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Brockhurst and Marlston House Schools
Brockhurst and Marlston House Schools Where to pupils come from and Go to
Brockhurst and Marlston House Schools A Level, GCSE Exam Results, Tables and Graphs
Brockhurst and Marlston House Schools KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Brockhurst and Marlston House Schools University Leavers Data
Hermitage
Thatcham
Newbury
Berkshire
RG18 9UL
Brockhurst and Marlston House Schools
Brockhurst and Marlston House Schools, Newbury is an independent school for boys and girls aged from 3 to 13. Takes boarders.
Good Schools Guide Review Snapshot
Brockhurst and Marlston House, a mixed prep with a difference, but one that seems to work in perfect harmony. Fairly basic boys' dorms, girls' more homely (as usual). Formal eyes-front teaching... Read More
School Self Portrait
Brockhurst (Boys) and Marlston House (Girls) are twin schools sharing the same estate in Hermitage, near Newbury, Berks. We offer a unique education with the best features of small single-sex classes and shared extra-curricular activities. Specialist and qualified staff promote a family atmosphere and prepare children for entry to leading independent schools. We have outstanding facilities with 12... Read More
The Good Schools Guide Review of Brockhurst and Marlston House Schools, Newbury, RG18 9UL
Our View
░░░ ░░░░░░░ (░░░░░ ░░░░░░░░░ ░░░-░░░░) ░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░ ░░░░░. ░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░, ░ ░░░░░ ░░░░ ░░░░ ░ ░░░░░░░░░░, ░░░ ░░░ ░░░░ ░░░░░ ░░ ░░░░ ░░ ░░░░░░░ ░░░░░░░. ░░░░░░░░░░ ░░░░░░░ ░░ ░░░░' ░░░░ ░░ ░░░░, ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░░. ░░░ ░░ ░░ ░░░░░░░░░░░░ ░░░░░, ░░░░-░░░░░░░░ ░░ ░░░░░, ░░░░ ░░░░░ ░░░░░ ░░░░░░ ░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░░░░ ░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░░░ ░░░. ░░░ ░░░░░░ ░░░░░░░░ ░ ░░░░░░░ ░░░░░░ - ░░░░ ░░░░ ░░░ ░░░░░ ░░░░░ ░░░ ░░-░░ ░░░-░░░░ ░░ ░░░, ░░░░ ░░░░ ░░░░░░░ - ░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░. ░░░░░ ░░░░░░░ (░░░░░░░ ░░) ░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░, ░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░. ░░░ ░░░░░░░ ░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░ ░░░░. ░░ ░░░░░ ░░░ ░░░░░, ░░░░░ ░░░ ░░░░░░░ ░░░ (░░░░ ░░░░░░░░░░░) ░░░░░ ░░░ ░░░░░░. ░░░░ ░░░░░░░, '░░ ░░░ ░░░░░░ ░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░░░░. ░░ ░░░'░ ░░░░ ░░'░░ ░░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░'░ ░░░ ░░░░ ░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░ ░░░░░░░ ░░ ░░░░░░░░. ░░░░'░ ░░░ ░░░ ░░ ░░.' ░░ ░░░░, ░░░ ░░░░░░ ░░░░░░ ░ ░░░ ░░░░░░░░ ░░░░░░░░░░░ ░░░░░░ ░░ ░░░░░░ ░░░ ░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░░. ░░░░░░ ░░░░-░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░░. ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░ ░░░; ░░░░ ░░░░░░░░░░░ ░░ ░░░░░. ░░░░░'░ ░ ░░░░░░░ ░░░░░ ░░ ░░░░ ░░░░ ░░░ ░ ░░░ ░░░░ ░░░░. ░░░░░ ░░░░░ ░░ ░░░░░░░░, ░░░░ ░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░, ░░░░░░ ░░ ░░░ ░░░ ░░░░░, ░░░░░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░, ░░░░░ ░░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░. ░░░░░░ ░░░░░░░░░ ░░ ░░░░░░ ░░░ ░░░░ ░ ░░ ░░░░░░'░ ░░░ ░░░░░░░░ ░░░░░░░ - ░░░░░░░ ░░░░░░░ ░░ ░░░░░░░, ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░░░░. ░░░░░ ░░ ░░░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░░░░. ░░░░░░░░░░ ░░░ ░░░░░░░░░░, ░░░░░░░░░ ░░░░░░░░░, ░░░ ░░░ ░░░░░░░░░ ░░░░░░░ (░░░░░░ ░░░░░░░ ░░ ░░░░░░░░ ░░░░░░) ░░░░ ░░░░░-░░-░░░-░░░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░░. ░░░░ ░░░░░░░░░░ (░░ ░░░░'░ ░░ ░░ ░░░ ░░░ ░░ ░░░░ ░░) ░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░. ░░░ ░░░ ░░░ ░░ ░░░░░░ ░░░░░░░░░░░ ░░░░░░░░░░ - ░ ░░░░ ░░░░ ░░ ░░░ ░░░░░. ░░░░░░░░░ ░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░. ░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░ ░░░░ ░░░░░ ░░░░░░░░, ░░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░. ░░░ ░░░░░░░░░ ░░░░-░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░ ░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░░░░ ░░░░░░░░░. ░░░░ ░░░ ░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░, ░░░░░░░ ░░ ░░░░░░ ░░░░, ░░░ ░░░░░ ░░░░░. ░░░░ ░░ ░░░░░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░░░. ░░░░░ ░░░░░░░ ░░░░░░ - ░░░░░░░ ░░ ░░░ ░░ ░░░ ░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░, ░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░. ░░░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░ ░░░. ░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░ (░░ ░░░░░░ ░░░░░░░ ░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░ ░░░░ ░░░░░░ ░░░░░-░░░░░░░░). ░░░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░ ░░░░░░░░ - ░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░ ░░░░ ░ ░░░░░░░, ░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░. ░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░ ░░░░░░░ - ░░░░ ░░░░ ░░░ ░░░░░ ░░░░ ░░░░. ░░░░░ ░░░░░ ░░░░░░░ ░░ ░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░ ░░░░░░ ░░░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░ ░░░░░. ░░░░ ░░░░░ ░░ ░░░░░░, ░░░░░░ ░░░░░ ░░░░. ░░░ ░░░░░░ ░░░░░░░░░ ░░░░░ (░░░░ ░░░ ░░░░, ░░░░░ ░░░ ░░░░░) ░░░░░ ░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░. ░░░░░░ ░░░░░ ░░░░' ░░░░░, ░░░░░' ░░░░ ░░░░░░ (░░ ░░░░░). ░░░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░ ░░░ ░░ ░░░░'░ ░░-░░ ░░░░. ░░░░░/░░░░░░ ░░░░░░░░ ░ ░░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░░░░░ ░ ░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░░. ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░ ░░░░░░. ░░░░░░░░░░░░░ ░░░░░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░░░░░░░, ░░░░ ░░ ░░░░░░ ░░░. ░░░░░░░ ░░░ ░░░░░ ░░░░░░░░, ░░░░░ ░░░░░░ ░░░░ ░░░░ ░░ ░░░░░░░░░ - ░░░░ ░░ ░░░░ ░░ ░░░░░░. ░░░░ ░░░ ░░ ░░░░░░░░░░░ - ░░░░░░░░░░░░, ░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░. ░░░░░░░░░ ░░░ ░░░░░░░░░░░░, ░░░░ ░░░░░░░░ ░░░░. ░░░░░░ ░░░░░░░░░░░░ ░░░░░░ - ░░-░░░ ░░░░░ ░░░░░░░ ░░░░'░░ ░░░░ ░░░ ░░ ░░░░ ░░░░ - ░░░ ░░░ ░░░░░░ ░░░░░, '░░ ░░░░░░ ░░░░░░░ ░░░░░░', ░░░░ ░░ ░░░. ░░░ ░░ ░░░ ░░░ ░░░░░░░░░, '░'░░ ░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░░. ░'░░ ░░ ░░░ ░░ ░░.'
