Cheltenham College Preparatory School A GSG School

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All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

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What The Good Schools Guide says

Head

Since 2018, Tom O’Sullivan LLB PGCE. Comes from a family of teachers, so did the inevitable and initially resisted, reading law at Durham and joining the graduate milk round instead. But after failing to enjoy big-shot roles at the likes of WH Smith and in investment banking (at one time, with a flat overlooking Singapore harbour), he ‘finally let my family prove me wrong’. Knew ‘within 10 seconds into my first lesson that I’d never do anything else’, but remains grateful for ‘my knowledge of the world because of the stories I can tell – although it’s so tempting to embellish them to the children that I’ve lost track of what’s actually true!’

Started out at Beaudesert Park as science teacher (teaching drama and coaching sport on the side), thence to Mowden Hall as deputy head, followed by first headship at Old Buckenham Hall. Current role meant a return to his roots – he attended Pate’s Grammar and has ‘always kept a house in Cheltenham’. Bright and breezy, and full of beans, he proved an instant hit with parents who say ‘he makes the children feel really special’ and is ‘amazing at building their confidence’. One parent admitted, ‘We have not always agreed on points, but I’ve always left the room happy.’ Pupils say he is ‘kind’ and ‘funny’.

Highpoints include opening shiny new nursery, introducing more touch points with parents and launching a year 8 leadership programme. ‘All schools would agree leadership is important so why do we deprive 85 per cent of them of the opportunity? We need to get all children learning these skills, which in turn makes them idols to the younger children who grow up better people themselves.’

No mention of Mr O’Sullivan would be complete without his gentle Great Dane, Scooby, who doubles up as school marketer extraordinaire – ‘When prospective families come to see me, the children crawl all over him while I talk to the parents, then the kids say they absolutely have to come here because of the dog!’ The pair of them are at the gates daily and there are Scooby awards for younger years (older ones get College Coffee van vouchers – ‘more cool’). When not walking Scooby, he can often be found at the theatre or ‘pulling muscles trying to play cricket!’

Entrance

Rising 3s into nursery, with a steady trickle of joiners every year thereafter. The two reception classes grow to three classes by year 3 and four by year 6 (18 max in each). First come, first served up to year 3, after which school looks at CAT4 tests. Around 15 join at year 7, essentially a passport into Cheltenham College at 13+, so children at this stage also attend a day of small group activities and challenges. School proud of its ‘broad brush approach – we take those who will throw themselves into school life, not just those who will get the best grades.’ Waiting lists in some years.

Exit

Around 10 per cent leave at 11+ for local grammars or girls’ schools. At 13+, 90 per cent to senior school, rest to single-sex schools such as Cheltenham Ladies’ College or Radley, or to schools where the family has connections, eg Harrow, Eton, Winchester, Stowe and Brighton College. In 2023, 31 scholarships.

Children still take CE in English, maths, science and Latin (but with new humanities and French syllabus ‘which better prepares for GCSEs’) – senior school uses results for setting.

Our view

Handily located just across road from the senior school – and even more handily, neighbouring many of its fantastic sports facilities – the prep is fronted by smart Edwardian red-brick buildings, with many newer additions in the surprisingly sprawling campus beyond. Founded in 1863, but on its current site since 1908, the school is chosen by parents for its ‘nurturing, family feel’ and ‘because it offers so many opportunities’ – although mostly for its ticket into the senior school. One father told us how he’d always intended to send his children to the college, ‘but decided just to have a look at the prep and it was a bit like going from black and white to glorious Technicolor – we couldn’t unsee it and moved them immediately.’

Academically, the pace is ‘pitched about right, not over-the-top like some schools’, felt one parent; another that ‘it could probably be a bit more academic, but then again my child’s reading has improved even in the last few weeks.’ Great store is set on reading, with the Accelerated Reader scheme used, and dedicated reading time in all year groups. Lovely, revamped library strewn with beanbags and book displays. ‘Our son gets through a couple of books a week which, for not-the-most-academic kid, is amazing – it’s completely down to the school enthusing his love of reading.’

Small classes and regular discreet testing ensure pupils progress at their own rate. Teachers are smiley and animated – none are expected to work more than 75 per cent of the timetable or to answer evening emails. ‘If our staff feel they have a wonderful family life, they’ll teach better,’ explains head. Subject specialists in French from nursery, with music, IT and humanities added from year 3, then everything from year 5. Choice of Latin or classics from year 6. Setting in maths from year 5 and some other subjects from year 7. Homework most nights, but prep lessons mean it can be done at school, so ‘home can be home’. Some parents would like more feedback from teachers, though acknowledge their open-door policy. Vast majority very happy with outcomes: ‘CE results were honestly a shock – we didn’t think he was that capable!’ Outside learning a boon, with forest school and outdoor, bunting-festooned classroom overlooking a lake where student council is ‘working on getting some boats’.

Stunning new glass-walled nursery is pulling in the punters earlier than ever with its vast, fun-filled spaces, sensory room and quite the loveliest woodland playground we’ve seen for tinies. The separate low-rise building for pre-prep might be the poor cousin architecturally but classrooms are cheery enough with colourful displays, while older children have high-ceilinged classrooms, old wooden desks and iPads (years 7/8 have their own). ‘We acted out scenes from the Battle of Hastings and filmed them with our iPads,’ said one student. Four science labs, where pupils shared gory details of dissecting a pig’s heart.

