At Sunningdale we seek above all to provide a safe, happy and nurturing learning environment for all pupils whatever their ability.
We strive to provide a varied and exciting curriculum, delivered by excellent and committed teachers, in order to enable every pupil to fulfil his potential. This includes learning taking place both in and outside the classroom.
We endeavour to help our pupils develop their knowledge and skills and we provide them with the feedback they need to make continued progress.
We encourage pupils to take risks, both in the classroom and on the sports’ fields. We want them to feel that they can ask questions freely, be inquisitive and learn to try and not worry about getting things wrong.
We encourage and value academic excellence and put it at the heart of our expectations; we encourage pupils to strive to do their best and this is reflected in our fluid Form system which encourages, stretches and rewards the pupils who shine academically.
We aim to support and encourage the pupils who need extra academic help or have a statement through our classroom teaching and our learning support provision. We work closely with outside support agencies where required. We value effort as much as achievement and this is supported by our weekly Work Stars which are available to parents and pupils.
We aim to prepare pupils for the challenges of their future schools but also life beyond school, not just academically but also socially, personally, in their physical and mental health and their academic development.
We strive to provide a comprehensive PSHE and SMSC programme to help equip the boys with knowledge and skills that will prepare them for later life.
We aim to instil tolerance, mutual respect and the capacity to celebrate diversity. The fundamental British values of democracy, the rule of law and individual liberty, and mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith, are supported throughout the school. Boys should show respect for all other people, paying particular regard to the protected characteristics. Boys are encouraged to celebrate other cultures, as is reflected in our admission of pupils of all faiths and nationalities.
We strive to equip pupils from the ages of 7 to 13 with a curriculum that supports these ambitions.

Aims and objectives of the curriculum

to provide full-time supervised education for pupils of compulsory school age ( in accordance with section 8 of the Education Act 1996) which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education.

to promote the six Sunningdale qualities which are Honesty, Courage, Kindness, Self Discipline, Resilience, and Zest for life. These underpin every aspect of what we do in and out of the classroom and boys receive Compliments from teachers, matrons and also at the recommendation of Senior boys to reinforce these values and put them at the heart of school life.
to identify and fulfil the potential of every single pupil whether it is in academic subjects, the creative arts, the use of technology or sport.
to ensure pupils acquire and develop speaking, listening, literacy and numeracy skills.
to have high expectations for our pupils and our teaching and to foster a love of knowledge and independent learning. The regular Orders encourage positive and healthy academic competition on which the pupils thrive. The Orders provide clear indications of academic standing and give incentive to make progress.
to acquire knowledge and understanding which will not only prepare our pupils for their exams to their chosen senior schools but also for life beyond examinations, outside of school in the wider world. Outside speakers are invited to give pupils talks about their careers.
to provide a safe, happy, encouraging and forgiving environment in which pupils can learn.
to teach pupils that making mistakes is part of learning and a healthy starting point from which to make progress.
to give pupils of all aptitudes and needs access to the curriculum by using differentiated methods of teaching and learning. This includes pupils whose first language is not English and pupils with Special Educational Needs (SEN) who may have an IEP (individual educational plan) or an Education, Health and Care Plan (EHC).
to develop communication skills, listening skills, tolerance, self respect and respect for others; to enable pupils to work together and treat each other fairly. To allow peer marking.
to deliver a full and dedicated PSHE curriculum.
to provide a framework in which to reinforce the spiritual, moral, social and cultural education which gives pupils an understanding of the fundamental values that British society is based upon. Whilst these values are embedded in our curriculum they are also addressed in many events throughout the school year.

