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What says..

It has mostly been independent but spent 30 years in the maintained sector early in the last century. It is possibly this which gives the school a delightful lack of pretension and snobbery, ‘a place where the teachers don’t parade like cockerels, but where they get a remarkable amount out of the girls,’ in the words of one mother. ‘It’s slightly Enid Blyton with cocoa and biscuits at break,’ said another. We found the girls, who arrive in anything from helicopters to old bangers, cheerful, unpretentious and…

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What the school says...

"Success without frills; not trying to prove anything and more inclusive than one might expect given its academic reputation. Has everything you'd look for and more besides. 'Good value for money,' report satisfied parents." The Good Schools Guide

What the parents say...

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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

Headmistress

Since 2012, Nicola (Nicky) Botterill BSc MA NPQH FRGS FRSA (late 40s). A geographer by academic discipline, with a first degree from Middlesex Poly and a masters from the Institute of Education, Mrs Botterill has taught in girls’ schools for her entire career, except for one stint in a mixed state school, ascending through the hierarchy as far as the deputy headship of St Mary’s Calne, from where she was appointed head of BSG.

‘I felt immediately at home here and found the girls grounded and unstuffy’, she says. Early exposure to travel and living abroad as a child imbued her with a love of adventure and foreign climes; the fact that she took a mid-career gap year has done it no harm at all.

Bruton...

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Special Education Needs

The Skills Development Unit offers support to those pupils with specific learning difficulties. Its primary objectives are to help all pupils with a specific need to access the curriculum most effectively, to fulfil their potential and to experience success, thus enhancing their self-esteem. The primary priciples are to: - Promote a consistency of approach to meeting pupils' special educational needs - To place the pupil at the heart of the process, allowing them to be heard and to take part in decisions about their education. - To work in partnership with parents and to understand that they have unique strengths, knowledge and experience to contribute to the shared view of a pupil's needs and the best ways of supporting them. Dec 09.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
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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