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OPEN DAYS AND VIRTUAL VISITS
Discover more about Royal High School Bath and the outstaning opportunities we can offer your daughter.
ROYAL HIGH SCHOOL BATH RAISES MONEY FOR LOCAL HOSPITAL
Staff and pupils from Royal High School Bath presented their local hospital, RUH, with a cheque for £2,855 at their Prep School site, located just five minutes away from the Royal United Hospital.
The money will go towards Artsparks on the children’s ward - part of the RUH’s Art at the Heart campaign - which helps to provide art workshops for young patients and their families and carers.
PASTORAL CARE AT ROYAL HIGH SCHOOL BATH
As part of the GDST, we pride ourselves on being experts in the pastoral care of girls and know that girls achieve their best and are most motivated to learn when they are happy and feel supported and valued.
We take mental and physical health and well-being very seriously at Royal High School Bath and have a comprehensive pastoral structure in place throughout the School.
We specialise in helping girls to work their way through issues with robust tutoring, one-to-one meetings with Heads of Year, an extensive network of staff who will support your daughter through her school journey including our Wellbeing Angels, counsellors and a nursing team. In addition, our Boarders are supported by their House Mistress, Matron and Boarding Assistants who act as family for students during the term time.
We also run a Peer Mentoring programme for which we are recognised as a Beacon School by the Mental Health Foundation.
We want every girl to enjoy their time at Royal High School Bath, achieve their potential and make their mark on the world.
WELCOME TO A NEW MODEL OF SENIOR SCHOOLS FOR LONDON
London Park School Clapham opened in September 2023. It is the first of an exciting new group of schools offering an innovative approach to secondary education in London. In the coming months, the school will move to its permanent home, located opposite Clapham Common, where it will offer an education that is broad-based, thematic, cross curricular and hands-on with the nurturing feel of a small school.
London Park School Clapham
Temporary site: 3 Garrad’s Road, SW16 1JZ
Permanent site (from April 2024): 7-11 Nightingale Lane, Clapham South, London, SW4 9AH
OPEN EVENTS
We are really looking forward to welcoming you to London Park School Clapham. If you are interested in a 2024 place for 11+ or 13+ entry (Year 7 or Year 9) – or to see if there may be occasional places in Years 8 and 10, please contact Tash McDonald, our Admissions Manager on [email protected] or call on 020 8161 0301.
London Park School Clapham Open Events 2023-24
London Park School Clapham opened it's doors at it's newly refurbished site, 7-11 Nightingale Lane, SW4 in April 2024.
Friday Coffee Mornings and Limited School Tours
Our regular ‘Come and meet the team’ coffee mornings on Friday mornings run from 9-10am using the facilities of our neighbour, Audley Place at 3 Nightingale Lane, SW4 – next door to Clapham South. These are an informal way to meet the Principal, Head and Staff and learn a little more about our school next door.
When: 9-10am each Friday morning
Academic Excellence
Our pupils will have a broad and balanced curriculum starting in year 7, leading through to GCSEs and ultimately, with the option to move across to London Park Sixth Form, A Levels too. Academic success is ensured though high quality and personalised teaching, an innovative curriculum and excellent pastoral support.
Pastoral Care
Nurturing and supporting our pupils is central to everything we do at LPS. As a part of the wider Dukes Education family, The Dukes Young Leadership Programme will be an integral part of each pupil’s curriculum, developing confidence and transferable skills for the future.
Beyond the Curriculum – Making the most of being in London
We are not constrained by our subjects or the walls of our buildings. We make the most of being in central London whether that’s galleries, sporting opportunities, museums, open spaces, lectures, historical events, the west end or other cultural exploration.
Read our London Park School Clapham Pre-Registration Ofsted Report
OPEN DAYS AND VIRTUAL VISITS
Visiting King Edward VI is an essential part of the admission process and we look forward to showing our school. Visit the website via the link to find out more and to book.
View our Sixth Form prospectus here.
At King Edward VI school, we encourage our pupils to flourish in many ways:
Flourish in achievement
- Laying down a foundation of wellbeing, so that every pupil will exceed their own expectations both in and outside the classroom.
- Providing a varied, rigorous, balanced and exciting curricular and co-curricular programme to inspire learning and engagement for all.
- Offering lessons and learning experiences that challenge assumptions, foster creativity and promote independence.
Flourish emotionally
- Recognise that all progress in education relies upon the good mental health of everyone within our community.
