Felsted Preparatory School A GSG School

Sports

Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.

What The Good Schools Guide says

Head

Since 2022, Mrs Miranda Norris BEd. Previously a Dulwich College stalwart, working at the group’s Suzhou, China and Singapore schools as junior school deputy head, returning to the UK as head of the DUCKs pre-prep department before the move to Felsted. Her career has also taken in posts in a state primary school in Neston and Wetherby Prep, where she was director of studies, with a stint in an Indonesian British school in between.

Fits in some occasional English teaching (‘my passion’). As befits a former PE specialist, she’s an everywhere all at once kind of head, say parents. ‘She’s at sports matches, concerts and also very available to pupils, not tucked away,’ says parent. Was just about to fit in three events on a single Saturday when we visited – harvest festival, an open event and ‘fun for funds’ charity event, where she was pelted with wet sponges. ‘Just so much fun,’ she says and clearly means it.

Unsurprisingly has many innovations up her sleeve though wisely recognises that some much-loved traditions are best left untouched or at least approached with caution. (Wise leaders listen to others, she says.) So Harry Potter-style Christmas feast has been reinstated after attempt to replace it with a buffet went down like a Weasley twins’ Puking Pastille, while unremarkable small hut has been temporarily reprieved from threat of demolition owing to mythological status as year-round home to Santa and his elves. Other plans range from strengthening competitive swimming and sustainability (china cups now feature at match teas).

Vivacious, outgoing, describes herself as high energy, something clocked by pupils. ‘Quite good at organising,’ says one, kindly. ‘Works really hard for the school,’ agrees another.

Unlikely to be resting on her laurels (or anywhere else) any time soon. Fittingly, enjoys some suitably energetic wild swimming in her (presumably limited) spare time.

Entrance

For reception, stay and play session year before entry, taster day up to year 5, then formal assessments. Around 30 places in year 7 for external candidates. Recommend early discussions where a child has special educational needs – will read reports and may visit current school if local. Extensive bus service from year 4, taking in outer fringes of London (hardy souls need to be prepared for a 12-hour day) and a range of nearby towns – Bishop’s Stortford, Braintree, Chelmsford and Coggeshall.

Exit

Almost everyone who wants it (and most do) has an automatic senior school place. No longer prepare pupils for entrance to other schools. If Felsted senior school wouldn’t be right for a child who is struggling to access curriculum, will have an early conversation and suggest looking elsewhere.

Our view

It’s a glass-half-full life at this energetic prep school. ‘I am exhausted but the school day doesn’t seem so long because we have so much fun – it feels as if we’re having one big play date,’ said one pupil, brightly. Other children of all ages enthusiastically making full use of large climbing frame between the end of afternoon lessons and the start of the next high-octane phase in their day would no doubt have agreed.

While there’s no breakfast club for day pupils (yet – we’d be surprised if school wasn’t considering it), even the youngest pupils can enjoy ‘early start’ arrival at 8am and stay on for after-school clubs. Many – street dance, ballet, football, karate – of a dynamic nature; chess, computing and French offering a bit of a sit down. Day stretches with seniority, ending at 5.45pm four days a week in years 7 and 8 (includes prep session, enrichment and activities), when Saturday school (optional in years 5 and 6) also becomes compulsory.

Life here starts small scale with two forms each year up to year 6, rising to five in years 7 and 8 and a corresponding increase in class numbers, from 16 in reception to a maximum of 20 in top two years. Main teaching buildings, big on corridors (one boasts two side-by-side compare-and-contrast versions), occupy a relatively compact area on this attractive and spacious site just across the road from the senior school. Nicely proportioned, it’s big enough for each educational phase, most comprising two years, to have their own generously sized base, small enough for well-equipped spaces like the well-stocked library to be within easy reach. Original school room a short walk away (the only part of the original school to survive), now used for prep music.

Some specialist teaching from the start (Spanish, PE and music lessons from reception), gradually increasing as pupils move up the school. Years 7 and 8 are eased into life across the road, with some core subjects taught by senior school staff, French, German and Latin added to the curriculum (strong through the school) and more responsibility, from planning charity events including litter picking to reading with reception children. Particularly good for pupils who ‘can still be a bit lost’ at the end of year 6, says school.

Approach to academics, even from early years, is evolving under Mrs Norris’s leadership with greater emphasis on self-questioning and enquiry-based learning and very definitely no ‘wall-to-wall worksheets’. Prep and senior school curricula are increasingly dovetailed, particularly in the top years. ‘When pupils move… from the prep, there’s never a sense of [repeating work] or starting again.’ Even displays have to earn their keep, not just pretty faces (or scalloped borders) but ‘the third adult in the classroom’. Excellent term-by-term summary of subjects and content available online.

