Loughborough Amherst School A GSG School

Other features

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.

What The Good Schools Guide says

Head

Since September 2023, James Neville, previously senior vice principal at English Martyrs’ Catholic School in Leicester and before that, assistant head (sixth form) at Ratcliffe College where he took a leading role in strategic and educational leadership. He began his career at one of Wales’ leading independent schools, St John’s College in Cardiff, where he rose through the ranks to head of humanities and then to assistant head (academic). Read modern history at Magdalen College Oxford before completing an MPhil at King’s College Cambridge, where he was a choral scholar in the world-famous choir. He is a committed Catholic and married with two children. Loves history and music, with wider interests including current affairs, politics, architecture and travel.

Since September 2018, head of prep school is Izzy Winton. A practising Catholic, she comes from a deputy headship at a state primary. Very experienced in tracking and monitoring, she has been brought in to improve numbers and standards.

Entrance

The school is non-selective academically but school more than happy to say it is selective with regards to behaviour or if there is a special need they cannot cater for. Will happily turn away a pupil with a record, or evidence, of poor behaviour. Entry to the pre-prep by taster day; applicants for year 3-6 are also assessed during a day spent at the school. Pupils come from a wide range of primary schools. The highest intake comes in year 5, mainly from state primaries, with another influx in year 7 (via entrance assessments). Automatic entry from junior to senior school for those who have attended since year 4 (now co-ed), unless behaviour criteria not met. At least five grade 4 GCSEs for entry to sixth form.

Exit

Historically, most boys in the prep school have headed to Loughborough Grammar but now those that don’t quite make the grade, or would benefit from a different teaching environment, can stay. The odd girl to Loughborough High but most stay on at the convent. Around 55 per cent leave after year 11, mainly to do vocational courses at the local college. Girls not suitable for A levels kindly guided elsewhere. The vast majority to university – Nottingham Trent and Northumbria most popular recently. Others to eg Durham, Lancaster, Leeds Beckett, Liverpool John Moores, Manchester Metropolitan, Royal Agricultural University, Sheffield Hallam, Derby, UEA, Kent, Lincoln, Plymouth, Warwick and Winchester. Gap years relatively common, no mention of apprenticeships. Occasional students to Oxbridge – one in 2023. Sometimes a few medics.

Latest results

In 2023, 28 per cent 9-7 at GCSE; 13 per cent A*/A at A level (44 per cent A*-B). In 2019 (the last pre-pandemic results), 23 per cent 9-7 at GCSE; 24 per cent A*/A at A level (57 per cent A*-B).

Teaching and learning

Maths taught in three sets in years 10 and 11 despite the smallness of the classes, ‘but we have to do it,’ says school. English set if necessary but they play it by ear depending on year group. Sciences split into double and triple option with 40 per cent taking triple. French, Spanish and Latin all taught to GCSE, German being phased out. French and Latin taught in the prep. Most girls do one language at GCSE, but this is waived if they feel that is right for the individual pupil; few take one at A level.

The strength of the school is the small class sizes (the largest class we saw was 11 pupils; sixth form average is five) and the lack of pressure. ‘They know my child and the way they learn,’ was said more than once. ‘Focus is on effort rather than grades quite often,’ said one. Senior school parents talk about teachers inspiring confidence in their daughters, so helping with learning. ‘Good at giving everyone a chance,’ said one perceptive mother. Teachers happy to be emailed by parents, and pupils, with quick responses.

Youngest pupils taught in two year groups together because of dearth of numbers. Older junior numbers much higher and growing. Prep school small enough to have every child’s photo on a board in class groups, a nice touch.

Many new parents chose the school because they liked the teachers and their methods. Parents have noticed improvement in the quality of staff, and are very pleased. All parents said teachers know their daughters well, ‘and care.’ Parents with older pupils appreciate the almost individual tuition in some subjects, particularly at A level. There really is nowhere to hide in this school, but that can add pressure on certain pupils.

