Caterham School

The Good Schools Guide Review of Caterham School, Caterham, CR3 6YA

Our View

A classic independent school, great results, large, leafy grounds, good facilities, strict discipline, polite, charming and well-informed pupils – you can see what you are paying for here. It’s on the up and pulling ahead of the pack now.

Headmaster

Since 2007, Mr Julian Thomas, BSc MBA FRSA (early forties). Graduated in computer science from King’s College London. Subsequently took PGCE at Queen’s College, Cambridge and MBA in educational leadership at University of Hull. Spent five years in the City with Lloyds Bank and BP but moved into teaching after ‘an epiphany’ at Liverpool Street station in the mid 1990s. ‘I realised there was more to life than what I was doing; I wanted to make a difference.’ Before taking over at Caterham, he worked in several independent schools, including Portsmouth Grammar where he was director of studies, and Hampton (boys' school), where he was second master. Delighted to be head of Caterham – ‘I walk around the school and think, wow, what a wonderful place’. Full of enthusiasm for his task; aims to make Caterham the best it can be. ‘The goal post has moved. A few years ago we wanted to become the best co-ed boarding school in the south-east, now we are aiming to be one of the finest co-ed schools in the UK.’ He not only is young but he looks it - parents love to tell how they thought he was a sixth former when they first saw him, though such stories are probably embroidered for dramatic effect. Think fresh and enthusiastic - Tony Blair when he was popular. ‘Highly capable and caring,’ says ISI. Parents feel he has played himself into his headship very well, taken things gently, not changing things for the sake of it, but now beginning to put his own stamp on the place. Collegiate approach to management and has surrounded himself with a top-notch senior management team. Pupils like him (he squeezes in some teaching when he can, drops into classes all the time) and he’s generally seen as a good ambassador for the school. Married with two children, both pupils at the prep school next door (qv). In his spare time ‘gets a buzz from endurance activities’, walking, trekking in Nepal and the like, loves sport and is qualified to coach rugby, cricket, hockey and netball. Has also written six maths text books.

Academic Matters

Now among the UK’s top independent schools, out-performing many of its more famous rivals, yet strangely still just under the radar. At GCSE in 2010, 99 per cent of grades were A*-C, a new record for the school, 70 per cent of which were A* or A. At A level, Caterham is one of the top 35 independent schools in the country and one of the top five co-educational day and boarding schools. 93 per cent of 2010 grades were A*/A/B. The average final point score is 394.

Maths and science are stand out subjects here (triple science the norm). The biology department has received a GSG award for A level results for the past five consecutive years. French, German, Spanish, Latin and Greek offered to GCSE and A level. ICT taught both as a discrete subject and across the curriculum, with 620 computers for pupil use throughout the school day, all networked and with email and internet access.

However, Mr Thomas is quick to stress that academic success must not be the pupils’ only achievement – school’s watchwords are ‘An education for life’. Parents agree that the school gets the best out of all the children – not just the super-academic. Also on the curriculum are ‘learning how to learn’ skills such as speed-reading, research techniques, typing, all designed to give Caterham students the edge out in the real world. Caterham was the first independent school to be awarded ‘Thinking School’ status by Dr Edward de Bono – too detailed to explain here, but involves planning thinking processes using coloured hats. Children we met understood it perfectly; school offers courses to enlighten confused parents. No plans to introduce IB, but IGCSE offered in English, maths, sciences.

First class teaching team works hard to engender a passion for learning. Parents describe them as dynamic, dedicated and (again) youthful. Lessons are enjoyable and lively, not all chalk and talk. Great head of science, wearing a bright pink overall when we saw him and pupil guides proudly announced he had new labs designed to his specification. Lots of on-going staff training and opportunities means turnover is low. Class sizes in first three years average 20-24, dropping to 15-20 for GCSE teaching and usually eight to 12 for sixth form. All the facilities, resources, bells and whistles you would expect for the money. Oozes prestige.

Not huge call for SEN provision (a handful) but around 90 pupils have learning difficulties and disabilities. There is a TA for the visually impaired and some one-to-one teaching. A dyslexia specialist is available. Inclusive system of study buddies sees older students passing on their experience to the younger years – anything from straightforward subject help to other issues like time-management. 80 or so pupils receive EAL support.

Games, Options, the Arts

All strong, in keeping with school’s aims to develop all-rounders. Sparkling achievements on the sports field are just as impressive as the academic results. Priority sports are rugby, hockey, cricket, lacrosse and netball, but there are lots of others on offer, from athletics to Tae Kwon Do. U14s hockey team 2011 Surrey champions, U12 and U13 netball teams made the Surrey Schools' finals. Sport is taken seriously but is not just for the elite – everyone encouraged to have a go.

Drama has a fairly high profile in the school and is improving; current A level students won the Sir Michael Caine drama award at the Leatherhead drama festival. Impressive performance space but no dedicated studio. Music next on Mr Thomas’s list for development. Up to 30 per cent of pupils currently learn a musical instrument (exams can be taken) and there are plenty of opportunities to perform. But although lots get involved in high standard school and house productions and concerts, only handfuls take music and drama at GCSE and A level. Better take up of art and design, with pottery, textiles and photography offered.

Both the Duke of Edinburgh Award Scheme and the Combined Cadet Force are thriving – pupils regularly win armed forces scholarships. All told, there are around 35 clubs and societies from chess to debating, kit car challenge popular. ‘Put us up against any school and we’d win for sheer range of activities on offer,’ challenges Mr Thomas.

Background and Atmosphere

Situated in 80 acres of leafy loveliness in a wooded valley of the North Downs, south of London, just inside the M25. Approach is via a quiet residential road of substantial houses. Main school building is an attractive, Victorian red brick building looking out onto its own impressive playing fields, hills beyond. Inside there is a preponderance of tiling and brick – looks nicer than that might sound. New build (2008) science block and sixth from centre.

