Thank you for visiting the Good Schools Guide

If you would like to receive our monthly newsletters with advice,
information, news and offers please fill in your email address:


Monkton Prep School

Monkton Prep School
Address
Combe Down
Bath
BA2 7ET
Tel
01225 831202
Fax
01225 840312
Email
Web
If you are a representative of Monkton Prep School and wish to add to or amend the information we hold on the school please click here

Monkton Prep School, Bath is an independent school for boys and girls aged from 2 to 13. Takes boarders.

Local authority:

Bath and North East Somerset

Pupils:

329

Religion:

Christian

Fees:

Boarding £20,655 - £22,260; Day £8,862 - £15,594 pa

Open days:

October, March and May


Properties


Linked schools

Linked Schools: Monkton Senior School

Good Schools Guide Review Snapshot

A happy place, where much is expected and much achieved. Staff, and therefore pupils, work to the highest Christian principles of honest work, self-discipline and concern for the needs of others. ‘It teaches how to be a good person,’ said one firmly non-Christian parent, ‘and allows children to be accepted and to make their own minds up.’
Read More


School Self Portrait

Monkton Prep is a most exciting place to live and work. It is a real privilege to play such an important part in the development of the young children that have been entrusted to our care.

Maintaining the delicate balance between academic success and personal development is one of the School's great strengths. From the tiny two-year olds in the Pre-Prep to the teenagers in the Prep School, the happiness... Read More

Good Schools Guide ReviewSpecial Education Needs + My Schools Good Schools Advice Service Properties for rent/sale
Subscribe now

Register for our Newsletter...

Go >

...and receive our FREE expert guide to Tutors!




The Good Schools Guide Review of Monkton Prep School, Bath, BA2 7ET

Our View

░░░░░░░░░░ ░░░░ ░░ ░░░░ ░░░░ ░ ░░░░░░░ ░░░░░░░░░░░ ░░░ ░░ ░░░, ░░░░░░ ░░░ ░ ░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░. ░░░ ░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░ ░░░’░ ░░░░░░ ░░ ░░░ ░░░░-░░░░ ░░ ░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░░. ░░░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░ ░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░. ░░░░░░░ ░░░ ░░░-░░░░░░░░░ ░░░░░, ░ ░░░░░░ ░░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░ ‘░░░░░░░░░░ ░░░░’ ░░░░░░░░ ░░░░░. ░░░-░░░░ ░░░░░ ░░ ░░░░░ ░, ░ ░░░ ░; ░░░░░░░░░ ░░░░ ░░░░ ░ ░░░ ░░ ░░░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░. ░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░ ░░░░ ░ ░░░ ░░░░░. ░░░░░░░░ ░░░░░░░ (░░ ░░ ░░). ░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░ ░ ░░░░░ ░░░ ░░ ░░░░░. ░░░░░░ ░░ ░░░░░░░ ░░░░ ░ ░░░░░░░░░░ ░░░ ░░░░, ░░░░ ░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░░ ░░░ ░ ░░░░░░░ ░░░░░░░░ ░░░░░, ░░░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░ – ‘░ ░░░░░░░░ ░░░░’ – ░░░░░░ ░░-░░░░░ ░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░. ░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░░ – ░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░░. ░░░ ░░░░░ ░░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░, ░░ ░░░░░░ ░░░░ ░░░░░░. ░░░░░░ ░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░░’░ ░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░░ ░░░ ‘░░░░░░░░ ░░ ░░░░ ░░░’ ░░░ ░░░░ ░ ‘░░░░.’ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░ (░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░). ░░░-░░░░ ░░░ ░░░░░░░ ░░ ░ ░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░. ░░░░░ ░░░░░ ░░ ░░░░░ ░░ ░░░░░░░░░░ ░░░-░░░░ ░░ ░░░░ ░░ ░░░ ░░░░. ░░░░░░ ░░ ░░░░░. ░░░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░░░░░░ (░░░░ ░░ ░░░░░░ ░░░░░░ ░░░). ░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░░░░ ░░░░░ ░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░. ░░░░░ ░░ ░░░░░ ░░░░░ – ░ ░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░░░░░░░░░. ░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░. ░░░ ░░░ ░░░░░, ░░░░ ░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░ ░░░ ░ ░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░ ░░. ░░░░ ░░ ░░░░ ░░░ ░░░░ (░░░ ░░░░ ░░░ ░░░░ ░░░ ░░ ░░░ ░░) ░░░ ░░░░ ░░ ░░░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░░░ ░░░ ░░ ░░░░░. ░░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░. ░░░░░░ ░░░░░ ░░ ░░ ░░░░░░░░ ░░░ ░░░░’░ ░░░░ ░░ ░░░ ░░░░░░░░ (░░░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░). ░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░, ░░░ ░░░░ ░░░░░░░░░ ░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░ ░░ ░░░░░ ░░░░ ░░░░. ░░░ ░░░░░░’░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░░. ░ ░░░░░ ░░░░░, ░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░ ░░░░ ░░░░░░░░. ░░░░░, ░░░ ░░░░░░░░░ ░░░░░░, ░░░░ ░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░, ░░░░-░░░░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░ ░░░░░░. ‘░░ ░░░░░░░ ░░░ ░░ ░░ ░ ░░░░ ░░░░░░,’ ░░░░ ░░░ ░░░░░░ ░░░-░░░░░░░░░ ░░░░░░, ‘░░░ ░░░░░░ ░░░░░░░░ ░░ ░░ ░░░░░░░░ ░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░░ ░░.’ ░░░░░░ ░░░░ ░░░░░, ░░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░ ░░░░░░ ░░░░. ░░░░░░ ░░░░-░░░░░░, ░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░░░, ░░░░ ░░ ░░ ░░░░░░░░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░.

