preparing for future schooling - pennthorpe · 2018-04-26 · preparing for future schooling page 3...

PREPARING FOR FUTURE SCHOOLING

A Guide for Pennthorpe Parents

30640 Pennthorpe School Preparing for Future Schools brochure.indd 3 12/04/2018 09:41


INTRODUCTION

Choosing a school for our children is one of the most important decisions we

make as parents.

One of the great advantages of Pennthorpe is that we are truly independent:

from the government and from any any one senior school: we have no path

beaten to one particular door which enables pupils to grow and blossom to

his or her full potential in the direction that best suits them. Our relations are

diverse and we have successfully fed over 30 different destinations schools in

the last 8 years. While this variety means we can seek schools that are suited

to each individual child, it can also make the selection process seem rather

daunting. That challenge is now made more difficult by a constantly shifting

range of admissions processes and exams and a perceived need for parents to

be considering the next step earlier than they ever have before.

With our guidance and a strong partnership between parents and school,

there is no need for panic and every reason to look forward to the journey. We want to be alongside you at every

stage and, in addition to the advice in this brochure, and during the many information sessions on offer, we also

value the importance of individual meetings and planning for your child’s future. No two children are the same and,

for this reason, the process of choosing a future school must be both flexible and bespoke.

Increased choices and options in choosing a senior school present steep but exciting challenges for Prep Schools

and Pennthorpe has been careful to build excellent relationships with Senior Schools, designing a curriculum in the

senior years to meet their different needs without compromising on our excellent academic standards or renowned

breadth and creativity. We want to sustain the joys of a proper childhood as long as we can and reduce the

pressure on our young; but we also want to ensure our children are fully prepared both for the various entrance

processes and effective transition to their senior schools. This sort of preparation takes time and care and I am

delighted that we have such an exceptional team to support you.

Alexia Bolton MA BA (Hons) QTSHeadmistress



HOW TO SELECT THE BEST SCHOOL FOR YOUR CHILDBefore embarking on the process of selecting a senior school for your child, there are many considerations

to make related to your own education, values, and desires for your child’s future education. The process is

an important one and choosing a future school is rather like buying a house. You can read the prospectus

back to front, consider the number of rooms, the outdoor spaces, the facilities and the location but it will be

a parental gut feeling in the end that dictates. So many parents say that they knew Pennthorpe was right for

them the moment they walked around the first time and we hope you will experience something similar at

one or more of the above schools.

The following are a list of the most important aspects to

consider when considering what might be the best senior

schools for your child:

1. The School’s Reputation:

What are others saying about the School?Word of mouth is undoubtedly the most influential marketing

factor. Particularly important are the views of current or past

parents of pupils at that School. See if your friend’s views

support this but do feel willing to make your own mind up, with

your child’s best interests at heart, regardless of what path most

of your friends, or their children, are choosing. Also consult

such sources of information as The Good Schools’ Guide, whose

views will be impartial, or some reliable parental social media

groups.

Does the website give a fair reflection of the School?The School’s website will give you a feel for the School, but

generally just that and little more. It is also, of course, an

essential information source regarding the School. You will only

get a true steer on a School through the experience of others

you trust, and through seeing it for yourself.

Is it important to visit the Senior School?Without a doubt, and vital that your child goes with you too,

if not on the first occasion then certainly on your next visit.

Invariably extremely astute, young people will quickly identify

some of the strengths and weaknesses that are a little less

obvious and which won’t be shown to you on the School tour.

Their gut feeling for that school is perhaps the single most

important factor.

Start with the Open Days but be aware of the ‘fireworks and

freebies’ sent to tantalise and persuade parents and children.

Visit the school on a working day and meet the Head in person

to discuss your son or daughter. Make sure you like the Head:

they are driving the vision and will impact on your son or

daughter’s future schooling.

2. Gender:

Would my child be best suited to a co-educational or a single sex School?We would suggest that the co-educational provision that

has suited them superbly at Pennthorpe might steer you

towards a co-educational Senior School, but some students

may be well-served by a single sex Senior School. Your own

educational experience, gender of siblings and personal

feelings about single sex schooling will contribute to this

decision.

What are the pros and cons of single sex versus co-education?Both have many benefits and Head’s of both types of school

will promote their own advantages. Consider carefully the

likely social impact, as well as the academic implications, of

your choice; which one reflects the needs of your child and

the reality of both the workplace and the world?

3. The School’s Profile:

Do we want a day School or do we want boarding?This is perhaps the factor which is most personal and down

to the child and you as a family. Distance to the senior school

you desire may influence your decision, you may feel that the

daily commute is too strenuous. It is also worth bearing in

mind that a School might be more inclined to offer a certain

pupil a boarding place, while a day place is beyond them,

such is the supply of boarding places.

If boarding, should it be full boarding, or weekly boarding?This is likely to be dictated by location of home/school. This

will again depend upon family preference.

Would a mix of day and boarding be best?This is often the initial choice of parents to acclimatise their

children into full boarding as a longer-term option. While


flexible boarding is increasingly available at Senior Schools,

many of the traditional boarding Schools do loyally adhere to

full boarding.

Might my child transfer from day to boarding, or vice versa, during the Senior School? Important to ask what sort of conversion rate the Schools have:

does it add competition for places, especially in the 6th form.

Does the School have a Sixth Form?

Many Prep schools have in recent years, expanded to 16

years, enabling pupils to remain in a smaller environment

more akin to a Prep School. This works for some children and

makes the transition easy. However, the teaching is much less

likely to be strong and stretching and the subject choice for

GCSE will be limited by the lack of A Level presence. Children

do need to stretch their wings at some time and experience a

bigger commitment.

A key factor if you are considering moving at 11 is they are

more likely to want to go somewhere else at 16 to prevent

boredom or institutionalisation.

4. The School’s Location:

How far do we want to travel?On a daily or weekly basis, or less frequent, what is the

comfortable distance you would travel from home to

school? Does the School run a bus service? Is it logistical

in terms of siblings’ needs and the commute to work if

applicable?

How close does a day school need to be?Check on the times of the day start and end, with the

associated flexibility. Ask after the provision of school bus

runs and of public transport links. Remember that the

daily commute on a school bus offers a more social and

enjoyable experience for children than the daily drudgery we

experience as adults.

How do we manage the School run?Often, a little collaborative thinking out of the box and

combined efforts makes life an awful lot easier: that which

seemed beyond you, can become achievable.

How far are we prepared to travel for sports matches on Saturdays?Often overlooked, worth important consideration ahead of

selection of school.


5. The Style of the School:

What sort of place do we want our child to grow up in?Probably a question that you want to have clear in your

minds as you approach schools: try to clarify those non-

negotiables over what you want out of the Senior School,

before their charm offensive begins!

