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WHIS - gardens WHIS - Wilderness learning WHIS - adventure Education for a better world Latest News: Another successful ISI inspection Just before the end of last school year (2023-24) we were inspected by the ISI (Independent Schools Inspectorate). The inspection looked primarily at the Quality of Education section of the Independent School Standards Regulations, in addition to how well we Safeguard our pupils and manage risks through our Health and Safety policy and procedures. ​ The report, which can be read here , confirms that we continue to meet all the Department of Education's requirements in these areas. Our previous inspection report from Christmas 2022 can also be found here. Rendez-nous visite ou faites une demande Nous sommes basés au cœur du quartier historique de Gloucester, à moins d'un mile de la gare et avec un accès facile à la M5 pour Bristol, Cheltenham et plus loin. Appelez-nous pendant les heures de bureau au +44 (0) 1452 764248 , ou envoyez-nous un e-mail à info@wottonhouseschool.co.uk pour toute question que vous pourriez avoir ou pour organiser une visite. NOUS ORGANISONS ENCORE DES ÉVÉNEMENTS! CONTINUEZ À VÉRIFIER LES DÉTAILS DE NOS PROCHAINES JOURNÉES DE DÉCOUVERTE. NOUS SOMMES OUVERTS! Nous sommes de nouveau opérationnels et enseignons à nos étudiants dans notre magnifique bâtiment et terrain. S Rétroaction de l'enseignement du dernier trimestre pendant le verrouillage: «Nous pensons que les arrangements que vous avez mis en place sont excellents. Notre enfant est fiancé et va très bien - en profiter même. Nous avons 4 enfants d'âge scolaire tous dans différentes écoles. Les arrangements que vous avez mis en place sont de loin les meilleurs à notre avis. - parent «Nous sommes en lock-out depuis plus de sept semaines maintenant. Je pense que l'école a adapté un bon emploi du temps qui nous permet de discuter de sujets avec nos camarades de classe en zoom et de terminer le travail sans avoir à rester trop longtemps à l'écran. Comme prévu, il a fallu un certain temps pour s'y habituer, mais maintenant tout le monde au WHIS profite de l'apprentissage en ligne et nous avons même fait un travail de projet en groupe. J'aime travailler à domicile, mais j'ai hâte de retourner à l'école et de voir tout le monde en personne. » - élève Veuillez appeler Sophie Sturdy, responsable des admissions au 07785920484 ou par e -mail pour discuter. Nous aurons des opportunités virtuelles et physiques d'en savoir plus sur l'école dans les mois à venir. Bienvenue chez WHIS du Dr Daniel Sturdy, directeur et fondateur. À la Wotton House International School, basée dans le Gloucestershire, notre objectif est de fournir une éducation holistique et avant-gardiste pour préparer les enfants âgés de 10 à 16 ans à la vie dans le monde de demain. Vos enfants grandissent dans une société en mutation rapide et font face à un avenir qui exigera un savoir-faire technologique aux côtés des compétences traditionnelles. Nous pensons qu'il est préférable de le rassembler dans un environnement qui favorise les avantages psychologiques de l'apprentissage naturel, sans les pressions du système d'examen normal. Pour y parvenir, nous sommes fiers d'être l'une des 15 écoles du Royaume-Uni autorisées à offrir le programme de premier cycle secondaire (PPCS) du baccalauréat international. Mon personnel et moi sommes passionnés par le fait d'aider nos élèves à trouver leur équilibre. Nous espérons que vous partagerez notre vision d'une éducation digne de l'avenir. Vous pouvez télécharger notre prospectus ci-dessous ou si vous souhaitez en savoir plus sur ce que nous faisons ici dans notre école et ce que nous pouvons offrir à votre / vos enfants, n'hésitez pas à nous contacter . TERM DATES for 2023-2024 TERM DATES for 2024-2025 Restez en contact avec nous Nous serions ravis de vous envoyer des informations sur nos événements, Journées Découvertes et activités scolaires, inscrivez-vous ici: Je suis heureux de recevoir la newsletter par e-mail Je suis heureux de recevoir des informations sur les événements J'accepte tous les termes du politique de confidentialité Abonnez-vous maintenant Upcoming Events Timings TBC Aladdin Pantomime / Gloucester Details Timings TBC Casting has commenced and lines are being learned. Standby and save the date for the MYP Panto, Aladdin. Thursday 25th and Friday 26th of January at King's Theatre, Gloucester. More details to come... Life and Culture at #wottonhouseschool

