Hurlingham School

The Good Schools Guide Review of Hurlingham School, London, SW15 2NQ

Our View

Such an energy and drive about the place that it's almost palpable. The building is truly fantastic (you quite envy the pupils). A wonderful Astroturfed outside play area with every kind of equipment you could wish for, including a horizontal rock climbing wall. Separated from it is a fabulous nature corner complete with herb garden, fruit trees, vegetables, bird table and pond. Head of sports likes children to have structure even at playtime and involves parents in all things sportive.

Similar degree of enthusiasm seen in all the classrooms. The walls are myriads of brightly coloured, beautifully presented pupils' work, each piece carefully named and titled - 'Every child's work is exhibited - no selection'. The school's ethos is 'positive encouragement': house points - 'We now have a house system, which the children think is the best thing ever' - for all. Little ones have 'Stripey' the tiger, who goes home each night with the best behaved, hardest working or most polite.

Music, singing and percussion are noisily enjoyed in class and assemblies. Individual music rooms available too. Ballet teacher is busy three mornings a week in a dedicated mirrored dance and drama studio. Warm and friendly furnishings impart a calm and peaceful aura to the early years department. All new pupils are profiled and the resulting record presented to parents. Children are setted for maths only. The first three years have full time teaching assistants and a full time learning support co-ordinator, who does lots of support work with many of the children and is available for any pupil identified as having minor learning difficulties.

This is a school where children are celebrated, learning is encouraged, successes are rewarded. And, on top of all that, everyone looks as though they are having fun doing it. Hurlingham is looking good. Things can only get better.

Headmaster

Since 2010, Mr Jonathan Brough BEd NPQH, previously head of City of London Girls' Prep, before that deputy head at Bute House Preparatory in Hammersmith and head of English in two boys' preps. Now teaches Latin to every child in years 5 and 6, leads three whole-school assemblies per week (often accompanied by firm favourite puppet, Mischief) and is always to be seen joining in something or other around the school, regularly getting sidetracked by philosophical discussions with reception children. Places enormous emphasis on happiness being central to everything that goes on and strongly believes that all individuals make greatly valued contributions to school life: 'Children at Hurlingham are never just taught, but are educated in the broadest sense of the word, as each day brings fresh opportunities, challenges, discoveries and achievements. As a school, we aim to capitalise on them all and not to waste a single one'.

Claims the next few years of the school's development are 'evolution not revolution', but has already had a significant impact on several aspects of provision, especially the rewards system - very popular surprise postcards home and Excellence Book - and reinvigorated programme for the gifted and talented in all age groups. Married to a leading international lawyer and interests include reading and writing fiction, multimedia authoring and travel.

Entrance

Non-selective. Actively promotes walking to school so preference given to those living within 1.2 km radius. Under 60 per cent of parents drive to school. Sibling priority. Otherwise it is first come first served. Co-educational from ages 4 to 11. A three form intake with 15 to 20 in each class.

Exit

Girls and boys are prepared for entrance to co-educational and single-sex London day schools and boarding schools at 11+.

Special Education Needs Survey

SEN Statement

We are proud to be a non-selective school and welcome children with mild to moderate learning difficulties. All new and existing children are continuously monitored and the Head of Learning Support is in regular contact with all teaching staff,including sport and music teachers, to ensure that no child who requires additional support is missed. Parents are encouraged to come in and discuss any worries they have at the earliest opportunity with the Head of Learning Support. We aim to give the best possible support in school through our team of specialist SEN teachers but will always seek outside advice, with the support of parents, if we feel we need some extra help in providing for a child's needs. We support children with a variety of difficulties including spelling, creative writing, maths, short term memory, comprehension, handwriting and study skills either on a one to one basis or in small groups. We also work in the classrooms supporting children during lessons. The support we provide is innovative, fun and motivating and children who are not on our Learning Support Register frequently ask if they can come for lessons with their friends. Learning Support takes place throughout the school from Reception all the way up to Year 6 every day of the school year.
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?		3
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children		Small group study
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).		6
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.		Hornsby Diploma
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

School Features

Curriculum features

Pop4Schools Project

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