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  • Wellington College
    Duke's Ride
    RG45 7PU
  • Head: James Dahl
  • T 01344 444013
  • E [email protected]
  • W
  • Wellington College is an English independent day and boarding school located in the village of Crowthorne, Berkshire. It educates over 1,000 boys and girls from 13 to 18 and was built as a national monument to the first Duke of Wellington.
  • Boarding: Yes
  • Local authority: Bracknell Forest
  • Pupils: 1,104; sixth formers: 489
  • Religion: Church of England
  • Fees: Day £35,760; Boarding £48,930 pa
  • Open days: See website
  • Review: View The Good Schools Guide Review
  • ISI report: View the ISI report
  • Linked schools: Eagle House School

What says..

Part of its success is that it lives comfortably with its layers of history without being overwhelmed by them, think parents. Heritage matters but only so far. ‘It wasn’t about how many prime ministers they’d produced but about what we can do for your children – it felt modern whereas other schools were a bit old boys-y.’ ‘You’re not going to end up sleeping in the same bed your grandfather slept in.’ (A dubious recommendation at the best of times, we’d have thought)...

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What the school says...

Wellington College is one of the UK’s — and indeed the world’s — great coeducational boarding and day schools. We seek to provide young people with the knowledge, skills and character to serve and help shape a better world. Our innovative and interesting use of technology in the classroom combined with the emphasis on pupil-centred learning ensures that Wellington is at the forefront of educational advance.

A wonderful fusion of heritage and modernity characterises our educational philosophy. Our curriculum, facilities, and teaching methods are constantly adapting to the challenges of preparing young people for the ever-changing world of the 21st century. Wellington College is a school which is dynamic in every sense of the word, and yet all that we do is rooted firmly in our five College values — Kindness, Courage, Respect, Integrity and Responsibility — values which underpin every aspect of life at Wellington.

Wellington prides itself on the outstanding levels of pastoral support we offer our pupils. Pupil and staff-led mental health initiatives, alongside our nationally recognised wellbeing curriculum not only help our pupils successfully navigate their teenage years, but also prepare them for healthy, happy and successful lives after school.

The College is celebrated not only for its academic achievements but also for its sporting, artistic and dramatic provision which are second to none. Stellar examination results, outstanding provision across all co-curricular areas, and a raft of national accolades contribute to the College’s national and international reputation.
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International Baccalaureate: diploma - the diploma is the familiar A-level equivalent.



Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.





What The Good Schools Guide says


Since 2019, Mr James Dahl MA (classics at Cambridge). Married with a daughter who is currently at the school. Joined as head of admissions and marketing in 2013 before becoming second master elect and deputy head (pastoral care). Worked with the now legendary Anthony Seldon here and at Brighton College, where he started his career (‘an utter privilege… [my] biggest influence apart from my mother’) becoming head of classics at 23, then head of sixth form. Moved to Repton in 2006 where he was a housemaster.

Family tradition narrowed career choices down to teaching, medicine or the church. Feedback suggests that he picked the right path. Parents like his lack of obfuscation, particularly evident during the twists and turns of government guidance during the pandemic. ‘Letters so informative, doesn’t try to hold anything back.’

Any downsides? ‘I haven’t heard a bad word about him,’ said one. Nor indeed, did we, no matter who we asked and meeting him simply confirmed that he is, indeed, disarmingly nice, from conversational interjections of ‘bless you’ to the smart suit accessorised with Breton-style stripy socks.

Famed for in-depth knowledge of pupils (all invited to dine at the Master’s Lodge). Remembers names, siblings, scholarships, previous schools and successes. ‘He probably even knows what I ate for breakfast,’ says one. Inevitably, down to sheer hard work. Essential, he says. ‘Every child has a need to be known and loved and cared for… my heart sinks when other heads say they don’t have time [to learn] their names.’

Given the school’s rip-roaring success over the last few years, his leadership is of the even keel rather than apple-cart overturning variety. He’d said that he couldn’t ‘wait to start writing the next chapter in the college’s illustrious history’. Several paragraphs well under way. What matters is ‘Wellington genuinely being the school we say it is’.

Educational excellence is constantly under review. Also examining social impact, wider role in ‘the world of education beyond teaching the pupils’ and equality, diversity and inclusion. Support has been extensive – half a million pounds (which otherwise would have funded a fab new swimming pool) has gone to state schools (school has links with 28) to help with Covid catch-up.

