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Vinehall is non selective, but feeds a number of the big name senior schools by focusing, the head says, on high quality teaching, small classes (around 15) and high expectations. ‘We are incredibly strong with slower attainers’, he said. Parents too were keen to emphasis this: ‘irrespective of level, they cater for your child … differentiate [between abilities] ... and the kids are unaware’. Pupils are clear that ability doesn’t matter: ‘as long as...'

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What the school says...

Vinehall is a school with a very friendly family feel, mixing family values with a modern, forward-looking approach, promoting a positive, 'have-a-go' attitude and strong communication skills. There are plenty of opportunities to take on responsibility and there is an active school council. The atmosphere is friendly and purposeful and all kinds of achievements are celebrated so that each child can feel valued within the community. The school provides outstanding facilities, including a theatre, gymnasium, a magnificent sports hall, indoor swimming pool, golf course, all-weather pitch, 50 acres of grounds in the beautiful Sussex countryside and an impressive library. Boarding is a popular option especially in the final two years and the door is open to highly sought after places in major Public Schools when children move on at thirteen. The school's musical and artistic traditions are strong, with plenty of opportunities for performance and display. The sporting record is excellent and all pupils are encouraged to represent the school. Although non-selective, academic standards are high, and Vinehall is proud of its outstanding scholarship record to a range of well-known Public Schools. A beautifully designed, purpose-built nursery and pre-prep are on site close to the main building. ...Read more

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What The Good Schools Guide says

Headmaster

Since 2017, Jonathan (Joff) Powis (BSc geography, Leeds) married to Liz with four children at Vinehall. Previously deputy head at Papplewick. A family man - we saw assorted wellies lying on their sides in his study. Opens school doors to families too - welcomed everyone to play in the grounds when it snowed.

One of his first priorities was to find more time for pupils to play, which he has done by extending break times and cutting back prep (quality, not quantity). Parents approve: ‘Brilliant … new energy, new ideas ’; ‘Very present … can talk to him. Open door policy … encourages people in’. Pupils say assemblies are fun and describe Mr Powis as ‘kind and supportive’. More importantly still: ‘he brought conkers to the school’.

Entrance

Non-selective. Taster day or...

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Special Education Needs

In line with The SEN Code of Practice provision is made on a withdrawal basis for any child who fails to make consistent progress in reading, writing, spelling or maths. This includes assessments for strengths and weaknesses, and on-going monitoring. The overall aim is to enable children with special educational needs to gain access to the curriculum and help them succeed and gain confidence by using appropriate learning strategies. Other Specific Learning Difficulties - Sensory Processing Disorder. 09-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
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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