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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 2013, Clare Lynas MA PGCE NPQH (50s). Previously deputy head at Thorngrove, Newbury. Before that, taught at assorted independent preps across London, Berkshire and Hampshire. Studied English at St Andrews, then did primary level PGCE at Edinburgh, initially with the aim of becoming an educational psychologist, ‘but I fell in love with the teaching,’ which – true to her word – she says she still does. ‘It’s essential to teach because part of caring for children is knowing and understanding them.’ Later did a masters in child development and a secondary level PGCE.

No-nonsense, candid and big-hearted, she strives for a non-hierarchical atmosphere – ‘We’re a small school so all staff get stuck into duties that need doing, including wiping tables, and I’d like to think I’m part of...

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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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