 5PY

75 Merlin School Aims to encourage a sense of excitement about learning that nurtures children and ensures individual attention in order to reach full potential 4 Carlton Drive, SW15 2BZ 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.

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

Term fees: £3,988

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

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

Term fees: Kindergarten/Prep 1: £5,220.

Prep 2 to Prep 6: £5,415 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: £3,665 Leavers’ destinations: Automatic right of entry to the AEFE French schools network. Some pupils go onto English schools and are tutored in CM2 to achieve the required standard

74 Lion House School Encourages individuality and creativity and fosters self-esteem in a harmonious and happy learning environment Old Methodist Hall, Putney SW15 6EH T: 020 8780 9446 E: admissions@lionhouseschool.co.uk lionhouseschool.co.uk Head: Ms J Luard Pupils: 100+ Ages: 2-8 Clubs: A range of school clubs Term fees: £1,035-£4,525

Leavers’ destinations: KCS, Latymer Junior, Putney High, Wimbledon High, Fulham Prep, Tower House School, Shrewsbury House School, Ibstock Place, The Hall School and Prospect House

76 Newton Preparatory School

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: £3,200 (Nursery); Lower School Recep-Y2: £5,920; Upper School Y3-8: £6,780 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 A traditional boys’ prep school that delivers an outstanding all-round education including lots of sport, music and drama. Dedicated to bringing out the very best in boys. Part of familyowned and family-oriented Northwood Schools 26 Bolingbroke Grove, SW11 6EL T: 020 8682 8888 E: admissions@northwoodschools.com northwoodschools.com Head: Mr Clive Smith-Langridge Pupils: 260 Ages: 8-13, boys Clubs: A range of school clubs Term fees: £6,880 Leavers’ destinations: At 13 to a mix of London day schools eg Dulwich College, Whitgift, Emanuel, and boarding schools eg Bradfield, Marlborough, Harrow, Tonbridge, Wellington, Charterhouse, Eton, Cranleigh, Radley. From 2020, additional option to remain within Northwood Schools at new coed senior school, NorthWood Senior, in SW16

Mentor Education

78 Oliver House School Independent school with a Catholic ethos, part of the PACT Educational Trust. A Sunday Times Top 100 Preparatory School.

A character-based approach aims to foster respect, sound judgment, resilience and making wise choices based on personal values 7-11 Nightingale Lane, SW4 9AH T: 020 8772 1911 E: enquiries@oliverhouse.org.uk oliverhouse.org.uk Head: Mrs Debbie Morrison Pupils: 165 Gender: Co-ed Ages: 3-11 Clubs: Pre- and post-school care plus a range of school clubs Term fees: £2,270 - £3,870, Pre-Prep: £4,930 - £5,000, Prep: £5,180 Leavers’ destinations: Alleyn’s, City of London Girls’, Dulwich College, Emanuel, JAGs, Mayfield, St Mary’s Ascot, Sutton Grammar, Streatham & Clapham High School, The Cedars School, The Laurels School, Trinity, Whitgift, Woldingham

79 Parkgate House School Opened 1987 to provide a warm, welcoming and nurturing atmosphere with strong educational ethos 80 Clapham Common North Side, SW4 9SD T: 020 7350 2452 E: office@parkgate-school.co.uk parkgate-school.co.uk Heads: Principal: Ms Catherine Shanley, Head: Mr Malcolm McKinley Pupils: 200 Ages: 2.5-11 Clubs: A range of school clubs Term fees: Nursery: £2,075 - £4,580 Reception/Pre-prep: £5,230 Prep: £5,460 Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Ibstock Place, Jags, King’s College School, Putney High, Wimbledon High, Whitgift, Woldingham

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T: 020 7720 8783 E: info@thedominie.co.uk thedominie.co.uk

T: 020 8870 0500 E: info@stmichaelsteinerschool.co.uk stmichaelsteiner.wandsworth.sch.uk

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

Pupils: 62 full-time, +11 part-time Ages: 3-14

Term fees: £8,550

86 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

83 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 Streatham & Clapham High School

80 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: £3,070 - £6,140, Reception/Pre-prep: £6,140, Prep: £6,400 Leavers’ destinations: Benenden, Colet Court, Emanuel, Harrodian, King’s School Canterbury, Putney High, St Paul’s Girls’ School, Tiffin, Westminster Under, Wimbledon High

81 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 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: A range of school clubs across art, design, drama, music and sport Term fees: £5,468 Leavers’ destinations: The vast majority of girls go on to Putney High Senior School

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 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 Term Fees: £4,879.68 (8.45am to 4pm)

T: 020 7978 0900 E: Battersea@thomas-s.co.uk thomas-s.co.uk Head: Mr Simon O’Malley Pupils: 550 Ages: 4-13 Clubs: No pre/post school care but a range of after school clubs and sports activities Term fees: Reception-Year 2: £5,563, Years 3-8: £6,385 Leavers’ destinations: Bradfield, Brighton College, Bryanston, Harrodian, Marlborough, Wellington, Westminster, KCS, Downe House, Francis Holland, Dulwich College, Eton, Harrow, St Pauls’ Boys’, St Paul’s Girls’, Radley, Alleyn’s, Latymer Upper and JAGS.

