Figure 1.--
|
Figure 1.-- |
Most children enter the regular prep school at age 7 or 8 which is considered the entry-level class. It is normally called form I. Schools have varying entry requirements. For most chldren in the pre-prep, entry in the prep school is virtually automatic. And because the stagg is already working with the child, the approriate time can be determined. Not all prep schools have pre-preps Schools have varying entry requirements. Most want the children to have basic reading and math schools. A few schools have entrance examinations.
Prep schools generally want the children to begin with the entry level class at 7 or 8. Most schools do not have formal entry examinations. Most schools can accomodate parents with limited advanced registration and do not require entry exams.
A few schools do have formal entrance exams. Schools such as Felstead, Kings College School, King Edward's Junior School (Bath), Josca's, and Wellingborough Junior School require entry exams. Usually the test is a simple reading and writing test. Prestfelde, St. Michael's (Surrey), St. Piran's, Stroud, Walhampton, Winterfold House, prefer to give each boy a short assessment examination before entry to determine their readiness to enter the beginning form and/or to determine placement for older children entering the school. The tests are usually waived for the children moving up from the pre-prep. The tests usually involve simple math questions (addition, subtraction, multiplication, and division) and and to assess reading ability. The headmaster at Newcastle Preparatory School explains that he likes to personally interview each boy before entry. The boy is tested on his reading and is asked to do some greaded math sums, simple English, and an intelligence test. Stroud School explains that, "... the examination is not designed to keep out the normal child, or even the child who has got a little behind, but who we feel might benefit from our type of education; such children can often make sterling contributions to the school in other ways. But it is not fair to the definite non-academics--perhaps more than a year below the form ' s average age--to expect them to prosper in an academic environment, in which they would perforce obstruct the progress of others. It is sometimes possible to give help out of school to pupils who are not up to standard, but it must be emphasized that at Stroud we have a very full day of normal activities, and the opportunities for both Staff and pupils to partake work out of school are necesarily very limited." Often entrance exams are required by the schools which are most noted for their high academic standards. Some of the more prestigous schools are oversubscribed. A few such as Felsted have entry exams requiring a high standard to gain entry. Schools like the Dragon, for example, are very difficult to enter. Most schools deal with children of mixed abilities. Some schools like Moulsford do not give formal , but have the children take a simple test. More commomly tests are required for entering older children to help in determining where they' should be placed in the school.
The schools expect the new entrants to have a basic grounding and be able to read and write fluently and have a good knowledge of simple numbers work. Most schools stress that a child should learn to read in his pre-prep school. Some schools state flatly that the teaching of reading is beyond the normal prep school curiculum. A boy without a solid pre-prep foundation places a child at a serious disadvantage and will have great difficulty succedding. Other schools are somewhatmore flexible. West Hill Park-tells parents, for example, "We realise that occasionally there are those who, for one reason or another, are backward readers and we do have the facilities and staff to give such boys special and individual help." The schools generally do not expected the children to have stated French or Latin.
Many schools give preference to Old boys who sign their children up at birth. Parents often want their children to attend the same prep school they attended as children.
Often the schools, especially boarding schools, hesitate to register older children, both because of inadequate preparation and the greater difficulty of adjusting. Pinewood tells, parents, for example, that it does not normally accept boys older than 11. Most schools would give greater consideration of older children coming from another prep school because they are likely to make an easier adjustment and be less likely to require extensive assistance from the teaching staff. Children coming from state schools are generally a year or more behind their age mates and are likely to find the work much more demanding. Several headmasters mentioned that the American children they have admitted were also behind their students, but generally adapted to the program and catch up very quickly. Presfelde warns parents that boys entering later than 9 years f age are "almost certainly precluded from winning a major scholarship to a public school unless the boy has already been atending a preparatory school."
Many schools believe that a child's first few days at school are very important and believe considerable attention should be given to ensure that the children get a happy start. The transition from home to school can be difficult for some children. Some schools ask parents to bring their child and spend at least part of a day at the school, before the child is actually enrolled. At Maidwell Hall they have a New Boys' Party during the summer term for those who will be entering during the following fall term. Such events give the child the opportunity to see the school, both classe's and dormitories, and meet some of the other children and their form teacher. The visits also helps to acquaint the parents to the the school enviroment. Some schools, such as the Downs in Worcester, ask that the new parents of the new entrant~s bring them a day early. The school plans an activity for the children leaving the parents free for a tea with the headmaster and staff. Many schools such as Northcliffe in Hampshire encourage the new children to spend a day at school before the term they are to enter to meet the staff and some of the children.
New children receive special attention for their first few weeks. At most schools and child about their same age is appointed to show them about and to familarize them with the school routein. Different schools have different names for them: aunts/uncles (seaford Court) , guardians (Northcliffe), shadows (Old Hall), sponsors (St. Michael's College, Tenbury) , and substances (Moffats). At Northcliffe, each new child upon arrival is assigned a guardian who will be with him or her for at least 2-6 weeks. The guardian often sleeps in the same form. At Wellingborough Junior School, the guardian is theoretically responsible for the new boy's mistakes. Often the headmaster's wife will take a special interest in the new children and works closely with the junior form mistress to make sure they settle in quickly and happily during the first term. Terrington explains that, "When new children come to Terrington we try to fill their every moment so that they have no time to be homesick, and during their years with us we introduce them to many new challenges and intersts both in and out of the classroom, with the intention that they should never be able to come along to the study and say " But , there is nothing to do." Special events may be scheduled for the new children. Such steps help to reduce the inevitable homesickness to a minimum. Most schools during the first few days will inform the parents of the new children on how they are settling in to allay any concerns they may have.
the
