Notting Hill and Ealing High Junior School A GSG School

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All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

What The Good Schools Guide says

Head

Since 2021, Kate Bevan, previously head of the junior school at Ibstock Place. Read history at Exeter, then a PGCE at Cambridge, where she discovered that ‘teaching is the best job; children are a joy’. She kicked off her teaching career in Twickenham state school St Stephen’s before spending 13 years at Danes Hill School – including as head of year, head of history and director of studies – before moving to Ibstock Place. She sees girls’ schools as forward-looking places where ‘we can show our pupils so many different ways of being a woman’; joining NHEHS has been ‘like coming home’.

Bright and sparky, bubbling over with enthusiasm for her school, she loves that there is ‘space to breathe’ in the beautiful new buildings. Parents applaud her ‘energy and dynamism’ and say ‘she really cares about the school and community’. Very thoughtful about helping parents ‘filter all the noise’ about parenting, we heard, and receptive to feedback and worries especially during the building project. The girls ‘just love her’ and the feeling is clearly mutual: pupils here are very grounded, she says, and happy to muck in. Every child gets a card from her on their birthday.

She is very down-to-earth and ‘always ahead of the game’, subtly modernising the school’s offer to ensure ‘added value’. Parents love that she’s ‘constantly thinking about what the school can do better’. Recent initiatives include ‘conscience alley’ and ‘hot seat’ games as part of a drive on oracy, plus participation in the Cicero Cup debating competition. So what’s next now the big build is complete? Real emphasis on ‘smashing stereotypes’, continuing to enhance sports, maths, DT and language provision, with a focus on strengthening girls’ problem-solving skills, ‘so whatever they go on to do, they have the resilience, creativity and collaboration skills to succeed’. Also developing as a local community hub, with ‘stay and play’ sessions for pre-schoolers and their parents, supporting an Ealing dance academy and hosting an exciting ‘COP’ conference for local schools, showcasing the eco-building alongside workshops and speakers about sustainability.

A keen sportswoman, she plays tennis and padel and enjoys skiing. Also a devoted rugby fan, thanks to her Welsh father – a great excuse to indulge her love of travel, visiting friends around the globe. Always up for a challenge, she recently joined pupils in swimming two widths of the pool holding a lighted candle for school’s annual ‘Move to Ealing Day’, celebrating the move to its current site in 1931. She is also a governor (and alumna) at Tiffin Girls’ School, and a member of IAPS’ education committee.

Entrance

The two main entry points are 4+ and 7+. At 4+, 100 applicants try for 40 places – two reception classes of 20 each. The girls are observed in groups of three or four doing ‘nursery style activities’ (playing, interacting and talking to teachers) – ‘We’re looking for girls with a love of learning so we can stoke that fire,’ says head. No formal reading or writing required. At 7+, 30 to 40 apply for an additional eight year 3 places. Girls are tested in maths, writing and verbal reasoning. Those who do well are invited back for a short, informal interview and a tour.

Exit

Virtually all progress to the senior school at the end of year 6 (‘such a relief not having the stress of 11-plus,’ say parents). A few leave at 11 for other senior schools (eg St Paul’s Girls’, Godolphin and Latymer, Lady Eleanor Holles) but the assumption is that once they join the junior school they’re here for the duration.

Our view

The pioneering spirit at the heart of the school’s DNA is encapsulated in its stunning new eco-friendly, carbon-neutral building, opened to great excitement in November 2023: ‘So much love and thought has gone into it,’ we heard. This is a genuinely exciting place to learn, its light-filled spaces, natural materials and huge picture windows bringing the outside in and creating a remarkable sense of calm. Even the lesson bell is a soothing chime (but changes to Jingle Bells at Christmas, according to our guides).

Creative, stimulating curriculum with cross-curricular approaches to everything from history to ICT. Volcanoes might feature in geography, English and science, and year 4’s ‘Roman museum’ involved creating artefacts, cooking meals and learning about Roman engineering. Curiosity and creativity encouraged from the off: the bright, airy, interconnected reception classrooms are equipped with a plethora of castles, dressing-up clothes, pirate ships and cosy reading dens. ‘Every day I’m making stuff,’ enthused one pupil and exclamations of ‘Oh look what’s happening!’ accompanied happily messy experiments in the sandpit. ‘Vast range of languages’ – including Latin, Spanish, German, Italian and Mandarin – via both curriculum and clubs, with an impressive focus on etymology, links between languages and celebrating pupils’ many home languages.

‘Consistently exceptional teachers’ who are ‘passionate about their subjects’ and ‘have a real sense of fun and curiosity’ that pupils adore; parents agree ‘it’s not a hothouse – there are lots of avenues for growth’. Some worry that girls are not specifically prepped for the 11-plus, but school is clear that’s not their aim, and academic standards are high, with pupils ‘very well prepared for senior school’. Termly topics ‘open their minds and give a range of knowledge far beyond what I’d expect in a junior school’, said one parent; ‘the girls are curious and unafraid about the world’ and ‘you don’t feel they’re being put through a process’.

Some of the most innovative approaches to tech and environmental issues we’ve seen in any school, let alone a prep: digital and sustainability strategies are closely interlinked, with ‘Earth Day unplugged’ taking a step back to reflect on digital learning. STEM is high profile, with a dedicated science lab adorned with portraits of famous women scientists and myriad resources from skeletons to rock samples. We loved a year 4 DT project on pulleys exploring how Nepalese farmers convey their produce up and down their mountain. Computing taught from year 1 in a state-of-the-art ICT/robotics room; we thoroughly enjoyed watching year 3s creating stop-motion animations, full of giggles as their creations came to life. Chromebooks for year 3 up, with judicious use of VR headsets – year 6 digital leaders run a VR club and create topic-related materials for teachers. Year 6 take part in the Leaders Award engineering competition and every year participates in school’s own ‘future tech’ competition.