Head
░░░░░ ░░░░, ░░ ░░░░░ ░░░░░░░ ░░ ░░░ (░░░░░░░). ░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░ ░░░. ░░░░░░░ ░░░░░░░░ ░░░░░░ ░░ ░ ░░░░░░░ ░░░░░░-░░░░ ░░-░░░░-░░░ ░░ ░░░░░ ░░░░░░░░░░ - ░░░░░░░░░, ░░░'░ ░░░░░ ░░░░ ░░░, ░░░░░░ ░░░░░ ░░ ░░░░░ ░░░░ ░░ ░░░░░░░░░░░░░ ░░░░░ ░░ ░░░░ ░░░░░! ░░ ░░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░-░░░░░ ░░░░░░░ ░░░░ ░░░ ░░ ░░░░ ░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░. ░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░░░ ░░ ░░? ░░░░░░ ░░░░░░░░░. ░░░░░ ░░░░░░ '░░ ░░ ░░░ ░░░░'. ░░░░░ ░░░░░░░ ░░░░ ░░░░ ░ ░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░. ░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░. ░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░. ░░-░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░ - '░░░░' ░░░░ ░░░░░ ░░░ ░░░░. ░░░░░ ░░░░░░░░░░, ░░░░░░░░ ░░ ░░░░░░ ░░░░░░░, ░░░░ ░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░, ░░░░░░, ░░░░░░░░, ░░░░ ░░░░ ░░░░░░░░░░, ░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░░░, ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░. ░░░░░░░ ░░░░ ░░░ ░░░░░░░░░. ░░░░░░░░ ░░░░░ (░░░░░' ░░░░░░) ░░░ ░░░ ░░░░, ░░░░░░░░ ░░░░░ ░░ ░░░ ░░░░ ░░ (░░░░░░░), ░░░░░░░░░ ░░░░. ░░░░░░░░░░ ░░░░ ░░ ░░░░░ ░░░░░░ ░░ ░░░░░░░░░░, ░░░░░ ░░░░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░. ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░ ░░░░░. ░░░░░░░░ ░░ ░░░░ ░░░░░░░ ░░░░░' ░░░░░░. ░░░ ░░░░░░ ░░ ░░░░ ░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░░. ░░░░░░░ ░░░░░░░░░, ░░░░ ░░░░░░░, ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░ '░░░░░░░░░' ░░░░░░ ░░░░░░░░. ░░░░░░░ ░░░░ ░░░ ░░░░░-░░ ░░░░░░░░.
Entrance
░░░░░░░░ ░░░░ ░░░░░░'░ ░░░-░░░░. ░░░-░░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░-░░░░░░░ ░░░░░░░░░░░░. ░░░░░░░░░░░ ░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░ ░░ ░░░░░░░ ░░░░; ░░░░░░░ ░░░░ ░░░░░ ░░░ ░░░░ ░░░░. ░░░░░░░░ ░░ ░░░ ░░░-░░░░ ░░░░░░░░░ ░░░░░'░ ░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ '░░░░░░░░ ░░░ ░░░░░░░'. ░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░.
Exit
░░░░ ░░░ ░░░░░░░░░ ░░░░░ ░░ '░░░' ░░░░░░░. ░░░░░░ ░░░ ░░ ░░+ ░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░' ░░░░░░░ ░░░ ░░░░░ ░░░░░ (░░░ ░░░░░), ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░░ (░░░ ░░░░), ░░░░ ░░░░░ ░░░░░░░░░░ ░░ ░░ ░░░░░░'░, ░░░░░░. ░░░ ░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░ ░░ ░░ ░░░░░░, ░░░░, ░░░░░, ░░░░░░░░░░░░, ░░░░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░ ░░░░'░, ░░░░░░░░░, ░░ ░░░░ ░░░ ░ ░░░.
Special Education Needs Survey
SEN Statement
Brockhurst and Marlston House Schools educate children of mixed ability but all are "mainstream" pupils. We have three part time SEN teachers (Dip.SpLD, AMBDA qualified) who assess and work in conjunction with class teachers and the English department to support pupils who are dyslexic or who have learning difficulties. Individual programmes of work are planned according to need and progress is monitored on a weekly basis. Pupils are taught on a one to one basis for two sessions per week depending upon individual need. Senior pupils often benefit from study skills to help basic organisational skills and revision towards Common Entrance and Scholarship work.
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. | DEST at Pre-prep level | ||
| How many children with statements of need or equivalent do you have in the school? | None | ||
| Do you make special provision for exceptionally gifted children? | | ||
| Please outline what is on offer for such children | An accelerated route of study towards scholarship | ||
| 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? | | SENCO | |
| 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). | | 3 part-time PASTORAL | |
| Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | | 3 matrons | |
| 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. | n/a | ||
School Features
SEN attributes
Has SEN unit or class
Sports
Horse riding
Equestrian centre
Brockhurst and Marlston House Schools Catchment Area Map
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