Is our absolute priority that our child progresses academically, or are the pastoral care and extra-curricular aspects more significant?You will be keen for the blend of academic rigour with

the immersion in extra-curricular pursuits to be that which

best suits your child. Do aim for your child to be stretched

academically, although be prepared for us to keep you

realistic about your academic aspirations for them.

What are the academic standards like?A key question, of course. Consider the GCSE and A-Level

or IB results, but, perhaps more importantly, seek a feel of

the teaching ethos: look for signs of innovation, progression

and, of course, inspiration for your child’s learning. Are

you concerned with the number of ‘A’ Grades or your child

developing life long passion for learning that they might

take to PhD level?

Can you measure the value added?Sadly, the answer is usually no! But it is very much worth

pursuing. In seeking to measure value added, ask yourself:

What are the academic results like in relation to the initial

entry requirements?

What does the league position of the school tell you?It is generally a fair indicator of the standard of pupil

academic attainment at the top of the school, which is

reflected, of course, by the entry requirements. Not as

telling, I would suggest, as any indication you can gain of

where value is added.

Is there a good balance in the profile of students?Some senior schools are wholly non-selective and therefore

they enjoy a higher proportion of students who require

additional support. Equally, many senior schools recruit

international students from abroad. Co-educational schools

are sometimes oversubscribed with one gender: ensure

there are sufficient of each sex to offer social capacity and

sports teams for example. All of this diversity is reflective of

real life and the workplace but decide if this will work for

your child.

HOW TO SELECT THE BEST SCHOOL FOR YOUR CHILD



What will the other children (and their families) be like?Schools can develop a stereotypical customer – pupil, parents

and family – this may not matter to you. The best schools

have a healthy mix of backgrounds, cultures and contexts.

Does pupil smartness matter?A matter of personal opinion, but their grounding in

Pennthorpe, where pupils are encouraged to take pride in

their appearance, would point to the preference for a smart

Senior School.

6. The Ethos of the School:

Are the students happy?Of fundamental importance and one that ought to be quite

easily identifiable: listen to your instincts here!

Do the Staff (including the Head and Senior Staff) know the student’s names?Crucial to a strong pastoral care set-up, but not often easily

achieved in a larger School. How big are the class sizes and

do they ensure that every student gets the necessary time

and attention to flourish as an individual?

Does everyone – pupils and Staff – make eye contact, smile and engage in conversation with you?Much more easily achieved, as seen in Pennthorpe, and an

easily identifiable pointer to a School’s ethos and underlying

happiness.

Do the children seem unoccupied, listless, loutish, or do they carry an air of purpose and endeavour?Hopefully more of the latter! Keep a watchful eye on the

non-tour elements when you visit a school.

Aside of academic standards, are children’s individual passions and strengths nurtured?The teaching in the classrooms is vital but this involves more

than just the core subjects. Does the school focus on the

creative arts and technology during the GCSE program?

Where have the students been on trips and residentials

to support their learning? How are talented students

challenged? What extra-curricular program is on offer?

Do you get a sense that the School has an achievement culture?Look for this on your tour – displays and classroom notice-

boards, as well as from student comments – rather than

in what the Head will tell you! Rewards and sanctions

remain imperative and even teenagers need recognition and

celebration of their achievements.


7. The ‘Fabric’ of the School:

Is the School clean, well-maintained and smart?Basics that ought to be in place, but sadly often overlooked.

Use peripheral vision as you tour, for the route will invariably

be carefully planned to show you the best, cleanest, most

glamorous bits. Ask to see all of the facilities, especially the

missing bits.

Is the boarding house well cared for, with suitable recreation areas?If you are considering boarding, you’ll be picturing your

child living there: are the facilities adequate? Are the

communal areas, warm and inviting?

What level of recent, current or planned development is evident?A fair indication of a School’s state of financial health and

progress. You’d be hopeful of seeing development projects

underway, as well as evidence of recent developments or

plans for the future.

8. The Cost of the School:

Can you afford it?We can’t really help you with this one: your call! An equally

significant question to ask yourself is: Does it seem good

value for money?

All independent senior schools are charities and therefore

offer bursaries and scholarships of some form. This

information should be available on request from the schools’

Admissions team.

9. The Suitability of the School for your Child:

Is it a natural move on from all that is Pennthorpe for my child?This is certainly the question I would most readily identify

with in assessing Senior Schools. Generally speaking, the

range of Senior Schools to which Pennthorpe pupils have

been progressing hold fast to all that we believe in, so you

can feel assured of a relatively smooth transition.

Will our child cope there, academically and socially?Our main aim will be to steer you as knowledgeably as

possible, from your child’s performance in all aspects within

Pennthorpe, as to appropriate Senior Schools for which you

might aim. As previously mentioned, this might mean our

having to bring some harsh realism to your targets in terms


of Senior Schools! Please know, when we do this, we simply

wish for your child not to find themselves either failing

completely in their bid for a place or struggling to keep up

with the academic pace when there.

Does it feel right?Only you – and, more importantly, your child – will be able

to answer this. This is where that visit to the School with

your child is so crucial.

Does it provide fully, across the age ranges, for the things my child likes doing, and achieves at?Your research into Senior Schools, from visiting to listening

to the opinions of others and viewing the website, ought to

inform you in this.

A lovely Theatre, but will my child be in a play?It is, of course, vital to ask whether any marvellous facilities

– academic, dramatic, sporting or musical – will ever be to

the benefit of your child in their time at that School.

Do they play the right sports?Naturally, with a remotely sporty child, you will wish to

check closely on this. With non-sporty children who don’t

necessarily enjoy the traditional team sports, what exercise

options are on offer?


Are we choosing what is best for our child, or what we want for ourselves?I suggest you keep this question to the forefront of your

thinking throughout the process, ensuring your child

remains at the heart of the decision-making process:

What does our child think?

10. Some Advice from Past Parents:

“Take the advice of the School – they really do

know your child.”

“Start early and let your thoughts evolve as your

child develops.”

“Talk to other parents with older children who have

been through the process.”

“Follow your own instincts and do not be swayed

unduly by what other families do. Only you know

what is right for your child.”




SUGGESTED QUESTIONS TO GUIDE DISCUSSIONS WITH SENIOR SCHOOLS

l Is there Saturday school?

l What percentage of your school are: boarders/day, overseas students, boys and girls?

l What sports are offered? Is it a requirement that all are involved?

l Where are you geographically and how would my children get to your school?

l What makes your school standout?

l Does this school have a particular educational philosophy or mission?

l How does this school encourage and monitor students’ academic progress?

l How is technology used to support teaching and learning at this school?

l How do the arts fit into the curriculum? What facilities & opportunities are available?

l What sporting opportunities are available? How well does the school perform in relation to others?

l Which is more important, inclusion or excellence?

l How does this school support students who have academic, social or emotional difficulties?

l What are some of the school’s greatest accomplishments?

l What are some of the biggest challenges this school faces?

l What percentage of your pupils stay the course to the end of your school?

l My son/daughter particularly enjoys _______. How is this activity accommodated at your school?

l What do you feel are the strengths of the school?

l What do you feel are the weaknesses of the school?

l If you could change one thing at the school, what would it be?

l What are the class sizes? How big is the school and does it feel “big”?

l Would you send your own children here?

l What are the results like at the school?

l How important are league tables to you?

l How does the school create a balance so that pupils are successful but not too pressurised?

l How selective is the school academically and what are the current entrance requirements?

l What scholarships and financial support are available?

l What are the plans for developing facilities at the school?

l Where do you see yourself in 5 years?

l What sort of pupil thrives at your school?

l Is there a school dress code?

l What is the relationship like between staff and pupils?


