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 gaining of entry and scholarships to senior schools, are important but can be of varying validity since they depend on the competition that year at that particular school. As long as our children gain successful entry to senior schools and gain some scholarships if they are talented, we can take that as an indication that they are performing well (and that we are teaching them well).

This is, however, only the end of the process for us. To ensure such success we employ several strategies:

Firstly a maximum class size of 18 and a pupil to teacher ratio averaging 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 and pace appropriate to each child is used.

Thirdly, for the few who might still be struggling with specific learning difficulties, such as dyslexia, we do have a resident Learning Difficulties expert. We might create individual action plans, which guides them, and the teachers and parents, to best focus on those areas which need the most attention. It is worth noting that more advanced learning difficulties of this kind (for example, those who require considerable in-class adult support) tend to be beyond our scope, and this may not be the school for you (if your child has these, you must discuss this with the Headmaster on your first visit. Please see our admissions policy).

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.