87 Thomas’s Clapham Ethos of kindness and understanding in which pupils’ strengths are supported

84 The Roche School

Head: Mr P Ward Pupils: 650 Ages: 4-13 Clubs: No pre/post school care but a range of after school clubs

Established in 1983, The Roche School is family-owned and provides a thorough, wide-ranging education within the context of a warm, lively atmosphere. Respect for others and fulfilling personal potential are key to its aims 11 Frogmore, SW18 1HW T: 020 8877 0823 E: admissions@therocheschool.com therocheschool.com Head: Ms V Adams, Nursery Head: Mrs G Emery Pupils: 316 Ages: 2-11 Clubs: A wide range of school clubs Term fees: Lower School: Reception to Year 2 £4,990, Upper School: Year 3 to Year 6 £5,230. Nursery: 5 mornings per week: £2,240, 4 mornings per week: £1,952, Per afternoon: £395, Full time (5 mornings & 4 afternoons): £4,020 Leavers’ destinations: Latymer Upper, Alleyn’s, King’s College School, Dulwich College, Ibstock Place, Wimbledon High, Emanuel, JAGS, Whitgift, Putney High School

85 The St Michael Steiner School Parent & Child Group

Education for dyslexic and dyspraxic children.

Recently rated ‘oustanding’ by Ofsted

Ofsted judged it as providing a good quality of education

55 Warriner Gardens, SW11 4DX

Merton Road, SW18 5ST

NappyValleyNet.com

28-40 Battersea High Street, SW11 3JB

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

82 The Dominie

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Term fees: £4,375-£5,800 pa

Broomwood Road, SW11 6JZ T: 020 7326 9300 E: clapham@thomas-s.co.uk thomas-s.co.uk

89 Wandsworth Preparatory School

Cameron Vale School

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’

A boutique prep school in the heart of Chelsea

The Old Library, Allfarthing Lane, SW18 2PQ T: 020 8870 4133 E: office@wandsworthprep.com wandsworthprep.com Head: Mrs Jo Fife Pupils: 90 Ages: 4-11 Term fees: £4,458 Leavers’ destinations: Alleyn’s, City of London Boys’ and Girls’, St Paul’s Boys’ and Girls’, Dulwich College, Emanuel, Ibstock Place, JAGS, Kew House, Ewell Castle, Reeds

90 Wimbledon High School GDST Running a truly creative curriculum, harnessing the imagination and embracing a cross-curricular approach to learning.

Academically selective Mansel Road, SW19 4AB T: 020 8971 0902 E: info.juniors@wim.gdst.net

wimbledonhigh.gdst.net Head: Ms Claire Boyd Pupils: 340 Ages: 4-11 Clubs: A variety of music, drama, sport, chess and many more Term fees: £5,113 Leavers’ destinations: The vast majority of Juniors transfer to Senior school, sitting the same 11+ assessments as external candidates

Term fees: from £5,483 a term in Reception Leavers’ destinations: Alleyn’s, Brighton College, Emanuel, Marlborough, Wellington, Benenden, St Mary’s Ascot, Woldingham, Dulwich College, King’s College School, Eton, Radley, St Paul’s, Tonbridge, Whitgift, Westminster, JAGS, Wimbledon High

88 Ursuline Prep School A non-selective independent catholic prep school for girls aged 3-11 (and boys up to age 4 and co-ed nursery) 18 The Downs, SW20 8HR

OTHER SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY Alleyn’s Junior School 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

4 The Vale, SW3 6AH

Dulwich College, Wetherby Senior School, Westminster School, St Paul’s, Emanuel, The London Oratory, Eton, Stowe, Harrow and Bradfield College

T: 020 7352 4040 E: info@cameronhouseschool.org

Harrodian School

Head: Mrs Dina Mallett Ages: 4-11 Gender: Co-ed

Harrodian is a friendly educational community which encourages pupils’ individuality and excellent academic results

Term fees: £6,155

Lonsdale Road, SW13 9QN

Leavers’ destinations: King’s College Wimbledon, Godolphin and Latymer, Francis Holland, City of London, Latymer Upper, Queen’s College, The Harrodian, Dulwich College, Woldingham

T: 020 8748 6117 E: admin@harrodian.com harrodian.com

Dulwich Prep London Independent prep school founded in 1885. Formerly known as Dulwich College Preparatory School 38-42 Alleyn Park, SE21 7AA T: 020 8670 3217 E: admissions@dulwichpreplondon.org Head: Michael Roulston Pupils: 850 Ages: 3-13 Leavers’ destinations: Dulwich College, Alleyn’s, Trinity, Whitgift, Westminster, Tonbridge, Marlborough, Eton, Harrow

Eaton Square Pre-Prep and Prep School 55-57 Eccleston Square, London SW1V 1PH T: 020 7225 3131 E: registrar@eatonsquareschool.com eatonsquareschool.com Principal: Sebastian Hepher Head: Trish Watt Pupils: 300 Age: 4-11 Term Fees: £7,020 - £7,555 Leavers’ destinations: Eaton Square Upper School and many other schools in London and beyond

Hill House International Junior School A family-owned and run school with the guiding ethos of “A child’s mind is not a vessel to be filled but a fire to be kindled” Hans Place, SW1X OEP

Head: James Hooke Ages: 4-18 Pupils: 282 Term fees: Pre-prep £4,431, Prep £5,076, Senior £5,867, Sixth form £6,766 Leavers’ destinations: Bournemouth, Bath, Birmingham, Bristol, Cambridge, Durham, Edinburgh, Exeter, Glasgow, Leeds, Kings College London, Loughborough, Newcastle, Nottingham, Oxford, St Andrews, UCL

