Heath Mount School A GSG School

What The Good Schools Guide says

Headmaster

Since 2014, Chris Gillam, BEd. Visible, vivacious and visionary, he greets everyone in the morning, shows prospective families around Heath Mount’s idyllic 40-acre site and cheers energetically on the side-lines at matches. ‘He is a dad! He understands how we feel!’

Following his father and mother into teaching, he studied for his BEd at the University of Plymouth, coaching tennis on the side to supplement his income. It was on the tennis court that a parent, who happened to be a deputy head, spotted his congenial manner and ability to interact with pupils and upon graduation headhunted him. After teaching and senior management roles at four prep schools, including Bishopsgate in Windsor, he now masterminds the operations of Heath Mount (perennially popular, waiting lists in almost all year groups) from his office with spectacular views across Woodhall Park.

After nine years in situ, the obvious question is, where next? Mr Gillam told us that his role is constantly evolving, there are challenges still to be met and that he is proud of Heath Mount’s commercial independence at a time when many similar schools are now part of large groups or corporations. He’s keenly aware of the imminent and long-term challenges for preps, not least the uncertain political landscape.

Parents trust him, the appointments he makes and his ability to orchestrate his team to evolve, enhance and improve. Recent developments include more parental involvement in pre-prep, a new year 4 classroom, new pre-prep computer suite and a strength and conditioning suite for senior pupils.

Currently negotiating the complexities of planning to finalise swimming pool upgrade, he feels his team’s key focus is to evaluate and balance the ever growing range of academic and co-curricular opportunities on offer, ensuring pupils are not over-committed or burdened by taking on too much.

Living above the shop can bring additional pressures, but Mr Gillam and his family enjoy being on the Woodhall Estate and the opportunity for an occasional game of tennis. His son attended the school and his daughter still does, something which has helped him to appreciate the perspective of parents.

Entrance

Early registration for this non-selective prep is recommended – we hear some parents sign up ‘within weeks’ of the birth. The Heath Mount journey begins at rising 3 and most pupils start in EYFS. Entry further up is determined by available places and an assessment in maths and English along with a report from the child’s current school to ensure they can access the curriculum. Sought after occasional places arise in years 7 and 8 after some pupils leave for senior school. Entrance includes an assessment, a report and a reference from their current school.

Exit

Range of senior destinations is a wide one, testament to school’s ability to guide pupils individually. Currently popular are Haileybury, Bishop’s Stortford College, Felsted and St Albans Boys’ and Girls’ schools, but leavers also go on to many other big names including Eton, Rugby, Harrow, Brighton College, Wycombe Abbey, Ampleforth, Oundle, Uppingham, Radley, The Leys and Millfield. Some depart at age 11 for highly regarded state schools such as St George’s Harpenden, Hockerill, Presdales and Richard Hale. In 2023 half of all year 8 leavers were awarded scholarships.

Our view

Founded in Hampstead in 1796 as a school for ‘boys and young gentlemen’, Heath Mount (named for its proximity to the top of Hampstead Heath) eventually grew too large for its London base and moved to rural Hertfordshire in 1934. Became fully co-ed in 1978 although a few girls attended the school during the Second World War. The main building, a grade 1 listed Georgian mansion, stands proud with glorious views across the Beane Valley; more recent additions are sympathetic to the park and woodland setting. Recent major upgrades to the A602 have not changed the fact that this is a drive-to destination but have significantly improved vehicle flow at drop off and collection. During our visit there were many additional cars on site due to harvest festival celebrations, but plentiful parking ensured that well-signed walkways were not compromised. Nevertheless, we did hear a few grumbles about parents blocking spaces by ‘hanging around for a chat after despatching their children’.

Pupils entering at nursery and pre-prep must feel they have arrived in an infant utopia, complete with sandpits, slides, shaded areas, sensory woodland trails, wooden workstations (including a drum kit), mud kitchens, guinea pigs, fish and more. We saw interactive maths, storytelling in the new outdoor classroom and pupils immersed in construction activities. With these facilities and timetabled sessions at forest school it’s difficult to see how pupils could not be stimulated. One suggested, ‘There could be more secret passages!’ This was deftly addressed by the teacher, ‘Perhaps you need to work harder to locate them!’ We are not the only ones impressed with the inspirational outdoor learning - the school has been awarded a Gold Golden Tree Award by the Woodland Trust.

