Main School Prospectus HoE 2016

Bringing out the Best

“ Choosing the right school for your son or daughter is a difficult but crucial decision.

I am very pleased to commend to you Howard of Effingham School which is proven
as a school that offers a high quality education to all its students. I believe this is achieved
through our student-centred and personalised approach where the individual student lies at
the heart of everything we do. In “bringing out the best” we do all that we can to ensure that
every student fulfils his or her potential and achieves more than they ever thought they could.

In our most recent inspection in 2009, Ofsted’s judgement was that we were an “outstanding
school”. Our students’ continued success would appear to explain the lack of re-inspection
since then. These outstanding achievements have been formally acknowledged in many ways
including an invitation from the DfE to form an Academy Chain to build upon our substantial experience of partnership working
and further our school-to-school improvement success. The Howard Partnership Trust, for which Howard of Effingham School
is the lead school, is now a steadily growing multi-academy chain in Surrey. Partnership working has already reaped considerable
benefits for the students, staff and communities of our schools. From a Howard of Effingham perspective we have seen
increased resources, curriculum initiatives and professional development opportunities which have had a positive impact on
our ability to recruit and retain high quality staff. These factors have aided the development of an environment in which all
students can be challenged and nurtured to develop their talents to the full, and have undoubtedly been instrumental in
contributing to the impressive educational outcomes for students in all our schools, and none more so than at The Howard.

As Executive Head, I am very fortunate indeed to have such a talented Head of School as Mrs Pennington who is responsible
for the day-to-day leadership and management of this school. As a comprehensive school, The Howard aims to provide
opportunities for students of all aptitudes to achieve their very best. Our team of specialist and committed teachers provide
a curriculum that is both stimulating and demanding; working alongside them is a wide variety of dedicated support staff
who contribute significantly to the high quality teaching and learning that our students enjoy. The continually impressive
outcomes in public examination results at both A Level and GCSE speak for themselves.

”I encourage all prospective parents to visit our school and meet the students and staff. I will be happy to outline our

philosophy on education and share with you our future plans of which I very much hope you and your child will want
to become a part.

R J Barnfield MA, BSc
Executive Head, Howard of Effingham School
CEO, The Howard Partnership Trust

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 1

Bringing out the Best

“ The Howard of Effingham is an outstanding school. It offers maximum

opportunities for young people to develop academically and socially in an
environment that is stimulating, caring and supportive. The school sets high standards
that instil values which enable young people to develop into confident and responsible
young adults.
The Howard has a well deserved reputation for academic excellence. Each year our GCSE
results have placed us among the top comprehensive schools in Surrey. There is a natural
progression into the Sixth Form where the courses on offer include both traditional and
vocational A Levels, and our successes here enable the vast majority of our students who
apply to University to secure one of their chosen places, including Oxbridge. For the latest GCSE and A Level results,
please visit our website.
The pastoral organisation of The Howard ensures a sharp focus on the well-being and academic progress of the students.
High standards of behaviour based on respect for each other and the school environment are paramount and the House system
helps to foster a real spirit of community and co-operation. In addition, an excellent range of extra-curricular activities, trips and
leadership opportunities is available for our students making The Howard a vibrant community in which all are encouraged to
develop their talents to the full.
Choosing the right secondary school for your son or daughter can be challenging. To support you in making a well informed
choice, please visit our website www.thehoward.org to see times at which you can visit the school, including Open Evenings
and conducted tours. Enquiries about entry into our other year groups, including our thriving Sixth Form, are also welcome;
again, details can be found on the website or by telephoning the school on 01372 453694.

”The Howard is a traditional school with a passion for innovation. We are committed to developing well-rounded individuals

with a thirst for life-long learning. It is our ambition that every child will achieve their very best and look back on their time at
The Howard with fond memories and a real sense of achievement.