Oakwood School Independent education with a Catholic ethos. A Sunday Times Top 100 Preparatory School, part of the PACT Educational Trust 59 Godstone Road, Purley, CR8 2AN T: 020 8668 8080 E: enquiries@oakwoodschool.org.uk Head: Mr C Candia Pupils: 160 Ages: 3-11 Gender: Co-ed Term fees: Nursery Fees: £1,640 - £3,100, (now accepting 30 hrs Govt. funding), Infants: £3,100, Juniors: £3,380

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. ‘Well ahead of the curve at primary level in putting STEM subjects at the heart of the maths curriculum’ (Good Schools Guide)

Townley Road, SE22 8SU

T: 020 7584 1331 E: info@hillhouseschool.co.uk hillhouseschool.co.uk

Head: Anne Farnish Pupils: 250 Ages: 3-11

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

Head: Richard Townend Ages: 4-13 Pupils: 800

1 Fulham Park Road, SW6 4LJ

Term fees: £3,465 (Nursery to Year 6)

Head: Simon Severino Ages: 4 – 11 Pupils: 240

Term fees: From £4,000 for Reception to £5,500 for Year 8

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

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

Head: Mr Tim Cannell Pupils: 200 Ages: 4-11 Clubs: Chess, coding, STEM, Chelsea Foundation football etc

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

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

Term fees: Reception, Years 1-2 £6,121, Years 3-6 £6,375 Leavers’ destinations: Alleyn’s School

T: 020 7610 8085

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Term fees: £4,910-£5,890 Leavers’ destinations: King’s College School, St Paul’s Girls’, Godolphin and Latymer, City of London Boys, Fulham Boys, Putney High, Wimbledon High, Ibstock Place, Lady Margaret’s, The Harrodian and many others.

Royal Russell Junior School 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 Coombe Lane, Croydon, Surrey CR0 5RF 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

Ages: 3 – 13 years Clubs: Pre- and post-school care and a vast range of school clubs Fees: Pre-Nursery/Nursery Half Day £4,510, Full Day £5,875, Reception £5,875, Year 1–3 £6,120, Year 4–8 £6,475 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

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

Sydenham High School Prep An independent girls’ day school delivering a first-class education through academic and pastoral excellence. The school motto, Fear Nothing, lies at the heart of the school. A Sydenham High education offers exceptional learning opportunities, ensuring every girl reaches her potential and gains the necessary skills and confidence to prosper and succeed 15 Westwood Hill, SE26 6BL T: 020 8557 7070 E: info@syd.gdst.net

sydenhamhighschool.gdst.net Head: Mrs Katharine Woodcock, Head of Prep: Ms Victoria Goodson Ages: 4-11 Gender: Girls Term fees: Prep £4,541 (fees frozen for 2019/20 but this may change)

T: 020 8876 3323 E: admissions@thsboys.org.uk thsboys.org.uk

15 Manresa Road, London, SW3 6NB T: 020 7352 7077 E: admissions@thehampshireschoolchelsea.co.uk thehampshireschoolchelsea.co.uk Head: Dr Pamela Edmonds Pupils: 240

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92 Ashcroft Technology Academy

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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

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Wakehurst Road, SW11 6BF

Term fees: Reception & Year 1 £4,155, Year 2 & 3 £4,585, Senior school £4,710

Leavers’ destinations: St Paul’s, King’s College School, Hampton, Reeds, Emanuel, Eton, Harrow, Charterhouse, Marlborough, Wellington, Bradfield

Windlesham House School 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

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

Head: Mr Richard Foster Pupils: 320 Term Fees: Day from £3,092 to £7,936 Boarding from £7,436 to £9,573 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 91 Ark Putney Academy

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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 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

94 Burntwood School

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

97 Graveney School

Washington, West Sussex, RH20 4AY. T: 01903 874701 E: admissions@windlesham.com windlesham.com

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

Head: Ann Keane Maher Pupils: 1250 including 350 in the Sixth Form Ages: Boys 11-18, Girls 16-18 Gender: Boys Clubs: A range of school clubs

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

Head: Gregory Evans Pupils: 180 Ages: 4-13

96 Ernest Bevin College & Sixth Form Centre C

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

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

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

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

Head: Mrs Renata Joseph Pupils: 950 Ages: 11-18 Clubs: A range of school clubs Leavers’ destinations: Oxbridge, Durham, Exeter, Leeds, Liverpool, Birmingham, Royal Academy of Music, LSE and universities abroad

98 Harris Academy Battersea

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

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101 Southfields Academy

Offers a wide range of courses, including BTECS, HNDs, apprenticeships and leisure courses Wandsworth High Street, SW18 2PP T: 020 8918 7777 E: info@south-thames.ac.uk south-thames.ac.uk Head: Ms S Rimmer Pupils: 20,000+ Ages: 16+ Leavers’ destinations: Russell Group universities & London-based universities

103 St Francis Xavier Sixth Form College Offers 50 courses; one out of three students achieved grades A* – B in 2014 Malwood Road, SW12 8EN T: 020 8772 6000 E: enquiries@sfx.ac.uk sfx.ac.uk Head: Mrs S Flannery Pupils: 1,400 Ages: 16+ Leavers’ destinations: Around 15% go to Russell Group universities