STAGES OF THE PARENTAL PROCESS OF CHOOSING A SENIOR SCHOOL

l Talk to friends, recent leavers, Staff – but try to be objective, impartial and independent.

l Think through the considerations listed in this booklet; seek to draw up a long list of Schools that might suit your criteria.

l Contact the Schools and ask for their prospectus, enquire after their admissions process.

l Visit their website. Ask for the last two editions of their School magazine – it will tell you a lot about the ethos of the School, the range of activities, its academic focus, and similar factors.

l Talk to your child’s Form Tutor and Head of Year– both know your child well and will advise what sort of Senior School is likely to suit them.

l Visit the Schools on an Open Day (possibly without your child initially).

l Discuss your long list with one of the School’s Senior members of Staff

l Seek to narrow your list down to a small group of maximum. five Schools

l Meet with the Headmistress – I will be delighted to chat your options through with you and put you in touch with Senior Schools’ Staff, if you wish.

l Go back to the favoured schools – take your child to an Open Day. Do keep an open mind and beware the “Fireworks and Freebies” of Open Days which can distract some parents (but more usually their children!) from what is really important.

l Listen to him/her. 85% of school choosing is now done by child with parents. Ten years ago it was 85% of parents alone, with no consultation of the child.

l Re-consider the options, the academic requirements, and all aspects affecting your choice.

l Seek, if possible, to narrow down to your preferred group of two or three Schools. Perhaps one that might provide an academic challenge for your child to reach and one that ought to be more comfortably within their academic reach.

l Return to the school and meet with the Head in person. A Head is driving the vision: if you don’t like them, don’t choose the school.

l Make sure your child is registered on time for pre-tests, where appropriate.

l Make your decision. Ultimately, you know your child best and what’s best for them. Follow your hunches; you won’t be wrong.

l Meet with the Headmistress again to discuss the final choices and review the most recent data and information from the school.

l Registrations at more than one school are still not discouraged to provide further room for children to change and mature and to offer back up in case of change or disappointment.

l Recommendations are made for 13+ Scholarships at the end of the year.

l Year 8 - ICE curriculum allows focus on CE and Scholarship and retains breadth, Leadership programme steps up and Seniors, Prefects and Head Boy and Girl are appointed.

l Parents register final school choices and make scholarship applications


YEAR 4

YEAR 5

YEAR 6

YEAR 7

YEAR 8



11+ OR 13+? DECIDING THE BEST TIME TO TRANSFER TO SENIOR SCHOOL

“Why choose a room in the basement at senior school when you could have the penthouse suite at your prep school?”

Prep School Education is like a 10-year savings plan. All the real bonuses and benefits are built up in the last two

years: leaving at the end of Year 6 is like taking your money out before the policy has matured. You will get back

what you have put in, but all the significant benefits come in the last two years.

Today we expect our children to grow up so quickly,

childhood is left behind, and a range of adult problems are

faced by a young mind, which still seeks guidance, support

and love. We all need to take our time to grow cognitively,

emotionally and psychologically. It is by no accident that

prep schools finish at 13. At 13, a child is ready to move

on emotionally, psychologically and cognitively: ‘The bird is

ready to fly the nest.’ He/she has the tools and skills ready

to face the challenges of the senior school with confidence.

The young person has been the eldest in the school; he/

she has risen to the top and has been the ‘big fish’ in the

relatively ‘small sea.’ He/she has been afforded responsibility

and leadership, has shown initiative, has been the role

model, and has established relationships with staff, which

will last a lifetime.

By staying to 13, what doors have beenshut which were only open at 11+?

The answer is none. At 13+ many more doors have been

opened. We are far more aware of your child’s talents and

abilities, so a finer fit to the most appropriate senior school

can be made.

Do I want my child to stay at Pennthorpeuntil 13, or leave at 11?

Naturally, we will point you to the enormous, irreplaceable

benefits of the final two years of Prep School life: Years 7 and 8

offer the pupils such a huge amount of academic and pastoral

development, not least in their assumption of leadership roles.

In fact, a surprising number of Senior Schools who start at 11

so appreciate those benefits, that they would support a delay

of transfer until 13. It varies between Senior Schools as to



whether a start at 11 is actually less competitive than a start

at 13 and the academic progress we see pupils making in our

final two years is terrific and not easily replicated.

The most common reason for an 11+ transfer is fear of

coping with the stress of Common Entrance. Yet we do much

to spread the preparation for Common Entrance over Years

7 and 8. And if you ask the boys and girls how they have

found the CE process and Year 8 in general….. they’ll tell you

they’ve worked hard but had a blast!

It may look complicated on paper but these final years

really are the highlight of a Pennthorpe career; a time when

children encounter their greatest challenges and grow to

meet them. They achieve exceptional returns in exams,

scholarships, in concerts and on the sports field. But above

all they grow as citizens and leaders. They leave Year 6 as

children and emerge from Year 8 as balanced, fully rounded

and mature young men and women.

Senior schools are exciting, but big, confusing, grown up

places and we know in our heart of hearts that pupils are not

ready for them at the end of Year 6. For a pupil at the start of

Year 7, the Pennthorpe journey really is only just beginning.

Five years at senior school is quite enough and it is no

surprise that Heads report that many who join them at 11+

are bored by the time they are 16.

Of course there are always special or extenuating circumstances

and we will always consider and respect these. However, just ask

anyone who has been through independent education and come

out the other side. In an extraordinary number of cases they will

remember the last two years of their Prep School education as

the highlight. It would be a terrific shame to miss it!

For what reason would a senior schoolsuggest we moved at 11?

The majority of senior independent schools, including those

who have their own attached Prep Schools, will encourage

students to remain at their prep schools until 13.

Local state schools however, are dependent upon

government funding and will actively force transition at Year

7 entry. Parents should remember that the we are all tax

payers and as such the Government is obliged to provide a

free place for all students at senior level although of course

this may not be the first choice of school at either 11+ or 13+

entry.

l We can guarantee you a place at 11+ but not at 13+.

This is often a statement that bends the truth

and all schools offer places at both entry points.

Mathematically there is no difference whichever age you

try but it is often easier at 13+ because the brightest

children from the state system have got in at 11+.