H Pennington BSc (Hons), NQPH
Head of School

2 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org

Contents

Our School 4 Extra-Curricular Activities 11
11
Introduction 4 Educational Visits 11
Arts Policy and Provision 11
Ethos, Vision and Values 4 Clubs and Societies

The Howard Partnership Trust and Academy Status 4

Our Staff 5 Working in Partnership 12
12
Our Students 6 Examinations, Reports and Parents’ Evenings 12
6 Parent Forum 12
Pastoral Care and Support 6 School Fund and Charitable Trust
Induction of New Students 6
House System Admissions Information 13

The Curriculum 7 Additional Information 14
7
Teaching Group Arrangements 7 Term dates 14
Student Groupings for Key Stage 3 (Years 7 to 9) 8
Modern Foreign Languages and Latin 8 Transport to School 14
Key Stage 4 (Years 10 and 11) 8
The Sixth Form (Years 12 and 13) 8 Uniform and Equipment 14
Sport 9
Homework and the Virtual Learning Environment 9 Copies of School Documents 14
Inclusion 9
Most Able Students 10 Safeguarding 14
Careers Education 10
Personal, Social, Citizenship and Health Education School Governance 14

Ofsted Inspection Judgements 15

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 3

Our School

Introduction The dedication and professionalism of our staff and
the support of our parents combine to ensure that at
The school is named after the Second Lord Howard of The Howard, the reality matches the promise. We regularly
Effingham who, as Lord High Admiral, commanded the fleet feature among the top performing schools nationally.
which defeated the Spanish Armada in 1588. The school
logo is a representation of his flagship, the first ‘Ark Royal’. The Howard Partnership Trust
and Academy Status
Ethos,Vision and Values
The Howard is the lead school in our Multi-Academy Trust,
Howard of Effingham School will excel at “bringing out which includes Thomas Knyvett College, Kenyngton Manor
the best” in students of all abilities and so increase their Primary School, and St Lawrence Primary School. From
life-chances for their future success and fulfilment. September 2015 we have been joined by Oxted School,
one of the largest secondary schools in the country, and
We aim: there is significant interest from other Surrey Schools

• to develop self-esteem in all students For the latest partnership developments within The Howard
Partnership Trust, and a current list of Trustees, please see
• to challenge all students to achieve their best our website: www.thehoward.org.

• to encourage positive behaviour, individual responsibility The Howard Partnership continues to make a strong
and ambition contribution to the family of schools in Surrey. We believe
Academy status helps our schools to be even more successful
• to provide a happy, safe, caring and inclusive by building upon our existing excellent practice and so we
environment that values each individual and promotes remain at the ‘cutting edge’ of education. We continue
respect and consideration for others to attract and retain the very highest quality staff which,
in turn, is reflected in our students’ achievements.
• to prepare students to become confident and
responsible citizens

• to provide a broad and balanced curriculum to meet
the needs of all students including their personal, social
and spiritual development

The Howard’s approach is both forward looking and
traditional, offering a proven high quality education. We
provide opportunities for students of all abilities to achieve
high standards within a caring atmosphere that enables
them to develop socially and academically. We work hard
to engender in all students self-esteem, confidence and
consideration for others through their secondary education.
We set high standards for behaviour, promoting traditional
values that are important for lifelong achievement. We
believe that academic attainment flourishes in this
atmosphere enabling students to develop into confident
and well-rounded young adults.

4 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org

Our Staff

All members of our teaching staff are highly qualified and
all are graduates or teachers with specialist qualifications in
their respective subject areas. In the leadership of the school
the Executive Head and Head of School are supported by
a team of Deputy and Assistant Headteachers. Curriculum
areas are led by Heads of Faculty. Year Leaders and Year
Managers lead pastoral teams. Staff development is an
important and ongoing priority, and significant investment
is put into staff training.

We have an effective support staff team which includes
clerical and administrative staff, specialist technicians,
librarian, and on-site premises team. Careers guidance
is provided by senior members of staff working with
a staff co-ordinator who liaises closely with locally based
careers consultants.

A full list of staff can be found on our website,
www.thehoward.org.

