Supporting Every Girl as an Individual
Pastoral care in the Prep School is shaped by the belief that every girl should feel secure, confident, and valued. From Reception through Year 6, our experienced class teachers, teaching assistants, and support staff work together to ensure each girl receives consistent, age-appropriate care throughout her journey.
Girls learn to understand themselves and others through a rich PSHE curriculum that encourages kindness, respect, emotional literacy, and resilience. They are supported to embrace difference, navigate challenges, and develop the social confidence that forms the foundation of their future learning and wellbeing.
A Holistic Approach to Daily Care
The school day is structured to provide stability, warmth, and encouragement. Class teachers are central to this, leading daily check-ins, nurturing friendships, promoting positive behaviour, and guiding girls as they develop independence and self-awareness.
Wellbeing is woven into everyday routines — through circle time, outdoor learning, physical activity, creative exploration, and shared play. We encourage girls to “work hard and play hard”, knowing that learning is most powerful when balanced with joy, curiosity, and movement. Popular events such as House activities, charity days, and outdoor adventures reinforce our lively, community-focused ethos.
Additional Educational Support
Small classes and skilled teachers allow us to deliver a “quality teaching first” approach, ensuring that most needs can be met within the classroom. However, we recognise that at different points in their schooling, girls may benefit from short-term additional support.
Through careful use of data, observations, and teacher assessments, we identify pupils who may gain from:
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targeted “boosters”
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small-group reinforcement
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short-term intervention sessions
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1:1 mentoring to build confidence or address specific skills
These interventions help girls reach their potential and maintain a positive relationship with learning.
Specialist Support for Specific Learning Needs
For girls with more defined learning profiles, we offer 1:1 sessions with our specialist dyslexia teacher, Mrs Harris. These sessions, arranged via the SENCo, Mrs Allen, carry an additional cost and are tailored to the individual needs of each learner.
Our provision is guided by the principles of the SEND Code of Practice (2014), emphasising early identification, timely intervention, and a personalised, graduated approach.
Key Features of Our SEND Support
Identification and Assessment:
Concerns are raised with the SENCo, who observes, assesses, and recommends approaches. If progress remains limited, further targeted support or specialist referrals may be considered.
One Page Profiles (OPPs):
Created in partnership with pupils, teachers, and parents, these outline strengths, needs, and effective strategies. They are shared with all relevant staff and updated termly.
Graduated Approach:
The Assess–Plan–Do–Review cycle ensures interventions remain purposeful and responsive.
Parental Engagement:
We maintain open communication at every stage, with regular review meetings and collaborative planning.
Specialist Guidance:
Where appropriate, external professionals may be consulted to gain additional insight and recommendations.
Transition Planning:
OPPs and SEND information transfer seamlessly to the Senior School, ensuring continuity of support and a smooth transition.
Enrichment, Fitness, and Wellbeing
Physical wellbeing is integral to Prep life. Girls enjoy regular sport, fitness sessions, outdoor play, and lessons that develop agility, coordination, and healthy habits. Nutrition and healthy lifestyle education are introduced gradually, helping girls begin to understand how to look after themselves from a young age.
The enrichment programme offers a wide array of opportunities — from music, art, drama, and sport to STEM clubs, languages, and outdoor learning. These activities help girls build confidence, explore interests, and develop friendships in different settings.
Our Commitment
Across the Prep School, we are committed to:
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nurturing confidence, independence, and curiosity
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celebrating each girl’s strengths and contributions
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equipping staff with the training needed to support diverse learning profiles
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building strong partnerships with families
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ensuring every girl feels known, understood, and supported
Our goal is simple: to ensure that each child feels happy, secure, and ready to take her next steps with confidence.
Transition into Senior School
When girls join the Senior School, they become part of our Lower School community (Year 7 & 8). We know that the transition can feel significant, whether students come from our Junior School or another local school, so we take great care to make this step feel smooth and supportive. Our pastoral system is deliberately designed around the needs of each girl, ensuring she quickly feels a sense of belonging and is able to settle academically, socially, and emotionally.
Tutor Groups and Mentoring
Every girl in the Lower School joins a tutor group led by an experienced tutor who provides daily support and oversight. For the first two years, tutor groups form the basis of most teaching, helping girls forge strong relationships and a shared identity within a familiar group.
To strengthen this support network, each Lower School pupil is also paired with a mentor — a member of teaching or support staff who meets with her regularly throughout her time in the Lower School. These meetings provide a space to discuss progress, celebrate achievements, and navigate any worries or challenges. The mentor becomes a trusted, approachable figure who knows each girl well and acts as a steady point of connection throughout her early Senior School journey.
We also encourage friendships across the year group, and a programme of activities helps girls widen their social circle, build confidence, and develop a sense of community beyond their immediate tutor group.
