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Holmewood House School

What says..

‘Not too big, not too small’ Goldilocks aspect attracts parents, who say children receive ‘high quality school experiences’ and ‘are not just a number’. Previously known as something of a hothouse, but now heading very much in the opposite direction of more creative learning within a gentle, fun community where academic achievement stands shoulder-to-shoulder with wellbeing and extracurricular. Even the children – full of optimism and happy faces - notice that teachers enjoy what they do and ‘go out of their way’. We noticed strong...

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What the school says...

Set in 32 acres of beautiful grounds just outside Tunbridge Wells in Kent, Holmewood House School is a happy, busy environment, where smiles prevail and children flourish. The breadth of curriculum, specialist teaching in all subjects, superb facilities and a vast range of activities – in an outstanding family atmosphere – all combine to make Holmewood one of the leading prep schools in the country.

We want our pupils to be ready for life after Holmewood and the wider world, and to understand their role within it. At Holmewood, pupils learn to be idea generators and creative, resilient human beings, learning important life skills such as collaboration, flexible thinking, problem solving, technical and digital skills. Our bespoke enrichment programme offers carousels focusing on global awareness, world readiness, active citizenship and self-presentation. We have a ‘growth mindset’ culture which encourages intellectual curiosity and builds resilience in an environment where it is safe to get things wrong.

Pupil voice is integral to daily life. Pupils assume leadership roles at every stage and lead initiatives – everything from cultural assemblies to introducing new species of newt to the pond! We encourage everyone to find their voice, to be their best selves and independent. Our culture prioritises positivity, encouragement, and inclusivity over elitism. We celebrate the achievements of every child, whether earning a scholarship to Sevenoaks or becoming a pre-prep monitor. The vision for the school embodies a progressive ethos, placing pupil voice at the forefront of a balanced and holistic education. Our values of self-belief, aspiration and kindness permeate everything that we do.

One parent said, ‘Daily, I am amazed at how their confidence is growing and they are being nurtured and encouraged to try so many new experiences. The school has set up a safe nurturing environment that encourages children to step outside of their comfort zones and try new things. In those fleeting but momentous moments that feel risky, growth, happiness and confidence are created. What more could a parent dream of?’

We are proud of our international focus and the diversity of our community. It is very important and wonderful to see that the pupils in this school foster an authentic appreciation of different cultures. The boarding house has a buzz about it, a real home from home with a mix of full, weekly and flexi boarding from years 5 to 8 and a chaperoned train service to and from London. There is a busy, structured timetable of fun weekend and evening activities, taking place on-site, locally or further afield for all the boarders to enjoy together.

Holmewood is a happy and vibrant school full of opportunities. But don’t just take our word for it. Come and visit us in Tunbridge Wells and see for yourself what an inspiring place for children Holmewood truly is. Visit our website to book a private tour, an early years tour or for a place at our next open morning.
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What The Good Schools Guide says

Head

Since 2022, Ruth O’Sullivan BEd MEd, previously head of South Lee School, Bury St Edmunds, and before that deputy head at St John’s College School, Cambridge for 14 years. School’s first female head – a trailblazer in all senses. Hails from Dublin. Degree in education and master’s on young children’s leadership, from Cambridge. Family-oriented – loves spending downtime outdoors on walks with her husband and children.

Undaunted by the school’s history and tradition (the main building first belonged to Queen Victoria’s gynaecologist), she saw work to do. More interested in shining a light on the children than on school prestige – not a cup or shield in sight. In the main buildings, she replaced marketing displays on the school’s grandeur with children’s artwork. Perhaps not surprisingly, given the theme of her...

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Special Education Needs

We have an excellent Learning Support Department with one specialist teacher and four learning support assistants who provide monitoring, evaluation and specific teaching for children throughout the school. To ensure that every child reaches his or her academic potential, the Learning Support Department administers nationally standardised assessment tests to all pupils. This screening process starts in Year 1 and continues until Year 8. Learning support is all-inclusive in the Pre-Prep unless a specialist tutor or individual learning support assistant is specifically required. In the Prep School, pupils are charged pro rata for learning support and detailed assessments. We are proud of the achievements of our pupils who may have experienced some difficulties in their primary years. The majority of these children succeed in gaining places, through the Common Entrance exam, to a variety of schools. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder
Y
HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment
MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty
Y
MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing
OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes
Y
PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma
Y
SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication
Y
SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP)
SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD)
Y
VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment
Y

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