Junior Prospectus 2025 - 2026 - St Dunstan's College

Junior School Entry September 2026

‘The school’s ethos supports leaders in creating a strong community where diversity is celebrated. This works through many facets of school life: through the curriculum, through the varied groups in school, led by pupils which celebrate diversity, and through producing events such as the annual St Dunstan’s festival. All these promote respect and understanding among the pupils for everyone in their own school and in the wider local community. This is a significant strength of the school.’

Independent Schools Inspectorate, April 2024

Welcome Head of Junior School

Welcome to the Junior School, where pupils make their first marks on the blank canvas of their St Dunstan’s shield as they begin their College adventure. It is here where our pupils learn who they are and discover a true love of lifelong learning from the very earliest stages of their education. Our academic ambition is cultivated by a balance of challenge, rigour, immersive learning experiences and independent exploration.

Our engaging and broad curriculum is unashamedly aspirational for each and every pupil, regardless of their starting point, and equips them with the necessary skills they will need to thrive as proactive global citizens within a rapidly changing world. Our pupils see that through learning, they gain a better sense of who they are, what they can achieve, and what they will be able to accomplish in the future.

We are brave in the choices that we make for our pupils and are able to do so because of our trusting relationships with parents and carers. They select our school because we do not shy away from the natural curiosity we see in our pupils, who are committed to finding out where and how they fit into the world, seeking meaning from real-life experiences. Learning at St Dunstan’s does not just take place within our state-of-the art classrooms; learning opportunities are embraced and appreciated in any setting, whether it is through our co-curricular ‘Forder’ Programme (with over 90 activities taking place each week), performing a production on a professional stage, by facing a fear on one of our residential visits,

playing a match to understand the benefits of teamwork and sportsmanship or developing their understanding the world around them in our Woodland Classroom. Our pupils relish learning for their own personal development and fulfilment.

We are a co-educational Junior School for children from Nursery to Year 6. We take pride in our modern, forward-thinking curriculum which is taught by our highly-skilled teachers and provides children with the skills, knowledge and understanding they need in order to develop into creative, curious and courageous individuals. No two days at St Dunstan’s are ever the same and it is through our rich, exciting and ambitious schedule of activities that we can

‘Children in the early years and pupils throughout the junior school are respectful of each other, reflecting the respectful and thoughtful approach shown to them by the staff.’

Independent Schools Inspectorate, April 2024

focus on a holistic approach to education, in order that our pupils can develop into well-rounded individuals, who feel happy and safe in school.

As a Junior School within a whole-College, our pupils benefit from the consistency of a Form Teacher, but also the subject specialist expertise, resources and firstclass facilities in art, design technology, drama, music, swimming, PE, computing, Modern Foreign Languages and the Stuart Curriculum (PSHEE). As such our pupils make rapid progress in every subject and it is through exposure to a number of subject areas and enrichment opportunities that our pupils thrive. Our offering enables pupils to discover what sparks their interest, relishing the opportunity to explore new skills, but within a supportive environment, created by strong teacher/pupil relationships.

The best way for you to be able to feel the energy of the pupils and staff, and truly understand how unique and exciting education is here at St Dunstan’s College, would be to visit us in person. I strongly encourage you to come to see our school in action. We host several Discovery Mornings in addition to a whole College Open Day on Saturday 20 September 2025 (dates and booking form are detailed on the website). These include tours led by our pupils, who are very proud of being part of the St Dunstan’s community, and who will happily offer insight into their own personal school journey.

I look forward to welcoming you to St Dunstan’s Junior School very soon.

Miss Laura Whitwood Head of Junior School

Excellence. Differently.

To truly understand the journey of a pupil through our Junior School, one must begin with our school shield, an emblem not just of heritage, but of individuality, growth, and aspiration. At its base is inscribed Albam Exorna, meaning Adorn the White. It symbolises the blank canvas every child begins with as they step into our community, full of potential, free of limits, and ready to shape their own path. This is not a place where pupils are moulded to fit a predefined vision of success. Instead, we empower each child to be their authentic self, to explore their passions, and to fill their shield in a way that is entirely, gloriously, their own.

Our pupils do not ask permission to be curious, it is simply they type of child we see at our school. Through our bespoke Albam Exorna

Curriculum, children are encouraged to ask questions, try new skills, and embrace the unknown with confidence. It is a curriculum that does not just prepare children for the modern world; it equips them to shape it. Alongside this, our Forder Programme offers a wealth of cocurricular opportunities, giving every pupil the chance to discover hidden talents, build resilience, and develop passions that may stay with them for life. Whether they are learning outside in our Woodland Classroom, leading projects in sustainability, performing in drama productions, or celebrating creativity at our vibrant summer Festival, our pupils turn their hand to a remarkable range of experiences.

Each of these opportunities adds colour, shape, and purpose to their

shield. It is our responsibility, and privilege, to create a dynamic, responsive environment where young children can flourish and find their feet as learners and individuals. As they progress through the school, they do not just become confident pupils; they become confident people, scientists, musicians, mathematicians, artists, athletes, actors, and everything in between, ready to make informed choices about who they want to be and where they want to take their learning next.

A corner of the shield features St Dunstan himself: artist, musician, scholar, and spiritual leader. He serves as a fitting patron for our Junior School, epitomising the well-rounded, intellectually curious, and practically skilled individuals we strive to nurture. His legacy reinforces our belief that a broad skillset is the key to true success.

And finally, at the peak of the shield sits the mitre, a symbol of achievement. When we get everything right, when curiosity is sparked, individuality is celebrated, and opportunities abound, excellence naturally follows.

Our pupils leave the Junior School not only among the top quartile nationally in academic outcomes, but also as confident competitors across a range of disciplines. These results are not the goal; they are the natural result of a deeply enriching journey.

Excellence, here, is not imposed. It is inspired.

‘I

enjoy English and writing poems because I find it really fun. I like to add adjectives to my writing and read it aloud to the class.