Parents praise the ‘brilliant teachers’ who recognise ability, whether under hidden under bushels or otherwise, academic enrichment providing appropriate stretch without the stress. Pupils – natural, open, friendly with no sense of being on show (parents ditto) – were impressively clear about what works for them. In a year 5 maths class, children talked about using column methods and times tables to ‘get more correct answers’, while year 8 children in a DT lesson were enthusiastic about new project (teacher even more so) – designing cases for bluetooth speakers. ‘I love design,’ said one.

Teachers ‘walk round the room to make sure everyone is involved’, are ‘friendly and nice’ and, even if strict, it’s ‘in a good way’. There’s a judicious blend of technology (fun online games to check understanding) and writing (rough drafts on the computer, fair handwritten versions). ‘You plan, then write and keep,’ says a pupil. Top of children’s wish lists would be less desk-bound learning and more movement and interaction in the longest lessons (up to 50 minutes from year 3). Mrs Norris confirms that she’s already on the case, as demonstrated by a recent year 2 project about the Great Fire of London, complete with a real (forest school) fire.

Games, taken very seriously through the school, are also a high point for many pupils. ‘Very, very fun,’ said one, to chorus of agreement. Include core sports of rugby (boys), hockey, netball and cricket (co-ed), which start from around year 3 with top talent recognised early (Essex Cricket recently snapping up several promising girls). Longer lessons to allow more time to change would be on many pupils’ wish lists.

Productions, plentiful and lavish, are equally enjoyed, staff singled out for praise for industrial-scale costume creation (120 blazers for production of Matilda) and ability to talent spot. ‘If they see a musical child and think they can do well at a musical instrument, will see them through.’ Around 50 per cent of pupils have instrumental lessons. Every year 3 pupil can learn a string instrument, brass added in year 6 though no limits – ‘bassoon to the ukulele,’ says the school. Many pupils take LAMDA exams (carrying on into the senior school) and dance is also popular with pupils performing to parents as ‘enchanting, tiny caterpillars,’ says Mrs Norris.

Similar commitment from four-strong learning support team (one full, three part time), including several with specialist qualifications in autism and dyslexia. Good in-class academic support in core subjects (English, maths and science) from specialist teaching assistants who move between classes – can’t offer one-to-one learning support in class. Seeing greater requirement for speech and language support post pandemic (therapist visits weekly). As at the senior school, support is designed to help a child manage on their own. ‘We want to get to the point where children feel comfortable with themselves, knowing that a neurodiverse way of thinking is a strength,’ says head. Parents, who can share experiences at the termly neurodiversity café were positive, as were pupils. ‘Very inclusive.’ ‘If someone is struggling they will always help.’ ‘You can tell the students that go there because they get better at the subjects.’

School-wide approach to poor behaviour similarly starts considering possible underlying causes including SEN, anxiety or unhappiness before sanctions are considered. Prep pupils can make use of the senior school wellbeing centre or share concerns informally with a member of staff. ‘We’re building a relational school, coming away from punitive methods,’ says the head. Involves ‘conscious kindness’, not an easy ride, she feels. Parents agree – but say it’s worth it. ‘Have to notice and comment on all the positive things that people do. Hard work but makes a big difference.’

Boarders

Weekly, flexi or full boarding from year 5 in single prep house (Hamilton) on first floor, running the length of the main prep building. Only eight boarders are full time (have capacity for 60), school taking the logistical headache of managing 115 flexi and weekly boarders, some there for just one night a week, in its stride.

Biggest surge in interest in years 7 and 8. Rooms sleep between two and 10 boarders (no individual rooms), a mix of bunk beds and singles, cheerful and clean – ditto the loos and showers. Greater perks – such as more storage – for full boarders, oldest sometimes joining forces with year 9 senior school pupils for activities and outings at weekends.

Boarding is hugely enjoyed. ‘Children are the ones asking to board,’ confirms parent, with any borderline converts won over by highly successful trial nights. ‘It’s like school but not school,’ said pupil, attempting to explain the appeal. Other highlights range from the food (‘lovely’) to ‘extra sport’, ‘running round the field’ and ‘chatting after lights out’.

Money matters

Offer scholarships and honorary Mary Skill awards in year 7 and can then apply for additional means-tested financial support.

The last word

A purposeful but low-pressure school that genuinely puts pupils’ needs foremost. High energy levels a definite plus – our advice to any fairy godparents wondering which quality to bestow on a prospective pupil here would be to opt for stamina and lots of it.