All schools, want our children at 13+ because they

value Pennthorpe children. With very few exceptions, all

Pennthorpe children have been accepted into their first-

choice schools at 13+ over the last 8 years, because by

that stage we can target the right school for the right

child!

l If we move at 11, our child will not have to sit Scholarship/Common Entrance Exams.

All children now sit 11+ Pre-Tests whether they intend

to move at 11 or 13 years. The children will still have

to sit Common Entrance however, but with much

less pressure than previously. Once the pre-test offers

are made, there is more of a focus on enjoyment and

development than spending two years preparing for CE

exams.

l It is more difficult to make friends if you join at 13+

This is simply rubbish! Children make friends far more

easily than adults do – this comment from senior

schools, tells you much about the Pastoral Care, or lack

of it at these schools.

So what does Pennthorpe offer in the 11 to13 age bracket which is superior to thesenior schools?

✓ Children are academically stretched by subject

specialists: the best teachers in secondary schools teach

GCSE/’A’ Level, not necessarily Years 7 and 8 unlike

Pennthorpe;

✓ The same approach occurs in sport: the top coaches

in senior school’s work with U18/U16 not U13/U12’s

unlike Pennthorpe;

✓ Secure, safe, confidence-building environment. Children

are a ‘big fish in a small pond’ of 300 pupils rather than

500 or 1,000+; they can develop more confidence in a

safer environment;

11+ OR 13+



11+ OR 13+

✓ Scope for development in all areas: academic, personal,

emotional, social, sporting etc;

✓ A place where boys or girls can be children; a place of

fulfilment and purposeful work;

✓ Small class sizes (less than 18) The average class size in

Year 7 & 8 now is 13;

✓ The very best specialist staff that are used to teaching

the 11-13 age bracket and who use language and

methods, which the children understand and relate to;

✓ A broad curriculum where the children are taught

beyond the narrow confines of the National Curriculum;

✓ A range of extra-curricular activities second to none,

i.e. an excellent and broad sports programme, quality

music, dynamic drama and after school clubs;

✓ The opportunity to board and to develop important life

skills such as self-reliance, sharing, independence etc;

✓ The Year 8 Leavers Programme that includes a multitude

of exciting activities to extend and expand their skillset;

✓ Far more Scholarships are available at 13+ because

children’s talents and abilities are more identifiable at

this age rather than at 11+ (Academic, Sport, Music,

Art, Drama, DT, All-Rounders);

✓ Pennthorpe pupils have gained over 90 awards at 13+

to senior schools in the last 8 years;

✓ An environment that allows children to maintain their

childhood innocence rather than be subjected to the

behaviour/attitudes of hormonal adolescent teenagers –

smoking, drugs, sex etc;

✓ Children’s talents and attitudes are more clearly defined

to help select the right school;

✓ Children have enjoyed the opportunity for leadership at

an age when they can be responsible citizens, heads of

school, prefects, team captains and monitors away from

the dangers and threats of adolescent teenagers.

✓ Children receive a child centred education focussing on

their needs, in a parent friendly environment.


WHAT DO SENIOR SCHOOL HEADS SAY?Here are a few comments from Heads of Senior Schools on why they prefer their students to enter at 13 rather

than at any earlier age:

I have taught in 11+ and 13+ schools. The advantage for pupils

coming in at the older age is that they are more mature and

so find it easier to settle into a much larger school. They have

had positions of responsibility in their Prep School, the benefits

of which stay with them, and they find five years at a public

school a very satisfactory period. Schools which start at eleven

have many pupils becoming bored with the school when they

are fifteen or sixteen.

Mr. Barnaby Lenon, Headmaster, Harrow School

“

”

“

”

I am very reluctant to admit boys and girls from good schools

like Pennthorpe until they are 13. The final years at Prep School

are wonderfully fulfilling, full of the advantages, challenges and

responsibilities of being at the top of a school, like other good

schools, we will wait for you!

Richard Cairns, Headmaster, Brighton College

“The link between Hurst and Pennthorpe goes back many

years and I am always delighted when pupils join Hurst from

the school. We invariably find such pupils to be delightful,

thoughtful, confident and articulate individuals with a good

sense of the world around them and, most importantly,

knowing how to behave. Much of this, in my view, comes

from their last two years of education at Pennthorpe. Having

taught in both 13-18 and 11-18 schools, I feel very strongly

that Years 7 and 8 at a Prep school are the best way of making

the most of our children before they move onto a bigger

environment. These last two years can really be the making of

a pupil and I know that Pennthorpe excels at this

Tim Manly, Headmaster, Hurstpierpoint College:”

“Reaching the top of a school is about maturity, social

confidence and a sense of achievement. To leave before

that stage is like jumping off a train before it has reached its

destination. 13+ is well timed to allow a year in which pupils

may try all their subjects in a Public School and be known to

the staff before GCSE decisions are made. The impetus of

progression is therefore sustained through a pupil’s school life,

drawing out their best when they are rapidly developing.

Miss Nanette Godfrey, Head, Tudor Hall”

“Although we have both 11+ and 13+ entry at Dean Close, I

always discourage any pupil joining us at eleven unless their

prep school ends at that age. I regard putting pressure on

parents to move their child at eleven, on the spurious argument

that there won’t be a place at thirteen, as completely unfair.

also regard the suggestion that it would be harder to break

into a friendship group at thirteen, than it would be at eleven,

as a pretty damning indictment of the senior school.

Mr. Tim Hastie-Smith, Headmaster, Dean Close”

“Both as a Headmaster of a school that accepts thirteen year old

pupils and as the parent of a thirteen year old daughter, I can

vouch for the value of the Prep School experience between the

ages of eleven and thirteen. During that time, children develop

either skills or talents to the full, in a caring and nurturing

atmosphere. The fun, social skills and confidence which are

developed by the specialist Prep School boarding experience

helps them transfer into the larger and more demanding

atmosphere of senior schools.

Mr. Jonathan Hughes-D’Aeth, Headmaster, Milton Abbey School”

“Despite the fact that Worth offers entry at both 11+ and 13+, I

always encourage students and their parents to remain at their

prep school until the end of Year 8, if indeed they are thriving in

that environment. It makes little sense to leave one’s prep school

at the very point when most are about to be appointed to

positions of responsibility and to enjoy all the benefits associated

with the last two years of prep school.

Mr. Peter Armstrong, Ex-Headmaster, Worth School”

or



SENIOR SCHOOL ENTRANCE PROCEDURES AND PROCESSESEntrance into independent co-educational, or single sex schools is through competitive senior school entrance

exams set by senior schools or the ISEB (Independent Schools Examination Board) and entrance to maintained

schools can be difficult to predict. Pennthorpe aims to support all parents and prepare all children whatever

their destination school and whenever they depart. It is important that parents keep the School informed as to

their intentions.

Independent School Entrance:

A range of entry procedures exist, varying from entrance

tests in Year 6 or 7 for the majority, to the more traditional

entrance exams in June of Year 8.

