Schools Guide 2025

SCHOOLS GUIDE

LISTEN AND LEARN

The

LESSONS IN LIFE

Sixth Form steps up

Time to Shine

Finding the right tutor

Tackling Smartphones

Parents back in control

EARLY YEARS

Staying

The value of boarding

25 PAGES SW London schools

Single sex v co-ed

Boarding v day schools Private v state schools

DEAR SOUTH-WEST LONDON PARENTS

Welcome to the 11th annual NappyValleyNet Schools Guide

Our guide this year showcases the innovation, expansion and new teaching styles supporting children through their educational journey and beyond into fledgling careers.

We offer advice on the maze of options for parents choosing what type of school for their child, from pre-school to post-16. And if you opt for the independent sector, what value does it deliver? We have a feature which sets out the many benefits. Parents of a neurodiverse child will want to read our practical guide on how to get a diagnosis and support, while we share tips on how to make the most of open day visits.

We guide parents to the best podcasts to learn about child development, diet, educational goals and activities, share an insider’s guide to finding the right tutor for your child, and how parents and schools should tackle smartphone usage and the long hours online is tackled in a must-read, special two-part feature on wellbeing.

Our expert contributors share their insider knowledge on these and other issues. Before signing off, I’d like to thank our four local Preferred Property Partners for their unwavering support - John Thorogood, Rampton Baseley, Savills and Wilfords.

We hope all the information and practical advice contained within these pages will lead you to the best educational home for your child.

Warmest wishes

NappyValleyNet’s Schools Guide 2025/2026 is published by Nextville IP Ltd Company number 9965295

Editor Gillian Upton

Contributors Georgina Blaskey, Adam d’Souza, Sian Griffiths, Charlotte Peterson, Juliet Richards, Dina Shoukry, Nicola Woolcock

Chief sub-editor Charlotte Peterson

Sub-editor Jane O’Brien

Design & Artwork eighthouse.co.uk

Sales & Marketing Clare Sheta

Marketing & Production Assistant Caroline Evans

Publisher S Hanage

While every effort is made to ensure accuracy, Nextville IP Ltd cannot be held responsible for any errors or omissions.

Printed by Elanders Polska Sp

Published by Nextville IP Ltd info@nextvilleip.co.uk www.nappyvalleynet.com/schools-guide-2025/

INTRODUCTION

BALANCING ACT

Sian Griffiths, former Education Editor of The Sunday Times, sums up how multiple challenges are leading to a shake-up of the education sector

Being asked to water and care for rubber plants and dwarf palms in classrooms can soothe children according to the leader of a wave of new private schools in the capital.

Suzie Longstaff is Principal of London Park Schools, four senior schools based in Clapham, Mayfair and Belgravia. They include the country’s first ‘hybrid’ fee-paying school where children can learn largely online from home and spend just one day a week in a school building.

“Our schools are awash with biophilia - plants and images of plants,” says Longstaff. “Just repotting a plant or being part of the watering club can improve wellbeing. Plants have to be resilient and children learn how to care for them, like having a puppy to look after.”

One of the biggest education trends after the Covid pandemic was fuelled by the realisation that many children were in the grip of a mental health crisis.

Plants have to be resilient and children learn how to care for them, like having a puppy to look after

As part of ‘building back better’, there is still a focus on improving the mental health of children who spent months glued to screens in Covid lockdowns.

For Jane Lunnon, Head at Alleyn’s, this is perhaps the most urgent challenge schools face. Lunnon set up a coalition of state and private schools in 2021. Its latest report shows that “there is improvement in young people’s mental health,” which she says is down to “massive effort” from teachers.

Thousands of youngsters failed to return to class after lockdowns lifted, for reasons including anxiety.

“Young people know about cyberbullying and online risks but what can they to do improve their mental health? We are not talking about that enough as a nation and we need to do it with parents, who are not confident in dealing with these issues,” says Lunnon.

Alleyn’s has created The Well, a building for the school’s counsellors, nurses and ‘wellness warriors.’ The warriors are “an army of children working with their peers proactively,” says Lunnon, who believes it is important to listen to youngsters’ ideas for improving wellbeing.

Other top schools are taking similar measures. At Woldingham School, for instance, a new wellbeing centre opens this month (September 2025) and children will be able to turn to its trained coaches throughout the day.

A programme called Brainwaves helps Alleyn’s pupils understand how feelings typically develop through adolescence and how strategies can alleviate the risk of succumbing to illnesses such as eating disorders or depression. The programme covers “how we think about the science of happiness, at what point might you expect to have different feelings as you go through adolescence, what patterns of thinking can you adopt to change worry into positive thinking and how to manage conflict.”

Lunnon and others are in talks with MPs to set up a youth assembly, which would press for ‘wellness education’ to be adopted in schools nationwide.

In another trend, schools are re-thinking their offering to families to show value for money

While both state and private schools are grappling with absenteeism and mental health issues, private schools have also had to adapt to the government’s imposition of VAT on fees in January 2025. The Independent Schools Council says that its schools lost a record 13,000 pupils, around 2.5 per cent, in the year to January 2025 ahead of the addition of VAT. More than a dozen schools nationally are reported to have closed.

But imposing the 20% tax has also led to a shake-up of the sector. Larger senior schools are joining forces with prep schools in a continuing trend.

Alleyn’s, for instance, is expanding north of the Thames. It has announced a partnership with the for-profit chain Cognita to relaunch two Cognita schools under the Alleyn’s brand. Lunnon says: “From September we will be running Alleyn’s Regents Park, a prep school and from 2026 Alleyn’s Hampstead, a prep and senior school.”

In another trend, schools are re-thinking their offering to families to show value for money.

Fiona Angel, acting Master at the boysonly Dulwich College, which offers day and boarding places, says, “I think schools, especially traditional schools like ours that have been around hundreds of years, are having to really think carefully about what their offer is. The market is getting more competitive with falling applications.”

Dulwich admits boys at the age of seven, while other schools in the area like Alleyn’s admit children from age four plus. The College, which has more than 80 societies boys can join, is surveying its alumni to work out what additional skills it could offer pupils to help them succeed and be happy long after they have left the school.

THE POWER OF SPORT

Engaging in sports, whether teambased or individual, isn’t just about fitness - it’s a secret weapon for maintaining strong mental health and performing well in the classroom.

Whether it’s football, swimming or tennis, regular exercise can improve sleep, increase focus, and elevate overall energy levels. Team sports, in particular, nurture essential social and emotional skills. Navigating wins and losses builds emotional resilience, while teamwork strengthens communication. These skills support better concentration and problem-solving in academics.

Encourage your child to try different sports, even new ones. Many schools offer taster sessions, helping students discover activities they enjoy. Supporting them in staying active will not only nurture their mental health but also strengthen their ability to engage confidently in their studies.

Sport is more than just a game - it’s a gateway to a healthier, happier and more productive school experience.

Source: Whitgift School

“We have a huge network of alumni we can go back to and say what skills were you missing when you went to university or started your first job? We want to equip our pupils to thrive beyond 18,” says Angel.

Youngsters who enjoy a very nurtured and busy experience at school may need to develop more independence to fill the acres of free time they are likely to get at university, Angel suggests. “They are busy at school from the moment they get through the door into the evening with societies, lessons and sports. When they go to university, and face only a few hours a week of lectures, they may feel lost.”

At Cranleigh School in Surrey, where three-quarters of pupils are boarders, day pupils are being offered the chance to do an extended day of 8am to 6pm from next September, as well as board for one night a week at no extra charge. Headteacher Sam Price, who took over in September 2024, wants to grow numbers in the senior school from 700 to 850 and believes the demand will come from working families, who want a longer school day and some flexible boarding options rather than the full sevendays-a-week boarding package.

There will be three fee levels at Cranleigh from 2026: day (8am to 6pm), costing around £34,000 at today’s prices; day-plus (day pupils who can also stay one night a

For years the leaders of single sex schools have argued that teenage girls and boys perform better when taught separately

week in a boarding house) costing £43,000 and full seven-days-a-week boarding priced at £57,390.

For years the leaders of single sex schools have argued that teenage girls and boys perform better when they are taught separately, with girls more likely to study STEM subjects such as maths and physics at A-level in girls-only schools and boys more likely to feel confident opting for English literature or music A-levels in boysonly schools.

One trend shaping education has been for parents to increasingly opt for co-education, where their sons and daughters can learn together. Only 15% of ISC schools are now fully single sex, in 2020 the proportion was

DESIGN TECH AND INNOVATION

Whether they’re creating apps for recycling school uniform, designing sustainable buildings for the future or air foils to make rowing blades more efficient, students develop the design skills and aptitudes they’ll need in a diverse technology society.

Original thinking is everywhere with innovation happening both in and out of the classroom. A new emerging tech area — The Rapid Prototyping Studio — combines computer science, digital design, virtual reality and 3D printing in a collaborative space where students follow the principles of design thinking to bring their ideas to life, turbocharging Putney’s sectorleading approach to innovation.

Students gain a solid understanding of links between engineering, architecture, robotics, maths and physics and with entrepreneurial mindsets, the ability to problem-solve and an ethos of ‘modern scholarship’. They leave with industry-ready skills and no limits to their ambitionsone recent graduate is now in the engineering team at McLaren Formula 1!

Source: Putney High School GDST

BALANCING CHALLENGE AND CARE

Choosing a prep school is often said to involve a trade-off between strong academics and a warm, nurturing environment. We believe children thrive when they don’t have to choose between the two.

Here, academic ambition is paired with a deep commitment to community and individual growth. Pupils are stretched and supported equally - encouraged to think critically while feeling seen, safe and valued. This balance is reflected in our outcomes. Our pupils consistently move on to some

of London’s most competitive senior schools, often with scholarships in hand. These schools - and families - frequently highlight the distinct character of Dolphin children: confident, kind and quietly grounded.

At Dolphin, we aim to offer more than just an education. We provide an environment where both minds and hearts are nurtured with care, believing that children thrive best when excellence and empathy go hand in hand.

Source: Dolphin School

higher, according to the ISC’s annual census. In England there are 378 single sex schools left. Many more girls than boys74% more girls - are educated in single sex private schools.

Girls’ schools now going co-ed include Godolphin School in Salisbury and single sex closures this year include Old Palace of John Whitgift girls’ school in Croydon, which closed in August.

Westminster School, once boys’ only, is going fully co-educational (the sixth form is already co-ed). Girls will join Year 9 for the first time in 2028 and the school will be fully co-ed by 2030. Trinity School in Croydon is another extending their co-ed offering from

THINKING BEYOND ACADEMICS

With the increased competition for schools at 11, both independent and maintained, it is easy forget that children won’t necessarily peak at the end of primary school. Boys and girls are specialising at younger and younger ages in music and sport, when evidence suggests that trying their hand at a variety of activities develops a greater number of transferrable skills that serve them better as they enter their teens.

Encourage your children to give all the co-curricular areas of school a try, keeping the door open across sport, music, art and drama, and even if they’re not top team material or don’t make the selective choir by Year 6, they will have the confidence to give it a go at secondary school. It’s not just about achievement in these areas but creating shared memories and experiences as well as providing a fantastic way to make friends quickly, so important as they navigate the challenging teenage years.

Source: Hornsby House School

the sixth form across all years from 2027. Cranleigh became co-educational 26 years ago and around 40% of pupils are now girls. Price, a former headteacher at the girls’ only boarding school Benenden, where Princess Anne was educated, has brought in football for both girls and boys. She says there is no doubt that boys, who still on average get lower exam grades than girls at GCSE and A-level, benefit from being taught alongside girls.

“I have no doubt that having girls learn alongside boys helps the boys,” says Price. At Cranleigh she says the girls are not crowded out of science subjects by boys either.

And she says that addressing the issue of ‘toxic masculinity’ - tackled in the recent hit TV drama Adolescence and fuelled by online influencers like Andrew Tate - is also easier in a co-ed environment.

“You can facilitate the dialogue between girls and boys more easily in a coeducational school and we have a prep school too - so we can start that dialogue younger,” says Price.

She adds that it is important not to demonise boys: “there is obviously toxic masculinity around and boys need to be conscious of that and the influences of

online gaming definitely contribute, but you cannot say that is how all boys think. Lots of 17-year-old boys do not know how to ask a girl out - they are pretty frightened of them.”

Many headteachers have read a new book called The Anxious Generation by Jonathan Haidt and taken on board its argument - that smartphones and social media apps lead to sleep deprivation, mental illness and addiction for children. So, another trend at many schools in recent years has been a ban on pupil phones.

Putney High School uses Yondr pouches to, in the words of Head, Jo Sharrock, “help liberate pupils from their mobile phones.”

Putney advises parents that smartphones should not be purchased until Year 9 at the earliest and airs a “Thanks for Asking” podcast in which no topics are off limits, encouraging students to seek information about any issue troubling them.

Smaller junior schools in south London are also looking at what they offer families in a bid to stay competitive. Grace McCahery, Vice Principal of The White House Prep School who managed to keep their Reception fees to around £7,300 a year despite the VAT hike, says, “Our competitors have an 8 in front of that number and one has a ten in front of it. In the past schools

may have assumed parents would pay that but now schools are thinking - well, what is different, what more are we offering?”

At The White House too children are being encouraged to become more independent and resilient from an earlier age. They can use the library largely unsupervised and are allowed to walk alone to some activities.

But it is in the area of SEN that many schools are changing the way they teach. A huge rise in the number of children diagnosed with SEN such as ADHD and dyslexia in recent years has seen a shift in the way such children are handled. With growing numbers challenging the provision for SEN in state schools, parents are turning to the private sector.

Fionnuala Kennedy, Head at Wimbledon High School, says around 12-15% of girls have a SEN diagnosis including autism, ADHD, dyslexia or dyspraxia and another 10-15% are on a ‘watchlist’.

“We are much more proactive in identifying SEN,” she says and much better at teaching pupils in ways that allow their neurodivergent thinking and identities to flourish.

Stephen Holsgrove is Headteacher at Thames Christian School, where a curriculum blending arts and sciences at A-level has been devised to suit pupils, some of whom are neurodiverse.

We are much more proactive in identifying SEN, and much better at teaching pupils in ways that allow their neurodivergent thinking and identities to flourish

“One of the things we are very good at as a school is quirky creatives,” he says. “They can be very academic but think differently, they may have a mild diagnosis of SEN… we have found their gifts [and] built a curriculum so every child can thrive.

“We see those who want to do maths, sciences and, for instance, theatre studies at A-level - we do not see other schools offering that mix. We value that creative crossover,” adds Holsgrove.

“Maths is the most popular A-level; other popular choices are 3D design, art, physics, biology and psychology.”

THE IMPORTANCE OF INTER-GENERATIONS

Education goes beyond the classroom, and some of the most valuable lessons come from real-world connections, especially between generations.

More educational settings are now introducing inter-generational programmes that bring students and older adults together in care homes or community settings. While such projects can start small, like our Grandfriends Club, they often grow into something more meaningful. The interactions through conversation, games or shared activities, help reduce isolation among older people while encouraging empathy, patience and communication in children.

The benefits are mutual: young people gain insight into different life experiences, and older adults enjoy companionship and a renewed sense of purpose. As education evolves to focus more on social and emotional learning, inter-generational programmes offer a simple, effective way to build stronger, more connected communities, one conversation at a time.

Source: Finton House School

40 SCHOLARSHIPS AND AWARDS TO TOP SCHOOLS IN 2025 TO EATON HOUSE THE MANOR PREP SCHOOL FOR BOYS AND EATON HOUSE THE MANOR GIRLS’ SCHOOL FROM A NON-SELECTIVE ENTRY*

King’s Scholarship, Westminster School John Colet Scholarship, St Paul’s Boys’ School Brighton College Millennium Scholarship, and more

Contact our Admissions team on 020 3917 5050 or register for an Open Day at www.eatonhouseschools.com

*Non-selective entry at 2+ and 4+

Amid growing awareness of the importance of mentally healthy and resilient children, school leaders are also starting to cut back on traditional exams, which some believe can cause unnecessary anxiety. Secondary schools, for example, are increasingly limiting the number of GCSEs pupils can take to just nine and A-levels to three.

At Wimbledon High girls now do “nine GCSEs and three A-levels so they have time for fun, non-examined activities in their timetable,” says Kennedy. “They make solar powered cars, they write for scientific journals.”

Cranleigh will also cap the number of GCSEs pupils take at nine from this month “to give more chance for wider things.” In the sixth form, a diploma is being developed for pupils to study alongside A-levels which includes “an investment elective we want them all to do…a screen will be displayed in the sixth form where pupils can track the markets and see where they would invest,” says Price.

Join our family of exceptional London Prep Schools

Battersea - Clapham - Fulham - Kensington with an assessed through-route to our new Senior School, Thomas’s College, opening September 2025

Discover more at thomas-s.co.uk

Be Kind. Be Thomas's.

Many headteachers have also expressed concern in recent years about the effect on very young children of hothousing and tutoring for complex verbal and maths reasoning admission tests, even to junior schools in south London.

Wimbledon High uses a lottery system to select pupils aged four. Kennedy says: “we have a ballot. We get around 120 applications and take in 48 girls, two classes of 24. We moved from an assessment to a ballot system during Covid and then we continued it. To my mind, assessing three-year-olds is farcical; what you are really assessing is whether there are books and a piano at home. Nurseries claiming they prepare babies for the assessment tests at Wimbledon High always struck me as a bit bizarre.”

Headteachers have also recognised the pressure on younger children caused by highly competitive admission tests to senior fee-paying schools. Since 1903 the Independent Schools Examinations Board (ISEB) has provided exams for children moving from prep and junior schools to senior schools in the UK, including designing and setting Common Entrance tests. The exams have traditionally tested 12- and 13-year-olds on up to 11 academic subjects,

If you want a child to learn and thrive, they first need to be happy

including maths and classics. But changes have been made since the pandemic.

The board has brought in online pre-tests to Common Entrance. Pupils in Year 6, aged 10 and 11, can sit the computerised pretests in their existing primary schools.

Lucy Price, Headteacher at Dolphin School, which has 120 pupils aged four to 11, and class sizes of between ten and 17 pupils, says that post-Covid, “A lot of the tests at the senior schools have moved online.” Some schools, like Ibstock Place, are adopting the ISEB pre-test. “This puts the wellbeing of children first,” says Price. “It means a child does not have to sit multiple

[different] exams [for individual schools] but can apply to several schools with the results of the ISEB pre-test, which can be taken online in the child’s junior school.

“We love that the child is in familiar surroundings, and it is not as daunting as heading to a senior school and an unfamiliar computer where they are

MOTIVATION MATTERS

‘It’s not that I can’t do it, it’s that I can’t do it yet!’ is an oft-repeated phrase when boys are encouraged to have a go and try their best to succeed.

With the average number of jobs per lifetime increasing with each generation, it is more important than ever that a boy’s first few years of school build a deeprooted love of learning. It is our duty to foster an environment in which children wish to stretch themselves and relish a new challenge, rather than run from it.

One of the surest ways to build resilient motivation is to support boys’

expected to do their best.

“I focus on what will get our children achieving the most and for me the key is the phrase ‘happy children learn’.”

And that seems to be the message of many south London headteachers in 2025: if you want a child to learn and thrive, they first need to be happy.

individuality and freedom of expression, while challenging ‘permission culture’ and anxious perfectionism in relation to schoolwork. Well-judged praise for effort reinforces self-esteem and motivation and teachers make hundreds of microassessments in every lesson to help children progress.

Pupils are not robots, with equal levels of motivation. They should be treated with empathy and understanding, and we help them to view ‘dips and slips’ as part of the process of deep and effective learning.

Source: Eaton House Schools

NURTURING BRIGHT FUTURES

With a strong reputation for academic and pastoral excellence, The White House Prep School continues to innovate with its latest developments

Set in a leafy part of Balham, The White House Prep has long been recognised for its impressive academic achievements with half of its pupils earning scholarships to top London senior schools at 11+. But this family-run prep school knows that preparing children for life goes far beyond exam success. That’s why they’re leading the way with a bold, forward-thinking approach: the ‘Super-Curriculum’.

From the moment a child enters Reception, the Super-Curriculum wraps around the academic core to focus on developing practical skills, creativity, confidence and real-world knowledgeequipping children not just for their next school, but for the fast-changing world beyond.

Children who join The White House from its own Woodentops Nurseries benefit early on from a bespoke, literature-rich ‘core book’ curriculum. These pupils arrive in Reception already brimming with curiosity and confidence, ready to accelerate, not plateau. A unique

Reception ‘Nurture’ programme blends indoor learning with meaningful, handson experiences outdoors. Recently, for example, the playground was transformed into a mini road system, helping children learn road safety while building confidence on scooters and bikes – all in a fun, safe environment.

As children move up the school, the SuperCurriculum continues to evolve. Enterprise lessons from Years 3 to 5 introduce pupils to money management, marketing and even social enterprise, sparking a genuine understanding of how the world works. Sustainability is deeply embedded too –The White House Prep recently became one of the first prep schools in London to be awarded B Corp status, demonstrating a serious commitment to environmental and social responsibility.

But perhaps most impressive is the school’s strong focus on communication and oracy. In an age dominated by screens and AI, the ability to speak clearly and confidently is more vital than ever.

LAMDA training is built into the timetable and children speak in weekly assemblies, school plays and debates from an early age. One parent describes it best: “This school doesn’t just teach – it nurtures creative thinkers, confident speakers and problem-solvers who are ready to lead.”

By Year 6, The White House’s ‘Futures’ programme brings all of these strands together with hands-on life skills. Whether navigating public transport to visit a gallery in Soho (with teachers watching discreetly from afar!), dissecting a heart in science with a real surgeon, or learning CPR in first aid, these experiences build independence and resilience. Spanish lessons even become conversational in preparation for the end-of-year residential trip to Seville.

With class sizes kept small - no more than 18 pupils - the school is able to offer personalised support while celebrating each child’s unique passions and strengths. The White House Prep doesn’t just prepare children for the next step in their education - it sets them up to thrive in life.

So if your family is looking for academics and something more, The White House Prep might just be the school for you.

SCHOOL PROFILE

A NURTURING POWERHOUSE OF ACADEMIC EXCELLENCE

Set in the heart of Clapham, Eaton House The Manor offers a rare combination of traditional academic excellence and an unwavering focus on the wellbeing of every child

With separate boys’ (ages 4–13) and girls’ (ages 4–11) schools, as well as a co-educational nursery, the school provides a warm, ambitious and inspiring environment for children to thrive.

September 2025 marks a new era with the appointment of Mrs Alison Fleming as principal - a well-respected figure in local education. Joining her are Mr David Wingfield, Cambridge-educated and now head of the boys’ prep, and Mrs Kirsten Bond, becoming headmistress of the pre-prep after helping Headmistress Claire Fildes lead the girls’ school to soaring academic heights. This change of leadership ‘triple lock’ brings renewed energy to an already flourishing school.

Eaton House prides itself on being more than just an academically rigorous school. For boys, this is a place where humour and curiosity are celebrated, where each child is known and championed. For girls, it is a school of confidence, creativity and ambition - a place where they are encouraged to be exactly who they want to be. Both schools share a strong ethos: children should flourish emotionally and intellectually, and school should feel magical.

Year after year, Eaton House pupils win places and scholarships to top senior schools. Highlights in 2025 include a King’s Scholarship to Westminster School, a John Colet Scholarship for St Paul’s Boys’ and 29 scholarships for the girls at 11+, including a Millennium Scholarship for Brighton College and a St Paul’s Girls’ Music Exhibition. Yet success at Eaton House goes beyond results - children leave with self-belief, emotional intelligence and strong friendships. This educational journey begins in the co-educational Nursery under Headmistress Mrs Roosha Sue.

A handshake starts and ends each day – one of many small but meaningful rituals that foster respect and connection. The new Wellbeing Hub provides a space for emotional support, with a nurse, counsellor and Head of Wellbeing on hand. Every child is truly seen here, and parents praise the school’s ‘open door’ approach and commitment to kindness.

Whether it’s boys winning the IAPS U11 Football tournament, or girls showcasing their voices in the Bel Canto choir, creativity and competition go hand in hand. Pupils perform in spectacular plays in the on-site theatre, explore media and sculpture in art, and take part in over 60 clubs from Mandarin to tag rugby. Trips, including Paris and the Lake District, enrich the curriculum with adventure.

From the annual ‘Blazers off!’ sports

day tradition to festive snow machines, Eaton House is rich in character. The school celebrates diversity, champions philanthropy through its Foundation bursaries, and brings pupils of all backgrounds together in a spirit of joy, inclusion and mutual respect.

Families are mostly local, within walking or cycling distance, and some come via the school bus from Chelsea, Fulham and Putney. The school is non-selective at age four and parents can register children from birth. From age five upwards, there are a combination of assessments in maths and English and an interview, with the approach tailored to the age of the child.

Eaton House The Manor offers something truly special: a traditional prep school ethos with a modern, nurturing heart and a springboard to an exciting future.

LESSONS IN LIFE

What should education really deliver? Dina Shoukry looks at how leading schools are redesigning the curriculum to equip children with the real-world skills

What is school really preparing our children for - top marks, or a successful and sustainable future?

It’s a question more parents are asking as they tour schools, meet heads and reflect on what education should look like today. For decades, academic success meant good grades and a place at a top university. But in a world shaped by global challenges, rapid change and emerging technologies, that’s no longer enough.

“School life is constantly changing, driven by emerging trends and challenges that call for a more adaptable and forward-thinking approach to education,” observes Charlotte Griffiths, Head of Marketing, Communications & Development at Finton House School.

The most forward-thinking schools are shifting the focus from test results to realworld readiness - blending knowledge with creativity, adaptability, resilience and purpose.

Learning

their way: Personalised education

This journey starts in the early years. “It’s hugely important that we give children the skills to drive their own learning forward,” says Sarah Sanger, Principal at The Woodentops Nurseries. “We’re nurturing inquisitive minds who can adapt to whatever lies ahead.”

they need to thrive - not just pass exams

“It’s about the meaningful application of knowledge - helping children understand how what they’re learning connects to the real world,” adds Susan Brooks, Head at London Park School Clapham. “While it supports exam success, that isn’t the ultimate goal. The true purpose of education is to equip pupils to apply their learning beyond the classroom - in life.”

Many schools are now weaving essential skills - collaboration, creativity, critical thinking - into the everyday curriculum, all part of a holistic approach to education. At The Roche School, “students engage with financial literacy, digital competencies, sustainability, diversity and inclusion, and mental health,” explains Deputy Head, Charlotte Doherty.

Creativity counts:

Designing a new approach

Creativity is a cornerstone of learning and problem-solving, but whereas it was once confined to the art room, now progressive schools are making it central to the curriculum. “We don’t separate academic from creative,” says David Adkins, Deputy Head at Thames Christian School. “We offer a breadth of options, allowing students to combine traditionally academic subjects with creative ones.” In fact, maths, art, and 3D-design are among the school’s most popular A-levels. The result? Students are receiving offers from top universities in architecture and product design.

Head, Stephen Holsgrove, reinforces the point, “There’s no real correlation between academic records and workplace success. What matters are creativity, problem-solving, tenacity and interpersonal skills - the ability to work in a team, build relationships and get things done.”

Similarly, Putney High School is leading the way in STEAM education (the interdisciplinary approach to learning that integrates science, technology, engineering, the arts and mathematics) with

a ‘Design Thinking’ curriculum that blends engineering, architecture, product design, robotics and coding. In their Innovation Hub, students can prototype a product in the morning and 3D-print it by the afternoon. The school also offers a GDST Space Technology Diploma, developed with NASA for sixth formers. “We’re preparing students for the world they’re going into, not the one we remember,” says James Mutton, Deputy Head of Curriculum and Digital Innovation.

Prepared for life: From classrooms to careers

Real-world connection is central to learning at any age. It’s a far cry from rote learningand it works.

Thomas’s College in Richmond, opening this September (2025), is reimagining senior school entirely, or as Master, Will Le Fleming puts it, “blending traditional excellence with radical innovation.” As early as Year 7, students will explore subjects like politics, philosophy and psychology, often reserved for the older years. Alongside GCSEs, they can pursue Thomas’s Qualifications (TQs), built around four pillars: Create, Connect, Communicate and Analyse, fostering creativity, critical thinking and confidence through flexible, interest-led learning.

THE IMPORTANCE OF CO-CURRICULAR

Starting secondary school can be a big adjustment and co-curricular activities are valuable in helping students build friendships, grow in confidence and enrich academic learning.

Explore the options - Encourage your child to attend the start-of-term Activities Fair or review the club list together.

Keep an open mind - Trying something new might reveal a hidden talent or passion in areas like sport, drama, music or even transport.

Find balance - While academic clubs can support learning in a fun way, quieter options like ‘Knit and Natter’ or ‘Model Making’ offer a chance to unwind.

Source: Trinity School

Breaking from tradition, students will begin sixth form a year earlier - in Year 11 - giving them three years to prepare for life after school. They still sit their GCSEs at the end of Year 11, but the focus shifts from learning for formal assessments to learning for life.

“We’re taking those four letters - GCSE - out of Years 9 and 10,” says Le Fleming. “Removing the label means we all focus on content, not exams. It reframes education as learning for its own sake, not just a means to an end.”

St Edward’s Oxford has also taken an innovative approach by introducing its Pathways and Perspectives courses to complement GCSEs. Pupils can take up to three alongside their GCSEs, benefitting from the academic stretch and multi-disciplinary approach to subjects like the Ancient World and Sustainability. These UCAS-recognised qualifications, devised with input from universities and employers, are assessed continuously with no final exams.

“One of the most important things we teach is how to respond to feedback,” says Deputy Head Academic, David Flower. “We assess students on their ability to listen, ask thoughtful questions and apply feedback

Start small - Avoid overcommittingchoose a few clubs and adjust as needed. Encourage initiative - If there isn’t a club for their interest, your child may be able to start one by speaking to their tutor and so find others with shared interests. Look ahead - Academic societies offer stretch and leadership opportunities which are great for university applications. Sixth form options like the MDV (Medicine, Dentistry, Veterinary) Society can also help your child explore future careers.

to improve. It’s about producing their best work consistently, not just in one exam hall.”

The approach is influenced by the International Baccalaureate (IB) mindsetholistic, flexible and globally relevant. Students who take the Pathways and Perspective qualifications alongside their GCSEs often transition naturally to the IB, but can also choose A-levels, as the school offers both.

Young entrepreneurs and money-savvy minds

With growing independence comes greater responsibility. At The White House Prep, pupils launch businesses from Year 3

as part of their Enterprise Curriculum and at Eaton House Belgravia, the ‘Little Luminaries’ programme which runs across all years teaches organisational behaviour, forecasting, budgeting, content creation, marketing and sales, with all profits of business going to charity. “This is meaningful learning,” says Head, Ross Montague. “Students are excited, engaged and developing skills they’ll use for life, from communication to collaboration.”

At London Park Schools, financial literacy is also embedded into the sixth form experience. Students learn about saving, taxation, investing and cryptocurrency, finishing with

UNIVERSITY OR DEGREE APPRENTICESHIP?

University is no longer the only postschool route. Degree apprenticeships are growing rapidly, offering credible, highquality alternatives that combine work and study. Here’s how to help your child make the right choice:

Understand the difference

• University offers academic depth, independent living and a broad campus experience - but at a cost

• Degree apprenticeships combine paid work with part-time study, leading to a degree without the tuition fees

Learn about the options

Many parents think apprenticeships are linked to trades, but opportunities now span law, finance, tech, healthcare and more

Talk early and often

Have open conversations about interests, strengths and long-term goals from the end of Year 10

Engage with your school

Talk to teachers and career advisors about the options and for guidance on what they think would suit your child

Encourage research

Help your teen explore the options of specific courses, employers, universities and apprenticeships

Compare practicalities

Discuss differences in cost, lifestyle, application process and work–life balance

Attend events together

Go to university open days and apprenticeship fairs to explore both routes first-hand

Stay open-minded

Avoid assumptions - success looks different for every student

Support decision-making, don’t lead it

Guide your child to reflect and choose the path that fits them, not just what seems most familiar

Make it personal

Every student’s strengths, goals and needs are different - there’s no one-sizefits-all. The best pathway is the one that fits them.

Source: LPS Sixth

a simulated £10,000 portfolio to manage over the summer. “We’re giving them tools to think critically and make informed decisions,” says Director of Sixth Form, Nathan Mountford. “And it’s fantastic to see both science and art students equally engaged.”

With digital life so central to their world, students are also being taught not just tech skills, but ethical tech awareness. At The White House Prep, pupils learn how AI and filters distort reality, how to spot misinformation, and how to create their own podcasts. “They’re being introduced to the digital world safely which empowers them to navigate it responsibly,” says Vice Principal, Grace McCahery.

Just as financial independence is key to future readiness, so too is global awareness and a sense of social responsibility.

Global citizens:

Thinking big, acting local

Today’s students aren’t just preparing for a job - they’re preparing to shape the world. Sustainability lessons and outdoor learning are helping them become environmental stewards, and student-led initiatives are helping children

act on the issues they care about.

The White House Prep is a registered BCorp, and Putney High School has introduced biophilic classrooms to deepen students’ connection with nature.

“We believe the best learning happens outside,” says Jodie Parker-Hully of Camp Suisse, experts in outdoor learning. “By exploring nature, we learn to protect it.”

Cranleigh is also launching a new global exchange in 2026, giving Lower Sixth students the opportunity to spend a week at one of their sister schools in Abu Dhabi or China. “It helps them understand that the world is bigger than leafy Surrey,” says Head, Samantha Price.

Wellbeing matters:

Building emotional resilience

Alongside academic and practical learning, emotional literacy is now centre stage.

London Park School Clapham is piloting a digital check-in system where students log their feelings and receive tailored selfregulation strategies. At Thomas’s College, students are also taught to understand their strengths and manage emotions - vital tools for all learners, especially those who are neurodivergent.

These so-called ‘soft skills’ of empathy, adaptability, resilience and creativity are fast becoming the most valuable skills of all. And the best schools are placing them at the heart of their teaching.

Redefining what success looks like

“The world is changing fast, and many young people - and their parents - feel unsure how to navigate it,” says Suzie Longstaff, Principal of London Park Schools. “Students are more qualified than ever, yet often unsure how to get a job or thrive in the workplace. That’s why education must go beyond academics.

CREATIVITY IN THE CURRICULUM

It has been proven that the creative skills of curiosity, open-mindedness, imagination and problem-solving ensure that children are motivated and ambitious for change for the better, empathetic and articulate, and able to apply a creative process to situations. As they become confident with their own ideas and opinions, children gradually prove that they are able to both lead and work collaboratively.

Our curriculum promotes creative skills by ensuring that lessons are meaningful and memorable with thought-provoking starting points which encourage open-ended enquiry with problem-solving activities.

Creativity is often associated with the creative arts but it can be identified in all aspects of the arts, humanities, sciences, maths and technology.

Children enjoy constructive collaboration within a safe and nurturing environment. Here they are involved in the School Council and the House system, as Travel Ambassadors and Eco-Warriors.

Source: Eveline Day School

HELP YOUR TEEN BUILD RESILIENCE

Adolescence brings increasing academic demands, shifting friendships and heightened selfawareness. Resilience - the ability to bounce back from setbacks, manage stress and stay motivated - becomes even more essential

• Let them take responsibility

• Praise effort, progress and perseverance - not just outcomes. Acknowledge progress, not perfection: celebrate them for what they do, not what they achieve

• Encourage problem-solving and varied approaches

• Normalise failure and set-backs as part of the learning process

• Share how you handle and overcome mistakes and stress

• Talk about emotions without judgement

• Help them break down big goals into manageable steps

• Encourage interests that involve commitment and patience – music or sport are particularly good

Resilience is built gradually, through a balance of support and autonomy. Teens don’t need rescuing - they need to know they’re capable.

Source: London Park School

We need to equip them with transferable skills - teamwork, resilience, communication and initiative - qualities that truly prepare them for life and work.”

As the world changes, so too must our approach to education, because preparing children for life means more than just preparing them for exams.

BRINGING OUT THE BEST

Broomwood Schools bridge the gap between single sex and co-educational learning, giving children the best of both worlds

For children aged from three to 13, Broomwood offers a distinctive model: co-educational learning in the pre-prep, followed by single-sex teaching from Year 3. This approach helps build confidence and allows children to thrive in a focused, tailored environment during the vital preteen years.

Yet the schools remain closely connected. Pupils share the same house system, uniform and core values - especially the guiding principle: Be Your Best. Boys and girls come together regularly for orchestras, creative arts, sports events, debating, residential trips and joint curriculum days, ensuring strong social bonds and collaborative learning.

“In the early years, it’s all about developing ‘learning powers’- confidence, communication, curiosity, independence and resilience,” says Caron Mackay, Head of Broomwood Pre-Prep. “We talk about the power of the yeti: I can’t do it yet - but I will.”

Wellbeing is a priority. Regular pupil surveys highlight gender-specific concerns, and the single-sex model allows staff to respond with targeted support, an approach that earned Broomwood the Independent School of the Year award for student welfare.

“We believe in every child,” says Michael Hodge, Principal and Head of Broomwood Prep-Boys. “We’ll find what your child is good at - and help them realise their potential.”

All sites are within walking distance, giving pupils access to excellent shared facilities, including a DT centre, computer suite, amphitheatre and specialist cookery school. Science is taught as three separate subjects with dedicated labs. In Year 7, children can even earn a cookery qualification culminating in a three-course silver service meal for their parents.

Co-curricular life is vibrant, with everything from drama, cricket, rugby and netball to karate, golf, CrossFit and robotics. Mixed residential trips begin in Year 3, with recent highlights including a rugby tour to South Africa.

“We prepare children for senior school - but more importantly, we prepare them for life,” says Louisa McCafferty, Head of Broomwood Prep-Girls.

Leavers’ destinations include Eton, Harrow, Dulwich, Winchester and St Paul’s for boys, JAGS, Streatham & Clapham, Francis Holland and St Mary’s Ascot for girls. Popular co-ed options are Brighton College, Alleyn’s, Marlborough, Epsom and Wellington.

Longer school hours support working parents, with extra-curricular clubs running at the prep school sites until 6.20pm and afternoon tea included in the fees.