Every lesson we observed was relaxed with plenty of discussions between pupils and teachers. We were met with welcoming smiles by all, staff and pupils alike, who were more than happy to chat.

Lots of support for sixth form pupils including plenty of UCAS help. As there are only 20 or so in each year, individual attention for all. Nice touch to see last year’s leavers and destinations on a board. Gives year 13s inspiration and aspiration.

Learning support and SEN

Almost half of the pupils have some sort of SEN, and this is where the school’s strength lies. The majority are being monitored, extra support for 20 and two have EHCPs. School is registered with CReSTeD as supporting pupils with dyslexia. It is renowned for taking children who have had a tough time emotionally. Lots and lots of extra support on offer academically and very close contact kept with parents and pupils. ‘My daughter has been given so much extra help academically and teachers understand that at times she needs to learn differently than in the traditional way.’ ‘Grades don’t always matter, effort is definitely lauded and recognised.’ Some extra lessons charged for, others not.

The arts and extracurricular

Music excellent with many pupils having individual lessons. Mention must go the impressive music school which is shared between the three Loughborough Endowed schools. Numerous bands, choirs and orchestras, mostly across the three schools.

CCF also across the three schools; we were proudly introduced to the first female leader of the RAF section. The occasional residential trip across all schools; DofE on offer. Plenty of school trips and tours including a recent netball tour to Dubai.

Sport

They punch above their weight in netball and there’s fierce competition with their neighbours Loughborough High a few minutes away, with whom they share facilities. Usually one team per year but years quite often juggled for a better mix of players. Sport being made more of a priority and extra staff being taken on to accommodate boys. ‘I’m excited to see what the new teacher will introduce sports-wise; it can only be a good thing for the school,’ said one parent. Plenty of sports clubs on offer. Boys in year 6 go to the grammar school for their sports lessons, historically a good way to familiarise them with the school where most would move on. Rounders popular and we had our heart in our mouth to see a match being played on the lawn in front of the convent surrounded on all sides by windows. School keen to be able to offer more choice of sports, teams and individual, and mixed football and cricket teams being considered. ‘We are determined that pupils will leave school having at least one sport that they enjoy and want to carry on with.’

Boarders

New boarding house opened in September 2020.

Ethos and heritage

Founded in 1850 by the Blessed Antonio Rosmini as a day school for the Catholic girls of Loughborough, the school is still on its original site. The convent, where many lessons are taught, is a beautiful building built around a quad with the nuns’ garden as its inner sanctum. This is now used by the sixth formers, who have their common room on the top floor of the convent. Pupils were able to choose the décor; do note the very elegant chandelier, and nice to see balloons and ribbons to celebrate an 18th birthday. Our guides took great pride in showing us the mood lighting. Years 10 and 11 also have a common room within the convent, not quite so well decorated; note the hole in the floor with a warning sign, but the room is big enough to make it easily avoidable. The chapel is used for assemblies daily and can accommodate the whole school. Catholic ethos throughout and the spiritual life of the school is very much alive and kicking, and being actively embraced by the newish head. Each classroom has a crucifix and rooms in the convent are named after saints.

There is an air of tranquillity and serenity and all parents commented on ‘the lovely atmosphere in the school.’ And it’s true, we felt it straight away, particularly in the convent. There is a slightly ghostly feel too in parts of the school that are hardly used because of the low numbers. The old verandah has a somewhat musty smell, but it does not detract from the atmosphere. Fences are being heightened and certain other changes being made to accommodate potentially more boisterous behaviour and kicked balls.

School joined the Loughborough Schools Foundation in 2015: it made sense as it shares the same large, leafy site as Loughborough Grammar, Loughborough High and Fairfield Prep. Since then, we get the impression that it has been grabbed by the scruff of its neck and been given a good shake with the new head implementing dramatic changes. Parents are slightly annoyed that the convent has the reputation for being the school ‘for thick children.’ An unfair misnomer it would appear, and school is working hard to change other parents’ perceptions. It makes sense to have become co-ed to allow boys as well as girls from Fairfield Prep to have access to a non-selective school where the pressure is less intense than in the other senior schools. ‘It’s only fair boys should have the same opportunity,’ said one parent.