Several local senior schools now offer entrance tests for

entrance into Year 7 (11+) and or Year 9 (13+) with entrance

tests sat early in the Autumn or Spring Term comprising

English, Maths and Verbal and Non-Reasoning (occasionally

Science) in Year 6.

Interviews are held and a confidential reference is required from

Pennthorpe. Senior Schools require parents to choose whether

they are applying for entrance in Year 7 or entrance into Year 9.

In some of our local senior schools, the entry exam procedure

at Year 8 is similar to that for Year 6, with Autumn or Spring

exams in a limited number of subjects (e.g. English, Maths

and Verbal and Non- Verbal Reasoning), sometimes followed

by assessment in the Summer for setting purposes.

Some traditional senior schools have one entrance into Year 9

and their entrance procedures may also vary.

It will be necessary to contact each senior school and ask

for details of their assessment schedule. Since senior school

schedules have been changing from school to school over the

last year, do please share any feedback to ensure a joined-up

approach.

State School Entrance:

In Year 6 this is the main age of entry to Grammar or state

sector schools and competition for places for some schools

can be high. For pupils entering the maintained sector, it is




necessary to contact your Local Authority during the preceding

Summer Term of Year 5 if considering Grammar School

selection, and at the beginning of the Autumn Term of Year 6

for details of the application process for other state schools.

Many schools hold a pre-assessment day in the Autumn Term

prior to entry and it is not uncommon for children to sit for

more than one school as a back-up, where required.

The Admissions Process:

How does the School assess pupils for entry?Almost all Senior Schools assess pupils through Common

Entrance (CE) in June of Year 8. They will have required

the pupils to have applied well before this stage (during

Years 6 or 7) and completed a pre-test, either set by the

individual Senior school or the ISEB Common Pre-test.

Following assessment at that stage and based upon the

Prep School’s recommendation, an offer of a place might

be made, conditional on a certain standard being achieved

in Common Entrance. Senior Schools will depend on Prep

Schools keeping them informed of pupils’ progress between

an offer of place and CE itself.

What are their likely entry requirements?This varies significantly between Senior Schools and can

be hard to predict. They are dictated, of course, by the

academic reputation and standard of a School, but also

by the demand for places in any given year: the entry

requirement therefore fluctuates on an annual basis

depending upon the entry cohort applying. There is an

increasingly high number of Senior Schools expecting an

average of 60% or above at CE, or even for all subjects to

surpass 60%, particularly in the current competitive climate.

But a significant number of Schools, particularly outside

Surrey, have lower requirements than this.

How will I know each school’s entry requirements?As entry requirements change regularly, and are highly

dependent upon the standard of applicants each year, these

are published separately by Pennthorpe. Senior schools will

also be able to offer some guidance on an annual basis.

What form do the pre-tests take?Generally, pre-tests will involve papers in English and

Maths on computer, as well as an interview, either group

or, more likely, individual. Pre-tests are also increasingly

likely to involve cognitive ability tests: verbal reasoning and/

or non-verbal reasoning, which are standardised tests to

gauge the pupils thinking ability against a national average

of 100 similar to the annual CAT assessments your children

experience at Pennthorpe. Importantly, they are a test of

pupil’s cognitive ability and so are not likely to be affected

much by practice.



Do all Senior Schools hold pre-tests?Many of the Senior Schools are now using pre-tests to

determine their intake at Year 9 at an earlier stage, and

their timing varies, although most are in the Autumn or

Spring term of Year 6. It is important to establish this factor

from the outset, particularly if you have reservations about

your child sitting pre-tests. Some children may need to sit

equivalent and similar exams at 12+ (Spring of Year 7), or

pre-CE screeners at 13+ (Spring of Year 8).

What is the ISEB Common Pre-Test?The common pre-test is designed to enable the children

to sit the pre-test once in their current Prep school and

then the relevant senior schools can collect the data from

a centralised source, managed by ISEB. This is beneficial

in terms of the children are within their own environment

with which they are familiar: this can reduce the stress of

doing examinations at an unfamiliar senior school. However,

if the child does not perform well, they only have the one

opportunity.

If my child fails the pre-test, are their chances of a place in the Senior School over?Not by any means. A number of Senior Schools are

running the pre-tests as a means of narrowing their field of

applicants down, but they are perfectly aware that pupils

can make significant progress late in Year 6 and during

Years 7 and 8, so they are open to Prep Schools’ informing

them of such progress.

How will Pennthorpe prepare my child for pre-testing?Please refer to the later section on how Pennthorpe

effectively prepares children.

What is Common Entrance (CE) and when does it take place?Years 7 and 8 and are spent preparing children for entry to

their chosen Senior School. Once you have registered for

the School, and along with that School, Pennthorpe has

supported your application (in other words we believe it is a

good fit for your child), entry is normally conditional upon a

satisfactory level of performance at CE.

CE is taken in June of Year 8, and pupils sit papers in one

week in the following subjects – English, Maths and Science.

Those children identified as academic scholars may take

additional papers in French, History, Geography, RS and

possibly Latin or Spanish. The key subjects are Maths, English,

and Science for most Schools.

Papers are marked by the chosen Senior School, and the

results are published a week later. It is very unusual for a

pupil not to be accepted by the Senior School after CE or

after being offered a place following the pre-test process in

Year 6.

Do I choose one school, or register for several?This is entirely up to you. If we suspect that your child

might be a borderline candidate for the preferred School,

then we will suggest a back-up plan, by registering with

a ‘safer choice’ of School. By the end of February in Year

8, you will need to declare your hand. At that point, we

have to outline your chosen School to the Senior Schools

and the CE exam board. Naturally, we have to ensure

our understanding of your child’s destination tallies with

yours. The mock exams in Year 8 are a useful moment to

gauge how well suited your child is to the chosen School,

should there be any doubt. Occasionally, we may ask you

to seriously consider a re-think about Schools in Year 8, if

progress is faltering. Gladly, this rarely happens!

Finally, do be realistic. Schools vary enormously in their selection processes and it

is vital not to set a child up for a fall by considering schools

that would not be the best academic fit. Getting into the

school may be one thing but will your child really be happy

when they get there or have to drop the things they love to

make the grade?

No one school is better than another; they are all just

different and they will suit different children accordingly.

Don’t be swayed by the views of other parents. Your child is different to their child and you will get no

snobbery from us about the destinations that are right for

them.

Do make sure you listen to advice, arrange personal meetings

with us and check that your child is on the right track.

SENIOR SCHOOL ENTRANCE PROCEDURES AND PROCESSES


GUIDANCE ON SCHOLARSHIPS AND AWARDS


The chances are that you will choose your School before it emerges that your child is truly a potential

Scholarship candidate. Scholarship is not for the faint hearted, and very demanding. It may be that you have a

bright child and you choose a front line academic School for them. Inevitably, the Scholarship standards can be

very exacting indeed.