Lower school (years 3 and 4) is housed in purpose-built classrooms away from the main building, with an average class size of 16. Pupils are taught in forms and setting starts for core subjects. The way in which the lower school is integrated with the older years is another key advantage identified by parents. Pupils say they feel part of the main school, get to know the staff and feel comfortable prior to moving in year 5. We saw pupils challenging each other’s thinking and ideas, working collaboratively on stories and using the ‘three before me’ mantra which encourages children to use their own brain, a book for research or a buddy to discuss things with before asking the teacher. One explained, ‘In life, you have to be able to think for yourself and it doesn’t matter if it’s the wrong outcome, it just means you have to tackle the problem again in a different way!’ Impressive from a ten-year-old.

SEN support mainly takes place in class to enable all pupils to access the curriculum and ensure they can make progress to maximise their individual potential. Small group intervention also supports class teaching. One-to-one help (additional cost) is arranged after extensive parent consultation. ‘My child was quickly identified as having speech and language development issues. Thorough support ensured he was able to progress confidently.’ All early years pupils undergo speech and language screening with full dyslexia screening in year 3.

One of the challenges facing 13+ preps is retaining pupils to year 8. Those who stay are doubtless tempted to do so by privileges such as a navy jumper (instead of green), use of the red staircase in the main house and positions of responsibility. And there’s the excitement of spending October half-term visiting the Kennedy Space Centre, experiencing life as an astronaut on the bi-annual STEM trip. Parents are more attracted by the school’s scholarship programme, covering academics, art, drama, music and sport. Pupils showing potential and enthusiasm take additional classes - at lunchtime and after school. Would-be sports scholars are treated in a holistic manner with strength and conditioning sessions, nutrition advice and opportunities to work with external specialist coaches from professional bodies such as Saracens Rugby. Another pull factor is that children just do not want to leave. In fact, pupils told us they wished the school went up to year 13 and parents seem to agree, ‘We feel sad our journey is ending, almost bereft. Individual care, guidance on future schools and the all-round enrichment make it hard to say goodbye.’

This is a school of many strengths and we found it difficult to pinpoint just one, but if asked most pupils would say it’s sport. Animated conversations about defending set pieces, reverse stick shooting in hockey and developing dodging skills in netball were balanced by pupils who opted for other choices such as canoeing and climbing from the alternative sports programme. One parent described her daughter’s initial lack of confidence in netball and how with gentle guidance and instilling a sense of belief by the ‘tireless efforts of the PE staff’ she had played for the first team. Girls’ cricket, football and rugby are growing in popularity and dance is also a big draw. The Horsebox which supplies 'legendary' match refreshments for spectators, was mentioned as a definite plus by home and away supporters.

Heath Mount is also well known for its music, particularly singing. The school has five choirs, the most prestigious of which is the Bax Choir (named after alumnus composer Arnold Bax). Competition for a place in this one is ‘fierce’ and those who get in rehearse for ‘several hours per week’. Repeated success at national competitions can be attributed to this rigorous, dedicated approach; Heath Mount is only the second English choir in history to be crowned Children’s Choir of the World at the Llangollen International Musical Eisteddfod (2019).

Drama lessons provide an opportunity to hone skills such as improvisation, facial expression and body language as well as performing in termly and annual shows in the school’s first-rate 200-seat theatre. LAMDA coaching (extra cost) is also offered. Drama is on the timetable from year 1 and during our visit we saw children adorned in straw, scarecrow and farmyard outfits as they geared up for their outdoor rendition of ‘The Scarecrow’s Wedding’.

An ambitious curriculum of drawing, painting, ceramics, creative textiles and digital art enables fortunate pupils to create pieces worthy of accomplished experts. Indeed, you could be forgiven for assuming some of the many pieces of art on display around the school were the work of professionals. We were particularly impressed by the mesmerising year 5 ‘figures and faces’ creations. Year 2 models of Tudor houses, waiting to be burnt in a re-enactment of the Great Fire of London, were stunningly detailed with pitched roofs and overlapping gables.

