Figure 1.-- The fmily atmosphere that most prep schools aim at can be seen in many ways. One is the close frienships among the children, many of which spend all 5 years together and even longer if they began in the pre-prep. .
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Figure 1.-- The fmily atmosphere that most prep schools aim at can be seen in many ways. One is the close frienships among the children, many of which spend all 5 years together and even longer if they began in the pre-prep. . |
Prep schools describe the atmoshere they seek to create in various ways. Most schools seek to build a family atmosphere and are small enough to achieve it. Here there is often a delicate ballance between competition and cooperation. Some schools do a better job of creating a harmonious ballance than others. Not only is a family atmoshere the relationship most schools attempt to create with the staff, but they also encourage the children to look on the schools as family. As a result, the children commonly build close friendships. And at the successful schools there is a real feeking of community among both the staff and childrem. These brief descriptions give an indication as to what the schools are seeking to achieve. As to how well they are accomplishing their goal, parents will have to assess:
??????: As one Bucks school indicates to parents, "We hope to achieve an informal and friendly approach to life, and combine this with the discipline which enables pupils to reach their full potential."
Beaudesert Park in Glouscestershire stresses that, "The family atmosphere which has continued in the school for sixty years provides almost a home background, especially for the younger boys."
Beachborough in Bucks tells parents that "... we provide a non-too rigid, yet clearly defined, framework of discipline within which the children can work and develop. Added to this we concentrate on providing sympathetic and conscientious pastoral care which is such an important aspect of boarding life."
Beeston Hall in Norfolk seeks to "provide for the transition of the small 8-year old child to the young adolescent in a happy and homely atmosphere."
Bishop's Court in Merseyside seeks "to attain, as far as possible, the family atmosphere of a good Catholic home."
Bramcote in Nottinghamshire assures parents that "Everything is done to make the school like a home for the boarders. The main house is cosy without too large or high rooms. The dormitories havebright curtains, and the beds have recently been eqquipped with duvets. .... Many of the younger boys bring back 'teddies' and the like to help them feel at home."
Caldicott in ???? indicated that "We place great emphasis on a happy and friendly atmpsphere in which nonesty, courtesy and consideration for others can flourish."
Denmead describes itself as "a happy but disciplined community where each boy is encouraged to take a serious interest in his own progress and to enjoy his achievements."
Felstead in Essex points out that "Boys are encouraged to be open about any problem they may have and to be kind to each other. .... The Headmaster and his wife, the resident masters and the matrons are very much in evidence during the evenings and upstairs in 'The House'."
Glebe House in Norfolk tells parents that "a boy should be happy, well fed, andcared for as the school is his home whilst he is here, and sound foundations cannot be laid where there is unhappiness and tension."
Hazelgrove House repprts "A family atmposhere in a country setting is achieved, centered on a headmaster and his own family, and made possible by a staff who are almost all resident and fully involved in the life of the school."
Highfield: Stresses several factors, including "an awarness of the importance of pastoral care, a happy atmosphere; a qualified and dedicated teaching staff, and a balance between freedom and order."
Kingsmead: Describes itself as a school "with a happy family atmosphere, a relaxed relationship between staff and pupils, good discipline and a keenness on work."
Hill House in London tells parents that "happiness is achieved by making school an exciting place, full of changes and movement and never a dull moment."
Maidwell Hall in Northamptonshire explains that the school "seeks to provide a relaxed happy environment which in many ways represents an extension and enlargement of family life."
Marsh Court tells parents that " ... we hope in this rather more enlighted age we
have found a proper ballance between concentrated learning and the freedom of the individual to choose how to spend his free time. In the school -rooms and on the sports fields , conformity is the key word, whereas in the playroom and the dormitories there is a much
more homely atmoshere."
Moffats: The headmaster stressed to us that "friendliness and discipline flourishing side by side" and that "the school has a tradition of hard work based on the satisfaction it brings rather than on material advantages or prestige achieved."
Moor Park explains, "We have been complimented forour 'good atmosphere'--a certain liberality, perhaps even a 'free andeasiness' where the children are encouraged to speak. and to speak out, and where they can grow and change without fear or favour. A school is a sort of 'rehersal communiyu' where no mistakes, or at least very few, are irredeemable and canot be put right: and the more different types of people, temperment and ability a school can both accomodate and encourage the better a community and school it is. . . . . We feel it is vitally important to create and maintain an atmosphere without oppression, either from the staff to the pupils or, perhaps more important still, among the pupils themselves."
Newlands: "Care is taken not to repress high spirits and individuality, though good manners and bourtesy are encouraged. Thus a happy toneis maintained while discipline does not suffer."
Old Malthouse in Dorset tells parents that the school is "run on family lines and a happy working relationship exists between staff and boys. We believe that boys who are happy and relaxed will produce their best and we expect everyboy to give of his best.. There is an underlying foundation of firm discipline, for without it friendliness can become familiarity and a relaxed atmoshere can become cassual. We place strong emphasis on maintaining high standards of manners and good behavior."
Orley Farm School in Middlesex describes the atmosphere of the school as that of an enlarged family for bOarders and day boys alike.
Pinewood in Oxfordshire seeks to provide "a happy and friendly environment within which each boy can find his opportunity to develop his talents and abilities to the full."
Quainton Hall in Middlesex explains that the founder's primary concern was to "develop a family spirit and this emphasis has been maintained to the present time. .... The school is above all a friendly place where parents are always made welcome and where every boy can participate and,achieve. It is thus natural for a high standard of behaviour and an enthusiastic participation in school life to be accepted as normal."
St. Michael's in Surrey prides itself on a "relaxed family feeling".
Spratton Hall in Northamptonshire explains that "The compactness of the school buildings gives every boy ready access to the Headmaster, his wife, and members of the teaching staff, so that a great measure of personal involvement between the boys and the adult members of the school community is fostered. This close and happy relationship makes it possible to provide an environment within which each boy can develop his own talents to the highest possible degree both as an individual and as a member of the school community. The continuing life of the School is, therefore, that of an enlarged family, where great emphasis is placed on good manners, consideration for others, and a sense of the needs of the community as a whole."
Stroud in Hampsire requires the óhildren to work hard, but "in demanding a high standard of 'work, the Headmaster is most conscious of the fact that only in a happy school can the best results be obtained, whether in the classroom, on the playingfield, or in the many other activities and opportunities which Stroud provides. Strod is, we like to believe, and are, told by many parents and friends of the school, a school of character in a day and age when character is sadly disappearing from national life; we do not believe that we are in any way a 'typical' preparatory school."
Streete Court in Syrrey believes that "a constructive and fulfilling community life is as important as our academic, athletic, and artistic achievements. An atmosphere of confident, oredered self-discIpline is necessary. Freedom is valuless without a strong spirit of self-control andself-sacrifice; a sense of commitment is required."
Taverham Hall in Tyne and Wear like many schools believe that the old country home which serves as the center of the school helps to establish a homey atmosphere. "Despite its being a school the Hall retains its original atmoshere of a substantial family house set in a wooded park running down to a river."
Terrington in Yorkshire believes that "the family atmosphere is absolutely vital" and tells parents that, "everyone, but especially new arrivals, are encouraged to use the Headmaster's Study in the evenings as they would use the living room at home, where the children are able to talk over the events of the day informally with the Headmaster and his wife, play board games and as a special treat watch television."
Yardley Court in Kent points out that "for a boy to achieve his full potential it is esential on the one hand that the community, within which he lives, should be one where courtesy, kindness, homesty, self discipline and consideration for others are felt to be important."