For clarification, the term ‘scholarship’ usually refers to a

major fixed prize or a significant percentage of fees (e.g.

15% or more); the term ‘award’ (sometimes ‘exhibition’)

tends to be used for a lesser amount i.e. 5 to10% of fees.

These are usually given on the basis of a child’s ability and

potential and as such, they can differ from bursaries, which

include a degree of means-testing.

Parents are advised to seek a meeting with the relevant

Head of Department at Pennthorpe to identify key issues

around scholarship applications well in advance. Pennthorpe

has an impressive scholarship and awards record and

applications require a considerable quantity of information,

with testimonials and confidential reports about a large

number of children compiled for senior schools. It is very

important to be informed of your intentions as early as

possible, in order that Pennthorpe has plenty of time to

manage the administrative workload etc.

Before deciding upon a scholarship route for your child we

recommend you consider the following questions:

Has Pennthorpe approached you about your child being a potential scholar?

Before contemplating the range of awards, it is worth

considering and being realistic about the number of

applicants and the standard of applications for scholarships.

They are highly competitive awards and whilst we are all

aspirational for our children, the support and guidance of the

Pennthorpe staff is vital.

By Year 7, members of the academic staff will have made

suggestion that your child is a scholar and begun the process

of preparing the relevant material and composing supporting

statements for the application process.

Scholarships/other related awards recognise natural ability and invest in potential for tomorrow. Does your child need this pressure?

In granting an award to a prospective pupil, the senior

school will do so on the understanding that the child’s

future contributions will enhance the profile of that

school. The conditions applied to the awards can vary

enormously from a formal contract to an informal verbal

agreement. They may be reviewed annually, linked directly

to performance and results or be devoid of any review at all.

Nonetheless, the expectation is that your child will dedicate

a significant amount of time and effort over the following

5-7 years and may be expected to elect certain public

examinations at GCSE or A level, in the given discipline.

Before assessing the nature of the award, consider whether

your child undertakes the activity for enjoyment and is self-

disciplined, without being prompted. Is there a passion for

the activity which mirrors his/her ability?

Is your child excelling in a particular area?

Most senior schools will publish specific scholarship criteria

on their websites. Read through the documentation carefully

in considering the potential of an award. If your child ticks all

the boxes, a meeting with the relevant Head of Department at

Pennthorpe should be arranged. In the event that your child

does not meet the exact criteria, but you remain convinced

of his/her suitability, a meeting with the relevant Head of

Department should be made immediately, to talk it through.

Scholarship Suitability and Award Criteria:Scholarships may be sat in the Spring or Summer Terms

of Year 8. These include opportunities for Academic, All

Rounder, DT, Drama, Music, Art and Sport awards. We

expect scholars to be committed to an extra level of study,

with appropriate support.

Academic:

Standards vary across a range of senior schools: some

academic scholarships and awards are based simply

on a candidate’s performance in standard entrance

examinations (typically English, Maths, Reasoning and

Interview); other schools adopt a broader assessment which

includes specific scholarship papers across a full range of

subjects. Appropriate academic aptitude should have been

highlighted in examinations, school reports and previous

meetings with the Headmistress or others senior staff.



Art & Design:

Potential Art scholars demonstrate exceptional ability in

drawing, painting and modelling skills. They will regularly

have worked on display in the School, attend at least one

extra Art session a week and show evidence of creating

work outside the classroom. They need to be independent

thinkers & workers, constantly generating and exchanging

ideas rather than being teacher-led. Regular visits to

exhibitions, holiday work and an ability to talk about Art are

important indicators of their passion for the subject.

Music:

Potential is highlighted by participation in the School

Ensemble groups, Orchestra and Choir/s, together with

regular performances at music concerts. Senior schools

expect music scholars to offer a minimum of two

instruments, with Grade 4 being the lowest acceptable

grade for their strongest instrument at Year 6 (including

singing) and the expectation of Grade 6 standard or

above at Year 8. Children’s chances are enhanced through

attendance of external groups. We also encourage children

to audition for National Choirs and Orchestras, so that they

gain experience and expert tuition.

Performing Arts:

Pupils should be enthusiastic participants in Drama or Dance

lessons (incl. grade exams). Significant character roles in

School productions and being a member of an Amateur

Dramatic Society or Youth Theatre Group outside school are

desirable. Other evidence to suggest genuine interest would

be regular visits to West End or touring productions. A

Performing Arts portfolio may include programmes, tickets

stubs and newspaper reviews from recent shows.

Sport:

The potential scholar will be identified as having good to

excellent ability in a minimum of two major school sports.

Regular membership of Pennthorpe A teams across several

disciplines, together with evidence of extra-curricular

participation at club or at times, County representation may

be a requirement. All-round athletic ability will be viewed as

a significant advantage, too.

All Rounders:

All-Rounders should be able to offer at least three strengths,

of which one should be solid academic ability. The other

two could be selected from: Music (at least one instrument

to Grade 3 or 4 standard); Art (a portfolio would be

expected); Drama (evidence or drama outside school would

be expected); Sport (School first team standard in 2 or 3

sports plus outside school involvement to a good standard).

Finally, some schools offer more specialist scholarships in DT

or ICT.



By Year 8 pupils will:

l Sit and submit CE papers in the three core subjects of

English, Maths and Science (Biology, Chemistry and

Physics will be assessed separately).

l Follow a unique ICE curriculum in the MFLs and

Humanities (Geography, History and RS) throughout

Years 7 and 8, from which each pupil will submit a

portfolio of evidence of their ability and achievements

to support their entry application and transition to

Senior School.

l Those pupils who are identified as potential Academic Scholars will:

l Sit papers in the full range of subjects required

by individual senior schools, including individual humanities subjects, in either the ISEB CASE February

or May schedules or according to individual school

schedules.

l Attend Saturday morning scholarship workshops twice

per term run by visiting senior school staff to stretch

their able minds.

l Attend a Saturday morning scholarship workshops to

work on their personal statements and prepare for

interviews.

Those pupils who are identified as potential Non-Academic Scholars (e.g. Music, Art, PA, Sport or All-Rounders) will:

l Work with their teachers in lessons and through

additional workshops/clubs, where appropriate,

to prepare specific material and themselves for

presentation at their scholarship assessment days.

l Attend a Saturday morning scholarship workshops to

work on their personal statements and prepare for

interviews.

Plus….

l All senior years pupils undertake interview guidance

sessions and have a practice interview with a senior

member of staff from one of our senior schools.

l All senior years pupils follow a pastoral tracking

programme designed to encourage independence, self-

responsibility and leadership potential.

l Leavers programme with events geared to prepare and

support them towards 13+ transition

l Staying the course to 13 gets the best out of each child

GUIDANCE ON SCHOLARSHIPS AND AWARDS



PREPARING PENNTHORPE CHILDREN FOR FUTURE SCHOOLINGCurriculum:

Our curriculum has been designed with our pupils’ transition

to Senior Schools in mind. Our pupils move on to over 30

different Senior Schools and all of these top schools are

impressed by the breadth of study and academic rigour

experienced by Pennthorpe pupils.