- Foster in every pupil a strong sense of self-worth, supported by an outstanding pastoral system.
- Nurture our pupils so that they engage positively with their emotions, developing emotional resilience.
Flourish with engagement
- Encourage all pupils to explore their potential in everything they do.
- Offer opportunities to pupils of all ages to develop their teamwork and leadership skills.
- Recognise the importance of co-curricular activities as a means of promoting positive engagement.
Flourish in relationships
- Put kindness at the very centre of our community.
- Understand that healthy relationships with others is key to happiness.
- Teach our pupils to empathise with each other.
ACADEMIC EXCELLENCE
King Edward’s has an outstanding record of academic excellence and achievement. It is amongst the top co-educational independent schools in the country. We encourage students to develop a life-long love of learning supported by a disciplined yet enjoyable approach to their studies.
The teachers are highly qualified, talented and dedicated. They give pupils the skills and confidence to fulfil their potential, focusing on the pursuit of excellence and individual achievement. Small teaching groups, supported by the very latest technology and modern facilities, make for a demanding and stimulating learning environment where everyone can thrive.
The curriculum follows the normal path to GCSEs in Year 11 and A-Levels in the Sixth Form, but every effort is made to teach according to pupils’ abilities, and to stretch our pupils beyond the demands of the syllabus.
The fee, as of Autumn Term 2024, is £21,294 per annum. This is paid via three termly payments of £7,098.
YOU’RE HIRED! ASHVILLE PUPILS IN THE BUSINESS OF WINNING
Lord Sugar may have chosen his new business partner for 2024 on the BBC’s The Apprentice this week but Ashville could well boast a few budding entrepreneurs who could give Harrogate gym owner Rachel Woolford a run for her money.
A total of 15 Lower Sixth Formers formed two teams to participate in this year’s LEAP challenge.
The programme run by the registered charity encourages pupils to set up their own firms, raise their own share capital, make or choose a product, formulate a business plan and then market their wares so they sell as much as they can.
But it’s not just about a quick profit – along the way, young participants learn skills preparing them for later life and perhaps a slot of their own on The Apprentice in years to come.
Back in September, Ashville’s entrants founded Zeda Accessories, a jewellery business, and Luminate, who purchased and sold neon lights. Since then, they’ve encountered and worked around many of the issues any new business may face.
Zeda chose to pitch their first stall at the Bonfire Night, which offered team members opportunities to learn more about time management, staff and product resources.
However, both teams were also represented at the LEAP Christmas and Valentine Trade Fairs held at the Merrion Centre in Leeds, taking early starts, cold conditions, poor footfall and reluctant purchasers in their stride.
Luminate won second prize for their performance at the Christmas fair, although both groups upped their game considerably for the second in February.
But it was Luminate’s sales in school which boosted revenue to over £1,000 and solid presentations at the LEAP Awards Evening at Allerton High School netted them a total of four prizes – best logo, best 30-second video advert, best marketing and best company report – as well as the accolade of the 2024 overall winners.
Judith Grazier, Ashville’s Future Ready Co-ordinator, said all 15 pupils who took part in the 2024 LEAP challenge should be proud of what they achieved:
“From a cohort of 24 companies and 230 students, Luminate deserve to be delighted with their success – but it’s not all about winning,” she said.
“All of the participants took part with energy, commitment and resilience and they have all learned something about themselves, whether it be their tenacity, their ability to encourage others, to set priorities, or overcome problems and challenges.
“Each one of them can be very proud of their performance this year. Their experiences will provide practical examples of their strengths and the manner in which they can add value to any future environment. It has been an absolute pleasure to work with both companies this year; they have truly been an excellent cohort!”
Rhiannon Wilkinson, Head of Ashville College added:
“We’re delighted all of our students have not only had the opportunity to learn that skill through the LEAP programme, but have also enjoyed the rewards which come hard work and commitment.
“Academic success is important, but it doesn’t necessarily define us for the rest of our lives. It’s programmes like LEAP which help to ensure pupils leave Ashville with experience in listening and speaking, problem-solving and creativity, aiming high and staying positive, leadership and teamwork – all fundamental to our own Future Ready programme.”
STAFF SPOTLIGHT: ANDY HART
We are delighted to introduce our new Year 6 Class Teacher.
Mr Andy Hart is a former veterinary surgeon and has spent more than a decade living and working in Tanzania. We met him in his first week to find out more.
How are you settling in, Mr Hart?
It has been lovely. I’ve had such a great welcome from the children, staff and parents.
