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What says..

Focus on critical, flexible thinking throughout. Problem solving embedded within the curriculum  ‘sometimes we are deliberately awkward’. Reception teachers turn a classic like Goldilocks on its head  ‘How did she get into the house? Can you design a chair that would hold her?’. Free flow early years classrooms superbly resourced inside and outside. Extracurricular life busy and exciting. Outdoor learning is the next big push, partly based on its...

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What the school says...

The school was founded in 1873 and was the first school to be established by the Girls' Day School Trust (GDST) which has long been at the forefront of education for girls. Our girls successfully gain places at some of the best day and boarding schools in London and the country.

We encourage independence, individuality and questioning thinking and win praise for our nurturing approach, rich curriculum and outstanding academic results.
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What The Good Schools Guide says


Since September 2018, Caroline Hulme-McKibbin BEd. Studied education with an English teaching specialism at Homerton College, Cambridge. Previously principal of the King’s School Macclesfield Infants and Juniors. Taught in state primaries in Trafford then at King's Junior when co-education introduced; became academic head and then vice principal. First headship in 2005 at Alderley Edge School for Girls' junior section. This is her first job in London – ‘the school struck a chord’, she says. ‘I have always followed the GDST because their values around empowering women are in tune with my own.’ Teaches philosophy to year 5 and 6: ‘I absolutely love my sessions – philosophy is all about the wonder of the world and we are developing awe, curiosity, creativity, delight’. The girls love it too, we hear. ‘It’s really important for the...

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Special Education Needs

We have a Learning Support Co-ordinator and an Assistant Learning Support Co-ordinator, who manage support for all the girls with special educational needs. We screen children through our regular assessment procedures throughout their school career, along with teacher input, and pupils receive extra support at different levels where necessary. They may require small group support by a teaching assistant, or extra teacher input in the classroom, or at a greater level of need, withdrawal for group support by a teaching assistant or by a teacher. We may ask parents to refer their daughter to an Educational Psychologist, and sometimes these girls are then supported 1:1 by a teacher with Special Needs qualifications. The latter is an extra on the bill. Parents are closely involved at the latter stages. March 2010

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
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
VI - Visual Impairment

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