Duke of Edinburgh's Award Another of Kurt Hahn's many legacies, the Duke of Edinburgh's Award (normally DofE - although that could also be the Department of Education!) was started in 1956 by Prince Phillip, Duke of Edinburgh, as a series of self-improvement exercises. ​ The original intention was to help counteract the Six Declines of Modern Youth identified by Hahn: ​ Decline of Fitness Decline of Initiative and Enterprise Decline of Memory and Imagination Decline of Skill and Care Decline of Self-discipline Decline of Compassion ​ It was originally designed and administered by the great mountaineer, Sir John Hunt, who led the first, official, successful ascent of Mount Everest in 1953. ​ Programmes are at three different levels of difficulty (Bronze, Silver and Gold) and must involve these activities: ​ 1. Physical 2. Expedition 3. Skills 4. Volunteering ​ Why do the DofE? ​ "For the hundreds of thousands of young people who take part each year, the benefits of achieving a DofE Award are endless. DofE is about helping you along the path to a productive and prosperous future. As many of our participants say, it’s life-changing. ​ You’ll also make a difference to other people’s lives and your community, be fitter and healthier, make new friends and have memories to last you a lifetime." ​ Archives New Zealand from New Zealand CC BY-SA 2.0 , via Wikimedia Commons Source: Flickr. CC BY-NC-SA 2.0 The DofE, Public domain, via Wikimedia Commons

Neurodiversity Wotton House School is a naturally welcoming environment for some types of neurodivergence. In particular the 2E or 'Twice Exceptionals', the rapidly growing group known in the USA as Bright and Quirky. This page explores some of the many issues around neurodiversity and in particular the remarkable adjustments which the MYP makes to allow all students to show their strengths. Introduction Neurodiversity, loosely meaning 'all kinds of minds', is a term that was coined in around 1997 by Australian sociologist Judy Singer, herself on the autistic spectrum, and first put into print by journalist Harvey Blume, but without attributing Singer, in The Atlantic in 1998. ​ The general concept is simply that all humans vary in terms of neurocognitive abilities. GeniusWithin puts it well : "Everyone has talents and things they struggle with. However, for some people the variation between those strengths and weaknesses is more pronounced, which can bring talent but can also be disabling." ​ As Simon Baron-Cohen says "it challenges the default assumption that autism [or any other disability] itself is a disease or disorder that needs to be eradicated, prevented, treated or cured." ​ As in most areas recently, terminology is disputed and regularly causes more heat than light. To be precise: ​ Disorder: symptoms causing dysfunction where the cause is unknown Disease: symptoms causing dysfunction where the cause is known Disability: where someone is significantly below average on a standardised measure of function Difference: variation in a trait, such as eye colour Divergence: where a difference between two things begins Diversity: being composed of differing elements or qualities. ​ Classification The alternative 'medical' model produces lists of 'authorised' diseases and crosses over fearlessly into disorders. The two best-known classifications are DSM and ICD. ​ DSM is the Diagnostic and Statistical Manual of Mental Disorders. DSM-IV was published by the American Psychiatric Association in 1994. ICD is the International Statistical Classification of Diseases. ICD-10 was published in 1992 by the World Health Organisation. ​ This is a simplified look at ICD-10. Chapter VI covers Diseases of the Nervous System. This is where we find meningitis, Parkinson’s Disease, multiple sclerosis and epilepsy. These are disorders of the BRAIN not the MIND (although that may be the most controversial distinction ever made). ​ ​ Chapter V. covers the Mental and Behavioural Disorders: ​ 1. Schizophrenias 2. Depressions 3. Phobias 4. Eating disorders 5. Personality disorders 6. Organic disorders, eg dementias (but shouldn't this be in Chapter VI? ) 7. Retardation 8. Substance use disorders 9. Early onset emotional disorders, eg ADHD 10. Developmental disorders ​ ​ The final section, Developmental disorders, looks like this: 1. Specific developmental disorders of speech and language 2. Specific developmental disorders of scholastic skills (i) Spelling (ie Dysgraphia) (ii) Arithmetic (ie Dyscalculia) (iii) Reading (ie DYSLEXIA) 3. Specific developmental disorder of motor function (ie Dyspraxia) 4. Mixed specific developmental disorder 5. Pervasive developmental disorders (“PDD”, including Autism). ​ These classifications are used for diagnosis, intervention, and, increasingly, litigation. That is because all recognised disabilities