Year 2 Pupil

Proudly Co-educational

As a Junior School dedicated to preparing pupils for a future that is yet unknown, we feel that our coeducational setting helps provide pupils with a firm foundation in which they can thrive, not just now, but in later life. We are proudly coeducational, and it is in a mixed setting that we see our pupils make strides, both academically and socially.

Our pupils do not see gender as a barrier and take great pleasure in celebrating successes of all the pupils in our community, both girls and boys. When pupils come to leave St Dunstan’s, they will do so with a firm sense of equality and inclusivity, seeing difference in every sense as something to be celebrated. They will not have to learn in later life how to work collaboratively with people of a different gender, as it is already so inherent in them.

It is always a great pleasure to watch children during play time, where there is no separation between groups of girls and groups of boys. Our pupils make friends regardless of gender.

We also note that gender stereotypes such as boys being perceived as better mathematicians and girls as better at English simply do not exist in our setting. In every area of the curriculum, they see their peers make excellent progress, able to achieve when they work hard. This is also the case in Physical Education, where our sporting programme is not gender specific.

This breeds a sense of every child being able to see themselves as ‘sporty’ with so many different and varied opportunities to try something new.

‘The school promotes a clear culture of respecting diversity, one in which pupils are courteous and considerate to one another.’

Independent Schools Inspectorate, April 2024

Pre-Prep

Early Years Foundation Stage Nursery & Reception

Pupils are directors of their own learning. Using the Early Years Curriculum as a basis for our planning, each child is stimulated and challenged through a personalised and bespoke curriculum.

In the Early Years Foundation Stage (EYFS – Nursery and Reception) we are a community of learners: teachers undertake investigations with pupils, encouraging curiosity, awe and wonder in order that they can discover the excitement of learning, whilst modelling positive learning behaviours such as asking questions, taking risks and learning from mistakes. Pupils develop key skills through experiences, which are based on their personal interests,

where they feel safe and secure asking questions at this critical stage of development.

The EYFS staff at St Dunstan’s understand the importance of developing the key social, emotional, communication and physical skills that underpin all areas of the curriculum and which children need to experience academic and social success throughout their school life. Teachers have a high level of knowledge and regard every moment and observation as a teaching and learning opportunity. Spontaneous moments such as playing in the snow, a child’s new pet or observing nature in our Woodland Classroom,

‘In the early years, there is a wide-ranging and ambitious programme of activities for children which extends beyond the key areas of learning. This is done through enquiry and play-based approaches to learning. Children are encouraged to be independent.’

Independent Schools Inspectorate, April 2024

‘I like play time because all my friends play different games with me. If I ever want quiet time, I can read a book on my own.’

are used as a basis for planning rich learning experiences. In essence, our curriculum is bespoke to a particular cohort and their needs; it is ever evolving and we respond to what we see and know about the children in order that everyone is able to achieve their very best.

Our highly experienced teachers and teaching assistants (several are trained teachers themselves) provide children and families with a continuity of care throughout the foundation stage, in preparation to begin Key Stage 1. The strong communication between teachers ensures that our pupils are well supported and prepared for their transition from Nursery to Reception.

Pupils who attend our Nursery enter Reception confident and ready to learn because their emotional and social needs are considered and catered for

from the very first day they join us.

Our EYFS pupils benefit from the wonderful resources on offer at St Dunstan’s, including science laboratories, visits to our kitchen, the Sports Hall, the Woodland Classroom and the swimming pool, providing our Nursery pupils with a variety of rich experiences outside of the classroom setting. Each classroom extends into the outdoors, with large balconies to provide outdoor learning experiences in all areas of the curriculum. Our outdoor learning space in Nursery has been designed to provide numerous opportunities linked to the early learning goals, such as climbing areas for physical development, a water reservoir for understanding the world and a performance stage for expressive arts and design.

Each week our children receive lessons

from specialist staff in PE, swimming, languages and music, as well as optional after-school activities such as football, multi-sports, drama and dance. Pupils relish the opportunity to share their learning and positive experiences with their families throughout the year at assemblies, performances during our St Dunstan’s Festival and on Sports Day.

We really see the EYFS as the first stepping stones of what will be an exciting and individualised St Dunstan’s College journey. With experienced and knowledgeable practictioners, who engender a culture of discovery, achievement and cement a love of learning at the very first stages, every pupil is able to thrive in the nurturing environment that we create, where we build upon the natural curiosity children have at this young age.

Reception Pupil

Pre-Prep

Years 1 & 2

Our children have a wide variety of exciting experiences during their time in Pre-Prep. We believe that we have a very important job to nurture curiosity and independence from an early age.

Academic and pastoral needs are of equal importance: a kind word to your friend is valued and celebrated as much as effort made during classroom tasks and activities.

Phonics is taught through daily sessions that are carefully matched to each child’s ability and understanding, allowing them to progress through the programme at an accelerated pace and move on to the next sound as soon as they are ready, without unnecessary delay. Pupils further develop their phonological awareness through spelling and handwriting lessons, where they learn to read and write using a cursive, joined

script. Using high quality texts as a stimuli, pupils are given the opportunity to write in a variety of styles and genres. In the first years of mathematics, there is a strong emphasis on developing core number and calculation skills.

Pupils engage in practical tasks to cement their understanding using concrete resources, before moving on to more formal calculation methods. In Year 1, pupils begin weekly lessons in reasoning, where they are taught skills and strategies to support mental mathematics and problem solving.

During their time in the Pre-Prep, pupils benefit from weekly lessons delivered by specialist teachers in art, music, languages, computing, PE, swimming, Stuart lessons (PSHEE) and games.

Pupils in Years 1 and 2 benefit from

their own dedicated outdoor learning spaces, which are an extension of the classroom, as well as lessons in our Woodland Classroom.

