Highfield and Brookham Schools
Highfield Lane, Liphook, GU30 7LQ
www.highfieldandbrookham.co.uk
Pupils
469
Ages
2 - 13
Gender
Co-educational
Type
Primary
Head Teacher
Mrs Suzannah Cryer
Boarding / Day
Day, Weekly/Flexible Boarding and Full Boarding
Fees
£1,260 to £8,125
ISC Associations
IAPS, AGBIS, ISBA
Religion
Church of England
Bursaries
Available
About Highfield and Brookham Schools
Highfield and Brookham Schools, located in Liphook, offer a unique educational experience for children aged two to thirteen. The schools are non-selective, allowing children to start nursery at the age of two and continue until year 8. Formal assessments are not required for those joining later, with a taster day and school reports usually being sufficient. However, the availability of places can fluctuate.
The majority of students stay for years 7 and 8, with many progressing to senior boarding schools. In 2023, thirteen scholarships were awarded, with popular destinations including Charterhouse, Marlborough, Wellington, Cranleigh, Seaford, Lord Wandsworth, and St Catherine’s.
Set back from the road, the schools boast 175 acres of grounds and a variety of car parks, ensuring ample parking space. Founded in 1892 and situated on the current site since 1904, Highfield School became co-educational in 1978 and dropped compulsory boarding in 1999. The pre-prep was added in 1992 and fully merged under Mrs Cryer’s headship in 2022.
The nursery is a spacious, uncluttered environment with a focus on sensory calming, sustainable wood, and hessian. Open doors facilitate free-flow learning and child-initiated play. Despite being fully subscribed, the nursery does not feel overcrowded. Specialist teachers provide instruction in swimming, ballet, music, Spanish, and forest school. Parents report that children settle in quickly due to the nurturing and reassuring teachers.
Unusually, the pre-prep extends to include year 3, with a seamless transition to the prep school. The combined headship has created a unified ethos, layout, and feel. Shared facilities include sports halls, a swimming pool, pitches, science labs, and music rooms. Integrated IT is introduced from year 1, with computers and iPads, but handwriting remains a priority. Teaching units incorporate sustainability goals, and class ‘eco warriors’ work alongside school counsellors and reading ambassadors.
In the prep school, academic setting remains largely comprehensive, with a top set for Maths but no bottom set, as other classes are mixed. Year 8 has an academic scholarship set, and compulsory full-day school on Saturdays begins from year 4. The teaching and learning ethos focuses on building long-term, transferable skills and producing community and globally minded pupils. A refreshed curriculum includes inquiry-based in-house diploma awards, replacing the stripped-back Common core subjects. The new Saturday curriculum, promoting multi-disciplinary learning through an ‘ecopreneurship’ model, has received mixed reactions from parents.
The weekly ‘Keys’ outreach programme is a highlight, with students volunteering in the community, reading with reception, visiting homes for the elderly, or working at local nurseries. The facilities are impressive, including a chapel, indoor swimming pool, DT workshop, and theatre. Classrooms, with up to 18 students per class, reflect a positive atmosphere, with confident, happy children enjoying their learning. Good relationships with staff are evident, and parents praise the teachers for their attentiveness and support.
Sport is a daily activity, with swimming being a particular highlight. The swim squad trains most days, and all students receive weekly lessons. Mixed-ability teams are fielded for sports, with bad sportsmanship resulting in demotion. While sport receives significant attention, some parents feel that the arts could be more prominent. About one-third of pupils take additional music lessons, with highlights including flute choir, orchestra, rock concerts, and seasonal concerts. Drama is also well-supported, with two main spaces for productions and opportunities for technical involvement.
A robust team of SEN staff provides excellent support for pupils with a wide range of additional needs, including ADHD, ASC, dyslexia, and Down syndrome. The Head of Learning Support, trained in the state sector, oversees combined prep and pre-prep learning support. Individual learning support sessions are integrated into the school day, and there is no stigma attached to receiving support. A network of professionals, including speech and language therapists, occupational therapists, and psychologists, frequently visit the school. The Beehive, a central wellbeing hub, offers a space for downtime and support, with year 8 peer listeners available during break times.
Junior boarding, for years 3 to 5, provides a quiet, comfortable home with a family feel. The ‘steps to boarding’ programme is available until year 7, with around 18 full- and part-time boarders in residence. Senior boarding, based on the upper floors of the main school house, accommodates most students by year 8, with a capacity of 130. The boarding experience is characterised by good vibes, beautiful views, and a pragmatic approach from houseparents and ‘grads’.