are powerfully protected by legislation. ​ Disability Discrimination The Disability Discrimination Act became law in 1995. It makes it illegal to treat disabled people less favourably. It seems simple … but is very complex in practice and has since been strengthened by SENDA 2001 and the Equality Act 2010. Someone discriminates if they: ​ Treat a disabled person less favourably AND Cannot justify the treatment OR Fail to make reasonable adjustments What counts as a reasonable adjustment is not defined, sensibly because every situation is slightly different and what might be reasonable in one circumstance might not be in another. ​ What counts as a disability IS defined, but not by reference to DSM or ICD. It is a "physical or mental impairment which has (a) substantial and long-term adverse effect on the (b) ability to carry out normal day-to-day activities." ​ This, of course, is fodder for greedy lawyers. ​ Disability Positivism The publication in 1994 of Ron Davis's The Gift of Dyslexia marks the start of a concerted, and eventually successful, campaign to reclaim learning differences as advantageous. Or at least potentially advantageous, given how much difficulty dyslexics continued to face in the text-dominated GCSE state education model. Since then there has been an increasingly silly attempt to reclassify greats from the past as having specific learning difficulties: dyslexia for Leonardo da Vinci, Albert Einstein, George Washington, Hans Christian Andersen, autism for Michelangelo, Charles Darwin, Albert Einstein, Thomas Jefferson, Hans Christian Andersen! ​ A lot of this is nonsense, but fairly harmless. What is less clear is the eventual impact of the current craze for big corporations to show off their new Heads of Neurodiversity or Neurodiversity-at-work initiatives (eg BBC, Direct Line, JP Morgan, Amazon, Ford). Raising awareness is important, of course, and so is appointing people with the right skills to the right jobs. But there are two strong dangers: firstly that a few alterations to the lighting or noise levels is significantly enabling, rather than slick furniture-company merchandising; secondly that horizons may be being narrowed rather than widened. For example EY say : "Functions such as IT, legal and compliance are usually prime candidates for employing neurodiverse talent. Leaders in these departments might consider starting a discussion about neurodiversity with relevant HR representatives and functional inclusion and diversity leaders ." That doesn't look like much of a stretch to me! ​ Much more interesting is the work that GCHQ have been doing to attract dyslexic applicants: “We’re looking for people who can see something that’s out of place in a bigger picture, who have good visual awareness and can spot anomalies,” said Jo Cavan, director of stratagy. GCHQ put out a video podcast on the strengths that dyslexics can bring to spying. For example, Charlotte says: “I’m often looking through a lot of data and I find that my dyslexia helps me to see the bigger picture and spot patterns that aren’t always obvious to everyone else around me. I also find that my approach to finding solutions is very different.” ​ The Numbers The most common conditions under the neurodiversity umbrella are: Attention Deficit Hyperactivity Disorder (or ADHD): inattention, distractability and impulsivity; about 4% of children and 3% of adults . Autism Spectrum Disorder (or ASD) degrees of difficulty in communicating with others and sensory overload; about 1% of the global population is estimated to be on the spectrum. Dyslexia: difficulties with reading and spelling; prevalence estimates range from 3% to 20% (with 10-15% commonly cited). Dyspraxia: challenges with coordinating physical movements; about 2% of the population are severely affected, with 6-10% estimated to be affected to some degree. Dyscalculia: challenges with numbers; affects up to 10% of the population, with 3-6% commonly cited. However the reality is that these are only a small subset of the difficulties which children may present with in school. The most straightforward way to classify these is to use the 4-fold distinctions in the Education and Health Care Plans (EHCP ). Fortunately these distinctions exactly match our own educational model (Head, Heart, Hands and Humanitas). The figures are for numbers of EHCPs in Gloucestershire in 2019. ​ 1. Cognition and Learning Difficulties 36% 2. Emotional Difficulties 20% 3. Physical Needs 9% 4. Communication Difficulties 36% ​ Within the first category by far the largest category is Moderate Learning Difficulties (MLD) with 28% of all EHCPs. MLD is a catch-all category