University College School Pre-Prep 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

Headmistress

Since 2015, Zoe Dunn BEd PhD, an English literature specialist with an impressive pedigree. Schooled at a Kent grammar, she did her degrees at Homerton, Cambridge and continued to teach reception children throughout her postgrad. After five years at The Hall, she became deputy, then head of juniors, at the Royal School, followed by a sabbatical studying social and emotional learning in schools across Sweden and the US. She then founded and led a local primary - the Rimon Jewish Free Primary School - for four terms, before taking maternity leave. Feels she has found ‘her educational home’ within the UCS foundation and relishes the intellectual stimulation of engaging with colleagues across the three schools.

Parents can't speak highly enough of her, calling her a ‘charismatic powerhouse of compassion and intellectual vigour' and a 'brilliant communicator’. But while she is respectful and understanding with parents, she will always do what’s in the child’s best interests - ‘a Miss Honey persona but definitely holds her own’. Her modest office is right beside the front door so she’s on hand for any parents who need to pop in. Come rain or shine, Dr Dunn is at the gate to greet her charges, any wobbly boys gently led in by the hand. Pupils clearly adore her, running to tell her about successes and being congratulated with a high five.

A passionate reader, with a special interest in mid-Victorian women novelists, she loves that ‘boys are always coming to show me their new books - reading helps you explain so many things and develop emotional empathy’. No surprise that the all-important joy of reading is at the heart of school life - library time is all about sharing and celebrating stories, every pupil has an adult read with them at lunchtime and senior school pupils come down to read with reception. Head is also a great traveller with friends all over the world, loves music and sings in a local choir. ‘You need to be excited in your own life in order to be a good teacher.'

Lives locally with her husband, a criminal barrister and judge, and their son, now a UCS pupil.

Entrance

Boys only for 4+ entry. Registration any time from birth, with over 300 applying for 32 places. Boys are observed for an hour playing, chatting, listening to stories etc and those that pass muster are invited back for another hour’s play. Parents say it’s a warm and enjoyable experience, with any wobbles handled beautifully, in contrast to some other schools. School looks for ‘engaged, curious, resourceful boys who are able to relate to teachers’. Siblings are considered favourably provided it’s the right fit for them and go through the same entry process as anyone else. Occasional 5+ and 6+ places.

Exit

Pretty much all to UCS Junior Branch as a matter of course (don’t need to sit 7+). Any issues with likely transition flagged early on to parents.

Our view

Housed in a handsome four-storey house on a surprisingly quiet side street, just off busy Finchley Road. ‘Not the greatest facility in the world but no-one really cares because the boys are so happy there,’ say parents - and there’s not an inch of space in this compact site that isn’t used with purpose. A busy history timeline runs up one staircase and every wall is covered with colourful displays. Bookshelves line the corridor, and we longed to settle into the gorgeous reading nook with tree-stump bean bags. Outdoor space is limited, but again school makes the most of it – there’s a lovely climbing frame with green roof, a living wall and boys get busy delving into big boxes of construction toys. There’s even a tiny decked eco-garden squeezed between the art room and main corridor (still boasting chillies, herbs and fuschias on the chilly winter day we visited) – sustainability is big here. They also make daily use of senior school facilities.

Everything runs like clockwork, the ‘absolutely amazing’ staff fizzing with enthusiasm as they encourage their charges up and down the stairs to the next exciting activity. Parents reckon they’re ‘really good at understanding boys’ and ‘tailor their approach to instil a sense of self-belief’. They ‘find really creative ways to build my son’s confidence’, said one, eg by encouraging participation in certain clubs or music lessons.

‘Outstanding teaching’ and imaginative problem solving in evidence everywhere. A pervasive sense of energy and fun dominates every class; plenty of ‘down the rabbit hole learning’, say teachers, where boys ‘get an idea and just run with it’. Year 1s were enjoying a carousel of maths games, from dominoes to maths roulette (robotic balls controlled using mini-iPads), with a buzz of happy chatter as they worked together. Twice weekly, year 1s and 2s learn coding with an external specialist, and pupils enthusiastically pointed out colourful science displays in year 1 classrooms about ‘bright sparks and explosions’, neatly linking the great fire of London with fire safety lessons. French taught once a week from reception. Plenty of stretch and challenge for the most able (school recently achieved NACE accreditation) and imagination is celebrated ‘big time’, with dance enabling creative expression of curriculum topics, such as year 1s becoming icebergs in response to Frozen Planet. Outdoor learning important too and all year groups head up to senior school allotments for weekly forest school.

Parents say there’s a clear focus on keeping the boys on track academically, but ‘never too much pressure’ and boys explained that ‘it’s okay to make mistakes’. Dr Dunn’s view about homework is ‘the less the better’, say parents with some relief. With 7+ exams now thankfully dispensed with, focus is on getting the boys ready for further academic stretch at the junior branch - and parents say they really ‘get the balance right between imaginative play and academics’. School teaches pupils to understand how they learn best: ‘My brain is burning, Dr Dunn!’ exclaimed one excited pupil.

Our visit coincided with an imaginative themed WW1 day. Boys, sporting various versions of camouflage, marched excitedly into their classroom to discover it had been transformed into a trench in Belgium, greeted by their commanding officer who set her new recruits to work writing out their identity tags (‘capital letters, mind – we don’t want the enemy thinking we’re illiterate’) then baking ‘trench cake’ (much nicer than it sounds, apparently) in the art/cookery room. Another class was learning about Edith Cavell, hands shooting up with questions — ‘Hold your thoughts, boys’ — and commenting enthusiastically on every detail on the whiteboard.

