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What says..

All girls are taught in their own classrooms – subject teachers come to them – so they benefit from having their own desks and drawers for topic work. The curriculum is firmly based on literacy: a well-stocked library lies at the heart of the school and lays on voluntary themed reading months eg adventure. These girls are busy but not too busy - and don’t they love it: ‘You can basically do

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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 (50s). Following her degree in psychology from Leicester, she joined the NHS as a graduate trainee in HR, despite ‘everyone telling me I should be a teacher’, she smiles wryly. It wasn’t long before she enrolled on a PGCE at Oxford Brookes, her first job being a year 7 class teacher at a school in Aylesbury. The offer from Redmaids’ in her home city of Bristol proved too hard to resist and, having sworn she would give it two years and move on, 26 years later, she is still there. A product of mixed state schooling herself, she admits, ‘I wasn’t sure about single sex education' - but is now totally convinced. In fact, in answer to our question about challenges in education, she picked out the perception of single...

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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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