University College School Junior Branch A GSG School

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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

Headmaster of Junior

Since 2014, Lewis Hayward MA (Oxon), a classicist who spent 10 years working in industry in Kenya and Saudi Arabia. An unsuccessful attempt to launch a business newspaper in Nairobi prompted a move back to the contrasting world of British country prep schools, where he discovered his real love of teaching, and thence to Highgate prep, where he was deputy head. Now firmly committed to single sex education: ‘The boys get a longer childhood here and there is no feeding of stereotypes, they are free to explore their creativity.’ It’s not an isolated bubble though - from spring 2024, year 6 will be embarking on focussed curriculum projects with a local girls’ school.

He is clear that ‘frills and gimmicks’ don’t constitute good education: ‘What really works is a solid focus on teachers sharing ideas’. Good handwriting and presentation skills remain important, with a judicious use of tech in other areas to ‘ensure the best of both worlds’.

A big advocate for UCS’ inclusive ethos, he says the school tends to attract those with a similar mindset: ‘It’s a really supportive parent body with realistic expectations, not a culture where people flash their wealth’. These parents appreciate his dry sense of humour and call him ‘a shining beacon of fairness’ – particularly respecting that he is never unduly swayed by parental demands. His warmth and care towards his young charges is obvious, totally unruffled by boys’ knocking and entering immediately while we were chatting. ‘They are encouraged to come and tell the head their ideas,’ approved one parent – ‘He clearly really knows them and is always celebrating their achievements.’

A sports enthusiast who runs or cycles in daily from south London, he also leads a weekly before-school running club on the heath. Cosy study proudly adorned with programmes, magazine covers and posters featuring his daughter, a principal at the Royal Ballet, alongside a photo of a relative who died at the Somme, football trophies and a replica flintlock pistol that features in his year 3 French classes on the Napoleonic wars.

He is not alone in his long tenure – average length of service for all staff is 11 years, with many even longer - one stalwart cook even fed fathers of current pupils. Teachers say they enjoy the ‘unique feel and family atmosphere’ of ‘a busy school with no pomp, that just gets on with the things that matter’.

Entrance

At 7+, around 30 boys are selected from the 200-odd applicants to join the 30 who transfer from the pre-prep. School looks for ‘curious, inquisitive boys who get on well with others’ and now places greater emphasis on face-to-face assessment, with all applicants invited in for a morning of group-based activities in the autumn term, followed by a bespoke written assessment in January. Newbies join from a range of local pre-preps and state primaries. School makes a concerted effort to keep families together, but all siblings must go through the same process as other applicants.

Exit

Virtually all to UCS senior school (no need for 11+), except (almost unheard of) if a child isn’t cutting it – in which case, parents can expect conversations around year 4, with head helping them find more appropriate schools elsewhere.

Our view

Life at the JB (as it’s affectionately known) is ‘phenomenally busy’, according to parents - and the pupils love it. The building has something of the feel of an old-style primary with its narrow corridors and high-ceilinged classrooms. We’d have loved to peruse all the beautifully presented wall displays on every topic under the sun, but our guides politely moved us on apace.

Reading is (quite literally) at the heart of the school, with a superbly stocked library piled high with ‘a humungous variety of books’, as one boy pit it, along with tree-stump beanbags and a steady stream of pupils seeking recommendations from the ‘fantastic’ librarian, with others using the space for playing scrabble or making comics. Even when the boys aren’t in here, you’ll often find them talking about books - we were sorry to leave a discussion about the power of fiction with our lunchtime companions, and almost didn’t do our delicious chicken katsu justice (the food is popular here), so absorbed were we by their thoughtful and articulate reflections.

Lessons are pacy and fun, with all pupils eager to put their points across and a happy buzz prevailing in group work. Parents praise the ‘transformational effect’ that teachers have on their pupils and say they are also ‘very responsive’ to parental queries. Maths and English teaching take centre stage, but the emphasis is on a broad and creative curriculum with plenty of science, geography, history and French. Cookery, art, drama, DT and music are all mainstays too, and hugely popular. Parents say pupils ‘really immerse themselves in topics, make connections between subjects and use their imagination’. In one geography class, we were impressed by pupils’ thoughts on possible river pollutants in Indonesia and how clearly they conveyed their indignation in letters to the government. Practical learning abounds, from Bunsen burners aflame in a science lesson to making sushi in cookery (these youngsters have sophisticated palates) — we enjoyed an impromptu demo of the latter by our guides. The best six chefs in year 6 compete in a school ‘junior masterchef’, and we were told with some awe that the winner ‘gets their name in the actual newsletter’. Classrooms are bright and imaginative – with exotic creatures in the spacious science lab, where our guide confessed a particular fondness for the blue-tongued skink.

The calm and airy wellbeing room perches under the eaves, a climb rewarded by soothing classical music and wafts from a cinnamon-scented diffuser. The SENCo works across both JB and pre-prep, meeting weekly with the school nurse and deputy head pastoral; she also liaises closely with external specialists and with the senior school SEN team around transition. Around 10 per cent on the SEN register, including autism and ADHD, with the school claiming to be able to accommodate ‘reasonably complex needs’, provided pupils can engage fully with the curriculum. Learning support mainly delivered in class by specialist TAs, and discreet aids such as ‘fidget putty and wobbly cushions’ are much appreciated. Booster clubs and drop-in clinics have enthusiastic take-up - no stigma in needing additional support. There’s also a big focus on emotional literacy for all – ‘Boys are really quite accepting of each other,’ said a parent.