The core subjects of English and Maths have consistent

timetabled lessons than ever before, allowing for more age

and level specific practice to be completed and supported

throughout the year, which not only helps pupils sitting a pre-

test assessment but also goes towards further strengthening

our core academic standards. This is balanced beautifully with

a breadth of sport, creative arts and enrichment, enabling the

child to continue enjoying a range of areas they can excel in

and simply enjoy.

Verbal and Non-Verbal Reasoning

Verbal and non-Verbal Reasoning practice papers and study

sessions are provided within the timetable in year 5 and the

Autumn Term of Year 6. Parents may purchase additional sets

of papers from local stationers for further practice at home

and practice packs will be provided.

Small Class Sizes:

Pennthorpe pupils enjoy the many benefits of small classes:

in the Upper School no class is larger than 20 pupils with the

average class being 15 pupils. Small class sizes ensure:

l Each Pupil enjoys a high level of time and attention: In a smaller class, it’s more difficult for children to hide

and get left behind. Fewer children means that each

one gets attention from the teacher, and they are

encouraged, progress as an individual and participate

more actively.

l Better Results: Research has shown that children in smaller classes

have higher grades and perform better in their entrance

exams.

l Pupil learning is enhanced: Not only do children learn more in small classes, they

also learn faster, and this means the class progresses

through the course material more quickly. Their learning

is enhanced by the confidence children develop to share

their opinions and ask and answer questions, which also

benefits their peers.

l Teachers can Teach: Teachers working with small classes have more

opportunities to observe and assess the class as a whole

and the children as individuals. Learning is further

enhanced when teachers and children can interact

spontaneously in the classroom.

l Opportunities to Participate: Small groups mean fewer voices and that means the

children those voices belong to have more chances to

speak up in class. They can apply the knowledge they’ve

acquired as they participate in discussions and express

their opinions.

l Focus on Learning: In learning environments with a limited number of

children, teachers can spend more time teaching



Talent Pool:

Pennthorpe recognises it has a great number of talented

pupils in a broad range of subjects. Differentiation within the

classroom enables pupils needs to be sufficiently challenged

and extended. In addition, Pennthorpe offers pupils additional

oportunites through our Talent Pool programme whereby

children can engage in extra enrichment activities to further

stretch their capabilities. For our younger pupils, these take

place during the school day with optional workshops being

offered on Saturday mornings for pupils in Year 5 to 8.

Performance Tracking of Academics and Welfare:

Monitoring pupil progress is key to ensuring pupils continue

to learn and realise their full potential. This is a rigorous

process which ensures no child slips below the radar. Children

are regularly assessed, both formally and informally using

similar vehicles to those employed by senior schools. Their

performance is then tracked using a traffic light system and

other devices which enables us to monitor individual progress

in addition to guiding parents in terms of suitability for senior

school entry. Each child’s performance is then analysed and

extra support or additional challenges that may be required

to gain a place at the preferred choice of school can be put in

place immediately.

The children are also tracked from a welfare perspective.

All children participate in our half termly ‘happiness tracker’

to ensure that they continue to feel fulfilled and content at

school, are coping with the expectations of school and have

sufficient enrichment elements to develop their passions and

strengths.

Together, this data assists the school in finding the right

senior school for each child, one that will suit their academic

ability as well as their personality, interests and strengths.

Revision:

Children are given ample opportunity in school to practice

examination and assessment techniques in English, Maths,

Verbal and Non-Reasoning and later, other Common Entrance

subjects if required, which take place in lesson time.

Many senior schools now design their entrance tests so that

performance cannot be significantly affected by the revision of

factual knowledge. Different approaches to revision work are

better for different subjects. Hints and advice on specific revision

PREPARING PENNTHORPE CHILDREN FOR FUTURE SCHOOLING

the material ensuring the children are focused on

learning. Teachers can also cater to children’s different

learning styles and ensure that they stay engaged and

understand what is being taught.

l More feedback:

Teachers have more time to individualize their feedback,

ensuring that each child understands the material, gets

the help he or she needs, and is reaching his or her

potential.

l Children and Teachers can Work one-to-one: Children and teachers at Pennthorpe often work

together one-on-one, which gives teachers the

opportunity to customize support and guidance, and

children receive undivided attention.

l Ideas are Shared: With fewer children in a class, there is more time for

them to share their own ideas, express their opinions

and describe their perspectives and where these come

from, all of which enrich their education.

Ability Streaming and Specialist Teaching:

Pupils at Pennthorpe are set in English and Maths from Year

1 (5 years), albeit this is low key, with the children moving

between the two class teachers informally. Children are not

determined as strong or weak in these subjects, specifically

as the setting is fluid but are supported in the areas they may

find difficult whilst being challenged in those in which they

show strength. The children enjoy specialist teaching from

Beehive in Languages, PE and Games, IT and Music.

From Year 5 (9 years) the children are taught in ability sets

for Maths, English, Science and Languages. These are more

formally set and enable the children to progress at a rate

suited to the child. Initially, the children cover the same

Schemes of Work differing through pace and the level of

challenge, which remains extensive. In Year 7, Common

Entrance dictates a different syllabus for children determined

to be scholars.

Pennthorpe benefits from employing senior school teachers

who have extensive experience of teaching their specialist

subject to A’ Level with passion and enthusiasm. However,

they have also been selected for their sensitivity and

understanding of younger children who have very different

requirements to senior school students.



techniques are given by the Year 6 subject teachers, as well

as reinforcement of different strategies and revision methods.

Guidelines regarding preparation in Maths, English and VR are

issued in the Autumn Term of Year 6, 7 and 8 as appropriate.

Lesson time in Year 6 is devoted to the curriculum required by

most schools for their individual exams. In many cases exams

take place in early January, therefore revision work will be set

for the Autumn half term, after which practice papers will

be issued on a regular basis followed up with subject teacher

help. Christmas holiday work will also be given to continue

this preparation up to the final exam date. Where exams take

place before January, provision will be made to begin practice

papers earlier.

Please be wary about asking your child to sit practice papers

at home too early and liaise with his or her subject teacher

as appropriate. Some schools publish past papers on their

websites and might send specimen papers along with

registration information there are plenty on our VLE. The

School does not hold copies of past entrance papers as they

are set and managed by individual schools (although there

are a couple of exceptions to this).

Pastoral Care:

Pennthorpe’s pastoral care is one of its outstanding features:

we genuinely care for every pupil and consider each of their

needs, whatever that may look like. Pupils are supported

by Tutors and Heads of Year but also benefit from a tutorial

system which allows regular meetings with an adult mentor

to discuss any issues and set personal targets. The school

and parents work closely together to ensure every child is

supported both academically and pastorally and is helped to

achieve their full potential.

