Birkenhead School What The Good Schools Guide says
Head of prep Since 2013, Harry FitzHerbert (early 50s), previously head at King’s College School, Madrid, and before that deputy head of Boundary Oak School, Hampshire. Has also taught at a British international school in Lima. No surprise, then, that he kicked off his tenure here by expanding modern languages provision, with Spanish, French and Mandarin now firmly entrenched in the curriculum. More recently, has focused on Future Skills, an enrichment programme involving STEM, mindfulness, wellbeing, diversity, nature, creative arts etc (years 1 and 2) and leadership, problem solving, philosophical enquiry, independent study, general knowledge etc (years 36). Is also busy enhancing the outside space for Early Years so teachers ‘can better connect nature to the curriculum’. Our impression was that he seemed more comfortable discussing facts and figures than sharing anecdotes, though he must have many as he teaches Spanish to year 3s (‘a lovely opportunity as I get to know them all as they move into juniors’), does playground duty, hosts assemblies and reads stories in pre-prep. And to be fair, we do ask a lot of questions – ‘more thorough than ISI inspectors!’ he quipped. ‘You see him around a lot,’ said a pupil, with several describing him as ‘kind’ and ‘funny’. Parents say he’s ‘personable’ and ‘engaging’, with one telling us that her 7-year-old had ‘no qualms knocking on his door – always a good sign.’ ‘One of the nicest guys you’ll meet,’ enthused one. Married to Jo, an art teacher at the school; they have a son heading off to university and a daughter at the University of Birmingham. As for hobbies, it’s tennis, tennis and more tennis – and what luck for the school as he’s recently introduced an LTA programme so all pupils now get a go at the sport.
Entrance Between 30 and 35 pupils join at reception, many moving up from nursery (aged 3 months to 3 years) and preprep (3–4-year-olds). Pupils join at all points thereafter, including during the academic year. By the end of year 6, numbers are in the 60s. Up to year 2, entry is via a ‘play and learn visit’ where teachers observe reading, word recognition, pencil grip, shape sorting skills etc. From year 2, tests in English, maths and reading as part of a wider taster day, where teachers ‘get to know the child’. Academically selective, then, though school says also looks for good attitude to learning, ‘so if there was an applicant not quite on par academically but who was a really keen learner, we may still take them.’ Applicants with SEN meet the SENCo to make sure school can meet needs.
Exit Around 90 per cent move up to senior school. Rest mainly to local grammars or schools out of areas due to families relocating. A review of all pupils at the end of year 5 shines a light on any that might not cope with the academic rigour of senior school, though this is rare.
Our view Strikes that tricky balance of being a seamless part of the whole school yet very much its own entity - a win-win for parents, the vast majority of whom choose the prep with an eye on the long haul but hanker after a nurturing start. Facilities-wise, the prep certainly holds its own, taking up a considerable chunk of the 20 buildings of various ages which surround the central school field where – on the hot summer’s day we visited – the youngsters were a sight to behold in their cricket whites. Other pupils were immersed in planting, using the semicovered outdoor classroom and enjoying the adventure play equipment and scooter trail. Outdoors areas clearly utilised to the max – in fact, we also spotted outside chess and Duplo, not to mention school guinea pigs. ‘The