With academic strength, exceptional pastoral care, and a broad curriculum, Broomwood nurtures well-rounded, confident children ready to be their best, now and in the future.

SCHOOL PROFILE

TRADITIONAL EXCELLENCE MEETS FUTURE VISION

Set in the heart of Battersea, Emanuel School stands as a beacon of academic rigour, artistic expression and community spirit

Founded in 1594 by Lady Dacre and Queen Elizabeth I, this co-educational day school has evolved into a modern school that retains its rich heritage while embracing forward-thinking educational practices. With over 1,000 students aged 10 to 18, Emanuel offers a comprehensive curriculum up to GCSEs and A-levels, preparing students for success in higher education and beyond.

Emanuel’s commitment to academic excellence is evident in its impressive track record, with nearly 60% of its Oxbridge candidates receiving offers in recent years. The school’s approach to education is holistic, emphasising not only scholarly achievement but also personal development and wellbeing. This philosophy is encapsulated in the school’s motto, Pour Bien Désirer (The Noble Aim), which reflects its dedication to nurturing well-rounded individuals.

Beyond the classroom, Emanuel offers an extensive array of co-curricular activities. With over 50 clubs and societies, students have the opportunity to explore interests ranging from drama and music to debating and outdoor pursuits. The Duke of Edinburgh Award is particularly popular, with more than 100 pupils participating each year. The school’s music department is renowned for its excellence, offering opportunities in classical ensembles, contemporary music and DJing. Notable events include performances at venues like the Clapham Grand and Fabric Club, as well as international trips to destinations such as New York.

In September 2025, Emanuel School welcomes Ravi Kothakota as its new headmaster. Currently serving as Deputy

Head: Pupils, Mr Kothakota has been instrumental in the school’s recent successes, particularly in enhancing academic outcomes and expanding the sports programme. His leadership is characterised by a commitment to fostering aspiration and inclusivity, ensuring that every student feels valued and supported. Mr Kothakota expressed his enthusiasm for the role saying, “I am delighted to be given the opportunity...to lead Emanuel towards an exciting future and the next stage of its development as a leading co-educational school.”

Emanuel prides itself on its strong sense of community and its dedication to inclusion and diversity, actively engaging with local and global communities through various outreach programmes

and partnerships. Initiatives such as Black History Month and Pride Week are celebrated, and student-led groups such as The Archer Group and The Bridge focus on promoting equality and social justice. This commitment to community is further reflected in the school’s recognition for innovation in equity, diversity and inclusion.

Emanuel School offers a dynamic and supportive environment where students are encouraged to excel academically, engage in diverse co-curricular activities, and develop into compassionate, confident individuals. Under the new leadership of Ravi Kothakota, the school is poised to continue its tradition of excellence while embracing new opportunities for growth and innovation.

CHOICES IN EDUCATION

SMART MOVES

The education landscape has shifted considerably in 2025 with more upheaval to come, says Nicola Woolcock, Education Editor of The Times, in her guide to the opportunities available for your child’s educational journey

VAT on private school fees and a declining school-age population are both making themselves felt across education, with a flurry of school closures and mergers. Not all the impacts will have negative outcomes for families, although they face more uncertainty in their options than in steadier times.

The same traditional choices remain: state or private, single sex or co-educational, London or country, day or boarding, in person or virtual - but with some modern twists and developments.

The declining number of primary school children is now feeding through to secondary schools, with a sharp drop in some boroughs. This could give parents more chance than previous years at securing a place at the most popular schools.

A report earlier this year showed a decrease of almost 3,200 Reception places over the next four years and a fall of 2,600 Year 7 places. Some primary schools have already closed because government funding, linked to pupil numbers, has made them unsustainable.

However, this is likely to be countered to some degree by families priced out of the private sector switching to state schools. The dust is far from settled from the impact of VAT being added to private school fees at the start of this year (with schools passing on anything from zero to 20 per cent) but the Independent Schools Council census showed a 2.4 per cent drop in like-for-like pupil numbers in January.

Although online schools are growing in popularity, it is probable that most of those leaving fee-charging schools, or deciding not to enrol their children, will choose state schools instead.

While the capital has among the biggest drop in birth rate and is still feeling the impact of Brexit on its school-age population; its private school numbers have also declined but by less than the rest of the country.

London’s privately educated pupil numbers are down 1.5 per cent - better than the rest of the country: in the South East the drop was 2.3 per cent (second joint lowest with Scotland), with the biggest impact in the East Midlands (3.2 per cent) and Wales (5.1 per cent).

Prep schools are generally worse hit than senior schools, being smaller and more financially vulnerable. Several have closed while many others have merged or been taken over by senior schools or global chains to secure their futures.

While some schools are closing, other schools are upping their game to impress families, with many boasting new facilities such as golf simulators.

Single sex or co-ed?

Growing numbers of single sex schools are becoming mixed, including Harrogate Ladies’ College, leaving less choice for parents.

Several have extolled the virtues of going co-educational, deeming it more modern and preparing children for working life.

The number of single sex schools continues to fall, and boys’ schools in particular are becoming a rarity. Only four boys’ full boarding schools still exist: Eton, Harrow, Radley and Tonbridge.

St Albans School and Westminster School will both become fully co-educational while

A SMOOTH TRANSITION TO SENIOR SCHOOL

Starting senior school is a big step, whether as a day pupil or a boarder but it can also be an exciting and empowering change.

Encourage independence early

Begin with simple tasks like packing their own school bag, organising homework or setting their own alarm. These habits foster confidence and are especially important for boarders.

Talk about what to expect

Discuss changes ahead, like multiple teachers, new friendships and extracurricular opportunities. Open conversations help reduce anxiety and build excitement.

Visit

Attend induction events, explore the school environment together and help visualise new routines. Familiarity makes a big difference on day one.

Create calm routines

In the early days, a consistent routine at home around sleep, screen time and meals can provide a welcome anchor.

Don’t overpack the schedule

It’s tempting to sign up for everything but allow time to find the new rhythm. A gentle start builds long-term confidence and enjoyment.

Stay supportive

Whether they’re coming home daily or weekly, be ready to listen. A few wobbles are natural, but with encouragement, most will settle and thrive.

Source: Woldingham School

Learn like a Londoner

Whether it’s metropolitan Mayfair, buzzing Belgravia, creative Clapham or home-based Hybrid, our forward thinking senior schools leverage the best that London has to offer to provide a dynamic, forward-thinking, personalised education in beautiful environments where kindness and community really matters. Come to one of our Open Events and find out more. Regular Head’s Coffees and tours available for all other points of entry.

londonparkschools.com

CHOOSING A SCHOOL

• Decide about the basics: day or boarding; single sex or co-ed but be open to the unexpected about a school.

• Check the logistics. Journey times matter, especially if your child is committed to the co-curricular. Will they cope with the longer days? Where will your child’s friends live?

• Try to talk to parents who have children at the schools on your list; try to avoid rumour or hearsay.

Questions to ask:

• Are the children happy at school?

• How does a school deal with bullying?

• How do they encourage children to get involved?

• Is there a variety of activities on offer?

Source: Dulwich College

Winchester College has accepted female day pupils in the sixth form and will take girls as boarders from autumn 2026.

Trinity School in Croydon is also becoming co-educational at all ages from 2027 (it is currently co-ed only in the sixth form) after the foundation that runs it closed Old Palace of John Whitgift, its girls’ school. It said it was creating a diverse learning environment that benefits everyone.

Many schools have gone co-educationalnominally for ideological reasons but often with a beady eye on the finances and the fiscal benefit of being able to educate the brothers and sisters of existing pupils.

Trinity says that along with taking girls, it will grow pupil numbers by around a third by 2033, which will enable greater investment in facilities and better opportunities for children in performing arts and sports.

However there remain staunch defenders of the benefits of teaching girls and boys separately. Girls’ school heads have previously pointed out that female pupils have a positive impact on boys in the classroom but questioned whether girls also benefit.

Jo Sharrock, Head of the all-girls Putney High School, said: “In a single sex environment, girls are liberated to be

their true selves, whomsoever they want to be - unfettered by gender expectation and without any limits placed on their aspirations or achievements by unhelpful stereotypes.

“At Putney, girls are free from any sense that the script has been written for them. They are offered a wealth of choice, both in terms of subjects and the many academic extension opportunities on offer.

“We build strong, well-rounded girls who are mighty in spirit, intellect and experience - they are a joy to be with, and they thrive when given the freedom to be themselves in our single sex setting,” says Sharrock.

“As many schools pivot to co-ed models, all-girls education continues to offer a power alternative,” adds Margaret Giblin, Head from the all-girls, IB day and boarding school, Marymount International School London. “We create space for young women to lead, explore without limits and thrive in academically ambitious, empowering environments.”

Alex Hutchinson, who leads James Allen’s Girls’ School in Dulwich, said: “A single sex education prioritises resilience, inclusion and an independent spirit.

“Girls’ schools were established to combat entrenched inequality, and our schools have

OPEN DAYS

Saturday 11th October 2025

9:30am - 12:30pm

Principal’s talks - 9:30am & 11:30am

Thursday 16th October 2025

5:15pm - 7:15pm

Principal’s talks - 5:15pm, 5:45pm & 6:30pm

a track record of great success in promoting environments where there is no such thing as a glass ceiling.

“In terms of attainment, girls in girls’ schools consistently achieve higher grades across all subjects and outperform girls in other types of schools.

“Girls’ schools foster a culture free from stereotyping and promote a genuine sense of

individuality. The gap between boys and girls playing sport is widening in co-educational schools, and many girls stop playing sport altogether. For us this is simply not the case - our girls relish their physical prowess and the simple joy of playing team and individual sports because they feel free to do so.”

If you’re not convinced and are looking at a co-ed school, Damola Ademolake, new

INTELLIGENCE: ARTIFICIAL & OTHERWISE

From solving planetary problems with gamechanging apps, to building sustainable start-ups, Putney will give you the skills to channel your ideas into a reality that takes you far beyond the school gates. Innovate with robotics and AI. Reach for the stars in Physics Futures, or jet off on a travel scholarship – the only way is up.

STAYING ON TO 13+

There are advantages to staying on for the final two years of prep school. Broomwood is happy to prepare children for the 11+ and for some, this is the right decision. But for others, leaving at 13+ to go to senior school gives them a chance to develop at their own pace and to stay a child for just that little bit longer.

The extended period at prep school provides them with the chance to grow in a nurturing environment, while accessing the facilities, resources and specialist teaching akin to a senior school. They can also take full advantage of leadership opportunities. We run a ‘buddy system’ where younger children are mentored and befriended by older pupils. This gives the senior cohort the chance to develop empathy, responsibility and listening skills. A good prep school setting fosters not just academic excellence, but personal development, equipping children with the skills and confidence needed for their next educational steps.

Source: Broomwood

Principal at all-boys Ernest Bevin, observes that, “girls outperform boys nationally and in mixed schools this can boost the combined results of the school, often hiding a larger gender gap between boys and girls.

“Typically, English is a subject in which boys tend to do far less well than their female counterparts, so ask to see the exam results broken down by subject and by gender for a more in-depth understanding of the teaching when visiting a mixed school.”

Town, country or hybrid?

London Park Schools (LPS) is trying a multi-pronged approach to setting itself

apart: making a virtue of its central London locations, its small schools and its hybrid school that offers in-person lessons one day a week.

It has two senior schools on Piccadilly in Mayfair and next to Clapham South tube, with a shared sixth form on Eccleston Square in Pimlico and a hybrid school also based in Mayfair.

The school says it celebrates “learning like Londoners,” making the most of the culture on its doorstep. It describes London as a “world city” and aims for diversity, creativity, tolerance and inclusivity - to become a community of true Londoners.

Principal, Suzie Longstaff, says: “We believe we’re achieving something different. The [private] schools in London became larger and more selective. They’re all amazing schools, but there needs to be something different and we’re leaning into our superpower of being smaller.

“We’re a breath of fresh air. The kids are known. They are part of a community, not just a tick in a register. Every member of staff knows them and therefore we can offer a really personalised, bespoke education.”

The schools will have around 250 students each when at full capacity. Ms Longstaff says of the school in Clapham: “We have a tube station next door and a bus stop outside. The children are in forms with other year groups and mix with other ages.

“They sit outside on Clapham Common, and the children are all mixed up together, playing football, netball or chatting. There’s lots of laughter.”

BENEFITS OF BOYS-ONLY

Boys in single sex schools tend to outperform those in co-ed.

Girls outperform boys nationally and in mixed schools this can boost the combined results. Ask to see the boys’ results to make a fair comparison with boys-only schools.

A focused learning environment

Without girls, boys may experience fewer distractions, enabling them to concentrate better. They may take risks without the fear of failing in front of girls, promoting dynamic and free learning and leading to improved academic performance.

A curriculum focused on boys

Catering specifically to their needs and learning styles, teaching techniques which promote active learning, hands-on activities and competition can engage boys more effectively.

No gender stereotyping

Boys can freely express themselves, explore extra-curricular interests, engage in the arts or take on leadership roles, all of which develop their individuality without fear of judgement or stereotypes.

Confidence without comparison

Reduced social pressures mean boys can mature at their own pace, without the stress of negative gender comparisons.

Source: Ernest Bevin Academy

Fencing, robotics, Japanese club? With a Whitgift education you’re challenged academically and supported to discover interests you never knew you had. We offer independent day and boarding for boys aged 10 to 18 on an inspiring 45 acre parkland.

Start your journey today by exploring our website.

The small size means the schools are agile, teachers work as a team and its locations make school trips easy. Of the lure of the countryside, she adds: “Any teenager benefits from being in London. And I think while you might imagine it’s lovely being outside the city with a little bit more fresh air and green space, in London, the children can grow in independence.

“Students can take themselves to an art gallery. They can go to the theatre. They can spark their curiosities. They can engage with London life. Which when you’re stuck out in the country and there’s only one bus every hour, can’t be done.

“They’re more confident and curious as a result. Their interpersonal skills are really good - they have a happy resilience.”

Post-Covid, more families are choosing online or flexible schooling for their children, whether because they are not happy with mainstream education or because they are talented athletes or musicians who cannot always adhere to a traditional school day.

Online schools include Minerva Virtual Academy and Ohana, which will open this month (September 2025) for neurodiverse children, offering online, blended and transition back to school options.

Ohana describes itself as a therapeutic online school offering neurodiverse children access to the full national curriculum through learning online. A spokeswoman said: “We realise that many children need a personalised way of learning outside of a traditional school setting. Registration is open and we are currently focusing on the 11-15 age group but aim to extend from eight-to-18 in 2026.”

LPS also has a hybrid school for 11-to-16year-olds whose 60 pupils learn from home online four days a week and attend school once a week. Each year group comes in on the same day to do practical subjects, such as drama, music, science practicals, art and sport.

Ms Longstaff says: “It appeals to a wide range - children who are absent from

WHERE TO FIND HELP AND INFORMATION

Department of Education

Find a list of school and college performance tables and find and compare schools and colleges using a map, www. education.gov.uk

Independent Schools Show

Thursday 9th October 2025

Venue: RHS Lindley Hall, London, SW1

The show brings together the leading independent schools, the brightest thinkers and the most respected heads to help you make the right decisions for your child. Tickets free if you register in advance. www.schoolsshow.co.uk/london-tickets

Ofsted

The Office for Standards in Education, Children’s Services and Skills. Find an Ofsted inspection report at www.reports. ofsted.gov.uk

The Independent Schools Inspectorate Browse school reports, www.isi.net

Local authority websites Wandsworth - www.wandsworth.gov.uk/ schoolsandadmissions

Tel: 020 8871 6000/7

Lambeth - www.lambeth.gov.uk/school-admissions-appeals Tel: 020 7926 9503

education, those who might not suit the traditional school model and those who are very good at sport or music meaning they have commitments outside of school.

“The one thing that unites them is they want to be in school, make friends and have that sense of community. They’re not looking for fully online.” Parents should be steered by what suits their

It’s something Newton Prep prides itself on, explains Sarah Hales, Deputy Head, Year

CONSIDERATIONS WHEN CHOOSING A PRE-PREP OR NURSERY

Building a positive relationship between nursery and home is essential for developing a strong sense of trust for both you and your child.

Consider:

The sharing of information between home and school

• How will you find out about your child’s day?

The feeling of warmth

• Is it nurturing and welcoming?

• Are the children happy in this setting?

The setting and environment

• What is important to you? Green space, fresh air, forest school provision, accessibility, proximity to home and transport are all important considerations.

Source: DUCKS, Dulwich College

6-8: “With so many options available at 11+ and 13+, navigating the transfer to senior school can feel almost impossibly daunting. We pride ourselves on working closely with parents to make sure we send our children to a day or boarding school that is exactly right for them.”

Walhampton School, on the edge of the New Forest near Lymington, has 100-acre grounds; lawns, lakes and woodlands, and facilities including a heated swimming pool and stables. The day and boarding school caters for two-to-13-year-olds and claims to “let children be children” for longer.

Head, Jonny Timms says the school attracts “outdoorsy” children. The independent schools market has become “more competitive, more data-driven, and more scrutinised. We’re seeing a shift from brand loyalty to value-based decisionmaking: parents want to see impact, not just hear about it,” he says.

“Families are asking harder questions about outcomes, inclusion and pastoral depth. This has raised the bar. It’s no longer enough to offer a warm ethos and a good reputation, we have to show measurable excellence across the board.

“We’ve invested time in sharpening our narrative, improving parental engagement, and ensuring our strategy is underpinned by insight, not assumption,” Timms adds.

Of its pledge to let children be children, he says: “It’s about honouring the pace of childhood. Emotional confidence, curiosity and a strong sense of self are the

foundations for later academic success. We give children space to discover who they are, not just what they can achieve. That means building in joy, wonder and a deep sense of connection, from the classroom to the forest, from friendships to performance.”

Mr Timms acknowledges the “inspiring” setting on the edge of the Solent is not enough on its own, but it does offer generosity of space, allowing children to climb trees, kayak on lakes and run around the grounds. In a line akin to an Enid Blyton novel, he comments that the stables allowed children to bring their ponies to school, while others were keen sailors.

Boarding

Boarders have the grounds on their doorstep at evenings and weekends. The school offers a fully flexible boarding model accommodating full boarders from within the UK and overseas, weekly boarders and those looking for a more flexible one-to-two nights a week package, or just occasional ad hoc nights to help busy families with their childcare arrangements.

Mr Timms says: “Our boarding house is at the heart of the school on the upper floors of our main Grade II listed building with magnificent views stretching to the Isle of Wight. Families are increasingly looking for flexible options as parents and children lead busy lives.”

According to the ISC census though, boarding is falling out of favour, with 63,035 pupils boarding in January 2025, a decrease of 2,614 boarders or 4 per cent compared with 2024. Pupils registered to board at any

GIRL POWER

Numerous studies show that girls excel academically, socially and emotionally in a single sex environment. In a world where women’s rights are under threat, it is more important than ever to empower young women to know their worth, make their own decisions, and use their voice in an environment without limits or comparison.

Here, gender stereotypes have no place - all subjects, sports and leadership roles are for girls. Our expertise in girls allows us to support them through academic study as well as understanding women’s health, countering the ‘techbro’ domination of the evolving digital landscape, and the shifting friendship dynamics of teenagers.

Our pupils are encouraged to take risks in their learning, embrace mistakes, speak out and put themselves forward. Companies with women in leadership perform better, and by equipping girls with knowledge and strength of character, we know they are future-proofed, ready to forge their own way forward.

Source: Sydenham High School GDST

point during the academic year 2024/25 fell by 2,409 or 3.4 per cent to 67,572.

Much of this is due to a 14 per cent fall in demand from overseas pupils, but what does this mean in real terms? Less competition for places at some schools, but also less lucrative income as foreign families tend to pay higher fees. This is leading schools

to diversify what they offer, to attract and retain families and stay competitive.

Cranleigh School, which offers day and boarding in Surrey, will allow day pupils to stay one night at school on a new ‘day plus’ rate from September 2026.

Head, Samantha Price says: “Schools must work harder to meet the needs of modern

Senior School Open Events

families and do more to support them. So many have seen enormous changes to their lifestyles in the past five years and it is incumbent on us to be agile and adapt.

“These changes reflect Cranleigh’s commitment to offering families greater flexibility and our acknowledgment of the financial pressure many families are facing.”

Day pupils participate fully in all sporting and co-curricular activities, going home at

6pm, while boarding pupils can spend up to seven nights a week at school with the option to go home at weekends. Around 75 per cent of pupils board but ‘day plus’ pupils may stay one night a week at school, with the option of a second night - to “dip in and out of boarding culture.” The school has also launched a pre-prep school.

MOTIVATING TEENAGERS

When choosing a senior school, ask how it motivates its teenagersespecially those who seem disengaged and or have yet to find their ‘thing’.

Adolescents are wired for purpose, status and curiosity. They’ll rise to challenge but only when it feels real. We talk about playful scholarship: the freedom to test ideas, take risks, and experience the feedback loop of autonomy and consequence.

Our Playful Scholarship Portfolio stretches students not just academically, but through leadership, mentoring, enrichment and community action. We tell them: you can do hard things - and we trust you to try. It’s how they move from play to purpose - building on the creativity and confidence fostered in earlier years - and to actively shaping the school’s culture through challenge, status and autonomy.

Teenagers are meaning-seekers. The right school should fuel that - across every part of their lives.

Source: Wimbledon High School GDST

State

With many excellent state schools in London, plus VAT and annual fee increases pushing up the cost of independent schools, it can make more sense for families to choose state.

Bolingbroke Academy in Wandsworth is extremely popular, with eight applications for every place, and its Principal, Claire Edis, says that excellence “doesn’t just magically happen.” She also does not believe in dramatic interventions in GCSE and A-level years.

“We believe in the small steps that young people and staff take every day, and we hope that the results then take care of themselves,” she says.

“Our key priority has been creating a community that takes part, takes risks and takes responsibility - taking part is absolutely critical in terms of that sense of belonging and community.”

The school has more than 100 clubs so that every child can find something they are good at, including spike ball which is played on a trampoline.

Of young people, Edis says: “I get this sense that they don’t always realise what they’re good at. When they’re on social media there’s always somebody better and

their benchmark is really warped by what they’re looking at.

“We have an incredible responsibility as educationalists to remind our young people what they are good at, day in and day out. We feel like we’ve had to take real responsibility

for stripping back the platform.

“They see the world internationally, good and bad. What is happening in our own local community is tremendous. Some schools focus on creating global citizens but being absorbed in local activities is extremely important for their mental health,” Edis says.

“In later life if they end up going into politics and influencing the global platform, much of their happiness will come from a sense of meaning in their immediate community, which is obviously Bolingbroke and their family.

“They can go anywhere. But, if they don’t value what they have on their doorstep - the friends, the community, the relationships, the opportunities - I fundamentally don’t believe that they will find happiness.”

The aim in setting up Bolingbroke was to create a centre of excellence that local children could walk to, and to have diversity rather than polarisation, she added.

Some parents pick private schools for their small size, but Bolingbroke is also relatively intimate, with a four-form intake and a very involved parent association which has paid for an independent study room to be refurbished and an overhaul of the school’s butterfly garden. This leaves the school to spend its money wisely, both from the government and funding from sponsors.

It has seen more applications from those whose children were previously at independent schools, and more families than usual accepting a place offered at Bolingbroke instead of at a private school for this autumn, meaning its waiting list movement is slower than in previous years.

SCHOOL PROFILE

EDUCATION FOR A FASTCHANGING WORLD

In an age where AI writes essays and traditional career paths evolve rapidly, London Park Schools (LPS) aren’t just keeping up - they’re setting a new direction

Formed by bringing several smaller schools together under one visionary banner, LPS offers a fresh take on modern education. With three distinctive sites across central London - senior schools for 11-16-year-olds in Clapham and Mayfair (plus a hybrid option for remote learners), and a dedicated sixth form in Belgravia - LPS blends academic rigour with a modern, metropolitan perspective. Here, the city itself becomes part of the curriculum: museums, galleries, law courts, theatres and tech start-ups are destinations and catalysts for learning.

“We’re preparing students not just for the next exam, but for an unscripted future,” says Suzie Longstaff, Principal of London Park Schools. “That means helping them to know themselves; how to think critically and creatively, and feel confident about stepping into the adult world, to follow whichever path they choose to take.”

The Clapham and Mayfair schools share a common educational vision, but each

develops its own identity in response to its student body and local context. While lessons, pastoral care and enrichment activities are tailored to each school’s community, students come together across sites for initiatives like sport, leadership programmes and group-wide projects. The result is a dynamic and connected school culture that combines the intimacy of smaller settings, within the opportunities of a larger educational network.

LPS offers a deliberately small and highly personalised learning environment. Teachers monitor academic achievement alongside individual learning styles, personal interests and long-term goals. Curriculum design focuses on relevance as much as results. English and humanities follow interdisciplinary, theme-based approaches, while STEAM subjects (science, technology, engineering, arts and maths) are interwoven to encourage critical thinking, creativity and collaboration.

“We talk a lot about ‘intellectual playfulness’,” says Susan Brooks, Head of LPS Clapham. “Our students don’t just absorb information - they interrogate it, apply it and develop their own ideas. That builds deep understanding and confidence.”

That confidence extends beyond the classroom. Students are encouraged to take the initiative, whether by launching their own society, debating public policy with local MPs, producing a short film or volunteering. Clubs range from judo to street art, Mandarin to dissection - often driven by student demand.

At LPS Sixth, personalised progression takes centre stage. “Our goal is to help each student shape their pathwhether towards university, degree apprenticeships, entrepreneurship or the arts,” says Nathan Mountford, Director of Sixth Form. “With meaningful work experience, leadership training and oneto-one guidance, every student leaves here with purpose and direction.”

As part of the group’s hybrid offering, students can opt for a flexible, remotefirst model, ideal for those balancing elite performance commitments, learning differences or international travel with rich academic and pastoral support.

“Education should reflect the world our students are stepping into: fast-paced, interconnected and full of possibility,” says Dr Adrian Rainbow, Head of LPS Mayfair, Hybrid and Sixth. “We’re building schools that prize curiosity, courage and adaptability as much as grades. It’s not about breaking tradition for the sake of it - it’s about doing what’s right for this generation.”

London Park Schools aren’t replicating the past. They’re designing education for the future and the people who will shape it. The result? Thoughtful, creative, and adaptable young people, ready for whatever the future holds.

ESSENTIAL TIMELINES - Navigating the British education system - key dates and milestones

Start to consider catchment areas for state schools. Almost all pre-prep and prep school applications will need to be submitted within this period 2½3 Pre-school or kindergarten starts

State primary school application deadline. This is the January of the year the child is due to start school, so those who will turn 5 during their first academic year (1st September – 31st August) 3½-4 4-11

State primary school. Your child will start in the academic year in which he/she turns 5 years old, so children begin school at 4 rising 5

Some pre-prep and prep schools require registration the day your child is born, or shortly after 0-1 4½7/8 Pre-prep school 4-7/8, 11 or 13 Independent prep school. Your child will be

State secondary school. Apply by 31st October of Year 6. Grammar schools set their own exams, taken early in Year 6 (see below)

13-18

Independent day or boarding schools. There is a Year 6 entry at some independent secondary schools, with exams taken in Year 5 (10+). The 11+ exams for Year 7 usually take place in the November or January of Year 6. The 13+ Common Entrance exam is taken in June of Year 8 where still required; in cases of selective boarding and day schools this will have been preceded by a pre-test in Year

The results of GCSE exams dictate entry into the sixth form or a Sixth Form college. Check admission dates at individual colleges as some request earlier applications. For a 16+ move to an independent school, applications, written exams and interviews are undertaken during the autumn term of Year 11

Independent boarding or day schools. The 13+ Common Entrance exam is taken in Year 8 where still required, often preceded by a pre-test in Year 6 or 7, and many London day schools have their own 13+ exams in the January of Year 8. Applications for many boarding schools are often 18-24 months, or even 3 years, before the year of entry, not just 12 months like many London day schools

THE GEM ON THE HILL

Q&A with Mrs Jo Parker, Head of DUCKS, the co-educational Infants’ school and Kindergarten which sits in its own grounds within Dulwich College surrounded by green space and affectionately known as ‘the gem on the hill’

How would you describe DUCKS at Dulwich College?

DUCKS offers children from six months to seven-years-old an environment of early excellence; we have an abundance of outdoor space to explore, and excellent early education learning spaces filled with natural light. Furthermore, we have access to all the facilities and resources of Dulwich College.

At DUCKS we believe early years education needs to encourage our youngest learners to interact and build knowledge by creating an environment that offers support, curiosity, communication and cooperation. We encourage negotiation and problemsolving by providing open-ended tasks and materials that spark creativity and innovative thinking, focusing on the experience and process rather than just the outcome.

We want our children to learn, to know that thinking is fun, and to be good at it. Our practitioners scaffold learning,

providing ways for the children to predict, explain and collaborate.

Weekly sessions in our inspiring Forest School have also brought on the development of resilient problem-solvers who are not afraid to make mistakes and who display an ability to bounce back from minor difficulties. A consideration of the benefits versus the risks enables children to safely experience adventure and a sense of challenge.

How are parents involved at DUCKS?

Our partnership with parents is essential. Children have different ideas, needs, values and perspectives and we encourage this diversity, ensuring every child has access to and participates in meaningful experiences with positive outcomes.

Parents join in ‘Stay & Learn’ sessions in Forest School and the everyday learning environment. Families partake in assemblies and cooking experiences and share celebrations and festivals with the community. Every year we celebrate Parent & Carer Week.

How are children engaged to learn more about sustainability and the environment?

Forest School is the perfect backdrop for children to engage in the environment and develop an understanding of its importance through immersion and our overarching curriculum themes, such as Our Planet, Blue Planet, Invention and Innovation. We also mark special weeks and days such as Wildlife Day, Earth Day and Eco Week where we encourage leaving the car behind and have a bicyclers’ breakfast. In a recent project with a collaborative focus, children built a model sustainable DUCKS town with infrastructure and biodiversity, led by a local innovative architect.

How is inclusivity encouraged?

At DUCKS, we value the importance of being ‘Determined’, ‘Unique’, ‘Confident’, ‘Kind’ and ‘Selfless’. Our ‘Unique’ value represents a strong sense of belonging which is built through our community who help lead workshops and assemblies celebrating occasions such as Diwali, Rosh Hashanah, Lunar New Year and Ramadan.

An example of our commitment to inclusivity is reflected in how we share these celebrations as part of our ‘Unique’ value.

EARLY YEARS

A HELPING HAND

Real tips for real life - from toddler tantrums and picky eating to first phonics. Dina Shoukry asks early years experts for the parenting resources they actually trust

arenting in the early years is magical - but also messy, unpredictable and overwhelming. With no handbook (and a million voices online), it’s tough to know what actually helps. So, we asked top early years experts to share the podcasts, books, apps and playful tools they trust. Here’s what they said.

Support for grown-ups: Trusted parenting resources

Listen and learn: Podcasts that really help

The Child Psych Podcast

“I would highly recommend The Child Psych Podcast for its diverse and insightful coverage of topics related to both parenting and education. It covers everything from navigating the technological world to surviving tantrums. What I love most is how each episode blends heartfelt conversations with solid, research-backed insights.”

Jo Parker, Head of DUCKS, Dulwich College

Good Inside with Dr. Becky “As both a teacher and parent, I’ve found Dr. Becky Kennedy’s podcast a valuable resource. She offers practical parenting solutions through short, focused episodes perfect for busy parents. Whether addressing tantrums, screens, or your child’s friendships, Dr. Kennedy uses real life examples to provide actionable strategies with empathy, helping parents navigate difficult moments with confidence and purpose.”

Lucy Shaw, Deputy Head of DUCKS, Dulwich College

Knowing the

‘why’ behind behaviour helps you stay calm and respond with empathy

The Parenting Coach Podcast

“The Whole-Brain Child by Dr. Dan Siegel and Dr. Tina Payne Bryson is a must-read, and their work is beautifully explored on The Parenting Coach Podcast by Crystal Haitsma. Both explain what’s happening in a child’s brain during emotional moments like fight, flight or freeze, and how understanding the science behind parenting can take the heat out of high-stress situations. We often think parenting should come naturally but knowing the ‘why’ behind behaviour helps you stay calm, respond with empathy and let go of guilt when things get tough.”

Roosha Sue, Head of Early Years, Eaton House Schools

WELLBEING SUPPORT

An Emotional Literacy Support Assistant, or ELSA, works closely with the SENCo to ensure that children’s wellbeing is supported to the highest standard, so that it is not only the academic needs of children that are met, but also their emotional and social development.

The importance of children’s mental health and wellbeing cannot be overstated. An ELSA is equipped to support children who find emotional development more challenging than their peers, and might explore anxiety and worry, friendships, emotional regulation, social skills, self-esteem and confidence. Through one-to-one sessions or small group work, ELSAs provide a safe, confidential space for children to discuss their feelings in a positive and supportive environment. They introduce strategies to help children manage their emotions and cope more effectively with life’s challenges, and work closely with parents so they feel supported and empowered to help their child at home. ELSAs can be especially effective from Reception, ensuring children have a smooth transition into ‘Big School’.

Source: The White House Prep School

Care for the Family podcasts

“I often recommend Care for the Family, which includes episodes specifically for dads of primary-aged children and for parents of teens.”

Adam Woodcraft, Head of Early Years, Dolphin School

The Nourished Child

“For nutrition, The Nourished Child is excellent. It explores diet, eating with children, sugar intake, exercise and top tips for healthy eating, empowering families who struggle with food at the table. It offers practical advice that takes the pressure off parents.”

Roosha Sue, Head of Early Years, Eaton House Schools

Nutrition Science Bites

“Finding reliable nutritional information can feel overwhelming, so I have begun to listen to Nutrition Science Bites with Professor Clare Collins AO (Order of Australia). It breaks down the science behind everyday food decisions. Some episodes navigate headline-grabbing topics, like the recent debates around ultra-processed food, others focus on family-specific concerns, such as the science behind chocolate and why some is

CULTIVATING INDEPENDENCE

The journey to independence starts with empowering children to make their own choices. Begin with simple decisions like choosing and helping prepare their breakfast. Involvement in daily routines, such as clearing their dishes, fosters responsibility. Place hooks, utensils and toiletries within their reach, encouraging autonomy. Consistently guiding them to tidy up and complete tasks reinforces this learning.

Dr. Maria Montessori believed that children naturally want to work and be active, so provide games, toys and activities that promote self-directed play and learning. As they grow, joining in on outdoor tasks like gardening, car cleaning and other household chores instils a sense of contribution and work ethic.

Physical independence is vital too. From around two-anda-half-years old, children are capable of walking longer distances, so begin by walking somewhere at least once a week without a buggy and gradually increase the frequency. This helps build stamina, road safety awareness and confidence.

While parenting is undoubtedly demanding, these efforts contribute to raising generations who value independence and hard work - qualities essential for the caretakers of our world.

Source:

Butterfly Preschool

healthier than others or addressing vitamin D deficiency in children. It has transformed my weekly shop from stressful to confident.”

Lucy Shaw, Deputy Head of DUCKS, Dulwich College

Tap and try: Apps that work

EasyPeasy

“I would recommend the EasyPeasy app

- it has a range of activities for parents to engage with their children at home using easily accessible resources. I think it’s great for developing confidence as a parent of an early years child by offering a play-based approach to supporting child development.”

Carly Foulkes, Headteacher, Alderbrook Nursery & Primary School

Arc Pathway

“Arc Pathway is a fantastic app founded by Helen Garnett and Jackie Harland who are hugely experienced in early years. Their advice and the way the app is structured is absolutely beautiful. It helps parents understand what to expect with their child and how to move them forward in their educational journey at home, taking into consideration early foundation stages.”

Roosha Sue, Head of Early Years, Eaton House Schools

Parenting books that go the distance

Peaceful Parent, Happy Kids

Dr. Laura Markham

How to Talk So Kids Will Listen

Adele Faber and Elaine Mazlish

“These books share sensible guidance with parents around the challenges and joys of parenting. They cover a range of different topics and share ‘real life’ experiences which are important in helping parents make good decisions for their children. Crucially though, all children are different and need different experiences as they are growing up - what works for one child might well not work for another. Broad reading and trial and error are often the most effective ways of achieving good outcomes in my experience.”

Helen Loach, Head of Prep, Streatham & Clapham High School GDST

Tools for tots:

Resources children love

Click and play:

Child-friendly learning tools

Teach Your Monster (www.teachyourmonster.org)

“There are some brilliant educational games out there that children love. One of our favourites is Teach Your Monster, originally developed by Usborne to support early reading. It’s now expanded to include maths and healthy eating, all in a playful game format where children design their own monster and go on a story-driven journey.”

Adam Woodcraft, Head of Early Years, Dolphin School

Top Marks (www.topmarks.co.uk)

“I also love Top Marks, a site with several educational games which can be filtered by age, including phonics, shapes and money.”

Adam Woodcraft, Head of Early Years, Dolphin School

Butterfly Preschool YouTube

“We’ve developed our own YouTube channel (@butterflypreschoolmontessori), packed with early learning content for ages two to five. From letters and numbers to sounds, animals and environments, it’s all rooted in the Montessori approach.”

Charlotte Butterfill, Director, Butterfly Preschool

Open Events

Fireplace Story YouTube

“We also run Fireplace Story on YouTube (@FireplaceStory), where our teachers read stories aloud. It’s aimed at children aged from 18-months to eight-years and is perfect for quiet time or winding down.”

Charlotte Butterfill, Director, Butterfly Preschool

Read and reflect: Books that spark big thinking (ages 0–5)

Add these meaningful, engaging titles to your child’s bookcase - perfect for reading together and starting important conversations:

• Yum Yum! by Yusuke Yonezu - A fun introduction to food vocabulary for toddlers

• Real Superheroes by Julia Seal - A heartfelt tribute to everyday key workers

• Pete the Cat: I Love My White Shoes by Eric Litwin and James Dean - A playful lesson in resilience and staying positive through change

• There’s a House Inside My Mummy by Giles Andreae and Vanessa Cabban - A gentle way to prepare for a new sibling

These books are engaging, relatable and offer something new every time you read them

• The Great Big Book of Families by Mary Hoffman and Ros Asquith - A celebration of diversity, inclusion and the many forms families can take

For school readiness

• The Colour Monster Goes to School by Anna Llenas - Helps little ones navigate the transition into Reception

• A New Friend by Lucy Menzies and Maddy Vian - Encourages empathy and welcoming others

• Our Class is a Family by Shannon Olsen - Reinforces kindness, belonging and a positive classroom community

“We believe that literacy is the springboard for all learning. Each book can be revisited from multiple angles - language repetition and rhyme, preferences, differences, animals, food, colour, the environment - all offering rich learning opportunities. These books are engaging, relatable and offer something new every time you read them.”

