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What says..

Parents love the friendly and inclusive feel of the place, the lack of arrogance among the students and the resilience the school instils in them. ‘Absolutely non-stop programme of extracurricular activities means my children are absolutely exhausted by the time...

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What the school says...

Blundell's was founded more than 400 years ago. We combine traditional values with the best of modern teaching methods, facilities and pastoral care. Academic excellence lies at the school's heart and we believe our strength is in the diversity of options which gives every pupil a chance to shine. Blundells also has a richly deserved reputation in sport, drama and music.

Equal importance is placed on pastoral care and developing the whole person: courtesy and good manners are deeply rooted in Blundellians and strong, supportive friendships ensure that community life at the school is richly rewarding. These qualities, together with the intellectual, physical and cultural interests they develop at Blundells, provide pupils with skills for life.
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2015 Good Schools Guide Awards

  • Best performance by Girls taking Design & Technology Graphic Products at an English Independent School (GCSE)

2016 Good Schools Guide Awards

  • Best performance by Boys taking Office Technology at an English Independent School (GCSE Full Course)
  • Best performance by Girls taking Office Technology at an English Independent School (GCSE Full Course)
  • Best performance by Girls taking Design & Technology Graphic Products at an English Independent School (GCSE Full Course)

Sports

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

What The Good Schools Guide says

Parents love the friendly and inclusive feel of the place, the lack of arrogance among the students and the resilience the school instils in them. ‘Absolutely non-stop programme of extracurricular activities means my children are absolutely exhausted by the time they come home – perhaps they need more soothing down-time at weekends to recover,’ observed one...

Head

Since 2013, Mrs Nicola Huggett (40s) MA PGCE (Oxon). Educated at St Gabriel’s and Marlborough, she read PPE at Oxford before embarking on a brief career in advertising with J Walter Thompson – brief because she soon realised it was not for her. ‘Why did no-one tell me about teaching before?’ she says of her experience shadowing a teacher in a comprehensive near her home. Since then her career has taken her via Haileybury, ultimately as head of

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Special Education Needs

There are about 150 pupils in the school with special needs of one sort or another, so we are very much aware that some children need special help and there is close liaison between the English department and other subject teachers. SpLD. pupils are tested informally in the Learning Support Department and given help by a highly experienced Learning Support teacher, or her assistant. This support usually takes place once or twice a week, by withdrawal. As it is a specialist individual requirement, there has to be a termly charge. Learning support staff report regularly on the progress of the, 80 or so, students they currently see. Work is centred on discovering what the individual's problem is and concentrating on it. Poor spelling is covered by repetitive work on basic rules, indifferent vocabulary by extension and slow reading by improvement of skills. Pupils are given support in subject areas where they are having problems. A great effort is made to spark imaginative writing. Dyslexics are encouraged to devise strategies to overcome difficulties of spelling and organising work. For some this may include the use of special filters or glasses as well as the use of techniques such as mind mapping or visualisation. Dyslexic diagnostic tests (Aston, Digit Span, etc.) at a simple level are given and referral made, where necessary, for full testing to enable students to claim extra time allowance in public examinations. Official testing is usually done by Dr Hornby from St. Luke’s, Exeter. Her certification is accepted by exam boards and tests are usually carried out in the Autumn. About twenty-five pupils are tested each year. In 2002 for the first time, the Boards agreed to accept just one certification for the student’s entire secondary career. (In Further Education, such certification often entitles students to IT equipment discounts.) There are no standard textbooks, as worksheets are prepared individually. However Hornsby's "Alpha to Omega", Butterworth's "Using the Oxford Dictionary" and The Sunday Times "Word Power" are helpful. Dyslexia, Dyspraxia, Attention Deficit Syndrome: it is very difficult to pinpoint or label problems as every child is different, but at Blundell’s we aim to ensure sympathetic treatment, individual support and a positive approach, focussing on the learning difference with its positives rather than any negative associations connected with a learning disability. It is not unusual for dyslexic pupils, with the full extra time allowance in exams, to gain the highest grades in both GCSE and A level examination. Above all, our students are taught to think of themselves as Blundellians, not as Dyslexics, developing confidence and expertise in as many areas as possible.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers
Aspergers Syndrome [archived]
Attention Deficit Hyperactivity Disorders Y
Attention Deficit Hyperactivity Disorders [archived]
CReSTeD registered for Dyslexia
Delicate Medical Problems [archived]
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Epilepsy [archived]
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
Not Applicable
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
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
VI - Visual Impairment

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