Cumnor House School (Croydon) A GSG School
.154832.186.L.4830x3215.300ppi.jpg?width=974&enlarge=1)
- Cumnor House School (Croydon)
168 Pampisford Road
South Croydon
Surrey
CR2 6DA - Head: Miss Emma Edwards
- T 0208 660 3445
- F 020 8645 2619
- E admissions@cumnorhouse.com
- W www.cumnorhouse.com
- An independent school for boys aged from 2 to 13.
- Boarding: No
- Local authority: Croydon
- Pupils: 450
- Religion: Multi-faith
- Fees: £14,784 - £18,099 pa (last updated on 06/06/2024)
- Open days: Daily Private Tours with Admissions Team, plus Open Mornings
- Review: View The Good Schools Guide Review
- ISI report: View the ISI report
What The Good Schools Guide says..
First impressions are of an austere and characterless exterior, but schools, like books, should not be judged by their covers. Boys generally ‘work a year above the national curriculum’ and timetabled subjects ‘evolve’ to cater for the needs of boys at different stages. Boys, who had learnt about multiplication the previous week, had moved on to division and were able to explain how ‘it is the opposite’. A couple of eager volunteers gave some enthusiastic (and very coherent) examples. We enjoyed our visit but were frustrated by how hard it was to obtain answers to...
What the school says...
At Cumnor House School for Boys, we provide an exceptional education that extends beyond academics, focusing on the holistic development of our pupils. Our ethos is built on core values of compassion, courage, belief, endeavour and integrity. These values form the foundation of a nurturing and inclusive environment where every boy is respected, supported, and encouraged to excel.
Situated in South Croydon, our school thrives on the vibrancy and diversity of its community. As part of the Cognita Schools group, a global leader in independent education with over 100 schools across 16 countries, we benefit from shared best practices. We believe that a comprehensive educational experience includes more than classroom learning. Therefore, our rigorous academic curriculum is enriched by an extensive range of extracurricular activities, fostering both intellectual and personal growth. This approach cultivates resilient, compassionate and confident pupils ready to contribute positively to society.
Our staff are deeply committed to the emotional wellbeing of our pupils, providing support and guidance as they navigate the challenges of growing up. We emphasise empathy and understanding, nurturing boys to become thoughtful and caring individuals. Initiatives like fundraising events and acts of kindness are integral to our culture, encouraging pupils to engage with and contribute to their communities. For instance, our recent school-wide charity run saw each house choose a charity to support, with all pupils participating and raising funds together.
Our pupils consistently perform well in the 11-plus and 13-plus entrance exams, with all year 7 and 8 pupils securing places at their preferred schools. Additionally, a significant proportion of our year 6 pupils earn scholarships, highlighting our commitment to academic excellence.
We offer a wide range of sporting opportunities, encouraging teamwork, resilience and personal growth. Our cricket teams have achieved notable success and we have proudly featured among the Top 50 Prep Schools for cricket in the country, acknowledged by The Cricketer magazine. Our swim squad has also excelled, winning multiple titles, including the 2024 London League Swimming Grand Final and being Croydon Schools Champions for 16 consecutive years.
The single-sex environment at Cumnor House is designed to meet the unique developmental needs of boys. We focus on fostering resilience, perseverance and self-belief, encouraging our pupils to embrace challenges and pursue their interests with confidence. Positive affirmations and a supportive atmosphere help build self-esteem, creating a space where boys can truly thrive.
Innovative initiatives, such as the introduction of road tennis, showcase our commitment to inclusivity and cultural awareness. Inspired by a year 3 pupil's passion for the sport, this initiative has enriched our PE curriculum and engaged the entire school community. Such activities promote physical wellbeing and foster a deeper understanding and appreciation of diverse cultures.
Cumnor House School for Boys stands out for its holistic approach to education, ensuring that our pupils are well prepared for the future. We pride ourselves on nurturing not only academic excellence but also a strong moral compass, helping boys grow into confident, principled young men ready to navigate the complexities of the world. ...Read more
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
What The Good Schools Guide says
Head of School
Since 2021, Emma Edwards BA QTS NASENCo SEN Dip. Raised in nearby Wallington, she found her vocation when, as a teenager, ‘work experience in the community’ took her to a local primary school. Degree in early years teaching (Leeds), two years in Bradford and then ‘home’ to Croydon and Cumnor House. Two decades at the school, working her way from reception teacher, via SENCO, to deputy head. A period of disruption (five heads in five years) saw parental confidence knocked and happiness at a low ebb. Edwards was asked to consider applying for the job and colleagues were encouraging so she threw her hat into the ring. The rest is history. ‘The best thing that ever happened to this school,’ enthused one colleague, adding, ‘we cheered when she got the job.’ Parents...
Subscribe now for instant access to read The Good Schools Guide review.
Already subscribed? Login here.
Special Education Needs
Provision for SEN pupils In the Pre-prep, Learning Support Assistants help in each class with general day to day learning. They hear pupils read, targeting especially those who appear to be experiencing difficulties and work with them on other areas such as comprehension and times tables. Pupils are given an Individual Education Plan if their needs are such that it is thought that they should be highlighted. Twice yearly reviews of IEPs are held with parent /the class teacher /Head of Learning Support. Withdrawal lessons are provided individually and in small groups by the Head of Learning Support for all pupils in the Pre-prep who are having difficulties with their learning of whatever nature. In the Prep school, pupils are given an Individual Education Plan if their needs are such that it is thought that they should be highlighted. Withdrawal lessons are provided by the Head of Learning Support for all pupils who have had an Educational Psychologist’s assessment and report.Subject teachers monitor pupils’ progress through IEP targets. Work is differentiated within the classroom according to the specific needs of the pupil. Twice yearly reviews of IEPs are held with parents and the Head of Learning Support. Pupils on the Cause for Concern Lists are monitored by subject staff/Head of Learning Support. Work is differentiated within the classroom according to the specific needs of the pupil. Those in the Prep school who have an Educational Psychologist’s assessment and report are provided with withdrawal support from the Head of Learning Support. Pupils with Emotional and Behavioural difficulties are usually monitored by the Head of the Pre-prep/Head of Lower School/form tutors
| 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 |
Y |
| 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 |
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.