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Every child’s potential develops more readily when they feel safe, valued, and happy. I am delighted our pupils thrive in the warm atmosphere of Prospect House where humor and laughter go hand in hand with serious study. Years of teaching have taught me that every child is great at something. At Prospect House we celebrate these strengths, encouraging children to excel. Every small success leads to greater confidence and self-belief. We have high academic expectations for all of our pupils and place great value on effort, ensuring that they have the necessary tools to succeed. A notable percentage of our pupils gain scholarships. All go on to prestigious senior schools armed with the enthusiasm and self-confidence which is the hallmark of a Prospect House pupil. Prospect House School was formerly a family home and retains a happy, welcoming atmosphere, starting at the front door where the headmaster or a senior staff member greets each child by name every morning. Currently, we have approximately 310 pupils and a staff ratio of 1:7 allows each child a great deal of individual attention. In the early years, there are three teaching adults in each class, and higher up the school small sets for maths and English allows very focused teaching. Additional small group and 1:1 sessions are commonplace. Our extensive extra-curricular activities allow teachers and pupils to interact in a more informal atmosphere outside of the classroom. Bonds between staff and children are strong. Our school is a place where every child feels valued and gains the confidence to fly. Every child learns differently. Accordingly, we embrace different teaching methods including Montessori (for our younger children). The freedom to refine and utilize different methods, combined with small class sizes, allows us to tailor our teaching approach to each child. Life is co-ed and our children benefit from being in an environment where girls and boys learn from each other. This dynamic is particularly beneficial when we set children challenging tasks, or encourage them to work (and play) in teams. Importantly they are taught that effort is important and always appreciated. That not all mistakes are negative but are a positive sign that they are being challenged. Not being afraid to make a mistake increases learning and achievement. Teaching for the youngest children combines the Montessori method and the requirements of the statutory early year's foundation stage (EYFS) curriculum. The syllabus followed has been specifically developed by the school to meet the needs of our pupils. We offer a broad balanced curriculum that gives a thorough grounding in English and maths and is also enhanced by lessons in science, computing, humanities, religious education (RE), French, music, physical education, art/design technology, and personal, social, health & citizenship education (PSHCE). From age 9 the children also study Latin. We monitor progress using teachers’ assessments combined with tests that provide standardized national norms. This allows us to track the individual progress of every child. Testing is operated unobtrusively to the point that younger children do not even realize they are being tested. Little do they know their results allow us to fine-tune their personalized learning program. Whole-school screening is also used at various points to make sure children are reaching their potential. Alongside the observations of staff, the school’s screening program is specifically designed to detect, at an early stage, those children who may need additional help. Children may experience difficulty with some aspects of their learning or they may have a specific diagnosis such as dyslexia. All our specialist support teachers are qualified to work with children with specific learning difficulties. We also have close ties with a speech and language therapist, physiotherapist, and visual perceptual therapist, who can all help to support the children in school. Learning support is a positive experience to ensure every child makes the best possible progress. Lessons support work in the classroom and teach strategies to support any specific difficulties. Some children have the good fortune to be privately educated at schools with the drive, experience, and resources to teach children to think for themselves. At Prospect House School children learn their personal choices can make a real difference, and their opinion matters. Equally importantly, they learn to respect the opinions of others. They learn the value of endeavor and staying power, of developing social skills, and of forming respectful relationships. Our children feel confident and valued, so they are not worried about making mistakes and are willing to ‘have a go’. This eagerness to be involved and contribute is one of the most valuable life skills we nurture in our pupils. The Lower School 76-78 Putney Hill, London SW15 6RB. View full school

Prospect Bank School is a school for children with additional support needs in the Leith area of Edinburgh. At Prospect Bank we have 6 classes, each class has a class teacher and support staff. Ratios of adults to children may vary as children develop their independence and confidence. Our classes are named after trees, we have Chestnut, Oak, Pine, Beech, Rowan, and Willow. We work in strong partnership with allied health professionals and are fortunate to have speech and occupational therapists based in school throughout the week. Our learners play a key role in their learning and we value our enthusiastic pupil council. We are very proud of our health-promoting school and eco school status. We are also a Rights Respecting School We follow a Curriculum for Excellence and provide a wide range of learning experiences for our learners to help enable them to reach their full potential. We aim to equip our children with the skills to become responsible citizens, successful learners, confident individuals, and effective contributors. We value joint working with parents, carers, extended family, and local community including links with mainstream schools. We pride ourselves on our positive school ethos where we celebrate every individual’s success and we place a strong emphasis on a whole team approach to meeting the needs of our learners. We have a supportive parent council that plays a key role in school fundraising and planning for improvements. The parent council is always looking for new members for more information on the role of the parent council please take a look at our parent council page. If you can help in any way, they would welcome your support. Our children have complex, long-term additional support needs which are primarily associated with a learning disability and other complex needs. These ASN impact their ability to develop skills for learning, life, and work. We want our children to be as independent and included in society as they can be and our curriculum, teaching approaches, and environment are adapted to enable this. We build a consultative approach with parents, partner services, and the local community and we value this as it enables us to provide a meaningful curriculum, breaks down the barriers to learning, and continue to develop our inclusive society. We want our children to feel valued & continue to experience achievement and success now and in their future lives and enjoy the rewards this brings them and their families. Our curriculum has a clear rationale based on shared values & mutual respect. It is designed to promote challenge, enjoyment, breadth and depth, progression, relevance, coherence, personalization, and choice in learning for all pupils. Prospect Bank School aims: We will provide stimulating and motivating learning experiences. We will ensure the highest quality teaching and learning. We will ensure a safe, secure, and challenging environment. We will ensure that we improve self-esteem and feelings of being valued and listened to. We will promote a sense of physical, mental, and emotional wellbeing. We will ensure a climate of respect for people and the environment. We will ensure a wider and deeper understanding of the world in which they live. We will demonstrate personal responsibility, compassion, and support for others. We will provide a total communication setting where our children can communicate effectively. We will work closely in partnership with parents and outside agencies. View full school