- Sarah Sanger, Founder and Principal of The Woodentops Nurseries

Play to learn:

Games and brain-builders

“Early verbal and non-verbal reasoning skills can be built through everyday games. Try jigsaws, Dobble, Uno, Top Trumps, Happy Families, or classic card games like Snap and Pairs. Games like these support memory, matching and spotting differences - especially if modelled by an adult or older sibling.”

- Eveline Drut, Director, Eveline Day Nurseries

Final word

All these expert-recommended resources offer a helping hand but the message that comes through loud and clear? Be present. Read together. Walk together.

PLAY-BASED ASSESSMENTS FOR 4+

Focus and listening: Read to your child, pointing to the words, and asking them questions on the text including what it means and what might happen next

Collaboration and kindness: Practise please and thank you. Play games that involve collaborating and sharing. Try Cupcake from Orchard Games or do craft projects together

Spatial reasoning: Jigsaws are ideal and try Smart Games too - Bunny Boo is excellent

Critical thinking: Sorting and classification exercises; see how many ways you can divide up toys into characteristics like eye colour or animal type; try memory games too

Perseverance: Make sure that games are difficult and keep your child motivated to finish. Don’t be afraid to make a game impossible!

Talking: Ask your child to draw pictures and then talk about them.

Source: Mentor Education

Put your phone on silent. Your child may not remember what you said - but they’ll remember how you made them feel. And that, more than anything, is the foundation of a happy and healthy childhood.

What am I entitled to?

Universal entitlement

All parents of three and four-year-olds in England are entitled to 570 hours of free childcare or early education per year. This is usually taken as 15 hours per week over 38 weeks (term time), until the child starts school.

Extended entitlement for working parents

From September 2025, working parents of children aged from nine months to when they start school, where both parents (or the sole parent in a single-parent household) earn at least £9,518 and less than £100,000 per year, will be eligible for 30 hours per week.

These hours can be used over 38 weeks per year (term time) or spread across up to 52 weeks if fewer hours are taken weeklydepending on your provider.

Many private nurseries offer the 15 hours for three and four-years-olds but are not required to offer the extended 30 hours or the new entitlements for under-threes - so always check with your chosen provider.

In London, funded places often exclude costs for meals, nappies and trips.

We believe that literacy is the springboard for all learning. Each book can be revisited from multiple angles

Tax-free childcare

Parents can open a Tax-Free Childcare account. For every £8 you pay in, the government adds £2, up to £2,000 per year, per child (or £4,000 for disabled children). More info at: www.childcarechoices.gov.uk

Government-funded nursery education providers

Government-funded nursery education for three and four-year-olds is available from maintained nurseries schools and state primary school nursery classes.

When to apply

Applications for places at maintained nurseries or nursery classes within state primary schools usually close in February for a September start. Check your local authority’s dates, or visit: www. childcarechoices.gov.uk

The Early Years Foundation Stage (EYFS)

The EYFS is how the government and early years professionals describe the time in your child’s life between birth and five-years-old. Nurseries, pre-schools, reception classes and childminders

registered to deliver the EYFS must follow a legal document, the Early Years Foundation Stage Framework, which sets out: the legal welfare requirement that all those registered to look after children must follow; the seven areas of learning and development to guide professionals’ engagement with your child’s play and activities; assessments of your child’s progress; Early Learning Goals - the expected levels your child should reach at age five; and the written details the professionals should give you at age two and age five. More info at: www.foundationyears.org.uk

BEYOND RECEPTION

There is much focus on preparing children for Reception, but there is another educational transition that occurs as children move from play-based, autonomous learning to more formal, adult-led teaching.

Some children may struggle to adjust to new expectations and show changes in behaviour. While this is completely normal, strong communication between parents and educators is key to managing the transition.

Staying informed helps reduce stress and parents should familiarise themselves with the school’s teaching and behaviour policies. Schools often run curriculum events early in the academic year, which are valuable opportunities to understand what lies ahead for pupils and for parental involvement.

Social dynamics can shift as children settle into school life and friendships may change rapidly, which can be unsettling. Parents can support with calm, open conversations about their experiences. While it can be emotionally demanding, staying grounded helps children feel safe and understood.

Source: Thomas’s London Day Schools

School

Events

Find

Open Morning: Saturday 4 October

7+ Taster Morning: 9 October & 7 November

Early Explorers: Selected Wednesdays & Fridays

Mini Movers: Selected Thursdays

PIONEERS IN EDUCATION – A FAMILY SCHOOL WITH BROAD AMBITIONS

Founded in 1971, Thomas’s London Day Schools were born from one family’s search for a broader, kinder and more creative approach to education

From the beginning, Joanna and David Thomas envisioned a school that delivered academic excellence without losing sight of joy, curiosity and compassion. They believed in nurturing both intellect and characterbalancing rigour with creativity, outdoor learning and personal development.

More than 50 years on, that vision has flourished. Today, Thomas’s includes six schools across London, educating children from nursery through to 18. These include a dedicated kindergarten in Battersea, four thriving prep schools: Battersea, Clapham, Kensington and Fulham, and most recently, Thomas’s College - a dynamic, forward-thinking senior school in Richmond.

Despite their growth, the schools’ ethos remains unchanged but their ambition continues to evolve.

“We offer a broad curriculum and a rich co-curricular programme, giving pupils a wide range of experiences from an early age,” says Ben Thomas, Principal and youngest son of the founders. “Just as important are the ten core values we aim to instil - including kindness, courtesy and respect. We want our students to leave us not only as high achievers, but as good people: confident, compassionate and equipped with uniquely human qualities which will help them to thrive in the modern world.”

Thomas’s blends traditional academic strengths with radical innovation.

At Thomas’s College, the curriculum is as broad as it is deep. Alongside core subjects, pupils study politics, philosophy, economics, and psychology from as early as Year 7. Because all subjects are taught across all year groups, students are better equipped to make informed choices when it comes to selecting GCSEs.

Alongside these, pupils can also opt for the school’s own Thomas’s Qualifications (TQs) - a pioneering framework built around four pillars: Create, Connect, Communicate and Analyse. These qualifications are designed to nurture critical thinking, creativity and real-world application, with flexible assessment methods that allow students to explore their strengths and interests.

While assessments form part of the admissions process, Thomas’s takes a refreshingly inclusive approach to selection across all its schools.

“We’re passionate about building a diverse community of excellence,” says Will le Fleming, Master of Thomas’s College. “Our assessments are designed to help us identify students who will thrive in - and contribute to - our culture. Excellence looks different in every child, and we’re here to nurture that potential.”

The schools’ co-curricular programmes are equally expansive. Pupils can take part in a wide range of sports - from karate, padel and golf to gymnastics and team games - alongside creative clubs such as film, art, pottery and more.

A highlight for many is the school’s Alpine centre, Thomas’s Daheim, a bespoke chalet in Austria. Pupils from Year 5 and up enjoy both summer and winter adventures, designed to build independence, resilience and lifelong memories.

At its heart, each Thomas’s school retains a strong family ethos - shaped by its founders’ original vision and still led by their sons today. The values of kindness, confidence, leadership and humility are woven into every aspect of school life.

This is an education rooted in tradition but never standing still - a place where academic excellence goes hand in hand with personal growth. At Thomas’s, children are not only prepared for the next step, but empowered to lead, adapt and flourish in school and far beyond.

WELLBEING

HOME RULE

Juliet Richards, Co-Founder and Director of The Parent Team, tracks why there is an epidemic in the wellbeing of the young and shares how parents can help improve their children’s mental health

Parents are naturally adept at worrying about their children, but what we worry about has changed over the years. We’re no longer so worried about their physical safety but one of the biggest concerns for parents today is our children’s mental health. And with The Mental Health of Children and Young People in England report revealing that one in five aged between eight and 16-years-old had a probable mental health disorder in 2023, maybe we’re right to worry.

Before you panic, there is some good news. Around 80% of children do not develop a diagnosable mental health disorder. Still, it does seem that many children today are more emotionally sensitive and less resilient than in years past. Even if it doesn’t escalate into a diagnosable condition, it’s not something we can afford to ignore.

The other bit of good news is that parents have a keen sense of the hotspots. We hear the same concerns again and again: about

smartphones and social media; friendship concerns; eating struggles; academic pressure; and a general rise in anxiety and low mood. And in more good news, there are plenty of ways parents can support children’s mental wellbeing at home, using evidencebased strategies that nurture self-esteem and boost their resilience.

The war on smartphones

Smartphones have been around for nearly 20 years, but we’re only now getting the data

Alleyn’s School

about their effect on our children’s mental and physical health. According to a recent House of Commons Education Committee report, the average 12-year-old spends 29 hours a week on their smartphone. That’s a long time to be scrolling, and a lot of other life experiences that are being missing. And, of course, it’s not just the time, it’s the content. There is a growing movement among parents, led by Smartphone Free Childhood, to delay giving smartphones to children until the age of 13. That’s quite a shift considering Ofcom says 27% of three-to-four-year-olds have their own mobile phone, and 96% of 12-to-15-year-olds. But a delay until 13 would be a significant change to children’s experience of childhood. It would literally give them hours of time back to do all the things they need - and mostly want - to do for optimum development.

Delaying is hard work, and particularly so when you are going against the flow. It becomes much easier when parents stick together and act as a group.

Whatever age you decide is right for your child to have a smartphone, you need a plan for how to manage and monitor their use. Be very clear right at the outset. You could explain that having a smartphone is a privilege, not a right, and your children can earn that privilege by following the agreed rules.

Every family needs a clear set of rules about smartphone use – when, where, and how long? For example, mealtimes and bedrooms need to be phone-free zones.

Then clue-up on filters, privacy settings and age limits. About a third of parents don’t use any of the available safety tools, according to Ofcom.

And then it’s all about having regular, positive and open conversations. Most parents

say they talk with their children every few weeks or even months about smartphones and safe use of the internet. We’d say you need to be checking-in every few days. Having access to the internet and social media in your pocket brings lots of challenges, particularly when it comes to friendships.

Friendships and social media

Friendships are complicated enough faceto-face - working out who we like, how to interact, what to say when things get tricky, and how to walk away if we need to. Introduce social media and they become way more complicated.

Social media increases the speed, spread and intensity of gossip. We feel an urgent need to respond and too often we post and reply without thinking. And it’s harder for children because their brains aren’t fully wired up yet. The emotional and impulsive part of their brain – the limbic system – is in control most of the time. The rational part of their brain – the prefrontal cortex (PFC) – which is responsible for thinking things through and delaying gratification, is still under construction. The PFC is not fully up and running until 24-years-old, so ideally that would be the right age to get involved in social media!

But Ofcom’s 2024 figures reveal that over half of children under 13-years-old use at least one social media app. And once they’ve started, it’s really hard to stop. Remember social media is non-stop - it’s not as simple as logging off when you get home. Teens have a particularly deep need to stay connected with their friends. It causes them huge distress to feel they’re missing out on something.

So how can parents help? The most important thing is that we monitor their

SAFE, HAPPY AND CREATIVE TECHNOLOGY USE

At Walhampton’s Wired 4 Wellness, families received a booklet offering advice on managing technology use, along with a guide to creating a Family Charter, designed to encourage open conversations about online safety, healthy habits and setting shared boundaries.

Creating your own Family Charter:

1. Discuss together

Talk about screen use, safety, time limits, upsetting content, security and how to get help.

• What do we enjoy using screens for?

• How can we stay safe and balanced online?

2. Set golden rules

Agree on rules that suit your family, such as:

• Mobile-free mealtimes

• Books at bedtime

• Time limits and physical activity

• Being kind online

• Thinking before sharing

3. Make your agreement

Write down four or five agreed rules, be creative with the design, set a review date and display it in a spot where you will all see it regularly.

Source: Walhampton School

group chats and posts. Children feel that’s an invasion of their privacy, so we need to explain it isn’t spying, it’s training. Once they’ve shown they can handle their social media, we can step back.

And then it’s about keeping talking! The conversations need a positive tone – go for curious rather than judgemental. When teens pick up criticism, they close down, and we lose our opportunity to be involved. Ask them what they’ve seen or read, and how it makes them feel. We want our children to see us as a safe place to talk. This is how we get to push back against the toxic things they hear and see, including some harmful messages about food and body image.

Handling disordered and fussy eating

Mealtimes can be a golden opportunity for building a healthy relationship with food and strengthening family bonds. But most families find mealtimes with children stressful.

So stressful in fact that The Guardian recently reported that only one in three families eat together every day and half of them struggle to find something to talk about.

Interestingly though, children seem to have a sense they’re missing out. 80% of those surveyed said they wanted dinner to

be a special time to chat with their parents.

Life is busy but sharing meals together can make such a difference - to family relationships, eating habits, and even language development. Set yourself a reasonable target, maybe two or three times a week. And it doesn’t have to be in the evening – try weekend breakfasts or lunches.

If your child is fussy about their food, or being restrictive about their intake, it can be very upsetting. Fussy or disordered

eating is usually about control. Life often feels overwhelming for children – they don’t have much choice in what happens to them, but food is one area over which they can exert power.

The best advice comes from family therapist and dietitian, Ellyn Satter, in her Division of Responsibility in Feeding theory – that parents are in charge of what, when and where a child eats; and the child decides whether or not to eat, and how much.

The reality is we can’t control what our child eats. The more we try to do this, the more they dig in. What we can control is the atmosphere at mealtimes - keep the mood calm and focus on the positives, avoid bribing your child to eat.

What to talk about while you eat? There are some great conversation starters available for inspiration and plenty of ways to get children chatting, but the biggest nono is talking about school and homework.

The drive for academic success

School can feel like a non-stop round of homework, assessments and exams. It’s easy to feel that our child’s academic results are a reflection on us.

We need to take the long view. The goal isn’t top marks. It’s raising a child who loves to learn, isn’t afraid to struggle, and is able to keep going when things get tough.

Importantly, we need to resist the urge to compare. It’s human instinct to want to know how our child ranks in the group, but it’s much more important to know how they are progressing.

The best thing we can do as parents is to focus our attention on our child’s effort and improvement, rather than results. This is how we can nurture a Growth Mindset as

identified by the psychologist Carol Dweck, developing children who are more confident, more motivated and more resilient.

Of course, passing exams matters, and many parents turn to tutors to help their child achieve the necessary grades. Tutoring can be helpful, but it’s about balance. Be mindful that your child needs time to play and relax as this is how they recharge. Ironically, downtime boosts their cognitive capacity and protects their mental health.

Over half of children under 13-years-old use at least one social media app

Coping with anxious and depressive feelings

With the prevalence of smartphones, widespread use of social media, lack of quality family time and increasing academic pressure, it’s not surprising our children are feeling anxious and low.

Is there a way to reduce the pressure? Can you delay giving a smartphone and set some rules for social media use? Can you keep the focus on learning rather than getting top marks? Can you make more time for eating together?

We can help our children learn to recognise when they’re starting to feel stressed and overwhelmed and show them ways to deal effectively with these difficult feelings.

Too often, we try to cheer them up by saying things like “don’t worry about it, everything will be fine, it’s not that bad, I know but you’ve just got to...”. Despite our best intentions, this doesn’t really help. Instead, we need to address their feelings head on, and let them know we get it, and we’re there for them. So, we say things like “you’re feeling overwhelmed, it all seems too

STRENGTHENING TEEN COMMUNICATION

As teens become more independent, communication can shift from open chat to one-word answers. But strong communication remains key for emotional health, academic success and navigating peer dynamics. Instead of forcing big talks, focus on habits that keep the door open.

• Be present in their world - ask about a playlist, a post, or their latest interest

• Avoid bombarding them with questions - comment on what they’re doing to spark dialogue and let them tell you about what matters to them

• Let silences be comfortable - they don’t always want solutions

• Share your own stories - showing your own imperfections invites trust

• Let ‘big’ subjects flow naturally - avoid face-to-face confrontation and instead use car rides, walks or cooking time for more relaxed conversation

• Set boundaries - teens need to press against them - but they want to know they’re there

• Allow disagreements - respectful debate builds confidence and clarity

Communication isn’t always deep or immediate but steady, open connection gives teens the space to talk when it matters most.

Source: Hybrid @ LPS

much right now, it’s so tough when you’re not sure what’s going to happen.”

This approach is called Emotion Coaching and it’s not a quick fix. We need to be patient. Every time we find an opportunity to do it, we’re building our child’s emotional intelligence and ultimately their ability to self-regulate.

We can teach simple calming techniques too, which can become part of the regular daily routine, like brushing teeth! Use these techniques as soon as your child starts to feel tense, stressed, scared or worried. The simplest involve breathing. Breathing in for four seconds and out for seven, several times, rebalances our body and brain.

The reality is that it’s hard to watch our children struggle with anxious thoughts and low mood. We feel powerless, maybe a little responsible. When we learn to manage our own distress, with similar breathing and calming techniques, we become a non-anxious presence for them, and we can make a big difference.

EDUCATION INDIVIDUALLY WRAPPED AROUND EACH CHILD

At Hornsby House teachers want families to experience an exciting and wideranging education, where everyone is encouraged to have a go at everything

From getting muddy in Reception Forest School to surviving in the great outdoors of the Highlands, pupils are provided with a floor but no ceiling. They are encouraged to give everything a go across a genuinely broad and balanced curriculum, where learning is to be embraced not feared.

During their time at Hornsby House, every child will act in major productions, sing in a choir, have their artwork displayed and play in sports fixtures. Collaborating, empathising, developing resilience, thinking critically and innovating are essential skills in this modern world and are nurtured through a wide range of opportunities. Children in Years 3 to 6 benefit from using 1:1 devices to support their learning, preparing them for the future.

Children learn best when they’re safe and feel valued, so ensuring that the school continues to be warm, happy and nurturing is fundamental. Kindness is a central pillar of the core values - Head Heart Spirit - which encourage both children and adults to show empathy and humility towards one another. Wellbeing clubs, eight specialist Learning Development teachers, a school counsellor and school

dog all play their part in supporting the children’s happiness.

The children have a voice, whether that is representing their class on the School Council or suggesting changes within the school. Pupils were central to the recent modernisation of the House system, involving the evolution of the previous Houses, named after pioneering men and women, to a new group of names and emblems that offer wider inspiration and connection for the children.

Always investing in education, Hornsby House has embarked upon an ambitious and exciting project to increase the capacity of the main hall by half, refurbishing existing classrooms and building six new ones on the first floor to create distinct spaces for science, modern foreign languages and the performing arts.

The spirit of the school has to have an effect beyond the four walls and be felt in the local community. An ambitious

diversity and inclusion programme runs alongside outreach initiatives, which support local primary schools. Staff meet weekly to discuss and debate matters relating to diversity and inclusion to ensure that the curriculum, the amazing school lunches and events are reflective of families and staff. The children understand what it means to live in a brilliantly vibrant and diverse city and all the opportunities that go with it.

Year 6 cohorts continue to step up to the challenge of the 11+ transfer process, achieving a balance of work, rest and play as they secure their places for Year 7 at some of the top independent schools in London. It is the culmination of seven years of nurture and excellent schooling in which the children are encouraged to take risks, try new ways of overcoming challenges, and learn how to educate themselves. A Hornsby House education… individually wrapped.

SCHOOL PROFILE

HOLISTIC EDUCATION FROM SIX MONTHS TO �8 YEARS

Dulwich College is a diverse, ambitious and warm-hearted school community. Its values focus on purpose, kindness and joy. Rooted in outstanding teaching and learning, it has a long-standing commitment to co-curricular life and pastoral care

Dulwich is a happy and flourishing community with very strong academic results, superb pastoral care and a wonderful array of co-curricular opportunities, including outstanding creative arts and sports, and over 80 clubs and societies. More than 150 visiting speakers are welcomed annually. There are different points of entry to the College. Admissions are mainly at Year 7 (11+), Year 9 (13+) and Year 12 (16+) and there is boarding in the senior school too. Younger pupils can join the kindergarten and infants’ school at DUCKS, and from Year 3 (7+) to Year 5 (9+) in the Junior School, with the expectation that they will move into the Senior School.

Initiatives such as Mental Health Awareness Week and Eco Week are now part of the school’s culture, embraced by staff, pupils and parents alike.

Day-to-day, pupils are involved with the local community in a variety of ways and across the academic years.

A long-standing partnership with local school, City Heights E-Act Academy, includes weekly sports lessons between pupils as well as maths mentoring. On Saturdays, Dulwich College runs Ri Maths Masterclasses and Science and Creative Schools for local primaries. In addition, pupils benefit from shared activities with other local independent schools. Most notably, regular initiatives are held with James Allen’s Girls’ School (JAGS) and Sydenham High School. The College intends for all its pupils, from the youngest through to sixth formers, to grow up with shared values, a sense of happiness and a broad level of respect for those around them.

The commitment to community engagement and philanthropy is important to the new Master of Dulwich College, Robert Milne. He joins the school for the new academic year in August (2025) and has been shown to truly value holistic education. Since 2017, he has been the head of Emanuel School and before that he was the deputy head (pastoral) at King’s College, Wimbledon. In these posts and in the ones before them, he has been involved in and championed the full life of the school, teaching English, coaching sports and promoting pupils’ co-curricular and pastoral lives.

There is no specific type of pupil who comes to the College, and it is proud of its diverse population. Due to its size and scope, in tandem with its great pastoral care, we see all kinds of young people thrive, be happy, find passions and achieve.

WELLBEING/SCHOOLS

ACTION STATIONS

Schools and educational establishments are tackling children’s wellbeing head on with different teaching styles, more robust pastoral care and new facilities. We round up the innovations and takeaways

Alleyn’s

Alleyn’s has created The Well, a building for the school’s counsellors, nurses and “wellness warriors” explains Head, Jane Lunnon.

Broomwood

“We want our children to be digitally literate, and we teach them how to be safe online. However, there is zero tolerance of using smartphones in school,” says Principal, Michael Hodge. “If a child walks or cycles in on their own, they are allowed to have a phone for safety reasons, but once they are in school, we store them away and they are returned when the pupils go home.”

Burntwood School

“No phones are allowed on-site. That’s something we instigated three years ago,” says Laura Warner, Assistant Principal. “It enables girls to properly socialise and have mental space away from their phones and ‘play’ for longer. Phones are confiscated by staff if they’re seen but we don’t have many issues.

“We invest a huge amount in pastoral care as we know that happy children will be successful. We have three full-time mentors

to help students who need additional support - maybe with friendships, selfesteem, or how to manage anxiety - and they have one-to-one sessions each week.”

Camp Suisse

“True wellbeing begins when children are given the chance to step back from screens and step into the real world,” believes Jodie Parker-Hully, Business Operations Manager, Camp Suisse. “Time outdoors, balanced nutrition, and genuine friendships lay the foundation for confidence, resilience and lifelong mental health. When we help young people unplug from the pressures of social media, we create space for clearer minds, stronger self-esteem and friendships built on trust rather than likes.”

Dulwich College

“The most important skills that young people must develop if they are to navigate online spaces safely are critical thinking and emotional literacy,” says Hugo Flower, Head of Wellbeing. “At Dulwich College, a core focus of PSHE teaching is to equip students with the knowledge and experience to

spot harmful or misleading content online, and the confidence to speak up and take appropriate action to look after themselves and others.”

Eaton House The Manor

Eaton House The Manor opened a wellbeing hub a year ago, a dedicated space to support the emotional and mental health of students. It will also house a medical facility. “Together, the counselling services and medical support within the hub will create a comprehensive resource for students, addressing their physical and emotional needs,” says Philippa Cawthorne, Head of Wellbeing and in-house counsellor.

Emanuel School

Emanuel’s Ravi Kothakota, now Head but previously Deputy Head: Pupils & Designated Safeguarding Lead, explains that the school runs an initiative called Disconnect to Reconnect to reduce pupils’ use of social media over a three-week period and report the impact on their mood. “Pupils notice an improvement in mood, happiness and sleep, among other positive changes to their wellbeing.”

WHY TIME OFFLINE MATTERS

Screens are a central part of modern life. Used well, technology opens doors. But stepping back from it now and then gives young people something equally valuable: space.

At Camp Suisse, youngsters are without their devices for most of each day. Campers have a one-hour window to connect with home and catch up online, but the rest of their time is dedicated to real-world experiences. It’s on the hiking trails, during team building games and sharing meals that confidence grows and friendships deepen.

Outdoor activity has been shown to support emotional wellbeing, reduce stress and improve focus. With no pressure to curate their lives for a screen, children often feel more relaxed, more themselves and more open to new experiences.

This isn’t about rejecting technology but about helping children find a better rhythm between online and offline. Moments away from devices can be a reset for minds, bodies and relationships. In those pauses, children often find a renewed sense of freedom, focus and joy.

Source: Camp Suisse

Putney High School GDST

Putney High School utilises Yondr pouches to, in the words of Head, Jo Sharrock, “help liberate pupils from their mobile phones”. The initiative has been “enormously successful” with the pressures of social media and the constant checking of phones completely eliminated during the school day, allowing students the freedom and the head space to concentrate on their studies and to develop the self-confidence and real-life friendships that are so crucial to their wellbeing.

Select:ed

“If you do one thing for your pre-teen child, hold the line on smartphones. So many pastoral and behavioural issues stem from children having unfettered access to alwayson communication and the entire internet in their pocket,” says Adam D’Souza, founder of Select:ed.

Streatham & Clapham High School GDST

“When children feel safe, known and valued, they flourish - it’s as simple and as powerful as that,” says Amy Smith, Deputy Head and Designated Safeguarding Lead. “True pastoral care means giving pupils space to speak up, confidence to be themselves, and the tools to navigate life with empathy and resilience.”

Sydenham High School GDST

Dr Elyse Waits, Deputy Head Pastoral, explains: “We introduced Yondr pouches in September, which have been very successful with some girls even saying they now use their phones less in the evenings after not being on them all day!

“Our strength lies in the triangulation between parents, pupils and school. We listen carefully, adapt proactively, and educate staff and families as well as pupils. Our pioneering Brain Bootcamp explores key areas such as nutrition for study and sleep, menstrual health, stress management and immune system support. We’ve also translated nutritional insights into our daily menus.”

Thames Christian School

“Thames has been a phone-free environment since it was established, enabling pupils to learn the gift of focus without distractions and, most importantly, develop mature healthy friendships which set our pupils up for life,” says Richard Smith, Deputy Head.

The Roche School

“In an era where smartphones and social media dominate youth culture, the partnership between parents and schools must focus on teaching digital citizenship, promoting mindful technology use, encouraging face-to-face connections and modelling healthy lifestyle choices

to nurture both the physical and mental wellbeing of our next generation,” says Charlotte Doherty, Acting Deputy Head.

Thomas’s London Day Schools

“It can be tempting to give up on favourite extra-curricular activities or clubs during busy exam times. But sticking to a routine can support mental wellbeing, and studies have shown that activities such as music and the creative arts enhance academic performance,” advises Thomas’s London Day Schools.

Walhampton School

Walhampton has produced a Pastoral Day short film with the theme of Wired 4 Wellness all about the use of technology, which can be seen at vimeo. com/1040747212.

Woldingham School

Woldingham opened a new wellbeing centre this month (September 2025) and children will be able to turn to its trained coaches throughout the day. “Our Wellbeing Centre is about more than facilities; it represents our enduring commitment to caring for the whole person,” says Kate Renshaw, Deputy Head Pastoral.

SUCCESSFUL INITIATIVE

At Emanuel, we run an initiative called ‘Disconnect to Reconnect’ where pupils reduce their use of social media over a three-week period and report the impact on their mood. Pupils notice an improvement in mood, happiness and sleep, amongst other positive changes to their wellbeing. Importantly, they have also gained a degree of agency over their use of social media and have become advocates for moderation.

We use our form assemblies to run ‘decompression sessions’ in the middle of the day where pupils have the opportunity to do something fun and exciting, whether it be playing a form game of giant Jenga, creating an origami jumping frog and measuring the jump span, or a ‘drop the egg’ competition. These sessions help pupils to retain a sense of balance and perspective in their studies while having fun and reinforcing the importance of wellbeing.

Source: Emanuel School

WHERE YOUR CHILD IS KNOWN, NOT JUST A NUMBER

At a time when many schools are having to make practical compromises, Thames remains true to its founding ethos: small classes, strong relationships and a commitment to every child’s growth

In today’s climate, with the cost of living rising and VAT on independent school fees, parents are having to be more considered than ever when choosing a school. Value doesn’t just mean finding a lower fee - it’s about the quality of care, the consistency of teaching and the outcomes that follow. At Thames Christian School, value means knowing your child, walking alongside them and helping them grow into who they are meant to be.

We invest in people - not systemsensuring your child receives the attention they deserve. Thames is not a machine. We get to know your child and take them on a journey shaped around who they are and where they want to go.

We are acutely aware of the pressures young people face today. Our longstanding phone-free policy - unchanged for 25 years - has proven invaluable in supporting focus, mental health and interpersonal connection. Likewise, our thoughtful approach to educational technology limits screen dependency, allowing pupils to engage more deeply in the real world, not just the virtual one.

Founded 25 years ago, Thames is a well-established independent secondary school with an exceptional record both pastorally and academically. Located next to Clapham Junction station, the school is housed in a bespoke, RIBA award-winning building with outstanding facilities for art, design, drama, science and cookery.

We offer a broad curriculum across all year groups. Pupils benefit from a wide choice of subjects in the lower school and can keep their options open or specialise at GCSE and A-level. Our philosophy is that disciplines like maths and science

should sit alongside the arts and humanities, fostering the kind of flexible, creative thinking that’s essential in the age of AI and the modern world of work.

This is further enriched by a varied cocurricular programme of clubs, societies, camps and overseas trips, including our award-winning trip to rural Tanzania, which all ensure pupils develop not only academically, but personally and socially too.

Our sixth form offers a personalised programme of academic study alongside life skills and personal development. Whether preparing for university or the workplace, students leave Thames equipped not only with strong qualifications but with resilience, confidence and purpose. Watching our sixth formers grow into leaders within the school community has been deeply rewarding.

At Thames, we believe every child is a story waiting to be told. Whether they join us in Year 7 or later, we are dedicated to nurturing their unique gifts and helping them flourish.

SCHOOL PROFILE

5 � YEARS OF FUTUREREADY CO-EDUCATION

As Alleyn’s celebrates a significant milestone in its history, that of educating boys and girls together for the last five decades, it continues to evolve in the way it teaches and supports its students with forward-thinking, human-centred learning

Alleyn’s has always stood for more than academic success since it was founded in 1619 to unlock the opportunities of a great education. In 2025-2026, the school celebrates a landmark anniversary: 50 years of co-education. But for Alleyn’s, ‘co’ has never just meant mixed classrooms. It has come to symbolise a way of learning, leading and living - together.

That bold decision in 1975 set in motion a philosophy of education rooted in collaboration, contribution and co-creation. Today, the results are visible in every part of school life. Alleyn’s was recently named one of the UK’s top nine schools for dance, where boys and girls regularly form companies, perform together and progress to prestigious institutions such as Rambert. Since 2017, girls’ sports fixtures have risen by 490%, and female teams by 90%, with 74% of pupils now representing Alleyn’s in sport with gender parity.

But co-education at Alleyn’s is more than what happens on the stage or pitch; it’s a cultural commitment to equity and shared progress. Last year, the school launched the Gender 25 Project, a whole-school initiative focused on Listening, Action and

Review. Drawing on national research and pupil voice, it is reshaping how gender, identity and respect are explored in lessons, policies and daily interactions. From lunchtime discussion circles and pupil-led focus groups to inclusive design workshops informing future campus upgrades, pupils are not just participants but are co-authors of their school experience.

At the heart of this approach is a clear understanding: that education must evolve to match the demands of a complex, fast-changing world. Alleyn’s Intelligence Quotient, or AiQ, is the school’s pioneering answer to this challenge. AiQ brings together design thinking, ethical reasoning, digital fluency and emotional intelligence, helping pupils develop the mindsets and skills they’ll need in a future shaped by technology, complexity and global challenges. While AI may dominate headlines, Alleyn’s places human intelligence: empathy, creativity and ethical leadership, at the centre of its learning.

Wellbeing is also embedded, not bolted on. The Well, a purpose-built wellbeing hub, is a physical and philosophical centrepiece

of the school. Pupils learn to understand and protect their mental fitness in ways that are active and joyful, from journaling and podcasting to retro arcade games and lunchtime yoga sessions where senior leadership join in – all empowering them to build the resilience to navigate adolescence.

Values are not just laminated posters on the wall here - they are lived. Kindness, curiosity, respect, opportunity and courage guide everything from the classroom to the community. Through Alleyn’s Together, partnership programmes and Alleyn’s Academy (which supports over 340 local pupils), students learn that leadership isn’t about position, but contribution. Whether mentoring younger pupils, tackling realworld issues through Model UN, or leading on sustainability projects, students leave equipped not only to succeed, but to make a difference. As it celebrates 50 years of co-education, Alleyn’s remains firmly focused on the future - preparing young people not just to be all they can be, but to shape the world with empathy, integrity and purpose.

GAINING GROUND

A clutch of schools are expanding existing premises and growing their brand

Silver linings come in all shapes and sizes and seemingly, some schools are challenging the prevailing norms and bringing on a flurry of positive change.

“I was at a conference recently and one of the messages was that although things are tough for the sector right now, there’s also an awful lot of focus on it, so it’s a good time to shine!” says Helly Summerly, former CMO at Thomas’s London Day Schools.

Thomas’s is one such school group in expansion mode, with the opening this month of Thomas’s College in leafy Richmond, opening as a co-educational secondary school for students aged 11-to-18 on the site of an imposing historical building on Richmond Hill.

Elsewhere in the group, Thomas‘s Kensington moves to its brand new, purpose-built premises in St Albans Grove,

W8 this month (September 2025).

“It’s an exciting time as the school is currently spread across three smaller buildings, but now, Reception to Year 6 will all be under one roof with fantastic facilities (such as the dance studio) and lots of lovely green outdoor space!” says Summerly.

“We’re obviously not immune to the challenges, but with two beautiful new sites, and expansion into the senior sector, we have a very positive story to tell around innovation and continued investment,” adds Summerly.

Elsewhere, Alleyn’s School in Dulwich has mushroomed into the Alleyn’s Schools Group north of the river with not one but two schools joining this new collection: Alleyn’s Regent’s Park opens this month - a co-ed prep school for four-to-13 year-olds housed in a former convent on the doorstep of Regent’s Park - and Alleyn’s Hampstead - a co-ed prep and senior day school for

children aged from two-to-18 across three purpose-designed campuses from 2026.

This expansion has come about through a partnership with the for-profit group Cognita to relaunch two Cognita schools under the Alleyn’s brand.

In a separate move, local Oakfield Prep School is joining the Alleyn’s Schools Group, becoming Alleyn’s Oakfield, from this month. Catering for children from nursery to Year 6, it will become a “non-identical twin” to Alleyn’s Junior School in its educational offering.

Back in building mode is Hornsby House School in Balham, optimising every last inch of its corner site on Hearnville Road. This latest expansionary phase will extend the main school building to provide a 50% larger main hall, bespoke spaces on the first floor for science, modern foreign languages and drama, among others, and solar panels to power the building to help with the school’s sustainability aims. The work is due for completion in the summer of 2026.

“We are not a school to stand still and with this in mind, the development and extension of the main school budling will improve and add to our existing facilities,” says Head Edward Rees.

In a time of great turmoil in the sector, some schools are clearly bucking the trend.

IT’S A GIRLS’ WORLD

Wimbledon High School is proud of its academic success and clear in its ambition to always put girls first, encouraging them to push themselves while exploring myriad opportunities well beyond the curriculum

Wimbledon High School, part of the Girls’ Day School Trust, doesn’t just have girls in it; it’s made by girls, for girls, with girls at its very centre. With both a junior and a senior school, there is a guaranteed transition at 11+.

Outstanding academic achievement is evident in their most recent A-level results where 51% achieved A* and 82% A*-A, putting them among the top ten nationally. The school firmly believes that girls can exist happily in an academically rigorous environment where they are encouraged to push themselves. Known for doing that in a way that’s very grounded and fun, with the wellbeing of pupils at the core, staff are expert at educating girls to high standards, focusing on the development of the whole person.

The schools’ overarching philosophy is ‘playful scholarship’. If the girls are happy, rounded, grounded and being stretched, their curiosity is piqued, and the academics follow. Girls are encouraged to think critically, analyse situations and to cultivate their individual voice.

There are five pillars running through Wimbledon High. Firstly, the curriculum, which is innovative and challenging. In GCSE years, girls typically take nine subjects, meaning they have time for such extras as an amazing (unexamined) PPE course which develops acumen and gets them thinking well above and beyond the curriculum.

Most go on to take three or four A-levels alongside a broad programme of electives. The EPQ (Extended Project Qualification) is offered, with its valuable points for university applications, and offerings such as Entrepreneurship, GDST Space Technology, film studies and Mandarin add to the inspiring mix. The Big Data project gives STEM students the chance to work with 10 years’ worth of real data from Wimbledon via the LTA, and peerled reviews have been published. In short, multiple opportunities for girls to find their passions.

Secondly, ‘Pursuits’, or co-curricular is designed so that every individual finds something that ignites those passions

– be it sport, theatre, Lego, or chess. The pastoral programme – ‘Grow’ –fosters wellbeing from age four to 18. It’s progressive and innovative, very age-appropriate, and as girls transition through the school the support grows with them. The intention is for every girl to be recognised, heard and seen.

‘Community’ is the third pillar in which girls participate and know the importance of looking outwards and seeing others. Sixth formers teach and mentor Year 4, 5 and 6 pupils from local schools who come in weekly.

Beyond school is ‘Futures’, guiding pupils to make the right choices and develop the skills and experiences ready to step out into the world. Alumnae are involved, and a lecture series and work experience are overseen by the Head of Employability and Entrepreneurship. Support continues for five years, through university and into the workplace.

