Independent preparatory schools do not have to follow the National Curriculum
or submit test results to the Department for Education so there is no individual
school performance data or star rating.
Visit the school's website to learn more about their unique curriculum,
policies on testing and common leaver
destinations (a good indicator of pupil progress).
See our About page for information on
Choosing A Prep School.
Since the previous inspection, leaders have taken steps to secure improvements to the school’s quality of education. They have increased the time allocated for secularsubject teaching. They have broadened the range of subjects in the curriculum and introduced schemes of work. Leaders have also recruited more teachers whose first language is English. However, teachers’ subject knowledge is often weak beyond their areas of expertise. They do not follow subject plans to teach the curriculum in an ordered way. This has limited the overall impact of leaders’ improvements to the curriculum. Pupils’ knowledge and understanding in the majority of secular subjects are poor. They do not achieve sufficiently well. Leaders have credible plans in place to provide training for teachers to improve their subject knowledge and skills. Children in early years achieve better than other year groups. Leaders and staff here have a clearer understanding of how to teach the curriculum. Pupils’ knowledge about faiths and cultures other than their own is very limited. They struggle to communicate with visitors or share their experiences of learning. Pupils are lively in ‘kodesh’ (religious studies) lessons, and eager to engage in debate and discussion. Their behaviour and attitudes to learning are strong in these lessons. Pupils’ focus and attention sometimes wane in ‘chol’ (secular) classes. When adults are not skilled in dealing with low-level disruption, some pupils do not behave well. Leaders have worked hard to ensure the welfare and safety of pupils. They give due attention to health and safety. Pupils feel safe and bullying is a rare occurrence. Leaders have suitable systems to deal with any bullying if it happens.
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This school is independently managed and its admission criteria may be selective. There is no set catchment area as pupils are admitted from a wide variety of postcodes and, in the case of boarding schools, from outside the UK. Contact the school directly or visit their website for more information on Admissions Policy and Procedures.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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