One of the best learning support departments we’ve seen in a prep – a two-storey facility with multiple, vibrant, well-resourced (games, fidget toys, learning aids etc) rooms to help the 10 per cent of children on the SEN register (for dyslexia, ADHD, autism etc) or those just needing catchup up in certain areas. Staffed by three full-time and two part-time learning support staff (all SPLD trained, all ultra-enthusiastic) who help children in small groups, pairs or one-to-one (latter costs extra). One was laminating visual cues for work on emotional regulation when we visited, with other rooms being used by individual children. The SEN team plans workshops for parents, and the SENCo regularly goes out to eg Unicorn School to bring back nuggets of best practice. Outside there’s a sensory garden, with beanbags and planting opportunities – popular if charging around the playgrounds doesn’t appeal. Around 15 children receive one-to-ones for EAL (again, costs extra) – includes everything from role play around cultural differences to dealing with homesickness. ‘We’ve been thoroughly impressed by the way our son is supported,’ said a parent.

As with the senior school, sport is massive – ‘one of the main reasons I came here,’ beamed a pupil. Children are out most days trying their luck at rugby, hockey or cricket (boys) and hockey, netball or cricket (girls). Co-ed for house matches, but otherwise taught separately. ‘Why would we put the strongest girls in the boys’ team as it just weakens the girls’ team?’ says head. Subsidiary sports include football, athletics, swimming, cross country, chess and karate. Facilities (and some sports coaches) shared with college – 25m indoor pool, vast sports hall and pitches and Astros galore (plus prep’s own smaller sports hall). Every child plays fixtures, say parents – school committed to D teams as much as the As. Some parents would like to see more gymnastics and ballet at an earlier age.

Music and drama based in rather grand Lake House. Informal concerts here for children who can just about blow a note, with a dozen or so parents as audience, ‘to help build confidence’; larger events in the school hall. Singing big, with choir for all, separate boys’ and girls’ a-capella and chapel choir for harmonies. Parents say that, as with sport, school caters for ‘average through to elite’. Around 85 per cent learn at least one instrument and there’s a school orchestra, plus 20+ musical ensembles. Children throw themselves into acting (on curriculum until year 6) with gusto, especially the upper school production – The Hobbit and Lion King most recently, with School of Rock up next. Two (one new) black box studios – ‘Look at the huge mirror!’ said our guides. Huge amounts of LAMDA.

Fabulously decked-out art and DT spaces, the former with kiln (we’ve never seen so many pupil-made ceramics on display) and printing press, while the latter would be the envy of most senior schools – but also includes old-fashioned woodwork room, ‘brilliant for fine motor skills and dexterity’. ICT very much part of the picture – projects often involve computer-led designs.

Over 30 clubs – karate, chess, street dance, baking, Lego, Scouts etc. Staff are asked what they’d like to run and pupils are asked what they’d like to do – school hopes for at least some overlap. One boy told us he’d like a Warhammer club and seemed confident it might happen. Broad variety of trips – year 7s were able to go off to the Lake District (‘We go at the beginning of the year so we get the benefits of the team-building’), and residentials build up from year 3, culminating in leavers’ trip to Bude. Ski trip every other year, year 6 French trip, plus music and sports tours.

Heaps of pastoral leads, matrons, house staff and two trained counsellors across the two schools. ‘Every child has someone to talk to,’ felt a parent. Older children trained as peer mentors – ‘I’m a buddy to a new boy and I really think he’s had a nice start,’ said one boy proudly. Teachers now sit with children at lunch – ‘good for noticing if a child is upset’. Mixed views on the food, but fish and chips being wolfed down enthusiastically when we visited.

‘Can be a bit like pulling teeth trying to organise a parents’ get-together,’ said a parent – most agree sociability levels depend on the year group. There’s talk of a parents’ ball in the future. Car parking ‘a nightmare’, say many, but accept it goes with the territory of town schools. Pupils charming, eloquent and hugely proud of their school, wanting to tell us all the highlights from cooking marshmallows on the fire to kayaking and sailing on school trips.

Boarders

Full and flexi from year 3, based in main school building (girls on first floor, boys on top floor). Much-loved head of boarding and his wife, tutors, matrons and gap students run the show – and the pupils can’t get enough of it. ‘My children would love to board more,’ said several parents. Three homely common rooms, with relaxed dorms ranging from fours and fives to the ever-popular 16-bed dorms for year 8s (divided into two-bedded cubicles). Head thought it ‘most old-fashioned’ when he arrived, ‘but they see it as a rite of passage, and the middle corridor is great for indoor cricket!’ Modern bathrooms, dazzlingly clean. Lots of children in at weekends (although some are taken out for lunch by their parents on Saturdays). Saturday afternoons are spent watching college sport, followed by a supervised visit to Bath Road ‘with some pocket money to buy some sweets’. Sundays kick off with PJ breakfast, a visit to a local park, lunch, then activities ranging from Go Ape to bowling to cinema. Low-key supper on Sunday nights, with early nights all round. Around 10-15 boarders are international, from around 10 different countries, but none dominate.

The last word

A caring, sparky school with a sense of fun running through its veins, and real breadth of opportunity. Academically robust without undue pressure.

Special Education Needs

The Learning Support Department has been created to ensure that we provide each child with the opportunity to fulfil his or her individual potential, by creating a secure and sensitive environment for effective learning, in order to assist them to function in our mainstream school. We aim to develop a positive attitude towards learning by providing support where appropriate to develop self-esteem and general self-confidence. To achieve this, the pupils are provided with programmes to develop improved techniques and address areas of difficulty. From entry, our assessment procedure allows us to monitor progress to ensure each child’s requirements are catered for. We provide small group teaching, in class support and individual teaching and work very closely with subject staff, and class teachers, to ensure continuity within the curriculum.

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