Through ‘playful scholarship’ each of these five strands has equity and impact, allowing students to stride out with selfconfidence, a sense of agency and an awareness of the needs of others.

JOB DONE

Chloe Orchin, Director of Sixth Form at Ark Bolingbroke Academy, tracks the quiet revolution in the teaching of Years 12 and 13, giving students the crucial tools to succeed in life

In today’s rapidly evolving world, academic achievement alone is no longer enough to prepare young people for the challenges of adulthood. To thrive in modern society, students need a broad set of life skillspractical, emotional and social competencies that empower them to navigate real-world situations with confidence and resilience. Moreover, these twenty-somethings will be facing a difficult graduate market. With AI and the use of it to screen applications and run robot-powered interviews, students need to be ready.

“Sixth form should be a springboard, not just to university, but to independence, leadership and purpose,” says Olivia Rusholme, Director of Sixth Form at Streatham & Clapham Senior School. “We give our students space to grow intellectually and personally, with opportunities that prepare them to thrive in a fast-changing world.”

Career sessions need to start earlier, believes James Kidd, Principal of DLD College London. “It’s not about making them pick a career when they’re 13 but being aware of how the world of work operates

and then refining their thoughts they get older,” he says.

Moreover, pastoral care needs to come onto its own in the sixth form says Laura Warner, Assistant Principal at Burntwood School: “We’re mindful that they’re most vulnerable when they become young adults in Year 12, and our academic and pastoral programmes are designed to provide appropriate scaffolding and support into adulthood.”

Burntwood runs a compulsory enrichment programme where they can choose between subjects such as sport, debating, charity and fundraising, art and creative, and mindfulness.

BROAD HORIZONS

Are you going into Year 13 and thinking of applying to Oxford or Cambridge University this autumn?

You will need to show your passion for your chosen subject front and central on your personal statement.

A great way to do this is to include some super-curricular projects, studying beyond what has been taught to you on your A-level course, and showing your passion and aptitude for your subject.

The summer holidays are a great time to find areas of your subject you are particularly interested in and identify some projects to research. Start with booklists, podcasts and YouTubers you like and delve deeper to find topics you would be happy to talk about at interview. Try to find proof points for your research, such as entering essay competitions, working on an EPQ and applying for related work experience. Consider projects relevant to your course that might pique the interest of professors reading your application.

Source: Varsity Scholars

Teaching resilience and learning to cope with failure is also key. “We encourage creative, original thinking in every subject and every lesson - the ability to think differently, to problem-solve, to innovate and to be resilient when things don’t go immediately to plan,” says Sophie Clegg, Director of Sixth Form at Putney High School.

“Developing an entrepreneurial mindset is key to building future leaders, creators and change-makers,” she says.

Putney High’s ‘modern scholarship’ approach encourages students to take

ownership of their learning, to draw interdisciplinary connections and to enjoy the intellectual thrill of original thought. “So students are real-world ready, whatever sector they enter. One of our recent Arkwright Engineering scholars is working on the McLaren Formula 1 team!”

Sixth form programmes that promote entrepreneurship, work experience, volunteering, financial literacy, sports and cultural enrichment are essential in shaping well-rounded, capable individuals. The best schools in the country interweave this knowledge into their curriculum, furnishing students with much more than just good A-level results.

“I see bright students who do not have employability. Do employers recruit on attitude or qualifications?” asks Fiona Lucas, Head of Enterprise, Employability & Entrepreneurship at Wimbledon High School.

Her mould-breaking role, which follows a 30-year career in banking, runs alongside that of Ed Griffiths, Assistant Head and Head of Sixth Form, to ensure students leave with the right attitude and qualifications.

“Some of the post-Covid generation don’t know how to participate in team building and collaborations; they’re so focused on the degree that they avoid soft skills in a cocurricular programme,” says Lucas.

The good news is that many schools are bridging the gap between academia and soft skills with a panoply of innovative programmes.

At Putney High, girls are taught life skills as part of the pastoral curriculum - ranging from cooking on a budget and changing an inner tube through to understanding tenants’ rights and navigating dental care.

“Putney’s PSHE programme addresses real-world challenges including how to spot red flags in relationships,” explains Sophie Clegg, Director of Sixth Form at Putney High.

Wimbledon High runs a Futures Programme which includes a broad range of subjects, including CV-writing, interview skills, self-defence and cooking.

Employers visit the school to share what they’re looking for in potential employees. A twice-yearly newsletter lists work experience opportunities, and the school supports students for five years after they leave.

Burntwood School has a careers advisor who organises work experience in Years 10 and 12, takes interviews in Years 11 and 12 for tailored careers advice, and runs weekly careers talks for sixth formers. “We host prestigious companies like J P Morgan, KPMG and Savills as well as those from creative and tech-based professions, such as costume and video game designers. This

helps students make informed choices about their futures,” says Warner.

Trinity offers a programme of supercurricular options as part of its Diploma programme, including enrichment courses and academic electives, so students can extend their subject interests further.

“With more than 20 options to choose from, they are designed to prepare students for the broad range of future pathways they tend to move on to,” says Jed Pietersen, Head of Sixth Form at Trinity School. Options include Astrophysics, Criminal Defence, Debating, Global Politics, Mindful Gardening and Smart Investing.

“We aim to develop their character and their values, such that they will be ready to engage with the world of work or further study as confident but grounded individuals, equipped with the skills and the motivation to make a difference, and ready to work collaboratively with others from all backgrounds.”

Work experience placements are invaluable in helping students understand the realities of the working world, allowing them to explore different industries, develop professional behaviours and build essential skills such as time management, teamwork and customer service.

By engaging in real-world tasks, students gain a clearer sense of their interests and career aspirations, build confidence and learn how to navigate workplace dynamics. Good schools will build work placements into the sixth form experience, drawing on contacts from past and present so that students step out of their comfort zone and into their courage zone.

A core value is community, often built into the weekly curriculum through volunteering. At Bolingbroke, sixth formers help in local primaries and work with younger

peers at school to give back, a powerful way to develop empathy, patience and leadership. Those who mentor or assist younger children learn to communicate effectively, model positive behaviour and take responsibility.

At DLD College London, these soft skills are key to “develop their resilience and compassion, which teaches them how to handle more than just their studies and equip them to deal with failure,” according to James Kidd.

As part of their Diploma at Trinity, all sixth formers volunteer with local charities, care homes, conservation projects and schools. “We want them to see giving back and developing local connections as an essential part of their future,” says Trinity’s Pietersen.

Financial literacy is an area often overlooked in traditional curricula, yet one of the most vital life skills. Programmes teaching budgeting, saving, investing and understanding credit enable students to make informed financial decisions.

At Bolingbroke students learn about credit and debit cards, mortgages and tax in Years 12 and 13, and a full day workshop in financial literacy with financial experts.

At Dulwich College, “We run workshops on entrepreneurship and social entrepreneurship; constantly revitalise our Wellbeing progammes, to address a range of current topics, from sustainability to economic literacy; and draw on the rich experiences of alumni to inspire our pupils and expand their horizons,” says Colm O Siochrú, Head of Upper School.

LPS Sixth’s London Leaders Programme is designed to prepare students for university, work and wider society. Seminars by industry professionals, entrepreneurs, creatives, and change-makers from across the capital run alongside project-based challenges, which see students collaborate to solve real problems and present to expert panels. Core skills cover public speaking, financial literacy, negotiation and ethical decision-making, and volunteering,

BRINGING LEARNING TO LIFE

Experiential learning through school trips offers students invaluable opportunities to connect classroom knowledge with the real world. By stepping beyond traditional learning environments, students engage with subjects in dynamic, hands-on wayswhether exploring ecosystems in botanical gardens, visiting historical sites or being inspired by art exhibitions.

Immersive experiences help deepen understanding, spark curiosity and enhance memory retention. School trips also build essential life skills such as independence, resilience and teamwork, while fostering personal growth and cultural awareness. They create moments of shared discovery and collaboration that strengthen relationships between students and teachers, enriching the overall school experience. Our Year 9 curriculum includes London Learning, a weekly trip within the capital that brings alive their area of study, making use of the unique learning and cultural opportunities London has to offer. Bringing learning to life is an incredibly important part of a broad education.

Source: DLD College London

community partnerships and work experience are also in the mix.

“I’m passionate about helping students find the pathway that’s right for them, whether that’s university, a degree apprenticeship, employment or a creative foundation - even pilot school,” says Nathan Mountford, Director of Sixth Form. “We’re smaller, so we can tailor our support for the individual.”

Sports help strengthen body and mind

and provide a sense of belonging and community, an outlet for stress that boosts self-esteem and teaches young people how to handle success and failure with grace.

Wimbledon’s Lucas highlights that, “At university they will be up against new challenges and will have to deal with setbacks for the first time.”

At Bolingbroke, Year 12 students take part in a physical activity once a week. With a well-rounded sports programme that includes fitness, football, climbing, basketball, badminton and trampolining, it offers diverse opportunities for growth, wellbeing and confidence-building.

Immersive learning experiences beyond the classroom foster independence, collaboration and cultural awareness. Residential trips challenge students to step out of their comfort zones and develop social and emotional skills.

Jodie Parker-Hully, Business Operations Manager of Camp Suisse, which runs summer camps for students up to age 17 in the Swiss Alps, knows this is a formula that works: “Time outdoors, balanced nutrition and genuine friendships lay the foundation for confidence, resilience and lifelong mental health.”

Education outside of the classroom is a vital part of the sixth form. Trips to

A Passion for Life and Learning since 1741

universities, museums, theatres, gardens and institutions like CERN expose students to new ideas, environments and possibilities to broaden their perspectives and help them envision futures not previously considered.

Meanwhile, young women nationally do not always feel well prepared for their careers and futures, according to Sydenham High School. “We are dedicated to changing this through our Own Your Future Programme, which supports every girl in developing the skills and knowledge needed for successful educational and career choices, right from our youngest learners through to sixth formers,” says Head of Careers and Futures, Nicky Stoney.

At sixth form, the aim is to broaden minds: “2025 saw the launch of our annual Futures Conference - Leadership, Innovation and Communication being the themes - with illuminating workshops on AI in graduate recruitment, communication skills and speeches from industry experts such as the COO of the National Cyber Security Centre,” says Head of Sixth Form, Rebecca Parrish.

The impact of these life skills programmes is far-reaching. Young people who engage in such initiatives are more likely to stay in education or training longer, secure meaningful employment, manage their

finances effectively, maintain good physical and mental health and engage in civic and community life.

“Sixth formers at Thames thrive because they’re known, challenged and supported. With tailored pathways, strong outcomes and a deep focus on personal growth, they leave prepared not just for university but for life,” says Head Stephen Holsgrove.

In a world that demands adaptability, empathy, and resilience, life skills are not optional - they are essential.

“Schools today are so much more than curriculum transmitters,” says Dulwich’s O Siochrú “At their best, they help develop the whole human being, preparing young people to nurture healthy relationships and imagine their jobs of the future.”

Through these initiatives, schools are not just preparing students for exams - they are preparing them for life, nurturing the next generation of leaders, innovators and change-makers who will shape a better, more inclusive future for all.

PREPARING FOR A CHANGING WORKING WORLD

Many of our young people will have jobs that may not yet exist or will never be an employee in the traditional sense of the word, instead founding their own businesses or working as freelancers. With the world of work changing so rapidly, schools need to:

• Ensure they are fostering transferable employability skills

• Provide opportunities for students of all ages to engage in entrepreneurial activity, to directly experience what it’s like to start and run a business

• Ensure pupils learn financial literacy and other essential life skills

• Create opportunities for students to hone their abilities in advocacy, persuasion and presentation

• Encourage them to get as much real-world work experience as possible

Source: Ardingly College

EXCELLENCE BEYOND THE CLASSROOM

From national sporting triumphs and West End-worthy drama to a thriving music scene and over 100 clubs, Whitgift offers boys aged 10 to 18 a dynamic and enriching education

Whitgift School, in South Croydon, is a distinguished independent day and boarding school for boys aged 10 to 18. Established in 1596, the school seamlessly blends historical legacy with contemporary educational practices, creating an environment where academic excellence and personal development go hand in hand. In the 2025 ISI report, pupils were described as highly articulate, respectful and inclusive - qualities that shine through both in their academic work and in their relationships with others. The report also highlights the boys’ enthusiasm for learning, their readiness to immerse themselves in their studies, and their ability to persevere in the face of challenge.

A particular highlight of the ISI report is the rare accolade of a “significant strength” in the co-curricular, which is central to Whitgift’s ethos with an exceptional range of clubs and societies tailored to pupils’ talents and interests. This rare distinction, awarded to only 10% of schools, reflects Whitgift’s commitment to inspire and empower every pupil. Students are encouraged to explore activities ranging from Japanese calligraphy to fencing and robotics,

while cultural exploration is encouraged through societies like the Islamic Society, Japanese Culture Club and the International Cine Club. Such breadth ensures pupils develop new skills and passions.

In the sporting arena, Whitgift has secured over 300 national titles in the past decade, including a back-to-back treble (2023-2025) for its 1st XI hockey team who clinched the England Hockey Tier 1 Outdoor Championship, the National Indoor title and the Independent Schools Hockey Championship. The school’s sporting commitment is evident in its state-of-the-art facilities and dedicated coaching staff. Success is built on depth: a wide range of sports is offered, encouraging mass participation and ensuring every student has the opportunity to discover and pursue their potential. This inclusive approach underpins Whitgift’s elite achievements, creating the foundation for outstanding individual and team success.

Music and drama hold a significant place at Whitgift with a comprehensive offering that encourages students to participate in various ensembles, choirs, orchestras and theatrical productions, honing their talents and gaining performance experience while developing confidence and creative expression. Involvement in all aspects of theatre including stage management, production and direction develops a real appreciation for the performing arts among boys.

Beyond this, Whitgift promotes leadership and personal growth through the likes of the Duke of Edinburgh Award and the Combined Cadet Force, which includes Army, Navy, RAF and Corps of Drums sections.

At Whitgift, families will find a broad, holistic education within and beyond the classroom, where students can explore their passions, develop new skills, and prepare for the complexities of the modern world. A dynamic school which could be the ideal fit for your son.

STUDYING ABROAD

UNIVERSITY CHALLENGE

Dina Shoukry guides you through the complex process of a US university application

Interest in US universities is rising among UK families, with 10,473 British students enrolled in the US in 2023/24 according to the Open Doors International Students Data. The draw? A broad liberal arts curriculum, top global rankings, vibrant campus life - and a wealth of academic, music and sports scholarships.

At Whitgift, for example, a total of 28 students were attracted to international universities in the last academic year, of which 11 decided to select an overseas

establishment to further their studies, nine of which were in North America.

It’s worth noting that the US admissions process is very different from the UK’s - holistic, yes, but also more complex, competitive and expensive. Preparation ideally begins in Year 11 or earlier.

“I begin sharing US university resources with students in Year 10,” says Christy Powell, Head of International Universities at Putney High School. “By Year 12, they’re finalising college lists, preparing resumés

and making summer plans to strengthen their applications. Personal statements start over the summer and continue into Year 13.”

There is also a difference in what type of student appeals to a US university, says Mary Lonsdale, CEO of Varsity Scholars: “You will likely need to demonstrate more community engagement and voluntary work [to a US university]. Elite UK universities are more interested in your intellectual curiosity and academic attainment.”

Why study in the US?

• Liberal arts flexibility - No need to declare a major until second year; students can explore a wide range of interests and even minor in unrelated subjects

• Holistic admissions - Universities look at the whole student: academics, extracurriculars, essays and character

• Continuous assessment - Grade point averages (GPAs) are built across semesters, reducing pressure on final exams

• More contact hours - Typically 12-20 hours per week of teaching versus 8-16 in UK universities

• Global networking - Build friendships and career connections around the world

• Work options - Students can stay and work in the US for one-year post-graduation (three years for STEM subjects)

Considerations

• Complex process - Multiple essays, recommendation letters, SAT or ACT test scores, and extra-curriculars are usually required to apply

• High cost - Fees and living expenses can exceed £60,000 per year

• Tough competition - Top universities have less than 10% acceptance rates which is why casting a wide net is key. Remember, there is an abundance of great universities beyond the Ivy League

• Distance from home - The cultural transition can be challenging for some students

Scholarships and financial aid

• Academic scholarships - These cannot be applied for; they are typically awarded after offers are made to entice students to take up places, often reducing fees by 20%

• Athletic scholarships - Offered to top-level athletes very early on in the application process. Note that Ivy League schools recruit athletes but don’t offer athletic scholarships - students can still apply for need-based financial aid after being recruited

• Need-based aid - Students can apply after receiving an offer; awards vary from partial to full scholarships

• Other funding opportunities - Numerous external scholarships are available through trusts, foundations and other donors. Visit www.fulbright.org.uk for details and resources

Start exploring financial aid policies and funding opportunities by Year 12, or earlier if possible.

What makes a strong application?

• Strong results - GCSEs, A-levels or IB

• Extra-curriculars - Sustained commitment, dabbling is not enough

• Multiple essays - The Common Application (the US equivalent of UCAS) focuses on personality and interests,

alongside additional school-specific supplemental essays

• Teacher recommendations - Two to three required

• SAT/ACT scores - Optional at some universities but high scores still help; it is recommended that students sit these standardised tests

• Demonstrated interest - campus visits, online information sessions and contacting admissions

“On paper, the American ‘show me’ approach to university applications often reveals nuanced, even introverted qualities reflective of personal influence, supported by well-informed references and thoughtful college selection,” says Charles Bonas, founder of Bonas MacFarlane education consultants and tutors. “Since students are not typically interviewed, those with strong academic results and clear ‘differentiators’such as independent research, self-initiated projects or unique skills - are especially wellpositioned. It’s a holistic, seamless process that’s essential for admission to a lifelong university community and stands in marked contrast to the UK’s more siloed, facultyspecific application system.”

How your school can help

• Many sixth forms now offer dedicated US and overseas university advisors or work with specialist consultants. The US is not the only option with many students opting for Canada or Europe instead.

• They guide students through the complex US application process, including Early Decision and Early Action deadlines which are often as early as 1st November.

• Schools may also take students to events like the Fulbright Commission’s USA College Day in September, the UK’s largest US university fair, held annually in London.

“We’re taking a group of Year 11 and Year 12 pupils on our first East Coast college tour next year,” says Alastair Chirnside, Warden (head) of St Edward’s Oxford. “We also host US admissions deans and recently launched a teacher exchange with Phillips Academy Andover in Massachusetts. It’s all about making meaningful connections and demystifying the process.”

Applying to US universities is a big commitment but for the right student it can be life-changing. Start early, ask questions

and have open conversations about longterm goals and fit for your teenager.

Cost comparison:

UK vs US universities* Tuition fees

• UK: Capped at £9,250 per year, rising to £9,535 in 2025/26

• US: Private universities: $40,000–$60,000 per year. Public (out-of-state): $35,000 per year

Visa costs:

• UK: No visa required for UK residents

• US: F-1 visa costs approximately $535 (includes SEVIS and application fees)

Cost of living: Varies by location, but generally renting student accommodation is cheaper in the UK

• UK: £400–£1,200 per month

• US: $500–$1,500 per month

Course length:

• UK: Typically, three years

• US: Typically, four years - a key cost factor

Application costs:

• UK: One UCAS fee (£28.50) for up to five universities. Waived for students on free school meals

• US: $50–$150 per university. Fee waivers available for financial hardship or international applicants; some schools have no fee

- SAT/ACT tests (often required): $200–$250 per sitting

NB. Costs correct at the time of writing and intended as a general guide only.

HOW DIGITAL NATIVES LEARN MATHS

Today’s children are the first generation to grow up surrounded by smartphones, tablets and voice assistants. They swipe before they write. They search before they ask. But while they’re fluent in devices, that doesn’t automatically mean they learn best online

So how are these digital natives actually learning? And what does it mean for subjects like maths, which many parents remember as a paper-heavy, textbook-led grind?

The answer lies in hybrid learning, an approach that combines face-to-face instruction with smart use of technology to personalise and enhance the learning experience. Rather than replacing teachers, EdTech is being used to support them, tracking how children progress in real time, highlighting where they’re struggling and adjusting content accordingly. It’s like having a digital teaching assistant that helps educators tailor learning for each child.

In maths, where confidence can be fragile and understanding often builds in layers, this kind of targeted support is especially powerful. For most children, learning still thrives in connection with a real person who can explain, encourage and adapt in the moment. That’s why technology is only part of the equation.

Visual tools help abstract ideas click into place. Gamified platforms keep motivation high and online access means learning can continue beyond the classroom. That’s why

many families are now seeking a balance: live, personalised instruction supported by the best of what technology offers.

Tuition provider Mathnasium, now offers a fully hybrid model, giving families the option to learn in-centre as well as online through the platform Mathnasium@home. While in-centre learning in all 36 UK centres remains a popular choice for many families providing an engaging, structured environment where children can focus and thrive, Mathnasium@home ensures the same personalised, real-time instruction from trained tutors, just delivered through a screen. For busy families, this kind of flexibility has become an essential way to fit high-quality learning around daily life.

As education continues to evolve, one thing is clear: the future of learning won’t

be purely digital, nor entirely traditional. Importantly, this shift isn’t about screen time for the sake of it. It’s about giving children access to learning that feels relevant to the world they’re growing up in and that’s dynamic, interactive and tailored to them.

As education continues to evolve, one thing is clear: the future of learning won’t be purely digital, nor entirely traditional

TIME TO SHINE

Dina Shoukry shares her insider’s guide to choosing a tutor by gathering expert advice on what every parent should know before hiring extra support

Once considered a luxury, private tutoring is now part of everyday life for many London families. Whether it’s preparing for the 7+, 11+ or 13+ entrance exams, boosting GCSE or A-level performance, supporting SEN and neurodivergent learners, or simply building confidence, tutoring has become a trusted tool for parents navigating the educational journey.

According to the national 2023 Sutton Trust report, nearly half of London children aged 11 to 16 have had a tutor - and some

continue into sixth form or university. But in a growing, unregulated market with countless online options, how can you tell which tutors are genuinely worth it?

We asked experienced tutors and agency heads for their honest, no-nonsense advice. Here’s what they want every parent to know.

Personal recommendations matter

When it comes to finding the right tutor, personal recommendations from other parents or teachers are invaluable. Look up

parent reviews and don’t shy away from asking tutors if you can speak to current or past clients for a first-hand account.

“Over the years, I’ve had parents come to me in desperation during the autumn term of the 11+ because their child’s confidence was battered after working with the wrong tutor,” says Dara Hanley, Director at Exceptional Academics tutoring agency. “The best advice I can give is to start with a personal recommendation. It can save you time, money and a lot of unnecessary stress.”

That advice only goes so far, advises Mathnasium’s COO, Emily Price: “Word of mouth remains powerful, especially when it comes from parents whose children have faced similar challenges,” she says. “But even a glowing recommendation should be just the starting point. The best tutoring solution should align with your child’s unique learning needs, not just someone else’s experience.”

Know what you’re looking for

Be clear on your goals from the outset. Are you preparing for a specific entrance exam (each school may have different formats)? Looking to boost confidence? Fill learning gaps? Knowing your objective will help you find a tutor who’s the right fit for your child’s needs as well as your family’s expectations.

“We always ask families what they’re hoping to achieve,” says Charlotte Hyde, Founder of Hyde Tutoring agency. “At first, many say the same thing: ‘just what everyone else wants.’ But we dig deeper because every child’s needs are different. If a student is disengaged at school, for instance, we might suggest a tutor who’s less traditional and more creative in their approach. It’s all about the match.”

Credentials, experience –and the X-factor

Qualifications and subject knowledge matter but so does experience - especially if you’re targeting specific entrance exams like the 7+, 11+ or 13+. Tutors who understand the expectations of your target schools and have experience with your child’s age group can make a real difference.

But the most important factor? Chemistry. Trust and rapport between tutor and student are what really unlock learning. That’s why many tutors and tutoring agencies recommend an initial session to check the fit.

“Number one is trust and rapport between the parents and the tutor, and the tutor and the child,” says Adam D’Souza, specialist 11+ and 13+ tutor and founder of Select:ed education consultancy. “With entrance tutoring especially, it’s about development and skill-building. The student must feel their tutor is on their side - someone they can trust and who is rooting for them. Once that bond is there, you can really stretch and challenge them.”

Specific curriculum and exam experience

When preparing for entrance exams, ask about success rates. While no tutor can guarantee a school place, a skilled one can guide your child towards the right goals with confidence.

For GCSEs and A-levels, subject expertise and curriculum knowledge are key. Is the tutor familiar with the specific texts your child is studying? Have they worked as an examiner?

That can be a valuable insight into how papers are marked and how best to prepare.

“There are ways of answering questions and if you don’t teach that, it can be problematic,” says James Allder, Principal of Collingham College which has its own online tuition programme.

Personalised teaching –don’t settle for less

A good tutor doesn’t follow a one-size-fits-all approach. Ask how they tailor sessions to suit your child’s needs. Whether it’s building problem-solving and critical thinking skills or, for older students, expanding interests beyond the curriculum, tutoring should be flexible and engaging.

That might mean using visual aids, exploring topics from different angles, or encouraging creative thinking - not just repetitive drills.

“You’re helping children develop their comprehension and communication skills,” says Charles Bonas, founder of Bonas MacFarlane tutoring agency. “But often, parents think children need to be sitting at a desk, rote learning and practising endlessly, which can lead to over-tutoring and hold them back. It’s all about identifying what the child really needs.”

Professional accreditations

Tutors don’t need a licence to work - anyone can call themselves a tutor - which is why choosing someone registered with a professional body can provide peace of mind.

“All our members must follow a strict Code of Practice, provide verified references and hold a recent or up-to-date DBS check,” says John Nichols, President of The Tutors’

PREPARING FOR 11+ AND 13+ ASSESSMENTS

The autumn term of Year 6 is revision and consolidation, so the ideal time to start 11+ preparation is during Year 4 to build rapport and routines and make gains through Year 5.

There is increased weighting on verbal and non-verbal reasoning as a predictor of future academic success. Early on, this can be practised through puzzles and lateral thinking exercises. To an extent, a student’s reasoning scores are pre-determined by intelligence, but as assessment dates approach, guided practice can help a child pull up their scores by building familiarity with question types and rehearsing tactics to break them down.

Adaptive tests with short-form multiple choice mean that vocabulary building needs to be a much more intentional part of the preparation process than in the past. This cannot be rushed and requires a breadth of material such as mixing fiction and non-fiction and different genres of text.

Source: Select:ed

hello@mentoreducation.co.uk or call us on 0208 883 2519

CRACKING THE 11+ EARLY

The 11+ can feel like a looming milestone, but success isn’t just about exam papers and last-minute revision. It’s about the quiet groundwork laid months (or even years) in advance.

Strong performance in the 11+ depends on more than just content knowledge. Children need solid number sense, sharp problem-solving skills and the ability to think clearly under pressure. That starts with truly understanding how maths works, not just memorising methods, but being able to reason, explain and adapt.

At home, build these skills by weaving maths into daily life: estimate shopping totals, talk through logic puzzles or time them on quick-fire questions.

When you do use practice papers, treat them like workouts - tools to build strategy, not just test performance.

A calm, confident child is one who’s prepared, not crammed.

Blending consistent practice with encouragement and a clear structure can make all the difference.

Source: Mathnasium

Association (TTA). “We also offer on-going professional development to help tutors maintain high standards and stay up-todate. If something does go wrong, parents can raise concerns through our official complaints procedure. Serious cases are reviewed by our Disciplinary Committee, which can suspend or remove members who breach the code. It reassures parents that TTA tutors are accountable and committed to professional standards.”

Agency or not?

Many tutors work both independently and through agencies, and there really is no difference in quality of teaching. Agencies may be more expensive because they take care of the admin for you: they vet tutors, ensure enhanced DBS checks, and provide access to a broad pool of specialists from primary through to secondary.

They will match your child carefully with the right tutor and offer backup if your tutor is sick or on leave. They can also step in if any issues arise.

“We meet tutors face-to-face and carry out due diligence before recommending anyone,” says Lucy Cawkwell, Founder of Osborne Cawkwell Tuition agency, “but if a parent says it’s not working out, we can

MORE THAN JUST GOOD GRADES

Bespoke one to one tuition offering support and confidence boosting sessions

Assessment – formative and ongoing

Mock exams and interview practice

Educational consultancy to ensure a smooth exam process

From the 7+ to the 11+

Fully qualified teachers

talk to both sides and, if needed, suggest someone new.”

SEND experience

Special educational needs vary widely, so it’s important to choose a tutor with experience supporting children similar to your own. For dyslexia, look for Level 5 or Level 7 specialist qualifications, often listed through Patoss or the British Dyslexia Association. For other neurodivergent needs, the tutor should use flexible approaches to help students stay focused, engaged and confident.

“Different schools use different entrance formats. Multiple choice requires very different skills to written answers,” says Melina Brook, a specialist tutor for dyslexia and specific learning difficulties. “Some of my 11+ students need extra support breaking down reading, interpreting questions, or building vocabulary by using repetitive, visual and multi-sensory strategies. Every child’s learning style has to be considered. Some schools allow typing as an access arrangement, but the student must be a proficient typist - even then, spelling can be a barrier for a dyslexic touch-typist.”

Cost and value: What are you really paying for?

In London, experienced tutors typically charge between £60 and £100 per hour but expect to pay more for Oxbridge prep, US college counselling and SEND experts in multiple needs. Be aware that graduates may charge as little as £10-£15 per hour and while they can help with basic revision, they often lack the experience needed for targeted exam preparation.

Experienced tutors offer more than just teaching time; their fees often cover lesson planning, exam prep, personal statement support, mock interviews, regular feedback and tailored guidance on schools that match your child’s strengths and interests.

“There’s a lot to be said for a £10-an-hour graduate who can help with spelling tests, times tables and homework,” says Tash Rosin,

THE RIGHT TUTORING

11+ specialist and Founder of Teatime Tutors. “But parents need to know what they’re after so they can make an informed decision. Do you want someone to revise with your child or do you want a tutor who is qualified to teach and is able to close those educational gaps? A teacher will know how to teach a theory five different ways for a student to grasp the idea. A graduate will not.”

The bottom line: Fit matters most

Choosing the right tutor isn’t just about ticking boxes. It’s about finding someone who understands your child and knows how to help them thrive. Be proactive, ask questions and trust your instincts. When the fit is right, tutoring can be a powerful way to unlock your child’s confidence and potential.

As a profession, tutoring can be unrepresented and lacks the support of a union or regulatory body. In fact, it’s a deeply skilled and precarious line of work that deserves more recognition.

Since the shift to online learning during Covid, the industry has been flooded with new tutors. Currently there’s a surge in graduates charging £10 an hour for a service that is clearly opposing that of a qualified, experienced teacher who has spent years honing their craft in schools.

The truth is, you’re not just paying for an hour of time - you’re paying for years of expertise, pedagogical understanding, and the ability to tailor teaching to your child’s specific needs. There’s a world of difference between someone who can deliver information and someone who truly knows how to teach it.

So do your due diligence. Ask the right questions. Experience, training and knowledge matter - especially when it comes to your child’s education.

Source: Teatime Tutors

GETTING A HEAD START

The seemingly widespread use of the term ADHD for a range of behavioural problems necessitates a need for clear advice on how to get a diagnosis and support, says Adam

D’Souza, Founder of

educational consultancy Select:ed

Doesn’t everyone have ADHD now?” Look on LinkedIn or in the colour supplements and it seems like every celebrity is suddenly identifying as neurodivergent. Neurodiversity is a hot topic in education, and rightly so: the increase in children being identified is probably due to increased awareness in society and partly schools being squeezed ever further, looking for the add-on resources that come from having a pupil with SEND (special educational needs and disabilities).

In January 2024, 18% of pupils in English schools - around 1.7 million children - had some form of SEND. Of these, 400,000 had EHCPs (Education, Health and Care Plan, or what used to be called a statement). Of those with EHCPs, autism was the most significant reason for seeking support.

Something’s not quite right: what should I do?

If your child is already at school, your first port of call should be your child’s class teacher (primary) or form tutor

(secondary). As teachers, we may have already noticed but it isn’t our place to diagnose or come forward. You will probably be referred on to the SENDCo (special educational needs co-ordinator), who can advise on what to do next.

As a first step, they may gather feedback from all your child’s teachers, or perhaps triangulate with academic data. Someone within the school who sees your child regularly will need to be the point of contact for medical professionals assessing your child, as a teacher questionnaire is part of the diagnostic process.

It is also worth reaching out to other education professionals who might work with your child, such as tutors, music teachers, sports coaches or dance instructors. They see your child in a different light to the school classroom and might have picked up on particular behaviours, challenges or indeed unusual strengths.

There are also tools such as the Do-IT Profiler which can give a general indication or point you in the right direction for more formal assessment, although it is important to note that these are not diagnostic tools.

Whatever you do to start with, you will almost certainly end up needing an appointment with a doctor or educational psychologist. It isn’t within the scope of expertise of teachers to diagnose ADHD or autism.

Neurodiversity profiles

The full name for ADHD gives a guide to the different sides of this condition, typically including attention deficit and hyperactivity. From a biological point of view, ADHD is about dopamine regulation in the brain. The effects? Patchy academic performance and daily routines. Distractions, whether from thoughts bubbling up or external stimuli, can make it challenging for children with ADHD to stay focused. Forgetfulness, such as missing homework deadlines or lunchtime activities, is common.

There is increased awareness around ADHD in girls: the hyperactivity often turns inwards, manifesting as a ‘busy brain’ in younger children, or anxiety or even OCD in teenage girls.

The portrayal of savant syndrome in Rain Man (or more comically Dr. Sheldon Cooper in The Big Bang Theory) is unhelpful for understanding the challenges faced by the majority. Autistic children often struggle to understand the implicit social codes underpinning communication. Sensory input is also problematic - the noise of a school playground and the bright lights in many

ADHD isn’t just hyperactivity

- there are three sub-types:

1. Inattentive type: used to be called ADD or attention deficit disorder. This is increasingly being identified in girls, whose ‘good behaviour’ meant they went unnoticed and didn’t receive the right support

2. Hyperactive/impulsive type: this is the stereotypical presentation of ADHD, particularly in the media

3. Combined type: the most common type of ADHD

classrooms can be overwhelming. Many autistic people find unfamiliar foods or textures triggering, compounded by having to make a snap decision about food while under social pressure in the lunch queue.

While they are two different conditions, there is a significant overlap between autism and ADHD, and 28% of autistic children also meet the diagnostic criteria for ADHD*. Children with either profile may have unusual communication styles vs their neurotypical peers: talking excessively or seeming almost mute, interrupting or struggling to wait their turn in conversation. Similarly, children with either ADHD or autism may exhibit stimming behaviours,

which are repetitive movements that subconsciously relieve sensory stress.

What support is out there?

The good news is that neurodivergent children can - and do - thrive at school. The bad news is that academic performance can be patchy, and support from schools is often inconsistent. If your child is approaching a transition point, it is vital to find the right-fit school for their individual profile. At Newton Prep for example, the SEND department supports pupils’ individual needs, ensuring they feel confident and capable. “We celebrate Neurodiversity Week across the school, with presentations from

SECONDARY TRANSITION WITH NEURODIVERSITY

• The transition to secondary school can be a time when neurodiversity first becomes apparent or requires intervention, particularly for girls.

• The diagnostic process can be demanding, but collaboration between home and school helps ensure that the focus remains on the value of the support rather than labels.

• If your child has a diagnosis or is going through the investigative processes, we encourage families to share these with the school as part of their secondary transition without fear of any disadvantage.

• For neurodiverse children, the secondary transition will likely be more challenging, and the more information that a school has, the better equipped they are to support your child from day one.

Source: Burntwood School

expert speakers and workshops for teachers and parents,” says Nicola Stone, the former Deputy Head Teaching & Learning.

Similarly, at Eveline Day Nurseries, “teachers combine creative and flexible thinking with the right mix of differentiation, strategies and therapeutic interventions to give neurodivergent children every opportunity to fulfil their potential.,” says Eveline Drut, Director, Eveline Day Nurseries. Within the home, children with neurodivergent profiles often struggle with executive function. This is because the dopamine reward pathways that benefit neurotypical children when doing routine tasks are not present. Some families have a great deal of success with systemising and reducing the cognitive load of routines, such as very visible timetables for games kit/school uniform days. Screen time is a huge challenge for children who find selfregulation difficult; this is probably your single biggest lever for improving academic performance and behaviour at home. For older children struggling with revision, working around their usually later-shifted circadian rhythm can be helpful, rather than fighting to comply with a neurotypical adult’s idea of good scheduling.

To medicate or not to medicate?

The subject of medication for ADHD always provokes visceral reactions on both sides. I am neither a doctor nor a psychologist, so I can’t say which is right. I have seen children benefit from medication, and I have worked with those for whom it has been a hindrance. The thought of experimenting on your child makes most parents feel sick, but you may need to try with and without, to be able to compare.

Tailored school provision

Some mainstream schools offer strong specialist education for neurodivergent children. At secondary level, Kingswood House School in Surrey (co-ed), Thames Christian School in Battersea (co-ed) and More House School, Knightsbridge (girls) all have impressive SENCos and strong track records in supporting children with additional needs.

For children with more pronounced needs, there are specialist schools. These include Burlington House School in Fulham and recently opened on Garrad’s Road in SW16 (7-18, co-ed), More House School Frensham or Bruern Abbey.

Likely hurdles

Unfortunately for parents, there are significant challenges to getting a diagosis of neurodiversity. Wait times for NHS CAMHS are into months or even years. Private psychologists have waiting lists too - there are simply not enough qualified psychologists, and training new ones takes years as the entry requirement is a PhD. A typical private assessment fee in London or Surrey is £1,500-£2,000.

