The Lady Eleanor Holles School, Junior Department

The Lady Eleanor Holles School, Junior Department Where to pupils come from and Go to

The Lady Eleanor Holles School, Junior Department A Level, GCSE Exam Results, Tables and Graphs

The Lady Eleanor Holles School, Junior Department KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

The Lady Eleanor Holles School, Junior Department University Leavers Data

Address

Burlington House
177 Uxbridge Road
Hampton Hill
Middx
TW12 1BD

Tel

020 8979 2173

Fax

020 8783 1962

Email

junior-office@lehs.org.uk

Web

www.lehs.org.uk

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The Lady Eleanor Holles School, Junior Department, Hampton Hill is an independent school for girls aged from 7 to 11.

Local authority: Richmond-Upon-Thames

Pupils: 190

Religion: Church of England

Fees: £11,460 pa

Open days: Contact the Registrar

Linked Schools: The Lady Eleanor Holles School

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Good Schools Guide Review Snapshot

A sense of purpose and concentration pervades the classrooms and we saw much to delight and impress. We especially liked the cross-curricular approach to much of the teaching – something that plainly inspires the girls… Read More

School Self Portrait

The Junior Department is proud of its ethos of excellence within a family atmosphere, and seeks to develop bright, happy and confident girls, who mostly join us at 7 from a wide range of independent and maintained schools. The majority proceed to the Senior Department at eleven, through the school's 11+ entry procedures. Standards are high, and girls generally work in advance of their chronological... Read More

The Good Schools Guide Review of The Lady Eleanor Holles School, Junior Department, Hampton Hill, TW12 1BD

Our View

░░░░░░, ░░░ ░░░ ░░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░. ░░░░░░░, ░░ ░░ ░ ░░░░░░░░ ░░░░░░░░░░ ░░░░░-░░░░░░ ░░░░░ ░░░░ ░ ░░░-░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░░. ░░░░░░░, ░░░░░░ ░░░░░ ░░░░░░░░░, ░░ ░░░ ░░░░░░ ░░░░░░░ ░░░░░ – ░░░░ ░░░░░. ░ ░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░ ░░░░░ ░░░░░░░░░, ░░░░░░ ░░░ ░░░░░░░, ░░░░ ░░ ░░, ░░ ░░░░░░, ░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░. ░░░░ ░░░░░ ░░░ ░░░ ░░░░░░ ‘░░░░░ ░░░░░’ – ░░░░░░ ░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░░. ░░░░░░░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░░ ░░░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░░░░. ░░░░░░, ░░░░░░░░░░ ░░ ░░░░░░░░ – ░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░░░ ░░░ ░ ░░░░░░░░░ ░░░░. ░░░░░░░░░░ ░░░ ░░░░ ░░░ ░░░░░, ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░ ░░░░░░░░. ░░░░░ ░░░░ ░ ░░░░░ ░░ ░░░░░ ░░░░/░░░/░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░░░░░. ░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░. ░░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░-░░░░░░░░░░ ░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░ – ░░░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░░. ░░ ░░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░░ ░░░░░. ░░ ░░░░ ░░░░░ ░░░░░ ░░░ ░░ ░░░░░░░ ░░░ ░░░░░░, ░░░░ ░░░░ ░░░░░░░░ ░░░░░. ░░░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░. ░░ ░░░░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░ ░░░░░ ░░░░░ ░░░ ░░░░ ░░░ ░░░-░░░ ░░░░░░. ░░░ ░░░░░░░, ░░░░░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░░░░, ░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░░░ ░░ ░░░░░. ░░░░░ ░░ ░░░░░░░░░░░ ░░░░░░ – ░░░░░░░░░ ░ ░░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░ ░░░░░░░ (░░░░░ ░░░░░ ░░░░ ‘░░░░ ░░░░░░░░░ ░░ ░░░░░ ░░░░░ ░░ ░░ ░░’░ ░░░░ ░░ ░░░░░░’). ░░░░ ░░ ░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░ ░░ ░░░’░ ░░░ ░░░░░░░░░░. ░░░░░░░░ ░░░░░░ (░░░░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░░) ░░░ ░░░░░ ░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░░’ ░░░░░░░░░░. ░░░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░░░, ░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░’ ░░░. ░░░ ░░░░░░ ░░░░ (░░░░░ ░░ ░░░░) ░░ ‘░░░░░░░░░’ ░░░ ░░░ ░░░░░ ░░░░ ░░░░ ░░░░░ ░░░░░░░░. ‘░░ ░░░ ░░░░░░ ░░░░░ ░░ ░░░░░░ ░░░░░,’ ░░░░ ░░░ ░░░░ ░░░░░░░░░░░░. '░░░░░░ ░░░ ░░░░ ░░░░,’ ░░░ ░░░░ ░ ░░░░ ░░░░░░░░. ‘░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░ ░░ ░░ ░ ░░░░░░ ░░ ░ ░░░░░, ░░░ ░░ ░░░░░’░ ░░░░░░ ░░░░’. ‘░░░░░’░ ░░ ░░░░ ░░░ ░░░░ ░░ ░░,’ ░ ░░░░░░ ░░░░░░░░. ‘░░ ░░░░░ ░░░░ ░░░░ ░░░░░ ░░ ░░░░░░’.