Parents seem to be as keen to get stuck in as their children. One told us, ‘There are so many opportunities to be involved, whether supporting learning, attending plays and shows or enthusiastically cheering. It’s a way of life.’ Parents’ association, the du Maurier Society (named after alumnus, actor Sir Gerald du Maurier), raises dizzying sums and runs social events from the annual funfair and fireworks night to quiz nights and discos.

Our day ended in the Beaton Library (named after yet another illustrious former pupil, Cecil Beaton), which epitomises Heath Mount’s ability to blend tradition with modernity. Newly-crafted curved bookshelves blend seamlessly into the grandeur, while a computerised system tracks loans of a diverse range of literature. One pupil told us (verbatim, we promise), ‘I like the fact that the books represent all of us in terms of gender, religion, ethnicity and interests.

Boarders

Boarding and flexi-boarding is offered Monday to Thursday from year 3 upwards and around a third of pupils board to some extent each week. Boys are based in the east wing of the main house and girls are just a few minutes’ drive away in the vibrant River House. Complete with gardens for outdoor play and chickens, the house parents (also part of the teaching staff) have created a fun environment which allows for independence. We visited River House on a Friday when belongings and bedding had been removed, but despite the absence of personal items the homely atmosphere was clearly evident. Communal areas looked comfortable and the large dressing table mirror (managed by the houseparents’ daughter) complete with images of possible plaits and ponytails, is clearly a huge hit.

Money matters

Bursaries available to new pupils from year 3 upwards. Some financial support may be offered to existing pupils experiencing a change in circumstances. Honorary scholarships for entry to year 7 with funded programmes to provide for enrichment, such as additional music lessons.

The last word

A thriving prep that’s as popular with parents as it is with pupils. The musical, the sporty and eager all-rounders of every kind will flourish at Heath Mount. As one year 8 parent told us, ‘The bucolic setting and prodigious range of achievements are just the tip of this wonderful iceberg.’

Special Education Needs

The needs of the majority of pupils at Heath Mount are met through quality teaching in the classroom, which responds to children’s diverse learning needs and encourages high aspirations. Within the classroom, teachers make the relevant provision to support individuals or groups of children to enable all pupils to participate effectively in curriculum and assessment activities. Children are screened in the early years to help identify any speech and language difficulties and later, any key literacy deficits. Alongside this, teachers regularly monitor progress and attainment of all pupils and in cases where children do not make the expected progress, the learning support department works with colleagues to tailor additional support to best meet the needs of individuals within the classroom. The learning support department has a base in both parts of the school, and plays a key role in supporting pupils with SEND. Children with identified needs have a pupil passport which ensures that all staff, children and families are aware of how best to support the child’s learning in the classroom and at home. Small group interventions are put in place in the early years to provide additional support and facilitate the development of key skills. These carefully structured sessions take place several times a week and are highly effective in helping children bridge any attainment gap. We do not remove children from the core curriculum for learning support sessions. In the middle and upper school, groups of children requiring support have a modified curriculum in which core skills lessons reinforce key concepts for maths, English, science and humanities. A few children are withdrawn for more specific interventions, such as for speech and language therapy, social skills or literacy interventions. Within the learning support department we have three specialist teachers, and a specialist learning support assistant, who are qualified to assess and support children with specific learning difficulties and more complex needs. We also have Doodle, our nurture dog, who has a variety of roles in school including supporting the emotional needs of children and staff, both individually and in the classroom. The learning support department also works in close conjunction with outside agencies and is able to draw on the expertise of other professionals where appropriate. The views, wishes, aspirations and feelings of pupils and their parents are central in all that we do and we recognise that the knowledge and experience of parents and pupils are vital in helping us to tailor the best possible provision. Our most important role is to foster a high level of self-esteem in our pupils. We aim to ensure that children know that their strengths are recognised, drawn upon and celebrated. We strive to help develop resilient children who are confident, optimistic, aspirational and well equipped to achieve the best possible outcomes in their future.