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Which boarding school.

(5 Posts)
Realjournal123 Tue 10-Dec-19 10:44:28

If anyone can give updated opinions on either Hurtwood House or Wellington college, we would really appreciate it. My DD has just been offered places at both of these schools. She liked Hurtwood as its 6th form only and more girls starting off fresh like her is appealing. Then Wellington seems to have more status but we simply don't know which. She's academic in maths, physics and English . She is sociable but not extrovert. Anyone with info please help with their opinions from experience. Drugs mentioned at Hurtwood concerns us but I suppose they could be anywhere. Wellington seems a bit tough pastorally. Any advice or info much appreciated.

OP’s posts: |
00100001 Tue 10-Dec-19 10:55:27

go back and vist them again

Whippetywhippet Fri 20-Dec-19 11:44:45

Hi - Wellington parent here! I've replied on your other thread.

Pilipilihoho Fri 20-Dec-19 11:51:36

Hurtwood House isn't really a very academic school at all, but it's very good for arty children who aren't very bright. Wellington is also not all that academic compared to schools like Wycombe, but has better results usually that Hurtwood, seems to have vastly more down-to-earth students than feckless over-pocket-monied druggie types, and has really excellent facilities as well as a wide range of extracurricular options. If they are the two you are choosing between, I would say Wellington is more suitable for a bright child who isn't a partier.

VanCleefArpels Sun 05-Jan-20 11:23:50

I absolutely refute what Pilipilihoho says about academic standards at Hurtwood and the type of kids who go there. "feckless over-pocket-monied druggie types" did not form any part of my child's friendship group there! I would say though that unless she is into some kind of performing and/or art and/or music she may find extra curricular activities quite limited, and quite a bit of each day is devoted to activities. Sport is more fun than properly competitive. However focus is very much on the A level studies and participation in performance in particular is limited if standards in the classroom dip. They are monitored weekly with grades for effort and attainment and one on one meetings with the tutor to discuss academic and any pastoral issues.

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