Essential Information CONTENTS The School 2 - 5 Size & Location History Campus and Facilities School Structure 6 - 8 All Boys in the First to Fifth Forms Co-Education in the Sixth Form House and Tutor System Lower School | Middle School | Sixth Form Pastoral Care Health and Well-being | Spirituality Day Pupils Boarding Boarding Houses Integrity Academic Overview 10 - 12 Academic Curriculum Compassion First & Second Forms | Third Form | Fourth & Fifth Forms | The Sixth Form | FutureTech | CPSHE Teaching & Learning Academic Monitoring | Academic Support Curiosity Co-curricular Overview 16 - 20 The Arts Music | Drama | The Arts Award Resilience Sport Major Sports | Additional Sports | Academy Sports | National & International Success Responsibility Activities Overview 24 - 25 Activities Curriculum Activities Week | Clubs, Societies and Excursions | Outward Bound | CCF | DofE Independence Higher Education & Careers 27 University International Applications Medical Applications The Wider School Community 28 - 29 Charitable Activities Catering Reed’s School Enterprises Limited Uniform Development and Outreach Old Reedonians Friends of Reed’s Parent Link Further Information How to Find Us 30 THE SCHOOL Size and Location

Reed’s is a leading HMC independent day and boarding school, providing an education for around 700 pupils between the ages of 11 and 18 years, with girls joining in the Sixth Form. We are predominantly a day school with approximately 100 boarders spread throughout the year groups.

Reed’s is situated in over forty acres of beautiful and secluded countryside in the outskirts of Cobham, Surrey. We benefit from excellent transport links by both rail (Oxshott Station is a ten-minute walk via a public footpath) and road. Central is approximately thirty minutes away while the A3 is just a few minutes away, with direct links to London, Guildford and the M25.

History

Reed’s School was established in 1813 by the Reverend Dr Andrew Reed, a prominent philanthropist, congregational minister and social reformer, as a school for children who had lost one or both parents. Originally called the London Orphan Asylum and later the London Orphan School, Reed’s was a pioneering haven for the children it cared for, with the aim of providing them with the support, maintenance and education needed to break the cycle of poverty and, wherever possible, to keep families intact.

Through his conviction and passion for social progress, Andrew Reed was able to enlist the support of the City of London, prominent members of society, and the Royal Family; that support continues to this day.

Since its founding the School has always benefited from a Royal Patron and Her Majesty Queen Elizabeth II is currently the School’s Royal Patron, having visited as recently as 2014, for the School’s Bicentenary.

Although Reed’s has seen many changes during its 200 year history, the Charitable Foundation remains central to the School’s ethos today, instilling in our pupils – past and present – our core values of Integrity, Compassion, Curiosity, Resilience, Responsibility and Independence.

2 3 THE SCHOOL Campus and Facilities The purpose-built Music School is equipped with an ensemble space containing our beautiful new Steinway At the centre of our School Campus is a restored pianos, a state-of-the-art recording studio, a keyboard Edwardian Arts and Crafts building accommodating studio, high-tech composition rooms and a suite of the School Library, The Chapel, Societies Room, Dining practice spaces. Hall, Medical Centre and our School Offices. In addition, the Middle School Boarding, School House, is situated FutureTech is a cutting-edge Design and Technology on the first and second floors consisting of shared and building with open-plan workshops and innovation single dormitories, a games and TV room, prep area and suites dedicated to the teaching of Science, Technology, an American diner-style kitchen. Engineering and Mathematics (STEM subjects).

Further modern buildings house Language and Science The Close is a detached self-contained building with laboratories, classrooms and fully equipped Drama wonderful facilities where our Lower School boarders can facilities. Our recently expanded Art studios are in a experience a home-from-home nurturing environment spacious section of the School and include three fine art that consists of four dormitories, a games room, prep studios and a graphic design and photography studio. room and a fully equipped kitchen.

The recently refurbished* Sixth Form House is a separate, Our new Jarrett Indoor Cricket Centre is the most recent spacious and well-equipped building providing our addition to our sports facilities. It features five indoor senior students with facilities for working and boarding cricket nets with PitchVision analysis, bowling machines, that include a glass atrium, incorporating a large area for a balcony for spectators, which overlooks our pitches, independent study along with a new Sixth Form Café, team changing rooms and a Café. The Indoor Tennis classrooms, refurbished bedrooms and a Sixth Form Centre has three international-standard courts and is Learning Hub. fully temperature controlled.

