Bruern Abbey Senior School A GSG School

What The Good Schools Guide says

Head

Since September 2024, Kate Walker, previously housemistress, and previously head of English, at Repton School, which she joined in 2015 – and where she met her husband, then director of music. The daughter of two prep heads, she attended Culford School in Bury St Edmunds before completing an MA in English and philosophy at St Andrews. She taught at Norfolk’s largest comprehensive as part of the graduate teacher programme, then moved to the independent sector, teaching English at Oakham School. She has worked with neurodiverse pupils throughout her career, including providing one-to-one and small-group interventions, as well as designing a through-school literacy strategy. She has one son and, when not immersed in boarding and toddler life, she enjoys looking after the family menagerie which includes horses, hens, cats and a lurcher, and exploring France with her family. She is a passionate side-saddle rider and Land Rover enthusiast.

Executive head since 2022, John Floyd MA PGCE, who is also head of Bruern Abbey Prep since 2011. He was deputy head (and head of SEND) at Westminster Cathedral Choir School before making a break for Oxfordshire. Born in London, grew up in the Ivory Coast, Holland and New York. Attended Cothill House and Radley, studied geography at Edinburgh. Lives 300 metres from the school with wife, Hen, and their four boys (youngest is coming here) and five dogs. Dyslexic himself, parents say he ‘just gets it’.

Entrance

A mainstream senior school offering specialist help for boys with dyslexia, dyspraxia, dyscalculia and other learning difficulties, some with ADHD and autism. Opened in September 2022 with its first year 9 cohort. Around 30 boys per year group. Up to half the school’s pupils join in year 9, with anywhere between 50 and 80 per cent of these places taken up by those moving from the prep (some join in year 8 of the prep with the specific aim of moving here). The rest join throughout year 9 and up to Christmas of year 10. New arrivals come from a mix of independent and state schools, generally when they realise their needs are not being met there. Application process can be as quick as a week, starting with admission team reading through reports (including EP), then taster day including ‘some written work, but not enough to put them off’ (and stayover if they plan to board). Not suitable for behavioural problems that could disrupt learning.

Exit

School’s aim is to ‘cheer up and sort out’ the boys so they can return to mainstream after their time in the ‘Bruern bubble’. First cohort of year 11s will graduate in summer 2025, and school expects the majority to head off to a mix of sixth form colleges and independent schools (day and boarding), eg Clayesmore, Bloxham, Hurtwood House and Milton Abbey, with others heading down more vocational avenues, eg Silverstone College or Hartpury to study eg T levels.

Teaching and learning

While the prep school’s job is to get boys with weaker working memories and processing speeds through their Common Entrance, here it’s all about getting them over the line of GCSEs. Same principles apply – small class sizes (between seven and 11); widespread use of IT including Chromebooks heaving with specialist software; more emphasis on English language and maths than at other schools (over 4.5 hours per week for each) and subject options best suited to specific learning difficulties (eg an emphasis on entrepreneurship, applied learning and coursework-assessed subjects). Plus, an escape from homework and long lessons – both futile for the way these boys’ minds work (instead, there’s independent study, and 40-minute lessons with ‘brain breaks’ in between). At the higher ability end, boys are expected to leave with nine strong GCSEs; those at the lower end might do six, including some lower papers.

Boys are streamed on entry into three classes, with some individual subject setting from year 11. Year 9s learn English, maths, science, business studies, history, geography, art, DT and computing or French. A broad offering, then, but – to the boys’ great relief – many fewer plates to spin than the 15 or so subjects offered by most independent senior schools (which would be even harder for these boys to cope with when you add multiple sports, a large school site and hundreds of teachers into the mix).

By Easter of year 9, boys choose their options, with everyone doing GCSE science (about a third take triple, the rest double) and GCSE English language, plus IGCSE maths (‘as you’re allowed a calculator in all papers’) and a Cambridge National in business and enterprise (suits these creative brains and has less coursework). Options include digital IT (most popular), geography (second most popular), art, DT, history, MFL (German, Italian or French), sports studies and English lit (only a handful take this).

Boys say the teachers (all subject specialists, a few currently shared with the prep) are ‘kind’, ‘engaging’ and ‘willing to explain things in three, four, five different ways – written, via a demo, with verbal instructions, whatever it takes’. Maths gets a special mention – ‘it’s really improved and very, very well taught,’ felt one boy. Head explains, ‘Without badmouthing other schools such as Stowe, Oundle, Uppingham etc, the vast majority of their teachers love their subjects and use lessons to expound the virtues of them. They didn’t gain a first at Oxford and then go to Radley to teach fifth set English language. But here, teachers’ sole purpose is to get the best out of these neurodivergent brains – we coach them how to do it and many have qualifications like a master’s in dyscalculia.’

