School WiselyBeta

Prospect House School[1]

Independent · ages 3–11

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Headline results

No headline results are published for this school in the latest two years.

Results

No published data for this school.

Ofsted

No published data for this school.

Competition to get in

Admissions

Sibling priority
priority given to siblings of children already attending Prospect House 2026-10-14[2]
Sibling policy
We offer our places in registration date order with priority given to siblings of children already attending Prospect House. 2026-10-14[2]

Character & practicalities

Type
Other independent school[1]
Ages
3–11[1]
Boys / girls
Mixed[1]
Admissions
Non-selective[1]
Sixth form
No[1]
Boarding
No boarders[1]
Capacity
320[1]
Local authority
Wandsworth[1]
Website
www.prospecths.org.uk[1]
District
Wandsworth[3]
Postcode
SW15 3NT[1]
URN
101081[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll
261 2024/25[4]
SEN support
25.7% 2024/25[4]
EHC plan
0.4% 2024/25[4]
Free school meals in the last 6 years
0% 2024/25[4]

Practicalities

Admissions contact
The admissions contact details include the website, email, and phone number. Entry Sept 2026[5]
Occasional places
The school occasionally has places available in Years 1 to 6. 2026-10-14[2]
Open events
Private tours are available throughout the school year by appointment. Entry Sept 2026[5]
SEND provision
51 Entry Sept 2025[6]

Routes to senior schools

Assured place at 11+: Dukes Education senior schools (nearest: London Park School Clapham, Hampton Court House, Radnor House Twickenham)
As students prepare to transition from prep school to senior school at Year 7, our guaranteed entry policy offers a seamless progression within the Dukes family of senior schools, subject only to the availability of a place and a child’s ability to thrive in the ethos and curriculum, and without the need to sit traditional school entrance exams such as the 11+. 2026-10-14[7]

In the inspectors' and the school's words

Academic
They achieve well across the curriculum, sometimes attaining very highly, particularly in their writing and musical performance. They gain secure skills and knowledge, often attaining at advanced levels in relation to expectations for their age.[6]
Warmth
They are confident to share their thoughts and ideas with others, knowing that they will be treated with respect and kindness Staff across the school consistently model kindness and respect in their behaviour.[6]
Pastoral care
Staff provide sensitive support and take care to ensure that pupils feel included throughout the day’s activities. Leaders provide timetabled lessons in which older pupils are taught strategies to promote positive mental and emotional wellbeing.[6]
Behaviour
Children’s behaviour is consistently positive, supported by attentive and responsive adults. respond to the rare incidents of bullying that do arise[6]
Learning support
Specialist teachers work in close collaboration with class teachers to ensure a consistent approach across lessons and individual or small group sessions. provide pupils who have special educational needs and/or disabilities (SEND) with targeted support so that they make good progress and attain well[6]
Enrichment
Leaders provide a variety of clubs and activities which enable pupils to develop their skills in subjects such as computing and design[6]
Pupil voice
Pupils take on a wide range of meaningful positions of responsibility in school, such as community captains in the lower school. Older pupils are active in seeking the means to resolve conflict amongst themselves, including with the support of pupil Unicef and wellbeing ambassadors.[6]
Independence
open-ended investigative tasks prompt pupils’ curiosity and a desire to find out more for themselves Pupils learn to travel around London independently, having researched and planned their trips in advance.[6]
Collaboration
Pupils are supportive and collaborative both in and outside the classroom from the earliest age. Pupils develop skills of teamwork and respectful communication through collaborative learning opportunities and extra-curricular activities.[6]
Structure
Older pupils routinely demonstrate the school’s values of kindness, understanding and meeting leaders’ high expectations of their behaviour. Staff are consistent in their implementation of school policies, making appropriate adjustments to support pupils who have SEND.[6]
Diversity
Leaders promote an expectation that every member of the school community should be included and accepted[6]
Sport
opportunities to participate in fixtures and events which are designed to enable all pupils to experience success demonstrate often advanced physical and strategic sports skills in lessons and events[6]
Performing arts
Their singing is of a particularly high standard, as a result of close attention to detail in lessons and an ambitious choice of repertoire. Accomplished musicians develop their skills within a wide range of instrumental and vocal groups.[6]
Visual arts
Pupils’ detailed and creative artwork around the school bears witness to their skills in a range of media. Leaders allocate sufficient time within the curriculum for pupils to develop their skills in music, art and drama to advanced levels[6]