As our pupils mature and progress, their level of challenge is increased, meaning they develop learner resilience from an early age. They begin their journey into the world of the International Primary Curriculum (IPC) and are able to understand and appreciate links between the humanities and science through exciting, meaningful and thoughtprovoking topics.

They also begin their Stuart Curriculum (PSHEE) lessons. These give the pupils the space to question and explore the world beyond their set subjects, looking at issues such as relationships, physical and mental health, and developing a greater understanding of the wider world.

‘I like Pre-Prep because I get challenges given to me during my lessons. This year, I challenged myself to use rhyming words in poetry lessons.’

Year 2 Pupil

Prep

Years 3 – 6

Prep consists of Years 3 to 6 and with increased independence comes further opportunities to take part in many areas of Junior School life.

Prep pupils benefit from a greater variety of subject areas and specialist teachers. The curriculum is tailored to the values, ethos and high academic expectations of our College by subject coordinators. This is the adapted by Form Teachers to ensure that pupils are provided with a consistent, yet personalised learning experience, meeting the needs of all the pupils, wherever their starting point may be. We ensure that pupils are appropriately challenged and able to develop higher-order thinking. This is particularly evident in the International Primary Curriculum (IPC). As well as developing knowledge, skills and understanding about a particular

concept, pupils are also encouraged to make links across subjects and contextualise their learning to the real world and recognise their place in their local, national and international community. Pupils have the opportunity to learn in a variety of different ways to cater for a range of learning styles. They can also take full advantage of the vast co-curricular offering.

The Forder Programme, (named after one of our first visionary Headmasters, Reverend Forder), enables each pupil the opportunity to delve into topics and skills that truly excite them and pursue new interests and passions. These range from calligraphy to sporty statistics, coding to mindfulness – a programme that caters for all. Forder activities are available to pupils before, during and after school.

‘I’d like to describe my love of maths like this: my brain works in several different languages: words, numbers, feelings and colours. I am constantly having to translate my different languages into words, but maths is my chance to express myself in numbers.’

Year 5 pupil

Pupils are encouraged to take more responsibility for their academic progress through their Learning Scores, and they are also encouraged to take on leadership roles within the school community.

At St Dunstan’s College, we believe in encouraging positive learning behaviours which are then reflected in a child’s Learning Scores. Pupils are actively supported to consider their subject engagement, response to feedback, organisation, independence and collaboration. Ownership and development in these areas are pupil driven to build a foundation for a positive attitude and outlook towards lifelong learning.

There is always an air of excitement in the Prep and never a dull moment: from an array of specialist workshops and educational visits, to pupils taking part in many sporting fixtures and performances. The learning journey for each pupil is individual to them and enhanced through our holistic approach to education.

Academic Excellence

At St Dunstan’s Junior School, academic excellence is not defined solely by results; it is about equipping children with the skills, habits, and mindset to thrive in an ever-changing world. While we value high achievement, we believe that true excellence lies in nurturing curious, independent learners who think critically, question confidently, and apply their knowledge in meaningful ways.

True academic excellence is the product of a rich, reflective pedagogy that allows every child to flourish. It is not about numbers on a page, but about how well a child is prepared to think, apply, question, and adapt to an ever-changing world. Strong academic outcomes are the natural result of this approach, not the sole objective.

We are proudly academically ambitious. We set high expectations for all our pupils, encouraging them to strive for excellence and fulfil their individual potential. Our curriculum is carefully designed to challenge, inspire, and deepen understanding, while our teaching fosters intellectual curiosity, independence, and a genuine love of learning. We believe that ambition should be nurtured in a supportive environment, one where every child is encouraged to aim high, take risks in their learning, and develop the confidence to achieve more than they thought possible.

We achieve this by focusing on three core strands: wellbeing, learning behaviour, and opportunity. Children learn best when they feel happy, safe,

‘Effective feedback from teachers helps pupils understand what they need to do to improve their work and deepen their understanding. Pupils make good progress and achieve well as a result.’

Independent Schools Inspectorate, April 2024

and valued, so we prioritise strong relationships and a supportive environment.

We explicitly teach positive learning behaviours, such as resilience, independence, and collaboration, and provide enriching opportunities that challenge pupils to think deeply and creatively. By developing confident, self-motivated learners, we prepare our pupils not just for the next stage of their education, but for life beyond the classroom.

Internationalism and Global Mindedness

We believe that preparing pupils for the future means helping them understand and engage with the world beyond their immediate surroundings. We nurture global citizens who are curious, respectful, and informed about different cultures, perspectives, and traditions. Through a curriculum that celebrates diversity and promotes intercultural understanding, we empower our pupils to think critically about global issues and their role in creating a more compassionate and connected world.

Our international outlook is woven into school life, whether through language learning, global-themed projects, partnerships with schools overseas, or awareness days that explore worldwide celebrations and challenges. Pupils learn to appreciate both the

similarities and differences that shape human experience, fostering empathy, collaboration, and open-mindedness. These values are not just taught; they are lived, as children learn to see the world through multiple lenses.

In the Junior School, history, geography, and science are taught through the International Primary Curriculum (IPC). In the Early Years Foundation Stage, our thematic humanities curriculum supports key areas of learning through holistic enquiry and play-based approaches that cover all curriculum areas including personal, social, and emotional development. Embedded within each IPC unit is the development of international mindedness. Pupils study a host country alongside each topic that

‘There is a thoughtful approach to preparing pupils for their futures, ensuring that they are provided with a range of opportunities to help them become informed of the decisions that need to be made at transition periods of their education.’

Independent Schools Inspectorate, April 2024

helps to provide a global perspective and context within their humanities and science learning.

Whilst the IPC provides a great platform to develop a pupil’s understanding of internationalism and global mindedness, it is not limited to one curriculum area. It is embedded in all subjects, from the excellent diverse texts used in English, or the rich cultural learning in MFL lessons to the celebrations of Languages Day and International Mother Tongue Day. Pupils are encouraged to share their cultures, celebrations and experiences and they do so proudly. They are also offered a wealth of extra-curricular

opportunities to broaden their understanding of the world.