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS 104 Al-Risalah A faith school that aims to equip students with life skills in order to be role-model citizens and ambassadors for Islam as well as good Muslims 145 Upper Tooting Road, SW17 7TJ T: 020 8767 6057 E: admin@alrisalahschool.co.uk alrisalahschool.co.uk

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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: Ms Helen Shorrock Pupils: 1,779 Ages: 11-18 Gender: Girls Clubs: A range of school clubs Leavers’ destinations: 70% go on to university, of which 35% go to Oxbridge & Russell Group universities

Chestnut Grove, SW12 8JZ

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

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

401 Battersea Park Road, SW11 5AP

T: 020 8788 3421 E: receptionist@arkputneyacademy.org arkputney.org

Sutherland Grove, SW18 5JR

Leavers’ destinations: Oxford, Cambridge & Russell Group universities

Burntwood Lane, SW17 0AQ

Pullman Gardens, SW15 3DG

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

Parkham Street, SW11 3DQ

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

95 Chestnut Grove Academy

99 Saint Cecilia’s Church of England School V

Rated good with outstanding leadership by Ofsted

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

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

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

100 St John Bosco Catholic School & College V

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

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

102 South Thames College

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

Beechcroft Road, SW17 7DF

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

93 Bolingbroke Academy

The Hampshire School, Chelsea Inspiring children to aim high and be the best they can be through an enriching and personalised education

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

188 Sheen Lane, SW14 8LF

* Less Early Years Funding entitlement (children aged 3&4)

Leavers’ destinations: Pupils transfer to Royal Russell Senior School

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

Head: Mr S Lee Pupils: 210 Ages: 11-16 Clubs: No pre- or post-school care but a range of school clubs Term fees: £3,300 per year Leavers’ destinations: Burntwood, Graveney, Virgo, Ashcroft

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

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

Patterson Wealth Management

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

105 Emanuel School Providing a wonderfully well-rounded education to bright, ambitious and talented boys and girls Battersea Rise, SW11 1HS T: 020 8870 4171 E: enquiries@emanuel.org.uk emanuel.org.uk Head: Mr R Milne Pupils: 922 Ages: 10-18 Clubs: A range of school clubs plus the

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Duke of Edinburgh Awards scheme

109 Putney High School

Term fees: £6,426

Putney High School is spirited, ambitious and relevant. A forward-thinking approach to education encourages girls to think differently, to achieve academically, and to develop the character, confidence and creativity to make their mark in the modern world

Leavers’ destinations: Russell Group universities, music/art/drama colleges and conservatoires, and universities overseas

106 Hall School Wimbledon Aims to provide an all-round education through a balanced curriculum, in which art, music, sport and drama play a valuable role alongside core academic subjects. Believes that learning should be a pleasure. Pupils also benefit from high-quality pastoral care. HSW will have a Sixth Form from September 2020 17 The Downs, SW20 8HF T: 020 8879 9200 E: admissions@hsw.co.uk hsw.co.uk 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 Term fees: £5,789 - £5,950 Leavers’ destinations: HSW Sixth Form

107 Ibstock Place School Aims to produce happy well-rounded children with lots of extracurricular activities to become socially responsible, honest and resilient with determination, ambition and self-confidence Clarence Lane, SW15 5PY T: 020 8876 9991 E: registrar@ibstockplaceschool.co.uk ibstockplaceschool.co.uk Head: Mrs A Sylvester-Johnson Ages: 11-18 Clubs: A range of school clubs plus the Duke of Edinburgh Awards Scheme Term fees: £6,690 per term Leavers’ destinations: Oxbridge, Bristol, Durham, Exeter, Nottingham, Imperial College, KIng’s College, LSE, St Andrew’s

108 King’s College School (KCS) Junior and senior school. King’s was the top boys’ or co-ed school in London for 2017, 2018 & 2019 in The Sunday Times’ Parent Power list. 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: 1,400 Ages: 7-18 Gender: Boys 7-18; girls 16-18 Term fees: Please visit kcs.org.uk

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35 Putney Hill, SW15 6BH T: 020 8788 4886 E: putneyhigh@put.gdst.net putneyhigh.gdst.net Head: Mrs Suzie Longstaff Pupils: 1030 (including junior school) Ages: 11-18 Gender: Girls Term fees: £6,609 Leavers’ destinations: Oxford, Cambridge, LSE, UCL, Imperial, USA, Russell Group, music conservatoires, art colleges

110 Thames Christian School “Thames achieves a rare balance: it allows its pupils to be themselves, valuing their different talents, interests and personalities.

At the same time, the Thames ethos challenges and supports pupils to engage, work hard academically and, perhaps most importantly, take responsibility for their behaviour, decisions and the role they want to play in the world. This is a very special mix.” Thames parent, 2020

115 Glenbrook Primary School

LAMBETH STATE PRIMARY SCHOOLS (4-11) 112 Bonneville Primary School

Clarence Avenue, SW4 8LD

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Rated good by Ofsted Bonneville Gardens, SW4 9LB T: 020 8673 1183 E: admin@bonneville-primary.lambeth.sch.uk bonneville-primary.lambeth.sch.uk

T: 020 8674 2387 / 020 8674 1407 E: glenbrook@ghf.london gipsyhillfederartion.org.uk Head: Ms Carmel Longley Pupils: 315 Ages: 3-11