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 5

Our Students

Pastoral Care and Support in the first term when students are involved in a variety of
activities during Learning 4 Life lessons, all of which are
In a large school it is important that the students feel part designed to help the students settle in as quickly as possible
of a smaller, more identifiable group. To achieve this students and to become familiar with new ways of working, including
are organised on a year basis. Year groups are co-ordinated the organisation of homework. They are ably supported by
by a Year Leader and Year Manager who are assisted by an trained Year 10 student mentors who remain with them
Assistant Year Leader. The year group is divided into eight throughout Year 7. Each October, Year 7 parents are invited
tutor groups. Form tutors work very closely with the Year to an event where they have the opportunity to meet the
Leaders who are responsible for the pastoral care of the form tutor.
students. This includes monitoring the students’ academic
progress, the delivery of a full Learning 4 Life programme House System
and day-to-day pastoral care.
We have four houses (Cromwell, Howard, Raleigh and
To bring out the best in all our students it is important that Sheridan). The House system exists to foster a spirit of
we work together with parents. With this in mind parents community, co-operation and competition in a wide range
are encouraged to contact the school and to discuss any of activities. Through these activities, opportunities exist
issues. Parents’ evenings are held regularly for parents to for everyone to participate as each house fields teams in all
consult with subject teachers. events. As well as the usual sporting activities, competitions
are arranged in public speaking, quizzes, technological
Induction of New Students challenges and an arts festival to name but a few. The students
in a tutor group will all be in the same house; in this way there
Changing school is an important step in the life of any is a close link between the pastoral and house systems.
child and great care is taken to ensure that the transition to
secondary school is as smooth as possible. The Howard is
in regular contact with primary schools to ensure National
Curriculum continuity. Senior staff and the Year Leader
responsible for our new intake make frequent visits to the
feeder schools to discuss students’ progress, aptitudes and
individual needs with their teachers. In addition to this the
Year Leader will also visit the children in their primary schools
with current Year 7 students to talk to them about life and
expectations at Howard of Effingham. Parents of new students
are invited for a transition evening in May with their children
to meet with senior staff. This is just one opportunity
available to share any concerns or to ask questions.

All new students are given the opportunity to visit our
school for an induction day in July before joining us in
September. The day is carefully planned to enable students
to meet their new form tutor, new companions and some
of their new teachers. Varied activities take place, all of
which help them to become familiar with their new school.
Parents of new students are also invited to the school for
an information evening before their sons and daughters
join us in September. The induction programme continues

6 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org

The Curriculum

At The Howard we aim to deliver a curriculum that provides Student Groupings for Key Stage
a stimulating and demanding education for all students. The 3 (Years 7 to 9)
curriculum is timetabled in a ten day cycle of 50, one hour
lessons. An outline of the curricular arrangements follows: On entry into the school at the age of 11+, students are
divided into two populations, known as Arks and Royals,
Teaching Group Arrangements of equal size and representing the full ability range.

We feel that it is important for children to have time to For registration and pastoral purposes, a population is further
settle down in their new school before setting decisions are divided into four mixed-ability tutor groups, each under
made. For this reason, ability setting in some subjects will the care of a Form Tutor. The members of a tutor group
be introduced gradually, as it is also our belief that linear will be in the same House. In years 7 to 9 (Key Stage 3),
subjects should have the facility to set children according to all students follow a broad and balanced curriculum based
their own subject criteria. As the students progress through on the National Curriculum with the additional subjects of
the school more curriculum areas use setting so that the two modern languages, drama, citizenship and a tutorial
teaching level and pace of work is appropriate to the (Learning 4 Life) programme.
students’ needs.
In Year 7, students are taught in tutor groups for all subjects
Movement between groups is possible and is determined except Mathematics and Modern Languages, where students
by attitude to work and general progress. These elements are set during the first term. As students move into Year 8,
are constantly monitored through continuous assessment, they are grouped according to their ability in each of the
regular testing, end-of-year examinations and a diagnostic following curriculum areas: English, Humanities, Languages,
review of the progress of all students. Mathematics, and Science. This encourages able students to
be extended, and those needing more help and support will
Within each subject, detailed schemes of work have been receive it, usually in smaller classes. By ensuring that each
developed and a wide variety of teaching styles are employed student is placed in sets of an appropriate level, students’
to deliver the curriculum effectively and to generate interest needs are individually met and not “averaged” out by
and enthusiasm among students. Where appropriate, placing them in the same class for all subjects.
students may receive additional support from the Head of
Inclusion, classroom assistants or specialist support teachers.

