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What says..

Back at base camp, we found pupils engaged in a wide range of learning styles – everything from lively discussions about wind pollination (with pictures they’d taken of wind pollinated flowers on iPads) to older girls giving eloquent speeches in preparation for the compulsory English Speaking Board exams (which all pupils do). When quizzed by us on their favourite aspects of each topic, we wondered if they might actually jump out of their seats, such was their enthusiasm to reel off example upon example...

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What the school says...

Rupert House has a long and distinguished record of preparatory education for children. Starting with the creation of a strong sense of belonging within the school, we deliver a journey of academic, social and sporting discovery that inspires children to learn, grow and achieve individual success. We believe that happy children develop confidence and discover their full potential. ...Read more

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What The Good Schools Guide says

Head

Since September 2020, Nick Armitage, formerly deputy head of St Hugh’s Preparatory School near Faringdon. Started out in the world of advertising and marketing, where he led agencies, later doing his PGCE at Cambridge. Married to Polly, three children. Keen rower (he rowed in the lightweight boat race at Cambridge), long distance runner, sailor, singer and artist.

Entrance

Now co-ed to 11, entry points are mainly in nursery (called Rupert Bears, age 3+), reception (age 4+) and year 3 (age 7+), although pupils do join at other times ‘if there are spaces’ (there usually are). For the lower school, expect a trial day and informal assessment by class teacher; for the upper school, children do written assessments in English and maths. But it’s non-selective throughout, ‘so we’re looking for socially cohesive children first and foremost,’ says...

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Special Education Needs

At any point in a child's academic career, from the moment they join Rupert Bears until the day they leave us at Year 6, they may require an extra helping hand. Whilst the majority of pupils' needs are met within the classroom through a differentiated curriculum and careful teaching and planning, a few need that little extra attention, be it educational, social, emotional or physical. Working closely with the child, parents, academic staff and form teachers, we can identify needs, refer, and support learners across the curriculum in a friendly integrated department. We also have links with outside agencies, such as speech and language therapists, occupational therapists and educational psychologists. The Learning Support team is experienced and fully qualified, working with current initiatives to make provision for a child’s specific needs. During the school day, children throughout both the Upper and Lower School may be supported by Learning Support staff in the classroom, taught individually or withdrawn in small groups to learn in a quiet, friendly setting. There is a charge payable when children have 1:1 lessons within the Learning Support department. Small group work across the school and 1:1 support with our Lower School Learning Support teaching assistants is not chargeable. Children enjoy working within the Learning Support department and respond enthusiastically to the targeted, fun and encouraging teaching. We know that children do not all learn in the same way or at the same pace. They are encouraged to consider their own learning styles and work together with the Learning Support team to develop the skills which will enable them to become independent learners. We give praise when the children develop strategies to help themselves and we view mistakes as an opportunity to learn and improve.

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