defined as "attainments well below expected levels in all or most areas of the curriculum, despite appropriate interventions". The number of specific learning difficulties (ie dyslexia, dyspraxia, dyscalculia) is very low at 2%. This must mean that the vast majority of dyslexics are not considered by the local authority to have sufficient impairment to need an EHCP. Total school age population is roughly 100,000 of whom 10,000 could be considered to be on the dyslexic spectrum of difficulties. A maximum of 80 have EHCPs. ​ However the second biggest category of any is Autism Spectrum Disorder (ASD) which is a subset of Communication Difficulties: 20% of all EHCPs. Actual numbers are shown below. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Neurodiversity Symbol MissLunaRose12, CC BY-SA 4.0 , via Wikimedia Commons The IB Approach to Inclusion ​ The key IB document are these: Learning diversity and inclusion in IB programmes (2016, updated 2018) Meeting student learning diversity in the classroom (2013) ​ Organisations Gloucestershire Dyslexia Association Gloucestershire SEND Local Offer: local authority support SENDIASS Gloucestershire: confidential advice and support Quotes ​ “We are freshwater fish in salt water. Put us in fresh water and we function just fine. Put us in salt water and we struggle to survive.” -Autistic person ​ “Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment? Cybernetics and computer culture, for example, may favor a somewhat autistic cast of mind.” -Harvey Blume ​ ‘Honoring and nurturing neurodiversity is civilization’s best chance to thrive in an uncertain future’. -Steve Silberman ​ In the person with autism, the brain may already be seeing the part and be less distracted by the whole, and in the person without autism the brain may have to set aside its picture of the whole to analyze the detail. -Simon Baron-Cohen ​ "If you were to get rid of all the autism genetics, there would be no more Silicon Valley.” -Temple Grandin ​ “If you’ve met one person with autism, you’ve met one person with autism” – Dr. Steven Shore. ​ “I am different, not less” – Dr. Temple Grandin ​ “We are more like travelers from the distant, distant past. And if, by our being here, we could help the people of the world remember what truly matters for the Earth, that might give us quiet pleasure” - Naoki Higashida, self advocate & author of The Reason I Jump

Overall Sitemap Each Heading has five Pages. Most Pages have Four Sub-sections. When these get long enough they become Sub-pages. ​ ​ ​ ​ ​ ​ ​ ​ ​ Our Story: CB1, CB2, Bun Shop, Sancton Wood, Holme Court, Wilderness ​ FREE PAGES Term Dates, Privacy Policy, Fundamental British Values, Miscellany ​ Analytics ​ This shows monthly unique visitors (as at 19 Feb 2022). I cannot find data for other schools to benchmark so we can only set a fairly random target: 1,000 unique visitors per month seems reasonable. Education News Main Updates ​ 06/03/22 Added Facilities 05/03/22 Added Other Pathways 04/03/22 Tidied all Pages to have similar sub-page buttons 03/03/22 Updates to Inspection, Enrichment 02/03/22 Tidied up and add to Testimonials 01/03/22 More on Enrichment 28/02/22 Finished Neurodiversity. Started Enrichment 25/02/22 More on Neurodiversity 24/02/22 Added MYP, working on Neurodiversity 23/02/22 Working on MYP 22/02/22 Added Animal-assisted education; Added Duke of Edinburgh; Added External Exams; Edited Alumni; Started Curriculum, MYP. 21/02/22 Updated Fees 20/02/22 Finished Sitemap, Legals, Listings, Comments. Started Shop. 19/02/22 Finished Pastoral; started Sitemap, Legals 18/02/22 Finished Alternatives; Updated Student Showcase; Updated Fees; Started Curriculum 17/02/22 Started Alternatives; 16/02/22 Finished Locations 15/02/22 Finished International (IB section); Updated Staff; Started Locations 14/02/22 Finished Outdoors 11/02/22 Working on Our Story; Updated Alumni 10/02/22 Finished Your Questions 09/02/22 Working on Our Story 02/02/22 Start working on Staff pages 01/02/22 Test positive with Covid, start learning Wix ​

