Notting Hill Preparatory School A GSG School

What The Good Schools Guide says

Headmistress

Since September 2024, Maxine Shaw, previously head of Danes Hill School. She studied environmental science at Queen Mary’s College before completing her PGCE at Bishop Grosseteste in Lincoln. First teaching posts were in the maintained sector and she moved to the independent sector in 2001, when she was appointed deputy head of Pilgrim’s Pre-Prep in Bedford, before being promoted to head in 2004. Subsequent headships followed at Hazelwood Prep School and St Paul’s Juniors (Colet Court).

She is a director of IAPS and has served three terms on its education committee. She is a team inspector for the Independent Schools Inspectorate and was a member of the ISI Educational Advisory Forum. She has three adult children and enjoys gardening, cooking and entertaining, alongside long walks with her partner Paul and her faithful Labrador, Freddie.

Entrance

Luck or an elder sibling has to be on your side to get in as approximately seven names go into the scrupulously fair ballot for every place. One parent, whose offspring squeaked in, said it was a great relief as it is 'definitely the right place for us'. Siblings are always accepted as are applicants from the Acorn Nursery. New entrants in year 7 are welcome, and well supported in finding a year 9 place, particularly those in receipt of a bursary. ‘They have to be able to continue that independent school journey,’ says school.

Exit

Almost all move on to independent secondary schools. Two-thirds leave at 11+ – Francis Holland Regent's Park most popular recently, with others to Godolphin and Latymer, Harrodian, Holland Park, City of London, Latymer Upper, Queen's College, Ibstock Place, Emanuel, JAGS and Wetherby. At 13+, the most popular choices recently are Bradfield and Wellington, followed by The Harrodian. Others to St Paul’s Boys’, Bedales, Brighton, UCS, St Edward's, Winchester, Wycombe Abbey, Maida Vale and Stowe. In 2024, 17 scholarships 11+ and 13+.

One of the previous head’s chief objectives has been to strengthen the infrastructure backing up secondary school entrance and she’s introduced measures to ensure ‘every child is given the best possible chance to go to the right school for them’, with candidates given interview practice and advice informed by carefully garnered information. ‘Before we didn’t have the data, now we’re able to talk parents through the process, and say, “The average score here is x, and your child is achieving y.” We can provide them with transparency.’ The benefits of the approach are already reflected in results. ‘They really grow into themselves, and years 7 and 8 years give some parents, particularly parents of girls, time to recognise their daughter might be ready for a different experience.’ Expanding the school to 16 – the eternal question – remains under consideration. We wait to see if the takeover by Dukes Education in 2023 will hasten these discussions or kick them into the long grass.

Our view

Turn left at the northern end of Portobello Road and you find yourself in the less exotic Lancaster Road. Here, a typical Victorian schoolhouse – overshadowed by the rather solemn Serbian church next door – houses the lower school, with years 3 to 5 filling a purpose-built building on the other side of the road. Metres away, round the colourful corner of Ladbroke Grove, they have squeezed in a new block for years 6 and 8, including dedicated space for music and art. The previous head’s focus was ‘to make the three into a more cohesive unit, providing a smooth transition and continuity through joined-up communication’.

The school’s ethos is ‘academic rigour + the joy of childhood’, but while everyone’s always acknowledged its happy, nurturing and creative side, some felt the rigour was not always as taut as it might have been. In a remarkably short time, the school has righted the equation, introducing careful monitoring and placing new emphasis on subjects like science and technology. ‘The school is unusual in having two science labs, but science was not previously a high-profile subject,’ she says. ‘Now there’s specialist teaching in science from year 3 and maths from year 4, while design technology and computer/IT lessons have been added to the mix.’ Older pupils have their own devices; younger ones enjoy adjustable smart boards where they can play 'tiny teacher' at the front of the class. Parents with children in higher years have definitely noticed an improvement in matters academic. ‘My son had been quite bored, but now he is being stretched by some inspiring teaching.’

The school takes a positive early intervention approach to learning difficulties, and the large SEN department provides excellent support for those who struggle and booster groups for those not reaching their potential. Those who need stretch are also now being effectively reached through initiatives like NACE, the national association which addresses the requirements of able children.

