The Lady Eleanor Holles School

The Good Schools Guide Review of The Lady Eleanor Holles School, Hampton, TW12 3HF

Our View

Deservedly one of the top girls' schools in the country: it is exactly right for naturally confident, very bright young things who thrive on lots of work. Highly sought after for its academic delivery, celebration of female success, top-of-the-range facilities and cream of the crop intake. Set to remain a 'destination' school.

Headmistress

Since 2004, Mrs Gillian Low MA Oxon PGCE Cantab (early fifties). Immaculate pedigree: previously head of Francis Holland School for six years, before that deputy head of Godolphin and Latymer School. Began her teaching career in state sector at various comprehensive schools. Educated at North London Collegiate School, then read English at Oxford. After university she had a brief spell in industry as a management trainee with Courtaulds. 'But I missed my subject and took a positive decision to move into teaching,' she says. 'I've been very lucky in always having worked in good schools, but this job in particular is a real joy.'

Lives in central London with her three children – her parental credentials ensure she is absolutely in tune with 'the teenage girl world': 'I know what it is like on both sides of the fence,' she says. 'Coping with friendship issues, boyfriends, how you are getting back from wherever - it's all going on in my house too; along with exams and university applications.' Time and time again parents mention her empathy and the most popular adjective used to describe her is 'approachable'. The door to her (newly-decorated, cream, very smart but homely) office is open as often as possible.

She is everything you would expect of the head of a top girls' school – immaculately dressed and groomed, with a definite air of authority and completely on top of her brief. In her spare time, she enjoys travel, art, eg working on her own mosaic pieces, theatre, cinema and reading. President of GSA 2010.

Academic Matters

Generally over 90 per cent A* and A grades at GCSE – 93 per cent in 2011 – and most girls take 10 subjects – separate sciences taken in preference to the dual award. Popular GCSE options are geography, history, Latin, biology and chemistry. Similar success at A level – in 2011, 97 per cent A*, A and B grade passes (excluding general studies) with 82 per cent of grades at A* and A. English literature and geography are most popular, followed by psychology, history, maths, chemistry and biology. Girls mostly take four subjects (or three plus an AS) together with general studies and additional options such as PE or word processing. . Alongside the usual, the school offers theatre studies, classical Greek and music technology. Slightest smidgen of interest in the classics will be seized upon and encouraged – good takeup of Latin (taught in years 8 and 9), cleverest also take Greek. French and German taught from year 7. Formerly some parental grumbling about language teaching, but new head of modern languages department and new head of French have raised the game.

A school of great expectations: a B grade is B for 'bad', particularly at GCSE - from day one the girls are working towards A* and A grades. But parents don't feel their daughters are overly pressured. 'Anyone bright enough to get here in the first place will be able to cope once they are in,' says one mother. 'There is a lot of self-motivation and peer pressure to do well.' Lots of homework from the off and a longish (9-4) school day - can be a big shock for an 11 year old. Typically two to three hours of homework a night by GCSE stage, plus one day at the weekend. Parents say their daughters are 'pushed', but again, 'not unduly pressured'.

Girls are mixed for some lessons such as science and ICT, but only setted for maths. Average class size is 20. Stable staff, average age mid-forties (lots of male teachers) and almost 50 per cent have been with the school for over 10 years. Most have a good relationship with their pupils and parents are happy that teaching is generally very good. 'Nowhere's perfect and we have a few past their best-before date, but overall they are a good bunch,' says one mother. 'They always seem to know the girls really well – parents' evenings are really worthwhile, useful events.' Well-resourced library and careers room (very impressive careers resources).

Won't take every SEN but very good provision in place for girls it does take, largely for dyslexia and dyspraxia, where one-to-one study skills lessons with specialist teachers are available for an extra charge. Similarly, support can be arranged for pupils with EAL requirements. Fairly flat site is good for wheelchair users, and a lift.