116 Granton Primary School

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Rated good by Ofsted

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

113 Clapham Manor Primary School and Children’s Centre

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

Granton Road, SW16 5AN T: 020 8764 6414 E: admin1@grantonprimary.org.uk grantonprimary.org.uk

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Outstanding by Ofsted

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

Head: Mr B Hazell Pupils: 453 Ages: 3-11 Clubs: A range of school clubs

Wye Street, SW11 2HB T: 020 7228 3933 E: admissions@thameschristianschool.org.uk thameschristianschool.org.uk

114 Corpus Christi Academy Catholic Primary School A

Head: Dr Stephen Holsgrove Pupils: 150 Ages: 11-16 with Sixth Form starting Sept 2021 Term fees: £5,880 Clubs: Wide range of sports and academic clubs, Duke of Edinburgh Award

Rated outstanding by Ofsted.

Leavers’ destinations: St Paul’s School, Emanuel, Monkton Combe, Shiplake College, Graveney, The Brit, Esher College, London College of Performing Arts

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

Trent Road, SW2 5BL T: 020 7737 2796 E: office@corpuschristi.lambeth.sch.uk corpuschristischool.co.uk

111 Wimbledon High School GDST 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

117 Heathbrook Primary School and Children’s Centre C Rated good for overall effectiveness by Ofsted St Rule Street, SW8 3EH T: 020 7622 4101 E: admin@heathbrook.lambeth.sch.uk heathbrook.org

Kings Avenue, SW4 8BQ

Rated good for overall effectiveness by Ofsted

T: 020 7622 1208 E: office@kingsavenue.lambeth.sch.uk kingsavenueschool.co.uk

Thornton Road, SW12 OLF

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Head: Elizabeth Maxted Pupils: 452 Ages: 3-11

Rated good by Ofsted

126 St Bernadette’s Catholic Junior School V A

118 Henry Cavendish Primary School Balham site C

Smedley Street, SW4 6PH

Rated good by Ofsted

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

1-4 Atkins Road, SW12 0AB

Rated outstanding by Ofsted Hydethorpe Road, SW12 0JA

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

123 Macaulay CE Primary School V A

119 Henry Cavendish Primary School Streatham site C

Victoria Rise, SW4 ONU

Details as above

124 Richard Atkins Primary School

Term fees: £6,578

Rated good for overall effectiveness by Ofsted

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

127 Park Hill, SW4 9PA

The Hampshire School Chelsea

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

127 St Leonard’s CE Primary School V A

V A

Rated good by Ofsted

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

Head: Ms Fionnuala Kennedy Pupils: 660 Ages: 11-18 Clubs: Some 140 clubs a week

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

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

Rated outstanding by Ofsted

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

120 Iqra Primary School

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

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

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

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

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

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

122 Lark Hall Primary School and Children’s Centre C

Dingley Lane, SW16 IAU

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

T: 020 8674 7292 E: office@st-bedes.lambeth.sch.uk st-bedes.lambeth.sch.uk

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

Rated outstanding by Ofsted

Mansel Road, SW19 4AB

Requires improvement according to Ofsted

125 St Bede’s Catholic Infants School V A

121 Kings Avenue Primary School

Belmont Road, SW4 OBZ T: 0207 622 3919 E: admin@claphammanor.lambeth.sch.uk claphammanor.lambeth.sch.uk

Mathnasium

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

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Rated good by Ofsted. ‘Inspiring curiosity & the courage to succeed’ New Park Road, SW2 4JP T: 020 8674 0156 E: admin@richardatkins.lambeth.sch.uk richardatkins.lambeth.sch.uk Head: Nadia Macintosh Pupils: 372 Ages: 3-11 Clubs: Breakfast Club & a range of after school clubs

128 St Mary’s RC Primary School V

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Rated outstanding by Ofsted Crescent Lane, SW4 9QJ T: 020 7622 5479 E: office@st-marys.lambeth.sch.uk st-marys.lambeth.sch.uk Head: Miss Karen Pluckrose Pupils: 348 Ages: 3-11

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129 Sudbourne Primary School

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Rated outstanding by Ofsted Hayter Road, SW2 5AP T: 020 7274 7631 E: shardy@sudbourne.lambeth.sch.uk sudbourne.com

132 Rann Horizon School

Head: Mr Milan Stevanovic Pupils: 350 Ages: 3-11

130 Telferscot Primary School

Leavers’ destinations: State and independent secondary schools, the Brit School, or Steiner education in St Michaels in Hounslow or Michael Hall in Forest Row Sussex and Kings Langley

Rated good by Ofsted 121 Nelsons Row, SW4 7JR

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Rated outstanding by Ofsted Telferscot Road, SW12 OHW T: 020 8673 7362 E: admin@telferscot.lambeth.sch.uk telferscot.lambeth.sch.uk Head: Ms Jennifer Martin Pupils: 455 including nursery Ages: 3-11

LAMBETH PRIVATE SCHOOLS (UP TO AGES 11/13)

T: 020 7720 1591 E: rannhorizonschool@gmail.com rannhorizonschool.com Heads: Robert Timmerman and Lorraine Timmerman Ages: 5-11 Term Fees: Years 5-6 £1,596; Years 7-11 £2,196

133 Streatham & Clapham Prep School The school is unrivalled in empowering our girls to discover, nurture and project their unique identities and character. Beginning in Nursery, a specialist teaching approach and a trailblazing curriculum places the development of discussion, reasoning and collaboration at its heart forming the foundations of educational success beyond A-levels Wavertree Road, SW2 3SR

