A co-educational preparatory, pre-preparatory and nursery school in Surrey
Tel: 01483 225217 Email: info@ripleycourt.co.uk
Getting the best out of all pupils
We regularly use standardised (against the UK population) testing
to ascertain pupils’ ability and performance, and of course we monitor our
results from senior school testing carefully. Yardsticks, such as the gain of
scholarships to senior schools are of varying validity since they depend on the
competition that year – but as long as our children gain successful entry to
senior schools and gain scholarships if they are talented gives us an
indication that they are performing well.
This is, however, the end of the process. To ensure success here, we employ several strategies.
Firstly a maximum class size of 18 and a pupil to teacher ration of less than 10 to 1 ensures that the children are closely monitored, and that individual help can be provided easily in class.
Secondly, as the children move up the school, we increasingly use ability setting (by subject) and streaming (across all subjects) to ensure that a teaching style appropriate to each child is used.
Thirdly, for the few who might still be struggling, we create individual action plans, which guides them and the teachers and parents to best focus on those areas which need the most attention.
Fourthly, we have lots of subjects on offer – it is often the case that success in one area (such as games) will breed success in another (such as maths).
Finally, our teachers, although having the highest requirement for behaviour and participation, enjoy their jobs and thus try to make the lessons interesting and enjoyable too. We want the children to enjoy coming to school, and to enjoy learning.
This is, however, the end of the process. To ensure success here, we employ several strategies.
Firstly a maximum class size of 18 and a pupil to teacher ration of less than 10 to 1 ensures that the children are closely monitored, and that individual help can be provided easily in class.
Secondly, as the children move up the school, we increasingly use ability setting (by subject) and streaming (across all subjects) to ensure that a teaching style appropriate to each child is used.
Thirdly, for the few who might still be struggling, we create individual action plans, which guides them and the teachers and parents to best focus on those areas which need the most attention.
Fourthly, we have lots of subjects on offer – it is often the case that success in one area (such as games) will breed success in another (such as maths).
Finally, our teachers, although having the highest requirement for behaviour and participation, enjoy their jobs and thus try to make the lessons interesting and enjoyable too. We want the children to enjoy coming to school, and to enjoy learning.