St Margaret's School (London)

The Good Schools Guide Review of St Margaret's School (London), London, NW3 7SR

Our View

A gentle, nurturing school with a strong and secure family atmosphere providing a stimulating, tailor-made education. ‘A little gem,’ to quote one parent, though possibly not the ideal venue for the child that needs plenty of space to run around or one who requires the challenge of a big stage at 11.

Principal

Since 2008, Mr Mark Webster BSc (mid-forties). Educated at Highgate School and University College, London (where he read psychology), PGCE at Cambridge. Spent 15 years at the Royal School, Hampstead (first in primary, then IT, psychology and maths, before becoming deputy and acting head). Never planned to become a teacher - 'If you'd asked me early on what job I wanted to do, I'd have said teaching was 999th out of 1000'. A chance encounter changed his mind. 'I was working in publishing, when I met someone who said their job in teaching was fantastic. I'd never met anyone who felt that way about work.' Now equally enthusiastic about his chosen profession, Mr Webster continues to be hands on in his approach, teaching mathematics and '125' (see below). Particularly positive about working in a small school - 'I like the proximity and enjoy seeing the children grow up. You feel you can make a significant difference'. Operates an open-door policy and is constantly updating and improving what's on offer. Fundamental to his approach is the view that education is about instilling a sense of curiosity - 'Qualifications are a passport to the next stage, but if you remain curious you will never be bored'. He himself retains a passionate interest in art, history and reading. Also plays football for Highgate Old Boys. A tactful, sympathetic enthusiast, Webster is a good fit for this family-like school. 'It's unusual to have a man,' said one mother, 'but I think he really cares.' Married to a teacher with two young sons.

Academic Matters

In the juniors, all pupils follow the national curriculum (with the addition of French) from reception. GCSE options include Spanish, French, psychology, drama and music. An unusual addition is the head's own invention, '125' - a tribute to the school's 125th anniversary - which provides pupils with a list of activities to attempt at some point in their schooldays. 'There are, in fact, 158 options, so they do have some choice.' The range includes the practical, the cultural and the altruistic ('Do a nice thing for something who can do nothing in return'). In years 7, 8 and 9, 125 is a designated lesson. Sixth-none per cent of GCSEs graded As and A* over the past four years. The majority take additional science (taught in a compact, but efficient, lab), enabling them to go on to science A levels, the most popular A level choice. A modern language is compulsory (enthusiastic chatter about letters from French pen pals on the day we visited).

The school is relatively non-selective and the ability range always includes the very able and those with more modest aspirations, such that in mathematics in year 11 there will be at least one girl taking the Foundation paper, whilst an A* at 'A' level was achieved by another. The plus side of a small school is class size (between 11-15 in the junior school, 11-19 thereafter) and personal attention - 'You don't get excellent results without teachers having spare time to help'. Setting introduced when necessary but, with limited space, teaching is usually differentiated rather than physically separated. Outsiders have been known to view the school as a haven for the struggling, but it is only the right school for those with up to moderate special needs. 'We don't have the depth of resources for learning support that a larger school would have,' says the head. SENCo, plus a couple of teachers trained in dyslexia and dyscalculia, but the main support comes from classroom teachers. All abilities equally well catered for - 'We aren't results-driven and we exhaust every avenue'.

Games, Options, the Arts

The head's view is that education is a 'can-do', 'must try' matter and - inspired by the celebrated art historian Sir Ernst Gombrich's attitude - 'You don't have to like it, but it's important to understand why other people do...We compel them to try lots of things. They may moan, but we make them give it a go'. Drama is taken seriously. Performance is compulsory - 'We don't do Hamlet and let some people end up as third tree on the left. We make them write their own script and perform on a series of nights'. Music, too, is important - 'We have a super-motivated music teacher' - with a variety of traditional and less traditional extra-lesson options ('Handbells are very popular'). A number of choirs, plus a junior school orchestra. 80 per cent of girls have private instrument lessons at the school. Art immensely popular, with excellent results at GCSE: Two studios, one reasonably spacious, the other definitely petite. Outside space, too, is relatively restricted, with a largish garden transformed into an Astroturf playground. A local hall is used for gym and mini-buses take girls to South Hampstead High School's playing fields for netball and athletics, Hendon Leisure Centre for aerobics, rock climbing and badminton and the Welsh Harp for rowing. In David and Goliath mode the school is unafraid to compete with much larger north London schools like Highgate and Channing - 'We often lose' but succeed when more evenly matched. Plenty of clubs (fencing, theatre, cookery, bicycle maintenance, knitting, philosophy, book club, tennis) and trips, local and international, from walks on Hampstead Heath to Spain and Iceland.

Background and Atmosphere

Founded in 1884, it moved to its present site in a quiet, suburban Hampstead road in 1943. Senior and junior schools both occupy the same building and have the same head, with different uniforms but little separation between them. The school has three houses, where pupils of all ages work together to raise funds for charities of their own choice and compete at sports. It is small, cosy and friendly; a parent commented: 'It allows the girls to achieve whatever they can – but in a safe, non-confrontational environment'. Red and white uniform in the junior school, black and white in the senior. ’The head has changed the uniform and it’s much more flattering,’ said one mother. ‘These things matter to teenage girls.’

