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What says..

Wonderfully welcoming, homely feel despite impressive facilities. A wet indoor break time buzzed with happy children using every inch of the school for play. Everything is pristinely well maintained but there’s no restriction on putting a nail in the wall to hold up a circus tent or covering classroom with brightly coloured work. Difficulties such as unkindness happen but they are not allowed to grow into problems. Their greatest fear is that...

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What the school says...

High standards of academic achievement combined with strong pastoral care are the hallmarks of Redmaids' High Infant and Junior School.

Redmaids' High is a busy, happy and vibrant school where girls thrive, growing and learning at their own pace in an environment where everyone works together to help the girls discover their strengths and the things they enjoy most.

The broad curriculum and many extra-curricular activities afford many opportunities for pupils to progress, enabling them to move onto the next stage of their education, equipped with a wide range of skills and knowledge.

Learning is made fun. Everyone is encouraged to join in and the variety of experiences within and beyond the classroom creates a memorable pathway of discovery.
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What The Good Schools Guide says

Headteacher

Since 2015, Lisa Brown. She has a BSc in psychology from Leicester and a PGCE from Oxford Brookes. She joined the school in 1995 and was previously year 3 class teacher, also overseeing science, DT, pastoral care for new girls, and links with QEH.

Entrance

Year 3 pupils are assessed by the head through one-to-one assessment while year 5s take part in a small group assessment. Up to two classes in each year group. Girls come from a wide range of local state and independent schools. Recruitment is influenced by positive word of mouth and assessment begins in the autumn term.

Is phasing out the infant department from 2020, with the final year 2 class in 2019.

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Special Education Needs

At Redmaids’ High Junior School we respond to every child’s individuality. We aim to develop the academic ability of pupils from many different backgrounds and cultures and to realise the potential of each child by equipping them with the skills and knowledge to succeed in a changing world. We recognize that some pupils, due to specific learning differences, experience difficulties in their learning, or have a disability that presents a barrier to them making the same progress as most children of their age. Others may need temporary help to develop their language skills if English is not their first language. We also recognise that some pupils need different provisions made for them because they advance much more quickly than most children of their age. We routinely assess the needs of each pupil and if progress is not as expected then targeted learning support is planned, this may include specialist 1-1 support. Should a concern be on-going, despite targeted intervention, the specialist teacher may administer a fuller assessment using specialist tests and an Individual Education Plan (IEP) will be made to detail the provision of support moving forward.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic
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 Y
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty Y
VI - Visual Impairment

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