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What says..

The learning support system gathered lavish praise from just about every parent, for its effectiveness, the discreet way it is handled and its acceptance as the norm.The term ’magical’ kept being used by parents; it’s magical what they do with them, they repeated. Always oversubscribed with a hefty waiting list so it’s the old adage: put your child’s name down in utero. This is pretty astounding when you think that other prep schools in some pockets of the north west are fighting for pupils, This is a very wealthy pocket of Trafford and as always follows, the parents are very involved...

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What the school says...

To visit the school please telephone and make an appointment with the headmaster who will be delighted to show you round.

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What The Good Schools Guide says


Since 1980, John Connor (head and proprietor; he set up the school), who exudes twinkly-eyed warmth and northern good humour. He says he and his staff share a sense of humour and it really shows, laughter reverberates around the building and, by osmosis, seems to pass to the children, who were all impeccably behaved and irrepressibly cheerful.

Beneath John Connor’s good humour, however, lies a very serious educational vision which he grittily pursued back in 1980 when he bought a Victorian house and opened his own school (no governors or accountants breathing down his neck). His was one of the first schools to adopt the Durham InCAS assessments (used to monitor pupil development), has authored numerous education books, been a chief examiner and quoted in parliamentary reports. He doesn’t much like...

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Special Education Needs

The school does not have any statemented children. This is probably the result of the fact that all prospective parents are shown around the school on an individual visit allowing a judgement on the suitability of the school for their child. As a non selective school however, the school does have children with difficulties in specific areas. There is structured assistance for these children. Once a problem arises the subject teacher liaises with the special needs coordinator. The coordinator identifies the needs and organises extra help either individually or small groups, whichever is more appropriate. Progress is measured and recorded on a regular basis. Different approaches are used using a variety of resources, this on occasion might include individual education programs, aiming to eradicate weaknesses to consolidate and reinforce work completed in the classroom. At all times parents are kept fully informed. 10-09

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