To achieve these aims the curriculum is designed to be as follows

broad and balanced so that it provides a wide range of knowledge, skills and experiences with each subject having sufficient lesson time
relevant so that learning links pupils’ experiences to application in the real world (e.g. trips to La Vacquerie in Normandy)
coherent so that topics can be linked to make the whole learning experience more meaningful (e.g. Humanities lessons in Form II)
engaging and fun so that pupils want to learn (e.g. History Day, French Day, World Book Day activities, etc.)
progressive so that what is taught builds systematically upon what has already been learned
differentiated so that the tasks set are matched to the aptitude and ability of each pupil

Timings of The School Day

Lesson 1: 8.45 - 9.20

Lesson 2: 9.25 - 10.00

Lesson 3: 10.05 - 10.40

Break : 10.40 - 11.20

Lesson 4: 11.25 -12.00

Lesson 5: 12.05 - 12.40

Lunch: 12.45

Prep: 13.25 - 13.55

Summer timetable Winter timetable

Lesson 6: 14.05 - 14.40 Games: 14.15 - 15.45

Lesson 7: 14.45 - 15.20 Lemonade 16.00

Lemonade: 15.35 lesson 6: 16.20 - 16.55

Games: 16.00 - 17.30 lesson 7: 17.00 - 17.35

Tea 17.45

Activities: 18.15 - 19.15

Prayers (roll call): 19.30

Evening Prep (Year 8 & Year 7): 19.35 - 20.05

Lesson Allocation

See Curriculum Plan here.

Curriculum and Form Setup

The curriculum is reviewed regularly by the Deputy Head Academic and the Headmaster with input from Heads of Department. Some years more emphasis might be placed on certain skills in order best to support the pupils in that year.
The starting points for our curriculum include the National Curriculum, the ISEB 11+ Curriculum but mostly the requirements of 13+ Common Entrance Examinations and academic scholarship papers. The content of Scholarship papers is also included when appropriate.
Teachers’ strengths and specialist knowledge are taken into account to provide the best quality of teaching. All teachers have degrees relating to their subjects and/or teaching qualifications.
Teachers produce fresh and up to date schemes of work at the start of every term. These are checked by the Deputy Head Academic and shared on the Staff Common Area. Whilst they require thorough preparation and planning they are only a guide and teachers are encouraged to adapt and change as they go along to fit the pace of the Form. They constitute our medium term plans. Long term teaching plans are found in the Programmes of Study which are updated by Heads of Department and are used as a guide for Schemes of work. Short term weekly and daily lesson planning is done in teacher planners which are compulsory for teachers to use.
Forms II, III, IVa and IV are Junior Forms.
Forms Va, V, CE1, CE2 and VI are Senior Forms.

When at all possible English and Maths are timetabled every day for more effective reinforcement and continuity.
We operate a fluid Form system which has proved very successful in helping pupils make progress. Those who are more advanced academically can be pushed to a higher Form. A boy who shows academic potential and aptitude might spend longer than one year in the scholarship form (VI). A boy from the junior forms who wins all the Form prizes might be pushed up to a higher form. These decisions are taken carefully; the Headmaster consults with all the staff before making such decisions. This system has proved to be very popular with boys and parents alike. As we are a small school pupils are friends with boys of all ages and reunited with their age group for games, in the dorms, etc. Occasionally a boy who is young for his year or struggling academically might do another year in the same form. This enables him to acquire the basics and in turn it will boost his confidence when he starts finding the work easier. Again this has been done successfully in the past.

Forms IVa and IV (both broadly Year 6) work in parallel. Form IV is academically stronger than Form IVa.
Forms Va and V (both broadly Year 7) also work in parallel. Form V is stronger academically than Form Va.
Forms CE1 and CE2 (both broadly Year 8) also work in parallel. These are the mixed ability Common Entrance preparation Forms.
Form VI is the Scholarship Preparation Form. Boys sit a wide range of scholarships but in recent years Eton, Harrow, Winchester and Sherborne have been recurrent.

