Eltham College Junior School A GSG School

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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

Interim head, Richard Lock, previously London Oratory, Wetherby Prep and The Hampshire School (Chelsea). He feels his role, during the current head’s maternity leave, is largely to maintain the status quo but also hopes ‘to leave the school in an even better position’ than when he arrived. Expect to see a little tweaking in terms of digital resources, including AI, and aspects of wellbeing. ‘He is great. Really great,’ a parent told us, ‘he feels like a safe pair of hands.’ Head is enjoying ‘getting out and talking to parents’ and interacting with, and inspiring, the children. To that end, he ‘pops into lessons’ and will happily cover for staff when needed. ‘He’s really nice. He talks to us,’ one pupil explained.

Entrance

Main intake at 7+, three forms, largely from local pre-preps and state schools although buses ferry pupils from as far afield as Chislehurst, Beckenham, Bromley, the Isle of Dogs, Farnborough, Blackheath, North Greenwich and Canary Wharf.

Selective with around three applicants per place. Assessed in small groups in English, maths and reading, following a voluntary taster day. Process described by one parent as ‘kind but robust’ with head of learning support observing any applicants who have an identified learning need. Final decisions not based purely on academics; account also taken of behaviour and what children tell staff about their interests and hobbies.

Exit

Nearly all pupils transfer to the senior school. Those who leave (seldom more than two or three in any given year) head to local grammars, to Sevenoaks, or relocate. ‘It can be hard if you’re the one who is not going to be staying,’ one parent observed.

Our view

We fully agree with the parent who told us, ‘It’s impossible not to be impressed by the grounds,’ which are shared with the college. The two schools are linked via a path with, on one side, some beautifully maintained flowerbeds and, on the other, gently sloping playing fields. We entered the junior school through the playground where, in a small enclosed area, green shoots of potatoes, squashes, spring onions and runner beans could be seen, together with some well-established herbs and a couple of speckled hens.

Break sees children in the playground (lots going on with a new ping pong table and basketball hoop alongside the usual offerings) or on the fields. Boys ‘mainly play football’, we were told. A buddy bench – designed by pupils – for anyone in need of a friend.

Great facilities include a bright and accessible library managed by parent volunteers; a kidney-shaped hall with full lighting rig for drama productions; and a recently renovated science lab, a real gem with brightly coloured acrylic tables shaped like amoebae with ‘write-onable’ surfaces. Our guides were keen to show us and quickly fished out whiteboard pens to demonstrate just how cool this was. They then described a recent lesson where they had dissected owl pellets and found tiny bones.

Whereas other prep schools locally are ‘very 11+ focused’, pupils here have the luxury of not having to jump through that particular hoop. Tutoring still happens as some parents seek to realise a child’s scholarship potential or try to ensure that their son or daughter does not fall behind the rest of their cohort. Most, however, are simply delighted that they really do not need to worry.

‘The quality of the teachers is the school’s main asset,’ we were told. Parents feel there is a healthy turnover that ensures ‘old hands are nicely balanced with new.’ In lessons, traditional methods (face to face teaching, textbooks, pen and paper) combine effectively with the use of technology and a range of online platforms.

In a year 3 maths lesson, aware of the de-skilling resulting from use of credit and debit cards and contactless payment, a practical lesson on currency (‘shopping and change’) was underway. Having established the denominations that are available, groups were ‘sent out’ with £5 each to buy groceries. After each purchase, a calculation to ascertain the change required was carried out. Happy little mathematicians, chatting and sharing ideas, learning new skills and thoroughly enjoying the process.

In the head’s office, a pile of posters, folders, artwork, presentations and a Japanese lantern with a QR code on one side (which, when scanned, would enable access to its creator’s offering) awaited his attention. Year 5 pupils had been asked to produce a project based on the book, Kensuke’s Kingdom, but were given free rein in terms of the format. The head was tasked with judging them.

Genuinely exciting stuff going on in computing with investment to facilitate. Creating media, manipulating data, coding, understanding the full potential of Office 365, investigating hardware as well as software (overcoming an over-reliance on tablets), encryption. Not just existing in a bubble; imaginative cross-curricular links are being forged. Useful ICT tech support from the college team and the imminent arrival of a director of ICT to push everything forward.

Learning support is ‘phenomenal’ one parent told us. Expectations are ‘reasonable and manageable’ with pupil passports ensuring all staff can identify those for whom allowances and adjustments are needed. Even parents whose children have not accessed the provision on offer speak of a ‘really positive’ reputation.

Qualified SENCo in charge of learning support with two members of teaching staff and a learning support assistant. Staff training is ongoing and regular awareness days (of auditory impairment, dyslexia, autism and ADHD recently) involve pupils and staff. Pupils with a range of diagnoses are encouraged to ‘take ownership’ and get involved in the planning, at least.

Selection at 7+ means children are often admitted with a diagnosed or suspected need and the school will accept a child if it is confident these needs can be met. Around 20 pupils on the register. They accept EHCPs (‘hens’ teeth rare’) and support those going through the process of trying to secure one. For those who need it, priority is in-class support and booster groups (very fluid) which help fill gaps, build skills, reinforce concepts and foster confidence. In-house support is funded by the school. The involvement of external agencies incurs a cost.