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 7

The Curriculum

Modern Foreign Languages Key Stage 4 (Years 10 and 11)
and Latin
In Key Stage 4 students follow courses leading to GCSE
Each student will study two modern languages to the end of or equivalent qualifications. From Year 10 (ages 14-15),
Key Stage 3. All students will take at least one language to students select from a wide range of programmes. In pursuit
GCSE level. On entry in Year 7 students will be placed in half of an individualised learning programme for all students,
year populations which determine the languages studied. we aim to provide a flexible curriculum which allows them
to vary the number and type of qualifications they follow.
On entry to Year 9, more able linguists add Latin to their In addition to more traditional courses leading to GCSE
course as an additional subject. In Key Stage 4 they have the qualifications, students have access to choices which allow
opportunity to follow an accelerated GCSE languages course them to gain the suite of subjects that make up the English
in the two languages studied during Key Stage 3. Some Baccalaureate. Some students mix vocational courses with
students, for whom it is deemed appropriate to study a more their GCSE choices; there are opportunities to study BTEC
flexible curriculum in Key Stage 4, may take the GCSE early style 14-16 skills courses either in school or at college.
at the end of Year 9.
Full details of our Key Stage 4 programmes are published
Sport annually in our “Upper School Courses” booklet.

We encourage students to take part in and develop skills The Sixth Form (Years 12 and 13)
in a wide range of sporting activities. The school has an
excellent record in inter-school competition at both county The vitality of its Sixth Form is a key pointer to the
and national level, and a full range of teams is fielded each strength of a school. Our Sixth Form is popular, attracting
year. Through our varied PE programme, students have applications from the wider school community, and students’
access to a range of indoor and outdoor facilities including achievements are considerable and varied. The majority
the Effingham Community Sports Centre, built for dual use of students follow A Level programmes of 3 or 4 subjects
by the school and the local community; the King George V and BTEC Level 3 courses are also available. Most students
Playing Fields and our own fields, together with tennis and go on to degree courses at University, including Oxford
netball courts. and Cambridge, and to courses in other areas of Further
Education, such as an Art Foundation.

We provide a wide range of opportunities for Sixth Formers
to exercise responsibility. They have their own students’
association, which organises social events such as the
Christmas Ball and Leavers’ Event, and they publish their
own year book. Sixth Formers are also given the opportunity
to become Prefects. The Senior Prefects and the Head Boy
and Head Girl meet regularly with senior staff and make
a valuable contribution to the general running of the school.

Full details of Sixth Form courses are published in our
Sixth Form prospectus.

8 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org

The Curriculum

Homework and the Virtual their learning. Most of this provision is in the classroom;
Learning Environment it is sometimes beneficial, however, for students to work
in small groups with specialist support teachers. All our work
Regular homework is a powerful aid which significantly is evaluated for impact on student progress.
enhances academic success, and we believe it is an important
factor in the examination successes which have been The introduction of the Code of Practice 2014 is the biggest
achieved by students of all abilities at The Howard. From change in SEN for 30 years. Students will be placed on
Year 7, therefore, all students are issued with a homework the Code of Practice if they have SEN and their progress
timetable and a log-in to ‘Frog’, the school’s Virtual Learning is significantly slower than peers starting from the same
Environment (VLE) on which homework is set. baseline. Whether or not children are on the Code of Practice,
if they are not making expected progress, additional support
The main purpose of the VLE is to encourage our students to will be put in place for them. This will take place following
become more independent learners and to improve teaching discussion between staff, students and parents. It is vital for
and learning by providing a range of on-line resources. every child’s well-being and ultimately their achievement that
In addition to the setting of homework, Frog provides tools we have excellent relationships between home and school to
for teacher to student feedback, discussion forums and ensure that the right provision is in place.
e-portfolios as well as the parent portal enabling access to
student information, attendance and timetabling. Further information on the school’s local offer and provision
map can be found on our website.

Inclusion Most Able Students

At The Howard, we believe in ‘bringing out the best’ in all The Howard has an excellent record in extending the
our students. The Inclusion department works with all staff most able students and is committed to a policy of
to ensure high quality teaching in the classroom to meet the differentiation (variety, enrichment, extension and support)
special educational needs (SEN) of students. The department in teaching and learning. The school’s Most Able Policy
works closely with staff, students and parents/carers to ensures the identification of students, the provision of
ensure that students are able to access the curriculum and appropriate extension and enrichment activities, and the
are encouraged to stretch and challenge themselves in careful monitoring of progress.

