Prep School Life and Information 2014/15
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Prep School Life and Information 2014/15 1 2 The Community The Lower, Middle & Upper Boys and girls, whether they enter the school at 7+ or Schools 11+, very quickly feel at home in their new surroundings. The structure of the school is designed to provide the very The school prides itself on the warm and welcoming best combination of educational experiences for each atmosphere that is present from a child’s first day. There is child as they progress through their time with us. Care has a remarkable sense of community, and of pupils and staff been taken to plan the correct blend of age-appropriate, working together. Many examples of the collegiate spirit academic and social stimuli, ensuring that pupils meet new are in evidence throughout each and every day, none more challenges with growing confidence. so than the unifying focus of morning Chapel taken by the Prep School Chaplain. The light, modern Chapel of St As children grow and mature, so too does their desire George provides the perfect setting for pupil worship and for fresh academic and creative opportunities. This assembly. Whilst the school has an Anglican foundation, understanding led to the establishment of the Lower, we welcome children of every denomination. Middle and Upper Schools. Children are encouraged to establish, strengthen and value All three sections of the school seek to meet the defined friendships and to support and encourage each other needs of the pupils given their age, maturity, intellectual in their endeavours. A well-established house system understanding and curiosity, along with their physical introduces the fun of lively competition and develops a ability and energy levels. Consequently each section bond between pupils across the age range. Participation has its respective Head of School and there are slight, and achievement are recognised and celebrated. but nevertheless noticeable, variations in areas such as timetable and subject allocation. Academic coordinators With maximum pupil numbers in the school of just support the Heads of School and there are weekly Lower, over 300, a close bond is fostered between pupils and Middle and Upper School meetings to discuss the pupils teachers. The staff take time to get to know the children and related matters. and their families and, through the form tutoring system, play an important role in each child’s academic and social development. Form Tutors monitor and report on progress, advise on study skills and are a constant source of encouragement, praise and advice. Tutors also adopt clear guidelines with regard to discipline and as a result the school operates on a platform of good behaviour and friendly and open relationships. The lively atmosphere and the very strong sense of belonging are key factors in promoting the active participation of each pupil in all affairs of the school. As a result, our pupils are industrious, academically able, socially adept and happy individuals. 3 Academic Life The Lower School A culture of thoughtful learning underpins every aspect of The Lower School is comprised of children in Forms 1 the rich academic life at Cranleigh. Our curriculum, and the and 2 (National Curriculum years 3 and 4). The majority way it is presented, seeks to promote a genuine excitement of the pupils join at 7+, having successfully taken the for the learning process and a passion within each pupil for entrance examination earlier in the year. There are two or academic success. three parallel forms of between 16-18 pupils in each of the respective years. The curriculum is broad and balanced. It encourages and entices children to explore their intellectual, technical, In these early years, the emphasis is very much on creative and physical selves. Our pupils study English, nurturing each pupil and helping him or her to gain Mathematics, Science, French, History, Geography, confidence; hence the majority of the time is spent in the Religious Studies, Art, Music, Technology, Food company of the Form Tutors. Form Tutors in the Lower Technology, I.C.T., and Drama. Most of the pupils also learn School are fully qualified and experienced Members of Latin from Form 4 (National Curriculum year 6) onwards Common Room who specialise in teaching children of and younger pupils also enjoy P.E. and dance. this specific age. They are important role models for the children, as well as being the parents’ first point of contact Weekly meetings of the staff in each section of the school with the school. The Form Tutors are ably supported by allow Form Tutors to track the academic performance, as Teaching Assistants, thereby ensuring a healthy adult to well as social development of the pupils in their charge. child ratio in these very important years. In addition, boarders will meet with their boarding tutors to discuss their progress and other issues with which they In addition to their core curriculum subjects, delivered may need help or advice. through an investigative and child-centred approach to teaching and learning, children in the Lower School enjoy Diagnostic testing and academic support is on hand competitive sport, instrumental and choral music, dance, through our Learning Support Department, comprised of Art and a wide range of extra-curricular activities. fully qualified staff, able to help with mild specific learning difficulties. All pupils are taught Study Skills and those who The emphasis in these years is very much on participation have been identified as gifted or talented are given the and having fun. The teachers take a strongly interactive appropriate support to help them fulfil their potential. approach to learning, the pupils are enthused and their days are packed with the acquisition of new skills and The Academic Management team meet on a weekly basis knowledge. to coordinate the curriculum and monitor the academic health of the school. There is no Saturday school for pupils in Form 1. Pupils in Form 2 are gradually introduced to Saturday school by Reporting on progress takes the form of two parent participating in theme days on occasional Saturdays during appointments and two written reports per year. ‘Cards’, the year. which are brief overviews of achievement and effort, are written two or three times per term. Pupils and staff work in an environment that has been transformed over recent years. The school boasts working and recreational spaces imaginatively designed to inspire and uplift. Specialist facilities include an excellent library, Science laboratories, music practice and orchestral rehearsal rooms, computer laboratories, a suite of Design and Technology rooms, a Home Economics room, a dance/drama studio, a lecture room and well equipped classrooms. The library is situated in the heart of the school and houses a wealth of current resources including books, audio books on CD, DVDs, newspapers and periodicals relevant to the social, cultural, emotional and educational needs of the pupils. The library is run by a full-time librarian and is open every day during school hours. All pupils attend weekly library lessons. The combination of a challenging curriculum, inspired teaching, sensitive and accurate monitoring and reporting of progress and an excellent physical environment ensures a vibrant learning community. Happy and engaged, the boys and girls achieve outstanding results and enjoy recognition for their academic efforts and achievements. 4 The Middle School The Upper School In the Middle School, Forms 3 and 4 (National Curriculum The ethos of the Upper School still depends on active years 5 and 6), the pupils make the transition from class participation and involvement, but an increased emphasis based teaching to the subject specialist style of teaching is placed on the pupils to accept additional responsibility, they will encounter in the Upper School. They are expected both collectively and personally. The children are to move from their classroom base more often and to take encouraged to become more independent in their studies greater responsibility for themselves and their belongings. and in the activities they choose to pursue. In Form 3 (National Curriculum year 5), we are able to In the Upper School (Forms 5 and 6 - National Curriculum divide the children into mixed ability classes or to set years 7 and 8) there are four (or sometimes five) tutor for Maths and English, depending on the profile of the groups in each of the year groups, the majority of pupils group. All other subjects are taught in mixed ability form having moved seamlessly from the Middle School to Form groups. Science and French are taught by specialists, with 5 (National Curriculum year 7). Up to 25 additional pupils Science lessons taking place in our fully equipped Science join the school at this stage, having taken the entrance laboratories. History, Geography and Religious Studies are examination in January. The Form Tutor groups are mixed taught through our own ‘Humanities’ course, which aims to ability but the pupils are set for each subject and taught by develop curiosity, creativity and independence of thought, specialist staff. There are no more than 16 pupils in each much like the Lower School curriculum. Tutor Group. In Form 4 (National Curriculum year 6), the pupils are In each of the two Upper School years, there is a scholars’ streamed for English and taught as a tutor group for all set(s) for boys and girls who may be entered for academic other subjects apart from Maths, French and Latin for which scholarships at their prospective senior schools. Pupils are the children are set according to ability. All the subjects are also entered for Art, Music, Drama, Sport and All-rounder taught by subject specialists. awards. We hold an impressive record of results. In Form 4 the pupils begin the Common Entrance French The extended day provides Upper School pupils with syllabus and are introduced to Latin for the first time.