I hear you have also recently been on-site in another capacity?
That’s right. At the end of last term, I came in to Prep School to give a STEM (Science, Technology, Engineering, and Maths) talk about what I got up to working in rural development over ten years in Tanzania, from 2001 to 2011. The pupils were fascinated by the edible insects that we were reintroducing to malnourished children’s diets to try and give them extra protein sources because they were too poor to be able to adapt their diets with more conventional foods.
Can you tell us a bit about your professional background prior to Ashville?
I graduated from Cambridge with a degree in Veterinary Medicine and a masters in Zoology. I then worked in mixed practice in Harrogate, Wharfedale and Nidderdale for three years before taking a masters in Tropical Veterinary Medicine at Edinburgh University. I then trained with CMS and moved to East Africa at the request of the Archbishop of Tanzania to work as a veterinary surgeon in rural development in the Iringa region of Tanzania. Several successful development projects I set up and ran in both rural and urban areas continue to operate today, such as a safe water programme, renovated cattle dip tanks and micro solar. In 2003, my wife Susie founded Neema Crafts, which provides training and employment opportunities for over 100 people with disabilities in Iringa, and I co-directed the charity with her during our time living in Tanzania.
Our return to the UK from Tanzania was always on the cards but we had to come back a bit more suddenly because our house sadly burned down. I decided to move into education, so I did my PGCE at York St John University and got my first job at Highfield Prep School. Mrs Wilkinson even interviewed me as she was Head there at the time! I taught at Highfield for ten years, and alongside this assisted in setting up the charity Artizan International with Susie to establish new social enterprises for adults with disability overseas, in Peru and Ecuador.
I really enjoyed my time at Highfield, but I contracted Covid during the pandemic. Due to long Covid I was off work for a while. I attempted a phased return, but it was too soon, so I made the decision to leave to let myself fully recover. When I knew I was well enough to be able to work again, the job of Year 6 Class Teacher was advertised at Ashville. It was definitely a case of ‘right time, right place’. I knew Ashville well already, having worked just down the road, come here for school cricket fixtures, and given various talks here about my work in Tanzania. I was also good friends with Tim Cundy, a former Head of Sixth Form who sadly died from cancer in December 2022.
Why did you choose to retrain as a teacher?
During my time in Tanzania, I was increasingly drawn into the world of education. A significant part of my role in development was adult education in the villages, delivering workshops and seminars on development projects, for example. I also became a governor and treasurer of an international school in Iringa, and because of my education credentials, became involved in all manner of things, including the development of its International Baccalaureate (IB) curriculum and moving to the Cambridge exam board for GCSEs. We were a fairly small expat community, so I ended up being ‘the expert’ drawn into everything from primary education to A Level. I absolutely loved it. I was also invited to be a guest lecturer for the University of California on their International Veterinary Medicine and Conservation masters course, taking groups of students out on field trips in the villages.
On my return to the UK, I was initially thinking about going back to veterinary practice, but so much had changed in ten years. When I left veterinary practices were very much of the ‘James Herriot’ style – they were owned and run by vets, and you were part of the community. If someone couldn’t afford treatment, you could decide to waive some fees or find cheaper options. Now, nearly every practice is owned by big companies, so vets now work for a corporate body, profit margins are more important, and fees can be extortionate. Having worked for so long among some of the poorest in society, I couldn’t face returning to a profession that had become more focused on making money than the community it serves.
I looked at a few different career options, including university lecturer and secondary school biology teacher. Both would have been great, but I had loved the breadth of working in Africa. Primary education offers that breadth and the opportunity to spend much more time with the children.
What subjects are you particularly passionate about and how would you describe your teaching style?
I am specialised in Science and Maths because of my background, but I love all the subjects, from English to Geography and everything in between. I enjoy storytelling, and how you can capture someone’s attention and interest by sharing a story with them on a particular topic. You can also throw in lots of interesting and random facts. We’ve been looking at metric measurements in Maths this week, which has led to discussions about: how the metric system took over from the imperial, the battle for the Prime Meridian between the Paris Meridian and the Greenwich Meridian, how the French only agreed to Greenwich if Britain agree to move across to the metric system, and how the original metre is held in a vault in Paris! All those things add such depth and detail and I love how you can do that across all the subjects.
Have the children asked about your background as a vet?
Oh yes! They are also excited about Veterinary Club, which starts next Thursday. In the first session, we will be doing heart dissections, and in the future, we will cover the features of animal skulls, X-rays, how to suture, and all sorts of other things!