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 9

The Curriculum

Careers Education

Careers Education is an integral part of the syllabus of a
number of subject areas, particularly our Citizenship Course
and Learning 4 Life. Work-related learning is an important
part of modern education and is presented in many forms.
Information, advice and guidance are available from our
experienced specialist member of staff. The careers section
of the library provides literature on a wide range of careers.
Each year the entitlement statements are published for
parents and students.

Access to computerised careers’ databases is also available,
and students are encouraged to show initiative and
responsibility for making the most of the services offered
by the school.

Personal, Social, Citizenship and
Health Education

The Howard has an important role to play in the education
of students in terms of their personal development. The
teaching offered aims to support and complement the role
of parents who are, of course, key figures in helping their
children to cope with the physical and emotional aspects of
growing up and in preparing them for the challenges and
responsibilities within the social environment of today.

The school’s Citizenship Education programme in Years 7
to 11 is designed to encourage students to have regard to
the moral considerations and the value of family life, and
to consider their attitudes on sexual matters. It is important
that information should be given on sexual relationships;
the meaning of contraception and its methods; abortion;
those aspects of the law which relate to sexual activity;
and sexually transmitted diseases (including HIV and AIDS).
Full details of the policy and the teaching programme,
which follow the agreed National Guidelines on Sex and
Relationship Education, are available on request.

10 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org

Extra-Curricular Activities

Educational Visits

We firmly believe in the importance of educational visits
to reinforce learning in the classroom. Residential visits
have included field trips to the Lake District for Geography
and Suffolk for Biology, science research trips to Indonesia,
History visits to Ireland and language visits to Germany,
Switzerland and Spain. Opportunities are also offered
through the Duke of Edinburgh Award programme.
Departments arrange a wide variety of day visits including
theatres, conferences and workshops.

Arts Policy and Provision

We are committed to fostering, in all students, an appreciation
of the arts. Our Key Stage 3 curriculum provides discrete
art, drama and music for all. At Key Stage 4 it is possible
to study at least two individual arts subjects. The strength
of extra-curricular arts provision is such that students have
opportunities to participate, learn and perform in artistic,
dramatic and musical activities. As testimony to this, the
school has again achieved the Artsmark Gold Award.

School productions, musical evenings and art exhibitions
are regular features of the school calendar. Recent
productions include ‘Jesus Christ Superstar’, ‘Grease’,
‘Little Shop of Horrors’, ‘Into the Woods’, ‘Seussical the
Musical’, and ‘Alice in Wonderland’.

Clubs and Societies

Recognising that we have a responsibility to encourage,
stimulate and develop the interests of the students outside
the classroom, a clubs’ fair is held at the beginning of each
year to encourage new students in particular to involve
themselves in extra-curricular activities. The activities on offer
will reflect the interests of students and staff; for a current
list please see our website.

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 11

Working in Partnership

Examinations, Reports and Parent Forum
Parents’ Evenings
The Parent Forum is well established and enables parents
Students’ progress is regularly assessed and reports sent to be involved in the decision-making process within school.
home three times a year. Reports detail assessment results, All parents are welcome and meetings take place at least
academic attainment, attitude to learning, classwork, once a term. New members are always welcome.
homework and attendance. During the year there is one
full parents’ consultation evening for every year group, and School Fund and Charitable Trust
there are also other occasions for parent and staff to meet.
Students meet with their tutor to discuss their progress on All parents are invited to contribute to this fund which is
a regular basis, and this culminates in the Academic Tutoring used to promote and extend the range of extra-curricular
programme where the timetable is suspended for two half activities and to provide amenities not available through
days each year to allow each student to meet their tutor, public funds. A donation of £25 (one child), or £35 (two
review their progress and set challenging but realistic or more children) per year per family is invited, and parents
targets for the future. are encouraged to donate to School Fund through the
Charitable Trust to enable the students to benefit further.
The use of Gift Aid is the most tax efficient way to contribute
to the school.