Effective Teaching and Learning

Our most important teaching resource is the quality and commitment of our teachers. At Sunningdale, teachers are encouraged to:

demonstrate enthusiasm for their subject(s)
create a positive and supportive atmosphere based on praise
treat pupils with respect and listen to them sensitively
encourage them to volunteer answers even if they might not always get these right
encourage pupils to ask questions to enhance their understanding
promote pupils’ self-esteem, by valuing their contributions and encouraging them to participate
show high expectations of pupils’ work including neat presentation and attentive behaviour and effort
insist on high standards of work presentation
demonstrate good subject knowledge and competency in teaching the relevant skills, and be familiar with relevant examination papers
build upon pupils’ previous skills and knowledge, setting clear objectives that are easily understood, so the boys know what they must do to be successful learners
promote a growth mindset by presenting mistakes, challenges and difficulties as a natural part of the learning process and opportunities to grow as a person
recognise the importance of being flexible and adaptable within a lesson, responding to the boys’ understanding
communicate clearly and teach using a variety of strategies and resources, giving high quality verbal feedback and marking effectively
manage pupils well, be consistently firm but fair and apply the school’s behaviour policy
organise and carry out trips and experiences where applicable to enhance the boys’ learning outside the classroom
recognise when boys are trying hard and make sure this is reflected in the weekly Work Stars
assess pupils’ work thoroughly and use assessments to help and encourage pupils
give boys feedback on how to improve their work
set appropriate targets and encourage pupils to reflect on their work
recognise when a pupil’s work is below standard and use fair and constructive sanctions when appropriate, starting with asking a pupil to redo a piece of work and attend academic detention if effort is repeatedly below par
reward excellent pieces of work with a “Show Up”

Effective learning is shown when pupils are able to learn in different ways. These include:

playing an active part in the lesson
working with others in pairs or groups and sharing ideas
asking and answering questions
volunteering to give answers
having the confidence to try even if the answer might be incorrect
working independently, following instructions correctly
investigating and solving problems
being allowed to be creative, using initiative to design and make things
debating in the classroom
using IT and multimedia to learn, research and watch
evaluating their own learning, setting targets with their teachers
reflecting on their achievements and considering the areas on which they need to continue to work

Pupil Voice

We believe it is very important that the boys’ valuable opinions and thoughts are heard - this in turn has a positive impact on the boys’ learning. Pupil surveys, suggestion boxes and monitors’ meetings provide opportunities for the boys to voice their opinions. There is also a Food Committee meeting with the Head Chef and a School Council which meets with the Headmaster where broader issues are discussed. Form representatives canvas ideas from their forms before attending meetings. These boys are chosen by the Headmaster and alternated on a regular basis. This gives boys a chance to voice their opinions about teaching and learning, including lessons and the wider curriculum.

Areas of Experience

Linguistic Development

The school is committed to developing pupils’ communication skills and increasing their command of English through listening, speaking, reading and writing. Lessons in written and spoken English are part of the Curriculum. Boys are taught French and Latin from Year 4 and an introduction to Spanish is often included in the Leavers’ Programme.

Mathematical Development

We aim to develop an enthusiasm for mathematics in order to allow pupils to make calculations, to understand and appreciate relationships and patterns in number and space, to apply mathematical language and skills to everyday life, to develop their capacity to think logically and to express themselves clearly.

Scientific Development

We are committed to increasing the pupils’ knowledge of nature, materials and forces around them as well as presenting science as a process of enquiry.

Technological Development

Information Technology is used as a tool to enhance learning; all senior boys have their own Chromebooks and there are several banks of machines around school that are used by the junior forms. Pupils are taught about the internet and how to remain safe. Design Technology is also taught up to Year 7. Pupils are encouraged to design and make, as well as problem solve in a creative way and in collaboration with others.

Human and Social Development

History, geography, TPR and PSHE teach pupils about people and their environment and the development of human conditions. These are illustrated further with trips to important historical and geographical sites locally and abroad. The History Day enables boys to study and further appreciate past historical events. We are also keen to give the boys a broad religious education which is reflected in the TPR curriculum and also in previous talks from outside speakers (Diwali) along with previous trips to Mosques, Temples, Churches, etc. The understanding of other faiths, as well as values of tolerance (of those with different faiths and beliefs and those without faith), awareness and kindness are strongly embedded in the Sunningdale Qualities.

Physical Development

The boys’ physical control and coordination is developed through PE lessons and during games sessions. The major games are football, rugby, cricket and athletics. In addition to these sports, the boys have the opportunity to learn and participate in a very wide range of other sports. There are competitions against other schools in almost every sport we offer.