What will be your priorities in your first term at Ashville?
Working with the children will be my main priority and supporting them to do their very best. I was the Maths lead in my previous school, so I will be working with children of all abilities to get them really confident and enjoying Maths. Hopefully by the end of the year those who aren’t confident now will think, “Yes, I can actually do this!” and the top performers will have had plenty of opportunities to push themselves forward.
And longer term?
I have many years of experience working with poor communities and charities, as well as in school fundraising, so I am looking to get involved in the Prep School’s charitable activities. I think of charity work as a network that grows and grows as more people get involved, to a point where everyone wants to do something to help. I have seen first-hand the difference in mindset between throwing a coin in for a non-uniform day and charity giving becoming part of a school community’s DNA. I have seen children forego presents for their birthday and raise £5,000 for charity instead. I have witnessed the most materialistic, designer brand-obsessed kid in class taking the shirt off his own back for a child wearing rags in Uganda, before requesting to sponsor that child with his family’s support. Those pupils I refer to are much older now, nearly adults, and they’re still living for other people in a way that they might not have done if they hadn’t got involved in charity at such a young age. Charity work really does transform both the giver and the receiver.
How do you spend your time when you’re not working?
Mainly with my family. My youngest daughter is 19 and has Down’s syndrome and learning difficulties so we spend a lot of time supporting her. My eldest is a scholar at Oxford in her final year, so it has been an interesting dynamic for our family to have children at both ends of the academic scale and ensure they both get the best opportunities life can offer.
I am still involved with the charity we run, Artizan International, and I am also writing a book! I used to tell a lot of stories about my experiences in my old school and some of the Year 6s came up to me in the playground before they were about to leave and said: “Mr Hart, can you write all the stories you told us down in a book? Because when we’re older, we want to read them to our children!” It’s going to take a while – I’ve done about eight chapters and I’ve got about 50 other stories to put into it – but I am trying my best to honour their request!
PUPIL SPOTLIGHT: MEET CONNIE, TOM AND ROSE
For the first College newsletter of the Summer term, we caught up with three Year 11s about the process of ‘Sanhedrin’. This is an opportunity for Ashville pupils to reflect on their progress, plan for their GCSE examinations and prepare for their future beyond exams.
Hear from Connie, Tom and Rose.
How long have each of you been at Ashville?
Connie: I joined at the start of Year 10.
Tom: I’ve been here since Year 7.
Rose: I also started in Year 7.
Before you went through Sanhedrin, did you know what it was?
Connie: I was aware that there were going to be conversations about GCSEs before I heard the term ‘Sanhedrin’. I asked some older pupils about it and what I should do to prepare, and they helped put me at my ease. They said it would be a relaxed chat and an opportunity to be honest about your grades and where you’re heading. Some people were a bit nervous, but having gone through the process now I can tell you it’s absolutely nothing to worry about. Quite the opposite, in fact!
How would you explain Sanhedrin to a Year 10 pupil or younger?
Tom: It’s a meeting with the Head to look back on how you’ve done in your mocks and talk about what you might be able to achieve in the Summer. It really is quite relaxed as Connie said. I’m sure some people might think, “Oh, gosh, it’s a meeting with the Head!”, and be daunted by that but think of it more as a chat about how you feel things have gone so far and how you can do your best in your exams.
What was speaking to the Head like?
Connie: It was really positive. It reminds you how much people care and that everyone at Ashville wants you to do well. When the Head knows your name and what you’re studying and asks what you want to do beyond Ashville, it’s incredibly motivating.
Rose: I’ve spoken to her before, in passing at concerts and other events, but this time it was a proper one-to-one, which was nice as you don’t often get that opportunity in everyday school life.
So, what are your plans from here?
Connie: I haven’t decided exactly what I’m going to do career-wise, but I have a keen interest in Sports and Food and Nutrition. I don’t think I would have had the opportunity to get as immersed in those subjects if I hadn’t come to Ashville. I would like to focus on these subjects in the Sixth Form.
Tom: At the moment I’m focusing on getting the best grades I can at GCSE. I’ll see what I come out with and decide from there. I would like to go to university, possibly whilst doing a property related apprenticeship.
Rose: I am not sure yet either, but I’ll probably go down the History route as it’s the subject I’m most interested in. It was especially valuable talking to Mrs Wilkinson as she studied History at Oxford, and her husband also did History. This allowed me to gain an insight into what studying History at university is like in practice.