Pastoral Care and Discipline

Discipline not a significant issue. Though head insists this is not the garden of Eden, disciplinary issues tend to be confined to infringements of uniform - 'We can live with earrings if there's no drink or drugs'. Bullying - 'We get a case every year' - is dealt with promptly. 'Parents tend to be very supportive. They come to this school for its caring environment and they're quick to back us up.' Parents couldn't agree more - 'You get ups and downs with some of the girls, but if you ever get a problem it's dealt with straight away,' said one. Most parents feel one of the school's greatest strengths is its pastoral side, allowing girls to fulfil their potential and know exactly who they are. 'It's too small a school not to be a community. Girls, for example, will discuss a problem on Facebook and say, let's resolve this.' The school has its own head of pastoral care but also relies on a school counsellor when needed and pro-actively encourages 'bonding' with a variety of trips. 'The girls mix across the years and are often close to girls in the year above and below,' said a parent.

Pupils and Parents

Nice, well-behaved, confident girls from a cosmopolitan range of backgrounds reflecting the school's north London location. A sizeable chunk come from within walking distance, then in an arc stretching from Wembley to Islington (school minibus on offer for those who require it). Very much a family school in every sense - 45 per cent of pupils are sisters or relatives of current or ex-pupils. 'A lot of people like the sense of support and nurturing.' Most newcomers hear about the school by word of mouth, though the internet (and recent accolades in The Sunday Times) have slightly altered the traditional intake. Those relocating can find it a particularly valuable resource. 'I like it because there is more of a mix than usual in north London,' said one mother.

Entrance

Benign selection at 4. ‘We’re primarily looking to see if they’re school ready,’ says the head. Guaranteed transition from within at 11. ‘Once we’ve made the commitment, unless there are particular special needs we can‘t support, we stick to it.’ At other points, assessment varies according to age. From reception to year 3, girls come in for the day to spend time with other girls and ‘encounter some maths and English’. From year 4 more formal testing, with year 6 applicants given ‘a booklet of exercises‘.

Exit

School has no intention of opening a sixth form despite parental requests. 'By then it really is time to move on.' A trickle leave at 11, usually to the most academic schools in the state or private sector, such as Henrietta Barnett or North London Collegiate. Notably successful with applications at 16. Most popular choices at that point are local co-ed sixth forms like Highgate and UCS, and similar atmosphere girls’ schools like Channing. A reasonable number to the state sector (St Marylebone particularly popular). Good guidance on offer at both 11 and 16 - ‘It’s really important to make an informed choice. Not every school will suit every girl and they are used to being supported here’. School also works with them on interview practice and personal statements. Girls generally get their first-choice sixth form - ‘My daughter got in everywhere she applied,’ said one parent.

Money Matters

Not an expensive school by any means, but not much scope for additional funding. One 50 per cent scholarship at 11, about five per cent get some sort of bursary.

Special Education Needs Survey

SEN Statement

The school will adapt its teaching for girls with routine learning support needs such as dyslexia, and will arrange for extra support where needed, though the emphasis is far more on differentiation within the classroom than removing girls for extra help.

September 2011

Autistic Spectrum Disorder

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Aspergers Syndrome Mild
Aspergers Syndrome Moderate
Aspergers Syndrome Severe
Autism Mild
Autism Moderate
Autism Severe
Semantic Pragmatic Disorder
Other Autistic

Behavioural Difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Attention Deficit Disorder Mild
Attention Deficit Disorder Moderate
Attention Deficit Disorder Severe
Attention Deficit / Hyperactivity Disorders Mild
Attention Deficit / Hyperactivity Disorders Moderate
Attention Deficit / Hyperactivity Disorders Severe
Emotional and behavioural difficulties Mild
Emotional and behavioural difficulties Moderate
Emotional and behavioural difficulties Severe
Conduct Disorders
Obsessive Compulsive Disorders
Oppositional Defiant Disorders
Tourettes and other tic disorders

Genetic and related Disorders

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Down's Syndrome Mild
Down's Syndrome Moderate
Down's Syndrome Severe
Fragile X
Other genetic

Learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Moderate learning difficulties
Profound and multiple learning difficulties
Severe learning difficulties

Specific learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Dyscalculia Mild
Dyscalculia Moderate
Dyscalculia Severe
Dyslexia Mild
Dyslexia Moderate
Dyslexia Severe
Dyspraxia Mild
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties Mild
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional language

Sensory Impairment

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Hearing Impairment Mild
Hearing Impairment Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment Mild
Visual Impairment Moderate
Visual Impairment Severe

Medical and Related Needs

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Cerebral Palsy Mild
Cerebral Palsy Moderate
Cerebral Palsy Severe
"Delicate" children
Epilepsy
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?		none at present
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children		One GCSE pupil is currently taking A level maths. We have small groups and pupils are catered for individually
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair access
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?
Please provide information on staffing. Does the school have:
A SENCO or equivalent?
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		1
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

School Features

Curricula

GCSE - standard English curriculum

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