Tower House Preparatory School

The Good Schools Guide Review of Tower House Preparatory School, London, SW14 8LF

Our View

This is a school in full swing. Unashamedly a traditional boys' prep school but with a modern twist. It’s a good life for a boy here; he’ll work and play hard. It has a great local reputation and as the only boys' prep in SW London with a single form entry, there’s a homely, family feel throughout.

Academically it is strong but not a crammer. In fact, parents seem at a loss to explain how school does so well by their non-academically selected sons, who also find time for a full range of extra-curricular activities. Good, dedicated and approachable teachers – many of them long-serving - obviously play a key part. Head describes his team as ‘exceptional’. Parents agree, praising ‘goddess of maths’, ‘Pied Piper’ drama teacher and ‘very capable’ deputy among others – seems invidious to single anyone out as they all seem to be going the extra mile for the boys. Science and maths very strong.

There isn’t a great deal of space, inside or out the late Victorian buildings. Junior and senior sections of the school are split, but linked by a shared playground – it’s a small site, but clever use of space helps. The playground is Astroturfed and surrounded by climbing walls so that literally not an inch is wasted. There’s also a quieter area, with table football and ping pong and a cyber-café set up for the less sporty types. Pressure on space probably more of an issue for the junior boys still of an age to run everywhere, but they seem to cope. ‘They move around calmly and respect their space – a bit like the Japanese,’ joked one mother.

In fact, throughout the school there is an air of decorum not always apparent in an all-male environment. It’s not that the boys are under the cosh – rather that they seem to be made gently aware of what is expected of them, from behaviour and work ethic, down to neatness of uniform.

Classrooms are not hugely high-tech environments but there’s good use of technology around the place, including ‘voting pads’, neat interactive handsets, which the boys use to answer questions during lessons. Means that no-one can hide and teachers can analyse the information during and after the lesson to identify anyone in need of support. Some interactive whiteboards, other classrooms use projectors.

On a more old-fashioned note, how nice to see some good old-fashioned handwriting practice going on. Little boys, tongues out in concentration, painstakingly perfecting their Ps and Qs, is a heart-warming sight. And said heart given a further boost by the (Mr Evans’ inspired) reading wall outside the library – essentially tapping into boys’ competitive streak via a house competition for who can read the most books in a term. And school makes no apology for encouraging frequent library lessons and ring-fencing reading time – ‘it’s essential’.

Light homework from year 2 (one subject, once a week) obviously hotting up to three 40 minute assignments by year 8, but apparently nothing more onerous than necessary for CE. French from day one, Latin from year 5. Average class size is 20.

SEN catered for via what Mr Evans describes as a ‘Harley Street’ approach – bespoke attention given either individually or sometimes in small booster groups, all overseen by a full-time learning support teacher. The school is not suited for boys far along the spectrum, but can happily cope with mild to moderate physical disabilities, dyslexia, dyspraxia and dyscalculia, with a small number of boys using laptops as their method of recording information. Can also cater for boys with mild speech and language difficulties. Special provision for gifted and talented boys at the end of key stage 1. Between 10 and 15 per cent of pupils receive such support.

Sport is enjoying its moment in the sun lately. Obviously this is traditionally difficult for a small school which will struggle to put up a second XV - but TH can punch above its weight on occasion. ‘We are no longer the enthusiastic but polite losers,’ says Mr Evans. ‘These days we make a decent match of it and are more than capable of a win’. Tower House teams have indeed begun to beat larger local rivals and claimed third place in the 2011 IAPS Sailing Regatta. All sport takes place at the nearby Bank of England grounds – fabulous facilities used by lots of strapped-for-space London schools, but parents feel TH gets the best of it. ‘We always seem to have the best, more convenient pitches, feels like it’s ours really’, said one.

A great tradition of drama here. ‘It’s weirdly good’ said one mother. Production values are said to rival those at Eton and Harrow – it’s apparently all seriously top class. Former pupils prove the point, including young actors Rory Kinnear, Robert Pattinson and Tom Hardy and comedian Jack Whitehall. Multi-purpose art and DT attic studio, complete with pottery wheel. Lots of 3D work on display during our visit and some good stuff on the walls which was done by their teacher – so good it could almost dishearten before it inspired. Lots of music, with something for everyone – a swing band, an orchestra, two choirs (including an adult choir for parents) and three rock bands. About 70 per cent of pupils learn a musical instrument up to grade 6.

Pastoral care and discipline is as you would hope in such a small school, and there was high praise in the most recent ISI inspection report, where boys' personal qualities were described as ‘outstanding’. Boys encouraged to grow into their own skin and develop a great sense of self worth. Although undoubtedly a privileged bunch, they are encouraged to put something back into their community. Considering their age, the boys undertake terrific amounts of charity work, everything from fund-raising (in startling amounts) to visiting the elderly or planting trees. ‘The last thing we want is a generation of arrogant teenagers,’ says Mr Evans. ‘So we make sure they are aware of how they can help others less fortunate and so infuse them with a healthy dose of humility’. School runs its own Dan Phillips award, named for an old boy and similar to Duke of Edinburgh scheme, in that they gain awards for their efforts.

