Hornsby House School A GSG School

What The Good Schools Guide says

Headmaster

Since 2012, Edward Rees BA (Durham), together with Digby the dog. Grew up in Hampshire, ‘climbing trees at prep school.’ Previously deputy head at Dulwich College Junior School. First headship but heaps of realistic knowledge about schools and schooling.

A dynamo of energetic activity, he is open, warm and welcoming, and his office reflects this. Large window overlooking the playground offers ideal observation post. Two doors: one leading onto said playground, other back into the school, close to the main entrance. Simply decorated, with Digby’s bed in the corner and a gallery of the children’s faces, underlining his familiarity with them all. Regrets that he no longer has time to teach, but ‘he’s always there,’ said one parent. 'Adores' reading with reception once a week, along with Digby. We speculated that the children adored it even more.

Married to a former lawyer with two teenage children, his affable manner is engaging and reassuring. Universally liked and respected by parents. ‘He’s just great,’ enthused one. Ditto for staff. ‘You’re trusted. If you have a good idea, you can just run with it. He’s very un-hierarchical.’

Entrance

School was founded in 1988 by Bevé Hornsby, a pioneer of dyslexic education. In keeping with that ethos, entry is non-selective, on first-come-first-served basis for reception entry. Early registration strongly encouraged as waiting list places are allocated on time lapse between birth and registration. School lauded for individual attention to families. Lower school head visits every newcomer in their nursery. Broadly equal number of boys and girls, most starting in reception, in one of three classes, each with 20 odd children. Sibling priority. Assessments in English, maths, VR and NVR higher up when occasional places become available. School numbers solidly back on track, after ravages of pandemic.

Exit

Most move on to day schools. ‘We’re not really serving the boarding market,’ confirms head, although a few move on to other prep schools before boarding at 13. Most popular destinations recently were Streatham & Clapham High School, Emanuel, Whitgift, JAGS and Alleyn's. Astronomical number of 65 awards in 2023 (51 in 2022) from DT to academic via maths, music and sports. Noteworthy for a school of this size.

Our view

Housed in a purpose built Edwardian former Board school with satellite buildings, it is fair to say the school is compact. ‘It can feel a bit cramped,’ admitted one older boy, but every inch of available space is purposefully used. Lower school in own outer building with colourful playground and outdoor play kitchen. Upper school, predominantly in original building, comprises high-ceilinged large classrooms, whose walls are plastered top to toe with art work, mnemonics and high frequency words. Cleverly conceived modern adjustments provide light and bright office accommodation for lower school head, among other teaching staff. Like head, she has great vantage viewpoint over playground. An underground dug-out becomes a bright and busy dining room, among myriad other uses. Here, children clear their own trays away at the end of lunch and Mr Rees reveals how much food waste there has been each week, evocatively likening the weight to that of an elephant. Highly effective at encouraging a more thoughtful approach to the issue.

A vast staff room - from whose balcony The Last Post is sounded by a trumpet-playing pupil on Remembrance Day - mirrors an equally vast art room, bathed in natural light. Sits directly above music room. Co-curricular activities between the two literally connect. As Monet and Renoir are studied upstairs, children hear the vibes of Debussy and Ravel emanating from below. Framed children’s artwork hangs on all communal walls.

Lower school head proudly talks of her ‘nest’ from where her charges ‘hatch out.’ ‘We help them on their journey,’ she says. Parents agree. Younger children, generously supplied with TAs, are mainly taught in their own area but sally forth into upper school for music, art and French. Latter, together with Spanish for years 5 and 6, housed in portacabin, albeit with feeling of permanence.

Learning is not hot housed, head confirming that one of the aspects he most prizes about school is its mixed ability. Glittering results speak for themselves. As one parent put it, ‘The school prioritises the wider education of the child.’ ‘They help you grow into yourself,’ affirmed an evidently more reticent child. After rigours of 11+, ‘we keep on learning,’ smiled one year 6, ‘but it’s more fun and the homework changes.’ Carefully programmed curriculum for leavers includes very popular entrepreneurial week enabling children to develop their business enterprise skills. Large scale musical production, a week’s trip to Scotland and an outing to Pizza Express, ‘a new tradition,’ also highlighted by smiling, eager children.

Enviable new learning development suite enjoys three full-time and four part-time members of staff, plus speech and language and OT once a week. Parents pay only for one-to-one sessions. About 25 per cent of children on SEND register, with needs ranging from physical disabilities (school can and has accommodated children in a wheelchair) to routine group phonological sessions. ‘It’s very broad church,’ confirmed one parent. The recently expanded department does a ‘fantastic job’ at ‘normalising needs,’ added another. Members of staff are integral to this. Those with dyslexia just as likely to get their names up on celebratory boards as others.

Best use made of outdoors, on-site and off. A demarcated quiet corner in the playground offers respite from flying balls. New building designed around a preserved tree dictated area where outdoor classes are sometimes held. Reception walk to Wandsworth Common once a week and there is an hour and a half’s forest school. Higher up, this can be continued as one of the countless clubs on offer.