The boys are encouraged to think about their own fitness and the ways their bodies develop. They are taught about the importance of regular exercise, of stretching and of warming-up effectively. They are also encouraged to evaluate how they can improve their performance.

At Sunningdale, we place great emphasis on teaching the boys to play their games in the right spirit. They are taught to want to win but to be able to win and lose equally graciously.

Aesthetic and Creative Development

All forms have timetabled art lessons and we believe strongly that even the most academic boys should have time built in during the week to enjoy Art and switch off from the pressures of academic work. Every Summer Term there is an Art Exhibition to showcase the work done by all pupils. Drawing, painting from life and imagination, printing, multimedia work, Batik and sculpture are a few of the techniques employed. The boys are encouraged to use the Art room in their free time. Sunningdale has an excellent record at achieving art scholarships to senior schools.

Music forms a significant part of life at Sunningdale. Pupils have timetabled music lessons until their final year. A very high proportion of boys learn at least one musical instrument. There are opportunities for boys to play in musical ensembles, to participate in the Chapel Choir and join the Training Choir. We have regular informal concerts and a large concert in the summer term. We also have two Carol Services before Christmas, in which members of staff are encouraged to sing with the Chapel Choir, plus House and Solo Singing competitions. Sunningdale has an excellent record at achieving music awards to senior schools.

Drama

All the boys take part in a musical (called The Concert) at the end of every Lent term. Every boy in the school participates in this and boys audition for main parts. There are two performances.

Forms I and II host a Nativity Play with songs and music.

There is an annual Declamation Prize in which boys learn poems to recite by heart and also read a passage of prose.

During the Michaelmas Term there is a French Drama Evening.

Personal, Social and Health Education (PSHE)

See PSHE and SMSC policy here.

As well as being a timetabled part of the curriculum, PSHE is at the heart of the values that we promote at school through our Sunningdale Qualities. In addition to formal lessons, extra PSHE talks are arranged throughout the year, delivered by external speakers (such as the Relationships talks given by Ellie Collin). We welcome speakers who deliver talks in order to widen the boys’ horizons and contribute to help their social, moral and physical development.

Protected Characteristics

It is important that all boys have an understanding of the world in which they are growing up, learning how to live alongside, and show respect for, a diverse range of people. Furthermore, it is unlawful to discriminate against the “protected characteristics” of disability, age, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion or belief, and sex. Whilst these are covered particularly in PSHE, they should also be promoted across the curriculum and the school as a whole.

Careers and Finance

As a Prep School that has pupils up to Year 8, Sunningdale endeavours to start to lay the foundations of future career guidance by helping pupils come to have an understanding of their ability and interests. Further information on this area can be found in the PSHE and SMSC Policy.

Learning Support & SEND

See full policy here.

At Sunningdale we recognise that pupils have a variety of different learning styles and, in order to maximise pupils’ learning, teachers are encouraged to use a variety of teaching methods to engage pupils.

Teachers regularly receive INSET on this topic, either from our own learning support department or external specialists.

Schemes of Work contain reference to extension or reinforcement activities in order to push the more able and bolster the less able.

The Head of Learning Support has a key role in regularly sharing strategies and teaching ideas which help specific boys in the classroom. Communication should be constant.

All teachers keep a copy of the Learning Support Awareness Form to hand during lessons. This contains specific teaching details for each boy on the SEND register.

Teachers are strongly encouraged to adapt their teaching and tailor it to the needs of the pupils; strategies are discussed regularly in staff meetings.

Learning passports, which the boys write with the Head of Learning Support, are stuck on the inside cover of relevant exercise books. They are a quick and instant reminder of a boy’s learning preferences.

Learning support staff attend classroom lessons with particular pupils at the request of subject teachers if it is felt that it would benefit a pupil. One to one learning support lessons are also organised by the Head of Learning Support and published to all within the school via the Learning Support timetable. A ‘Key Working Areas’ document is shared with all staff detailing the type of work that a particular boy will be doing in his 1:1 or 1:2 lesson.