Possible signs your child might have ADHD

If your son or daughter has some of these traits, it may be worth investigating:

• Struggling with deadlines and schedules

• Making impulsive, snap decisions without weighing up the outcome

• Difficulty keeping tasks and spaces in order

• More frustrations, anxiety or mood swings than their peers

• Hard to stay engaged in nonstimulating tasks

While the diagnostic criteria for ADHD and autism have been developed in recent years, and autism received a major update in the 2022 edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) - they are still essentially subjective and so there are challenges to finding the right support for your child. If you are trying to get an EHCP you are likely to face a battle with your local authority. Merton, Richmond and Surrey councils are participating in the Safety Valve Programme** and have committed to reducing high-needs SEND funding. It seems council workers will use the full strength of the state to erect as many barriers as possible, particularly for private school placements. Some parents have had to take councils to court.

Neurodiversity superpowers

It can seem challenging raising a neurodivergent child, but there is a silver lining. The outside-the-box creative thinking and problem-solving in which many neurodivergent people excel could give a personal and professional edge, especially in an AI-world. Likewise, if your child finds their passion, they will go all-in with hyper-focus on a task or activity they find stimulating. Neurodivergent children often pick up on emotions others might miss. Personally, I love teaching and advising these children because they are empathetic and have memorable personalities. In a standardised, homogenous world, ‘normal’ is over-rated.

* www.autistica.org.uk/what-is-autism/adhd-and-autism ** www.bcpacs.uk/blog/why-you-need-to-knowabout-safety-valve

With more children struggling with school avoidance, expert child psychologist Dr. Selina Warlow is urging people to stop viewing it as bad behaviour but a cry for help from those with neurodivergent conditions. Recent studies highlight just how widespread the issue is revealing:

• 28% of secondary pupils avoided school last year due to anxiety.

Source: mental health charity stem4

• 50% missed school for the same reason. Source: Children and Young People’s Mental Health Coalition.

• 34% of parents argue weekly with their child about school attendance.

Source: Parentkind.

• Dr. Warlow highlights that there may be a critical link between school avoidance and ADHD (sometimes undiagnosed). Sensory overload, social fatigue, and emotional distress are often ADHD traits that can lead to withdrawal from school. When school avoidance is more than reluctance, it can be a sign of undiagnosed neurodiversity.

NEURODIVERSITY

Choosing the right school for a neurodivergent child can be a challenging process.

Environment - The school needs to have a warm, welcoming environment with good accessibility and spaces for your child to feel comfortable. Sensory rooms are ideal, but a designated SEND space is important too. Gain a sense of the overall environment, not just the classrooms.

Staff - Understand how the staffing structure would support your child and who your key contacts would be. Is the school equipped for 1:1 support and are there support groups/clubs or in-class support options?

Curriculum - Is the pacing of the curriculum reflective of your child’s needs? Don’t be afraid to enquire how they would cater for your own child.

Extra-Curricular - These activities form a core part of the adolescent journey. Check what’s on offer - a school with a broad range can even encourage them out of their comfort zone.

Pastoral - Check that the school has counsellors, pastoral leads and/or heads of year, as they are a crucial support.

Source: James Allen’s Girls’ School

SCHOOL LEADERSHIP

LEADING THE WAY

As a new academic year gets underway, a clutch of new Heads and senior staff are joining many of the schools popular with Nappy Valley families

Kirsten Bond

Kirsten Bond is the new Head of Pre-Prep at Eaton House The Manor School (EHTM). She replaces David Wingfield who transitions to Head of Prep at EHTM.

Alison Fleming

Eaton House The Manor has a new Principal: Alison Fleming, who joins following her headship of Newton Prep in Battersea.

Graeme McCafferty

Graeme McCafferty joins Newton Prep as Head, coming from Rosemead Preparatory School in Dulwich.

Damola Ademolake

Damola Ademolake joins Ernest Bevin as Principal. Formerly Vice Principal at Ark Isaac Newton Academy, he replaces Tracy Dohel who is retiring.

Tom Le Tissier

Tom Le Tissier is Headteacher of Regent’s Park Prep, set to become Alleyn’s Regent’s Park this month, with Tom at the helm as Head.

Chris Jones

Chris Jones, Headteacher of North Bridge House Senior Hampstead, which will become Alleyn’s Hampstead in September 2026, with Chris continuing as Head.

Sarah Cartwright-Styles

Sarah Cartwright-Styles, Headteacher of North Bridge House Nursery & Pre-Prep Hampstead, which will become Alleyn’s Hampstead Nursery and Junior School in September 2026, with Sarah staying on as Head.

Will Newman

Will Newman joined Cranleigh Prep School as Head in January this year, replacing Neil Brooks who retired. Newman joined from Sedbergh Prep where he was Head.

Samantha Price

Samantha Price joined Cranleigh School as Head after a decade at the helm of Benenden. She replaces Martin Reader who retired.

Rob Farrell

Rob Farrell is the new Head of Rutherford House School, succeeding Maxine Mallet. He was formerly Head at Albermarle Primary.

Mercy Maddan

Mercy Maddan is the new Head of Sixth Form at Thames Christian School, previously teaching Geography and leading the DofE Award.

Pippa Whitby

Pippa Whitby joined Woldingham School in April this year as the new Director of Boarding. She was formerly in the same role at Mayfield School.

Ravi Kothakota

Ravi Kothakota steps up from Deputy Head to Head at Emanuel. He replaces Rob Milne who moves to Dulwich College.

Rob Milne

Rob Milne joins as the new Master of Dulwich College, replacing Dr Joe Spence. He was formerly Headmaster of Emanuel School.

Alex Matthews

Alex Matthews will be Head of Thomas’s Kensington from this month, joining from Blackheath Prep where he was Head.

Toby Seth

Toby Seth joins Whitgift as new Head this month, joining from Pocklington School Foundation.

Will Le Fleming

Will Le Fleming joins Thomas’s as founding Master of Thomas‘s College. He was formerly Head of The Abbey School in Reading.

Jo Pache

Jo Pache is the new Head of Wandsworth Prep from this month. She was formerly Deputy Head of Broomfield House School in Kew.

STAYING POWER

In an era of rising school costs and working-parent pressures, boarding schools are offering more value - and flexibility - than many might think, writes Dina Shoukry

With the introduction of VAT on school fees and the cost of living rising, many families are reassessing their education choices. Boarding might sound like an extravagance - even a relic of another era - but scratch the surface, and a different picture emerges.

For many parents, boarding continues to represent not just a school, but a way of life: one that offers stability, structure, and the kind of all-encompassing, integrated education that’s very difficult to replicate at home - where academic support, cocurricular opportunity and emotional wellbeing are all under one roof.

What continues to draw families to boarding? It’s the distinctive combination of outstanding education, beautiful campuses, exceptional pastoral care, rich co-curricular life and a philosophy that nurtures independence, resilience and lifelong friendships.

“While the up-front price for boarding is obviously higher, the total cost may work out fairly similar to a private day school if you factor in after-school childcare, transport, food and extra-curricular activities,” explains Adam D’Souza, Founder of Select:ed education consultancy.

Alastair Chirnside, Warden (head) of St. Edward’s Oxford - a co-educational senior school affectionately known as Teddies – states, “When you combine excellent academics, co-curricular opportunities, pastoral care, counselling and health services, parents are deciding it really is worth it. As independent schools, we must

BOARDING BENEFITS

recognise the significant financial and emotional investment parents make, so it’s our job to ensure that value is clear.”

Boarding is an immersive experience. Pupils move seamlessly through academics, sports, music, art and drama, all integrated into their daily lives - no need to rush from one activity to the next. “Our campus offers untold opportunity,” says Rachel Bailey, Headmistress of Benenden, a senior school for girls. “Pupils move seamlessly from orchestra rehearsal to science labs to the swimming pool or the tennis courts, all on the same beautiful 250-acre site. Instead of sitting in traffic, our boarders spend

For many parents, boarding continues to represent not just a school, but a way of life

Looking beyond London for a boarding school can feel daunting, especially if you’re exploring unfamiliar areas. However, schools outside the capital often offer unique and enriching educational experiences, making the search well worth it. Here are four things to consider:

Appreciate the space

Schools outside London often have expansive grounds. At St Edward’s, pupils enjoy excellent sports facilities, creative arts spaces, and a purpose-built theatre - encouraging a balanced, active lifestyle.

Assess pastoral care

Strong emotional and social support is vital, especially if your child is far from home. Look for schools with robust pastoral systems to support integration and wellbeing.

Consider travel logistics

Accessibility is important. Many schools offer dedicated transport services - such as the Teddies Coach - to make travel during term breaks and weekends easier for Londonbased families.

Think beyond the bubble

Schools outside of London can provide exceptional academic and cultural opportunities. For example, we offer a cocurricular programme enriched by access to world-class museums and academics from the University of Oxford.

Source: St Edward’s Oxford

their mornings in the gym and evenings rehearsing for their play or building a microlight.”

For many boarding schools, their expansive, countryside settings provide not only space but also a sense of freedom and adventure. “Cottesmore is heavenly,” says Tom Rogerson, Head of Cottesmore School, a co-educational prep school in the heart of the countryside on the Surrey Sussex border. “For London families, it’s a home from home - the best of all worlds. Children need plenty of physical movement in their lives, and here they have daily sport, plus a golf course, lake for paddleboarding and fishing, swimming pool, tennis courts, allweather pitches – even .22 rifle shooting.”

Other schools offer equally unique opportunities, shaped by their surroundings. At Ardingly College, a co-educational senior school, outdoor pursuits are part of the draw. “We are very lucky that we have the Ardingly Reservoir adjoining our campus and we recently acquired the exclusive rights to operate all water sports on it,” says Jo Hayter, Deputy Head Pastoral and Co-Curricular. “This means our boarders have access to a range of water sports at the weekends too, such as paddleboarding, kayaking, sailing and rowing.”

At Lord Wandsworth College - a coeducational senior school set in 1,200 acres of wooded Hampshire valleys - the outdoors becomes a space not just for activity, but reflection. “Boarding enables students to be present and connect more deeply with their community,” says Head, Adam Williams. Inspired by wabi-sabi, the Japanese philosophy embracing imperfection and simplicity, the school encourages students to celebrate each other’s differences, “a powerful message for self-conscious teens,” adds Williams.

These shared experiences form bonds that last. “Unstructured time in the boarding houses is when friendships are really consolidated,” explains Teddies’ Chirnside. “Lifelong friendships are made, defined and preserved by the shared experience of the house.” Importantly, parents are part of that community too. They play an active role in the social life of the house, with opportunities to attend house dinners, support plays and interhouse events, and build lasting connections with other families.

Structure also plays a key role in supporting learning and wellbeing. With

fewer distractions and less time lost to commuting, pupils enjoy more focused study and downtime. All schools have screen policies, ranging from zero devices at prep level to limited, age-appropriate access at senior schools.

“Devices are only allowed at set times,” says Adrian Norris, Assistant Head (Pastoral and Boarding) at Whitgift, a boys-only senior school. “Restrictions are agreed with pupils through House Council and pupil voice. We also run a personal development programme focused on healthy living, so by the time they reach university, they know life is about more than staring at a screen - it’s about getting out there and engaging with the world.”

Academic support is built into daily life beyond the school day. At Walhampton, a co-ed prep school in the New Forest, boarders benefit from structured routines that support both learning and wellbeing. “Our boarders attend a prep club before supper, from 5 to 5.45pm, unless they’re involved in a co-curricular activity,” says Rosie Baker, Head of Boarding. “We work closely with parents to strike a healthy balance between activities and prep time

and resident staff and teachers are always nearby, so support is available whenever it’s needed.”

For full boarders, weekends offer a wide variety of activities. Walhampton’s setting - between the New Forest and the Solent - puts outdoor adventures and local attractions within easy reach. Options include beach trips, climbing, forest walks, cinema outings, laser tag, bowling, crabbing in Lymington, and bake-off competitions.

Pupils also enjoy hosting dinners for resident staff and making the most of the school’s expansive grounds.

From managing their schedules to learning how to live with others, boarding helps pupils develop independence and self-awareness. “Boarding strengthens both independence and independent thinking,” says Cottesmore’s Rogerson. “With their fundamental needs met, children can self-actualise - they explore their interests, discover their strengths and build confidence. That confidence then carries into the classroom, which is why our academic results are so strong.”

“Boarders learn to live with people different from themselves, share space and

Boarding enables students to be present and connect more deeply with their community

put the needs of the group ahead of their own - invaluable lessons for the real world,” says Samantha Price, Head of Cranleigh School, a co-educational senior school in the Surrey Hills. Many also gain a global perspective, living alongside boarders from around the world.

Living away from home nurtures responsibility, adaptability, self-reliance and courage. At Cranleigh, boarders take on duties from cleaning the kitchen to leading fire drills. “By making them accountable for others, they achieve a sense of responsibility that is sometimes harder to achieve in a busy home,” continues Price.

Modern boarding has evolved to become more family focused. “We run a vertical ‘family system’ in the boarding houses at Whitgift, with groups of around 12 students from Year 9 to Upper Sixth, led by a senior boy,” explains Norris. “Older students mentor younger ones, helping them selfregulate. Everyone contributes, creating a strong sense of belonging and family.”

At Teddies, mentoring is formalised and just one element in the wider wellbeing and counselling frameworks at the school. “We train pupils to act as mentors,” says Chirnside. “There’s a framework for their conversations, and every three weeks without fail they check in on their mentees to talk about how things are going, and then flag any concerns to members of staff.”

Working in partnership with parents is central to Lord Wandsworth College, where the school focuses on empowering families through active collaboration. “We work hard at parental engagement. Children need their parents just as much from 13 to 18 as they do from birth to age two - just in different ways. As teenagers naturally start to pull away, it’s about helping parents to stay present and find confidence and joy in that stage of parenting,” explains Williams.

“The truth is that boarding schools are experts in all things teen,” says Cranleigh’s Price. “Bringing up teenagers is difficult, and there’s huge value for parents in sharing that with the school. When your child is boarding or flexi-boarding and you have that relationship with their housemaster or housemistress, you’re in a lasting partnership that helps them navigate those years.”

“For many families with two busy working parents, the weekly or flexi-boarding option works really well as they don’t have to worry about weekday logistics or school runs but instead can set aside the weekends for quality family time,” adds Ardingly’s Hayter.

Boarding also expands educational choice. The London day school scene is competitive, with oversubscribed schools and pressure on places. Boarding opens up access to excellent schools across the country, many with fewer applicants and more generous entry points. Many are within easy reach of the capital too, with school-run coaches making boarding practical even for younger pupils.

Weekly boarding is especially popular with London families. Some schools release boarders on Friday evenings, others after Saturday fixtures, with return times on

For many families with two busy working parents, the weekly or flexi-boarding option works really well

Sunday evening or Monday morning. Flexi-boarding is also on the rise, allowing families to book nights on a fixed-term or ad hoc basis.

Woldingham, an all-girls senior school in the Surrey Hills, has increased the number of flexi-boarding nights available to Years 7–9 from two to three per week, responding to growing demand from London families. “Parents tell us their daughters love staying in our dedicated flexi-boarding house with its own housemistress,” says Director of Boarding, Pippa Whitby. “It’s also a practical option for families when girls have afterschool activities with later finishes, like golf or drama rehearsals. Many value how flexiboarding helps their daughters take early steps towards independence.”

Most boarding schools also operate as day schools, and many pupils use flexi-boarding as a gentle introduction to boarding life. In fact, in schools that offer both, many students transition to boarding after seeing the benefits first-hand. Many also choose to board in the sixth form as preparation for university and independent living.

In today’s climate, boarding may appear a luxury at first glance. But for many families - especially those juggling two careers, long commutes, or limited school choices in a competitive market - it offers real, lasting value.

This isn’t just about strong academics or wraparound care. It’s about children growing up with time to breathe, space to grow, and the freedom to fail and flourish in equal measure. Boarding builds confidence, resilience and lifelong friendships, all within a structure that supports both children and their parents.

For the right child, and the right family, boarding still adds up. And in many ways, it offers something priceless: it opens the door to a life shaped by opportunity and lasting self-belief.

SHOW Thursday 9 October RHS Lindley Hall, SW1P 2QW

Meet London schools, boarding schools, specialist schools, schools within commuting distance.

2 theatres where leading heads and experts answer your questions as you plan your childʼs education from nursery to sixth form.

Advance tickets are free at SchoolsShow.co.uk

OPEN DAYS OPEN DAY GUIDE

SHOW TIME!

Schools’ annual beauty parades are upon us. To make the most out of a visit, undertake extensive homework before you cross the school threshold, advises Gillian Upton

Aschool open day is an unparalleled opportunity to see a school in action, to get a real feel for it and decide whether it would be a good fit for your child. However, there is much preparation to do beforehand to ensure you only visit those schools which tick all the boxes.

For starters, you need to decide whether your child would thrive in a co-ed or single sex environment, in a boarding school or day school, at an independent or state school, and lastly, in a London or out-of-London school. (We guide you through all these options in our Choices feature on page 29).

Invaluable recommendations will come from the Head of Transition at your current school. “They know your child well,” says Bronagh Preston, Head of Admissions at Putney High School. Do parents take that advice on board though? “Often not,” she says.

Nonetheless, armed with those recommendations, parents can scour each school’s website and view virtual tours, all their collateral such as glossy brochures, any reviews, school posts on NappyValleyNet and recommendations from friends and fellow parents. Do this before you sign up for any open days.

A virtual tour will show you the layout of the school, the grounds and outdoor facilities. Maybe you’ll hear and see some of the students and the headteacher but remember it is a choreographed version of the school so it can only take you so far.

The same goes for league tables; the statistics are an indication of academic success and some parents will be swayed by them exclusively, but they say nothing of the style of teaching, the atmosphere of the school and ultimately the type of child they produce and whether that fits your ideal.

“Aim for an initial list of six or seven schools spanning different types – co-ed, single sex, good local state schools, all the options,” says Putney’s Preston. “But only take your child to a maximum of four.” Book early to avoid disappointment. Some schools will limit visits only to those children joining the following year, so don’t be overzealous if you are a few years off applying. Make sure the school aligns with your values, educational goals and the overall suitability for your child. If they are sporty then ensure the facilities are there to stretch them; or if science or art is a priority then check out the labs and creative space.

STATE SECONDARY SCHOOL ADMISSIONSWANDSWORTH

• Applications to join Year 7 in September 2026 open online on 1st September 2025 and close on 31st October 2025

• Put up to six schools on your application form and list them in order of preference - just putting one school on the form does not mean you will get a place there

• Check carefully whether the schools you are applying for have any extra admissions requirements, such as the Wandsworth Test or a supplementary information form

• Offers are made on the evening of National Offer Day, 2nd March 2026. You should accept or decline your offered place immediately. If your child is offered a place at a lower preference school, they will remain on the waiting list for their higher preference school(s).

Source: Bolingbroke Academy

“Students are not a homogeneous group where one-size-fits-all, and ultimately parents’ decisions on which school to choose for their child should be based on the best fit for the individual, where the ethos aligns with your values, and a school which you believe has that special something,” says Alex Hutchinson, Head of James Allen’s Girls’ School (JAGS).

“Trust your (and your child’s) gut instinct,” advises a spokesperson from Thomas’s London Day Schools. “Finding the right environment for your child to flourish and thrive is an art as well as a science!”

To make the most of an open day, go armed with a list of questions - see our list opposite. How many are answered will depend on whether it’s a Saturday – when all staff are available – or a weekday, when the school is in action and access is more limited.

Mark Peters, Deputy Head (External Relations), Hornsby House School, advises: “Don’t be afraid to ask specific questions - about teaching styles, pastoral care, wraparound care, or how the school supports different learning needs. The more you ask, the more confident you’ll feel about making the right choice.

“Your child’s education is a big decision, and open days are a key part of that journey. Can I see my child feeling safe, happy and

HOW TO AVOID APPLICATIONOVERWHELM

Focus on finding a school that fits your child - their personality, interests and needs - not just its reputation. We encourage families to look for an environment where their child will feel known, supported and inspired to learn.

Admissions staff aren’t looking for perfection, but for natural curiosity and academic readiness. Help your child enjoy the process by treating visits as relaxed, fun experiences, not high-stakes tests.

Behind the scenes, stay on top of deadlines and visits with a simple checklist to avoid unnecessary stress. Most importantly, remind yourself: there is no single ‘right’ school. Many environments can help your child grow, flourish and be nurtured. Stay calm, stay present and trust your instincts. Your child’s wellbeing and your support matter more than any application form. Most of all, imagine your child here. Can you picture them playing, learning and thriving?

Source: Newton Prep School

inspired here? That instinctive response is often the most telling,” adds Peters.

Not all schools can run an open day during school time, often for logistical and health and safety reasons, so be prepared for only evenings and/or Saturday morning visits when classrooms are set up so parents can see teachers in action.

It may not be possible to access all areas on a weekday visit as the school has to balance showing off the school and respecting the impact on pupils and lessons. Be advised that there is usually more of an opportunity to wander around the school during a Saturday open morning.

Open days can be relaxed or regimented. The better open days reflect a normal school day, but some will be highly orchestrated with strict and tight timetables. Others are run on a more relaxed schedule where you are free to wander around unfettered and soak up the atmosphere. The style of open day will tell you a lot about how the school is run.

A strict and tightly run open day may suggest a more structured and disciplined environment, while a more relaxed and freeflowing event could indicate a more flexible and student-centred approach.

“The open day experience should reflect the spirit of the school,” comments Hornsby House’s Peters. “At Hornsby House, we aim for a welcoming, down-to-earth environment where families feel seen and heard. Come with an open mind - and leave with a clearer picture of what we offer.”

There are essential elements of any open day visit. For example, it’s vital to book the headteacher’s talk. “He/she sets the culture of the school and if the talk ruffles your feathers, then it’s not the right school. It should resonate with you,” says Putney’s Preston.

Speaking to staff and students will also help you get a feel for the school. Ask students what they like about their school - many will use students to show parents around which is a good way to decide if this is how you would like your child to turn out. These first-hand impressions will bring to life the ethos of a school that often a brochure or website cannot.

Red flags for Putney’s Preston are children who are nervous and anxious about answering questions. “How students are is a good indicator of the school, rather than the style of the open day,” she says. “Have they been coached? You don’t want them to be rehearsed.”

Victoria Davies Jones, Head of Admissions at Broomwood adds: “Pay attention to how staff and children interact when they are not ‘on show’.”

Other red flags are no-go areas around the school, not being able to talk directly to

pupils, and the headteacher scurrying off after a presentation and not sticking around to answer one-to-one questions. The head, senior staff, subject-specific teachers, key form tutors and pupil ambassadors should all be available. And it is these sorts of encounters that will help you decide whether you can see your child comfortably there. Find out about school life, its academic prowess, sporting choices, facilities, logistics, pastoral care, the diversity of the school’s staff and pupils, and extra-curricular options.

Seeking out one of the Admissions team is also useful; to discover what the entry requirements are and what chances your child has of getting in, what percentage of pupils are offered a place, what you’ll have to pay if it’s an independent school and if there are payment plans or bursaries. It’s a long list!

“Parents can be wowed by new facilities but try to get the opportunity to see what is happening in the classroom,” says Jonny Gilbert, Acting Head at The Roche School. “The quality of the teaching and the feel and heart of the school is ultimately the most important thing.”

“To truly understand a school, we recommend speaking directly to the students and asking them challenging questions to gain genuine insights into the school’s ethos,” advises Stephen Holsgrove, Head at Thames Christian School.

Not all is lost if the open day hasn’t made your mind up; you can request an individual visit or a smaller group session where tours can be tailored to visitors’ particular areas of interest, be that boarding, drama, sport or specific academic subjects. Be aware that not all schools will accommodate such follow-up visits though.

Ultimately, the best school is the one that is right for your child, so it will be different for every parent. “You know your child best - trust your instinct about whether he

or she will be happy there,” says Sydenham High’s Laura Hooper, Director of Marketing & Admissions. “Ask yourself, will he or she thrive, grow and leave feeling happy and confident about his or her future?” Eveline’s Head, Sarah Gillam adds, “Remember, what fits one child or family might not be suitable for another - each parent’s expectations are unique.”

Questions to ask pupils:

• What are you most proud of about your school?

• Does the school celebrate achievements?

• How does the school prepare you for exams?

• Do you think the school offers a stimulating and challenging learning environment?

• Are you enjoying your time at school?

Questions to ask teachers:

• What do you look for in a child?

• What are the chances of being offered a place?

• What is the school’s academic curriculum and how is it tailored to individual student needs?

• What characterises a child from this school?

• How involved are parents?

• How well-rounded is the curriculum?

• How do you promote student wellbeing and engagement?

• What are the extra-curricular options? Are there clubs, societies and enrichment programmes?

• Is there a waiting list? What percentage of pupils are offered a place?

Please note that attending a school open day often requires booking a place in advance

WANDSWORTH STATE PRIMARY SCHOOLS (2-11)

7 Beatrix Potter Primary Weekly every Thursday, 9.30am. Nursery tours every Thursday, 4pm. Book by emailing joanna.ewins@beatrixpotter. wandsworth.sch.uk.

8 Belleville Primary November. For dates, email maria. petrou@belleville.q1e.org.uk.

9 Belleville Wix Academy For dates, email admin@bellevillewix.q1e.org.uk.

26 Honeywell Infant School Check website.

27 Honeywell Junior School Check website.

WANDSWORTH & MERTON PRIVATE PRIMARY SCHOOLS (UP TO

11/13)

62/63 Broomwood 3rd October, ages 7-13 10th October, ages 3-7.

65 Dolphin School 7th October, 9.15-11am.

66 Eaton House The Manor Boys’ school, 10th September and 5th & 19th November, 9am. Girls’ school, 24th September, 15th October, 12th November, 9am.

MAKING THE MOST OF AN OPEN DAY

Open days are an essential part of choosing the right path, a chance to see beyond the prospectus and into the real life of a school - its values, energy and ethos.

We encourage families to experience our community in full flow: listen to pupils describe their learning with pride, speak to teachers about their approach, and notice the atmosphere - is it purposeful, joyful, respectful? Pay attention to how pupils carry themselves, how they speak to staff and each other. It should feel like a place where your child will be seen, heard and cared for - not just taught.

Ask questions: What’s the pastoral care like in practice? How does the school stretch its most able pupils, or support those who need extra encouragement? What co-curricular activities are popular? Also ask about the transition from prep to senior school, especially if you’re visiting in Year 5 or 6.

The best open days aren’t just about facilities or results. They’re about connection between your family and the school’s values. If your child walks away excited to return, you’ve likely found the right fit.

Source: Streatham & Clapham High School GDST

68 Finton House 16th September, 9th October, 11th & 27th November 2025. 22nd January, 12th February, 3rd & 17th March, 2nd, 11th & 30th June 2026.

70 Hornsby House 9th October & 27th November, 8.50am.

75 Newton Prep 4th October, 9.30am-12.30pm.

78 Putney High Junior School GDST 10th & 11th October.

79 The Eveline Day School 11th October, 9.30-11.30am.

80 The Roche School 20th September, 17th October, 17th November 2025. 16th January, 27th February, 20th March, 15th May & 10th June 2026.

81 Thomas’s Battersea 17th & 24th September, 8th October.

82 Thomas’s Clapham 25th September, 22nd October, 4th & 11th November.

84 Wandsworth Prep 26th September, 9am.

85 Wimbledon High Junior School GDST

13th September, plus tours for 4+ on 23rd, 24th & 25th September, 8.50am.

OTHER PRIVATE PRIMARY SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s Junior School 20th September, 9.30am-12pm.

Ardingly College Prep School 29th September-3rd October.

Brighton College Prep Kensington 4+ entry, 25th September. Nursery, 2nd October. Whole school, 4th October.

Dulwich College

Junior school, 11th October, 9.30am & 11.15am, 15th October, 1.30pm. Tours with Head 10th & 26th September, 1st & 3rd October, 9.30am.

Eaton House Belgravia 22nd September & 24th November, 9.15am.

James Allen’s Girls’ School For 4+ or 7+ entry in September 2026, 4th

October. For future entry to junior school and chance vacancy places, 15th October.

Sydenham High Prep School GDST

20th September, 8th October, 5th November, 9am. 4 + Discovery Mornings on 13th, 20th & 27th November, 9am, 7+ Exploration Afternoons on 13th, 20th & 27th November, 1.45pm. Tours on 17th November, 7.30am, 24th & 28th November, 5.30pm. Tours for prep & senior, 23rd April 2026.

Thomas’s Kensington 19th September, 3rd & 17th October, 8.45am.

Thomas’s Fulham

2nd October, 9am, Reception 2026 only. 9th & 16th October, 27th November, 9am.

Walhampton School

10th October, 13th March 2026.

WANDSWORTH STATE SECONDARY SCHOOLS

88 Bolingbroke Academy

Year 7 and 12 entry, 11th October, 9.30am. Principal’s talks 9.30 and 11.30am; Director of Sixth Form’s talk, 10.30am. Year 7 entry, 16th October, 5.15pm. Principal’s talks, 5.15 and 6.30pm.

89 Burntwood School

17th September, 6pm, 23rd September, 2nd October & 2nd July 2026, 9.15am.

91 Ernest Bevin Academy 24th September, 5.30pm, 26th September & 3rd October, 9am.

92 Graveney School

Year 7, 17th October, day & evening, Year 12, 15th October, day and evening.

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

100 Emanuel School 13th September - fully booked, waiting list available. 2nd October, Years 6 & 7 - fully booked waiting list available.

104 London Park School Clapham 10th October (with sixth form representation), 9.15-11.45am. 16th October, 7th & 28th November, Head’s Coffee, 9.15-10.15am.

105 Putney High School GDST 11+ entry, 9th, 10th & 11th October.

THE POWER OF WORD-OF-MOUTH

Insights provide personal perspectives and there’s no better endorsement than from someone with first-hand experience, especially a trusted friend.

Authenticity: Word-of-mouth is a natural part of genuine conversation, unlike rehearsed pitches. Personal recommendations offer deeper insights into the school’s culture.

Time-saving: With numerous childcare options available, recommendations help create a focused shortlist, enabling you to concentrate your research on schools that align with your child’s needs. Forest School or Montessori could suit your child perfectly, for example.

Early advantage: Recommendations can reveal high-demand school places early in your search, allowing you to secure tours, join waitlists or even secure a spot.

Current: Schools evolve through leadership changes or new policies, and word-of-mouth provides timely updates that official channels may miss.

Community insight: Engaging with your neighbourhood will allow you to tap into the reputation of local schools.

Balanced perspective: While some negative comments may arise, consider how the school addresses issues - open communication is crucial.

Source: Keswick House Nursery, The Roche School

106 Thames Christian School 17th September, 10.30am, 20th September, 10am, 7th October, 26th February & 28th April, 10.30am. Sixth Form, 18th September, 7pm.

107 Wimbledon High School GDST 11+ 2026 entry, 27th September, 10th October. Sixth form, 18th September, 5.30pm. 11+ 2027 entry, 29th April, 19th June.

LAMBETH STATE PRIMARY SCHOOLS

115 Henry Cavendish Primary For dates, email office@henrycavendish.co.uk

LAMBETH PRIVATE SCHOOLS (UP TO 11/13)

127 Streatham & Clapham Prep School GDST 4th October, 9-11am.

128 The White House Prep School 11th October, 9.30am.

LAMBETH PRIVATE SECONDARY SCHOOLS

133 The Elms Academy 2nd October, 5pm plus open mornings during October, 9am. Book via www.theelmsacademy.org.uk

LAMBETH PRIVATE SECONDARY SCHOOLS

135 DLD College London 26th September, 5pm.

136 Streatham & Clapham High School GDST 27th September, Senior School Open Day (11-18 years).

OTHER PRIVATE SECONDARY SCHOOLS & THROUGH-SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s School

For 11+, 17th September, afternoon, 27th September, morning. For 16+ 23rd September, evening.

Ardingly College

Year 7 & 8, 19th September. Sixth Form, 24th September, evening. Years 7 to Sixth Form, 4th October.

Dulwich College

Year 7 entry, 11th & 19th September, 10.30am, 4th October, 8.45, 10.15 or 11.30am, and 9th October, 10.30am. Year 9 entry, 10th & 23rd September, 2.15pm. Lower School tours, 2nd, 16th, 23rd & 30th September and 14th October, 9.45am.

James Allen’s Girls’ School

For Years 5 & 6 and chance vacancies in Years 8, 9 & 10, 4th October, 9, 10, 11am & 12pm. For Year 6, 17th September & 14th October, 10.30am.

LPS Mayfair

11th October - 9.30-11.30am, 13th & 25th November, Head’s Coffee - 9.15-10.15am.

LPS Sixth

25th September, 5.30-7pm (talk at 6pm).

LPS Hybrid

1st October, 12th November & 5th December (at LPS Mayfair), 9.15-10.15am.

Marymount International School London

Sixth form opening event, 30th September, 6pm. Open morning, 8th October & 18th November, 10am.

St Edward’s Oxford

Sixth Form (virtual), 11th September. Sixth Form, 13th September. Whole school: 4th October and 1st & 22nd November.

Sydenham High School GDST

20th September, 9am. Senior school, 25th September & 12th November, 9.30-11am. Tours for Prep & Senior, 23rd April 2026. Year 7 Senior School Exploration Sessions (for current Year 6), 15th & 16th October, 8.45am. Year 7 School Discovery Mornings (for current Year 5), 13th & 15th May 2026. Year-round tours, Fridays, 9am.

Thomas’s College

20th September, & 4th October. Sixth Form, 30th September, evening.

Trinity School

4th October. Check website for weekday tours.

Whitgift School

20th September.

Woldingham School

20th September, 7th March & 9th May 2026.

INDEPENDENT SCHOOLS SHOW

Thursday 9th October 2025

Venue: RHS Lindley Hall, London SW1

THE POWER OF BELONGING

In the early years of education, one of the most important, but sometimes overlooked, foundations for learning is a child’s sense of belonging. When pupils feel genuinely known and valued, not just for their academic performance but for who they are as individuals, they’re more likely to thrive in every area of school life.

Look for a school where relationships are at the heart of the community. Small class sizes, attentive pastoral care, and a culture of kindness can help children build the confidence to take risks, express themselves and stretch their thinking. In these environments, curiosity flourishes and challenges feel safe to embrace.

Schools that actively foster strong connections between teachers, pupils and families tend to create a more joined-up and supportive experience for the child. This sense of emotional security doesn’t just boost wellbeing, it supports resilience, motivation and deeper learning.

Academic results matter, but a sense of belonging is what often gives children the courage to aim high in the first place.

Source: Alleyn’s School

AAFFORDABILITY

THE VALUE ADD

With the advent of VAT on private school fees, parents are asking themselves now more than ever before: what is the benefit of an independent education?

Charlotte Peterson talks to local schools to find out

t what is now upwards of £5,500 a term for Receptionaged children, finding the fees for a private education can be challenging. Spoilt for choice as we are in this corner of London, where so many of the state schools are rated ‘Good’ or ‘Outstanding’ by Ofsted, the birth rate is falling and catchment areas are widening, parents are debating their choices and considering the ‘mix and match’ theory of ‘state ‘til eight or eleven’.

The number of pupils at independent schools has dropped by more than 13,000 in a year according to the Independent Schools Council’s (ISC) annual census, making the impact of VAT on fees “worse than ministers predicted,” according to the ISC’s CEO, Julie Robinson.

Add into the maelstrom that the tax break for schools with charitable status has been removed and that the addition of VAT could disproportionally impact pupils with special educational needs or disabilities (SEND), and the independent sector is facing a challenging time. How to keep the value of their offering front and centre of prospective parents’ minds?

According to Grace McCahery, Vice Principal of The White House Preparatory School in Balham, the only still-familyowned school in the area, this is the independent prep sector’s moment to shine. “The huge benefits of an independent start come very clearly into focus.”

She believes that, “Pressure on places at senior day schools in London is only going to grow as boarding school fees slip into the £60,000-plus bracket,” which will increase the competition for entry into London day schools. Preparation will be key. “That’s what a prep is all about – prepping for

Pressure on places at senior day schools in London is only going to grow as boarding school fees slip into the £60,000plus bracket

the next step with a broad, far-reaching education that nurtures the whole child,” she adds.

Single sex is another benefit of a private education, with evidence that more girls study STEM subjects when being educated in an all-girls environment, for example.

“There is incredibly strong data around girls being taught on their own from the age of five,” says Isla Brown, Director of External Marketing Strategy at all-girls Wimbledon High School.

In recent research, only 6% of Girls’ Day School Trust pupils would not choose to do subjects because of a gender bias whereas 37% of girls nationally would avoid them.

“This speaks to the enormous advantage of being in a space with the freedom to choose and find what suits you,” says Joanne Joyce, Director of Development and Communications at Wimbledon High.

“We are confident that an all-girls school gives pupils a very clear foundation, a real breadth to the curriculum and opportunities to get involved from a very young age - no state primary can match that,” adds Joyce.

Within the Nappy Valley catchment area, while Burntwood Academy and Ernest Bevin are single sex state secondaries, the local primaries are not.

Class size is another clear benefit of a private education. At Dolphin School on Northcote Road, which has 120 pupils, their ambition is for every child to be known; a reception pupil went home and said, “Mummy, I’m famous! Everybody knows my name.” According to Headteacher, Lucy Price, this is, “a perfect vignette of what Dolphin is about - getting to know the individual. It’s not just about their academic capabilities, it’s about character education too.”

Help with school fees

“I knew it was right for him when we visited the school. Something just felt right, like he belonged there.”

Parent

At The White House, class sizes average 16 and are differentiated with extension for the more capable as well as SEN to ensure everyone thrives. “This is another area where state schools can’t compare –the forgotten middle never happens here,” comments McCahery.

At Dolphin, one-to-one learning enrichment support is put in place whether a child has been diagnosed or just needs some extra help. “Within our offering is Doodle Blah – a place where pupils who are struggling with social connections can go and interact,” explains Price. For high potential learners there are masterclasses in English and maths.

Competitions like music, debating and DT run through the House system and at lunch, pupils of all ages sit together. “Year 6s meet the little ones on the door in the morning

which breathes our values and ethos into everything they do. We’re nurturing the wider ‘and, and’ rather than just academics,” explains Price.

McCahery raises the interesting point that it’s now the millennial parent generation. “Gentle parenting is a real driving force behind what they’re looking for. Parents value a school developing the whole child organically and independent preps can offer that.”

Growing these soft skills can’t happen to the same extent in a much larger school. “At The White House every single child will speak in an assembly. Public speaking skills are crucial for confidence and children need to understand that feeling nervous is entirely normal – to learn how to deal with anxiety so it doesn’t rule your life,” she adds.

