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What says..

High standards and expectations from staff and – especially – parents, but school makes sure pupils don't feel under pressure. 'There is a certain drive but the children are not aware of it,' a mum said. Others added: 'Plenty of positive encouragement'; 'Everyone has a chance to shine'; 'Verbal praise, rewards, lots to strive for'...

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What the school says...

The best way to appreciate the distinctive difference between BGS Infants and Juniors and every other school is to come for a visit. You will see for yourself what a happy place the school is and the enthusiasm each child brings to it every day.

Because we know what a big step their new start here will be, from the moment children arrive, we make sure they're comfortable and supported. Our aim is to help every child flourish, both in and out of the classroom. Each will have a particular interest or talent and whether that passion is mainstream or more unusual, we help them enjoy it.

We know that the years spent here in the Infant and Junior Schools are so important in providing a strong foundation for the step up to secondary education and a happy and fulfilling future. Our aim is for children to leave us as confident, independent thinkers with a love of learning who are ready to enjoy all the opportunities ahead. Do come and see us to discover for yourself what a very special place it is
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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 of junior school

Since 2011, Peter Huckle BA, MEd, PGCE. Educated at Monks Park School, Bristol; Birmingham University and Bristol University. Taught geography at Patchway High School for two years before joining BGS in 1980. Has held various teaching roles in 35 years at BGS including head of house, head of years 7 and 8 and deputy head, but describes current role as 'the best job in the school'. Soft-spoken and smiling, his passion for education is clearly as strong as ever. Believes the introduction of the infant school in 2010 has brought fresh energy to the school as a whole. A member of the RFU Elite Refereeing Unit, his interests include reading and theatre.


Infants usually join in reception at age 4, following an informal assessment and a report from the child's current nursery....

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Special Education Needs

We aim to accommodate and meet the needs of all pupils who gain places through our academic selection procedures. We have some experience of supporting able children with specific learning difficulties such as dyslexia, and do this through collaboration with specialist teachers who visit the school. Regrettably our site is not wheelchair friendly and this may pose problems for children with specific physical difficulties, though our disability access planning will slowly improve this. Nov 09.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Syndrome [archived]
Attention Deficit Hyperactivity Disorders Y
Attention Deficit Hyperactivity Disorders [archived]
CReSTeD registered for Dyslexia
Delicate Medical Problems [archived]
English as an additional language (EAL)
Epilepsy [archived]
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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