Junior school pupils looked smart in their berets and caps and their blazers with distinctive striped piping when we visited. One parent did comment on the shortness of some of the girls' skirts, but school is well aware that waistbands are rolled up. Sixth formers wear smart business suits in either black or navy.

Pastoral care, inclusivity and discipline

Pastoral care is one of the school’s great strengths, acknowledged by every parent, and many talked about the nurturing environment, academic as well as pastoral. ‘They know [the pupils] and how to handle them,’ said by all. Many parents like the Catholic ethos, as do the pupils, who enjoy the spiritual life of the school, whatever their background. Sixth formers act as ‘parents’ to year 7s and counsellors available on site. Being kind is very much part of the ethos and charity work actively encouraged. Some parents question whether boys will be handled as well as the girls pastorally, but new staff appointments are all from co-ed backgrounds, so provision is being made. School very aware of mental health and educating parents accordingly. It was very obvious teachers know the pupils well. One of our guides was celebrating her 18th birthday, and virtually every member of staff congratulated her. The benefits of a small school. One of the disadvantages was pointed out by one of our guides. ‘Everyone gets involved in any disagreement, which isn’t great.’ Staff seem to be able to deal with this; as we said, they know the pupils.

Interesting that discipline was a bugbear of every parent we spoke to: historically there didn’t seem to be any. But parents felt the previous head made inroads to change this and were fully supportive. There are now formal beginnings and endings to lessons where girls are expected to stand for the teacher. ‘I think the girls quite like it and expect, and respect, boundaries,’ says school. And, of course, so will the boys.

Pupils and parents

Girls usually live within 30 minutes of the school. Parents mainly professionals and ‘unpretentious with no airs and graces,’ according to the head. Only 15 per cent are Catholic but all embrace the ethos of the school whatever their religion. Understandably some parents are very pro single sex education and are not happy with the imminent changes. School has been able to persuade most about the benefits but accepts they might lose up to five per cent of families. Most parents are taking the view that they'll stay put ‘as long as my [child] is happy.’ Some have reservations about how boys will fit in, but are putting their trust in the head. Many parents are old pupils themselves and unhappy to see the name change. ‘It will be sad to see the convent go.’

Pupils are a friendly, unpretentious bunch. Many are third, or more, generation. Kind and sensible, they are aware they have been fortunate to be taught in such an environment. The tranquil surroundings seems to influence the girls who appear to be very serene and untroubled: 'happy' is how we would describe them. These pupils have high aspirations and are ambitious, good to see.

Money matters

Some means-tested assisted scholarships awarded in years 7-10. New sixth form scholarship for applicants from state schools.

The last word

Interesting times ahead, with the name change away from convent. Parents seem to be unsure whether to relish or resist, but we are quite certain that the school’s ethos will prevail. The school nurtures and encourages and in so doing brings out the best in the girls who achieve their best and, equally importantly, leave the school as well rounded individuals who are upstanding members of their community. And why shouldn’t boys enjoy the same benefits?

Special Education Needs

Our academic support department values the abilities and achievements of all of our learners and is committed to providing the best possible environment for learning for each pupil. Our results data shows that we do an exceptionally good job of ensuring that no pupil is disadvantaged due to a special educational need. The aim for all of our pupils is inclusion. We work collaboratively with pupils, parents, staff and external agencies to ensure individuals realise their potential, have access to a broad and balanced education, and go into the world and make it a better place. We understand that many pupils will have additional needs at some time during their school life. At Loughborough Amherst School we recognise that appropriate support and intervention will enable all pupils to experience and enjoy positive achievement. Support may be short, sharp bursts of intervention, or more regular support across the academic year. We use expertise within the department and school to guide teaching and training to ensure our mission of fully inclusive education is adopted in each classroom.