Windlesham House School

The Good Schools Guide Review of Windlesham House School, Pulborough, RH20 4AY

Our View

Windlesham is centred on a Queen Anne house set in 60 acres on the South Downs north of Worthing. Founded in 1837 on the Isle of Wight at the suggestion of Dr Arnold, headmaster of Rugby School, it moved to its present position in 1934 and became a charitable trust in 1963. A warm and welcoming school with a happy family atmosphere, excellent pastoral care much praised in the official reports. Inspection called it 'a happy school with happy children, with staff who are committed to providing very high standards of care.'

Great sense of freedom - children are allowed to play in the woods, climb trees and skateboard and ride the school's mountain bikes around the grounds. Although it's quite big for a prep school at 315 pupils, Windlesham's children get the kind of care and attention you would expect at a smaller establishment. Boarders are given responsibility at an early age - peer listeners group, food committee and school council. Strong house system with house parents and staff tutors within each house. Always someone to talk to if they need to. Boys and girls housed separately. Bright, jolly dorms, each girl has her own bedside light (wow!). Special 'chill out' common-room, where they can have supervised quiet time. Top year has own common-room which they see as a great privilege. No uniform but the headmaster is tightening up the dress code. Moral leadership is a strong theme and central to school life and is reinforced through chapel, school assemblies, House tutor group meetings etc. House colours are awarded for particularly considerate children and there is an annual citizenship prize. Cafeteria style dining system with child-height servery and brightly coloured plates and cups - good range of food with lots of salads and fruit. Staff sit amongst the children.

The top two sets (out of five) would be considered for scholarships depending on where they want to go. Special scholars' evenings when outside speakers come to give talks. Spanish and Latin introduced at ages nine and 10. Average class sizes 14 with max of 18. IT an integral part of all academic subjects - four computer rooms within the school. Children do a course in touch typing. Interactive whiteboards everywhere.

Some 10-12 per cent of children need some level of learning support, mainly for dyslexia or dyspraxia. Three full-time and two part-time teachers - good links with subject departments ensure that children are supported at all levels and individual education plans and programmes are created where necessary.

Very dedicated team of staff - good mix of long-serving and newly appointed teachers - plenty of natural change. Every year some sort of adventure is planned. 2011 was a safari to Kenya, a never-to-be-forgotten experience being in the African bush with the headmaster and his wife. 2010 was in a school for disadvantaged children in the southern region of Andhra Pradesh, India. Each summer year 5s take part in a survival weekend combined with DT where they have to design and make a shelter in the woods within the school grounds.

Marvellous art department with a huge range of opportunities - which has spilled out all over the school: there are mosaics and paintings pretty much everywhere. Pottery pieces and jewellery decorate the front hall, and there is a totem pole amongst the outside displays. During 2011 the school held a charity event where everyone including the pupils got involved and raised £21 000.

The Malden Family Theatre (doubles as a sports hall) was opened in 1988 to mark the five generations of the Malden family who had been headmasters since 1837 (The last Malden Heads retired in 1994 and two daughters are still governors - one of which is now the chair of governors). Opened by Old Boy Sir Michael Hordern, who called it 'a small jewel in the crown of English Theatre'. All children have drama lessons; drama production once a term and a junior play so every child has the chance to be involved. Lots of other opportunities to perform in public.

Music at Windlesham is in a league of its own under inspirational directorship. The spectacular event staged in 2010 was Odyssey - 'The most advanced show ever staged by a UK school.' Almost 1000 children from Windlesham and the surrounding area gave performances in music, dance and readings themed on various forms of travel and journeys. It combined live performances with compute -generated music, lasers, flypasts and parachutists from the Red Devils plus a link-up with Russian astronauts aboard the International Space Station - and raised money and awareness for the children's medical research charity, Sparks. About 80 per cent of pupils learn a huge variety of musical instruments.

The usual range of sports on offer and all children take part in athletics and can have tennis coaching all year round on floodlit courts. Indoor heated swimming pool plus nine hole golf course. Huge range of activities and outings - cooking very popular; juniors have lessons and senior children not keen on games can cook, or do other activities, instead of playing matches. Also taught useful things like sewing on buttons and wiring plugs.

Parents generally understated, broadminded and supportive, and, above all, want their children to be happy. Children confident, friendly and well-mannered without arrogance. Consistently urged to try new things - emphasis on instilling self-belief. Much praise and encouragement with many prizes and certificates. Reports home to parents several times a term.

Pupils must stay in school for two fixed weekends per term, but with a third of boarders coming from abroad there is no general exodus at weekends and there are plenty of outings and things to do. Regular bus from Putney on Sunday evenings. Parents' involvement and participation, but not interference, encouraged - always welcome to visit and stay in regular contact with house parents or other members of staff. Recent introduction of annual dinners for parents to get to know each other.