Newly revamped Prince Albert Foundation programme will double the number of scholars on socially transformative awards to 40 by 2025 (100 pupils already have means-tested bursaries). While fee-paying pupils will be in the majority, since 2014 all scholarships are now honorary (‘felt it wasn’t right to give a millionaire a small amount off the fees’).

Planned new wellbeing centre is probably the project closest to his heart. Will offer the works, from dedicated classrooms to yoga, therapy dog to on-site professionals, stigma-free so completely natural for any pupils to come forward to seek help – so a rise in numbers will signal success.

Musical and sporty (Peloton has been a well-used lockdown purchase), he’s also a demon touch typist (essential for keeping notes as an ISI inspector) and enjoys attending concerts in London.


Takes 200 pupils into the third form (year 9). About five applicants for every place, most from UK prep schools (Eagle House, Lambrook, Dragon School, Thomas’s Group, Cheam School and Godstowe all significant feeders), others from secondary schools, state and private. Other senior schools considered by families ranged from Harrow to Brighton College, though many of those we spoke to felt single-sex schools hadn’t been an option.

More mythology attached to the entrance process than for any other school we’ve encountered. Did charm and social skills trump academic performance? We heard tell of prep school heads training candidates to break away on assessment day and circulate, circulate, circulate.

School keen to demystify the process – helpful website admissions section entitled ‘our selection criteria’ well worth a look. Mr Dahl stresses that while everyone has to be able to cope with the brisk pace here (so not the place for anyone switching off and tuning out after the last lesson bell goes), they are looking for a mix of personalities – some extrovert, others quietly confident but not temperamentally inclined to make themselves the star of any social gathering. ‘We’re not just looking at charming, alpha [characters]… because if we filled the school with sharp-elbowed kids, my goodness what a school,’ says Mr Dahl. Confirmed by parents. ‘Not just for shining stars,’ says one.

Candidates sit ISEB Common pre-test – current head’s perspective also taken into account. Assessment days in Jan/Feb of year 6 ‘let us get to know the child as a person’. Conditional offers now confirmed after school visits pastoral departments of all candidates' preps in the summer term 'to gather the gather the information most relevant in a more relaxed atmosphere’. Transfer forms used where these visits are impossible. In March of year 7 school holds further assessment days for those on the waiting list (and late entrants) for additional places. Final assessment day, held in September of year 8, is for very late entrants for a place on the waiting list.

A handful of places now available at 14+. Assessment via cognitive testing online and then a day of immersion at the school for a small number of shortlisted candidates. Three-stage assessment for around 65 sixth form places, including short exams in three subjects and a day of lessons, discussions and activities – all ‘fun!’ (school’s exclamation mark). More girls’ places being made available in order to reach 50:50 gender balance by 2025.


In 2023, 15 to Oxbridge and lots to US universities, including Stanford, NY and Yale. Top UK destinations include Edinburgh, Durham, Exeter, Bristol, UCL, Bath, Imperial College and Manchester. Huge range of courses – medicine to music, business to biochemistry, as well as photography, criminology and fashion. Eight to study medicine, dentistry or veterinary science in 2023.

Latest results

In 2023, 86 per cent 9-7 at GCSE; 68 per cent A*/A at A level (90 per cent A*-B); average IB score 38.6. In 2019 (the last pre-pandemic results), 83 per cent 9-7 at GCSE; 58 per cent A*/A at A level; average IB score 40.

Teaching and learning

Parents see this as a progressive school (and it’s won several awards for its approach). There’s a refreshing willingness to rethink the way it does things. Take GCSEs. While 10 or 11 currently the norm, as elsewhere, it’s under review. May drop down by at least one to make more of everything else on offer here (after all, why provide so much if access is constrained by needlessly weighty academic timetable).

School was swift to respond to the 2020 lockdown, transitioning to a full online timetable within what felt like hours. Talking about silver linings seems somewhat insensitive but the legacy – fewer textbooks than ever before, virtual access to just about every resource and the ability for any child unable to attend lessons to log in and participate online – has undoubtedly streamlined what was already a responsive approach.

Up to GCSE, all pupils study core subjects in classes no larger than 24, average 16 up to GCSEs and 10 in the sixth form. High staff-to-pupil ratio of six to one. Parents praise the balance between teachers’ ages and experience (average age is 35-45, with around 50 staff here for 10 years or more).

