Forest School

Forest School Where to pupils come from and Go to

Forest School A Level, GCSE Exam Results, Tables and Graphs

Forest School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Forest School University Leavers Data

Address

College Place
London
E17 3PY

Tel

020 8520 1744

Fax

020 8520 3656

Email

info@forest.org.uk

Web

www.forest.org.uk

If you are a representative of Forest School and wish to add to or amend the information we hold on the school please click here

Forest School, London is an independent school for boys and girls aged from 4 to 18.

Local authority: Waltham Forest

Pupils: 1240

Religion: Church of England

Fees: Prep £9,435 - £10,941; Senior £13,950 pa

Open days: Mid-September

ISI Report: View the ISI report

Linked Schools: Forest Preparatory School

Log in/Register to view My Schools

Forest School has won a Good Schools Guide Award. Click here to see.

Good Schools Guide Review Snapshot

Four orchestras, five bands and ten choirs, co-ed and single sex. 'You name me a mixed school where it is cool for boys to sing' Plenty of carrots as well as sticks. Inevitable wobbles, but generally well-behaved children kept fairly firmly under control. Drugs are low on the radar scan; alcohol is higher. 'We have our problems but they are not, on the whole, the problems of... Read More

The Good Schools Guide Review of Forest School, London, E17 3PY

Our View

░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░ ░░░░░░-░░░ ░░░ ░░-░░░░░░░░░, ░░░░░ ░░░░░░ ░░ ░░░ ░░░░░-░░░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░.

Warden

░░░░░ ░░░░, ░░░ ░░░░░ ░░░░-░░░░░░ ░░ (░░░░░░░), ░░░░ ░░░░░░░ ░░ ░░░░░░░░░, ░░░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░. ░░░░░░ ░░░ ░░░░ ░░░░░░░░░░, ░░ ░░░░░ ░░░░░░░, ░░░░░░░░░, ░░░░░░ ░░░░ ░░░░░░ ░░░ ░░ ░░░░░░'░ ░░░░░░, ░░░░░ ░░░ ░░░ ░ ░░░░░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░. ░░░░░░░ ░░░░ ░░ ░░░░░░░░░; ░░░░ ░░░░░░░░, ░░-░░, ░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░░. ░░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░░░' ░░░░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░ ░░ ░░░░░░. ░░░░ ░░░░░░ ░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░, ░░ ░░░ ░░░░░.

Academic Matters

░░░░ ░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░ ░ ░░ ░░░░ ░░, ░░ ░░ ░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░░. ░░░░░░░░, ░░░ ░░░░░░ ░░ ░░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░░. ░░░░ ░░ ░░░ ░░░░░░░ ░░░, ░░ ░░░ ░░░░░ ░░░░░░, ░░░░░░░░░░. ░░░░ ░░░░░░░ ░░ ░░░░ ░░░░ ░░ ░░░ ░░░░ ░* ░░░ ░░ ░░░ ░░░░ ░*/░. ░░ ░ ░░░░░ ░░ ░░░░, ░░ ░░░ ░░░░ ░*, ░░ ░░░ ░░░░ ░*/░, ░░░ ░░ ░░░ ░░░░ ░*- ░ - ░░░░ ░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░. ░░░ ░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░. ░░░░░ ░░░░░ ░░ ░░ ░░░░ ░░░ ░░░░ ░░░░░░░ (░░░ ░░░░░░░░░░) ░ ░░░░░ ░░░░░░, ░░░░ ░░░░░░░, ░░░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░░ ░░ ░░░░. ░░░░ ░░░░░░░░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░, ░░░ ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░. ░░░░-░░░░ ░░░ ░░░░░░░. ░░░░░░░░ ░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░░ ░ - ░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░ ░ ░░░░░░ ░░░ ░░░░░ ░░░░. '░░░░░░░ ░░░ ░░ ░░░░░░░, ░░░ ░░░░░░░░ ░░ ░░░ ░ ░░░░░░ ░░░ ░░ ░░░ ░░ ░░░░░ ░ ░░░░░, ░░░░░░ ░░ ░░ ░░░░░░. ░░░░░░░, ░░ ░░ ░░░░ ░░ ░░░░ ░░░░░ ░░, ░░ ░░ ░░░ ░░░░░░░░ ░░░░.'