Big emphasis on nature too, with an embryonic forest school in the playground and science garden featuring a vertical meadow. Conscious approach to managing climate anxiety through action, via eco-council and eco-warriors club, including a sustainability audit of the curriculum, book and costume swaps for World Book Day, planting trees with Trees for Cities and collecting crisp packets to be recycled into blankets. Building project fostered ‘really thoughtful’ conversations with the female architects and engineers about sustainability and green careers.

Learning support is ‘proactive and tailored’ and ‘very well integrated into pastoral care’; individualised strategies developed with pupil input. About 14 per cent on the register, with conditions including ASC, ADHD, DCD, SpLD and dyslexia well catered for, provided pupils can cope with the ‘quite academic’ environment. SENCo (ELSA specialist) and higher-level learning support assistant offer one-to-ones and group work in tucked-away ‘rainbow room’; teaching assistants provide in-class targeted support. Staff ‘go the extra mile’ to support children with health issues and those with mobility issues can now be readily accommodated. Pupils are ‘very kind and accepting of difference’, and recent neurodiversity celebration week focused on positive role models and raising parental awareness.

The arts thrive too. Music garners high praise, with ‘possibly the best music teacher on the planet’, who is ‘super-inclusive’ and runs a plethora of groups, including piano ensemble, pop choir and three orchestras, graded by ability: ‘If they can bang a drum, they can join in.’ Around three-quarters play an instrument (brass and drums very popular). The gorgeous high-ceilinged music room is a joyful place, full of all sorts of sensory aids to help learn rhythm, metre and singing. Recent drama productions include Frozen and Aladdin (everyone involved, with multiple Aladdins). The huge ‘creativity hub’ encompasses art, DT and cookery – impressive displays on the Tudors included tarts made to a traditional recipe, embroidery designs and Elizabethan puppets. We longed to join in a magical cross-curricular art/science lesson (led by senior school art teacher), pupils engrossed in producing gorgeous planets for their space project using ‘very satisfying’ marbling techniques.

Sport is ‘not elitist’, everyone’s celebrated, even in the D team, and good range on offer including football, cricket and water polo, fitness and dance, plus cheerleading and running clubs. Hockey, netball, athletics and cross-country teams all do well in fixtures (usually in top three at netball tournaments). The huge all-weather pitch in between the schools and the seniors’ lovely pool are used by both juniors and seniors, with team teaching across the age ranges. Swimming weekly from reception; swim squad very successful (‘there’s quite a scene around it’) and swimming teacher ‘a bit of a school legend’.

Pastoral care is ‘exceptional, very personalised’, and staff are ‘very quick to pick up’ if girls are out of sorts, helping them ‘feel safe and secure’. School is ‘heart through and through’, note parents, who feel ‘the academic and pastoral balance’ is just right, with a ‘carrot not stick’ approach and a ‘warm and welcoming environment’; everyone is ‘very easy to talk to’. School is ‘very thoughtful about friendships’, drawing on conflict resolution techniques and teaching the ‘five principles of kindness’ from reception. Praise too for the ‘harmonious environment’ created within the classroom, promoting cultural awareness through discussions about world affairs. Strong connections fostered with senior school, with junior girls lunching daily in the main dining hall (‘food is amazing’), helping ensure a smooth transition into year 7.

Clubs (from year 2) are ‘slightly off the charts’, with a huge variety from digital illustration to young engineers. Science clubs such as robotics and VR ‘are always really brilliant’ and the STEM club oversubscribed. Year 3 ‘dancing divas’ had us tapping our toes and we dropped into creative writing club in the gorgeous library to find author Jess Butterworth leading an impromptu session. LAMDA (from year 1) hugely popular. Trips abound, including recent outing to see Frozen followed by workshop with some of the cast.

Pupils are delightful, with a lovely sense of fun (showing us the staff room, they explained ‘it’s where teachers go to chill’). Unfailingly polite yet ‘definitely not shrinking violets’; when asked what they might change about school, ‘let children go wild at break’ was a popular suggestion. All agreed that school ‘lets you be yourself’. Several parents said the girls at open days really sold the school: ‘They had all the qualities we wanted our daughters to have.’ Very inclusive across year groups: older and younger greet each other warmly, year 6s volunteer as playground pals and read with the younger ones. House captains lead vertical ‘house huddles’ three times a term, featuring fun activities such as origami and sing-offs. Plenty of leadership positions for year 6s, all fairly decided by interview; our year 5 guides were eagerly planning what they’d apply for.

Parents are ‘a really nice mixture’, ‘hands-down more ethnically diverse than many other local schools’, mostly two working parents ‘juggling a hundred things’ and lots of dads doing drop-off. Majority live locally and are very engaged with school community – one set up an online ‘preloved’ uniform shop, another helped design school’s ‘digital charter’ on smartphones. Parents also volunteer to support trips – often so over-subscribed that school has to pick names from a hat. Busy and welcoming parents’ guild organises plenty of events.

The last word

Forward-thinking, buzzy environment with an ‘informal, happy vibe’ and a ‘multitude of opportunities’ for sassy girls who are keen to learn. ‘It’s the real deal,’ say parents, ‘where your girls can really thrive.’

Special Education Needs