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Talbot Heath School A GSG School

What says..

The recurring theme from parents and pupils is the dedication and commitment of the teaching staff. Parents consider it an academic school, but pupils say there isn’t pressure. ‘It pushes those that want to be pushed and supports those who find it harder,’ summed up a parent. School very much on the map for its sports offer - both the school tennis and swimming academies attract pupils from a national and international pool. The girls we met were friendly, mature and confident...

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All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

What The Good Schools Guide says

Head

Since September 2023, Tracy Harris, previously head of Parkstone Grammar School and before that, senior deputy head of South Wilts Grammar School. Born and raised in the southwest, with a degree in history and PGCE from the University of Exeter and more recently a master’s in psychology – which ‘gave me insight into the challenges girls face’. She is also an Ofsted inspector and school improvement adviser for local secondary schools.

Less flamboyant than her predecessor, her pragmatic and solutions-driven leadership style has won the affection of parents, with a reputation for listening (recent consultation on agreeing the three values: curious minds, generous hearts, adventurous spirits) and delivering a measured response (much improved comms was mentioned by parents, including new weekly newsletter).

Her office is large and comfortable,...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

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Special Education Needs

As well as meeting the needs of Gifted and Talented pupils, we aim to identify and assess a child's Special Educational Needs as early as possible, so that the individual can be helped to overcome difficulties and attain her full potential. Where possible, this is done before entry to the school. Once identified, appropriate support strategies are implemented to enable the pupil to integrate fully into the school. Children requiring additional support will have a weekly lesson with the SENCO, either in a small group or individually, according to need. These lessons can be used to boost weaknesses in reading/comprehension/grammar/spelling/written and speaking skills/study skills and revision techniques. The EAL teacher tutors girls individually after school in the boarding house. Progress of all children on the SEN register is monitored termly by means of a meeting with the SENCO and a representative from each faculty. Parents and pupils are kept informed of progress.

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