We make every effort to meet the needs of pupils’ individual needs. A ‘My Plan’ is written for each boy and shared with all of the teachers as well parents of that boy. Details of pupils with a statement (EHCP) are also shared to teaching staff, typically for those boys with autism. We are used to working with outside agencies to support these boys and when they have one to one helpers who shadow them in all lessons, teachers are used to making the most of their presence in the classroom.

Boys’ progress is reviewed termly and further plans are implemented if necessary.

English as an Additional Language

Boys for whom English is not their first language will be informally assessed by the Head of EAL and will normally receive one to one lessons each week. On occasions, the Head of EAL will also visit the boys in class to assist with class work. They will be encouraged to use dictionaries in lessons and teachers will be made aware of how best to help them. Further information is contained in the Learning Support Policy here.

More Able Pupils

Being a small school, the teachers are able to cater well for each boy’s individual needs, differentiating work accordingly thereby offering extra support for those who need this and extension tasks for those who would benefit from stretching. Furthermore, the forms are structured differently at Sunningdale: boys are grouped according to their academic ability and not simply by age. This means that there may be a slight mix of age groups within a form. Boys may move between forms at any time throughout the year. It may be that a boy will need to stay longer in a form than some of his peers or he may indeed need to be moved up more quickly. The aim is to make sure that all the boys are stretched and challenged but not put off by work that is too demanding for the level they have reached. See the “Curriculum and Form Setup” section above for further information.

Resources

All our classrooms are well equipped with books, whiteboards and TVs to Chromecast from teachers’ computer screens. We have five sets of Chromebooks which are shared in three areas of the school (one in the upstairs classrooms, one in the lab for Science and Geography, one upstairs above the lab for Classical Civilisation and music, one in the Form II classroom and one in the Outside Classrooms) and these are regularly used in lessons in all subjects and by all year groups. Furthermore, all boys in their final two years are issued with their own Chromebooks which they carry with them. There is also a purpose built library called the Reading Room.
Every Form has at least one English lesson in the Reading Room every week. A love of reading is highly encouraged at Sunningdale and boys carry a book with them to every lesson and read in their free time. The English department encourages the boys to write book reviews. World Book Day is a big event which the boys love and children’s authors are occasionally invited to run talks or workshops.
French has historically been a very strong subject at Sunningdale and taught from Form II. The teachers are native speakers and the school has its own house in France called La Vacquerie (situated near Bayeux in Normandy) which boys visit a number of times during their time at Sunningdale.

Assessment, Recording and Reporting

We believe that effective assessment provides information to inform teaching and learning, and is therefore an essential part of the teaching process.

At Sunningdale, assessment takes many forms as highlighted in the Teaching, Marking and Assessment policy.

Standardised assessments in numeracy and literacy (InCAS and MidYIS) track the progress of each pupil at the start of each academic year. We use information collected from assessments to allow us to guide our future planning.

Boys in all years sit internal school examinations at the end of the Michaelmas and Summer Terms. This gets them used to sitting exams from a young age and it is a positive experience, where feedback and learning from mistakes is very important. In addition, exam candidates (CE and scholarship) also sit mock examinations in February. Results of all internal exams are shared with parents on the parent portal. Parents also receive a full report every term and attend a parents’ meeting once a year.
Parents have access to a parent portal where they can see Work Stars awarded to their boys every week for their effort in every subject. Regular Orders also inform parents of where their child is placed within his form and are also available on the parent portal (see Guidelines on Electronic Markbooks to see how the marks are calculated). Tutors email their tutees’ parents every two or three weeks (before exeat weekends) to give them a clear update on how their child has been getting on in and outside the classroom. We try to work in partnership with parents and although we don’t believe in setting work in the school holidays unless boys are preparing for external exams, occasionally parents will be asked to support with handwriting or reading at home.
Outside of formal assessments, teachers mark pupils’ work regularly, thoroughly and consistently. Every piece of work, including oral presentations, goes towards the Orders and all marks are entered in the teachers’ electronic markbooks. This encourages boys to try in every task that they do - orally, for prep, in writing, etc.. The Deputy Head Academic regularly scrutinises books across year groups. Heads of Department also carry out a book scrutiny of books in their department once a year.