Games, Options, the Arts

░░░░░░ ░░ ░░░░░, ░░░░░ ░░░ ░░░░░ ░░░░░ ░░. ░ ░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░, ░ ░░░, ░░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░ ░░░░. ░░ ░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░ ░░░░, ░░░░ ░░░░ ░░░░░░░ ░ ░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░. ░░░░░░ ░░░░░░░░░░ ░░░ ░░░░' ░░░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░. ░░░ ░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░ ░░░ (░░ ░░░░). ░░░░░' ░░░░░ ░░░░░░░░░░░░ ░░░░░░ - ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░; ░░░░░' ░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░░░░. ░░░░░-░░░░░ ░░░░░, ░░░░░, ░░░ ░░░ ░░░░░░ ░░░░░░░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░░░ ░░ ░░░░░░ ░░░░; ░░░ ░░░░░' ░░░ ░░░░░ ░░░░' ░░░░░░. ░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░-░░ ░░░░░ ░░░░░░░░░░░░. '░░ ░░░ ░░░░░░ ░░░░░ ░░░░░ ░░░░ ░░░░ (░░░░ ░░ ░░░░░░░'░ ░░░) ░░ ░░░░░ (░░░░ ░░ ░░░ ░░░░░░░░), ░░░ ░░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░░░░░, ░░░░ ░░░ ░░░ ░░░░░░░░.' ░░░░ ░░░░░░░░░░, ░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░, ░░-░░ ░░░ ░░░░░░ ░░░. '░░░ ░░░░ ░░ ░ ░░░░░ ░░░░░░ ░░░░░ ░░ ░░ ░░░░ ░░░ ░░░░ ░░ ░░░░'. ░ ░░ ░ ░░░ ░░░ ░░░░░░░; ░░░░ ░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░░░░.

Academic Matters

░░░░ ░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░ ░ ░░ ░░░░ ░░, ░░ ░░ ░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░░. ░░░░░░░░, ░░░ ░░░░░░ ░░ ░░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░░. ░░░░ ░░ ░░░ ░░░░░░░ ░░░, ░░ ░░░ ░░░░░ ░░░░░░, ░░░░░░░░░░. ░░░░ ░░░░░░░ ░░ ░░░░ ░░░░ ░░ ░░░ ░░░░ ░* ░░░ ░░ ░░░ ░░░░ ░*/░. ░░ ░ ░░░░░ ░░ ░░░░, ░░ ░░░ ░░░░ ░*, ░░ ░░░ ░░░░ ░*/░, ░░░ ░░ ░░░ ░░░░ ░*- ░ - ░░░░ ░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░. ░░░ ░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░. ░░░░░ ░░░░░ ░░ ░░ ░░░░ ░░░ ░░░░ ░░░░░░░ (░░░ ░░░░░░░░░░) ░ ░░░░░ ░░░░░░, ░░░░ ░░░░░░░, ░░░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░░ ░░ ░░░░. ░░░░ ░░░░░░░░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░, ░░░ ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░. ░░░░-░░░░ ░░░ ░░░░░░░. ░░░░░░░░ ░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░░ ░ - ░░░░ ░░ ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░ ░ ░░░░░░ ░░░ ░░░░░ ░░░░. '░░░░░░░ ░░░ ░░ ░░░░░░░, ░░░ ░░░░░░░░ ░░ ░░░ ░ ░░░░░░ ░░░ ░░ ░░░ ░░ ░░░░░ ░ ░░░░░, ░░░░░░ ░░ ░░ ░░░░░░. ░░░░░░░, ░░ ░░ ░░░░ ░░ ░░░░ ░░░░░ ░░, ░░ ░░ ░░░ ░░░░░░░░ ░░░░.'

Background and Atmosphere

░░░░░░ ░░ ░░░░ ░░░░ ░░ ░░░░░░ ░░ ░ ░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░. ░░░ ░░░ ░░░░░░░' ░░░░ ░░░░ ░░░░░░░░░░░ ░░░░ ░░░░░░░, ░░░ ░░░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░. ░░░░░░░░░ ░░░░░░░ ░ ░░░░░░░░░ ░░░░░░, ░░░░░░░ ░░░░░░░░░, ░░░░░░░░░ ░░░░░' ░░░░░░ ░░░ ░ ░░░░░░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░, ░░░░ ░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░' ░░░░░. ░░░ ░░░░░░ ░░░░░░░░░ ░░ ░░ '░░░ ░░░░░░ ░░ ░░░ ░░░░░' (░░░░░ ░░░░░░░░░ ░░░ ░░░░ ░░░░░░), ░░░░ ░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░ ░░░░░░. ░░░ ░░ ░░░░░ ░░░░░░░░░░░ ░░░░░░░░░░, ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░ – ░░░░░ ░░░ ░░░░ ░░ ░░ ░░░░ ░░ ░░░░░░░░░░░ ░░░ ░░░░░ ░░░░░░'░ ░░░░░░. ░░░░░░░░░, ░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░░░░░, ░░░░ ░░░░░ ░░ ░░░░. ░ ░░ ░ ░░░░░░░░░░ ░░░░░░ - ░░░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░░░, ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░░. '░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░░░. ░░░░ ░░ ░ ░░░░░░ ░░░░░ ░░░ ░░░'░ ░░░░░░░░░░ ░░░░ ░░░ ░░░░; ░░ ░░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░ ░░ ░░░░░░░░░░.' ░░░░░-░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░ ░.░░░░.