12 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org

Admissions Information

Although an Academy, Howard of Effingham School  
follows the Surrey County Council admissions process. The
school is popular and usually over-subscribed. We strongly
recommend you read the full Admission Policy which can be
found on our website, www.thehoward.org. Information
on secondary school admission and key dates can also be
accessed via the admissions page of Surrey County Council’s
website at www.surreycc.gov.uk/learning.

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 13

Additional Information

Transport to School Term Dates

The local bus service has stops adjacent to The Howard, and Information on term dates and key events in
contract coaches are provided to serve the Horsley, Cobham the school calendar can be found on our website,
and Oxshott areas. Students for whom this is the nearest www.thehoward.org.
school and who live more than three miles away are entitled
to free passes. Additional places on these coaches are Copies of School Documents
available and parents may pay a concessionary fare if their
son or daughter lives within a three mile radius of the school. Copies of the following documents can be viewed on our
Further information may be obtained from Surrey Transport, website: www.thehoward.org or obtained from the school
telephone: 0300 200 1004. as appropriate:
• Statutory policies, including our Admission Policy
Accommodation for cycles is provided. • Published Ofsted reports referring to the school
• Whole school provision map
Uniform and Equipment • Schemes of work currently used in the school, and
• Syllabuses followed by students at the school
We have a traditional attitude towards school uniform and
timekeeping, and expect all students to look neat and smart Safeguarding
and arrive at lessons on time, with the correct equipment.
We consider that a smart uniformed appearance is an At Howard of Effingham School we are committed to
important element in the setting of high standards and safeguarding and promoting the welfare of children. All
reflects the tone and ethos of The Howard. The cooperation adults who work with pupils are DBS checked. We follow
of parents in helping us to set and maintain these high Surrey Local Authority’s safeguarding procedures and where
standards of appearance is essential. A full list of uniform necessary work in partnership with other agencies that
and equipment will be provided in the information pack for support children and families, to ensure we address the
all new starters, and may also be found on our website. needs of our pupils with sensitivity, care and confidentiality.

School Governance

For a current list of membership of the Local Governing
Body, please visit our website, www.thehoward.org.

14 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org

Additional Information

Ofsted Inspection Judgements • “Enrichment opportunities are a further strength of the
curriculum and a wide choice of extra-curricular activities
What the Inspectors said . . . are available. The school rightly judges this provision to
be an important element of its work to stimulate and
• “This outstanding school provides an excellent education develop the interests of learners.”
for the students.”
• “Links with local primary schools are strong through the
• “The school’s work… reflects a culture where all staff are Effingham Learning Partnership and are supported and
willing to embrace new challenges in order to improve enhanced through the school’s specialist science status.”
their practice.”
• “Specialist science status has had a clear impact on
• “Outstanding achievement overall is supported raising achievement at all key stages and has contributed
by teaching which is good in the main school and to consistently and exceptionally high performance in
outstanding in the sixth form. Excellent relationships mathematics and science.”
between staff and students are complemented by the
expert subject knowledge of teachers… Students value • “The school works tirelessly in partnership with others…
the energy and enthusiasm that teachers exhibit in The formation of the Howard Partnership… with
lessons and greatly appreciate the constant support Thomas Knyvett College has afforded excellent
and encouragement they receive.” professional development opportunities… to the benefit
of students at Howard of Effingham School.”
• “The school’s sixth form is outstanding in all areas
and offers superb preparation for further education
or training.”

• “Students work well together and enjoy excellent
relationships with adults. Their behaviour in lessons
is exemplary and they thrive when given opportunity
to take responsibility for their learning.”

• “Leadership and management of the school are
outstanding. The executive headteacher has a clear vision
for the future of the school and this is shared by her
highly skilled and experienced leadership team. Leaders
at all levels spare no effort in their work to improve the
life chances of every student.”

• “A key strength of the school is the care, guidance
and support it provides. Rigorous academic monitoring
procedures are in place to ensure that all do as well
as they can… matched by excellent pastoral support.
Transition arrangements into Year 7 offer excellent
support for new students.”

HOWARD OF EFFINGHAM SCHOOL www.thehoward.org 15

16 HOWARD OF EFFINGHAM SCHOOL www.thehoward.org