The Sports Centre comprises a Sports Hall providing Outside we have two floodlit astroturf pitches, three basketball and badminton courts, a climbing wall and a further floodlit tennis courts, netball courts, expansive shooting range. In addition, the Sports Centre boasts a rugby and cricket pitches, and, in the summer, a full size fully equipped fitness centre, an indoor 25m swimming 400m athletics track and long jump, all set within our pool and two squash courts, as well as housing the forty-acre landscaped campus. School Shop. *Phase 1 will be completed by September 2018, Phase 2 by the end of 2018/19. 4 5 SCHOOL STRUCTURE SCHOOL STRUCTURE All Boys in the First to Fifth Forms The Close is very much a school within a school: the Pastoral Care The resident Chaplain delivers short weekly Chapel boys feel part of the whole-school community – with the services where pupils hear from a variety of speakers. (Years 7 to 11) unrivalled breadth of opportunities that this brings – but We are very proud of the pastoral care and spiritual well- Tutor Groups are given the opportunity to express We believe that an all-boys education from 11 to 16 equally can settle into life at Reed’s as part of a smaller being provided at Reed’s as these are fundamental to themselves on issues of spiritual, moral and social years, in our First to Fifth Forms, allows our boys to cohort. our ethos: happy and secure children will thrive in and importance in Tutor Group-led services. outside the classroom. Our pastoral care underpins flourish in an environment where it is commonplace and, There are also more formal, occasional Sunday Services The foundations laid during the two years of life in The the very essence of school life, with an emphasis indeed, expected that they are involved in all aspects such as Remembrance Day and a Founder’s Service. For Close fully prepare the boys to move into our Third Form on values, character and breadth of experiences to of school life. By tailoring our academic lessons and pupils in the First to Fourth Forms, there is a Christian where they are joined by a further cohort of new boys provide a rounded education. All pupils are nurtured co-curricular activities to the needs of boys, we spark group, Youth Alive, which meets weekly, whilst senior who come to Reed’s via Common Entrance. and encouraged, from the various new pupil induction their imagination and encourage them to develop a wide pupils also meet regularly to talk and pray at the Senior programmes, right through every day of the pupils’ time range of interests and discover new talents. Middle School Christian Union. at the School and also when our pupils become Old Co-Education in the Sixth Form Pupils in our Third, Fourth and Fifth Forms (Years 9 to 11) Reedonians. Day Pupils - the Middle School - are affiliated to one of the four main In the Sixth Form a total of approximately 75 girls join our Houses: Blathwayt, Bristowe, Capel and Mullens (all The House and Tutor system is designed to closely Day pupils arrive at school from 7.45am onwards where existing boys to number around 250 students in total. named after early benefactors of the Reed’s Foundation). monitor every pupil’s welfare and, beyond this, Matrons, they may join the boarders for breakfast. If they do not The result is a vibrant co-educational Sixth Form which Medical Staff, the School Chaplain and, of course, the have breakfast at school, pupils must arrive in time for prepares all our students for university and life beyond Each House is made up of five Tutor Groups. Middle Teachers, all play a vital role in a pupil’s happiness. We registration in their Tutor Groups at 8.20am. There is an Reed’s. Our girls come from a variety of schools and are School Tutor Groups are vertical, in that they contain believe passionately that a partnership between parents Assembly, Chapel, House Meeting or Tutor Period each all new to Reed’s in the Lower Sixth; there is a carefully members of the Third, Fourth and Fifth Forms. This and the School is vital in ensuring that our pupils develop morning, depending on the day of the week. enables unity across the years and is at the heart of the designed programme of induction for all our Sixth Form resilience and a strong moral compass. Lessons commence at 8.50am with three periods pastoral system at Reed’s. The Tutor Groups meet daily students, boys and girls, over the summer. The girls also before lunch and two in the afternoon. A number of for registration and for extended tutor periods on two Health and Well-being have their own dedicated Head of Sixth Form Girls who activities take place over lunch break, mainly the Music occasions each week. is there to give guidance and advice. The School’s Medical Centre is staffed by a team of Ensembles, Choir Practices, as well as Language Clubs registered nurses throughout the day and there is The Heads of Year in the Middle School monitor and and Subject Clinics. Many pupils choose to make the House and Tutor System on-call provision overnight. The School Doctor, who support their specific cohort as a whole and work to most of the extensive grounds and facilities to get some oversees the health of our boarders, visits the School Lower School - The Close assist the Housemaster to oversee each boy’s academic, fresh air and exercise. on a weekly basis and there is access to local dental pastoral, social and moral development. Academic lessons finish at 3.50pm. Pupils then join an Pupils in our First and Second Forms (Years 7 and 8) are and optical services. Additionally, there is a team of activity, whether it is the compulsory Service Afternoons, in The Close, which is the lower section of the School. Sixth Form visiting specialists including a professional counsellor, sport practices or one of the numerous optional co- A Housemaster is responsible for The Close and acts ‘in In the Sixth Form (Years 12 and 13), students remain behavioural therapist and an osteopath. curricular activities available. Day pupils not undertaking loco parentis’, supported by two Heads of Year and a within their Houses for competitions, but their academic an activity are required to carry out their prep in one of team of Tutors who, between them, are responsible for There is also a Student Mentoring Scheme, a system and pastoral progress is monitored and encouraged by the dedicated Day Pupil Centres. pastoral matters, co-ordination of general routines and of peer mentoring by selected and trained Sixth Form the Head of Sixth Form, Head of Sixth Form Girls, and discipline in the boarding and day houses. students, overseen by our Chaplain, helping to provide The School day officially ends at 5.30pm when buses the Sixth Form Leadership Team, which includes two important peer support to younger pupils. leave, although day pupils can stay for supper and prep Boys join one of four tutor-group based Houses: Clapton, Assistant Housemasters, a resident Tutor and a day with the boarders if required. Reedhams, Royal or Royal (named Matron. Spirituality Being a boarding school allows us to be flexible in our after other Andrew Reed institutions). All pupils have a Although distinctively Christian, with a Church of England approach to day pupils. This offers working parents Tutor who is responsible for the monitoring of academic Sixth Form students are expected to undertake various Chaplain, the Chapel at Reed’s is accessible to pupils of the reassurance that their child can be fed and looked and pastoral progress and is the first point of contact School duties - including organising House events, all or no faith. The Christian ethos is expressed in the after from early morning until early evening if required, between parents and the School. The Tutor Group meets competitions and House Charity Revues - as House School’s values and lived out by pupils and teachers in at no extra cost. Occasional emergency boarding is daily for registration and for extended tutor periods Prefects, and act as pastoral and academic mentors to an accepting and open community. Pastoral and spiritual also available. Many staff live on the School campus, on two occasions each week. These House-based the younger years. support is given to pupils throughout the School, as well whether in boarding houses or individual properties, Tutor Groups also enjoy a healthy rivalry in a variety of All Upper Sixth students gain House or School Prefect as being available to members of staff and the wider so the School is always a hive of activity and staff are competitions and all pupils develop a real sense of pride status as we consider and encourage all to be leaders school community. constantly on hand to help and support the pupils. in their House as well as in The Close. within the School. 6 7 SCHOOL STRUCTURE Boarding