Head

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

Entrance

░░░░░░░░░░░ ░░░-░░░░░░░░░. ░░░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░ ░ ░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░░, ░░░░░░ ░░░░’░░ ░░░░ ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░░. ‘░░░ ░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░░,’ ░░░ ░░░░ ░░. ░░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░, ░░ ░░░ ░░░░ ░░ ░░░░░░░░░░ ░░ ░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░, ░░░░░░░░░░ ░░ ░░░░░ ░░ ░ ░░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░. ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░-░░░░. ░░░ ░░░ ░░░░ ░░ ░░░ ░, ░░░░░░░░░ ░░░░ ░░░░░ (░░░░░░░, ░░░░░ ░░░ ░░░░░░ ░░░░░░░░░). ░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░, ░░░ ░ ░░░ ░░░░░░’ ░░░░░░░░ ░░░ – ░░ ░░░░ ░░░ ░░ ░░░ ░░░░░░░░ ░░░ ░░░ ░░-░░░░░░░░.

Exit

░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░ ░░, ░░░ ░░ ░░░░░░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░ ░░ ░░░░░ ░░░░░░░░░░░░ – ░░░░░░░░░░, ░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░░░░.

Our View

░░░░░░░░░░ ░░░░ ░░ ░░░░ ░░░░ ░ ░░░░░░░ ░░░░░░░░░░░ ░░░ ░░ ░░░, ░░░░░░ ░░░ ░ ░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░. ░░░ ░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░ ░░░’░ ░░░░░░ ░░ ░░░ ░░░░-░░░░ ░░ ░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░░. ░░░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░ ░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░. ░░░░░░░ ░░░ ░░░-░░░░░░░░░ ░░░░░, ░ ░░░░░░ ░░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░ ‘░░░░░░░░░░ ░░░░’ ░░░░░░░░ ░░░░░. ░░░-░░░░ ░░░░░ ░░ ░░░░░ ░, ░ ░░░ ░; ░░░░░░░░░ ░░░░ ░░░░ ░ ░░░ ░░ ░░░░░ ░░░░░░░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░. ░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░ ░░░░ ░ ░░░ ░░░░░. ░░░░░░░░ ░░░░░░░ (░░ ░░ ░░). ░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░ ░ ░░░░░ ░░░ ░░ ░░░░░. ░░░░░░ ░░ ░░░░░░░ ░░░░ ░ ░░░░░░░░░░ ░░░ ░░░░, ░░░░ ░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░░ ░░░ ░ ░░░░░░░ ░░░░░░░░ ░░░░░, ░░░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░ – ‘░ ░░░░░░░░ ░░░░’ – ░░░░░░ ░░-░░░░░ ░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░. ░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░░ – ░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░░. ░░░ ░░░░░ ░░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░, ░░ ░░░░░░ ░░░░ ░░░░░░. ░░░░░░ ░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░░’░ ░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░░ ░░░ ‘░░░░░░░░ ░░ ░░░░ ░░░’ ░░░ ░░░░ ░ ‘░░░░.’ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░ (░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░). ░░░-░░░░ ░░░ ░░░░░░░ ░░ ░ ░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░. ░░░░░ ░░░░░ ░░ ░░░░░ ░░ ░░░░░░░░░░ ░░░-░░░░ ░░ ░░░░ ░░ ░░░ ░░░░. ░░░░░░ ░░ ░░░░░. ░░░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░░░░░░ (░░░░ ░░ ░░░░░░ ░░░░░░ ░░░). ░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░░░░ ░░░░░ ░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░. ░░░░░ ░░ ░░░░░ ░░░░░ – ░ ░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░░ ░░░░░░░░░░░. ░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░. ░░░ ░░░ ░░░░░, ░░░░ ░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░ ░░░ ░ ░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░░ ░░. ░░░░ ░░ ░░░░ ░░░ ░░░░ (░░░ ░░░░ ░░░ ░░░░ ░░░ ░░ ░░░ ░░) ░░░ ░░░░ ░░ ░░░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░░░ ░░░ ░░ ░░░░░. ░░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░. ░░░░░░ ░░░░░ ░░ ░░ ░░░░░░░░ ░░░ ░░░░’░ ░░░░ ░░ ░░░ ░░░░░░░░ (░░░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░). ░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░, ░░░ ░░░░ ░░░░░░░░░ ░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░ ░░ ░░░░░ ░░░░ ░░░░. ░░░ ░░░░░░’░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░░. ░ ░░░░░ ░░░░░, ░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░ ░░░░ ░░░░░░░░. ░░░░░, ░░░ ░░░░░░░░░ ░░░░░░, ░░░░ ░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░, ░░░░-░░░░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░ ░░░░░░. ‘░░ ░░░░░░░ ░░░ ░░ ░░ ░ ░░░░ ░░░░░░,’ ░░░░ ░░░ ░░░░░░ ░░░-░░░░░░░░░ ░░░░░░, ‘░░░ ░░░░░░ ░░░░░░░░ ░░ ░░ ░░░░░░░░ ░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░░ ░░.’ ░░░░░░ ░░░░ ░░░░░, ░░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░ ░░░░░░ ░░░░. ░░░░░░ ░░░░-░░░░░░, ░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░░░, ░░░░ ░░ ░░ ░░░░░░░░░░░ ░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░.


