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Set on the Burwood House site in Cobham, this is an independent Catholic preparatory school for children aged 2 to 11, with a co-ed nursery that accepts boys until the start of Reception. Under Prep Headmistress Mrs Amélie Morgan, appointed in January 2019, the tone is purposeful but child-centred, with an emphasis on kindness, respect and friendship alongside clear academic ambition.
Families tend to shortlist it for two reasons. First, it is a prep that behaves like a small all-through school, with access to broader facilities and specialist teaching that are not always available at this age. Reception pupils, for example, are listed as having specialist lessons including drama, dance, swimming, music, forest school and Spanish. Second, it offers a defined progression route into the senior school on the same site, with the school stating that about 80% of the Year 6 cohort moves up into Year 7.
The school positions itself as part of a long-standing tradition of education associated with the Company of Mary Our Lady, and the Catholic character is not cosmetic. The most recent inspection summary describes an ethos of kindness, caring for others, respect and friendship, embedded across year groups. In practical terms, that tends to show up in the day-to-day: expectations are explicit, behaviour is managed consistently, and the school aims for pupils to develop self-awareness and attentiveness to others.
Leadership is a clear anchor. Mrs Amélie Morgan is presented on the school’s own pages as Prep Headmistress, and official records list her as headteacher/principal. A 2020 regulatory compliance report states that the headmistress was appointed in January 2019, which gives useful context for parents weighing continuity.
Class size and social feel matter at prep stage, and the school publishes a specific ceiling for early years and infants. It states that Prep class sizes are limited to 21 in Reception, Year 1 and Year 2, then expand to two forms in Year 3, with potential to increase to three forms in Year 5 or Year 6 depending on cohort. That structure usually suits families who want small-group attention early on, plus a little more breadth socially by the time friendship groups and clubs become a bigger part of school life.
As an independent prep, the most meaningful academic question is less about a single public measure and more about whether the curriculum is coherent, well taught, and pitched so children make secure progress without stress becoming the dominant feature of school life.
The latest inspection summary describes a curriculum that is engaging, stimulating and well taught, with pupils making consistently good progress from their starting points.
What makes the academic offer distinctive is the early use of specialist teaching and the breadth of “serious” subjects presented in age-appropriate ways. The Reception page explicitly lists specialist input including swimming and Spanish alongside creative subjects and outdoor learning. The Prep overview emphasises a mastery approach, which typically means fewer gaps and more confidence when children meet new material.
In Years 3 to 6, the school’s enrichment model matters because it is where academic confidence often becomes self-sustaining. The prep enrichment overview describes academic clubs spanning creative writing, Chatterbooks, maths, languages, STEAM, science and ICT. The best signal here is specificity: the school publishes content about individual activities, such as Astronomy Club where pupils learn constellation mapping and basic astrophysics themes over time. For parents, the implication is simple: children with niche interests are less likely to be “managed” back to the middle, and more likely to be stretched in a way that still feels playful.
A prep’s quality is often best judged by the interplay of three elements: subject expertise, consistency of routines, and the feedback loop between teachers and families.
The inspection summary points to leaders designing what is taught and ensuring it is taught effectively, which typically shows up in clear sequencing and fewer “random” curriculum gaps. In day-to-day classroom terms, this is the difference between children memorising and children understanding, especially in foundational areas like reading, writing and mathematics.
Beyond the core, Notre Dame’s approach leans on specialist teaching. That can be a genuine advantage when it is integrated into the week rather than tacked on as a treat. Reception’s published curriculum description explicitly frames specialist lessons as part of the offer, not an optional extra, which is often what parents are really paying for at this stage.
Outdoor learning is another pillar that is described in concrete terms. The school runs Forest School and outdoor learning as a named strand, and it also publishes staff credentials for its Forest School leadership, including a Forest School Leader Certificate. For many children, this kind of structured outdoor programme strengthens attention, confidence and problem-solving, especially for those who learn best through doing rather than only through paper tasks.