131 London Steiner School 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 9 Weir Road, SW12 0LT T: 020 8772 3504 E: info@londonsteinerschool.org LondonSteinerSchool.org Head: College of teachers (no head) Pupils: 80 Ages: 3-14 Term fees: Kindergarten: £3,967 to £6,612 pa; Classes 1-8: £7,014 to £8,412 pa

T: 020 8674 6912 E: prep@schs.gdst.net

LAMBETH STATE SECONDARY SCHOOLS 135 Bishop Thomas Grant Roman Catholic Secondary School V A Rated outstanding by Ofsted. A specialist maths and computing school T: 020 8769 3294 E: info@btg-secondary.lambeth.sch.uk Head: Ms Bernadette Boyle Pupils: 180 Year 7 intake Ages: 11-18

136 Dunraven Secondary School An all-through school aiming to offer an exciting and enriching learning experience for all its students. Rated outstanding by Ofsted 94/98 Leigham Court Road, SW16 2QB T: 020 8696 5600 E: info@dunraven.org.uk dunraven.org.uk Head: Mr D Boyle Ages: 11-18 Clubs: A range of school clubs

Whitgift

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

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

141 DLD College London

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

24 Thornton Avenue, SW12 OLF

T: 020 7819 4700/ 7498 5004 E: admin@lambeth-academy.org lambeth-academy.org

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

Head: Jan Shadick Pupils: 1,039 Ages: 11-18 Clubs: A range of school clubs

139 La Retraite Roman Catholic Girls’ School V Rated outstanding by Ofsted. Specialises in science. Achieves very high exam results Atkins Road, SW12 OAB T: 020 8673 5644

Head: Dr Millan Sachania Pupils: 500 Ages: 11-18 Gender: Girls

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

T: 020 8253 7777

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T: 020 8677 8400 E: senior@schs.gdst.net schs.gdst.net

Term fees: £6,080 per term (inclusive of non-residential trips and extras). A range of scholarships and bursaries are available

Clarence Avenue, London SW4

138 Lambeth Academy

42 Abbotswood Road, SW16 1AW

T: 020 3126 4993 E: info@trinityacademylondon.org trinityacademylondon.org

199 Westminster Bridge Road, SE1 7FX

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

In the top 20% of independent schools nationally and in the top 7% of independent girls schools for sport, nurtures girls to attain success across the widest spectrum of activity

56 Brixton Hill, SW2 1QS

Part of the successful and well-established Harris Federation

E: info@harrisclapham.org.uk

143 Streatham & Clapham High School

Clubs: A range of clubs plus Scholars’ Society, Duke of Edinburgh Awards, Combined Cadet Force

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

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

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

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137 Harris Academy, Clapham

134 The White House Prep School

Term fees: Reception-Year 2 £4,690 Year 3-6 £5,127

140 Trinity Academy

LAMBETH PRIVATE SECONDARY SCHOOLS

Term fees: Prep £4,724 per term (inclusive of non-residential trips and extras), Nursery Part-time places, less EYFS funding, start at £237 per term

Head: Tony Lewis Pupils: 140 Ages: 2.5 - 11 Clubs: A range of before, during and after school clubs including Sports, Engineering, Science, Gymnastics, Chess and Quiz Club

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

Clubs: A range including Capoeira, steel pans and fencing

A new co-educational secondary school, opening in September 2020 in a state-ofthe-art building.

T: 020 8674 9514 E: admissions@whitehouseschool.com whitehouseschool.com

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

Belltrees Grove, SW16 2HY

Head: Dr Millan Sachania Head of Prep: Mr Thomas Mylne Pupils: 220 Ages: Rising 3’s (girls who will be 3 in next term) to 11 Gender: Girls Clubs: Over 30 clubs at no charge

Wrap-around care: 7.30 am to 5.50 pm.

Transport: 6 Minibus routes available

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

OTHER SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY 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”

T: 01372 373 382 E: Admissions@boxhillschool.com

142 NorthWood Senior

Term fees: £6,950

T: 020 8557 1500 E: registrar@alleyns.org.uk alleyns.org.uk Head: Interim from September Mr Andy Skinnard. From January 2021, Mrs Jane Lunnon Ages: 11-18

Term fees: Day Pupils from £5,995, Weekly Boarding Pupils from £9,450, Full Boarding Pupils from £11,650

Ardingly College

Cranleigh

In Tatler list of top public schools. Excellent results and Top 10 IB school in the UK

T: 020 8682 8821 E: nwssenior@northwoodschools.com northwoodschools.com

T: 01444 893000 ardingly.com

Curriculum: Broadbased - all the main key GCSE subjects plus options for additional subjects depending on need/interest; emphasis on the individual child

Activities: Diverse range of over 50 extracurricular activities

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

College Road, Haywards Heath RH17 6SQ

Term fees: £6,880

Head: Mr C Lowde Ages: 11-18 Pupils: 425

Leavers destinations: Brighton, Edinburgh, Coventry, Westminster, Royal Holloway, Exeter, Southampton, Warwick, Munich Business School, Oxford Brookes, Hotelschool the Hague and many others

3 Garrad’s Road, Streatham, SW16 1JZ

Head: Mrs Susan Brooks Ages: 11-16, Co-ed Pupils: Two form entry. c.45 places per year