‘Communication is really good,’ and staff go ‘way beyond the call of duty,’ say parents. This was plainly evident during Covid when the school was ‘very accessible’ and ‘really on it,’ praised a mother. Close-knit nature of school is palpable and buttressed by loyal staff, together with large number of former pupils wanting to return as TAs. School boasts at least half a dozen a year, with a waiting list. Family feel fostered from the outset. PTA supportive and supported. ‘We are told to look out for new parents,’ indicated one member. Extremely popular is the Summer Soirée, a celebratory spectacular of music and entertainment for all in the playground. Parents join in the spirit and dress up thematically. Mercifully, ‘it’s only ever drizzled so far,’ breathed director of music, with a sigh of relief.

Music is ‘one of the best’ departments, asserted one girl. Everybody sings, youngest ones starting in the piccolo choir, the more tuneful years 5 and 6 in chamber choir but choirs for all, including staff and parents, though latter two not compulsory. Formal carol service, less formal Easter service and end of year prize giving held either at nearby St Luke’s or at St Mary and St John’s. Quintessential Board school hall ideally suited to host numerous drama performances. When we visited, year 4 were busy rehearsing Dr Seuss’s The Lorax, with music composed by the school’s very own head of performing arts. We were lucky enough to hear the result of this composition as we sat in lower school head’s office. Very cheering and cheerful. More than half children learn an instrument (thirty on piano waiting list) and ensembles and orchestras abound.

Strong emphasis on kindness and compassion. A jolly song rang out from lower school assembly with the words ‘I am happy to be me.’ Not an overtly religious assembly but the children bowed their heads to say the school prayer, which ended thus: ‘Be to others kind and good.’ We witnessed an older girl running instinctively to help a year 1 child who had fallen over in the playground. School nurse permanently on hand for such eventualities.

Head believes school’s success is down to ‘the people and quality of staff.’ The low turnover echoes this in practice. One eminent member arrived to stay six months and is still there 14 years later. To quote one parent, ‘He (head) is great at recruiting, and encouraging staff to return,’ after maternity leave for example. ‘I cannot speak too highly of the staff.’
‘Wellbeing is huge here,’ we were told. ‘We have staff bake offs and even a staff table tennis tournament which takes place during the PE sessions so that the children can watch us participating.’ Special pastries in staff room every Tuesday. On site assemblies twice a week, led by head. ‘Mr Rees tops and tails the week.’

The happy coexistence of staff and pupils is perhaps most tangible at lunch when all share tables and conversation. As we were enjoying a delicious array of hot and cold food (enormous choice) two younger children came to join us, chatted exuberantly, finished their lunch and scuttled off up the stairs (which need a sweep) to play outside. Children’s independence also tangible. Prized from reception. With diminishing intervention but constant vigilance, children choose their meal and carry their tray to a table where they choose who they sit next to. Impressive for a 5-year-old. A subtly changing uniform marks the children’s growing autonomy.

Embodying the head’s approach, school appointed a deputy head (external relations) specifically to extend outreach and to foster community relations, notably with academy next door. ‘Especially with our own more diverse children, we need to be more creative.’ Parents support this. ‘The school is definitely more diverse than others around here. That’s what I like. The children are in the real world.’ Real world entails competition and this is nurtured through the house system. Houses inspiringly named after people of achievement such as Cousteau and Pankhurst. A panel with photos and biographies reminds the children of who these are. House days, a concoction of off-timetable activities and contests are massively popular. ‘I wish we could have two a term instead of one,’ lamented one year 6 child. We noticed some healthy debate over which house had won what but this is not the school for uber-competitive parents – or children. ‘It is probably not right for the really seriously competitive on the sports field,’ asserted one parent.

Mainstream sports are netball, hockey and cricket for girls while the boys have their diet of football, rugby and cricket. These are complemented by mixed after-school clubs. Children do PE on-site and go by bus to either Battersea Ironsides (up to year 2), or to Trinity Fields. Swimming at Trinity Leisure Centre starts in reception and stops in years 3 and 4, before resuming in years 5 and 6.

Clubs of every description flourish. All sports are represented, alongside radio, gardening, coding, history, singing, running etc. ‘I literally cannot remember how many clubs there are,’ claimed one enthusiast. ‘I must have done at least twenty since I’ve been here.’ Complementing this, parents are actively encouraged to ‘do something fun at weekends,’ one told us. Predominantly local, they are considered ‘perhaps more creative’ than their counterparts nearby with ‘usual sprinkling of nannies and au pairs.’ An appealing and graduated scheme of residential trips includes PGL, Scotland and Belgium.

Money matters

Fees comparable to comparable local schools. Bursary fund exists, with one or two takers currently. ‘It’s difficult for prep schools,’ says head, not least because senior schools are unable to guarantee ongoing funding. School now concentrating on developing external relations with renewed vigour and subject-specific projects with school next door.

The last word

This is not a school bursting with tutored pupils. Open, relaxed, sociable and well-mannered, the children are a faithful product of its atmosphere. It is not endeavouring to fit square pegs into round holes, but all the pegs are well-rounded. Each and every one is prized, thrives and flourishes.

Special Education Needs

Hornsby House is sympathetic to children requiring learning support. Written tasks in class are differentiated to enable all children to work at an appropriate level. Maths setting occurs from Year 3 onwards. Each class from Reception to Year 4 has their own Teaching Assistant. Extra English and Maths lessons are available on site with qualified SpLD teachers. We have a relationship with a Speech and Language therapist who comes in to help children in school. Individual Education Plans are written termly. We also have wheelchair access.