For prep families, the transition question is usually the make-or-break: is there a clear pathway, and is it realistic for my child?
The school explicitly frames itself as one school across prep and senior, with preparation aimed at a smooth move into Year 7. It states that about 80% of the Year 6 cohort moves up into Year 7. That is a meaningful figure: it suggests a large majority experience continuity of values, facilities and friendships, while there is still a sizeable minority who choose other routes, often for location, single-sex versus co-ed preferences later on, or academic fit at 11.
It also states that Year 6 pupils do not have to sit the 11+ entrance exam to move into the senior school, but are assessed internally to ensure they can thrive academically at senior level. The implication is that families in the prep are typically buying a managed transition rather than a high-stakes external test day, although internal expectations still matter and the school is open that it is academically selective.
Admissions are structured around normal entry points, with flexibility for occasional places if spaces arise. The school lists usual entry points as nursery (age 2, 3 or 4), Reception, and Year 3 for the prep phase, with other points possible when places are available.
Nursery registrations are described as welcome at any time of year, subject to space, with children typically joining at the beginning of a term or half term. The school also describes an informal visit for registered children prior to offers being made.
Girls join Reception in the September following their fourth birthday, and the Reception admissions page states it is taking registrations for September 2026 entry. The school also describes Reception as single-form entry within its Early Years Learning Centre, with no formal assessment, but an invited visit into the nursery class with a parent.
Year 3 is described as a major entry point, with a process including a taster day and assessments focused on skills and competencies rather than knowledge, alongside a reference and recent reports from the current school. (Note: the Year 3 page includes older date wording; for current dates, the school’s events listings are the safer guide.)
The admissions page currently lists a Whole School Open Event on Friday 13 February 2026, plus an Explore and Play Open Day on Saturday 7 March (aimed at nursery to Year 2). It also lists a Year 3 taster day on Wednesday 21 January 2026. When specific dates pass, the pattern is still useful, open events appear to cluster in January to March, but families should always rely on the school’s booking portal for the live calendar.
Parents assessing chances should treat admissions as relationship-driven as well as paperwork-driven. The school strongly encourages visiting and frames assessments as fit-checks, which, done well, can feel calmer for children than a single high-pressure test day.
Pastoral strength at prep level is often about prevention: routines, supervision, and small issues being noticed early.
The inspection summary describes pupils as proud of their school and enjoying working with teachers and friends, alongside behaviour being managed effectively, with serious sanctions and bullying described as rare. It also describes safeguarding leadership working closely together with trained staff and frequent liaison with external agencies.
The school day structure supports predictability. Breakfast club supervision is described as starting at 7.30am and running until 8.30am, with school starting at 8.30am. Finish times vary by year group, Reception at 3.20pm, Years 1 and 2 at 3.30pm, and Years 3 to 6 at 4.00pm. Predictable rhythms like this often reduce anxiety, especially for younger pupils and new joiners.
A strong prep co-curricular offer is not about quantity alone, it is about whether children can find something that genuinely belongs to them.
Music is a headline strength in the published material. The prep music programme states it offers more than 20 clubs, groups and ensembles, including three choirs, two string orchestras, wind and brass ensembles, and a chamber music programme for Year 6. It also lists over 17 instruments available for individual tuition, plus music theory and music technology. For a child who wants to perform or simply wants structured practice habits early, this can be a defining part of school identity.
Academic and creative clubs are similarly mapped. The enrichment overview explicitly references Creative Writing, Chatterbooks, maths, languages, STEAM, science and ICT, plus creative clubs such as art, dance and drama. The school also publishes examples of topic-led clubs like Astronomy Club, which provides a sense that enrichment is not just generic “arts and crafts”, but can be content-rich and cumulative.
Outdoor learning is treated as a programme rather than a one-off experience, through Forest School and outdoor learning. This can suit children who thrive when learning includes movement, tools, and structured risk-taking.
