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Brighton College Prep School
Brighton College Prep School Where to pupils come from and Go to
Brighton College Prep School A Level, GCSE Exam Results, Tables and Graphs
Brighton College Prep School KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Brighton College Prep School University Leavers Data
Walpole Road
Brighton
East Sussex
BN2 0EU
Brighton College Prep School
Brighton College Prep School, Brighton is an independent school for boys and girls aged from 8 to 13.
Good Schools Guide Review Snapshot
This school seems such a fun place to be - the corridors are bright and buzzing, the children are engaged and talk nineteen to the dozen. Just one block to the east of the senior school; the two are... Read More
School Self Portrait
A vibrant, all-action family school, Brighton College Prep School is well known for its welcoming atmosphere and its high standard of pastoral care. We want our pupils both to enjoy school and to be inspired to achieve their full potential. Drawing upon our own outstanding resources, as well as those of the senior school, we provide a very wide range of opportunities and ensure that these are underpinned,... Read More
The Good Schools Guide Review of Brighton College Prep School, Brighton, BN2 0EU
Our View
░░░░ ░░░░░░ ░░░░░ ░░░░ ░ ░░░ ░░░░░ ░░ ░░ – ░░░ ░░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░, ░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░. ░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░; ░░░ ░░░ ░░░ ░░░░ ░░░░░░░ ░░░░░░ – ░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░░░ ░░ ░░░ ░░░░░, ░░ ░░ ░░░ ░░░░░░░░ ░░░░░░, ░░░░ ░░░░░░, ░░░░░░░, ░░░░░, ░░░░ ░░░ ░░ ░░░░░░░░░░ ░░░░; ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░ ░░░░░ ░░ ░░░ ░░░. ░░░ ░░░░░░ ░░░░ ░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░ – ░ ░░░░░ ░░ ░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░░, ░ ░░░░░ ░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░ ░░░░ ░░░░░, ░░░░░░░░, ░░░░░░░░, ░░░░░░░░ ░░░. ░░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░░░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░░░░ (░░░░ ░░ ░░░ ░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░░░░) ░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░░░░░░░░░ ░░ ░░░░. ░░░░ ░░░░░ ░░░░ ░░ ░░░ ░░ ░░░░░░░░░░, ░░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░ ░░░ ░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░ ░░. ░░░░ ░░░░░ ░░ ░+ ░░░ ░░░░░░ ░░ ░░░ ░░░░ ░░ ░░ ░░ ░░░ ░░░░░░ ░░░░░░. ░░░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░ ░░░░░░. ░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░░ ░░░░░░░░░, ░░░░░░░ ░░ ░░ ░░░░░ ░░░░░░ ░░ ░░░░ ░. ░░░ ░░░░░░ ░░░ ░░░░ ░░░░ ░░░░░░░ (░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░ ░░ ░░░ ░░░░) ░░ ░░░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░░. ░░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░ ░░░░░, ░░░░░░░░░░, ░░░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░. ░░░░░░░░ ░░ ░░░░░-░░░░░░░░░░ ░░░░░░░░ ░░░░░░, ░░░ ░░░░░ ░░░░░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░. ░░░░░░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░░ ░░░░░- ░░░ ░░░░-░░░░-░░░░ ░░ ░░░░. ░░░░░ ░░ ░░░░ ░░░░░░░, ░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░ ░░░░░░░. ░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░; ░ ░░░░ ░░░░░░ ░░ ░░░░░. ░░░░ ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░░░ ░░ ░░░░░, ░░░░░, ░░░░░░░░ ░░░. ░░░░░ ░░░░░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░░░░░░░░░ – ░░░ ░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░░. ░░░░░░ ░░░░░ ░░░░ ░░░░ ░░░ ░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░░░░░░░░ – ░░░ ░░░░░░ ░░ ░░░░░░░░░░░░ ░░░░░░░░░ ░░░░░, ░░ ░░░ ░░░░ ░░░░, '░░░░░ ░░░ ░ ░░░ ░░ ░░░░░░░░░░ ░░░░░░ ░░ ░░░ ░░░░░ ░░░ ░░░░ ░░░ ░░░░ ░░░░░░░░░░!' ░░░ ░░░░░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░-░░░░ - ░░░░ ░░░ ░░░░░ ░░░░ - ░░░░ ░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░░░.
Headmaster
░░░░░ ░░░░, ░░ ░░░░░ ░░░░░ ░░ (░░░░░░), (░░░░░ ░░░░░░░), ░ ░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░ ░░░░░ ░░ ░░░ ░░░. ░░░░░░░ ░░░░ ░░░ ░░░░, ░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░ ░░░. ░░░░░░░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░ ░░░░░ ░░ ░ ░░░░░░░░░░░░░ ░░ ░░░░░░░░░. ░░ ░░░░░ ░░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░ ░░ ░░ ░░░ ░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░ ░░ ░░░░, ░░░░ ░ ░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░ ░ ░░░░░░ ░░░░░. ░░░ ░░░░ ░░ ░░░ ░░░-░░░░ ░░░░░░ ░░ ░░ ░░░░░░░░. ░░░ ░░░ ░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░░░ ░░ ░░░░░░ ░░░░, ░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░░-░░░░░ ░░░ ░░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░ - (░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░ ░░░░'░ ░░░░ ░░░░░░ ░░░ ░ ░░░░░-░░░ ░░░░░░░ ░░░░░ ░░░░░░ - ░░░ ░░░ ░░░░ ░░ ░░░░░). ░░░░░░░ ░░░░░ ░░░ ░░░░ ░ ░░ ░░ ░░ ░░░ ░░░░░'░ ░░░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░░. ░░░ ░░░░░░░ ░░░ ░░░-░░░░ ░░░░░ ░░░░░ ░░ ░░░░ ░░░░. ░░░ ░░░░░░░░░░░░░░, ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░░░ ░░░░ - ░ ░░░░░ ░░░░░/░░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░░░░░░░ ░░░ ░░░ ░░-░░░ - ░░░ ░░░░░░░░░ ░░░░ ░░░.
Entrance
░░ ░░░░░░░░░░ ░░ ░░░░░, ░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░░░░░. ░░░░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░.
Exit
░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ - ░░░ ░░░░ ░░░░ ░░ ░░░░ ░░ ░░ ░ ░░░ ░░░░ ░░░░░░░░░.
Special Education Needs Survey
SEN Statement
Brighton College specialises in helping bright dyslexic children to achieve their academic potential whilst, at the same time, providing them with a stimulating environment in which to develop their strengths and talents. The school has its own Dyslexia Centre which supports children from the Prep School and the Senior School. Full members of the Dyslexia Centre receive all their English lessons in the Centre in groups no larger than 9. In addition, most (but not all) dyslexic pupils substitute their modern languages time for additional support. For those pupils whose needs require less support, ad hoc provision is available. In the sixth form, an AS/A Level study skills course is available, together with individual support lessons. Pupils with other special educational needs are the responsibility of the three Learning Support Coordinators. The school is always happy to discuss individual needs with parents, although it recognises that the level of provision it can currently offer may not be sufficient to support all special educational needs.
September 2011
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. | |||
| How many children with statements of need or equivalent do you have in the school? | |||
| Do you make special provision for exceptionally gifted children? | |||
| 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. | |||
| 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 | |||
| 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. | |||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | |||
School Features
SEN attributes
Has SEN unit or class
Brighton College Prep School Catchment Area Map
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