Jill Sturdy Obituary The first Sancton Wood school photograph we still have - presumably from 1977 or 1978. Benjamin is sitting on Jill Sturdy's knee in the centre of the photograph; Naomi is just in front of them; Joseph is three from the right behind a teacher. Mrs Jill Sturdy 1935-1998 Jill Sturdy, Headmistress and Founder of Sancton Wood School, Cambridge, died of cancer on August 10 aged 63. She was born on May 30, 1935. ​ Usually surrounded by cats, dogs, children, books and newspapers, Jill Sturdy might have seemed too modest a figure to be the driving force behind a remarkable family and educational enterprise. The mother of twelve children, nine of whom were adopted, she was also the Headmistress of a small independent school in Cambridge which she founded as a result of her dissatisfaction with the general educational provision for her children. ​ Jill Evans was born in Aylesbury, the daughter of a Welsh sales manager. Educated at Hitchin Grammar School, she won a place at London University but was persuaded to turn it down in favour of a series of short-term jobs, including copywriting and nursing mentally ill patients. Disillusioned, she joined a Carmelite nunnery and converted to Catholicism. She stayed as a novice for two years and found great happiness and joy, until the debilitating effects of bad migraines persuaded her to return to the outside world. While in hospital she met a newly ordained Anglican priest, John Sturdy . They married in 1961. ​ Following the birth of two sons, the Sturdy family moved to Cambridge in 1965, where her husband took up the post of Dean of Gonville and Caius College . That same year they made a decision that was to change the rest of their lives when they adopted a young girl from British Guyana. Over the next two years the family began to grow, with the birth of a daughter and the adoption of a Pakistani boy. With five children under the age of five, Jill Sturdy decided to further her education, and began to study for a degree in English at New Hall College, Cambridge, then for a PGCE at Hughes Hall . During her degree course, she adopted two more children, of West African parentage. The bullying of her oldest daughter at school led to considerable anxiety about the suitability of the state school system for her multi-racial family. With her husband's support, she decided to open her own school: moral, tolerant, with extremely high standards of education and behaviour, and open to as wide a range of families as possible. ​ Sancton Wood School was founded in 1976 as a primary school in a Victorian house in Cambridge. It opened its doors to 11 pupils, in two classrooms, taught by Jill Sturdy and a friend; within a term another class was opened. The school has continued to grow since then, to just under 200 pupils, but its philosophy has remained the same: small classes with excellent teaching in a homely atmosphere. The Senior School was opened in 1979, in response to the demands of parents who wished their children to continue with the same high standard of caring education until they were 16. Two years after the school opened, a young West Indian boy was welcomed into the family. He was followed by another four children, two of Chinese origin, and two half African. On several occasions John and Jill Sturdy were approached by social workers who believed they could provide a loving home for children from disturbed backgrounds. Nine children in all were adopted, who, with the three "natural" children made up a colourful family, reflecting the true nature of Christian love. Both parents were scornful of policies restricting white families from adopting coloured children. ​ The last two years of her life were tainted with tragedy. Her husband died from heart failure in 1996, and her youngest daughter lost a courageous battle against bone cancer, almost exactly a year later. Despite great sadness and her own ill health, Jill Sturdy remained a vibrant figure, organising the school play, remonstrating fondly with her more challenging pupils, for whom she had the greatest affection, and presenting end of term prizes. Her final speech spoke of her deep love of children and her passionate desire to ensure their well being. She encouraged children to appreciate the value of reading: a natural reader, she maintained, could never feel truly isolated. She closed by announcing: ​ "Children, never let your parents walk past Heffers Children's Bookshop. You must always go in." Jill Sturdy worked right up to her death, painting classrooms and making plans for the future. She leaves a unique gift in her school. ​ Jill Sturdy was regarded as an inspirational figure by her colleagues who admired her firm commitment to equality in education. A highly respected Headmistress, with an enormous capacity for love, she took particular pleasure in encouraging the development of the most withdrawn children. The happy and confident children who leave Sancton Wood School at 16 are testament to her personality and philosophy - especially those she had proudly watched growing into young adults far taller than she was, who always stood that much straighter when she was around. She is survived by 11 of her 12 children. From the Internet Archive. Terms of Use here .