Progress is closely monitored – it was exam week when we visited, which boys reported as ‘going well’ but ‘it’s nice when another one is over’. One had gone to matron to get some Rescue Remedy – ‘they’re good at helping with anxiety’. Parents say they are ‘kept well informed’ via half-termly reports, termly parents’ evening and ‘all the informal catch-ups you want’. The head is even brave enough to hand out his mobile number to all parents.

Learning support and SEN

The vast majority of support is embedded in the small classes. That said, there were multiple one-to-ones and small-group sessions going on in various parts of the school during our visit. These, we were told, were mainly the boys who take fewer subject options to focus on study skills, with up to three of these sessions offered per boy per week (all included in fees). A hefty chunk of the boys qualify for a reader, scribe and/or their own room for exams; all qualify for extra time in exams. Around 20 per cent of the boys have an EHCP. LSA/TA in all core lessons.

The arts and extracurricular

Art and DT timetabled in year 9, with around a third taking art at GCSE and over half taking DT. Large art studio, where water is a current topic – boys were using oil, clay, watercolour and mixed media. Lino, Modroc and spray paints popular too. Some super wine racks made by year 9s in the DT studio.

Music bubbles away but isn’t huge, with 20 per cent of boys having peripatetic music lessons, currently with the offer of nine musical instruments – piano and drums through to French horn and saxophone, with others available on request. Striking grand piano in the main hall for boys to play at their whim. School choir sings in chapel services – ‘They practise just before so no chance to forget it all!’ says head. No drama on curriculum, but there’s a visiting LAMDA teacher and school hopes for its first production in 2024.

Impressive list of daily after-school clubs, including cooking (very popular), gym, programming, photography, board games, model car racing, film, public speaking, yoga, natural history society, astronomy and Lego, among others. ‘D and D is best,’ raved one boy (‘D and D?’ we probed – Dungeons and Dragons, of course). Bruern Ignite Lectures run a series of career talks and workshops – most recently, travelling to Silverstone for workshop on F1 career options. DofE available at bronze and silver, and some boys are members of the Thame cadet section (not through the school).

Trips are synonymous with the prep and it’s looking set to be similar here – young historians were heading off to Bavaria a fortnight after our visit, while trips in the year leading up to our visit included skiing in Norway, outdoor adventure residential in Snowdonia, printing workshop at Oxford’s Bodleian library and a history trip to Munich and Nuremberg.

Sport

Four games sessions a week, with rugby, football and cricket the staples. No sweat if you’re not a team player (many aren’t). ‘My son just walks the dog instead, they’re so flexible,’ said one parent. Cross-country, skiing, climbing, clay pigeon shooting, polo and golf also available. Mostly takes place off site, including on pitches five minutes’ away, until the school has built their own. Digging was taking place for a pool when we visited, and a grass court is on the wish list. Small weights room used in the mornings and evenings. Head admits they were nervous about organising fixtures, ‘but actually Bloxham, Teddies, D’Overbroecks and Kingham Hill all seem more than willing to beat us’.

Boarders

About half the boys board – the vast majority weekly (Mon morning to Fri afternoon), a few flexis. ‘Get ready for the worst feng shui ever,’ winced the head as he showed us the dorms (six max for year 9, with threes and fours available for all year groups). But while it’s easy to shudder at the bunk beds blocking the breathtaking views, it’s testament to the school’s pastoral focus that they prioritise putting boys in with their mates. Lots of personalisation by way of duvet covers, small picture galleries around the bed etc, plus shared racing track in the corner. ‘I’m not OCD but…’ read the wry sign on a particularly neat bed.

The building’s prior use as a convalescent home means there’s no shortage of wet rooms – just the ticket for boys needing to hose themselves down after rugby, while multiple kitchenettes (converted medical storerooms) ensure ample opportunity to wolf down late-night cereal and toast for these growing lads. All boarding staff (five in total) have some other role during the school day, so ‘are acutely aware of their needs and personalities’, according to parents – and matron is trained to administer controlled meds. All residential staff first aid trained. Parents say staff are in regular contact and ‘know the whole family well’. Mobile phones for evening use only.

Ethos and heritage

In the heart of the pretty Buckinghamshire village of Chilton, tall wrought-iron gates lead you to the majestic 1740 Georgian manor house, based on William Winde’s Buckingham House in London (which later became Buckingham Palace). Take a moment to turn round when you’ve climbed the steps – the view is magnificent. But despite the historic grandeur, the school is relatively new, founded in 2022 as an extension of the prep, about 25 minutes’ drive away, over in the Cotswolds.

Parents describe the school as a smaller, quieter version of the prep, as befits these older boys. ‘For my son, who has autism, the environment needed to be calm, as did the children, which is nigh on impossible with schools,’ said one. ‘It can get quite boisterous in the drawing room at lunchtimes,’ she concedes, ‘but he just takes himself off to the stables and hangs out with the teachers who have offices there – every single teacher always has time for him, they’re just amazing.’