Although 85% of our pupils are day pupils, we have approximately 100 boarders spread throughout the year groups. The ethos of the boarding provision at Reed’s is to create a welcoming and homely environment in which all pupils can relax after a busy school day and be assisted in the management of activities that they would normally do at home: completing their prep and spending time with their friends. The boarding community is very much at the heart of the School and we believe that the nurturing environment that has been developed over many years is a unique strength of our provision. Boarding can be either on a weekly or full-boarding basis. We do not offer flexi-boarding, with pupils boarding for just one or two nights a week, as we value and cherish the community aspect of our boarding houses. There is a significant number of boarders who choose to stay for the weekend with a programme of trips and activities arranged for those who do stay. Boarders are expected to attend Chapel Services and these take place around twice a term, on various Sunday evenings throughout the year. The Boarding Houses

There are three boarding houses at Reed’s: The Close, which comprises the First and Second Forms (Years 7 and 8); School House, Third to Fifth Forms (Years 9 to 11); and the Sixth Form House, Lower and Upper Sixth Forms (Years 12 and 13). Each of the Houses is located in a different building and is designed and operated specifically to meet the needs of the boarders in its care. However, all boarders at Reed’s are very much part of a whole-school boarding community, with numerous opportunities for everyone to get together and enjoy each other’s company. It is a real feature of our boarding that older boarders enjoy socialising with and looking out for their younger peers. In addition to being the pupils’ home, each House is home to a resident Housemaster/Mistress and his/her family, supported by a Matron and dedicated Resident Tutors who are always on hand to care for the pupils’ needs and focus on creating a comfortable and enjoyable environment, where supervised prep and a wide range of after-school activities can be effectively combined. 8 9 ACADEMIC OVERVIEW ACADEMIC OVERVIEW Teaching at Reed’s is based upon our principles of English Language, English Literature, Mathematics, French The Sixth Form (Years 12 and 13) Lessons and lectures are held in our FutureTech building, motivating and inspiring each pupil to achieve his or her or Spanish, Biology, Chemistry, Physics, Geography, a state-of-the-art space with open-plan workshops Students study three subjects at A Level; this allows full potential. Education should never be confused with History, Drama, Physical Education, Philosophy and and dedicated Innovation Suites. Pupils study a variety sufficient time and effort to be focused on each subject. assessment and, at Reed’s, we understand the difference. Religion and CPSHE (Citizenship, Personal, Social of Design Technology, Computing, Mathematics and For some pupils a fourth A Level will still be possible in We promote academic excellence through building our and Health Education) and our innovative FutureTech Science lessons in FutureTech. Robotics and Electronics Further Mathematics or a native language; however, our pupils’ curiosity about the world, confidence to question, course, a cross-curricular programme covering Robotics, also provide pupils with opportunities for cross-curricular priority is for students to gain three strong A Level grades. and desire to be the best they can. Computer-aided Design, Problem-solving Mathematics activities to complement these lessons. and Nanotechnology. Academic Curriculum The subjects are chosen from the list below; we Citizenship, Personal, Social and Health endeavour to accommodate all combinations, subject to There is further significant choice available from a Education (CPSHE) The Academic Curriculum provides as broad an education timetable constraints: combination of option subjects: as possible before pupils choose their optional GCSE/ Our CPSHE teaching is diverse in subject matter and IGCSE and A Level subjects. The curriculum in each Biology, Business, Chemistry, Classical Civilisation, designed to help pupils lead confident, healthy and Computing, Design and Technology, German, Spanish, year is designed naturally to lead into the next stage of a Computer Science, Drama, Economics, English, Fine responsible lives as individuals and members of society. Latin, Art, Music. pupil’s education. Art, French, Geography, Graphic Communication, The schemes of work are designed to encourage boys History, Latin, Mathematics, Further Mathematics, Media Fourth and Fifth Forms (Years 10 and 11) to understand and manage their wider relationships, For the most up-to-date list of subjects on offer per year Studies, Music, Physics, Product Design, Psychology, take responsibility for learning and life choices, as well group, please refer to the Academic pages of our Website. In the Fourth and Fifth Forms pupils study for GCSE or Religious Studies, Spanish. as promote a sense of happiness and high self-esteem. IGCSE examinations - both are equally well recognised by All years cover a variety of topics including drugs First and Second Forms (Years 7 and 8) universities. The most appropriate syllabus is chosen by Alongside their three A Levels students also choose education, bullying, family relationships, health, sex Heads of Departments, principally based on ensuring the electives from a range of courses to complement In the First and Second Forms pupils study a broad and relationship education, economic well-being and most effective preparation for A Levels. their studies. Here, the opportunity exists for pupils to curriculum which aims to introduce boys to a wide range undertake the Extended Project Qualification (EPQ) and/ financial capability. of subjects, all taught by specialist teachers. Lessons are or take electives in a wide variety of cultural or creative Pupils take English Language, English Literature, CPSHE is a compulsory part of the curriculum for all planned and delivered in a way that inspires and gets the courses and practical life-skills. Some electives - such Mathematics, a Modern Foreign Language and two pupils from the First to the Fifth Forms (Years 7 to 11). best out of the boys; they are interactive, practical, fun Sciences as their common curriculum. They then take as Music Technology, PE and Photography – allow and collaborative. three further option subjects. students to progress on to take an AS Level qualification. In GCSE years pupils have time allocated to independent For the majority of the electives, courses are designed study and cover themes of wellbeing, time management Pupils study all of the following subjects: Further option subjects currently available are: Biology, imaginatively for the benefit of the students and are not and resilience. Chemistry, Physics, Geography, History, Computing, constrained by examination boards. English Language, English Literature, Mathematics, French, Spanish, German, Latin, Classical Civilisation, French or Spanish (First Form language choice), Biology, All students participate fully in a wide range of Sports Music, Art, Drama, Design and Technology, Philosophy Chemistry, Physics, Geography, History, Latin, Philosophy and Activities along with the Sixth Form General Studies and Religion, and Physical Education. and Religion, Art, Drama, Music, Computing, Design and programme which covers a wide range of current affairs, Technology, Physical Education, and CPSHE (Citizenship, political, social, ideological and moral issues. In addition The top two Mathematics sets also study Further Personal, Social and Health Education). students undertake a series of short courses on preparing Mathematics and sit both GCSE Mathematics and Further for university and life beyond the Sixth Form. These Mathematics. As a result, pupils take either nine or ten Third Form (Year 9) cover critical thinking, research skills, finance, politics, GCSEs/IGCSEs in the Fifth Form. cooking, practical life-skills, and a modern language. The curriculum is as wide as possible before pupils choose their optional GCSE/IGCSE subjects for study in CPSHE (Citizenship, Personal, Social and Health the Fourth and Fifth Forms (Years 10 and 11). Education), Wellbeing and Sports lessons are included in FutureTech: Science, Technology, the curriculum. Engineering and Mathematics (STEM) In the Third Form, pupils study a common curriculum of FutureTech is about inspiring pupils to think, act and work the following subjects: innovatively and independently by bringing together the worlds of Design, Science, Technology, Engineering and Mathematics in one contemporary space.