Thinking about these goals, in what way has Sanhedrin helped you with them?
Connie: It has made think about the future a lot more. It was a positive experience, but it also gives you the sort of wake-up call you need at this stage: your exams are coming up and you need to look at the next steps you want to take. At the meeting, the Head had a book of all the best universities and their requirements, so she could tell you where is best for a particular subject, what A Levels you need to study, and the grades you have to achieve to get in.
Tom: It was helpful for me to talk to the Head because she assured me that I had a good plan and that I can achieve it based on where I am now. I feel a lot more organised now.
Rose: It was incredibly valuable for me to speak to the Head because she studied History, but it was also good just to discuss different ideas and plans and to feel relaxed enough in her company and that environment to do that. Talking out loud about your plans makes things more real and practical.
Will you be staying on for Ashville Sixth Form?
Connie: Yes, definitely. I can’t imagine myself anywhere else. I enjoy the lessons. We have a really nice year group in Year 11 and I get on very well with my teachers. There are so many opportunities too, including additional courses you can take alongside your A Levels and all the trips, of course! I don’t have a reason to leave, and I get the academic support I personally need to go on to the next stage.
Tom: I am also staying. I agree the close relationship with the teachers is truly special. Everyone knows each other’s names and it is just a nice place to be.
Rose: Same here. Ashville has everything you need in terms of Sixth Form and all the teachers are amazing.
What has been your favourite memory of Ashville so far?
Connie: The Year 10 ski trip. It was quite soon after I joined so I was a bit apprehensive about going but I had such a good time and it helped me get to know my year group even better. I will always remember it and the teachers who went really helped make the trip what it was.
Tom: Mine is a trip as well! The Geography group have recently been to Iceland. Visiting the glaciers was incredible, as was walking around Reykjavik. It is so different out there.
Rose: My favourite memory is a trip too! We went to Greece and even though I personally don’t study Classics it was very interesting and I got a lot out of it.
What is your favourite thing about Ashville Senior School?
Connie: I value the connections I have made at Ashville, with everyone in our year and with the teachers. It’s because of the close community that I have enjoyed it here so much.
Tom: The sense of community I’ve gained through my love of sport and being on the Rugby and Hockey teams has been important to me, too.
Rose: The Senior School is special because there are so many opportunities for involvement and leadership, like with House Music and the Senior School Production. Events like that are quite fun because there is less emphasis on teachers telling you what to do and more on the pupils. You really need to work together, across the different year groups, to be successful, which gives you a real sense of ownership and makes you care more about what you’re doing.
OPEN DAYS AND VIRTUAL VISITS
Open Days at Sherfield School are designed to let you experience our school ethos and warm, family-friendly atmosphere.
MISSION AND AIMS
Our motto at Sherfield School is ad vitam paramus – 'we prepare for life'. This sums up our aim for our school community. Our mission is to educate reliable, honest and responsible young people who are reflective, engaged and dynamic and ready for the challenges of modern life.
We help our students to develop not only their gifts, but also their character, teaching them to work both individually and collaboratively. Our pupils learn to respect one another, contribute to the life of the school and celebrate their successes together.
Our core values:
- Learning through Innovation
- Pursuing Excellence
- Global Citizenship
- Growing by Learning
WHAT MAKES SHERFIELD UNIQUE?
Outstanding, all-round academic school
Active and creative school
School that educates children from all around the world
School that offers peer-to-peer learning and collaboration
Inclusive, family feel
Huge amount of parental support
Extraordinary, thriving enrichment programme
OPEN DAYS AND VIRTUAL VISITS
Experience the atmosphere of a school or nursery than to see it for yourself. Have a tour of our beautiful grounds and facilities and meet key members of our team.
At Holmwood House, we spark curiosity and ignite wonder in each child, through an inspiring learning environment and boundless opportunities for discovery and exploration that develop individuality, confidence and tenacity to reach their true potential, achieve personal success and be prepared for life.
OUR MISSION
We aim to instil a lifelong curiosity and quest for knowledge through a broad, rigorous and enriching curriculum that is anchored in our learning philosophy – the 5Rs. We encourage each child to:
- be resilient – with a sense of high self-esteem, self-worth and confidence in their abilities to achieve their full potential in all areas of a rich, diverse, broad and balanced curriculum
- be resourceful and reflective – with inquisitive minds, capable of independent and reasoned thought, adapting to an ever-changing world
- be responsible – for their own learning, respect others around them, adopt a proactive approach to care, courtesy and consideration and be aware of their own wellbeing and that of others
We aim to provide our pupils with the tools to develop an understanding of how to learn versus what to learn. Through encouraging ownership of their own learning, we believe our pupils are able to study independently; manage themselves; persist in face of difficulty; understand their responsibilities; and are as such able to reflect on their learning and personal development. We believe that these qualities are intrinsic to each child’s achievement and development.