There’s minimal setting though some streaming in maths and languages. Mandarin, with own delightful little bright red, temple-like building, is one of five languages on offer. Dance, design engineering and computer science are also popular options.

Sixth form, says head, is ‘humming under the bonnet’. Equal split between A levels (always taken with an EPQ) and IB – the perfect balance, thinks Mr Dahl. Philosophy, psychology, economics and business studies all offered, with around two-thirds of pupils taking maths (the single most popular subject) and sciences. School bullish about popularity of sciences among girls – ahead of national averages, on a par with many girls-only schools.

Predicted grades very often comfortably bettered. Sensible homework, much on-line, must help, with independent research encouraged. If it’s all getting too much, ‘you just email the teacher and they come straight back,’ says pupil.

Many lessons have an absorbing focus on real world problems. We watched sixth form chemistry pupils creating their own giant molecules to demonstrate how accidental transposition can spell disaster (as with the thalidomide scandal); others in an IB class explored data linking weight and diabetes diagnoses.

Where the approach was more conventional, as with year 9 pupils engaged in parallel line equations, there was an excitingly anarchic touch, with calculations covering not only the pull-down screen but escaping down the (wipeable) walls on either side as well. Pupils’ attention and focus notable – these are children who want to be here.

Learning support and SEN

Last inspection identified 140 pupils as having some form of SEN, notably SpLD and three with an EHCP. Most common learning need is SpLD, some pupils have ADHD, a few high-functioning autism.

Highly rated head of learning support looks after new pupils who arrive with a diagnosis and arranges for assessments to take place where SEN is suspected but undiagnosed. ‘Role is to see who can cope and thrive.’

Annual reviews for anyone needing extra time in exams, some pupils may skip a language in favour of additional English support. Offer academic support ranging from help with organising prep to prioritising and planning. Pupil led. ‘Will come to us because they need support in a particular subject at a particular time.’

Regular meetings with houseparents. Liaise with teachers where a pupil, for example, needs pre-learning – so consolidate before moving on to something new. Helped by online system – they have access to all lessons so can work together with pupils.

Given that good organisation essential to making a success of life here, there are inevitably limits to what is doable. Sustained one-to-one support isn’t. Would be concerned if pupil needed a reader – pace of life here just too fast. That said, have previously supported children with medical needs and visual/hearing impairments. Direct access to psychiatrists, psychologists and speech and language therapists so that assessments can be undertaken on site. Staff team currently working on ADHD – particularly in girls, an underdiagnosed group.

Key concern is whether ‘students can cope given the size of the campus – they have to be on top of it… It’s about working out whether they will thrive and be happy.’

The arts and extracurricular

The works. Often the deal-breaker for prospective pupils, promise amply fulfilled on joining. Willingness to give everything a go – ‘things you like, things you don’t,’ says pupil – is essential (don’t leave home without it). Thus equipped, pupils, whether round, square or even four-dimensional pegs, can’t fail to find their niche here. ‘So many extra things on offer.’ ‘Wellington just seemed to be more colourful – more music, sport and random societies.’ ‘You have the chance to be what you want to be.’

Art ranges from delightful ceramics to what appeared to be freely unravelled anatomical study of stomach and intestines, while extracurricular activities include the unmissable ‘glass fusing with Mrs Carr’.

School champions individuality – if pupils want to set up a club, they’ll be backed all the way – while tutors help with sometimes difficult choices – history society, fireside talks with outside speakers, 3D printing or all three? Online calendars help with organisation together with physical reminders. ‘Will have people in assembly telling you who, what and where instead of getting 15 emails,’ says pupil. Inevitable clashes normally resolved with email to coordinator.

Dad-like puns abound, from the Wellingtones a capella group (one among many ensembles catering for the 500 or so pupils who have instrumental lessons here, around 10 per cent at grade 8/diploma level) to the DukeBox radio station, a pupil initiative that broadcasts live to all Wellington College schools, here and overseas as well as Welly Telly (officially WTV), again entirely student led and impressively slick. Just wants house dance competition (hugely popular, choreographed – with varying degrees of idiosyncrasy – by sixth formers) to be re-named Welly Shoes. We live in hope.

CCF and DofE awards both offered. Volunteering (with local groups of differently abled or elderly people) is a popular option, school community impressively united when swift action needed – created 1,250 welcome packages (with clothes, food and other essentials) in just a week for Afghan families arriving in the UK in autumn 2021.