10 11 ACADEMIC OVERVIEW Teaching and Learning Parents’ Evenings provide parents with the opportunity to speak to subject teachers, tutors and Housemasters Teaching and Learning at Reed’s was graded excellent, about their child’s progress and there are also several the highest accolade, in our most recent ISI Inspection information evenings for parents, for each year group, report; however, we continually strive to improve. during the academic year: from the Fourth Form (Year Teachers always seek to make lessons interesting and 10) upwards, pupils attend these evenings with their learning enduring. parents.

All of our teachers are experts in their fields and have In the Third Form (Year 9) there is an Options Evening passion, not merely for their subject, but also for teaching to help pupils make decisions on their GCSE/IGCSE itself. Our dynamic and innovative approach is founded subject choices. During this event, taster lessons are on using techniques that are empirically proven but also run in each subject area, which pupils (and their parents) pioneering our own ideas. Teachers share expertise attend, to provide information about the subject content. on a regular basis in and across departments. ‘Golden A similar Options Evening with taster lessons operates Lessons’ operate frequently where teachers showcase in the Fifth Form (Year 11) for A Level choices; this is new techniques and innovations to their peers and targeted at both current and prospective pupils. we aspire for our pupils to embrace this philosophy of dynamism in their approach to learning. A variety of other Information Evenings are held for parents throughout the year to provide guidance and Pupils are encouraged to be curious, creative and support in relevant topic areas. contemplative and to take an active role in lessons; for example, collaborating in groups or presenting to their Academic Support peers. Pupils need variety to sustain interest, but it is also important to have a disciplined approach to learning. We The Academic Support Department at Reed’s is well want them to meet our high expectations and standards resourced and uses the latest technology to support by understanding how they are learning, so that they can pupils. transfer these skills to the rest of their lives. The department assists pupils who mainly have mild Academic Monitoring dyslexic and dyspraxic tendencies, building on a pupil’s individual strengths, whilst helping to diminish their Assessment and monitoring strategies allow us to track weaknesses. As a pupil progresses through the School a pupil’s progress fully and encourage each child to fulfil this usually requires acquiring study skills to suit their his/her academic potential. By having six sets in the core learning profile. Every child is different and support is subjects up to GCSE/IGCSE boys are able to develop at tailored accordingly, working in a multi-sensory way in their own pace. order to address the needs of the pupil.

Assistance is provided freely in every subject beyond Lessons are on a one-to-one basis or in small groups and the timetable and subject ‘clinics’ operate throughout are organised to minimise impact on subject lessons. As the year. part of the founding ethos of Reed’s, the School does Parents are fully informed of the academic progress not charge extra for Academic Support. of their child. Assessment grades are reported each half term for both academic achievement and effort attainment for all year groups. Full progress reports are provided to parents twice a year.