Games, Options, the Arts

Bags of things to do and fantastic facilities. Famed locally for its very strong sport - 'although it's not actually quite as good as you expect once you get here,' says one mother, who grumbles that only the best get a chance of regular matches. Another mum of a B team player moans that her daughter was mainly practice fodder for the A team girls, who went off for all the fun matches. Other parents, however, are quite happy that the system of squads as well as teams means everyone gets a go. Lacrosse and netball in the winter, tennis and athletics in summer. Among the current cohort are three under 18 internationals and five girls aiming for the Olympics. Swimmers revel in the indoor heated pool. Rowing an optional extra with great facilities - has a shared boathouse on the Thames.

Music very strong both in performance and as an academic study. Around 300 girls learn an instrument - from a choice of 20 on offer - to an average grade 6, some to grade 8. Loads of choirs, orchestras and groups, an annual music competition and an annual choral and orchestral concert with boys from neighbouring Hampton School tackles some major works. Similarly lots of drama within the curriculum and as extra-curricular. Sixth formers mount annual drama festival, drawing their casts from the entire school. Wide range of clubs and societies - many during the long lunch break, others after school - including Scrabble, chess, debating, and Christian Union. CCF available via Hampton boys next door and Young Enterprise groups much in evidence in the sixth form. D of E now back on the agenda following a break. Notice boards (well used and up to date) burst with information on everything from fixture lists to ideas for things to do in the holidays.

Background and Atmosphere

One of the oldest girls' schools in the country. Established in 1711 in Cripplegate, City of London. Current premises were purpose-built in mid 1930s – architecturally unremarkable but set in wonderful 30 acres of space, including playing fields, gardens and many, mostly modern, additions to the original building. In the entrance and main hall splendid honours boards are engraved with the names of past pupils and school captains, and gleaming cabinets house memorabilia and countless trophies – a nice nod to the school's heritage. But be in no doubt that this is now a thoroughly modern operation, with fantastic boarding school type facilities and space. Splendid sixth form centre – separate common rooms with kitchens and cafeterias for upper and lower sixth – very comfortable and clean, and a world away from the untidy mélanges we've encountered elsewhere. Old girls report that their university facilities are not as good as the ones they left behind.

Overall the place has a very calm, organised and ordered air about it - but nothing ordered about the girls' appearance. A surprisingly scruffy bunch: very un-stuffy uniform – grey sweatshirts are preferred to more formal ties and blazers; the addition of clumpy scuffed black shoes and black laddered tights was one fetching combo on view. Mrs Low has introduced a new-style pleated skirt from year 7 in an effort to stop the girls rolling up their waistbands to shorten their skirts. No uniform for sixth formers, nor are they steered towards the 'business-dress' style beloved of similar establishments.

Good security – all the girls have biometric or swipe card access to buildings and services. The girls can invite Hampton boys into their common room (and vice versa) and spend time together on social and cultural events ('best of both worlds,' says a pupil). To help the pupils overcome what would otherwise be tricky and time-consuming travel arrangements, LEH and Hampton share a school bus system covering 22 routes to all points north, south, east and west. On the surface a most satisfactory arrangement – though a persistent drizzle of complaints from parents about the cost (approaching £250 per term). The school recently trialled a late after-school coach service for girls involved in after-school activities, but lack of take-up means it has not continued.

Pastoral Care and Discipline

General parental approval for pastoral care - usual system. Full time school nurse in situ. Several parents cite instances where they were delighted by the personal touch of a letter or phone call over and above what they expected, but overall this is not a cuddly school – 'Little to no allowance made for the girls being new or tired,' says one mother. School prefers, 'Self-sufficiency encouraged'.

No formal punishments or detentions system. Staff rule by consent – parents will be contacted if homework fails to appear. Smoking and worse obviously all forbidden. Head said all cases would be handled according to individual circumstances: she seems realistic about teenager experimentation, but not condoning. Short suspensions an option for more major misdemeanours. Mrs Low has suspended (for one day) a girl caught smoking in a car in school car park. Every school has bullying (never believe a head who says there is none) but parents we spoke to had not come across any specific examples, and head and parents give examples of girls being supportive of each other and also of drama/music/sport activities involving all year groups helping to foster friendship between different year groups.