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MYP English (Language and Literature) INTRODUCTION Inquiry is at the heart of MYP language learning, and aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect on their learning. ​ All IB programmes value language as central to the development of critical thinking, which is essential for cultivating intercultural understanding and responsible membership in local, national and global communities. Language is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework that supports the construction of conceptual understanding. As MYP students interact with a range of texts, they generate insight into moral, social, economic, political, cultural and environmental domains. They continually grow in their abilities to form opinions, make decisions, and reason ethically—all key attributes of an IB learner. ​ AIMS To encourage and enable students to: ​ ​ use language as a vehicle for thought, creativity, reflection, learning, self-expression & social interaction develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts develop critical, creative & personal approaches to studying and analyzing literary & non-literary works engage with text from different historical periods and a variety of cultures explore & analyze aspects of personal, host & other cultures through literary & non-literary works explore language through a variety of media and modes develop a lifelong interest in reading apply linguistic and literary concepts and skills in a variety of authentic contexts. ​ ​ ASSESSMENT CRITERIA Criterion A: Analyzing Criterion B: Organizing Criterion C: Producing text Criterion D: Using language ​ IB SUBJECT GUIDES Subject Brief Subject Guide ​ WOTTON HOUSE CURRICULUM OUTLINES 2021-22 2019-20 2018-19 2017-18 ​ Back to MYP Page TEACHING DEPARTMENT ​ Head of Department: Katarina Ule ​ MYP1 and 2 Teacher: Keri Griffiths ​ English Tutor: Sally Richards ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

A to Zs Vous recherchez des informations particulières? Vous trouverez tout ici - des politiques et procédures aux dates des trimestres et tout autre détail sur notre école que vous ou votre enfant voudrez peut-être savoir. Et si, pour une raison quelconque, vous ne trouvez pas ce que vous recherchez, envoyez-nous simplement un message au numéro ou à l'adresse e-mail ci-dessous et l'un de nos membres se fera un plaisir de vous aider. Covid Outbreak Management Plan (21) External Exam Results (20) External Exam Results (19) Organisation Chart (17) Term Dates (20/21) Term Dates (19/20) Term Dates (18/19) Term Dates (17/18) Term Dates (16/17) Online Timetable Lent 2021 Timetable Michaelmas 2020 Timetable Michaelmas 2019 Timetable Michaelmas 2018 Timetable Michaelmas 2017 ​ Useful Info Policies Forms Miscellany ​ Academic Honesty Policy Active Travel Policy Admissions Policy Anti-Bullying Policy Careers Policy Curriculum Policy Data Protection Policy Educational Visits Policy Equal Opportunities Policy E-Safety Policy First Aid Policy and Procedures Health and Safety Policy Language Philosophy and Policy Lockdown Policy PSHE Policy Positive Behaviour Policy RSE Policy Risk Assessment Policy Safer Recruitment Policy Safeguarding Policy SEND Policy SMSC Policy Substance Misuse Policy Use of Force Policy Whistleblowing Policy Administration of Medication Counselling Consent Form Covid-testing Consent Form Data Subject Access Request Form Exam Entry Form (pdf ) (docx ) Flexi-School Contract Home-School Agreement Internet Acceptable Use Agreement ISSR Compliance Record (Ofsted) Medical Details Form Pupil Application Form Reporting Concerns about an Adult Abbreviations used in Education Business Plan Guide (Prince's Trust) Core Knowledge Sequence (13) Covid testing Letter (Jan 21) DfE Behaviour Guidance (16) DfE Boarding Schools Standards (15) DfE Careers Guidance (21) DfE ISS Guidance (19) DfE Premises Guidance (15) DfE Registration of Schools (16) DfE RSE Guidance (19) D of E and Excellence in Ofsted (16) Elective Home Education Guidance Flexi Schooling Guidance Get Debating Good Career Guidance (Gatsby) IB Standards and Requirements (18) Independent Schools Standards (14) KCSIE Poster (19) National Curriculum: S econdary (14) Ofsted: Inspecting the Curriculum (19) Ofsted: Inspection Handbook (19) Safeguarding Overview (21) Schools Covid Testing Handbook (20) Teachers' Standards (21) Year Group Names and Ages ( 21/22) ​ Accessibility Plan (22-25) Advisory Board Terms of Reference Attendance and Admissions Registers Code of Conduct Complaints Procedure Data Protection Pupil Privacy Notice DSL Job Description Deputy DSL Job Description Early Help Offer EHCP Template (16) External Exam Results (21) Fundamental British Values Health and Safety Statement Prep Prospectus School information sheet Teaching, Marking Assessment Guide ​ TERM DATES (22/23) ​ TERM DATES (23/24) ​ TERM DATES (24/25) Timetable University Entrance Requirements Archive