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CO-CURRICULAR OVERVIEW The Arts Drama

The Arts at Reed’s are exceptionally strong; all our Drama is central to the cultural life at Reed’s, with pupils pupils actively participate in every aspect of the Arts’ in all year groups given the chance to perform, be a programme. We see first-hand the transformative effects member of the stage crew, or the audience. Reed’s has drama, music and creative art can have. Our dedicated a reputation for putting on outstanding productions in a and talented teachers inspire pupils to try out new variety of styles. There are an impressive number staged genres and express themselves in ways that bring out each year, ensuring that all pupils have the opportunity unknown strengths. to be involved in the Drama department. Former pupils from Reed’s have gone on to become The Main School Production involves pupils from all internationally-recognised musicians and artists, year groups, with a complete transformation of the attending such prestigious institutions as the Royal performance space to suit the needs of the play best; Academy of Music, The Royal College of Art, Berklee innovative stage design is at the heart of what we do. College of Music, and Oxford and Cambridge Our adventurous approach has included rain, fire, falling Universities. Recent alumni include Academy Award walls, revolves, immersive performances and even Nominated actor Tom Hardy; singers/songwriters Nolan building an indoor circus tent! Lambroza and Jamie T; opera singer Jeremy Ovenden; Recent productions have included a version of Gogol’s baritone Simon Keenlyside CBE; Former Chair of BAFTA, ‘The Impresario’, an adaptation of ‘Sense & Sensibility’ Tim Corrie; and Sir Simon Robey, Chair of the Board of by Jane Austen, ‘Eurydice’ by Sarah Ruhl, ‘The Tempest’ Trustees for The Royal Opera House. by William Shakespeare, ‘There Is A War’ by Tom Basden, Music and ‘Vernon God Little’ by Tanya Ronder.

Music occupies a central role in daily life at Reed’s and There are also a number of smaller scale productions the School enjoys an enviable musical reputation, both throughout the year, which are age group specific, giving locally and further afield. From the numerous services pupils from all year groups the chance to take on a lead in our beautiful Chapel to performances throughout the role. The Drama department also regularly participates year to the many instrumental ensembles and individual in the Leatherhead, Woking and National Theatre lessons, the department is a vibrant and flourishing one. Connections Festivals. GCSE and A Level Drama Showcases take place throughout the year. Pupils have Reed’s Chapel choirs are invited to sing annually at St the opportunity to perform in professional theatres like Paul’s Cathedral and the department stages regular the Rose Theatre, Kingston, Greenwich Theatre, and the musical events at venues in London and at School. Rhoda McGaw Theatre, Woking. Highlights include our Bicentenary Concert at the Royal Festival Hall and the choir’s performance for Her Majesty The Arts Award The Queen and the Duke of Edinburgh during their visit The Arts Award qualification, from Trinity College to Reed’s. Other recent events include the staging of London, supports pupils in connecting with, and taking Neil Hannon’s opera ‘Sevastopol’ and a large-scale part in, the wider arts world and is run collaboratively performance of Mike Oldfield’s ‘Tubular Bells’ at St by our Art, Music and Drama departments. Pupils John’s Smith Square, London and a rendition of songs participate in a range of art forms, develop creativity from Kraftwerk. and leadership skills and gain experience working with A full programme of choral and instrumental groups industry professionals. At Reed’s, all pupils in the First rehearse throughout the year and involve a large Form gain the Bronze qualification through their study community of musicians of every standard. These groups of the creative arts which culminates in a skill-sharing include amongst others: Orchestra, Jazz Orchestra, session with primary school pupils in the Summer Term. Jazz Ensemble, String Quartets, Guitar Ensemble, Brass In the Fourth Form, pupils have the option to participate Choir and numerous Jazz and Rock Bands. at Silver level.

16 17

CO-CURRICULAR OVERVIEW Sport Academy Sports

Sport at Reed’s is outstanding with all pupils participating Talented athletes in tennis, golf and skiing are offered in a wide range at varying levels - in the major sports, a unique programme of training, balanced carefully A through to E/F teams allow for all pupils to compete with their academic commitments. Tennis coaching is at the most appropriate level. The top athletes in our carried out on our outdoor and indoor courts whilst the High-Performance Programme achieve county and Golf Academy is in a successful partnership with the international honours whilst at school, beyond at prestigious Burhill Golf Club only ten minutes away. Our prestigious universities (both home and abroad) and as skiers train mostly at Sandown and Aldershot dry ski slopes. professionals. The coaching of sport at Reed’s is one of its most A tailor-made academic programme, where applicable, outstanding attributes. Highly talented and committed fully supports pupils in our Academies whilst they are former internationals coach our Academies and Major training or away from school at competitions, thus Sports and the support that pupils receive from our allowing them to obtain a first-class education alongside passionate staff provides a model that is the envy of achieving their sporting ambitions. This balance has many other schools. proved a unique attribute in providing pupils with a well-rounded education and opportunities for social Our Academies in tennis, skiing and golf compete and win interaction beyond the constraints of their sporting at national and international levels and our Major Sports commitments. of rugby, hockey and cricket are equally successful in national and county competitions. Pupils are also able to The programmes are designed to produce aspiring participate in a wide range of additional sports. professional sportsmen and women. Our alumni include tennis players Tim Henman OBE and Jamie Delgado, Major Sports skiers Louise Thomas and Jack Gower, golfer James In the First to Third Forms (Years 7 to 9), all boys participate Morrison and Paralympian Alex van Holk as well as in our Major Sports of rugby, hockey and cricket. many others. From the Fourth Form (Year 10) there are further options, National and International Success although the vast majority of our pupils opt to continue Our Tennis Academy has won the World Schools with these Major Sports, representing the School every Championship on three occasions: a unique achievement weekend in bloc fixtures. no other school in the world can claim! In addition it has Each year group has up to six teams competing, dominated national and county championships for many including girls in the Sixth Form whose Major Sports are years and provided the model for our Golf and Skiing hockey, netball and tennis. Academies to approach a similar standard. Reed’s pupils play at Wimbledon, ski in the Olympics and play Additional Sports on the European Golf Tour.