Limited bursary and scholarship fund - academic, all-rounder, Services, sibling and financial need. The Windlesham House Association formed in 1910 keeps the Old Boys and Girls in touch and there is a leavers' reunion at the school every year. The Association marked its Centenary in 2010. Former pupils include Guy Ritchie, Tina Cook, Duncan Goodhew, Otis Ferry and Sir Michael Hordern.

In the capable hands of Shirley Mead, the pre-prep school is fondly known as Little Windlesham. Boys and girls from age four to seven. Housed in bright airy buildings within the Windlesham complex. Same relaxed, happy atmosphere as the prep school. Runs from 8.30-3.30 with optional after-school clubs until 6pm. The relaxation of boarding school rules has meant that nearly all children now move on to Windlesham House at seven.

Headmaster

Since September 2007, Mr Richard Foster BEd (early fifties). Warm, friendly, approachable. Educated at Kenton College, Kenya and Clifton College. A very experienced headmaster. First headship was at Pembroke House School in Kenya, then, after nine years, to St Anselm's in Derbyshire for 14 years. Takes 'great pleasure in seeing all the children flourish.' A stickler for manners. Good relationship with parents. Married to Rachel, a qualified junior teacher – very open and welcoming and a 'mother to all the children' according to one parent, and who is immersed in all aspects of school life. We're getting a steady stream of delighted parental comment. Three grown-up children.

Entrance

Via registration and assessment day - mainly for setting purposes. Generally non-selective but the ultimate test is Common Entrance. Want those who will make the most of their time at Windlesham and enjoy themselves. About a third from London, a third local and a third from overseas - both foreign nationals and children whose parents are working abroad - 16 nationalities in the school. Quite a gang of Spanish and French children come for a term or a year - strong friendships are made and many ask to stay longer. EFL available for a fee of £880 per term. Most children pick up the language incredibly quickly. Since 2007, children from the pre-prep may remain as day children and there are a few day places further up the school - 75 per cent board. No flexiboarding. Most children join the school in years 3, 4 or 6.

Exit

To a huge range of schools (25 in 2011) - mostly to co-eds of which Marlborough the most popular but includes Harrow, Eton, Oundle, Winchester, Benenden, Bryanston, Hurstpierpoint, Sevenoaks, Wellington and King's Canterbury, to name a few. Very few leave at 11+.

Special Education Needs Survey

SEN Statement

At Windlesham we cater for a broad range of abilities including the very talented and academically able children and those who may need learning support. Our curriculum is designed to meet the requirements of the Independent Schools Examination Board with their Common Entrance exams taken at 13+. We do have a number of children with special needs and aim to provide them with appropriate help, but these children must be of average ability or they are likely to find the broad curriculum too demanding and not appropriate to their needs.

We assess the children briefly before they join the school (normally when they have an overnight stay) and we hope that any existing special needs will have been discussed with us by the child's parents. Once we have had access to any existing reports (e.g. from previous schools or from Educational Psychologists) we can arrange a programme to suit their needs. We have a team of specialist teachers, under the Head of Learning Support, who give a mixture of individual or small group lessons to the children. The number of lessons will vary according to need and to our resources. We offer support with reading, spelling, written language skills, handwriting, word-processing, touch-typing, maths, visual perceptual training, speech and language and occupational therapy and counselling. We make a charge for these lessons, and details are available on request.

Other children, after an initial settling in period, may be identified by subject teachers as having some areas of difficulty and this leads to discussion with the Learning Support Department. In October, we give all children NFER Verbal and Non-Verbal Reasoning tests, Maths, Reading and Spelling tests and these will help identify any areas of concern. After observation and discussion with the child's teachers we may give a child diagnostic tests to ascertain where the problem lies. We will inform parents at this stage and discuss the support that may be needed. It is possible to arrange a full, in-depth assessment by a visiting Educational Psychologist who will make recommendations for the child's educational programme and we do have the services of a Speech and Language Therapist and Occupational Therapist when required.

All children have a right to a broad and balanced education and we aim to provide the necessary support for each child. This is in line with the government's Code of Practice for the teaching of children with special needs, which emphasises that the needs of the children are paramount. In order to do so, many of the children requiring Learning Support do not study Latin, as this is an optional subject at Common Entrance. We use this time for support lessons. Learning Support lessons can also take place in the lunch hour, outside lesson time and, in a few cases, during other lessons in non-examined subjects.

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?		Brief test during overnight stay for prospective pupils.
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?		Recently withdrew, but no change in our policy towards SEN.
Centre of excellence for SEN that is Not already outlined?		Own Learning Support Centre, with two full-time teachers and five part-time.
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 is a member of the school's Senior Management team
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).		Full time equivalent of 4.5
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		2
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

Curricula

OFSTED Outstanding school

Sports

Horse riding

Golf course

Rowing

Fencing

Shooting

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