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What says..

Academic rigour is balanced by an equally strong offering in arts and sport. But parents must be as committed as their sons. ‘It’s not a drop-off-and-get-on-with-it kind of school – you’re expected to be at all the matches, attend the events and talk to the school at length about the next school.' Manners noteworthy, with no boy getting away with slacking, slouching or scruffiness. Pastorally outstanding, say parents, with one boy telling us...

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What the school says...

Established in 1865, Shrewsbury House School is one of England’s oldest boys’ Preparatory Schools. The School provides an exceptional level of preparation for boys to move on to their Senior School and their future lives. High academic standards and a broad curriculum combine with extensive after-school clubs and activities to offer enviable opportunities for new experiences. Inclusivity is central to the School’s ethos and all boys regularly will take on new challenges to extend them beyond their previous encounters. Every boy will perform in his annual Year Group Concert and Play. Every boy has the opportunity to represent the School in the three main competitive sports of football, rugby and cricket. Opportunities are wide and frequent for the boys to represent the School in a broad range of Inter-Prep and national academic, sport, public speaking, debating and cultural events. Day and residential trips are arranged to support the curriculum, but also to add to new challenges and experiences, including overseas academic, cultural and sporting trips and tours. Effort and attainment are celebrated, encouraging an individual boy to be himself, to develop his own character and spirit, but to also be a true team player. At Shrewsbury House, everybody is somebody. ...Read more

What the parents say...

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Sports

Rowing

Shooting

What The Good Schools Guide says

Headmaster

Since 2010, Kevin Doble BA (law and political sciences), PGCE (40s). Educated at St John’s College, Johannesburg and has a postgrad degree in management. Previously second master and acting head at Edge Grove prep and before that head of English at Newlands School and Vinehall prep. This is his first experience of a day school, although he likens it to ‘a boarding school with no beds’ because of the breadth of opportunities on offer.

Eloquent, witty, driven and evidently relishes the vitality of the school day. Boys treat him like a celebrity - ‘he’s amazing,’ ‘inspiring,’ ‘kind,’ ‘really funny,’ ‘a great listener’ and ‘the best storyteller’ were among the accolades we heard; ‘not at all stuck up like the last headmaster I had,’ added one. And with no prompting, these...

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Special Education Needs

Aims:to identify where a pupil has a special need; to recommend to parents what action should be taken (including, where appropriate, assessment by an educational psychologist); to assist with carrying out recommendations, either made by ourselves or by an educational psychologist. Admissions: A boy who has a learning difficulty is not refused entry because of that learning difficulty, provided it is felt he can cope with the demands of our curriculum, the pace, the additional pressure that children with learning problems will inevitably have - including from the demands of the curriculum and from the extra tuition (remedial) which they will be likely to require - and that parents understand both that the assistance we can give in school is limited and that there will be considerable onus on them to be supportive of their son but not to be over-protective. Identifying that there may be a learning problem: Every teacher knows it is his/her responsibility to notice if a boy is showing any of the signs which might be attributable to a learning problem. This must be reported to the SEN co-ordinator. Initial Action: An analysis will be carried out involving all appropriate teachers. Findings/concerns are relayed to parents. If staff in the School have the expertise to deal with the problem, this will be done either in class - where allowances will be made, but not to the extent that these are detrimental to other boys in the class - or in short supplementary sessions. Where it is felt that a boy may have a specific learning problem, it will be suggested to parents that an assessment is made by an educational psychologist (a list of educational psychologists is provided by the School) Continuing Action: The teaching staff do their utmost to carry out recommendations made by an educational psychologist. For instance, laptops may be used; assistance can be given in helping a boy to organise himself; where a boy is placed in the class can be changed and so on. The school discourages boys with specific learning difficulties missing any school activity to have extra tuition in the belief that such boys cannot afford to miss the academic work and need the non academic sessions and breaks. Parents are therefore asked to arrange extra tuition out of school time.

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

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