Surbiton High Boys' Preparatory School A GSG School

What The Good Schools Guide says

Headteacher

Since 2020, Tracey Chong. Growing up, she knew she wanted a job where relationship-building was integral. English (University of Surrey) then PGCE (Kingston). Six years at a state school in Putney before a transfer into the independent sector (pre-prep) and an impressive trajectory from class teacher to deputy while, at the same time, completing an MA (English linguistics and language in education). Six years at Newland House School and then a term as acting head in Clapham before the move to Surbiton High Boys’ Prep. Her arrival proved to be something of a ‘baptism of fire’ with the pandemic arriving less than three months after she did. This ‘took its toll in terms of getting to know the parents’ but successful navigation of the lockdowns and associated challenges certainly gave her kudos where colleagues and parents are concerned. It was, she says, ’a collaborative experience with many positives’.

Well-loved by the parents we spoke to. ‘She strikes the right balance between comforting and ambitious, between nurturing and pushing,’ one told us. Another summed it up, ‘Mrs Chong ticks all the boxes!’ Staff love her too. ‘Undoubtedly the best head I have ever worked for,’ enthused one experienced colleague.

Outside school, a son, a daughter and ‘a really close family’ take priority. Enjoys peloton, yoga, cinema (especially National Theatre live streaming), walking, cooking and reading (when time allows). Realistic about the challenges that lie ahead she is not complacent, she is excited.

Entrance

Main entry into reception. Non-selective: registration, completed application form and payment of non-returnable fee reserves a place. Further up the school, age-appropriate assessments for ad hoc places and at 7+, when there’s a small increase in class sizes. Many local enough to walk to school, but catchment area is wide and coaches ferry boys from Wimbledon, Southfields, Barnes, Richmond, Hampton Hill, Esher, Walton, Twickenham.

Exit

Most popular recent destinations are Hampton School, Kingston Grammar School and Reeds. Also King’s College Wimbledon, RGS Guildford, Halliford, Claremont Fan Court School, St Paul’s, Radnor House (Kneller Hall), Ewell Castle, Epsom and St John’s. Fourteen scholarships in 2023.

Our view

The structure of the Surbiton schools: seven buildings, three schools, some shared facilities, some for the exclusive use of one or the other, and with roads running through the middle of it all, sounds potentially chaotic but it is far from being that. The fact that there is ‘lots of space sharing and planning’ means the schools communicate, systems are devised and adhered to, potential hazards or conflicts are anticipated and addressed. Put simply: it works. And a much-loved, smiling lollipop lady monitors pedestrian crossings to ensure rules are observed and children (and staff) cross safely.

Some schools limit opportunities for us to speak to children out of earshot of marketing managers or strategically positioned chaperones. Here we enjoyed unfettered access to boys of all ages who were instructed to ‘say what you think’. Our guides were irresistibly enthusiastic and delightfully informative. As we climbed ‘the red stairs’ (as opposed to the narrow grey ones nearby) they began to show us their school and to wax lyrical about the opportunities and experiences available to them. Most exciting was a recent ‘really fascinating tour of the houses of parliament’ where they ‘met the prime minister’.

The boys’ school is split between two sites: Charles Burney House (up to and including year 3) and Avenue Elmers (years 4 to 6), a couple of minutes’ walk away. Estate agents would no doubt describe both as ‘deceptively spacious’. Classrooms certainly big enough and generally uncluttered. Older boys keep their ‘stuff’ in lockers in the playground which helps although we were told, ‘things can get a bit soggy when it rains’. Facilities in both houses are bright, attractive and functional, with investment in the pipeline. Break times are staggered to ensure boys have room to run off surplus energy and play football but there is no doubt that outside space is tight, a feature of many urban schools.

When we visited, a happy babble emanated from a reception classroom. Small boys engaged in activities relating to letters and numbers. Elsewhere, focused but good-natured negotiations were taking place around the alien space rocket and its imminent mission. Outside, a small, dedicated play area. Buddy system links reception and year 6 boys. Our year 6 guide told us the weekly visit to reception is ‘one of the highlights of our week’.

In lessons we visited we were impressed by evidence of clever questioning and thoughtful and pragmatic differentiation. In one maths class, a concept (comparing, adding and subtracting fractions) was being revisited. A few boys donned headphones and ploughed on independently (and with evident enjoyment) through some increasingly challenging questions. Other boys worked in a group, consolidating key skills with a member of staff and some physical resources to help them master the relevant concepts. The remainder of the class, eyes forward, were being actively taught and extended by the form teacher. Lots of direct questions and clear explanations. Impressive results in the primary maths national challenge and the UKMT Junior Challenge testament to effective teaching and pupil confidence.

This is an Apple school and boys have their own iPads from year 3. Accepting that developments in tech mean schools (as well as the population at large) need to ‘get comfortable being uncomfortable’, they are currently evaluating the use of AI in literacy. In a year 6 English lesson, a Dracula bot was giving insightful answers to questions posed by boys.

Parents are reassured by the 10+ and 11+ pathway that provides a structured and clearly communicated programme of assessment, teaching and learning, exam prep and interview technique. Parents are expected to support this by reading with boys and ensuring homework is completed. One told us, ‘The 11 plus system wraps its arms around us parents as well’. Smaller groups in maths and English for the year leading up to the 11+. Although head insists, ‘no boy should need tutoring’, she accepts that it happens. In school, multiple interventions ensure pupils are stretched or supported as appropriate. Boys sit, on average, four or five schools and one parent was at pains to tell us that, ‘pressure does NOT come from the school’. School acts as a host school for the ISEB 11+ assessments. In part a benevolent move, but also advantageous for boys to be able to sit these important exams in familiar surroundings.

