Westminster Under School

[lvd]

For any parents with sons at Westminster Under (or who know parents with sons at the school): what do you think of the new Master? Have there been any changes in the school since her arrival? Are teachers and students happy? The Open Day in October was very chaotic and it was hard to get a feel for the Master (and for the school) on that day. We had visited previously and liked both the school and the prior Master but now have some doubts. I'd be grateful to read any thoughts from people who are more familiar with the school. In particular, I'm interested to know about the balance of the school between academics and other activities. The prior Master seemed to value a well-rounded education with sports, music and arts complementing the strong academics; the new Master seemed much more focussed on "cerebral boys" and didn't discuss things other than core academic classes.

There was another thread about this recently, which I cannot now find. It may have been deleted, as it contained hearsay comment on the new Master.

I was at the Open Day in October and, on the basis of what we thought of what we saw and heard, decided we were no longer interested in the school.

As a general comment, I would say that the character of the head is always an important factor in what a school is like and may colour your relationship with the school.

Thank you for your reply. We had the same reaction as you -- but, as we get closer to having to make decions, I'd like to get more objective (and up-to-date) views. I don't want to decide against a school with a long and positive history on the basis of one disorganised Open Day. Likewise, I don't want to proceed to have our son sit the exam and, if he is accepted, later find we've put him in a school that's going through a downturn. It's so hard to know what a school is really like until you (or, rather, your child) is inside!

Our son just joined in Year 7. We didn't expect to put him in as I was very unimpressed with open day as well. When my son made it to the final stage he was interviewed by Mr Edwards and I had a chance to talk to him as well. I was extremely impressed. My son had his pick of St Paul's, Latymer Upper, CLSB with a scholarship, and he decided on Westminster.

The new head is not as impressive. In fact, for her first meeting with parents of the school she was over half an hour late! But... don't be put off. The teachers here are amazing. The students are amazing. My son jumps out of bed and can't wait to get to school. Our dinner conversations are electric, sparked by what he's learned at school. It is a very, very good school. My hunch is that the new head will find her place. The school is on excellent foundations. And, as it's a feeder to the Upper School, standards will not waver.

Thanks very much for your helpful reply, Sarajevo. I agree the school has such a long and distinguished history it can't go far wrong even if the new head struggles a bit. I'm glad your son is settling in well and enjoying it. It does sound like a very stimulating environment!

It is tricky, I agree. I had had WU in my mind for DS1 for years (should he have turned out to be the sort of boy that woudl be happy there) and went to the last of the prev head's open days, then to one of the new Master's last in the winter. I too was really underwhelmed, and v worried - I have always believed that liking the head was a key part in selecting a school, and have to admit that I found her style of public speaking exquisitely irritating and the content bland - she could have been speaking of any school.
However, the head of studies who conducted our tour group was really impressive, as were the other staff we crossed paths with.
DS1 will be starting there in sept, and my hope is that the depth of quality in the staff room, and the sheer impetus of quality will carry the school on whilst the head either settles in, or moves on. Have to admit to some nervousness about staff/head tensions through.
Fingers crossed!

it is worrying that a new head can have such an impact on such a good school and so quickly. hopefully as you say she will either settle down or the school will realise its error. personally i don't think she is a high enough calibre for the job.too brash and brazen and possibly not intellectual enough poor love

Totally understand concerns about the new master. The dedicated staff will continue to do a great job but she will not make their lives easy! I believe that a number have left after experiencing her first year at the school. Unless she is asked to leave I fear that she will brazen her way on ... as usual.

Still a bit early to be making judgments on the new Head. I used to teach there and remember that Jeremy Edwards (the last Head) had to face a very hostile reception from a group at one Year Group Parents' evening - and he went on to become a well received Head (by parents & pupils) with a very sure touch.

The new 'Master' (a she not a he!) has yet to find her way. This is her first Headship and she still needs to forge an identity and is probably feeling around for one at the moment. An Under School Master of yore, Dickie Dawe, an occasionally volcanic, somewhat irascible Head when he first started, eventually 'found his way' and set the school on the course it has followed with such success since. (He turned into quite a distinguished and avuncular figure).

I too have heard rumours about the new Master and her performance at prospective parents' mornings. I was also a bit discouraged by comment from impeccable sources about her somewhat patronising manner when interacting with pupils and occasional 'eyebrow-raising' demeanour in Common Room. Other reliable sources declined to comment when asked about her. However if she seems a bit of a 'plastic' or 'Identikit' Head at the moment this will probably change as she becomes more sure of herself and gains a deeper understanding of the Under School and what being Master really means and entails.

The school is a good one and remarkably resilient in the face of rapid change (sudden death of a a Head in the late 1990s; huge, disruptive building works during term time; unsettling staff issues, some time ago now - all coped with). The current staff have enough 'old hands' to steady the school, maintain standards and nurture the all important Under School 'difference' - that palpable but difficult to put into words way of educating kids that sets it apart from other prep schools.

We are looking to sit (well DS is) the 8+ exams. Any helpful tips, anyone?

Hi wahwahwah,

Maths, reading age, verbal reasoning score all figure highly in selection.

