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What the school says...

Prince’s Mead is an ambitious co-educational school where above all, happiness reigns. Set in the Itchen Valley, the 12 acres of grounds and Worthy Park House are simply stunning with space for children to be energetic, creative and reflective.

Following the Pre-Senior Baccalaureate (PSB) programme of study, children are encouraged, recognised and celebrated for their achievements and prepared for the challenges of life as young adults in senior school.

The extensive range of co-curricular activities at Prince's Mead enable every pupil the chance to shine, whether it's performance, music, art, programming and coding, design and technology, or sport, the specialist teachers build confidence and important life skills such as collaboration, determination and leadership.

The pastoral care is second to none, with staff creating a nurturing environment that provides every child with a happy start to school. "Without sounding twee, Prince's Mead is like being enveloped in a warm hug" - these words (from a parent of a current Year 5 pupil) perfectly sum up what it's like to be part of the school's community.
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Special Education Needs

Prince’s Mead can offer learning support for pupils with mild learning differences. We believe it is essential to ensure any potential, additional needs are identified early in order that pupils can be supported appropriately. Alongside this, we understand the need to recognise each pupil’s individual strengths and abilities and acknowledge the importance of emotional support, promotion of a positive attitude, determination and curiosity which can boost self-confidence. The learning support department is based in the heart of the school and has specialist teachers in prep and pre-prep who work in close collaboration with outside agencies, staff and parents. We feel that raising self-esteem is key to removing barriers to learning for many of our pupils and that it is important for every child to be provided with the opportunity to experience academic and personal success. Therefore, where appropriate, individual learning programmes are established and pupils may be supported through targeted interventions.


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