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 London Road, Dorking RH5 6EA

Townley Road, Dulwich SE22 8SU

Part of family-owned and family-oriented Northwood Schools. Entry by combination of base-line testing, interview and school report. Main entry at Year 7 with some additional places at Year 9 and two AllRounder Scholarships available - one at Year 7 and one at Year 9

Box Hill School

Alleyn’s School

Head: Irfan Latif (Principal) Ages: 14-19 Gender: Co-ed Term fees: Term fees: £7,983 for GCSE, A-levels/BTEC Leavers’ destinations: Oxbridge, Russell Group and US universities, Arts Institutions

Opening: September 2020

Trinity School

Head: Ben Figgis Ages: 4-18 Gender: Co-ed Term fees: Nursery/pre-nursery (5 days), Reception & Years 1 & 2: from £2,800; Prep as day pupils from £4,020; Senior as day pupils from £7,460, boarding from £10,160 Leavers’ destinations: Russell Group universities

Cranleigh, Surrey, GU6 8QQ T: 01483 276377 E: admissions@cranleigh.org cranleigh.org Head: Mr Martin Reader Pupils: 628 Gender: Co-ed Ages: 13–18 Term Fees: Boarding £12,635, Day £10,390 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

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Cumnor House School

Nothing, lies at the heart of the school. A current parent commented, that our pupils “are interested, enjoy the lessons and are self-motivated, rather than spoon-fed”. Pupils leave with a real sense of purpose, confident and assured, and equipped to cope with life beyond school

Separate boys’ and girls’ prep schools owned and operated by Cognita Boys: 168 Pampisford Road, South Croydon CR2 6DA Girls: 1 Woodcote Lane, Purley CR8 3HB

Head: Alasdair Kennedy Ages: 10-18 Gender: Boys with co-educational Sixth Form Term fees: £6,078

Gender: Girls Term fees: Years 7-8: Day £7,315, Boarding £12,045; Years 9-Upper Sixth: Day £7,970, Boarding £13,110 Flexi-boarding £64/night, max. two nights per week

Leavers’ destinations: Cambridge, Oxford, UCL, LSE, Imperial College London, Edinburgh, Exeter, Bristol, Durham, Warwick, Southampton, Loughborough

Leavers’ destinations: Bath, Bristol, Cambridge, Cornell (USA), Durham, Edinburgh, Exeter, Imperial, King’s College London, LSE, Manchester, Oxford, Princeton (USA), St Andrews, Warwick, York

T: boys: 020 8660 3445; girls: 020 8668 0050 E: boys: admin@cumnorhouse.com; girls: admin.purley@cumnorhouse.com cumnorhouse.com

15 & 19 Westwood Hill, SE26 6BL

Head: boys: Floyd Steadman; girls: Dina Mallett Ages: 4-11

Head: Mrs Katharine Woodcock Ages: 11-18 Gender: Girls

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

Term fees: Senior: £5,775 (fees frozen for 2019/20 but this may change)

T: 020 7535 3530 E: registrar@wetherbysenior.co.uk Head: Mr Seth Bolderow Pupils: 380 Ages: 11-18 Gender: Boys Term fees: £8,310 (Spring & Summer term fees to be confirmed)

T: 020 8557 7004 E: admissions@syd.gdst.net sydenhamhighschool.gdst.net

Term fees: Pre-prep £3,350; Prep £4,030 Leavers’ destinations: Boys to Westminster, Dulwich College, Charterhouse, Whitgift and Trinity; girls to Woldingham, Caterham, Royal Russell and Roedean

Dulwich College An academically-selective school, Dulwich was rated excellent in every category in ISIs report. The college produces some of the finest actors, musicians, sportsmen and writers in the country

Windlesham House School

Pre-Prep and Prep School: £5,679

Dulwich Common, SE21 7LD

Leavers’ destinations: Bath, Birmingham, Bristol, Cambridge, Cardiff, Durham, Edinburgh, Exeter, Imperial, Leeds, Liverpool, London, Manchester, Newcastle, Oxford, York

T: 020 8693 3601 E: enquiries@dulwich.org.uk dulwich.org.uk

Mayfield

Head: Dr Joseph Spence (Master) Ages: 3-18 Gender: Boys Term fees: £7,082 (Day), £13,859 (Weekly boarding), £14,782 (Full boarders) ‘Flexi Boarding’ is also available Leavers’ destinations: Bristol, Cambridge, Durham, Exeter, Leeds, UCL, LSE, Manchester, Nottingham, Oxford and Warwick universities, as well as Hong Kong, Netherlands and USA

Leading independent Catholic boarding and day school for girls aged 11 to 18. The Independent Schools Inspectorate described the quality of education as outstanding The Old Palace, Mayfield, East Sussex TN20 6PH T: 01435 874 600 E: enquiry@mayfieldgirls.org Head: Miss Antonia Beary Ages: 11-18 Gender: Girls Term Fees: Full boarding £11,300, Day £7,000

Leavers’ destinations: Cambridge, Durham,

106 Piccadilly, London W1J 7NL

Edinburgh, Exeter, Oxford

Principal: Sebastian Hepher Head: Caroline Townshend Pupils: 400 Gender: Co-ed Ages: 11-16 Term Fees: £7,720 - £7,985 Leavers’ destinations: Opened September 2017; no leavers yet

