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Dunhurst (Bedales Junior School)
Dunhurst (Bedales Junior School) Where to pupils come from and Go to
Dunhurst (Bedales Junior School) A Level, GCSE Exam Results, Tables and Graphs
Dunhurst (Bedales Junior School) KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Dunhurst (Bedales Junior School) University Leavers Data
Steep
Petersfield
Hampshire
GU32 2DR
Dunhurst (Bedales Junior School)
Dunhurst (Bedales Junior School), Petersfield is an independent school for boys and girls aged from 8 to 13. Takes boarders.
Good Schools Guide Review Snapshot
Up to Dunhurst when you are eight. Boarding begins at this stage and most children spend some nights each week in school, though hardly anyone is in over the weekend. Outdoor work also features importantly now - masses of woodwork, gardening and animal care. They design on paper using pencils-hooray! They make... Read More
School Self Portrait
Dunhurst is the junior school to Bedales, set within the same grounds a few minutes walk from the main school. Founded 107 years ago, Dunhurst remains a forward-thinking school where children are encouraged to work independently without the rigour of regular exams. The school has a strong reputation for sciences, drama and music and for producing well-rounded and confident children. Read More
The Good Schools Guide Review of Dunhurst (Bedales Junior School), Petersfield, GU32 2DR
Our View
░░░░░░░, ░░░ ░░░ ░ ¾ - ░-░░░░-░░░░, ░░ ░░ ░ ░░░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░, ░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░ ░░ ░░░░ ░░░░░ ░░░. ░░ ░░░░░ ░░░ ░░░'░ ░░░░-░░░ ░░░░░ ░░░ ░░░ ░░░░ ░░░░░. ░░░░░░ ░░ ░░░░░░░░ - ░░░ ░░░░░░░-░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░ ░░░ ░░░░ - ░░░░░░░░░ ░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░-░░░░ ░░░░░. '░░'░ ░ ░░░░ ░░░░░░,' ░░ ░░░░░-░░░░-░░░ ░░░░ ░░. '░░'░ ░░░░ ░░░░░░░░░░░ - ░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░ ░░░░░░░. ░░░░░░ ░░░'░ ░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░ ░░░ ░░░'░ ░░░ "░░ ░░░░! ░░ ░░░░!"' ░░░░ ░░ ░░░░░ ░░░░ - ░░░ ░░░░░ ░░░░-░░░░░░░ - '░░ ░░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░░ ░░░░░-░░░-░░░░░, ░░░ ░░ ░░░░░ ░░░░░░░░░░ ░░░░░░' - ░░░ ░░░░ ░ ░░░░░░░░░ ░░░░░░ ░░░░░░░░░░░░ ░ ░░░░░░░░░ ░░░░░'░ ░░░░░, ░░░ ░░░░░ ░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░░. ░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░░░░, ░░░░ ░░░░░ ░░░ ░░░░░░░░ - ░░░░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░. ░░░░░░░ ░░ ░░░░░░ ░░░ ░░░░░, ░░░░░, ░░░░░. ░░ ░░░░░ ░░░ '░░░░░░ ░░░' ░░ ░░░ ░░░░░░░, ░░░ '░░░░░ ░░░░░░' ░░░ ░░░ ░░░░░░░ ░░░░. ░░░░░░░░ ░░░░░░░░░░, ░░ ░░░░ ░░░░░░░, ░░░ ░░░░░░░░, ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░. ░░ ░░ ░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░. ░░░░░░░░ ░░░░░░ ░░ ░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░ ░░ ░░░░░░, ░░░░░░ ░░░░░░ ░░░░░░ ░░ ░░ ░░░░ ░░░ ░░░░░░░. ░░░░░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░░░ ░░░ - ░░░░░░ ░░ ░░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░ ░░░░. ░░░░░░░░ - ░░ ░░░ ░░░░░░░ ░░░ ░░░░ (░░░ ░░░░░░░ ░░░░░) - ░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░ - ░░░░░░░░░, ░░░░░░░░░ - ░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░, ░░░░░░░░, ░░░░ ░░░░░, ░░░░░, ░░░░░░░, ░░░░░░ ░░░ ░░░░░░░ ░░░░░. ░░ ░░░░░ ░░░ ░░░░░-░░░░░░░░ ░░░░ ░░░ ░░░░. ░░░░ ░░░░░░ ░░ ░░░░░ ░░░░░ ░░░░░░░ - ░░░░░░! ░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░ - ░░░░░ ░░░░░ - ░░░░░░░░░ ░░░░░░ ░░ ░░░░░ ░░ ░░░░░░░ - ░ ░░░░░░░░░'░ ░░░, ░ ░░░░░░'░ ░░░, ░░ ░░░░░░░░'░ ░░░░░. ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░░░ - ░░ ░░░ ░░░░ ░░░░░ ░░░░░░ ░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░░. ░░░ ░░░░░░ ░░░░░░░ - ░░░ ░░░'░ ░░░░░ ░░░░░░░ ░░ ░░░░? '░░ ░░░░ ░░░ ░░░░░░░ ░░░░,' ░░ ░░░░ ░░░░, '░░ ░░░░ ░░ ░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░ ░░░░ ░ ░░░░░░░░░░ ░░ ░░ ░░ ░░ ░░░ ░░░░░.' ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░░ ░░░░░ ░░░ ░ ░░░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░░ - ░░ ░░░░ ░░ ░ ░░░░░░░ ░░░░░-░░░░░░░░░░ ░░░░░░░░. ░░░ ░░░ ░░░░░░░ ░░░░░ ░░░ ░ ░░░░░░ ░░░░░░░░░░░ ░░ ░░░░. ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░░ ░░. '░░░'░ ░ ░░░░░░░ ░░░░░░,' ░░░ ░░░░░░ ░░░░░░ ░░░░░░ ░░░░ ░░. ░ ░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░░. ░░░░░░░░ ░░░░░░ ░░░░░ ░.░░░░. ░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░░░░░ ░░░░ ░░░░░░░. ░░░ ░░░ (░░░░░░░░░░░) ░░░░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░░░░ ░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░-░░░░░░░░. ░░░ ░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░░ - ░░░░░░ ░░░░░░░, ░░░-░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░ ░░ ░░░░░░ ░░░░ ░░░░░░ - ░░░ ░░░░░░░ ░░░░░░░. ░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░ - ░░░░ ░░ ░ ░░░░░░ ░░░░░ ░░░░░░ ░░░░░ ░░░░░░░░░░░░░. ░░░░░░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░ ░░░░, ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░. ░░░ ░░░░░-░░░░ ░░░░░░░░ ░░░░░'░ ░░░░ ░░░ ░░░░░ ░░░'░░ ░░░░ ░░░░ ░░░░ ░░░░░░░. ░░░ ░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░ ░░░░░. ░░░░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░, ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░. ░░░ ░░░░░░ ░░░░░ ░░ ░░░░ ░░░░░.