Pupils and Parents

Not as much a snob school as people may think. Smart Mercedes owners jostle for car park space with the beaten up Volvo owners who can just about afford to do their best for a bright child. No mega-merchant banking types. 'Nice straightforward bunch,' says one seasoned parent. Pupils generally very confident and self-motivated - obviously cases of little quiet ones blossoming, but generally a school for go-getters: go-for-it girls from go-for-it families. Mix of nationalities - plenty of white middle class but also lots of Asian girls and a few from African community. Strong links with Hampton next door - some 90 families have children at both schools. Don't be too free and easy offering lifts to your daughter's friends - intake is from such a wide geographical area that they may live miles away.

Entrance

Tough and oversubscribed by three to one. Girls are examined in maths and English and general knowledge - hard to cram for, no sample papers available. Then interview (girls only – no parents) for those who have made the grade academically. Interviews described as 'general – we are looking for doers,' says head. 'What can they bring to us? They must have time to do things outside pure academic study – success in one area will spin off to others.' School is not interested in heavily coached girls who will then struggle to keep up.

Up to one-third of the places go to girls joining from the junior school, who follow the school's own transfer arrangements (see separate entry). Other main feeders are private preps including Newland House, Rowan, The Study and Bute House. About 20 per cent from state primaries. For the sixth form entrance exams in maths, English (essay, comprehension and analytical thought) and a subject of candidate's choice, followed by interviews for those who pass exams. Average of eight to 10 places available to replace leavers. Coffee-table worthy prospectus includes DVD.

Exit

At 16+ most go on to sixth form. 'There's a general feel that it's not a good idea to leave,' says one parent. Of the 10 or so who do go elsewhere each year, some are looking for a mixed sixth form college, or boarding school, and a few want to head into London. Mass exodus in search of male companionship is forestalled by strong links with Hampton Boys' School next door. Head says very few leave at school's suggestion. 'My main goal is the girls' happiness and self-esteem. There would be lots of early warnings and consultation with parents if we really felt that their daughter would do better elsewhere.' At 18+ a very definite expectation of university - almost all go to Russell Group and other traditional establishments. Always a notable chunk to Oxbridge.

Money Matters

Some scholarships (for academic work and music) for 10 per cent of tuition fees (dependent upon parental income); means tested bursaries. Apply as part of the enrolment process.

Special Education Needs Survey

SEN Statement

The school caters particularly well for gifted and talented children for whom our normal school curriculum is designed. Additional provision is made for the exceptionally gifted or talented child. The selective nature of the school entrance test means that all pupils are able to follow the same curriculum, but the school does provide short one-to-one courses of learning support, when needed, for example for those with specific learning difficulties such as dyslexia and dyspraxia, the cost of which may be additional to the normal school fee. Pupils with physical disabilities can be accommodated depending on the severity of their condition: there is wheel-chair access to most parts of the school. Special educational needs are always dealt with on an individual basis and enquiries about the level of provision that can be offered are welcome.
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?		Pupils are screened at the end of Year 7
Please outline the screening programmes used by the school.		Pupils are tested for dyslexia and dyspraxia.
How many children with statements of need or equivalent do you have in the school?		None
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children		Gifted children are offered more challenging work and a wide range of extension and extra-curricular activities.
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.		One-to-one tuition is arranged on a withdrawal basis.
Pupil Referral Unit.
Other withdrawal.		Counselling.
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).		Two
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.		CertEd. and Post-graduate Diploma in Dyslexia and Literacy (AMBDA.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

School Features

Curricula

GCSE - standard English curriculum

A level - standard English curriculum

GCSE - International

Sports

Lacrosse

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