Farleigh School

The Good Schools Guide Review of Farleigh School, Andover, SP11 7PW

Our View

Formerly a Catholic boys' prep, now co-ed boarding with lots of day. Swanky Georgian house in the Test Valley in the midst of 60 acres of well-bred parkland and haughty trees. Lovely new kindergarten and pre-prep department where all do dance and ballet up to age seven and year 2 learn French, the recorder and optional violin free of charge. Well-equipped theatre with tiered seating. Stunning new art and design block. Three state-of-the-art science laboratories, a food technology classroom for practical cooking and four new classrooms, similar in design to the art and design building, are currently under construction and will be completed by September 2012. New indoor heated 25m pool and large sports hall. New treehouse construction known as Fortress Farleigh built in the woods close to the school – an adventure play area containing walkways, slide, swings, climbing ropes, fireman's pole etc. New and flourishing school garden tended by pupils. No way is there anything down at heel about the hardware. The head praises financially-astute governors. Results speak well of the teaching but they tell only part of the academic story. Non-selective, they assert, with the customary caveat about SENs beyond their ken. 'We'll never break up a family unless we can't meet a child's needs.'

The pre-prep, in the words of a parent, is 'cosy, well run, faultless'. In the prep they seek to stimulate self-motivation. Self-exiled Londoners greet remission from force-feeding with relief – 'Farleigh is very nurturing' – and all parents agree that children are 'not overly pushed'. Children setted according to ability in a gradual process over years 4 and 5. Max class size 18, most 15. Fair amount of cross-curricular learning. Latin from year 6. Art and design just terrific and very well-resourced. Attitudes to special needs astonishing. We are shown round by the most personable fellow in the world who talks about his dyslexia with no trace of a hangup. How rare is that? Strong learning support with four qualified staff. They are quick to spot SENs as they reveal themselves in the pre-prep. They'll have a go at dyslexia, dyspraxia, mild social/communication difficulties and nervous examinees. 69 pupils on the learning support register and 44 on the gifted, able and talented register.

Teachers feature high in the pantheon of pupils' heroes and several, to their mild bewilderment, are summoned from the staffroom by our pupil hosts so that we can scrutinise them. Mr Butt is absolutely not to be missed and, by jingo, are we glad we do get to ambush him on his way to coach cricket! Here is a dyed-in-the-wool, ancestral prep school master whose colourful nature defies the greyness of our times. That he thrives here speaks highly of his habitat. Number one school hero is Andy. Andy is the chef and he leads a great team. He listens and he tries his best. He plays football with us after prep. He sources his food locally – organic where possible, free range chicken and eggs, and only British meat. He cooks big breakfasts and, twice a term, themed suppers or dinner nights. There's always fruit all day long. He's well wicked is Andy! In a new initiative, and very popular with the children, junior boarders help cook supper on a Friday evening for the whole community, and senior boarders (years 7 and 8 in groups of six) prepare a three-course meal with their houseparents every Wednesday.

Boarding is perfectly comfy. You have to remind yourself that at this age they don't much mind having not much territory. There's a junior boarding house for boys and girls aged seven to 10, one boarding house for senior boys and one for senior girls (run by a husband and wife team) in dormitories, some parts of which have been subdivided, with improved recreational spaces. There's flexi-boarding for the littlest if that's what they want, but in the summer of year 7 most sign up for weekly at least, giving them four terms to get ready for five years of serious porridge at boarding senior schools, which are very popular with Farleigh parents. Lots of staff around in the evening, including the five gappies. Third-degree interrogation of children punctuated by incredulous snorts reveals nothing but kindness and, behind that, more kindness. Housemothers rated very highly.

There's unquestionably masses to do, including jolly jaunts to nearby pleasure domes. Special feature is the drawing room, where the children divert themselves before bedtime. It's so nice you'd think children would be barred from it. The social atmosphere of the school is decidedly warm – bullying rated 'nauseous'. The Fr Simon influence is strong here. Children from a school for special needs come on Tuesdays and the Farleigh folk play with them unselfconsciously. Senior schools note that friendships forged at Farleigh keep their shape. Discipline is all about self-regulation but, this being a full-on, action-packed place, exceedingly shrinking violets may stay shrunk.

Moral and spiritual values rated high – religion is 'a warm breeze'. Attitudes to sport are liberal. 'Everyone has the right to be coached in any sport. There's no hierarchy. Anyone can play for the school if they want to.' Those who sidestep hard knocks swim some of the time instead. It's perfectly okay not to be sporty but, if you're a boy, probably better if you are. Nevertheless, parents say, 'It's not all about winning and success like other schools.' Oh yeah? 'That comes back in the language the children use.' There are many incentives and awards for effort, and colours for academic work, music, art, drama and sport.

