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Years 7 to 9 - Key Stage 3

In Year 7 our students make the transition from Prep School to Senior School.  We aim to develop the students’ independence and sense of responsibility and prepare them for the rigours of public examinations.  We embed the skills and competencies that our students require for the successful study of GCSE and A Level into our Key Stage 3 Programme of Study.   

Our extensive Study Skills Programme encourages our young people to develop a robust routine of regular review and revision, preparation of examination notes and working to a planned revision programme.  

In our Modern Foreign Languages department we go against the national trend by offering a rich language programme including French, Spanish, German and Latin as part of our standard curriculum offering.

Our Work Related Learning Progamme encourages our young people to ‘Go To Work With An Adult’ one day each year as their first experience of the world of work. In addition, our students are encouraged to develop their business entrepreneurial skills through our Enterprise lessons.   

Leadership opportunities includes Army Cadet Force, The Duke Of Edinburgh’s Award, Prefects and Student Council.  

Student Voice within the school is strong and our young people are encouraged to bring forward their ideas and suggestions on how to improve their experience of school and how they would like to positively impact their wider community.

With over 40 societies, clubs and extra-curricular activities each term including academic booster classes, our students have access to an exciting, challenging and varied set of experiences beyond the curriculum.

We offer the opportunity to apply for scholarships to those students who demonstrate academic, sporting or artistic excellence.  For further information please contact the Admissions Team.

ISI Inspection notes 2012 States

Pupils’ personal development is excellent.  The appreciate the increasing opportunity to take responsibility and enjoy participating in the wealth of extra-curricular clubs at lunchtimes and after school  Their behaviour and relationships are a significant strength, and this results in a calm and purposeful learning atmosphere in lessons.  Pastoral care is of high quality across the school.  Pupils appreciate very much how the school supports them as individuals, and listens carefully to and resolves their personal concerns.

Pupils become increasingly confident in their individual abilities as they move through the school, making good academic progress in relation to their starting points on entry.  This reflects the school’s aim of discovering and nurturing individual talents, as well as inspiring and supporting pupils in achieving the highest standards possible.  Pupils of all ages approach their work with clear enjoyment and commitment.

At all stages, and for all ages and abilities, the broad range and high quality of the educational experience provided by the school create an excellent learning environment and a curriculum that covers all the requisite areas of learning and more.

The flexible and stimulating curriculum enables all pupils to have a challenging and personalised approach to learning, which is founded by the extensive use of new technologies.

The excellent extra-curricular provision supports very effectively the school’s aim to inspire pupils through a range of cross-curricular opportunities, enabling them to succeed in sporting and non-academic pursuits.  A high degree of satisfaction with the opportunities available was expressed by the great majority of parents and pupils.

Small numbers of pupils enable teachers to know them well and planning is effective in meeting their needs.

Excellent relationships between teachers and pupils are apparent in the positive atmosphere for learning in almost all lessons.  A particular strength in teaching is the contribution it makes to pupil’s spiritual, moral, social and cultural development.

Across the school, the quality of the pupils’ personal development is excellent, in accordance with its aim to promote the values of respect, responsibility and effort.  By the time pupils leave the school, they are well prepared to meet the challenges of the next stage of their education.

Pupils’ spiritual development is excellent.  They hold a strong set of values and principles which inform their perspective on life and their behaviour.  Pupils are confident and show respect for themselves and for others.

The moral awareness of the pupils is extremely well developed.  Their excellent conduct demonstrates their deep respect for good behaviour.  Pupils enjoy the reward of their good behaviour, working hard to acquire enough merits to enable them to participate in the much coveted special outing arranged for the highest achievers.  They are aware of the needs of others beyond their school.  This is clear from the extensive involvement, often instigated by pupils, in a wide range of charitable ventures.

In accordance with the school’s aims of promoting emotional well-being, the pupils feel safe, secure and valued.  This view was endorsed by the very large majority of parents’ responses to the pre-inspection questionnaire.  Teachers know their pupils well and provide excellent support and advice which enables them to take full advantage of the opportunities offered by the school.

Relationships between staff and pupils and amongst the pupils themselves are particularly strong.  In their role as form tutors, staff liaise with pupils to send home a weekly email reporting and progress or concerns, which effectively cements the home-school bond.  In addition, a school counsellor is available to support pupils.

The school employs effective methods to seek the views of the whole school community.  Pupils know their views are listened to and value the work of the newly developed school council, which they regard as an effective vehicle for initiating change.

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