Boarding facilities recently upgraded. Years 7-9 in good sized, six-bedroomed rooms, thinning out as they rise through the ranks to qualify for single, ensuite accommodation by upper sixth. Ofsted pronounced the boarding offering as ‘outstanding’ – in fact some university halls may be a come-down. Homely atmosphere, lots of staff live in and build up good relationships with their charges. Growing requirement for flexi-boarding acknowledged and accommodated wherever possible. Boarders do really well here where their life is fun, but well-structured. Prep every night under controlled conditions and then checked – boarders get great results. Staff delighted as TVs and computer games gather dust – there’s too much else on offer, loads of sport and special events.

All the pupils smartly turned out, business suits for sixth formers. It’s a happy, vibrant place, where students are enjoying, rather than enduring, their days. Nice easy atmosphere – always visitors around, parents welcome, teachers used to having their classroom doors opened mid-lesson.

Pastoral Care and Discipline

Standards of behaviour are high (‘exemplary,’ says ISI) and pastoral care is top-notch, based on the principle of mutual respect. Any problems dealt with quick time and head says he would never punish a significant misdemeanour without getting to the root cause – a holistic approach. Mr Thomas says he’s conscious that young people get a maelstrom of mixed messages in today’s media and can get caught up in a ‘cool to be cruel’ culture. He sees his school as the counter-balance to that. ‘I want to show the pupils that kindness and courtesy matter.’ Staff set the tone, aiming to turn out ‘nice people that parents and school can be proud of’. Need we add zero-tolerance of bullying, drugs and drink – all non-starters. Minor demeanours dealt with by way of warnings and gating – practical things like litter duty, rising to detention. Suspension and expulsion obviously the end game – but both are rare events. Pupils generally have good relationships with teachers and other staff. School linked to URC, but it’s a light touch, no Christian exertion, all welcome.

Pupils and Parents

Parents are really supportive of this place – it’s not unusual for 500 spectators to support Saturday fixtures. Largely a local school – 70 per cent travel less than five miles to school - but other day pupils from up to 30 miles away (plenty of school buses and good transport links with mainline BR just a 15 minute walk). Boarders from 25 different countries, including UK, but significant numbers from East Asia and Eastern European countries.
Parents from a wide mix of professions and businesses. Successful and productive parents' association has a good time raising significant sums for the school. Old Cats (boys so far, as school only fully co-ed since 1995) include Geraint Jones (organist, conductor); Angus Deayton (television presenter); Sir Alan Moncrieff (first Nuffield Professor of Child Health); Sir Arthur James (Court of Appeal) and recently cricketers Ali Brown, David Sales and James Benning. Old Cats a big feature – turn up at all the events, plays, fixtures, magazine launches, giving the current pupils a real sense of their school’s history and traditions.

Entrance

Academically selective, mainly at 11, 13 and 16. Own exam used (English, maths and verbal reasoning) plus interview and report from current school (Common Entrance for setting at age 13). For sixth form entry, 6 GCSEs at grade A (grade B for existing pupils moving up). No special skills or religious requirements; school has URC affiliation but pupils of many faiths within school. 30 per cent of intake from state schools (plus 10 per cent to sixth form). For day pupils the closing date for registration is mid November of the year prior to entry. Four forms in each year group.

No set examination dates for boarding candidates but they must pass school examinations in English and maths. For sixth form, boarding pupils will be examined in three of the subjects to be studied at A level.

School’s main feeder is Caterham Preparatory School which provides around 40 pupils in year 7. Others are The Hawthorns, Hazelwood, Oakhyrst Grange, St Mary’s C of E Junior School, Sevenoaks Preparatory School, New Beacon School and Copthorne School.

Exit

Basically all to university (a handful via a gap year) with 83 per cent going to top tier institutions including Oxbridge, Imperial, UCL, Warwick and Durham.

Money Matters

About a third of pupils receive either scholarships or bursaries. Scholarships and exhibitions awarded at 11, 13 and 16 (academic, art, music, sports), also all-rounder at 13, science at 16 and boarding/international; most represent 25 per cent of fees, some up to 50 per cent. All 11+ and 13+ day pupil candidates are automatically considered for academic scholarships, but specific application forms are required for other scholarships. The number offered varies each year, but essentially funds are available equivalent to 10 school places.

School also has a bursaries scheme for children of United Reformed Church clergy, for families in the Forces or those on a low income. There is a new, fully funded sixth form bursary named in honour of slavery abolitionist William Wilberforce, who was a friend of the school’s founder and a subscriber to the school, giving Caterham 10 guineas a year.

Special Education Needs Survey

SEN Statement

Caterham School is a high achieving, academic school from which most pupils go on to the universities of their first choice.

Pupils with mild Specific Learning Difficulties are catered for individually by qualified specialist staff. The SEN provision we provide depends on a pupil’s Specific Learning Difficulty having been formally diagnosed; it ranges from 1:1 support to group support within the classroom. All subject staff are kept informed and up to date with effective learning and teaching strategies and are skilled at coping with pupils with Specific Learning Difficulties.

Nov 09.

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.		NFER Dyslexia Screener.
How many children with statements of need or equivalent do you have in the school?		2
Do you make special provision for exceptionally gifted children?		Differentiation, wide range of co-curricular activities.
Please outline what is on offer for such children		Specialist clubs
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.		Individual lessons for EFL/Specific learning difficulties.
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?		One full time member of staff.
Staff who will administer prescription medicines to a child		Health centre staff.
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		As above.
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.		Dip SpLD, 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

Curriculum features

Combined Cadet Force

SEN attributes

Has SEN unit or class

Sports

Lacrosse

Horse riding

Fencing

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