One parent wondered if the general brilliance was disheartening for rank amateurs. ‘Sometimes you think… I’m not going to give it a try because the standard of everything is so high,’ commented one. Firm disagreement from staff and pupils. ‘We’ve had a big push to ensure that there’s something for everyone,’ countered member of staff. ‘Absolutely not just the elite.’


One of the myths is that if charm and academic ability doesn’t get you a place here, team sports talent will do the trick. Not a prerequisite, stress current parents. ‘My child is very much an individual sports person and unbelievably happy,’ says one.

Facilities vast and extensive, with a permeable area on the edge of the site, enabling carefully timetabled public use of some of the facilities (swimming pool, tennis court and health and fitness centre). Not just one sprung floor for dancers but two (can also practise in main theatre). Sports hall does its best to ring the changes outside (design features metal ribs in alternating colours) while the vast Robin Dyer centre, used for cricket, netball and tennis, is so huge and sub-dividable that you could probably lose several smaller schools in its curtained-off recesses.

While every team sport you’d expect – rugby, football, hockey, cricket, netball – is offered and extensively catered for, with informed coaches who ‘see if we’re doing too much sport or if need a break or a rest’, says pupil, they’re not compulsory. Alternatives – golf, badminton, swimming and rackets among them, and one pupil was delighted to have discovered shooting – can be chosen instead.

An enlightened and sensible approach, think parents. ‘If you hate rugby, you’re going to do your best to skive,’ pointed out one. Approach clearly pays off, particularly with top teams for rugby (one of the strongest sports here). A teams routinely do well – success for Ds and beyond more variable though we were impressed to see that even some netball E and F teams (based on last matches pre-lockdown) had decent sprinkling of fixtures – and wins.

Recent adjustments to the timetable – previously sport for all on the same two afternoons a week, plus Saturdays; now staggered – and recruitment of more pro sports players ensure that every team has its moment in the sun and a session with a top coach at least once a week (we heard one comment that golfers could benefit from slightly more attention). ‘Don’t want to be seen [just] as catering for the elite – participation is really important,’ says the school.


Officially, this is a full boarding school – 80 per cent board – though vast majority of pupils go home on Saturday afternoons, returning on Sunday evening, some on parent-organised minibuses (the SW London route is particularly popular). A flying visit but ‘enough to catch your breath and do your prep,’ says parent (about two hours a night is the norm up to GCSEs).

Mass exodus means the school might feel rather empty on Saturday nights when total numbers in each house can be down to low single figures and entertainment is of a homely nature. ‘You can stay in, chill out and order a takeaway,’ says a pupil.

The 17 houses (more for boys though ratio will change as number of girls increases) come in a glorious variety of styles, from Victorian villa to 20th-century red brick (website tour bravely attempts an exposition of each house’s unique qualities and values, all set to pounding music). Names honour history and heroic military men (something that could well be under review as first co-ed house for sixth formers and new day house are completed?).

Over 90 per cent of families allocated first or second-choice house, preferences submitted after places have been offered (early registration boosts chances of success). Centrally located houses are ‘in’, others ‘out’ (school terminology), some a brisk trot away (no wonder ‘golf buggy for each house’ was on one pupil’s wish list). A few have a smattering of day boarders (welcome to outstay their official welcome – officially leave at 9pm but can be later). All are staffed 24 hours a day. Sixth form house prefect looks after new pupils.

Much attention is given to small and well-thought-through details. Atmosphere is as homelike as possible. Pupils can return to collect forgotten possessions and – in the three houses with full kitchens – eat breakfast and evening meal here. Regular deliveries of fruit, milk and comforting snacks, though toast and toasties about the limit of pupils’ self-catering aspirations. We liked the noticeboard in girls’ house with brief sticky note announcements: ‘I failed my physics test.’ ‘Lucy bought me a coffee when I didn’t have time.’

Bedrooms (a few larger dormitories, but mainly up to three share in junior years, double or single for older pupils) range from functional to imaginative: one high-ceilinged girls’ house has a little staircase in each bedroom leading to mezzanine study level. Common rooms ditto, some so formal that visiting cards and silver salvers wouldn’t look out of place. Regardless of vintage, considerable effort goes into making them attractive places to be, with matching sofas that work with the prevailing decor and available space rather than fighting other furnishings for colour chart supremacy and location.