If your son is really bright and inquisitive he will do well but competition is fierce and parts of the selection process subtle. All candidates are closely observed at all times by one or more staff (even during the relaxed playground session). Do they get on with others? - they have been given team tasks to do in past years. Do they seem to enjoy being in the school? Do they ask relevant and intelligent questions? Can they hold a conversation with an adult. Are they verbally dextrous? Do they 'understand'?

Coaching? Always easy to spot during selection. Strangely, some very able candidates who don't really need it get coached nowadays possibly because of parental neuroses. Some practice at maths and VR tests will help create familiarity with the format & build confidence (esp for those from primary state schools), and they'll need to be reading fluently well above their chronological age, ditto spelling.

Talent is easy to unearth (as well as the sheep in wolf's clothing, if you follow my drift) and is difficult to manufacture artificially.

Parents need to understand that there is a suitable school for their child but it may not be WUS. 'Marginal' candidates accepted into the school have struggled in previous years but gone on to flourish at other prep schools. They have to be right for the school and the school has to be right for them. Parental ambition ('I want the best...') has led to many a tear at the school gate once this lack of congruency kicks in.

Finally, parents need to understand that if their son does get in he will need to be supported at home once he starts. Homework is challenging, frequent and unrelenting; he will be examined probably more often than is good for him and require proper supervision, time (& your time) + a proper space at home to work to cope with all that. You will be paying the fees of course but that does not absolve you of the practical aspects of responsibility for his education (although one or two do think that).

All of the above sounds terrible but once happily settled in the school they flourish, have a real thirst for scholarship (in the broadest sense of the term) and ideas in general. Almost all are extremely happy.

Hope this helps.

Sorry, brain addled. Add to opening sentence (above) written English - confident use of sentences, words and, not least, imagination.

Does any one know, how many boys are taking the list test, for Westminster Upper for 2014 entry ? Thanks

Michealahpurple: curious to know how your son likes WUS after his first year. We chose another school for our son but, though he's very happy, I do keep wondering whether we made the right choice.

"they'll need to be reading fluently well above their chronological age, ditto spelling"

Does this mean they do not offer adequate dyslexia support, so actively screen out even extremely clever children who might require it?

They do have a specialist working in the school to support children and lots of children using laptops etc. I don't think dyslexia that affects writing/spelling is a problem or say dyspraxia, but any boy entering WUS particularly at 11+ must have excellent reading skills - not sure how they would keep up otherwise.

Posada - we are (so far!) utterly delighted with the school. Whilst he was perfectly happy at his last school, he has really blossomed at WUS. He comes out every day relaxed, happy and excited to tell me about his day and seems to be having a terrific time. I am slightly freaked out by how little (in my eyes) of his time is timetabled with his core class teacher (covering maths, english, science, history and geog ie the academic core) compared to music, art, sport and extraordinarily long playtimes, but keep telling myself that they must know what they are doing. There is also very light homework loading compared to our last school, although about twice every three weeks they get something really chewy (ie challening, unusual, and needing quite a bit of parental input/guidance). I had worried about going from being top cadre to ordinary and how he would take that, but it seems, suprisingly, to have been a huge relief for him. He revels in others' successes which most certainly was not part of his previous character and seems really excited by the stars (eg year 4s taking grade 6 cello) without feeling insecure.
The junior musical last term was really interesting - clearly there were some highly talented individuals but, more excitingly, the school extracted some great performances from the non-drama types (of which my son is one).
Finally, there is a marvellous atmosphere in the class, of co-operation and helpfulness. I don't know how the school instills it so fast, or avoids clicques of the 7+ boys, the Wetherby hordes etc but they do.

So, chuffed to bits so far, but still waiting for the shoe to fall on the homework/pressure fronts - so far v relaxed and jolly. I have to assume that year 5 will be a lot tougher.

Michaelahpurple: Does WUS have a school Bus covering Kensington, Notting Hill Gate etc. Thanks in advance.

Michaela -- I'm glad your son is thriving at WUS! It does sound like a wonderful school.

All you knowledgeable people, be grateful if someone can explain how it works when lots of 11+ students arrive each September - do they go into the same classes with children who have been there years? Do they have classes to help them catch up subjects they might not have done before (e.g. Latin)?

Any information on the format of the interviews to share?

Does anyone know what the odds are of you are placed on the waiting list?

@banditqueen - Only about 20 boys enter at 11 and they aren't mixed in with the other Year 7 boys for academic classes; they do of course mix in for sports, orchestra and other clubs. Saturday morning classes for French and Latin begin in March, just after the 11+ acceptance deadline.

That's really helpful fainche, I had no idea how it worked!

Michaelahpurple: my DS just got offers for both colet court and westminster under school for 8+ entry. we are leaning towards WUS due primarily to distance but after reading here about the new head, it has us slightly concerned.

glad to hear at WUS that initially homework is not too heavy.

any other insights you can provide about the school would be helpful in our decision.

our DS also has offers for both Colet Court and WUS for 8+ and are similarly confused. Any help/advice appreciated.