Cranmore School

Cranmore School
Epsom Road
West Horsley
KT24 6AT
01483 280340
01483 280341
If you are a representative of Cranmore School and wish to add to or amend the information we hold on the school please click here

Cranmore School, West Horsley is an independent school for boys and girls aged from 2. to 13.

Local authority:





Roman Catholic


£10,950 - £13,125 pa

Open days:

19 September, 4 October 2014, 13/14 March, 8 May


Properties for rent:

Properties for sale:

Linked schools

Good Schools Guide Review Snapshot

Sport is the 'wow' factor which attracts lively, active types to Cranmore. The facilities are 'amazing' and coaching is 'totally professional' with a 'squeaky clean, gentlemanly sporting ethos'. Exposure to variety is a big positive: by the time pupils leave they will have had the opportunity to try over...
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School Self Portrait

From September 2014 we are fully co-ed from 2½ until age 7 (Year 2) with boys continuing from ages 7-13. Cranmore aims to fulfil the potential of each child who comes into the school and we have the facilities and staff to offer children a wealth of experiences including outstanding music and sport. Pupils are encouraged to follow their own interests and develop to the best of their abilities. Academic... Read More

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The Good Schools Guide Review of Cranmore School, West Horsley, KT24 6AT

Click here to read Our View on this school


Since 2006, Mr Michael Connolly BSc BA MA MEd (50s). Scottish, quietly confident, straight bat, no nonsense. Years of experience as teacher, housemaster and head in a number of HMC senior and prep schools. He keeps active with squash, tennis and dog walking; reads something philosophical or theological most days (his arts subjects) and enjoys a broad musical taste. Mrs Connolly is a qualified teacher who supports the junior department, edits the school website and shows prospective parents around. They have three sons, all in their 20s.

Parents tell us he was initially single minded in developing Cranmore; subsequently he has consulted and communicated with pupils and parents, taking account of their opinions; ultimately he knows where he is taking the school. Thoughtful and considered, he tackles difficult topics upfront and head on. Parents describe him as 'reliable', 'straight talking', 'unassuming' and 'trustworthy'. Under his leadership, Cranmore is widely inclusive while maintaining high academic and social standards, with many opportunities for individual children to succeed.

He has limited contact with junior pupils (this is left to Miss Margaret Kieran, the very experienced head of the junior department), increasing as children progress through the school. In their final two years he teaches weekly lessons and gets to know them really well.


Not selective and proud to be so. Prospective pupils spend a session in class and are assessed to ensure they would be happy and successful. Assessment definitely not competitive; head reassures that 'the average child will be fine', so long as they are prepared to 'get stuck in and have a go'. Places allocated first come first served, waiting list occasionally for some year groups.

Now fully co-educational, from Bright Stars nursery (2½+) through to 7+. Girls can join at nursery and reception subject to places available. Academic, music and sports scholarships awarded for entry at 7. Also, means-tested financially assisted places potentially provide, at most, a free place.

Entry into Bright Stars nursery means you are coming to Cranmore; Mr Connolly explains, 'It's not a stand-alone nursery, it's an investment by the school'.


Boys move on to a wide variety of senior schools, reflecting the non-selective intake: Brighton College, Charterhouse, City of London Freemen's, Cranleigh, Epsom, King's College Wimbledon, Royal Grammar School Guildford, Reeds, Sherborne, St George's, St John's, Tonbridge, Wellington, Worth.

Around third to half leave at 11, mainly to avoid stressful pre-testing in year 6. Of those who leave at 13 around a quarter win scholarships, awards or exhibitions.

Our View

Cranmore is genuinely an all round school, maintaining academic standards, terrific sports and much-praised music. Parents feel 'it's very balanced between academics, sport and music' and 'ticks boxes in lots of different areas'.

Located deep in Surrey's green commuter belt, on a large site; the original Victorian building tucked away around the back is used as the nursery, plus a few classrooms upstairs. The rest of the buildings are modern, spacious and purpose built. Nursery, junior and senior share all facilities but at different times, so they are usually separate, and it is not overwhelming for the youngest.

The school has high expectations of its pupils, and for the most part the children 'surprise themselves' with their achievements. Mr Connolly aims to limit the inevitable academic pressure; he is 'not a big fan of homework' and believes 'if pupils come to school fresh and get engaged while at school that should be enough to realise their abilities'. A long-standing Cranmore mum explains, 'He tries to educate the Surrey parent not to get too worked up about academic success'.

Parents are confident of the academic standards, telling us Cranmore 'turns out pupils who want to learn', that their children have been 'well challenged and tutored' by 'talented teachers' who 'know what buttons to push'. They feel 'the school sticks by all the pupils throughout and has great belief in the mix of abilities', and their children are 'monitored and assessed so there are no surprises'. Mr Connolly meets every parent during year 5 to discuss aspirations and manage expectations for suitable senior schools.

Broad range of subjects taught, although recently Latin has been dropped from the CE syllabus, a pragmatic decision by Mr Connolly which has stirred strong sentiments both for and against. He reassures that Latin is not compulsory for the majority of senior schools, and says those few parents for whom it matters will use a tutor. He teaches senior boys on a carousel of (non-examined) Latin, Greek and philosophy, two terms of each over the final two years. Boys are set in English and maths from year 4; for the final two years they are streamed into either a scholarship class or one of two CE classes. Teaching facilities are spacious and impressive, particularly the science labs and IT classrooms.

