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Charterhouse Square School

The Charterhouse Square School is an independent co-educational day school for children aged 3-11. 

We provide a broad and balanced curriculum, with a strong emphasis on numeracy and literacy but with ample time dedicated to physical education and the arts.

We offer 26 places. Registered siblings automatically receive a place dependent on their brother or sister attending the school at the time of registration. Remaining places are allocated according to our ballot system.

We currently have no spaces available for children aged 3-5.

Who to contact

020 7600 3805
Charterhouse Square School

Where to go

40 Charterhouse Square

Other Details


£5,035 (September term). Fees are inclusive of everything, including books, stationery, craft materials, fares, trips and any specialist tuition that takes place during a normal school day.


Age Ranges

Local Offer

Local Offer Age Bands
Early Years (0 to 5)
Primary (5 to 11)

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Supporting social and emotional development

In some classes PSHE is timetabled weekly and in others, sessions are held as and when required. It is also taught through cross-curricular opportunities eg drama and science. Children with identified needs are supported through specific group discussion intervention by TAs or SEN teachers. In addition, advice from professionals may be sought after. This would enable a more specific intervention to be provided, either to a whole class, group or 1-1 basis.

How do we support children with SEND?

  • Differentiated curriculum
  • Reasonable adjustments in the classroom
  • Where appropriate individual programmes of intervention
  • Speech & language therapy
How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

How do we identify and assess children with SEND?

A child has a Special Educational Need if he or she has a learning difficulty or disability which requires special or different additional provision normally available to pupils of the same age.

All teachers are responsible for identifying pupils with SEN. Working alongside the SEND Team specific and additional support will be offered to a child whose progress is evaluated as inadequate. Adequate progress can be defined in a number of ways and may take into account:

  • Closing the attainment gap between the child and peers
  • Preventing attainment gap growing wider
  • Ensuring access to full curriculum
  • Demonstrating improvement in self-help, social or personal skills and
  • Demonstrating an improvement in behaviour
What support will there be for my child's/young person's overall well being?

How will the school communicate with me?

  • Parent meetings twice a year
  • Termly review meetings
  • School website
  • Reports

Who can I talk to about my child’s difficulties with learning/SEND?

  • Class teacher
  • Headmistress
  • SEND Team
What specialist services and expertise are avaliable at or accessed by the setting/school/college?

How do we balance children’s needs for support with developing their independence?

We review termly or as the child’s intervention strategies dictate to check impacts on progress. It is important to us that your child develops their independence and that they are as best prepared for the next phase in their education. Differentiated class activities are prioritised. We believe it is important to facilitate your child through a range of support methods, where possible they are included with you in the decision making. 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

How well do SEND pupils do in our school?

“The progress made by pupils identified as having special educational needs and/or disabilities (SEND) or those for whom English is an additional language (EAL) is also very good because they are very well supported. The school is highly successful in ensuring that pupils are accepted for their first choice of secondary school. Parents are very positive about the school with all parents saying that their children enjoy school and make good progress”.  (SIS School Inspection Service. March 2016)

“The school’s systems to support pupils with SEND or EAL are very effective. There are two teachers of SEND and two SEND co-ordinators, they work well together for the benefit of pupils”.

(SIS School Inspection Service. March 2016)

The early years SEND Audit Report (March 2016) noted the following areas of strength:

  • Teaching and learning – high expectations for all
  • Good organisation – string systems and process
  • Working with parents – sound parental engagement


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