In a time of increasing global interdependence, we recognise the importance of equipping children with the skills and mindset to contribute confidently on an international stage.

By developing global awareness, we prepare our pupils not only to succeed in a diverse and dynamic world, but to make meaningful contributions to it, academically, socially, and ethically. At St Dunstan’s Junior School, internationalism is not an add-on; it is a fundamental part of who we are and who we help our pupils become.

The Forder Programme

The Forder Programme is named after our pioneering second Headmaster, the Reverend Forder, who believed passionately that schools should offer more to the education of young people than classroom learning.

We believe that all pupils in the Junior School have the potential to become whoever they want to be, and our ambitious, varied and unique Forder provision allows pupils to select activities that excite and challenge them, enabling them to uncover new skills and talents that they may never have known they had before. Activities run daily before and after school, during lunch breaks and as part of our timetabled curriculum.

Activities are largely open to pupils across Prep, enabling our younger pupils to learn from role models in our upper Junior year groups.

However, the Forder Programme journey starts from as early as Reception and the variety and diversity of activities increases as pupils progress through the Junior School and develop their independence and organisational skills.

Each Forder activity sits within one of our five College Values, to encourage diversity of skill acquisition and experiences for all pupils: Curiosity, Compassion, Creativity, Courage and Core. Each Junior School pupil is challenged to embrace the spirit of the College motto – Albam Exorna – by taking ownership of this journey, embracing new experiences and creating meaningful memories on their pathway through the Junior School, College and on into their wider life outside of school.

In addition to a wide range of wellbeing, sport, music, art and drama activities, we offer an extensive range of activities which change on a termly basis. These include activities such as debating, philosophy, architecture, yoga, chess and mindfulness.

We are also thrilled to work with a wide range of external providers who offer bespoke after school activity programmes to our Junior pupils including: M:Tech (Music Technology), Munchkins Sports, Champions Theatre Arts, BEAM Academy and TypingsCool. This offers parents and pupils the opportunity to access these specialist activities conveniently on school site immediately following the school day.

With over eighty activities taking place in the Junior School every week, there is so much to look forward to!

‘In the Junior School, pupils experience a broad variety of programmes and activities within the timetabled day which provide opportunities for the pupils to develop their creativity and critical thinking.’ Independent Schools Inspectorate, April 2024

Albam Exorna Curriculum

At the heart of our Junior School offering lies the Albam Exorna Curriculum, which we are incredibly proud of. This unique programme of study is a pioneering, bespoke educational offering, unlike any other. Crafted exclusively for our pupils and individualised each year, this transformative programme goes far beyond traditional classroom learning. It is designed to ignite curiosity, inspire courage, and cultivate the essential skills children need to thrive, not just academically, but in life beyond school. We do not confine our pupils to a narrow skillset or a ‘one size fits all’ path. Instead, we champion individuality, encouraging each child to explore a wide array of disciplines, activities, and experiences. We are fully aware that it is in these early stages of

learning where children fearlessly throw themselves into new activities and we want them to feel confident and able to engage with broad and dynamic learning opportunities, even if this means taking them out of their comfort zone. Whether it is public speaking, digital fluency, ethical leadership, or creative innovation, the Albam Exorna Curriculum prepares children for a world that is ever-evolving, empowering pupils to approach life with confidence, adaptability and a strong sense of self. This is not simply an education, it is a launchpad for limitless potential.

The Albam Exorna Curriculum offers a structured programme focused on developing adaptable, real-world competencies essential for life beyond

‘They are comfortable demonstrating their individuality, develop positive relationships and are interested in each other’s ideas.’

Independent Schools Inspectorate, April 2024

the classroom and in a future that is constantly evolving. The curriculum is organised into six key strands:

• Healthy Lifestyle and Living

• Finance and Enterprise

• Practical Life Skills

• Technology and Innovation

• Community

• Character and Personal Development

Each academic year, one half-term is dedicated to exploring one of these strands. During this time, pupils work collaboratively in their House groups within their section of the school. Topics covered include volunteering in local community settings, financial literacy and money management, and developing confidence in public speaking and presentation.

The Albam Exorna Curriculum empowers pupils to become capable, confident, and socially aware individuals, ready to navigate an unpredictable world with resilience and purpose.

From small acts of kindness to largescale charity projects, we host many events and run programmes to deepen pupils’ understanding of the role they play in supporting others and the community within which they live.

‘The school places a great emphasis on developing pupils’ sense of responsibility. This is apparent both in lessons and throughout the school day.’

Independent Schools Inspectorate, April 2024

Community Outreach

In the Junior School, we aim to instil a sense of commitment and responsibility by providing meaningful opportunities for pupils to allow them to understand the role they play not only within their home and school community, but also locally and within the wider world.

From small acts of kindness to largescale charity projects, we host many events and run programmes to deepen pupils’ understanding of the role they play in supporting others and the community within which they live. We hope that in doing so, they are developing their sense of empathy, gratitude and compassion towards others.

Junior School representatives take part in a whole-College Charity Committee, deciding each term who should be supported by the College in our various charitable events, for example supporting the ‘Hello Yellow’ Young Minds campaign on World Mental Health Day or Save the Children on Christmas Jumper Day. Recently, Junior School pupils

raised over £20,000 for the MND Association through a range of activities including the Junior School ‘7 hour run’, and pupils and staff regularly meet with representatives from the Association to hear more about how our donations help with their valuable work.

In addition, our Forder Programme includes pupils venturing into the local community to learn more about our environment and those within it, by engaging at events such as the Positive Aging Council Christmas party, where our younger pupils sang to elderly local residents.

We endeavour to host events within the local community and invite the public to various performances, presentations and workshops within our St Dunstan’s Festival in the Trinity Term. We also make the most of our local environment by performing our Easter Concert at the Catford Broadway, and collaborating with pupils from local primary schools at the Lewisham Schools Council event at the Civic Suites in Catford.

