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What says..

Pupils proudly explained how good behaviour is rewarded with the presentation of the class bear to go home overnight and displayed Rosie Rowan (an 80 year-old school doll), who presents weekly pre-prep awards and celebrates her birthday with a party every May. Polite, biddable girls look impeccably neat and tidy in smart red and green uniforms. ‘I would never question choosing the Rowan where I have three really happy girls...'

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What the school says...

Rowan is a vibrant, friendly and highly motivated community. Rowan girls achieve outstanding success in their senior schools examinations at 11 and excel in a wide range of musical, sporting and creative activities. We value the achievements of all our pupils as they fulfil their aspirations developing their personal strengths and talents. ...Read more

What the parents say...

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What The Good Schools Guide says

Headmistress

Since 2014, Susan Clarke BEd, NPQH University of Southern Queensland (primary and psychology) (late 30s); appointed deputy head in 2012 following West Acton primary school headship. ‘I wanted a solid grounding in an independent school,’ she explains. After previous head’s early retirement, she became acting head then head in April 2014. Mrs Clarke believes her independent girls’ boarding school education helped prepare her for her present role whilst gaining ‘valuable operational experience’ in a state school which was part of the community, a feature of the Rowan with its close village and church links. ‘I have thoroughly enjoyed leading the school, seeing the prep develop from two to three form entry.' Living in Claygate, with a supportive husband who works in the City, she shows no sign of moving on; her own daughter attends...

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Special Education Needs

At Rowan there is an ethos of knowing and understanding each and every girl as an individual and empowering them to be at the centre of their learning and education. From this perspective, provision for special educational needs begins with building a clearer picture of the girls’ strengths and areas of difficulty, collaboratively with the staff and parents. There is a strong focus on inclusive in-class strategies and increased support through carefully planned and evaluated intervention groups. Rowan girls move on to their senior schools with a strong sense of self and the ability to articulate areas of the curriculum where they feel they have excelled and areas of personal difficulty. Crucially they have an awareness of personal strategies that enable them to achieve their potential, academically, socially and emotionally.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia Y
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 Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment Y
Natspec Specialist Colleges
OTH - Other Difficulty/Disability Y
Other SpLD - Specific Learning Difficulty Y
PD - Physical Disability Y
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment Y

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