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What says..

Interiors are calm: this is not a school where the value of work is illustrated by packing walls with its colourful products; there are a few pieces of art on the wall, but probably not as many as are on your fridge. The school shares the process of learning more than the end product. A child has mastered a concept if they are able to teach it to another, and this is much encouraged. One might be teaching another to make a kite, another multiplying using the chequerboard. At Inwoods they are uneasy about ambition: often success comes at the expense of others...

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What The Good Schools Guide says

Head

Since 2005, Mary-Ann Ridgway, known as Mary-Ann (Montessori diploma in eduction, and diploma in higher education, Chichester). Educated at Brockwood Park, where she met her partner, Loic, who is also involved at Inwoods. Their two sons attended Inwoods, and later, Brockwood Park. Mary Ann has been at Inwoods since its inception in 1998, and worked before that at the Montessori school in Grenoble, France.

Mary Ann is uncomfortable with the title head, as this usually conjures a hierarchical structure: the team run the school, design the curriculum, and make decisions together. Warm, gentle, and sure of what Inwoods is trying to do for its pupils: find the right attitude to living and learning, with respect and love, for self and others.

Entrance

Non selective. Taster days, as many as needed.

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Special Education Needs

At Inwoods, special needs provision is an integral part of our program. We use Montessori materials and the Davis Learning Strategies and Davis Gift of Dyslexia Program with all ages. Our emergent curriculum caters to the individual needs and strengths of each child. Our community focus helps build connection, sense of purpose and contribution. The beautiful setting and regular contact with nature meet the deeper needs of many unsettled children. We don't require educational psychological assessments for every child to get extra help, though some families choose to get them, or we will recommend them in certain cases. Therefore, we cater for many special needs with and without label, including dyscalcula, dyslexia, attention and sensory issues, etc. There is a part-time counsellor and an occupational therapist in our team. There are many cases in which we will recommend outside input, which requires family funding. We carefully look at how the needs of each individual are being met, and their effect on the rest of the student body. Most often, differing needs in a school is constructive, but sometimes particular behaviour is harmful to others or the learning environment, and we work hard to mitigate these issues. If the situation isn't working for all involved, we will communicate and suggest changes or leaving Inwoods. All education at Inwoods requires a close relationship with school and home, but with special needs even more so. Clear, open communication is a must to properly support each child's development.

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

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