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School is small enough to tailor-make timetables, and flexible teaching accommodates those with training and competing commitments - or indeed musical talent. But genuine efforts are made to encourage all. One parent said they are always coming up with weird and wonderful sports to keep the girls engaged. Attracts a number who didn’t make the grammars, who do very well -  'I think it's because…the staff genuinely care that the girls do well'...

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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.

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Since 2010, Angharad Holloway, previously head of MFL and IB at The Royal High School, Bath. Married, with two girls at the junior school. Mrs Holloway has made some 'fantastic changes,' said a parent, who described the the previous head as somewhat old fashioned. Not so Mrs Holloway, who is gently updating school, curriculum and thinking with a largely conservative constituency of parents. Lively energy - 'enthusiastic all the time,’ said one mum. Not goaded by Jeremy Paxman on his visit, so unlikely to be shaken by much.

Keen her girls should have coping strategies for life, and teaches women and leadership to her 12 year olds, who end the course understanding not just about leadership, but also work/life balance and the right to flexible working. Teaches international politics to 11...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

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Special Education Needs

As well as meeting the needs of Gifted and Talented pupils, we aim to identify and assess a child's Special Educational Needs as early as possible, so that the individual can be helped to overcome difficulties and attain her full potential. Where possible, this is done before entry to the school. Once identified, appropriate support strategies are implemented to enable the pupil to integrate fully into the school. Children requiring additional support will have a weekly lesson with the SENCO, either in a small group or individually, according to need. These lessons can be used to boost weaknesses in reading/comprehension/grammar/spelling/written and speaking skills/study skills and revision techniques. The EAL teacher tutors girls individually after school in the boarding house. Progress of all children on the SEN register is monitored termly by means of a meeting with the SENCO and a representative from each faculty. Parents and pupils are kept informed of progress.

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