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Talbot Heath School A GSG School

What says..

Parents like the way the school has kept its traditions (pupils celebrate the school’s birthday every year) while being innovative and forward-thinking too. A father told us his daughter had ‘come on leaps and bounds confidence-wise’ at the school’ while a sixth former said: ‘I was very shy when I got here but they find something you’re good at and help you flourish...’ 

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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.

What The Good Schools Guide says

Head

Since 2010, Angharad Holloway BA PGCE (40s). Educated at a state comprehensive near Cardiff, followed by St Maur’s in Surrey (which later merged with St George’s Weybridge). Read German and Italian at St Anne’s, Oxford, where she was a choral scholar, and then did a PGCE at Queens’ College, Cambridge. She originally wanted to become a classical singer but says: ‘I couldn’t leave my books behind. I couldn’t imagine a future for me that didn’t involve scholarship.’ First teaching job at Sir William Perkins’s in Surrey, where she became acting head of the MFL department in her first year. ‘My mentality has always been to say yes,’ she says. ‘If someone asks me to do something I will rise to the challenge.’ Later taught at Broadlands School (now Broadlands Academy) in Keynsham – ‘challenging...

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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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