The Rowans School A GSG School

What The Good Schools Guide says

Head

Head, since 2021, Lizzie Spratt. A ‘Jersey bean’ (born and raised in the Channel Islands) she moved to the mainland for A levels at Malvern Girls’ College and then a degree (music) at Royal Holloway. PGCE at Kingston. Music remains ‘a passion, a hobby’ (along with cooking and travel) but her career is firmly in teaching (‘it was always going to be children…’). Reception class teacher at Fernhill in Kingston, two years at Rokeby (reception and first move into middle management), then to The Rowans (class and early years lead) in 2011. The role evolved; new opportunities presented themselves. Deputy head and then head. ‘The school is a part of me’.

On her office wall, two Charlie Mackesy prints, ‘bought and framed as a present to myself when I got the job!’ One about kindness and one about making a difference, even if you are small. Perfectly chosen, in our opinion.

Head’s first challenge was to ‘bring the community back together after Covid’, reintroducing events, prioritising, focusing on social and life skills. Schools are ‘all about the people’ and there is no doubt she is a people person: staff, parents and children all love her. She is on the gate every morning and regards herself as ‘incredibly lucky’ to have such supportive parents. Parents praise her visibility, the fact that she is always willing to meet or to have an informal chat and that she knows their children well. Staff praise leadership style and listening skills.

Entrance

In kindergarten, 24 places on a ‘first come, first served basis’. Waiting list currently 75 and, ‘in general, numbers are as good as ever’. From reception onwards, two classes of 16 to 20 and school becomes selective with ‘observed play’ very much the order of the day. Generally local, significant numbers walk, scoot or cycle to school. A few from Barnes, Putney, Kingston, Surbiton and even Guildford. Children who are registered with the school are sent a birthday card each year before they arrive.

Exit

School not as transparent as some regarding leavers’ destinations so parents who are set on a particular future school (or type of school) are advised to ask straight questions (the school finds it helpful to discuss specific school choices and options with each family personally). We were informed that most families favour a move to single sex at 7+, with Shrewsbury House School, King’s College Junior School and St Paul’s Juniors popular choices for boys. For girls, Lady Eleanor Holles and Rowan Preparatory School apparently both ‘strong choices’ for offers and acceptances. Also Putney High School, Wimbledon High School and The Study Prep. Although we were told ‘there are a number of co-educational options nearby for parents choosing this route’, we were not given any details although we believe Claremont Fan Court, Prospect House and Daneshill have featured recently.

Our view

Situated in a quiet, leafy residential road in Wimbledon in what was once a family home, the school retains a cosy feeling with around 120 children (roughly two thirds boys, a third girls). Our two year 2 guides spoke clearly, and in great detail, about their school. No doubting their enthusiasm. Outside space is ‘magical’ and imaginative with a series of exciting play areas as well as both a teepee and a marquee which may sound incongruous but were somehow just perfect as well as being of practical value for lessons, drama and play. Climbing frames, slides, toys, sandpits, Astro, logs to climb over or sit on, tunnels to crawl through and some good old-fashioned bare earth. Massive, mature oak trees cast dappled shade. Beau’s wheel of choices (Beau being the school mascot) helps children navigate playground relationships suggesting strategies such as walk away, apologise, find another friend, share or take turns.

Parents speak of their children ‘going to school every day with a beaming smile’ and praise the relationships between pupils and staff (not just their class teachers). One told us, ‘Every day our experience has surpassed expectations’ while another said that after her child had been at the school for a term, she turned to her husband and asked, ‘Did we win the lottery here?’ The only criticism we heard related to the imbalance between boys and girls but this was considered a minor issue with children so young.

Staff feel appreciated and respected. ‘A valuable core of experience’ is found amongst the teaching assistants. Other teachers are a mixture of older hands and new blood. One member of staff, reiterating the words spoken by more than one parent, told us, ‘It is like a family. We are so lucky’. Specialist teachers for music, sports and French, the last of which also sees the regular appearance of Monsieur Claude, a puppet and an inspirational member of the teaching team.

Robin class (kindergarten) – 24 children plus teacher and two teaching assistants – busy with quiet endeavour when we visited. Head sat on one of the (very small) chairs at one of the (equally very small) tables to join in the activities. Nobody seemed remotely surprised to see her so obviously this engagement was not just for our benefit. In the corner, several small boys were busy in the ‘garden centre’. Elsewhere children on iPads traced numbers with their fingers. Others focused on an activity involving rolling dice, recognising patterns and working out ‘one less’ with their ‘busy brains’. All the time there were questions from teachers to children and vice versa. All thoughtfully answered. Outside on the decking, sunflowers and grass heads were sending out green shoots.