Music is universally lauded as ‘phenomenal’. The indefatigable head of music and drama is apparently legendary, and pupils regularly gain music scholarships to the senior school. Curriculum ranges from improvisation on the xylophone in year 3 to composing on music software in year 6. Over 60 per cent learn an instrument in school, and there is a vast array of ensembles including four rock bands. Singing is hugely popular and everyone can get involved, even if they don’t bag a coveted place in choir. Rehearsals for the autumn concert were in full swing in the snug gym/dining hall during our visit - a rendition of What the world needs now nearly had us in tears with its beautifully sung harmonies. Regular concerts and competitions too, including the annual ‘pianofest’. The ‘very cool’ summer rock concert and whole-school Christmas karaoke session are apparently ‘unmissable’.

Drama thrives here too, with a black box studio that transforms into the Little Acorn theatre. We were riveted by a year 6 rehearsal of a specially written adaptation of Beowulf, with animated performers delivering Grendel’s menacing lines with relish. Our guides reminisced enthusiastically about mime shows and poetry jams in previous years.

The art studio is fabulous, with boys experimenting with clay, lino-printing and painting on silk, as well as gaining a solid foundation in drawing. Projects such as ‘cats vs dogs’ are linked to current exhibitions in London galleries. We were wowed by stunning Grayson Perry inspired pots and intriguing mythical beasts created by year 4 artists – Frenguin or Grenlopfin anyone? We also loved year 5’s photographic self-portraits as Van Gogh. Two after-school ceramics clubs, plus a year 6 oil-painting club, show just how seriously the JB takes its art. DT also a big hit – pupils proudly showed us their wackily decorated clocks and model racing cars, commenting wryly that the teacher somehow always won the races!

Outdoor space is limited but three afternoons a week, the boys are out on the fantastic playing fields shared with the seniors, a 15-minute coach journey away. ‘It’s a surprisingly sporty school,’ say parents. Considerable success in fixtures against schools perhaps perceived as sportier, especially in rugby, hockey and football (pupils choose each term). Every boy gets a chance to play competitively, even in D and E teams. Swimming at the seniors’ lovely pool and many thriving clubs including fencing, squash, table tennis and basketball. Running club before school has a big following despite a horribly early start (the lure of hot chocolate at the end perhaps?). Regular sports trips include the annual football tour (this year to Portugal), ‘a rite of passage even for those who don’t especially like football’.

Phenomenal range of clubs from game design to philosophy to dance. ‘There are clubs for pretty much everything you can think of,’ enthused our guides. Pupils encouraged to set up their own too (comic books a successful recent initiative). Chess is popular, with a club running three times a week, plus student-led lunchtime drop-in league (strong showing by the deputy head!). There’s a thriving eco scene - veg beds are diligently tended by the gardening club, and the sustainability committee has created a nature garden (complete with two ponds, bat boxes and a compost heap) and champions ‘switch-off fortnight’, securing the JB a Green Flag award with distinction. Charity and community links include visits to a local Age UK centre. School even boasts its own Cubs and Beavers packs. Plenty of trips too, including a week in France for year 4s.

Parents feel the school is ‘very joined-up pastorally’. ‘They are well looked-after kids,’ said one. Staff are ‘good at picking up what’s happening in the playground’, we heard, as well as the classroom and are ‘quick to stamp out any very occasional meanness’. Pastoral deputy head runs the tuck shop, and boys can just drop into his office if they need a chat. Discipline is light-touch - we noticed firm but gentle, low-voiced nudges to appropriate behaviour, with instant effect. ‘They don’t have rules for no reasons’, say pupils, and self-reflection rather than punishment is the watchword. Character development is woven into everything - commendations always identify which school value has been exemplified: aspiration, respect or discovery. Weekly wellbeing lessons develop techniques to support mental health, reinforced by quiet reflection at the end of each assembly. Older pupils act as peer mentors.

Unselfconscious, unfailingly polite (being asked by a 10-year-old if he could carry my bag was a first!) and at ease in their own skin, these highly articulate boys clearly love their school. Our guides didn’t pause for breath in their explanations as they steered us skilfully across the fairly constrained playground, dodging the hordes heading for the ‘cage’ for breaktime footie. Exchanges with teachers and peers alike were warm and respectful. We followed a trail of biscuit crumbs along one corridor – ‘because of the rehearsals in the hall at break,’ our guides explained cheerfully. These are happy boys who make lasting friendships. They describe their school as ‘very inclusive – everyone is really supportive’. Parents concur: ‘The boys are not priggish or arrogant, they are just genuine enthusiasts.’

Parents are a cosmopolitan bunch, reflective of the local area: a cultured mix of creatives, entrepreneurs and City professionals. Plenty of opportunities for parental involvement, eg via the active parents’ guild or helping out as reading volunteers. Head also invites every parent in for lunch with their son and him. Many fathers and grandfathers are UCS alumni.

The last word

Parents say that ‘it’s like a big family’ and ‘not a snooty school’, and we’d concur. ‘Jam-packed with creative adventures and experiences,’ the JB provides a stimulating education with great warmth and good humour, an excellent foundation for life at the senior school and beyond.

Special Education Needs

There is currently one full time Learning Support Specialist in the Senior School. Pupils are screened for dyslexia on entry to the school. Progress of pupils with specific learning difficulties is monitored and reviewed at regular intervals. Individual support by withdrawal from lessons is offered in short blocks (usually 6 sessions) aimed at remediating specific areas of difficulty. If long-term, continuous support is required parents are advised of contacts outside the school. Once admitted to the school, children are assessed and, where necessary, given support specifically in English, Maths and general organisation. The number requiring support each year is minimal.

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