St Swithun's Prep School A GSG School

Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

What The Good Schools Guide says

Head

Since 2023, Liz Norris, previously interim head of prep at St Helen's School. Prior to this she was head of junior school at St Margaret’s School in Bushey, Hertfordshire. She was also responsible for pastoral care as phase leader and senior management team member at Bancroft’s Prep School.

In the past she has worked as a private education consultant, supporting reviews on curriculum design and assessment protocols while also undertaking a master’s in education. Away from the classroom, she plays the piano, flute and cello and has been a youth leader at her local church.

Entrance

Entry into preschool or reception by date of registration. Places further up the school allocated based on taster day and cognitive ability test. School is nearing capacity, ‘comfortable’ on numbers, and higher up the school will only take on pupils who’ll thrive on the academic pace.

Exit

Majority progress to senior school at 11 (three-quarters in 2023), though ‘it’s not a free pass’, says head, ‘and it’s our duty to advise if it’s not the right place’. A few will go elsewhere: Kings’ School, Winchester, Twyford Prep, Perins School, Kendrick School, South Wilts Grammar and Wycombe Abbey in 2023.

Our view

A fizzy little school where bright, engaging girls have non-stop fun. We came across girls practicing choreographed pom-pom routines, programming tiny robots and investigating a murder (complete with police tape, fake moustaches and Texan accents – don’t ask…). Our guides seemed to enjoy it as much as we did, pointing out all the lovely things they get to do. ‘Is there anything you lot don’t love about school?’, we asked. Nothing, they claimed, before conceding that maths tests aren’t always as jolly as the other bits.

Academic progress taken seriously, though girls pleasingly unaware of it. Every parent we spoke to mentioned academics as a reason for choosing the school. Maximum of 18 in a class, 16 at key stage one. Teachers seem to strike the right balance: ‘she’s basically Miss Honey’, one mum tells us. Calm and focused environment means that pupils cover ‘a huge amount’ – ‘I don’t know how they get so much done!’ – and parents feel confident that standards are high enough to get them into the right senior schools, usually with a view to St Swithun’s itself. Latin for everyone; language learning enriched by ‘World of Languages, Languages of the World’ programme (WoLLoW) curriculum, which encourages girls to see how languages work.

Both St Swithun’s schools are High Performance Learning World Class Schools, part of a global network to have adopted the philosophy that every individual has the capacity to succeed, given training in particular approaches and behaviours. Day-to-day, this means girls being aware of how things like creativity, meta-cognition and automaticity can enhance their learning. Lots of posters around the school to remind them of the language, and teachers use it in their feedback (‘you’ve been very analytical today, well done’ etc). A bit a mouthful, yes, but the scheme has its heart in the right place, and we took it as a good sign that pupils were able to tell us a bit about how it works.

Support infrastructure kicks in quickly and discreetly where needed (‘she’d been having extra handwriting classes for weeks and I hadn’t even realised’, says one mum). Twenty-one pupils on SEN register when we visited, predominantly dyslexia, dyspraxia or other mainstream learning differences. Nobody currently receiving EAL support but school can deliver it if needed. School’s four houses are named after birds and learning support is thus rather neatly known as ‘The Nest’ – a place where ‘everyone is welcome’. Girls relaxed about popping in here for extra help. ‘Be more YETI’, reads a big poster on the noticeboard, though nothing to do with the abominable snowman, apparently: ‘it’s about not being able to do it yet’, explained our guide, ‘but believing that you’ll be able to do it one day’.

Weekly swimming lessons (there’s a small beginner pool beside the big one), tennis courts, extensive playing fields in front of the school. National finalists in 2022 IAPS 11+ netball tournament; inter-school fixtures from year 3. Most (but not all) parents have welcomed the school's approach to diluting the ‘very competitive A team attitude’ that we hear existed before; staff reckon that ‘if we know we’re going to win, it’s pointless’. ‘The ethos has changed completely’, say parents. In fact, there is theoretically no longer an A team in lower years at all, with teams named after birds of prey instead so that girls might be an eagle, a falcon or a hawk. Positions rotate during a match so that nobody gets stuck in goal. As a result, parents advise that ‘if you’re looking for killer instinct’, you’ll need to get your fix playing for a local club outside school, and some do. The new approach builds confidence and ensures opportunities for everyone: ‘when she started, she would duck under the ball; now she’s on the A team’.

Around 100 girls learn an instrument; lots of chances to perform. Again, it’s about giving it a try. ‘Fancing having a go in a steel band?’, read one poster, ‘come and explore the sunny world of the Caribbean steel drums!’ Much excitement about year 6 rock band’s recent performance at Swithun’s Live: ‘they rocked it with the best of the senior school and Winchester College bands’ (swoon). At the other end of the cool scale, we were lucky enough to catch the preschoolers dancing like worms in their music lesson: rockers of the future, no doubt, and having an absolute ball.

Big classrooms, all purpose-built and wheelchair accessible. Prep classrooms arranged around central space which houses the library, a lovely open-plan space flooded with natural light. Modern, yes, but not at all soulless; we found the environment very inviting. Kitchen houses breakfast club but also gives girls the opportunity to develop their culinary skills: photos on the noticeboard show smiling year 1s experimenting with fruit and veg. Brightly lit science room boasts life-size skeleton. Huge hall hosts plays, concerts, etc, including assembly. Reception flapping around as birds of prey in rehearsal for their upcoming class assembly when we visited (all that worm-wriggling practice now paying off).

Early years have their own area. Tidy rows of wellies line their dedicated playground; our year 6 guides were dying to stop and play with the outdoor toys. Tastefully appointed home corner complete with dressing table, armchair and portrait of Elizabeth II; little display about brushing one’s teeth complete with enormous plastic jaws, a giant toothbrush and one of those mirrors that they have at the dentist. Little ones have their lunch in their classroom, tables neatly laid, crunchy veg on sharing platters.

Families live fairly locally (no boarding at the prep) – Southampton, Basingstoke, Andover – a catchment wider than at some preps, ‘because they want the senior school’. Lots join further up the school from local primaries and may need to catch up, particularly on languages and humanities which may not have been formally taught before.

The last word

We were charmed by the eagerness of the girls, who were all desperate to show us their artwork, teach us about the Victorians or tell us how school council works. A super school for those that love to be stretched in all directions and will thrive on the bonanza of opportunities that St Swithun’s has to offer.

Special Education Needs

At St Swithun’s we aim to help every child fulfil their potential. Teachers constantly monitor the progress and achievements of the children and any concerns are promptly discussed with parents and our head of learning support. A specific learning difficulty may be identified via in-house screening or by referral to a specialist, if necessary. A package of support is then devised, delivered and regularly reviewed. Parents are always kept fully informed and involved in the process. There is no charge for learning support, although the cost of external assessments is met by the parents. We operate a very open, positive attitude to each child’s needs. Everyone is encouraged to recognise, accept and celebrate their individuality, and to respect the differences they see in others.

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