Other customs and traditions are largely down to the houseparents. Take Stanley (64 boys), where vertical house families are called ‘blessings’ (collective noun for a group of unicorns, the house symbol) and the floors are named after journey through school – a sort of Pilgrim’s Progress in reverse: ‘Heaven’ for younger boys, ‘Passage’ for years 10 and 11 and ‘Hell’ for sixth formers – ‘because we’re taking exams,’ explained one.

Rich social life all round with lots of activities like Maniacs – where pupils get up early, swim two lengths of the outdoor pool (staff sometimes adding ice to enhance the experience) then ‘run off shivering for bacon rolls in the dining hall’. Mini chocolate bars as prizes. Other – more conventional – events range from games of football in the gardens to regular socials with other houses.

Ethos and heritage

Ignore the uncooperative online map that attempts to usher you in through the more workaday entrance where sports centre meets industrial park and you’ll approach the school as intended, along the Kilometre (nobody could explain surrender of imperial measurement) that runs the length of the 400-acre grounds.

They’re beautiful, impressive, with wild areas (woodland nature reserve is home to protected spiders), a lake, nine-hole golf course and beautifully tended pitches stretching to the horizon. The road is open to the public and a popular cut through is patrolled by a security team, sometimes in dauntingly shiny four-by-four (complete with school crest) – otherwise ‘We’re on a bike,’ they say.

Entrance to the school, halfway up, is through a grand arch (style, apparently, is French Grand Rococo). Opens onto a series of attractive courtyards, all beautifully maintained and Grade II listed, making the occasional antidote to tradition – like the V and A café, interior a surprisingly successful riot of pastels – particularly striking by comparison.

Modern additions are dotted around the original site. Star attraction, appropriately, is the wood-faced, circular performing arts building (also the venue for whole-school gatherings as the chapel, beautiful but surprisingly diddy, is long outgrown). Science blocks are attractively low-rise (biology has its own greenhouse), other buildings are tucked into corners of the undulating site. The humanities building, notable for squat form and vast metal flue, appears to be hiding, and we can’t blame it, given the competition.

Was grandeur also intimidating to pupils? Can be daunting at the start but quickly overcome and transforms into ‘What can I do to live up to it?’ says pupil. There’s a lot to live up to. Conceived by Queen Victoria as a memorial to the Duke of Wellington, the school was intended to offer a subsidised education for orphaned children of army officers. First pupils – Foundationers in the majority, the remainder fee-paying – arrived in 1859. Girls ‘allowed’ into the sixth form in the 1970s (we hope they were appropriately grateful) and the school went fully co-ed in 2006.

Strong connection with the services endured into the 20th century (700 pupils were killed in WWI alone). With Sandhurst just one rail station along (Broadmoor is also close by), pupils could – and did – move seamlessly from school to officer training – first alumni were almost all seasoned military men.

After years of being distinctly so-so, school was rescued from the doldrums thanks to transformational leadership and a radical reappraisal of its purpose. Now enjoys stratospheric popularity among parents who see it as being in the top tier.

Part of its success is that it lives comfortably with its layers of history without being overwhelmed by them, think parents. Heritage matters but only so far. ‘It wasn’t about how many prime ministers they’d produced but about what we can do for your children – it felt modern whereas other schools were a bit old-boysy.’ ‘You’re not going to end up sleeping in the same bed your grandfather slept in.’ (A dubious recommendation at the best of times, we’d have thought.)

The school has a clear sense of its market – ‘a thriving, co-ed, academic school not far from London’. Goldilocks zone location undoubtedly helps – rural-ish but a doable commute from SW London and swathes of the home counties. Pushes values online (we were full of admiration for videos featuring, among other delights, prefects bouncing in through the school gates on space-hoppers, maintaining dignity and poise throughout).

Transition to a school described to us several times as ‘libertarian’ would – perhaps – have the Duke spinning in his wellies. ‘So many freedoms,’ says parent. ‘Respects your individuality and your age.’

Pastoral care, inclusivity and discipline

Nobody has yet suggested changing name to Wellbeington College but may only be a matter of time. Can’t move for hearing about wellbeing, thought parents. Prize-winning too, school picking up gold award for mental health support. Timetabled wellbeing lessons for most year groups, covering everything from getting a good night’s sleep to coping with adversity. Spontaneously mentioned by pupils as a strength, whether or not they’d sought support.