OUR CORE VALUESLaetatus Sum or ‘I am glad’ is our school motto and the guiding principle of everything we do at Holmwood House. We firmly believe that providing a happy learning environment is the key to each child’s progress and success. This underpinning core value is evident through our strong sense of community amongst parents, pupils and staff. We strive to partner with parents to ensure that each and every child feels happy and secure to discover their true potential; we support and empower our staff to help each child develop into confident and curious learners; and we provide many opportunities for all members of the school community to come together and celebrate our pupils’ successes.
HOLMWOOD HOUSE EXTENDED ITS OFFERING TO WELCOME CHILDREN UP TO 16 YEARS OLD
Since September 2021, Holmwood House School, Colchester, part of the Bellevue group, extended its provision from up to age 13 (Year 8) to age 16 (Year 11).
This means that Holmwood House School will be one of very few independent schools in the local area offering GCSE provision.
The decision to increase the provision was made following surveys conducted with existing pupils’ parents. In consultation with the school, the senior management team at Bellevue Education analysed results, before making a considered decision that was in the best interests of the school and its community. Together with feedback from school staff, the result was overwhelmingly in favour of extending the school’s provision.
OPEN DAYS
Come and see us and find out what makes Badminton different. Our Open events give you the chance to look around, meet staff and pupils and get a real feel for Badminton.
WHY BADMINTON?
Bristol has its share of very good schools, and we know that choosing somewhere for your daughter isn’t easy.
So what’s different about Badminton?
Our history, our unusual ethos of teaching and learning and our careful balance of intellectual firepower with courtesy and support all set us apart. There is an important place in the world for strong female communities, and Badminton is one of these. We have excellent facilities and some of the best boarding and pastoral care provision of any school.
Girls at Badminton come from all over the globe and know that they can try anything, study anything, do anything, and they do. No one here is judged on superficialities, and Badminton girls rightly learn that their future can be anything they want it to be.
BADMINTON SCHOOL WELCOMES NEW HEAD, JESSICA MILES
The Badminton School Board are delighted to welcome Mrs Jessica Miles as the new Head of the School.
Mr Justin Lewis, Chair of Governors at Badminton said: “Mrs Miles brings with her a wealth of experience in leading girls boarding and day schools. She is a fierce advocate of single-sex education, particularly for girls, and we were impressed by her strong alignment to Badminton’s vision and values.”
Mrs Miles expressed her excitement of being the new Head at Badminton, stating: “I am thrilled to have the great privilege of being the new Head at Badminton; a School that has a remarkable history, a vibrant community, and at which girls know their individuality will be celebrated and their learning expanded far beyond the classroom. I look forward to stewarding this great School into the next chapter of its history.”
OPEN DAYS
Nestled in 11 acres of magnificent grounds, and tucked away from the hustle and bustle of city life is St Clare’s, a unique non-selective, independent school which welcomes boys and girls from 2 1/2 years to 18 years old.
We are by your child's side every step of the way. The benefits of being an all-through school are all-encompassing with wide-ranging advantages. As well as deliberately smaller class sizes, we provide an outstanding holistic education filled with rich and varied experiences that focus on social, emotional, physical and cognitive learning. This results in excellent academic outcomes alongside developing the agency, adaptability and positive attitudes that are needed to become responsible global citizens who can look after the wellbeing of themselves and others.
There's the added reassurance of being part of the Cognita global schools group with 100+ schools in Europe, Latin America, Middle East, North America and Asia.
Our Nursery holds the Daynurseries UK 'Top 20' Award for the last four years. Our Sixth Form is in the top 5% of top-performing A-Level schools in the UK for ALPS (A-Level Performance System).
Situated in the historic village of Newton, on the outskirts of Porthcawl and close to the glorious Heritage Coast, St Clare’s is ideally situated between Cardiff and Swansea with easy access to the M4 and A48 with minibus routes extending from Swansea Sainsbury’s to the west and Llantrisant to the east.
