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What says..

Everyone has a hot lunch in the newly decorated basement where once a week there is a 'top table' for the four boys who have managed to avoid spag bol down their fronts and the temptation to talk with their mouths full. A reward system in each class allows all boys a daily start on the rainbow, with progress either to sunny uplands or downwards to a very unthreatening cloud. Apparently, they rarely stay in the rainy zone for long. Enthusiastic praise for the teaching - 'the academics are extraordinary' - is handed out all round...

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What the school says...

Admission is at 4+ (non-selective) with automatic transfer into Year 3. Entry at 7+ is by competitive assessment/test in English and mathematics; bursarial assistance available.

The School is well known for its academic profile and also provides a caring and friendly environment. It aims to look after the needs of the individual child and to offer sporting, musical and other opportunities. A recent initiative has been the introduction of personalised learning to support each boy. ...Read more

What the parents say...

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What The Good Schools Guide says


Since 2011, David Price BSc MA PGCE (50s), married with two children in their late teens. Brought up and educated in the Black Country, his first introduction to the western edge of London was Kingston University for his MA. After a spell as head of English at Latymer Prep he went down under to teach at Melbourne Grammar School. He says he felt a bit homesick there, so he returned to his 'pom' roots, moving on to be head of juniors and director of studies at The Mall, before becoming top dog.

Calm and understated, no fireworks, 'a mediator and negotiator', he inspires confidence that he knows exactly what the school is about and his role in its performance. Equally, the parents trust him to run a tight but friendly ship...

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Special Education Needs

In reception to year 3, boys receive additional help, if required, from our learning support assistant lead by the school's SENCo, who also works with boys either individually or in a small group. This is in addition to the support boys receive from the class teacher. Additionally, in reception and year 1, we have full time teaching assistants for each class who can work with boys on programmes of support developed and monitored by the class teacher and SENCo. There are two full time teaching assistants in years 2 and 3 who share their time between the four classes and work in a similar way. Parents of boys who are receiving this support are kept informed through a series of termly meetings, parents' evenings and the twice yearly school report. Boys in years 4 to 8 who have a diagnosed special educational need, for example dyslexia, are supported through the provision of individual education plans (IEP). The SENCo, with input from parents and teachers, writes IEPs which highlight an individual's strengths and offers strategies for teachers to use in the classroom to support him. In addition, we have differentiated groups in maths from year 4, small group support teaching in English from year 5 and academic tutors for boys who need some extra support or guidance.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia Y
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment Y
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty Y
PD - Physical Disability Y
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty Y
VI - Visual Impairment

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