More House School

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Nationally celebrated as a center for excellence, and graded Outstanding in all areas by Ofsted (2019 and 2020), our school boasts a rich, 80-year history of supporting boys with Specific Learning and Language difficulties, and associated conditions, in realizing successes far beyond their expectations, transforming their futures. Whilst our academic results at GCSE, A-Level, and BTEC are consistently above the national average for all schools, the education experienced by More House students is much broader than exam syllabus prescription.

Many of our boys arrive with little self-confidence. As one community, we build pupils’ academic, creative, sport, and social achievement. A wide curriculum of academic subjects is complemented by an inspiring extra-curricular program, so that each boy is successful amongst his peers, and learns to recognize that success.

Building our students’ self-confidence and independence enables them to transform their lives, achieving remarkable academic success, and pursuing aspirational futures. For the majority, this means continuing their education by progressing from our Sixth Form to universities, but others will move into industry-based learning or to other further education courses.

Our vision is to lead in transforming the futures of intelligent children who experience Specific Learning Difficulties, Developmental Language Disorders, and associated conditions, by empowering them.

The school's purpose is to enable boys who are intelligent to overcome the barriers to learning and success posed by specific learning and language difficulties and associated difficulties. We believe that it is important that such boys are helped to discover and recognize their strengths so that they build their self-esteem and confidence.

We seek to instill self-belief and encourage every pupil to have high aspirations for himself. Our pupils must become comfortable with who they are, recognizing that everyone has within their character areas of strength and areas of weaker skills. This confidence and aspiration lead our pupils to achieve astonishing academic results and social outcomes. Our pupils leave More House with the skills and understanding necessary to be independent, self-sufficient, and active members of society. They have developed a broad understanding of, and promote, the differing views and experiences of our multicultural, international society.

The school promotes the moral teachings of the Christian faith within the traditions of the Catholic Church, but teaches tolerance and understanding of other faiths and cultural beliefs, and promotes freedom of expression and personal choice. The complementary attributes of respect and a keen curiosity are strongly encouraged in all pupils. The school welcomes and supports pupils, adults, and their wider families who may be of any religious faith or none.

All teachers, therapists, members of the boarding house staff, and the teaching-support staff, share a commitment to continued professional development such that the delivery of curriculum and therapy, and all aspects of pupils’ school experience – academic and social – is informed by an understanding of each pupil’s strengths and weaknesses, maximizing their self-belief and progress. Specific aims:

• To support the individual needs of each pupil, as individuals, so that each thrives, adapting continuously teaching and support strategies to challenge appropriately to pupils’ diverse strengths and weaknesses.
• To provide all pupils with an environment in which they feel, and are, safe and confident in being themselves, and through which they develop effective skills to promote their mental health and wellbeing.
• To foster in all pupils a powerful desire to question and to learn, and to realize high aspirations for their future, in terms of continued education and learning, their professional career, and social relationships.
• To provide a transformative learning environment and opportunities for our pupils so that they achieve outstanding academic results, above the national age-related averages, both at levels two and three, despite having Specific Learning Difficulties, Developmental Language Disorders, and associated conditions.
• To develop our pupils to become confident and resilient young people, with the experience and skills that allow them to lead independent lives within a modern world, and with the desire to be involved in society.
• To foster amongst all pupils an understanding, care, and tolerance of all others, within the school’s Catholic ethos and by the fundamental values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
• To collaborate with and promote research into the education and support of children and young people with language-related educational difficulties, and use research to improve educational outcomes for all pupils, and those in other educational settings.

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