Post-CE programme is 'fantastic, every day is jam packed,' say parents who are pleased their boys stayed on to enjoy final two prep years with smaller teaching groups, prefect responsibility, exclusive blazers and a common room with PlayStation, pool table, air hockey and table football.

Sport is the 'wow' factor which attracts lively, active types to Cranmore. The facilities are 'amazing' and coaching is 'totally professional' with a 'squeaky clean, gentlemanly sporting ethos'. Exposure to variety is a big positive: by the time pupils leave they will have had the opportunity to try over 20 sports, including climbing, rowing and skiing (with ski club lessons at Sandown Park for pupils and families). There are plenty of clean, flat pitches, including all weather pitches, sports hall with squash courts and fitness room, gym with climbing walls (laid out for lunchtime judo club when we visited), a 25 metre indoor swimming pool (in which all pupils have timetabled lessons) and newly refurbished changing rooms. There's enough indoor sporting space to accommodate all, so rain never stops play. Huge number of teams are fielded for matches so all get some opportunity to play, however those less successful or uninterested in sport may not feel entirely comfortable in this super-active environment.

Outdoor areas include spacious equipped playground areas for nursery and, separately, for juniors and, a new addition, a 'forest school' tucked away beside the playing fields.

Music is strong, valued and highly praised by parents; 'incredible facilities' coupled with an 'exceptionally good head of music'. Music forms part of every day in assemblies, performances and curriculum, plus most senior boys learn an individual instrument, lots at the lower grades and a handful up to grade 6 - 8. Over 250 timetabled individual instrumental or singing lessons each week.

Catholic ethos runs through the school; head explains: 'It's a Catholic community and everyone does everything, it's fundamental to the school. If you want to come to Cranmore you accept this'. Having said that, the majority of families are not Catholic, and feel perfectly comfortable with daily prayer, half-termly mass and Catholic RE syllabus. Pupils are 'not indoctrinated' and parents recognise solid, Christian values that 'do pupils quite a bit of good'. They feel school focus is on 'confident, well-rounded children, who care about each other and are allowed to be individuals'.

Pupils see their form teachers twice a day for registration plus five minutes at the end of each day to 'gather their thoughts'. On the whole, they work calmly within clear, tight boundaries and are well motivated to please, earning merit points for their house. Junior children have weekly 'Marvellous Merit' award based on 'Golden Rules' code of conduct, kindness, honesty etc. Much parental praise for the deputy head, Mrs Sue Walker, who deals with occasional episodes of bullying. Pupils are helped with coping strategies and parents are involved. Discipline is about learning and moving on with 'no labels for bad children'; the aim is to educate children to make the right choices via drip feed over a long period.

Mr Connolly is onto the dangers of cyber bullying: his approach is zero tolerance to any cyber-messaging he deems inappropriate, and he has suspended boys. Not a fan of children having mobiles, he encourages parents to monitor their children's online and phone activities. Feels there have to be boundaries, clear guidelines and standards.

Cranmore families are hard working, busy, 'definitely Surrey people'. Most can comfortably afford fees, a few making financial sacrifices. Plenty of stay-at-home mums picking up or watching matches in muddy Hunter wellies. Active parents' association provides friendly socials and fundraising. Pupils' classes are changed around each year so children, and parents, get to know all in their year group.

An all-round school maintaining high standards and impressive results from a non-selective intake, with so much on offer that every child can find something in which to succeed.

Special Education Needs Survey

SEN Statement

We provide individual support for children with mild specific learning difficulties/dyslexia. Within school hours we make available the services of a speech and language therapist and an occupational therapist. Individual support is usually for one session per week.

Pupils with SEN must fulfil Cranmore’s general entry requirements. Parents of a prospective pupil with an existing statement will be requested to give full disclosure of all documentation regarding their child. Screening and due consideration will be undertaken to ensure as to whether his needs can be properly met by the school within its resources and that the child will benefit and reach his/her potential at Cranmore.

July 2014

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 ModerateTicked
Aspergers Syndrome SevereTicked
Autism MildTicked
Autism ModerateTicked
Autism SevereTicked
Semantic Pragmatic DisorderTicked
Other AutisticTicked

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 ModerateTicked
Dyscalculia SevereTicked
Dyslexia MildTicked
Dyslexia ModerateTicked
Dyslexia SevereTicked
Dyspraxia MildTicked
Dyspraxia ModerateTicked
Dyspraxia SevereTicked
Other Specific Learning Difficulties MildTicked
Other Specific Learning Difficulties ModerateTicked
Other Specific Learning Difficulties SevereTicked
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 ImpairmentTicked
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
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked

General Questions

Are all children tested for SEN on entry to the school?TickedIf we have concerns.
Please outline the screening programmes used by the school.Specialist teachers assessment.
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?TickedWhen children reach 7 academically gifted children are put into a scholarship class. In Music & Sport they are provided with opportunities in which to excel.
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.Ticked
Pupil Referral Unit.
Other withdrawal.TickedFor Occupational Therapy or Speech & Language Support
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?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).Ticked3.8
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.Diplomas and Certificates held in Specific Learning Difficulties.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

Cranmore School Catchment Area Map


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Cranmore School A Level, GCSE Exam Results, Tables and Graphs

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SEN attributes

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Cranmore School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

Cranmore School University Leavers Data

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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.

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