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: £6,267

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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 Coombe Lane, CR9 5BX

Eaton Square Senior School T: 020 7491 7393 E: registrar@eatonsquaremayfair.com eatonsquareschool.com

Leavers’ destinations: Edinburgh, Exeter, King’s College London, London, Manchester, Oxford, Southampton, Warwick, York

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: £8,845 - £9,374 for full-time students at A-level; £8,651-£9,374 at GCSE Leavers’ destinations: Manchester, Exeter, King’s College, Bristol, UCL, Warwick, SOAS, Bournemouth, Goldsmiths, Imperial, Loughborough, St Andrews, Glasgow

Royal Russell School Independent co-educational HMC day and boarding school in Croydon, Surrey, set in

T: 020 8657 4433 E: admissions@royalrussell.co.uk 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 Leavers’ destinations: Bath, Cambridge, Durham, Edinburgh, Exeter, Imperial College London, Leeds, Loughborough, Manchester, UCL, Westminster, Warwick, York

Sutton High School GDST 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

The Cedars School Independent education with a Catholic ethos, part of the PACT Educational Trust. A character-based education with a rigorous academic curriculum and an outstanding personalised tutorial system Coombe Road, Croydon, CR0 5RD T: 020 8185 7770 E: enquiries@thecedarsschool.org.uk thecedarsschool.org.uk Head: Mr R Teague Pupils: 212 Ages: 11-18 Gender: Boys Term fees: Year 7 -11: £4,480; Sixth Form: £5,150

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 1 Chelsea Embankment, SW3 4LG T: 020 8674 7229 E: enquiries@thelaurelsschool.org.uk thelaurelsschool.org.uk Head: Mrs L Sanders Pupils: 105 Ages: 11-18 Gender: Girls Clubs: A range of school clubs

Wetherby Senior School

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

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

Sydenham High School GDST

Shirley Park, Croydon CR9 7AT

An independent girls’ day school delivering a first-class education, balancing academic rigour with wellbeing. The school motto, Fear

T: 020 8656 9541 E: admissions@trinity.croydon.sch.uk trinity-school.org

Ashcroft Technology Academy Autistic Spectrum Disorder T: 020 8877 0357

Eastwood Nursery Autistic spectrum disorder and social communication disorders

Leavers’ destinations: Bristol, Cambridge, Durham, Exeter, Imperial, LSE, Manchester, UCL and York

T: 020 8876 3976

Whitgift School

Autistic spectrum disorder and social communication disorders

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.

T: 020 8672 3857

Hillbrook Resource Base

Sacred Heart Primary School Autistic Resource Base T: 020 7223 5611

Sellincourt School Hearing Impaired Unit T: 020 8672 5982

Haling Park, South Croydon CR2 6YT T: 020 8633 9935 E: admissions@whitgift.co.uk whitgift.co.uk Head: Mr Chris Ramsey Pupils: 1500 Ages: 10-18 Gender: Boys Term fees: Day pupils: £6,880, Weekly boarding: £11,027, Full boarding: £13,380

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

Term fees: Year 7-11: £6,300, Sixth Form: £6,300

STATE SCHOOLS AND COLLEGES WITH SEN UNITS

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 T: 020 8788 8901

Woldingham School

St John Bosco College

One of the oldest girls’ schools in the UK, a leading independent day and boarding school set in 700 acres of beautiful Surrey countryside. Train station located in the grounds, a 25-minute journey from Clapham Junction

Autistic Spectrum Disorder Unit T: 020 8246 6000

The Alton School

Marden Park, CR3 7YA

Resource Based Provision for moderate learners

T: 01883 654206 E: registrar@woldinghamschool.co.uk

Tooting Primary School

Head: Dr James Whitehead Ages: 11-18

Autistic Spectrum Disorders T: 020 3700 0790

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The Livity Special School

Linden Lodge

A special school for children with complex needs

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

T: 020 8769 1009

T: 020 8788 0107

SEN SCHOOLS

Nightingale Community Academy

Bradstow School, Kent

Caters for boys with social, emotional and behavioural difficulties

Supports children with severe and complex learning difficulties or an Autistic Spectrum Disorder with Severe Learning Difficulties T: 01843 862123

T: 020 8874 9096

Centre Academy 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

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 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.

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 2021 Meet the UK’s leading schools and nurseries and plan your child’s future at this annual exhibition showcasing the UK’s independent schools, from nurseries to sixth form. Battersea Evolution, Battersea Park April 24th & April 25th 2021 Tickets free if you register in advance. www.schoolsshow.co.uk, tel: +44 (0)20 3301 0291.

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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

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

State Boarding Schools’ Association Rather than paying £25,000+ pa on a private boarding school, a state boarding school would cost nearer £10,000 pa. www.sbsa.org.uk, tel: 020 7798 1580. Incorporates State Boarding Forum for impartial help and advice for parents on UK boarding schools, www.stateboarding.org.uk

Local Authority websites

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

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

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.

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

Merton play areas (covering Mitcham, Morden and Wimbledon) For a list of Merton play areas, log on to www.merton.gov.uk/environment/ openspaces/play-areas.htm

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.

0207 0787 000

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122 Northcote Road, SW11 6QU

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www.mathnasium.co.uk/clapham

Come and visit our incredible senior school in the heart of Mayfair Boys and Girls 11 - 16 years old

www.eatonsquareschool.com

SENIOR SCHOOL