Hornsby House School

The Good Schools Guide Review of Hornsby House School, London, SW12 8RS

Our View

Started in 1988 by Dr Beve Hornsby, a leading figure in dyslexia therapy, with 22 children in a church hall. Dr Hornsby felt that multi-sensory learning would benefit children of all abilities, and the school's motto is 'Learning for all'. 'We retain that sympathy for children who aren't going to find things easy,' says the head. Moved five years later to its present site, just over the wall from Chestnut Grove secondary, and has been expanding ever since.

Compact site. The original Edwardian buildings - once a local state primary school - are complemented by later additions with attractive curved roofs and light, spacious classrooms, housing, inter alia, art, science and music rooms. The latest development, opened in 2010 and built round a protected lime tree using environmentally-friendly materials, adds three more ground floor classrooms plus a bright underground kitchen and dining room, which stretches out beneath the playground. The school now serves hot lunches (85 per cent organic, with salad bar, crudités on each table and plenty of fruit on display; a Masterchef dad chairs the catering committee) and has a large basement space for, eg, street dance club. The only remaining Portakabin houses the French and learning support rooms.

Generous staffing ratio - teacher plus two assistants in reception, one teaching assistant in each class up to year 4 - means the school can accommodate a wide ability range, 'and get better scholarship results than the selective alternatives'. The ISI comments: 'Pupils achieve high academic standards within a wide and creative curriculum.' The school is accessible for wheelchairs and can cope with mild ADHD and Asperger's as well as dyslexia and dyspraxia. 'It's rare for me to feel a child's needs aren't dealt with better here than anywhere else,' says the head refreshingly. On only two occasions has he suggested to parents that their child might be better off with more specialised provision elsewhere - 'The families now feel that that was the right decision'.

Two SENCos; most extra support comes from teaching assistants in the classrooms, though some one-to-one help (at extra charge) and EAL support is available from part-time specialists. Teaching assistants are a mix of mums, aspiring teachers and gappers - three this year are ex-pupils, who bond easily with the children.

Technology is important here: whiteboards in every classroom, all year 3 desks (and one year 6 room) have retractable computers, and everyone learns to touch-type. The school even employs technicians to keep it all running smoothly.

Big commitment to sport, with half-a-dozen specialist games staff, including one woman who has competed in world surf lifesaving events and another who has played for a premiership football club. Other top athletes come in to coach and encourage. Three separate playgrounds on site, but most sport takes place at local venues such as Trinity Fields, Battersea Ironsides and the Oval. Fields A-D teams for most sports; everyone in year 3 upwards plays in at least two fixtures a term, and two thirds of the children play club sport out of school. Year 6 A teams go on tours to, eg, Sussex or East Anglia.

The house system brings together children of different ages to compete in music, art and sports events, gain house points for good work or behaviour, and see their own house flag flying or their house colours adorning the house cup. Year 6 children can take on the responsibility of becoming head boy or girl, or house captain, and everyone has the chance to be a school council representative.

Class music and singing lessons; the peripatetic music staff who give individual instrumental lessons also run ensembles and help with termly concerts. Plenty of imaginative artwork on display in corridors and in the bright art room; the summer art exhibition includes work by every child in the school. Spring, summer and nativity plays. Drama now has a higher profile with the recent appointment of a specialist drama teacher and is taught as a discrete subject in the curriculum from years 2 to 6.

An early bird club operates before school, and the many after-school activities range from xylophone to taekwon-do to chess. The older classes go on residential journeys to Sussex, Shropshire, Normandy and Scotland - 'There are huge benefits on the social side, and these trips may help children who like the idea of boarding school decide if they are really suited to it'.

Most families live within a couple of miles, and many walk or cycle to school, though some come from as far away as Wimbledon. Strong parents' association, which organises parties and fundraising events. The head describes the school as 'not the most pompous player in the local market', and it is generally seen as less pressured than some other local schools, with less parental emphasis on social status. Parents appreciate the relatively down-to-earth and caring nature of the school, with its friendly, informal communications between staff and parents and its non-assessed entry policy but rigorous teaching. The children like the happy, relaxed atmosphere and wealth of opportunities beyond the syllabus.

Headmaster

Since 2006, Mr Jon Gray BA Ed PGCE (still only in his thirties). Joined the school in 2004 as deputy head, with experience in boarding and day prep schools - 'The governors wanted to push towards a prep school rather than a primary school ambience, with higher academic aspirations, and I was a good fit'. Teaches history in the upper school. A keen cricketer and mountain walker, he enjoys leading expeditions, eg the annual year 6 trip to Ridgway Adventure in northern Scotland, which includes climbing, sea kayaking and camping under the stars on an uninhabited island.

Appreciates his high degree of autonomy, with fewer layers of bureaucracy than many heads experience - 'I have plenty of freedom to make decisions. I can take parental temperatures and react accordingly'. Ambitious for his school: having overseen major building projects, he is now implementing extensions to the curriculum, with improved drama and DT. Enthusiastic noises from parents, who find him keen, likeable and approachable, and from the Independent Schools Inspectorate (ISI), which describes the school as 'strongly led'.

Moving on in September 2012 to head York House School in Hertfordshire. His successor will be Edward Rees, currently deputy head of Dulwich College Junior School. Mr Rees was educated at Charterhouse and Durham University, where he graduated with a BA in Education, specialising in Geography. He is married with two young children, and plays cricket for the MCC in his spare time.

Entrance

Genuinely non-selective and first come first served into reception, with no compulsory parental interviews to suss out those who ‘won’t fit in’. Parents are encouraged to come in for a chat, but it is not part of the application process. Priority to siblings. Non-refundable deposit of £2,500, payable three terms in advance, repaid after the child leaves the school. Those applying for year 3 or above come into the school for a morning which includes tests in maths, English and reasoning, plus time in the classroom and in the playground.

Means-tested bursaries available for year 3 entrants upwards (worth applying for – they are apparently not overwhelmed by applicants), and school will try to help current pupils who fall on hard times. Three scholarships – two academic, and one for solid academic ability combined with exceptional music or sports talent – for children coming into year 4.

Exit

Academic ante has been upped during head’s tenure and now many move on to, eg, Dulwich College, Alleyn’s and JAGS as well as Streatham and Clapham High and Emanuel. A few to boarding schools, eg Windlesham, Benenden, Cranleigh, or state secondaries, eg Graveney, Lady Margaret, The Oratory. A record 22 scholarships and exhibitions in 2010. Nearly all boys as well as girls stay till 11. ‘There’s lots of physical activity and a good number of young male staff who are positive role models.’

Special Education Needs Survey

SEN Statement

Hornsby House is sympathetic to children requiring learning support. Written tasks in class are differentiated to enable all children to work at an appropriate level. Maths setting occurs from Year 3 onwards. Each class from Reception to Year 4 has their own Teaching Assistant. Extra English and Maths lessons are available on site with qualified SpLD teachers. We have a relationship with a Speech and Language therapist who comes in to help children in school. Individual Education Plans are written termly. We also have wheelchair access.

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.		Dyslexia Early Screening Test
How many children with statements of need or equivalent do you have in the school?		One
Do you make special provision for exceptionally gifted children?
Please outline what is on offer for such children		Gifted and Talented Programme
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		School nurse
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.		See school website
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

School Features

Curricula

Standard English primary school curriculum

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