Pastoral Care

At St Dunstan’s College we understand that it is only when pupils are happy, settled and feel safe in school that they are able to thrive and achieve their true potential.

Pastoral care is the responsibility of all members of staff, who take time to develop trusting, positive relationships with pupils, understanding that pupils are individuals with their own qualities, skills and characteristics. We pride ourselves on the strength of our community and adopt an ‘open door’ policy with all parents and pupils.

Staff are passionate about supporting children’s wellbeing at St Dunstan’s; a number of staff are trained Youth Mental Health First Aiders. We offer ‘Be Kind to Your Mind’ drop-in sessions for Prep children during their lunch break for those who would like

to speak to staff about a concern or worry that they may have, or simply to have some quiet time away from the playground.

Every form has a Form Teacher, who will teach the majority of lessons to their class and plan Form Time sessions every morning and afternoon, as well as at the end of the school day. Form Teachers and families work closely with the Section Heads and the Junior School Deputy Head Pastoral to monitor all pupils and provide care and support throughout a pupil’s Junior School journey.

The College motto – Albam Exorna –translates to ‘Adorn the White’. This phrase is connected to the white shield that serves as three quarters of the school’s crest. The white is the blank canvas onto which will be

adorned the as-yet-unwritten story of each St Dunstan’s pupil: each individual journey through school and life beyond. This is reflective of our appreciation that each pupil has their own unique qualities and attributes. We believe that the principles underpinning the narrative of our motto are reflected in the values we foster in our young people and embed in our school community and culture today.

We strive for a school of individuals who have the Courage to be who they are, the Creativity to develop new ideas and shape their own futures, the Confidence to try, succeed and respond positively to failures, the Compassion to understand and appreciate others and the wider world, and the Curiosity to always to want to discover more.

‘The school promotes a clear culture of respecting diversity, one in which pupils are courteous and considerate to one another.’

Independent Schools Inspectorate, April 2024

Before School Care starts at 0745 and After School Care runs until 1800.

Pupils attending Before School Care care will be supervised by a qualified member of our teaching support staff, with After School Care being independently led by Munchkins Sports.

The After School Care provision enables pupils to complete their

homework, take part in additional play time and enjoy structured activities. Numbers for this facility are never limited in order that it is accessible to all our parents, whether block booking sessions, or for those requiring flexibility on a day-by-day basis. Bookings can be made directly with Munchkins Sports for After School Care. Before School Care can be booked with the Junior School Office.

‘The teachers are fair and always there to listen to us. They make sure that we have all we have the skills we need to keep us safe.’

Year 4 pupil

‘When you join St Dunstan’s, you feel like everyone is a friend to you and they help you when you are in need. We celebrate each other’s differences and value everyone in the school community.’

Year 5 pupil

Individual Pupil Needs (IPN)

IPN encompasses the support and challenge that all pupils need, in order that they can thrive. Pupils are supported on an individual basis where there are specific needs, be they from an educational, medical or pastoral background.

The educational provision at St Dunstan’s College is tailored to meet the needs of every individual. This begins with highquality, differentiated teaching, ensuring that targeted support takes place inside the classroom for all. Our small class sizes and additional teaching support ensures that we always have an awareness of how each pupil is progressing with their learning and we are able to respond to what we see proactively, scaffolding learning where needed and ready with an additional challenge if a child is ready to move on with their learning.

Where additional support is required, our SEND and medical teams work across the Junior School, providing support to identified pupils through more tailored intervention. We celebrate neurodiversity and are committed to creating an environment where every child feels understood, valued, and supported. We recognise that children think, learn, and experience the world in different ways, and we view these differences as strengths. Our approach is rooted in personalised support, flexible teaching strategies, and a strong culture of inclusion. We work closely with families and specialists to ensure their individual needs are met academically, socially, and emotionally. Through this commitment, we help all learners to thrive and reach their full potential as confident, capable individuals.

The team will ensure that effective, meaningful and personalised strategies for

those children with SEND, or medical needs are put in place, both inside the classroom and through purposeful and targeted intervention or support. We adopt a carefully designed and coherently structured programme to support children with SEND, following a robust assess, plan, do, review approach.

Children with English as an Additional Language (EAL) are supported in a similar way whereby the SEND team and Modern Foreign Languages (MFL) Coordinator identify and support children to ensure that access to the language used in the classroom does not become a barrier to their learning. Pupils who are bilingual or more able in a particular language are suitably challenged are offered a bespoke programme of study outside of lessons that supports them in continuing to make progress and languages lessons are adapted to ensure that they develop their language learning further.

Our high-achieving pupils are consistently challenged both inside the classroom through high-quality teaching and differentiation, and outside the classroom through enrichment opportunities. Enrichment activities are sent home each term outlining additional tasks and activities that the children can engage with, linked to the topics that they are particularly interested in. Alternatively, children who have been identified as high-achieving in a particular subject may be invited to an enrichment group, taking place after school to challenge and develop their understanding further or a bespoke workshop, in collaboration with Senior School specialists.

Further opportunities to nurture talents can also be seen through tailored educational visits and pupils participating in both local and national competitions, including mathematics, chess and art.

Residential Trips

From Year 2 to Year 6, pupils are offered a range of opportunities to experience the benefits of learning in an outof-school context with high quality, overnight residential trips.

We believe that these experiences enrich the curriculum, fosters the opportunity to nurture relationships, develop resilience, build teamwork skills and increase independence. Pupils grow in confidence and self-awareness through the variety of experiences they encounter. The memories made on these trips are invaluable and pupils speak about their trips and the adventures they have experienced with fondness and delight.

