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Bede's Preparatory School
Bede's Preparatory School Where to pupils come from and Go to
Bede's Preparatory School A Level, GCSE Exam Results, Tables and Graphs
Bede's Preparatory School KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Bede's Preparatory School University Leavers Data
Eastbourne
East Sussex
BN20 7XL
Bede's Preparatory School
Bede's Preparatory School, Eastbourne is an independent school for boys and girls aged from 0 to 13. Takes boarders.
Good Schools Guide Review Snapshot
Situated at the end of Eastbourne seafront on the cliffs - wonderful sea views and a quick jaunt to the beach, but still sporting enough greenery for a rugby/football/cricket pitch. Perched high on the cliff top is a large architecturally-pleasing home where Mr Peter Pyemount, the founder of the now flourishing St Bede's Trust and head of history, lives. Tells pupils that the house was strategically placed so... Read More
School Self Portrait
The purpose of a school is to prepare its pupils for a rich, rewarding life. At Bede's this is our privilege and our specialism.
Our philosophy means that whether a child is a drama scholar, maths prodigy or aspiring computer programmer they will have the specialist facilities and dedicated staff they need to surpass all expectations - including their own.
We support and enrich every individual,... Read More
The Good Schools Guide Review of Bede's Preparatory School, Eastbourne, BN20 7XL
Our View
░░░░░░░░ ░░ ░░░ ░░░ ░░ ░░░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ – ░░░░░░░░░ ░░░ ░░░░░ ░░░ ░ ░░░░░ ░░░░░ ░░ ░░░ ░░░░░, ░░░ ░░░░░ ░░░░░░░░ ░░░░░░ ░░░░░░░░ ░░░ ░ ░░░░░/░░░░░░░░/░░░░░░░ ░░░░░. ░░░░░ ░–░ ░░░░ ░░░ ░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░. ░░░░░░░ ░░░░ ░░ ░░░ ░░░░░ ░░░ ░░ ░ ░░░░░ ░░░░░░░░░░░░░░░-░░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░░░░░░, ░░░ ░░░░░░░ ░░ ░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░░’░ ░░░░░ ░░░ ░░░░ ░░ ░░░░░░░, ░░░░░. ░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░░ ░░░░ ░ ░░░░░░░░ ░░░ ░░ ░░░░░ ░░░░░░ - ░░, ░░ ░░░░░░, ░░░ ░░░░░░ ░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░░. ░░ ░░ ░░░░░░░░░░ ░ ‘░░░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░░ ░░░░░░░’ ░░░░░ ░░ ░░░ ░░░░░░░░░░░ ░░░░░░ ░░░ ░░ ░░░░░░ ░░░░░░. ░░░ ░░░░░░ ░░░ ░░░░░░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░░, ░░░░░ ░░░░░░░░░░, ░░░░░-░░░░░░ ░░░░░░ ░░░░, ░░░░░░░░░ ░░░░░░░░ ░░░░░░, ░░░░░ ░░░░░░ ░░░░, ░░░░░░░░ ░░░░, ░ ░░░ ░░░-░░░░ ░░░ ░░░░░░░ ░░░░░░, ░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░░. ░░░ ░░ ░░░ ░░░░░’░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░░░░, ░░░░░, ░░░ ░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░ ░░ ░ ░░░░░ ░░░░░░ ░░░░ ░░░ ░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░ ░░░░░ ░░░░░░░░░. ░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░, ░░░░ ░░░░ ░░░░░░░░░░ ░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░ ░░░░░ ░░ ░░░░░░░ ░░░░. ‘░░░ ░░░░░ ░░ ░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░ ░░ ░░░░░, ░░░ ░░ ░░░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░░░░. ░░ ░░░ ░░░ ░░░░░░░░░ ░░░░ "░░░░░ ░░░░░░░" ░░ ░░░░░ ░░░░░░░░░░░░ ░░░ ░░░ ░░░.' ░░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░░░░░ ░░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░, ‘░░░░ ░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░░░░░░░░░; ░░░░ ░░ ░░░ ░░░░ ░░░ ░░░░░░░. ░ ░░░ ░░ ░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░░ ░░░░░░░'. ░░░░░░ ░ ░░░░░ ░░░░ ░ ░░░░░░░ ░░░░ ░░ ░░░░ ░░░░░░░░░░░; ░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░ ‘░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░’ ░░░░ ░ ░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░ ░░ ░░░░░░, ░░░ ░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░░, ░░░░░░░░░░░, ░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░░░░. ░░░ ░░░░ ░░░░░░░░ ░░░░ ░░ ░ ░░░░░ ░░░░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░, ░░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░ ░░░░░ ░░░░░. ░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░; ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░░. ░░░ ░░░ ░░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░░░. ░░░░ ░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░░ - ░░░░ ░░░░░░░░ ░░ ░░░░░░░, ░ ░░░░░░░ ░░░░░ ░░░░░░ (░░░ ░░░░░ ░░ ░░░░ ░░░ ░░░░-░░░░░░░░░ ░░░░░ ░░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░ ░░░ ░░░░░░░ ░░░░, ░░░░░ ░░░░░ ░░ ░░░░ ░░░░ ░░░ ░░░░░). ░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░, ░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░░ ░░░░ ░░ ░░░░░░░░░░. ░░░░░ ░░░░ ░░░░░ ░░░░ ░ ░░░░░░░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░ ░░░░. ░░░░ ░░ ░░░░░, ░░░░░░░ ░░░ ░░░░░░░░░░░░, ░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░░░ ░ ░░░░. ░░░░ ░░ ░░░ ░░░░░' ░░░░░░░ ░░ ░░░░ ░░░░░░ ░░░░░, ░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░. ░░░░ ░░░░░ ░░ ░░░░░ ░░░ ░░░░░░░░░░. ░░░ ░░ ░ ░░░░░░░░ - ░░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░. ░░░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░░░, ░░░░░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░ ░░░░’░ ░░░ ░░░░░░ ░░░░░░░░. ░░ ░░░░░░░░░░ ░░░░░░, ░░░ ░░░░░░░ ░░░░░ ░░░░░░░ ░░░░░. ░░ ░░ ░░░░ ░░░ ░░ ░░ ░░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░░ ░░ ░ ░░░░, ░░░-░░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░░░░.
Headmaster
░░░░░ ░░░░, ░░ ░░░░ ░░░░░░░░░ (░░░░░░░░), ░░░░░░░, ░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░░. ░░░ ░░░░ ░░ ░ ░░░░░░░░░░ ░░░░░░░░░░░░░░. ░░░ ░░ ░░░░’░ ░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░ ░░░░░ - ░░ ░░ ░░░░░░░░ ░░░░░, ░░░░░░░░░░░░ ░░░ ░░░░░. ░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░ ░ ░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░ ░░’░ ░░░░ ░░░ ░░░░ ░░ ░░░ ░░░ ‘░░░░░░░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░░░ ░░░░░ ░░ ░░ ░░ ░░░░░ ░░░ ░░░░░░░ ░░ ░░ ░░░░░ ░░ ░░ ░░.' ░░ ░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░ ░░░░░-░░░░░░░. ░░ ░░░░░ ░░░░░░░, ░░░░░░ ░░ ░ ░░░░░░░ ░░░ ░░ ░░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░░.
Entrance
░░ ░░░░░░ ░░░░░░░░ ░░░░ - ░░░░░░ ░░░ ░░ ░░░ ░░░░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░’░ ░░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░ ░░ ░░░.
Exit
░░░░░░ ░░░ ░░░░ ░░ ░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░. ░░░░ ░░░░ ░░░░░░ ░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░░░░░░░.
Special Education Needs Survey
SEN Statement
We have a strong Learning Support Department which is fully integrated within the school. Specialist teaching from staff on a 1:1 withdrawal basis is available. There are eight staff in the team all with SEN qualifications and outreach service is received from a Speech and Language Therapist.
Oct 2010
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. | MIDYS | ||
| How many children with statements of need or equivalent do you have in the school? | 2 | ||
| Do you make special provision for exceptionally gifted children? | | ||
| Please outline what is on offer for such children | Gifted and talented programme, small classes, specialist teaching, master classes. | ||
| 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? | | Dyslexic Unit DI category. | |
| Centre of excellence for SEN that is Not already outlined? | |||
| Good wheelchair access | There are a lot of stairs. | ||
| Provides outreach support? | |||
| Receives outreach support? | | SALT and Occupational Therapy Also Ed Psychologist. | |
| 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 | | Head of Care. | |
| Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | | 8 FTE. | |
| Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | | 5 part time Learning Support Assistants. | |
| Please list specialist qualifications held by teaching staff with learning support or SEN commitment. | All SEN staff have a Diploma in Specific Learning Difficulties + initial qualifications. | ||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | Regular INSET SEN Teaching Assistant qualification or working towards and Degree for some. | ||
School Features
Curriculum features
Music and Ballet Scheme school or similar
SEN attributes
Has SEN unit or class
Sports
Horse riding
Equestrian centre
Golf course
Bede's Preparatory School Catchment Area Map
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