This is an Advanced Thinking School – the only London school with this accreditation – and the evidence is everywhere. We sat in on a fascinating year 6 philosophy class and wanted to vote ourselves when it came to choosing the question for discussion; in fact, we would have paid big money to stay and listen to the intelligent arguments raised. The school has also introduced a valuable post-11+ programme that covers such useful skills as ‘Shakespeare in a day’ and first aid. ‘I wanted to use the time to do something relevant, not just to go to Center Parc.’

The school is celebrated for its creativity. Super-strong music, with several choirs, including a chamber choir which you have to audition for, as well as ones for the less sonorous. In fact, being unable to sing is not considered an option here and you are encouraged to learn an instrument even if 'you can’t play for toffee'. This musical largesse extends to six local primary schools by means of a community choir, where enthusiasm trumps ability. The vast art room (plenty of scope for the next Anish Kapoor) gives the subject high visibility, and drama is integrated into the timetable from reception to supplement the famed reception and year 1 nativity play, and years 3, 6 and 8 productions.

Differing opinions on the quantity of sport available, some claiming that it was a bit light on the ground – 'they could definitely do more' – and others saying that 'they were brilliant getting him into sport'. All in all, we felt that the consensus from the pupils was that they weren’t missing out and there were plenty of after-school opportunities if you wanted to do more, including martial arts in year 1 and street dance and touch rugby higher up. 'There really is something to interest every type of child,' said one parent about non-sporting alternatives, including chess and coding. Limited facilities mean the school relies on local facilities, but plenty of choice means most children are happy to give something a go. Teaching too is of a good standard and the school is keen to have as many fixtures as possible. Parents of very sporty children are generally happy to supplement the in-school offering with external lessons and activities.

Outwardly, NHP appears a laid-back school but discipline is key, albeit (hopefully) self-imposed. Messing around lands you with an orange card and 'culpas' are handed out for more serious or repeated offences. These can involve a spell of community service or a detention at breaktime, luckily a rare occurrence. The modern terror of online bullying plus the perils of the internet are areas that the school is extremely aware of, running talks for parents as well as strict supervision throughout. Some parents feel, too, that issues occasionally overlooked in the past have been tightened up under the new regime. ‘Things are being sanctioned properly,’ said one. ‘My son encountered a problem with bullying and the response was immediate and quite forceful. I was very pleased.’ The school has also strengthened the pastoral scaffolding, with a new form tutor role introduced into years 4 to 8 – ‘Now everyone has two members of staff looking out for them.’ Year 5s benefit from the Oppidan mentoring scheme – ‘Children need the support of young adults, who are not their parents and teachers; someone they can discuss things with and explore their future plans.’ Empathy for others (and themselves) is encouraged through Kindness Week and self-care journals (for years 5 and 6), and parents and pupils engage actively with the local community contributing books and Christmas boxes to local primaries. We like the sound of the Nurture Week, which encourages staff to take part in anonymous acts of kindness to cheer up someone’s week. There's a school council, enhanced house system and pupil leadership programme.

‘The school has a wonderful energy and strikes a great balance between nurturing and creative and academically rigorous,’ commented one mother. ‘It’s cosy, but not woolly.’

Money matters

Offers two or three bursary places in years 7 and 8, as well as the Jane Cameron Bursary for performing arts awarded in year 4 (which lasts for the length of time the pupil remains at the school). Recipients are recommended by local state schools and by music charity Nucleo. Competition is fierce, but the school hopes to expand the provision over the next 10 years.

The last word

A super-happy, nurturing and creative place, which encourages pupils to develop individualism not simply fit into a mould. Now also benefitting from improved attention to secondary school entrance.

Special Education Needs

Notting Hill Prep School has a well established Learning Support Centre that strives to be a centre of excellence. The department is very well resourced and employs a full time Special Needs Co-ordinator. The Learning Centre programmes cater largely for the needs of pupils with mild learning difficulties e.g. dyslexia, dyspraxia and those children experiencing some speech and language difficulties. The whole school is very well resourced in terms of IT equipment and the Learning Centre utilises a wide range of SpLD specific programmes, alongside assessment batteries, visual search and cognitive attainment programmes. All pupils preparing for external examinations are able to partake in Thinking Skills and Study Skills programmes and workshops. Similarly, Gifted and Able pupils are able to access a wide range of software designed to stimulate, engage and challenge children. Perhaps the key to the success of the Learning Centre is that there is no stigma involved in using the facilities, as such a wide range and number of children throughout the school enjoy access to the facilities offered there.

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