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What says..

Much-admired creative curriculum is ‘magical’, say parents. Topics like the Arctic, kids in space, dragons and knights are introduced with an ooh and aah moment – a pop-up woodland camp with a branch tent - have a 'marvellous middle’ and  ‘fabulous finish': the medieval banquet at the end of Turrets and Tiaras included an ice sculpture and – courtesy of parents – a glitzy if anachronistic chocolate fountain. Adds stardust – and depth – and fosters a genuine love of learning...

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What the school says...

It is vital that your daughter's first step into full time education is a positive, happy experience. At The Study, girls from the age of 4 years gain in confidence and initiative, work hard and learn to think independently. Well prepared for a wide range of independent senior schools, girls leave us at 11+ with a zest for learning, gained in a stimulating, challenging and secure environment. ...Read more

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What The Good Schools Guide says


Since September 2023, Sharon Maher, previously head of Halstead Prep for three years. She worked in the City for 15 years before going into teaching and is a strong advocate of single-sex education. She was an assistant head at Greenfield School in Woking and then became deputy head at Glendower Prep in South Kensington.


Inclusive – far more so than many other schools in the area – though general expectation is that most children will be working at around age-related expectations (may be some leeway).

Guaranteed places for families registering by end of April the year before September of entry. Ballot for remaining places. No assessment for reception places. Short assessments at 5+ and 6+. More formal written assessments for 7+ and above. Priority for siblings, staff members’ children and...

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Special Education Needs

The Study is proudly non-selective at Reception (4+). Every Study girl is different and one child’s strength might be another’s weakness. We understand that some children may be challenged in certain areas and all of our teachers take responsibility for pupils with special educational needs or disabilities (SEND). Our aim is to ensure every girl in our school is given the tools she needs to flourish. We aim to know and understand each girl as a unique individual to ensure she feels happy and secure, and is able to make the progress she’s truly capable of. Teaching children with varying abilities and needs is a whole-school responsibility, requiring a whole-school response. Central to our work in every class is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the range of abilities, aptitudes, gifts, talents and interests of all pupils. From this viewpoint, our provision for SEND begins with building a clear picture of the girls’ strengths and areas of difficulty. We run a dyslexia screening test in Years 1, 3 and 5, and will undertake further testing as required. We begin with inclusive in-class support and increase this through carefully planned and evaluated intervention groups outside the classroom. Each pupil has a profile of her particular needs documented in an individual SEND programme, which specifies short-term targets, the teaching strategies to be used and the provision to be made. These are shared and reviewed with both the pupil and their parents. There are of course some pupils who need us to provide interventions that are additional to, or different from, those provided as part of the school’s usual differentiated curriculum. Our graduated response to a child’s additional needs may result in bespoke one-to-one tuition, out of the classroom, or support from other outside professionals. We welcome visiting Occupational and Speech and Language therapists as well as specialist teachers to increase pupils’ progress. All out-of-class interventions are scheduled to take place with minimal disruption to classroom learning wherever possible, avoiding the core subjects of English, Maths and Science. If required, we may recommend additional support from our visiting specialist teachers. We have two highly qualified learning support specialists, with well-recognised qualifications enabling them to work with pupils with specific learning difficulties. The cost of this specialist one-to-one tuition within school is agreed and paid by the pupil’s parents. Through a process of both formal and informal assessment, they look to identify and address any gaps in learning using multi-sensory teaching strategies and align individual learning targets to the demands of the classroom. They also meet with class teachers twice in an academic year to monitor and review progress.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
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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