SENCo (ELSA specialist, also assistant head) works across pre-prep and junior branch, ensuring seamless support on transition. About 10 per cent on SEN register, often ‘dual exceptionality’ ie very high IQ. Primarily ADHD and autism, some speech and language development or sensory processing difficulties. School can cope with reasonably complex needs ‘so long as pupils can access the curriculum’. Tailored one-to-one support offered within the inclusive classrooms, plus social communication groups to help with emotional self-regulation. Lots of work with teachers and parents too; latter praise the ‘exceptional thought about strategies’. Muted, calming colour schemes throughout the school, recognising how intense primary colours affect those with sensory issues or colour-blindness. New wellbeing pod being created in the octagonal conservatory, designed with input from pupils, and where visits from Dudley the dog are eagerly anticipated.

Lots of drama, dance and music, with two main productions annually. Talented musicians get regular chances to show off their skills, but school also ‘encourages everyone to explore their own response to the arts’, and the annual talent show features bubble blowing and ninja skills as well as accomplished pianists. About half of year 1 and 2 have violin or piano lessons in school and everyone learns recorder. We enjoyed exuberant dancing (Charleston steps ‘much improved’) and singing during a Christmas show rehearsal, written by the drama teacher - giggles galore at talk of ‘mediaeval stinky streets’ and Dick Whittington’s line ‘Excuse me sir, are you one of those metropolitan elite?’. Art is ‘brilliant’, with beautiful pieces everywhere – we loved a stunning Remembrance Day display of poppies inspired by Georgia O’Keefe and Julian Opie-style self-portraits. Year 1s were tussling with how to make snowflakes - ‘That’s going to be tricky’, observed one. ‘But we like our brains to bend though, don’t we?’ responded the head. Nods all round.

No shortage of physical activity despite the constrained site. PE and dance up in the top floor gym but the boys also do tennis, cricket or rugby one afternoon a week at dedicated grounds just beside the senior school fields (complete with mini pavilion). Weekly swimming too in the seniors’ gorgeous pool.

School ‘knows when the big life events are happening’, with badges for birthdays or babies (‘I’m a big brother again’). ‘You get the sense they genuinely care.’ Kindness really counts here, with playground pals and wellbeing champions elected by their peers. ‘The boys feel safe’ and ‘totally embrace the need to be kind and collaborative’, agree parents. The behaviour management system is feelings-based, with an emphasis on teaching emotional literacy. ‘All feelings are okay, all behaviours are not’, says the head, and we heard no reports of bullying or meanness. A bevy of cuddly dinosaurs represent different positive learning characteristics, eg Team-rex, Tryatops, Askaraptor, and pupils covet stickers awarded for exemplifying these. Head sees ‘inclusivity and collaboration as superpowers’ and greeted one lad sprawled happily on the carpet with a smile. ‘It’s very important that the boys feel happy, relaxed, appreciated and part of a community,’ she said. There’s even an ‘affirmation station’, a mirror encircled by positive phrases (‘I am brave’, ‘I am me’ etc).

Parents welcome the ‘really quite remarkable’ range of before-school clubs. Almost everyone does several — and why not with so much fun on offer? All staff lead at least one club, most three or four. We met five-year-olds bouncing with excitement as they practised taekwondo, eco-club hard at work making bird-food cakes for the eco-garden, budding artists conjuring beautiful winter scenes. Horrible histories club was in full swing discussing Henry VI and the Wars of the Roses with impressive knowledge. Correspondence club had written to the King to ask for bones found in the Tower of London to be tested, but no reply yet – ‘We’ll give him a few weeks then write again’, they agreed. Plenty of stimulating trips too, including the water and steam museum (guaranteed entertainment).

Boys are friendly and articulate (‘Oh good, here’s the visitor!’), tumbling over each other to tell us all about school, demonstrating bee-bots used for coding and, when told it was time to go off to cookery class, chorusing ‘yay!’. Very proud of their four houses (perfectly named Griffin, Sphinx, Dragon and Pegasus) and helped design the house shields. They’ll dress up at every opportunity, eg Hallowe’en, world book day, cultural festivals – with emergency costumes in the head’s office in case anyone forgets — and no-one bats an eyelid at donning a Cinderella outfit. Strong sense of social responsibility evident in the year 2s, who explained how they help the wider community (eg drawing Christmas cards for local care home residents). Pupils clearly love their school, agreeing that ‘you can be shy here’ and ‘if you come to school sad, you’ll leave happy’, a view endorsed by parents - ‘It’s a real joy to see how confident my son has become’.

Diverse, well-to-do, professional families who live locally and value the all-through nature and ethos of the UCS Foundation. It’s ‘an amazing community’ with plenty of opportunities to get involved, eg giving talks to pupils about cultural festivals. Form reps ‘very good at organising get-togethers’, we also heard. Parents love regular video clips posted on the Seesaw app — ‘it gives a great insight into their activities’. Only recurring gripe is the lack of school meals, but parents understand that there’s no space for a kitchen and are (more or less) resigned to the daily core of making packed lunches.

The last word

A very well run school with a family feel, it excels in producing delightfully well-rounded and academically well-grounded boys. Everyone loves the warm and nurturing environment and it’s easy to see why parents ‘couldn’t be happier about the school’.

Special Education Needs

10-09

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