Besides the drawing room, the main house is also home to offices, classrooms, a refectory and, upstairs, the boarding facilities. Elsewhere in the grounds are converted stables, cottages and garages which house further classrooms and facilities for science, art and DT. ‘They’re not the biggest, shiniest facilities, but this isn’t a big, shiny school,’ said one parent, ‘these boys don’t want or need a million-pound sports hall.’ Small 11th century village church, just over the wall, used for fortnightly chapel and whole-school assemblies (there are also year group ones) – all kept short and sweet for wandering minds.

As at the prep, dining is an education in itself, with an on-site chef cooking everything from scratch (lamb koftas and Greek potatoes when we visited) for lunch, along with the famous weekly formal dinners when boys don their Sunday best for a candlelit dinner with parents, who get know the boys and, perhaps more crucially, the teachers. A restaurant-worthy three-course meal is served to all. ‘I’ll be honest, we might have to tweak the concept a bit as self-conscious 14-year-olds don’t always want to eat with parents, but let’s see,’ muses head.

Uniform is light-touch – chinos, Chelsea boots, white shirt, tweed jacket, V-neck navy or charcoal jumper. Navy lounge suit for formal uniform. School day is long, ending around 6pm Tuesday to Thursday.

Pastoral care, inclusivity and discipline

Pastoral care is the start and end of everything here, and a large part of the reason parents pick the school: ‘The attentiveness of staff, and the care they show for them, far exceeds any other mainstream school we visited, which at last count was 22.’ ‘For a child like mine to be able to learn, it has to be all about the connection with teachers.’ Staff get to know every boy, parents told us – there isn’t even a staff room, they just hang out with the boys (although they do meet every morning to discuss any issues, and a nightly boarding diary is kept by staff to keep everyone updated). ‘You simply wouldn’t work here without a serious pastoral vocation,’ one staff member told us.

Boys see their tutor (most of whom double up as housemaster, sports coach or teacher) every morning (and year 9s see them after lunch also) and are first point of call for parents too. ‘These tutors anticipate problems before they happen,’ felt one mother. A school counsellor and CBT counsellor visit three times a week, and boys can self-refer. Boys with social difficulties can chill in various parts of the school.

With boys even more beta than at the prep (‘a jock free zone,’ as the head put it; ‘more a bunch of aspiring librarians’), behavioural management is naturally low key, although the school does hand out detentions and suspensions, and has had to deal with classic teenage problems such as vaping. ‘The teachers talk to you on your level, it’s very respectful, but there are clear boundaries,’ said one pupil. ‘Somehow they always get the boys to admit when they’ve done something – recently raiding the sweet cupboard,’ said one mother, ‘then they deal with it in a restorative way.’ Plenty of positive rewards, mainly shout-outs in the newsletter, commendations, additional free time and (the boys’ favourite) a bar of tuck– given for everything from showing effort to kindness.

A reasonably diverse school for its size, with a contingent of Jewish, Hindu and Muslim. Boys say it’s a ‘tolerant’ and ‘respectful’ environment. PSHE timetabled for all, and wide-ranging in topics covered – recently testicular cancer and sexuality. Student council meets every half term.

Therapy and staffing

Two full-time SENCos oversee a visiting SaLT and OT for areas of specific need. School is currently considering introducing music therapy. ‘There’s nothing they won’t consider that could be a barrier to learning and building self-esteem,’ said one mother, ‘and they see the two as entirely intertwined.’ Another told us her son ‘has to do Pilates for his back, and they make sure he does it, even if that means matron doing it with him. Where else am I going to get that in the world? They take better care of my son than me!’

Pupils and parents

Boys we met were studious, polite and only too happy to tell us about daily life here. Around 40 per cent hail from London (usually taking the half-hour train from Marylebone to Haddenham & Thame Parkway, 10 minutes away), a further 40 per cent are local (within a 30-mile radius) and the rest from further afield (Cheshire, Kent, Welsh borders, among others). More socio-economic diversity than you might think – some incredible wealth, for sure, but also some parents having poured every last penny into these nine terms. Most have either had ‘diabolical’ experiences at previous schools or they can’t bear to leave the best bits of the prep behind. No keeping parents at arm’s length here – ‘They’re always asking us what we can improve, you feel so involved even if you live miles away,’ lauded one. Coffee mornings at beginning and end of term.

Money matters

Mostly privately funded, with around 10 per cent LA funding. Bursaries up to 100 per cent.

The last word

A small, caring and aspirational school – parents speak of ‘winning the lottery’ at finally finding one to suit their able boys who need specialist support and a nurturing environment. ‘Mainstream schools are too big and don’t get it, and specialist schools seem too far towards the special end or offer qualifications well below his potential,’ said one parent, ‘but here, they get the perfect balance and my son adores it.’ Another told us, ‘We moved house so our son could come here, and we haven’t looked back.’

Special Education Needs

Who came from where