The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
This is a compact, all-through preparatory setting in Weston Green, Thames Ditton, taking children from age two through to Year 6. The structure is simple, there are three main entry points (age two, Reception, and Year 3), and the school positions itself around a clear values spine: kindness, curiosity and ambition. Those words show up consistently in how the school describes its culture, and they are echoed in formal external findings about wellbeing and relationships.
Leadership has also recently turned a page. Mr David Brown became headteacher in September 2024, a change that matters for families assessing direction and continuity.
For parents, the defining proposition is less about published league-table style outcomes and more about preparedness. The school puts significant emphasis on supporting families through senior school selection and 11+ processes, including regular future schools events and a long list of common destination schools across the local independent and selective state market.
Weston Green Preparatory School sits in a very particular local context, a village setting opposite a green and duck pond, with a Victorian building on site dating to 1828. The school itself dates its founding to 1952, with a later re-opening in 1987 and subsequent expansion including additional classrooms and a purpose-built nursery. Those details are not just nice-to-have background. They help explain why the school feels like a single community rather than a split-site operation, and why the early years and prep years are described as one continuous journey.
The school’s internal language around values is unusually consistent across pages and policies. Kindness, curiosity and ambition are positioned as practical behaviours, not decorative slogans. The effect, for a family, is that you can reasonably expect those themes to show up in day-to-day routines such as how pupils are supported to work through friendship issues, how leadership opportunities are framed, and how staff talk about learning behaviours.
Pupil voice is built into the structure through a School Parliament model. This is not limited to a conventional school council. The parliament includes school council representatives plus eco representation and house leadership roles (captains and deputies), and it is used for concrete projects such as interviewing the group CEO and meeting a local MP. For children who respond well to responsibility, that kind of routine leadership work can be a meaningful part of character education because it makes “initiative” more than a word on a poster.
Early years is presented as a genuine starting point rather than childcare bolted onto a prep. The Little Prep model includes both term-time and extended-care patterns, with funded hours for eligible children built into the timetable. Session structure is clearly defined, and the minimum booking requirement indicates that the school aims for continuity and routine rather than sporadic attendance. For many two- and three-year-olds, that consistency is what makes separation, friendships, and early language development easier.
As an independent prep, the most useful “results” lens is whether the curriculum is well constructed, whether teaching is consistent, and whether pupils are being prepared for the next stage, including selective entry where relevant. In February 2025, the Independent Schools Inspectorate inspection reported that the school meets standards across leadership, quality of education, wellbeing, and safeguarding.
Beyond the headline standards statement, the report content gives a clearer picture of what learning looks like. Curriculum design is described as structured and well planned across subjects, with teachers having secure subject knowledge and pupils developing critical thinking through questioning, reasoning and analysis. It also highlights computing in practical terms, including coding and digital literacy, plus explicit teaching about online risks and artificial intelligence. For parents, that matters because it points to a curriculum that is trying to stay current while still building core academic habits.
One area is singled out for greater consistency, mathematics application and extending thinking across the school. That is a useful detail for families. It does not mean mathematics is weak, but it does suggest that the quality of challenge and problem-solving emphasis may vary between year groups or classes, and that leadership has a specific improvement target rather than a vague ambition statement.
If you are comparing local options, FindMySchool tools can still help even where published exam metrics are not the main decision driver. The Comparison Tool on a local hub page is useful for looking at nearby state primary outcomes alongside independent options, so you can separate “excellent teaching” from “excellent fit” in a more disciplined way.
The school positions its teaching around a broad curriculum with an emphasis on future skills alongside literacy and numeracy. In practice, the curriculum structure described in external findings includes careful sequencing and cross-curricular connections, with class texts chosen to support a thematic approach. The implication is a learning model that tries to build knowledge coherently rather than hopping between unrelated topics.
The strongest evidence point in the inspection narrative is how staff check understanding and use feedback. For parents, that tends to correlate with lessons that are explicit and well paced, rather than relying on pupils to infer what success looks like. In a small prep setting, this can show up as more frequent adjustment to the needs of the cohort, especially when children join at non-standard points such as Year 3 entry.
