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American InterContinental University - London
The Norton Knatchbull School - Ashford
Gossops Green Community Primary School - Gossops Green
Great Ballard School - Chichester
Georgian Gardens Community Primary School - Rustington
Fordwater School - Chichester
Fonthill Lodge School - East Grinstead
Fairway Infant School - Copthorne
Elm Grove Infant School - Littlehampton
Elm Grove First School - Worthing
Yew Tree Primary School - Yew Tree Estate
Yew Tree Community Primary School - Aston
Woodway Park School & Community College - Coventry
Woodthorpe Primary School - Kings Heath
Woodrush Community High School - Specialist Technology College - Birmingham
Woodlands Primary School - Willenhall
Woodfield Infant School - Penn
Wood Green High School College of Sport - Wood Green Road
Wolverhampton Grammar School - Wolverhampton
Wolverhampton Girls High School - Wolverhampton
Wollescote Primary School - Wollescote
Wodensfield Primary School - Wednesfield
Wodensborough Community Technology College - Wednesbury
Withymoor Primary School - Off Turners Lane Quarry Bank
Willenhall School Sports College - Willenhall
Whitehouse Common Primary School - Sutton Coldfield
Edward Bryant Primary School - Bognor Regis
Eastergate C E Primary School - Eastergate
West House School - Edgbaston
East Wittering Community Primary School - East Wittering
Welford Primary School - Handsworth
East Preston Junior School - East Preston
Wednesfield Village Primary School - Wednesfield
East Preston Infant School - East Preston
Wednesfield College (Specialist Engineering School) - Wednesfield
Durrington Middle School - Durrington
Ward End Primary School - Ward End
Walsgrave C E Primary School - Coventry
Durrington First School - Durrington

Talbot House Preparatory School
8 Firs Glen Road, Talbot Park, BH9 2LR, UK Bournemouth
+44 (0)1202 510348


Talbot House School is a warm and happy environment in which to learn. Our children are always reminded about respect and consideration for one another as well as adults and other people. We celebrate one another's individuality and children's cultural differences are also shared positively with one another. Since we are a small school with small classes, we have a wonderful sense of community and our children are always made to feel that they are important and special. Every child participates in frequent dramatic and musical presentations, which helps build confidence and is hugely enjoyable for the participant and audience.


Talbot House Preparatory School aims to provide a positive environment where children are happy to attend because we offer:

A sense of community fostered through positive relationships; healthy friendships; mutual respect; good communication and no tolerance for bullying.

A positive atmosphere fostered through encouragement; recognition of progress; praise for all achievement, both academic and non-academic; and a teaching/learning programme that is relevant and inspiring.

A broad education developed through a teaching/learning programme that extends beyond the National Curriculum, motivating children so they develop a love of learning, and are inspired to become lifelong learners.

An attractive environment maintained through providing a school and learning areas that are pleasant in which to learn. Our children are encouraged to develop a sense of responsibility in respecting the school and the environment.


All year groups throughout the school have a Form Teacher who is responsible for the pastoral care and coordination of learning for the children. As the children approach the upper year groups, an increasing proportion of subjects are taken by specialist teachers, although much of their time is spent with their allocated class teacher, who keeps a close eye on children's progress assisted by other key staff members in the school.

We operate very much on an open door policy with parents. An effective partnership between the school and parents is essential and contributes to the success of our pupils. If parents have any queries on a day-to-day basis, they are encouraged to have an informal word with the Form Teacher at the end of the day or set up an appointment if required. Parents are able to contact the Head teacher with any serious concerns. In addition, the school sends out a weekly newsletter to parents to keep them abreast of activities and relevant issues. Two reports are issued each year; in the autumn and summer terms and parents' evenings are held each term. We expect parents to help support children with their homework, particularly when they find it difficult.


Early Years

As a school, we work quite closely with the Early Years department at the Bournemouth LEA and we have submitted ourselves for Early Years accreditation awards. We have been awarded all five and can boast a very successful Early Years team!

Foundation Stage - Age 3-5 yrs (Kindergarten & Reception)

Boys and girls have their own well-equipped area within the school where good foundations are laid for formal learning. The Foundation Stage has six equally important areas of learning. Each learning area contains a number of Early Learning Goals, which set out what most children are expected to achieve by the end of the Foundation Stage, and 'stepping stones' which help to show children's progress towards the goal.

Key Stage 1 - Age 5-7 yrs (Years 1 & 2)

A wide curriculum is followed, with the mastering of basic English and Mathematics being the core aim. As well as foundation studies in Science, History and Geography, the children enjoy Art, Design, IT, Drama, Music, Games, Gym and Swimming. Children have French lessons from Year 1. At the end of Key Stage 1, children take SATs tests to assess the levels at which they are working.

Key Stage 2 - Age 7-11 yrs (Years 3 - 6)

Children study to a demanding standard based around the usual National Curriculum and Common Entrance Syllabus subjects: English, Mathematics, Science, History, Geography, IT, French, PE, Swimming, Music, Drama, Art and Design. Children also do reasoning practice in Years 5 and 6, and write the National Curriculum SATs tests in Year 6 during May.

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