Weekly ‘maths meetings’ give children the opportunity to revise and consolidate skills. At the start, in reception, a quick reminder: ‘We need to follow the golden rule. What is the golden rule?’ ‘Not to call out,’ called out one enthusiastic small child! Thereafter, the days of the week and months of the year, spotting patterns, doubling, and translating worded problems into number statements all featured in a ten minute, very focused session.

In year 2, a lesson on emotive language followed a workshop at the local Polka Theatre. A post-7+ topic of ‘lights, camera, action’, during which they learn about theatres, staging, playwrights and associated matters, leads seamlessly into the end of year production which, this year, will see them treading the boards as Toad, Badger, Mole and the other characters from Wind in the Willows. Rehearsals, involving African drums, were taking place in the teepee.

The general approach to teaching and learning is that there must always be an element of fun (‘we use hooks and tricks to inspire children’) to which end, when we visited, an entire class were embarking on a bread making lesson as part of their topic on the fire of London.

Homework starts in reception with reading every night and phonics follow up activities plus one longer homework for the week relating to an aspect of their current learning or to a school trip. (‘What is your favourite worm?’ featured, following a visit to Wisley). Spellings in term two. Years 1 and 2 add a maths, English and creative piece given over the week with time to complete. ‘It is quite a bit to do but it is useful,’ one parent told us. The creative homework can be something as enjoyable as to play or design a board game. Not always, though.

The small number of pupils identified as having a special educational need or disability are supported by adjustments in class plus small group and individual learning support sessions with the learning enrichment teacher. External specialists are brought in when required and some physical adjustments have been made to the school to accommodate the needs of individuals. Head states that, ‘There hasn’t been a time that we haven’t been able to support a child who has joined us.’ Working closely and honestly with families makes this possible.

PSHEE lessons encourage children to vocalise how they are feeling, to ask for help when they need it, and to be confident about what to do or who to speak to if they are upset or concerned.

Preparation for the 7+ is steady and thorough. Head says, ‘We support all our children to ensure they are prepared’ – and there are booster groups to revisit and consolidate skills. Meetings with individual parents in year 1 and then ongoing communication coinciding with a more structured 7+ focus in the classroom. Parents are gently guided and are advised about ‘areas to work on’ with their children. They have appreciated the workshops on maths and English which have helped them understand how these subjects are taught and thus how they can reinforce strategies and methods at home. School recommends two or three options and parents appear keen to work collaboratively and ‘tend to listen’. Homework remains manageable but many parents work particularly hard with their children over the summer holidays after year 1, sharing information about 7+ papers and how to source them. Head accepts that tutoring ‘sometimes happens but should not be necessary’. Hard to pin down numbers - school says ‘some’ pupils are tutored but one parent told us, ‘tutoring is standard’ and ‘relatively few resist the pressure’.

Life skills passports for each year group challenge pupils to complete a series of tasks with incentives for achieving them either at school or at home. Bushcraft activities in the summer term enable year 2 to tick off ‘build a fire and cook your own meal’ whereas ‘order a drink’, ‘set the table’ or ‘go to a gallery or theatre’ are designed to be family and home based.

Children who fancy a role on the school council or as a house captain or junior travel ambassador write a manifesto. A democratic vote follows (form teacher has casting vote in the event of a draw). A popular candidate when we visited was agitating for a school pet (preferably a dog) and this may prove hard to resist as he seems to be attracting plenty of support; some staff may also be on board with this particular campaign.

School is keen to look outwards not inwards and emphasises the importance placed on ensuring children learn about, and value, other cultures. An annual international week immerses the children in five days of learning about seven chosen countries (choice dependent on those represented within the school). Parental involvement, workshops, links with schools in the chosen countries. Recent reaccreditation of the British Council’s International School Award testament to the success of this initiative.

On their birthdays, children are invited (but not pressurised) to bring in a book for the school library which is read at their class story time that day. A sticker attests to the book’s provenance and children enjoy looking for these when they visit the library.

Clubs are ‘thriving’, both before and after school, with external providers and staff sharing the load and parents signing up each term on their child’s behalf. A range of sports, choir, philosophy, gardening, puzzle, chess, cycling, digital creativity, science club (‘we actually do experiments’) and book club (‘making things like flip books’) plus homework club for years 1 and 2. Parents, mainly professionals and both working, appreciate the clubs (until 4.15) and the after-school care that is available until 6pm.

The last word

For those seeking a small, academically ambitious but nurturing co-ed school, this could well be the perfect choice. Preparation for the 7+ is thorough and effective (and very much a joint effort between home and school) but there is plenty of time for creativity, music, laughter and fun.

Special Education Needs