Early years provision is described for routine, supervision, and staff responsiveness. There is also a practical detail that often gets missed in marketing copy: sleep arrangements for younger children are referenced as calm and well organised. That signals a setting that is thinking about the full day experience, not just lesson time.
For a prep that finishes at Year 6, destination strength is the main outcome measure, and Weston Green is explicit about this. The school describes longstanding success in securing pupils’ preferred senior school outcomes at 11+, and notes that scholarships are secured across categories including academic, music, drama, art and sport.
The future schools guidance is unusually detailed in its list of common senior school destinations. Examples named by the school include Surbiton High, City of London Freemen’s, Claremont Fan Court, Royal Grammar School Guildford, St John’s Leatherhead, St George’s Weybridge, Tormead, Kingston Grammar, Hampton Boys, Reed’s and Epsom College. That breadth matters because it suggests the school is not operating as a pipeline into one or two “partner” schools only. It also hints at flexibility, families can pursue selective state, independent day, or boarding options depending on the child.
The school’s Future Schools Programme includes a dedicated evening with visiting headteachers and a fair where senior schools are represented. For parents who do not already know the Surrey admissions ecosystem, this kind of structured access can reduce decision noise in Year 4 and Year 5, when many families start to feel the pressure to “choose early” without reliable information.
Admissions are direct to the school, with rolling vacancies outside the main entry points. The school describes three principal entry routes: Pre Prep at age two, Reception in the September after a child’s fourth birthday, and Year 3 at age seven. Pre Prep is described as non-selective, with a taster session leading to an offer process; assessment is used for Lower Prep and Upper Prep entry.
The admissions policy also frames assessment in a parent-friendly way: an informal process intended to understand the child’s needs and how the school can support learning, rather than a pass-fail test. Families should still treat Year 3 entry seriously, since it can be the point where cohort capacity tightens in many preps, and it is often closer to when senior school planning begins.
Open events appear to run regularly. As of the latest published information, a virtual open event was scheduled for Wednesday 18 March (at 7pm), and the pattern suggests open mornings often run in early February. Because exact calendars move year to year, it is sensible to treat these as typical timings and use the school’s enquiry process for the current schedule.
Parents weighing catchment-driven state alternatives can use FindMySchoolMap Search to sanity-check proximity advantages, even if you ultimately choose independent. It is a practical way to keep options open without relying on assumptions about distance and availability.
The school’s stated emphasis on pastoral care is backed by inspection detail rather than generalities. Safeguarding is described as effective, with trained staff who understand reporting, regular training, and diligent record-keeping and follow-up. This is an area where parents should expect calm competence rather than drama, and the documented emphasis on staff knowledge and consistent processes is the right signal.
The wellbeing picture is also tied to accessibility and inclusion. Staff training and supervision in early years is referenced, and there is explicit mention of support structures for pupils with SEND so they can access the curriculum and wider school day. For families with a child who needs learning support, the practical question is not whether the school is “inclusive” in principle, but whether staffing and resources can deliver reasonable adjustments sustainably. The admissions policy gives a clearer, more realistic framing here, including that externally commissioned specialist services may carry additional cost to parents.
The co-curricular offering is one of the school’s clearest differentiators because it is published in a concrete, time-slotted format rather than generic claims. The Spring 2025 club programme includes options such as Model United Nations Club for Years 3 to 6, Music Technology (MTech) for Years 3 to 6, Rockband for Years 2 to 6, and practical creative clubs such as Sewing for Years 3 to 6.
Language provision extends beyond timetabled lessons. Spanish clubs are listed for both Reception to Year 2 and Years 3 to 6, and French club is offered for younger year groups. This matters because languages at prep level often falter without consistent speaking practice, clubs can provide repetition and confidence for children who are not naturally outspoken.