In Year 2, pupils camp on the school grounds overnight and take part in team-building activities, enjoy a summer barbeque together and spend time around a campfire. In Year 3, pupils

spend two nights and three days on their residential trip which is usually in Surrey or Kent, following a team-building theme. They learn key life skills including how to prepare food, keep their room tidy, packing skills, making the bed, all at the same time as having fun with their friends.

Year 4 journey to Sheringham, Norfolk to spend three nights away at the Hilltop Activity Centre. There, the pupils experience a variety of activities, the picturesque location and the opportunity to develop their teamwork and collaboration. Pupils also journey to the British coastline to enjoy the beach, examine rock pools and explore the effects of erosion. The activities during the day include obstacle courses, problem solving activities and even the high swing. In the evenings, pupils enjoy games in the woods, an evening walk and a disco.

‘I loved sharing a dorm with my friends because we stayed in bunk beds and got to chat and spend lots of time together. Every day I got to try something new, which was exciting and challenging. My favourite activity was Jacob’s Ladder - I loved how the teachers joined in too.’

Year 5 pupil

Year 5 pupils embark on four nights away, completing team-building activities and experiencing life by the sea at Little Manor on the Isle of Wight. From abseiling to buggy building, swinging on the high swing and creating beach sand art, all pupils confront a challenge and try something new in a fun, safe environment on their action-packed adventure week away.

When pupils are in Year 6, they travel further afield for five nights to Maison Claire Fontaine, in Burgundy, France. This visit is part of the Modern Foreign Languages curriculum and the focus of the trip is a completely immersive French-speaking experience. All lessons and activities are led by teachers who are bilingual native French language speakers and the increased confidence pupils have when speaking French upon their return is quite remarkable.

A further highlight of the residential calendar is the annual Junior School ski trip. Prep pupils have delighted in learning new skills on the slopes, alongside both beginner and expert staff.

The wide range of activities available beyond the classroom, further enhances their understanding of their own characters and supports them in developing social and communication skills.’

Independent Schools Inspectorate, April 2024

Festivals & Celebrations

In the Junior School, pupils are provided with many opportunities to join together as a community to celebrate a key date, event or particular festival. Often these events involve parents joining us and we embrace any opportunity to bring our whole-College community together, including events taking place both in and outside of school. In addition to this, we have a main ‘Theme of the Week’ as a whole-College, where we place an emphasis on a particular topic during a time of celebration, for example the theme of Light during Diwali, World Mental Health Week and Anti-Bullying Week. We focus on that topic in assembly time, during Form Time and at various additional points in the week.

During the last two weeks of the year, the whole College community comes together to celebrate the St Dunstan’s Festival with a myriad of song, dance and celebration. Pupils partake in

workshops to learn new skills, and the highlights are the Junior School Concert, Year 6 Production and Big Summer Sing in our huge Festival marquee all of which are performed to friends and family.

Examples of key Festivals and Celebrations in the Junior School:

• Harvest Festival

• Remembrance Service

• Carol Service

• Anti-Bullying Week

• World Mental Health Day

• E-Safety Day

• Black History Month

• World Book Day

• Commemoration Day

• Easter Concert

• Science Week

• Windrush Day

‘It was really exciting to be one of the first groups to perform in the new Performing Arts Centre. Being part of our Showcase made me feel ecstatic since it was my first experience under the spotlights, and we had worked so hard to perfect our songs, dances and acting. It was a huge success!’

Year 4 pupil

‘The school’s ethos supports leaders in creating a strong community where diversity is celebrated. This works through many facets of school life: through the curriculum, through the varied groups in school, led by pupils which celebrate diversity, and through producing events such as the annual St Dunstan’s festival.’

Independent Schools Inspectorate, April 2024

School Grounds and Facilities

St Dunstan’s College is ideally positioned: within 15 minutes by train from London Bridge or Charing Cross, it is set in 40 acres of land across two sites, accessible within walking distance. Our magnificent historic buildings, dating back to our 1888 foundation, sit comfortably alongside the most recent 21st-century developments.

Woodland Classroom

A dedicated outdoor learning space supporting our Forest School curriculum, the Woodland Classroom gives children the chance to experience nature and adventure at the heart of the city.

The Plaza

Currently being redeveloped and due to reopen later this year, the Plaza will become a hub of outdoor learning and

recreation for all pupils to enjoy.

Wellness Centre

Our unique Wellness Centre is a hub for pupil wellbeing, offering medical support, counselling and quiet spaces for reflection.

Learning Resource Centre

Blending the traditional library with digital resources, the Learning Resource Centre provides collaborative and silent study spaces, as well as facilities for academic enrichment and specialist support.

Leisure Centre and Swimming Pool

Sport is central to life at St Dunstan’s. Pupils benefit from playing fields, a sports hall, fitness studio and a 31m indoor swimming pool, with redevelopment of the Leisure Centre

planned for 2026.

Climbing and Bouldering Walls

Our adventurous training facilities include a real rock climbing wall with crack climbs and abseil ledges, and a Bluetooth-enabled moonboard that allows students to design their own routes and challenges.

Jubilee Ground

Just a short walk from the College, the 23-acre Jubilee Ground provides natural cricket, football and rugby pitches, as well as high-quality multiuse games areas for hockey, netball and more.

STEM Centre for Excellence and Innovation

Opened in 2021, our £25m STEM Centre houses Science, Design

‘I love having the opportunity to perform our

yearly showcase in the school theatre.’

Year 4 pupil

Engineering and Mathematics, alongside the Sixth Form Centre. With 12 state-of-the-art laboratories, engineering workshops and a glass atrium linking directly to the Junior School, it is a hub for innovation and discovery.

Performing Arts Centre and Theatre

This stunning facility, opened in 2022, is home to Drama, Music and Performing Arts. It includes studios, practice rooms, LAMDA spaces and a 170-seat theatre that hosts productions, conferences and community events.

The

The symbolic heart of the College, the Great Hall hosts assemblies, concerts and productions. Its striking stained glass celebrates the life of St Dunstan, while the permanent memorial remembers Dunstonians who gave their lives in the Great Wars.