Special Education Needs Survey


SEN Statement

We recognize that the majority of pupils at some point in their school life will require support, in one form or another. The support can be directed towards literacy, numeracy, study skills, emotional and social help, speech and language therapy and occupational therapy.

In school, the Learning Support team works closely with the staff so that they feel informed and supported in working with all the pupils who have SEN. We use educational psychologists, speech therapists, occupational therapists and a child councellor, depending on the specific needs of the children. We also have provision for pupils who have been identified as being gifted and talented.

All the pupils receiving Learning Support make good progress academically, grow in confidence and self-esteem and are fully integrated members of the school community.
May 2012

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 MildTicked
Aspergers Syndrome Moderate
Aspergers Syndrome Severe
Autism MildTicked
Autism Moderate
Autism Severe
Semantic Pragmatic DisorderTicked
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 MildTicked
Attention Deficit Disorder ModerateTicked
Attention Deficit Disorder SevereTicked
Attention Deficit / Hyperactivity Disorders MildTicked
Attention Deficit / Hyperactivity Disorders ModerateTicked
Attention Deficit / Hyperactivity Disorders SevereTicked
Emotional and behavioural difficulties MildTicked
Emotional and behavioural difficulties ModerateTicked
Emotional and behavioural difficulties SevereTicked
Conduct DisordersTicked
Obsessive Compulsive DisordersTicked
Oppositional Defiant DisordersTicked
Tourettes and other tic disordersTicked

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 MildTicked
Down's Syndrome ModerateTicked
Down's Syndrome SevereTicked
Fragile XTicked
Other geneticTicked

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 difficultiesTicked
Profound and multiple learning difficultiesTicked
Severe learning difficultiesTicked

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 MildTicked
Dyscalculia Moderate
Dyscalculia Severe
Dyslexia MildTicked
Dyslexia Moderate
Dyslexia Severe
Dyspraxia MildTicked
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties MildTicked
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional languageTicked

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 MildTicked
Hearing Impairment ModerateTicked
Hearing Impairment SevereTicked
Multi-sensory Impairment
Speech and Language DifficultiesTicked
Visual Impairment MildTicked
Visual Impairment ModerateTicked
Visual Impairment SevereTicked

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 MildTicked
Cerebral Palsy ModerateTicked
Cerebral Palsy SevereTicked
"Delicate" childrenTicked
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
Other

General Questions

Are all children tested for SEN on entry to the school?
Please outline the screening programmes used by the school.NFER
How many children with statements of need or equivalent do you have in the school?1
Do you make special provision for exceptionally gifted children?Ticked
Please outline what is on offer for such childrenTickedGifted and Talented year groups, setting and streaming
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.Ticked
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?Ticked
Good wheelchair accessTicked
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?Ticked
Please provide information on staffing. Does the school have:
A SENCO or equivalent?Ticked
Staff who will administer prescription medicines to a childTicked
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked1
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked2
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.OCR Level 5 certificate in Teaching Learners with Dyslexia.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.Dyslexia Action Teaching Assistants SEN accreditation.

Monkton Prep School Catchment Area Map

Comments




Be the first to comment on this school.


Please login/register to comment.


Monkton Prep School Where to pupils come from and Go to

Monkton Prep School A Level, GCSE Exam Results, Tables and Graphs

School Features


SEN attributes

Has SEN unit or class


Monkton Prep School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Monkton Prep School University Leavers Data

For Sale
To Rent
School

Properties shown within a 3 mile radius

Hide Zoopla markers
Property information powered by Zoopla

Understanding the road risks in your local area

As many of us do, AXA Insurance and Road Safety Analysis believe that one child casualty on Britain’s roads is too much.

The data is presented by local area in order to aid the understanding of risk – it’s not just about killed or seriously injured, but about any incident reported to the police. Although road safety issues may arise due to a myriad of different reasons including proximity to busy roads and local speed limits, schools play a pivotal role in mitigating these risks by investing time in road safety education programmes.

Read more