Around a quarter are on the SEND register and EHCPs are accepted. School is resolute: every pupil should thrive and be supported in reaching their potential. Hurdles that can be overcome, will be overcome. Parents are reassured by the calm and encouraging attitude of the head: ‘Don’t worry, we will help him,’ seems to be a mantra that works for all. Staff mentor boys for whom it would be of benefit. Small phonics groups build reading skills, trained ELSAs (emotional literacy support assistants) support emotional wellbeing, Lego therapy focuses on collaboration and communication skills, social stories groups help with relationship building. Alongside these specific interventions, support is offered and ongoing for those with specific learning or physical needs. At key stage 1, one-to-one, paired or small group support is offered free of charge. At key stage 2, there are charges for in-house support.

Onsite space may be tight, but the sports grounds at Hinchley Wood are impressive, extensive and well-utilised. Conventional sports – football, rugby and cricket – the focus of games lessons. PE lessons and clubs add variety for those keen on hockey, waterpolo (described by one parent as ‘phenomenal’), athletics, tennis, volleyball and swimming. Significant successes (both locally and nationally) for gymnasts. Tchoukball also an option. PE staff ‘make lessons really fun’ and ‘explain things well so you don’t mess up!’ One boy told us, ‘The teachers here just want you to try your best’. The consensus is that the school caters well for sporty boys but ‘it is also a happy place for non-sporty types’. Some movement between teams and boys are given the opportunity to ‘play up’ but, perhaps, not so much when facing their main rivals.

Drama not massive but opportunities exist. Reception to year 2 present Christmas-themed performances in the autumn term. Dedicated lessons from year 3 and a KS2 production each spring. A play in the summer term is the year 6 swansong. In music, as part of an instrumental programme, year 3 get to play the cello or violin while year 5 are introduced to the trumpet, trombone or French horn. Four choirs and more than a handful of instrument ensembles supplement work done in lessons and a majority of boys have lessons with one of the legion of peripatetic music teachers who teach across the campus. Parents feel the art offerings have become more innovative and, at an exhibition recently, every pupil exhibited at least one piece of work.

Clubs are generally held before or after school. Alongside the usual sports and academic options we were interested to see magic, philosophy and mindfulness, running (along the river), Warhammer alliance, ‘I got soul street dance’, coding, robotics, eco, Airfix and Lego. Something for everyone and many are for mixed year groups.

Head describes parents as ‘supportive, authentic and open’. Parents praise the ways in which staff ‘go the extra distance’ for boys and for them. The numerous ‘brilliant’ workshops for parents are much appreciated, addressing such topics as ‘the quiet child’ or ‘the power of the picture book’, as well as offering demonstrations on how to tackle maths or comprehension papers. One parent admitted she found this process – which involved the selective use of coloured highlighters - ‘exciting and mildly addictive'! Strong and active parents’ association (across the three schools) raises funds to provide ‘things above the norm’ and organises such events as the annual parents’ camping weekend which sees up to 600 tents erected at Hinchley Woods. There was only one criticism that we were able to draw out of this loyal parent body: It all ends too soon; they would like a secondary school, please.

School is adamant: happy children do well. Parents describe the pastoral care here as ‘amazing’, ‘kind’ and ‘immediate’. The head and her team (including a deputy head with responsibility for wellbeing) respond quickly and effectively to incidents or concerns but have also ensured that nurturing and ‘being kind’ has become deeply embedded in the school’s DNA. Boys know who to turn to if they need support: ‘We don’t really have bullying here, but people always help.’ Diversity, consent and neurodiversity are all integrated within PSHE, PRS (philosophy and religious studies) and English lessons. Boys are taught how to read body language and are given the tools needed to be able to say ‘I don’t like that’ when appropriate. Throughout, relationships are key and communication is central. Inclusivity is not just a theory here. Small considerations, such as a quieter front playground for those boys who do not relish the noise and energetic racing around that others enjoy, make all the difference.

Sanctions are considered ‘really fair’ by the boys we spoke to. ‘If you are mean, you have to apologise and shake hands.’ Other ‘misdemeanours’ elicit teacher and form teacher warnings initially and then, should the miscreant forgo this opportunity to mend their ways, a trip to the deputy head and then the head’s office will follow.

Some, limited, opportunities to join forces with the girls’ prep: forest school once a term, occasional concerts, a few clubs, the Halloween disco (‘but not this year’) and in wraparound care before and after school. Some parents wish there could be more.

This is a school that really does ‘get boys’. There are so many practical measures designed to engage, curb or target their innate enthusiasm. The result: boys who are allowed to be boys but who are also mature and happy.

Money matters

Fees remain competitive

The last word

Facilities may be practical rather than cutting-edge and space is at something of a premium, but enthusiasm is palpable. The USP for this school is relationships. There is a family feel despite the different sites and lovely friendships across and between year groups; staff genuinely seem to like each other and there is an inspiring head with a clear vision for the school she leads. Our lasting impression was one of calm industry, organised activity and of genuinely humble, mature and erudite boys. So much going on in so many different places but a pervading sense of purpose, kindness and calm. Good results are the icing on the cake.

Special Education Needs

A baseline assessment is undertaken when the boys join the school in reception. This is followed by an end of reception assessment. Children are also screened in Y1 and Y2 for dyslexic type problems. If a child is causing concern at any other point, then individual assessments are also carried out. When necessary, a child might also be referred to an Educational Psychologist. If learning support is given to a pupil, as a result of assessments, then this is usually in the form of weekly 1:1 lessons or sometimes small group lessons. The School ethos is one of embracing a pupil's individuality, helping him to grow in self-confidence and self-worth. Those pupils with specific learning difficulties are no exception and are supported in a caring and practical way.