Head

░░░░ ░░ ░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░ ░░░ – ░░░ ░░░░░░ ░░░░░░ ░░░░░. ░░░░░ ░░░░░░░░░ ░░░░, ░░░ ░░░░░ ░░░░░░░░ ░░ ░░ ░░░░ (░░░░░░░░) ░░░ ░░░░ ░░░░ ░░ ░░░░░░ ░░░░░░░░░░. ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░░’░ ░░░░░ ░░░░’ ░░░░, ░░░░░ ░░░ ░░░ ░░░░ ░░░░░░░░░ ░░░░. ░░░░░ ░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░░░░░. ░░░░ ░░░ ░░░░░░ ░░░ ░░░░ ░░░░ ░░░░░ ░░ ░░░ ░░░░░░ ░░░░░ – ░░░ ░░ ░ ░░░░░ ░░░░░░░ – ░░░ ░░░░ ░░░░ ░░░░ ░░░░░░ ░░░░░░░░, ░░░ ░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░. ░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░ ░ ░░░░ - ░░░░░, ░░░░░░░, ░░, ░░░░░░░ ░░░ ░░░░░░ ░░░░░░░. ‘░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░░░,' ░░░ ░░░░, ‘░░░ ░░’░ ░░░░░ ░░ ░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░░'. ░░░░░░░ ░░░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░ ░░░ ░░░, ░░░ ░░ ░░░░░░ ░░░ ░░░░░░░░░. ░░░░░░░, ░░░░░░░░░, ░░░ ░░░░░░░ ░░░░░░░░░ ░░░░ ░░░░ ░░ ░ ░░░░ ░░░░░░░░░░░ ░░░ ░░░░░ ░░░░░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░░░ ░░░░.

Entrance

░░░░░░’░ ░░░ ░░░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░+ ░░░ ░░░░░░░░░. ░░░░░ ░░ ░░░░░░. ░░░░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░ ░░░░ ░░░-░░░░░ ░░░░ ░░░░░░░░░ ░░░░░, ░░░░░░░ ░░░ ░░░░ ░░░ ░░░░.

Exit

░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░ ░░ ░░░░. ‘░ ░░░ ░░░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░ ░░░ ░░+ ░░░░░░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░,' ░░░ ░░░░. '░░ ░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░ ░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░░░. ░░░ ░░░ ░░░░░░ ░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░░░ ░░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░ ░░░░░░░░░░ ░░░░░ ░░ ░░░░ ░. ░░░ ░░░░ ░░░░░ ░░░░░░ ░░░ ░░░ ░░░ ░░░░░░░ ░░░░ ░ ░░░░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░░ ░░░ ░░░░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░'. ░░░░░░░░░░░░, ░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░ ░ ░░░░░░░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░░░░░. ░░ ░░░░░░, ░░░░░░ ░░ ░░░ ░░░░ ░░ ░░ ░░ ░░░ ░░░░░░ ░░░░░░░░░░. ░░░░ ░░ ░░░ ░░░░ ░░ ░░░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░ ░░ ░░ ░░░░░░░░ ░░░░░░░. ░░, ░░ ░░░░░░, ░░ ░░░░░ (░░░░) ░░░░░’ ░░░░░░░░░░ – ░░░░░░░.

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Special Education Needs Survey

SEN Statement

A fully-qualified SEN teacher is available part-time to work with individual girls or small groups as required. All girls are screened for Specific Learning Difficulties in Year 4 and further individual assessments are offered to any girl whose work or test results cause concern. Individual assessments with the SEN teacher are also offered at any stage if staff believe a child may need extra support.

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		Differentiated lessons and small group work.
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
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.		Post graduate Diploma in Literacy and Dyslexia AMBDA Status
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

The Lady Eleanor Holles School, Junior Department

The Lady Eleanor Holles School, Junior Department Where to pupils come from and Go to

The Lady Eleanor Holles School, Junior Department A Level, GCSE Exam Results, Tables and Graphs

The Lady Eleanor Holles School, Junior Department KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

The Lady Eleanor Holles School, Junior Department University Leavers Data

The Lady Eleanor Holles School, Junior Department

The Lady Eleanor Holles School, Junior Department, Hampton Hill is an independent school for girls aged from 7 to 11.

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The Good Schools Guide Review of The Lady Eleanor Holles School, Junior Department, Hampton Hill, TW12 1BD

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Special Education Needs Survey

Autistic Spectrum Disorder

Behavioural Difficulties

Genetic and related Disorders

Learning difficulties

Specific learning difficulties

Sensory Impairment

Medical and Related Needs

General Questions

School Features

The Lady Eleanor Holles School, Junior Department Catchment Area Map

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