Better still, the opportunities the children engage with,

whether that be being a Senior, participating in Chapel Choir

or being a Pennthorpe Citizen, each chance serves to increase

a child’s confidence, self-esteem and self-belief all of which

benefits the child as a human being.

Creation of Portfolios:

Pupils who are required to submit portfolios, or personal

statements, are provided with additional support through

a variety of classes. Art portfolios, for example, need to be

prepared well in advance by those pupils working towards

Scholarships and Awards. This will be co-ordinated by the

Head of Art and attendance at extra Art Club and Workshops

is encouraged.

PREPARING PENNTHORPE CHILDREN FOR FUTURE SCHOOLING


PREPARING PENNTHOPRE CHILDREN FOR FUTURE SCHOOLING

Confidential Reports and Testimonials:

These are requested by senior schools and written by the

Headmistress, in conjunction with the relevant teachers,

to support a candidate’s application. Generally, the report

covers a child’s personality, performance in standardised tests,

academic potential and all aspects of School life.

Pupils will work on creating a C.V. in Year 6 in which they

will document all of their strengths and interests. Parents

will be sent a copy of the ICAS form, the reference form

used for all pupils, in all senior schools, so they may too,

offer any additional information with regards successes or

achievements in or out of school. All of the information is

then amalgamated into, one, thorough reference.

If pupils receive individual teaching from music and other

specialists, it may be necessary and advantageous to obtain

testimonials to be sent by the School with the confidential

Headmistresses’ Report, following discussion with the Head

of Department. This is particularly important in the case of

Scholarship (and other Award) applications.

One-to-one guidance:

Children have a multitude of opportunities to attend drop

in clinics, enjoy extra support one-to-one with their subject

teachers or attend additional classes. Children independently

choose to do these, without any encouragement from us

which makes an impressive statement about Pennthorpe

pupils’ work ethic!

Interview Practice:

All pupils in Year 6 participate in two compulsory practice

interviews with the Headmistress and a male Governor in

the Autumn Term. Pupils enjoy an informal interview with

the Headmistress over hot chocolate and a more formal

interview with a male Governor whom they will not have met

previously. The two together, ensures children experience a

variety of interview types.

Each child is asked a variety of questions ranging from school

related to the more abstract. Their performance is analysed and

each child is then written a personal letter from the Headmistress




PREPARING PENNTHOPRE CHILDREN FOR FUTURE SCHOOLING

outlining their strengths and areas to work on. Children can

request further practice if they require.

For later entry or for scholarship assessment, interview practice

is arranged, usually in the weeks immediately before the actual

interview, in order that advice and pointers for success are fresh

in the pupils’ minds.

Feedback and Communication to Parents:

Parents are regularly updated on their child’s progress as

a natural part of Pennthorpe’s assessment and reporting

processes. Results from both formal and informal testing

alongside ongoing assessment are discussed with parents at

regular intervals and at least twice a year. Parents can book

in to see form Tutors or subject teachers at any point, via the

School Office.

The pastoral and academic well-being and progress of all

pupils is carefully tracked and parents receive a written

progress report every six weeks through our grading system.

Form Tutors consistently email parents updates on their child’s

welfare and especially after their half termly tutorial.

How can you help as a parent?

Parents can help most by being encouraging and supportive

and refraining from putting too much pressure onto their

children. Helping to consolidate basic knowledge, e.g. 4

rules, spelling and regular reading, ensuring the correct

balance is maintained between work and relaxation is

useful. It is important for parents to be aware of their child’s

overall timetable to ensure that their son or daughter is not

overloaded

Close liaison with the School at all stages of the process is

advised, regarding any academic concerns and exam related

matters.

Informative Events for Parents:

These are extensive and are listed on the following pages.

Parents are welcome to make an appointment at any time

with the Head of Year or the Headmistress to discuss future

schools for your children.


KEY PREPARATION EVENTS

Year Term Event:

YEAR 4 AUTUMN l Year 4 Parents’ Open Evening

l Year 4 Information evening called ‘The Next Steps’ – a guide to choosing a Senior School education

l ‘Life at the Top’ – a forum to discuss the benefits of Years 7 & 8 and the curriculum at the top of the School

l ‘Where to Next?’ evening (or a similar event)

SPRING l Parent Meeting with Form Teacher (and an opportunity to meet with the Headmistress regarding general discussion about the future school process)

SUMMER l Y7 and 8 working Open Morning for Year 4 parents




SPRING l Year 5 Individual parents’ meetings with the Headmistress to discuss future schooling (Meeting 1)

SUMMER l Y7 and 8 working Open Morning for Year 5 parents

l Ongoing contact with Headmistress regarding school selection


l Year 6 Individual parents’ meetings with the Headmistress to discuss future schooling (Meeting 2)

l Individual letter to parents asking for confirmation of chosen senior school/exit intentions



l On-going individual contact and meetings arranged as necessary

SPRING l On-going individual contact and meetings arranged as necessary

SUMMER l Year 6 (and Year 7) 13+ evening for parents and children to meet other families

YEAR 7 & 8

l On-going individual contact and meetings arranged as necessary





LEAVERS DESTINATIONS

Co-Educational Independent Schools:

Single Sex Independent Schools: State Senior Schools:

Ardingly College Beneden Ashcombe School

Bede’s School Burgess Hill Girls Forest School

Beech Lodge Schooll Dunottar George Abbot

Bethany Farlington School Glebelands School

Box Hill Guildford High School Millias School

Brighton College Harrow School Priory

Canford School Manor House Tanbridge School

Charterhouse School Priors Field School The Weald School

Churchers College Reeds, Cobham

Christ’s Hospital School Roedean

City of London Freemen’s School Royal Grammar School

Cokethorpe Salesian College

Cranleigh School St Catherine’s

Duke of Kent School Tonbridge

Epsom College Tormead School

Eton College

Frensham Heights School

Hurstpierpoint School

King Edward’s, Witley

Lancing College

Lord Wandsworth

LVS, Ascot

Millfield School

Milton Abbey

Our Lady of Sion

Reigate Grammar School

Seaford College

Shiplake College

St Edmund’s School, Hindhead

St George’s Weybridge

St John’s Leatherhead

The Royal School

Wellington College

Worth School


AND FINALLY ...

We hope this information has at the very least, increased parental understanding of

the future school’s process. Better still, we have given parents a flavour of the very

thorough process Pennthorpe has in place to support and guide both parents and

pupils when considering the next steps.

As always, if parents have questions, queries or concerns or simply have spotted

something that is missing from this document, please contact me directly.

Alexia Bolton MA BA (Hons) QTS Headmistress



Pennthorpe

Church Street, Rudgwick,

West Sussex, RH12 3HJ

Telephone: 01403 822391

Email: [email protected]


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