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What says..

There’s much focus on learning values (which pupils and teachers, know by heart), year 4s pictured as caped crusaders, describing super strengths to work on (‘giddiness’ one of the more unlikely, but most fun). Buddy bench by entrance: many girls we spoke to had used it – successfully - if didn’t have break time pals. Pupils who are particularly good at caring, empathy, patience and respect are rewarded in assembly with leaf that’s added to values tree...

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What the school says...

Surbiton girls are happy, bright confident children who have space and freedom to explore the world around them. We encourage their curiosity, nurture their emerging talents, and promote their success in every endeavour. Surbiton High Girls' Preparatory School offers a broad and balanced curriculum that closely follows the National Curriculum. It is enhanced and enriched in order to provide every pupil the opportunity to reach her potential. There is specialist teaching for Music, French and PE and girls in Years 5 and 6 are also introduced to further subject-based teaching. The positive ethos and atmosphere within the school community is one of its many strengths. The pastoral care of the girls is considered vital in enabling them to succeed and be happy throughout their time at school. The good learning carried out in school is complemented by a wide variety of trips and visits to outside venues. ...Read more

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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


Acting Head is David Williams. To be replaced in spring 2022 by Louise McCabe Arnold.


Up to 32 pupils in reception via informal assessment mornings, with occasional places in other year groups. As with the boys’ prep, most pupils come from within a three-mile radius. Lots of attention paid to outreach – team visits every nursery school sending a pupil here, Easter egg hunts and singalongs for prospective pupils helping ensure that school is familiar and favourite place to be well before they start here.

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Special Education Needs

A baseline assessment is undertaken when the girls join the school in Reception. This is followed by an end of Reception assessment. Children are also screened in Year 1 and Year 2 for dyslexic type problems. If a child is causing concern at any point, then individual assessments are also carried out. When necessary, a child might also be referred to an Educational Psychologist. If Learning Support is given to a pupil, as a result of assessments, then this is usually in the form of weekly 1:1 lessons or sometimes small group lessons. The School ethos is one of embracing a pupil's individuality, helping her to grow in self-confidence and self-worth. Those pupils with specific learning difficulties are no exception and are supported in a caring and practical way.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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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