Additional areas of Experience

World Book Day

The English Department puts on a special day with activities, displays, children’s authors, talks and workshops, boys (and teachers) dressed up as characters from books.

In the past the whole school has visited the Globe Theatre, had a tour of the theatre and taken part in Shakespeare workshops.

French Drama evening

This takes place in the Michaelmas term. Boys write sketches in French with the help of their teachers and perform in front of their parents.

French Day

This is a fun whole school cross curricular day filled with activities relating to France and the French language. Lessons all include an element of French in them or French culture or history. French food is served at every meal, there are activities such as French cheese tasting, games of ballon prisonnier and boules, French quizzes, French spelling bee, prizes awarded to boys for best costumes, etc.. This normally happens in the Summer term after CE exams.

History/French trips to Normandy

Sunningdale is very lucky to own a house in France close to Bayeux. According to their year of study boys may learn about the Norman Conquest, visit the Bayeux Tapestry, learn about the Second World War and visit the D-Day landing beaches and visit the local school.

The focus of these trips is very much on bringing the French they have learned in the classroom to life.

Leavers’ trip to Normandy

After their examinations, the leavers are taken to Normandy for an activity week where they camp in the grounds of the house, cook barbecues, go sailing, tree climbing and play football on the beach.

The General Knowledge Quiz

This is a Sunningdale tradition. There is a junior and a senior quiz. Boys take these home over the Christmas holidays to look up the answers with their families and they then learn the answers for a test on their return to school. There are rewards for boys who earn the highest marks.

The Townsend Warner History Prize

This is a national IAPS history prize aimed at years 7 and 8 which takes place in January each year. It is a great extension activity to push the more able historians to research and write about historical topics. A Sunningdale boy came in the top five overall in 2022.

Evening clubs and activities

There is an extensive programme of evening activities for the boys. In the Autumn and Lent terms when it is too dark to play outside every full time teacher offers one activity a week. These have included model making, Art, cooking, card and board games, fly tying, handwriting and hot chocolate, cricket nets, debating club, philosophy club, etc...

Boys can also sign up to paid activities all year round which are run by outside teachers such as tennis, golf, clay pigeon shooting, polo, sailing, karate, chess, Music technology (MTech), reptile club, Mandarin, etc

Weekend Activities

The Head of Boarding organises a full and varied programme of activities at weekends. This ranges from socials with girls’ schools to climbing or large inflatables on the grounds. Parents sign their sons up for these activities at the start of each term.

Charity Day

The school choses one charity to support each year. Charity Day is a whole school fundraising event which takes place on a Sunday in the summer term. Boys are asked to prepare their stalls in their houses, working together to come up with ideas and also manning the stalls throughout the day. It is an enjoyable family day when parents, brothers, sisters and grandparents all come together for a fun day and to raise money for a good cause.

A ladies’ lunch is also organised annually to raise funds for our chosen charity.

Educational visits

Educational visits are encouraged to support the boys’ learning and to give them a broader view of the topics they are studying, although these have been difficult recently owing to covid restrictions. They should be carefully planned to make sure they are spread across year groups and subject areas. Boys can visit local historical sites, London museums, Art galleries and theatres.

Additional information

Holiday Work

At Sunningdale we believe that the boys have a very full timetable when they are at school and that they deserve a rest when they go home. We do not send junior boys home with work. In some rare cases parents might be asked to support the work done in school by helping with reading or timetables or handwriting practice. Revision for school exams takes place at school the week before exams with the teacher.

Senior boys in their final year are expected to do some work during the Easter holidays in preparation for the CE exams. Scholars will also do some extra work at home. The work is collated by the Deputy Head Academic who checks that the workload is manageable and appropriate. It is hoped that parents will support the school and their sons in completing the work.

Prep

See further information here.

Presentation of Work

See further information here.