Archives

Our thriving archives celebrate the College’s proud history and are accessible to pupils, staff and alumni, supporting educational projects as well as preserving our heritage.

‘I

chose St Dunstan’s because of the amazing facilities that we get to use as part of our learning. It’s also great that the local community benefits from them.’

Great Hall

Year 8 student

1446

Our History Timeline

A school has been associated with the parish of St Dunstan’s in the East as far back as the 15th century.

1867

St Dunstan’s Educational Foundation is established by the parishioners of St Dunstan’s in the East in the City of London to create a school capable of accommodating 400 pupils.

1888

St Dunstan’s College opens its doors in Catford for the first time with 91 boys on roll. 60 boarders join the following summer.

1915

154 former St Dunstan’s pupils participate in the Battle of Loos. Of these, more than 40 are injured and 19 die. This is the largest number of deaths in a single battle for the Dunstonian community.

1923

Headmaster Forder establishes the first extensive co-curricular programme embedded within the College curriculum.

1919

The House System is revised. New houses are created - Bennett, Goosey, Griffiths, Johnson, Lane, Ross, Thomas and Wilson - all named after Dunstonians fallen in the Great War.

1892

St Dunstan’s College is recognised by King’s College London and the London County Council as one of the leading schools in the world for the technical education it offers.

1903

The school song is written in order to open and close Prize Giving ceremonies.

1914

The House System is introduced and is initially based on the geography of where pupils live.

1934

Improvements to the College infrastructure are made, including heating, running water, a new Dining Hall, and electricity.

1930

The St Dunstan’s Benevolent Fund is established to provide an education for pupils from less privileged backgrounds.

1897

The first group of leavers from the College formalises their regular social gatherings into an official Old Dunstonian Association.

1902

The Union Society is established as the first recorded co-curricular activity at the College. The Society is divided into three branches; literary and debating, natural history and photography.

1909

Officers’ Training Corps (now the Combined Cadet Force) is established.

1938

The ancient tradition of Beating of the Bounds is revived by Headmaster Usherwood to maintain the connection between the College and the Parish Church associated with its foundation.

1939

The looming threat of the Second World War forces the College to evacuate south to Reigate while the College grounds are used as a First Aid Station for the War Ministry.

Dunstonian Associatio n

2012

The Jubilee Ground is purchased; giving the school improved sporting facilities and forging closer links with the local community.

2010

Dunstonian Chuka Umunna becomes MP for Streatham.

2007

Dunstonian Sir Martin Evans is awarded a Nobel Prize for his work in biochemistry.

2006

Dunstonian Alice Bird appears in Notes on a Scandal, alongside Cate Blanchett. A nursery is added to the school, welcoming pupils from age three.

1994

2013

To commemorate the 125th anniversary of the College, a whole year of activities is held, beginning with the Head greeting every pupil by hand and ending with the burial of a time capsule.

2015

Head Nick Hewlett relaunches the St Dunstan’s Festival.

2018

The Wellness Centre is officially opened becoming the school’s dedicated hub for student wellbeing.

2019

St Dunstan’s College becomes a fully coeducational school welcoming girls for the first time. The first St Dunstan’s Festival also takes place, quickly becoming known as the ‘Edinburgh Festival of South London’.

1944

1972

The Music and Physics Blocks are constructed to support a broader curriculum offering for pupils.

A second temporary relocation of the College to Caerphilly, in Wales, is necessary due to increased V2 rocket attacks on London and the Home Counties.

2025

St Dunstan’s Education Group is formed

2024

St Dunstan’s becomes one of the first schools in the country to receive two significant strengths in ISI inspection.

2023

Wins most Progressive Independent School in London at the Private Education Awards

2022

St Dunstan’s College wins Independent Senior School of the Year at the TES Awards. The new Performing Arts Centre also opens with a 170-seat theatre.

The BBC’s political show, Question Time, is filmed in the College’s Great Hall.

1968

The Prep block opens to accommodate the growing number of pupils on roll at the College.

1955

The College swimming pool is constructed and swimming lessons are made available to all students.

2021

The new Junior School building, STEM Centre and Sixth Form Centre are officially opened by Old Dunstonian and Nobel Prize winner, Sir Martin Evans.

2020

St Dunstan’s College wins Co-educational School of the Year at the Independent Schools of the Year Awards.

1961

The current Refectory opens, pioneering the hyperbolic paraboloid architectural design.

1958

1947

Under new laws, the College becomes completely independent.

The Sports Pavilion is constructed to provide up to date facilities for the increasing number of sports on offer at the College.

Awards and Reports

Independent Schools Inspectorate

St Dunstan’s College underwent an inspection by the Independent Schools Inspectorate (ISI) in April 2024. Following our last report in 2019, where we were judged to be excellent in all areas, St Dunstan’s was pleased to welcome the inspecting team back to the College under their new framework.

The ISI updated their inspection framework in 2023, introducing the concept of a ‘significant strength’, which serves to recognise any aspect of a school that is truly exceptional. Many schools fail to achieve any significant strengths and it was therefore with great delight that St Dunstan’s received two as part of its inspection – one of the very first schools in the country to do so!

The ‘breadth and relevance’ of our four timetabled curriculums - Hecker, Stuart, Forder and Usherwood - was praised as our first significant strength, with our dedication to embedding and celebrating diversity within the school noted as the second.

Alongside our two significant strengths, the report also praised the focus on our core values of courage, creativity, confidence, compassion and curiosity; our imaginative early years’ curriculum; and our commitment to safeguarding the welfare of our pupils.

Significant strength 1

Leaders have put in place an ambitious, timetabled curriculum which provides extensive opportunities for pupils to acquire the broadest of learning experiences. Leaders have taken great care in the design of this multi-faceted programme which is included as part of the school day. There are four separate strands; together these provide the full range of curriculum subjects, an extensive offering of broader learning experiences, a programme of teaching skills for the future and one that focuses on building pupils’ wellbeing and self-awareness. The breadth and relevance of this curriculum and leaders’ decision that all pupils participate in these opportunities, is a significant strength.