A wide variety of other sports is offered to pupils Excellence in the Academies inspires athletes in other as part of the Sports or Activities Programmes. The sports. Our Strength and Conditioning department most popular and successful are swimming, sailing, provides the framework for individual development basketball, squash and athletics. Other sports such as through our High Performance Programme. football, badminton, volleyball, go-karting, kung fu and shooting are also on offer. Reed’s has won National Championships in athletics, swimming and beach volleyball, yet enjoyment and participation are encouraged as being equally important across all sporting activities.

20 21 22 23 ACTIVITIES OVERVIEW The Activities Curriculum is integral to the broad Yearly sports tours depart to countries like Canada, educational experience at Reed’s and pupils are Holland and South Africa, and a carefully designed Major encouraged to take every opportunity on offer through Sports schedule provides senior pupils the opportunity to the end of their Sixth Form years. to visit the Caribbean or the southern hemisphere.

The programme of activities changes each term and Sixth Form students can hone their public speaking by pupils choose which they would like to participate in on attending Toastmasters Club which provides them with a termly basis. It is expected that pupils in the First to the skills to speak confidently in public on a variety of Fourth Forms (Years 7 to 10) undertake at least three subjects, all guided by valuable training from members of the Epsom Speakers Club. Activities Week activities per week and those in the Fifth and Sixth Forms (Years 11 to 13) undertake a minimum of two. Outward Bound The Activities Week, held in the last week of the Summer Term, involves Service is a key aspect of the programme through which Every pupil in the Third Form (Year 9) takes part in this trips to destinations at home and abroad we seek to encourage our pupils to show integrity and activity. The scheme is designed to prepare pupils for to develop pupils culturally, socially responsibility as well as compassion toward others. The whatever activity they decide to take up in the Fourth and academically. The programme is Duke of Edinburgh’s Award, Combined Cadet Force, Form (Year 10), as part of the Service Afternoon, and designed to give a memorable end to the Arts Award and Outward Bound, all offered as part of includes leadership and teamwork skills, canoeing, academic year and provides the chance our Service Afternoon, provide this aspect for Third climbing, mountain biking, orienteering and camp craft. for pupils to have fun and develop new and Fourth Form (Year 9 and 10) pupils. There is also a Combined Cadet Force (CCF) skills, leading to personal growth in natural link with the wide range of charity initiatives that terms of independence, curiosity and the School and the Houses support. The Combined Cadet Force is available to those in the resilience. Fourth Form (Year 10) and above, as one of their Service Sixth Form students travel to the townships of Port Afternoon options. It is organised and run by members Elizabeth in South Africa each year, as part of an Activities include outward-bound type of staff and, initially, all cadets join the Army section established link with The Calabash Trust, where they visit courses for the Second and Third Forms and undertake the same training programme. They then Primary Schools in the townships to build playgrounds, (Years 8 and 9); foreign trips to enhance opt to stay with the Army section affiliated to the 1st refurbish classrooms and assist with the teaching of language skills in France, Germany or Battalion Coldstream Guards or switch to the Royal Air pupils. Spain for the First and Fourth Forms Force section affiliated to RAF Odiham. (Years 7 and 10); and a work-experience Clubs, Societies and Excursions The CCF provides a framework through which our programme available to the Fifth Form pupils develop qualities such as leadership, teamwork, Clubs, societies and excursions, vital to the Activities (Year 11) following their GCSE/IGCSE self-reliance, resourcefulness and responsibility; it also Curriculum, are varied and inspiring, meaning that all examinations. The Lower Sixth Form engenders a sense of public service. undertakes a series of day activities interests can be catered for. The range of activities entitled ‘Personal Development Week’. available is extensive and there are normally well The Duke of Edinburgh’s Award (DofE) over seventy-five on offer each term, from debating, playwriting, robotics and electronics to film-making, The Bronze Duke of Edinburgh’s Award provides an LAMDA, archery, football and sailing. For a full list of enjoyable, challenging and worthwhile programme of extra activities available please refer to the Activities personal development for those in the Fourth Form (Year section on the School’s website. 10) and above, as one of their Service Afternoon options. The Silver and Gold awards are undertaken by the Fifth Academic departments stimulate pupils with educational and Lower Sixth Forms respectively. visits throughout the year - Modern Language trips, Approximately 150 pupils take part in the scheme. Geography trips to discover erupting volcanos and rock For the award, pupils participate in a non-competitive formations, History trips to battlefields, Classics trips to programme of voluntary activities, including two ancient Roman sites, as well as regular outings to West expeditions, and fulfil the skill, physical recreation, End productions, art galleries and museums. volunteering and service sections.

