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What says..

The boy:girl ratio here is 60:40, but the feel is thoroughly co-ed. And despite the step up in academic rigour in recent years (including more testing), Lambrook lessons genuinely seem fun, with relaxed but respectful relations between pupils and staff, many of whom live on site. Grounds and facilities are a sportsperson’s paradise and while it must be tough to do them justice (and, apparently, the match teas), the boys' and girls' teams regularly bring home gold and silverware – but, say pupils, they don't just play to...

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What the school says...

Nestled in stunning grounds of over 52 acres, Lambrook School boasts 150 years of academic excellence and outstanding opportunities for its pupils. The Lambrook experience combines first class teaching and excellent facilities with traditional values, in the idyllic, tranquil surroundings of the beautiful Berkshire countryside.

By far, our most important asset is our children. From 1860 to the present day we have been nurturing boys and girls, ensuring that they enter senior school life as confident, outgoing, intelligent and creative young people.

We pride ourselves on our high academic standards, superb facilities and sporting provision. Our boarding is fun, friendly and flexible, with a real family atmosphere, yet not compulsory.

Lambrook gives your child the best possible foundations for senior school and beyond. The development of each individual child is at the heart of everything we do, allowing them to grow and thrive in a stimulating, challenging and rewarding environment.
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What The Good Schools Guide says


Since 2010, Jonathan Perry, previously head of Kingsmead School in Hoylake, and before that senior housemaster at Monkton Combe, Bath. Degree in religious studies and history from Gloucestershire; PGCE from Cambridge. With a family made up largely of teachers and clergy (father was a bishop), public service is clearly in the blood.

Personable, chatty and very much a double act with wife Jenny, a gentle and hospitable woman who works one day a week as a clinical pharmacist at a nearby hospital; their own children attended the school and have since progressed to Wellington and Downe House. ‘I only got the job because of Jenny,’ he jests. ‘But a headmaster’s wife’s husband, he is not,’ points out Jenny; indeed, her role is limited to meeting prospective parents with him (most mornings),...

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Special Education Needs

We aim to provide each child with every opportunity to develop their potential, taking into account their different learning profiles, abilities and interests (including gifted and talented pupils). Seven suitably qualified teachers, who can assess and teach throughout the age ranges, provide comprehensive individual programmes for those with special learning needs. We apply a whole school policy to meet each pupil’s individual needs following the guidelines of the Code of Practice for SEN. We aim to identify at the earliest opportunity any child who may have Special Educational Needs and to maintain a Special Needs Register. The Learning Development Centre has been well established within the framework of the school. It is expected that pupils attending the LDC will integrate into the school and achieve the expectations of the school curriculum. Pupils need to be able to access the curriculum independently and to have the potential to succeed at Common Entrance. Our aim is for pupils to be happy, motivated and efficient learners. We also strive to build their self-esteem, establish their self-awareness, self worth and confidence in the school environment and beyond. A wide range of specialist teaching is available with a visiting occupational therapist, speech therapist and educational psychologist. Lessons are designed to meet specific needs, as identified by tests or professional assessments. Strategies for classroom management are supplied to all staff to implement and these are reviewed termly. Lessons are usually on one-to-one basis and can be instead of Latin in years 5 to 8. Withdrawing pupils from curriculum subjects is avoided wherever possible. Special arrangements for examinations are applied for and word processors and laptops can be used when appropriate. The progress of pupils with the LDC is continually monitored and reviewed each term. The school has provision for EAL lessons for children for whom English is an additional language if, it is deemed that with appropriate help and support, they will benefit in due course from the mainstream curriculum and will be ultimately successful at Common Entrance. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder 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 Y
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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