Health centre is well staffed, pupils are listened to without judgement and (unless safeguarding is involved) in confidence. ‘Treated as adults so any issues they have, there will be someone that they can talk to.’ Also offer a parents’ programme online.

Issues often spotted by houseparents (eating disorders aren’t unknown here) or by pupils and parents – staff felt to be quick to act when alerted. While anxiety (before and after the pandemic) is inescapable, school’s ethos can be liberating, suiting some pupils down to the ground. ‘It was as if a burden had fallen off [their] shoulders,’ says parent, though ‘I don’t how it would work out for a child who doesn’t have the same work ethic.’

A particularly good school for girls, felt one parent, as mixing with boys gives valuable sense of perspective. ‘Need them to cut through the nee-naw overthinking that can go on in girls’ heads.’

Commendably open approach to Everyone’s Invited – no shirking, no defensiveness. When Ofsted report appeared, ‘had to accept that it is happening here even if it’s not reported.’ Social care team from local authority were invited in to interview staff and students, concluding that there were some ‘low level’ issues.

Extensive programme now developed with sex and consent expert. For girls, includes what harassment looks like, how to ensure it’s not normalised and how to say no. Can also report incidents anonymously. Boys learn about respect for girls and ‘what consent is’. Also running parent education programme, while staff can self-report incidents that they’re worried about. Concerns about staff (who complete online safeguarding course each year) can also be reported to new values guardians.

College has recently appointed a new head of student emotional health and wellbeing and a director of equality, diversity, inclusion and social responsibility.

Pupils and parents

A smart school with well-groomed children (long, glossy, effortful hair still the norm for majority of girls) in neat uniform (herringbone jacket and black trousers for boys, blue and black tartan skirt and black blazer for girls, navy V-neck jumper for all). Suits that exude appropriate values – ‘smart, businesslike, respectful’ – for sixth formers.

Parents come across as confident and hugely articulate – no diffidence here about flagging issues. (‘Silver-tongued,’ says one.) Sociable – physical meetings pre-Covid, WhatsApp groups during the pandemic. ‘Form tight-knit groups.’

Money matters

Offers academic and music scholarships and exhibitions during the 13+ entrance process, with sport, art, dance and drama scholarships awarded at the end of first year at the school. Similar range of scholarships at 16+. All are honorary with the exception of music, where scholars receive free tuition (two instruments, composition and Alexander technique).

Help with the fees now comes in three forms. Fee-assisted places cover between 10 per cent and 100 per cent of the fees (average is 50 per cent). Also 20 current Prince Albert Foundation scholars from low-earning families with strong reason for seeking boarding ‘who would not normally be able to access independent education’. The bursary scheme is currently being expanded.

Will continue to educate children of deceased servicemen or servicewomen and ‘orphan children of persons who, in the sole opinion of governors, died in acts of selfless bravery’ free of charge.

The last word

One of the great educational transformations, from small-bore to big gun in under a generation. Thoughtful, contemporary education and first-class leadership ensure that bright confident extroverts and quieter types alike with the drive to make the most of opportunities here will flourish. Just a shame there isn’t room for them all.

Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

The Academic Support and SEND department at Wellington College is an integrated provision, where we are committed to supporting and identifying all pupils with specific learning difficulties of a mild nature. We liaise closely with the admissions department to identify and discuss any pupils with a SEND profile. This may be supplemented by a visit to prep schools but there is always discussion with the SENDCos and SEND department of the relevant transition schools. Our mission is to have pupils who are able to thrive and be happy in this fast-paced academic environment and we aim to support pupils in their academic and pastoral needs as appropriate. It is important to reiterate that we are able to provide academic support for pupils who have a mild SEND and that we are not in a position to support more advanced needs. We work closely with the pastoral team including the housemasters and house mistresses, tutors and teachers to ensure there is an holistic approach to supporting all of our pupils. Once enrolled, we collate and disseminate any reports from professionals into an Individual Education Plan, and this is shared with all staff. In addition, any provision for access arrangements is discussed and parents are made aware of the regulations from the examination body on reassessment and access arrangements. We can provide extra time and a laptop concession, where the pupil qualifies, and rest breaks where there is evidenced medical need. Alongside access arrangements, the department is also responsible for providing additional support for pupils where the need has been identified. This can take the form of individual or small group support sessions and pupil drop-in clinics.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability Y
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty Y
VI - Visual Impairment Y

Who came from where

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