24 25 HIGHER EDUCATION AND CAREERS Higher Education and Careers play a fundamental part International Applications in the curriculum at Reed’s. Life beyond school can seem daunting and pupils today are faced with an ever- Every year a number of pupils from Reed’s gain places at increasing number of options. prestigious universities outside of the United Kingdom.

An individualised and extensive programme of events, In particular, we have a high level of success in helping introduced from the Fourth Form (Year 10) onwards, pupils secure places at American institutions. Guided helps pupils to start thinking about their future career by the Director of Higher Education and Careers, those and education choices, ensuring they are fully prepared wishing to apply to these are first introduced to the for their path ahead. Guidance is delivered within process in the Autumn of Lower Sixth; they then receive the current CPSHE curriculum and through specific ongoing support from the School for applications, events such as our Futurewise profiling, FutureUni Day, scholarship enquiries and SAT preparation. FutureCareers Fair, FutureCareers Seminars, one-to-one We are also proud to work closely with Sporting Elite interviews with external career specialists as well as our who have been instrumental in ensuring our top athletes Fifth Form (Year 11) Work Experience programme, which obtain substantial scholarships at leading American includes interview skills and CV preparation. institutions. Support is also given to pupils who are University interested in studying at European, Chinese or Canadian universities. Our pupils go on to study at a wide choice of universities and to read a varied range of courses. The majority Medical Applications gain places at their first-choice university with many attending Russell Group universities. The most popular Courses to study medicine, veterinary medicine or of these are Nottingham, Leeds, Durham, Southampton, dentistry at university are some of the most competitive UCL and Exeter, as well as The Royal College of Music available. Reed’s has a full programme in place to and Royal Academy of Music. Courses are as varied as support pupils who wish to follow this career path, from Neuroscience at UCL to Theology at Durham. Reed’s the initial thought phase through to the application and offers a comprehensive programme to prepare pupils interview stage. for university applications. They are supported in their We encourage as many pupils as possible, who express applications by the Director of Higher Education and an interest, to consider medical courses and from the Careers, the UCAS team, tutors and individual mentors Fourth Form (Year 10) we hold regular sessions where the from specific subject areas. pupils can ask questions and find out about the courses Reed’s also offers a comprehensive programme to as well as take part in discussions on interesting topics, prepare pupils for Oxbridge applications and those consider how to plan work experience and practise applying to Medical School. In the Lower Sixth, potential further techniques useful to the application process. candidates are identified and join our established Lower As pupils progress through the School, the frequency of Sixth extension programme to build and develop critical sessions increases, along with the level of content within thinking and evaluative skills, as well as curiosity beyond them. In the Lower and Upper Sixth Forms sessions the A Level syllabus. Medics also enjoy an extensive focus on personal statements, motivation, ethical issues, preparation programme of lectures and visiting speakers working in the NHS and sitting the UKCAT or BMAT through the School’s Medical Society. entrance tests. Potential for entrance is strengthened by our Oxbridge Preparation Day, where pupils receive presentations from university admission teams, workshops with the Reed’s Sixth Form Leadership team and mock interviews with Old Reedonians and senior staff. 26 27 THE WIDER SCHOOL COMMUNITY THE WIDER SCHOOL COMMUNITY Charitable Activities Uniform There is a dedicated alumni magazine, ‘The Reeder’, Further Information The School Uniform for pupils in the Lower and Middle published annually, as well as regular news updates sent All of those involved with Reed’s School lead a richer Further information, including our School policies and School comprises a long-sleeved blue-striped shirt, via email, posted on the website or on our social media life as a result of our commitment to the vision of our other documentation, is available to parents of current Close or House tie, dark grey trousers, grey jumper and sites. founder, Reverend Dr Andrew Reed, by supporting those and prospective pupils on the School website. Such navy blazer. children who face genuine hardship and disadvantage. Key Old Reedonian events include a City Dinner and a examples include: These items, as well as Sports Kit, are all supplied by the Reunion Day; in addition there is a full calendar of events The governors, staff, parents and pupils are all engaged School Shop and items are labelled at the time of purchase. throughout the year, details of which can be found on the • Reed’s School Mission Statement, Vision in a diverse spread of charitable activities that help New parents are requested to make an appointment with School website. Statement, Aims and School Values those less fortunate than ourselves both through what is the School Shop during the term prior to a pupil’s entry in achieved at Reed’s and in the wider community. order to purchase the required uniform. Friends of Reed’s (FORS)