Music is strong – two-thirds learn an instrument. Decidedly inclusive - 'There are some awful voices in the choirs but no one seems to mind'. School says that senior and chapel choirs are more exclusive - the latter by audition - 'the former enters competitions regularly and the latter sings all over the place'. Much choral singing and all the ensembles you'd expect. The Jazz Band, known as The Thundering Herd, has performed at the Edinburgh Festival for the past two years. Drama good. After-school activities numerous, mostly sporty. Lots of romping in the woods, of course – dens, that kind of thing. Very few pupils from abroad, but there's a Spanish connection, so usually a couple from there plus a handful of overseas, mostly Forces, Brits. Parents the usual rural cross-section plus a swelling inpouring of Londoners, commuters and weekenders, for whom Farleigh has become the country boarding school of choice. It shows in the cars. Some of the locals resent their flash metrocousins who, they reckon, look down their blingy noses at them but, deep as we dug, we found very little of this. Good social life for parents – bonfire nights, grandparents’ day, tennis, touch rugby, football, including annual staff v parents football and netball, that sort of lark. This is a smart, successful and engaging school, no doubt about it, whose dynamic reflects some fast-paced, high-achieving parents. The influence of the head is pervasive, rooting the school in values of right thinking and right conduct.

Head

Since 2004, Father Simon Everson (early fifties). Brought in to hold the fort during an interregnum, became a permanent installation by popular acclaim. His life journey has taken him from low to high. Educated by non-conformists at Caterham, he became a C of E vicar and ministered to indigent souls in Bermondsey, Kennington and other low joints. Converted to Catholicism, dispatched to be chaplain at Farleigh and ascended without trace. The school has been counting its blessings ever since – 'The parents would have revolted if he hadn't been appointed'. Hugely popular, you can't chat to anyone for more than a few seconds before Father Simon assumes a starring role in the conversation. Praise veers to extravagance: 'He is the glory of the school'; 'Great leadership, very clear principles'; 'Firm finger on the pulse'; 'He tells you what you don't want to hear'. Bucked by this, we calibrated our expectations for mind-rocking charisma. In the event, it turns out he doesn't do that. Don't be wobbled. 'He can be distant with adults but he knows exactly the right thing to say to each child.' 'You've got to get to know him.' His acts of kindness are legendary. He visited a homesick girl in her public school twice in her first term. The weekly mass overflows the chapel. He is a Good Thing with, it seems, no holds barred. Lives on campus with his wife Gail, who 'supports him and keeps an eye on him', and does all sorts of jobs around the school from learning support to flower rota. Two daughters, who have both moved on to their senior schools.

Entrance

Kindergarten at three, pre-prep at five, both non-selective. Assessment (not too rigorous) at seven if coming from outside. Oversubscribed, so priority given to RCs, boarders, siblings and children of former pupils. Presently 50 per cent RC. Boarding nurtured and thriving.

Exit

The customary diaspora – most to boarding schools: Ampleforth, Downside, Eton, Winchester, Radley (you get the flavour). The westerlies flavoursome, too – Sherborne, Marlborough, Bryanston, Cheltenham. For Catholic girls any of the St Mary's popular. Hardly anyone leaves at 11, just a handful for senior girls' boarding schools or for state grammars – boys to Bishop Wordsworth, girls to South Wilts. Around 10 scholarships won per year. Notable former pupils include actor Rupert Everett, journalist Craig Brown, Lords Stafford (pro-chancellor of Keele University) and Hesketh (Formula 1), rugby player Hugh Vyvyan and Hampshire cricketers, James and Edward Bruce.

Special Education Needs Survey

SEN Statement

Due to the very nature of learning, all pupils require support at some time in their school life, whether it is educational, social or emotional. Support for our young learners includes literacy, numeracy, study skills, gross and fine motor skills, access to word processing and support with organisation.
In school, the Learning Support team works with the staff, both individually and through INSET, so that they too feel informed and supported in working with all aspects of special educational needs. Our provision of support for learning includes the use of educational psychologists, speech therapists, occupational therapists and child therapists who work in the areas of social and emotional development. The ISI inspection report of 2003 remarked 'The teaching within the Learning Support Centre is excellent. It is highly skilled, well organised and appropriate to the needs of the pupils and is a major factor in the progress made by pupils.'

An exciting new area for us is working to meet the needs of our able and gifted pupils.

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?		We have an admissions assessment which is not specifically for SEN identification. It does, however, highlight strengths and weaknesses.
Please outline the screening programmes used by the school.		Annual screening in Maths, Spelling, Cognitive Abilities and Reading.
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?		There is a coordinator for the gifted and talented pupils in the school.
Please outline what is on offer for such children		Extension work in lessons and enrichment programmes for pupils from Year 3 onwards.
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).		1 full time and 3 part time teachers.
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		4 staff.
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.		Adv.Dip.Ed, Dip.SpLD, Cert.SpLD
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.		Cert. in Special Needs in Education

School Features

Sports

Horse riding

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