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Shrewsbury House School A GSG School

What says..

Keeping up with the times, this is 'no longer just a school for academic alpha males.' Life for a boy at Shrewsbury House is a healthy mixture of traditional, innovative, varied and busy. Expectations are high. The curriculum is challenging and rigorous but accessible, Wellbeing is prioritised, kindness is a watchword and there is a dog ....

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What the school says...

Established in 1865, Shrewsbury House School is one of England’s oldest boys’ Preparatory Schools. The School provides an exceptional level of preparation for boys to move on to their Senior School and their future lives. High academic standards and a broad curriculum combine with extensive after-school clubs and activities to offer enviable opportunities for new experiences. Inclusivity is central to the School’s ethos and all boys regularly will take on new challenges to extend them beyond their previous encounters. Every boy will perform in his annual Year Group Concert and Play. Every boy has the opportunity to represent the School in the three main competitive sports of football, rugby and cricket. Opportunities are wide and frequent for the boys to represent the School in a broad range of Inter-Prep and national academic, sport, public speaking, debating and cultural events. Day and residential trips are arranged to support the curriculum, but also to add to new challenges and experiences, including overseas academic, cultural and sporting trips and tours. Effort and attainment are celebrated, encouraging an individual boy to be himself, to develop his own character and spirit, but to also be a true team player. At Shrewsbury House, everybody is somebody. ...Read more

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Sports

Rowing

Shooting

What The Good Schools Guide says

Executive Head

Since 2021, Joanna Hubbard, previously head at The Rowans, Wimbledon. Initial trepidation (pre-prep, rather than prep school, experience and a strong, charismatic predecessor) was quickly dispelled and nobody seems to have anything other than praise for her, ‘She’s marvellous,’ said one parent. ‘Incredibly compassionate and caring,’ said another. Generally regarded as professional and purposeful, she brought with her increased touchy-feeliness but not at the cost of academic rigour or the best of the school’s traditions.

Educated at Lady Eleanor Holles, degree from University of London, postgrad qualifications (PGCE and SEN diploma) and, more recently, a master’s degree in education suggest an executive head who firmly believes that learning should be ongoing, even for the grown-ups. A former professional sports coach and teaching experience at both primary and secondary level...

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Special Education Needs

Aims:to identify where a pupil has a special need; to recommend to parents what action should be taken (including, where appropriate, assessment by an educational psychologist); to assist with carrying out recommendations, either made by ourselves or by an educational psychologist. Admissions: A boy who has a learning difficulty is not refused entry because of that learning difficulty, provided it is felt he can cope with the demands of our curriculum, the pace, the additional pressure that children with learning problems will inevitably have - including from the demands of the curriculum and from the extra tuition (remedial) which they will be likely to require - and that parents understand both that the assistance we can give in school is limited and that there will be considerable onus on them to be supportive of their son but not to be over-protective. Identifying that there may be a learning problem: Every teacher knows it is his/her responsibility to notice if a boy is showing any of the signs which might be attributable to a learning problem. This must be reported to the SEN co-ordinator. Initial Action: An analysis will be carried out involving all appropriate teachers. Findings/concerns are relayed to parents. If staff in the School have the expertise to deal with the problem, this will be done either in class - where allowances will be made, but not to the extent that these are detrimental to other boys in the class - or in short supplementary sessions. Where it is felt that a boy may have a specific learning problem, it will be suggested to parents that an assessment is made by an educational psychologist (a list of educational psychologists is provided by the School) Continuing Action: The teaching staff do their utmost to carry out recommendations made by an educational psychologist. For instance, laptops may be used; assistance can be given in helping a boy to organise himself; where a boy is placed in the class can be changed and so on. The school discourages boys with specific learning difficulties missing any school activity to have extra tuition in the belief that such boys cannot afford to miss the academic work and need the non academic sessions and breaks. Parents are therefore asked to arrange extra tuition out of school time.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder
HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment
MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing
OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes
PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma
SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP)
SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD)
Y
VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment

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