Sources

  1. Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
  2. prospecths.org.uk: prospecths.org.uk — How to apply. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    priority given to siblings of children already attending Prospect House (p. 1)
    We offer our places in registration date order with priority given to siblings of children already attending Prospect House. (p. 1)
    Our usual entry points are at age 3 into Nursery and at age 4 into Reception. Families may, however, decide that they would like their child to join Prospect House further up the school. We do sometimes have places arise in Years 1 - 6 and we recommend contacting the Admissions Office to enquire about availability. (p. 1)
  3. Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
  4. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  5. prospecths.org.uk: prospecths.org.uk — Visit us. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (5)
    You can reach our Admissions team on 020 8780 0456 or info@prospecths.org.uk. (p. 1)
    Contact us (p. 1)
    Prospect House School (p. 1)
    Private school tours - Available throughout the school year by appointment, private tours let you walk both our Lower School (Nursery-Year 2) and Upper School (Years 3-6) sites at a time that suits your family, with a member of our Admissions team on hand to answer questions. (p. 1)
    Yes - both private tours and community open events are booked in advance through our online visit form, so we can make sure the right member of our team is available to show you around. (p. 1)
  6. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (27)
    The school has identified 51 pupils as having special educational needs and/or disabilities (SEND). (p. 17)
    opportunities to participate in fixtures and events which are designed to enable all pupils to experience success (p. 10)
    demonstrate often advanced physical and strategic sports skills in lessons and events (p. 11)
    They are confident to share their thoughts and ideas with others, knowing that they will be treated with respect and kindness (p. 3)
    Staff across the school consistently model kindness and respect in their behaviour (p. 10)
    They achieve well across the curriculum, sometimes attaining very highly, particularly in their writing and musical performance (p. 3)
    They gain secure skills and knowledge, often attaining at advanced levels in relation to expectations for their age (p. 8)
    Staff provide sensitive support and take care to ensure that pupils feel included throughout the day's activities (p. 3)
    Leaders provide timetabled lessons in which older pupils are taught strategies to promote positive mental and emotional wellbeing (p. 11)
    Children's behaviour is consistently positive, supported by attentive and responsive adults (p. 10)
    respond to the rare incidents of bullying that do arise (p. 10)
    Leaders promote an expectation that every member of the school community should be included and accepted (p. 6)
    Older pupils routinely demonstrate the school's values of kindness, understanding and meeting leaders' high expectations of their behaviour (p. 10)
    Staff are consistent in their implementation of school policies, making appropriate adjustments to support pupils who have SEND (p. 10)
    Leaders provide a variety of clubs and activities which enable pupils to develop their skills in subjects such as computing and design (p. 9)
    Pupils take on a wide range of meaningful positions of responsibility in school, such as community captains in the lower school (p. 12)
    Older pupils are active in seeking the means to resolve conflict amongst themselves, including with the support of pupil Unicef and wellbeing ambassadors (p. 12)
    Pupils' detailed and creative artwork around the school bears witness to their skills in a range of media (p. 9)
    Leaders allocate sufficient time within the curriculum for pupils to develop their skills in music, art and drama to advanced levels (p. 9)
    open-ended investigative tasks prompt pupils' curiosity and a desire to find out more for themselves (p. 8)
    Pupils learn to travel around London independently, having researched and planned their trips in advance (p. 13)
    Pupils are supportive and collaborative both in and outside the classroom from the earliest age (p. 3)
    Pupils develop skills of teamwork and respectful communication through collaborative learning opportunities and extra-curricular activities (p. 12)
    Their singing is of a particularly high standard, as a result of close attention to detail in lessons and an ambitious choice of repertoire (p. 9)
    Accomplished musicians develop their skills within a wide range of instrumental and vocal groups (p. 8)
    Specialist teachers work in close collaboration with class teachers to ensure a consistent approach across lessons and individual or small group sessions (p. 8)
    provide pupils who have special educational needs and/or disabilities (SEND) with targeted support so that they make good progress and attain well (p. 8)
  7. prospecths.org.uk: prospecths.org.uk — Destination schools. Period 2026-10-14. Licence: copyright-quoted.
    Quote
    As students prepare to transition from prep school to senior school at Year 7, our guaranteed entry policy offers a seamless progression within the Dukes family of senior schools, subject only to the availability of a place and a child's ability to thrive in the ethos and curriculum, and without the need to sit traditional school entrance exams such as the 11+ (p. 1)