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Kensington Prep School GDST

By Judith O'Reilly

When the little girl saw the tears in her friend's eyes, she knew what she had to do - offer to swap parts with her. All the girls look forward to being in the school plays at Kensington Prep, but kindness is what this school is all about and when the six-year-old jack-in-the-box saw how upset the toy soldier was, her only concern was making the other child happy.

"My pupils make me proud of them in so many ways," says Prudence Lynch, head teacher for six years, "The girls give of themselves to their learning, to the school and each other. I am regularly amazed by the emotional maturity they show in caring for each other.''

Lynch, whose leadership and management were described as "outstanding" by independent school inspectors, has much to be proud of.

Key stage 2 results for English, maths and science between 2006 and 2008 reveal a consistent upwards trend, which has seen the school climb from 19th in our tables in 2007, to 16th last year and now seventh. In 2008, the most recent year for which The Sunday Times gathers results using the Freedom of Information Act, just one prep school achieved better results at key stage 2 level 5, attainment considered normal for a 13-year-old. Aged 11, all of Kensington Prep's girls last year achieved level 5 in English, 98% in maths and 93% in science. Yet the May-time tests themselves - however impressive the results - are almost an afterthought in the school year.

The critical period for year 6 pupils is January and February, when they sit the entrance and scholarship exams for leading independent secondary schools such as St Paul's Girls', Godolphin and Latymer and Wimbledon High.

"Our parents are interested in where their children are going on to at 11," says Lynch. "And we spend three years helping our parents work out what they have to do to get the right school for their child. We know which girls need gentle handling and which need more of a challenge, and we all work towards our goal with the absolute minimum amount of pressure from teachers."

The school was founded in 1872 and moved to its present site - a former convent - in Fulham, southwest London, in 1997.

Fees are £3,701 per term and the school's success makes them seem like a bargain.

According to the independent schools' inspection report published this year: "Girls benefit from an interesting, challenging and broad educational experience which is outstanding. It overwhelmingly meets the school's aim to ensure that girls have an exciting experience that promotes high academic standards and enables them to become challenging thinkers."

With references like that, it is hardly surprising that applications are on the increase. Despite the credit crunch, there are 200 applicants for about 44 places. Most girls enter at four when assessment is through play-based activities, and there is another small intake at seven and on an occasional basis in other years.

Lynch believes the achievements are rooted in the school values which are inscribed on attractive plaques around the school buildings and "embedded" across the curriculum at every opportunity. These values include treating other people as you would like to be treated, doing your best to be your best, being kind and gentle, listening and being honest.

"This is a warm family school," says Lynch. "Everyone who visits us comments on the fantastic atmosphere; we are a real community."

She admits the school is fortunate in having great resources with state-of-the-art classrooms, fully integrated ICT, an impressive hall with professional-quality lighting and raked seating, and a newly-refurbished science lab, as well as the greatest advantage of all - the children themselves.

The inspection report highlighted how quickly the girls settle in lessons, concentrate hard and persevere "especially when undertaking a challenging task". Inspectors described how pupils "often become totally absorbed in their work".

"We are very lucky. We have enthusiastic, bright girls eager to learn with motivated, supportive parents," says Lynch.

Another key ingredient to the school's success is the "enormous amount of fun" everyone has during their day. According to inspectors, girls "frequently commented how interesting their lessons were".

Lynch says: "As long as staff are having fun, so are the children, and they will be learning. Your school is your staff. We've got great facilities but you can run a fantastic school even if you don't have those facilities - providing you have great staff. Everybody has to be valued - children, parents and staff, and that's what we do here."

Kensington Prep is a member of the Girls' Day School Trust, one of the largest groups of independent schools in the country, with a history of pioneering innovative education for girls.

Lynch is maintaining this tradition with the introduction of a programme with the distinct aim of teaching children to think. Inspectors recently described the attention given to the development of girls' thinking as "innovative and successful".

"Girls like to play it safe, they are co-operative people-pleasers but life moves very fast and they need to become risk-takers. They have to be flexible in their thinking. There isn't always a perfect answer, and sometimes they will have to accept that, take a risk and have a go. We very often say, 'What's the best question you asked today?' instead of, 'What answer did you get?'."

Every week the children have a thinking activity such as imagining a world where people's legs were made of jelly, what animals dream of and why hundreds of carrots might fall out of the sky.

One thinking adventure was mixing children into different age groups who then had to design and build a totem pole out of packaging, kitchen roll holders and shoeboxes to illustrate the school values.

Children are given "open homework" through which they respond to a question or a theme. Inspectors described the outcomes of such homework as "highly original and well thought-through". On the theme of "bubbles" for instance, one child brought in a dress made out of bubble wrap, another completed a collage of magazine pictures with funny thought bubbles coming out of their heads, machines were made which produced bubbles, and paintings were done with bubbles. Works are then displayed throughout the school and the children tour the classrooms to look at each other's interpretations.

"They learn from each other. If they've done something quite conventional this time, they know that next time they could try out something broader and more interesting. Children at the younger end of the school who have been taught from the very start to question things, are in many ways better at these sorts of activities than the older children who may have more of a tendency to conform."

Children are also being introduced to philosophy from as young as five. Throughout the term, pupils discuss questions such as whether God exists and the nature of art.

There is a genuine broadness to the curriculum with back-to-back music and drama and a whole afternoon a week devoted to art and design and technology.

Kensington Prep has more than 40 lunchtime and after-school clubs and activities such as music, sport, bridge and cookery but girls aren't allowed to take part in too many clubs.

"We encourage parents to let the girls get bored sometimes because there is a danger that if so much is provided for them they lose the ability to entertain themselves. They have to try and find the time to dream and play about."

Lynch is certain that the values the school inculcates, the thinking skills and the learning process itself are laying down the foundations for life.

She says: "At the end of their time here, every girl - whatever her innate personality, whether she is an extrovert or an introvert - will have developed enormously in confidence and self-belief. She is equipped and ready to meet the challenges of a changing world."