Lifts and portable ramps enable pupils with mobility difficulties to access most areas of the school

A recent nomination for a TES excellence in creative arts award appears well-deserved. We were told, ‘In art we are doing a Singapore thing’. Further investigation revealed an ambitious Singapore, London and New York cityscape project (iconic structures, semi abstract, lots of perspective). The class we visited were loving using acrylics and producing the likes of the Chrysler building, Macy’s and Grand Central station in shades of pink, purple and pea green to be displayed as part of an exhibition in the senior school. Annual National Gallery workshops and biennial junior school exhibition, a ‘really big deal’.

Parents enthuse about music which ‘has exploded’ recently and is genuinely inclusive. Pupils have benefited from the music alive programme that enables complete beginners to enjoy free lessons on a stringed instrument for a trial period with no obligation. Most children play ‘at least’ one instrument and there are ample opportunities for all to showcase their skills. Choirs, orchestras and ensembles (in which ‘the incredible and less incredible play together’).

Drama teaching is ‘wonderful’. Productions for each year group; year 6 plan, write and produce their own. Keen thespians are well catered for and, for those wanting to be involved in productions but perhaps lacking the desire to be on stage, there are plenty of backstage and technical opportunities.

Lots of extracurricular offerings: juggling, gardening, screenwriting, drama, street dance, chess (champions in the national girls’ school chess championships) and others, plus a range of sports clubs held before, during and ‘mostly’ after school.

Sport facilities are outstanding with almost 70 acres of playing fields, including Astro options. At the time of our visit the head of grounds was retiring after 40 years, leaving a legacy that must be the envy of schools for miles around. Add to that the Eric Liddell sports’ centre (where junior pupils make use of the pool and the gym) and pretty much every sporting desire is surely catered for.

In the autumn term, boys play rugby, girls netball. Football, hockey and cricket are enjoyed by all in the spring and summer. PE focuses on individual skills in swimming, gymnastics, ball skills and athletics whereas games lessons are all about teams and teamwork. Everyone gets the chance to play in fixtures. Mixed teams as well as single sex ones, ‘depending on what the other schools are fielding.’ One parent told us, ‘My son loves sport, but you don’t have to be brilliant.’ Meanwhile, a pupil we spoke to told us, ‘We mostly win.’ PE kit cleverly sees reversible shirts (school colours on one side, house on the other).

Eltham College was established in 1842 to educate the sons of missionaries. Over time, the school sought to widen its appeal and the junior school was a popular addition in 1960. Old pupils include Eric Liddell (himself a missionary and an Olympic gold medal winner after whom the sports centre is named), author and artist Mervyn Peake and Nick Ferrari. The school went co-ed in 2020 and the numbers of boys and girls are now largely equal.

Everything here seems to be carefully thought through and appropriate. The uniform in the junior school is beautifully inclusive and flexible with shorts, trousers or culottes, shirts (with tie) and blouses (without tie) available to all. Sensible and pragmatic, most items can be sourced in the high street.

Pastoral care is ‘always good, constantly evolving’, a parent who has had several children through the school told us. From a wellbeing perspective, the fact that there is ‘no 11+ jeopardy’ relieves pressure on pupils but there is no complacency. The children are ‘good at talking about emotions’ and are willing to speak to teachers. A wellbeing group (by invitation) provides another safe forum for those who need it. One pupil, described by his mother as ‘quiet and quite introverted’ had an entirely positive experience. The teachers were ‘great’ and ‘observant’ and ‘put in place things to make it all OK.’

Children head to the junior school medical room when they feel unwell, are injured or just want a chat. ‘If you are sad, the nurses are always there,’ we were told. The Foxbury medical and wellbeing centre, a joint facility with the college, supplements the offering at the junior school, providing an open door, wellbeing team, school counsellor and chaplain.

Throughout the school, the focus is on responsibility, respect, resilience, readiness and relationships. One pupil told us emphatically, ‘There is no bullying.’ Others immediately concurred, but there are clear strategies for dealing with any incidents that may occur. A flag system keeps behaviour in line; yellow flags for misdemeanours with two in a day leading to detention which all the pupils we spoke to felt was fair. Any problems that may arise are nipped in the bud and communication between parents and school is ‘fantastic’ both in terms of sharing information and in responding to any issues or concerns.

This is a school where they have certainly upped the academic ante over recent years but pastoral care and valuing every individual have remained the priority. As one parent told us, every child ‘can be who they are and they are embraced for who they are.’

Money matters

No junior bursaries.

The last word

For parents seeking a junior school where their child will be happy, feel safe, enjoy learning and gain a good academic grounding, Eltham Juniors does it all, and more. Tip top facilities, positive relationships, inspiring teachers and exciting extracurricular opportunities. ‘My son spends the whole journey home raving about what he’s done at school,’ one parent told us. The easy transfer to the college is surely the icing on the cake.

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