How does the admissions procedure work? We are a non-selective school so there is no entrance exam but we always feel that an initial meeting and showround is essential. Most families then move on to a few taster days – we advise a minimum of 2 and a maximum of 5. There is no charge for this. We then collect all the required information, registration fee, set up a new Chromebook, and we're up and running. Mid-year and mid-term entry is very normal in international schools. Our Admissions Policy can be found here. What are your fees? Our fees can be found here. They range from £3,000 in Prep to £4,500 in MYP5, the top year. Fees are all-inclusive except for big school trips, and for some electives if we have to bring in professionals, such as judo and fencing. Flexi days are charged at £65 per day. How do the MYP year groups line up with the National Curriculum? We have a page here which explains in detail. In brief, MYP1 is Year 7 when students turn 11, MYP5 is Year 11, when students turn 16. What are your term dates? Term dates can be found here. Are bursaries available? Yes we offer means-tested bursaries. We also offer sibling, staff and key worker discounts. Please discuss with us in person. We thought you were a language school? A lot of people think that but we are not. Teaching languages is very important to us and we encourage all our students to learn at least one language in addition to their mother tongue. We also welcome students for whom English is not their first language and can provide intensive support to get up to speed. Do you provide transport? Although we have a school minibus we do not yet provide transportation from home to school. A number of our students come from Stroud and we found that the train is cheaper, faster and more reliable than a minibus. Is the school easy to get to? Yes, the train station is a 10 minute walk from school. Buses go past our front door regularly to and from Cheltenham. We are just 3 miles from Junction 11A for the M5 motorway; out of rush hour this takes 7 minutes to drive, but it can sometimes take more like 20 minutes on a busy day. From Junction 11A it is only 30 minutes' drive to Bristol Temple Meads to the south and an hour’s drive to Birmingham New Street to the north. Oxford is 1 hours and 10 minutes to the east and Cardiff is the same distance to the west. How big are your class sizes? We have a maximum class size of 14 Do you provide hot lunches? Absolutely yes! Our lunches are really excellent. We have home baked bread every day as well as soup, salads, vegetarian and vegan options. All made in house. Where and what do students go on to from Wotton House? Our students have gone on to do the Diploma Programme, A levels, apprenticeships and Btecs. They have gone abroad, they have gone to Hartbury, Marling, Cirencester College, Stroud College….the list goes on! But are your facilities any good? We are very lucky to have The Wilderness Centre in the Forest of Dean which is our sister site and where our students go every week. This is a 30 acre outdoor education centre hired out by other schools both near and far but which we can use as often as we like. We use the University’s sports halls for basketball and tennis, we take a short minibus trip to a lovely swimming pool and we visit the local dry ski slope each Lent term. Do you accommodate special needs? Yes, because we have small class sizes we find that our setting works very well for children with certain SEN. We also have a designated Annexe for children with high functioning ASD and we run a bespoke curriculum for them where they can straddle mainstream and extra support as required. Do you take flexi-students? We are flexible by nature and philosophy! We offer a flexi-schooling package throughout prep (years 3 - 6 ) and MYP years 1 and 2. It becomes much harder to be flexible in the higher years but if we can, we do. We would be happy to discuss these options with you. How do I report absences? Absences are reported by emailing or phoning the school office. Can I hire your spaces? Yes we can hire out our spaces, please contact the office for more details. Do you take boarders? We don’t take boarders, however, we have excellent relationships with homestay families who offer a ‘home away from home’ setting. What does a normal school day look like? Whilst we consider ourselves to be progressive and rigorous whilst fiercely protective of our sense of fun, the school day looks rather similar to other schools. The only real difference is that we have an elective ‘club’ session built into the school day instead of after school. Do you encourage parental involvement? Absolutely. After all, it takes a village to raise a child. Are you planning to offer sixth-form provision? Yes. We would like to offer the IB Career-related Programme. At the moment there is some uncertainty over whether BTecs will continue to exist. Once this is clarified we will move forward with our application. What about external candidates? We are registered with JCQ and can accept private candidates for most GCSEs and some A levels. Please email exams@iveuk.com for more details. What technology do you use? We are primarily a Google-tech school. This is partly because we think Google are the least bad of the big-tech companies, partly because they are very low-cost, but mostly because their products are generally so user-friendly and easy to learn. How does assessment work in the IB? It's complicated - there will be a page on Assessment within the Curriculum section of the website. It is currently under construction. What is an IB World School? An IB World School is a school that has been authorised by the International Baccalaureate (IB) organisation can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Programme). What is the IB? The International Baccalaureate (IB) teaches programmes at more than 5,000 schools worldwide, with more than 70,000 educators, teaching over one million students. ​ The organisation's programmes aim to do more than most curricula, by developing inquiring, knowledgeable and caring young people who are motivated to succeed. What are IGCSEs? An IGCSE is an International GCSE. They’re offered in many independent and private schools in the UK, and are recognised globally as equivalent to GCSEs. They are assessed mainly through exams, not coursework, so they’re better suited to online learning.

Legals: Wotton House School Information Sheet Company Company Number Company Type Date Incorporated Company Directors School Name DfE Registration Number Details of Registration Change of Registration Change of Registration ISC School Number ISA Membership Date IB World School Number IB School Registration Date URN (Ofsted) UK Provider Reference Number JCQ Exam Centre ICO Reference Website Facebook Email Telephone Address Privacy Policy Copyright Principal Registrar Vice-Principal Head of Prep DSL Head of Annexe Chair of Advisory Board Accountants Insurance Brokers H&S Competent Person Bank Solicitors UTR (HMRC) PAYE Reference PAYE Accounts Office ​ ​ International Village Education Ltd 9853169 Private Limited by Shares (PDF ) 3 November 2015 (PDF ) Daniel Sturdy and Sophie Sturdy Wotton House International School (WHIS) 916/6006 Registered 05/09/16 for 250 boys & girls aged 11-16 (PDF ) Registered 08/06/20 for ages 10-16 (PDF ), temporarily 10-17 (PDF ) Registered 16/06/21 for 200 boys & girls aged 7-16 (PDF ) 10185 29 Feb 2020 (EMAIL ) 060134 30 May 2019 (Approval PDF ) (Authorisation PDF ) 143018 10073517 57142 ZA278312 (PDF ) www.wottonhouseschool.co.uk www.facebook.com/wottonhouseinternationalschool info@iveuk.com 01452 764248 Wotton House, Horton Road, Gloucester, GL1 3PR Can be read here WHIS 2020, 2021, 2022 Daniel Sturdy Sophie Sturdy Nathan Hutchings Emma Edwards Becky Gwynne Emma Zentner Linde Melhuish GCSD Accountants Ltd Cass Stephens Glenn Trafford HSBC Stone King 2637813991 120/LB34499 120PW01142173 ​ ​ Listings: Wotton House International School These are all the websites where Wotton House is, or should be, listed. Please let us know of any errors and omissions. ​ International Baccalaureate schools listing website SoGlos independent schools listing Independent Schools Council listing of schools Wikipedia: nothing yet UK ISD: nothing yet Independent Schools Directory: nothing yet (applied) UK Private Schools: nothing yet (applied) IndependentSchools.co.uk: nothing yet (applied) Good Schools Guide: basic entry isbi.com: basic entry ​ Legals: The Wilderness Information Sheet Company Company Number Company Type Date Incorporated Registered Office Land Registry Title Number VAT Registration Number Date of Certificate Effective Date of Registration ​ Nature Schools Ltd 9533564 Private Limited by Shares (PDF ) 9 April 2015 (PDF ) The Wilderness, Wilderness Drive, Mitcheldean, Gloucestershire GL17 0HA GR353322 238 0739 96 11 Jan 2017 1 June 2015