Costs are in line with other boarding rivals, and the facilities compare well. The Highfield School Centenary Bursaries Fund offers significant bursary support, and sibling discounts are available from the second child onwards.
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ISI Review
Highfield School, located near Liphook in Hampshire, is a co-educational independent day and boarding school that has been in operation since 1892. Originally founded as a boys' boarding school, it has evolved over the years and now serves a diverse student body, including both day and boarding pupils. The school is committed to providing a first-rate education grounded in a strong Christian ethos, ensuring that every child is treated equally and feels respected, happy, and secure. The school aims to foster independent learners who are well-prepared for the challenges of the wider world.
The student population comprises 264 pupils, with 172 day students and 92 boarders. The school draws most of its day pupils from professional and business families within a 20-mile radius, while boarders come from both local areas and overseas. The school has identified a broad range of abilities among its pupils, with a significant number receiving additional support for special educational needs and disabilities (SEND) and English as an additional language (EAL). The school has made strides in expanding its provision for these pupils and has implemented systems for tracking their progress effectively.
The recent inspection conducted by the Independent Schools Inspectorate (ISI) confirmed that Highfield School meets all the standards set forth in the Education (Independent School Standards) Regulations 2014 and the National Minimum Standards for Boarding Schools. The inspection focused on various aspects of the school's operations, including the quality of education, spiritual, moral, social, and cultural development of pupils, and the welfare, health, and safety of students.
The quality of education at Highfield School is characterized by a well-documented curriculum that covers a broad range of subjects and is supported by appropriate plans and schemes of work. Teaching practices enable pupils to make good progress, and the school has established a suitable framework for assessing pupil performance. The school provides a range of extracurricular activities that enhance the educational experience for boarders, ensuring they have access to a well-rounded education.
Pupils receive comprehensive relationships education, and the school has consulted with parents to develop a written policy that aligns with statutory guidance. The standards related to the quality of education are met, reflecting the school's commitment to providing a high-quality learning environment.
In terms of spiritual, moral, social, and cultural development, the school actively promotes principles and values that help pupils become responsible and tolerant citizens. Boarders are encouraged to express their views, and their opinions are taken into account by staff. The school fosters good relationships among pupils and staff, creating an environment based on mutual trust and respect.
The welfare, health, and safety of pupils are prioritized at Highfield School. The school has established effective safeguarding measures and promotes good behavior while preventing bullying. Health and safety requirements are met, including fire safety provisions and first aid arrangements. The school maintains proper supervision of pupils and keeps accurate admission and attendance records. A disability access plan is also in place to ensure inclusivity.
The school ensures the suitability of staff, supply staff, and proprietors through appropriate checks and maintains a register as required. Visitors to boarding accommodation are supervised, and the school's guardianship arrangements are well-managed. The premises and accommodation meet the necessary standards, providing suitable facilities for pupils' medical and therapy needs, as well as adequate outdoor space for physical education and play.
Highfield School publishes a range of information for parents, inspectors, and the Department for Education, including details about the school's ethos, curriculum, admission arrangements, and policies on behavior and exclusions. The school has a clear complaints procedure that is effectively implemented, allowing parental concerns to be addressed through a structured process.
Leadership and management at Highfield School demonstrate good skills and knowledge, ensuring that the school's standards are consistently met. The proprietor actively promotes the well-being of pupils, and the management of boarding is effective, with required policies and records maintained and monitored.
The educational quality inspection highlighted the excellent academic achievements of pupils, who exhibit strong communication skills and excel in various academic, sporting, and cultural activities. Pupils are keen mathematicians, applying their knowledge effectively and producing high-quality work. The school has successfully developed pupils' abilities to use information and communication technology (ICT) to support their learning across different subjects.
Pupils' personal development is also excellent, with strong decision-making skills and a deep appreciation for the non-material aspects of life. They form excellent relationships with peers and demonstrate inclusivity and acceptance of diversity. The school fosters a positive attitude towards learning, encouraging pupils to take responsibility for their education and engage in collaborative work.
The school has successfully instilled a culture of kindness and respect, with pupils displaying excellent manners and behavior. They understand the importance of making responsible choices and are equipped with the knowledge to keep themselves safe and healthy. The curriculum promotes mental well-being, and pupils are encouraged to engage in activities that support their overall health.
In summary, Highfield School provides a nurturing and supportive environment where pupils can thrive academically and personally. The school's commitment to high standards of education, welfare, and personal development is evident in the positive outcomes for its pupils. The recent inspection affirmed that the school meets all regulatory requirements, ensuring that it continues to be a place where every child is respected, fulfilled, and secure.
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Last Updated: 8 October 2024