Why not contact us to arrange a personal tour and see for yourself what an excellent education St Clare's can offer your son or daughter. Call our friendly admissions team on 01656 789966 or visit our website. Our admissions team are always available during the school holidays, not just term-time.
TOP PRIVATE SCHOOL IN SOUTH WALES
GCSE Results
St. Clare’s School celebrated excellent GCSE results! St Clare’s has been delivering the English curriculum for GCSE examinations and not the Welsh which means that St Clare’s students sat the new reformed GCSEs in English Language, English Literature and Maths this summer. The new GCSEs will ensure that students leave school with the knowledge and skills they need to succeed in the 21st century. They cover more challenging content and are designed to match standards in the strongest performing education systems elsewhere in the world.
A-Level Results
St Clare's Sixth Form students celebrated another year of excellent A Level results, with 100% pass rate for the fourth year running and 34% at A* or A grades. Read more here.
BRAND NEW SIXTH FORM CENTRE FOR 2018
Work on our brand new Sixth Form Centre is currently underway this summer and we can't wait to show you round. With improved technology and state of the art furniture, it's going to be awesome!
At St Clare's Sixth Form we offer a unique 10 step programme to help students transition from GCSE into a world of more independent learning at A-Level. The programme is designed to help students learn how to make the most of their study time, giving them access to individual learning tools and a wide range of pastoral support to ensure that this crucial two years of study is a great success.
We are justifiably proud of our 100% pass rate at A-Level every year since 2014 and 100% of students went to university including many in the Russell Group (or gap year).
OPEN DAYS AND VIRTUAL VISITS
Meet the Headmaster, take a tour of the school with pupils and experience Quinton House life first-hand.
INSPIRING STUDENTS TO LEAD THE WAY
The School has a clear purpose which is to protect, nurture and inspire children. Our aims for all students:
- To provide a holistic education, tailored to the individual.
- To stimulate intellectual curiosity, nurture wellbeing and foster cultural understanding.
- Inspired by a culture of aspiration, we aim for our students to lead the way, demonstrate a broad commitment to service and develop a zest for life.
- For our students to become socially adept, resilient and virtuous, seeking opportunities to flourish as characters, living a life of purpose.
OPEN DAYS AND VIRTUAL VISITS
Join us at one of our next Open Events to find out more about Hydesville Tower School.
OUR ENRICHMENT PROGRAMME
"New experiences enrich children’s lives and help them decide where their interests and passions lie."
For one lesson a week the timetable is collapsed and given over to pupil enrichment. The programme draws on the interests and talents of our teachers and is a chance for pupils to enjoy pastimes that are beyond the confines of the examination curriculum. The activities are carefully planned to ensure there is something to appeal to all pupils.
OPEN DAYS AND PERSONAL TOURS
The best way to experience our wonderful school first-hand is by attending one of our Open Events, Nursery Viewing Days, or arranging a personal tour tailored to suit your schedule. During these events, you will have the opportunity to meet our Headteacher and classroom teachers, watch the students in action, and ask questions that will help you feel confident that your child will fulfil their potential with us.
Upcoming events include:
- Nursery Viewing Day - 18th April 2024, 9.15am - 10.15am
- Nursery Viewing Day - 2nd May 2024, 9.15am - 10.15am
- Open Day - Thursday 13 June 2024, starting at 9:15am with staggered arrival times throughout the day.
EXCELLENT RESULTS AT EVERY STAGE.
We take immense pride in the achievements and success of our pupils, both in the classroom and in their later exams.
Our results are consistently well above the national average at every school stage, with pupils achieving exceptional 11+ results and securing places in the most prestigious senior schools in London and beyond.
VISIT LITTLE DOWNSEND
Our personal tours give you a perfect opportunity to see our schools in action. Lisa Burns, the Head of Little Downsend Schools and Nursery, will show you our fantastic indoor and outdoor facilities, introduce you to staff and children, and give you a sense of what a Downsend education has to offer. We will be delighted to talk about your child, how they learn, and any questions you may have.
ACADEMIC EXCELLENCE – OUTSTANDING RESULTS
Our results are outstanding. In a truly remarkable year, we are delighted that our children achieved such remarkable results. In 2022, Reception children met or exceeded their Early Learning Goals at rates significantly higher than the National or Surrey averages.
We are proud that 25% of children in Reception at Little Downsend exceeded the Early Learning Goal for writing, against a national average of 11%.