THE TRUE VALUE OF A SCHOOL

In a climate where families are making more considered choices, value in education means much more than exam results or price - it means personalised care, long-term outcomes and a school that knows your child.

Prioritise personal attention: Small class sizes and high staff-to-pupil ratios make space for real relationships, tailored teaching and individual growth

Look for a bespoke journey: A great school doesn’t take a one-size-fits-all approach. It should recognise your child’s unique interests, talents and challenges - and support them from where they are to where they want to go

Whole child focus: Academic achievement matters but so does confidence, wellbeing and life-readiness. Choose a school that values character as much as grades

Consistency and care: Seek out a community with low staff turnover, strong pastoral care and a clear ethos, all of which build trust, stability and long-term success.

Source: Thames Christian School

Other benefits revolve around communication. “Attention is oxygen for children,” says McCahery and adds that relationships with parents are key. “Communication is excellent in both directions; class teachers are always available for parents and staff are empowered in their jobs. Last year we had no staff turnover.”

At Dolphin, extras are on offer from sport and science to Spanish and specialist teachers, and 57% of pupils learn an instrument. Despite the VAT hit and the loss of charitable business rates, Dolphin is committed to free or limited-cost clubs and there are 46, from crochet to cookery, Latin to Lego. “We make the most of the skills we

RESULTS EXPERIENCE INTEGRITY

have within the invested staff body,” says Dolphin School’s Price.

Private typically trumps primary in the sporting arena too. From football, gymnastics and swimming to playing competitive fixtures, both on timetable and extra-curricular, all are well resourced. At Wimbledon High, the juniors have the benefit of using the senior facilities and staff expertise can be shared too - the senior’s Spanish teacher also takes Years 1 and 2. Similarly, extra facilities are often found in the private sector such as art studios, science labs and music rooms.

And then to the all-important transition to senior school. “Teamwork is key along with project-based learning, fundamental to how we approach an 11+ paper. Firstly, we do it as a whole class, then in pairs, so that a child’s confidence builds in preparation,” says McCahery. “You’re not going to get that level of focus for the 11+ at a state school where class sizes are much larger.”

At Dolphin, parents are guided through the process while children start preparation as early as Year 2 - but they have no idea. They think of non-verbal reasoning as fun problem-solving, working together, so that by the time the practice papers appear in Year 5, they’re ready. Confidence is developed through the many layers of school life and pupils are used to conversing with adults so are more than ready for interviews.

Over at Wimbledon High, an all-through school from four to 18, the stress of sitting the 11+ doesn’t even have to exist as entrance to the senior school is guaranteed. Many chose this route for the gift of not going through the 11+ anxiety and there is a 90%+ retention rate.

It can be a stressful time but properly managed and with the right advice and voices of experience that private schools can offer, it needn’t be. Choosing the state route goes hand-in-hand with tutoring whether

you’re looking for an independent senior school or sitting the Wandsworth Test. “The risk with tutoring is that waiting lists for the most popular can be long and others are unknown. Entrance exams are changing all the time, and private schools are fully versed in what you need to do to prepare for each of them,” explains McCahery.

Adam D’Souza, Founder of Select:ed and an expert on 11+ and 13+, advises: “Before diving into the shiny prospectuses, think about what does return on investment look like for your child. For very academicallyable children this might be Oxbridge entry or a clutch of A*grades. If your child is neurodivergent, then a more pastorallyminded, value-adding approach might help them outperform expectations.”

At Dolphin, the current Year 6 has 17 pupils going to 13 schools. Ten achieved scholarships across art, DT, sport and the

performing arts. “I believe this exemplifies the benefits of a private education. Children are known and we help them find the right fit for their senior school,” explains Price. The guidance given at a prep is immense compared to a state primary.

Independent schools know that parents’ expectations are high and so the quality of teaching and facilities need to match. “We have priced ourselves competitively,” says McCahery of The White House, “and have not diminished the service we provide – we can’t reduce the offering while putting the fees up. Parents choose private because they want all the extras.”

Wimbledon High’s Joyce concludes, “The saddest thing about the advent of VAT was the demonisation of the sector. Schools are conscious that they need to balance affordability with cost efficiencies to deliver for families.”

WHY STARTING IN PREP MATTERS

Many families are asking whether starting an independent education in prep is worth it. Our answer is a confident yes, and we believe the early years are the most powerful time to invest.

When children begin their journey in a values-led, academically ambitious setting, they gain more than just a strong start in literacy and numeracy. They benefit from expert teaching, small classes, and individualised attention that builds their confidence and curiosity from day one, setting the tone for a lifetime of learning and ambition. Pupils develop the confidence to ask questions, express themselves and enjoy learning, all formative experiences.

Affordability matters, and families should expect value in return. That means transparent communication, wraparound care included in fees, and rich co-curricular opportunities - from music and languages to debating club and swimming - all built into the school day.

While the financial commitment is real, so too is the positive long-term impact. We are proud to offer the government-funded 15 hours of free childcare in our nursery until the term in which your child turns five, as well as flexible admissions and a partnership ethos that supports working families.

Source: Streatham & Clapham Prep School GDST

FIND YOUR LOCAL PRIMARY AND SECONDARY SCHOOLS

State and private schools in Nappy Valley

KEY: Primary schools Secondary schools

Turn to the school listings on page 112 to find the details of each school by the number reference

DID YOU KNOW… IF A SCHOOL IS OVERSUBSCRIBED, PLACES ARE ALLOCATED IN ACCORDANCE WITH THE SCHOOL’S PUBLISHED ADMISSION CRITERIA (ALSO KNOWN AS ADMISSION POLICIES OR ADMISSION ARRANGEMENTS). THE ADMISSION AUTHORITY FOR A SCHOOL OR ACADEMY MUST SET ADMISSION ARRANGEMENTS ANNUALLY.

Source: Wandsworth Borough Council

(CE)

47 St Joseph’s (Catholic)

48 St Mary’s Battersea (Catholic)

49 St Mary’s Putney (CE)

50 St Michael’s (CE) 51 Sellincourt

52 Shaftesbury Park

53 Sheringdale 54 Smallwood

55 Southmead

56 Swaffield

57 The Alton

58 Tooting Primary

59 Trinity St Mary’s (CE)

60 West Hill

61 Westbridge Academy

WANDSWORTH & MERTON PRIVATE SCHOOLS (UP TO 11/13)

62 Broomwood Pre-Prep

63 Broomwood Prep - Boys 64 Broomwood Prep - Girls 65 Dolphin School

66 Eaton House The Manor 67 Falcons School for Girls - see page 117

68 Finton House School

69 Hall School Wimbledon

70 Hornsby House School

71 Hurlingham School

72 Ibstock Place School

73 L’Ecole de Battersea

74 Merlin School

75 Newton Prep

76 Parkgate House School

77 Prospect House School

78 Putney High School

79 The Eveline Day School

80 The Roche School

81 Thomas’s Battersea

82 Thomas’s Clapham

83 Ursuline Prep School - see page 119

Wandsworth Preparatory School

Wimbledon High Juniors

Burntwood School

Chestnut Grove Academy

Ernest Bevin Academy

Graveney School

Harris Academy Battersea 94 Saint Cecilia’s C of E School 95 St John Bosco College

Southfields Academy

South Thames College 98 St Francis Xavier Sixth Form College

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

Al-Risalah

Emanuel School

101 Hall School Wimbledon

102 Ibstock Place School

103 King’s College School

104 LPS Clapham

105 Putney High School

106 Thames Christian School

107 Wimbledon High School

LAMBETH STATE PRIMARY SCHOOLS

108 Allen Edwards Primary School

109 Bonneville

110 Clapham Manor

111 Corpus Christi

112 Glenbrook

113 Granton

114 Heathbrook

115a Henry Cavendish, Balham site

115b Henry Cavendish, Streatham site

116 Iqra (Muslim)

117 Kings Avenue - see page 124

118 Lark Hall Primary

119 Macaulay (CE)

120 Richard Atkins

121 St Bede’s (Catholic)

122 St Bernadette’s (Catholic)

123 St Leonard’s (CE)

124 St Mary’s (Catholic)

125 Sudbourne

126 Telferscot

LAMBETH PRIVATE SCHOOLS (UP TO 11/13)

127 Streatham & Clapham Prep School

128 The White House Prep School

LAMBETH STATE SECONDARY SCHOOLS

129 Bishop Thomas Grant School

130 Dunraven

131 Harris Academy Clapham

132 La Retraite Roman Catholic Girls’ School

133 The Elms Academy

134 Trinity Academy

LAMBETH PRIVATE SECONDARY SCHOOLS 135 DLD College London

136 Streatham & Clapham High School

Nappy Valley Schools Directory

KEY FOR STATE SCHOOLS

A Academy school

C Community school

F Foundation school

V Voluntary aided school (C of E, Catholic, Muslim)

Class size: maximum 30

Gender: mixed

PRIVATE SCHOOL FEES

All fees inclusive of VAT

WANDSWORTH STATE PRIMARY SCHOOLS (4-11)

1 Albemarle Primary School F

Rated outstanding by Ofsted Princes Way, SW19 6JP

T: 020 8788 3170

E: info@albemarle.wandsworth.sch.uk albemarle.wandsworth.sch.uk

Interim Head: Natasha Mold

Pupils: 209

Ages: Nursery to Year 6

Clubs: Pre- & post-school care plus holiday clubs

Leavers’ destinations: St Cecilia’s, Ashcroft Technology College, Southfields Academy

2 Alderbrook Nursery & Primary School C

Rated good by Ofsted Oldridge Road, SW12 8PP

T: 020 8673 4913

E: info@alderbrook.wandsworth.sch.uk alderbrookprimaryschool.co.uk

Head: Mrs Carly Foulkes

Pupils: 220

Ages: 3-11

Clubs: Pre- & post-school care and a range of school clubs

Leavers’ destinations: Emanuel, Graveney, Burntwood, Chestnut Grove, James Allen’s Girls’ School, Ark Bolingbroke, Streatham & Clapham High, Whitgift

3 All Saints’ C of E Primary School, Putney V

Nurtures individuality, provides challenge, develops self-esteem and promotes respect and care for each other

Putney Common, SW15 1HL

T: 020 8788 5196

E: admin@allsaints.wandsworth.sch.uk allsaints.wandsworth.sch.uk

Head: Mrs Ghosh

Pupils: 260

Ages: 3-11

Clubs: A range of school clubs

Leavers’ destinations: Christ’s School, St James Senior Boys’ School, Emanuel, Ibstock Place, St Cecilia’s

4 Allfarthing Primary School C

Rated good by Ofsted

St Ann’s Crescent, SW18 2LR

T: 020 8874 1301

E: info@allfarthing.wandsworth.sch.uk allfarthing.org.uk

Head: James Heale

Pupils: 397

Ages: 3-11

Clubs: Pre- & post-school care available, plus a range of school clubs

Leavers’ destinations: Ashcroft Technology College, Wallington Grammar, Burntwood, London Oratory, Ernest Bevin, Graveney, Lady Margaret’s, Ricards Lodge, Fulham Boys, St Cecilia’s, Southfields Academy

5 Anglo Portuguese School of London (APSoL)

Opened in September 2020 with a cohort of Reception children. England’s first school to provide a bilingual curriculum in English and in Portuguese

25 Courthouse Way London SW18 4QG

T: 020 3417 0905

E: info@angloportugueseschool.org angloportugueseschool.org

Principal: Marta Correia

Pupils: 420 when at full capacity

Ages: 4-11

6 Ark John Archer C

Motto: “Together as one”, providing the best all-round education

Plough Terrace, SW11 2AA

T: 020 7228 1710

E: admin@highview.wandsworth.sch.uk highview.wandsworth.sch.uk

Head: Glenn Prior

Pupils: 358

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

7 Beatrix Potter Primary School C

Rated good by Ofsted Magdalen Road, SW18 3ER

T: 020 8874 1482

E: info@beatrixpotter.wandsworth.sch.uk beatrixpotterschool.com

Head: Amanda Robertson

Pupils: 339

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Ernest Bevin, St Cecilia’s, Emanuel, Whitgift, Streatham & Clapham High School, Dulwich College, Wallington Grammar, Lady Margaret’s, Alleyn’s School

8 Belleville Primary School A

Rated outstanding by Ofsted Webbs Road, SW11 6PR

Meteor Street, SW11 5NZ

T: 020 7228 6727

E: enquiries@bellevilleschool.org belleville-school.org.uk

Executive Head: John Budden

Pupils: 1,012 available places across the 2 sites

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Bolingbroke Academy, Graveney, Saint Cecilia’s C of E School, Burntwood, Streatham & Clapham High School, Emanuel, Alleyn’s, Dulwich College

9 Belleville Wix Academy C

English and bilingual school which shares its site with Ecole de Wix French primary, an annexe of the Lycée Français Charles de Gaulle in South Kensington. 14 places per year group available in each bilingual class via Wandsworth and 14 available via the Lycée. Rated good by Ofsted Wix’s Lane, SW4 0AJ

T: 020 7228 3055

E: admin@wix.wandsworth.sch.uk wix.wandsworth.sch.uk

Executive Head: John Grove

Head: Mary-Lyne Latour

Pupils: 283*

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Bolingbroke Academy, Lycee Charles de Gaulle, St John Bosco College

*14 bilingual French/English and 30 English-only places

10 Brandlehow Primary School C

Rated outstanding by Ofsted Brandlehow Road, SW15 2ED

T: 020 8874 5429

E: info@brandlehow.wandsworth.sch.uk brandlehowschool.org.uk

Head: Mr James Lacey

Pupils: 330

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

11 Chesterton Primary School C

Shares a vision of individuals who exceed expectations and enjoy education. Rated outstanding by Ofsted Dagnall Street, SW11 5DT

T: 020 7622 1619

E: office@chesterton.wandsworth.sch.uk

chesterton.wandsworth.sch.uk

Head of School: Miss Smith

Pupils: 394

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Harris Academy, Wallington Grammar

12 Christ Church

C of E Primary School V

Rated good by Ofsted Batten Street, SW11 2TH

T: 020 7228 2812

E: info@christchurch.wandsworth.sch.uk christchurchbattersea.co.uk

Head: Mrs C Morris

Pupils: 179

Ages: 3-11

Clubs: A range of school clubs

Leavers’ destinations: St Cecilia’s, St John Bosco, Harris Academy Battersea, Ashcroft Technology College, Burntwood

13 Earlsfield Primary School C

Rated outstanding by Ofsted Tranmere Road, SW18 3QQ

T: 020 8946 5452

E: admin@earlsfield.wandsworth.sch.uk earlsfield.wandsworth.sch.uk

Head: Mr S Trow

Pupils: 485

Ages: Nursery to 11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Ashcroft Technology Academy,Southfields Academy, Ark Putney Academy, Graveney and also various independent schools

14 Falconbrook Primary School C

Rated good by Ofsted Wye Street, SW11 2LX

T: 020 7228 7706

E: admin@falconbrook.wandsworth.sch.uk falconbrook.wandsworth.sch.uk

Head: Mrs S Pieniek-Jones

Pupils: 269

Ages: 3-11

Clubs: A range of pre- and post-school clubs

Leavers’ destinations: Harris Academy Battersea, Burntwood, Bolingbroke Academy, Chelsea Academy, Hurlingham Academy, Ark Putney Academy, Saint John Bosco College

15 Fircroft Primary School C

Rated good by Ofsted Fircroft Road, SW17 7PP

T: 020 8672 6258

E: officemanager@fircroft.wandsworth.sch.uk fircroftprimaryschool.sch.uk

Head: Mrs Denise York

Pupils: 415

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Graveney, Chestnut Grove, Dunraven, Ernest Bevin and various Harris Academies

16 Floreat Wandsworth A

305 Garratt Lane, SW18 4EQ

T: 020 8353 4195

E: office@wandsworth.floreat.org.uk floreatwandsworth.org.uk

Head: Mr M Custance

Pupils: 420 ultimately Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

17 Franciscan Primary School C

Rated good by Ofsted 221 Franciscan Road, SW17 8HQ

T: 020 8672 3048

E: admin@franciscan.wandsworth.sch.uk franciscan.wandsworth.sch.uk

Head: Fahri Francis Pupils: 412 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

18 Furzedown Primary School C

Mission is to make every child feel valued and to experience the thrill of learning

Beclands Road, SW17 9TJ

T: 020 8672 3480

E: admin@furzedown.wandsworth.sch.uk furzedownschool.co.uk

Head: Dionne Morris

Pupils: 410 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

19

Gatton Primary School V F

First Muslim voluntary-aided primary school in UK to be rated outstanding by Ofsted SW17 0EU

Tooting sIte: 13E Broadwater Rd, SW17 0DS Balham site: 47A Balham High Rd SW12 9AW

T: 020 8682 5570

E: info@gatton.wandsworth.sch.uk gatton.wandsworth.sch.uk

Head: Majid Ishaque

Pupils: 420

Ages: 4-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: Al-Risalah Secondary School, Burntwood, Ernest Bevin

20 Goldfinch Primary School F

Closed Summer 2025

21 Granard Primary School C

Rated good by Ofsted Cortis Road, SW15 6XA

T: 020 8788 3606

E: info@granard.wandsworth.sch.uk granardprimary.co.uk

Head: Mrs C Grigg

Pupils: 516

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Academy, Ark Putney Academy, Richmond Park Academy, Ricards Lodge

22 Griffin Primary A

A vibrant multicultural school with aspiring global learners, nurturing students to develop their individual talents

Stewarts Road, SW8 4JB

T: 020 7622 5087

E: info@griffinprimary.org.uk griffinprimary.org.uk

Head: Jack Taylor

Pupils: 360

Ages: 3-11

Clubs: Pre-school care plus a range of school clubs

Leavers’ destinations: Harris Academy Battersea, Burntwood, Southfields Academy, Platanos College, Ashcroft Academy, Graveney, Chestnut Grove

23 Heathmere Primary School C

Rated good by Ofsted Alton Road, SW15 4LJ

T: 020 8788 9057

E: sbm@heathmere.wandsworth.sch.uk heathmereprimary.org

Head: Mrs E Lewis

Pupils: 285

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

24 Hillbrook Primary School F

Rated outstanding in all features Hillbrook Road, SW17 8SG

T: 020 8672 3957

E: admin@hillbrook.wandsworth.sch.uk hillbrookschool.org.uk

Head: Mrs D Hart

Pupils: 700

Ages: 3-11

Clubs: Pre- & post-school care on site, a wide range of school clubs, an autistic base nursery and a children centre on site

25 Holy Ghost Catholic Primary School V

Rated outstanding by Ofsted Nightingale Square, SW12 8QJ

T: 020 8673 3080

E: olivia@holyghost.wandsworth.sch.uk holyghost.wandsworth.sch.uk

Executive Head: Mr Brading

Head: Miss Murphy

Pupils: 206

Ages: 5-11

Clubs: Pre- & post-school care plus a range of school clubs

26 Honeywell Infant School C

Rated outstanding by Ofsted Honeywell Road, SW11 6EF

T: 020 7228 6811

E: office@honeywell.wandsworth.sch.uk honeywellschools.org

Head: Fiona Arnold & Jane Neal

Pupils: 270

Ages: 3-7

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destination: Honeywell Junior School

27 Honeywell Junior School F

Rated outstanding by Ofsted. Throughschool that encourages children to enjoy learning and to be successful Honeywell Road, SW11 6EF

T: 020 7223 5185

E: office@honeywell.wandsworth.sch.uk honeywellschools.org

Head: Jo Clarke

Pupils: 360

Ages: 7-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: Dulwich College, Alleyn’s, JAGS, Emanuel and Whitgift

28 Hotham Primary School C

Develops independence, confidence and celebrates achievements and diversity

Charlwood Road, SW15 1PN

T: 020 8788 6468

E: info@hotham.wandsworth.sch.uk hothamprimaryschool.org.uk

Head: Richard Byrne-Smith

Pupils: 377*

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Techology Academy, Richmond Park Academy, Ark Putney Academy, St Cecilia’s and Whitgift

* 30 bilingual French/English places and 30 English-only places offered

29 John Burns Primary School C

Rated “good with outstanding features” by Ofsted

Wycliffe Road, SW11 5QR

T: 020 7228 3857

E: office@johnburns.wandsworth.sch.uk

johnburns.wandsworth.sch.uk

Head: Brian Grogan

Pupils: 180

Ages: 3-11

Clubs: Pre- & post-school care plus a range of a school clubs

30 Mosaic Jewish Primary School A

Judged as outstanding by Ofsted. Moving to new premises, as below

170 Roehampton Lane, SW15 4EU

T: 020 8944 8731

E: info@mjps.org.uk or admin@mjps.org.uk mjps.org.uk

Acting Headteacher: Liz Garbrah

Pupils: 192

Ages: 4-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ark Putney, Ashcroft, Christ’s Richmond, Coombe Boys, Harris Academy, Kingston Academy, Richmond Park Academy, Saint Cecilia’s plus the private sector

31 Oasis Academy Putney A

Opened in September 2016 as an inclusive, non-selective, co-ed school

184 Lower Richmond Road, SW15 1LY

T: 020 7884 6000

E: info@oasisputney.org oasisacademyputney.org

Principal: Rebecca Whiteley

Pupils: 200

Ages: 4-11

32 Our Lady of Victories

Catholic Primary School V

Developing full academic, personal and social potential

1 Clarendon Drive, SW15 1AW

T: 020 8788 7957

E: info@ourladyofvictories.wandsworth.sch.uk ourladyofvictories.wandsworth.sch.uk

Head: Ms A Madden

Pupils: 195

Ages: 4-11

Clubs: Pre-school care plus a range of school clubs

Leavers’ destinations: London Oratory, Sacred Heart, Cardinal Vaughan, Ursuline High School, Lady Margaret’s, Tiffin

33 Our Lady Queen of Heaven

RC School V

Rated outstanding by Ofsted Victoria Drive, SW19 6AD

T: 020 8788 7420

E: info@ourladyqueenofheaven. wandsworth.sch.uk ourladyqueenofheaven.wandsworth.sch.uk

Head: Jeremy Tuke

Pupils: 212

Ages: 3-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: Ursuline High School, Sacred Heart, Holy Ghost, Wimbledon College

34 Penwortham Primary School C

Rated good by Ofsted Penwortham Road, SW16 6RJ

T: 020 8769 3949

E: admin@penwortham.wandsworth.sch.uk penwortham.wandsworth.sch.uk

Head: Mrs S Andrews

Pupils: 491

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

35 Ravenstone Primary School and Nursery C

Rated good by Ofsted Ravenstone Street, SW12 9SS

T: 020 8673 0594

E: info@ravenstone.wandsworth.sch.uk ravenstoneschool.co.uk

Head: Francis O’Kane

Pupils: 408

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Chestnut Grove, Graveney, Burntwood, Ricards Lodge plus private schools such as Streatham & Clapham High, Whitgift

36 Riversdale Primary School C

Rated good by Ofsted 302a Merton Road, SW18 5JP

T: 020 8874 6904

E: info@riversdale.wandsworth.sch.uk riversdaleprimaryschool.co.uk

Head: Amy Roberts

Pupils: 257

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

37 Roehampton Church School V

Rated good by Ofsted

245 Roehampton Lane, SW15 4AA

T: 020 8788 8650

E: info@roehampton.wandsworth.sch.uk roehampton.wandsworth.sch.uk

Executive Head: Lynn Anderson

Pupils: 200

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

38 Ronald Ross Primary School C

Commended by Ofsted for “very effective help with learning in Early Years Foundation Stage”. Rated outstanding by Ofsted Beaumont Road, SW19 6RY

T: 020 8788 5233

E: info@ronaldross.wandsworth.sch.uk ronaldross.org.uk

Head: Abigail Brady

Pupils: 204

Ages: 3-11

Clubs: No pre- & post-school care, but a range of school clubs

39 Rutherford House School A

Focus on literacy and numeracy

Balham High Street, SW17 7BS

T: 020 8672 5901

E: info@rutherfordhouseschool.co.uk rutherfordhouseschool.co.uk

Head: Rob Farrell

Pupils: 371

Ages: 4-7

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Dulwich College, Old Palace, Royal Russell, Streatham & Clapham High, Alleyn’s, Graveney, Whitgift

40 Sacred Heart Catholic

Primary School, Battersea V Giving firmest-possible grounding in the core academic subjects

Este Road, SW11 2TD

T: 020 7223 5611

E: admin@sacredheart-battersea. wandsworth.sch.uk sacredheartschoolbattersea.co.uk

Heads: Anthony Gibbons, Maria Liddy

Pupils: 454

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

41 Sacred Heart Catholic Primary School, Roehampton V

Recently commended by Ofsted for “exceptional progress across Key Stage 2” Roehampton Lane, SW15 5NX

T: 020 8876 7074

E: info@sacredheart-roe.wandsworth.sch.uk sacredheart-roe.wandsworth.sch.uk

Heads: Anthony Gibbons, Maria Liddy

Pupils: 429 Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: St John Bosco College, Richmond Park Academy, Wimbledon College, Ashcroft Technology Academy, St Cecilia’s, Ursuline High School, Holy Cross School, Gumley House RC Convent School, Christ’s C of E School Richmond

42 St Anne’s C of E Primary School V

Closed Summer 2025

43 St Anselm’s Catholic Primary School V

Teaching and learning firmly centred on Christian values within a culture of love and respect for others

19 Tooting Bec Road, SW17 8BS

T: 020 8672 9227

E: admin@stanselms.wandsworth.sch.uk stanselms.wandsworth.sch.uk

Head: Ms H Elwes

Pupils: 201

Ages: 4-11

Clubs: Pre-school care only, plus a range of school clubs

Leavers’ destinations: Ursuline High School, Coloma Convent Girls’ School, London Oratory, Wimbledon College

44 St Boniface RC Primary School V

Strong Catholic ethos that values good manners, respect for others and hard work Undine Street, SW17 8PP

T: 020 8672 5874

E: admin@stboniface.wandsworth.sch.uk stboniface.wandsworth.sch.uk

Head: Lisa Platts

Pupils: 314

Ages: 3-11

Clubs: Post-school care plus a range of school clubs

Leavers’ destinations: Ursuline High School, St Philomena’s High School for Girls, Wimbledon College, Graveney plus a selection of the Sutton grammar schools

45 St Faith’s C of E

Primary School V

Belief in success coming from a safe, nurturing and purposeful learning environment

Alma Road, SW18 1AE

T: 020 8874 2653

E: admin@stfaiths.wandsworth.sch.uk stfaiths.wandsworth.sch.uk

Head: Julie De Silva

Pupils: 205

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

46 St George’s C of E Primary School V Attainments well above national expectations in a calm, learning-focused environment

Corunna Road, SW8 4JS

T: 020 7622 1870

E: admin@st-georges.wandsworth.sch.uk www.st-georges.wandsworth.sch.uk

Head: Mrs S Collymore

Pupils: 195

Ages: 3-11

Clubs: Pre- & post-school care, plus a range of school clubs

Leavers’ destinations: St John Bosco College, Lady Margaret’s C of E Academy, Greycoats, Harris Academy Battersea, Westminster City School

47 St Joseph’s RC Primary School V

Rated good by Ofsted

90 Oakhill Road, SW15 2QD

T: 020 8874 1888

E: info@stjosephsrc.wandsworth.sch.uk stjosephsrc.wandsworth.sch.uk

Head: Emma Cashier

Pupils: 228

Ages: 3-11

Clubs: Pre-school care only plus a range of school clubs

48 St Mary’s RC Primary School (Battersea) V

Rated good by Ofsted

St. Joseph’s Street SW8 4EN

T: 020 7622 5460

E: admin@st-marys-pri.wandsworth.sch.uk stmarysschoolbattersea.co.uk

Executive Head: Mr Brading

Associate Head: Mrs Mitchell

Pupils: 217

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

49 St Mary’s C of E Primary School (Putney) V

Belief that all children are capable of achievement within inclusive and nurturing

Christian environment

Felsham Road, SW15 1BA

T: 020 8788 9591

E: admin@st-marys-putney.wandsworth.sch.uk stmarysschoolputney.co.uk

Head: Ms C Payne

Pupils: 208

Ages: 4-11

Clubs: A range of school clubs

50 St Michael’s C of E

Primary School V

Christian values that include humility, endurance, thankfulness, reverence and wisdom Granville Road, SW18 5SQ

T: 020 8874 7786

E: info@stmichaels.wandsworth.sch.uk stmichaels.wandsworth.sch.uk

Head: Angela Harris

Pupils: 410

Ages: 4-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Technology College, St Cecilia’s, Lady Margaret’s plus private schools such as Wimbledon High, Whitgift

51 Sellincourt Primary School C

Vision is to “Aim high and achieve your full potential”

Sellincourt Road, SW17 9SA

T: 020 8672 6796

E: info@sellincourt.wandsworth.sch.uk sellincourt.wandsworth.sch.uk

Head: Hayley Clayton

Pupils: 406

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Burntwood, Graveney, Chestnut Grove

52 Shaftesbury Park

Primary School C

“A Local School with a Global Perspective”

Ashbury Road, SW11 5UW

T: 020 7228 3652

E: info@shaftesburypark.wandsworth.sch.uk shaftesburypark.wandsworth.sch.uk

Head: Bunmi Richards

Pupils: 345

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: (for English-only stream) Lambeth Academy, Graveney, Southfields Academy, Burntwood, Harris Academy, Chestnut Grove

* Number of places split into 30 bilingual French/ English and 30 English only

53 Sheringdale Primary School C

Rated outstanding by Ofsted Standen Road, SW18 5TR

T: 020 8874 7340

E: info@sheringdale.wandsworth.sch.uk sheringdale.org

Head: Ms S Jones

Pupils: 346

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ashcroft Technology Academy, St Cecilia’s, Burntwood, Ricards Lodge, Graveney plus private schools such as Emanuel and Putney High

54 Smallwood Primary School C

Celebrating all achievement, developing confidence, self-belief and sense of worth Smallwood Road, SW17 OTW

T: 020 8672 6024

E: admin@smallwood.wandsworth.sch.uk smallwood.wandsworth.sch.uk

Head: Mrs F Loudon

Pupils: 302

Ages: 3-11

Clubs: Pre-school care plus a range of school clubs

55 Southmead Primary School C

Rated “making good progress, with children growing in confidence and happiness” by Ofsted

Princes Way, SW19 6QT

T: 020 8788 8901

E: office@southmead.wandsworth.sch.uk southmeadschool.co.uk

Head: Taw Stagg

Pupils: 372

Ages: 3-11

Clubs: Pre-school care plus a range of school clubs

56 Swaffield Primary School C

Creative and inclusive environment for children to develop both academically and socially

St Ann’s Hill, SW18 2SA

T: 020 8874 2825

E: swaffield@swaffield.wandsworth.sch.uk swaffield.wandsworth.sch.uk

Head: Ms Julia Hamilton

Pupils: 450

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

Leavers’ destinations: Ark Putney Academy, Ashcroft Technology Academy, Blenheim High School, Bolingbroke Academy, Burntwood, Chestnut Grove, Ernest Bevin, Fulham Cross Girls’ School, Harris Academy Battersea, Ricards Lodge, Southfields Academy, St Cecilia’s, Wimbledon College

57 The Alton School C

Works hard to develop children’s selfesteem. ‘Give me a firm place to stand and I will move the Earth.’ Rated good by Ofsted Danebury Avenue, SW15 4PD

T: 020 8876 8482

E: admin@thealton.wandsworth.sch.uk thealtonprimaryschool.co.uk

Head: Linsay Thomson

Pupils: 225

Ages: 3-11

Clubs: Pre-school care and a range of school clubs

Leavers’ destinations: Ark Putney Academy, Ashcroft Academy, Richmond Park Academy

58 Tooting Primary A

Provides a first-class education for all Franciscan Road, SW17 8HE

T: 020 3700 0790

E: admin@tootingprimary.org tootingprimary.org.uk

Head: Ms J Wilson

Pupils: 63

Ages: 4-11

Clubs: Pre- & post-school care plus a range of school clubs

59 Trinity St Mary’s C of E

Primary School V

Friendly, family-oriented church school. Creative curriculum. In top 1% of schools for academic achievement nationally and top in Borough of Wandsworth. Rated good by Ofsted 6 Balham Park Road, SW12 8DR

T: 020 8673 4166

E: sao@tsm.wandsworth.sch.uk tsm.wandsworth.sch.uk

Head: Miss Lynn Anderson

Pupils: 179

Ages: 2-11

Clubs: Wraparound care from 7.45am to 5.30pm. Full range of enrichment clubs run from 2.00pm - 4.15pm

60 West Hill Primary School C

Rated good by Ofsted

5 Merton Road, SW18 5ST

T: 020 8874 5900

E: info@westhill.wandsworth.sch.uk westhillprimaryschool.org

Head: Richard Milsom

Pupils: 266

Ages: 3-11

Clubs: Pre-school care plus a range of school clubs

61 Westbridge Academy A

Part of Step Academy Trust

Bolingbroke Walk, SW11 3NE

T: 020 7228 1293

E: info@westbridge.wandsworth.sch.uk westbridgeprimaryschool.com

Head: Mr McNally

Pupils: 189

Ages: 3-11

Clubs: Pre- & post-school care plus a range of school clubs

WANDSWORTH & MERTON PRIVATE SCHOOLS (UP TO AGES 11/13)

62 Broomwood Pre-Prep

Co-educational pre-preparatory school for ages 3-7: the first stage of Broomwood’s prep experience offering children aged 3-13 an excellent all-round education that is academically ambitious, with superb pastoral support. Wrap around care options available Pre-School, Reception & Year 1: The Old Vicarage, 192 Ramsden Road, SW12 8RQ

Years 2&3: 50 Nightingale Lane, SW12 8TE

T: 020 8682 8830

E: admissions@broomwood.com broomwood.com

Head: Mrs Caron Mackay

Pupils: 230

Ages: 3-7, co-ed

Clubs: Broad and varied range available

Term fees: Little Broomwood £3,376 for 5 mornings, £5,910 for 5 full days, Broomwood Pre-Prep (Reception to Year 2) £8,318

Leavers’ destinations: Automatic entry to second stage of Broomwood: boys to Broomwood Prep – Boys; girls to Broomwood Prep – Girls

63 Broomwood Prep - Boys

Boys’ preparatory school for ages 7-13: the second stage of the Broomwood experience offering children aged 3-13 an excellent allround education that is academically ambitious, with superb pastoral care. Boys collaborate with Broomwood Girls for a variety of co-curricular activities. Automatic entry from Broomwood Pre-Prep; others by assessment

26 Bolingbroke Grove, SW11 6EL

T: 020 8682 8830

E: admissions@broomwood.com broomwood.com

Group Principal & Head: Mr Michael Hodge

Pupils: 217

Ages: 7-13

Clubs: Broad and varied

Term fees: Years 3-4

£9,538, Years 5-8

£10,180 Leavers’ destinations: At 11 & 13 to a mix of London day schools eg Dulwich College, Whitgift, Emanuel, Royal Russell, Trinity, St Paul’s, and boarding eg Bradfield, Marlborough, Harrow, Tonbridge, Wellington, Charterhouse, Eton, Cranleigh School, Radley, Winchester. 19 scholarships in 2024 to competitive senior schools 11/13+

64 Broomwood Prep - Girls

Girls’ preparatory school for ages 7-13: the second stage of the Broomwood experience offering children aged 3-13 an excellent all-round education that is academically ambitious, with superb pastoral care. Girls collaborate with Broomwood Boys for a wide range of co-curricular activities. Automatic entry from Broomwood Pre -Prep; others by assessment

68-74 Nightingale Lane, SW12 8NR

T: 020 8682 8830

E: admissions@broomwood.com broomwood.com

Head: Mrs Louisa McCafferty

Pupils: 217

Ages: 7-13

Clubs: Broad and varied

Term fees: Years 3-4 £9,538, Years 5-8

£10,180

Leavers’ destinations: At 11 & 13 to a mix of London day schools eg. JAGS, Emanuel, SCHS, Francis Holland, Alleyn’s; and boarding eg. Benenden, Bradfield, Woldingham, Cranleigh School, Wellington, Marlborough. 23 scholarships in 2024 to competitive senior schools 11/13+

65 Dolphin School

(incorporating Noah’s Ark Nursery Schools)

Dolphin aims to nurture children’s potential in academic and creative work and sport and develop character according to a Christian understanding of what it means to be human 106 Northcote Road, SW11 6QW

T: 020 7924 3472

E: admissions@dolphinschool.org.uk dolphinschool.org.uk

Heads: Mrs L Price

Senior Deputy Head: Mr J Schmidt

Pupils: 150+

Ages: 2-11

Clubs: Early Bird, After-School Care, range of school clubs and music

Term fees: Noah’s Ark £2,909 Dolphin £6,851 - £7,511

Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Francis Holland, Ibstock Place, JAGS, Kew House, Royal Russell, Streatham & Clapham High School, Thames Christian School, Trinity, Whitgift, Woldingham

66 Eaton House The Manor

A group of nurturing, academic singlesex schools celebrating over 30 years of success since its foundation. In 2025, boys

won the Westminster King’s Scholarship, the St Paul’s Boys John Colet Scholarship; girls won the Brighton College Millennium Scholarship and the St Paul’s Girls Music Exhibition, plus 27 more prestigious awards. We embody traditional values with a modern perspective and a gold standard of wellbeing. We provide a safe, inspiring learning environment that enables every child to flourish academically, culturally, and socially. We take an individual approach with our pupils to support academic growth, and the whole child’s development. Our diverse body of pupils, parents and staff share a sense of warmth and belonging as part of a welcoming community

58 Clapham Common North Side, SW4 9RU

T: 020 3917 5050

E: sfeilding@eatonhouseschools.com eatonhouseschools.com

Principal: Mrs Alison Fleming

Head Prep School: Mr David Wingfield

Pre-Prep: Mrs Kirsten Bond

Nursery and Early Years: Mrs Roosha Sue

Pupils: Boys 510, Girls 260, Nursery 48 Ages: Boys’ Pre-prep 4-8, Boys’ Prep 8-13, Girls’ 4-11, Nursery 2-4

Term fees: Pre-Prep £8,585, Prep £10,300, Girls (Reception-Year 3) £8,585, Girls (Year 4-6) £10,025, Nursery £3,770 (5 mornings, varies with session)

Leavers’ destinations: Boys: Eton, Westminster, St Paul’s, Dulwich College, King’s College School, Winchester, Brighton College, City of London, Tonbridge, Harrow, Radley, Whitgift

Girls: JAGS, St Paul’s Girls’ School, Godolphin & Latymer, Wycombe Abbey, Brighton College, St Mary’s Ascot, Streatham & Clapham High School, Putney High School, Alleyn’s, Woldingham, Benenden, Cheltenham Ladies’ College, Francis Holland

67 Falcons School

Closed Summer 2025. Current students are guaranteed places at an Inspired School, including Fulham School (Pre-Prep and Prep) and Wetherby School Kensington. Note that some school places may be subject to availability.