Headmistress
░░░░░ ░░░░░░░░░ ░░░░, ░░░░░░░░░ ░░░ ░░░░░░░░░, ░░░ ░░░░░ ░░░░░░░, ░░░ ░░░░ ░░░░░ ░░ ░░ (░░) ░░░░, ░░░░░░░░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░ ░░░░░░░░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░ ░░░░ ░░░░░, ░░░░░░░░ ░░ ░░░░ ░░ ░░░. ░░░░ ░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░░░ ░░░░░░░. ░░░ ░░ ░░ ░░░░░░░░░░░ ░░░░░░░ ░░░░░░░░░░░░ (░░░) ░░░░░░░░░ ░░░ - ░░ ░░░░░░░ - ░ ░░░░░░░░░░ ░░░░░░. ░░░ ░░░░ ░░░░░ ░░░░░░░, ░░░░░░, ░░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░ ░░░░░░. ░░ ░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░, ░░░ ░░░░░ ░░░ ░░░░░, ░░░░░░░░░, ░░░░░ ░░░ ░░ ░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░. ░░░░ ░░ ░░░░░░░░: ░░░░░ ░░░ ░░░░, ░░ ░░ ░░░░░░░, ░░░░░░░ ░░░░░░, (░░░░░░░░) ░░░░░░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░ ░░░░ ░░ ░░░░░░░░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░ ░░ ░░░░░. ░░░░░ ░░ ░░░░ ░░░░ ░░ ░░░ ░░░, ░░░ ░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░. '░ ░░░░ ░░░░░ ░░░ ░░ ░░░░░,' ░░░ ░░░░░░░░░. '░░░ ░░░ ░░░░░░░ ░░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░░░░ ░░░░░░ ░░ ░░░░.' ░░░ ░░░ ░░░░ ░░ ░░░░░ – ░░░░░░░░░░ '░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░'.
Entrance
░░ ░░░░░░░░░ ░░ ░░░░░░░ – ░░░ ░░░ ░░░░░░ ░░░ ░ ░░è░░░ ░░░░░ ░░░░░ ░░░░░ ░░░░░░ ░░░ ░░░░░░ – ░░░░░░ ░░ ░░░ ░░░ ░░░░░░░ ░░░░/░░░░░. ░░░░░░░ ░░░░░░░ ░░░░. ░░░░░░░░░, ░░░░░░░░░░ ░░ ░░░░░░░░ – ░░-░░ - ░░░░░░ ░░░ ░░ ░░░░░░░░ - ░░ ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░ - ░░░░░ ░ ░░░ ░░ ░░░░░░ ░░░░░░ ░░░░░░ ░ ░░░░ ░░░░░░ ░░░░░░░░░░. ░░-░░░ ░░░░░░ ░░ ░░+ - ░░░░ ░░░░-░░░░░░░░░░. ░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░░░░ – ░░░░░░░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░ ░░░-░░░░░░░░░.
Exit
░░ ░░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░. ░░ ░░░░░░.
Special Education Needs Survey
SEN Statement
Individual Learning Support lessons are available on a withdrawal basis.
Nov 09.
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? | Assessments by Head of Learning Support. | ||
| Please outline the screening programmes used by the school. | Group and Individual Reading and spelling tests. | ||
| How many children with statements of need or equivalent do you have in the school? | One. | ||
| Do you make special provision for exceptionally gifted children? | Wednesday evening lecture programme. | ||
| Please outline what is on offer for such children | In addition to above, encouraged to take on a large commitment of additional activities. | ||
| 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. | Individual learning support lessons | ||
| 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). | One full-time, two part-time. | ||
| 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. | Dyslexia Institute Diploma AMBDA RSA certificates in SpLD. | ||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | |||
School Features
Dunhurst (Bedales Junior School) Catchment Area Map
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