SPECIALIST TEACHING
From the age of two, all Little Downsend children benefit from our dedicated, expert specialist teaching. Every week, our children welcome professionals in French, Dance, Forest School, Music, and Sports, immersing themselves in the passion and enthusiasm of the teacher. All Reception and Year One children have swimming lessons in our 25m pool at the main school.
TOURS OF LITTLE DOWNSEND
Our personal tours give you a perfect opportunity to see our schools in action. Lisa Burns, the Head of Little Downsend Schools and Nursery, will show you our fantastic indoor and outdoor facilities, introduce you to staff and children, and give you a sense of what a Downsend education has to offer. We will be delighted to talk about your child, how they learn, and any questions you may have.OUR THREE LITTLE DOWNSEND SCHOOLS
We have three Little Downsend schools, located in Ashtead, Epsom, and Leatherhead.
Based in beautiful Victorian buildings with exceptional landscaped play areas, our children benefit from large, airy rooms with high ceilings, equipped with the latest technology. Each school has a unique outdoor space, with covered play areas, sandpits, mud kitchens, race tracks, climbing equipment, vegetable patches, and large open fields for simply running about!
TEACHING AND LEARNING AT LITTLE DOWNSEND
All around us at Little Downsend, children are happily settling into school life and starting to explore their exciting surroundings with great delight. Whatever age your child joins us, they and you, will be welcomed as part of the Downsend community. We pride ourselves on our friendly, family-feel where children feel comfortable and supported.
Alongside this, our children thrive on our problem-solving and thinking-based approach to learning. Their levels of confidence, perseverance, and resilience continue to rise, along with academic achievement, which is a delight to see. Learn more about our innovative Teaching and Learning approach here.
Downsend is a unique group of schools that has innate creativity and a love of life. We would love to welcome you to each of the schools so we can share our enthusiasm and for you to see the schools at their best – full of life with children playing, laughing, and learning.
OPEN DAYS AND TOURS
Downsend thrives on welcoming new parents to the school, and loves to have the opportunity to make an impression. We run Open Days several times a year, with Talk and Tours offered every week.
THE DOWNSEND VISION
At Downsend, our vision is to inspire a generation to embrace the future, shaping incredible people who will make change in our world.
• We inspire a global perspective, encouraging an awareness and an understanding of the world around us, and our responsibility to make change.
• We shape incredible people with the emotional intelligence to build relationships, lead teams and adapt to a changing world.
• We find the creativity within us all. We develop the curious, the critical-thinkers, the artists and the innovators.
• We aspire to digital mastery by equipping ourselves with the ability and the mindset to tackle the technology of the future.
OUR RESULTS
The academic achievement of Downsend’s pupils, at every stage, is something we are very proud of. We will always say that a child should never be judged by data alone, for their skills, talents, and strengths are far greater than what can be tested through assessments. But, this does not mean that our pupils are not achieving the most stunning results. Because they really are. They work hard. We work hard. We work hard together, to make sure that every single pupil aims high, and reaches places they may never have felt possible.
OPEN DAYS AND VIRTUAL VISITS
Throughout the year, we hold a number of Open Events which entail a tour of the site where you will see all of our facilities and extensive grounds, followed by a talk from our Head.
Visitors are always – without fail – impressed by every girl they meet. From the youngest to the oldest, they present themselves as outstanding ambassadors for the school in whatever situation they find themselves.
CROYDON HIGH TO BE THE FIRST UK SCHOOL TO LAUNCH SATELLITE INTO LOW EARTH ORBIT
Croydon High School hosted an event to celebrate the resounding success of Mission Aspiration, which saw a team of students from the school’s Astrogazers Club collaborate with the University of Bath to become the first UK school to send two weather balloons into space.
The weather balloons were launched 32,000 metres into space and successfully retrieved images of the Earth. Alongside the celebrations, the gathering also marked the official unveiling of Astrogazers' new mission, Mission Pegasus.
CROYDON HIGH SCHOOL GDST RECEIVES PRESTIGIOUS ARTSMARK GOLD AWARD
Pupils and staff at Croydon High are celebrating after receiving a prestigious Artsmark Gold Award in a momentous year for the programme as it celebrates 20 years of arts, culture and creativity in schools.
Dr Darren Henley CBE, Chief Executive of the Arts Council, said: “I would like to congratulate Croydon High School on their Artsmark Award. Becoming an Artsmark school demonstrates that through offering a broad, ambitious, and creative curriculum, every pupil can develop character and resilience, increasing their knowledge, curiosity and skills that will remain with them through to adult life.”