In addition to the extensive work of the Reed’s Sixth Formers have more flexibility to wear their own Friends of Reed’s is made up of a group of parents and • Admissions Policy Foundation, our four Houses: Blathwayt, Bristowe, clothes but are required to wear suits in either black, staff who are involved in the running of social events for Capel and Mullens, choose a charity to support, which navy, brown or grey, plain or finely striped. parents, staff and pupils at the School to raise funds for • Anti-Bullying Policy is often linked to a personal affiliation within the House. the benefit of the whole school community. Although Please refer to the Admissions section of the School’s Recent charities include The Rainbow Trust, The all parents are automatically members of FORS there website for a full list of uniform requirements. Hascombe Ward at the Royal Surrey Hospital, Cardiac is no obligation to be involved. The committee meets • Behaviour Policy Risk in the Young (CRY) and The Calabash Trust - a Development and Outreach approximately once a month to arrange events and charity supporting deprived children in the townships in discuss any future funding requests. • Curriculum Policy Port Elizabeth, South Africa. The core role of the Development Office is to raise funds to sustain our Foundation bursaries and Outreach The FORS annual programme of events includes, Catering Programmes for the future, and to find financial and amongst others, the hugely popular Christmas Fair, Quiz • Equal Opportunities Policy partnership support for new capital projects. For over Night, Murder Mystery evening, Comedy Night, Summer Breakfast, lunch, tea and supper are all served in our 200 years the Reed’s Foundation has been providing Sundowner party and a Wine-tasting Evening for new modern Dining Hall. Through self service, pupils can disadvantaged children with life-changing educational parents. • Safeguarding and Child Protection Policy choose from a well-balanced, freshly prepared menu opportunities: we have developed our Outreach including a choice of hot, cold and vegetarian dishes, as Programme alongside our Foundation bursaries to Parent Link well as a soup and salad bar. • SEN (Special Educational Needs) Policy broaden the Foundation’s impact and to reach as many Parent Link is a Form Representative system that children as possible. Specific dietary needs can also be accommodated in promotes formal and informal social contact between • Statement of Boarding Aims and Principles the majority of cases. It is through the generosity of individuals and organisations parents, especially for those new to Reed’s. Reed’s School Enterprises Limited who support our Foundation that we are able to provide children, who have lost the support of one or both parents, Each year group throughout the school has at least • List of Staff The on-site School Shop, managed by Reed’s School the chance to realise their potential at Reed’s. two volunteer Parent Link representatives. These representatives disseminate information regarding Enterprises Limited, supplies uniforms, sports clothing Old Reedonians (ORs) and equipment, toiletries, drinks and snacks, and Old FORS events and organise social activities such as coffee mornings and evening get-togethers for parents School Contact Details Reedonian memorabilia to pupils, parents and staff. Everyone who attended Reed’s is automatically and pupils in their year group. Open every day during term time and set times during welcomed back as an Old Reedonian on leaving and the school holidays, pupils have a store account to as such is part of a thriving alumni community who Reed’s School | Sandy Lane | Cobham | Surrey KT11 2ES Parent Link representatives are volunteers, headed by which items are charged on a termly basis. Alternatively, regularly meet for social reunions, sporting occasions a Parent Link Co-ordinator, who also sits on the FORS ADMISSIONS OFFICE 01932 869001 items can also be purchased by cash or card. and business networking opportunities. To ensure that committee, providing the vital connection between we maintain a life-long association, we encourage our SCHOOL OFFICE 01932 869044 Reed’s School Enterprises is also responsible for the the two social groups. Both FORS and Parent Link ORs to play an active role within the School in a variety hiring of School facilities and operates the Reed’s Cricket representatives help promote the friendly, community www.reeds.surrey.sch.uk of ways, whether that is by presenting to the pupils, School, the Reed’s Tennis School and the Reed’s Swim feel that Reed’s is known for. helping with work placements or volunteering for events School, all of which are open to members of the local such as our FutureCareers Fair. community.

28 29 HOW TO FIND US Esher A3 North To Wimbledon/ London

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By Road By Rail For satnav Reed’s School Postcode is KT11 2ES. The nearest mainline station is Oxshott, which is on the Waterloo/Guildford via Cobham Line, and is only a five- Please ignore all signs to Cobham as Reed’s School is minute taxi journey or ten-minute walk from the School. actually situated nearer to Oxshott than Cobham. From the M25 anti-clockwise On Arrival Exit at Junction 10 and head Northbound on the A3 Visitors are requested to report to Main Reception. Car towards London. Travel for approximately 4 miles Parking is available on the left-hand side of the School to the second intersection signposted A244 Esher/ drive. Leatherhead. At the roundabout, take the third exit M4 Brentford marked A244 towards Leatherhead and Oxshott. In 600 London Heathrow Airport Putney metres take the first turning on the right onto Sandy Richmond Lane. The main entrance to the School is approximately half a mile down Sandy Lane on the left. Feltham Twickenham Egham A3 From the M25 clockwise Wimbledon M25 Kingston

Exit at Junction 9 and join the A244 Leatherhead/Esher East Molesey New Malden Surbiton Morden road and continue through Oxshott Village. After passing Chertsey Walton-on-Thames Oxshott Station on the left, take the next turning on the M3 Weybridge Esher Ottershaw left onto Sandy Lane. The main entrance to the School is Sutton about half a mile down Sandy Lane on the left. A3 A243 From the A3 Oxshott Epsom Cobham A244 If travelling Southbound out of London on the A3, follow Woking A245 M25 Ashstead signs for Heathrow Airport and M25. About 5 miles before Ripley Leatherhead Junction 10 of the M25, take the intersection signposted Send A244 Esher/Leatherhead. At the roundabout, take the first This prospectus is for information only and does not form part of any agreement between the School, current or prospective exit marked A244 towards Leatherhead and Oxshott. In West Clandon East Horsley M25 parents. Parents wishing to place specific reliance on a matter given in the prospectus should seek written confirmation. 600 metres take the first turning on the right onto Sandy Guildford Reigate Lane. The main entrance to the School is approximately Dorking half a mile down Sandy Lane on the left. School map produced by Location Maps Ltd. www.locationmaps.com

30 Registered Charity No. 312008 ADMISSIONS 01932 869001 e [email protected] w www.reeds.surrey.sch.uk Cobham Surrey /reedsschool @reedsschool