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This is a school that breaks the mould in many ways – children address teachers by first names (more friendly), there’s no uniform and there’s not much going on in terms of prayers or assembly, just a weekly ‘reflection time’. Academic rigour is the stand out point, and it’s delivered with a soft touch – or, as one father put it, ‘They get them ahead by stealth’ - with children working a year ahead of their peers. This is rooted in full days from nursery instead of the usual half day (where we found junk modelling in full flow with some suitably Islington-esque packaging – lots of champagne and Nespresso boxes). Nursery and reception forms are served by...

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What The Good Schools Guide says


Since 2009, Caroline Lloyd. Joined the school 15 years previously, straight after a BEd at Exeter – ‘It’s one of the few times I resisted my parents who wanted me to do a ‘proper’ degree. I was always going to teach, so what was the point?’ – eventually working with every year group.

She never reckoned on becoming head, but while working part-time as a young mother, the school’s former owners decided to sell up after a ropey Ofsted report. So, Caroline (everyone’s on first name terms here) applied, knowing some things needed to improve but eager for the school’s special qualities to be preserved. Rarely do you find such loyalty to a school (unless it’s family owned).

Though she insists ‘I never thought of myself as a...

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Special Education Needs

We aim to provide every possible opportunity to develop the full potential of every child. Children with special educational needs must be valued as individuals and should be encouraged to integrate with their peers, both socially and academically. They should have access to the whole school curriculum. At all times, consideration will be given to maintaining and enhancing the self esteem of children with special educational needs. In our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children have different educational and behavioural needs and aspirations; require different strategies for learning; acquire, assimilate and communicate information at different rates; and need a range of different teaching approaches and experiences.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic Y
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty Y
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment Y

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