Significant strength 2

The school’s ethos supports leaders in creating a strong community where diversity is celebrated. This works through many facets of school life: through the curriculum, through the varied groups in school, led by pupils which celebrate diversity, and through producing events such as the annual St Dunstan’s festival. All these promote respect and understanding among the pupils for everyone in their own school and in the wider local community. This is a significant strength of the school.

Awards

In recent years, St Dunstan’s College is delighted to have been widely recognised and endorsed for our forwardthinking and ambitious approach to education.

• Most Progressive School in South-East England Private Education Awards 2024

• Diversity and Inclusion in Sport Education Choices Magazine Awards 2024

• Most Progressive School in London Private Education Awards 2023

• Outstanding Fundraising Achievement Independent Schools of the Year Awards 2023

• Most Nurturing Independent School in London Private Education Awards 2022

• Co-educational School of the Year Independent Schools of the Year 2020

Admissions

Nursery (3+) & Reception (4+) Entry

We accept registrations for our Nursery from birth, and early registration is welcomed. Children are considered for entry to the Nursery, provided they have reached the age of 3 by the start of the Michaelmas Term. The deadline for online registration on our website for both Reception and Nursery entry is November of the year before entry.

Our 3+ and 4+ assessments take place in November. Our 3+ assessments are relatively informal, lasting one hour and take place in small groups. Our 4+ assessment is designed to help the children show us what they have already covered in their current setting and all tasks are undertaken in a thoughtful, caring and friendly manner.

The admissions process has been

designed to enable our highly-skilled Early Years Foundation Stage team to get to know as much as we can about your child from the people who spend the most time with them and know them best. A range of information is captured via a thorough questionnaire, that we have designed to be completed by either a key worker at your child’s current setting or a parent, guardian or close relative, should your child not attend a pre-3+ or 4+ nursery setting already.

This information is shared with our Head of Early Years Foundation Stage, who may then arrange one-to-one conversations with the adult responsible for completing the questionnaire, to allow them to elaborate or answer any unanswered questions.

Nursery Entry Assessment (3+)

Following on from the questionnaires being received, we look forward to inviting all the children to visit our Junior School and enjoy a morning with some of our teachers, in order that we can get to know your child a little more in person. Parents will be present throughout the in-school session. Our highly-skilled team will run a play session with your child, where their interactions with other children will be observed, as well as their interest in particular activities and ability to talk to the staff and answer questions. We will also make time to read the children a story, monitor their engagement and identify simple inference skills.

Reception Entry Assessment (4+)

The assessment process is designed to enable us to see the very best of all children, their strengths, interests and target areas. The assessment is undertaken by our welcoming staff who create a caring, friendly and safe environment for the children to assist them in settling into a new and unfamiliar setting.

During the assessment we invite children to:

• Listen and respond to a story

• Draw a picture

• Match letters and words

• Play memory games

• Recognise numbers, shapes and colours

• Follow patterns

• Order numbers

• Engage in conversation and play with others

The children are assessed in small groups, which enables us to also evaluate their social skills and interactions. All current Nursery settings will also be contacted to complete a questionnaire/reference.

3+ Key Dates

Registration Deadline Monday 3 November 2025 (12 noon)

Questionnaires sent to current nursery September - November 2025

Nursery Play Session Saturday 15 November 2025

Offers sent out

Week commencing 1 December 2025

4+ Key Dates

Registration Deadline Monday 3 November 2025 (12 noon)

Questionnaires sent to current nursery September - November 2025

Assessment Week commencing 17 November 2025

Offers sent out

Week commencing 1 December 2025

Admissions

Year 3 Entry (7+)

The deadline for online registration on our website is early December of the year before entry. All pupils who apply are invited to attend an assessment day at the College in early January. The day consists of an assessment of their academic ability, as well as observations of their learning behaviours during lessons.

Year 3 Entry Assessment

Assessments involve spending a full day in the Junior School, including:

• An assessment of the child’s cognitive ability, with computerised tests focusing on mathematics and English

• An evaluation of their in-class learning behaviours

• An evaluation of the child’s’ social skills and interactions with both peers and adults

• Consideration of reports and references from their current school

Other Points of Entry

Occasional places do become available from time to time in all year groups. Assessments are arranged as appropriate and will involve your child spending part or a full a school day with us. They will experience a mixture of time in class and formal academic assessments.

For all points of entry, we will also contact your child’s current setting or school to ask for a reference or recent school report. If you have any further questions concerning your child joining the Junior School, please contact our Admissions Team directly.

7+ Key Dates

Registration Deadline Wednesday 3 December 2025 (12 noon)

Assessment Monday 5 January 2026

Offers sent out Wednesday 21 January 2026

Acceptance Deadline Monday 9 February 2026

Admissions Team

Director of Marketing, Admissions and Communications: Mr Jordon-Lee Squibb Admissions Manager: Ms Cat Knightley

Key Contact Information

jsadmissions@stdunstans.org.uk 020 8516 7226

Discover St Dunstan’s Visiting the College

The best way to see what life is like at St Dunstan’s College is to visit us in person. We would encourage all families considering an application for 3+, 4+ and 7+ entry to book on to one or more of our open events.

Open Day

Saturday 20 September 2025

This Open Day showcases everything that St Dunstan’s College and the Junior School has to offer. Families will be able to visit our facilities, meet staff and current pupils, taking part in a variety of activities to help understand what makes St Dunstan’s so unique.

Discovery Mornings

Over the course of the academic year, we offer the opportunity for prospective parents and pupils to visit the College as part of a small group tour during the school day. This will allow you to see the school day in action, view our facilities and visit lessons, as well as hear from the Head of Junior School.