But it’s not all work – boys go on a super range of trips from year 4 to year 8, culminating in the post-CE exam trip where boys will get to fly a helicopter (‘super’ science teacher takes them up individually) and to deep-sea dive. ‘My son has had experiences here he would simply not have got anywhere else,’ says one mother. Head prides himself on a policy of ‘no extras’, so that even the cost of these plentiful school trips are included in fees. ‘Parents are working hard and we don’t want to keep asking for more,’ he says.

This head knows his local demographic. For East Sheen read Banker Valley – school has a very IT literate clientele who appreciate the top notch information systems Mr Evans has introduced. Homework, syllabuses, team sheets, maps for fixtures – it’s all on-line and a click of an iPhone away for busy parents who no longer need to rely on ‘boy mail’. Even the weekly newsletter (always at least three pages) is available as a pdf. ‘We make sure parents get information quickly and clearly, says Mr Evans. ‘Our intranet system is the envy of many senior schools’. Typically both parents of a TH boy will be working, so find systems like this a boon. ‘We always know what is going on’, said one mother. ‘We can email and the Clarion text system is really useful too’.

An overarching attitude that everyone gets to ‘have a go’. Had a flute lesson? Join the orchestra and we’ll give you a note to play. Auditioning for a production? We’ll make sure you get a part. Think you don’t like sport? Try fencing.

Although there are definitely no plans to grow pupil numbers, there is some physical expansion to come, with an art room extension and classroom improvements among various projects on the cards. Mr Evans is not inclined to sit on his hands, so he has plenty to tell prospective parents, and always includes this promise in his patter; ‘At 13, your son will be able to sit in any south-west London dinner party and entertain and inform the other guests, while also being the most polite person at the table.’

An unashamedly traditional place at heart (boys still sing Jerusalem in assembly) but it’s not stultifying – staff are very much alive to the latest educational thinking. A boys’ school, but not an aggressive, overly-masculine environment, rather a place where boys can express their gentler selves if they want to and where arts are valued as highly as sport.

Headmaster

Since 2009, Mr Gregory Evans MA BSc PGCE (mid-forties). Arrived with an excellent reputation from Sussex House where he was director of studies for five years. Previously he taught science at King’s House School, Richmond and Twynham School, Christchurch. Lives locally and describes this appointment as his ‘dream job’. Has been quick to put an Evans spin on the place, showing vim and vigour, but without upsetting the natives - just as well as he is quite likely (and perfectly happy) to bump into parents at the local Waitrose. Not at all remote and cerebral, think dedicated and willing to get stuck in instead. The boys like and respect him – he immediately made a positive impression by knowing most of their names by the end of his first day. By all accounts he is an excellent manager and administrator and has overseen significant new investment in IT and also expanded the extra-curricular side. Calm and efficient, it’s difficult to faze him. He is firm but lightens it with humour. Sets the pace and asks others to follow. Parents seem pleased and the consensus is that he is good for the school. ‘He’s great’, says one, ‘Hardworking and conscientious – Tower House is lucky to have him’. In another memory feat, he keeps up with news of all the boys' families and their out of school interests so that he can pass the time of day with anyone he comes across, parent or boy alike. He’s a tremendous advocate for single-sex boys preparatory education and perfectly pitches the Tower House offering so that its small size becomes its greatest asset. Very sporty (well-used cricket ball on desk), he attends as many matches as his schedule will allow – at weekends too, often refereeing in his Tower House socks. Married, with young children of his own, he enjoys golf, fishing, reading and tending his allotment in his spare time. Has also recently completed an MA in educational management and research.

Entrance

Largely a local intake from south-west London. Non-selective, so no entrance test at 4+. The first 20 to register will be guaranteed places, although siblings of current pupils will be given priority. Occasionally names drop off the list, allowing some movement into the top 20. Some boys admitted to other years in the school where space allows – worth asking.

Exit

Boys generally get to their first choice school. At 13+ lots to St Paul’s and King’s College Wimbledon. Others to Hampton, Kingston Grammar, Bradfield, St Edwards, Marlborough, Epsom College and Reeds. School works towards CE pre-tests, rather than 11+ and does not encourage leavers at 11. Not many want to anyway – the odd one to Latymer where it is felt it is sometimes easier to get in at before the clamour at 13. But those are the exceptions.

Special Education Needs Survey

SEN Statement

At Tower House we have a SENCo who monitors boys requiring learning support. Boys are withdrawn mainly from English for their English support lessons. Boys receive support lessons before school or during timetabled slots. Support lessons are taught 1:1, or in small groups according to the boys' needs. The SENCo liaises closely with staff, parents and relevant outside agencies.

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

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.		English (comprehension and essay) Maths and Interview. Sweep Test in Year 2.
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?		None at present in school
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.		SENCO support
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		monitoring buildings at present
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?		No boy is withdrawn from other curriculum areas
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).		SENCO full time
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		one 0.4
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.		Post Graduate Diploma in Dyslexia and Literacy
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.		LSA Certificate for working with Dyslexia

School Features

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