68 Finton House School

An inclusive co-ed prep school that offers a broad and inspiring education, embracing outdoor learning and technology, which is based on the belief that kindness, resilience and self-belief are the foundations of success

171 Trinity Road, SW17 7HL

T: 020 8682 5757

E: admissions@fintonhouse.org.uk fintonhouse.org.uk

Head: Mr Ben Freeman

Pupils: 350

Ages: 4-11

Clubs: Pre-school care from 8.00am and post-school care until 6.00pm plus wide range of clubs at all ages until 6.00pm

Term fees: Reception-Year 2 £7,320, Years 3-6 £7,620

Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Epsom College, Ibstock Place, James Allen’s Girls’ School, King’s College School, More House Farnham, Royal Russell, Streatham & Clapham High School, Trinity, Whitgift, Woldingham and Wimbledon High

69 Hall School Wimbledon Junior School

Aims to provide an inclusive education based on practical learning and a passion for knowledge. By developing pupils’ imagination, they grow into well-rounded pupils ready for the next stage

17 The Downs, SW20 8HF

T: 020 8879 9200

E: admissions@hsw.co.uk hsw.co.uk

Head: Mr J Tyson

Pupils: 50

Ages: 9-11

Clubs: until 6.00pm plus wide range of school clubs plus the Duke of Edinburgh’s Award Scheme

Term fees: Years 5-6 £7,049

Leavers’ destinations: Junior School feeds into the Senior School

70 Hornsby House School

A warm, nurturing and inclusive co-ed prep school situated between Wandsworth Common and Balham with a focus on traditional values and strong 11+ outcomes Hearnville Road, SW12 8RS

T: 020 8673 7573

E: school@hornsbyhouse.org.uk hornsbyhouse.org.uk

Head: Mr E Rees

Pupils: 440 Ages: 4-11

Clubs: Wraparound care from 7.30am to 6pm plus an extensive range of clubs.

Term fees: Lower School £7,530, Upper School £8,082

Leavers’ destinations: Alleyn’s, Dulwich College, James Allen’s Girls’ School, Whitgift, Streatham & Clapham High School, Emanuel, Epsom College, Royal Russell, Woldingham, Graveney, Trinity, Wimbledon High and King’s College School

71 Hurlingham School

Experienced, dedicated and enthusiastic staff provide opportunities which strongly promote creativity and independence of thought, essential attributes for the 21st century

122 Putney Bridge Road, SW15 2NQ

T: 020 8874 7186

E: office@hurlinghamschool.co.uk hurlinghamschool.co.uk

Head: Simon Gould

Pupils: 326

Ages: 2-11

Clubs: Post-school care and a range of school clubs

Term fees: Reception, Year 1 and 2 £8,076, Years 3-6 £8,364

Leavers’ destinations: Alleyn’s, Dulwich

College, Emanuel, Epsom College, Godolphin and Latymer, Ibstock Place, Kingston Grammar, King’s College School, Lady Eleanor Holles, Latymer Upper, Putney High, Queen’s Gate, St Paul’s Girls’, Surbiton High, Whitgift and Wimbledon High

72 Ibstock Place School

Lots of extracurricular activities aim to produce happy, well-rounded, socially responsible, honest, resilient young people with determination, ambition and selfconfidence

Clarence Lane, SW15 5PY

T: 020 8876 9991

E: registrar@ibstockplaceschool.co.uk ibstockplaceschool.co.uk

Head: Christopher J Wolsey

Pupils: 960 (including Seniors)

Ages: 4-11

Clubs: Prep to 5pm plus a range of school clubs

Term fees: Kindergarten-Prep 1 £7,810, Prep 2-6 £8,030

Leavers’ destinations: Ibstock Place secondary school. A few leave at 11+ and 13+ but the vast majority stay; however, no automatic entry

73 L’Ecole de Battersea

English-French preparatory school, opened in 2005. A strong emphasis on its French/ English bilingual context, aiming for all pupils to be immersed in both cultures and becoming fluent in both tongues

Trott Street, SW11 3DS

T: 020 7924 3186

E: battersea@lecoledespetits.co.uk lecoledespetits.co.uk/lecol--battersea/

Principal: Mr L Balerdi

Head: Ms C Beylefeld

Pupils: 255

Ages: 3-11

Clubs: Pre- & post-school care

Term fees: Reception-Year 6 £6,750

Leavers’ destinations: Automatic right of entry to the AEFE French schools network. Some pupils go onto English schools and are tutored in CM2 to achieve the required standard

74 Merlin School

Aims to encourage a sense of excitement about learning that nurtures children and ensures individual attention in order to reach full potential. Pre-school opening September 2025

4 Carlton Drive, SW15 2BZ

T: 020 8788 2769

E: secretary@merlinschool.net merlinschool.net

Head: Violet McConville

Pupils: 200+

Ages: 3-8

Clubs: A variety on a Monday only.

Term fees: Pre-school £6,035 (all sessions), Prep £7,242

75 Newton Preparatory School

Bright children, exceptional opportunities and a commitment to children enjoying

their precious childhood years, which doesn’t stop them achieving a sweep of scholarships to senior schools across the board. Aims to inspire independent learning, encourage diversity and academic commitment and create considerate citizens of a wider world

149 Battersea Park Road, SW8 4BX

T: 020 7720 4091/1207

E: registrar@newtonprep.co.uk or hmpa@newtonprep.co.uk newtonprepschool.co.uk

Head: Mr Graeme McCafferty

Deputy Head Lower School: Mrs Belinda Clothier

Pupils: 580

Ages: 3 (Nursery), 4-13

Gender: Boys and girls

Clubs: 100+: combination of external activities and FREE staff-run clubs

Term fees: Nursery £4,270, Reception, Year 1 and Year 2 £8,990, Years 3-6 £10,220

Leavers’ destinations: Alleyn’s, Brighton College, City of London, Dulwich, Emanuel, Eton, Francis Holland, Godolphin & Latymer, Harrow, JAGS, King’s College School, Latymer Upper, Putney High, St Paul’s, Tonbridge, Wellington, Westminster, Wycombe Abbey

76 Parkgate House School

Opened 1987 to provide a warm, welcoming and nurturing atmosphere with strong educational ethos

80 Clapham Common North Side, SW4 9SD T: 020 7350 2452

E: office@parkgate-school.co.uk parkgate-school.co.uk

Heads: Principal: Ms Catherine Shanley, Head: Mr Malcolm McKinlay

Pupils: 200

Ages: 2.5-11

Clubs: A range of school clubs

Term fees: Nursery £750-£7,100, ReceptionYear 2 £8,266, Years 3-6 £7,916

Leavers’ destinations: Alleyn’s, Dulwich College, Emanuel, Ibstock Place, Jags, King’s College School, Putney High, Wimbledon High, Whitgift, Woldingham

77 Prospect House School

Aims to create an atmosphere where children feel valued and secure in an educational experience that is both challenging and fun

75 Putney Hill, SW15 3NT

T: 020 8780 0456

E: info@prospecths.org.uk or registrar@prospecths.org.uk prospecths.org.uk

Head: Kelly Gray

Pupils: 315

Ages: 3-11

Clubs: A range of school clubs

Term fees: Nursery (5 mornings) £3,700, Reception-Year 6 £8,225 - £8,998

Leavers’ destinations: Benenden, Colet Court, Emanuel, Harrodian, King’s School Canterbury, Putney High, St Paul’s Girls’ School, Tiffin, Westminster Under, Wimbledon High

78 Putney High School GDST

“The quality of the pupils’ academic and other achievements is excellent. Pupils love to learn and to challenge themselves intellectually, physically and creatively,” concluded ISI report 2023

35 Putney Hill, SW15 6BH

T: 020 8788 4886

E: admissions@put.gdst.net putneyhigh.gdst.net

Head: Ms Liz McLaughlin

Pupils: Junior School – 320

Ages: 4-11

Gender: Girls

Clubs: Art, Music, Coding, Drama, Street Dance, Judo, Football and Gymnastics. Individual music lessons are also available for all orchestral and band instruments

Term fees: £8,009

Leavers’ destinations: The vast majority of girls go on to Putney High Senior School

79 The Eveline Day School

A warm and welcoming co-educational and non-selective family-run school, featuring smaller class sizes and a rich, creative and stimulating curriculum. Open 51 weeks a year from 7:30am-6:30 pm, The Eveline Day School is ideal for working parents who desire both an excellent education and highquality wrap-around pastoral care Swan House, 207 Balham High Road, SW17 7BQ

T: 020 8673 3188

E: eveline@evelinedayschool.com, office@evelinedayschool.com evelinedayschool.com

Head of School: Eveline Drut

Pupils: 100

Ages: 3-11

Clubs: Pre- and post-school care clubs and prep-club, including compulsory strings orchestra for KS2

Term fees: £7,493

Leavers’ destinations: King’s College, Wimbledon High School, Streatham & Clapham High School, JAGS, Alleyn’s, Whitgift, Dulwich, Woldingham, Emanuel, Royal Russell

80 The Roche School

Family-owned nursery and primary school offering academic, sporting and artistic challenge in a friendly, international environment. Pupils achieve excellent outcomes, with 73 scholarships awarded at 11+ between 2021 and 2024.

Nursery provides ambitious curriculum in engaging setting. Staff plan busy days based on the children’s interests. Pupils leave “Reception-ready” and brimming with confidence

11 Frogmore, SW18 1HW

T: 020 8877 0823

E: admissions@therocheschool.com therocheschool.com

Head (Acting): Mr J Gilbert

Nursery Head: Mrs G Emery Pupils: 300 Ages: 2-11

Clubs: Over 50 clubs available each week

Term fees: Lower School: (Reception to Year 2): £7,502, Upper School (Years 3-6): £7,696, Nursery (5 mornings per week): £3,150, Full-time Nursery (5 mornings & 5 afternoons): £5,715

Leavers’ destinations: Latymer Upper, Alleyn’s, King’s College School, Dulwich College, Tiffin, Ibstock Place, Wimbledon High, Emanuel, JAGS, Whitgift, Putney High School, Woldingham

81 Thomas’s Battersea

Opened in 1977, it aims to embed kindness and understanding in which pupils’ strengths are identified and supported 28-40 Battersea High Street, SW11 3JB

T: 020 7978 0640

E: battersea@thomas-s.co.uk thomas-s.co.uk

Head: Mr Rupert Hawkins Pupils: 600 Ages: 4-13

Clubs: Pre & Post-School plus a range of school clubs

Term fees: Reception-Year 2 £8,984, Year 3-8

£10,247

Leavers’ destinations: Charterhouse, Brighton College, Latymer Upper, St Paul’s School, Godolphin & Latymer, Francis Holland, Sloane Square, Westminster, Dulwich College, Wellington College, James Allen’s Girls School and Thomas’s College

82 Thomas’s Clapham

Ethos of kindness and understanding in which pupils’ strengths are supported Broomwood Road, SW11 6JZ

T: 020 7326 9300

E: clapham@thomas-s.co.uk thomas-s.co.uk

Head: Mr Nathan Boller

Pupils: 540

Ages: 4-13

Clubs: Pre & Post-School plus a range of school clubs & wrap around care for Reception

Term fees: Reception-Year 2

£9,697, Years 3-8

£10,962

Leavers’ destinations: A range at 11+ and 13+ incl. Alleyn’s, Bradfield, Brighton, Charterhouse, City of London, Dulwich, Emanuel, Epsom, Eton, JAGS, King’s College School, Marlborough, Putney High, Radley, St Mary’s Ascot, Teddies, Thomas’s College, Wellington, Westminster, Wimbledon High, Woldingham

83 Ursuline Prep School

Now closed

84 Wandsworth Preparatory School

A co-educational school for 3 to 11 year olds. We pride ourselves on individualised learning in an environment where children can reach their full potential. We offer a broad and balanced curriculum, 11+ preparation and bespoke parent guidance meetings as well as specialist teachers

The Old Library, Allfarthing Lane, SW18 2PQ T: 020 8870 4133

E: admissions@wandsworthprep.com wandsworthprep.com

Head: Mrs Jo Pache

Ages: 3-11

Clubs: Free wraparound from 7.30am to 6pm. Wide selection of clubs

Term fees: Pre-Prep (3-4 years) £6,201, Reception-Year 6 £6,194

Leavers’ destinations: Emanuel, Ibstock Place, Putney High School, Kingston Grammar, Streatham & Clapham High, Whitgift, Trinity, St John’s, Alleyn’s, Wimbledon High School, Thames Christian School, Dulwich College, Stamford School, King’s College, City of London School, Thomas’s College, Surbiton High School

85 Wimbledon High Junior School GDST

Offers an outstanding education by nurturing each girl as an individual, building her confidence, inspiring her to embrace challenges, and giving her the space to be herself. Our goal is to prepare every girl to stride out into the world with resilience, curiosity, empathy and enthusiasm for whatever lies ahead. Entry at 4+ through admissions ballot process

Mansel Road, SW19 4AB

T: 020 8971 0902

E: info.juniors@wim.gdst.net wimbledonhigh.gdst.net

Head: Ms Harriet Fryer

Pupils: 340

Ages: 4-11

Gender: Girls

Clubs: Excellent sports facilities (including onsite swimming pool) and a broad range of clubs, music and drama

Term fees: £7,472

Leavers’ destinations: Wimbledon High School GDST – Senior School

OTHER JUNIOR SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s Junior School

A warm, caring community offering coeducational excellence within an academically selective setting where pupils truly flourish. We take pride in our holistic approach to wellbeing, with our latest ISI report recognising the well-rounded education and excellent pastoral care we provide. Pupils benefit from automatic entry to Alleyn’s Senior School Townley Road, SE22 8SU

T: 020 8557 1519

E: juniorregistration@alleyns.org.uk

Head: Simon Severino

Ages: 4–11

Pupils: 298

Term fees: £9,228

Leavers’ destinations: Alleyn’s Senior School

Brighton College Prep Kensington

A happy, vibrant school for girls and boys aged 3 to 13. Located in the heart of Kensington and designed to a bespoke educational standard, it offers a warm, friendly environment where pupils thrive. With world-renowned museums and Hyde Park on the doorstep, children truly experience London as their classroom We offer an ambitious, enriching education rooted in joy, curiosity, and high expectations. Every child is known, nurtured, and challenged to be their very best. Our immersive curriculum, London is our Classroom, takes learning beyond the gates, igniting imaginations and inspiring children to achieve their full potential 10-13 Prince’s Gardens, SW7 1ND T: 0207 591 4620

E: admissions@ brightoncollegeprepkensington.co.uk

Head: Mrs Lois Gaffney

Ages: 3-13

Gender: Co-ed

Term fees: Pre-Nursery from £4,089 / Main School from £10,946

Leavers’ destinations: Brighton College, Eton, Wycombe Abbey, Harrow, St Paul’s, King’s College London, Wellington College, Sevenoaks, Charterhouse, Stowe, Epsom College

Cameron Vale School

A boutique prep school in the heart of Chelsea

4 The Vale, SW3 6AH

T: 020 7352 4040

E: info@cameronhouseschool.org

Head: Alison Melrose

Ages: 4-11

Gender: Co-ed

Term fees: Reception-Year 2

£9,991, Years 3-6 £10,305

Leavers’ destinations: King’s College School, Godolphin and Latymer, Francis

Holland, City of London, Latymer Upper, Queen’s College, The Harrodian, Dulwich College, Woldingham

DUCKS

(Dulwich College)

Kindergarten & Infants’ School

A co-educational Infants’ school and Kindergarten offering an exceptional setting for your child’s first steps towards lifelong learning. Surrounded by green open spaces, our dedicated and highly skilled team create a caring and nurturing environment where your child can grow in confidence as they start that all important learning journey

87 College Road, SE21 7HH

T: 020 8693 1538

E: ducksregistrar@dulwich.org.uk dulwich.org.uk/ducks

Head: Mrs Jo Parker

Ages: 6 months to 7 years

Gender: Boys and Girls

Term Fees: Vary depending on the length of day and age group. Please refer to Admissions webpage for further information

Leavers’ destination: Dulwich College (boys), JAGS, Alleyn’s

Dulwich

College Junior School

An academically selective day school for boys from Year 3 to Year 6. Our ethos is one of kindness, doing the ‘right’ thing, inclusivity and striving for excellence. It is underpinned by inspiring teaching and the co-curricular life beyond the classroom. Our pupils are bright, interesting and full of boundless enthusiasm for the opportunities around them

Dulwich Common, SE21 7LD

T: 020 8299 9248

E: enquiries@dulwich.org.uk dulwich.org.uk/junior-school

Head: Dr Toby Griffiths

Ages: 7-11

Gender: Boys

Term fees: £10,164

Leavers’ destination: Dulwich College

Dulwich Prep

London

Independent prep school founded in 1885. Formerly known as Dulwich College Preparatory School

38-42 Alleyn Park, SE21 7AA

T: 020 8670 3217

E: admissions@dulwichpreplondon.org

Head: Louise Davidson

Pupils: 850

Ages: 3-13

Term fees: Nursery

£5,870, Reception

Eaton Square Prep School

55-57 Eccleston Square, London SW1V 1PH

T: 020 7225 3131

E: registrar@eatonsquareschools.com eatonsquareschools.com

Head: Trish Watt

Pupils: 259

Age: 2-11

Term fees: Full Time Nursery

£8,350, PartTime Nursery (AM) £5,165, Reception & Year 1 £10,340, Year 2-4 £11,025, Year 5-6 £11,130

Leavers’ destinations: St Paul’s, Westminster School, Cheltenham Ladies’ College, Godolphin and Latymer, Dulwich College, Francis Holland, Queen’s College, Harrodian, Wycombe Abbey, London Park School Mayfair Fulham School

An independent co-ed through school that holds innovation, creativity, academic rigour and pastoral care at the forefront of its ethos

Pre-Prep School: 47A Fulham High Street, London, SW6 3JJ

Prep: 200 Greyhound Road, London, W14 9SD

T: 020 7386 2460

E: admissions@fulham.school fulham.school

Head of Prep: Thomas Lewis Ages: 3-13

Gender: Boys and girls

Clubs: Before school breakfast club from 7.30am and after school care until 5:45pm available daily. We also offer a wide range of extracurricular lunch time and after school clubs, which vary from term to term

Term fees: Nursery £7,320, Pre-Prep £7,638, Prep £8,481

£6,790, Years 1-2

£7,750, Years 3-4

£8,705, Years 5-9

£9,745

Leavers’ destinations: Dulwich College, Alleyn’s, Trinity, Whitgift, Westminster, Tonbridge, Marlborough, Eton, Harrow

Leavers’ destinations: Brighton College, Bradfield, Charterhouse, Cranleigh School, City of London- boys and girls, Downe House, Dulwich College, Emanuel, Eton, Francis Holland, Harrodian, Ibstock Place, Kew House, Kingston Grammar School, Lady Margarets, Latymer Upper, Marlborough College, Notting Hill & Ealing, Putney High, Queensgate, Radley, South Hampstead High School, St George’s Ascot, St James’, St Pauls School, Westminster School, Whitgift, Wimbledon High School

Hill House School

A family-owned and run school with the guiding ethos of “A child’s mind is not a vessel to be filled but a fire to be kindled”

Hans Place, SW1X OEP

T: 020 7584 1331

E: info@hillhouseschool.co.uk hillhouseschool.co.uk

Head: Mr Edmund Townend

Ages: 4-13

Pupils: 690

Term fees: £7,560-£9,270

Leavers’ destinations: Girls to More House School, Putney High School, Queen’s Gate School, Latymer Upper School, JAGS, Francis Holland, Alleyn’s School and Cheltenham Ladies’ College. Boys to Dulwich College, Wetherby Senior School, Westminster School, St Paul’s, Emanuel, The London Oratory, Eton, Stowe, Harrow and Bradfield College

James

Allen’s

Girls’ Junior School

Offering an outstanding and nurturing education whilst fostering the values of kindness, commitment and generosity. An environment of happiness, fun and warmth in which girls are motivated to work to the best of their abilities and to learn through play.

Pre-Prep 2 Dulwich Village SE21 7AL

Prep 144 East Dulwich Grove SE22 8TE

T: 020 8693 0374

E: prep@jags.org.uk

Head: Victoria Goodson

Ages: 4-11

Gender: Girls

Pupils: 300

Term fees: Pre-Prep £8,212, Prep £8,270

Leavers’ destinations: James Allen’s Girls’ Senior School

Latymer Prep

Latymer Prep School is an academically selective independent prep school. Prep pupils automatically transition to the Upper School in Year 7. Pupils, parents and teachers work together to create a learning environment which is intellectually exciting, academically engaging and imaginatively stimulating. The curriculum ranges across 16 subject areas – including cookery, mandarin, design, science, art, history, philosophy and literature. The prep aims to nurture intellectual curiosity and confidence

T: 020 7993 0061

E: registrar@latymerprep.org

Principal: Andrea Rutterford

Ages: 7-11

Gender: Co-ed

Term fees: £9,440

Leavers’ destinations: Latymer Upper School

Parsons Green Prep School

Rated Excellent in all areas in their 2022 ISI inspection. The teachers deliver an exciting and contemporary curriculum in a unique setting, with an abundance of inside and outside space in which to learn and play. ‘Those who are searching for somewhere to nurture and inspire happy, confident children – look no further.’ (Good Schools Guide)

1 Fulham Park Road, SW6 4LJ

T: 020 7610 8085

E: admissions@parsonsgreenprep.co.uk parsonsgreenprep.co.uk

Head: Dr Pamela Edmonds

Pupils: 160

Ages: 4-11

Clubs: Chess, coding, Young Engineers

Lego Club, Chelsea Foundation football etc

Term fees: £9,264-£9,984

Leavers’ destinations: King’s College School, St Paul’s Girls’, Godolphin and Latymer, City of London Boys, Fulham Boys, Putney High, Wimbledon High, Ibstock Place, Lady Margaret’s, The Harrodian and many others

Royal Russell Junior School

Independent co-educational school in Croydon, Surrey, set in 110 acres of stunning private parkland, creating a wonderful learning environment for our girls and boys. Academic excellence is nurtured through our broad curriculum and co-curricular programme. Seamless transfer to our Senior School at Year 7

Coombe Lane, Croydon, Surrey CR0 5RF

T: 020 8651 5884

E: juniorschool@royalrussell.co.uk www.royalrussell.co.uk

Head: Mr John Evans

Ages: 4-13

Pupils: 360 pupils

Clubs: Breakfast club, broad range of after school clubs and activities

Term fees: Term fees: Nursery £2,648£4,711, Reception-Year 2 £5,182, Years 3-4 £6,347, Years 5-6 £6,605

Leavers’ destinations: Pupils transfer to Royal Russell Senior School

Sydenham High Prep School GDST

An independent girls’ day prep where joyful learning flourishes and children acquire knowledge and skills alongside confidence and pride in their own intellectual abilities as the young minds of the future. ‘Giraffe girls’ develop the habits, skillset, mindset and the wellness to be successful wherever life may take them

15 Westwood Hill, SE26 6BL

T: 020 8557 7070

E: prep@syd.gdst.net

sydenhamhighschool.gdst.net

Head: Ms Antonia Geldeard, Head of Prep: Mrs Gillian Panton

Ages: 4-11

Gender: Girls

Term fees: £6,452

Thomas’s Kensington

A warm, friendly, forward thinking school in the heart of Kensington. Renowned for academic excellence

1 St Alban’s Grove, W8 5PN

T: 020 7361 6500

E: kensington@thomas-s.co.uk

Head: Mr Alex Matthews

Pupils: 350 Ages: 4-11

Term fees: Reception-Year 2 £10,883, Years 3-6 £11,545 (Sibling discount available)

Clubs: Wide range of pre & post-school clubs available

Leavers’ destinations: Latymer Upper, City of London, St Paul’s School, Godolphin & Latymer, Francis Holland, Dulwich College, Emanuel School, Harrodian and Thomas’s College

Walhampton School

A day and boarding Prep school on the edge of the New Forest. Offering flexi, weekly and full boarding, our ‘Walhampton Express’ train service to Waterloo enables weekly boarders from London to be accompanied to and from school. Walhampton gives children space, support and encouragement to explore their passions. Our 100 acre estate includes a Forest School, riding stables and kayaking lakes. Sailing is easily accessible at Lymington. Walhampton has implemented the PSB and this framework nurtures curiosity and global thinking fit for a 21st century education. We are education’s radical traditionalists

School Lane, Lymington, SO41 5ZG

T: 01590 613300

E: registrar@walhampton.com

Head: Mr Jonny Timms

Ages: 2-13

Gender: Co-ed

Term fees: Reception-Year 2

£4,655, Year 3

£6,900, Years 4-8 £8,785. Full Boarding (7 nights) £3,555, weekly boarding (5 nights) £2,695

Leavers’ destinations: Bryanston, Canford, Dauntsey’s, Eton, King Edward VI Southampton, Marlborough, Radley, Sherborne, Wellington, Winchester

WANDSWORTH STATE SECONDARY SCHOOLS

86 Ark Putney Academy A

Ensures outstanding progress through a well-designed curriculum, a broad range of enrichment and extension programmes and excellent pastoral care

Pullman Gardens, SW15 3DG

T: 020 8788 3421

E: receptionist@arkputneyacademy.org arkputney.org

Head: Alison Downey

Pupils: 449

Ages: 11-18

Clubs: A range of school clubs

87 Ashcroft

Technology Academy A

Offers excellent opportunities to achieve the highest possible standards of learning in a technology-rich environment, including the IB Diploma

100 West Hill, SW15 2UT

T: 020 8877 0357

E: info@ashcroftacademy.org.uk atacademy.org.uk

Head: Mr D Mitchell

Pupils: 1,000

Ages: 11-18

Clubs: Wide range of school clubs

88 Bolingbroke Academy A

Recently ranked as the ‘happiest secondary school in Wandsworth’, our pupils receive an outstanding education including preparation for university, apprenticeships and careers

Wakehurst Road, SW11 6BF

T: 020 7924 8200

E: admissions@arkbolingbrokeacademy.org arkbolingbrokeacademy.org

Head: Ms C Edis

Pupils: 800

Ages: 11-18

Clubs: Wide range of school clubs

Leavers’ destinations: Bath, Bristol, Cambridge, Durham, Edinburgh, Exeter, Lancaster, Loughborough, Oxford, St Andrews, Warwick and York

89 Burntwood School A

Develops ambitious and confident young women through prioritising a holistic education: a broad and balanced curriculum, exceptional enrichment provision and strong pastoral support. The best education today for the women of tomorrow

Burntwood Lane, SW17 0AQ

T: 020 8946 6201

E: info@burntwoodschool.com burntwoodschool.com

Head: Mrs Helen Shorrock

Pupils: 1,600

Ages: 11-18

Gender: Girls

Clubs: Over 50 clubs each week

Leavers’ destinations: 80% go on to universities including Oxford, UCL, Edinburgh, Sussex and Leicester Medical Schools

90 Chestnut Grove Academy A

A culture of high aspiration for all is central to the school’s vision and ethos

Chestnut Grove, SW12 8JZ

T: 020 8673 8737

E: info@chestnutgrove.wandsworth.sch.uk chestnutgrove.wandsworth.sch.uk

Head: Mr C Kingsley

Pupils: 958

Ages: 11-19

Clubs: A range of school clubs

91 Ernest Bevin Academy C

Rated “Good” in 2022, EBA is a community school which offers a broad curriculum, including Computer Science from Year 7. Boasts fantastic sports facilities along with a wide range of extracurricular activities. Ofsted remarked, “Leaders have created an environment in which pupils are cared for and supported to do well”

Beechcroft Road, SW17 7DF

T: 020 8672 8582

E: mail@ernestbevinacademy.org.uk ernestbevinacademy.org.uk

Principal: Mr Damola Ademolake

Pupils: 700 including 200 in the mixed Sixth Form

Gender: Boys

Clubs: A wide range of school clubs, including Combined Cadet Forces

Leavers’ destinations: Vast majority going to University, including the Russell Group

92 Graveney School A

Ofsted remarked in March 2015 on the pupils’ “positive attitude to learning”, their outstanding results and how the school develops the whole person

Welham Road, SW17 9BU

T: 020 8682 7000

E: info@graveney.wandsworth.sch.uk graveney.org

Principal: Cynthia Rickman

Pupils: 1,949

Ages: 11-18

Clubs: A range of school clubs

Leavers’ destinations: Oxford, Cambridge & Russell Group universities

93 Harris Academy Battersea A

Part of the Harris Federation, the motto is “head, heart and heroism” in order to promote curiosity, endeavour, skills and knowledge ready for an ever-changing world

401 Battersea Park Road, SW11 5AP

T: 020 7622 0026

E: info@harrisbattersea.org.uk harrisbattersea.org.uk

Principal: Charlie Comerford

Pupils: 1,150 including 250 in sixth form

Ages: 11-18

Clubs: A range of school clubs

94 Saint Cecilia’s Church of England School V

Outstanding teaching within a caring and supportive Christian environment. “The distinctiveness and effectiveness of Saint Cecilia’s as a Church of England school are outstanding” SIAM report, November 2016

Sutherland Grove, SW18 5JR

T: 020 8780 1244

E: admissions@saintcecilias.london

E: info@saintcecilias.london saintcecilias.london

Head: Mrs Renata Joseph

Pupils: 950

Ages: 11-18

Clubs: A range of school clubs

Leavers’ destinations: Oxbridge, Durham, Exeter, Leeds, Liverpool, Birmingham, Royal Academy of Music, LSE and universities abroad

95 St John Bosco College and School V

Rated good with outstanding leadership by Ofsted

Parkham Street, SW11 3DQ

T: 020 7924 8310

E: info@sjbc.wandsworth.sch.uk stjohnboscobattersea.org

Head: Mr P Dunne

Pupils: 446

Ages: 11-18

Clubs: A range of school clubs

96 Southfields Academy A

Rated good by Ofsted. Excellent A-level results. Achievement-focused in all areas of its broad curriculum, allowing students to achieve their potential in academic subjects and applied-learning disciplines

333 Merton Road, SW18 5JU

T: 020 8875 2600

E: info@southfields.wandsworth.sch.uk southfields.wandsworth.sch.uk

Head: Ms W Golinska

Pupils: 1,741 including 391 in sixth form

Ages: 11-19

Clubs: A range of clubs, societies and afterschool booster sessions

Leavers’ destinations: Oxbridge and Russell group universities, apprenticeships in banking, IT and telecommunications, work-related training, further education and employment

97 South Thames College

Offers a wide range of courses, including BTECS, HNDs, apprenticeships and leisure courses

Wandsworth High Street, SW18 2PP

T: 020 8918 7777

E: info@south-thames.ac.uk south-thames.ac.uk

Head: Peter Mayhew-Smith

Pupils: 20,000+

Ages: 16+

Leavers’ destinations: Russell Group universities & London-based universities

98 St Francis Xavier Catholic Sixth Form College

Offers 50 courses; one out of three students achieved grades A* – B in 2014 Malwood Road, SW12 8EN

T: 020 8772 6000

E: enquiries@sfx.ac.uk sfx.ac.uk

Head: Graham Thompson

Pupils: 1,400

Ages: 16+

Leavers’ destinations: Around 15% go to Russell Group universities

WANDSWORTH & MERTON PRIVATE SECONDARY SCHOOLS

99

Al-Risalah

A faith school that aims to equip students with life skills in order to be role-model citizens and ambassadors for Islam as well as good Muslims

145 Upper Tooting Road, SW17 7TJ

T: 020 8767 6057

E: admin@alrisalahschool.co.uk alrisalahschool.co.uk

Head: Mr S Lee

Pupils: 210

Ages: 11-16

Clubs: No pre- or post-school care but a range of school clubs

Term fees: Check with school

Leavers’ destinations: Burntwood, Graveney, Virgo, Ashcroft

100 Emanuel School

Emanuel is a thriving co-ed day school located in a green oasis in Battersea, just 10-minutes from central London. It is an ambitious and aspirational environment, with success in academics alongside sports, music and drama

Battersea Rise, SW11 1HS

T: 020 8870 4171

E: admissions@emanuel.org.uk emanuel.org.uk

Head: Mr R Kothakota

Pupils: 1,000+

Ages: 10-18

Clubs: A range of school clubs, including rowing, Doctor Who and the DofE award scheme

Term fees: £9,916

Leavers’ destinations: Russell Group universities, Oxbridge, music/art/ drama colleges and conservatoires, and universities overseas

101 Hall School Wimbledon

Aims to provide an all-round education through a balanced curriculum, in which art, music, sport and drama play a valuable role alongside core academic subjects. Believes that learning should be a pleasure. Pupils also benefit from high-quality pastoral care. HSW opened a Sixth Form in September 2022

17 The Downs, SW20 8HF

T: 020 8879 9200

E: admissions@hsw.co.uk hsw.co.uk

Head: Mr J Tyson

Pupils: 125

Ages: 11-18

Clubs: A range of school clubs plus the Duke of Edinburgh’s Awards scheme

Term fees: £8,009 - £8,249

Leavers’ destinations: HSW Sixth Form

102 Ibstock Place School

Aims to produce happy well-rounded children with lots of extracurricular activities to become socially responsible, honest and resilient with determination, ambition and self-confidence

Clarence Lane, SW15 5PY

T: 020 8876 9991

E: registrar@ibstockplaceschool.co.uk

ibstockplaceschool.co.uk

Head: Christopher J Wolsey

Ages: 11-18

Clubs: A range of school clubs plus the Duke of Edinburgh’s Awards Scheme

Term fees: £9,979

Leavers’ destinations: Oxbridge, Bristol, Durham, Exeter, Nottingham, Imperial College, King’s College London, LSE, St Andrew’s

103 King’s College School (KCS)

King’s College School offers outstanding academic and pastoral provision for boys aged 7-18 and for girls aged 16-18. Set opposite the beautiful Wimbledon Common, it combines convenient access with a peaceful environment and strong sense of community Southside, Wimbledon Common SW19 4TT

T: 020 8255 5300

E: Junior: hmjssec@kcs.org.uk; senior: reception@kcs.org.uk kcs.org.uk

Head: Dr Anne Cotton

Pupils: 1,477

Ages: 7-18

Gender: Boys 7-18; girls 16-18

Term fees: Junior £9,674 - £10,319, Senior £10,410 - £11,404

104 LPS Clapham

A deliberately smaller secondary school offering a dynamic, forward-facing education within a kind and supportive community. Strong emphasis on experiential and integrated cross-curricular learning to build ‘modern life skills’. Plenty of collaboration with sibling school LPS Mayfair provides bigger opportunities in sport, trips etc. with students from both schools moving on to LPS Sixth in Belgravia. Entry by combination of digital data, school reference and experiential ‘D’ Day’. Two form entry in Year 7 with additional form in Year 9

7-11 Nightingale Lane, SW4 9AH

T: 020 8161 0305

E: admissions.clapham@ londonparkschools.com londonparkschools.com

LPS Group Principal: Mrs Suzie Longstaff

Head: Mrs Susan Brooks

Ages: 11-16 (Clapham) 16-18 Sixth Form (Belgravia) Co-ed

Pupils: Two form entry in Y7 (40 places); Additional entry in Y9 (c.20 places)

Term fees: £9,744; (Sixth Form £9,850)

Curriculum: Broad-based - all the main key GCSE subjects plus options for additional subjects. Emphasis on a modern, integrated, and experiential education within a smaller, pastorally-excellent setting

105 Putney High School GDST

Academically high-achieving, rounded and responsible, Putney is as down-to earth as it is dynamic. An ethos of ‘modern scholarship’ makes learning challenging, fun and relevant. Lessons are inspiring, with so much on offer from debating to design thinking

35 Putney Hill, SW15 6BH

T: 020 8788 4886

E: admissions@put.gdst.net

putneyhigh.gdst.net

Head: Ms Jo Sharrock

Pupils: 1,060 (including junior school)

Ages: 11-18

Clubs: some 150 clubs each week

Gender: Girls

Term fees: £9,669

Leavers’ destinations: Oxford, Cambridge, LSE, UCL, Imperial, USA, Russell Group, music conservatoires, art colleges

106 Thames Christian School

Established 25 years ago and located adjacent to Clapham Junction Station, the school is known for its genuinely small classes, strong staff retention and highly personalised approach. Pupils achieve highly in both academic and creative subjects, leaving as well rounded and compassionate young people who embrace good character, personal responsibility and academic excellence

12 Grant Road, SW11 2FR

T: 020 7228 3933

E: admissions@thameschristianschool.org.uk thameschristianschool.org.uk

Head: Dr Stephen Holsgrove

Pupils: 200

Ages: 11-18, co-ed

Term fees: £10,296

Academic, art, drama, music and sports scholarships available into Year 7, Year 9 and Year 12. Limited bursaries available

Clubs: A wide range of sports, academic clubs, competitions, and overseas trips that enhance the curriculum, build skills and equip for life as an adult

Leavers’ destinations: Imperial College, UCL, King’s College London, Exeter, Bath, Sheffield, Birmingham, Kingston, Plymouth & Nottingham Trent

107 Wimbledon High School GDST

At Wimbledon High the aim is simple: to put girls first, individually and collectively, every single day. Centrally located with excellent transport links, the school is a grounded, scholarly and vibrant community of bright girls aged 4 to 18. These students love to learn and are guided by dedicated educators to become leaders of the future. Entry is academically selective at 11+

Mansel Road, SW19 4AB

T: 020 8971 0900

E: info@wim.gdst.net wimbledonhigh.gdst.net

Head: Ms Fionnuala Kennedy

Pupils: 720 (including Junior School)

Ages: 11-18 Senior School

Gender: Girls

Clubs: Some 140 clubs a week

Term fees: £9,619

Scholarships: Academic, Music, Sport & Drama Scholarships for Year 7; For Sixth Form: Academic, Music, Drama, Sport & Art Scholarships. Means-tested bursaries up to 100% of fees available

Leavers’ destinations: Oxford, Cambridge, UCL, Imperial, LSE, universities UK-wide and beyond: USA, Canada & Europe, + degree apprenticeships with leading firms

LAMBETH STATE PRIMARY SCHOOLS (4-11)

108 Allen Edwards Primary School C

Studley Road, SW4 6RP

T: 020 7622 3985

E: office@allenedwards.lambeth.sch.uk

Head: Louise Robertson

Pupils: 370

Ages: 3-11

109 Bonneville Primary School C

Rated good by Ofsted Bonneville Gardens, SW4 9LB

T: 020 8673 1183

E: admin@bonneville-primary.lambeth.sch.uk bonneville-primary.lambeth.sch.uk

Executive Head: Andrea Parker

Pupils: 397

Ages: 3-11

110 Clapham Manor Primary School and Nursery C

Outstanding by Ofsted Belmont Road, SW4 OBZ

T: 020 7622 3919

E: admin@claphammanor.lambeth.sch.uk claphammanor.lambeth.sch.uk

Executive Head: Mr James Broad

Head: Ms Heulwen Lancaster

Pupils: 453

Ages: 3-11

Clubs: A range of school clubs

111 Corpus Christi Catholic School A

Rated outstanding by Ofsted Trent Road, SW2 5BL

T: 020 7274 4722

E: office@corpus-christi.org.uk corpuschristischool.co.uk

Co-Heads: Mrs J Connery & Mr R Coyle

Pupils: 413

Ages: 3-11

112 Glenbrook Primary School C

Part of Gipsy Hill Federation. Ofsted rated it good in terms of overall effectiveness

Clarence Crescent SW4 8LD

T: 020 8674 2387 / 020 8674 1407

E: glenbrook@ghf.london gipsyhillfederartion.org.uk

Head: Jane Scarsbrook

Pupils: 315

Ages: 3-11

113 Granton Primary School C

Rated good by Ofsted Granton Road, SW16 5AN

T: 020 8764 6414

E: admin1@grantonprimary.org.uk grantonprimary.org.uk

Executive Head: Edison David Pupils: 492

Ages: 3-11

114 Heathbrook Primary School C

Rated good for overall effectiveness by Ofsted St Rule Street, SW8 3EH

T: 020 7622 4101

E: admin@heathbrook.lambeth.sch.uk heathbrook.org

Head: Mr Ben Roberts

Pupils: 409

Ages: 3-11

115 Henry Cavendish Primary School Balham and Streatham C

Rated outstanding by Ofsted Hydethorpe Road SW12 0JA

Dingley Lane SW16 1AU

T: 020 8673 3376

E: office@henrycavendish.co.uk henrycavendish.co.uk

Head: Matthew Apsley Pupils: 761

Ages: 3-11

116 Iqra Primary School V A

Rated good for overall effectiveness by Ofsted

127 Park Hill, SW4 9PA

T: 020 7622 3630

E: admin@iqra.lambeth.sch.uk iqra.lambeth.sch.uk

Head: Mrs H Saleem Pupils: 211 Ages: 4-11

117 Kings Avenue Primary School C

Closed Summer 2025

118 Lark Hall Primary Campus C

Rated good by Ofsted Smedley Street, SW4 6PH

T: 020 7622 3820

E: admin@larkhall.lambeth.sch.uk larkhall.lambeth.sch.uk

Head: Mr Gary Nichol Pupils: 450 Ages: 3-11

119 Macaulay CE Primary School V A

Rated outstanding by Ofsted Victoria Rise, SW4 ONU

T: 020 7720 9378

E: admin@macaulay.lambeth.sch.uk macaulaycofeschool.co.uk macaulay.lambeth.sch.uk

Head: Susan Eade Pupils: 222

Ages: 3-11

120 Richard Atkins Primary School C

Rated good by Ofsted. ‘Inspiring curiosity & the courage to succeed’ New Park Road, SW2 4JP

T: 020 8674 0156

E: admin@richardatkins.lambeth.sch.uk richardatkins.lambeth.sch.uk

Head: Mrs Claudia Fleary-Tayabali Pupils: 372 Ages: 3-11

Clubs: Breakfast Club & a range of after school clubs

121 St Bede’s Catholic Infants School V A

Rated good for overall effectiveness by Ofsted Thornton Road, SW12 OLF

Proposed amalgamation with St Bernadette’s Catholic Junior School from September 2025 on Thornton Road site. Ages: 3-11

122 St Bernadette’s Catholic Junior School V A

See above. For further information, check school website.