Sport is framed as both on-site and off-site. The school describes on-site work including athletics, gymnastics, dance and multi-skills, with off-site provision at Old Cranleighans Sports Club for football, rugby, netball, cricket and hockey. For a small school, that off-site partnership model can be a strength because it increases facility access without needing to be a large landholding prep.
For 2025 to 2026, tuition is published on a per-term basis with VAT shown explicitly. Termly tuition (including VAT) is £4,963 for Reception, £5,171 for Years 1 and 2, and £5,581 for Years 3 to 6. Lunch is listed separately at £450 per term.
There is also a discounted tuition-and-care package covering 7.45am to 6.15pm (Monday to Friday), with termly totals (including care and lunch) shown by year group, and individual session pricing for breakfast club and after-school care if you are not on the full package. Sibling discounts are published as 10% for a younger sibling while two children are on roll, with an additional 10% reduction for a third and subsequent child.
Financial assistance language on the school website focuses more on scholarships for senior school transition than on means-tested bursaries at prep level. If bursary support is important to your family, the practical next step is to ask explicitly what is available, what the eligibility approach is, and whether support is fee remission, phased discounting, or tied to specific circumstances.
*Bursaries may be available for eligible families.
Basis: per term
The published school-day structure starts with breakfast club from 7.45am, with gates opening at 8.25am and lessons beginning after registration. Pick-up times vary by phase, with earlier collection for younger children and a 4.00pm pick-up for Year 3 and Upper Prep. After-school care runs to 6.15pm, and the timetable is clearly structured around lunch and staggered breaks.
For travel, the school’s directions information points to Thames Ditton or Esher stations as the nearest rail options, each described as around a 10 minute walk, with regular services from London Waterloo.
Maths consistency. External findings identify a specific improvement focus, ensuring mathematics teaching consistently extends pupils’ thinking and application across the school. If your child is particularly strong in maths, ask how challenge is structured by year group and whether problem-solving is embedded weekly.
Senior school planning starts early. With a strong 11+ focus and an active future schools programme, Year 4 and Year 5 can feel more structured than at some “keep-it-light” preps. This suits families who value guidance; it may feel intense for those wanting a slower pace.
Co-curricular choice varies termly. The club schedule is published by term and includes specialist providers for some activities. That brings variety, but availability can change, and some clubs carry additional costs.
Early years attendance expectations. The Little Prep minimum session requirement is designed to create routine and continuity. Families wanting very ad hoc usage may find the structure less flexible than a standalone nursery model.
Weston Green Preparatory School suits families looking for a small, values-led independent prep with a clear pathway from age two to 11+, and with structured senior school guidance built into the culture. It is particularly well matched to children who benefit from consistent routines, early leadership opportunities, and a broad weekly rhythm that mixes academics with clubs and sport. The strongest fit is for parents who want active support navigating the Surrey senior school market, and who are comfortable engaging with that process from the middle prep years.
The school meets Independent School Standards across education, wellbeing and safeguarding in its most recent inspection cycle, and it describes a structured curriculum that emphasises critical thinking, digital literacy, and preparation for senior schools. Families should judge “good” here mainly through culture fit, teaching quality, and 11+ readiness rather than published exam tables.
For 2025 to 2026, termly tuition (including VAT) is £4,963 for Reception, £5,171 for Years 1 and 2, and £5,581 for Years 3 to 6, with lunch listed separately at £450 per term. The school also publishes a discounted tuition-and-care package and separate pricing for breakfast and after-school sessions.
Admissions are direct to the school with three main entry points, age two, Reception, and Year 3. The process typically involves registration, a taster day, and an informal assessment to understand learning needs, with rolling places in other years if vacancies arise.
Yes. Breakfast club runs from 7.45am and after-school care is offered up to 6.15pm, with published session structures and fee options depending on whether you use individual sessions or a full care package.
The school describes a wide range of 11+ destinations in the local area, including a mix of independent and selective options. It also runs structured future schools guidance, including events with visiting heads and a future schools fair, to support families through selection and applications.
Get in touch with the school directly
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