Pastoral Care and Discipline

░░░░░░ ░░ ░░░░░░░ ░░ ░░░░ ░░ ░░░░░░. ░░░░░░░░░░ ░░░░░░░, ░░░ ░░░░░░░░░ ░░░░-░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░░░░░░. ░░░░░ ░░░ ░░░ ░░ ░░░ ░░░░░ ░░░░; ░░░░░░░ ░░ ░░░░░░. '░░ ░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░ ░░░ ░░░, ░░ ░░░ ░░░░░, ░░░ ░░░░░░░░ ░░ ░░░░░░░░░.'

Pupils and Parents

░░░ ░░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░ ░░░░░, ░░ ░ ░░░░ ░░░░░░ ░░░ ░░░ ░░░░░░ ░░ ░░░░░░-░░░░ ░░░░ ░░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░░░░░░. ░░░░░░ ░░░░░░░░░░ ░░░░░░░' ░░░░░░░░░░░ ░░░░ ░░░░░░░, ░░░░░░ ░░░ ░░░░░, ░░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░░░░░ ░░ ░░░ ░░░░░░. ░░-░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░, ░░░░░░░░░░ ░░░░░░░ ░░░░░░░, ░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░, ░░░░░░ ░░░░░░ ░░░░░░░░░░░, ░░░░░░░░ ░░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░░░░, ░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░░░ ░░░░░░ ░░░░░░ ░░░.

Entrance

░░ ░░░░░ ░░░ ░░░░░░░, ░░░░ ░░░░░░░░░, ░░ ░░+. ░░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░. '░░░ ░░░░░░░ ░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░░░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░░░░░,' ░░░░ ░░░ ░░░░░░ ░░░░░░░. ░ ░░░ ░░ ░░░ ░░░░░░ ░░ ░░. ░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░░░░ ░░░░ ░ ░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░░ ░░ ░░░░░ ░░░░. ░░░░░ ░ ░░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░ ░░░░ ░░░░░.

Exit

░░ ░░░ ░░░░ ░░░ ░░░░░ ░ ░░░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░. ░░░░ ░░ ░░░░ ░░░ ░░░░░░░ ░░ ░░ ░░░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░ ░░░░░░░░, ░░░, ░░░░░░░░░, ░░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░.

Money Matters

░░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░ ░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░. ░░░ ░░░░ ░░░░░░░░░░░░/░░░░░░░░░ ░░ ░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░░░░░ (░░░░░ ░+), ░░░░░ ░░░░ ░░░, ░░░░░ ░░░ ░░░░░ ░░░░░░. ░░░░░ ░░░░░ ░░░░░ ░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░ ░░░░ ░░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░.

All Reviews are available to subscribed users.

For instant access to this and all reviews, plus a host of other benefits, please Subscribe to the Good Schools Guide.

Already subscribed? Login here

Special Education Needs Survey

SEN Statement

As a matter of good practice we administer basic screening tests to all pupils on entry and notify parents if we believe that a pupil may need extra support or should be referred further for formal assessment. We employ an SEN coordinator who advises parents, offers support and specialist lessons to pupils and assists teachers in devising appropriate strategies for teaching. Our approach to pupils with SEN taking examinations (public and internal) is in line with accepted good practice. Although we have no statemented pupils, approximately 30 have IEPs.

Sept 2010

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.		Testwise
How many children with statements of need or equivalent do you have in the school?		0
Do you make special provision for exceptionally gifted children?		Personalised learning plans
Please outline what is on offer for such children
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).
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.

Forest School

Forest School Where to pupils come from and Go to

Forest School A Level, GCSE Exam Results, Tables and Graphs

Forest School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Forest School University Leavers Data

Forest School

Forest School, London is an independent school for boys and girls aged from 4 to 18.

Good Schools Guide Review Snapshot

The Good Schools Guide Review of Forest School, London, E17 3PY

Our View

Warden

Academic Matters

Games, Options, the Arts

Academic Matters

Background and Atmosphere

Pastoral Care and Discipline

Pupils and Parents

Entrance

Exit

Money Matters

Subscribe Now for Instant Access

All Reviews are available to subscribed users.

Special Education Needs Survey

Autistic Spectrum Disorder

Behavioural Difficulties

Genetic and related Disorders

Learning difficulties

Specific learning difficulties

Sensory Impairment

Medical and Related Needs

General Questions

School Features

Curricula

Curriculum features

Forest School Catchment Area Map

Comments

Be the first to comment on this school.

You may also be interested in...

City of London School for Girls

City of London School for Girls, London is an independent school for girls aged from 7 to 18.

City of London School

City of London School, London is an independent school for boys aged from 10 to 18.

Haverstock School

Haverstock School, London is an state school for boys and girls aged from 11 to 18.

Parliament Hill School

Parliament Hill School, London is an state school for girls aged from 11 to 18, co-ed sixth form.

Find a School...

Education News Feeds

Local Guides