For 2025 to 2026, published prep school tuition fees are per term, with a clear stepped structure by year group. Reception is £5,000 per term; Year 1 is £5,000 per term; Year 2 is £5,500 per term; Years 3 to 6 are £6,995 per term. The same fee document lists termly extras including lunches, compulsory from Reception to Year 6, at £350 per term, and Speech and Drama (LAMDA) at £324 per term. One-off charges shown include a £150 registration fee and a £1,200 acceptance deposit. The document also states that fees and charges are shown inclusive of VAT.
Financial support is available via the school’s bursary programme, which is described as means-tested and aimed at families unable to afford full fees, with awards reviewed after up to 12 months. Scholarships are available at key senior entry points (11+, 13+, and 16+) across academic, art, drama, music and sport, with a STEM scholarship noted for 13+ applicants. (For prep-stage parents, the practical implication is that bursary support is part of the school’s accessibility strategy, but it is not presented as automatic, it is competitive, reviewed, and linked to both need and contribution.)
Nursery fee details are published by the school, but parents should rely on the nursery fees page directly for the correct structure and any attendance-option pricing.
*Bursaries may be available for eligible families.
Basis: per term
The day structure is unusually clear. Breakfast club supervision runs from 7.30am; school starts at 8.30am; finish times vary by age, with Years 3 to 6 finishing at 4.00pm. Wrap-around care is described as running until 6.00pm, with published session charges of £4 for 4.15pm to 4.30pm and £9 for 4.15pm to 6.00pm, including a packed tea available to book.
Transport-wise, the school states that many pupils use a private coach service, with booking managed through the school’s portal. For local families in Cobham and nearby Surrey towns, drop-off routines and after-school collection logistics are likely to be a material part of fit, given the later finish for Years 3 to 6.
Gender structure changes by age. The nursery accepts boys, but the prep is primarily framed around girls, with boys leaving at the start of Reception. Families with sons will need a clear plan for Reception onwards.
Later finishes for older prep years. A 4.00pm finish for Years 3 to 6 can work brilliantly for working parents, but it can feel long for some children, especially alongside clubs.
Extra costs add up quickly. Lunches are listed as compulsory in Reception to Year 6, and speech and drama is a separately priced extra; parents should budget beyond tuition.
A small but real improvement point in risk-management documentation. The latest inspection recommends more consistent review detail in risk assessments to inform future assessments.
This is a prep for families who want a well-structured Catholic education with consistent routines, specialist teaching from an early stage, and a realistic pipeline into the senior school on the same site. It suits children who enjoy being busy and who will use the breadth, music ensembles, clubs, and outdoor learning rather than opting out. For many families, the biggest value lies in continuity: a clear early-years entry route, stable leadership, and a defined transition into Year 7 for the majority.
The latest ISI inspection (30 April to 2 May 2024) confirms that the school meets the Independent School Standards across leadership and management, quality of education, wellbeing, social and economic education, and safeguarding.
The latest ISI inspection describes an engaging, well-taught curriculum and pupils making consistently good progress from their starting points, alongside calm behaviour and effective safeguarding practice. It also confirms that the school meets the Independent School Standards across the required areas.
For 2025 to 2026, prep tuition fees are published per term: £5,000 in Reception and Year 1, £5,500 in Year 2, and £6,995 in Years 3 to 6. Lunches are listed as a compulsory extra for Reception to Year 6 at £350 per term.
Yes. The prep school day information states breakfast club supervision from 7.30am, and after-school club provision, with wrap-around care described as running up to 6.00pm with published session charges.
Nursery registrations are described as welcome year-round subject to space, with children usually joining at the start of a term or half term. Reception entry is for girls in the September after their fourth birthday, and the school states it is taking registrations for September 2026 entry.
The school states that about 80% of the Year 6 cohort moves into Year 7 at the senior school on the same site, with internal assessment used to ensure pupils are ready for senior-level study.
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