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What says..

Beautiful entrance hall with roaring fire adds to the impression of arriving at a country house hotel; one specialising in modern art - it's everywhere, and extremely good. Feels happy and free - described by one parent as a 'tree climbing education centre.’ There is a distinct feel of Famous Five here. No uniform promotes the homey feel, although the strict dress code prevents a grungy look. There’s no label competition here - ‘they ruin clothes at school, so don't send them in anything good,’ said one parent wryly. For prep age children, they are astonishingly…

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What the school says...

Windlesham is one of the country's leading and oldest IAPS co-educational boarding and day preparatory schools. Set in 60 glorious acres on the South Downs, in West Sussex, the school is within easy reach of the Brighton, Horsham and Chichester districts, just over an hour from Central London and close to Gatwick and Heathrow airports.

Established in 1837, Windlesham was one of the first schools in the country to be established as a preparatory school and in 1967 became the first IAPS co-educational school.

Windlesham children are happy, open and interested in learning new experiences. Whilst academic excellence and success is a high priority Windlesham provides a warm, secure, caring and very happy family atmosphere. The Headmaster, Richard Foster and his wife Rachel put every effort into getting to know well each and every child and derive enormous pleasure in seeing children flourish in what is a wonderful environment and an unrivalled setting.
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What the parents say...

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What The Good Schools Guide says

Headmaster

Since 2007, Mr Richard Foster, head at Pembroke House School in Kenya, then at St Anselm’s in Derbyshire for 14 years. Thoughtful, warm, much liked by parents and pupils. Incredibly busy wife Rachel is in charge of everything pastoral - parents give Rachel a ring and she races around the school to find the relevant child and tend to it. Three grown up children. Both Fosters refer slightly wistfully to Kenya as home and enthuse pupils with love for the region. Windlesham is the most child centred school Mr Foster has ever taught at - though he is careful to point out (perhaps with the more conservative parents in mind) that ‘children [here are] liberated - not liberal.’ In his 50s and will stay at Windlesham until retirement. Still teaches, and randomly covers all...

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Special Education Needs

At Windlesham we cater for a broad range of abilities including the very talented and academically able children and those who may need learning support. Our curriculum is designed to meet the requirements of the Independent Schools Examination Board with their Common Entrance exams taken at 13+. We do have a number of children with special needs and aim to provide them with appropriate help, but these children must be of average ability or they are likely to find the broad curriculum too demanding and not appropriate to their needs. We assess the children briefly before they join the school (normally when they have an overnight stay) and we hope that any existing special needs will have been discussed with us by the child's parents. Once we have had access to any existing reports (e.g. from previous schools or from Educational Psychologists) we can arrange a programme to suit their needs. We have a team of specialist teachers, under the Head of Learning Support, who give a mixture of individual or small group lessons to the children. The number of lessons will vary according to need and to our resources. We offer support with reading, spelling, written language skills, handwriting, word-processing, touch-typing, maths, visual perceptual training, speech and language and occupational therapy and counselling. We make a charge for these lessons, and details are available on request. Other children, after an initial settling in period, may be identified by subject teachers as having some areas of difficulty and this leads to discussion with the Learning Support Department. In October, we give all children NFER Verbal and Non-Verbal Reasoning tests, Maths, Reading and Spelling tests and these will help identify any areas of concern. After observation and discussion with the child's teachers we may give a child diagnostic tests to ascertain where the problem lies. We will inform parents at this stage and discuss the support that may be needed. It is possible to arrange a full, in-depth assessment by a visiting Educational Psychologist who will make recommendations for the child's educational programme and we do have the services of a Speech and Language Therapist and Occupational Therapist when required. All children have a right to a broad and balanced education and we aim to provide the necessary support for each child. This is in line with the government's Code of Practice for the teaching of children with special needs, which emphasises that the needs of the children are paramount. In order to do so, many of the children requiring Learning Support do not study Latin, as this is an optional subject at Common Entrance. We use this time for support lessons. Learning Support lessons can also take place in the lunch hour, outside lesson time and, in a few cases, during other lessons in non-examined subjects. 09-09

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