123 St Leonard’s CE Primary School V A

Rated good by Ofsted 42 Mitcham Lane, SW16 6NP

T: 020 8769 2712

E: mgr@st-leonards.lambeth.sch.uk st-leonards.lambeth.sch.uk

Head: Mr Simon Jackson Pupils: 207 Ages: 4-11

124 St Mary’s RC

Primary School V A

Rated outstanding by Ofsted Crescent Lane, SW4 9QJ

T: 020 7622 5479

E: office@st-marys.lambeth.sch.uk

st-marys.lambeth.sch.uk

Executive Head: Mr Levenson

Head: Miss Doody

Pupils: 348

Ages: 3-11

125 Sudbourne Primary School C

Rated outstanding by Ofsted

Mandrell Road, Brixton SW2 5EF

T: 020 7274 7631

E: shardy@sudbourne.lambeth.sch.uk sudbourne.com

Head: Holly Kingshott

Pupils: 350

Ages: 3-11

126 Telferscot Primary School C

Rated outstanding by Ofsted Telferscot Road, SW12 OHW

T: 020 8673 7362

E: office@telferscot.co.uk telferscot.co.ukk

Head: Mr David Cooper

Pupils: 455 including nursery

Ages: 3-11

Leavers’ destinations: Burntwood, Chestnut Grove, Dunraven, Graveney, Harris Academy Clapham, Kingsdale Foundation School, La Retraite, Lambeth Academy, Putney Academy, The Norwood School plus the private sector

LAMBETH PRIVATE SCHOOLS (UP TO AGES 11/13)

127 Streatham & Clapham Prep School GDST

Unrivalled in empowering our girls to discover, nurture and project their unique identities and character in a vibrant family environment. An academically inclusive school where targeted interventions ensure girls of a range of abilities, including gifted and able, excel beyond expectations

Wavertree Road, SW2 3SR

T: 020 8674 6912

E: prepadmissions@schs.gdst.net

Head: Ms Cathy Ellott

Head of Prep: Mrs Helen Loach

Pupils: 230

Ages: 3-11

Gender: Girls

Clubs: Over 30 clubs at no charge

Term fees: £6,746 (inclusive of nonresidential trips and extras). Nursery fulltime places, £4,588 minus EYFS funding. Part time places available

Wrap-around care: 7.30 am to 5.55 pm.

128 The White House Prep School

With a strong family ethos, the school allows children to fulfil their potential through a vibrant and broad curriculum that stimulates, challenges and excites. Excellent pastoral support. Rated outstanding by Ofsted and excellent by the Independent Schools Inspectorate. Children leave the school happy and confident with a love of learning

24 Thornton Road, SW12 OLF

T: 020 8674 9514

E: admissions@whitehouseschool.com whitehouseschool.com

Head: Joe Knight

Pupils: 230

Ages: 3-11

Clubs: Wrap-around care from 8am-6pm. A range of before, during and after school clubs including Sports, Engineering, Science, Gymnastics, Quiz and Flower arranging plus 14 weeks of holiday camps on offer

Term fees: Reception-Year 2 £7,340, Years 3-6 £7,958

Leavers’ destinations: City of London Boys, Alleyn’s, Westminster, Dulwich College, Benenden, JAGS, Emanuel, Brighton College, Francis Holland, Wimbledon High School

LAMBETH STATE SECONDARY SCHOOLS

129 Bishop Thomas Grant School V A

Rated outstanding by Ofsted. A specialist maths and computing school

Belltrees Grove, SW16 2HY

T: 020 8769 3294

E: info@btg-secondary.lambeth.sch.uk

Head: Ms Bernadette Boyle

Pupils: 180 Year 7 intake

Ages: 11-18

130 Dunraven Secondary School

An all-through school aiming to offer an exciting and enriching learning experience for all its students. Rated outstanding by Ofsted

94/98 Leigham Court Road, SW16 2QB

T: 020 8696 5600

E: info@dunraven.org.uk dunraven.org.uk

Head: Mr G Maidment

Ages: 11-18

Clubs: A range of school clubs

131 Harris Academy, Clapham

Opened in 2020. A co-educational secondary school in a state-of-the-art building

Part of the successful and well-established Harris Federation

Clarence Avenue, London SW4

T: 020 4513 9350

E: info@harrisclapham.org.uk

Executive Principal: Peter Groves

Ages: 11-16

Sixth Form: Affiliated to the Harris Clapham Sixth Form opening in September 2021

132 La Retraite Roman Catholic Girls’ School V

Rated outstanding by Ofsted. Specialises in science. Achieves very high exam results

Atkins Road, SW12 OAB

T: 020 8673 5644

E: schsec@laretraite.lambeth.sch.uk laretraite.lambeth.sch.uk

Head: Dominic Malins

Pupils: 168 Year 7 intake

Ages: 11-18

Clubs: A range of clubs, including hockey, gymnastics and Music School

Leavers’ destinations: 90% of students go to university, including Russell Group and Oxbridge

133 The Elms Academy V

Part of United Learning, it is committed to bringing out the best in everyone to achieve their potential as confident, well-rounded individuals

Elms Road, SW4 9ET

T: 020 7819 4700

E: admin@lambeth-academy.org lambeth-academy.org

Executive Principal: Leon Wilson

Head: Amy Welch

Pupils: 833

Ages: 11-18

Clubs: A range of school clubs

134 Trinity Academy A

Relentless focus on academic rigour and style of education associated with grammar schools and the independent sector. Brand new campus being built

56 Brixton Hill, SW2 1QS

T: 020 3126 4993

E: info@trinityacademylondon.org trinityacademylondon.org

Principal: Matt Singh

Pupils: 120 Year 7 intake

Ages: 11-18

Clubs: A range including Capoeira, steel pans and fencing

LAMBETH PRIVATE SECONDARY SCHOOLS

135 DLD College London

A distinctive, multi-award-winning boarding and day school, described by the Good Schools Guide as “one of the most unique and exciting schools in Britain” and recommended by Tatler as “pioneering a modern alternative to traditional boarding schools” Innovative Year 9 curriculum now available

199 Westminster Bridge Road, SE1 7FX

T: 020 7935 8411

E: dld-admissions@dld.org

Head: James Kidd (Principal)

Ages: 13-19

Gender: Co-ed

Term fees: £9,567 for GCSE, A-levels/BTEC

Leavers’ destinations: Oxbridge, Russell Group and US universities, Arts Institutions

136 Streatham & Clapham

High School GDST

SCHS is academically ambitious with a commitment to empowering girls through a richly holistic and forward-looking education. Culturally and socially diverse, we encourage girls to know and be themselves so that they are confident, committed, reflective and engaged. Our core values of kindness, respect, integrity, and compassion run as a vein through all we do. As a member of HMC and GSA, we look for excellence everywhere with stretch not strain. We are a school which is a family not a factory, where friendships flourish and kindness matters

42 Abbotswood Road, SW16 1AW

T: 020 8677 8400

E: senior@schs.gdst.net schs.gdst.net

Head: Ms Cathy Ellott

Pupils: 846

Ages: 3-18

Gender: Girls

Clubs: A wide range of clubs including Scholars’ Society and Duke of Edinburgh’s Awards

Term fees: £8,680 (inclusive of nonresidential trips and extras). A range of scholarships and bursaries are available

Leavers’ destinations: Cambridge, Oxford, Bath, Birmingham, Bristol, Durham, Edinburgh, Exeter, Glasgow, Leeds, Manchester, Newcastle, Nottingham, Reading, St. Andrew’s, UEA, University of London (UCL, Kings, Royal Holloway, SOAS, Queen Mary) Warwick, York

OTHER SCHOOLS & THROUGH-SCHOOLS POPULAR WITH CHILDREN LIVING IN NAPPY VALLEY

Alleyn’s School

One of South London’s leading coeducational day schools, rooted in history with a clear vision for the future. The 2024 ISI report confirmed that Alleyn’s met all five required standards and was recognised for its well-rounded education: “Combines tradition with innovation as it educates pupils for the modern world”

Townley Road, Dulwich SE22 8SU

T: 020 8557 1500

E: registrar@alleyns.org.uk

Head: Mrs Jane Lunnon

Ages: 11-18

Term fees: £10,338

Leavers’ destinations: Oxbridge, Russell Group Universities, US and European Universities, Conservatoires and Art Foundation Courses

Ardingly College

A forward-looking school located in 240 acres of glorious West Sussex countryside, offering flexi and weekly boarding, with good transport links from Clapham Junction. In a recent ISI Inspection, the first UK boarding school to be awarded a ‘significant strength’ for boarding, the highest accolade now available. At Ardingly every student is known

and valued as an individual. With around 850 students in the Senior School, we are large enough to offer a breadth of opportunities (with over 130 enrichment options) yet small enough to ensure everyone is supported College Road, Ardingly, Haywards Heath, West Sussex RH17 6SQ

T: 01444 893320

E: registration@ardingly.com

Head: Ben Figgis

Prep Head: Laura Lamont

Ages: 3-18

Gender: Co-ed

Term fees: Year 7: £8,197 (day), £9,942 (Flexi), £10,466 (Weekly) Year 9: £10,201 (day), £14,419 (Flexi), £14,913 (Weekly)

Leavers’ destinations: 80% Russell Group universities, 5% Oxbridge, with the remainder going to leading overseas universities

Cranleigh School

A modern co-ed day and boarding school set in a 280 acre campus in the Surrey Hills, Cranleigh develops pupils into global citizens, excelling in academics, sports and co-curricular activities alike. A school large enough to afford a wide-range of opportunities and experiences to all pupils, but small enough for each pupil to be known and celebrated

Cranleigh, Horseshoe Lane, Surrey, GU6 8QQ

T: 01483 276377

E: admissions@cranleigh.org cranleigh.org

Head: Mrs Samantha Price

Pupils: 696

Gender: Co-ed

Ages: 13–18

Term fees: Day: Years 3-4

£6,500 - £7,420, Years 5-8 Day £8,155 - £9,630, Years 9-13 £15,600. Boarding: Year 6 £10,740, Years 7-8 £11,625, Years 9-13 £19,130

Leavers’ destinations: 99 per cent of pupils go on to higher education, with around 80 per cent getting into their first-choice university, including Oxbridge, Bristol, Durham, LSE and UCL

Dulwich College

An academically-selective independent school with an ethos of equity, excellence and service; diverse in our social mix, breadth of talents, character and backgrounds. Dulwich has a distinguished tradition of inspired teaching and genuine scholarship

Dulwich Common, SE21 7LD T: 020 8693 3601

E: enquiries@dulwich.org.uk dulwich.org.uk

Head: Robert Milne (Master) Ages: 11-18

Gender: Boys

Term fees: £10,206 (Day), £20,020 (Weekly Boarders), £21,422 (Full Boarders)

Leavers’ destinations: Oxford, Cambridge, Durham, Bristol, Edinburgh, Imperial College London, UCL, Warwick, International and European Universities

Harrodian School

Harrodian is a friendly educational community which encourages pupils’ individuality and excellent academic results

Lonsdale Road, SW13 9QN

T: 020 8748 6117

E: admin@harrodian.com harrodian.com

Head: James Hooke

Ages: 4-18

Pupils: 282

Term fees: Pre-Prep £8,034, Prep £9,220, Seniors £10,660, Sixth Form £12,384

Leavers’ destinations: Bournemouth, Bath, Birmingham, Bristol, Cambridge, Durham, Edinburgh, Exeter, Glasgow, Leeds, Kings College London, Loughborough, Newcastle, Nottingham, Oxford, St Andrews, UCL

James Allen’s Girls’ School (JAGS)

JAGS aims to help all pupils fulfill their potential by stimulating their intellectual curiosity, enthusiasm and imagination

144 East Dulwich Grove, London SE22 8TE

T: 020 8693 1181

E: admissions@jags.org.uk. jags.org.uk

Head: Mrs Alex Hutchinson

Ages: 11-18

Gender: Girls

Term fees: £9,408

Leavers’ destinations: Oxford, Cambridge, Edinburgh, Imperial College London, Bristol, UCL, Warwick, York, Durham, Kings College London, Manchester and USA

Latymer Upper School

Academically selective Independent School. Pupils joining the prep go ‘all through’ to the Upper School. Latymer is academically excellent and the School prides itself on its ‘rounded and grounded’ ethos. Modern and forward-thinking, combining the highest academic achievement with excellence in the arts and sport

T: 020 8148 4519

E: admissions@latymer-upper.org

Head: Susan Wijeratna Ages: 11-18

Gender: Co-ed

Term fees: £10,365

Leavers’ destinations: Oxbridge, Ivy League, Russell Group, leading music and art schools

LPS Hybrid (@ LPS Mayfair)

Hybrid is a natural extension of LPS’s forward thinking stance. Designed to help families for whom regular school attendance may be difficult, it offers four days teaching on-line with one day a week in school, centred around practical subjects such as sport, science, art and drama. The flexible curriculum and independent study sessions give students breathing space and provides them with a strong and supportive community – both on and offline. All lessons are live

Online four days a week + one day at LPS Mayfair

T: 020 7491 7393

E: admissions.hybrid@londonparkschools.com londonparkschools.com

LPS Group Principal: Mrs Suzie Longstaff Head of Hybrid: @ LPS Mayfair – Mr Rob Alexander Head: Dr Adrian Rainbow Ages: 11-18 Co-ed. Around 20 places per year group.

Term fees: £5,625

Curriculum: Flexible curriculum. Four days online: four sessions of live teaching plus two study periods a day. One day in-school

LPS Mayfair

(Formerly Eaton Square Senior School)

A deliberately smaller secondary school offering a vibrant, forward-facing education within a kind and supportive community right in the heart of Mayfair opposite leafy Green Park. Strong emphasis on experiential learning and making the most of all that London has to offer; ‘London is our playground’. Plenty of collaboration with sibling school LPS Clapham provides bigger opportunities in sport, trips etc. with students from both schools moving on to LPS Sixth in Belgravia. Entry by combination of digital data, school reference and experiential ‘D’ Day’. Two form entry in Year 7 with additional entry in Year 9

106 Piccadilly, London W1J 7NL (Senior School) T: 020 7491 7393

E: admissions.mayfair@londonparkschools.com londonparkschools.com

LPS Group Principal: Mrs Suzie Longstaff

Head: Dr Adrian Rainbow

Ages: 11-16 (Mayfair) 16-18 Sixth Form (Belgravia) Co-ed Pupils: Two form entry in Y7 (c.40 places); Additional entry in Y9.

Term fees: £11,268

Curriculum: Broad-based - all the main key GCSE subjects plus options for additional subjects. Emphasis on a modern experiential education within a smaller, pastorally excellent setting

LPS Sixth

(Formerly Eaton Square Sixth Form)

More structured than a sixth form college; less formal than a school, LPS Sixth offers a perfect bridge between school and university. Students attend during school hours and have opportunities for independent study as well as support outside lessons. Preparation for range of Universities – both in UK and abroad – as well as broader life and employment skills. Students take 3-4 A Levels from a broad range within small tutorial groups plus EPQ in Y12. Students have their own common room and can visit the local gym. Automatic entry from LPS Clapham and LPS Mayfair if A Levels are right for the student, as well as a mix of other schools. Entrance by interview with Head of Sixth Form plus reference from previous school

79 Eccleston Square, London SW1V 1PP

T: 020 7491 7393

E: admissions.sixth@londonparkschools.com londonparkschools.com

LPS Group Principal: Mrs Suzie Longstaff

Head of Sixth Form: Mr Nathan Mountford

Head: Dr Adrian Rainbow

Ages: 16-18 Co-ed c.50 places per year

Term fees: £9,850

Leavers’ destinations: Mix of top universities in UK and US including - UK: Bath, Birmingham, Bristol, Cardiff, City, Durham, Edinburgh, Exeter, Kings College, Leeds, Liverpool, Manchester, Queen Mary’s, Reading, Royal Holloway, UCL, Warwick, York US: Chicago, Northeastern, NYU, UCLA, University of Miami

Marymount International School London

A top IB girls’ day and boarding school on the outskirts of South West London, offering the MYP and IBDP in a culturallydiverse, nurturing environment with outstanding academic outcomes

George Road, KT2 7PE

T: 020 8949 0571

E: admissions@marymountlondon.com marymountlondon.com

Head: Mrs Margaret Giblin

Pupils: 250

Ages: 11-18

Clubs: Student council, Eco Committee, National Honor Society, Basketball, Volleyball, Tennis, Badminton, Arts, Drama, Music, Choir, Writing Club, Rocket Club, Model United Nations and more

Term fees: Day: £12,380, Weekly Boarding £20,060, Full Boarding £20,960

Leavers’ destinations: Imperial College London, Oxford, Cambridge, UCL, Edinburgh, Manchester, King’s College London, LSE, Bristol, Durham

MPW

Independent fifth and sixth form college with non-selective intake, offering A-level, GCSE and specialised retake and revision courses. Set up by ex-Cambridge graduates Mander Portman Woodward

90-92 Queen’s Gate, SW7 5AB

T: 020 7835 1355

E: london@mpw.ac.uk

Principal: Dr Sally Powell

Ages: 16-18

Gender: Mixed

Term fees: Full time £14,359. Varies depending on number and level of courses

Leavers’ destinations: Manchester, Exeter, King’s College London, Bristol, UCL, Warwick, SOAS, Bournemouth, Goldsmiths, Imperial, Loughborough, St Andrews, Glasgow

Royal Russell School

Independent co-educational HMC day and boarding school in Croydon, Surrey, set in 110 acres of stunning private parkland with extensive modern facilities for science, sport, music and drama. Excellent public transport links

Coombe Lane, CR9 5BX

T: 020 8657 4433

E: admissions@royalrussell.co.uk

Head: Mr Chris Hutchinson

Ages: 3-18

Gender: Co-ed

Term fees: Years 7-13

£8,768 Day, Boarding £17,331

Leavers’ destinations: Bath, Cambridge, Durham, Edinburgh, Exeter, Imperial College London, Leeds, Loughborough, Manchester, UCL, Westminster, Warwick, York

St Edward’s Oxford

Founded in 1863, St Edward’s is an exceptional co-educational boarding and day school set in 100 green acres in Oxford, the educational capital of the world. One of the few schools to offer A Levels and the IB, St Edward’s is known for its forwardlooking academic curriculum and extensive co-curriculum. Pupils excel in the classroom and beyond – in music, sport, drama, dance, art, outdoor pursuits, and partnership work. Situated on the doorstep of Oxford, the School provides pupils with an unparalleled educational experience, with countless opportunities to connect with the University and engage with the city’s contemporary culture

Woodstock Road, OX2 7NN

T: 01865 319200

E: registrar@stedwardsoxford.org

Head: Alistair Chirnside (The Warden)

Pupils: 820

Ages: 13-18

Term fees: £15,866 (Day), £19,832 (Boarding)

Leavers’ destinations: Imperial College London, Oxford, St Andrews, Cambridge, Durham, King’s College London, as well as universities located overseas such as Brown, New York University, and Berkeley

Sutton High School GDST

Independent day school for girls. Students do better because they feel better. Balances top examination results with exceptional pastoral care and maintains an unrelenting focus on good mental health

55 Cheam Road, SM1 2AX

T: 020 8642 0594

E: office@sut.gdst.net suttonhigh.gdst.net

Head: Beth Dawson

Ages: 3-18

Gender: Girls

Term fees: Reception-Year 2 £5,470, Years 3-6 £6,528, Years 7-13 £8,394

Leavers’ destinations: Bath, Bristol, Cambridge, Exeter, Imperial College London, King’s College London, Nottingham, Oxford, Queen Mary University of London, Royal Academy of Music, Sheffield, York

Sydenham High School GDST

An independent girls’ day school inspiring the future generations of creators, independent thinkers and trailblazers. Opening eyes and hearts by educating the whole person: to balance mind, body and soul. The diversity of academic and enrichment opportunities enables every girl to forge her own path, be her best and excel

19 Westwood Hill, SE26 6BL

T: 020 8557 7004

E: admissions@syd.gdst.net sydenhamhighschool.gdst.net

Head: Ms Antonia Geldeard

Ages: 11-18

Gender: Girls

Term fees: Senior £8,205

Leavers’ destinations: Oxbridge and Russell Group universities, Art Foundation courses, Degree Apprenticeship

The Cedars School

Independent education with a Catholic ethos, part of the PACT Educational Trust. A character-based education with a rigorous academic curriculum and an outstanding personalised tutorial system

147 Central Hill, Upper Norwood, SE19 1RS T: 020 8185 7770

E: enquiries@thecedarsschool.org.uk thecedarsschool.org.uk

Acting Head: Pablo Hinojo

Pupils: 212

Ages: 11-18

Gender: Boys

Term fees: Years 7-11 £7,260, Sixth Form £7,650

The Laurels School

Independent education with a Catholic ethos, part of the PACT Educational Trust. A character-based approach strives to develop qualities of greatness to achieve academic potential and also help in every other aspect of life

Our Lady’s Close, Upper Norwood, SE19 3FA T: 020 8674 7229

E: admissions@thelaurelsschool.org thelaurelsschool.org.uk

Executive Head: Mrs Maria Kemp

Pupils: 105

Ages: 11-18

Gender: Girls

Clubs: A range of school clubs

Term fees: Years 7-11 £7,260, Sixth Form £7,650

Thomas’s College

A co-ed senior day & weekly/flexi boarding school whose focus is on curriculum breadth and academic excellence

Queen’s Rd, Richmond Hill, London TW10 6JP

T: 020 7978 0902

E: College@thomas-s.co.uk

Head: Mr Will Le Fleming

Pupils: 630

Ages: 11-18

Term fees: Years 7-8

£10,452, Years 9-13

£10,923. Weekly boarding £5,105 per term and flexi £110 per night. Day, Weekly (MonFri) and Flexi-Boarding

Clubs: Pre and post school clubs

Thomas’s College opens in September 2025. Entry points 11+, 13+ & 16+

Trinity School

A Sunday Times top 50 Independent Day School for boys aged 10-18 with coeducational Sixth Form; welcoming girls in Year 6 and 7 from September 2027. Independent School of the Year Award Winner

Shirley Park, Croydon CR0 7LB

T: 020 8656 9541

E: admissions@trinity.croydon.sch.uk trinity-school.org

Head: Alasdair Kennedy

Ages: 10-18

Gender: Boys with co-educational Sixth Form, welcoming girls in Year 6 and 7 from September 2027

Term fees: £9,747

Leavers’ destinations: Cambridge, Oxford, UCL, LSE, Imperial College London, Edinburgh, Exeter, Bristol, Durham, Warwick, Southampton, Loughborough

Wetherby Pembridge

An exciting and innovative new co-ed senior school. Located in Olympia, Wetherby Arts School will deliver the academic excellence which Wetherby is famous for, combined with a strong focus on the arts

Emberton House, Olympia, London, W14 8UX

E: enquiries@alphaplusgroup.co.uk www.wetherbyarts.co.uk

Head: Mr Nick Page

Pupils: 450

Ages: 11-18

Gender: Co-ed

Term fees: (Years 7-9) £11,167

.com

Wetherby Senior School

An independent day school in Marylebone, London, that has built a strong reputation as a vibrant, caring and successful community. A rigorous academic curriculum is complemented by extensive co-curricular activities, guidance on applying to universities in the UK and overseas, a rich careers programme, and strong pastoral support. Pupils are encouraged and supported to realise their potential, which is reflected in the places that alumni hold at top universities in the UK, continental Europe and North America

T: 020 7535 3530

E: registrar@wetherbysenior.co.uk

Head: Mr Robert Garvey

Pupils: 415

Ages: 11-18

Gender: Boys

Term fees: Check school’s website

Clubs: Alongside timetabled games lessons for each year, there is a variety of cocurricular activities with options in music, drama, art, sport and more. Clubs include boxercise, board games, cookery, coding, Young Enterprise and yoga

Leavers’ destinations: UPenn, NYU, NYU Stern, IE Madrid, Cambridge, Durham, Edinburgh, Imperial, King’s College, LSE, UCL

Whitgift School

Independent day and boarding school for boys aged 10-18 years. Whitgift is located in a serene parkland site and has exceptional academic standards, a comprehensive pastoral support structure centred around the tutor, and a broad and vibrant cocurricular programme - all complemented by outstanding on-site facilities. Whitgift7 is the school’s unique programme that all Year 7 students follow ensuring they have the fullest experience possible as they begin their journey through the school

Haling Park, South Croydon CR2 6YT

T: 020 8633 9935

E: admissions@whitgift.co.uk whitgift.co.uk

Head: Mr Toby Seth

Pupils: 1,525

Ages: 10-18

Gender: Boys

Term fees: Day pupils £10,080, Weekly boarding £16,674, Full Boarding £19,770

Leavers’ destinations: Bath, Bristol, Cambridge, Durham, Edinburgh, Exeter, Harvard, King’s College London, Leeds, Loughborough, Manchester, Newcastle, Nottingham, Oxford, Stanford, UCL, Warwick and York

Woldingham School

A leading day and boarding school for girls aged 11-18 set in beautiful Surrey countryside, Woldingham develops courageous, confident and compassionate young women through our empowered learning approach and values-driven ethos. Our rural location is easy to get to. Clapham

Junction is just 25 minutes away by train. The stunning mansion at the heart of the school sits alongside purpose-built science labs, humanities and language hubs, studios for art, drama and music, a professional standard auditorium seating 630, and a state-of-the-art Sixth Form Centre

Marden Park, Woldingham, Surrey CR3 7YA

T: 01883 654206

E: registrar@woldinghamschool.co.uk

Head: Mrs Sue Baillie

Ages: 11-18

Gender: Girls

Term fees: Day - £9,926-£11,726, Weekly boarding - £15,422-£17,474, Full boarding -£17,558-£19,838

Leavers’ destinations: Durham, Bristol, Exeter, Birmingham, Edinburgh, UCL, King’s College London, Bath, Cambridge, Parsons (USA)

STATE SCHOOLS AND COLLEGES WITH SEN UNITS

Ashcroft Technology Academy

Autistic Spectrum Disorder

T: 020 8877 0357

Eastwood Nursery

Autistic spectrum disorder and social communication disorders

T: 020 8876 3976

Hillbrook Resource Base

Autistic spectrum disorder and social communication disorders

T: 020 8672 3857

Sacred Heart Primary School

Autistic Resource Base

T: 020 7223 5611

Sellincourt School

Hearing Impaired Unit

T: 020 8672 5982

Smallwood School

Language Unit

T: 020 8672 6024

Southfields Community College

Hearing Impaired Unit; Speech, Language and Communication Needs

T: 020 8874 0585

Southmead School

Autistic resource-based provision

T: 020 8788 8901

St John Bosco College

Autistic Spectrum Disorder Unit

T: 020 8246 6000

The Alton School

Resource-based provision for moderate learners

T: 020 8876 8482

The Livity Special School

A special school for children with complex needs

T: 020 8769 1009

Tooting Primary School

Autistic Spectrum Disorders

T: 020 3700 0790

SEN SCHOOLS

Bradstow School, Kent

Supports children with severe and complex learning difficulties or an Autistic Spectrum Disorder with Severe Learning Difficulties

T: 01843 862123

Centre Academy London

Provides support for all students with special needs and specific learning difficulties

T: 020 7738 2344

Garratt Park School

Caters for children with moderate learning difficulties with associated complex needs including Autism Spectrum Disorder

Head: Sharon Gladstone

T: 020 8946 5769

Greenmead Primary School

Mixed day school for physically disabled and profound and multiple learning difficulties

T: 020 8789 1466

Linden Lodge School

Day and weekly boarding school for children with severe sight impairment, multiple disability and profound needs

T: 020 8788 0107

Nightingale Community Academy

Caters for boys with social, emotional and behavioural difficulties

T: 020 8874 9096

Oak Lodge School

Residential and day school for deaf and language impaired pupils

T: 020 8673 3453

Paddock School

Caters for pupils with severe and complex learning difficulties or an Autistic Spectrum Disorder with severe learning difficulties

T: 020 8878 1521

PRIVATE SCHOOLS FOR LEARNING DIFFICULTIES

Burlington House School

SEN School. Rated Outstanding by ISI

A focus on Dyslexia, Dyscalculia, ADHD and other SpLDs makes this school a unique environment for all children to achieve

3 Garrad’s Rd, London SW16 1JZ (opening September 2024)

T: 020 7610 9018

E: admissions@burlingtonhouseschool.com burlingtonhouseschool.com

Ages: 7-19

Fairley House School and Fairley House Assessment Clinic

Specialist day school for children with dyslexia and dyspraxia

30 Causton Street, SWIP 4AU

T: 020 7976 5456

E: ps@fairleyhouse.org.uk fairleyhouse.org.uk

Beyond

Autism Schools

Run independent special schools for children and young people with autism and related communication disorders aged 4-19. Teaching is based on the principles of Applied Behaviour Analysis (ABA) and Verbal Behaviour (VB)

Head of Park House School (R-Yr 8) Mr K Bird Park House School: 48 North Side Wandsworth Common, SW18 2SL

T: 020 3031 9700

E: parkhouseschool@beyondautism.org.uk

Head of Tram House School (Yr 9-14) Mr J Ascot Tram House School: 520 Garratt Lane, SW17 0NY

T: 020 3031 9707

E: tramhouseschool@beyondautism.org.uk beyondautismschools.org.uk

The McLeod Centre For Learning

A tutorial centre for touch-typing, handwriting, literacy, maths, study skills, dyslexia, dyscalculia and dyspraxia

74A Lupus Street, SWIV 3EL

T: 07866 552767

E: amanda@amandamcleod.org amandamcleod.org

NURSERY SCHOOLS

Brighton College Prep

Kensington Nursery

10 - 13 Prince’s Gardens, SW7 1ND

T: 020 7591 4620

E: admissions@brightoncollegeprepkensington.co.uk brightoncollegeprepkensington.co.uk/nursery

Ages: 3-4 years

Broomwood Nursery

Little Broomwood

192 Ramsden Road, SW12 8RQ

T: 020 8682 8830

E: admissions@broomwood.com broomwood.com

Ages: Pre-school year (3-4) with automatic entry to Broomwood Pre-Prep

DUCKS

(Dulwich College) Kindergarten & Infants’ School

87 College Road, SE21 7HH

T: 020 8693 1538

E: ducksregistrar@dulwich.org.uk dulwich.org.uk/ducks

Ages: Kindergarten 6 months - 2 years entry, Infants 3 - 6 years entry

Eaton House The Manor Nursery

58 Clapham Common North Side, SW4 9RU

T: 020 7924 6000

E: sfeilding@eatonhouseschools.com eatonhouseschools.com/clapham/nursery

Ages: 2-4 years

Eaton Square Nursery Schools

Two locations:

55-57 Eccleston Square, SWIV IPH

32a Lupus Street, SWIV 3DZ

E: registrar@eatonsquareschools.com eatonsquareschools.com/nursery-prep

Ages: 2-4 years

Keswick House Nursery School

42 Keswick Road, SW15 2JE

T: 020 8704 4857

E: office@keswickhousenursery.co.uk keswickhousenursery.co.uk

Ages: 2-5 years

Newton Prep Nursery

149 Battersea Park Road SW8 4BX

T: 020 7720 4091

E: registrar@newtonprep.co.uk

Ages: 3+ entry

Noah’s Ark Nursery Schools

Two locations:

Dolphin School, 106 Northcote Road, SW11 6QW

West Side Church, Wandsworth Common Westside, Melody Road, SW18 2ED

T: 020 7924 3472 ext 2

E: admissions@dolphinschool.org.uk noahsarknurseryschools.org.uk

Ages: 2-5 years

Streatham & Clapham Prep GDST

Wavertree Road, SW2 3SR

T: 020 8674 6912

E: prepadmissions@schs.gdst.net schs.gdst.net

Ages: 3+ entry

The Butterfly Preschool

Two locations:

32b Webb’s Road, SW11 6SF

Wimbledon Montessori

St Mark’s Church, St Mark’s Place, SW19 7ND

T: 020 3740 7639

E: thebutterflypreschool.co.uk

Ages: 2-5 years

The Eveline Day Nurseries

Seven locations:

14 Trinity Crescent, Tooting, SW17 7AE

Seely Hall, Chillerton Road, Furzedown, SW17 9BE

30 Ritherdon Road, Tooting, SW17 8QD

Geraldine Road, Wandsworth, SW18 2NR

89a Quicks Road, Wimbledon, SW19 1EX Grand Drive, Raynes Park, SW20 9NA

The Boulevard, 205 Balham High Road, Balham, SW17 7BW

T: 020 8672 7549

E: office@evelinedaynursery.com evelinedaynursery.com

Ages: 3 months-5 years

The Roche Nursery Wandsworth

11 Frogmore, SW18 1HW

T: 020 8877 0823

E: admissions@therocheschool.com therocheschoolnurserywandsworth.com

Ages: 2-5 years

The Woodentops Nurseries

Three locations: 24 Thornton Road, SW12 OLF

T: 020 8674 9514

E: nurserymanager@woodentopsnurseries.com woodentopsnurseries.com

Ages: 6 months-5 years

Woodentops Abbeville Village 1 Poynders Road, SW4 8NX

Woodentops Clapham Old Town Rectory Grove SW4 0EL

T: 0208 675 5033

E: office@woodentopsnurseries.com woodentopsnurseries.com

Ages: 6 months-5 years

Thomas’s Battersea Kindergarten

St Mary’s Church, Battersea Church Rd, SW11 3NA

T: 020 7978 0680

E: kindergarten.battersea@thomas-s.co.uk

Ages: 2.5-4 years