If you try to carry too many bottles, some will inevitably fall to the ground and break. The same principle applies to class sizes. 

We believe that the educational, social and emotional needs of each child are best served in a small-scale environment. We operate our school along the lines of a caring, extended ‘family’ where the classes do not exceed more than 14 children per session. This is sufficiently small for children and teachers to get to know each other well, to feel an important part of the whole group and consequently develop a much stronger sense of personal and communal responsibility.

As a small school we are able to tailor our curriculum to suit the specific needs of each individual child, ensuring that no child is ever academically left behind or socially excluded.

IMG_4322Our educational philosophy is founded upon the belief that the full potential of children may only be realised when their sense of well being and belonging is at its optimum.

When you have more than a dozen pupils in a class you are tacitly accepting that the rest will fail. A class size of 20 to 30 pupils reduces education to the lowest priority.


At a time when local infant and primary classes have numbers of 30+ children per class, we offer parents a small, caring environment for children. While the government talks about (but fails to implement) smaller class sizes, we are a school with a total intake of 84 children. With a staff to pupil ratio of approximately 1 to 6 over the whole school we are able to ensure that no child is left behind, and that each child has a unique level of care and assistance. Educational research has consistently shown the advantages a small school has over larger institutions. For example: ‘Issues in Educational Research Vol. 6’ (1) M. Mok and M. Flynn conclude –

Small schools were found to enhance interpersonal relationships (Bryk, 1996), increase student extra curricular participation (Barker and Gump, 1964; Oxley, 1994; Stevens and Peltier, 1994), provide more opportunities for developing students’ leadership potential (Bryk, Lee and Holland, 1993), have more effective school discipline (Haller, 1992; Rowan, Raudenbush and Kang, 1991), improved school climate (Lindsay, 1984; Oxley, 1994). The advantages of small schools over large ones were particularly salient in the case of disadvantaged students (Howley, 1994; Klonsky, 1995) and schools located in rural areas (Haller, 1992).

As a totally independent small school we are in a unique position to offer a curriculum that is both relevant to the times we live in and is specially designed to address the educational needs of the whole child.


Our curriculum offers unique opportunities for:

  • self-exploration
  • self-expression
  • self-empowerment

Our curriculum not only offers excellent academic standards, but also incorporates time for children to explore and create for themselves. A significant part of the timetable is given over to developing the child’s social and emotional development, to helping the child blossom in themselves so that they have the confidence to cope with life’s challenges and the desire to explore and learn.


From our research we know there are no other schools in our locality that offer such a modern and holistic approach to education.